Updates: 6/11/13 and 6/12/13

Yesterday (6/11/13) and today (6/12/13) we worked on our Immigrant Guides to the west and studied for our final exam.

Class: 6.7.13 + 6.10.13 and Smithsonian Quest

On Friday (6/7/13) we worked on our Immigrant Guides to the West again. Today in class (6/10/13) we presented our Smithsonian Quests.

Smithsonian Quest “Dirt Detective" Reflection:

Issued to:	charliespinale
Badge issued by:	Smithsonian Quests
Badge awarded by:	10th Grade
Badge Issuer Contact:	smithsonian@learningtimes.com
Issued on:	June 10, 2013
Also issued to:	5 others

 

For the Badge I completed all of the Quests for the Dirt Detective section. For the first section titled “dig it”, I listed to a conference that expanded my knowledge of soil. I use to think that all soil was the same everywhere you went but I learned that is not true. Soil is different everywhere and is very unique. In different ecosystems soil contains different components such as water, air, and minerals. The soil in some places in the world is good for farming while other places it is horrible for farming. Prairie soils have a dark surface layer and are rich in minerals. They form in grasslands all over Earth’s middle latitudes. Forest soils are light gray, and are rich in aluminum. Organic soils are dark colored and rich in decomposed organic matter. They form in poorly drained lowlands like a swamp or wetland. Desert soils form in arid settings and are rich in calcium carbonate. Lastly, Tundra soils have a dark organic-rich upper layer. They also have a mineral rich layer over frozen ground. Soils basically develop the way they are due to their climate. An interesting thing I learned from the discussion is that when there is no rainfall, rivers still flow because of the water contained in the soil. The next quest I did was titled “eat it”. In this quest I found edible plants that grow in my area that I could find in a local grocery store. I listed things such as lettuce, beets, tomatoes, potatoes, celery, etc.  After the grocery list I did a quest called “build it” in this quest I took a picture of a local construction around me and found out how the soil was being changed because of the construction. The soil has to be moved around and changed for the needs of the construction. I learned that soil specialist have to come in before a construction and determine if the soil can hold structure that will soon be built. For my last Quest to complete this badge I did “analyze it”. In this Quest I found out what the typical soil composition was like in my area. I learned that the soil in my town is called the Ridgebury series soil. This soil is best known for its poor drainage capacity. Over-all I thought the Triton 16% Smithsonian Quests were a good idea that Mr. Boyle incorporated into class. It allowed students to pick what they wanted to learn for a change. I think that it’s very important that we have opportunities like this because it’s nice to make your own decisions in what you’re learning about. It will prepare us for college when we have to pick what we’re going to major in and that decision will completely change our lives.

Documentary MLA Sources

Charlie Spinale

F period

6/9/13

MLA Format Sources

"Abraham Lincoln." Http://www.nps.gov/. N.p., n.d. Web. 5 June 2013.

"George Washington." The White House. www.whitehouse.gov, n.d. Web. 05 June 2013.

"Abraham Lincoln." The White House. Www.whitehouse.gov, n.d. Web. 09 June 2013.

"George Washington Timeline." George Washington Timeline. Datesandevents.org, n.d. Web. 09 June 2013.

"My Ántonia." Shmoop. Shmoop.com, n.d. Web. 09 June 2013.

"Atticus Finch." Shmoop. Shmoop.com, n.d. Web. 09 June 2013.

Dekoelie. "American Anthem." YouTube. YouTube, 31 Oct. 2006. Web. 09 June 2013.

What does it mean to be an American?- A Documentary Project

Class: 6/4/13 and 6/5/13

Yesterday (6/4/13) we worked on our “Immigrant Guide to the West” which are due June 13^th. Today we worked on our Smithsonian Quest which we will be presenting on Monday.

Class Updates: 5/31/13 and 6/3/13

On Friday May 31^st we worked on our Immigrant Guide to the West projects. This is our final assessment for American Literature Honors and American History Honors. For this guide we will be making a guide book for immigrants as they are going west, this guide will help them prepare for life on the frontier. There are several parts to this project we need to complete. First we need a section with specific vocabulary words and phrases that an immigrant would need to know to be successful in the frontier. Next we need information on how to build a shelter and then advice for farming on the frontier. After this we need a section on advice for meeting locals and adapting to the new community. The next section is about some big threats that’s immigrants will face in the frontier. After this section we need to make something about safety in the frontier. Next will be a section on Myths and reality in the frontier. Lastly, you need to add anything else you want to include in the guide. Today June 3^rd we did not have class due to the half day.

