jessica

===**Wednesday, May 18 (Double Period)** ===

1st Period: Open Note Quiz on 15 and 16 You have until 3:00 to finish quiz then we move into 2nd period.

Chapter 15: The Building where Jake Pickering's Office is located 1. [202-203] Cite one "Show" (Indirect) and one "Tell" (Direct) Description of the building. "the store front windows were dirty, and a lot of them had torn and faded summer awning folded back against the wall;" .."i walked up a few wooden steps that needed painting, into the recessed entrance, and pushed through a pair of heavy wood-and-glass doors into a vestibule lighted only by the daylight..." 2. [203] Cite the example of the literary technique of "foreshadowing" on pg. 203 "i asked where to find him, and he said "a question often asked, but seldom answered with any certainty." 3. [205] a. What kind of work is happening in the building? b. How is the building currently being heated? the building is going through construction? ..they are cutting the elevator shafts. the building is being heated from flue goes up through the wall, they are burning the old flooring. 4. [206] a. What floor is Jake's office on? the third floor 5. [207] Where does the door inside his office lead? the elevator shaft 6. [211-212] Cite evidence from text showing how Jake reacts when he discovers Simon drawing Julia's portrait again. "he lifted his arm to full length, and his lips parted to bare his teeth like an animal...he said "wait. stay here. wait and i'll show you." 7. [216] When Jake comes back, what has he done? he got a tattoo

Chapter 16 The Board Room Decision 8. [218-219] Describe 2 ways in which Simon thinks the people of the 1880's were different than the people of 1970 NYC. peoples similarities in peoples faces but didn't find any. peoples faces were animated. everyones expressions were about their surroundings. 9. [222-223] What went wrong with the Denver time travel experiment? when the guy went back it messed up some events 10. [four parts] What does Danziger think should happen with the Time Travel project [226-227]? How do Colonel Esterhazy and Rube Prien think they should proceed [226-229]? Who wins? What does Simon decide [233]? he is going to call it off because there is no calculations so they might mess up something from the past which messes up the present ..but they want him to continue and go back again ..colonel and rube won ..Simon agreed

may 11th

=== Partner Research Jigsaw: Choose a partner and decide who will research which topic:


 * Boss Tweed and the Tweed Ring
 * Inspector Thomas Byrnes

===
 * 1) Locate one non-credible source (aside from wikipedia), list it on your PP, and note which reason(s) from the "Credibility " page make it non-credible.
 * 2) http://www.philsp.com/homeville/CrFi/i0004.htm i said that this website was non-credible because it doesn't just focus on just this one person, also it doesnt look like it hasnt been updated in a while. i couldn't find the author to the website, or to the article about inspector thomas byrnes.
 * 3) Locate one credible source, cite it correctly according to MLA, and note which reason(s) from the "Credibility " page make it credible
 * 4) ://www.nypress.com/article-4773-inspector-thomas-f-byrnes-inventor-of-the-third-degree.html i think this is a credible source because this source is a source that a lot of people rely on, and it does have an author that is clearly stated. there is no typing mistakes and is updated frequently.
 * 5) Write a one paragraph summary of your topic on your PP.
 * 6) he was a very good policeman. he was irish. joined the police force in 1863. there was a important robbery that took him to the top once he solved it. retired 1895.
 * 7) Copy and paste your summary and your source onto your partner's PP (so you both will have background info on each topic).
 * 1) he was a very good policeman. he was irish. joined the police force in 1863. there was a important robbery that took him to the top once he solved it. retired 1895.
 * 2) Copy and paste your summary and your source onto your partner's PP (so you both will have background info on each topic).

may 3, 2011
===On page 128 (in chapter 10) Simon and Kate are in the Post Office (above), about to observe the mailing of the infamous letter. **Please re-read [//ahem//] pg 128.** On your personal page please complete the following assignment: 1) Compare and contrast the definitions of "connotation" and "denotation" (look them up if you need to). the difference of the definitions is that connotation is from a secondary word or source, and denotation is the primary. 2) Pg 128 is our first encounter with the character who mailed the mysterious letter. What can we learn about him through the author's use of vocabulary? Locate 3 vocabulary words which, through their denotations and connotations, give insight into his character:=== 3) Based on the above connotations and any other text from page 128, what is your initial impression of this character? that this guy has a very strong personality and that this guy seems determined about stuff. he doesnt really care about his appearance that much. he is mean and aggressive. 4) Summarize what happens on pg 130 on page 130, they were watching the guy in the street and he then realized that he didnt want to wait for a bus, there was no point. so he walks a little bit, and decides to take a cab home. he said it was to ride home in style. 5) Cite one quote from pg 130 and analyze what it tells the reader //about the significance that mailing the letter has for the character.// "home!" he said, his voice ringing out happy and exuberant as he reached for the door handle. "all the way home, and in style" this quote made me think about what page 128 was saying about how he was mean and how he had an aggressive attitude. but here, he is all happy and jolly and cant wait to get home. 6) What do Kate and Simon discover on pg 131? kate discovered a mini replica of a tombstone that she once showed him. 7) Based on where they found it, try to guess what this might be. (If you can't, at least write down where it was.) she found it near a light pole, near the snow Back in the Board Room...Chapter 11
 * word || denotation || connotation ||
 * belligerently || he is heavy set || that he doesnt care about his appearance ||
 * fierce || he has a sense of an agressive look || his personality is mean..or not friendly ||
 * imposing || he goes through people/ he forces on people || he is a strong person towards people ||

