Wednesday, November 27, 2013

Student Work Exemplar- AP US History

Student Work Exemplar- Wei Li, AP US History, Document Based Question (DBQ)



Prompt:  To what extent was the conflict between Great Britain and her North American colonies economic in origin rather than rooted in political and social controversies and differences?

Winners are sometimes the losers.  Such was the case with Great Britain.  After numerous wars across the globe, including King George’s War and the French and Indian War, Britain emerged as a world superpower.  It had defeated its French and Spanish foes; inturn, it received the largest share of the North American colonies.  Yet this “winner” did not win in every respect.  Though Britain had emerged victorious, it had also emerged with the greatest debt.  This debt caused Britain to more forcefully control its overseas colonies, instead of prolonging salutary neglect. To pay its debt, Britain imposed several economic acts upon her colonies, inciting the colonists anger.  Yet these acts were not the only reason for conflict as there were also social and political controversies and differences between the mother country and her colonies.  In all, the conflict between Great Britain and her North American colonies was mainly economic in origin, but social and political controversies a played a role.
The conflict between Britain and her colonies was mainly economic in origin due to the acts that Great Britain imposed and their view of the role of the colonies.  Britain adhered to the idea of mercantilism - that a country’s wealth was measured in the amount of gold and silver it possessed.  Thus, the colonies were only existent to support its mother country economically by providing goods and a market for British exports.  After the French and Indian War, Britain enforced the policy of mercantilism.  As Document D states, “The colonies are generally restricted in all of their foreign trade,” because of mercantilism as all goods were “reserved for the British realm.”  This led to conflict because American colonists soon experienced many shortages and their economy was stifled.  The paper money they printed depreciated quickly in value.  Furthermore, Britain also imposed economic acts that resulted in conflict.  One of these acts was the Stamp Act, which required that all “official documents” be stamped and subjected to a tax.  Such an act, according to Document B, was “Extremely burdensome and grievous” and “restrictions imposed… render them unable to purchase the manufactures of Great Britain.”  This act led to conflict because the colonists had their pocketbook pinched yet Great Britain saw no reason why colonists should not help in repaying the debt from war.  Lastly, other atrocious acts imposed by Great Britain were the Sugar Act and Townshend Acts which added to the conflict.  The Sugar Act was hated because again the colonists did not see why they should pay the tax.  The Townshend Acts were even more despised because it added a tax on tea, something everyone drank.  As a result of such acts, colonists rebelled as shown in Document C, the list of people who were part of the Sons of Liberty and took part in the act of tarring and feathering British officials.  These acts, particularly, the Townshend Acts led Britain to place two regiments in the colonies, further stirring the conflict.  In all, economic controversies played a huge role in the conflict between Great Britain and her colonies.  
In addition to economic controversies, social differences played a role in the conflict.  Overtime the colonists had developed different philosophies and ideologies from their mother country.  The colonists believed in republicanism and Whig ideals which emphasized the virtue of its citizenry, civic virtue, and vigilance against corruption.  Britain had none of that since corruption within its government was widespread.  This led to conflict because  the American colonists who believed in virtue could not stand the autocratic government imposed by the British.  In America people could change classes with hard work and virtue.  Yet in Britain, people were born into their social class.  The British looked down upon their American subjects as shown by the fact that during previous wars no colonists were promoted above the title of captain, embarrassing people like George Washington who was never promoted above the title of a mere “colonel.” This disagreement over ideals also led to conflict.  Lastly, Britain’s view on the colonists led to conflict because they did not give colonists, the same rights as British citizens, As shown in Document F, “All persons born into British American colonies … were well entitled to all natural rights,”  but this was not exactly the case.  Instead, colonists were seen as inferior and this led to further conflict.  As shown, social differences also led to conflict.
Lastly, political controversies also played a role between Great Britain and the colonies.  First, there were problems regarding governments.  After so many years of salutary neglect, colonists got use to self-government.  They were accustomed to making their own rules as shown by Document G, were the colonists declared their rights, “entitled to life liberty and property.”  Furthermore, colonists refused to be taxed without any representation as it is “essential to the freedom of people… that no taxes be imposed on them but with their own consent.”  (Document B)  These different viewpoints led to great controversy since Britain saw no reason why the colonists shouldn’t bear part of the debt and listen to them, since they were part of the British empire.  Moreover,  other political controversies led to conflict.  For example, the Quebec Bill, as shown in Document H, was one of the reasons America was in flames.  It granted land to the French in Quebec and gave the French the rights they had before, as a reconcilatory measure, but the Americans became furious.  They saw the move as a restriction to the movement and distrusted the bill.  In addition, Britain's political move of giving land back to the French also led to discontent as Americans saw their efforts in the King George’s War wasted.  Lastly, the Proclamation of 1763, by the British, added to the conflict as the American’s westward movement was hindered.  Colonists saw the move as stifling of their “property rights” (Document G) and the discontent added to the conflict.  Thus, political discontent helped fuel the fire of discontent.
In all, economic controversies were the main factor in the conflict between the American colonies and Great Britain, but social and political controversies also played a role.  Due to mercantilism, and the stifling acts that the British imposed, colonists rebelled by forming groups such as the Sons of Liberty.  Differing social ideologies also contributed to the conflict as the British looked condescendingly down at the colonists.  Political differences also fueled the fire as Britain made several bad moves by passing bills and legislation that further angered the colonists.  In the end the winner may become the loser and the mouse may outwit the cat.



