11/29/17

Today in class, 11/29/17, we continued learning about what a framing narrative is, what a linear and non-linear narrative is. We went over what a framing narrative is again and how it is a romantic idea. It is a romantic idea because it relates to story telling and it is an homage to past writers. We then learned what a linear narrative which is a logical progression of events that goes in a chronological order. It goes by cause and effect. The story line goes in a straight line which is why it's called a linear narrative. Mr.Rivers then taught us about non-linear narratives. Non-linear narratives are more complex and there is more gray area in the text. Non-Linear narratives do not go in chronological order and some examples are breaking bad or interstellar.  We then talked about in our groups how chapter 4 of the Great Gatsby is a non-linear narrative because of Jordan's story. After that we had an assignment with our groups to analyze the modern parts of Jordan's passage in chapter 4.  In the modernists section we had to identify the pessimistic parts, the perception of truth parts, and barriers of wealth and status. Other groups had to identify the Romantic parts of the passage; which included nostalgia of the past, value of youthful innocence, and emotion as more important than reason. This could help us in the future in identifying the romantic or modernists parts of passages or books because if a book is a linear narrative than it is generally romantic and if it is non-linear than it is generally modern. It also helps us understand more about different perceptions and what people think about the same event.

11/28/17

Today in class we learned to apply close remaining skills to identify modern and romantic qualities. We also learned about framing narratives, which is a story within a story. For example, Frankenstein, Rip Van Winkle, The princess Bride. We distinguished that these stories are very romantic because it shows the value of stories/storytelling. It shows how the (inner) story affects the (outer) bigger picture. It also emphasizes on folk. We also distinguished wealth division, gut feelings, class, access to old and new money.

This connects to the real world because there is wealth division in America today. For example, according to an analysis that excludes pensions and social security, the richest 1% of the American population in 2007 owned 34.6% of the country's total wealth, and the next 19% owned 50.5%. Thus, the top 20% of Americans owned 85% of the country's wealth and the bottom 80% of the population owned 15%.

Class 11/28/17

In the beginning of class today we went over our 'I Will Be Able To's which would direct the class's discussion today. The most prominent one that we would be focusing on for the day was 'I Will Be Able To' apply close reading skills to identify modern and romantic qualities. We began with finding modern and romantic examples/influences in our Most Valuable Passage's from Mondays discussion. The first passage was, " Gatsby bought that house so that Daisy would be just across the bay." (Fitzgerald 78). The class was able to determine, essentially that, the excerpt was both romantic and modern. It was romantic because his actions were completely based on the emotion of his love for Daisy and that he doesn't care about the fact that Tom and Daisy are married. It also has modern influences however because Gatsby buying the house across the bay shows wealth/class divisions and it shows that Gatsby's money is allowing him to break through those divisions. The main concept however for the day was that out of all of these MVP excerpts was that the quotes, the majority of chapter 4, and the whole book itself were all part of a big framing narrative. Framing narratives are when a story is told inside of a story such as the book Frankenstein. In Chapter 4 of the Great Gatsby however the framing narrative was; F. Scott Fitzgerald who tells Nicks story who tells the reader what Jordan tells him about Gatsby/Daisy's past and relationship story. The discussion during this class period can be applied and connects to the real world very easily and clearly. In almost every book, article, newspaper, or any story you read there will be some form of framing narrative within it. Especially in mystery novels such as Sherlock Holmes or And Then There Were None. Additionally, close reading skills are very useful and applicable when taking a History, English, or Literature class in college where that will be required of you daily or when you are reading a article, excerpt, or document that you have to analyze for bias, evidence to support an argument in an essay, or simply wanting to understand what the author was writing about fully.

