For those unaware, I’ve the honor of being Mother Ginger in this year’s rendition of The Nutcracker. My performance is on Friday, December 13th, and discounted ticket info appears below. It should be quite entertaining.
Posted by Mr. Earhart on November 15, 2013
Posted by Mr. Earhart on December 10, 2013
Posted by Mr. Earhart on November 7, 2013
The PowerPoint for our unit on Imperialism and American Expansion can be found here: Imperialism Notes.
You can also watch this Crash Course video clip about the time period:
Notes over the First World War can be found here: WWI Notes.
And a Crash Course video may be found here:
American Expansion and World War I Exam
*Use a separate sheet of paper*
***Hint: when appropriate, steal from other parts of this exam (matching and multiple choice questions) to help create your answers.*** Write, write, write! The more you write the better!
Part One: Identification terms (3 points each, 15 points total)
Define AND explain the significance of FIVE terms:
Zimmermann Note – Germany wanted Mexico to attack the United States if the US entered the war. But the British intercepted (and decoded) this message and gave it to US. The US then decided to join the war.
Spanish-American War Self-Determination
The Philippines Alliance System
Alfred T. Mahan
Panama Canal Yellow Journalism Unrestricted Submarine Warfare
Part Two: Essay (15 points total – 3 points will be awarded for each quality thought – including the opportunity for bonus points for each thought beyond 5)
Select one of the following prompts for your essay:
- What were the significant factors causing the outbreak of the First World War (we discussed 4) and why did the United States enter the conflict? Example essay from 1st Period:
Some significant factors causing the outbreak of the First World War are nationalism, imperialism, militarism (the arm’s race), and the Alliance System.
Imperialism, also known as empire building, created conflicts between European nations, as the powerful countries competed for economic markets around the world. This economic competition led to the desire for many countries to build up their militaries so they could control other parts of the world and make money from trading (and acquiring) resources from other countries.
There was an arm’s race between Great Britain and Germany, as Germany began to build submarines; the British felt threatened by this military build-up so GB began to expand it’s already strong Navy. The countries became suspicious and fearful of each other.
Many countries began to form alliances with other countries, pledging to come to the defense of a country if they were attacked. This led to WWI, as a conflict between two countries, such as Serbia and Austria-Hungary, became a problem for many countries that had pledged to defend them if they were attacked.
And that’s exactly what happened. A group of Serbians called The Black Hand, assassinated the prince of Austria-Hungary, Franz Ferdinand. These Serbians wanted to be controlled by Serbians and not the Austro-Hungarian Empire. Their pride in their cultural identity (Serbian), known as nationalism, led them to fight for their independence. Many European countries had also developed strong forms of nationalism within their countries (Germany, France, Great Britain, and even the United States) and that led to a feeling that they were superior to other countries and that they had a right to control other groups of people.
The United States became involved in the war in 1917 because of Germany’s use of unrestricted submarine warfare in which they sank ships carrying US civilians, such as the Lusitania. When the Zimmermann Note, a proposed military alliance between Mexico and Germany, became public knowledge, the United States agreed to enter the war on the side of the Allied Powers. The Zimmermann Note was used to convince the American public to support the Allied Powers, as the United States had for years been making money by selling weapons and loaning money to the Allied Powers. It was probably only a matter of time before the US tried to make sure that the Allies won the war.
And 2nd Period:
The alliance system involved a lot of the countries into the First World War, because of the treaties between them and how if one of the countries was attacked another country would come to its defense. A fight set off a chain reaction in which nearly all countries joined the war.
Nationalism is pride in one’s nation, and a nation is a similar group of people. It led to the Serbian execution of Austrian prince Franz Ferdinand, because they wanted the Austrians out o’ their land – the Serbs wanted their own nation-state. Nationalism can be dangerous in excess, making some countries feel superior to others.
The arm’s race, by building up their armies, countries were not going to just let those armies sit there and be purty, they were going to use them.
Imperialism, when strong countries take control of weaker countries, led to conflict because European countries were in competition for land and resources.
