We started right off with heated discussion probably because we had our own biases coming into it, especially getting into character of the different viewpoints. It was a lot of back and forth "no you started it" discussion but each claim was for the most part heavily fact based. It was a very realistic clashing of different points of view because some, like the wealthy promoters, would realistically ignore natives wishes and rights.
I thought the fishbowl was a great way of gathering ideas and visualizing each aspect of the same period in history. I think it was extremely fun to argue and have to come to some sort of compromise, whether it was historically accurate or not.
I believe that we the natives really had an edge over the colonists or the promoters when it came to presenting our points and backing it with evidence. I heard many specific dates mentioned and textual evidences stated and in the end it helped us to be the most reasonable and influential argument.
It was very interesting that the promoters clearly just wanted the land and could care less about taking it from the natives. It was also very important that we talked about the struggle that the colonists faced both in England and in the new world. This was very instrumental to the domino effect that included all of the issues that we fought about.
The two friends Ana and Daniella, replete with joy, ran through the fields. They were besotted with pure and utter bliss as they embraced the efflorescence of their relationship. They were absolutely bewildered by this sudden and enigmatic relationship. Agog with love they could only reflect on their relationship.
They had met under maligned circumstances. At their local market a vendor tried to swindle Ana into purchasing a clearly fake gem necklace for the price of a real one. Seeing this injustice, Daniella rushed to expose the untruths told by the vendor. They spent the rest of the day enjoying the proliferation of their commonalities and love.
During our scavenger hunt at Balboa Park, we noticed that many of the artifacts that we looked for related to a story about a person or historical moment. Stories were expressed in different ways such as writing or video.
I really found the three connected artifacts very interesting because I was curious to learn about what they meant. I didn't understand the connection between the sculptures but I could tell that it was honoring the person in the middle. It might be a tribute to his accomplishments and loyalties based on the way that it appears very glorified.
My answer to the essential question on the KLEWS sheet for the project launch was "In order to preserve culture and history you have to be able to tell a story about it." I feel that this was very prevalent in all of the exposition about different historical pieces showcased at the museums. By telling the story of the person, object, or event, the information about the topic was made more digestible and memorable.
Within the museum a lot of the exhibits showcased artifacts or decorations that set the scene or mood as you read the writing or admired the art pieces. The placement was very strategic and helped to encourage questions that might be answered if you read through the story.
The story of Peter and the Wolf was presented in a very creative way. By making the characters out of objects, it first allowed the children to guess what the end product was supposed to be, and then allowed them to be very curious and excited about the way that the puppeteer used these seemingly every day objects.
My first impressions of 11th grade life are very exciting. There are so many emotions that come with being in this grade and having more responsibilities. I am excited to get into projects where we can research and learn to work at an 11th grade caliber. On the other hand I am very nervous that with all of the workload that I have, not just from class and honors, but also from Palomar, clubs, sports, etc. will overwhelm me at times. I need to get acclimated to the organization and work style.
I have been very excited to be exposed to more practice with annotation. It has helped me to analyze the text and react more to what is being said. By close reading and researching claims from the books, I am able to become more interested with the topic and the reading. The only issue that I would have with the way we do these readings is that I would like a bit more time to annotate and understand the readings. I understand that the workload is larger in 11th grade but maybe dividing the reading into a bit every night could help to make it less overwhelming. In this way we could also debrief the next morning and express our feelings about the text. Being able to have conversations is something that I feel is really beneficial to learning (especially to learning history; a subject that can be fairly complex). One of the ways that I am very engaged in humanities is writing. If I can motivate myself to research and write about a very interesting topic, there is little stopping me from putting my best effort into my work.
Overall, I am very anxious to get into it and begin working at an 11th grade level.