Class Updates: 12/20/12 and 12/21/12

Yesterday in class (12/20/12) the class split up into two groups. One group learned about the Battle of Vicksburg and the other group learned about the Battle of Gettysburg. We used our devices and textbooks to answer questions and find information, after we put everything on billboard. Today (12/21/12) we didn’t have class due to the Christmas assembly.

Class Updates: 12/18/12 and 12/19/12

In class yesterday (12/18/12) we learned about the writ of Habeas Corpus which is the right to not be imprisoned without just cause. President Lincoln stopped Habeas Corpus to keep the Union strong. Lincoln caused people to become imprisoned for speaking out against the Union, evading the draft, and anyone committing disloyal practices. Today in class (12/19/12) we reviewed Civil War battles and learned about the Emancipation Proclamation. The Emancipation Proclamation was created to gain a military advantage, it proclaimed all those enslaved in Confederate territory to be forever free.

Class Updates: 12/14/12 and 12/17/12

In class on Friday (12/14/12) we went to the computer lab. We worked on a series of questions as a class which we could later view, to help us complete an essay due this Friday. The essay question that we will be responding to is: Which side possessed the overall advantage at the start of the Civil War? Today in class (12/17/12) we had our second QR scavenger hunt! We went around the school and found the QR codes, we then scanned them with are smartphones and wrote down the descriptions/hints which helped us answer the questions. The scavenger hunt was on key battles of the Civil War. I think that reading the hints or descriptions of the battles and then figuring out which battle the hints matched up with is a great way of learning the battles, in a fun and easy way.

 

 

Class Updates: 12/11/12 and 12/12/12

Yesterday in class (12/11/12) we read primary source document about South Carolina’s secession from the Union. We answered questions about the primary source documents and had a discussion on the reasons why they thought they could secede.  Their main argument was that they had made an agreement with the other states, and they didn’t keep up with the agreement. When the other states broke the agreement South Carolina had the right to be a free independent state.

Today in class (12/12/12) we took notes by comparing the Constitution and the New Orleans Newspaper. The Constitution stated that the president was required to “preserve, protect, and defend the Constitution.”  He must also enforce, or carry out all federal laws. The New Orleans Newspaper said Republicans saw slavery as a system of weakness.  The newspaper stated the Republicans would continue to work to demolish slavery, and the succession of the Confederacy was an act of self-defense. The southerners were now considered to have lost “their way of life.” The Newspaper truly discriminated Abraham Lincoln who refused to see the seceded states as actual countries.

Class Updates: 12/7/12 and 12/10/12

On Friday (12/7/12) we didn’t have class due to the half day. Today in class (12/10/12) we started are new unit on the Civil War. We received worksheets that were about Abraham Lincoln’s idea of “liberty to all”; he compared this to “silver settings” and an “apple of gold”. The “silver settings” represent the government which has the duty of protecting the “gold apples”. The gold apples represent the people who give the government power.

Class Updates and 30 day challenge: 12/5/12 and 12/6/12

Yesterday in class (12/5/12) we had an EdCafe on the 1850s most popular celebrities. It was very hard to convince people that David Wilmot was at the top. Although David Wilmot came up with the idea of the Wilmot Proviso which ended slavery in land acquired in the Mexican-American War, his proposal was rejected. Abraham Lincoln ended up winning the majority of votes in our class. Today in class (12/6/12) we had our test on the 1850s.

My 30 day challenge finished strong! I went for a jog last night before bed.

Timeline 3: Events for the 1850s

Class Update and goal: 11/30/12 and 12/3/12

In class on Friday (11/30/12) we had a substitute teacher. We received a packet which talked about several political scenarios which could have caused the south to break away. Today in class (12/3/12) we discussed a political cartoon from the presidential election of 1860. The cartoon showed the two main candidates Abraham Lincoln and Stephen Douglas fighting over a map of the United States; they were particularly fighting over the western states.  The Political cartoon also showed John Bell trying to glue the map back together while John Breckinridge handed it up to him.  

