JP3

War utilizes many different supplies. These supplies have to be made and created for the armies. Three of these include guns, vehicles, and chemical gases. In past wars the choice of weaponry and travel didn’t change much. Occasionally a new gun or car would pop up to try and advance the war but nothing was so innovative then that of WWI. In 1914, a change was needed with [|9 different main countries fighting]. With so many soldiers ready to fight people started to think of diverse artillery, vehicles, and ways of killing. Before WWI, single-shot rifles, cars, and original warfare tactics were used. The near-end of 1914 was when the thoughts started coming into place. Chemical gases, tanks, and rifles were introduced to the militaries in this war. These created a different path for this war then the same old ones. New technology advancements for guns, vehicles, and chemical gases in WWI altered the war and fighting. Guns are very successful but can be improved at almost any time. Muskets were used in wars previous to WWI. Some new guns were introduced with the other countries having no knowledge about them. The Germans started using a gun so effective that the French officer was shocked. For example, “A French officer, who has just arrived wounded from the front … He says the gun uses a new and highly explosive shell, which has a most devastating effect … In all my experience I have seen nothing like it.” (New York Times, Germans Have A New Gun) In the beginning of the 1900s, muskets were used for the wars. Come WWI, a long-range, accurate [|rifle] was developed. A musket can only hit targets accurately 40-50 yards away while the rifle can hit targets accurately 100 yards away. This was a great upgrade for the soldiers to be able to stay further back while still hitting their enemy. Even though machine-guns were used before WWI, they reached scary new levels when used in the Great War. These weapons that fired 600 bullets a minute, which is equivalent to 250 soldiers with rifles, took down many soldiers. Later, they became known as “weapons of mass destruction”. The machine-guns created a battlefield so dangerous that a soldier couldn’t stand out of a trench for two seconds without being close to doom. Vehicles, large and useful, reflected off the gun advancements made in WWI. With better, stronger, and more accurate guns comes elevated vehicles; tanks were created for the Great War. The machine guns produced a place where regular cars weren’t the safest way to get around anymore. An idea that came to mind was that of a big, armored, car-like vehicle otherwise known as the tank. They were also known as [|“The Chariots of God”]. The tank was invented to move up on the battlefield while taking the enemy out at the same time. They weren’t very fast but they had armor and machine guns on them so they got the job done. The Little Willie and Mark I were the first tanks created. They were improved later on so that they would be more durable, carry more men, and move faster. Such as, “…by 1918 the Anglo-American Mark 8th could carry up to 8 men, and at the same time fire 208 shells and up to 13,000 bullets”. (Revision-notes) Cars weren’t booted off of the transportation group in WWI. The Napier was a popular car used in Germany, which usually carried about 6 men. When soldiers were needed taxis and lorries were often used to transport as many men as they could at once. Not only was there warfare taking place on the ground but also in the air. Zeppelins were used to drop bombs but they were big so airplanes played a bigger role then them. Many times opposing planes would get into fights in the sky. A German pilot nicknamed [|“The Red Baron”] won over 80 plane-fights in the air, which helped Germany from air attacks. Planes were useful for shooting down other enemy planes, possibly finding enemy locations, and even dropping bombs and gases on the soldiers. Gases were another approach to killing the enemy. These gases were first used in WWI. They made the [|battlefields so treacherous] that even breathing was hazardous for the opponent. The first to use the gases as a deadly weapon was Germany in 1915. They used a chemical called chlorine gas, which damaged the eyes, nose, throat, and lungs. It made it exceptionally difficult for the soldiers to advance anywhere. Two other gases used by the Germans later on were known as phosgene and mustard gas. These [|gases] burned the lungs of the soldiers leaving them to die in absurd pain. The French used chemicals as well; their form of gas called turpinite caused a paralyzed, painless death for many men. As described here, “The dead Germans are reported to have maintained a standing posture, and retained their rifles in their hands, so sudden and unusual was the effect of the new weapon. Instantaneous paralysis is said to have been caused by turpinite”. (Washington Post, Fumes of Shell Kill) These gases were especially effective because they took many lives, were unexpected, and hard to deal with. Some gases were used in the form of grenades while others were set off in the air. media type="youtube" key="47WL20G9U1Y" height="344" width="425" Not only were guns, vehicles, and gases advanced but also [|technology as a whole]. Radios and telephones were the main ways of communication. They were vital to soldiers in the trenches. Today communication has enhanced to email, faster mail, instant messaging, and cell phones. Worldwide communication has also improved greatly. Railroads became a great transportation for many items and men. They are still used today to commute people back and forth to their jobs. Ships started to become more equipped with machine-guns and armor; they were starting to get ready for any unexpected attacks. Now, ships are bigger and can bear attacks better then older ships. The chemicals used were beneficial in many ways. Deadly gases brought along gas masks. Presently, gases have been dismal because of new technology that allows the soldiers to survive them; gas masks were created so that the soldiers could withstand the gases more and not die as often. Machine-guns are obviously more enhanced now-a-days but in that time they were extraordinarily helpful. In our day machine-guns don’t overheat as much as they used to, for technology has made it possible to shoot more without getting too hot. The advancements caused more deaths, more men, and a longer war. War today isn’t the same because of even more updates on these supplies, but World War One could certainly be called “a war of technology”.

