Summary of Class 12/19-12/20

Yesterday in class, we spent the whole time taking notes. A huge part of the notes we took, had to do with the "Final Emancipation Proclamation." This was when Abraham Lincoln freed all of the slaves that were in states in rebellion and said that they were to be free and forever free. He gave the reason of an act of justice and military necessity to justify the Emancipation Proclamation. We then had to read over the exact excerpt and answer the questions that followed. Today in class, we were put into groups and then assigned either the battle of Gettysburg and the battle of Vicksburg. With our groups, we were to read a document and answer the questions. In my case, I read and answered questions about the battle of Vicksburg. With this, we then made a billboard and illustrated it.

Summary of Class 12/17-12/18

Yesterday in class, we started off by receiving a piece of paper. We were then told we were going to be doing another QR code scavenger hunt, like we had done a previous time. This one was a little different because it was through out the whole entire school. All of the questions to the events that we found on the QR codes, had to do with the Civil War. Because we were only given then question, we had to find the answer, as it was a race to the finish. Today in class, we started off by like aways, receiving another piece of paper. This paper described the Habeas Corpus and similar situations were followed. With this situations, we had to fill in whether or not we agreed or disagreed and then we had a discussion on why. We then took a looked at a paper that still dealt with Habeas Corpus, Lincoln and a case of Vallandigham.

Summary of Class 12/13-12/14

On Thursday, we started off copying notes from the computer about the documents that we read the day before. We were then given one of Lincolns speech's and then we had to answer questions. We then discussed the questions and talked more about the states that could be called the Confederate States of America, being their own country. On Friday, we went to the computer labs and were put into groups based on the document that we received. We then went on the correct wiki address and split up the work that we had to answer using websites and documents. Towards the end of class, Mr.Boyle told us that using the information on all of the slides including the ones other people made, we would have to write a paper that would be due on the following Friday. The question we were given to write this paper is Which side possessed the overall advantage at the start of the Civil War?

Summary of Class 12/10-12/11

Yesterday in class, we read many papers pertaining to Abraham Lincoln. The papers had to do with the time period right after his inauguration. After we read all of the papers, we answered the questions at the end and had a class discussion. Today, we started off doing a similar thing as yesterday. We started off reading a very long document about South Carolina and their reasons for wanting to leave the union. We then talked about it with the class and our opinions. We then read another document and filled out the questions, but we did not talk about it.

Updated Timeline

Summary of Class 12/4-12/5

Once we all arrived in class yesterday, we were assigned to look and answer questions on a cartoon. This cartoon showed the four candidates of the 1860 election either ripping or fixing a map. My peers and I believe that the map represented the slavery and the issues it caused. We then learned who the other two candidates (John Bell and John C Breckenridge) in this cartoon were except Abraham Lincoln and Stephen Douglas. Today in class, we had an EdCafé. The EdCafé was about the people that were involved in the Civil War period. We were each assigned to talk about one person, that being who we had for our voice thread. We had to explain who they were and how they could have been the most effective. After the leader spoke, the other people had to debate for their person. This EdCafé was in hopes to learn some people and problems that are bound to show up in our test tomorrow (Thursday the 6th).

Summary of Class 11/29-11/30

Yesterday in class, we started off class reading a document of why and what happened when John Browm raided Harpers Ferry VA in 1859. After reading it, we shortly discussed it and then we moved right into watching a video. Once we were done watching the video, we read three accounts by people in which some were townspeople, eyewitness', US mariens, etc. I had enough time to look at one of the documents and the guy who was testifying was a townsperson and an eyewitness. In his testimony he reffered to the amout of casualties that were killed and who he saw that was hurt, either townspeople or people that were helping out John Brown. When he was asked if he saw John Brown, he said no. Today, I did not have history class because E period is the period in which we did registration for the Plan ACT testing that we are going to have on monday.

Summary of Class 11/27-11/28

Yesterday in class, we entered and started right away about talking about slavery. We took a look at a case that had to do with a slave that moved to a free state and was still considered a slave. He then took it upon himself to try to free him and his family by suing his owner. This case was called the Dred Scott V. Sandford case. Roger B. Taney (who I had for my voice thread) was a huge part of the final decision. He declared that slaves were not citizens, but property and with that being said, they were not allowed to sue anybody. Today in class, we started off by watching a video of a debate between Stephen Douglass (Democratic) and Abraham Lincoln (Republican). They were running against each other for the U.S. senator representing Illinois. Their debate was based on the idea of slavery. We then looked at documents from other debates and with our knowledge from the video and the documents, we were able to fill out a chart based on slavery. Abraham Lincoln believed that the expansion of slavery should stop and in fact slavery as a whole should end. He didn't think of black and whites being equal because he thought that whites should hold all power, but he did believe in "life, liberty, and the pursuit of happiness" for everyone. They slaves were entitled to this because they were humans too. Stephen Douglass still believed based on the Kansas Nebraska Act that states should be sorted based on popular sovereignty. States were allowed to choose what they wanted, not what the whole country wanted.

