Brainstorming the Essay

Naomi will focus on being a Plantation owner (Bradford)while siding patriotism. Junalyn will be focusing on being a royal governor (Barton) while siding loyalism.

Structure and Organization:
The introduction will start with the relationship with the patriots and the loyalists (historical theme). For the essay, one side will start on one topic/issue/argument with explanations/commentary. The opposing side will argue against that argument in another paragraph with her explanations. The other argues against that so and so forth. Each paragraph will have its own color. The patriot's paragraphs will be in blue text and the loyalist's will be in red. At the end when we come up with a decision, we will make the text purple.

We will be using powerpoint presentations. Each paragraph will have a slide using pictures of evidence, facts, and stating our arguments. The patriot's slides will have a blue background and the loyalist's slides will be red.

Research:
Both of us will research on both sides. We will use the textbook and other resources like books.

Midterm Practice 2

Men are born equal by body and mind though their nature of life have the presence of conflicts. Men's state of nature means that they have the freedom to control themselves. They have the right to protect their properties and socially agree or disagree with others. This ideology comes from the chapter of men's state of nature by Thomas Hobbes. Thomas Hobbes then explains men joining to become as one whole known as the common-wealth. From the state of nature, men decides to follow the common-wealth as a benefit.

In the excerpt by Thomas Hobbes, the main issue explains why men decides to follow common-wealth or as one community with others. The excerpt explains how fear and necessity of men goes under with liberty in joining of the common-wealth. In joining of the common-wealth, men has to give up their liberties, their way of thinking of controlling themselves and follow, in agreement, the community's set of rules. Generally, it states that laws that are set by the common-wealth are to be followed legally. Also, "Liberty and Necessity are Consistent" (Hobbes). This means that men were willing to receive protection for their properties by the common-wealth. In the time of Hobbes' philosophy, men had the protection for land, slaves, etc.

The author's point of view of his philosophy states that men have a reason to join the common-wealth, not just for the equality with others but for their own desire. Men's desire is of course the protection of their properties. They wanted the common-wealth to protect their properties because it is one of the "tools" to defend others of obtaining their belongings. Hobbes' quoted,"because every act of man's [sic] will, and every desire, and inclination proceeds [sic] from some cause, and that form another cause, in a continual [sic] chain [sic], [...] they proceed from necessity." Going back to Hobbes' philosophy of men's state of nature, men often conflict with others because their greediness of gaining more properties from others. This relates to the concept of competition which the reason why men joins the common-wealth. The common-wealth doesn't mean they are the competition, but joining the common-wealth decrease the tensions of competition. The community serves as the protection because anyone who doesn't follow the rules set by the community, will be judged. This was a better way for property owners because only the community gets involved in it.

In my point of view, I agree with Hobbes' excerpt. Men who isolates themselves as one ruling body, has the freedom to do whatever they want. People involved in the common-wealth, in relation to government,

Essay#1 Reflection

How do you think you did?
I think I didn't do well in performance. I waited until the last minute to finish up the outline, rough drafts, and the final. I didn't use time wisely because I did not use the spare time after school and I didn't used the whole day of Thursday of working on it. Sometimes I procrastinate or I was busy with other work...so I have problems with time management. I agree with the grade I was given and I think I deserved it. My essay should have been better if I spend time on working on it. Other than my performance on working on the essay, I honestly thought I did my best on it. I followed most of my high school teacher's instructions (ex: connection with topic sentences). But I guess that was high school and this is a college essay...

What have you learned about your
...writing process?
I know that I did a sloppy job on the outline, but I went back to the outline to make it better. I learned that I put the essay aside and did other homework first instead. And when "I had the time" to do the essay, I also did the rough drafts sloppy (thinking that I would revise and edit it later for a better final draft). When I did the final essay (last minute), I did not look back to revise and edit to make the essay flow better, instead I skimmed for spellchecking and parenthetical citations.

...writing philosophy?
Before I began to write the outline, I didn't have trouble finding the topic I want to write about. I found many useful and reliable information, than other themes, that I can write about. When I wrote the outline, I tried to avoid using "pidgin" in school papers, but I had some problems with "verb tense." I didn't think thoroughly about the topic which made my outline sloppy (with irrelevant information). Since the essay was argumentative, I look back to the article "They Say/I Say" for some tips to argue for my topic and I used some templates.

What have you learned about college writing vs. high school writing?
Although I didn't turn in my essay late, I learned that if we turn in our homework late we'll have a "NP" and its not acceptable (based on the syllabus). In high school, teachers accept work late with a late notice of an excuse.