8) Please read the following description of what is commonly known as "The Butterfly Effect": In [|chaos theory], the **butterfly effect** is the //sensitive dependence on initial conditions//; where a small change at one place in a [|nonlinear system] can result in large differences to a later state. For example, the presence or absence of a butterfly flapping its wings could lead to creation or absence of a hurricane.  Although the butterfly effect may appear to be an esoteric and unusual behavior, it is exhibited by very simple systems: for example, a [|ball] placed at the crest of a hill might roll into any of several valleys depending on slight differences in initial position.

The term "butterfly effect" itself is related to the meteorological work of [|Edward Lorenz], who popularized the term.  The butterfly effect is a common [|trope] in fiction when presenting scenarios involving [|time travel] and with "what if" cases where one storyline diverges at the moment of a seemingly minor event resulting in two significantly different outcomes.

The phrase refers to the idea that a butterfly's wings might create tiny changes in the [|atmosphere] that may ultimately alter the path of a [|tornado] or delay, accelerate or even prevent the occurrence of a tornado in another location. The flapping wing represents a small change in the initial condition of the system, which causes a chain of events leading to large-scale alterations of events. Had the butterfly not flapped its wings, the trajectory of the system might have been vastly different. While the butterfly does not "cause" the tornado in the sense of providing the energy for the tornado, it does "cause" it in the sense that the flap of its wings is an essential part of the initial conditions resulting in a tornado, and without that flap that particular tornado would not have existed. ("The Butterfly Effect", wikipedia)

9) In Chapter 11, please summarize what Colonel Esterhazy calls the "twig-in-the-river" theory: 10) How does this compare to the "Butterfly Effect"?

april 12, 2011
** http://media-cdn.tripadvisor.com/media/photo-s/01/71/74/ce/dakota-building.jpg **

http://www.examiner.com/images/blog/wysiwyg/image/dakota2.jpg



listening from there podcast, i learned that the building was built by this guy named clark. the building was in the movie rosemary's baby and john lennon was shot. the building was built i think i remember back in the 1890's? it has a gothic look to it and not right away did people start to live there. yes it was mostly for rich people and people who flant their money. it has really nice hardwood floors.

bowery boys,. "dakota apartments and rosemary's baby." bowery boys, 05 oct 2008. Web. 12 Apr 2011. .

**april 5, 2011** characterization chart

april 4, 2011
-who did you live with? -did you enjoy that year? -how was your economical situation? -how good was the economy? -how was the school system? -how was your neighborhood? -who was the president? -what was one thing you enjoyed most? -how was the climate? -was it easy living?

march 23, 2011 jessica cornils
===Part 2: Write a 4 sentence reflection based on the pink slip activity, addressing **"Who Else is Hidden in the Picture? The role of the observer when trying to determine historical truth by analyzing primary source documents".** at first when i saw the picture, i only thought of what was in front of me and what it would be. but once we started about different inferences of what it could be, maybe it was something a little more than what is in front. which also connects back to how pictures don't always tell the truth. what we know as an observer, we put into the picture. Part 3: An Observer in Time The government has discovered a possible way for a person to actually go back in time to see for him/herself what actually occurred in history. They have to select the perfect candidate for this role. What would those qualifications be?===
 * Consider... || Describe ideal || Explain Why ||
 * Gender || male or female || because the gender doesnt have to matter ||
 * Background || be familiar with history || because so they could put the pieces together ||
 * Skills || deep thinker || they could try and have a deeper understanding of what is going on ||
 * Interests || have to love history || so they know a lot about it ||
 * Personal qualities/character || takes notes, pictures, records things, ask questions || so they get all the facts and info they need ||
 * Other considerations: || has a good interpretation on things with multiple persepectives on the world || because they are well rounded ||

**Photographs as evidence from the past: Do documentary photographs depict the truth?**
1.a. Look up the definition of “objective”: <span style="background-color: #ffffff; color: #ff6b00; cursor: default; font-size: 13px; line-height: 1.25em; margin: 0px; padding: 0px; position: static;">being the object or goal of one's efforts or actions. b. Look up the definition of “subjective": existing in [|the] mind; belonging to the thinking subject ratherthan to the object of thought c. In your own words, compare these two terms: what i think objective means is that being the result of something and for subjective, its the thinking of something or someone d. If you read an autobiography to learn about the past, is this an objective or subjective source? Explain: i think it would be a objective source because according to the definition, the autobiography would be talking about someone's accomplishments.