My 30 day challenge isn’t going to well. I don’t want to go for a jog tonight because I have hockey in the morning and I don’t want to be achy for my second practice of the season. I will definitely go for a jog tomorrow night.

Class Update: 11/28/12 and 11/29/12

Yesterday in class (11/28/12) we discussed the Douglass Lincoln Debate more and then learned about John Brown and Harper’s Ferry. During the Illinois Election for U.S senate, Stephen Douglas created the idea of popular sovereignty using the Kansas Nebraska Act. His opponent Abraham Lincoln wanted to end the expansion of slavery. During Harper’s Ferry John Brown wanted to steal weapons from a federal arsenal at Harper’s Ferry, VA. His plan was to give the slave weapons and the slaves would then form an uprising. He then thought other slaves from the south would also join the uprising. John Brown and his men were captured in the arsenal by marines. John Brown was hanged for his crime on December 2^nd, 1859.

Today in class (11/29/12) we read primary source documents on John Starry’s, Robert E. Lee’s, and John Brown’s account on the attempted uprising. I thought it was very interesting that John Brown claimed he didn’t mean to kill anyone and that his only intent was to free the slaves. John Brown stated: “That was all I intended. I never did intend murder, or treason, or the destruction of property, or to excite or incite slaves to rebellion, or to make insurrection.”

My 30 day challenge wasn’t a go tonight. I had my first hockey practice at 6:00 o’clock this morning and I’ve been feeling really swore.

Class Update: 11/26/12 and 11/27/12

Yesterday in class (11/26/12) we read about the Dred Scott case. In this case Scott was suing Mrs. Emerson for “false imprisonment” and battery. It was very common for slaves who were taken from to free land to sue their masters and receive freedom. Scott mainly argued that he was held illegally and that he had been taken against his will to a slave territory state after he had already been free in a non-slave holding state.

Today in class (11/27/12) we read about The Lincoln-Douglas Debates. We also watched a clip in a movie from the 1940s which contained parts of the speech. The debate was between Abraham Lincoln and Stephen Douglas. Lincoln opposed slavery and popular sovereignty while Douglas strongly encouraged slavery. After watching the movie clip we filled out a chart which compared Lincoln and Douglas’s speeches.

My 30 day challenge is going great, after the Thanksgiving break I have a great reason to go for a jog.

Class Update: 11/19/12 and 11/20/12

Yesterday (11/19/12) we discussed the fugitive slave act and the reading on Uncle Tom’s Cabin. We discussed what the reading had to do with the Civil Rights Period. We also had a discussion how being fair isn’t always being equal. Today in class (11/20/12) we worked on three worksheets involving the Kansas Nebraska Act of 1854. The Act basically organized the territories of Nebraska and Kansas.

I’m still keeping up with my goal of going for a jog every night.

Class Update:11/15/12 and 11/16/12

Yesterday in class (11/15/12) we made decisions congress had to make about Mexican territory. We were given handouts which gave us basic information and decisions we could make. After deciding what we wanted to choose we voted. Most of our class decided on "popular sovereignty" with slavery in new territories. Congress didn’t end up agreeing on anything until the Compromise of 1850.

Today in class (11/16/12) we viewed and discussed a painting of fugitive slaves. After this we started to read a chapter in “Eliza’s Escape” of Uncle Tom’s Cabin by Harriet Beecher Stowe. This story is about a fugitive slave named Eliza who escapes with her young daughter.

My 30 day challenge is still progressing greatly; I am still jogging every night.

Class Update: 11/13/12 and 11/14/12

Yesterday In class (10/13/12) we went to the computer lab and worked on two worksheets using the map on this website (http://bit.ly/BLosI). In these worksheets we compared North and South Regions involving population. The next worksheet asked questions about the Missouri Compromise.

Today in class (10/14/12) we talked about the Missouri Compromise and went over some key components. Then we learned about the Mexican-American War and compared several textbook definitions. After this we watched a video on the Mexican-American War and took a quick movie quiz.