Updates: 5/29/13 + 5/30/13

Yesterday (5/29/13) we completed a review chart on United States Diplomacy and the world. We reviewed the Monroe Doctrine, the Platt Amendment, the Roosevelt Corollary, Dollar Diplomacy, and Moral Diplomacy. For each one we found evidence of the United States acting as good neighbor or Evidence of the United States acting as an Imperial Power. For the most part the United States was acting as an Imperial Power under these policies. The United States was extending these countries powers and influences through diplomacy and military force.

Today (5/30/13) we had a debate about the Bush Doctrine. The Bush doctrine was created after the 9/11 attacks in 2001 by the 43rd President of the United States, George W. Bush. The Bush Doctrine has 3 revolutionary ideas: U.S must remain world’s only superpower, unchallenged by any other nation, U.S may need to attack an enemy first in self-defense,  and U.S will, if necessary, act alone to confront and eliminate threats to American security. After the debate I decided that the Bush Doctrine should not be allowed as a foreign policy because it allows the United States to go into other countries because we deem it necessary even though there is no need to.  

U.S Intervention in Haiti

Charlie Spinale

5/24/13

F period

U.S Intervention in Haiti

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

                The United States has a false conception on the Haitian people, Americans view the Haitians as “Barbaric”, “incapable of advancement”, and “unfit to govern themselves”. Most Americans consider the Haitian people as ignorant, when they themselves are ignorant to the truth of them.

                The city of Port-au-Prince is one of the most beautiful and tropical city known in Haiti. Americans are surprised to see such an incredible city in Haiti and they believe the only way the city is this way is due to the “American Occupation”.  This theory is wrong; this well-kept city was completely created by the intelligent hands of the Haitians who spent years creating a sweeping habit to keep the city so clean. In the rural districts women are noticed carefully sweeping their yards until they were clean as a floor. Although the Haitians are dressed in rags, this is all they can afford, and their clothing is washed frequently. Haitians quality of clothing may be a reason Americans views them as dirty people even though the clothing is always cleaned and a dirty Haitian is very rare. Haiti may be not considered a clean country, but statistics can change American conceptions. Haiti imports more soap per capita than any country in the world. Three of the largest soap manufacturers in the U.S have headquarters at Port-au-Prince. Americans also have a theory that Haitians are lazy, this theory is completely false.  Travelers are struck with disbelief when they see thousands of Haitians with the produce of their farms and gardens on their heads. Another false aspect Haitians are accused of being is ignorant and degrading. The Haitians were studied and they are kind, courteous and hospitable people who live a simple life. Their simple lives lead to a life almost completely free of crime and horrible things like prostitution.

                The Haitians are truly kind people who live a simple life. Americans treated them horribly and butchered thousands. During the “American Occupation” in Haiti Americans did nearly nothing to benefit Haiti's people. Only three things were found to benefit the Haitian people in the time of the “American Occupation”. There were improvements to the public hospital at Port-au-Prince, enforcement rules on sanitation, and lastly the building of the great road to Cape Haitian. The building of this road was completed due to horrific forced labor. Haitian men were taken from country roads and off their farms and forced to work. They were kept in locked compounds where they were held under their will and brutally beaten. Many Haitians escaped to the hills and planned to rebel. The United States made no effort to improve education they didn't even make the effort to send American teachers to help in impoverished school areas. The “American Occupation” was a complete udder failure. Nothing that the United States did in Haiti justifies it's military occupation there.

                The United States clearly does not understand the Haiti people for the courteous simple people that they are.  We have carried American prejudice to Haiti. The American military occupation in Haiti was a failure. There are only a few examples were America was benefiting the people of Haiti and within those examples we have taken advantage of the them and butchered thousands, the “American Occupation” in Haiti was degrading towards our country and how people view us. 