What changes will you make for next time?
I definitely want to change my poor time management. I want to spend time wisely on upcoming essays. So I can plan my outline better and spend more time on revising and editing.

AOD Blog #4 - Evaluation and Reflection

In less than a week before History's midterm, I have been studying to get ready for the big test. I went through powerpoint notes and the textbook to study some of the questions of the study guide. Though studying the notes won't help me figure out my strengths and weaknesses of my knowledge of history. Until then, I found a website from the textbook (bedfordstmartins.com/roark). The website consists of summaries of each sections of the chapters. This have helped me have a better understanding of history. Also that website have mini quiz which I can test my knowledge of what we learned. Each chapter has several quizzes of info and terminology. This helped me a lot because the scores of the quizzes helped me know what information I need to know and remember for the test (some info from the website may or may not be based on the Ben's study guide). For example, if I had a bad score on one of the quizzes, I would study more on that section.

Final Draft - Bacon's Rebellion and Class

Bob Marley quotes, “Open your eyes and look within. Are you satisfied with the life you’re livin’” (http://www.uvm.edu/~debate/dreadlibrary/skowera. html)? His quote targets the gap between social classes in the Chesapeake colonies especially the lower class. The lower class was not pleased with the inequalities between them and the higher class. The social gap of the British colonists led to one of the most important event of American history, Bacon’s Rebellion. Bacon’s Rebellion was led by Nathaniel Bacon in the 1670s, which he supported the lower class (The American Promise 92). Bacon’s decision to revolt for the lower class was justified.

Similar to countries like India, Chesapeake colonies followed the caste system. The caste system is a social hierarchy in which people inherit positions and rights by birth from older generations. The caste system rank status based on their wealth or the wealth of older generations. This is related to the society of the Chesapeake colonies. For example, “Virginia pivoted from a colony of rather aimless adventurers into a society of tobacco planters” (The American Promise 80). Chesapeake colonies were known as the tobacco society because it was the major export. Whoever owns crops were making big profit from their export. They were known as elite planters or yeoman planters. In other words, they were considered as the higher class. When Chesapeake colonies were economically growing, planters wanted more hands to work on their tobacco or other commodity crops. This was the start of class distinction between the planters and the lower class. English immigrants served as indentured servants with a contract of four to seven years. After their contract expired, servants became freed servants or landless colonists (The American Promise 80-85). Although they moved up a status, they were still in the lower class. The social gap between planters and freed servants led to the battle between Nathaniel Bacon and William Berkeley with other government officials.

The inequality between the wealthy and the poor classes affected Nathaniel Bacon’s to promote a rebellion. Robert Beverley wrote the history of Bacon’s rebellion in 1704 and he was also in the account of the rebellion. According to Beverley, Nathaniel Bacon “had been brought up at one of the Inns of court in England, and had a moderate fortune” (“On Bacon’s Rebellion, 1704”). In other words, Bacon didn’t come from the lower class, but Bacon sympathized the lower class settlers’ inequality with the planters and government officials. The planters and the government officials were recognized as the higher, wealthy class. Although The American Promise, may object the inequality between the classes because it states that “colonists […] accepted social hierarchy and inequality as long as they believed government officials ruled for the general good” (89). William Berkeley, as Virginia’s governor, thought he followed the government for the greater good. Berkeley claims that he “doe not know of any thing relative to this Country wherein [he] have acted unjustly, corruptly, or negligently in distributing equall Justice to all men” (“On Bacon’s Rebellion,” William Berkeley). Bacon and the lower class considered Berkeley’s statement inaccurate. Therefore, Bacon argues that the elites and the government officials “raised greate unjust taxes upon the Comonality for the advancement of private favorites” (“Declaration in the Name of the People,” Nathaniel Bacon). Agreeing with Bacon, the elites and Berkeley contradicted themselves. They showed unfairness towards the lower class because they raised taxes for their private gain of wealth. In his article, Robert Beverley maintains that “taxes […] fell heaviest on the poor people, the effect whose labor would not clothe their wives and children” ("On Bacon’s Rebellion, 1704”). His point states that the taxes burdened the poor because they cannot afford the expectations of the higher class.