My 30 day challenge is working out great; I have been jogging every night.

 

1850s Personality VoiceThread Project David Wilmot

Class Update: 11/7/12 and 11/8/12

Yesterday in class (11/7/12) we took notes on Slavery. Eli Whitney’s cotton gin majorly effected what happened in the south in the years of 1800 to 1860. The Industrial Revolution that happened in the north and in England resulted in a large desire for cotton, this also resulted in many southern landowners focuses their crops on cotton to meet the large demand. The production of cotton made slavery profitable on almost every farm. Slaves were considered property of their masters. As the demand for slaves increased slave traders increased the price for slaves. “Gang” labor forced slaves to work on the same job nonstop. “Task” labor let slaves’ complete specific jobs, and when they finished they were allowed to do what they wanted. This meant that they could go out and receive payments for other jobs.

Today in class (11/8/12) we took notes on the Underground Railroad. Slavery continued to become a larger issue as 1830s and 1840s approached. Abolitionists were people who wanted to end slavery; most people wanted a slow freeing of the slaves. One of these people was William Lloyd Garrison who created the antislavery society. One of the greatest speakers of the group was Fredrick Douglas a former slave who was educated by his master’s wife. Fredrick Douglas created his own newspaper the “North Star.” Abolitionists debated over how to end slavery, this led to most slaves running away. Most slaves escaped by the “Underground Railroad” which was neither underground or on tracks. After the notes we read ten textbook versions that described the Underground Railroad and answered questions on them.

My 30 day challenge is working out well; I have been jogging every night.

Class Update and 30 day challenge 11/5/12 and 11/6/12

Yesterday in class (11/5/12) we completed Venn diagrams on the documents about slaves. The documents discussed the lives of different slaves, one slave had a kind master and mistress while the other suffered several hardships including mental and physical abuse. After this we completed worksheets on slavery’s opponents and defenders. The defenders were: John C. Calhoun and James H. Hammond, and the opponents were: William L. Garrison, Abraham Lincoln, and Fredrick Douglas.

Today in class (11/6/12) we started off by comparing the defenders and opponents of slavery. The opponents were all born into poverty, faced several hardships, and had no official schooling.  The defenders were born into wealth, were well educated, and faced no hardships throughout their lives. Lastly were read about how the Constitution could be for or against slavery.

My 30 day challenge is to go for a run every night.

Class Update: 11/1/12 and 11/2/12

Yesterday morning (11/1/12) we turned in our completed intergraded projects in the library. In class we took a survey which asked our opinions on the project regarding future projects. After this we went down to the library and viewed everyone’s projects. I thought the projects were great; many students came up with several interesting board games.

Today in class (11/2/12) we talked about a Ted-Talk video which was on modern day slavery. It was interesting to see how many students thought modern day slavery was a myth. Slavery is most definitely illegal but human trafficking or sex slavery is still a large problem in our world today. After this we read a document called: "The Interesting Narrative of the Life of Olaudah Equiano." This article discussed the life of a slave and how they were forced to live, this included: starvation, physical abuse, emotional abuse, harsh labor and several more horrific conditions and ways of life for a slave. We were then asked to create a story board in our groups on our assigned reading.  

Class Update: 10/29/12 and 10/30/12

Yesterday (10/29/12) we didn’t have school due to Hurricane Sandy which left a huge effect on New England and several areas in the United States, this hurricane caused coastal flooding and power outages. Today in class (10/30/12) we worked on our Julius Caesar and the American Revolution Intergraded Project, for my project, my group created a board game.