Summary of Class 11/21-11/26

Due to homecoming and a half day on Wednesday the 21st, we did not have class. Today in class, we started to connect the Missouri Compromise to the new Kansas and Nebraska due to Stephen Douglass. With this being said, the Unorganized Territory was being decided based on Popular Sovereignty, which earlier mentioned would decide if the Kansas and Nebraska Territories would be free states or slave states. Many Northerners were opposed to this idea of a slave state because they didn't want this territory to be a slave state sense it was a free state for the past 30 years. The Southerners were in favor because it could mean potential expansion for slavery, which in the end, ended up happening. We then went on to talk about the fighting that happened between the Northerners and the Border Ruffians in the Kansas Territory. The fact that the Border Ruffians were voting illegally to try to get slavery, ticked the Northerners off. These fights gave the name of "Bleeding Kansas" to the Kansas Territory. Towards the end of class, we started to talk about Charles Sumner.

** Thirty Day Challenge- Over the break, I was afraid I wasn't going to be able to accomplish my goal because I was away the whole time, but I managed to fit in my foul shooting along with running, playing 1 on 1, 2 on 2, knockout, etc. Today however, was the first day of tryouts in which I've been working so hard for. We took some foul shots during tryouts and I was not pleased, therefore right when I got home I took a couple, in hopes to get my rhythm back that I missed today.

Summary of Class 11/16-11/19

On Friday we started off class with looking at a picture of slaves escaping in Maryland. We were asked on what we thought was happening in the photo, given it was very dark and rainy. We then briefly discussed the book Toms Cabin and the story about Eliza. After our brief discussion, we were handed the packet, which contained the chapter about the story of Eliza. We then took the remainder of class reading it. Today in class, we took our seats and we immediately asked to review the story that we read on Friday, for purposes of our discussion. In our discussion, we talked about what the story was about and how it related to the slave law. We learned how unfair it was if you indirectly helped a slave and the consequences. We then received a sheet, although we didn't go over much of it.
** Thirty day challenge- There is some bad news, I failed over this weekend to reach my goal, although I did do it today during practice. Try outs is just around the corner so, I will defiantly be succeeding in reaching my goal over the Thanksgiving break.

Summary of Class 11/14-11/15

Yesterday in class, we started of taking notes on the Missouri Compromise. We then looked at papers about the Mexican war, where the Americans fought them. Along with the papers we read, we had to fill out a sheet based on it. Each different storie had the basic concepts like the president, mexican leader, other important figures and the reason. After we filled out the sheet, we discussed what we wrote down and how it all tied together. To sum up the whole lesson, we watched a video and then took a short true or false quiz on what we listened to. Today in class, we talked about the California and the new states and how they should be settled. A slave state, a free state or a half state. A "half state" if my term for a state that has half slavery and half not because the 36 30 line splits it. I think that it should be like every other state with the 36 30 line. So people agreed with me, but others disagreed greatly. Some even said that we should have given the land back to Mexico.
** My challenge is going great! Today in basketball, I managed to get there early so that I could start on my foul shooting. As for the workout, I had basketball yesterday and today, which is enough for me.

Roger B Taney Voice Thread

Summary of Class 11/9-11/14

On Friday, we were asked to finish our work from the class before. Many of us had already finished, so we sat quietly waiting for the remaining people to finish. We then started to take notes on slavery and their escape route. We learned that the way many of them escaped, was through The Underground Railroad. Although the name sugests it was a railroad, it was actually not. It was given this name because it was a series of stops, where people would find shelter for the night, eat, and rest. The names given to the different people involved, were the same as trains. We then received a document that had different textbook definitions and descriptions about the Underground Railroad and important people. The lady who was brought up in all of these textbooks, was Harriet Tubman. We then filled out a paper, based on the accounts that we had read. Today in class, we went to the media lab in the library where we then all sat down at a computer. We were asked to go on a bit.ly website that had a map. We then filled out questions that had to do with the 1820's and the population and land area of states and territories. After we finished that sheet, we were assigned to do another paper with a similar topic.