Works Cited "Fumes of Shell Kill." The Washington Post 26 Sept. 1914. ProQuest. 14 Nov. 2008 .

"Germans Have a New Gun." New York Times 3 Sept. 1914. ProQuest. 14 Nov. 2008 .

Stewart, Neil. The Changing Nature of Warfare, 1700-1945. London: Hodder Arnold, 2002.

Stokesbury, James L. A Short History of World War I. New York: HarperCollins, 1981. 161-62.

"World War One Weapons - New Technology." Revision-notes. 14 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.**

Interestingly enough, I fall in the middle of these statements. I believe that one should remember the past and learn from those events. However, I also believe that many bad memories harm the present and the future. The only way to continue, many times, is to forget and forgive. My brother, who is college, has proved to me the importance of getting good grades and actively participating in extracorrecular activities. These two ideas helped him to get into the prestegious college of the University of Notre Dame. His education there will allow him to have a prosperous career as an adult. Reviewing these facts and ideas has led me to believe if I do the same, I will have a similar promising career. Consequently, I have gotten good grades and have seen interest from many prestigious programs. Through my knowledge, I have learned that in many bad instances, time to forget is very important. Ireland, for example, had been persecuted for many hundreds of years from 1000 AD to 1900 AD. After being granted the Irish Free State, they attacked many parts of Britain for retribution of those many years of being oppressed. Consequently there has been on going hostility between the two peoples. This hostility has cost the lives of many hundreds of people. A quote once said, "Violence begets violence" is the perfect phrase for this warfare. The only way to stop the loss of life is to forget and forgive; start anew. Different situations require different actions to proceed in a positive manner. Many times, people are required to use both elements. For example, let's forget this part and concentrate on how to bring this positive part into light. Both of the ideas on remembering and forgetting have their reasons for existing and both are positive.

I would give this student a score of 3 for their response. They start off by saying that they are between both statements which means hat he didn't clearly take one side. His grammar isn't the greatest; a couple errors were found that were obvious and doesn't demonstrate mastery. His examples demonstrate clear evidence for his reasoning.

Adolf Hitler was one of the most powerful dictators to walk on this Earth. His morals while being a dictator wouldn’t be accepted today because he wanted an absolute [|Aryan race]. The desire for Hitler to be with his own race wasn’t insane but the fact tha t he wanted to kill everyone who wasn’t like them was. Associated with Germany, he started by joining a group called the Nazis, which was short for the [|National Socialist German Worker’s Party]. “By 1921 he was the unquestioned leader of what was now the National Socialist German Workers' Party” (BBC Par. 3). This wasn’t his peak of being in power though; his reign was still building. Hitler’s idea of overthrowing the German government in 1923 failed when he got thrown in jail for 9 months. While there, his memories and ideas started to gather with a book called [|Mein Kampf] as the product. He quickly got people to believe what he was saying and to follow by his side. Then he became the chancellor of a coalition government and started to show what he wanted (BBC Par. 4). Many anti-jew laws were set up by the party to insure that their anti-Semitic wants were being fulfilled. Hitler had a mindset that Jews, Gypsies, Homosexuals, and non-Aryans were the cause for everything bad; his people then started to believe in the thought as well. “Thus, Poles, Russians, Ukrainians, and other Slavic peoples, as well as "defective" and "asocial" Germans (for example, the mentally and physically disabled, homosexuals, and habitual criminals), would become Hitler's targets. The Jews, the racial enemy that Hitler regarded as the most unrelenting of all, headed this target list” (Holocaust Chronicle, 39). Eventually Adolf gained so much power and people that he began to enter his time of being a dictator. After all his commanding, [|speeches], and enforcing, about one million Jews died in 1941 (Holocaust Chronicle, 211). It is astonishing to think how much damage one man could do.

Works Cited

"The Aryan idea and Nazi-Germany." Danmarks Første Patriotiske Hjemmeside. 05 Feb. 2009 .

"BBC - History - Adolf Hitler (1889 - 1945)." BBC - Homepage. 03 Feb. 2009 .

"A complete and detailed definition of the Holocaust." Holocaust Remembrance, Sanctuary, and Tribute to Survivors. 05 Feb. 2009 .

"HITLER." Inter.net Canada : the alternative to large telecommunications companies. 05 Feb. 2009 <[|http://home.ca.inter.net/~giskhan/HITLER.html#2]>.