Other than the inequality of taxes, attaining properties was also the cause of Bacon’s Rebellion. The landless colonists immigrated to Chesapeake colonies to purchase land and have the opportunity to become prosperous. In reaching their goal, the poor encroached on Native American land to build up their own crops of tobacco or other commodity (The American Promise 84-92). Landless colonists had to encroach because there was no sufficient amount of land to purchase in the colonies. This also influenced Bacon to support the lower class to achieve their goal. Though I disagree with their decision to invade and gain Indian land because they violated the agreement between Native Americans and colonists. The treaty states that “to minimize contact between settlers and Indians and thereby maintain peace” (The American Promise 92). The treaty was decided by the Indians and the governmental officials. English colonists had to stay within the colonies and the Indians stay on their own land. In other words, settlers can not encroach on Indian land. However, the landless colonists did encroach on Native American land. The lower class disobeyed the colonial government’s treaty due to their inequality (The American Promise 92). Though, I agree with Bacon’s and the colonists’ decision to encroach. The poor class needed to provide their crops for survival and to become wealthy.

With the help from Bacon in the rebellion, the resolution affected the Chesapeake society. Government officials decided that it would be safer to fight with the Indians and did little to prevent settlers in encroaching Indian’s land (The American Promise 93). This lessened the pressure between the elite and the poor. In my opinion, I disagree with their decision to fight with the Indians for land, but it benefited the lower class with wealth. Landless colonists can reach their goal to build up their crops and support themselves. Also, the King of England approved Bacon’s Law. The law was made by Bacon when he was elected as a burgess in 1676. Bacon’s law “gave local settlers a voice in setting tax levies, forbade office holders from demanding bribes, or other extra fees for carrying out their duties, and restored the vote to all free men” (The American Promise 93). Bacon passed this law to reform Chesapeake into equality during the rebellion. After the rebellion, the King’s approval shaped Chesapeake society into equality between the classes. The reduction of indentured servants turned Chesapeake colonies into a slave labor system by using enslaved Africans (The American Promise 97). Both lower and higher classes had little difference between them since then they were considered as superior whites.

The social hierarchy of the Chesapeake society relates to the society of American life today. In relation, American life today consists of inequality by class. America is a diverse country which the complexity of classes differ by education, wealth, income, and profession. Also, citizens inherit their class by birth. Though, Americans have the right of choice to move up to a higher or lower social status. Social status in the U.S. would not be an issue like Bacon’s Rebellion, but there is discrimination between classes. In American culture, high schools are composed of ranks of popularity (which makes high school a heterogeneous mixture). High school students get along with their “same kind” or cliques by sharing the same interests. Also, students judge each other by what they’re wearing which they think it will determine the student’s wealth and where they live. For example, a student wearing out-of-style clothes would be judged as a person who cannot afford to buy new clothes. Stereotypically, sometimes students hang out with others who have the same level of education. Such as grade point averages. High school is basically the competition between cliques of superiority.

Social hierarchy was one of the primary causes of Bacon’s Rebellion in American history. Differences between classes were a major effect in the colonies. The effect led to the cause of the rebellion and how it set a role of reformation which in turn, the rebellion helped the satisfaction of life the classes wanted. The social status of then and today tries to strengthen, like India, to become as equal and to have the right to improve life as one pleases.

AOD Blog #3 - Mentoring

My family (my parents and my younger sister) gets involved in mentoring with each other. We teach and guide together from school work to real world life. In Key Club, I tutored elementary kids with their school work. But before I tutored the students, I helped my younger sister with her projects and math (and I still help now). I am more comfortable tutoring math because I think I'm strong in mathematics than other subjects. Though there are no tutoring offered from their school, I'm looking forward to tutor anyone. Though sometimes I myself gets stuck in homework especially language arts homework. My parents usually help me revise, edit, and they gave helpful advices into creating a piece of writing. Other than education mentoring, my parents teaches and guides me and my sister to live an independent life in the real world. My parents taught us basic things we need to know how we should live in our homes independently. For example, they taught us how to clean up the house. Also, my parents taught us how to cook Filipino food, which we hope to preserve Filipino culture. They hold conversations with me and my sister about their mistakes and how to resolve and avoid them. For instance, they taught us the steps to buy and sell houses. My parents taught us these tips because they don't want to see us repeat their mistakes.

Rough Draft #2

Bacon’s Rebellion & Class

“Open your eyes and look within. Are you satisfied with the life you're livin'?" (http://www.uvm.edu/~debate/dreadlibrary/skowera.html). This quote by Bob Marley is true to the social gap between social classes especially the lower class. The social gap between the British colonists led to one of the most important event of American History, Bacon’s rebellion. Bacon’s Rebellion was led by Nathaniel Bacon in which he supported the lower class. I agree with Bacon’s decision into rebelling for the lower class because of the class distinction of inequality and land which effectively improved the Chesapeake society in resolution and how it affects American life today.

