JS3

New Forms of technological advances were essential assets during world war one. Every country created different inventions in order to intensify their army. [|Militarism] was not only a cause of the war, but an important advantage to have. It would benefit their army and decrease death and casualties. In earlier forms of warfare, fighting was face-to-face and very upfront. Opposing forces would warn each other before attacking; and on fields men would slaughter each other with hand held tools. Bows and arrows were also used, but they too could only make such a diminutive difference. Catapults were the biggest weapon an army could own, yet they could easily be seen by the other side and weren’t very accurate. Today, many weapon ideas are still used in combat, however they have improved. The new [|technology] used in World War I had a major impact on the war itself by prolonging it. During World War One, new creations were made and used for attack and defense such as the [|machine gun]. The Germans crafted the machine gun in 1904 and distributed them to every regiment. It was an automatic gun that was designed to fire large amounts of rifle cartridges quickly, making it very effective in killing men. According to Revision Notes, “It could fire up to 600 bullets per minute.” (World War One Weapons- New Technology).” Not only is this quote accurate, but also it shows how it largely influenced the hefty number of casualties. However, there were some consequences in using this powerful weapon. The gun itself weighed about 30kg, and it required 6 men to use. During battle it would quickly over heat and would have to be cooled by water, which was sometimes scarce. It would also frequently jam, which could only be solved by having a line of guns for a decent attack. First World War states “A single machine gun is to be worth as many as 60-100 rifles: a more consensual figure is around 80” (Duffy Machine Gun in 1914). With a better-built gun, fewer men were needed, allowing armies to make some troops bigger where they were needed and the army itself more powerful. The [|machine gun], known as the “Weapon of Mass Destruction,” made a huge difference in firearms used in war. Gas masks and [|gas bombs] were another invention during World War one. The bombs were first filled with tear gas, which only temporarily blinded soldiers; however, Germans modernized them to contain poison. On April 22nd 1915, German troops released the first shells onto the French. Not knowing they consisted of deadly chlorine filled chemicals, they stood their ground. The website, First World War also says “Within seconds of inhaling its vapor it destroyed the victim's respiratory organs, bringing on choking attacks” (Duffy). The gasping men were quick to fall to their deaths. Two other types of bombs were the [|Phosgene gas] and [|Mustard gas]; they would burn lungs and throats of men. In order to try to protect themselves, [|gas masks] were created. On May 30th 1915 an article was released in New York explaining the new invention. “The mask, which was invented by Signora Branca Bordoll, is made of gauze. The women of Bologna are already making large quantities of masks for the army,” said Senator Glacomo Ciamician (New York Times, Women Invents Gas Mask). As time went by, the masks were improved and built for all the troops horses. Many were dipped in chemicals such as sodium hyposulphite, washing soda, glycerin and water to help fight against the harmful ones. Even though protection was made, not all of it them were effective and the bombs still killed thousands. Not all inventions were used on land; some were used for other methods of war. The [|submarine,] also known as a U-boat, was brought to the world by Germany shortly after the world war began and was used in their navy. They were armed with torpedoes and would attack Britain ships without warning. They traveled in small groups as they took out their targets and scoped the seas. “These three vessels were hit by torpedo and sank in less than an hour, killing 1,460 British sailors” (U-Boat ware fare at the Atlantic in World War I). This quote explains how very useful and highly effective they were. As the war went on they continued to attack. Not only did they kill soldiers, but also sunken ships lost many supplies and weapons. These cargo boats shipped over to help European troops. Submarines were also used to blockade Britain. Many weren’t allowed to enter and would be threatened. Germany broke many rules of  [|sea warfare] such as attacking without warning. On May 7, 1915, a British ship, which had American civilians aboard, was taken down by the u-boats because of suspicion of weapons. This angered America and later became one of the reasons to why they joined World War 1. The submarine, a very dangerous but successful vessel, was unleashed during World War I, and it was very helpful to navies._ A lot of technology we use today originated from World War I. [|Weapons] were made much more efficient and gave armies many advantages. It also affected the amount of men that was lost. Now with stronger artillery, making an impact was a lot easier. It also changed they way the U.S. fought in seas and the air. I think that War is always looked at from a bad point of view, however no one really thinks about the rewards it has given us. Long-range developments were made, allowing soldiers to fight at greater distances. The ideas, machinery and skills that were constructed were ones that would affect us in years to come.

