January 11

Colonial Research Paper

Here are the comments I got on this paper via my teacher Matthew Rosen:

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Here is the Essay:

They Are Everywhere:
Weapons in Colonial America
Gus Dotson Colonial Research Paper
Humanities 2016

They owned them, they used them, and they needed them to survive. Weapons were the only hope for the colonists in early America. Each of the three cultures, the Africans, the Native Americans and the English, had different weapons fitted to their purpose. The English had their muskets and heavy artillery, the Native Americans had their bows and tomahawks, and the Africans had their knives and axes. Without weapons the Jamestown colonists would not have survived. They were important to all classes because there was a weapon for every task and a weapon for every colonist from the gentry to the enslaved.

Heavy artillery was important to English and European battles because it would weaken an enemy’s fort or base and would terrify soldiers fighting for the other side. “Although the cannon would fire at a platoon, it wasn’t the best for killing many men at once, so it was actually used mainly to scare the other side because it would kill maybe two people but, while killing them, their guts would spray everywhere, plus once you saw those two get hit, you knew you might be next. Even if you didn’t get hit, it still gave you even more incentive to run.” (Historical Interpreter, Yorktown Battlefield) This explanation highlights that, while the heavy artillery was good for damaging forts, it was often used to make the other side’s troops unsteady and ready to run. The most terrifying aspects of artillery fire were its extraordinarily loud sound, and the charges traveling at high speeds that would shred human flesh when they made impact.

Cannons were used by soldiers and colonists and had many different uses in the battles of Colonial America. For example, field cannons were used sometimes just to scare the other troops by sending a large ball at a high speed directly toward the other platoons, or they would use grapeshot (essentially a round of giant buck shot) to take out large groups of troops from a short range. English and Colonial American soldiers would use garrison cannons from within ships or forts to damage opposing structures and to destroy opposing artillery. “Field Cannon -flat trajectory, Elevating screw raises barrel. Large wheels give mobility on battlefield… Garrison Cannon -flat trajectory, Elevation wedge raises barrel. Small cast iron wheels give limited mobility in fort. Ships carriage has wooden wheels…” (The Colonial Soldier, C. Keith Wilbur). This operational manual excerpt shows that even though they are both cannons, the garrison was used as more of a counter, which was important if the other side was coming with a mortar (which launched an exploding projectile at a high trajectory) or Howitzer (similar to the mortar, but sent its projectile on a longer distance). Field cannons were used to really damage the other side and get into the fight, which made them a key element of military strategy. Cannons were a large type of artillery because they cover a range of uses but there are a few other types of heavy artillery, too.

The Howitzer was very influential in battles that involved a bunker or large base. The reason Howitzers were effective in battles with a base, bunker, or fort, is because they could launch an explosive charge at a high and long trajectory into or onto an enemy structure. “Howitzer -high trajectory, Stubby trail gives greater height to projectile. Similar frame to the field cannon, but with shorter barrel and slightly more upward angle…” (The Colonial Soldier, C. Keith Wilbur). This reference shows that the Howitzer was good for damaging forts and bunkers because it was easily moved, so it could be brought into the battlefield. Its shorter, angled barrel launched an explosive charge high and far that would reach over walls and other blockades that would then then explode and damage people and the fort. Along with Howitzers, the mortar shot an explosive charge.

The mortar was most useful in battle when one force got close to the opposing side’s fort or bunker because the mortar had a very high trajectory but a short range. These features are what made the mortar good for its job. “Mortar -high trajectory, elevating wedge raises barrel. wooden bed is without wheels but easily carried. Mortar was used once close to the enemy fort or bunker…” (The Colonial Soldier, C. Keith Wilbur). This description of a mortar shows that the mortar had the perfect build and was used mainly for a stretch of the battle toward the end, when one side was closer to the other’s bunker or fort. While the artillery was important, it was mainly used by the Europeans; weapons like the tomahawk and bows and arrows were used in battle by the Native Americans.