The Germans really started using unrestricted submarine warfare which made it dangerous for civilians to be on the ocean, and when these civilians were killed the US got mad. When the Zimmerman Note revealed that Germany wanted Mexico to attack the US, folks got aaaaaalll wound up, and were ready to go to war with the Germans. But the real reason the US went to war was that they had been loaning tons of money and selling tons of weapons to the Allied Powers.
Unrestricted Submarine Warfare takes down (causes the sinking of) the Lusitania, killing American citizens which caused tension between the US and Germany. The Lusitania didn’t just have citizens aboard, it also had several (5000) crates of weapons headed to Great Britain. The Zimmermann Note happened in which Germany wanted Mexico to attack the US. That made Uncle Sam angry.
Imperialism, when other countries take control of other countries, and want to be the most powerful country, it leads to conflict. It’s competition for overseas trade, resources, and markets. In order to do that, Europe began to militarize and engage in an arm’s race. Germany and Great Britain expanded their Navies, and they made each other nervous by doing that.
Nationalism, pride in one’s nation (which is common group of people), like the Serbs wanted to control their own land (self-determination), but Austria-Hungary controlled their (the Serbs’ land). So… one group of Serbs (The Black Hand) decided to kill the Austrian prince Franz Ferdinand.
But because European countries had alliances, nearly all of Europe ends up in the fight.
There were 4 significant factors causing the outbreak of the First World War. Franz Ferdinand, the Austrian Prince was assassinated in Sarajevo by a Serbian rebel, because Serbia didn’t like being controlled by Austria, they wanted to have self-determination – they wanted to control their own nation.
It should have been a fight between Serbia and Austria, but there were many alliances between European countries, so everyone went to war.
European countries were engaged in imperialism, which is when a country takes over a weaker nation – because countries wanted resources and new markets for trade. In order to be economic powers, countries started to build-up their militaries.
We ran out of time so read the next classes’ answer J
- What were the arguments for and against American Expansion (Imperialism)? Explain how America became recognized as a world power during this time period? Example essay from 7th Period:
There are many reasons for and against American Expansion. Arguments for expansion include the gain of military and economic power. The United States wanted to be safe from harm, and building a strong Navy and military would help them do this. Alfred Mahan argued that a strong navy was important, and could be achieved by establishing military bases throughout the world. Mahan thought these bases could be used as fueling stations for our naval fleet throughout the world. Henry Cabot Lodge argued that the United States needed to evolve as a country. He believed in Social Darwinism, and that the US must become an economic power so that it could compete with and control other parts of the world.
And also there were some “American” idiots like Josiah Strong, who believed the US needed to Christianize and White-Up the rest o’ the world.
However there were some people who thought expansion was un-American and ran counter to the ideal of democracy – that it was wrong to tell other countries how to “behave”.
The Spanish American War made the US a world player, by defeating Spain the US gained the territories of the Philippines, Puerto Rico, and Guam – and Guantanamo Bay as a military base – which allowed the second Harold and Kumar film to be produced. The US overthrew the Queen (Liliuokalani) of Hawaii in order to remain in control of sugar plantations. The US also helped overthrow the Columbians and established Panama so they could build the Panama Canal. Teddy Roosevelt sent the Great White Fleet around the world, to say, “Hey e’erbody, don’t mess with us. We have guns.” This was Roosevelt’s idea of “Speaking softly, but carrying a big stick.”
Bonus: Explain the difference between a nation and a state. Using examples, describe how this difference has created conflict throughout history.
(2 bonus point awarded for each quality thought)
Posted by Mr. Earhart on October 30, 2013
Your assignment is…
Punk-Rock List Generator (In the time it takes Bad Brains to crank out a song, make a list of all of the things that you purchase and the businesses that you visit on a consistent basis.
Now. Pick 3 of the above items that you want to research.
Step One: Who owns it? Most businesses are actually owned by larger corporations known as parent companies. Your first task is to find out who owns what’s on your list; after all, that’s where your money is goin.’
