The Haitian's response

Question 1: "How have the Haitians responded to the presence of U.S. Marines in their country?"

The Haitian's response to the terrible things the U.S. Marines have done while in the presence of their country:

 Haiti, 1920

In 1910, 10 years from today, The Haitian treasury was taken control of and managed by a number of  banks. Four years later, the U.S. marines were asked to protect the gold when they denied Haiti access to them. For protection, the U.S. moved the gold to vaults found in New York bank's. In August of 1915, the U.S. marines returned to Haiti and stated that they were needed so that they could "protect foreign lives and property." With this protection from the U.S. marines, they (Americans), started to create a new malitia for Haiti. With the U.S. now trying to take over this small nation, Charlemagne Peralte attempted to lead a resistance movement.

With this resistance movement, Peralte read a speech in hopes to persuade Haitians to go against the U.S. marines that were in Haiti. He claims that the U.S. has been in Haiti for too long and they have created a lot of crime while based there. Many of the Haitians are strongly against the U.S. marines because they have "...brought in almost four years of continuos insults, incredible crimes, killings, theft and barbarian acts, the secrets of which are known only to Americans." - Peralte

Summary of Class 5/20-5/21

It's been a while since I've blogged because up until this week we haven't done much, seeing MCAS was last week. This whole idea of a flipped classroom is not my favorite because I feel like we aren't learning anything and we are just going into class and doing activities.  I liked when we would take notes and step by step, Mr.Boyle would explain it to us. I feel as if I might not be prepared as well to take the final in June. Yesterday in class, we talked about Imperialism and the Panama Canal. To start class, we looked at a cartoon and then answered questions with a partner. After we answered the questions, we had a discussion. After, we looked at a speech and broke it up into pieces. Today in class we looked at the Roosevelt Corollary to the Monroe Doctrine. With this, we looked at two different text 's and picked out the key words. We also summarized it all and then put it into our own words. Once we finished this with our groups, we went on to share with the class what we had said.

Summary of Class 4/26-5/1

Over the past couple of days, Mr.Boyle has not been in school. While he is gone, he is letting us work on our projects while we watch a movie. So far, the movie is interesting. I had some problems with the program scratch, but now I am using Power Point, which is much easier for working on our project.

Summary of Class 4/23-4/24

On Wednesday in class, we took a look at the life on the prairie and the many hardships that went along with it. One of the many troubles on the prairie was that the people lived in soddie houses. To learn about soddie houses, we started off by smelling the grass that these houses were made of. We were asked if we would be able to live in one, with all the stench and I don't think I'd be able to do it. We were then asked to sit, sleep, cook, and eat in the small area that would be considered our house with a group of five other people. Mr.Boyle wanted to know if the area and the amount of people would affect us and seeing that the soddie houses were smaller than my bedroom now, it definitely would. Back then in all of the pictures, you had to hold your position for a minute or else the picture would get blurry. Because of this, we also had to do the same thing. On Thursday in class, we were in the computer lab and put into groups. Each group had a different tool that was used on the prairie in which they had to create a presentation on. Tomorrow in class, we will be presenting these presentations and we will be trying to sell our product, imagining that we lived in the 1800's.

Summary of Class 4/12 and 4/22

On the Friday before April Vacation, we took a look at the push and the pull factors for people moving west. Since no one was able to watch the sophia video from the night before, we took the time in class to watch it. For each topic (push and pull), we had to come up with three questions. These questions were later used in our socratic seminar. Each question had a different level of difficulty where in one question, the answer was obvious, in the other you had to analyze to find the answer, and in the last one ,you had to think beyond the video and connect it to the world. In our socratic seminar, we were assigned to either a push or a pull factor and based on which group you were in, you either had to have a discussion while the other group listened and took notes or you were the group that took notes, while listening to the other group. Once ten minutes was done, the roles changed. In class today we were in the computer lab and we were introduced to the 16% plan. This plan gives us 6 days of class time to work on accomplishing the goal of getting a badge on a topic that we have chosen from a list. With this topic that we chose for our badge, we have to complete multiple quests along the way. These are going to be judged by a group of people, but will not count as a grade in any way. We are supposed to present our finding to our class on June 10th.

Summary of Class 4/11

Today in class we were asked to pair up with someone. Because of the odd number, I was partners with Sarah and Rachel. We were immediately asked multiple questions about Manifest Destiny that were projected on the board. These questions ranged from what is Manifest Destiny to questions about pictures that had relevance to the topic. We were introduced to the idea of Manifest Destiny in our sophia.org tutorials that we were assigned to watch last night. We were then given some new questions about Manifest Destiny and we were assigned to create a skit with our partners, in which we answered the questions. For the most part, everyones skits were pretty impressive.

Overall Impact of the Erie Canal

The overall impact of the Erie Canal was positive  The Erie Canal most importantly, was a way of western expansion. This western expansion was now quicker and more affordable because of the Erie Canal. Along the route, it gave the opportunity for more social and economical development, in a sense that more people were stopping in these towns, in which business was now booming. The Erie Canal was also a significant improvement in means of trading and shipping.Although the Erie Canal had some down falls, for the most part the impact was positive. Some of the downfalls of the Erie Canal was that it was a transporter for many diseases, such as cholera.