The tomahawk was the most honorable way a kill a person in the Native American culture. “It was honorable to kill a person with a tomahawk because you had to look them in the eyes and test your strength against theirs.” (Powhatan Interpreter, Recreated Jamestown) This interview excerpt shows that the tomahawk required skill and strength to use it successfully. The tomahawk was not always the most practical way to kill the enemy, so the Powhatans and other tribes would also use bows and arrows while in battle to kill and wound many of the opposing force’s troops, and then go in for a tomahawk charge. The European equivalent to this weapon was the bayonet because once the opposing force was thinned by musket fire, the European soldiers would do a bayonet charge. Although the technologies were quite different, the battle tactics were quite similar. The native battles were short, whereas the European battles were quite long and sometimes lasted hours and hours. Slaves were rarely natives but the most common slave were black and their weapons were knives and axes. The only time slaves would use these weapons when they were either trying to run away or because their master wanted them to protect the plantation. While the Natives had their bows and tomahawks and the enslaved had their knives and axes, the English had their muskets and bayonets.

The musket was the main military long-barreled gun used by the Europeans and English. The musket was good for military use because it had more accuracy than a carbine (a very short musket) or a pistol, but was faster to load than a rifle. To be specific, it took three minutes to load a rifle when it took only 20 seconds to load a musket. Therefore, a musketeer could fire 3 shots in a minute, when a rifleman could not even fire one. Also, the musket was very good for close-quarters combat because it was heavy, which made it a very useful club because a soldier could get more momentum behind it than something that was light. Another asset of the musket was that it could take a bayonet, which was like a type of triangular knife that was only sharp on the very point. The bayonet would attach to the end of the musket and turn it into a spear to fend off an enemy charge by foot or by horseback. “The principal weapon in the Revolution was the smoothbore musket. The interior of the barrel was ungrooved, like that of a modern shotgun. It was also ideal because it only took 20 seconds to load, which was as fast as any muzzle loaded gun could be loaded…The bayonet was used to make a gun that had already been fired into a spear to fight off an enemy charge.” (Interview, Soldier Interpreter) This passage shows that the musket was really the ideal military long barreled gun and useful in almost all circumstances. Although small in size, the bayonet was quite important because without it the soldiers would have needed multiple large and unwieldy weapons at hand at once. But, with a bayonet, it was all in one piece and, unlike a spear or sword, didn’t require much attention during a battle. The primary drawback of the musket was its limited accuracy; therefore, the rifle was principally used for sharp shooting and hunting.

The rifle was not used extensively by the military, other than the sharp-shooters. Its biggest limitations were the three minutes it took to load and it’s light weight which made it bad for close-quarters fighting. Additionally it couldn’t take a bayonet, which meant that you couldn’t aggressively fend off a charge. But it was quite useful in shooting competitions, for snipers, and for hunters because in these positions accuracy mattered more than speed. “Rifles were not used by the military except when a marksman was used to slowly pick off the highest ranked officials on the field, because the rifle was too slow for formation fighting and couldn’t take a bayonet to stop a cavalry charge.” (Gunsmith, Colonial Williamsburg) This quote shows that although the rifle was used on rare occasions, the musket was still the best gun to be used in battle. Rifles were also highly customized so each caliber (which indicates the amount of powder and size of shot used to fire a bullet) was a bit different. As a result, soldiers couldn’t share ammunition when they ran out. While the rifle frequently had limited impact on the battle, muskets and heavy artillery were still more important. The range of choices was also important.

If the settlers hadn’t had superior weapons when they came to the new world, America might not have developed the way it did and might have ended up like the the Roanoke Colony, more commonly known as “The Lost Colony.” Even though the colonies weren’t always at war, weapons could also help them hunt, and many of the Native American tomahawks were also used for farming and building. And slaves used their tools for farming, and as weapons when needed. Weapons were so important during the colonial age that the founding fathers of the United States included the second amendment of the constitution which protects “…The right of the people to keep and bear Arms.” Although there are significant differences between our current society and the colonial period, this second amendment right, and what it means to different people, continues to affect the political debates across our country, including our recent presidential election.