11/28/17

Today in class we applied some close reading skills to identify modern and romantic qualities to some passages from the Great Gatsby. Then we learned about framing narratives. We first looked at a quote on pg.78, "Gatsby bought that house so that Daisy would be just across the bay". The Romanticism in this quote is how Gatsby's actions were purely based on emotion and that Gatsby was ignoring the fact that Daisy was married. The modernist part is how he had the money to buy this house and that he has access to old and new money. the next quote we analyzed was "His voice was solemn as if the memory of that sudden extinction of a clan still haunted him. For a moment I suspected that he was pulling my leg but a glance at him convinced me otherwise". The romantic part of this is that Nick had a gut feeling that at first he was lying but when he looked at him, he changed his mind. The modern part is how after Gatsby's family died he got even more money. Another modern idea is how they are gaps in the truth and we are not sure exactly was happened. We then learned about what a framing narrative, which is a story within a story. A framing narrative is kind of a homage to the past and it is a very romantic idea. A framing narrative shows how the inner story affects the bigger picture. A framing narrative is around us all the time. First in books and movies, T.V and then in our everyday life. We hear stories about other people or places from someone else who heard from somewhere or someone else, etc. A framing narrative also can tell us how different people talk and what their perception of the situation is. 

Harkness Discussion Chapter 4 (11/27)

So today in class we had another one of our harkness discussions. And as it says in the title, it was indeed chapter four. Now a lot of important pieces of plot and knowledge come to light in this chapter. And there is also a completely different perspective instead of the main narrator, Nick. In our groups we discussed about these inquires further by bring up select passages and explaining them. The best conversation that was sparked over a passage came from the perspective of Jordan on page 73. Now I will not give you the quote for you to read I expect that you can actually pick up a book and find it your self but it talks about Daisy being obliviously drunk and saying that she doesn't want to marry Tom and she wants to call the wedding off. Now while she is doing this she is also ripping up a letter that we never learn who its from. So what my group was discussing was, did Nick leave out any unflattering evidence that might help up see a more clearer image? And who actually wrote that letter? For the first question my group and I all unanimously voted that Nick is 100% leaving something out because of the fact we have absolutely no reason to trust him and that he has lied to us before. And for the second question that was more discussed when the class came together as a whole, there was actually only one answer while in our group we had another. My group thought that yes this letter may have been from Gatsby, her secret admire if you did not know, or what we also thought is that it was actually from a old lover of Tom since we know he has a history of cheating and Daisy actually got her hands on. Now since we don't know this was highly argues among my group but as a whole, the class agreed it was Gatsby that wrote the letter.
Now stuff like this happens fairly often. Women almost all the time get nervous and panic a little before their wedding night, and even the guy panics! It's almost natural. But what isn't so natural is to get absolutely blackout drunk by yourself the night before your wedding and the day of your wedding. It does seem a little fishy. Now in today's standards,  the woman has equal say as the man and can choose to back out of a wedding if they want to and are not obliged to do what the man says. But back then, women could not if they wanted to or it was highly frowned upon. So Daisy really had no option then to marry him, plus who wants to upset a man with that amount of power. So Ladies, if you are 100% sure you don't want to marry someone, call off the wedding it will save you and the spouse so much pain.

Harkness Discussion 4

Today, November 27th, in class, we had a harkness discussion in our groups on chapter 4 of the Great Gatsby. My group had Ian, Finn, Sean, Luke, and me in it. We had 3 questions to discuss together. There was the class question, group question, and chapter question. The class question is "What is so American about this novel". The group question is "How does the text show the advantages of wealth and status in the USA? What is Fitzgerald’s tone about that?" . Finally the chapter 4 question was "We learn so much important backstory in this chapter--why do we have to wait 80 pages to find out the truth about the past? What affect does this have on our plot/themes/etc.?". In our groups we discussed for the chapter question that Nick, the Narrator had not mentioned the backstory earlier because he might not have known it. For the group question we discussed how Tom gave Daisy a $350 necklace and how Daisy might have married Tom just because he was rich. The class question we didn't really get to but I said this chapter had a scene which made it American because Gatsby received a Christmas Card from someone he once helped him out. After the group Discussion we chose the 2 most valued players in each group and they had a discussion in front of the class. In the class discussion everyone was able to bring up their opinions of the chapter and ask some very analytical questions. They talked about how Nick is a conceited guy and why he mentions the whole back story late in the book. We can relate to this to real life because this activity is teaching us analytical skills. The more we analyze, the better we are at it. This teaches us to read between the lines and see the hidden meanings or what's going to happen in the future.