Class Update: 10/25/12 and 10/26/12

Yesterday in class (10/25/12) we went over the end of The American Revolution. In the winter of 1777 British changed battle strategies and tried to separate New England from the rest of the Colonies. In October 1777 The Battle of Saratoga took place. This battle led to a Continental Army victory, and the French now decided to ally themselves with the Continental Army. In the winter of 1777-1778 at Valley Forge, PA, the Continental Army trained in traditional European style of welfare. In October of 1781 Cornwallis surrendered to the Continental Army, and this ended the American Revolution. The Treaty of Paris marked the technical end of the American Revolution. The United States was given their Independence, and gained land between the Appalachian Mountains and the Mississippi River. Today in class (10/26/12) we took our second Quest, which was on the American Revolution. 

Timeline for the American Revolution

VoiceThread: Vigilance and Resourcefulness

Class Update: 10/23/12 and 10/24/12

Yesterday in class (10/23/12) we had a scavenger hunt on the Battles of the American Revolution. We went around the school and found QR codes, the person with a device scanned the codes and we wrote down the questions. After that we went back to the classroom and answered what battles the questions described, and the date of the battles. The first person to finish the scavenger hunt got 5 extra points on their quiz.

Today in class (10/24/12) we listened to a slide show presentation about Art of the American Revolution. We learned about the paintings Paul Revere and Watson and the Shark painted by John Singleton Copley, The Death of General Warren at the Battle of Bunker Hill and the Declaration of Independence painted by John Trumbull, Washington Crossing the Delaware and Washington Rallying the Troops at Monmouth painted by Emanuel Leutze, and lastly Midnight Ride of Paul Revere and Daughters of Revolution painted by Grant Wood.   

Class Update: 10/18/12 and 10/19/12

Yesterday in class (10/18/12) Mr.Boyle wasn’t in school, we had a substitute. We read “The Crisis”, Number 1 by Thomas Paine. After that we wrote an essay on how "These are times that try men's souls”. We didn’t have much to time to write our essays because the substitute talked seventy percent of the class.

Today in class (10/19/12) we went over “The Crisis” for further understanding. Then we went over economic problems that faced the United States in today’s society. I think that people are so worried about have the newest IPhone, the Newest BMW, the nicest house, and everything else that consume are generation, that people are spending money they don’t have. This a huge problem because basically people are setting themselves up for a lifetime of expenses that will never ends including: credit card debt, car payments, house payments etc. We also learned about the battle at New York City, the battle of Princeton, and the battle of Trenton.

Class Update: 10/16/12 and 10/17/12

Yesterday in class (10/16/12) we read the Declaration of Independence in groups. Next we were assigned to summarize section 3 and 4 which both were about Indictment.  This section points out what the King did wrong including: Not passing laws or allowing people to create laws, he makes it difficult for the legislative branch, and he interferes with judicial duties. After this we put are summaries into a fake tweet and shortened it as much as possible.

Today in class (10/17/12) we went over everyone else’s assigned section summaries. This included: Introduction, Preamble, Indictment, Indictment (cont.), Denunciation, Conclusion, and Signatures.  After this we engaged in an intense discussion about the importance of voting. We talked about The Social Contract which allows the government to control certain aspects so we can keep are natural rights. These rights include life, liberty, and pursuit of happiness. As United States Citizens at the age of 18 we have the right to vote for who we think is best suited to protect are rights and do what’s best for our country. Basically if you choose not to vote you are not doing your job as a citizen, and you are just encouraging things to stay the same. We also talked about how anyone has the right to petition to the government even if you are under the age of 18. This means if you ever feel the need to address any problems to government officials, you can do so.

Class Update: Friday 10/12/12 and Monday 10/15/12

On Friday the 12^th we learned about the Second Continental Congress. In groups we read about:  The Olive Branch Petition, Common Sense, and Plain Truth. The Olive Branch Petition came about from the continental congress in July 1775. The main purpose of this petition was to avoid war with Britain, this meant agreeing with the King of Britain to avoid any problems. Common Sense was written by Thomas Paine in January 1776. The main purpose of this was to allow the people freedom from the King. Plain Truth was written by James Chalmers. Chalmers was against the idea of people having freedoms from the King; he wanted everyone to continue to be loyal to the King. All of these documents show the diversity of ideas and opinions that are nation is filled with today and years ago.