2. Analyze the following quote by answering a and b below: “Photographed images do not seem to be statements about the world so much as pieces of it.” a) Translate this sentence into other words: photos taken do not justify the whole world, they only show little examples in it. b) Interpret what this sentence means (hint: “…//do not seem to be//…” is key!) photographs do not seem to be what they always look as. meaning the picture may not tell you about the world.

3. Read the following text: “Historians often regard photographs as a critical form of documentary evidence that hold up a mirror to past events. Public and scholarly faith in the realism of the photographic image is grounded in a belief that a photograph is a mechanical reproduction of reality. Susan Sontag captured the essence of that faith in her monumental reverie //On Photography// when she wrote “Photographed images do not seem to be statements about the world so much as pieces of it.” And in arranging these pieces to form historical mosaics, teachers and scholars have rarely paused to submit photographs to the usual tests applied to other forms of documentary evidence. For example, we have been trained to factor in the subjectivity of the author when we read autobiographical writing. But when we encounter an historical photograph, “shot for the record,” we often treat the image as the product of a machine and therefore an objective artifact.” a. Summarize the main point(s) of that passage: photographs show mirror images of the world and reality. they help people with history and with pictures, people try to put the pieces together like a puzzle and see what they could infer based off pictures.

Text continued: “Since they are regarded as inherently truthful, photographs are frequently used to illustrate history textbooks. Publishers, not authors, usually select images to accompany history texts, and the images are used merely as illustrations and not as historical documents in their own right. As a consequence, today’s history students miss out on the opportunity to explore the fascinating visual dimensions of the past, to play detective with a mountain of photographic images that far outnumber traditional written documents. This essay seeks to lay out strategies for subjecting photographs to the same tests we apply to written documents when we use them as historical evidence. Exercising such scrutiny, students can bring to light the narratives hidden within images that are not always examined, despite our traditional belief that “a picture is worth a thousand words.” (from History Matters [] ) b. Summarize the main point(s) of that passage: photographs are a good way to learn. however today, these photographs take away the imagination of the students to try and come up with their own interpretation of history.

4. The above text states “…students can bring to light the narratives hidden within images that are not always examined…”. Brainstorm 4 or more questions a historian should ask (then research) in order to get at the “hidden narrative” within **//any//** photograph:


 * 1) what is the purpose of the position of the person/ object?


 * 1) what inferences can you make based off the setting?


 * 1) what's the first subjective thing that comes to mind?


 * 1) how can this picture interpret the text?



5. What is the “hidden narrative” within Jacob Riis’s photograph Bandit’s Roost? For help you can refer back to the website we used last time: [] i think maybe the hidden narrative of the picture is that they fight and try to keep their pride and dignity. they could be a family. people always try to attack the poor people so they have protection. maybe the poor people get attacked as well. jacob riis could have been in part of the poor part of the society.

6. So, describe the “truth” that documentary photographs depict (//in general-- not just that one photograph!//): the truth about pictures is that they are bias. meaning that pictures do not tell the full truth and that they lead the person looking at the picture in only one direction. therefore you have to deepen your thinking in order to try and get the whole idea.

DO NOT LEAVE; move your chair into semi-circle at the front of the room.

march 16, 2011
====1A. when i look at the picture, i notice that it looks like the guys are in a ally somewhere. its in black and white and there are two women in the picture. she is hanging out the window, there is also a little boy hanging out the other window. they all look like they are posing. the older men look like they are wearing hats. you see clothes hanging up in the back on the clothes line. it looks like it is somewhat during the day time. the street looks wet. one of the men is holding a stick. there are barrowls on the left side of the picture. its foggy at top.====

1B. "the daily life in the ally way"
====2A. based off what i observed, i think that these people are poor and this is the ally way that is between their houses. since the streets are wet, maybe they were washed, or it was raining out also because of the fog. or maybe the fog is from other things in their neighborhood like factories. based off the hats, they look a little fancy but their area doesn't look rich, so maybe they are wearing their best clothes. maybe they are poor.====

2B. "the poor area of the city after it rains"
====3. i think based off the caption the original author gave, its suppose to show a gang of people. after reading the caption, the man with the stick, looks like he is holding a bat and the guys facial expressions look like they are ready to fight. maybe what s/he wants us to see is that in their neighborhood, they are always fighting or maybe that it was not a safe area for anybody. so while the women and children stayed at home, the guys were out fighting and protecting themselves.====

4. http://www.google.com/imgres?imgurl=http://en.academic.ru/pictures/enwiki/74/Jacob_Riis_2.jpg&imgrefurl=http://en.academic.ru/dic.nsf/enwiki/44978&h=1416&w=1018&sz=267&tbnid=2Av-PzT9ouyxJM:&tbnh=265&tbnw=190&prev=/images%3Fq%3Djacob%2Briis&zoom=1&q=jacob+riis&hl=en&usg=__t13gZyN566XKoqy3XkCVasIrcXg=&sa=X&ei=XBSBTamWBou_gQea2a2CCA&ved=0CCgQ9QEwAA

jacob riis was a photographer and a journalist. he was born in denmark, and did a lot of work to help the less fortunate in new your city. before that, he was a policeman.