11/20/17

Today we talked about perception, and how Nick lies by omission through his own perspective. He sees himself as a better person, but puts people down for doing the same things he does, such as lying, or getting drunk. We used quotes from a part of the chapter that showed Nick's insecurity and judgementalness. We also talked about how Nick embellishes parts of the story to make himself look good.
This can be applied to the real world because perspective is based on the person, and depends on their outlook and situation. If we can put multiple opinions and perspectives together, we can piece together logical fact about a situation. If we can stop emotion and insecurity from allowing us to lie, we can have a better understanding of a current situation. If we can put together multiple perspectives, we can connect a clearer truth and understanding in the world. By using perception to our advantage, we can eliminate bias and misunderstanding, which will aid in social graces, and possible promote political peace.

11/17/17

Today we continued talking about threshold. We applied our knowledge from the discussion yesterday to a Harkness today, where we talked about chapter 3, and how Tom and Nick's threshold values played a role in the chapter, and the small party. We wrote during the discussion about who was involved with what scenes, and how, as well as how their threshold levels connected them. We also talked about who had the highest and lowest threshold values.
This can be applied to the real world by taking our own threshold counts and applying it to interactions in a social situation and setting. If we can change our thresholds, we can eliminate social anxiety and become more fluid with conversation and interaction. The threshold measurements give us understanding of how to communicate with people based on their societal comfort level and how the correlate certain actions and words or phrases with positive or negative emotions.

11/16/17

Today in class we talked about how threshold values affect people. We listened to a podcast by Malcolm Gladwell talking about a basketball player and how he shot because he was influenced by who was around him, and another who was not. We took notes on how the podcast applied to Great Gatsby, and how Nick's perceptions were influenced by his "threshold value". We also talked about how Tom and Myrtle's threshold values limit them in their interactions, and stimulate vanity. 
This can be applied to the real world by determining our own threshold values, and adapting to change based on how they function. If we can improve our values, then we would be able to do more with less inhibitions. If we can take our own vanities and expunge them, then we can learn to work better as people. If we can judge other people based on their thresholds, then we can work against being scared of certain things that are judged by society.

11/8/17

Today is class we had one of our discussions about chapter 2 of the book The great Gatsby. In this chapter we finally meet toms mistress. She really lives up to the name by living in a run down disgusting area. Not only do we meet her but we meet another side of tom when tom drills the Mistress is the face and brakes her nose. This is a huge part in the book because it really shows how rich and powerful men can do anything they want. (second part) This relates to the real world because it shows that the rich and wealthy do what ever they want because they have money and power. Example of this is today is trump. I have nothing against him but hes the perfect example hes one of the wealthiest people in the county and is a bully who get anything he want. Hes the president now and that is crazy because he pushed and bullied his way to the top. He does what ever he wants and has no repercussion. Just like the character tom in the book.

10/2/2017

on this day we talked about the start of the romantic era and how it dates back to before the revolutionary war. romantics believed in spending more time in nature and that rules and regulations shouldn't be a thing. romantics differed from rationalist in many ways. rationalist believed in strict teachings and following rules. also, a rationalist think more systematically

10/6/17

during this day we talked about structural tools and when to use them. we also talked about the American dream along with romanticism and how the American romantics thought and how they lived. this helped us realize all the hard time for both the romantics and the rationalist. I personally see myself as a rationalist... how about you?