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Works Cited Duffy, Michael. “Weapons of War: Machine Guns.” First World War.com. 2007. 24 Nov. 2008 . “Military Technology and War Tactics.” German Notes. 2008. ZapZero.com. 24 Nov. 2008 . Pendergast, Tom, and Sara Pendergast. “Technology.” World War I Almanac. Ed. Christine Slovey. N.p.: Tom Romig, 2002. 137-153. “World War One Weapons - New Technology.” Revision-notes.co.uk. 2003. UK Learning. 24 Nov. 2008 .

__America in the !920's A [|flapper] became a famous term in the 1920’s. They were young girls that didn’t follow the natural tradition of women presentation. Women were often seen as the housekeepers. They took care of the kids, cooked, cleaned, and stayed mostly indoors. However, in the 1920’s their appearance, personality and views changed. They became known as the [|flappers]; women would spend their time listening to jazz and going out to clubs. They were more comfortable with sex, smoking, drinking and driving. No longer locked within their doors, they were able to explore and express themselves in a different way. Some rode bikes and attended petting parties. Petting Parties were events in which large groups of women and men got together to interact in a sexual way such as hugging and kissing. Although the flappers enjoyed their new manner, older women didn’t. They thought the girls showed unacceptable female behavior by the way they dressed and acted. Not only did the new modern woman’s mind change, but their looks did too. Before this new era, women wore their hair long, used conservative makeup, and covered a lot of their skin. [|Flappers] however, wore short hair; some styles were ones such as the bob cut, shingle cut and Eaton crop. It exposed their ears and usually consisted of fancy curls. They wore straight waist shirts and short skirts, exposing a lot of their body. They lost the idea of corsets, but flattened their breasts with more comfortable materials to allow them to dance easily. The women also wore a lot of make up. They were usually seen with a lot of eye shadow and blush to individualize themselves from others. The Flapper girls in the 1920’s changed the way women looked and acted.
 * Flappers**__

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 * 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.

This essay should earn 5 points. It is very descriptive and uses good vocabulary. It asks question which drags the reader in. Not only did they use an example that everyone would know about like an important event in America, but personal experience too. It is well organized and the writer stayed on topic. It was easy to understand and demonstrates variety in every sentence; there is also good grammar usage. However, its not a perfect score because there is room for improvements. For example, their opening sentence wasn't as strong as it could be, and didn't really introduce their topic as direct as possible. There are also some spelling errors.

