TM3

The technological advancements throughout World War I had a large factor in the winning sides of the war. All countries worked on increasing the power of their weapons. Compared the old weapons these new ones were the elite of their time. The new types of machine guns were just surpassing old rifles because there firepower could eliminate more people much faster then a rifle. Weapons, during this time, were not the only technology that was improving; many countries were introducing new kinds of vehicles for transportation, and for more destruction. Germany showed their machinery advancements in many ways, and one way was when they created their U-boats and created a lot of chaos. Theses new machines and weapons were able to help provide new protection for their countries, and helped enforce a lot of power throughout World War I. The power of a chlorine gas cannot be explained; in order to know its true power you must feel it. The 150 men that were at the [|battle of Ypres] on April 22, 1915 unfortunately felt the power of this deadly gas. When chlorine gas is inhaled then "people's lungs are succumbed to acute bronchitis, which congests their faces until they turn livid purple and the most intense pain," (Bosco 23 .) This pain sounds terrible and for all that had the unfortunate luck of being at this battle should be given some remorse. This death seems to be the worst out of any others, but even though their death was painful, the attacking side, the Germans, had a lot of success by using this technology. The gas attack was able to take out around 4 miles worth of enemy trenches (Bosco 23 ). This technology was very advanced but there was a major flaw. Unless the winds were in your countries favor then the gas can be deployed; if the winds were against you then there would be suffering on your side. Chlorine gas was not the only effective gas used in the War. Along with the chlorine gas, phosgene, and mustard gas was also used. They were both as deadly, and they in total approximately 1,250,000 people were killed from gas attacks (Trueman). The countries realized that these gas attacks were impossible to live through. There had to be a way to survive these attacks, and this is when the gas masks were invented. Before actual masks were invented, the soldiers would be given cottonmouth pads to try to repel the gas, but these were not very successful (Trueman). The British soon developed the sophisticated type of gas masks and they were used at the Battle of Somme, and they had a lot of success in repelling the gas attacks. (Trueman) During World War I there were some new kinds of guns being invented. The [|machine gun]was brought to new levels and was an extremely powerful weapon. Despite them weighing up to 60 kg they were still extremely effective. These powerful weapons could fire about 400-600 rounds in one minute, and another person fed them. They were usually fired in quick bursts instead of sustained because of their rapid overheating problem. (Duffy). These weapons had a lot more effect then a typical rifle. Only one man used the typical rifle at a time, but it could only fire a couple shots per minute. The machine gun would fire nearly 100 times the amount of bullets then the typical rifle. Machine guns were not only used on the ground attacks, but they were also mounted onto boats. Except the machine gun on the boat would be a lot larger and extremely heavier then the ground machine gun. They were extremely effective for the naval army and they fired a lot quicker then any of the other guns (NY Times 16). These guns were not only mounted on naval ships, but they were also put on another new type of technology, the[|tank]. Now tanks could be loaded not only with extremely powerful cannons, but also with a machine gun. The development of the tank was mostly from the stalemate battles that were happening throughout all of the trench warfare. Tanks could drive straight through all the barbed wire, and go through no-man’s land basically unharmed. The steel armor protecting it was basically the survival for the soldiers that were driving it. Tanks were not only effective at wiping out the enemy, but transportation was also a large contribution from them. They traveled at around 5 miles per hour, and they could carry up to 10 people (Duffy). This meant that more people could help cross no-man’s land and go into the enemy trenches to try and wipe them out. Not only was the infantry attacks going on, but there was a whole world of war going on in the oceans, with the new technology devolved by the Germans, the U-boat Germany had invented a new type of technology to try and eliminate ships that were on the Atlantic; these were called [|U-boats]. “Using submarine warfare, Germany tried to blockade Great Britain in, and starve them; Britain relied strongly on importing for both food and war industry,” (Dorrington). The U-boats were effective, but they were breaking the rules of war. The common rule between countries was that a submarine would surface, send a warning to enemy ships, and then sink them. Germany was just going on rampages of just blowing up every single ship. One of the ships they sunk was the Lusitania. This ship had approximately 1,198 people on it, including 128 Americans and nearly 100 children (Dorrington). This sinking was a contribution to the United States of America joining the War. The submarine warfare occurring at this time was a new type of war that nobody had experienced; it seemed much worse then trench warfare. Submarine war seems much worse because many people drowned and that seems like a bad way to die, and the people in the trenches would be shot and that is much quicker then drowning. World War 1 [|technology advancements]were successful for all the countries throughout the war. Many weapons were more harmful then the old ones; the amount of deaths that were also caused by these weapons was catastrophic. The new weapons were not the only modern day technology being invented at the time. Many new kinds of warfare were being invented, like trench warfare. This was when opposing countries would dig out trenches, line the outside of them with barbed wire, and basically shoot at each other, or they would try and gas the other country out of their trench. Even today, the weapons from that time are still used, for example the machine gun is still used in modern day, and we still have gas grenades and gas masks. The [|flamethrower] was also used during World War 1 and that was a new type of weapon nobody had seen. The advancement of technology was very successful for World War 1 and has helped us to this very day in any war our country goes to.

