JC3

 Period 3-4 11/19/08 Submarines, new technological weapons designed for underwater combat, were extremely useful in naval combat during WWI and were even able to create a name for their own battle tactics: Unrestricted Submarine Warfare. By introducing new battle tactics, utilizing new underwater weapons, and ultimately increasing the need for “Allied shipbuilding” (Winter, 86), submarines definitely played a huge role in the war. The submarine, or “[|U-boat]” as they were called during WWI, was useful because there was no battleship before it that was able to completely submerge underwater. Before submarines were introduced, war among the seas was rather simple: the opposing force would be expected to warn the enemy of open fire before they could actually strike in order to allow time for preparation of battle; however, [|Unrestricted Submarine Warfare] would change the tradition and simple nature of naval combat. WWI submarines were able to revolutionize modern warfare with their predator-like striking tactics. The use of submarines during WWI introduced new battle tactics to modern warfare. According to J.M. Winter, few of the weapons during WWI were as hostile as the submarine in battle, and because it was so threatening in the seas, the existence of submarines led to a quick disappearance of surface vessels; most above water battleships were useless against submerged submarines (86). The reason for the great threat that submarines produced during the war was because of the ‘Unrestricted’ part of Submarine Warfare. Started off by Germany, submarines attacked and sank not only battle ships but also merchant ships without warning. The sinking of the Lusitania, an innocent passenger shipmedia type="youtube" key="ShOHb67h4Qc" height="349" width="425" whose sinking was thought to have led to the involvement of the U.S. in the war, would be a great example of the effectiveness of Unrestricted Submarine Warfare (History Learning Site, 2008). Concealed under the water, submarines were underwater “Castles of Steel” (Massie, 880), and these underwater castles had the advantage of surprise attacks without easily being detected. Going against the previous rules of wars at sea, German ‘U-Boats’ sank allied merchant ships without warning and killed innocent people; however, this seemingly unfair tactic proved efficient in fighting against the strong British navy (Encyclopedia Britannica, 2008). Throughout the second half of WWI, submerged launching of torpedoes became an official rule of Unrestricted Submarine Warfare; however, although submarines were advantageous underwater, they had to remain undetected, they were useless against large fleets of battleships and convoys, especially if they surfaced above the water. Submarines, without a doubt, were deadly weapons, but even these underwater ‘Castles of Steel’ could neither change the course of WWI nor save Germany from defeat (Winter, 87). Another important aspect of submarine warfare during WWI was the weaponry used for underwater combat. Submarines today have a very wide range of weapons, but the submarines used during WWI mainly utilized underwater ‘torpedoes’, mines, and deck guns which were used for defense when submarines surfaced (World War One, 2008). Although the countries at war had strong battleships for open sea combat, the torpedoes of a submarine underwater were deadly for any lone battleship. The average WWI submarine, being about 200ft in length, had a rear torpedo tube, electric motor chamber, engine chamber, control room, and living quarters (Winter, 87). Even amongst all these different chambers, the submarine was armed with a main torpedo chamber for firing, mine tubes, and a deck machine gun, which was newly introduced in WWI (Winter, 87). Submarines were most dangerous for unguarded merchant ships out in the open to be nailed by a self-propelled torpedo, which was almost undetectable. Mines were also very useful in getting away from other submarines or battleships. By leaving behind these deadly [|underwater bombs], submarines would be able to get away safely with the enemies being unable to pursue (Winter, 87). The mines would also work as extremely dangerous traps to enemy ships. Although Germany was the first to utilize submarines as weapons during WWI, the development of submarines among other nations quickly rose due to the threat submarines posed against surface vessels on water (Winter, 86). This led to the development of [|convoys] and large fleets as [|anti-submarine] precautions that ultimately led to German defeat even in the seas. Unable to fight against large groups, submarines were useless against convoys, which were groups of ships moving together in order for protection (Winter, 87). Along with fear of convoys, another weakness was found for the submarines; even the ‘Castles of Steel’ could not fight against airplanes that could freely open fire into the water without being threatened by the hidden water-dwellers (Massie, 880). By discovering the weak points of U-boats, the Allied powers were able to form a greater effort in fighting against the submarines together and pulled Germany into a war among the seas it could not win. With their many strong points, advantages, and weaknesses, submarines revolutionized combat at seas during WWI and introduced new tactics and weapons. Submarines today fight on much larger scales with new war technology, such as nuclear weapons and missiles (American History, 2008). Utilizing their underwater prowess, submarines are sent on stealthy missions requiring complete concealment from enemy detection and successfully hitting their targets or objectives (American History, 2008). Without a doubt, even today, submarines are among the most threatening weapons out in the seas with even deadlier weapons than those used in WWI and wreaking havoc in the water. No battleship would want to encounter an enemy submarine in open waters.