Francisco Franco
1892-1975 Francisco Franco was born in El Ferrol Spain on December 4th 1892(Spartacus Educational, Paragraph 1). He was the son of a naval post master and graduated from [|Toledo]Military Academy in 1910 (Spartacus Educational, Paragraph 1). Franco was the youngest high rank officer in the Spanish Army and led many important battles during the [|Spanish Civil War]. Once he became a general he was ordered to put down a strike by coal miners in the Austria’s and later led a revolt against a popular front of the Canary Islands. He was also victorious when he led Morocco troops against Manuel Azana. During battles he would direct his troop to [|brutally kill] all the people in villages including men and women (More or Less, Heros and Killers, Paragraph 14). After the war ended and the nationalists had won against the loyalists, Francisco Franco was chosen to dictate the country. However, Franco was an Anarchist and didn’t believe in having a government, he wanted to make all the decisions for the country. He also believed in killing and mutilating prisoners. He wound up isolating Spain and created a law in July that gave him head of state for life. (Spanish Civil War, Paragraph 3) Many citizens of Spain weren’t happy with their new leader and protesting became a frequent problem. In order to try and stop the ciaos, he created a secret police force which also helped maintain his political power. Francisco Franco’s dictatorship lasted forty years, from 1939 to his death in 1975. When he died he gave [|Juan Carlos] the name of King which brought back monarchy in the country (Spanish Civil War, Paragraph 5). Franco was a power hungry man that wanted to make all the decisions of Spain on his own and didn’t care what anyone else thought. Works Cited “El Parlamento Espanol .” Aporrea.org. 12 Nov. 2007. Aporrea. 5 Feb. 2009 . “Francisco Franco.” Spanish Civil War. 5 Feb. 2009 . “Francisco Franco Bahamonde.” More or Less: Heros and Killers of the 20th Century. 13 Jan. 2009. The Lab. 5 Feb. 2009 . Simkin, John. “Francisco Franco.” Spartacus Educational. 29 Jan. 2009. 5 Feb. 2009 . “Spain’s Conservatives Back McCain’s ‘Snub’ of President Zapatero .” World Meet Us. WorldMeetUs.com. 5 Feb. 2009 . “Spanish Civil War.” Don Quijote. 2009. DQ Partners. 4 Feb. 2009 .

PICTURE PROMPT
PART 1

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 your 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 your purpose in mind as your write and use your checklist. You must use a No. 2 pencil. You may either print or write your final copy. You may //not// use a dictonary 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.
 * Directions:** Today you are going to take part of the High School Proficiency Assessment for 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.



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

NARRATIVE
PART 2

You Will have 50 minutes for this part of the test**.**
 * 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 make notes in the margin if you like, but you must record your answers on your answer sheet.

//From// "Hub Fans Bid Kid Adieu"
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.
 * by John Updike**


 * Directions for open-ended questions 11 and 12:** Write your response in the space provided on the answer sheet.

11. The narrator explains not only what happens to the baseball player but what is going on in his surroundings as he witnesses this event.
 * Identify two ways in which the author connects the baseball players experience to the experience of the viewers.
 * Did the crowds antics affect what was happening on the field? Explain your answer.

11. This narrative is about a Ted Williams, very talented, inspirational baseball player, who is playing his last game. The audience sets a stressful yet somewhat amiable tone, for they represent how the baseball player is feeling. Everyone in the audience knows that this will be Williams’ last time at bat, so they have the same sentiments as the infallible athlete. In the beginning, the audience’s cheering represents Williams’ love for the game that he has been playing for the majority of his life. Their silence shows how important this game is to Williams and how he is an honorable athlete rather than an ostentatious sell out. At the end, there is a variety of different noises coming from the crowd; this represents the confusion but fulfillment that Williams is feeling once he finally hits a homerun to end his career. The crowd did not affect how Williams played the game, for they were a representation of how he was feeling; however, they might have caused stress to the pitcher and other team, resulting in a better environment for Williams to end his career in. 12. This story is about a man ending his baseball career while making history.
 * Was there ever a time in your life where your outcome was better then what you expected?
 * How did you exceed in your goal and did it change the way you do things now?

12. The outcome of a situation is always unknown; however, there are cases in which the outcome is even better than one had thought. For example, going into a test I was completely stressed out, but I ended up getting a very high grade. This is similar to Williams’ situation on his last day as a baseball player. He might not have expected to get a homerun at his last at bat, but the outcome was much better than he had anticipated. By going into the situation with a positive attitude and preparing myself for what I was going to do, I was able to accomplish more than I ever thought I could. The famous baseball player had positive support from his fans, and he knew what to expect from his past games, so he had set himself up for success. Now, after accomplishing my goal, I know how to do so in other aspects of life, for I know how to prepare myself.

