Recently, I helped Kara plan for the potluck this Friday. I think Kara had done such a great job in planning this event, by the way. We sent emails to everyone in our cohort that they were invited and plan to bring food if they want. I think everyone liked the idea of the potluck, they signed the sheet on what they would bring. Also, the seniors also liked to be part of the potluck, though we thought it was only for Craig and Ben. But then, we decided that everyone in PSEC should take part of the potluck. Recently, we had problems that mostly everyone who is attending the potluck were bringing more desserts than main dishes. I hope some people would decide to bring some main/side dishes. And I hope all goes well in the potluck tomorrow!!! =D
Thursday, December 13, 2007
Wednesday, December 12, 2007
Portfolio: Reflective Letter
Les Brown said, "Shoot for the moon-even if you miss, you'll land amongst the stars". I can relate to this quote with my progression as a writer. At the start of my first essay, it was difficult for me to transition from high school to college writing. I did well in writing essays in high school since I aced mostly all of them. When I attended Writing 101, I ended up having trouble writing with the standards of college. The more I learned of my weaknesses, I was able to improve and modify my writing. In this portfolio, I included the essays "Bacon's Rebellion and Class," "The Whig versus the Tory," and the final. From my first essay to the final, changing my writing philosophy and my writing process has shown that I improved greatly.
My writing philosophy then was that I follow templates. The templates I learned were for the thesis, outlines, and the “They Say/I Say” (which I learned during the first quarter of Writing 101). For example, a thesis template has to have a statement and lists of reasons why. Also, I learned how to organize information into an outline provided. My writing process involved using outlines, drafting, revising, and editing. Sometimes at the last minute, I skip my writing process and go with the flow by "throwing up" jumbled facts. Writing then was a complete mess.
In collaboration of Writing 101 and History 121, the first essay I wrote was about Bacon’s Rebellion. The shift from high school to college awfully affected this essay that it was easy to identify what weaknesses I need to work on. The essay didn't represent as the "argumentative essay" because it was more of a block of bland information. The thesis was vague and it wasn't arguable. I did well in structuring main points of the argument, but the transitions in between the paragraphs were confusing. I did present supporting evidence, but I wrote too much of it that it became informational and the excessive information didn't focus on much of the arguments. Also, the lack of opposing arguments should have been incorporated into the essay. I made strong relations, but the word choice throws off the whole connection that it made no sense. For example, Bob Marley’s quote “targets the gap between social classes in the Chesapeake colonies especially the lower class.” Marley didn’t target the social classes, he targeted the “Jah people’s” opposition of the Babylon establishment. What I meant to say for that misconception was that his situation was related to the Chesapeake’s. Learning from these weaknesses, I made critical improvements into the following academic papers.
One of the following academic papers presenting in the portfolio is "The Whig versus the Tory." The advantage of writing this paper was that it was with a partner. On this essay, I worked with Naomi. We were able to review each other's parts and made some points on what we can further improve on. For this essay, we wrote about the conflicting views of the loyalists and the patriots. This essay was no “ordinary essay,” this was creatively done into a rap battle. It was my first time writing rap lyrics for a project and I was interested and motivated in doing this project that I was able to break away from the templates like ‘They Say/I Say.” We wrote rap lyrics on the view of the loyalist and the patriot. On my part of the essay, I wrote or rapped as Barton Albert, known as the loyalist. The weaknesses I learned from the previous essays shows that it turned into strengths for this essay. For instance, the thesis was clear that the loyalist can be able to argue against it. Also, I included supporting evidence or historical context that backs up my arguments. In the other hand, our organization was here and there, but since it was a “rap battle,” the arguments followed each other very well .After getting a pass on the essay, I was amazed that I improved so much in writing. From the most weaknesses to the most strengths, I am able to determine that I had improved significantly in to writing effective essays.
Also I included the final exam of Writing 101 in my portfolio. My progress on the essays was from low to high, but for this essay, my progress went back to low. The organization of the essay was poor because I had skipped the first step of my writing process, which was to outline the essay. I sat in class writing from the top of my mind and I inserted facts that it did not go well together. Though, I was able to write down all of the requirements given for the final. I knew that I didn’t apply all of the strengths I learned from the previous essays into the final.
Entering into a college setting of writing, I knew that being dependent on templates limited my creativity. Though I know that when I get used to the templates, I can be able to support topics while using the structure. My writing process now changed than before. Two of the important elements of my process I had left out from writing the essay were outlining and revision. Knowing my weaknesses from the essays, I spent more time to go back and revise than before and I am willing to outline before writing right away. Also, I would like to work on organization which is the number one weakness on all three essays provided in the portfolio. Overall, I think I did well as a writer, progress-wise. My progress was “missing the moon” to “aiming for the stars” to “missing the moon” again. Though I know that practicing more on my weaknesses, I can be able to achieve and reach for the “stars.”
