I decided to go ahead and post the exam results for Term 2. I was overly concerned that they would be 'shabbily' done and I'd be embarrassed. I seem to have forgotten that this isn't about *me* necessarily. It is about what they have learned and retained. They did just fine, although I do see some areas that are in need of attention. That is, after all, the purpose of assessments.
These are my 11th grade dd's Y10 T2 results. Both questions and her responses. You can see the original AO exam questions at their website.
Bible/Devotional (The Attributes of God and The Christian's Secret to a Happy Life)
1. Discuss in detail two of God's attributes.
A-One attribute is God's knowledge. An interesting point to this that I'd never thought about is that He knows all things because He has decreed them to be that way. It makes sense.
Speaking of decrees, that was another attribute. They are clearly linked with the omniscience of God. From the beginning of the world, God made decrees. All the universe follows them.
It's like planning an event. You say, "At this time there will be lunch." You know there will be lunch at a certain time because you planned it that way. Of course, we don't have the power to enforce things like God does.
2. Recite all verses learned thus far.
A- Recited. We use SCM memory box system.
3. Relate a point made in The Christian's Secret to a Happy Life that has been influential to you, and tell why.
A- There was a chapter on doubt about salvation. Many people don't get the 'feeling' that they are saved, and so feel that they have to recommit themselves again and again. First of all, we are not to base our spiritual position on emotions. Emotions are misleading, of the flesh. Second of all, picture someone who signed a contract. They don't worry and doubt and try to sign it again, because they don't 'feel' like it happened. Salvation is an act, not a feeling. The devil tries to weaken us by making us doubt our salvation. We must rest in the fact, and not the feeling, of our salvation.
This was helpful to me because I could not remember the exact time I was saved. It led me to doubt my salvation sometimes, and I felt I had to recommit myself. Reading that chapter, I learned to respond to the doubts by saying: "I AM saved." God has saved me; whether I 'feel' it all the time or not does not affect that.
Writing/Penmanship
Write 8-10 lines of poetry in your choice of verse. {She chose to write in cursive; executed 'perfectly'. This is her own poetry composition.}
A-
Why poetry? you ask.
Why beauty? I say.
Poetry is the beauty of life
In simple words.
Why poetry? you ask.
Why thoughts? I say.
Poetry is the deep thoughts
of the mind.
Why poetry? --
Poetry is life.
Composition
1. Tell about John Keats, Charles Dickens, or Alfred Tennyson.
A- Unfortunately, I don't remember any of them well.
'Born poor, managed to go to school, didn't finish college, considered being a lawyer or preacher, found he had no taste for it, got married, didn't have a good marriage, was a popular writer, but still struggled financially, an died in debt, loved and missed.' --This seems to be how most of the writers' lives went, and may or may not apply to the authors above.
2. Narrate an episode from Les Miserables.
A-The encounter of Jean Valjean with the Bishop of D-- (the town is written as that; I've taken to calling it Don in my head), or Monsieur Bienvenu (Bienvenu means 'welcome'), changed the former's life. Jean Valjean had run into deep poverty; desperate, he ended up stealing bread from a bakery. He got landed in jail for that, 5 years, I believe. But he tried to escape jail, and ended up more time. By the time he got our, Jean Valjean's time in jail was 20 years. He was very bitter inside. Jean Valjean had a yellow passport, which labeled him as a former convict. People, seeing this, wouldn't let him dine anywhere or lodge anywhere. Someone, however, told him of the good Bishop. Jean Valjean went to the Bishop's home, not really hoping for kindness at all. The Bishop gave him dinner and a bed for the night. However, Jean Valjean kept note of the silverware used for dinner, which were truly silver. He ended up stealing them and leaving in the early morning. The Bishop wasn't upset; he felt he had kept the silver from the poor, who needed it, and Jean Valjean needed it. Police caught Jean Valjean and brought him to the Bishop, automatically assuming he had stolen the silverware. Monsieur Bienvenu, however, said Jean Valjean had forgotten some other thing, and sent him on his way. This had such an impact on Jean Valjean. Before, he had been wicked as a matter of habit, but now he realized his wickedness.