English 11/6

In class, we talked about new money and old money. this showed the difference between legacy and working for your money. This is important because it helped us determine the "ranking" or the character wealth in the novel The Great Gatsby. we had come to the conclusion that Tom was the richest. this helped determine who had the most power in the book. We also learned that tom has a mistress in the main city.

Symbols Literal and figurative(11-7-17)

Today in class we learned about symbols. But before we dove right into symbols we first differentiated(separated) symbols into Literal and Figurative parts. A literal term is something that directly represents a concrete idea. Think about if you cut your self and say "I am bleeding" this is literal because that is what is happening. I like to think of it as when you hear someone say something so blatantly obvious it hurts you. Figurative is the complete opposite of literal as in it represents an abstract idea. Like when someone says something along the lines of "OMG I am LITERALLY dying!!" Like. No. Stop. You are not literally dying you are figuratively dying. With this new gained innovative knowledge you now have gained the ability to be a little less unappealing in a normal conversation. Now going on to what we really went over in class today. A symbol is a literal object/character/action/place that also has a figurative meaning. In class we used the American flag for an example. Literally,(used correctly) this is a flag colored red white and blue with stars and stripes. Figuratively, it shows freedom, independence, and even the establishment of a country. The most important things that were gained from this lesson is, symbols are a combination of literal and figurative, and more importantly... SYMBOLS CAN BE INTERPRETED(I used caps to make sure if you are skimming this that you see this fragment).
Now onto the real world. Symbols are everywhere. Even if you cannot see them, they are there. From Lady Justice, to the book Animal Farm many things contain symbols and symbolism. Even color can be used as a symbol to display emotions and fortune. Picking up on symbols can be cool and help better understand what you are seeing or watching. Like in Animal Farm, if you do not understand that that is a symbol for communism then the whole book is a disturbing story of a pigs conquest of a farm going horribly wrong. And I cannot emphasize enough that symbols are everywhere; TV shows, movies, songs, books, etc. If any student is reading this I challenge you next time you are reading or watching TV just take a second to think to yourself if any symbols are apparent. You will be surprised with the results.

Literal/Figurative Discussion 11/7/17

In today's class we talked about how tomorrow we have our second harkness discussion and we have have to read chapter two tonight and do the first part of our notes, we also went over the harkness notes again giving a better explanation to what we have to write in our notes. We analyzed how symbols and literacy tactics and commented on modernism and romanticism, and looked at each character and how much wealth they have and the perks they have for being male or female in the 1920's. I'm confident in how me and my group will fare in tomorrows harkness discussion, I'm going to finish reading the chapter and do my pre-discussion right after this post goes up. I guess learning about literal and figurative language helps us to see in texts what these languages look like and to how interpret them like the Great Gatsby, the novel we are reading. It also helps us to interpret symbols in texts and what they represent for that character, idea, or any other thing. Knowing about these languages and symbols helps use quote in textual evidence for claims in essays, assignments, and for some of our pre-discussion question and harkness discussions. This in general helps people to understand when people are being literal, such as when proving a point, or figurative like when someone is being hypothetical. So to anyone reading, read chapter two tonight, do the pre-discussion questions, and prepare for the harkness discussion we're having tomorrow on the chapter.

10/30/2017

On Monday, we had 2 objectives, the first objective was to be able to identify tactics that make an argument effective. The second objective was to analyze how modernism reveals more complex relationships than romanticism. Before the lesson began Finn had showed an example of the wealthy spreading their wealth with the less fortunate by giving all the losers bagels. After reviewing the objectives, and talking with our groups we were forced to watch a video about the distribution of wealth in America, and take notes on what the argument being made was and the evidence used. The argument was "the wealth distribution needs to change in America." Some of the facts and statistics used to back up this statement was "The 1% owns 40% of the money in America." We then discussed as a group (first) then as a class about what kind of persuasion tactic was used. The class had said the video used mostly Pathos and Logos to persuade the audience. For the last couple minutes in class, we identified what hidden advantages were in American society. The two main hidden advantages to success in America were legacy and opportunity. We then analyzed Malcolm Gladwell (author of the Outliers) and his legacy and opportunity. We then were told to think, in our groups, of 2 other people who used legacy and opportunity to succeed. We then shared our answers with the class. An example of a person who succeeded because of legacy is NASCAR racer Dale Earnhardt Jr, because his father was also a famous NASCAR racer. For opportunity my group had said Justin Bieber because he was given the opportunity to play with Usher, and that really made him famous. 