Portfolio: Essay
In Exodus, Bob Marley sang, “Open your eyes and look within. Are you satisfied with the life you’re livin” (http://www.uvm.edu/~debate/dreadlibrary/skowera.html)? He was aiming for Jah people’s decision against the Babylon establishment. The dissatisfaction of Jah people relates to the lower class’s displeasure with the higher class. The social classes’ inequalities 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). I agree that Bacon’s decision to revolt for the lower class was effective for the evolution of the colonies.
Like present day United States, the Chesapeake colonies also followed the caste system. The caste system is a social hierarchy which people inherit positions and rights by birth from older generations. The system ranks status based on their wealth or the wealth of older generations. Though the United States’ caste system is completely different than the colonies, but both societies obviously showed that a caste system exists. The United States’ classes are well connected, but for the Chesapeake society, they presented a wider gap between the wealthy and the poor. For example, “Virginia pivoted form 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 tobacco was their major export. Whoever owned crops made vast amount of profit from their export. They were known as the elite planters or yeoman planters. In other words, they were considered as the higher class. When the Chesapeake colonies were economically growing, planters wanted more hands to work on their crops. This was the start of class distinction between the planters and the lower class. English immigrants agreed on a contract to serve four to five years for the planters. After their contract expired, the servants had the opportunity to become freed servants or landless colonists (The American Promise 80-85). Although the immigrants 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 and William Berkeley with other government officials.
The inequality between the wealthy and the poor classes affected Nathaniel Bacon to promote a rebellion. Robert Beverley wrote the history of the revolt in 1704, which he was in the account of the event. 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. He was part of the wealthy class. Though the higher class didn’t understand why he would support the lower class. Bacon sympathized the lower class settler’s inequality with the planters and government officials. Although The American Promise, may object the inequality between the classes because it states that the “colonists […] accepted social hierarchy and inequality as long as they believed government officials ruled for the general good” (89). Government officials also represented in the higher class because they held close ties with the elite planters. To the freed servants, the officials didn’t govern well, making the government corrupt. William Berkeley, as Virginia’s governor, thought he followed the government for the greater good. Berkeley claimed that he “doe not know of anything 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). I think Berkeley’s statement was inaccurate because he had contradicted himself. They “raised greate unjust taxes upon the Comonality for the advancement of private favorites” (“Declaration in the Name of the People,” Nathaniel Bacon). The elites and Berkeley showed unfairness towards the lower class because they raised taxes for their private gain of wealth. In his article, Robert Beverley maintained 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 inequality of taxes, attaining properties were also the cause of Bacon’s Rebellion. The landless colonists immigrated to Chesapeake colonies to purchase land and had 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 commodities (The American Promise 84-92). I believe that they should encroach because there was no sufficient amount of land to purchase in the colonies since most of the land was taken by the wealthy. This also influenced Bacon to support the lower class to achieve their goal (and also disappointed the higher class). Though I disagree with their decision to invade and gain Indian land because it was considered stealing. Before, the colonists and the Native Americans already signed the treaty. The poor were violating that agreement. The treaty states that “to minimize contact between settlers and Indians and thereby maintain peace” (The American Promise 92). The colonists had to stay within the colonies and the Indians stay on their own land. In other words, settlers cannot encroach on Indian land. However, the landless colonists did so. In the lower class and Bacon’s perspective, I agree with their decision to encroach. The lower class disobeyed the treaty due to their inequality with the rich class. The poor class needed to provide their crops for survival and to become wealthy (The American Promise 92).
With Bacon’s help for the colonists, the rebellion’s resolution affected the Chesapeake society significantly. 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 the landless’ decision to fight with the Indians for their land, but the land benefited the lower class with wealth. They reached 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). After the rebellion, the King’s approval shaped Chesapeake society into equality between the classes. The reduction of indenture servants transitioned Chesapeake colonies to a slave labor system which they used 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 Chesapeake society relates to the society of American life today. In relation, present day America consists of inequality by class. 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. As a high school student, it is easy to distinct the kinds of cliques or groups. Some cliques are higher than the other cliques based on education (GPA or year), wealth, income, or profession. For example, a person, belonging to a popular group, running for class president against a seemingly “nerd” would most likely receive the most votes no matter how they can demonstrate leadership. This means that “popular” people have more privileges than those who are not popular.