Similar to developing nations like Pakistan , Chesapeake colonies followed the caste system. The caste system is a social hierarchy in which people inherit positions and rights by birth from older generations. The caste system range from lower to higher status based on their wealth or the wealth of older generations. This is related to the society of the Chesapeake colonies. For example, “Virginia pivoted from a colony of rather aimless adventurers into a society of tobacco planters” (“The American Promise” 80). Chesapeake colonies were considered as the tobacco society because it was the major export. Whoever owns crops were making big profit from their export and they were considered in the higher class. They were known as elite planters or yeoman planters. When Chesapeake colonies were economically growing, planters wanted more hands to work on their tobacco or other commodity crops. This was the start of class distinctions between the planters and the lower class. English immigrants served as indentured servants with a contract of four to seven years. After their contract expired, servants became landless colonists or freed servants. Still, they were in the lower class. The social gap between planters and freed servants led to the battle between Nathaniel Bacon and William Berkeley or other government officials (“The American Promise”).

The inequality between the wealthy and poor classes affected Nathaniel Bacon’s to promote a rebellion. According to Robert Beverley, Nathaniel Bacon “had been brought up at one of the Inns of court in England, and had a moderate fortune” (“On Bacon’s Rebellion, Robert Beverley). In other words, Bacon didn’t come from the lower class, but Bacon sympathized the lower class settlers’ inequality with the elites and government officials. Although “The American Promise” may object the inequality between the classes because it states that “colonists…accepted social hierarchy and inequality as long as they believed government officials ruled for the general good” (89). William Berkeley, who was Virginia’s governor, thought he followed the government excellently. William Berkeley claims that he “doe not know of anything relative to this country wherein I [he] have acted unjustly, corruptly, or negligently in distributed equall Justice to all men” (“On bacon’s Rebellion”, William Berkeley). Bacon argues that the elite and government officials “raised greate unjust taxes upon the commonality for the advancement of private favorites” and the government officials, also the grandees, “abused and rendred contemptable the Magistrates of Justice” (Declaration of the of the Name of the People, Nathaniel Bacon). I agree with Bacon because the grandees, or elites, and the supporter, William Berkeley contradicted themselves. They were unequal because they raised taxes for their private gain of wealth. In his article, Robert Beverley maintains that “taxes…fell heaviest on the poor people, the effect of whose labor would not clothe their wives and children” (“On Bacon’s Rebellion”). His point was that the taxes that burdened the poor because they can not afford the taxes.

Other than the inequality of taxes, attaining properties were also the cause of the start of the Bacon’s Rebellion. In reaching their goal into a higher status, the lower class encroached on Indian lands to build up their own crops of tobacco or other major exports. This also influenced Nathaniel Bacon to support the lower class to achieve their goal. Although I disagree with their decision to invade and gain Native American land because they violated the agreement between Native Americans and colonists. The treaty states that “to minimize contact between settlers and Indians and thereby maintain peace” (“The American Promise”). This means that English colonists stay in their colonies and the Indians stay in their own land. Also, settlers can not encroach on Indian land. In social hierarchy, the lower class disobeyed the colonial government’s treaty and they encroached on Indian lands for owning properties. Though, I agree their decision into encroaching onto Native American’s land. Landless colonists need to provide their crops for survival. Recently freed indentured servants mean they have the opportunity to become rich. Freemen wanted to move up from their lower status to a higher one.

With the help from Bacon in the rebellion, it had affected the Chesapeake society. Government officials decided that it would be sager to fight with the Indians and did little to stop settlers in encroaching Indian’s land (“The American Promise”). This lessened the pressure between the elite and the poor. In my opinion, I disagree with their decision to fight with the Indians, though it had benefited the lower class. Landless colonists can reach their goal to build up their crops and support themselves. Both lower and higher classes had little difference between them since then they were considered as superior whites.

The social hierarchy of the Chesapeake society relates to the social hierarchy of American life today. In relation, American life today consists of inequality. America is diverse country and classes are complex that they can be split by education, wealth, and income. Also, citizens inherit their class by birth. Though, Americans have the right of choice to move up to a higher or lower social status. For example, immigrants move to America for a better life. Some end up in lower class jobs with low income. My great-grandfather immigrated to Hawaii and worked on sugarcane and pineapple fields. He also worked for a contract like the indentured servants. He lived in poor conditions. Unfortunately, he didn’t own any land in Hawaii. Until later, his son or my grandfather own property.