A great website to use for finding parent companies is http://hoovers.com. If Hoover’s fails you, try the Google using “(Taco Cabana) Parent Company,” as that will eventually lead you to Fiesta Restaurant Company, the owners of Taco Cabana.
Item/Product Business Parent Company Revenue
Beefy-5 Layer! Taco Bell Yum! Brands Inc. 13.6 Billion
Step Two: Research. There are a few options for researching your companies. You may want to research based on your own interests. GoodGuide.com has a few technical glitches from time to time, but when working you can create a profile of what qualities you want to know about a particular company – and they have a more diversified list than most websites, including three major qualities: health, environmental practices, and labor practices. GreenAmerica.org (click on “Our Work” then “Responsible Shopper” Then “Learn”) looks solely at environmental practices, but their information is much more comprehensive than GoodGuide.com (and their URL ends .org – so that’s better.) And the Human Rights Campaign (hrc.org – Click On “Resources” and then “Buyer’s Guide”) evaluates companies on their policies related to LGBT (Lesbian Gay Bisexual Transgendered) rights.
After these options are explored you can just Google your company with combinations like “(Coca-Cola) Human Rights Violations,” “(Nike) Labor Dispute,” “(Chik-Fil-A) LGBT Issues,” etc. to see if there are any news stories related to these companies.
***As you conduct your research, complete the graphic organizer ***
Product, Business, and Company Name
List Evidence of What The Company Does Well Here
List Evidence of What the Company Does Bad Here
What are the alternatives to purchasing this product (or conserving)
Give the product a grade
Step Three: Reflection
How reliable were your sources as you conducted research?
What was difficult about this assignment?
What can you do to be a more responsible consumer?
I went ahead and did this assignment; my results appear…
Having finished The Harvest, we can acknowledge that the United States still has a need for progressives. The conditions faced by these children (and the adults) are unacceptable. There are certainly many parties that bear responsibility: business owners, governmental policy and enforcement, parental guidance, and consumers.
I’ll steal words from a more elegant writer, as Amy Hall writes for The Daily Beast
When tragedies like this happen, we are tempted to point fingers at those we think are responsible parties. To the government that should enforce its own laws. To the brands who should invest more deeply in their supplier factories. To the consumers who buy their wares. We are all guilty on some level. We are all connected. We are all reminded that we must deepen our commitment to ending such inequities going forward.
Hall is referring to this horrendous incident at a garment factory in Bangladesh. But in many ways she could be writing about Victor, Perla, and Zumela. She continues with a bit of advice for consumers:
As consumers, we may not be able to change our shopping habits overnight, but raising our level of awareness about what we are buying is a start. Looking for the cheap price does not support living wages and safe workplaces. Buying less, while buying responsibly, does. Not sure where to shop? Look for certified B corporations and certified Fair Trade products. Follow sites like GreenAmerica.org and GoodGuide.com for impartial guidance about which brands to support and which to avoid. Speak to store associates and read brand websites. Do they list their suppliers? Do they have a human-rights policy that includes training and capacity building? If all else fails, listen to your gut. It never lies.
So let’s engage in a bit of research based upon Hall’s pointers. I challenge each of you to research 3 products for which you are a common consumer. Try to spread these products out over several different types of industries. I’ll be the first guinea pig by examining my biggest and most frequent expenditures.
I own a Honda Fit. I have a MacBook Pro, an iPad, and I’m on my 2nd iPhone and iPod; I’m all-in on Apple. My dress shirts and slacks are often made by Stafford. And lately I’ve been falling victim to Domino’s delivery (deep-dish is where it’s at) and Taco Cabana breakfast burritos (’cause they cheap).