3. Summarize a poem you read this term by Elizabeth Barrett Browning.
A- The poem, I believe, is called "He Giveth Sleep," or something along those lines. Browning writes about how life can be wearisome, but she can always know that "He giveth his beloved, sleep." She ends each 6-line section with that line. The very last section talks about when she dies; her friends should not mourn, because "He giveth his beloved, sleep."
Editing
Complete the next assignment reading/exercise in The Copyeditor's Handbook. Give narration for reading.
A- The chapter I read was on capitalization. There were several sections. Proper names are rather simple- they are capitalized, no matter where in the sentence they are. Now, trademarked names like Jell-O, Post-It, Frisbee, and Teflon are a little different. If you are referring to the specific brand, capitalize it. These terms, however, have become very generalized, and so need not always be capitalized (e.g., 'he shook like jello').
Titles, subtitles, and captions- there are several different styles for capitalizing these. There's UP/lc (uppercase/lowercase) style (How to Read a Book) or sentence style (How to read a book). For prepositions and transition words (e.g., an, the, in, out, by), there are three styles. Don't capitalize prepositions (Gone with the Wind), capitalize prepositions of four letters or more (Gone With the Wind), or capitalize prepositions of five letters or more (Literature Through the Years).
History
2. Explain "the South saw itself as the slave of a Union dominated by Northern capital."
A-Banks, factories, export, import, schools- the North had these, but the South did not. Certainly, the South had slavery, but it could not live forever on it. They were very dependent on the North's economy. The Capitol of the Union was even in the North! Really, everything for a nation's success was in the North, and so the South was subject to it.
3. Tell what you know about the Battle of Gettysburg or George B. McClellan, or Jefferson Davis.
A-I will tell about Jefferson Davis. Davis was the President of the Confederacy during the Civil War, but he wasn't an excellent choice. Certainly, he was a Southern, a slave owner, and had a military background, but the rest of his character did not match up to a typical Southern man. Davis owned only about 70 slaves, as much as he could care for. He never split families, and preferred to let the slaves deal with matters of justice. Davis was not a man made for politics. (Continuing on the note of slavery,) Davis pushed for the South to not depend so heavily on slavery, and to have factories and schools and railroads. The only reason Davis was elected President was because of his forceful character. He had one opinion, and that was his, and he wouldn't hear anything to persuade him otherwise. That I know, Davis did not even pursue the Confederate Presidency; he was nominated and elected by others.
4. Discuss the role of Uncle Tom's Cabin in the American slavery debate.
A-Uncle Tom's Cabin fueled the North's dislike of slavery, while the South felt that it was an attack by Northern abolitionists. Many Northerners were shocked by the scenes described in the book; some thought they were exaggerated. Stowe later published a Key to the book, showing the real side of the book. It did prick the South in their moral sides, but they felt Stowe was accusing them of all being evil. Stowe blamed the institution, which hurt both slave and master.
Geography
1. Describe Damascus.
A-I don't remember it well, it blurs with all the other middle-east places that the author of Eothen visited. The inhabitants were likely Islamic, likely eager to please anyone British because the British were the higher power, and likely had camels that the author borrowed. More definite details escape me.
2. Describe the "great American desert," the prairie.
A-I can describe from reading and from experience. It is not your 'typical' desert, in that it's not just sand dunes and mirages. A desert is classified by how much rain a place gets yearly (by this classification, Antarctica is a desert). I would say, by that definition, the prairie isn't really a desert. There are thunderstorms almost daily during the summer, giving plenty of rain. But how much that amounts to over a year, I don't know. Anyways, the prairie is a large, featureless expanse. There are hills, gently rolling, and the occasional rivers, but for the most part you see tall, brown grass. You may see antelope, maybe buffalo (more so in the olden days). Like a typical desert, it's hot during the day, cold at night (the evening rain makes it especially cool).
3. Detail some "scenes from Fort Laramie," or at the camp.
A-From what I remember, Fort Laramie was made of mud bricks. It [was] two sections, sort of an outer 'box' and an inner 'box'. The innermost 'box' was designed as a final retreat in case of emergency. The gate to it had only a small opening, for passing items through.
