Book Talk

Name: Olivia     2016

Humanities

What are the components of a thorough, concise BOOK TALK?

Directions: When creating a book talk, use this helpful template to organize your ideas. Simply fill in what you’d like to say in the space below for each section.

 

Grabber:

Imagine a life where you are expected to be just like your famous parent. You feel the pressure to be like them even if you’re not, to walk in the footsteps of your family’s fame. At the same time, you have to make sure darkness doesn’t come in your way. This is what Albus Potter experiences in Harry Potter and the Cursed Child by J.K Rowling.

Plot Summary:

Albus Potter is the son of the most famous wizard in the wizarding world, Harry Potter and the son of Ginny Weasley, who is Harry Potter’s best friend’s sister. Albus also has a sister named Lily, and a brother named James. Albus has a cousin named Rose Granger-Weasley. She is the daughter of Ron Weasley and Hermione Granger, who were and are still Harry’s best friends from when he was in Hogwarts. Albus is entering his Fourth year at Hogwarts with Rose and Lily is entering her first year . Albus has the pressure of being exactly like his dad by being sorted into the same dorm as him, getting to be on the quidditch team, and making good friends. But Albus is the complete opposite of Harry Potter He is stubborn, a rule-breaker, and argumentative. He even gets sorted into Slytherin, which is the darkest dorm of all four. Albus has made a best friend named Scorpius who is also in Slytherin. Scorpius is the son of Draco Malfoy, one of Harry Potters worst enemies.

 

Reading Strategy (with textual evidence)

 

Rose: Have you heard the rumors? Big Ministry raid a few days ago. Your dad apparently was incredibly brave.

 

Albus: How do you know these things and I don’t?

 

Rose: Apparently he- the wizard they raided-Theodore Nott, I think- had all sorts of artifacts that broke all sorts of laws including-and this has got them all gooey- an illigeal Time Turner. And quite a superior one at that.

 

Albus: A Time-Turner? Dad found a Time-Turner?

 

Rose: Shh! Yess. I know. Great, right?

 

On the Hogwarts express Albus hears about a time turner, which makes you travel back in time. By hearing about the time turner Albus and Scorpius decide to go back in time and try to save Cedric Diggory, from the fourth book of the Harry Potter series. A quick over view of what happened to Cedric Diggory: Cedric and Harry were competing in the Triwizard Tornament, and Harry Potter and Cedric were competing with each other. One of the last obstacles was the maze, Harry and Cedric were both about to win by getting the Goblet, which meant you won. But of course, Harry nor Cedric decided to go before each other so they both ran to the Goblet at the same time so they could both win. But the Goblet was jinxed, and it brought Cedric and Harry to a graveyard, and Lord Voldomort was there. Voldomort ended up killing Cedric, and Harry ended up winning the tornament.

 

Now Albus is trying to find a way to travel back in time, and make it so that Cedric doesn’t get killed. But Albus and scorpius realize that even by changing one thing in the past can change everything. The first time they traveled back in time Albus did something to Hermione, and when they traveled back into their time, Rose wasn’t alive. And Hermione and Ron weren’t married. Albus and Scorpius travel back in time again, and when they came back to their time Albus was placed in Gryffindor. After traveling back in time to try to fix these mistakes, they create an even bigger problem and change even more things.

 

Soon a girl named Delphi who pertended to be Cedric Diggory’s cousin tried to steal the time turner. Delphi says that her dad was lord voldomort, and by using the time turner she will try to see her father again, some people believe that he died the night he tried to kill Harry Potter, but some believe he is still alive. But bigger problems happen and she is going to try to convince her dad not to kill Harry Potter on the night he was planning too, because Voldomort got killed the night he tried to kill Harry Potter. If Delphi succeeds in telling voldomort not to kill Harry Potter, everything that ever happened about Harry Potter and his fame will not have existed and will ruin everything.

 

Recommendation:

 

I recommend this book for people who are into books with time travel, adventure, and magic. This book is different from all her other books because the main setting isn’t hogwarts. In all the other Harry Potter books the conflict or main problem is happining inside the shools of Hogwarts. In this book J.K Rowling is bringing the magic outside Hogwarts. By reading the fourth book you will be able to understand the book better because when Albus travels back in time all the scenes are from the fourth book. This book is pretty easy to read because the whole book is a script. I do recommend that you read the fourth book of the Harry Potter series before reading this book because it refers a lot to the fourth book. Without the fourth book this story would be completely different because the whole story is based on a character and scene from the fourth book. This book always makes you want to keep on reading because there will always be a problem or mystery to find out.  Will saving Cedric even be an idea still? Or will going back and fixing their mistakes be their new problem to fix? Will Delphi succeed in telling her “father” not to kill Harry Potter? If you want to find out read Harry Potter and the Cursed Child.