Let’s start with Honda. Using GoodGuide.com here’s what’s up with Honda:
GoodGuide actually allowed me to find a 2010 Fit. I have a 2007, but we’ll go with the more detailed 2010 description of my vehicle, rather than just addressing Honda as a whole. On “Environmental” measure of evaluation, the Fit does well, scoring 7.7 outta’ 10. Apparently Honda does an impeccable job of efficiently using energy and materials in the production of the car, as they scored a perfect 10 out of 10 in “manufacturing.” They also receive an 8/10 for fuel efficiency and greenhouse gas emissions. So yay for me on the purchase, right?! Not so fast. The Honda Fit only gets a 5/10 on “Society.” What’s that mean? According to GoodGuide it means: “Summary evaluation of a company’s overall social performance, considering its management policies and practices; impacts on workers, consumers and communities; and degree of social transparency.“ On issues related to “Human Rights,” policies, like having factories in countries with “oppressive regimes” and “fair trade practices” and “Workers Rights” policies like maternity leave and equitable pay, Honda only receives a 5/10. Honda scored the worse on consumer safety; so if I die in a car crash within the next few weeks y’all know who to sue. Maybe I should start paying attention to those factory recall notices I keep getting in the mail. Nah. Who’s got time for that?
On to Apple! Steve Jobs R.I.P.! Well… let’s see about that:
Apparently my MacBook Pro only boasts a score of 5.6. Receiving a 6.3 in Environmental measurements, but only a 5.0 in Societal Measurements. Instead of just taking GoodGuide’s ratings at their face value, I decided to dig deep, so I Googled “apple human rights violations” and found this article that shared this: “Two years ago, 137 workers at an Apple supplier in eastern China were injured after they were ordered to use a poisonous chemical to clean iPhone screens. Within seven months last year, two explosions at iPad factories, including in Chengdu, killed four people and injured 77. Before those blasts, Apple had been alerted to hazardous conditions inside the Chengdu plant, according to a Chinese group that published that warning.” Hmmm… I’m not feeling so hot about that.
OK, Stafford dress shirts and slacks; please be a good company.
To start I had to use Hoovers.com, a website that helps one find the parent company of Stafford. Stafford is owned by J.C. Penney Inc. It boasts a 5.5/10 score. Not so great. When I Googled “jcpenney human rights violations” I encountered several articles about how my shirts and pants had been made in sweatshops. But at least JCPenney’s had Ellen’s back when a bunch of haters wanted her clothing line pulled from stores around the country. But I think I’m gonna’ have to come down on the side of the glass being half-empty on this one.
On to my favorite “foods”…Let’s do this deep-dish pizza!
Rut-ro, Shaggy. 3.7/10. Yikes! A 3.3 on Environmental Performance and a 4.0 on Society. Domino’s Pizza Inc., we have a problem. An then there’s this interesting slice about the the Department of Health and Human Services getting into a fight with Domino’s Founder Tom Monaghan: “The HHS Mandate requires employers to pay for health insurance that covers abortion-inducing drugs, contraception and sterilization under threat of draconian fines. It also requires employers to educate their employees about use of those drugs,” the group said. “Tom Monaghan is a staunch pro-life advocate and Catholic philanthropist. His religious beliefs prohibit him from paying for abortion-inducing drugs, contraception and sterilization.”
Taco Cabana is owned by Fiesta Restaurant Group. The company isn’t small, generating $474 million in revenue each year, but Domino’s is 3 times that size with $1.6 billion. In Googling a variety of combinations I found there were very few articles on Taco Cabana or Fiesta Restaurant Group in relation to worker or human rights violations. They were not listed on GoodGuide.com. But the lack of search engine results feels somewhat promising – as it seems that no news is good news on this issue.
Well… that was pretty frustrating. I’m responsible for some not-so-good things. I need to figure out a way to be more responsible as a consumer. While it doesn’t feel like there are a ton of viable alternatives, I’m going to have to work toward making improved decisions related to purchasing.
But some of the solutions are simple; they just require a bit of sacrifice. Buy less things. Recycle them. When forced to buy, do such from local businesses that engage in ethical business practices.
Posted by Mr. Earhart on September 24, 2013
Howdy Team! We’re edging closer to our 2nd Exam over The Gilded Age. Below are some resources to help you study.