Many of the inhabitants were Indians, or Frenchmen. From the author's view, the Indians spent all day in idleness, just lounging around.
'Feasts' at Fort Laramie consisted of dried buffalo meat and bread (the bread is what made it a 'feast').
At one point, Fort Laramie was visited by traders and Indians. They didn't get along very well; the Indians started demanding things of the traders, and violence threatened to break out. I think of the groups left before it did get violent.
Natural History and Chemistry
1. Write an entry in your Nature Journal.
Bible/Devotional (The Attributes of God and The Christian's Secret to a Happy Life)
1. Discuss in detail two of God's attributes.
A-One attribute is God's knowledge. An interesting point to this that I'd never thought about is that He knows all things because He has decreed them to be that way. It makes sense.
Speaking of decrees, that was another attribute. They are clearly linked with the omniscience of God. From the beginning of the world, God made decrees. All the universe follows them.
It's like planning an event. You say, "At this time there will be lunch." You know there will be lunch at a certain time because you planned it that way. Of course, we don't have the power to enforce things like God does.
2. Recite all verses learned thus far.
A- Recited. We use SCM memory box system.
3. Relate a point made in The Christian's Secret to a Happy Life that has been influential to you, and tell why.
A- There was a chapter on doubt about salvation. Many people don't get the 'feeling' that they are saved, and so feel that they have to recommit themselves again and again. First of all, we are not to base our spiritual position on emotions. Emotions are misleading, of the flesh. Second of all, picture someone who signed a contract. They don't worry and doubt and try to sign it again, because they don't 'feel' like it happened. Salvation is an act, not a feeling. The devil tries to weaken us by making us doubt our salvation. We must rest in the fact, and not the feeling, of our salvation.
This was helpful to me because I could not remember the exact time I was saved. It led me to doubt my salvation sometimes, and I felt I had to recommit myself. Reading that chapter, I learned to respond to the doubts by saying: "I AM saved." God has saved me; whether I 'feel' it all the time or not does not affect that.
Writing/Penmanship
Write 8-10 lines of poetry in your choice of verse. {She chose to write in cursive; executed 'perfectly'. This is her own poetry composition.}
A-
Why poetry? you ask.
Why beauty? I say.
Poetry is the beauty of life
In simple words.
Why poetry? you ask.
Why thoughts? I say.
Poetry is the deep thoughts
of the mind.
Why poetry? --
Poetry is life.
Composition
1. Tell about John Keats, Charles Dickens, or Alfred Tennyson.
A- Unfortunately, I don't remember any of them well.
'Born poor, managed to go to school, didn't finish college, considered being a lawyer or preacher, found he had no taste for it, got married, didn't have a good marriage, was a popular writer, but still struggled financially, an died in debt, loved and missed.' --This seems to be how most of the writers' lives went, and may or may not apply to the authors above.
2. Narrate an episode from Les Miserables.
A-The encounter of Jean Valjean with the Bishop of D-- (the town is written as that; I've taken to calling it Don in my head), or Monsieur Bienvenu (Bienvenu means 'welcome'), changed the former's life. Jean Valjean had run into deep poverty; desperate, he ended up stealing bread from a bakery. He got landed in jail for that, 5 years, I believe. But he tried to escape jail, and ended up more time. By the time he got our, Jean Valjean's time in jail was 20 years. He was very bitter inside. Jean Valjean had a yellow passport, which labeled him as a former convict. People, seeing this, wouldn't let him dine anywhere or lodge anywhere. Someone, however, told him of the good Bishop. Jean Valjean went to the Bishop's home, not really hoping for kindness at all. The Bishop gave him dinner and a bed for the night. However, Jean Valjean kept note of the silverware used for dinner, which were truly silver. He ended up stealing them and leaving in the early morning. The Bishop wasn't upset; he felt he had kept the silver from the poor, who needed it, and Jean Valjean needed it. Police caught Jean Valjean and brought him to the Bishop, automatically assuming he had stolen the silverware. Monsieur Bienvenu, however, said Jean Valjean had forgotten some other thing, and sent him on his way. This had such an impact on Jean Valjean. Before, he had been wicked as a matter of habit, but now he realized his wickedness.