Narrative Answer:

11. In the narrative, the author talks about his experience watching Ted Williams’ last game. Though it was an exciting time for both the crowd and the baseball player, their reactions and emotion concerning his last game are completely different. It is hard to say that he connects their experience at all because they are so different. Updike describes the wild emotion of the crowd while stressing the player’s lack of excitement and enthusiasm. It was clear that the crowd’s antics had no affect on this player’s last game. Throughout the applause, cheering and rallying of the crowd, Williams still kept his cool and finished his last game as if it was like any other.

12. I’ve had many experiences where the outcome of my actions was better than I expected. For example. About a month ago, I had to present a slide show for my Molecular Genetics class for my midterm grade. This class has always been a huge struggle for me. I didn’t think I was going to do well at all, but I worked as hard as I could and applied my knowledge as best as I could to the presentation. After I was done presenting, I didn’t feel that I was going to get a good grade; compared to my classmates’ presentations, mine was mediocre. About a week later, I got my grade back to find that I had passed with a B. I was so surprised; I didn’t expect to do that well. I was proud that the outcome of my project was better than I expected.

PERSUASIVE
PART 3

You Will have 50 minutes for this part of the test**.**
 * 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 make notes in the margin if you like, but you must record your answers on your answer sheet.

Ask just about anyone. They'll all tell you they're in favor of equal rights for homosexuals. Just name the situation, and ask. They'll all say, yes, gays should have the same rights in housing, jobs, public accomodations, and should have equal access to government benefits, equal protection of the law, etcetera, etcetera. Then you get to gay marriage. And that's when all this talk of equality stops dead cold. More than half of all people in the United States oppose gay marriage, even though three fourths are otherwise supportive of gay rights. This means that many of the same people who are even passionately in favor of gay rights oppose gays on this one issue. Why all the passion? It's because there is a lot of misunderstanding about what homosexuality really is, as well as the erroneous assumption that gay people enjoy the same civil rights protections as everyone else. There are also a lot of stereotypes about gay relationships, and even a great deal of misunderstanding of what marriage itself is all about and what its purpose is. The purpose of this essay, then, is to clear up a few of these misunderstandings and discuss some of facts surrounding gay relationships and marriage, gay and straight. First, let's discuss what gay relationships are really all about. The stereotype has it that gays are promiscuous, unable to form lasting relationships, and the relationships that do form are shallow and uncommitted. And gays do have such relationships! But the important fact to note is that just like in straight society, where such relationships //also// exist, they are a small minority, and exist primarily among the very young. Indeed, one of the most frequent complaints of older gay men is that it is almost impossible to find quality single men to get into a relationship with, because they're already all 'taken!' If you attend any gay event, such as a Pride festival or a PFLAG convention, you'll find this to be true. As gays age and mature, just like their straight cohorts, they begin to appreciate and find their way into long-term committed relationships. The values that such gay couples exhibit in their daily lives are often indistinguishable from those of their straight neighbors. They're loyal to their mates, are monogamous, devoted partners. They value and participate in family life, are committed to making their neighborhoods and communities safer and better places to live, and honor and abide by the law. Many make valuable contributions to their communities, serving on school boards, volunteering in community charities, and trying to be good citizens. In doing so, they take full advantage of their relationship to make not only their own lives better, but those of their neighbors as well. A benefit to heterosexual society of gay marriage is the fact that the commitment of a marriage means the participants are discouraged from promiscous sex. This has the advantage of slowing the spread of sexually transmitted diseases, which know no sexual orientation and are equal opportunity destroyers. These benefits of gay marriage have changed the attitudes of the majority of people in Denmark and other countries where various forms of gay marriage have been legal for years. Polling results now show that most people there now recognize that the benefits far outweigh the trivial costs, and that far from threatening heterosexual marriage, gay marriage has actually strenghtened it. So, having established the value of gay marriage, why are people so opposed to it? Many of the reasons offered for opposing gay marriage are based on the assumption that gays have a choice in who they can feel attracted to, and the reality is quite different. Many people actually believe that gays could simply choose to be heterosexual if they wished. But the reality is that very few do have a choice -- any more than very few heterosexuals could choose which sex to find themselves attracted to. Additionally, many people continue to believe the propaganda from right-wing religious organizations that homosexuality is about nothing but sex, considering it to be merely a sexual perversion. The reality is that homosexuality is multidimensional, and is much more about love and affection than it is about sex. And this is what gay relationships are based on -- mutual attraction, love and affection. Sex, in a committed gay relationship, is merely a means of expressing that love, just the same as it is for heterosexuals. Being gay is much more profound than simply a sexual relationship; being gay is part of that person's core indentity, and goes right the very center of his being. It's like being black in a society of whites, or a blonde European in a nation of black-haired Asians. Yes, being gay is just that profound to the person who is. This is something that few heterosexuals can understand unless they are part of a minority themselves.