Bibliography Winter, J M. "Submarine Warfare." The Experience of World War I. New York: Oxford University Press, 1989. 86-7.

“Massie, Robert K. Castles of Steel: Britain, Germany, and the Winning of the Great War at Sea." Kirkus Reviews. 71.17 (Sept. 1, 2003): p1114. Literature Resource Center. Gale. Pascack Hills High School. 20 Nov. 2008 .

“World War I." Encyclopedia Britannica. 2008. Encyclopedia Britannica Online. 21 Nov. 2008 .

“The Lusitania." History Learning SIte. 24 Nov. 2008 .

“World War One, The Submarine.” World War One. 24 Nov. 2008 .

“Submarine Weapons.” Fast Attacks and Boomers. 24 Nov. 2008 .


 * Assignment: Do memories hinder or help people in their effort to learn from the past and succeed in the present? Plan and write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations.**

Memories and past experiences serve as a rail, a guiding support, for people in an effort to succeed in the present. People not only learn from the past, but the very act of going through something provides experience for a person who is to "move up the ladder of success and achievement". Some view failed experiences as a hinderance to future success. This is very untrue because history has a tendency of repeating itself, and in recognizing past failures, one can learn how to successfully approach similar situations in the future. An example of this is looking back in history to WWI. Sedition acts at this time allowed for the imprisonment of anyone who voiced an opinion against the president, or against the war. America recognized this shady time in its past, and instead of covering it up in a movement towards a more democratic nation, these acts were published in textbooks and taught to students. Americans saw the poor judgement of this situation and later with the war in Iraq, approached "patriotism" differently. With this present war, those adverse to the war are able to voice their opinions without fear of imprisonment or death. In seeing the undemocratic ways of an earlier era, America was able to recognize the bad and try to reform it. If the Sedition Acts had been forgotten then what is to say that they wouldn't come back? Remembering the failed times insures that improvement is possible. In my personal experience, I have found that the very act of living through something not only matures me, but also provides skills and knowledge. In remembering past events, I am able to use them as reference, and sometimes assurance. A personal example, somewhat juvenile, but also effective, is when my first pet died. I was devastated and wanted to just clear my mind of the event, but I didn't. After time, I recovered, but maintained the memory of this horrible tragedy. Later in life, another pet died. I looked back to that memory as a guide and learned from it that in time I would be fine and to just hang on. In this situation, a memory served as a reference and catalyzed in my personal growth and recovery. Memories, good or bad, assist people in obtaining success. Whether used as reference for guidance, or lessons on what not to do, past experiences can only offer a gap between the steps on the ladder of success. Forgetting the past can and will only erase experience and knowledge from a person and in affect hinder one in seeking achievement. In looking at historical repeats and personal events, it is clear that old memories can only aid in success.

Score of 4: Decent ideas, 'OK' syntax and grammar; some word were misspelled. Not enough evidence and experience is provided within the essay, and the writer does not have a wide variety of vocabulary involved.

Period 3/4 2/3/09

1879-1953 Joseph Stalin was the infamous dictator of Russia and the leader of the Soviet Union. Born on December 21st, 1879, Stalin was the fourth child in his family (Spartacus Educational, Par 1). The babies born before Joseph all died at birth, but Stalin survived; however, he had terrible health (Spartacus Educational, Par1). Stalin's father was a cobbler, so he did not grow up in a rich environment; in his younger years, Stalin actually participated in the revolution movement against Russia, so instead of graduating high school, he devoted his time in fighting against the Russians (Historic Figures, Par 2). In 1899, Stalin was kicked out of the Tiflis Theological Seminary for reading banned books. After being kicked out, Stalin worked by giving private lessons to middle school children (Spartacus, Par 5). After several months of working and struggling, Joseph joined the [|Social Democratic Labour Party]; however, he was arrested for coordinating a strike at a plant of [|Rothschild] (Spartacus, Par 6). Stalin came to power in 1924, after the death of Lenin by out maneuvering his political opponents and taking control of the government (Rise of [|Totalitarianism], Par 1). After succeeding Lenin, during WWII, Stalin created a pact with Hitler and persuaded Hitler to attack Poland and start WWII (Britannica, Par 16). After the end of WWII, Stalin saw the U.S. and Great Britain as his arch enemies. Later, Stalin became very paranoid and ordered the arrest of, in January 1953, mostly Jewish, Kremlin doctors on charges of medically murdering many Soviet leaders (Britannica, Par 20). Stalin is considered today as one of the most influencial leaders in world's history; however, his accomplishments were those of evil doings of course. Joseph Stalin died in March of 1953.
 * Joseph Stalin**

MLA Citations:

"**Joseph Stalin**." __Encyclopædia Britannica__. 2009. Encyclopædia Britannica Online. 05 Feb. 2009 .