3. Summarize a poem you read this term by Elizabeth Barrett Browning.
A- The poem, I believe, is called "He Giveth Sleep," or something along those lines. Browning writes about how life can be wearisome, but she can always know that "He giveth his beloved, sleep." She ends each 6-line section with that line. The very last section talks about when she dies; her friends should not mourn, because "He giveth his beloved, sleep."
Editing
Complete the next assignment reading/exercise in The Copyeditor's Handbook. Give narration for reading.
A- The chapter I read was on capitalization. There were several sections. Proper names are rather simple- they are capitalized, no matter where in the sentence they are. Now, trademarked names like Jell-O, Post-It, Frisbee, and Teflon are a little different. If you are referring to the specific brand, capitalize it. These terms, however, have become very generalized, and so need not always be capitalized (e.g., 'he shook like jello').
Titles, subtitles, and captions- there are several different styles for capitalizing these. There's UP/lc (uppercase/lowercase) style (How to Read a Book) or sentence style (How to read a book). For prepositions and transition words (e.g., an, the, in, out, by), there are three styles. Don't capitalize prepositions (Gone with the Wind), capitalize prepositions of four letters or more (Gone With the Wind), or capitalize prepositions of five letters or more (Literature Through the Years).
History
2. Explain "the South saw itself as the slave of a Union dominated by Northern capital."
A-Banks, factories, export, import, schools- the North had these, but the South did not. Certainly, the South had slavery, but it could not live forever on it. They were very dependent on the North's economy. The Capitol of the Union was even in the North! Really, everything for a nation's success was in the North, and so the South was subject to it.
3. Tell what you know about the Battle of Gettysburg or George B. McClellan, or Jefferson Davis.
A-I will tell about Jefferson Davis. Davis was the President of the Confederacy during the Civil War, but he wasn't an excellent choice. Certainly, he was a Southern, a slave owner, and had a military background, but the rest of his character did not match up to a typical Southern man. Davis owned only about 70 slaves, as much as he could care for. He never split families, and preferred to let the slaves deal with matters of justice. Davis was not a man made for politics. (Continuing on the note of slavery,) Davis pushed for the South to not depend so heavily on slavery, and to have factories and schools and railroads. The only reason Davis was elected President was because of his forceful character. He had one opinion, and that was his, and he wouldn't hear anything to persuade him otherwise. That I know, Davis did not even pursue the Confederate Presidency; he was nominated and elected by others.
4. Discuss the role of Uncle Tom's Cabin in the American slavery debate.
A-Uncle Tom's Cabin fueled the North's dislike of slavery, while the South felt that it was an attack by Northern abolitionists. Many Northerners were shocked by the scenes described in the book; some thought they were exaggerated. Stowe later published a Key to the book, showing the real side of the book. It did prick the South in their moral sides, but they felt Stowe was accusing them of all being evil. Stowe blamed the institution, which hurt both slave and master.
Geography
1. Describe Damascus.
A-I don't remember it well, it blurs with all the other middle-east places that the author of Eothen visited. The inhabitants were likely Islamic, likely eager to please anyone British because the British were the higher power, and likely had camels that the author borrowed. More definite details escape me.
2. Describe the "great American desert," the prairie.
A-I can describe from reading and from experience. It is not your 'typical' desert, in that it's not just sand dunes and mirages. A desert is classified by how much rain a place gets yearly (by this classification, Antarctica is a desert). I would say, by that definition, the prairie isn't really a desert. There are thunderstorms almost daily during the summer, giving plenty of rain. But how much that amounts to over a year, I don't know. Anyways, the prairie is a large, featureless expanse. There are hills, gently rolling, and the occasional rivers, but for the most part you see tall, brown grass. You may see antelope, maybe buffalo (more so in the olden days). Like a typical desert, it's hot during the day, cold at night (the evening rain makes it especially cool).
3. Detail some "scenes from Fort Laramie," or at the camp.
A-From what I remember, Fort Laramie was made of mud bricks. It [was] two sections, sort of an outer 'box' and an inner 'box'. The innermost 'box' was designed as a final retreat in case of emergency. The gate to it had only a small opening, for passing items through.