Breaking Barrier Project Video: Oprah Winfrey

http://www.youtube.com/watch?v=qqFsiDpzvnk

Class: 5/23/13 + 5/24/13

Yesterday (5/23/13), we went to the computer lab and worked on worksheets about United States intervention in Haiti and Latin America. The United States was mainly involved in Central America and the Caribbean due to financial issues and they were interested in building a canal. Most of these Caribbean countries at this time were politically unstable and impoverished. We also viewed pictures of Mexico from the revolutions. The revolution affected the people of Mexico greatly. There were barricades set up everywhere, people had to go to charity facilities, and citizens were forced to deal with all aspects of war that was surrounding them. Today (5/24/13) we worked on our Triton 16% Smithsonian Quests. 

Class Updates: 5/21/13 and 5/22/13

Yesterday (5/21/13) and today (5/22/13) we worked on worksheets about the Monroe Doctrine and Roosevelt Corollary. The Monroe Doctrine was a policy of the United that said any efforts by European nations to colonize land or interfere with states in North or South America would be viewed as acts of aggression. The Roosevelt Corollary states that the United States will become involved in conflicts between European Nations and Latin American countries to enforce claims of the European powers. Instead of having the Europeans press their claims directly.  We examined each part peace by peace, found key words, and summarized it in our own words. We then put everyone’s summary of each section of the document together. 

Class: 5/17/13 & 5/20/13

On Friday (5/17/13) we shared the Yellow Journalism headlines we created and then decided which headlines were the most catchy and interesting. I noticed that our class picked a lot of the same headlines showing that Yellow Journalism can really catch people’s attention. Today (5/20/13) we depicted a couple political cartoons that showed what Teddy Roosevelt did involving the Panama Canal. The Panama Canal was first started by the French but they were unsuccessful and the project went bankrupt, later on the U.S finished the Canal after the rebellion of Panama and Columbia. We then read a speech Roosevelt wrote and broke it apart. We decided whether or not his actions in Panama were justified. I think Roosevelt’s actions were justified because the Panama Canal was extremely successful. 

Class Updates: 5.14.13 & 5.15.13

Yesterday (5/14/13) we had MCAS again so we just worked on are Smithsonian Quests. Today in class (5/15/13) we talked about Yellow Journalism. Yellow Journalism is types of journalism were news is poorly researched and most of the time completely exaggerated. It’s presented to the public with a catchy headline so more people will buy/read the newspaper. We created Yellow Journalism Headlines in class today for the 1890's, Alaska, Hawaii, Cuba Libre, Weyler and reconcentracion, yellow journalism, war fever, the Maine, and Cautious McKinley. My headline for Alaska was “7.2 MILLION FOR MILES OF ICE.” When Alaska was purchased from Russian in 1867, Secretary of State William Seward purchased it for 7.2 million dollars. Although the land was a great investment due to the mineral wealth and animal resources, Seward was criticized because back then most people thought Alaska was just miles of ice and nothing else. When he bought Alaska Americans called it “Seward’s Folly” and “Seward’s Icebox.” 

Updates: 5.10.13 & 5.13.13

On Friday (5/10/13) we read a story called “To Build a Fire” by Jack London.  The story took place in Alaska during the winter. While reading the story we had to decide if the man in the story was surviving off of natural instinct or if he was surviving due to attained knowledge. Today (5/13/13) we had MCAS, in class we worked on our Smithsonian Quests. 

Class Updates: 5/8/13 and 5/9/13

Yesterday in class (5/8/13) we got in partners and read primary source documents about chief Red Cloud. Red Cloud was a warrior, statesmen and the chief of the largest tribe of the Teton Sioux Nation called the Lakota tribe. He fought a successful war against the United States. This was when he defeated Lieutenant Colonel William Fetterman’s outside of Fort Phil Kearny, Wyoming. He was successful because in 1868 the United States agreed to the Fort Laramie Treaty which made the U.S abandon forts and give back a lot of land. The Lakota tribe was defeated in the Lakota War of 1876-1877.    