** I surprisingly have been doing my foul shots daily, although it is extremely hard to remember.

Summary of Class 11/6-11/7

Yesterday in class we looked at different parts of the Constitution, that could in some way relate to slavery. We were assigned many different clauses through out the Constitution. With these clauses were were supposed to write down ways in which an argument could be made supporting slavery and supporting anti-slavery. Today in class, we spent mostly all of class taking notes with the main topic of slavery. These notes included King of Cotton, the cotton gin, different types of slavery, and statistics of slavery as a whole. After taking notes, we were all given a document. At the end of the document, there were questions that we had to answer based on what we had just read. There was two documents, which meant that multiple people didn't read one and vise versa on the other paper. We partnered up with a parter with a different paper and shared the information that we had received.

**Thirty dad challenge update- Yesterday I was able to complete 100 foul shots and run a mile. Today I had basketball practice, which gave me a great opportunity to shoot 100 foul shots, which I did accomplish. Given that I had practice, I did not run a mile today because I got the same amount of running in through drills and scrimmages.

Summary of Class 11/2-11/5

On friday in class, we received one of two slavery stories. Each story was about a different person and their experiences. The story I received was called "Childhood."After reading the story with our group, we were asked to put on a blank piece of paper a description, significance, a story board, and a question that any one looking at it could answer. Today in class, we were asked to fill out a ven diagram comparing and contrasting the two stories that were on the board. After we did that, we then talked about the stories as a class. Everyone then got a document that had an important person on it. We got into groups matching up with the same person. We filled out a chart that included the day the person was born, where they were born, different parts of their education, hardships throughout their life, great accomplishments, for or against slavery, and the day that they died. After that, we got into groups with people that had different people than us and we filled out our chart based on what their article said.

**Thirty day challenge update- Today although it was rather cold out, I did complete my task of 100 foul shots. Due to the temperature and the amount of homework that I was assigned, I did not get enough time to run a mile.

Thirty Day Challenge

The thirty day challenge that I am setting for myself for the next thirty days is to shoot 100 foul shots a day. Another thing that I will try to do also is to run a mile everyday and if not everyday, every other day. With basketball season just around the corner, I have started to pick up my pace in being extremely dedicated to getting in shape. I did not do a fall sport, so this is key before try-outs. The foul shot's will help me improve not only my shot, but my ability to time manage, so I get it done. Physical exercise is great for your brain and body, which is why my thirty day challenge includes it.

Summary of Class 10/24-10/25

Yesterday in class, we took notes on slides of different pictures and their painters. With these different slides, came descriptions of each one provide by Mr.Boyle. We were advised to take notes seeing that one of our test questions possibly would have something to do with a picture, but we were not forced to take notes. Today in class, we first started of the class by writing down the Declaration of Independence that we were supposed to memorize for a quiz grade. Once everyone was done with that we took notes on how the revolution ended by a surrender made by Lord Cornwallis at York Town. We then got some time so study with our peers.

Summary of Class 10/22-10/23

Yesterday during class, we watched animations on the computer as we talked and took notes on the Revolutionary War. We touched upon the battles between the Americans and the British after the Declaration of Independence was announced on July 4th. We talked about the clever tactics that George Washington used to beat out the opponents like setting fires where there was only a couple of soldiers to lead Britain in the wrong way. We then talked about the Crisis by Thomas Paine and how George Washington read it to his troops. We gave our opinion on whether or not we think that mens souls are being tried. With this opinion, we backed it up with one or more points or examples. Today in class, we got in partners or groups based on numbers that we were assigned. One person from each group was to have a QR code scanner. We were then assigned to go about the bottom floor of the school and scan each one we saw, writing down the questions as we went. When we got back to the class, we had to figure out what the battle that answered the question was called and the date that it occurred.

Summary of Class 10/17-10/18

Yesterday we got into groups and shared our information that we got the day before on our part of the Declaration of Independence. We then went over them and started to discuss the word in which the accomplices with Brutus gave to him. We wondered why he didn't have them sign a document, like the founding fathers did for the Declaration of Independence. Many people had different topics on why and Mr.Boyle being the devils advocate, created a big discussion about trust. Today, Mr.Boyle was absent so he assigned us to read a persuasive essay written by Thomas Pain. In Thomas Paine's essay, the first sentence was "These are the times that try mens soul's." With this quote, we were supposed to write an essay on whether or not we agree or disagree pertaining to the present year, of 2012.