January 3

Stretching and Shrinking Portfolio Post

Figures are mathematically similar when corresponding side lengths are related by a scale factor, and all corresponding angles are congruent. For triangles, it only matters if the corresponding angles are congruent. For rectangles, it only matters if the corresponding side lengths are related by a scale factor. All mathematically similar figures have the exact same shape. Some are bigger, and some are smaller.

Any two rectangles are similar: False.

A 3×5 rectangle is not similar to a 3×3 rectangle. Their side lengths are not related by a scale factor. You can do it by ratio too. If you set it up like a proportion, you have three over five and three over three. Three times five equals fifteen. Three times three equals nine. Fifteen and nine aren’t the same number.

Any two equilateral triangles are similar: True

All equilateral triangles have three sixty degree angles. Triangles are similar if their corresponding angles are congruent. If all angles are 60, then they’re automatically similar.

November 9

Personal Muir Web

For our Personal Muir Webs we were asked to write down the food we ate over three meal then we had to list all the factors that went into those three meals. once we had listed all the thing that went into the meal we had to find out were they came from and what other factors make life possible. In summary we had to think of as many biotic and abiotic factors that make it so that we can live.

Here Is a Photo:

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November 8

Giver Essay

Name: Gus Dotson                                            Humanities

7th Grade                                                                  The Giver

You Think You Know… But Do You? Knowledge And Ignorance In The Giver

Imagine a world with no color, no freedom, and no knowledge. This is The Giver by Lois Lowry. 12 year-old Jonas is turned into an outcast after he is assigned to be the new Receiver of Memory for his Community, the Receiver must contain these memories of the past so that he can be used to help with decisions in the future, and must decide what to do with the knowledge he has been given. For it is Jonas and only Jonas that must bear the knowledge of the past now that he is the Receiver. Jonas’ society is a dystopia because there is no freedom to know and understand the world and no true feeling.

In The Giver the characters are kept ignorant. In Jonas’s Community the Elders, who are the rulers of Jonas’s world, keep up the “utopia” by not letting the people know about the past or anything that might encourage them to come up with rebellious ideas. For example, Jonas didn’t know what color was until he had his sessions with the Giver, the past Receiver. Then when he tries to tell his friend, Asher, about color the kid just stares at him. “‘Asher,” Jonas said one morning, “look at those flowers very carefully.’… trying to transmit the color red to his friend, ‘What’s the matter’… ‘is something wrong’” (The Giver, 85). This shows that the people in Jonas’ community are kept so blind that they can’t even see color. This really shows that the elders want control over everything. Although the average community member is ignorant to many things, Jonas and the Giver are very knowledgeable because they hold all the memories for their community

The Giver and Jonas are the only non ignorant people in the community. This is because all the people except the Giver and Receiver don’t have the knowledge of memories. The Giver and Receiver must hold all these memories, both good and bad. While explaining to jonas about a receiver that died and lost all of the memories she had received the Giver says, “‘But it certainly made them aware of how they need a Receiver to contain all that pain. And knowledge,’” (The Giver, 89). This represents that while common people are ignorant and the Giver and the Receiver are very knowledgeable and needed because they know about the past which contains pain that others can not handle and their history. The theme of knowledge vs. ignorance is very important to the book because that is what creates the conflict between Jonas and the Elders because he the decisions that have been made by them.

Jonas’s society is a dystopia because ignorance and knowledge can’t just coexist without causing conflict. A society that has only one or two people with knowledge is weak because knowledge is power. To only give a few people power is creating a dictatorship, which is not a utopia. Life is like a giant web and if you take away the bad you will also end up taking away the good at the same time. To make a perfect world you need differences. Choice is what makes us humans and without it we would be more like robots and less like people. Would you want to live in a world where you couldn’t see color or feel emotion? Is being the same truly perfect or is it more important to have diversity? Could you possibly live without knowledge?