Social hierarchy was one of the primary causes of Bacon’ 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 tried to strengthen to become as equal and to have the right to improve life as one pleases.
Portfolio: Essay
The Whig versus the Tory
“Life, liberty, property” was one of the primary reasons of independence-seekers that led to separation between them and the pro-British (The American Promise 190). The characters below, Barton Albert and Bradford Kaine, are in conflict in the American Revolution. Barton was appointed in 1762 as a royal governor who portrays as William Franklin, Benjamin Franklin’s son. Barton was a loyalist who was sympathetic towards patriots’ views, before he was appointed in 1762. His views changed when the Stamp Act controversy occurred. Barton Albert is considered as the “Tory”, which was a label used by patriots. Barton, as the loyalist, labeled patriots "Whigs." Bradford Kaine portrays Thomas Paine, who was a patriot seeking independence from the British Empire. He was born in Britain and came over to live in America to take part in the revolution. The debate, with a modern twist in rapping, took place before the battle of Lexington and Concord in 1775.
Barton Albert:
Colonel Dincklage wrote that "Neighbors are on opposite sides
Children are against their fathers"
What side should I decide (Raphael, 152)?
Well I’m the royal governor
Please call me Barton Albert I took an oath in sixty-two (1762)
Against my father's whiggish view ("William Franklin of New Jersey", 360)
Whig listen up,
I want to tell you something,
You’ve come here as a British,
You’ll always be a British,
We’ve helped you as one whole,
We’ll treat you as our subjects.
Well what do you want more?
Bradford Kaine:
I'm New York's own Bradford Kaine,
Letting you know they are much too vain.
We came to America to be free,
How else to express it but to pour this tea?
Barton Albert:
Listen up, do you hear?
Remember the war of Seven Years?
We fought alongside against the French (The American Promise, 182)
for they were “trespassing on [our land]” (The American Promise, 175)
for they wanted to trade for furs.
In the War, they allied with Indians.
What did the British do Against them?
We all use our men (The American Promise, 175).
Seventeen-seventeen-sixty-three (1763),
the idiotic French withdrew.
The British signed the Treaty of Paris,
But the Indians still continued.
What else did the British do?
The British “called the Proclamation of 1763” (The American Promise, 182)
“Influenced [by] Lord Bute” (“William Franklin of New Jersey”, 362).
Lord Bute influenced Barton Albert into loyalists’ perspectives.
To limit trade with brutes [Indians],
I agree with him to post an army,
And to protect from our enemies.
The Proclamation of 1763 aims at minimizing violence between the settlers and Indians by limiting trade. Lord Bute’s decision was to post a British army to separate the Indians and the settlers (The American Promise, 182).
Bradford Kaine:
One-to-the-seven-to-six-to-the-three (1763),
Look what your people have done to me.
They want us to contribute, to their stupid army.
You agree to help them, silly little Tory.
Nine count them nine. That's how long they've fought.
France and England want to expand their territories, I simply do not.
Yet you agree and I'm unsure why.
For they are only using us
This thought I have expressed is something you should apply.
Barton Albert:
I was “sympathetic towards [the] whiggish views,”
but all had to change in seventeen-sixty-two (“William Franklin of New Jersey”, 362).
Northern colonist suffered an economic depression.
After Seven Years we’re heavily in debt
borrowing loans kept the debt growing. (“William Franklin of New Jersey”, 363)
I proposed an act to issue a new paper money.
I sent this act to the king to make a prosperous colony.
The king disapproved it because “the notes had in effect
been made legal Tender at the loan office” (“William Franklin of New Jersey”, 364).
The Stamp Act came along
Whig, you think it’s a threat
But who would pay off the money?
You’re the British Subject.
Bradford Kaine:
How dare you think it's okay to be taxed?
They tax our documents, permits, commercial contracts, newspapers, playing cards, pamphlets, and wills.
The fact that you find this acceptable gives me chills.
Barton Albert:
Bradford, you’re responsible in paying the Stamp Act tax
For the Seven Year’s Debt
Taxed any paper like Bills of lading.
The tax was designed to raise more money (The American Promise, 186).
Bradford Kaine:
"No taxation without representation."
Remember the Magna Carta that formed this nation?
This isn't fair, the way you just don't care.
We left to be free; they’re keeping us from that.
Don't you see? Let us govern ourselves
And let them keep to themselves.
Barton Albert:
I know that you say “No tax without representation” (Nardo 13).
You said
that the parliament has no right to tax.