Rough Draft #1

Bacon's Rebellion & Class

Similar to other countries like England, Chesapeake followed the caste system. The caste system is a social hierarchy in which people inherit positions and rights by birth from older generations. This is related to the society of Chesapeake colonies. For example, “Virginia pivoted from a colony of rather aimless adventurers into a society of tobacco planters” (The American Promise). This means that colonists who owned large amount of land become planters or elites. When the Chesapeake colonies were economically growing, planters with a vast amount of land wanted more hands to work on their tobacco or other commodity crops. Indentured servants were chosen to serve the planters crops, with a contract of three to six years. Indentured servants were considered the bottom of the class system. Therefore, they were born in the lower class and served their “inherited” positions with the elites.

Regarding to the Chesapeake colonies, class or social hierarchy, was the primary cause of Bacon’s Rebellion. Government officials and gentry had a higher status than poor farmers and freemen. Officials and also the elites violated the general food of the government. “The members of the new gentry used their commercial connections and strategic landholdings to engross trade. They ignored the Navigation Acts and engaged in illegal commerce” (The Alteration in the Relationship between Leadership and Constituents in Virginia, 1660 to 1720). This related to the tensions between lower class and higher class. On one hand, the members of the gentry or elites did illegal commerce for their private gain of wealth and land. On the other hand, the Navigation Acts was ignored by the gentry and taxes fell unto the hands of poor people. The Navigation Acts were laws that tax on a certain amount, such as hogsheads, of tobacco. Writing in The Declaration of the People, Nathaniel Bacon complains that government officials “raised greate unjust taxes upon the commonality.” The taxes were raised on the major export, such as tobacco. This made indentured servants to pay the taxes which “the effect of whose labor would not clothe their wives and children” (On Bacon’s Rebellion).

The effect of freed servants also caused Bacon’s Rebellion. Freed servants became poor farmers and freemen. Although they were one step higher than the status of freed servants, poor farmers and freemen were still in the lower class. In reaching their goal into a higher status, they encroached on Indian lands to build up their own crops of tobacco or other major exports. Although I disagree with their decision to invade and gain Native American land because they violated the agreement between Indians and colonists. The treaty states that “to minimize contact between settlers and Indians and thereby maintain peace.” This means that English colonists stay in their colonies and the Indians stay in their own land. Also, settlers can not encroach on Indian land. In class hierarchy, the lower class disobeyed the colonial government’s treaty and they encroached on Indian lands for their hunger of owning property. Though, I agree their decision into encroaching onto Native American land. Freemen and poor farmers need to provide their crops for survival. Recently freed indentured servants mean they have the opportunity to become rich. Freemen wanted to move up from their lower status to a higher one.

After the Bacon’s Rebellion, social hierarchy affected the Chesapeake society. Government officials decided that the it would be safer to fight with the Indians and did little to stop settlers in encroaching Indian’s land. This lessened the pressure between the elite and the poor. I disagree with their decision to fight with the Indians, though it benefits for the freemen. Poor farmers can reach their goal to build up their crops and support themselves.

Lastly, social hierarchy of the Chesapeake society relates to the social hierarchy of American life today. In relation, American life today consists of inequality. America is a diverse country by education, wealth, and income. Also, citizens inherit their class by birth. Though, Americans have the right of choice to move up to a higher or lower social status. For example, immigrants move to America for a better life. Some end up in lower class jobs, in meaning of low income. My great-grandfather immigrated to Hawaii and worked on sugarcane and pineapple fields. He also worked for a contract like the indentured servants.

AOD Blog #2 - Political Imagination

In history class, we learned about the English colonization in the northern part of America. Puritans founded New England, Massachusetts Bay Colony, in 1630. Therefore, they emigrated there from England because of the anti-puritan policies made by the Church of England and the king. Puritans were against their corrupt Catholic views of the Church and the King. The Church of England and the king were corrupt because they didn't follow God's grace or follow the significant meaning of God, like the bible, but they used people for indulgences (made people pay their way up to heaven). Puritans believed in being faithful to God and follow His law or instructions. Most Puritans decided to set out to America in which they imaged a purification of the Church of England.
This is related to political imagination because Puritans set out to America "to escape the turmoil and persecution of England and to build a new orderly, Puritan version of England" (107, The American Promise). Before the Puritans settled out to Massachusetts Bay, John Winthrop the governor of the colony reported his Arbella sermon to his fellow companions. He imaged the colony as the same governmental structure as England though to be shaped around with Puritanism. Puritans would enter the covenant of God, or close relationships with God, and work together as a community, as proportionate body "parts so contiguous to others as thereby they do mutually participate with each other, both in strength and infirmity" (The Northern Colonies presentation). Puritans wanted to restructure their life from the disfunctional England to Puritan influenced government.

