Class Update: Last Post of the Year!

This is my last post of the year - we took our final today. Overall, I feel that this year in history was very successful. I got to learn how to utilize new types of technology like VoiceThreads and desktop documentaries to further my own knowledge and effectively share my work. I especially learned about the history of my country, and what it means to be an American through civic values. After this year, I better understand what qualifies a true American, and I am ready to become one.

Class Update: 6/11 & 6/12

Over the past two class periods, we continued working on our immigrant guides. It will be interesting to see how the final guides look. Even though many of us have chosen different immigrant groups, I believe the guides will all be similar because all of the groups are moving to the same place. The guides will be due tomorrow.

Class Update: 6/7 & 6/10

Last Friday, we continued to work on our Immigrant Guides. This project is helping me to organize the information I have learned over the past two quarters in both English and history.

Today, we discussed the Triton 16% Time Badges. I was surprised that half of the class chose the same quest, which was about marine biology. I think this process was valuable because it allowed us to use our research and application skills in an area other than traditional school topics. I believe the skills and technology I learned to use throughout this process will help me later in life and will give me more options for creatively presenting a project.

What Does It Mean to Be an American?

Link to Works Cited:
https://docs.google.com/document/d/1epKCkHTuwEG31xtkvhf4s2OIJXIUfZVzm1HVpYB6j_I/edit?usp=sharing

Class Update: 6/4 & 6/5

Yesterday, we worked on our immigrant guide projects. I am enjoying this project because it allows me to connect history and literature. As I review the information we have learned throughout the year, I am able to compile it in a creative way through my guide.

Today, we completed our Smithsonian Quests. I finished my second badge, Eco-Journalist. I researched and addressed water issues through a news article and a visual representation. My reflection on the process and the work from my quest are posted below.

Triton 16% Time

Notice of Badge Completion

Issued to:	kflodman
Badge issued by:	Smithsonian Quests
Badge awarded by:	10th Grade
Badge Issuer Contact:	smithsonian@learningtimes.com
Issued on:	May 29, 2013
Also issued to:	2 others

I just completed my second Smithsonian Badge, Eco-Journalist. To earn the badge, I had to create an enticing title about a water issue, write an article using the title, and create an infographic to represent the article. I chose to research the water problems in Africa, where many people do not have access to a clean water supply. This issue causes millions of people to contract diseases, and one in five children under the age of five die from a lack of clean water.

I found this badge important because it allowed me to learn about problems in other parts of the world, as well as about what people can do to solve those issues. I also learned how to write an article that is both informative and engaging. With this skill, I could teach others about issues in our country by writing an article that would attract the reader, then teach him or her how to help with the problem. Additionally, I learned how to use online tools to make infographics. I now feel that I could make a visually appealing infographic to support any information I want to promote or share.

In addition to helping me developing critical skills, the Eco-Journalist Badge allowed me to make connections to the material I am learning in history class. Creating a captivating title is like yellow journalism, a technique used to sell newspapers. During the late 1800s, journalists would create titles that were not always accurate, but interested readers. Though the Smithsonian Badge did not require embellishing the truth, I had to entice readers with my title, just like historical journalists attracted readers by using yellow journalism.

I value the knowledge I have gained from completing the badge, allowing me to develop my own skills for the future while connecting to Americans of the past.


The article and infographic I created are posted below:

One Drop at a Time

How you can change the future of clean water in Africa one well at a time.

Try to think of how many times you turned on the faucet today. Think of how many times you watered your garden, or brushed your teeth, or had a nice glass of cold water. Water is everywhere, always at your fingertips. But what if that water wasn't clean?

In developing and impoverished areas of Africa, many people do not have access to clean water, which we take for granted. According to The Water Project, 1 in 5 children under the age of five die from a lack of clean water. Sometimes people do not have water near their villages. Other times, the water they do have was carried to the village or city in outdated systems that allow human waste and bacteria to seep into the water. In 2010, the UN World Health Organization believed that 343 million people in Africa did not have a clean water supply in their homes or in public places. The intensity of this issue is shocking.

Because of the lack of clean water, many African communities suffer. Women and girls have to walk miles to fetch water from dirty rivers and ponds. This task exposes women to violence along their journeys and prevents them from going to school or earning money. Most schools are closed anyways because the diseases from the water spread to the students without proper sanitary measures.

Though this situation seems hopeless, there are many ways you can help eliminate the horrible water situation in Africa. Americans can spread their knowledge of the issue and encourage other people to act on the issue. Additionally, people can donate money to organizations like The Water Project to help install wells and water systems in impoverished areas. The next time you turn on the shower or pour yourself a cup of water, remember the people in Africa who cannot take clean water for granted. Think about how you can help the water issue in Africa one village at a time, one well at a time, and one drop at a time.

One Drop at a Time | Infographics

Class Update: 5/31 & 6/3

On Friday, we spent class time working on Immigrant Guides. The guides are focused on immigrant pioneers who moved to the United States prairies. Each guide will address a specific nationality, and will give the immigrants information about living on the prairie. My guide will focus on Swedish immigrants.

Today, we do not have class due to the half day.

Class Update: 5/29 & 5/30

Yesterday, we reviewed our knowledge about United States foreign policy by filling out a graphic organizer. The table was divided into two sections: one to hold evidence of the US acting as a "good neighbor" and the other to hold evidence of the US acting as an "imperial power." We each found information to support our views on the Monroe Doctrine, the Platt Amendment, the Roosevelt Corollary, and Dollar and Moral Diplomacy. I believe the United States was acting as an imperial power in most of these policies. Most allowed the United States to enter other countries and interfere with their governments, while at the same time depriving smaller nations of their independence and forcing them to follow an American lifestyle.

Today, we continued studying US foreign policy as an imperial power by having a debate about the Bush Doctrine. The Doctrine was created to limit terrorism by allowing the US to attack a country if threatened with weapons of mass destruction, to fight alone without allies, and to spread freedom and human rights across the world. My position in the debate was as a judge, so I listened to my groups ideas about the Doctrine, then discussed the pros and cons of the Doctrine with the other judges. I decided that the Doctrine should not be allowed as foreign policy. Based on the information I was presented with, the Doctrine seems to allow the US to interfere with other countries, sometime without a good reason. Learning about US foreign policy has helped me to understand more about our country and allowed me to question why various government policies were chosen.