 * "Joseph Stalin."** __Spartacus Educational__ 5 Feb. 2009 .

"**Joseph Stalin**." __Historic Figures BBC__ 4 Feb. 2009 .

Original HSPA Style Test: Directions: Today you are going to take part of the High School Proficiency Assessment for the Language Arts Literacy. The assessment contains different types of text and different activities. In the first part of the test, you will look at a picture and then complete a writing task. In this activity, you have an opportunity to demonstrate how well you can organize and express your ideas in written text. Refer to the Writer's Checklist of important points to remember as you write. Educators who read your writing will consider these important points when they read and score your writing. You will have 30 minutes to complete the writing task. Take a few minutes to think about the task and to plan what you want to say before you begin to write. You may use the prewriting/planning space to plan you text, but your prewriting will not be scored. **Only your writing on the lined pages of your answer sheet will be scored.** Do your best to make your writing clear and well organized. Keep you purpose in mind as you write and use your checklist. You must use. No. 2. pencil. You may either print or write your final copy. You may //not// use a dictionary or any other reference materials during the test. However, you may use the Writer's Checklist. If you finish before the time is called, review what you have written using the Writer's Checklist to read critically and improve what you have written.
 * Part I: Picture Prompt**

An ancient proverb says, "A picture is worth thousand words." Regardless of the artist's original intent, what we see in the picture can be very different from what others see. What story does this picture tell you? Use your imagniation and experience to speculate about what is happening. Then write your story.

Directions: In this part of the test, you will read a persuasive passage and then respond to the multiple-choice and open-ended questions that follow it. You may look back at the passage and take notes in the margin if you like, but you must record your answers on your answer sheet. You will have 50 minutes for this part of the test.
 * Part II: Persuasive Essay**

It's not quite __[|//Slumdog//'s tale of rags to riches]__ — more like shining maggots to Oscar gold. The path that led Japan to take its first Oscar in Best Foreign Language film at this week's Academy Awards started with the film's lead actor, Masahiro Motoki, contacting author Shinmon Aoki to quote a passage of his novel //Coffinman: The Journal of a Buddhist Mortician// in the actor's own travel diary. "Maggots are life, too," the passage, in the voice of the novel's protagonist, reads. "When I thought that, I could see the maggots shining." The rest, as they say, is histrionics. Two days after the awards ceremony in Hollywood, some one thousand people lined up at movie theaters in Tokyo's Marunouchi district to see the film for which director Yojiro Takita brought home an Oscar.//Departures//(//Okuribito//) is the comical and dramatic story of an unemployed cellist who finds work cleaning and preparing the deceased for burial. The film has already grossed more than $34 million in Japan since its September 2008 release. (The film is scheduled for limited released in the U.S. in May.) Sales of Aoki's novel, on which the film is based, have spiked, along with advance sales of the DVD. (__[|See pictures of the top 10 Oscar Dresses.]__) The win came as a surprise to many — and none more than Takita, the director, who hadn't prepared an acceptance speech. Not only was it the first time for Japan to take home two Oscars — the 12-minute //The House of Small Cubes// (//Tsumiki no Ie//) won for Best Animated Short — but both films were in categories never before won by Japanese films. //Departures// won an upset victory over the Israeli animated documentary //Waltz with Bashir// and the French entry //The Class,// the story of a Paris schoolteacher. The last time that a Japanese film was nominated for the category of Foreign Language Film was with //The Twilight Samurai// in 2003. //Samurai, The Legend of Musashi// won an honorary foreign language film award in 1955 — and two Japanese films were awarded in the same category in 1954 and 1951 — but that was before the 1956 establishment of the foreign language category. The turning point for //Departures,// which won the Grand Prix at the Montreal World Film Festival, came earlier this year, when the film won the audience prize at the Palm Springs International Film Festival in January. "For me that's a bellwether," says Japanese film critic Mark Schilling."A lot of the Academy members live in Palm Springs and go to that film festival. They liked what they saw. I thought they responded to the craft of [the film], and the quality of it." Sachiko Watanabe, a veteran film critic for 35 years, says Sunday's wins herald that the era in which Japanese films are judged with a sense of exoticism is over. "The fact that the Academy Awards recognized this is a big encouragement to the Japanese film industry," she says. Festivals like Berlin, Venice and Cannes have recently given more recognition to Japanese films, of which more than 400 were released last year in the domestic market. They now outnumber foreign films being shown in Japan, and increased competition in the film industry is slowly improving the quality of films and creating an environment for movies like //Departures//, to rise to the top. (__[|See pictures of Japan.]__) Despite a quiet opening in Japan, Schilling said he was fairly hopeful that//Departures//would win. "The film didn't have blockbuster written all over it when it was released, and I don't think the producers and distributors had great expectations," he says. "But word got out that it was more than a film for old people and it became a mass phenomenon in Japan." Takita, 53, got his start in adult films but, until now, is probably most remembered as the director of the 1999 film //Secret// (//Himitsu//), which was eventually reamde by French director Luc Besson. Takita beamed as he spoke upon receiving the Oscar. "This is a new 'departure' for me. And I will — we will — be back." he said. Perhaps this year is the harbinger of future Hollywood endings for the Japanese film industry. //With reporting by Yuki Oda// Directions: Write your response in the space provided on the answer sheet. 11. According to the author, it was a shock for many that Japan brought home two Oscar awards.