Our lesson extends to the world at large because today in the world the rich often have more advantages than the lower and middle class. This is shown in today's video about the wealth distribution in America. We also see that because you are rich not only do you have financial advantages but you also have legacy. Sometimes people become wealthy based on their last name, such as the Carnegie's. In today's society the rich is often viewed as selfish and mean, but their are a lot of rich people that share their wealth with the poor. Today in class when Finn bought bagels for everyone he, the winner (the wealthy) had shared his wealth (bagel) with everybody, the losers (poor people). 

10/20/2017

On Friday of October, 20th, tone and how tone affects readers was the main point of the day. We started the class talking about John Bender, a main character from a great movie called The Breakfast club. We noticed the fact that John was playing as a jock and student athlete. This brought us into the topic of differences between Denotation and Connotation. Then, read 3 paragraphs from Dietrich Knickerbocker's "Rip Van Winkle" story looking for tones with textual evidence. Tone relates to real life because while writing a essay or anything you need to be able to have a tone that will help give your true feelings, and help the reader see from your point of view.

10/13/2017

On Friday of October, 13th , the class went over what was taught about the Romanticism Characteristics then continued to learn more about the Romanticism Characteristics. We went over a poem called, “When I Heard the Learn’d Astronomer” By Walt Whitman and looked for

Romanticism Characteristics in the poem. Then, we watched a short film all together called, "2 AM: Smiling Man”. After, separately we had to create a made up story about the video with a point of view from the smiling man or the person he chased. The basis of the Romanticism Characteristics can be found in real life. Many of the characteristics can be found in nature.

11/6/17

We discussed the beginning of the Great Gatsby, and our first Harkness discussion. Mr. Rivers changed the format for the during discussion notes, and we copied our old notes to the new document format. We also talked about how modernism fits into the book, and how the four characters stack from top to bottom depending on wealth and status. We decided that Tom was on top, either Nick or Daisy was second and third, and Jordan was on the bottom.
This could be used to discussed modernist views on society, especially in the 1920's, where this book takes place. By discussing the novel and applying it to the real world, we can see societal trends that correspond with the discussion conclusions that we had about the book. If we can identify these trends, then we can make conclusions about how society has changed since then.

First Harkness Discussion, 11/3/17

In class today we had our first group discussion about chapter one of The Great Gatsby. We used our pre-writing document to bring up points in our discussion that helped each group answer the question they chose. My group chose to answer question C, which was "How does this novel show Romanticism and Modernism? What is Fitzgerald's tone about that?".  Since my group consisted of Ronan, Catherine, Logan, Sean, Jhordin, and Chris, there was a lot of arguing. We used sheets to track our conversation by drawing lines from one speaker to another and writing letters next to names indicating who used textual evidence or who spoke out of turn.  A lot of our discussion focused on that paper and giving everyone good marks or bad marks, so we got a bit sidetracked. When we were on task, Sean and Logan led most of the conversation with everyone else adding in when they could. By the end of the discussion we were able to answer most of our question and I was able to absorb a good amount of information about the first chapter. Our class connected to the real world today in a great way. A lot of times in real life there will be discussions like the harkness we had today. For example, politics is a great example of a real life discussion where tactics like what we used for our harkness discussion would be used. Another smaller-level example would be in a book chat. Both of these examples require the use of evidence for claims and to interact with peers while listening and understanding what they have to say. Having harkness discussions is a great way to prepare students for similar situations in their adult lives.