 

Crucible Essay Outline Template

The essay template helped me write the first draft because I was able to break each paragraph into parts. It helped me understand what each paragraph needed and made it easier to write my essay. I think that I was able to understand the template better now than before when we wrote the Giver essay. While writing the Giver essay it seemed like so many steps and it was broken into many parts, but now I realized that it really helped me. The GIT and ROC helped break down what needed to be in those paragraphs. And TEEAC helped a lot because there were many steps to writing a body paragraph and the TEEAC form helped show what was needed in the paragraph.

 

Name: Olivia Propp                                             Humanities

7th Grade                                                                         Comparative Essay

Outline for Crucible/McCarthy Comparative Essay

Theme: Scapegoating

Paragraph #1: Introductory Paragraph (GIT)

Grabber Statement (G):

Imagine getting accused of something with no evidence at all. You are being accused because you are in the lower class and have no power. And when you get accused there is no way of getting out of it. You are being targeted unfairly by that powerful person. You are being scapegoated.

Introduction of Theme (I):

Throughout history people in power scapegoat people with less power to get control. During all three eras people were being scapegoated. In the 1600’s during the salem witch trials people were being accused of being witches because they seemed suspicious. In the McCarthy era many people were being scapegoated for being communists, and in modern day Donald Trump is scapegoating immigrants for being terrorists.

Thesis Statement (T):

Scapegoating is an unfair way of blaming people without power. This has been going on throughout history and still continues today.

_________________________________________________________________________

 

Paragraph #2: Crucible Thematic Connection

Topic Sentence (T): In The Crucible many people were unfairly scapegoated for being suspected of being a witch.

Explanatory Sentence (E): People who were scapegoated were people who didn’t have much power or who were caught of doing uncommon things. One person who scapegoated Tituba the Servant was Reverend John Hale.

Evidence (E): “Hale, resolved now: Tituba I want you to wake this child. Tituba: I have no power on this child, sir. Hale: You most certainly do, and you will free her from it now! When did you compact with the Devil? Tituba: I don’t compact with no Devil!” (The Crucible,63)

Analysis (A):

This quote shows how Tituba was scapegoated for compacting with the Devil. Hale was unfairly blaming Tituba for being a witch. Hale was blaming Tituba for keeping Betty asleep, and that she was able to talk to the devil to wake Betty up. She isn’t treated fairly because she is from a different country and is in the lower class. People in the lower class don’t have much say in who is a witch or not,  so they can be easily blamed for being a witch. Tituba was also blamed for conjuring spirits, but Tituba was only doing things that she used to do in Barbados. One thing that she used to do in barbados was drink chicken blood. People think that the chicken blood is a charm for Abigail to kill John Proctors wife, but even when Tituba says it isn’t, no one will believe her.

Concluding/ Transition (C): Tituba doesn’t have much power so she is an easy target for people to scapegoat her. Many other people got scapegoated too in the McCarthy era for their beliefs.

 

__________________________________________________________________________

 

Paragraph #3: McCarthy/Red Scare Thematic Connection

 

Topic Sentence (T): In the McCarthy Era many people were falsely accused for being communists by the people with power.

Explanatory Sentence (E): These people were scapegoated for being communists when they caused labor strikes.

 

Evidence (E): “During that year, more than 4 million union workers around the United States went on strike. Most strikers were honest workers who wanted better pay, safer working conditions, or shorter workdays. But many Americans worried that communists or radicals who wanted to overthrow the government caused the strikes,” (Fitzgerald, McCarthyism, 19).

 

Analysis (A): This shows that many Americans feared communists and blamed anyone who supported communist ideas unfairly. Most people who went on strike were honest workers who wanted a better pay, but they were scapegoated for wanting communism as their form of government. Going on strike was risky because many people could be scapegoated, but going on strike may help the workers have a better pay and safer working conditions. There was a lot of fear going around. When McCarthy blamed people for being communists, he did it very randomly. McCarthy didn’t have any good evidence that who he blamed were communists because they were all innocent.

