The class the government doesn't want you to know about.
For years, the repressive government of the U.S. has kept information about its inner workings in secrecy to its citizens. Now, the time has come. The time has come to cast aside the chains of oppression and seize the new order. Now we have grown enough that the government cannot deny our power. (The government is not very tight with its secrets, however.) Now we can learn all about the government which we would already know about if we are well-read at all. Even the NSA. ;)
foundingfathers.docx | |
File Size: | 9 kb |
File Type: | docx |
One of the projects that we did that was large and important and I did a lot in was the essay that was the answer to the immortal riddle: "How were the documents central to the founding of the U.S inspired by Enlightenment philosophers." or something like that, asked by every government/history class, ever, except maybe not as a major essay. If you've ever seen my previous works, you should connect a pattern here from reading it. My works are the wordiest word works that ever did word. This is partly due to fancy elaboration, but mostly due to the fact that I have so much to put in it, if you would take the pain to read through it (which you probably won't).
We were supposed to use the knowledge he provided us (mostly from the book, tailored to just meet core standards), potentially from other sources, to plan it. He didn't really use the book, as it was too long, and from what I've seen of it, I agree, but I assume he took information from there. Even then, the directive is very broad, so the outcome is something also ironically really long.
To write it, I just put down what I thought up first, looked on the internet for verification and some more background information that wasn't provided, and the result is something that uniquely among the answers to this assignment, I assume, also looks at the philosophers' works relation to each other in the background, although most of the bulk is still from actual relevant information. In addition, I took some of it from my notes, sometimes verbatim, since it wasn't a straight copy of another searchable document anyway. I think the objective was really more to describe the philosophers and their relevance moreso than to explain their relevance, which I achieved as well, but what I wrote in the back ties these two objectives together nicely.
The outcome isn't perfect, but I did get a good grade on it (who would read it all the way, right? :D) and it was probably the first project I drowned in a tide of words this year. I put a lot of time in it, and I think it really shines with its own qualities, and provides information in an interesting way.
As for how it helped along my education, the project meant that I composed a lot of information on this section of history, not that I can't forget it. At the very least, I will have a precedent in something to say on Enlightenment philosophers and all their myriad yammerings. I actually knew a lot of the information before though, partly because of reading, partly because of other classes because the Enlightenment and its political philosophies are the most important things ever and precluded our democracy, which makes it relevant in every class.
We were supposed to use the knowledge he provided us (mostly from the book, tailored to just meet core standards), potentially from other sources, to plan it. He didn't really use the book, as it was too long, and from what I've seen of it, I agree, but I assume he took information from there. Even then, the directive is very broad, so the outcome is something also ironically really long.
To write it, I just put down what I thought up first, looked on the internet for verification and some more background information that wasn't provided, and the result is something that uniquely among the answers to this assignment, I assume, also looks at the philosophers' works relation to each other in the background, although most of the bulk is still from actual relevant information. In addition, I took some of it from my notes, sometimes verbatim, since it wasn't a straight copy of another searchable document anyway. I think the objective was really more to describe the philosophers and their relevance moreso than to explain their relevance, which I achieved as well, but what I wrote in the back ties these two objectives together nicely.
The outcome isn't perfect, but I did get a good grade on it (who would read it all the way, right? :D) and it was probably the first project I drowned in a tide of words this year. I put a lot of time in it, and I think it really shines with its own qualities, and provides information in an interesting way.
As for how it helped along my education, the project meant that I composed a lot of information on this section of history, not that I can't forget it. At the very least, I will have a precedent in something to say on Enlightenment philosophers and all their myriad yammerings. I actually knew a lot of the information before though, partly because of reading, partly because of other classes because the Enlightenment and its political philosophies are the most important things ever and precluded our democracy, which makes it relevant in every class.
chavez.pptx | |
File Size: | 18 kb |
File Type: | pptx |
chavez.docx | |
File Size: | 6 kb |
File Type: | docx |
The other significant wall of text, flood of words that I created in this class was a thing where we were asked to write about the hierarchy and the levels of power in our school, and throughout the school's place in government. It was under the same teacher, Chavez, before he retired in the middle (?) of the year. I also drowned out the sound of all resistance in a low murmur of a thousand words this time too. Only less, because there is less stuff to say.
The history behind this is that we were learning from the book, and one of the things was organisations. Then we were doing something on hierarchies, and one day he's like, hey! we're going to do an essay and graph the hierarchy in pyramid form. So that's what I did.
Again, you see my unique synthesis of information into new facts and yet more things to say this time too. I looked on the internet for a lot of this information and also had to use my notes cause I tried and failed to get any people to explain to me how the school worked (not that they looked busy or anything -_-, but I assume it cuts into important time). I think we even had to have individual people's names, so that's another reason why it was important for me to take notes.
As you can see. this is also pretty long.... Uh. I learned a bit more about the organisation of the school and its place in things, which is certainly new, and I probably wouldn't have known about otherwise. A lot more. Does anyone even care about the California School Board and District School Boards and District Superintendents? ;_;
I also practiced words and how to make basic shapes in PowerPoint. Aside from that, I also reflected positively on the importance of bureaucracies and schools and the trappings of the topic to further extend it, which is a means to improve commentary, critiquing, editorials -and typing.
I also liked this one. No one reason for it. I just like it.
No development or improvement at all, I just like it. Because of, not for the lulz.
Uh, there is excellent use of words and it describes a large array of information succinctly. It is clear that it has been thoroughly researched and there is much obscure information on it. The format is passive yet still interesting and effective (if you have an interest in school hierarchies). It also has all the information you'd ever need on school hierarchies. Ever. But mostly because it's so pithily inconsequential.
Unless you're writing a book. >:( Please don't. I would know. The world certainly has a better use of your time. Is boring.
click here to go back to index.
The history behind this is that we were learning from the book, and one of the things was organisations. Then we were doing something on hierarchies, and one day he's like, hey! we're going to do an essay and graph the hierarchy in pyramid form. So that's what I did.
Again, you see my unique synthesis of information into new facts and yet more things to say this time too. I looked on the internet for a lot of this information and also had to use my notes cause I tried and failed to get any people to explain to me how the school worked (not that they looked busy or anything -_-, but I assume it cuts into important time). I think we even had to have individual people's names, so that's another reason why it was important for me to take notes.
As you can see. this is also pretty long.... Uh. I learned a bit more about the organisation of the school and its place in things, which is certainly new, and I probably wouldn't have known about otherwise. A lot more. Does anyone even care about the California School Board and District School Boards and District Superintendents? ;_;
I also practiced words and how to make basic shapes in PowerPoint. Aside from that, I also reflected positively on the importance of bureaucracies and schools and the trappings of the topic to further extend it, which is a means to improve commentary, critiquing, editorials -and typing.
I also liked this one. No one reason for it. I just like it.
No development or improvement at all, I just like it. Because of, not for the lulz.
Uh, there is excellent use of words and it describes a large array of information succinctly. It is clear that it has been thoroughly researched and there is much obscure information on it. The format is passive yet still interesting and effective (if you have an interest in school hierarchies). It also has all the information you'd ever need on school hierarchies. Ever. But mostly because it's so pithily inconsequential.
Unless you're writing a book. >:( Please don't. I would know. The world certainly has a better use of your time. Is boring.
click here to go back to index.