Class Update: 5/23 & 5/24

We visited the computer lab yesterday to learn about U.S. involvement in Central American and the Caribbean through Woodrow Wilson's foreign policy, moral diplomacy. We used an interactive map to learn that the United States troops became involved in the area nine times. They were also involved for financial reasons and with interests in building a canal. After studying the maps, we looked at pictures of Mexico from the revolutions. Life looked extremely difficult for civilians, as many were poor and the government was unstable. We then began to explore American involvement in Haiti, using our knowledge to create a "news article," posted below.

Today, we continued to work on our Smithsonian Quests. I submitted the last assignment for my badge today. I had to create an infographic about the water crisis in Africa. I used data from my research for a previous assignment, in which I had to write an article about a water-related issue. Infographics are a useful tool, and I think they would supplement a presentation well or be an effective method for advertising. My infographic is posted below:

One Drop at a Time | Create infographics

Breaking Barriers: Magic Johnson

This is the video created for the Breaking Barriers project. My group researched Magic Johnson, who broke the barrier of AIDS and HIV. He fought against stereotypes, renewed hope in people with HIV and AIDS, and funded research and testing about the diseases. Magic was an inspiration to the United States and to people around the world.

U.S. Intervention in Haiti: News Article

Question: What do many of the Americans in Haiti think of Haitians, and how do they (Americans) treat them (Haitians)?

The American View

Are the people of Haiti who we think they are?

By Kiersten Flodman

December 20, 1920

 

Over six years ago, on December 17, 1914, the United States Marines began to land in Haiti, controlling money and gaining power over the government and the people. Many people believe they know the stories of Haiti and its people, but it is time that Americans learn the truth. Most Americans view Haitians as uneducated, barbaric people, but this stereotype is far from the truth. You can change the American perception of Haitians, but first, you must know about the stereotypes and American treatment of Haitians.

The United States Marines in Haiti believe that Haitians are uncivilized people who would live in disorder without American involvement. The Marines publicize that Haitian people would not be able to form a stable government without Americans. This is not true, because the crime rate in Haiti was low before American involvement, and Haitians lived in advanced buildings even before the United States became involved. Americans in Haiti also believe that Haitians are lazy. Haitians are extremely hardworking people. Though they may not have advanced technology to complete their work, they endure strenuous labor with commendable morality. Another false prejudice that the Marines hold is that Haitians are unintelligent. Most Haitians speak Creole, which cannot be written down, but this does not make them uneducated or unintelligent. Many Haitians are scholarly people with incredible mental capabilities. Despite what the United States Marines would like Americans to believe, Haitians are not primitive people.

Even more disturbing than the American stereotypes of Haitian people is the way Americans in Haiti treat Haitians. The Marines claim that their goal is to stabilize the country of Haiti, but they have only caused its people pain and suffering. The Americans avoid socializing with the Haitians, only to interact with them by unnecessarily killing many and harming innocent women. In addition to killing and assaulting innocent Haitians, Americans unfairly imprison and torture Haitians for minor offenses. In one legal case, a Haitian man was arrested for refusing to lend a Marine a horse. While in prison, he was hung by his wrists from an iron bar and fed only one piece of bread every day. Another woman was arrested for attempting to take back a mule that had been stolen from her yard by a Marine. She was only kept in prison one day, but on the following day, Americans hung her husband from a beam in her house and burned the house to the ground. Clearly, Americans in Haiti have been mistreating the Haitian people. Now it is your turn to decide: are the people in Haiti the people the Marines would like us to believe they are? What can you do to save the innocent Haitians?

Class Update: 5/21 &5/22

Yesterday, we analyzed the Roosevelt Corollary to the Monroe Doctrine. The Monroe Doctrine prevented European nations from setting up colonies in the Western Hemisphere. If a European nation tried to recolonize, the United States would interpret this as an act of war. President Teddy Roosevelt then created the Roosevelt Corollary, which allowed the United States to enter countries in the Western Hemisphere to guarantee that debts to Europe would be paid, using military force if necessary. We put the corollary into our own words. Basically, the corollary stated that the United States would support and help developing Western nations, but only if they agreed to the American influence that was being forced upon them. I believe the Roosevelt Corollary was a negative policy for other nations because they were forced to have the United States Marine Corps within their countries and submit to American policies, rather than develop their own systems.

Today, we reviewed what we learned about the Roosevelt Corollary and shared our summaries of the document. We all agreed that the corollary was a way for the government to justify United States influence and presence in other countries. We then began to discuss Dollar Diplomacy, a policy implemented by President Taft that involved investing in other countries to gain access to natural resources. After learning about United States diplomacy policies, I believe the United States only had selfish interests based on money and power.

Class Update: 5/17 & 5/20

On Friday, we continued learning about yellow journalism. We read all of the yellow journalism headlines created by our classmates and shared our favorite ones. Interestingly, most of our classmates chose the same headlines as their favorites. This shows the appeal that yellow journalism can have. Besides being an effective way to sell newspapers, I think yellow journalism could be a good political tactic. Politicians could create articles with captivating headlines that would draw attention to their articles, increasing the likelihood that people would read about their ideas.






Today, we focused on the Panama Canal. The Panama Canal was started by France, then finished by the United States after the Panamanians rebelled against Colombia. Teddy Roosevelt started the Panama Canal without consent from Congress and other leading figures. Even though his actions went against protocol, I believe his actions are justified because the Panama Canal was a useful purchase. Maybe it was lucky for Roosevelt that the Panama Canal was successful - his career could have been in jeopardy otherwise.

Blog Post: 5/14 & 5/15

Yesterday, we had time to work on our Smithsonian Badges. For my current quest, I had to work on an eye-catching article about water issues in Africa.

In class today, we also learned about captivating headlines. We are learning about "yellow journalism," a tactic used to sell newspapers since the 1890s. The tactic exaggerates a situation to attract readers to catchy headlines. In this way, many events during US expansion into Alaska, Hawaii, and Cuba were exaggerated by the press. Today, we made "yellow journalism" headlines for each of the events. Maybe people didn't care about "yellow journalism" because the real facts did not matter to them. Maybe they were more comfortable to read interesting articles that avoided the facts and focused on fantasy.