Summary of Class 10/15-10/16

Yesterday, mostly everyone from our class presented their replica projects on what ever person they were assigned. The idea of this was to find out facts about your person and find out why they were important to the revolution. In class, everyone went us and talked about their person, showing us their full sized replica of the person. The people they were assigned varied from Betsy Ross to George Washington and Abigail Adams. Today in class, we were matched up with a person based on a word and its definition regarding to the Declaration of Independence. We were then to read the section we were assigned in the Declaration of Independence and summarize it in our chart. After, we summarized what the goal of our section was in a fake tweet. We then combined every group's tweet. This is what was created: krunchd.com/declaration

Summary of Class 10/11-10/12

On Thursday, October 11th, Mr.Boyle talked and informed us on the Battles of Lexington and Concord, and Bunker Hill. He talked about it while we took notes. To help us with what happened, he showed us a animation on the computer. After that, he had one person out of the people we were sitting with take out their smart phone. We went on the website that he told us to go on and then we typed in a couple searches that we would have looked up if we wanted to know more about those events. We were able to choose images, maps, and web search. Half the class was assigned to do Lexington and Concord and the other was to do Bunker Hill. After that, we got to put in what type of music we wanted. It was supposed to come out as a youtube video, but unfortunately ours ended up not working. On Friday, we got with the people that had the same article that we got walking into class. I got the Olive Branch Petition. We were to read the article and discuss it with our group. After that, we were assigned numbers and we got with a different group, in which each person read a different article. Each person talked about their article and we took notes. We then went over all of it as a class. each article described the different solutions that people had on whether or not the colonists should have broken away from the British.

Betsy Ross VoiceThread

Civic Values Voice Thread

Summary of Class 10/5-10/9

On Thursday we participated in EdCafé, which lead to Friday's class where we discussed the knowledge that we received. We spent the whole class talking about the different events from Thursday. While we did this, Mr.Boyle made an online chart that we copied down. Today, we watched a really long video on the topic of every thing is not as it seems and there are flaws in our government. This topic was brought up with a guy talking about an investigation. In our groups, we read a short letter or legal paper that had peoples thoughts on what really started the war. Did the British shoot first or was it the Americans? After that, we got with people that had different stories than us and we copied down the other people's views.

Summary of Class 10/3-10/4

A couple days ago, we received a packet that talked about different problems or events. Myself and three other people received a packet about the Intolerable acts. Other people received Boston Tea Party, Townshend Acts, etc. Yesterday, we went to the computer lab and got with the other people that received the same packet as us. We were assigned to make a google presentation, which was exactly like a power point. This assignment took all of class. Today, we each had to run an EdCafé. When we weren't running them, we were listening to other people lead it and then we would discuss the situation with our group. These discussions really gave me a lot of insight on the different problems that Britain had with the American colonies.

Summary of Class 10/1-10/2

Yesterday, the first thing we did was go over some questions that we answered about the New England, Middle, and South colonies. We were assigned to do this over the weekend. We then discussed more about the different types of people. After that, we wrote a paragraph on what the average citizen was like for each of the colonies. This description was not physical, but more of what their personality was and what kind of person for ex. a farmer that was presbyterian. We then recorded these paragraphs on our electronics.  Today, we got a paper explaining George Washingtons journeys and why the French Indian War happened. We read over this paper with our groups and then, Mr.Boyle explained it more in depth and we took notes on this.

Comic Strip

http://Pixton.com/ic:njna7yyt

Summary of Class 9/26-9/27

Yesterday in class, we did this new thing called EdCafé. For our EdCafé, we got in groups and each group was given a different part of the first amendment. My group got freedom of speech but others for instance got freedom of religion. We each picked a side and then had to lead a discussion with people from other groups. We all were supposed to take notes during the discussion and then right down the main thing that we got from it. Once we were done with leading our 8 minute discussion, we switched seats and some one that had a different right, lead it. Overall, it went pretty good and I really got a good understanding of what freedoms the first amendment gives us. As for today, we took a "quest" on the Constitution.

Timeline

Summary of Class 9/24-9/25

During Mondays class, we learned about ten different amendments. We then got a paper that had a story about a man and a party that he had where Madonna sang. We read it and then we wrote on a piece of paper what rights were violated for the citizens, the owner of the house, and Madonna. We then shared and discussed the rights. In the discussion, Mr.Boyle explained to us why those amendments were or weren't broken. We then talked about other possible problems where your amendments would or could be broken. Today in class we got two handouts. One handout has a summary of the Federalists and their beliefs and the other the Democratic-Republican and their beliefs. We learned why they thought that and that was really affected on what type of person they were and what their profession was. We made a web on it and copied it down into our notebooks so that we could reference it any time we need to.