 

Concluding/ Transition : There was so much hysteria about there being communists that they would scapegoat so many innocent people. There is also a lot of hysteria about Trump and his travel ban for immigrants.

 

__________________________________________________________________________

 

Paragraph #4: Modern Day Witch Hunt Thematic Connection

 

Topic Sentence (T):  President Donald Trump has been scapegoating foreigners and immigrants for being terrorists

 

Explanatory Sentence (E): Trump has banned and accused immigrants and foreigners from the U.S because of the history countries citizens have had with the U.S.

 

Evidence (E): “President Trump’s first weeks in office left a majority of Americans appalled. With his “alternative facts,” his scapegoating of foreigners and international trade, and his barrage of executive orders, Mr. Trump confirmed what the opposition had feared: that he will run the country like a populist autocrat and paranoid protectionist,” (New York Times)

 

Analysis (A): This shows how Trump is scapegoating foreigners and immigrants. He thinks that non-americans will be harmful to the U.S and he wants to ban countries that may have terrorists in them. This isn’t fair for these countries because there may have been a terrorist activity that happened once many years ago. Most countries like Iran haven’t attacked the U.S for several years, but Trump still wants to ban them from the U.S. Now Trump is more aggressively unleashing the government to find and deport illegal immigrants. Police are able to look through their personal belongings to see if they are illegal immigrants. They don’t have much privacy any more and they have to be conscious so the police won’t call them out.

 

Concluding/ Transition (C): Many immigrants whose countries are banned from the U.S can lose their jobs and get separated from their families because Trump is deporting them back to their countries. Many people have left their country because of fear and danger and have made a new life in the U.S, but now people who have left their country because it wasn’t safe there have to live there again feeling unsafe and scared.  

__________________________________________________________________________

 

Paragraph #5: Concluding Paragraph (ROC)

 

Reflection on Thesis (R):

 

Scapegoating throughout history has kept people in fear and has controlled people with less power by people in power.

Overview of Main Points (O):

 

Scapegoating is caused by many assumptions and misunderstandings. From the Salem witch trials, to the Red Scare, and modern day scapegoating hasn’t stopped. People in power are the problem to scapegoating, they blame innocent people for causing a problem and they won’t stop. People in power scapegoat others so they can gain control, but it is making others suffer.

 

Concluding Idea (C):

 

This unfair way of blaming people without any proof that they did something wrong. Scapegoating has caused people to get in trouble for no reason, and in the Salem witch trials, get hung and die. Why do people have to misuse power to make other people’s lives harder?

 

Colonial America Research Paper

Name: Olivia Propp                          Date: 12/9/16

Humanities

Grade and Notes for Colonial Paper

Grade and Notes for Colonial Paper

Dresses, Fabrics, Cultures and More, Much Beyond you will Find in a Store: Colonial Clothing and Millinery

Everyone in Colonial America needed clothing no matter what ranking they were in. From only a tunic to a fancy dress, clothing showed your social class. Just by looking at someone you could tell what class they were in. All three cultures in early America had a different way of making clothing: the English had a milliner and tailor, the Powhatans used animal skins, and the Africans made their own clothing out of wool, or wore their English masters’ worn out clothing. The English had a milliner and tailor to make clothing for them. Even if you weren’t that wealthy you would still buy some clothing from the milliner or tailor. Appearance was one of the most important possessions to have because it showed what position you were in. For

example, if you weren’t wearing a wig, you would be looked down on by the community. If you had worn out clothing, people would know that you weren’t from the gentry class. But if you had new clothes, a wig on, and a stylish hat people would know that you were wealthy. What you wore represented who you were in early America.

 

Second Page of Grades

Second Page of Grades

In Colonial America a dress had many parts to it and there was a complicated process to putting one on. Wearing one required effort. Women had less freedom than men, and so did the conditions for clothing. It was uncomfortable, and tight, and it showed your ranking. For example: there were three parts to a dress: the skirt, the bum roll, and the stomacher. In addition, there were six different undergarments that women had to wear. “Being fashionable involved more than just wearing the latest clothing. Women had to be dressed properly underneath their gowns too! Colonial women wore several undergarments including a shift, stays, stockings, petticoats, pockets, and hoops,” (The Milliner, pg. 20). What you wore indicated your social class and you could be judged by what you wore. So if a woman wore a less decorative and fancy dress they may have been looked down on. Wealthier women used better fabrics than the lower class women. But most women wore undergarments. A lot of the undergarments were used to make the dress have volume like the hoops and the petticoats. Stays helped women keep a better posture and the shift soaked up all the sweat. The bum roll which was part of the dress also gave the dress volume. The process of getting dressed was to put the undergarments on, then put the pieces of the dress on. Putting a dress on was a very complicated process and took up a lot of time. If you weren’t wealthy and needed to work to earn money, the poor might have had to wear a more simple dress to save time. This would make people look down on you, but would save time. If you were rich and wore fancy dresses it would show that you would have the time to put on a dress, and you wouldn’t be looked down on. Clothing for English children, particularly those in the gentry class, were similarly complex.