11/3/2017

Today in class we submitted our pre-discussion notes, which is our homework to do for every chapter. Next, Mr. Rivers explained the importance of discussing the book because it's easier to retain the information rather than just taking a test on it. Talking about the book with a group is much more effective at showing that you did the reading. It also shows what other people's opinions and perspectives are on the book. Having other classmates that are reading the same book is also helpful for those who had trouble understanding the reading because they can be a guide and assist them with their confusions. During the discussion, we discussed three questions, which we did for homework.The group question was based on what your group decided to do, Mr. Rivers will soon assign a question for a group.

Chapter Question:

How is East Egg (where Tom and Daisy live) different from where Nick lives (West Egg)?

Group Questions:

1. How does the text show the advantages of wealth and status in the USA? What is Fitzgerald’s tone about that?

2.How do perception and memory (in Nick or other characters) complicate the audience’s understanding of the truth (i.e. what really happened)? What is Fitzgerald’s tone about that?3. How does this novel show Romanticism AND Modernism? What is Fitzgerald’s tone about that?

Class Question:

What is so AMERICAN about this novel?

This can apply to the real world because it is important to recognize that book chats are necessary as they can help a reader fully understand the book without it being individually learned.

11-3-17

On Friday, we had to read the first chapter of The Great Gatsby, for a book chat. We were put into groups, and we had to talk about our group questions, the group questions were chosen by your group, they chose from three different questions

A. How does the text show the advantages of wealth and status in the USA? What is Fitzgerald’s tone about that?

B .How do perception and memory (in Nick or other characters) complicate the audience’s understanding of the truth (i.e. what really happened)? What is Fitzgerald’s tone about that?

C. How does this novel show Romanticism AND Modernism? What is Fitzgerald’s tone about that?

We got a piece of paper when we walked into class, this was a discussion sheet. We had to write down certain letters for what each person in your group did. That is all that was done on Friday.

11/2/17

Today in class Mr. River explained what we will be doing for our book in the future and what we will need for discussions. We will start using out Harkness discussions to save what we learn in class about the book and to answer questions for our next class. During class we split into 3 groups and all choose a different group question that we will continue to answer throughout the book. There are 3 Harkness discussions, one is a pre-discussion, another is during-discussion, and the last is post-discussion. The pre-discussion is due before our class. The During-discussion is due by the end of lunch, and the post-discussion is due by the end of the day. This doesn't really have any real life applications sadly.

Discussions 11/2/17

Today in class we went over the short discussion that took place in class yesterday.  The chart that will be used to help us to discuss shows us taking turns, the variety of response, and sharing space.  The sheet basically shows us how our discussion will go and who builds on the topic effectively.  It has negative and positive feedback to help us grow and learn how to have a productive conversation.

We then discussed the ultimate goal for what we will be doing throughout the book.  We will be reading and answering questions provided.  We will read a chapter at a time and before each class will have to find evidence that will be useful for the question your groups have for the discussion.  Each chapter we read will be set up like this for every chapter we read has a discussion that goes along with it. 

For our pre-discussion obligations are quotes to provide to the conversation.  During the discussion notes should be taken about what we're learning and what everyone is saying.  And after each discussion we will have to reflect on our discussion, what we learned about the book along with how everyone contributed to the discussion.

With all of this our first discussion will be tomorrow which means chapter one reading is homework for tonight.  Meaning important passages found in the reading should be in your chart found in classroom under the Gatsby Harkness discussion tab.

Our groups were then assigned our groups and we had to persuade Mr. Rivers which question we wanted to answer.  Who ever is the most persuasive will receive the question that they want.