Many of the inhabitants were Indians, or Frenchmen. From the author's view, the Indians spent all day in idleness, just lounging around.
'Feasts' at Fort Laramie consisted of dried buffalo meat and bread (the bread is what made it a 'feast').
At one point, Fort Laramie was visited by traders and Indians. They didn't get along very well; the Indians started demanding things of the traders, and violence threatened to break out. I think of the groups left before it did get violent.
Natural History and Chemistry
1. Write an entry in your Nature Journal.
completed
2. Describe a scene from "A Hundred Miles of Warblers" or "Mountain Meadows".
A-[she missed this one; will do later]
3. What are some elements you have learned and their abbreviations? Tell what else you know about the elements or the Periodic Table.
A-I don't remember abbreviations very well. Here's some I do: Hydrogen (H), Oxygen (O), Chlorine (Cl), Potassium (K), Iron (Fe), Gold (Au), and Silver (Ag). Elements are abbreviated for ease of use in formulae, such as the well-known H20. In the Periodic Table, elements are arranged by number of protons. The number of protons determines what element an atom is. Hydrogen is 1, then Helium (He) is 2, all the way to element 118 (which is a man-made element that I don't know the name of). At the far-right side of the Table are the Noble Gases, which are elements like Neon (Ne?), Xenon, and Argon, that don't like to mix with other elements.
4. Tell what you know about Sir Humphry Davy, Dmitri Mendeleev, or Ernest Rutherford.
A-Dmitri Mendeleev is often credited as the discoverer/maker of the modern Periodic Table. Of course, in realms like science, it's rarely (if ever) the work of a single person that leads to such discoveries. Anywho, Mendeleev built on the world of another man who had tried to organize the elements into a Table. The other man (I forget his name) had recognized groups of elements that were similar, such as the noble gases. He had tried to organize the whole Table that way, by an element's properties. Mendeleev got the key to the Table's organization a little more correct. He organized by weight. Mendeleev's Table even included gaps, for elements not yet discovered. His Table was so accurate (not perfect, though), he could predict the weight and properties of any missing element.
5. Why does science matter?
A-Science matters because of the age we live in, which is largely centered on science. Technology is constantly moving forward. What makes technology possible? Science. Well, actually, science makes everything possible.* And, so, if we want to understand, perhaps, how the batteries in our cameras work, how the tallest buildings don't fall over, or how the newest supercar gets its power, an understanding of science can help us.
*A note: Perhaps I should clarify this. Science is the study of what makes things possible. Applying this knowledge is also science. Science itself, however, does not 'make the world go 'round.'
Citizenship/Government
1. What does "Temperance avoids every excess" mean?
A-It seems a rather redundant phrase. Let's follow a dictionary trail:
temperance: moderation and self-restraint
moderate: not excessive or extreme
excess: an amount or quantity beyond what is required
Using these, to be temperate is to be moderate, which is to be not excessive. So, it is a bit of a restating of 'temperance,' though this phrase does emphasize 'every excess.' What does this mean for us? Well, some people say temperance is not drinking (the dictionary lists this as a second definition), but true temperance is to be moderate in all things. Food, speech, sleep, all of these you can have excess of; this phrase says to be moderate in these things.
2. How many races are there? Why does our stance on racism matter?
A-Let's turn to our handy dictionary again, since I'd like to know the 'technical' meaning of 'race':
race: 1. a group of people distinguished by genetically transmitted physical characteristics.
2. a group of people united by a common history, nationality, or tradition.
3. a genealogical line; lineage.
Well, there are two different views on this. Evolutionists will claim that there are totally separate races, ones that evolved in Africa, some in Asia, etc. And by evolution standards, one race may have evolved to be better than another race, thus giving us a 'legitimate' reason for racism and assumed white superiority.
Now, on the other hand, Creationists know that we are all descended from Adam and Eve, and from Noah. After Babel, people split into language families and spread across the Earth. Over time, certain traits formed strongly in different groups. I think of it similar to cats; all breeds of cats are still cats, but some cats in Turkey tend to be white and orange and water-loving, while cats from the streets of America tend to be brown tabbies. We are all the same race, because we all come from the same source, and no one of us is better than the other.