Essay Outline

Bacon's Rebellion & Class

I. Similar to any other countries, Chesapeake follow the caste system.
A. The caste system is a social hierarchy in which people inherit positions and rights by birth from older generations.
1. For example, "Virginia pivoted from a colony of rather aimless adventurers into a society of dedicated tobacco planters" (The American Promise).
a. When Chesapeake society was economically growing, planters needed indentured servants to do labor work.
b. Indentured servants were in the bottom of the class system

II. Class, or social hierarchy, was the major cause of Bacon's Rebellion.
A. Government officials had a higher status than poor farmers and freemen.
1. Officials violated the general good of the government.
a. Writing in The Declaration of the People, Nathaniel Bacon complains that government officials and King Charles II "raised greate unjust taxes upon the Commonality."
i. They raised high taxes on tobacco.
ii. I agree with Bacon because the commonality, or lower status men, weren't able to afford the taxes.
B. Recently freed indentured servants became poor farmers or freemen.
1. Poor farmers were hungry for Indian land to build up their own crops of commodities, such as tobacco.
a. I disagreed with their decision to invade and gain Indian land which violates the agreement between Indians and colonists.
i. The agreement states that settlers and Indians should maintain peace regarding to land ownership. (What is theirs, is theirs).
ii. The agreement also states that settlers should not encroach Native American land.
b. Although, I agree with their decision into encroaching Native American land.
i. Freemen and poor farmers need to provide their crops for survival.
ii. Recently freed indentured servants means they have the opportunity to become rich.
iii. Freemen wanted to move up from their lower status to a higher one.
III. After the Bacon's Rebellion, social hierarchy affected the Chesapeake society.
A. Government officials decide that it would be safer to fight with the Indians.
1. It lessened the pressure between the elite and the poor.
a. I disagree with their decision to fight with the Indians, though it benefits for the freemen.
i. Porr farmers can reach their goal to build up their crops and support themselves.
IIII. Lastly, social hierarchy of Bacon's Rebellion relates to the social hierarchy of american life today.
A. In relation, American life today consists of inequality.
1. America is a diverse country by education, wealth, and income.
2. People inherit their class by birth
a. Though Americans have the right of choice to move up to a higher or lower social status.

More Brainstorming and Notes

Primary and Secondary documents:

Declaration in the Name of the People
http://moe.ic.highline.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip&db=a9h&AN=21212396&site=ehost-live&scope=site

Governor Berkeley's document on Bacon's Rebellion:
http://moe.ic.highline.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip&db=a9h&AN=21212840&site=ehost-live&scope=site

Robert Beverely:
http://moe.ic.highline.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip&db=a9h&AN=21212841&site=ehost-live&scope=site

Organizing Notes:

How class reflect in Bacon's Rebellion:

• Colonists...accepted social hierarchy and inequality as long as they believed government officials ruled for the general good"
• Rulers violated the precept
• poor land-hungry colonists and freed servants (freemen) multiply
• Bacon's belief: elite run the government for their private gain.
• Colonial officials kept treaties with the Indians (their land is their land)
• Agreement: no conflict on land between Indians and colonists
• Angered poor whites because of the limited lands and limited expansion of colony
• Farmers/frontier planter need land away form the wealthy elites
• "Land-hungry colonists continued to multiply, however, encroaching on native lands and threatening the viability of the treaty"
• "Nathaniel Bacon led frontier settlers, who charged the elite with operating the government for their own private gain and favoring Indian interest over their own"
• Ousted political elite and put in power local leaders including Bacon

Resolved by Bacon's Rebellion:

• New Legislature: favored small planters and the frontier settlers
• Governor Berkeley of Virginia branded Bacon a traitor
• Governor Berkeley thought it was "anti-english"
• Bacon and his followers declared war on the governor and the elite
• Berkeley and his men crushed bacon's rebellion
• Tension lessened between planters and farmers
• Colonial authorities made little effort to restrict settlers' encroachment in Indian lands
• old burgesses voted out of office
• legislature (minor grandees)
• Bacon's law: allow settlers' voice in setting taxes, forbade officeholders from demanding bribes, limits on multiple offices, restored vote to all freemen
• Bacon died from dysentery, rebellion crushed
• Virginia governor: safer to fight Indians