Today in class (5/9/13) we got with the same partners and read primary sources about Sitting Bull. Sitting Bull was a Hunkpapa Lakota chief, holy man and warrior. Sitting Bull’s warriors killed Custer and all his men at the Battle of Little Big Horn in 1876. After his surrender, Sitting Bull led his people to Canada. He also requested that his children and people be accepted in the United States. His tribe was one of the last to surrender. 

Poem and Class Updates (5/3/13 and 5/6/13)

On Friday (5/3/13) we did a fishbowl debate to decide what should happen to the Cherokee people. In groups we represented the Trail of Tears. My group represented the Christian Missionary we decided that President Jackson’s Indian Removal Act was unchristian like and racist. Jackson refers to the Cherokee people as “savages”. The Cherokee people had already been living of the land for years and now they were being asked to just get up and leave everything that they had. In addition, legal documents allowed the Cherokee to stay but Jackson still forced them out west. Today in class (5/6/13) we worked on our Triton 16% Smithsonian time badges.

The Cherokee’s Burden

Pile on the Cherokee’s Burden,

Send us away from our home,

Take everything we have,

It’s too bad all you can do is oppress.

Pile on the Cherokee’s Burden,

Jackson you should be impeached,

Legal documents allow us to stay,

Yet you still push us west.

Pile on the Cherokee’s Burden,

The Christians and Judicial branch agree we should stay,

Tradition will be terminated,

Just let us stay.

Pile on the Cherokee’s Burden,

Moving out west is tough,

No food, no supplies, nothing,

We must start over.

 Pile on the Cherokee’s Burden,

We will face several hardships,

Including death,

Pile on the Cherokee’s Burden.  

Updates: 5/1/13 and 5/2/13

Yesterday (5/1/13) we continued to work on our Oregon Trail projects, we also finished the movie. Today in class (5/2/13) we started a new unit on Imperialism in the United States.  Imperialism is the takeover of one country from another country socially, economically, and politically. We also read a poem called "The White Man's Burden" by Rudyard Kipling. This poem showed they thought Imperialism was a responsibility that the white man needs to deal with. I also read “The Poor Man’s Burden” and compared its words with “The White Man’s Burden” and then created a poem with my partner. 

Our Poem: 

Take up the human's burden

Something we carry the day we are born

Some with peace and love

Some with hatred un torn

The human deciding

 Is better than all

Choosing what's best for those under

Picking them up before they can fall

Take up the human's burden

An indescribable love for war

Fighting for those who don't want it

Reaching for love and adore

Not understanding the difference

Between content and control

Desiring admiration

Something to soothe their soul

Oregon Trail Game

FOR A BIGGER VERSION OF THE GAME COPY AND PASTE THIS LINK TO THE GAME: https://skydrive.live.com/redir?resid=615F861A43F42BD7!106&authkey=!AKzykV31rfvQ3hs

Updates: 4/29/13 & 4/30/13

Yesterday in class (4/29/13) and today (4/30/13) we worked on our Oregon Trail projects which are virtual games that can teach people about Westward Expansion. We were permitted to bring our laptops or tablets to work on them, this was really helpful considering the projects are due Thursday. While working on our projects there was a movie playing in the background. The movie is called "Red River" and is about a cowboy. We were asked to write/talk about the life of a real cowboy and the ones in the movie. I think the cowboys in the movie are highly exaggerated in terms of violence compared to real cowboys. 

Updates 4/24/13 and 4/25/13

Yesterday in class (4/24/13) we created presentations. When Homesteaders were moving west they were just figuring out which crops grew well on the land. They mainly struggled because they had always grown the crops they grew back home and these crops did not grow well in the tough prairie soil. As a group are job was to make a presentation about the new product we would show the “entrepreneurs” who would decide which product they would want to invest in. You were either assigned to be an “entrepreneur” or you were going to present the steel plow, the reaper, the thresher, the tractor, or barbed wire. My group was the steel plow. The steel plow was invented by John Deere, an Illinois blacksmith and manufacturer, in 1837. It's used to loosen soil to plant crops. We decided to sell the steel plow for nine dollars and twenty-five cents the only problem was you would have to buy several of them and they require more man power. Today in class (4/25/13) we made our presentations. The “entrepreneurs” chose the reaper and thresher because they were more efficient and would make them easy money.