Today, Monday the 15^th, we presented are Revolutionary Replica projects. Everyone was asked to cut out a life sized replica of their person, explain to the class who they are and why they’re important to the American Revolution. I got Molly Hays McCalley, who was a woman who was awarded for her heroic actions during The Battle of Monmouth on July 28. The Battle of Monmouth on July 28, 1778 was an important battle during the American Revolution. The battle was fought between the British who were commanded by Lieutenant General Sir Henry Clinton, and Continental forces that were commanded by General George Washington. During this war several soldiers were dyeing due to the heat. Molly Hays McCalley received the name “Molly Pitcher” because she brought the soldiers pitchers of water during this battle. In addition to bringing water Molly helped many wounded soldiers. During this battle Molly’s husband could no longer fight; Molly took his spot on the cannon and continued to fight. General Washington found out about her actions in the Battle of Monmouth, He then named her Sergeant Molly. I think that Molly Hays McCalley was significant towards the American Revolution because she was one of the first few women to fight in war during that time period.

Voice Thread- Molly Hays McCally

Battle of Bunker Hill

Class Update: 10/9/12 and 10/10/12

Yesterday in class we watched a 20 minute Ted-Talk video. In this video the distinction between what people think could have happened, was compared to what actually happened. The example that was given pertained to 911. People knew what time the second plane hit the tower, but what they think could have happened didn’t really happen. Basically when we know something and witness it, are mind can play tricks on us. Next we talked about the war between the American’s and British. We viewed and compared several documents, throughout the documents there were differences in who was believed to fire the first shot, or essentially “start the war.” Today in class we learned about the battle of Lexington and Concord, and the battle of Bunker Hill. The battle of Lexington and Concord resulted in 300 casualties to the British and more than 100 for the Colonists, and the Americans were victorious. In the battle of Bunker Hill the British and Colonist were fighting for high ground. This battle actually took place on Breed’s Hill. The Colonists gained control over night; the British became angry and wanted to take back the areas. To get back to the beach the British were forced to wait due to the tides, this gave time for the Colonists to prepare for an attack. In the end the British won because the Colonists ran out of ammunition. Although the British had a “victory” The colonists gained confidence.

class update: 10/4/12 and 10/5/12

Yesterday in class we had are second Edcafe which didn’t go to well. Everyone basically summarized the events they had, instead of discussing their opinions on them. These events included: The Royal Proclamation, The Stamp Act, The Townshend Act, The Intolerable acts, and the first Continental Congress. Today in class we took background notes on the information we talked about in the Edcafe. After this we wrote a sonnet about the true events that leading up to the battle of Lexington and Concord. It’s interesting because when most people think of “Paul Revere” they think of: “The British are coming! When truly Paul Revere stated the “The Regulars are coming out!”

Class update: 10/2/12 and 10/3/12

Yesterday in class we received a sheet with the colonies on it. After filling in the correct states we took a few notes. New England was established by the puritans who were seeking religious freedom. The Middle Colonies were established as the proprietary colonies, which is land given out to friends or the kings. Lastly, the Southern Colonies established as business colonies to make money and slavery become the foundation for their economy. After this we received a reading on George Washington’s French and Indian War. After reading this we went over it and summarized what happened. In this reading, After Washington won an early victory against the French, he prepared for a counter-attack. These are the first few battles in the French and Indian War. The British eventually won after some earlier losses. Today in class we went to the lab and made a slide/PowerPoint on our topic for the Edcafe, I got the Boston Tea party.

Comic Strip ( Honor and Justice)

Justice: http://Pixton.com/ic:f5p8ezb4

Honor: http://Pixton.com/ic:qugo5c88

Class update: 9/27/12 and 9/28/12

Yesterday I was not in school, and missed the Constitution Quest, which I’m making up Wednesday or Thursday. Today in class we won’t over a worksheet that displayed the colonist from New England, the middle states, and the south. We looked at the similarities in them and differences. We looked at things like farming, trading, religion, and languages. After that we made statements of the average citizens from each of the colonies, and what they would be doing on a regular day. We formed this by typing it on voki.com and then having an animated person talk about the statement. I also got new assignments for the next union on the American Revolution, like a new time- toast and a new syllabus.   