Triton 16% Time

Notice of Badge Completion

Issued to:	kflodman
Badge issued by:	Smithsonian Quests
Badge awarded by:	10th Grade
Badge Issuer Contact:	smithsonian@learningtimes.com
Issued on:	May 7, 2013
Also issued to:	18 others

As part of our in-class project, Triton 16% Time, I completed the H20 Hero Badge from Smithsonian Quests. This badge required me to learn about the amount of water that different everyday items use in production and to create a graph showing how much water is used per product. I also had to create an advice column in which I gave time-saving tips to encourage busy families to conserve water. I enjoyed working on this badge because the activities allowed me to explore something new. Before making the bar graph, I had little knowledge of how much water is used while making everyday products. This project was also valuable because it focused on the class theme for the year: what it means to be an American. This badge taught me to take "initiative" about the issue of water conservation with simple tricks that will help save water. Besides being an enjoyable class project that helped me learn about a different topic, this badge taught me to take action in my own life so I can be a contributor to our country and to our environment.

Class Update: 5/10 & 5/13

Last Friday, we read the short story "To Build a Fire," by Jack London. The story is about a man who is trekking across the Alaskan wilderness to a camp and dies because he cannot build a fire to keep himself warm. We focused on US expansion into Alaska as well as the theme of knowledge versus instinct in the short story. For example, the dog in the story demonstrates instinct by biting the ice from its toes though it does not know that the ice would hurt him later. The man shows knowledge through his observations about the freezing temperature and what it could do to his body. We then discussed whether knowledge or instinct is more important to survival. I believe knowledge is more important than instinct. A person needs knowledge of his or her own instincts and of the way his or her body will respond in different situations to know what is needed for survival. After reading this story, I understand why many Americans believed that Secretary of State Seward had invested in a wasteland.

Today, we worked on our Triton 16% Time Badges.

Class Update: 5/8 & 5/9

Over the past two days in class, we have been comparing the Lakota Amerindian leaders Red Cloud, Sitting Bull, and Crazy Horse. Red Cloud was a chief who is responsible for the most successful war between the Amerindians and the United States. His actions resulted in the Fort Laramie Treaty, in which the US gave up a large amount of land for the first time. Red Cloud believed that white people were richer and wiser than Amerindians, and made an effort to speak with the US government. Sitting Bull was also a chief and a spiritual leader. After eliminating General Custer's troops, Sitting Bull continued to fight for his tribe by refusing to submit to the rules of the US government and limiting his contact with the government. Red Cloud and Sitting Bull were both strong leaders, but Red Cloud continued to advocate vocally while Sitting Bull surrendered his children to the United States for the future. I agree with Sitting Bull because times were changing and the Lakota tribe was weak. The future of his tribe would be brighter if he allowed them to integrate with modern American society. It was interesting to learn about the histories of the people native to our country.

Class Update: 5/3 & 5/6

On Friday, we had a fishbowl debate. In groups, we represented one party of the Trail of Tears and had a group delegate decide what to do with the Cherokee people during the nineteenth century. My group represented the judicial branch in the conflict. We believed that the Cherokee people should be allowed to stay on the land because they were civilized and because legal documents allowed them to stay there. In the debate, our side was supported by the Cherokee people and the Christian missionary. The president, Andrew Jackson, opposed our view. He wanted the Cherokee tribe to be moved to the west. It saddens me to know that our country pushed the Cherokee people out, because it demonstrates the type of discrimination our nation condemns.

Today, we went to the computer lab to work on our Triton 16% Time badges. I completed both of my activities and I am waiting for approval.

The Cherokee's Burden

Today, we discussed the Trail of Tears and how the Cherokee Amerindian tribe was pushed out of the Southeast in the nineteenth century. Below, I wrote a parody of the poem "The White Man's Burden," by Rudyard Kipling. My poem explains the problems that white Americans created for the Cherokee people when they forced them to leave their homes in the Louisiana Territory and travel 1,000 miles west to Oklahoma during the Indian Removal Act.

The Cherokee's Burden

Pile on the Cherokee's Burden,
You white men of this nation.
When he has been reduced to nothing,
Will be cause for jubilation.

Rid the country until it is civilized,
Eliminate the savage race.
Move West the Cherokee nation,
Until nothing remains in its place.

Pile on the Cherokee's Burden,
Mr. President, you know what you do.
You hate the "red man" of the Southeast,
But you want his land too.

So send the Cherokee West,
To Oklahoma they will go.
What false opportunity awaits them,
Only the white man knows.

The judicial branch and Christians objected,
But President Jackson made his choice -
With no support to enforce their rights,
The Cherokee people had no voice.

And West the Cherokee went,
No shoes, possessions, or packs,
Avoiding towns and carrying the Cherokee's Burden,
Which the white man placed on their backs.

Class Update: 5/1 & 5/2

Yesterday, we continued working on our Scratch projects. I have learned a lot about programming since I started the project. The project is due in our blogs tonight. I am excited to see my classmates' games and compare what each of us has learned about using Scratch. Though this project seemed difficult at first, it was a good way to express my knowledge about the Oregon Trail and learn more about computer programming.

Today, I was at a Student Council Leadership Conference, so I missed class. I know we were discussing United States Imperialism. During the nineteenth century, the US sought to expand its control over foreign countries to strengthen its position as a world power and to spread democracy and unique government to other countries. Imperialism was an extension of the idea of Manifest Destiny.

Oregon Trail Game

Click on the game to begin

Class Update: 4/29 & 4/30

Over the past two days, we have been working on our Scratch games during class. We are making games about the Oregon Trail that teach the player about Westward Expansion. It is helpful to have time in class because each student has different knowledge about the program and we can help each other. My project is almost complete.

There is also a movie playing while we work on our projects. The movie is called Red River, and it tells the story of a cowboy. We have been comparing the differences between the movie and life as a real cowboy. Life as a real cowboy seems more predictable and safer than the movie would suggest. I would rather be a real cowboy than a character in the movie because the movie characters experience more gunfights and problems than real cowboys would. This activity has shown how misleading popular culture can be.