A few Crash Course videos…
The Gilded Age:
The Dawes Act:
Review for The Gilded Age Exam
On a separate sheet of paper, answer the following questions and complete all identification terms.
Use the packet of images to help you to answer the questions below. ***Hint: when appropriate, steal from other parts of this exam (matching and multiple choice questions) to help create your answers.*** Write, write, write! The more you write the better!
Define the Gilded Age and explain how these images and cartoons relate to this period in US History.
The Gilded Age was a period in US History when everything looked great (golden) on the surface, but underneath there were a lot of issues, like poverty, corruption, and discrimination.
What was Golden? There were many advancements in technology, such as the completion of the transcontinental railroad, transportation, electricity, new advancements in oil (rock oil), more efficient factories, and the telephone. Jobs opened-up in cities, and many people moved to these cities, this was called Urbanization. For many people there was a chance at land out west in Oklahoma. Many people immigrating to the United States during this period of time, giving Mr. Earhart the ability to experience Chinese soup dumplings.
What was not so golden? But there was much poverty and corruption, such as the ward bosses in immigrant neighborhoods. Ward bosses provided homes and jobs to immigrants, but they had the power to ban or limit you from those same things (homes and jobs). There was discrimination against Chinese immigrants and Native Americans, and blacks in the South (and the North too). Little children starved in the streets if they weren’t working 14 hours a day and taking jobs from adults.
Explain the Chinese Exclusion Act and why many Americans supported it.
The Chinese Exclusion Act was a law that prevented Chinese immigrants from coming to the United States. Many Americans supported this act because they felt that the Chinese were less civilized than “Americans.” Basically, many Americans were racist, and when the Panic of 1873 sent the United States into an economic crisis, the Chinese became targets for the poor economy, as “Americans” accused the Chinese of taking jobs from away from white Americans.
Explain the Dawes Act and the effects it had on Native Americans. Why did many Americans support it as a solution to the “Indian Problem.”
The Dawes Act was when the man (aka the government) divided-up Native American reservations. The government gave individuals (Native Americans) plots of land in an attempt to civilize them. Why? Some Americans thought they were helping the Native Americans (like Alice Fletcher), because many were racist and thought the “White American” way of life was better, because many thought the right to own personal property was true freedom. But most Americans just wanted land. The rest of the land was given to white settlers (nearly 2/3rds of native American reservation land ended-up in the hands of whites). The effect on Native Americans was the destruction of what was remaining of many Native American tribal lands, and, in large part, a disintegration of Native American culture.
Bonus: Based on the your understanding of the Gilded Age, do you feel the current environment of the United States is similar or different to that of the Gilded Age? Explain.
Identification terms for this exam. Define AND explain the significance of each:
Political machine – a group dedicated to acquiring and maintaining power (both political and financial power). These groups were often ethnic in structure, such as the Irish political machine, the Italian political machine, Chinese, etc. These organizations were significant because they provided basic services, such as food and shelter, to immigrants, but they were often corrupt and manipulative of immigrants.
Ward Boss (aka Party Boss)
Gospel of Wealth
Social Darwinism – a belief that wealthy Americans are wealthy because they are superior in abilities and skills, and that the poor are weaker members of society. Significant in that followers of Social Darwinism used this philosophy to justify their own selfishness and poor treatment of immigrant communities and impoverished Americans.
Posted by Mr. Earhart on September 10, 2013
A few resources to help you study for your first exam: Reconstruction Notes and this video:
Posted by Mr. Earhart on August 29, 2013
Now that you’ve been indoctrinated in Mr. Earhart’s kumbaya, touchy-feely educational philosophy, it’s time for pointers in how to work with students. Keep in mind that teaching is not easy; one must consistently work to become a better educator. These teaching tips may be difficult to implement all at once. So pick one or two of these strategies to focus on each week. Once you master a strategy, take a shot at another.
- Get your hands on a class roster and a copy of the seating chart from your cooperating teacher. Learn names as quickly as possible. Everyone prefers their name to “hey… you.”