Edcafe review (day 3 post)

I think that the Edcafe went great today. It was great way to incorporate learning in a much more relaxed and less stressed matter. We could basically say how we felt and what we thought of the concept without being pressured or judged for not saying the right answer. For the Edcafe we were placed in groups, and are groups shared the same freedom that is guaranteed in the first amendment. These include: freedom of religion, freedom of speech, freedom of the press, the right to peacefully assemble, and the right to petition the government for a redress of grievances. I had the right to petition the government for redress of grievances, and I think I did a great job explaining its meaning, significance, etc. The right to petition government for redress of grievances is the right to be able to make a complaint, or ask for help, from the government without fear of punishment. I think that this is important because this right lets people have the freedom to stand up and speak out about problems, and also allows them to try and help solve those problems or conflicts. I think as the year progresses we will be able to be more comfortable and confident at the Edcafes.

Timetoast Timeline

Class Summary: 9/21//12 and 9/24/12

On Friday we didn’t have history because of the half day. Today in class we learned about The Bill of Rights. The Bills Of Rights were created because states like New York, Virginia, and Massachusetts wouldn’t have ratified the constitution without these rights.   These amendments are supposed to limit the power of the National Government. They also provided protection for the people from the National Government. We received a “Hypothetical Case” which consisted of a story and questions. The questions asked about what rights the people in this “Hypothetical Case” had, pertaining to The Bill of Rights. Some of these amendments included: No National Religion, Freedom of speech, Unreasonable searches, cannot be charged twice with the same crime, and fair trial.

September 18th and 19th 2012

In history for the last few days we have been learning about the Constitution and Ratification of the Constitution. We have also been learning about the different branches of government. Yesterday we were given worksheets on how a bill becomes a law. The worksheet showed what each branch did for a bill to become a law. One point that stood out to me was that “if a bill gets a presidential veto, Congress can overpower it with a 2/3 vote in each house. It can become a law without the president’s signature if there is enough support in the legislative branch.” It’s interesting that the president’s signature isn’t needed if there is enough support in the legislative branch. Today in class we were either given a paper to read about Federalist Supporters of the Constitution or the Anti-federalist. I got Anti-federalist, after reading we filled out a worksheet about their biggest argument for ratification of the Constitution. The Anti-federalist argued that the Constitution took important powers from the state. They also argued that without The Bill of Rights a Strong National Government might take away human rights that were won in revolution. The Federalist wanted strong national government, so political disorder wouldn’t happen. The strong national government would protect the new nation from enemies, and solve the internal problems in the country. Lastly, they argued that the Bill of Rights was not needed because 8 states already had the same bill.  At the end of class we got a review sheet/study guide for an upcoming test on The Constitution.

Spreaker Podcast

Brittany's Moderation:
http://www.spreaker.com/page#!/user/4859789/brittany_s_moderation_1

Luke's Initiative:
http://www.spreaker.com/user/4859789/luke_s_initiative

Infograph

https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDpEiMpG2L5IbOyx87mcGELAda2VJjoop6xDVui7YcxH6PgdCWMK5CfV2bBxEtiEu_UE42wZIEMRQK6G7t20INv1ONRr-6YLcYOufNSJlPGoBG7pqU1luX12E5vw5gxAAuhyphenhyphenA6WXRsVk_F/s640/blogger-image--1456020981.jpg
 
Just got this from my group members.