The English had specific clothing for children, men, and women. Most milliners and tailors made clothing for children. For example: at the Milliner’s shop in Williamsburg there was a set of childrens clothing on the table. Parents were very protective of their children and this showed up a lot in the clothing. When children were younger they would have to have a leading strap on their shoulder so parents could help their child to walk. Parents also made their children wear pudding hats. These hats protected childrens heads if they fell, parents believed that if children didn’t wear pudding hats their heads would get “puddinghead.” A pudding head was described as a soft head, or like the consistency of pudding. That is why it is called pudding head. Some parents may not have been able to afford pudding hats for their children and may have been too much money for them.  Children’s clothing was basically the same clothing that Men and Women would wear  except it was in a smaller size. If a child wore clothing like their parents, and their parents wore fancy clothing it would show that your family was wealthy because they were able to afford nice clothes for their children. Your child’s clothing and personality represented you and your social class.  For example If your child wore less fancy clothes it would represent their parents social class. Children’s clothing was very similar to their parents, but had a few different pieces of clothing for protection and guidance.

In Colonial Williamsburg there was a tailor, he was the person to make clothing for men. The tailor was the opposite of the milliner, but makes clothing for men and makes a few clothing for women. Most of the time the tailor is a man, like how the milliner was mostly a woman. In Colonial Williamsburg at the tailor’s shop there was a man sewing a piece of clothing together. The English had a clothing maker for women, men, and children. This shows that the English were more well off and were able to afford for someone to make clothing for them. The tailor made clothing for the people in the house of burgesses, the tradesmen, the farmers, and the field slaves. The tailor was a middle class job which meant he wasn’t the wealthiest, but he wasn’t poor. The tailor wouldn’t be looked down on because he was about average in wealth.  The clothing that men wore were: breeches, which were pants. He also made cravates, which were like ties, a few undergarments, and vests. Mens clothing was a lot less sophisticated than women’s clothing because there weren’t as many undergarments and parts to the clothing.  Men’s clothing must have been a lot more comfortable too because there wasn’t as many undergarments and layers of clothing. Men’s clothing sounded a lot more comfortable than woman’s clothing and also had less parts to the clothing.

Clothing was very important in Colonial America and the first part of clothing was the fabrics, the person who made these fabrics was the weaver. The weaver made fabrics for all different purposes, not just clothing. In Colonial Williamsburg the weaver said that she was making a blanket for the horses and was using thick strands of yarn. (10/20/16) The weaver could even make fabrics for animals to use for warmth. It must have been easier to make blankets and fabrics with thicker strands of yarn because there was less work. In order to make fabric for clothing the weaver would have to get super thin yarn, and it would take up a lot more time because when there are more strands of string and they are thin that means you will have to weave even more. This job is important because without the weaver there would be no fabric to make clothing for the English. This is a job that most English people rely on and was very important not just for clothing. The weaver was a lower/middle class job, but a very important job. The weaver would get paid by the amount of fabric she/he made, not the time. In a way this job was a good way to earn a lot of money because you didn’t get paid by the hour. By earning money by the amount of fabric you made meant you could earn a lot of money in one day if you stayed focused. It was also a fair job because you will earn what you make, not by the time. Fabric was very important because it was the root to all forms of clothing.