Resolution contributed to transforming the character of Chesapeake society:

Relating with common them of American life today:

Bacon's Rebellion Brainstorming & Notes

I choose to write the essay base on the theme of class.
The relevant notes I took in History class last period:

• Colonial officials kept treaties with the Indians (their land is their land)
• Agreement: no conflict on land between Indians and colonists
• Angered poor whites because of the limited lands and limited expansion of colony
• Farmers/frontier planter need land away form the wealthy elites
• "Land-hungry colonists continued to multiply, however, encroaching on native lands and threatening the viability of the treaty"
• "Nathaniel Bacon led frontier settlers, who charged the elite with operating the government for their own private gain and favoring Indian interest over their own"
• Ousted political elite and put in power local leaders including Bacon
• New Legislature: favored small planters and the frontier settlers
• Governor Berkeley of Virginia branded Bacon a traitor
• Governor Berkeley thought it was "anti-english"
• Bacon and his followers declared war on the governor and the elite
• Berkeley and his men crushed bacon's rebellion
• Tension lessened between planters and farmers
• Colonial authorities made little effort to restrict settlers' encroachment in Indian lands

Notes from the book:

• Colonists...accepted social hierarchy and inequality as long as they believed government officials ruled for the general good"
• Rulers violated the precept
• poor land-hungry colonists and freed servants (freemen) multiply
• Bacon's belief: elite run the government for their private gain.
• old burgesses voted out of office
• legislature (minor grandees)
• Bacon's law: allow settlers' voice in setting taxes, forbade officeholders from demanding bribes, limits on multiple offices, restored vote to all freemen
• Bacon died from dysentery, rebellion crushed
• Virginia governor: safer to fight Indians

Websites to look at to get some ideas for the essay:

http://www.nps.gov/archive/colo/Jthanout/BacRebel.html

http://historymatters.gmu.edu/d/5800

http://encarta.msn.com/encyclopedia_761585630/Class_System.html

Tobacco Industry Then & Today

The popularity of tobacco, which impacts on the production as well as people, were viewed as a positive effect for the English colonists and modern tobacco companies while I view it as a negative effect according to the statements thetruth.com made. Regarding to tobacco, the U.S. holds similarities to the colonists. As the same land, both old and modern tobacco companies grew and rely on the abundance of tobacco. This led to making big bucks. In ways of making profit, tobacco companies in both time periods find ways to advertise to target customers. In my view, this led to making money from different age groups, especially children and teens. In one hand, colonists didn't consider the age limit because they lack the knowledge of the tobacco effects. On the other hand, this is a problem in the present. Although there are laws set in America, tobacco companies still find ways to lure more customers, especially children. They may seem to advertise only for adults, but they sneak in some of their products through media. This is a problem because more and more children between "ages 12 to 17 try [cigarettes] for the first time." I understand that it is the customers' choice maybe through peer pressure and environmental surroundings (parents). Though I think that advertising has its way to connect with the peer pressure and environmental surroundings. The only reason for tobacco companies, old and modern alike, was that they want to make more money. From advertising to the abundance of the export, the mass of tobacco led to low prices that can be affordable to all classes. My own view is that this was a problem because the nicotine in tobacco causes the addictiveness. Customers bought more tobacco which led to deadly consequences. Conequences include "tobaccco-related illnesses", such as chronic bronchitis, emphysema, and cancer. I understand that colonists as well as consumers had no knowledge about the illnesses, but there is a possible way that they do obtain them. Other than the research of smoke-related disease in the present, King James I wrote the pamphlet "A Counterblast to Tobacco." He observed that tobacco is "a custome loathsome to the eye, hatefull to the Nose, harmefull to the braine, dangerous to the Lungs." Although the King knew about the danger from tobacco, remember that consumers were mostly at/below the poverty level. Consumers then and today never recieve enough information to know about the consequences. Sometimes the consumers don't beleve and despise the consequences.

AOD Blog #1 - Negotiation

While I was in Hawaii during summer break, I watched the local news with my family. A headline story about the Superferry came up. The Hawaii Superferry is a new type of transportation which has the ability to travel between the Hawaiian islands. In my opinion, I think it is a benefit because it can boost up the economy and it is energy efficient (using less fuel and air conditioning, and clean engines). Also, local people can transport their vehicles from one island to the other. From the headline story, the super ferry was doing it's training and was about to dock on Kauai's port, from Oahu. Though, many protests prevented it to land on the port which had kept the ferry waiting for three hours in water.