"Holocaust Chronicle." The Holocaust Chronicle. 05 Feb. 2009 .

Moot:net - creative and explorative christian activity in the city. 05 Feb. 2009 .

"Nazi Party (NSDAP)." __Spartacus Educational - Home Page__. 05 Feb. 2009 .

"The Rise of Hitler - Hitler's Book Mein Kampf." The History Place. 05 Feb. 2009 .

"TIME 100: Adolf Hitler." Breaking News, Analysis, Politics, Blogs, News Photos, Video, Tech Reviews - TIME.com. 05 Feb. 2009 .

HSPA

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 you 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 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 1: Picture Prompt**
 * 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 see. What story does this picture tell you? Use your imagination 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 make 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 2: Persuasive Passage**

**Drinking vs. cancer**
When it comes to your health, yesterday's wisdom can become today's myth faster than you can say medical research. And Wednesday looked like one of those wisdom-busting days. A huge British study,reported in the //Journal of the National Cancer Institute//, found that as little as one alcoholic drink a day increases a woman's risk of several cancers, including breast cancer. That seemed to trump findings, going back decades, that moderate drinking can be a benefit by decreasing risk of heart disease. Well, not so fast. There's strong evidence for both findings. And the best medicine for anyone ready to make a lifestyle change based on the latest research is to take a deep breath, read a lot more and call your doctor in the morning. The British study, far larger than ones done before, authoritatively confirms earlier studies showing a link between drinking and breast cancer. The British researchers asked 1.3 million middle-age women about their drinking habits and followed their health for seven years. A single drink a day, they found, increased the risk for breast, liver and rectal cancer. Women who also smoked had higher risks of mouth and throat cancer. But the authors did not calculate the effect on overall death rates. Other studies, going back years, have shown that moderate drinking — one drink a day for women, two for men — helps protect against cardiovascular disease, the nation's top killer. Some studies also show that moderate drinkers have the lowest mortality rates. So what's a health-conscious person to do? Recognize that occasionally, long-held medical beliefs are exploded by a single study. In 2002, for instance, a federal study of more than 16,000 women found that popular hormone-replacement therapy can do more harm than good. This revolutionized the way such drugs are prescribed, especially for older women. But that doesn't happen often. Medical research isn't simple. Nor are medical decisions. Findings conflict, at least superficially, but they also enlighten. Today, women at high risk for heart disease or cancer have better information than they did before to decide whether they'll have that glass of wine with dinner. They just need to decide which disease poses a bigger threat in their particular case. **Directions for open-ended questions 11 and 12:** Write your response in the space provided on the answer sheet. 11. The author uses many facts to support their ideas and beliefs about the topic. After reading this narrative, it has occurred to me that drinking does have a connection to cancer. The study by the British Researcher called for 1.3 million middle-ages women’s drinking habits. They then followed the women’s health for seven years after that. The studies showed that having one drink a day does indeed affect women and found that it does increase the risk for breast, liver and rectal cancer. With the new finding that drinking causes different types of cancer for women, past studies have shown the moderate drinking can protect one from cardiovascular disease, the nations leading killer. Women need to be very careful when drinking, for if they drink moderately it can protect from a killer; however, it can lead to others.
 * After reading the passage, do you think drinking has a connection to cancer? In what ways?
 * Compare how one drink a day for women helps protect against cardiovascular disease and how it also increases chances of cancer.

12. Drinking can be considered bad in some ways and good in other ways. Women, that drink alcohol at all, should continue with their drinking habits. Studies have shown that one drink per day protects from cardiovascular disease. A new study has shown that drinking also causes different types of cancer. Cardiovascular disease is the nations leading killer, which means that it is more deadly than liver, breast, and rectal cancer, which the new study shows that drinking can cause. “The authors did not calculate the effect on overall death rates.” This quote is talking about the study that talks about the new types of cancers that alcohol has been associated with. A person who gets cancer, can fight and survive through it, and since there has been no study on the death rate, it is not a very strong argument.
 * Do you think women should drink alcohol at all? Why or why not?
 * What steps can you take (men and women) to make the best of this situation?

**Part 3: Narrative Passage** **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. You Will have 50 minutes for this part of the test**.**

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

Updike seems to describe the night perfectly like it was a dream. 11. How does the author use figurative language to illustrate the game? Use two examples from the passage to support your answer.
 * Directions for open-ended questions 11 and 12:** Write your response in the space provided on the answer sheet.

Using figurative language in a narrative surely spices up the passage. Updike uses many similes and metaphors to describe the intensity at Fenway Park on the night of Ted Williams’ last at-bat. An example he used to describe the atmosphere is “…the arc lights were turned on--always a wan sight in the daytime, like the burning headlights of a funeral procession.” This that the spotlight was on Williams and all eyes were on him. Another metaphor he used was, “…crowding and running together in continuous succession like the pushes of surf at the edge of the sand.” This is just telling a bout the pure emotion going through the stadium at the time of his at-bat. The use of figurative language is the difference maker in a good and great narrative.