Works Cited Bosco, Peter. America at War, World War 1. Oxford, New York. 23-25. Dorrington, J. "Military Technology and War Tactics." German Notes. 2003. 20 Nov. 2008 . Duffy, Michael. "Weapons of War." 03 May 2003. 21 Nov. 2008 . "The Most Effective Gun." New York Times 10 Mar. 1889: 16. Trueman, Chris. "Poison Gas And World War One." 2000. 21 Nov. 2008 <[|http://www.hi][|storylearningsite.co.uk/poison_gas_and_world_war_one.htm]>.

Memories act as both a help and a hinderance to the success of someone. Many people advise you to learn from the past and apply those memories so that you can effectively succeed by avoiding repeating your past mistakes. On the other hand, people who get too caught up with the past are unable to move on to the future.
 * 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.**

Elie Wiesel's memoir Night perfectly exemplifies the double nature of memories. Wiesel, a Jewish man, suffered heavily throughout the Holocaust and Night is rife with horrific descriptions of his experience. These memories help to spread the view of what life was like. Through recounting these memories, Wiesel is able to educate world readers about the atrocities committed in hopes that the same blatant violations of human rights are never repeated again. Through reliving the Holocaust through his writing, Wiesel was inspired to become proactive in the battle for civil rights. Some would point to his peaceful actions and the sales of his book and label him a success.

Despite the importance of recounting such memories, Wiesel acknowledges the damage that memories can also cause. Following his liberation from the Auschwitz concentration camp, Wiesel was a bitter, jaded man. He could not even write Night until several years later. The end of the novel describes Wiesel's gradual but absolute loss of faith throughout the experience. His past experiences haunted him for several years, rendering him passive. It was not until he set aside his past that he could even focus on the future. Had he remained so consumed with the pain and damage caused in the past, he may never have achieved the success that he has attained.

Overall, Wiesel's experiences exemplify the importance of the past as a guide. Wiesel's past experiences helped to guide him in later life, but it was not until he pushed them aside that he could move on. To me this means that you should rely on your past without letting it control you. Allow your past to act as a guide, while making sure that you are also living in the present and looking to the future.

Evaluation- This essay deserves a 4. The essay is very short and the paragraphs don't have a lot of detail in them. The transition words are pretty good, and the vocabulary is strong, but there is not a lot of grammar or syntax in the essay.

Adolf Hitler was a famous German Dictator and is largely associated with Germany, and the massive murdering of millions of Jewish people. Hitler attempted to rise to power in 1923, when he attempted to overthrow the government, but the attempt was foiled and he was imprisoned for nearly a year (Historic Figures par. 3). The reason he came to power was because he successfully reformed the [|Nazi party] after he was released from prison, and they started rising in power. The Nazi party used “violence, to get his and Adolf’s messages across,” (Historic Figures par. 3). Hitler officially became a dictator in “January 1933 when Hitler became chancellor of a coalition government. He quickly took dictatorial powers and began to institute anti-Jewish laws,” (Historic Figures par. 3). Hitler quickly formed his alliances with Italy and this lead to the Axis of evil being formed. Hitler had a strong belief against Jewish people and many other kinds of races. In a book he wrote called Mein Kampf where he showed his true colors and displayed his distaste for the Jewish race. In this book he put the basis of his political views into. In 1923 Hitler made one of his most direct attempts to overthrow the government but he was unsuccessful (Historic Figures par. 3). Hitler made very aggressive moves as dictator of Germany. Hitler is one of the reasons World War II started, when he [|invaded Poland] in September 1939 (Historic Figures par 4). Hitler not only started World War II but he also made violent moves against many other countries. He declared war on the United States of America, and Soviet Union and invaded Denmark, Norway and other countries in Western Europe (Historic Figures par 4). Even the last actions Hitler did while he was still alive were aggressive as he [|committed suicide] on April 30th, 1945 (History Place par. 25)

Works Cited "Adolf Hitler." Spartacus Educational - Home Page. 05 Feb. 2009 . "BBC - History - Adolf Hitler (1889 - 1945)." BBC - Homepage. 05 Feb. 2009 . "Holocaust Timeline: The Rise of the Nazi Party." Florida Center for Instructional Technology. 05 Feb. 2009 . "How Hitler Died - TIME." Breaking News, Analysis, Politics, Blogs, News Photos, Video, Tech Reviews - TIME.com. 05 Feb. 2009 . "Invasion of Poland, Fall 1939." United States Holocaust Memorial Museum. 05 Feb. 2009 .