This is related to negotiation because from that situation, it led the president/CEO of Hawaii Superferry and officials to cancel Kaua`i routes. Coast Guard officials stated that the passage to the port was unsafe because people who participated in the protest, such as surfers and swimmers, put themselves in Nawiliwili Harbor (Kauai's port). This would have led danger to the protest as well as the ferry. The governor, Linda Lingle, also got involved in the situation. She had agreed with the Coast Guard officials and asked Hawaii Superferry to not continue the route to Kauai because she believed that protesters and police alike could put themselves in water again. The protesters were concerned about the ferry because they worried Hawaii's change of environment. Especially, they were worried about the safety of sea animals (whales and dolphins).

While the ferry was transporting passengers to Kauai, another superferry also transported passengers to Maui. Then Maui's judge (from Supreme court) suspended Hawaii Superferry's Maui service, which made Maui's passengers stranded on the island. Two days later, in negotiation, Hawaii Superferry attended Hawaii's Supreme Court in Maui to determine whether to proceed on the continuation of service. Enviromental activists hoped the Hawaii Superferry would be banned. Hawaii Superferry temporarily canceled voyages to help the stranded passengers fly back to Oahu. Unfortunately for the activists, the court decided that Hawaii Superferry has the right to continue island voyages. The judge also stated that any protesters would face penalties for violating the safety zone (100-yard from the port).

This story had intrigued me so I recently looked up for any latest news about the superferry. I found an article "Hawaii Superferry Hearing Nears End" in Honolulu Advertiser. Greg Kaufman, who is part of a major foundation (Pacific Whale Foundation), was in his ninth day in Maui Circuit Court. He stated that "the size and speed of the 350-foot ferry pose a grave risk to whales and dolphins, and that the vessel's routes take it through areas favored by humpback whales that spend winter in Hawai'i." While acknowledging the citizens' optimistic interest in the ferry's continuation and knowing the benefits from the ferry, "he proposed slower speeds of 13 knots in shallower waters favored by whales, and a year-round Honolulu-to-Maui route farther north of Moloka'i than what the company plans to use [Nawilwili Harbor]." I agree of his proposal, because it can help solve the problem, or can help negotiate between the ferry's continuation of service and environmental activists. His proposal are siding both sides or view points. His proposal would change the protestors' mind because the ferry's change would continue the safeness and the health of the environment. Also, his proposal would help the hopeful, future passengers still be able to travel.

ARGs

I really don't understand how the whole concept of ARGs (in relating to class), though I came up with questions and opinions/thoughts.

Are ARGs related to the writing class?

I think our writing class can be related to ARGs. Craig might be the puppetmaster because he designs the assignments and he is there to help us if we happen to be confused with an assignment. For example, he placed an example of a contract in Student's Work so we can think of more ideas with our wiki group. If Creig is the "puppetmaster", we, the students, are considered as the game players. Our role, relating to ARGs, is to cooperate with group members and classmates (helping each other out to get the assinment completed and meet the requirements), and communicating with each other through phone calls, via email, etc. Also, we have to research from different resources which will put the researched pieces together of the "story" or assignment. For example, right now we are going to research about human rights of a specified country and put all the research together to make a wiki.

Are we making a video game project?

I think our class might make a video project for this quarter. I searched for clues in Craig's website and found a link of students' projects, which lead me to a youtube video, "The Lottery". Also, I found out that Craig's teaching/interests were graphic novels and video games. I think that we would be involved in writing stories as a "puppetmaster." Puppetmasters creates/design the ARGs. This might impact us by using our creativity and experiences, through game-playing, in writing stories.

Service Reflection

Last Friday, we had to do community service on PSEC Day. I volunteered at a woman's house to fix up her yard. Actually, I was looking forward to this event because I love doing community service since I did Key Club. Other than that, it is required for Arts of Democracy class for credit. I would not miss this community service. Our group raked debris and snipped blackberry roots. It was kind of boring since there was nothing left to do, but the thought of helping people motivated me to keep going on. I was ready to do this community service. I actually brought my boots and suit up for the rainy day. Although, that day turned out to be sunny. Our group's job was fast-paced and the director tried to think of more jobs for us to do. Though, to his surprise, he would have done the yard work in weeks, but everything that we did is accomplished. I like to cooperate with groups in community service because it is a great way to know your teammates. After the community service, I felt pleased that our group accomplished this task and helping the client. In my opinion, I don't think there was anything negative based on that day.