Class Update: 4/24 & 4/25

Yesterday, we went to the library to research different farming tools of the 19th century. These products included barbed wire, the steel plow, the reaper, and the thresher. My group was assigned the thresher. We had to create a Google Presentation about the impact of the thresher on farming in the Great Plains. The thresher was a machine that separated grain from the stalk so farm hands did not have to do the work by hand. I think this machine is very important because it increased efficiency and specifically helped the many grain farmers in the West. Farmers already had a difficult job to do, and the thresher would have made their work easier.

Today, we presented our information about the thresher to a panel of buyers who decided which farming tools would be essential to running a farm in the 19th century. The buyers decided not to buy the barbed wire because they did not believe it was a good deal for the acreage they would have to cover, even though it is more resilient than wood. They also decided not to buy the steel plow because it cost too much to make it worth the purchase. The buyers decided to buy the reaper and the thresher because they would increase production and would work together. I agree with their decisions because though both machines were expensive, they would pay back their cost through the increased production.

Life in a Soddy

Today, we learned about life in a soddy, a type of house on the Great Plains that is made out of soil called sod. Because people who moved to the frontier did not have unlimited financial resources, they could not afford to build houses out of wood, which was an expensive luxury. Life in a soddy was difficult, but it provided shelter for a family so they could establish a life on the prairie.

 

My overall impression of living in a soddy is that life would be extremely difficult. The model soddy in the classroom was small and uncomfortable. There are five people in my family, so living close together for an extended period of time would be hard because I like to have space to myself. Also, living in a soddy could be dangerous. The fire or cook stove might be in the middle of the room, and there would be the risk of falling into the fire or setting the house on fire. The dampness of the soil and the close proximity of many people could cause sickness to spread easily. Life in a soddy would be difficult due to the small space and many dangers, but it would be interesting to live so close to nature.

 

I believe I could live in a soddy for a long period of time. I am positive that I could live in a soddy for at least a year. I would spend most of my time outdoors, and would spend the remaining daylight hours efficiently so the hours without light could be reserved for rest. Life on the prairie required people to farm and work the land, so most of my time would be spent outside of the soddy. The rest of my time in the soddy would eventually become easier because I would become used to the smell, the overcrowding, and living in the earth. After time to adapt to life in a soddy, I am confident that I could live in one for more than a year.

 

Based on my knowledge of the frontier and soddies, I would choose life on the Great Plains opposed to life in a city. I appreciate the beauty and freedom of the prairies. I would rather live on a farm and sustain myself than live in a dirty city. City life has its own dangers and hardships, and I would rather have space and land to myself. Life in a soddy may be difficult, but I believe that it would be an interesting and exciting life to live.

 

 

http://upload.wikimedia.org/wikipedia/commons/thumb/3/36/Keldur_01.jpg/315px-Keldur_01.jpg

Class Update: 4/22 & 4/23

Yesterday, we spent the period in the computer lab. We are trying a new concept, which we are calling Triton 16% Time. This idea is based off of Google 20% Time, a plan that allows Google employees to spend one day of their work week on any project they would like to do, as long as it improves Google. We will be choosing badges to earn on a Smithsonian website, based on our interests. I am going to complete the H20 Helper Badge, which consists of learning about how much water different products use and how to conserve water. I am enjoying this process because it allows me to spend time learning about something I might not learn about during my free time.

Today, we had a substitute and we learned about soddies, houses made of dirt on the Great Plains. We learned about what it was like to live in a soddy, from the size and smell to the food and living conditions. The next post explains more about living in a soddy. The activities today were very fun and they helped me to understand what it might be like to live in a real soddy.

Class Update: 4/11 & 4/12

Yesterday, we discussed Manifest Destiny. A post below details what Manifest Destiny is and how the United States achieved it. We also created skits about Manifest Destiny. My partner and I interviewed each other about our opinons about Manifest Destiny, and whether or not it was a good thing for the country. I believe that it caused good results, but the path to expand the nation was treacherous and difficult, involving many wars.

Today, we watched a tutorial about Push and Pull Factors that motivated people to move west. I thought the most interesting factor was that Civil War veterans were trying to escape their nightmares of war. I got dismissed, but we would have continued class by having a discussion about those factors.

Did the US achieve Manifest Destiny? Why or why not?

During the early 1800s, Americans developed a political and religious idea called "Manifest Destiny." Manifest Destiny consisted of two major ideas: that the Christian God gave Americans a unique form of democracy and that the United States was supposed to spread democracy to new territories. Though it cannot be proved that Providence, the Christian God, was aiding the efforts of the United States, the country did achieve Manifest Destiny.

Many events in the 1800s show that the United States was successful in achieving Manifest Destiny. The first evidence of success was in Texas. When Texas gained independence from Mexico, it was annexed by the United States. This allowed the United States to spread their democracy to a new land and new people, following Manifest Destiny. The United States also gained the formerly Mexican land to the Pacific Ocean from the Treaty of Guadalupe-Hidalgo after the Mexican War. In this way, America was able to expand its territory while spreading democracy, achieving Manifest Destiny. The United States added more territory to its expanses through conflicts over the Oregon Territory and through the Gadsen Purchase of 1854. These areas had previously been controlled by foreign people, and by gaining the territories, the United States could expose the people there to democracy, as encouraged by Manifest Destiny. Multiple conflicts and agreements allowed the United States to expand and spread democracy, attaining Manifest Destiny.

The United States was able to achieve Manifest Destiny during the 19th century. Providence cannot be proved as the reason for this achievement, but the country met the basics of the belief. Americans were able to expand their territory while cultivating democracy in new lands. Because Americans were able to achieve Manifest Destiny, our country became the grand nation it is today.