3. Choose an issue from Evaluating Books and present the statist and "other side of the story."
A-The statists say that child labor laws are for the good of children. Now, the 'other side' says that, while the laws may have been necessary at one time, when working conditions were truly dangerous and harmful, nowadays the laws are a hindrance. Employers want people with experience, but kids can't get the experience they need, because they can't work. The old apprentice system has been done away with. Internships are similar, but you still have to be older. Once a person is old enough to work, they probably need to work, but finding a job with what little experience they have hard.
Arithmetic/Geometry
Do math for the day. {She did Khan Academy}
Foreign Language
1. Have a conversation with Jeffery and Mom. (Sign Language)
completed
2. Do a day's work in either Second Form or First Year Latin.
A- Completed Lesson XIV in First Year.
Art/Picture Study
Describe a picture from this term's picture study.
A- 'The Fifer,' by Eduord (?) Manet. It's a painting of a fifer boy against a plain tan-gray background. He's wearing a very fancy uniform, a black jacket with gold buttons and red pants with a black stripe down the sides of the legs. His shoes are those fancy kinds, black with white on the top. He has a fife holder strapped to his chest, and he has the fife raised to his lips, ready to play. He wears a triangular hat, which is red and black and has a golden tassel.
Submit any artwork completed this term.
Recitation
Declaration of Independence
Music Appreciation
1. Tell about your favorite piece of music from this term.
A-I liked Claude Debussy's Prelude to the Afternoon of a Faun. It is a very quiet, calm, pleasant piece that makes me think of spring. It almost sounds at first as though the faun is waking up from a nap, and birds are flying above him. The piece is mostly with wind instruments, flutes and clarinets. After the faun wakes up, the music gets a little louder and stronger for a bit, as though he has awoken in an amazing spot, maybe by a waterfall in the middle of a forest. It definitely sounds like music for a spring or summer forest.
2. Tell about your favorite composer from this term.
A-None of the composers particularly stood out to me this term, but the one I liked most was Sir Edward Elgar (I may have gotten his first name wrong). He composed Pomp and Circumstance, which is often played during graduations. Elgar was an English composer (or should I say British?) who came at a time when England had long gone with [out?] any composers of its own. He wasn't born 'Sir', but later was given that title by the queen because of his great music.
2. Describe a scene from "A Hundred Miles of Warblers" or "Mountain Meadows".
A-[she missed this one; will do later]
3. What are some elements you have learned and their abbreviations? Tell what else you know about the elements or the Periodic Table.
A-I don't remember abbreviations very well. Here's some I do: Hydrogen (H), Oxygen (O), Chlorine (Cl), Potassium (K), Iron (Fe), Gold (Au), and Silver (Ag). Elements are abbreviated for ease of use in formulae, such as the well-known H20. In the Periodic Table, elements are arranged by number of protons. The number of protons determines what element an atom is. Hydrogen is 1, then Helium (He) is 2, all the way to element 118 (which is a man-made element that I don't know the name of). At the far-right side of the Table are the Noble Gases, which are elements like Neon (Ne?), Xenon, and Argon, that don't like to mix with other elements.
4. Tell what you know about Sir Humphry Davy, Dmitri Mendeleev, or Ernest Rutherford.
A-Dmitri Mendeleev is often credited as the discoverer/maker of the modern Periodic Table. Of course, in realms like science, it's rarely (if ever) the work of a single person that leads to such discoveries. Anywho, Mendeleev built on the world of another man who had tried to organize the elements into a Table. The other man (I forget his name) had recognized groups of elements that were similar, such as the noble gases. He had tried to organize the whole Table that way, by an element's properties. Mendeleev got the key to the Table's organization a little more correct. He organized by weight. Mendeleev's Table even included gaps, for elements not yet discovered. His Table was so accurate (not perfect, though), he could predict the weight and properties of any missing element.
5. Why does science matter?
A-Science matters because of the age we live in, which is largely centered on science. Technology is constantly moving forward. What makes technology possible? Science. Well, actually, science makes everything possible.* And, so, if we want to understand, perhaps, how the batteries in our cameras work, how the tallest buildings don't fall over, or how the newest supercar gets its power, an understanding of science can help us.