The way the author described it, it seemed like the perfect ending to Williams' season. 12. Have you ever had anything end perfectly quite like Ted Williams' career-ending home-run? Explain. Would you have enjoyed seeing this game with Ted Wiliams' last at-bat like Updike did?

Although nothing I have done in my life comes close to how Ted Williams’ career ending home run was, I’ve came close. In 7th grade, my basketball team was in the championship of our league. I was not the best on the team; however, I tried hard. Our team was down by two points in the final quarter of the game and a shot by me seemed very unlikely. The coach ran the play of me shooting the final shot, and too everyone’s disbelief, the ball went in and we won. This was nothing like Ted Williams though. I would have loved to be at the game and see history go down. Even if I wasn’t a fan of the Redsox, its always a pleasure for anyone to see any type of history go down.

The SCLC stands for the Southern Christian Leadership Conference and was founded in Atlanta, Georgia in January of 1957. The mission of the organization was to form an organization to coordinate and support nonviolent direct action as a method of desegregating bus systems across the South. Martin Luther King Jr. was the most well-known member of the conference and led the group as president up until he was assassinated. After that, Ralph Abernathy took over the conference and improved it up until 1977 when he resigned. Other presidents included Joseph Lowery, Martin Luther King III, Fred Shuttlesworth, and Charles Kenzie Steele Jr. The organization grew; it started to have more meetings and ideas to help push their campaign forward. Some goals the conference wanted to accomplish includes integration, the stopping of segregation, and equal rights for blacks. They achieved these goals by working hard to put together many protests, campaigns, and movements. One would happen to be The Albany Movement in Albany, Georgia in 1961/62; while it didn't get as much attention and freedom, it was one of the organization's first major non-violent movement. Another is The March on Washington on July 2, 1963. It was pushing to outlaw segregation nation-wide and was where Martin Luther King made his very famous "I have a dream" speech. One other was The Grenada Freedom Movement; this protest was when blacks were being treated unfairly in school so they protested school and got what they wanted. The protest ended only when a Federal court order said that the school system treat everyone equal regardless of race.

The time of the 1960s was much different than what the era of the 50s was like. People were starting to engage in music, travel, and drugs. This time was called the counterculture; the people participating in it were hippies. The hippies liked to relax, play the guitar, or smoke a cigarette. They wanted peace and harmony instead of war and controversy. Their lifestyle was laid back since they only wanted to listen to music, express their mellowness, and keep everything at peace. To keep themselves happy and calm, the hippies took several drugs such as [|LSD], cannabis, and marijuana. Many of them were college students that didn’t want the “ideal life” America was advertising; they were looking for change. The counterculture people created their own style of living that made an impression on America. People may not realize it but the [|hippies] should be accounted for many methods of living. They introduced ripped clothing, bandanas, the infamous peace and smiley signs, rainbow/tie-dye clothing, long hair, and the way to live free. One other thing the hippies emphasized on more then any other time period was love. People were in love more then ever during the 60s. They created the peace, love, and happiness that went on for years after years. People were enjoying themselves instead of being stuck in the same routine everyday. Their change was so different from the ordinary that many people wanted to switch and explore a new lifestyle. The youth of the hippies really came out when John F. Kennedy was inaugurated as the youngest president. He wanted the young Americans to get up and start participating in the new programs/reform of America such as the Peace Corps. When [|JFK was assassinated] in Dallas, Texas of November 1963, the youth was very upset and realized how bad violence was. This event brought out all of the peace, happiness, and love the hippies had inside. These people seeking harmony formed groups and movements. Some included were the Port Huron Statement, the American Civil Rights Movement, the [|Free Speech Movement] and the Massive Protest at the Pentagon. Blacks still didn’t have the exact same rights as whites so many young white people decided to protest. Several of the whites joined African-Americans to help get freedom and stop the injustice that was being put on the African-Americans. They protested in a non-violent manner to ensure they were doing nothing wrong. It worked eventually and made the government crack to [|give them liberty]. The [|TV set] was showing that the U.S. was going to war in Vietnam. The hippies were very anti-violence so they were appalled to hear such news. The peacemakers created symbols to protest the war; a flower was used to represent peace and love; a peace sign, an upside down Y with another line in the middle, showed that they wanted no one to go to war. A large amount of students met the Army and placed flowers in their rifles as a non-violent message to stop the war march. Many students held a protest at Kent State University with the police, National Guard, military police, and the army. The protest turned into horror as [|4 students were shot and killed] on the spot. This led to even more young Americans to join the protest and peaceful ways. More protests like this have occurred even after the 60s and 70s; hippies are still lurking around in today’s world.