November 8

Giver Essay Template

Name: Gus Dotson                                            Humanities

7th Grade                                                                  The Giver

Outline for GIVER LITERARY ESSAY

Themes: Ignorance vs. Knowledge

Paragraph #1: Introductory Paragraph (GIT)

Grabber Statement (G):

Imagine a world with no color, no freedom, and no knowledge, this is The Giver by Lois Lowry

Introduce Plot Summary (I):

12 year old Jonas is turned into an outcast after he is assigned to be the new receiver and must decide what to do with the knowledge he has been given. For it is him and only him that must bear knowledge of the past.

Thesis Statement (T):

Jonas’ Society in a dystopia because there is no freedom to know and understand the world and no true feeling.

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Paragraph #2: Thematic Analysis

Topic Sentence (T):

In the Giver the characters are kept ignorant

Explanatory Sentence (E):

In the Community the elders keep up the utopia by not letting the people know about the past or anything that might encourage them to come up with rebellious ideas.

Evidence (E):

For example jonas didn’t know what color was until he had his sessions  with the Giver, and then when he tries to tell his friend about color the kid just stares at him. “‘Asher,” Jonas said one morning, “look at those flowers very carefully.’… trying to transmit the color red to his friend.”

Analysis (A):

This shows that the people in Jonas’ community are so ignorant that they can’t even see color. This really shows that the elders want control over EVERYTHING.

Concluding/ Transition (C):

Although the average community member is ignorant to many things Jonas and the Giver are more knowledgeable than many people in our world today.

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Paragraph #3: Thematic Analysis Continued

Topic Sentence (T):

The Giver and Jonas are the only non ignorant people in the community.

Explanatory Sentence (E):

The reason this is is because all the people except the Giver and Receiver, don’t know about the past so they can’t help others or themselves in the future. The giver and Receiver know about the past and that means there were things that happened in the past that they can use to help themselves or others in the future.

Evidence (E):

On page 89 of The Giver, the Giver says, “‘But it certainly made them aware of how they need a Receiver to contain all that pain. And knowledge.’”

Analysis (A):

This shows that the that the common people are ignorant but the giver and receiver are actually quite knowledgeable, and probably know more than many people in our world, because they know about the past.

Concluding/ Transition (C):

The theme of knowledge vs. ignorance is very important to the book because that is what creates the conflict.

Paragraph #4: Concluding Paragraph (ROC)

Restatement of Thesis (R):

Jonas’ society is a dystopia because ignorance and knowledge can’t coexist. A society that has only one or two people with knowledge is weak because knowledge is power. To only give a few people power you are creating a dictatorship.

Overview of Main Points (O):

Aspects of life are like a giant web, if you take away the bad you will also end up taking away the good at the same time. To make a perfect world you need difference. Choice is what makes us humans and without it we would be more like robots and less like people.

Concluding Sentence– Comparisons and Connections (C):

Would you want to live in a world where you didn’t see color or feel emotion? Would you want to not know you parents but have others that pretended to be them? Is being the same truly perfect or is difference more important to have difference?

November 8

Oyster Project Diagram

In science class we have been working on a project all about ecosystems and habitats. The main object of this part of the project is that we must implant a species into NYC and create an ecosystem that they can live in. My group has been focusing on implanting a population of oyster into he hudson river. on 11/9/16 we went to an oyster restoration site to learn about oysters and their habitats. I will post a photo of the habitat soon.

October 30

Math Post #2

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Good                                                         Bad

I think that the good one is good because it is neat and has a few examples to show what I am explaining. I think that the bad one is bad because it is messy and not very clear what I am saying. Plus there are no examples. I have noticed that I have not had any very messy pages seance the beginning of the year.

October 30

Math post 1

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This assignment was all about finding similar figures. To solve this sheet you mainly just had to find a scale factor and is two shapes had the same scale factor then they were similar. I didn’t find this to be a very difficult sheet but I think it would be much easier now that I understand scale factors better.

October 14

Mandarin Video

For the madarin project in the first quarter my goup made a video/skit all about the dragon boat festival. I think that my group didn’t do the best job on this project but I think that it was also the very first project of that size that we had had that year so I think I will be able to do better in the future. I also think there were some technical dificulties with the filming and editing that won’t happen in the future.

Click Here For Video