Class Update: 4/8 & 4/9

Instead of a normal class update, we are posting a mock diary entry today:

June 27, 1832

 

Life here in New York has changed greatly from the time before the Erie Canal. Before the canal was put in, I could only sell products from my farm locally because the cost of shipping was too expensive. Now, all of the traders along the canal want to buy my produce. Every week, I travel to Schenectady to sell my goods to a merchant who will take the produce West to the pioneers. It is amazing to be part of this fast trade, and I am making an incredible amount of money! I admit, I am worried about the effects the Erie Canal will have on New York. I hear that cholera has infected multiple ports. I do not want the riders on the barges to bring dangerous diseases to my own family. I also fear the crooks and thieves the barges bring. Someone stole five crates of apples from my neighbor's porch last fall. I want to become more involved with the profitable business of the canal, but I think I should protect my family. As long as disease and crime do not harm my family, I am pleased to have the Erie Canal in my home state.

Class Update: 4/4 & 4/5

In class yesterday, we talked about the War of 1812. In pairs, we reviewed various perspectives of the war. My partner and I read about the Canadian perspective of the war. The Canadians were under British rule and did not want the war, but decided to side with the British anyways because they feared American rule. The Americans destroyed much of Canada by burning villages, but the Canadians were able to triumphantly rise out of the disaster, forming an independent nation that would still have good relations with the United States. We then created a slogan, icon, and poem about the Canadian perspective. Our slogan was: "If you can't get around it, pick the lesser of two evils." This showed how the Canadians did not want to be part of the War of 1812, but chose to side with the British when they could not avoid the war.

Today, we missed class due to a half day.

Class Update: 4/2 & 4/3

Yesterday, we had a snap debate in class. After the debate, the majority of the class believed that the Orders of Council were the cause of the War of 1812. I still believe that the Chesapeake Affair was the main cause of the war. The post below elaborates on my reflections to the snap debate.

Today, I was not in class due to Accuplacer testing. The testing lasted through F Period, so most of my classmates never went to class. We will resume tomorrow by learning about the War of 1812.

Snap Debate Reflection

Today in class, we had a snap debate over which event caused the start of the War of 1812: impressment, the Chesapeake Affair, the Orders of Council, or incitement. At the beginning of the debate, I believed that the Chesapeake Affair was the main cause and still agreed with that decision even after the debate. The Chesapeake Affair was when the British navy forcefully boarded an American ship to take back seamen who had been impressed. This event was not only disrespectful towards American citizens, but was also a violent act against the United States in a time of peace. This event caused the United States to begin fighting back against England, whereas they were able to bear all of the previous issues. The War of 1812 was caused by the Chesapeake Affair, rather than the minor conflicts occurring in the United States and globally.

I enjoyed doing the snap debate today. I liked that we could compare the thoughts of other students with primary and secondary resources within our discussion groups. The snap debate allowed me to come to an educated decision on my own, helping me to truly learn about the causes of the War of 1812.

Class Update: 3/28 & 3/29

Yesterday, we worked on our eBooks in class. The project was an interesting way to apply our knowledge, but the website was difficult to use. I am pleased with the way my project turned out.

Today, we did a webquest on the journey of Lewis and Clark into the Unknown Territory. We wrote mock journals, as if each of us were the leader of the expedition. I did not realize how difficult the journey was. Without modern navigation, the group would have no way of knowing where they were headed. It must have been especially difficult to travel with Sacagawea's baby. I am glad that the expedition was successful, despite all of the hardships, because knowledge of the territory opened up many possibilities for Americans.

Diary of the Corps of Discovery

Link to the Diary of the Corps of Discovery
https://docs.google.com/document/d/1FhVIQbO3NbbZasIXfHVMmUB8q33Bt8X57H7bvzGyEk0/edit?usp=sharing

The Story of the Civil Rights Movement

Class Update: 3/26 & 3/27

Yesterday, I was absent from school. I know that the class talked about the new flipped classroom for the 4th quarter. We will have accounts on sophia.org, and we will watch videos outside of class and use the information in class. I am looking forward to the new opportunity because I have never tried learning like this before.

Today, we worked on our eBooks, which are due Thursday night. They are stories that incorporate information from the Civil Rights Movement.

Class Update: 3/22 & 3/25

Last Friday, we talked about the Civil Rights Act of 1964. The Act was very similar to the Civil Rights Act of 1875 because it addressed segregation in public places. The 1875 Act was found unconstitutional in 1883 because it separated out African Americans as needing special treatment, but the 1964 Act passed because it was apparent that African Americans needed extra protection. I think this Act was a good plan because it allowed African Americans to integrate with white people, making their job of becoming social equals easier.

Today, we talked about the Black Panther Party, a group of African Americans that did not agree with non-violent protest. They demanded free housing and land from the government, as well as supports for all African Americans that not even low-income whites received. The ideas were very communist, which may be why the government did not agree with the Party. The US had been fighting communist countries, and would not want to become communist in any way. Despite the Black Panther Party's arguments, I still believe that non-violent protest is the best way to advocate for one's beliefs.

Class Update: 3/19 & 3/20

We did not have class yesterday due to a snow day.

Today, we further explored Malcolm X and Martin Luther King, Jr. by listening to recordings of their speeches. I found Malcolm X's speech disturbing because it spoke of a violent rebellion that would harm the white population rather than working to achieve peace. It was more unsettling to hear that a "revolution" must be violent, according to Malcolm X. He cited rebellions in France, Russia, and even in the United States to prove that the only successful revolutions were violent. I found Dr. King's speech more motivational. His positive, peaceful attitude made me want to support African Americans in their revolution. His "dream" for the nation was to create a place where all people could be equal, which is a dream that even white people share with Dr. King. Even though we may not have yet achieved King's "dream" nation, I would much rather work towards equality in a peaceful, yet passionate manner, rather than proceeding in a violent rage.

Class Update: 3/15 & 3/18

Last Friday, we learned about Malcolm X. He was a radical Civil Rights activist of the Nation of Islam, a party that advocated for separation of races. Malcolm believed that white people were the "devils" of America, and that black people would rather isolate themselves than be destroyed among whites. He also opposed Dr. Martin Luther King because his actions were non-violent and taught African Americans to be "defenseless." We then completed charts about the differences between Malcolm X's violent plans and Dr. King's peaceful ones. I agree more with Dr. King because it is morally correct to choose a non-violent course of action that limits the harm of others. Malcolm X was too harsh to create a safe place in our nation for African Americans.