 * Directions for open-ended questions 11 and 12:** Write your response in the space provided on the answer sheet.

11. This persuasive essay discusses what a homosexual really is and how it is viewed by some people in society.
 * In what ways does homosexual discrimination relate to racism? How does it Differ?
 * How does the author show other peoples thoughts and opinions on homosexuals.

11. Homosexuals are a part of our society just like any other group, and with this difference come discrimination. In this aspect, homosexual discrimination can be related to racism. The struggle in the gay community right now is to make gay marriage legal. Minorities were forced to go through the same obstacles on their way to equality, for people who were different judged one another without any prior knowledge. White people treated black people like dirt for centuries because there was an automatic assumption that white people were superior. Just like the assumption that black people don’t have the brain capacity to read many years ago, people today assume that gay people don’t have a committed enough relationship to be married; “many people continue to believe the propaganda from right-wing religious organizations that homosexuality is about nothing but sex, considering it to be merely a sexual perversion.” There are differences in homosexual discrimination and racism though. Whereas black people were set to a lower standard because of their skin color, gay people are discriminated against for the sexual preference. This is a very important difference because it shows how our society has changed throughout the years. People disagree with gay beliefs, which – although it is still insensitive and judgmental – is a huge improvement from hating people for their appearances. Also, by discussing PFLAG and pride festivals, the article shows that there is sympathizing for homosexuals, whereas black people had few people to turn to for support in their time of need. 12. Many citizens have different views of in this American controversy
 * In your own opinion do you think gay marriage is an important issue?
 * Are you a support or against same sex relationships, why or why not?.

12. This article encompasses the beliefs of many people. For example, I agree with the idea of this persuasive essay, for it proves the other side wrong. I believe that homosexual relationships are no different than heterosexual relationships. Although sex plays a role in every relationship, it is not the foundation of a gay relationship; they are based on “mutual attraction, love and affection” just like a heterosexual relationship. Perhaps, if religious groups – people who think gay relationships are only for sex -- realized this, the homosexual discriminations going around would decline. For this reason, I am a supporter of same sex relationships, and gay marriage is an important step in society accepting this group of people for their personalities, rather than rejecting them for their sexual preferences.

The National Association for the Advancement of Colored People, or the NAACP, was founded on February 12th 1909 after a horrific practice of lynching in the 1908 riot of Springfield. It was created to secure of all people the rights in the 13th 14th and 15th Amendments. These Amendments promised an end to slavery, equal protection of the law, universal adult male suffrage and respect. They also wanted to ensure political, educational, social and economic equality to all races in the U.S. Its head advisors were white Liberals that included Mary White Ovington, Oswald Garrison Villard, (descendants of abolitionists) William English Walling and Dr. Henry Moscowitz. After a small meeting was held, 60 signed an agreement to support the group. Growing fast, the NAACP established branch offices in cities such as Boston, Massachusetts, Baltimore, Maryland and Washington D.C. Interviews on men and women’s views, magazine articles and reports spread the group’s popularity rapidly. By the 1950’s its main mission was created, which outlawed segregation in the country.