Summary of Class 9/20

**My blog wasn't working so I posted it onto my google account**

On Wednesday and Friday, we dropped class which leaves the class we had on Thursday. We spent the whole class on anti-federalists and federalists. These were the people that either did not support the Constitution or the ones that did. We got with a partner based if we had the same article. I got the federalists article. We then got a sheet where we had to write down the peoples ideas on why there should be a Constitution. There were also three quotes and we had to pick which one we thought was best and write it down. After that, we got with another partner that had the opposite article that you did. I partnered up with a anti-federalists. We then turned over our paper and wrote each other's answers to the questions. We then created a magazine cover with catchy phrases, pictures and a title. My partner and I’s magazine was called Anti-Fed. Magazine because we were assigned a side on the matter.

Separate Those Powers

Summary of Class 9/17-9/18

Our past two days of history class, we've mostly been focusing on the Judicial, Executive, and Legislative branches. Yesterday we were given a document that that gave a short over view of what the Virginia, New Jersey, and Hamilton plans were about. These plans were created to help shape the type of executive branch that we have today. We then filled out a paper, using our document. This paper had a graph on it and we had to fill in for example whether or not in each plan they could veto a law, or would there be one leader or two, or how long would there term be and would they be able to run for re-election or not. Each plan also had different ideas on the leader/leaders general powers. Today, we were given multiple packets and in one we had to make a cycle of how the branches work together in for example, passing a law. With this information, we then either created a online drawing using easel.ly or we hand drew it in groups.

Spreaker Podcast About My Friends

Summary Of Class 9/13/12-9/14/12

The past two days of history class, we’ve really been experiencing the use of our different types of electronics. Yesterday’s class was a lot different than what we did today. On Wednesday, my group including myself got a primary source document and we wrote down the ideas that some delegates had on whether or not there should be one house or two. Each group got a different topic and did the same. This lead into Thursday where we then got with a person from each group and wrote down the ideas that each delegate had on the problem. When we were done, we went on as a class talking about the ideas that these delegates had and why. We did this through some type of website where Mr.Boyle then projected it onto the white board. Today, we spent the whole class going over what we had due and what he wanted us to take off of the assignment sheet. He cleared up any questions that any of us had on what exactly we were supposed to be doing. We also addressed the problems that all of faced using the Internet with the different types of websites.

Summary of Class

The content that we’ve learned in our last two history classes have been very interesting. We’ve been moving around and working with different people in our class. Yesterday we talked about when and why the delegates met at the Philadelphia convention. We also broke down the different parts of the preamble. We did this by writing down what we thought each part meant and a good example of how this is and isn’t shown in the world. Today we learned about the Constitutional Convention and we each got a paper with different people on it. This paper that had different people, showed each persons view on whether they thought there should be one house or two. We then wrote down the main points on why they had that view. At the end of class we had an argument through a fake tweeting website where we were each assigned a delegate to argue their point as if we were them.

Twitter Conversation

http://cheezburger.com/6580459008

Family Members

http://private.rewindy.com/story/bOeMx93e/view/1

Three artifacts that would describe my life

Artifacts give us a good understanding about what happened in the past and give us a good idea about what life was like back then. Like I am studying the 1800's today, people will be studying the 2000's. This is the period of life in which I am growing up. Would you want them to find something bad about the time period you grew up in or something good? If someone were to find things from my life, I would hope it'd be something good.

If someone were to find an artifact from my life, it would be my basketball. Basketball is my favorite sport. It is a huge part of my life and I don't know what I would do without it. When I am not playing in a game, I am either practicing or watching. I am thankful for having the game in my life because of all of the great opportunities it has given me. AAU basketball has given me the opportunities to work with new coaches and meet new players who I have became friends with over the years. I find it fascinating to watch the girls on my team and look at their strong and bad points while playing compared to mine and my other team mates. I love going to different tournaments all around New England because it gives me the opportunity to travel with my dad and basketball is something that we bond through. If they found a basketball it would allow them to see who I am and how basketball affects my life.

If someone were to find another artifact from my life besides my basketball, it'd be a binder of some sort from school. This would represent all of the schoolwork that I do. I'm not the type of student that understands mostly everything so; I ask a lot of questions just to make sure. Because of this, I am constantly doing my work or studying so I don't receive a bad grade. I don't slack off because I believe that if you do your schoolwork and get good grades, you'll most likely have a promising future. This would show the people that in the past, people really strived academically, like me.

The last artifact that someone would find from my life would be a piece of clothing from my closet. My mom always says I have too many clothes but it's because I can never make up my mind about what I want to wear. I like to buy clothes because I find shopping to be very calming. Along with being calming, it can be very fun if you go with a friend or a group of friends. Seeing new designs and trends in the store really amazes me. When I'm in the city or walking around town, I am constantly analyzing peoples outfits and saying, "Oh, I like that" or "Ew, what was she/he thinking?"