Monday, November 25, 2013

Fall Update from the EGHS School Counseling Office

Fall Update from the East Greenwich High School Counseling Office-


  • School Counselors started out the year by going to Freshmen Advisory rooms and explaining credits and GPA and how that translates on the high school transcript, showing each of them a sample high school transcript.  In addition students were shown how to track their courses and graduation requirements on the template that is on the  last page of the Program of Studies.  


School Counselors are wrapping up the freshmen interviews that take place each fall.  Students are asked to identify a favorite class and what they like most about the high school, (more freedom and mixed classes) along with such things as identifying an academic and/or personal goal they wish to achieve while in high school.  This 1:1 informal meeting is a good way to establish a relationship with our incoming freshmen each year.

The Guidance Office has been busy meeting with seniors, writing letters of recommendations and processing in the neighborhood of 600 applications so far this year.  If you read the list- serv announcement from the Guidance Office regarding difficulties reported with the Common Application, you are aware of the snags in their system causing many colleges to extend Early Action and Early Decision deadline dates.  However, our materials are being processed with the same accuracy and timeliness as in the past. Mrs. Mong records all of the applications going out to colleges and the subsequent decisions on each of those in our data system.  Those results create the yearly STATS Book that can be viewed in the Guidance Office by students or parents.

Speaking of the Common Application, we again offered Common Application Workshops both during Advisory and after school.  The next workshop is Tuesday, December 3rd immediately after school.  This is our fourth workshop.

The Guidance Office hosted around 100 College and University Representatives this year so far.  This is now likely to slow down as representatives’ return to their respective colleges and begin reading applications.  Most of the representatives that visit our school are also "readers" for our students.  A School Counselor sits in on each of these sessions and takes notes that are available to students who may have missed the session. We have Mrs. McCowan to thank for the orchestration of these appointments.

The School Counseling Office also recently hosted the Armed Services Vocational Aptitude Battery Exam of which a number of students took advantage of this year.  Please note that should your son/daughter ever wish to take this in the future EG is able to dictate that no contact or sharing of your child's name is allowed as a result of taking the test.  The results are reviewed by a representative from the military if the student wishes to do so.

A career awareness activity is in progress for all sophomores. This was recently started during Advisory with a pre-survey to determine how many students can identify a career of choice and what basic knowledge the student is able to provide about the career.  The answers will determine what course of action the student will follow in a subsequent online activity to take place in the next several weeks as they explore, identify and find information about careers with regards to level of education, salary ranges and outlook for job growth both here in RI and nationwide.

Thanks again to Mary Pyne who edits and summarizes the mountains of scholarship, open house and career opportunities that we receive and posts them on the list serve.

Hope you have enjoyed the occasional thought provoking college application/process articles I have forwarded from outside sources and will continue to do so when they are of interest to parents and students.

As always, we are here to support your child during his/her high school years.

Friday, November 22, 2013

#EGHSRI Student Work Series- Adobe Illustrator

All this week we will be posting exemplars of student work. We hope you enjoy seeing some of the amazing work our students create daily here at East Greenwich High School.

Today's student work are "Pattern Designs" from Mrs. Agresti's Adobe Illustrator classes:

Caroline Neupauer

Kourtney Clements

Kristin Carosotto

Michael Ranalli

Thursday, November 21, 2013

#EGHSRI Student Work Series- Ceramics 2

All this week we will be posting exemplars of student work. We hope you enjoy seeing some of the amazing work our students create daily here at East Greenwich High School.

Today's student work comes from Mrs. Munzert's Ceramics 2 classes:





Wednesday, November 20, 2013

#EGHSRI Student Work Series: Current American Issues

All this week we will be posting exemplars of student work. We hope you enjoy seeing some of the amazing work our students create daily here at East Greenwich High School.