Wigs were a big part of fashion and appearance in Colonial America and showed what social ranking you were in. Wigs were only for the wealthy because they costed a lot of money, so if you wore a wig anyone could tell you were rich. Many people were obsessed with wigs and would show off if they had one. “Humans around the world have an obsession with hair. Although our ancestors lost their pelts about three million years ago, we kept the hair on our heads. There is some variation among people living in different parts of the world, but most people at least for part of their lives can grow long, thick locks. And nearly every culture has been interested in styling decorating, and preserving their hair,” (The Wigmaker, pg. 5). People have always loved looking fashionable and nice. Going around without a wig was compared to going outside without clothing on. As long as you are covering your hair or styling it, you wouldn’t have been looked down on. But the rich preferred to wear wigs and to show off that they were wealthy. Wigs can cost half an acre of land, so if you weren’t wealthy there wouldn’t be a point in buying a wig. A wig can also cost the amount of money that a wig maker would get in one month. Wig making was a good job to earn money, so many poor widows were encouraged to learn to make wigs. Men mostly made wigs, but if you were a woman and your father was a wigmaker, you may have been able to learn to make wigs. Wigs could be restyled, but people liked having many like Queen Elizabeth. She had 80 wigs. George Washington never wore wigs and he always got his hair styled by a stylist. George Washington’s hair was never grey, it was brown but he powdered his hair grey. It costs less money to have your hair styled, than to buy a wig because when you pay for a wig you are paying for hair being imported from places all around the world. Wigs can last generations if you wash it and treat it well. People would shave their head bald, so the wig could fit perfectly and the wig maker could get a perfect measurement of their head with any bumps included. People could wear a wig over their real hair, but it wouldn’t fit as well. The process of making a wig was you first pick the color of the wig, then pick the type of hair you want, pick the style of hair you want, then the wig maker will shave you bald. Wigs were a way to show off if you were wealthy, hats also covered and protected the hair or wig.

Hats were a way of protecting the hair and keeping the dust away, they were also stylish. Hats could be decorated and were made of all different types of material. Most of the time both English men and women don’t go outside without a hat on. “Hats were worn by both colonial men and women. A women rarely left the house with a bare head. She wore a cap or hat to keep dust and smoke out of her hair. A man always carried a hat, even if he did not wear it. People did not wear hats to dress events. Men wore wigs, and women had their hair styled and decorated with pearls, ribbons, and flowers. They often powdered their hair as well. Women tried to save their hairstyles for weeks.” (The Milliner, pg. 21) Hats were one of the main accessories that was almost a “must wear”. If you were wealthy the hats would protect your wigs, but if you weren’t so wealthy it would cover your head. If your hair wasn’t pulled back or if you didn’t wear a wig you would be looked down on so if you weren’t so wealthy it would cover your head so people wouldn’t know if you had your hair up or not. Milliners sold hats, and decorated them too. She decorated the hats with ribbons, fabric, and flowers and she could make the budget for the hat. The milliner was able to make the old hats look stylish again, which was good for the less wealthy people so they didn’t have to keep on buying more hats. And since the milliner could make a budget for the customers, she would be able to cater to a customer’s budget. The most common hats women would wear were straw hats. Men would also wear hats, and even if they didn’t actually wear one they would carry one with him. The most popular hat for men was the tricorne hat. Hats protected your head or wig, and made you look fashionable too.

The Powhatans were the people who lived in Virginia before the English came to settle there. Powhatans had a whole different style of clothing. For example they used animal skins for clothing instead of fabric. Powhatans also didn’t wear as much clothing as the English and they had a whole different process of turning the animal into clothing. In the Powhatan village at Colonial Williamsburg there was a lady who wore a dress made of animal skins, and it was a non-sleeved dress. The dress was also very loose fitted. The lady also wore fox fur as a scarf, and the tail and head were still attached to it, but the flesh and body got cleaned out. The process of killing an animal to getting it to be able to wear it was involved a few steps. First, the Powhatan would have to catch the animal, then he tears off the skin, flesh it, string it up, take the membrane off it, soak it in animal brains to tan it, and then smoke it. Animal brains had good oils for the Powhatan’s skins, and using the brains was the best way of tanning the hides. Powhatan’s would use sinew (deer tendon) for thread to sew a dress together. The needles were made of the leg bone of a deer. A deer had many purposes to the Powhatans, you could hunt them and eat them, they were a good size for many Powhatan’s to eat, you could use the bones for thread and needles, and you could use the fur for clothing. Since Powhatan’s used fur for clothing most animals had many purposes because you could eat it and use it for clothing. Powhatans used nature and animals as all their resources and they never wasted any part of the animal because every part of the animal had a purpose. There was never a waste of anything. But the English settlers would hunt just for the meat in the animal, but not for the furs or bones inside the animal. Besides the Powhatans there were also the Africans.