Today, we began class by discussing our plans for the rest of the year. Instead of taking normal tests, we will be assessing our knowledge through application. This will mean doing projects and completing online assignments that help us to make connections, rather than memorizing information for a written test. Then, we completed our notes on Malcolm X and Martin Luther King. I am interested to learn more about the upcoming assignments we will be having in place of our tests.

Desktop Documentary: Richard Wright

Works Cited:
https://docs.google.com/document/d/19wLaBxcGGeF4UffxqG6_ycuvre27m8tVvNTMt8Pn-p8/edit?usp=sharing

Class Update: 3/13 & 3/14

Yesterday, we spent the first half of class discussing upcoming possibilities for the last quarter, like the "flipped classroom" concept. We would learn lessons through PowerPoints and other presentations at home, then apply our knowledge during class to complete a project. After learning about that, we took notes on sit-ins, a non-violent method of protest in which African Americans would sit at segregated lunch counters. The protestors were assaulted by white customers and were even arrested sometimes. Like the Montgomery Bus Boycott, I believe sit-ins were an excellent way to demonstrate beliefs without harming others.

Today, we learned about the Freedom Riders. They were a group of African American and white people who rode on two buses from Washington, DC to New Orleans, LA to demonstrate the desegregation of buses that rode through more than one state. Once the buses reached Alabama, the Freedom Riders experienced extreme violence from whites. The police allowed white people to beat the riders and set the buses on fire. This story makes me extremely sad, because the Freedom Riders were not violent and the police and government allowed them to be tortured. Even though the protestors of the Civil Rights movement were working hard, white people were still trying to sabotage their efforts and prevent change in any way possible.

Class Update: 3/8 & 3/11

We did not have class on Friday due to a snow day.

Today, we learned about the Little Rock Nine, a group of nine African American students who attended a white school after the legal system ruled that all schools should be desegregated "with all deliberate speed." The nine students had to be protected by armed soldiers and National Guard to safely attend school in Arkansas, where racism was still an issue. Then, we were asked if segregation still exists in schools today. We read an article about an recent incident in a Southern school that would lead us to believe that segregation is still alive. Due to racism issues, a group of African American students had been severely punished for beating up a white student. Shockingly, white students at the same school did not receive harsh punishment for hanging nooses from school trees, suggesting the historic lynching of African Americans.

I do believe that schools are still segregated today. Students hold prejudices against other students for many other reasons than race, including gender, economic background, and interests. The majority of the class felt that a new student would not feel segregated from their peers if the student would approach the other students. I disagree with this point, because no matter how friendly and kind the new student is to their peers, it does not mean they will ever reciprocate. Maybe connections in an educational setting should not be based on what people have in common, but based rather on the goal of forming a welcoming, friendly environment. That mindset is needed to revolutionize our educational system and solve problems with segregation.

Class Update: 3/6 & 3/7

Yesterday, we learned about the story of Emmett Till by watching a video. Emmett Till was a fourteen-year-old black boy from the North who went to visit relatives in the South. He had been warned that the South was a dangerous place for black people. While there, he whistled at a white woman and was brutally murdered by two white men. His body was thrown into a river and was found shortly after the incident. When the body was returned to his home, his mother decided to put the body on display at his funeral so all people would understand what happened. The 50,000 people who attended the funeral were greatly angered by the sight of Emmett's mangled body. When the white men who killed Emmett were declared innocent, the entire world became angry. As the Till case was publicized, it sparked the Civil Rights movement by bringing attention to the horrors of racism that were still occurring in the US.

Only 100 days after the Till case, a Civil Rights protest known as the Montgomery Bus Boycott began. Today, we learned about the boycott through a series of documents. The boycott began after Rosa Parks, a black woman, would not give up her seat on a bus to a white person. She was arrested. Around the city of Montgomery, AL, black people stopped riding the buses in a non-violent protest. These actions were ultimately successful because they were dedicated to their non-violent cause and began to find alternative modes of transportation. Also, the bus companies relied on their black riders to continue running. I believe non-violent protests were most effective during the Civil Rights Movement because people could spread information about their cause without harming others.This method greatly contrasts with other protestors during the Civil Rights Movement, like Marcus Garvey.

Class Update: 3/4 & 3/5

Over the past two days in class, we have learned about different legal cases that occurred during the Civil Rights Movement. One case was called the Scottsboro Boys Trial. Nine African American young men were tried for allegedly raping and assaulting two white women on a train. The trials lasted for years, though the men were innocent. They were all originally sentenced to death, but many got other sentences as the trial was reviewed multiple times. The trial demonstrated that African American people did not always get fair trials due to race. After learning about the trial, we wrote journal entries from the point of view of one of the convicted men, Haywood Patterson.

Today, we learned about the case of Brown v. Board of Education. The case was a combination of five cases that went against the segregation of schools, mainly in the South and the West. White and black children went to different schools that were apparently "separate but equal," but black children often received lower quality facilities, supplies, and education. The case went to Supreme Court and ultimately ruled that school districts could no longer be segregated. This case showed that "separate but equal" would no longer be accepted in the United States.

I believe W.E.B. DuBois would have approved of these cases because they attacked racial discrimination through the legal system. These cases were ultimately successful despite their outcome because they spread the idea that racial discrimination should no longer be tolerated.

Class Update: 2/27 & 2/28

Yesterday, we learned about Marcus Garvey, a radical advocate for black rights. Garvey came from Jamaica to New York City. He gathered African American followers and worked to send them back to Africa, their "motherland." He believed in racial separation so African Americans could reach their full potential. He was later arrested for fraud and was disliked by many other civil rights figures. I found it interesting that Garvey moved to New York City, which a cultural center for African Americans during the "Harlem Renaissance." He must have found a larger audience in that area.

Today, we read poems by Langston Hughes, a poet during the time of cultural development for African Americans. He believed that African Americans should move away from the South to the North and West where they would have a better chance at becoming part of white society. This movement was known as The Great Migration, bringing many new people to Northern cities. We then listened to music from the "Harlem Renaissance" period. It was interesting to learn about the movement of African Americans allowed them to create a time of rich culture that would last into the modern day.