11/1/17

Today was November first and our objectives for the class were to apply close reading skills to identify significant evidence from a text and to develop a meaningful conversation about specific evidence in a narrative. To start off the class we were asked to answer the question of how a novel is different from a essay, memoir and play. We first described which each of those are. A essay is to to inform about a certain topic, a memoir is non-fiction, and a play is to be performed and there is an audience. After that we moved onto the next thing which was to read the first page of the book and we were to find characterization and conflict. For characterization we found that they were very educated men(both went to Yale). We can also imply that the son did not work as hard as the father because he was born into the family which is wealthy and has connections. For conflict we found people are not born equally so judging off of that is wrong. The two men in the book are very educated and they realized that they can not judge the lower class people because that would be morally wrong. Then from each group we picked a MVP and that person went to the middle table and began to have a discussion about what they found in the book. Mr. Rivers was drawing something on the board as they were discussing.

11/1/17

Today in class we talked about how to classify different texts based on what they were, and what they contained. we compared three different examples to a novel and talked about how they are different and how they similar. The three examples were a essay, a memoir, and a play. As a class we decided that a essay was a text or document that was informational and tried to get a point across, it didn't have many similarities to a novel other then they both could be informative. The memoir was a nonfictional text that talked about a persons life or experience somewhere, this is similar to a novel because  they both have a story to them even tho a novel is generally fictional. A play had the most in common with a novel as they were both fictional but the difference was that a play was supposed to be preformed while a novel is supposed to be read. We also started the great Gatsby and talked about the narrator but we didn't get past page two.  

This could help you in the real world for when you need to find information for a paper or other assignment, because you now that a essay in made for information and is based around fact. It also helps for when you want to read something for fun and for your own personal enjoyment, as you know now that a novel and play are nonfictional and will provide that entertainment.   

Finn is selfish

Today we played a game. The game consisted of envelopes and each envelope contained a different set of resources. Each team had to make shelter, food, a book, and minerals. Some of the materials that were included in this game were: different prints of papers , scissors, glue, paper clips, and a pen. Each group had until the end of the class to finish and whoever finished first won bagels for their group. My group decided to join forces with another group and combine all our resources for half of their bagels if we were to win.We didn't win tho haha. Besides that our group almost got the win because we were good at trading. Trading is not to heard you just have to pitch your object and make it sound like the person really needs that one thing and then trade it.

This game kind of represents the American Dream and how coming together to work on something can be good for everyone. There were groups that did not trade their resources which was frustrating but its whatever

10-20-17

10-20-17

Today's class we talked about nature and the beauty of it and the different perspectives. Like the romantics and rationalists sides the exploring and seeing nature. We also talked about what we thought of the picture of yosemite national park and how it was not accurate of what the park really looks like but it was beautiful. It was beautiful it was tranquil and peaceful and untainted and that's why the picture was so powerful and made people want to explore and see this amazing sight.

You can connect this to the world today because it's the same concept. When people see these beautiful places they want to go see them for themselves i can say this from personal experience because i so badly want to travel and see all these beautiful places.

time travel

9-29-17

In class we talked about a lot ranging from many different things. We talked about trends and talked about some trends. A trend is something that is popular but it doesn't stay popular for long trends come and go. To give an example in the real world right now a huge trend is dressing a certain way and we all know how over time what's “normal” to wear changes very drastically. Think back to the 70s to now on how we dressed.In class we also talked about Lens which has to do with trends. Lends is how something is viewed but we talked about different lenses such as Feminist lens -looking for feminism,

Economic lens- looking for economics ,Historical lens- looking for patterns over time. With the feminist lens recently tons of feminist have been on the grind because of the recent election of trump there have been protests and thousands and thousands of women have been looking for equality. This also ties into the historical lens because we know that for hundreds of years women have been looking for the same thing we are seeing a pattern in that feminism and equality. Finally we talked a lot about rationalism and the definition is -logic and fact based. This is very important because the thought of rationalism is very big today because everyone is now like this back in the 1700s rationalism wasn't really something that was popular but today it's everywhere. There is also dangers to rationalism because it makes people second guess whoever is telling them what rules they have to follow.