From Mrs. Driscoll's Current American Issues Class
Prompt:  After Reading the Good Soldiers evaluate what it means to be a good leader.  Was the main character Sargent Ralph Kauzlarich a good leader?  Use evidence from the text to support your response.
            To be a leader, one must be able to evaluate a situation and decide what is the best course of action for yourself and those you are responsible for.  A good leader is one who is able to determine what to do in order to receive the best possible outcome.  Being a leader in the military is, in my mind, one of the most difficult responsibilities one can have.  A military leader is responsible for making decisions for a group of people who are fighting for our entire nation.  Many things are incorporated into being a good leader.  They must decide what to do next if they made the wrong decision, and not let that get in the way of what they decide to do next.  They must determine what type of relationship they will have with the soldiers they are leading.  They must respect you but at the same time it helps if they like you.  Being a good leader is a skill that many cannot obtain.  However, I believe Kauzlarich was able to prove himself as a great leader. 
            A leader is one who can take the worst situation and find the little dime of hope that his people need.  This is exactly what Kauzlarich did in Iraq.  “He would take in eastern Baghdad inhale its bitter, burning air, and say, its all good.”  This is just one example of how Kauzlarich is able to find one small rose in a pile of rubble.  While the other soldiers were waking up wishing they were safe at home, Kauzlarich, missed home too, but was able to keep a positive outlook on the given conditions.  Kauzlarich did not think of himself above others just because of his ranking.  “The greatest leaders of previous wars may not have had sewers, but Kauzlarich was determined to in his version, and in a meeting in mid-May he made it clear his desire to succeed.”  This illustrates that Kauzlarich is a good leader because he does not judge himself by the success of others.  He does what he needs to do in order to be the best leader he can be even if his expectations are above and beyond what may seem possible.
            A leader must also be a role model.  Kauzlarich had soldiers that looked up to him not only as a leader, but as a person.  “Part of command is to know a soldier only well enough to send him into battle, but once an injury occurred, that soldier became unforgettable to Kauzlarich.”  To me, this is how a leader in war should be.  You cannot become too close to your soldiers, but you must have a heart.  Kauzlarich was a man who was able to control when to use his heart and when to use his head.  Kauzlarich was a leader that motivated his battalion to keep fighting.”  In every case the soldiers continued to fight.  The good soldiers, as far as Kauzlarich was concerned, had become “great soldiers.”  The soldiers may have been great but they could not have become great without a great leader.  That leader was Sargent Ralph Kauzlarich.


Tuesday, November 19, 2013

#EGHSRI Student Work Series: Algebra 1

From Mrs. Chace's Algebra 1- "I am very proud of all of my Algebra I students!  This activity illustrates the connections they have made between an equation, a table of values, a set of order pairs, a word problem, and a graph of a line.  Awesome work!!"


Monday, November 18, 2013

#EGHSRI Student Work Series: Ceramics 1

All this week we will be posting exemplars of student work. We hope you enjoy seeing some of the amazing work our students create daily here at East Greenwich High School.

Today's student work comes from Mrs. Munzert's Ceramics 1 classes:










Thursday, November 14, 2013

Day of the Dead at EGHS


Students in Ms. O'Day and Mrs. Gendreau's Spanish 3 and 4 Honors classes welcomed kindergarten students from the Frank Spazziano Bilingual School in Providence to a celebration of the Day of the Dead. EGHS has had a relationship with this Providence school for 10 years. This year students made original "books" for their young friends, teaching them about the Day of the Dead and the history of the Aztecs that they had learned about in their classes. Our students also organized interactive age appropriate activities for the young students to enjoy. All of this was carried out in Spanish; an authentic use of the language of instruction for our students. 





Click the link to see more pictures.https://sites.google.com/site/eghsworldlanguages/


Thursday, November 7, 2013

East Greenwich Public Library Art Show

Foundations, Studio I and Photography I students have work on display at the East Greenwich Public Library.

Foundations of Art: Erin Culf, Raven Leshin Szewczok, Kat Mclaughlin

Studio I: Sophia Almeida, Tressa Burnett-Tessa, Maddie DiSanto, Mariola Johnson, Grace Mahoney, Margaret McCaffrey, Zane Yu

Photography I: Nina Darcy, Izzie Iannotti, Sam Badeau, Racquel Rodriguez, Marissa McCann, Garrett Elderkin, Molly Bisset, Brooke Fennell, Sydney Broman, Alea Robinson, Margaret Magee, Kayla Costanza







Friday, November 1, 2013

EGHS JV Volleyball Wins State Title for 2nd Straight Year!



Passed along from a EGHS Parent:

Congratulations to the East greenwich High School JV GIRLS VOLLEYBALL TEAM for winning Divisional State Championship for the 2nd year in a row! This was quite an accomplishment with a small team, a few hurdles, injuries this year and a ton of determination and enthusiasm. Kudos to the team AND the coaches Terri and Ryan Garno!
Team members:    
  • Tara Waters
  • Maddie DiSanto
  • Kaely Larkin
  • Fionna Chan
  • Elise Warren
  • Lauren Keenan
  • Lauren Chapski
  • Sofia Ruggieri
Well Done Avengers!!!