“The Americans are represented
[As British] in the virtual sense” (Nardo 30).
You should not exempt Americans are Englishmen
Although I want to tempt
Taxes were levied
By American Whigs and Tories (Nardo 32).
Bradford Kaine:
"We have it in our power to begin the world over again.”
Come to our side and bring your men.
We are not British subjects, but Americans at that.
Come here so we can have a little chit chat.
I believe we should be separated from Britain.
Why don't you agree my Goodman?
Barton Albert:
I have no patience with these rioters
I consider it as a serious offense
I’d be happy to remove all these grievers,
but I must make an example,
the laws that they trample.
America wanted protection
Mother country provides them
a supplied stationed army.
Bradford Kaine:
Seventeen seventy (1770), five were killed.
Killed by the Brit's own hands.
This is what started our silly little war.
How dare you treat us like the poor?
We have no rights!
My anger now ignites.
We are being weighed down this was suppose to be our town!
They can't invade like this,
How can you side with them?
Look at how they cause mayhem!
We are enslaved just because of how we've behaved.
Barton Albert:
Americans have the same right as the British.
Parliament is abusing rights
as you wish.
You are confused with you rights.
There are two types, right?
One is personal,
the other political.
Now tell me what’s the difference?
Let me tell you ,good riddance.
Your personal rights are in common with the British,
Your political rights are local.
You want power for yourselves
That means you’re selfish (Nardo 51).
Each colony signed an agreement
to become a British Corporation,
to regulate trade and to tax,
and quartering troops, relax.
These are not abuses,
Your personal rights are not abused.
Bradford Kaine:
I'm not selfish Whig!
We just want to be free.
Our rights are being abused!
Can't you see?
Barton Albert:
Again being you as selfish
Believing British rule
To be an elimination
So you loyalists can rule.
There'll be no reconciliation
Something I had hoped for.
But if there was,
Everything will go back to normal.
Bigger population,
Value to the land,
Increasing prosperity to all.
The things I had hoped for (Nardo 63-65).
I feel that the war is starting
The tensions that are lurking
I had tried my best
I cared for the colonies welfare
Please give me a rest
I had so little to gain.
Too much to lose.
Parting away with father and friend
Overthrow the Mother (Britain) they'd choose,
But I believe in compromise.
The King, Parliament is right
But better the overthrow you might ("William Franklin Of New Jersey" 378-380)
Bradford Kaine:
Let's see how the war will be doing
You'll be gone, gone, going
Barton Albert:
Yes, let's see.
The “rappers”, Barton Albert and Bradford Kaine brought back memories from the Seven Year’s War and the British taxes that shaped their position in supporting/against the British Empire. After the intense “rap debate” between Albert and Kaine, the first year of the Revolutionary War started in few days (Lexington and Concord as the first battle). Albert and Kaine, as a loyalist or a patriot, would face many challenges and obstacles during the War and who would still bravely uphold their position.
Sources:
1) William Franklin of New Jersey
Fennelly, Catherine. "William Franklin of New Jersey." The William and Mary Quarterly 3rd ser. 6.3 (1949): 361-382. JSTOR. Highline Community College Library, Federal Way. 1 Nov. 2007.
2) The American Revolution
Nardo, Don. The American Revolution. San Diego: Greenhaven P, Inc., 1998. 6-143.
3)The American Promise
4) Music of the American Revolution
"Music of the American Revolution." National Park Service Museum. 17 Mar. 2005. 2 Nov. 2007.
Monday, December 10, 2007
Portfolio: Final Exam
“Why [consider history]? Simply because I am interested in the past? No, if one means that […] a history of the past in terms of the present. Yes, if one means […] the history of the present” (Michel Foucault). His quote can be found in one of his last works, Discipline and Punish: The Birth of Prison which was published in 1975. Discipline and Punish was about the evolution in French society’s punishment. He explains about how the change from monarchial punishment to disciplinary punishment was in a short time. Though, from his quote he was attempting to show that there was more into history and that history is not all about the past, but the present.