*A note: Perhaps I should clarify this. Science is the study of what makes things possible. Applying this knowledge is also science. Science itself, however, does not 'make the world go 'round.'
Citizenship/Government
1. What does "Temperance avoids every excess" mean?
A-It seems a rather redundant phrase. Let's follow a dictionary trail:
temperance: moderation and self-restraint
moderate: not excessive or extreme
excess: an amount or quantity beyond what is required
Using these, to be temperate is to be moderate, which is to be not excessive. So, it is a bit of a restating of 'temperance,' though this phrase does emphasize 'every excess.' What does this mean for us? Well, some people say temperance is not drinking (the dictionary lists this as a second definition), but true temperance is to be moderate in all things. Food, speech, sleep, all of these you can have excess of; this phrase says to be moderate in these things.
2. How many races are there? Why does our stance on racism matter?
A-Let's turn to our handy dictionary again, since I'd like to know the 'technical' meaning of 'race':
race: 1. a group of people distinguished by genetically transmitted physical characteristics.
2. a group of people united by a common history, nationality, or tradition.
3. a genealogical line; lineage.
Well, there are two different views on this. Evolutionists will claim that there are totally separate races, ones that evolved in Africa, some in Asia, etc. And by evolution standards, one race may have evolved to be better than another race, thus giving us a 'legitimate' reason for racism and assumed white superiority.
Now, on the other hand, Creationists know that we are all descended from Adam and Eve, and from Noah. After Babel, people split into language families and spread across the Earth. Over time, certain traits formed strongly in different groups. I think of it similar to cats; all breeds of cats are still cats, but some cats in Turkey tend to be white and orange and water-loving, while cats from the streets of America tend to be brown tabbies. We are all the same race, because we all come from the same source, and no one of us is better than the other.
3. Choose an issue from Evaluating Books and present the statist and "other side of the story."
A-The statists say that child labor laws are for the good of children. Now, the 'other side' says that, while the laws may have been necessary at one time, when working conditions were truly dangerous and harmful, nowadays the laws are a hindrance. Employers want people with experience, but kids can't get the experience they need, because they can't work. The old apprentice system has been done away with. Internships are similar, but you still have to be older. Once a person is old enough to work, they probably need to work, but finding a job with what little experience they have hard.
Arithmetic/Geometry
Do math for the day. {She did Khan Academy}
Foreign Language
1. Have a conversation with Jeffery and Mom. (Sign Language)
completed
2. Do a day's work in either Second Form or First Year Latin.
A- Completed Lesson XIV in First Year.
Art/Picture Study
Describe a picture from this term's picture study.
A- 'The Fifer,' by Eduord (?) Manet. It's a painting of a fifer boy against a plain tan-gray background. He's wearing a very fancy uniform, a black jacket with gold buttons and red pants with a black stripe down the sides of the legs. His shoes are those fancy kinds, black with white on the top. He has a fife holder strapped to his chest, and he has the fife raised to his lips, ready to play. He wears a triangular hat, which is red and black and has a golden tassel.
Submit any artwork completed this term.
Recitation
Declaration of Independence
Music Appreciation
1. Tell about your favorite piece of music from this term.
A-I liked Claude Debussy's Prelude to the Afternoon of a Faun. It is a very quiet, calm, pleasant piece that makes me think of spring. It almost sounds at first as though the faun is waking up from a nap, and birds are flying above him. The piece is mostly with wind instruments, flutes and clarinets. After the faun wakes up, the music gets a little louder and stronger for a bit, as though he has awoken in an amazing spot, maybe by a waterfall in the middle of a forest. It definitely sounds like music for a spring or summer forest.
2. Tell about your favorite composer from this term.
A-None of the composers particularly stood out to me this term, but the one I liked most was Sir Edward Elgar (I may have gotten his first name wrong). He composed Pomp and Circumstance, which is often played during graduations. Elgar was an English composer (or should I say British?) who came at a time when England had long gone with [out?] any composers of its own. He wasn't born 'Sir', but later was given that title by the queen because of his great music.