Africans weren’t treated as well as any of the cultures. Most Africans were slaves, which meant that they didn’t have the best clothing either. Slaves working on the field had worse clothes than the slaves working in the house. Slaves working in the house got to wear worn out clothing from their masters’, but slaves working on the fields wore not as nice clothing. “ House servants usually had better food and clothing than field hands had. They were given leftover food from meals and received old clothes from their masters’ families,” ( A slave family, pg.25).. Their clothing wasn’t fancy, but it was decent. All slaves mostly made their own clothing, the material was mostly made out of wool, but sometimes cotton. Slaves were treated as inferior and it could show in their clothing. This wasn’t fair to the Africans because they never did anything wrong, but they ended up getting treated like this. Their masters would get the slaves clothing that were cost-effective, and didn’t consider if the clothing was comfortable or uncomfortable. All of the three cultures had different styles, and were also treated differently.

In Colonial America what you wore showed who you were and what your class was. Everyone needed clothing. Africans didn’t have very good clothing and were treated as inferior.  The Powhatan’s didn’t have much differences in class; everyone was even except for the Powhatan. And the English had a big difference in clothing depending on which class you were in. There were all different types of clothing for all different purposes and events. Without the formation of clothing from the Colonial period we may not have had as good quality types of clothing that we do now. And without the Powhatans we might not have known about furs and leather to use for clothing. Nowadays you aren’t judged as much on what type of clothing you wore or the type of hairstyles you had. Women are now able to wear whatever they want and so for men. A lot of the time people will say “I don’t like their style” or “What is that shirt?” They wouldn’t say “Oh, she doesn’t look wealthy because their shirt is dirty”. Fashion has taken over more than looking wealthy by what you wore. Would clothing have evolved as much if there weren’t the Colonists living in Virginia?

Making 13 Colonies Assignment

Letter to London Company

After reading Chapter 5, imagine you are John Smith.  Write a letter to the London Company reporting on your progress as the new leader of the Jamestown colony.  What early obstacles have you faced?  What successes have you had?  What problems have the London Company presented you with? Please be sure to include your relationship with other English colonists, your relationship with the Indians, and Pocahontas.  What do you think it will take to succeed in the new world? Use textual evidence throughout.

Get creative and show what you know from the reading.  Also, please use the first person voice. This assignment is due on Tuesday, October 4th.

=================================================================

Dear London Company,

Although the Englishmen and I have picked not such a great piece of land, I have become very friendly with the Indians. There are a lot of marshy areas of land, which isn’t good because the mosquitoes get attracted to it. It is also hard to hunt because the forest is far away from the fort. There aren’t so many crops growing around us, but there is a harbor very close to the fort. We have very delicious oysters, they taste so fresh and they are so big! “The English men spent a few weeks exploring the Bay Area. They feasted on strawberries (“four times bigger and better than ours in England”), and oysters (“which were very large and delicate in taste”), and noticed grapevines (“in the bigness as a man’s thigh”). The oysters and mussels “lay on the ground as thick as stones: we opened some and found in many of them pearls.” (Pg. 26)

The Indians are very nice and I have met a beautiful princess named Pocahontas. She is as sweet as an angel and protects me if the Indians try to hurt me. “She is a bright eyes Indian princess who was about 12 years old when the settlers first came to Virginia.” (Pg. 29) Her father is the Powhatan, who is the ruler of all the Powhatan Indians. At first I don’t think that the Powhatan wasn’t very fond of me because I was an English settler, but we soon became friends.

Soon the Indians started calling me the Werowance of Jamestown! I came up with a motto  “If any would not work, neither should he eat.” (Pg. 30) I made this rule because a lot of the English men weren’t working as hard as they should have been, so since I was the chief I made this rule. I also knew that all the English men wanted and needed to eat, so this rule would make them work hard. London Company, you shouldn’t have payed the English men before the voyage!“ To make things worse, the London Company, which had paid for the voyage, showed poor sense. It gave all the colonists salaries and did not allow them to own property. No one had a reason to work hard, because the hard workers got the same pay as those who did nothing. “ (pg. 28) This has made them think that they don’t have to work  hard because they already got their pay. If you payed them when we came back from the voyage, they would have worked harder because they didn’t have their money yet.

Overall this voyage to the New World has been a success, and will write back to you on our achievements. I hope this letter has arrived to you safely and in good enough form to read clearly.

Yours Truly,

John Smith

Colonial Clothing Notecard

Notecards

Colonial Clothing: Undergarments

Source:

Walker, Niki, and Bobbie Bedell. The Milliner . Crabtree Publishing, 2001.