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. >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >>  The teenagers' gadget of choice, the iPod, has been banned by a Sydney private school because they lead to "social isolation". The principal of International Grammar School, Kerrie Murphy, said her decision to ban the palm-sized stereos, which can hold up to 10,000 songs, coincided with the international debate on how "people were not tuning into other people because they're tuned into themselves". She was also worried that students using iPods could not hear teachers, that the iPods put stress on ears when played at high volumes and were a security risk. "They allow students to avoid communication with others and may lead to social isolation or escape from our community," she told parents in a letter last week. Mrs Murphy said yesterday that significant numbers of her Ultimo secondary school's 500 students had shown up at the start of new year with iPods, presumably given to them as Christmas presents. "I think iPods are fantastic, they're brilliant pieces of technology but kids don't need them at school," she said. "It's important for kids to be talking to one another at school, socialising and being part of a community. That's why they come to school, to be connected." And she said parents had thanked the school for the ban, which requires students bringing iPods to school to place them in a locked drawer until home time. However, year 11 and 12 students are not so congratulatory and complained they had not been consulted. They said about 80 per cent of th eir classmates owned iPods or discmans and that most listened to them on the bus, at lunchtime and in the classroom because it helped them focus. "It puts me in a state of mind where I can black out everything else. It keeps me calm," Nick Stubbs, 16, said. "It's an individuality we have. The type of music we listen to says who we are." The students said the iPods did not make them antisocial. "There are two earphones. If people have music, you can go up and ask them" to share the music through the other earpiece, said a 16-year-old female student. However, Nick's mother, Julie Claessens, supports the ban and says that both iPods and mobile phones are an unnecessary distraction. "They can listen to it [iPods] out of hours like everybody else," she said. International Grammar does not ban mobiles, like some other private schools, but puts restrictions on them. The NSW executive director of the Association of Independent Schools, Geoff Newcombe, said iPods could distract students, impede their safety and stop them communicating with classmates. "It's an emerging issue for schools," he said. The executive officer of the NSW Parents Council, Duncan McInnes, said schools had a role to develop students socially as well as academically. "It's pretty useless if students plug out and listen to their own music," he said. But Sharryn Brownlee, president of the NSW Federation of Parents and Citizens Associations, said iPods were just the latest fad - following on from Walkmans and Tamagotchis. She said they should be allowed in schools as long as they were not used inappropriately or during lessons. "If you're sitting on the bus for an hour in the morning ... then you m ay as well have an iPod to keep you company," she said. The Premier, Bob Carr, announced on March 7 that public students bringing mobile phones to school would need parental permission, in a policy aimed at minimising bullying by text message. More than 10 million iPods have been sold worldwide since their introduction in 2001. They sell for as little as $149. The students and Principal disagree on multiple subjects. The Principal believes iPods make kids anti social and are security risks. Playing an iPod too loudly can damage one’s eardrum. The students think that the iPods actually improve social life, when they state, “There are two earphones. If people have music, you can go up and ask them.” The students also believe that the iPod actually helps them concentrate better. One student also states, “it's an individuality we have. The type of music we listen to says who we are.” The students also believe that iPods are a great tool when you have a long bus ride with nothing to do. iPods are simply a tool used to listen to music away from home. They cause nobody no harm, and should not be disallowed. Students should be allowed to bring iPods to school to listen to music in their free time. Periods such as lunch, on the bus, or before school are great times to use your iPod. It is true that iPods may be harmful to your eardrum, which is why students should not overuse and crank up the volume of the iPod.
 * 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.
 * **Part I: Picture Prompt 1**
 * **An ancie****nt 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 abou****t what is happening. Then write your story.** [[image:metallica-james-hetfield-kirk-hammet-live-on-stage.jpg align="center"]]
 * **Part II:** **Persuasive Passage**
 * 1) ===**The principal addresses points of why ipods are so disruptive**===
 * ===**What are the disagreements between the students and the principal in the ipod ban?**===
 * ===**Use 2 quotes comparing the arg** **uments of students and the principal**===
 * 1) ===**Communication problems always arise when the issue of ipods comes up**===
 * ===**Are kids losing there ways of communicating when they listen to music?**===
 * ===**Do you think kids are trying to be anti-social, or are they just attempting to relieve themselves from pressure of school?**===

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, an
 * __**Part III: Responding to Narrative Text**__


d the enduring old pro evolved down the bright tunnel of twenty-two summers toward this moment. At last, the umpire signaled 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 cla

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ssic 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.