 * Decide and write about two reasons why you think it was surprising that Japan won an Oscar for the movie //Departures.//
 * From the information this passage provides about the movie, what factors of the movie made it worthy of an Oscar

There were many reasons why it was surprising that Departures won an Oscar. First off the director was not even prepared to accept the Oscar because he thought he wasn't going to win. Next a Japanese film hadn't won an Oscar 1955, so Yojiro Takita thought his film wasn't going to win. When in fact, it did. He also won an Oscar for his short film The House of Small Cubes. This is a great accomplishment for the nation of Japan. The judges for the best Foreign Movie Oscar saw Departures at a Montreal film festival, and loved it. It also won the audience award at the Palm Springs Movie festival as well. The judges liked the detailed quality and quality of the movie. The judges also gave the award to this movie to encourage Japanese movie makers. Although, claiming the Oscar was a shock, the under dog has to win some time.

12. Everyone has moments in his/her life that something unexpected, but good, happens.
 * What are some things that were unexpected but enjoyable or good that happened in your life?
 * Do you think that people assume that something won't happen if they they don't want it to, or is it really based on facts, whether they want something to happen or not?

Freshman year I was turning fifteen. I was really pumped to be in high school and could wait to be a year older. After my fall baseball practice my mom told me to go down stairs to get my laundry basket. I complained "Mom, I just had practice." She then sternly told me to go downstairs and to get my basket. I went down the stairs, turned the lights on, and SURPRISE! All of my friends were in my basement for a surprise party. I feel some people may feel that way, but I myself don't. I also think that people assume that they will get something because they want it, because they've been brought up that way. So its possible that people may be stubborn enough to assume something won't happen.

Directions: In this part of the test, you will read a narrative passage and then respond to the multiple-choice and open-ended questions that follow it. You may look back at the passage and take notes in the margin if you like, but you must record your answers on your answer sheet. You will have 50 minutes for this part of the test.
 * Part III: Narrative**