~Hippies~
[|Hippies] during the 1960’s changed the way many people viewed the world and their lifestyles. Members of this counter culture included young teenagers, high school and college students and people of the baby boom generation, who wanted to revolutionize the way they lived. A hippie’s existence revolved around peace, healthy eating, spiritual ways of life, drugs, sex, and love. They protested about civil rights, war, and culture views. They disagreed with the constant routines of normal people. Teens would gather in parks, fields and meadows, spending their whole day listening to rock and roll while smoking or having sex. The life of a counter culture seemed extremely laid back, fulfilling, entertaining, and cool. The Characteristics of a hippie were far different then the normal citizens of the country. Their [|wardrobe] consisted of sloppy jeans and homemade t-shirts, aviator sunglasses, beads, bandanas leather vests, and jewelry to show their contempt for fashion. There were no boundaries or rules to what a person wore, just as long as it wasn’t conservative and ordinary. Hippies wanted to spend their time enjoying what life gave them; they didn’t need technology or jobs, they only wanted to relax and enjoy the company of others. Drugs were often used to allow users to see the world in a different perspective. They used marijuana, ecstasy and acids that were newly introduced to their society. These substances weren’t seen as bad or harmful, just a way to experience feelings they never have before. Sex also carried a new outlook. Promiscuous sex with sometimes more then one partner was a huge characteristic of being a hippie. New studies showing what happened during sex persuaded people to believe that it was more fun and they became curious to experiment. They were able to do what they want without guilt or jealousy. In a world of peace and love, nothing seemed to break the new cultures of the [|hippies.] Many symbols were used in order to represent the new counter culture in the 1960’s. One that is still seen today is the peace sign, which stands for the campaign of nuclear disarmament and was against nuclear chemical and biological weapons internationally. Vibrant colors were also a huge part of the hippie lifestyle. They used all colors in-order to create a psychedelic effect. Tie-dye became famous during this era because it used a combination of colors and unordinary designs. Flower power became an important slogan, which represented non-violence ideology. As a way to display offense to the [|Vietnam War], teens would war flowers in their hair and on their clothes to show peace. Rock and roll, folk, and rhythm and blues were a huge part of the hippie life. They would spend hours sitting playing on the guitar and singing with others joining it. It allowed them to express themselves through music, using their voices as lyrics, and used beats to interpret moods. A huge event known as [|Woodstock] occurred from August 15 to August 18, 1969 in Bethel New York. 450,000 people g athered for music of famous singers and partied on a field. It was a huge success for the new counter culture. [|Hippies] were inspired by national and world issues which made them take action for change. The Vietnam War had a huge impact on this society; they believed that war wasn’t the proper way to sold problems. They protested for peace and tried to persuade the government to bring troops home. [|Hippies]took part in sit ins, gathered for speeches, and sang songs. One of the many events such as the one on October 21 and 22, 1967 when 35,000 anti-war protestors stood in front of the Pentagon to try and get their point across. They continuously fought for civil rights for all races and colors and would join with African Americans to stand up against the harsh reality of inequality. Many were also vegetarians who thought that eating animals was in humane and cruel. Hippies wanted an earthly way of life, to respect god’s creatures and treat each other equally. They enjoyed nature and stayed away from technology and a stressful life. Living in a commune did have its advantages. People could relax and enjoy life with others; they made peace with themselves and the world. They also experienced new ideas and listened to meaningful music. However, at times they did face discrimination for fighting against civil rights; the peaceful protest of the Pentagon they were blasted with tear grass that was hurtful and harmful. Many also lost their jobs and money because they would be out in the field all day. Today some of the 1960’s hippie ideas are still seen. Many people still use the peace sign for shirts designs and jewelry. [|Tie-dye] is often made for clothing because of its combination of colors and cool looks. The Hippies impacted the 60’s society greatly and created a different view on the world.