Class Update: 2/25 & 2/26

Yesterday, we missed the majority of class due to an assembly called "I Am Dirt." The performance was both entertaining and motivational. After returning to class, we discussed our reactions to the assembly and identified the truths of what the performer said and did. We learned that the ideas of prejudice addressed in the assembly will be the basis for our next unit.

Today, we started a new unit on Civil Rights. We read documents by Booker T. Washington and W.E.B. DuBois (both African Americans) and completed graphic organizers for each document. Washington believed that black people should not strive for higher social statuses yet. They should work their way up from manual labor jobs to eventually earn respect. DuBois opposed Washington and started the Niagra Movement, advocating for immediate rights through legal cases. Though not always supported, I believe Washington's beliefs are accurate. Even today, African American people are often made to prove their worth and intelligence, though they should be equals to white people. This shows the problem with Washington's plan - it would take too long for black people to work their way through social levels. I believe DuBois has a better approach. I hope his plans were more effective than Washington's plans.

Class Update: 2/14 & 2/15

Yesterday, we recorded the drawings on the whiteboard for the RSA on Reconstruction. It was difficult to make the drawings perfect for the video, but it was rewarding to see the final product.

Today, we recorded the scripts. I was pleased with the outcome of our script, but I would make the script shorter in the future.

It will be exciting to see the completed RSAs after vacation! I think this was an effective way to demonstrate and apply our knowledge of Reconstruction. I enjoy using technology in the classroom for activities like this one.

Reconstruction Timeline

Class Update: 2/11& 2/12

Yesterday, we did not have class due to a snow day.

Today, we had a dress rehearsal for our RSA project. The project shares the steps of Reconstruction after the Civil War and ultimately communicates whether or not Reconstruction was successful. We present these steps by drawing a diagram with pictures on the whiteboard then creating a voice-over to describe the drawings. My group is prepared to film on Thursday. The RSA is a creative way to apply our knowledge from the Reconstruction unit.

Class Update: 2/6 & 2/7

We have been finishing the unit on Reconstruction over the past two days. Yesterday, we watched a video on Jim Crow Laws. They came about with the creation of a character that portrayed freed slaves in a negative manner to entertain white people. The concept made white people afraid of the freed slaves. In response, they created the Jim Crow Laws to threaten the rights and power of the freed men and women. This was able to occur because Lincoln was assassinated and the Civil Rights Act of 1875 had been declared unconstitutional. Public places like schools and restrooms became segregated. Laws based on ancestry, reading skills, and taxes were passed concerning voting, and often prevented freed slaves from voting. The white people in the South aimed to take power and freedoms away from these people.

Today, we learned about sharecropping. It was the new technique for farming, in which sharecroppers rented land from a planter. They would cultivate the land, then receive some of the profit. The problem was, many sharecroppers owed money to their planters. They could not make a profit or leave the farm until this debt was paid. The sharecroppers had to work under harsh, unfair conditions. In these ways, sharecroppers were almost like slaves. Maybe white people tried to reduce freed slaves to servitude again because they were afraid of losing money and status. Slaves helped many white Southerners to earn a living, but they were now left without any assistance. Though freed slaves legally had many freedoms, white people would selfishly do anything in their power to deny them their rights.

Class Update: 2/4 & 2/5

Yesterday, we took notes about the end of the war. African Americans had many legal freedoms, including the right to vote given through the Fifteenth Amendment. The response of white people to these freedoms was not positive. The Ku Klux Klan was formed to terrorize African Americans and black and white people were segregated in many situations. The Enforcement Act of 1870 prevented this torture, but the law was hard to enforce, so the Civil Rights Act of 1875 was passed. The act was made to give African Americans equal rights in public places like theaters and restaurants. Some people thought this idea was unconstitutional because the laws paid extra attention to African Americans and set them apart from other people in rights. I think this law would be hard to enforce because so many businesses and people were opposed to the law, and would continue to act against it.

Today, we discussed what it means to be equal. We came up with words like "the same" and "identical." We decided in some situations, equality was crucial, like giving a man and a woman the same opportunity to apply for a job. In other situations, like medical treatments, equality would be unreasonable. In a legal case, Plessy v. Ferguson, the idea of "separate but equal" was challenged. Plessy had tried to act against segregation in train cars, even though the conditions of each car were "equal." The case was lost in all levels of the court. I do not believe in "separate but equal" because there will always be different events and opportunities in different places. If both are "equal," then it should not matter where one person wants to go. This topic brings up many questions over beliefs and morals.

Class Update: 1/30 & 1/31

Over the past two days we have been focusing on Reconstruction. Yesterday, we completed a chart about the different plans for Reconstruction: Lincoln's Ten-Percent Plan, Johnson's Presidential Plan, and the plans of the Radical Republicans. Lincoln planned to let the South rejoin the Union with at least the support of 10% of voters. Johnson was lenient in pardoning the South, but set specific standards for rejoining the Union. The Radical Republicans set their plans into motion by harshly punishing the South. They required the South to be divided into military districts led by Union generals. We then colored a map in to show the five military districts. I agree most with Johnson's plan. It allows the country to move on from the war without angering the South and causing greater conflicts.

Today, we read Andrew Johnson's obituary from The New York Times. I was impressed by all of the govermental positions Johnson held among other achievements. It was surprising that he never went to a formal school. Maybe that explains why he worked well with Lincoln, because he also came from a poor background. I think Johnson seems too controlling as president. He worked to keep his allies in political positions and to veto any laws that did not benefit his presidency. That led to his impeachment. Though Johnson may have had some flaws, he left a lasting positive impression on the United States.

Class Update: 1/28 & 1/29

Yesterday, we went to the computer lab during class to learn about the South after the Civil War. First, we looked at pictures of the South after the war. The destruction was incredible - it is amazing how much the South has been rebuilt since that time. Next, we researched different statistics for Southern states. I was assigned South Carolina. I was not surprised that 50% of South Carolina's population was African Americans. South Carolina was a major slave state, so they would have had a great number of freed African American slaves following the war. It was surprising that the worth of farmland decreased after the war. Maybe Sherman's scorched earth policy destroyed any usable land. Then, we brainstormed legal and illegal ways that white Southerners could gain control again. I think illegal methods would be more effective because they would return life to the way it was before the war. Then, we learned about the black codes, which were laws that illegally reduced freed slaves to basically slaves again. The South seems like a horrible place to be following the Civil War.