The afternoon grew so glowering that in the sixth inning the arc lights were turned on--always a wan sight in the daytime, like the burning headlights of a funeral procession. Aided by the gloom, Fisher was slicing through the Sox rookies, and Williams did not come to bat in the seventh. He was second up in the eighth. This was almost certainly his last time to come to the plate in Fenway Park, and instead of merely cheering, as we had at his three previous appearances, we stood, all of us, and applauded. I had never before heard pure applause in a ballpark. No calling, no whistling, just an ocean of handclaps, minute after minute, burst after burst, crowding and running together in continuous succession like the pushes of surf at the edge of the sand. It was a sombre and considered tumult. There was not a boo in it. It seemed to renew itself out of a shifting set of memories as the Kid, the Marine, the veteran of feuds and failures and injuries, the friend of children, and the enduring old pro evolved down the bright tunnel of twenty-two summers toward this moment. At last, the umpire signalled for Fisher to pitch; with the other players, he had been frozen in position. Only Williams had moved during the ovation, switching his bat impatiently, ignoring everything except his cherished task. Fisher wound up, and the applause sank into a hush. Understand that we were a crowd of rational people. We knew that a home run cannot be produced at will; the right pitch must be perfectly met and luck must ride with the ball. Three innings before, we had seen a brave effort fail. The air was soggy, the season was exhausted. Nevertheless, there will always lurk, around the corner in a pocket of our knowledge of the odds, an indefensible hope, and this was one of the times, which you now and then find in sports, when a density of expectation hangs in the air and plucks an event out of the future. Fisher, after his unsettling wait, was wide with the first pitch. He put the second one over, and Williams swung mightily and missed. The crowd grunted, seeing that classic swing, so long and smooth and quick, exposed. Fisher threw the third time, Williams swung again, and there it was. The ball climbed on a diagonal line into the vast volume of air over center field. From my angle, behind third base, the ball seemed less an object in flight than the tip of a towering, motionless construct, like the Eiffel Tower or the Tappan Zee Bridge. It was in the books while it was still in the sky. Brandt ran back to the deepest corner of the outfield grass, the ball descended beyond his reach and struck in the crotch where the bullpen met the wall, bounced chunkily, and vanished. Like a feather caught in a vortex, Williams ran around the square of bases at the center of our beseeching screaming. He ran as he always ran out home runs--hurriedly, unsmiling, head down, as if our praise were a storm of rain to get out of. He didn’t tip his cap. Though we thumped, wept, and chanted "We want Ted" for minutes after he hid in the dugout, he did not come back. Our noise for some seconds passed beyond excitement into a kind of immense open anguish, a wailing, a cry to be saved. But immortality is nontransferable. The papers said that the other players, and even the umpires on the field, begged him to come out and acknowledge us in some way, but he refused. Gods do not answer letters. Direction: Write your response in the space provided on the answer sheet. 11. The author of the passage is writing in the point of view of someone watching, third person.

The author would likely be sitting behind home plate or in center field, where the ball was hit. Even though the main character was in fact sitting on the third base side sitting in center field or behind home plate would have given him an interesting look of the ball.
 * The author describes a scene with the words "From my angle, behind the third base, the ball seemed less an object in flight...". Where do you think the author was watching from?

12. Have you ever had a last moment for anything in your life? Describe. I have, playing baseball ironically. It was my last game in recreation baseball. I was in sixth grade and my team was the yankees, my favorite professional baseball team. I was pitching for my team and we were battling it out with my best friends team, the cubs. The game was tied in extra innings. Bottom of the ninth, no outs, and a man on base, I came up to bat. My best friend is pitching against me. He throws two balls, and then two strikes. He then throws another ball. So the count is three and two, the pressure was on. He delivers a pitch low, about knee height. I swing, and the ball sails in a towering arch. It went so high I couldn't see it. The ball then came back into my view, hitting the net in center field. A walk off home run! It was my first, my only one, and it happened in my last game of little league.

The organization Core, which stands for the Congress Of Racial Equality, was established in 1942 in order to maintain civil rights in the United States mainly for blacks. Core was founded by a group of students from the University of Chicago. Many of the founders of Core were followers of "Ghandian" principles and believed in non-violent protests. Also, in 1968, Core become the first official Black Organization in U.S. history to ever draft a bill introduced to congress. Currently, the main headquarters of Core is located in NYC.
 * Core**

Justin Choi Period ¾ 5/4/09 The Hippies Movement There are many factors to consider that led to birth of hippies; however, the main cause is probably related to the lack of discipline. The parents of children born during the 1940’s and 1950’s began to believe that being strict and disciplining their children was bad, so the kids started doing anything that they wanted, which was listening to rock n roll music, sex, and drugs. Hippies were people who were tired of conforming with the ideal culture of the American life. The hippies mostly consisted of young white teenagers between the ages of 15-25. The hippie beliefs were against schools, churches, and the government because they believed that these things had corrupt and evil powers over them. Another part of hippie culture was that many of them began joining religions that were new to American culture such as [|Buddhism], [|Shivaism], and [|Hinduism], and drugs were a huge part of hippy culture too. Yes, they were rebellious and always went against the crowd; however, these things did not define the "Hippy Way of Life". Hippies were against the Vietnam War and supported “World Peace”. During the [|Vietnam War], hippies started protesting with signs to stop the war. The effects of the Hippy Movement can still be seen today. Many of their radical beliefs had a huge impact on the cultural diversity introduced to the U.S. during the Hippy time period. Almost all American families were Christian based before the hippies; however, because the hippies went against the standard ideals set by American culture, they took the first steps in accepting other cultures and religions and also introduced new views on war by exposing the terrible things that a war could do. Another area of American culture that the hippies had an impact on was music. The youth in the 1960's began listening to free style [|Rock n Roll] and blues that expressed their feelings better than classic and opera music. The lyrics of Rock n Roll music targeted rebellious teenagers who wanted to be free of their parents and the suffocating society around them.