Quote:

“Being fashionable involved more than just wearing the latest clothing. Women had to be dressed properly underneath their gowns, too! Colonial women wore several undergarments including a shift, stays, stockings, petticoats, pockets, and hoops. Undergarments were made of cotton, linen, or silk. The undergarments of wealthy women were made of finer materials than those of working women, they owned more of them.” (pg. 20) 

 

Paraphrase:

  • There was more to just wearing the latest clothing. 
  • Women had to be dressed underneath their clothes too.
  • The English women had to wear many undergarments.
  • They had to wear a shift, stays, stockings, petticoats, pockets, and hoops.
  • There were three types of materials that were used to make undergarments, silk, cotton, or linen. 
  • Wealthy women wore undergarments with finer materials. 
  • The working women didn’t wear as many fine materials. 

My Ideas:

English women had a lot of undergarments to wear underneath their clothes. It was a long process to put on all the clothes, and some undergarments needed help by another person to put on. For example on the back of stays there was a lace that had to be tied and looked like you needed help tying the lace. I wonder if in the summer the women got hot from so many undergarments. There were seven undergarments that the women had to wear including a shift, a stay, stockings, petticoats, pockets, and hoops! Were the hoops heavy since some were made out of metal? Was it hard to breathe with the stays tightly pulled around the back? What if you slouched with the stay on, would it hurt because of the hard material inside? What about when a women had to lean over if they dropped a sewing needle, would the stay snap? The main idea of the stay is to improve posture and support the back. Children also had to wear stays to develop a good posture. Women even had a garter above the knee to keep the stockings from falling down. One of the first undergarments that you put on is the shift, the main job of the shift is to soak up the sweat. I can infer that it was very uncomfortable to have wet sweat on you for the whole day. It must have been hard to put on all of these undergarments. All the other cultures, Indian and African didn’t wear any undergarments. Most of the Indians didn’t even have clothing on half their body. These cultures were very different in clothing style. 

History:

Created: 10/13/2016 01:09 PM

Giver Essay

Is it Better to Have Ignorance or Knowledge?

Imagine a world with no color, emotion, and everyone is ignorant except for two people in the whole community. This is The Giver by Lois Lowry. In the Giver there is a boy named Jonas, he is like all the other kids in the society until he gets assigned to the job of the receiver of memory on his 12th birthday. He realizes that his world isn’t so perfect by receiving memories and show him that there is more than just following the rules of the society. In his memories he sees colors, and gets to feel pain and happiness that his society doesn’t have. Is Jonas going to try to change this perfect world, or try to live by these unfair rules? This society is a dystopia because everyone is ignorant, except for the Receivers of Memory.

In the Giver people are kept ignorant. The community keeps the people ignorant by having a perfect world with no pain, emotions, or any differences. For example all the memories of pain are kept from the people in the community. The people are kept ignorant by not knowing what pain or happiness is, or any emotions. On page 90 in The Giver the Giver is explaining to Jonas how the community needs someone to take in all the pain. “But it certainly made them aware of how they need a receiver to contain all that pain. And knowledge,” (Giver, 90). The Giver’s words show that the community relies on the receiver to hold in all the pain and memories. This is important because without anyone knowing about the memories people are kept ignorant. In The Giver most memories are of pain, love, and happiness. In Jonas’s community there is no emotion. There is no expression of love, and Jonas comes to understand that when he asks his parents if they love him and they scold him for misusing language. The people believe that it is easy to contain a perfect world by being kept ignorant. But being kept ignorant may not seem like a good solution to Jonas. It is also important to have knowledge from these memories to realize that Jonas’s perfect world may not be so perfect after all.  

In Jonas’s community people don’t have any knowledge. The only people who keeps all the knowledge is The Giver and Jonas, they are knowledgeable because of the memories. By receiving memories Jonas gets to experience emotions, and gets knowledge. On page 102 in The Giver Jonas experiences the feeling of happiness that he has never felt before. “There are so many good memories,” the Giver reminded Jonas. And it was true. By now Jonas had experienced countless bits of happiness,” (Giver, 102.) By receiving these emotions through memories Jonas gets some knowledge. Pain and happiness are some of the emotions, with these emotions Jonas realizes that his world isn’t so perfect. He notices that there is no happiness in his community and no love. In his memories he gets to experience the emotions that he normally doesn’t get to experience. The other people in the community don’t notice that their world isn’t so perfect, they think it’s a perfect world because they haven’t received the memories. Jonas starts to realize that in his community everyone kept ignorant and the same. He notices there are no emotions, and is starting to notice that his community is not such a Utopia.