Today, we learned about the 14th amendment to the Constitution. It focused on citizenship (US and state) and on equal rights. It stated that people born in the US or naturalized into the US would be given equal natural rights and equality before the law. They would also be protected by Congress through laws that could prevent state legislature from depriving citizens of rights. This amendment encouraged African Americans to do things like going to school and opening businesses. I think the amendment was mainly created so Congress could punish the Southern states with laws. Congress had more power and could prevent the South from making laws that compromised the rights of freed slaves. At the end of class, we made magazine covers about the amendment.

Class Update: 1/24 & 1/25

The past two days in class, we have been discussing Reconstruction. Yesterday, we discussed the difference between Reconstruction and Restoration. Reconstruction was the plan of the radical Republicans and included granting African Americans social equality and punishing the South for the Civil War. Restoration was Lincoln's plan, and did not call for restructuring the country, only ridding the country of slavery. I agree with Lincoln's plan because both sides contributed to the war, not only the South.

Today, we learned about the assassination of President Lincoln. I think John Booth's plan to assassinate government officials was unrealistic because it would only create chaos as other leaders struggled to gain power afterwards. It is lucky for our country that Booth was hindered by his broken ankle, or else our government could have received many more attacks and maybe even been altered permanently. Then, we listened to some music by Aaron Copland commemorating the great American hero that Lincoln became.

Winnie the Pooh Character Quiz

Today, we were asked to determine which “Winnie the Pooh” character we are most like. After reading the descriptions of the “Winnie the Pooh” characters, I think I am most like Piglet. I am often quiet and a little shy, especially in new situations. I also believe that I am good at problem solving like Piglet. If I encounter a problem, I usually try to think of multiple solutions to the issue and choose the most logical one.

 

I took a quiz to determine which “Winnie the Pooh” character I am most like. My results are below:

 

You are Winnie the Pooh. Oh, bother. You are sweet, simple, and popular for your honesty and goodwill. Though you may be the biggest personality in the woods, you sometimes need the help of others in the brains department!

 

I believe that the quiz determined me to be more like Pooh than Piglet because my decisions were interpreted differently than I intended them to be. For example, one of the questions asked what I would do if I were served a type of soup that I do not like by a friend. I chose that I would eat the soup. I believe the quiz interpreted this response to mean that I was acting in hopes of being viewed as “sweet” and “popular”. It also may have reasoned that I was not acting in a very smart way because I did not stand up for myself by refusing the soup. When I responded to the question, I chose that answer because I value my friendship more than offending a good friend over a dislike. I would interpret my actions as choosing the best solution to honor my friendship, even if it meant that I had to eat soup that I did not like. The quiz interpreted some of my answers differently than I meant them to be.

 

The two results were also different because of the nature of the questions in the quiz. I found some of the questions difficult to answer because they did not apply to my life or personality. One question referred to throwing a big party when my parents were not home. I would not throw a party in the first place, so this made the question hard to answer. I would also not cancel a party at the last minute because it would be rude to the guests who were planning to attend. Though I would rather babysit as the question offered, I would not cancel a party on short notice because it is not proper etiquette. Some of the questions in the quiz did not offer answers that I would realistically choose, changing my results.

 

Though I do not agree that Winnie the Pooh and I are exactly matched, I can understand why the quiz determined us to be similar. It is an interesting concept to imagine being a character from the well-known story.

Class Update: 1/16 & 1/17

It is a day 3 today, but we have not had classes the past two days due to midterms. We have the history midterm tomorrow.

Class Update: 1/14 &1/15

The past two days in class, we have been reviewing for the midterm exam. We received a study guide. After covering any questions about the format of the exam, we reviewed independently. The exam will be on Friday, and we will not have regular classes again until next week.

Class Update: 1/9 & 1/10

Yesterday, we took a test on the Civil War.

Today, our Commitment to a Cause projects were due. We presented them in the library during D and C periods. It was interesting to see what our classmates are passionate about. Almost everyone who watched our video enjoyed it and took a flyer as well. The only problem was that the computer froze during our video and it was difficult to hear the audio in the noisy library. I thought this project was a fun way to connect English and History to real life.

In class today, we began studying for the midterm. We received review sheets and asked questions about the format of the test. We will be reviewing for the midterm over the next week.

Class Update: 1/7 & 1/8

Yesterday, we took a quiz on memorizing a section of the Gettysburg Address. After that, we took notes on the Anaconda Plan, and how the Union was using that to slowly take control of the Confederacy again. General Sherman marched Union troops to Georgia, using a policy of "total war" along the way, which meant that his army destroyed all resources that could be of help to the Confederacy. I do not agree with the policy of total war because the Union destroyed the part of the country that they were hoping to take back. I don't think this would make the Confederacy eager to join the Union again.

Today, we took notes on the end of the war. Confederate General Lee surrendered to Union General Grant at the Appomattox Court House, returning the Confederate states to the Union. This meant that the country would now have to figure out how to rebuild itself, especially in the South. The US may have experienced irreversible losses, but ultimately gained "Liberty to all," as was Lincoln's goal.

Class Update: 1/3 &1/4

Yesterday, we discussed the Emancipation Proclamation. Since it only freed slaves in border states in hopes of strengthening the Union army, some believe that it is not truly an important document. We also read a blog post about this idea, in which the author discussed the different views. I agree that the document was not as important as some think, because it only freed some slaves. We also read the Gettysburg Address, which called soldiers to continue fighting for rights for all, even though the battle was difficult. Both documents demonstrated President Lincoln's goal of "Liberty to all."

Today, we analyzed a sculpture of the 54th Massachusetts Regiment, which commemorated the first African-American only regiment in the Civil War. After the Emancipation Proclamation, 186,000 African-American soldiers enlisted over the remainder of the war, accounting for the numbers the Union needed. The 54th Regiment attempted to capture Fort Wagner in the Charleston Harbor under the leadership of General Shaw. Though they failed at the hand-to-hand combat, it brought a new view of African-American soldiers and encouraged other African-American soldiers to enlist. As can be seen by these two documents, both greatly affected the Civil War.