September 14th and September 17th, 2012

In our last two history classes we have been going over different branched including the Legislative and Executive branch. On Friday we went over everything we have been assigned, Mr.Boyle went over all of our due dates and what we should have already completed. He also went over some technology problems for anyone who was having trouble blogging or with other technology related assignments.  Today in class we were handed another activity, this activity was about The Virginia Plan, The New Jersey Plan, and The Hamilton Plan.  We were then given a chart to fill out, the chart asked questions about each of the plans, these included: How many People, How elected, Term Length, Run for re-election, General Powers, Impeachable, Veto power, and Appointment Power. The Virginia Plan consisted of 1 person. They would be elected by National Legislature, and served for 2 or more years. They would also execute Federal Laws. The New Jersey Plan had more than 1 person, and was elected by the United States Congress. They also had 2 or more years to serve. The New Jersey Plan directed the military. Lastly, The Hamilton Plan had 1 person and was elected by the people. They served until they broke a law. They created treaties and started/ended wars. After we answered and read these questions with our groups we went over them. At the end of class we were given a paper that had facts/information on the Executive Branch. I was very interested to learn about the Electoral College which is basically how the president gets elected. 

September 12-13, 2012

In class yesterday (9/12/12) we were given a document, and then put into groups from which document we had. The paper was about the 1787 Convention. In this paper, William Patterson, James Wilson, and George Mason discussed there agreements and disagreements on a Bicameral Congress.  We were given a piece of paper to take notes on each person after we read. Then one person in are group used their phone/iPod to go to a fake twitter website, and we had a discussion about each person’s ideas and opinions. After class we posted the fake twitter URL on are blogs for everyone to see.  In class today (9/13/12) we had a quiz on the Preamble. We got a piece of paper and had to write the Preamble out. After are short quiz, we switch are groups around from the previous day. Everyone in my group took notes on each other’s paper. Now that we all retained the same information on the 1787 Convention, we then took notes on key facts, and had a class discussion about it. We talked about Proportional Representation vs. Equal Representation, People vs. the State, and Bicameral vs. Unicameral. After this at the end of class, we learned about the Connecticut Compromise. This is when the small and large states came to an agreement about representation in the congress.

Cheezburger link

http://cheezburger.com/6580343808

Photo Essay Link

http://private.rewindy.com/story/PA4KNtKq/view/1

What Items Represent Me

The first thing that I think represent me is my hockey trophies. These trophies are not just a piece of plastic and medal to me, there something that I can look up on and feel good about myself. This can help when something’s going wrong in your life, and you can look up at your accomplishments. It also represents how much I like hockey. Although I dread the 6 AM practices, it’s nice to spend a week practicing and then win a game. These trophies represent me because I love working with people, in this case my team. I can look up at them and remember all the fun times I had ever since I was a little kid. I remember when I was 5 or 6 being scared to get on the ice, because it was my first time skating and I went home crying. These memories will be with me forever and the hockey trophies really represent them, and me. Hockey is a huge part of my life and these trophies help bring back great memories, and make me think of the new memories that are coming very fast. 

The second thing that I think represents me is my phone. My phone represents me because I like to be in touch with my family and friends. I can use my phone to text my parents anything during the day, and this gives me a sense of security knowing that they are there for me whenever I need them, even if they’re at work. My phone also represents me because I love to listen to music, and my phone has all my favorite music on it. All the music on my phone represents me and also my taste in music. My phone represents me because I like to watch videos on YouTube, and read on my phone. I think my phone represents me because of all the apps it has. All of the apps on my phone represent my interest. For example, I have a sports app which helps me keep up with some of my favorite sports team. In today’s world a smartphone can do everything, and all the content on it can really represent a person and there interests.

The last thing which I think represents me is the photos throughout my house. The photos in my house bring back great memories. I think all these photos represent me because I love to travel, and spend time with my family. All of these photos bring back memories of vacations, holidays, birthdays, and special occasions I have experienced throughout my life. These photos represent me because I miss a lot of my family that lives far away. All of the photos in my house make me think of them and great times with them. These photos represent me because I miss a lot of my family who have passed and these photos help me think of the good times we had together. All my Photos help show how much I like to spend time with family, and when I miss family members, I know I can always look back on these photos.