 * 1) Williams never acknowledged the crowd after his legendary homerun
 * Do you think that Williams was a good sport by being modest after his homerun.

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I think Williams’s being modest was the right choice. Like a god, Ted Williams was praised by baseball fans, but he kept modest and did not respond to their praises. I think this gives Ted Williams a very sportsmanlike personality. The author states, “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.” I think his attitude for hitting his last homerun was completely appropriate. He turned down the umpires’s requests to acknowledge the fans support of his last homerun, but he refused. I think this made Ted Williams’s last homerun even more epic. 2. "Gods do not answer letters"
 * Descibe some ways he was modest after the homerun

I think calling an athlete a god is a perfectly normal thing. Athletes are not like us, they are physically much more capable. Even if we had the physical capability of being a professional athlete, we would most likely not be as successful as some of the great players of our time such as Ted Williams. Being an athlete takes above average physical and mental ability. Being in such a position of power takes a lot of concentration and can easily be taken away through bad choices. Players such as Alex Rodriguez have shown us how easily an athlete’s “reign” can be taken away.
 * Do great baseball players or athletes deserve to be called gods?

The name of the organization was the NAACP; the NAACP was founded in founded Feb. 12. 1909. The objective of this group was to try to eliminate racial prejudice, and to try and make the minorities have political, educational, social and economic equality. Some of the leaders that started this group were Mary White Ovington and Oswald Garrison Villard, William English Walling and Dr. Henry Moscowitz. William English Walling and Dr. Henry Moscowitz initiated the first meeting to d

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iscuss racial justice, and White Ovington and Oswald Garrison Villard were both leaders becuase they were abolitionists that also desired justice. The goal of the NAACP was to secure for all people the rights guaranteed in the 13th, 14th, and 15th Amendments to the United States Constitution, which promised an end to slavery, the equal protection of the law, and universal adult male suffrage.

The C.O.R.E was founded in 1942. The purpose of the C.O.R.E was to do non violent activities against segregation, such as Jim Crow laws. The C.O.R.E. made a peaceful march to Washington in 1963. After the march, Martin Luther King gave his famous I Have a Dream Speech. Members of the C.O.R.E often tried to oppose segregation laws and were acted upon with violence. Many black men and women were beaten, jailed, and/or killed because of their opposition to these laws

Hippies The counterculture was mostly consisted of hippies, and rebellious people of all ages. The culture was mostly people that were using music and alternative lifestyles to show that they did not want to listen to the culture that is expected. The [|hippies] were calm relaxed people that wanted to spread their oppositions around the world. They were a common style of the counter-culture as many people did not enjoy the 1950's and wanted a new style. [|Music], drugs, and making love was all starting to become common themes for people and that is how hippies made their impact on the life-style of the 1960's.

Hippies was a life-style that many people decided to live by in the 1960's. These people enjoyed listening to rock music, living through sexual relations, and they liked using [|drugs] to send them "to another world," which was just another state of mind they experienced from the drugs. A popular place that was attended by hippies was a concert called [|Woodstock]; it was a 600 acre property located in New York. Woodstock was a wonderful example of what the counter-culture was. At the festival everyone was using drugs, enjoying the music, and making love where all of this was common for this group of people. The common way of travel and sometimes living for this group of pe<span style="color: rgb(0, 0, 0); font-family: Arial,Helvetica,sans-serif;"> ople was by vans; these were not ordinary vans though because the hippies decked them out with "psychedelic colors." Another new statement the hippies were making was how they started making new names for each other. They had [|strange names] that were revolved around nature, for example sun, or rain.

Today many hippies still exist, and there are still people living in the counterculture. They are not a lost piece of our society, even though many of them are in their 50's or possibly 60's. It is not as easy as people think to be a hippie because they have realized the part of the social and moral value that they don't need anymore. These people are more t<span style="color: rgb(0, 0, 0); font-family: Arial,Helvetica,sans-serif;"> hen just drugged up rock enthusiasts, but they are a life-style that people used to let go of all that had happened to them during the 1950's. The life-style was clearly successful because many people went on to live like the hippies. Overall the style was great and was a good way for people to relax and stay mellow after a long decade from the 50's.