Foucault said, “History was full of holes as gruyere cheese” (Strathern). From Discipline and Punish, he said, “Why [consider history]? Simply because I am interested in the past?” (Foucault). This doesn’t mean he had disinterest in history. In his early years, he loved reading history. He was influenced by Hegel because Hegel’s philosophy was that there was something else below the events of history. Hegel states, “In history we are concerned what has been and what is; in philosophy, on the other hand, we are concerned not with what belongs exclusively to the past or even the future, but what is both now and eternally is, with reason” (Strathern 16). There was a meaning or a hidden structure of history. Foucault meant history would be nothing without the true meaning of it. This quarter in history class, I studied the history of the United States up to the 1800s. Of course, I learned about the events happened, what lead to the events, and I identified key figures who were involved in the events. Though one concept left out about learning history was why did it happened, what was the reason or truth. In Foucault in 90 Minutes, the truth was not “something given, something which we have to discover –it is something we must create ourselves” (Strathern 16). When I studied about philosophers, like Hobbes and Locke, I understand that their concept of human nature ties in to leading of the occasion and how it was reacted. I thought that history would be just different significant events, but I learned that human nature was always behind history’s structure. Come to find out, history was the set of different events, but with similarities (also called trend). Without the true meaning behind history, I would only just learn about the events and how it was caused.
From Foucault’s quote, “history of the past in terms if the present”, it means that the significant events from the chronological record holds connections with similarities. Foucault was trying to say that the past is the present and we could understand that the “past showed how we could understand the present “(Strathern). He meant that history is the present. History is basically a repeat of its self. Foucault’s approach to history is the present made me realized that history hold similarities. Knowing the similarities would help me understand history better. It wasn’t difficult for me to relate, for instance, as a woman in the Daughters of Liberty that played a role against the British. Again from learning the meaning behind history, human nature will always be the same. The human nature concept gave me another way of studying history.
I have always considered that history was a boring subject. Learning about the significant events were useless for me that it sticks to my head and a year, or a quarter, it would be gone. Foucault's quote gave me another idea why history was so interesting to learn. I realized he meant we are living the past. I meant was that learning history is like learning right now.
Friday, December 7, 2007
Rough Draft - Reflective Letter
Les Brown quoted, "Shoot for the moon--even if you miss, you'll land amongst the stars". I can relate to his quote with my progression as a writer. At the start of my first essay, it was difficult for me to transition from high school to college writing. I thought did well in writing essays in high school, but I ended up having trouble writing with the standards of college. The more I learned of my weaknesses, I was able to improve and modify my writing. From my first essay to the last, changing my writing philosopy and my writing process have shown that I improved greatly.
My writing philosophy then was that I follow templates. The templates I learned was for the thesis. For example, a statement and reasons why. Also, I learned how to organize information into an outline provided. My writing process involved using outlines. Sometimes I go with the flow and "throw up" jumbled facts. Writing then was a complete mess.
In collaboration of Writing 101 and History 121, the first essay I wrote was about Bacon’s Rebellion.The shift from high school to college awfully affected this essay that it was easy to identify what weaknesses I need to work on. The essay didn't represent as the "argumentative essay." The thesis was vague and it wasn't arguable. I did well in structuring main points of the argument, but the transition in between the paragraphs were confusing. I did present supporting evidence, but I wrote too much of it that it becomes informational. The excessive information didn't focus on much of the arguments. Also, the lack of opposing arguments should have been incorporated into the essay. I made strong relations, but the word choice throws off the whole connection that it made no sense. Learning from these weaknesses, I made critical improvements into the following academic papers.
One of the following academic papers presenting in the portfolio is "Rhode Island's Debate Over Ratification of the Constitution." The advantage of writing this paper was that it was with a group. We were able to review each other's parts and made some points on what we can further improve on. We presented major points of the argument, being as the anti-federalists, and included relevant supporting evidence, but then again the organization was confusing because the transition were jumpy. Though the strengths of this essay was that the thesis was complex and arguable. It gave a sense what the structure would be like (though it did not in the end). Not only the essay explained the arguments, it pinpoints the antagonistic side. From the most weaknesses to the most strengths, I am able to determine that I had improved significantly in to writing effective essays.
Entering into a college setting of writing, I knew that being dependent on templates limited my creativity. Though I know that when I get used to the templates, I can be able to support topics while using the structure. My writing process now didn't really change much. Though one of the important element of the process I had left out from writing the essay was revision. Knowing my weaknesses from, I spent more time to go back and revise than before.
Monday, December 3, 2007
AOD Blog #10 - Mediation
Though this is not a current event, I remember when I was a conflict manager in 4th or 5th grade. I volunteered to watch the kindergarten/first grade recess and help solve solutions if the children have problems. I remember a girl who came up to me, telling me she was hit by a boy. She then helped me find the boy. Then I asked them questions like "Are you alright?" or "What did you do wrong?" or "Why were you hitting?". Come to find out, the boy hit her for no reason. And then I notified his and her teacher about their situation, they apologized, and their teacher set a disciplinary action for the boy.