Jonas’s community is not a utopia because everyone is kept ignorant. Making people live in ignorance deprives them from living in a real world. Having pain and knowledge are feelings you would have in a real world, but Jonas’s community had never experienced them. A utopia is a place where people are recognized by their differences and where people can make mistakes, but learn from them, it’s a place where people have feeling and pain. How would you feel if you were the only one in a whole society who knew things about the real world? Would you be frustrated or try to make a change about it?  

Giver Essay Template

Themes: Ignorance and Knowledge

Paragraph #1: Introductory Paragraph (GIT)

Grabber Statement (G):

Imagine a world with no color, emotion, and everyone is ignorant except for two people in the whole community. This is the Giver by Lois Lowry

Introduce Plot Summary (I):

In the Giver there is a boy named Jonas, he is like all the other kids in the society until he gets assigned to the job of the receiver of memory on his 12th birthday. He realizes that his world isn’t so perfect by receiving memories and show him that there is more than just following the rules of the society. In his memories he sees colors, and gets to feel pain and happiness that his society doesn’t have. Is Jonas going to try to change this perfect world, or try to live by these unfair rules?

Thesis Statement (T):

This society is a dystopia because everyone is ignorant, but the receivers of memory.

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Paragraph #2: Thematic Analysis

Topic Sentence (T):

In the Giver people are kept ignorant.  

Explanatory Sentence (E):

The community keeps the people ignorant by having a perfect world with no pain, emotions, or any differences.

Evidence (E):

For example all the memories of pain are kept from the people in the community. The people are kept ignorant by not knowing what pain or happiness is, or any emotions. On page 90 in the Giver the Giver is explaining to Jonas how the community needs someone to take in all the pain.  “But it certainly made them aware of how they need a receiver to contain all that pain. And knowledge.”

Analysis (A):

The Giver’s words show that the community relies on the receiver to hold in all the pain and memories. This is important because without anyone knowing about the memories people are kept ignorant. In the Giver most memories are of pain, love, and happiness. In Jonas’s community there is no emotion. There is no expression of love, and Jonas comes to understand that when he asks his parents if they love him and they scold him for misusing language. The people believe that it is easy to contain a perfect world by being kept ignorant. But being kept ignorant may not seem like a good solution to Jonas.

Concluding/ Transition (C):

It is also important to have knowledge from these memories to realize that Jonas’s perfect world may not be so perfect after all.  

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Paragraph #3: Thematic Analysis Continued

Topic Sentence (T):

In Jonas’s community people don’t have any knowledge.

Explanatory Sentence (E):

The only person who keeps all the knowledge is the Giver and Jonas, they are knowledgeable because of the memories.

Evidence (E):

By receiving memories Jonas gets to experience emotions, and gets knowledge. On page 102 in the Giver Jonas experiences the feeling of happiness that he has never felt before. “There are so many good memories,” The Giver reminded Jonas. And it was true. By now Jonas had experienced countless bits of happiness,” pg. 102

Analysis (A):

By receiving these emotions through memories Jonas gets some knowledge. Pain and happiness are some of the emotions, with these emotions Jonas realizes that his world isn’t so perfect. He notices that there is no happiness in his community and no love. In his memories he gets to experience the emotions that he normally doesn’t get to experience. The other people in the community don’t notice that their world isn’t so perfect, they think it’s a perfect world because they haven’t received the memories.

Concluding/ Transition (C):

Jonas starts to realize that in his community everyone kept ignorant and the same. He notices there are no emotions, and is starting to notice that his community is not such a Utopia.

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Paragraph #4: Concluding Paragraph (ROC)

Restatement of Thesis (R):

Jonas’s community is not a utopia because everyone is kept ignorant. Making people live in ignorance deprives them from living in a real world.

Overview of Main Points (O):

Having pain and knowledge are feelings you would have in a real world, but Jonas’s community had never experienced them.

Concluding Sentence– Comparisons and Connections (C):

A utopia is a place where people are recognized by their differences and where people can make mistakes, but learn from them, it’s a place where people have feeling and pain. How would you feel if you were the only one in a whole society who knew things about the real world? Would you be frustrated or try to make a change about it?