- When talking to students it usually helps to be at their eye-level and to be on their side. Stoop-down, crouch, pull-up a chair, but do your best to avoid standing over them or across from them.
- Instead of asking “Would you like some help?” ask “What are we working on?” and then you can say, “Let’s work on this together.”
- Notice the italicized pronouns of the previous bullet-point. Use we and us, instead of I and you. It might feel awkward at first, but these teaming pronouns work. As a challenge, I encourage you to pay attention to how all of your teachers use pronouns.
- Start your instruction from a point of what the student knows. Ask, “what do we know about this problem?” Then, “What are we being asked to do?” At that point you might be able to provide support, and the student will be more receptive to said support.
- Observe how students work and help them through the process. Then, when an opportunity presents itself, say something along the lines of, “Can we try something a bit different?” Or, “I noticed that we’re doing a good job of understanding how to balance an equation, but it appears we sometimes make a few mistakes related to math that we already know how to do. It might help to work on vertical alignment of these problems, that way we don’t lose track of numbers as we solve. It’s just a matter of organization. I think it would really help.”
- As in the previous example, feeding a student a compliment before offering some advice can go quite a way in a student’s willingness to accept your help.
- Be AUTHENTIC. Students love authenticity. If you don’t know something, admit it. If you are wrong, admit it. Students loathe “fake.” This particular tip is easier said than done. Sometimes we have to be really good at faking it.
- If a student says they don’t need any help and that they understand what they are working-on, it’s OK to make them prove it. Say, “Let’s see how we solved this problem. I’m curious.” If they solve it correctly, congratulate them on a job well done and thank them for showing you. If they slip-up, be encouraging and help them out with a positive attitude. Don’t say “I knew you didn’t get it, STUPID!”
- Be Brief and Simple with directives. Avoid overloading a student with too much information.
- OBSERVE! Pay attention to how your cooperating teacher interacts with students; especially “difficult” students. You can learn quite a bit from watching a vet in action.
- You don’t have to know the answer to help a student find the answer. Often all one needs to do is express interest and enthusiasm for finding an answer; this encouragement will keep the student engaged in the process of learning – and the process in often more important than the product.
Those tips should get you started.
Here are a few things to keep in mind as you begin the semester:
- The SAT program is relatively new – we are in the toddler stage (recently upgraded from infant). Much learning needs to occur for both SATs and cooperating teachers. Many cooperating teachers will not necessarily know how to best utilize their SATs just yet. Be proactive in soliciting advice and feedback from your cooperating teacher.
- Be patient. Teaching is a marathon; not a dash.
- Don’t take things personally. Students have very short term memories; teachers are required to have even shorter ones.
- Students may not welcome you with open arms and enthusiasm. Many struggling learners have been struggling for quite some time. It is rather instinctual to avoid effort if past efforts have resulted in failure. All students want to learn, but their desire to do such is often hidden.
- Students are most willing to work for teachers with whom they have a relationship. They work for teachers they “like” or for teachers that make them feel cared for. Developing relationships is often as easy as saying, “I see that you have a new hair cut.” You don’t even have to say that you like the hair cut. You just have to make an observation. Then the student knows that they’ve been seen. I once had a student tell me on an end of course survey that she “felt invisible” in my class. It broke my heart. Too many students go through the school day without engaging in a conversation with a peer or an adult. Please, get to know your students.
Thanks again for participating in this program! Never underestimate the value of being a caring adult in the life of a student! The below TED Talk by renowned author Dave Eggers speaks about this simple phenomenon. This philosophy is one of the reasons that Students as Teachers and our After School Tutorial Center are in existence at Anderson. After watching the video, please complete this short questionnaire.
See y’all on Thursday and Friday! Can’t wait to meet everybody in person!
Posted by Mr. Earhart on August 26, 2013
For those that need to sign-up to take the SAT (deadline to register is September 6th for the October 5th test date) and ACT (Deadline to register is September 27th for the October 26th test date), test dates and registration info for the SAT can be found here, and for the ACT here.
If you have yet to take these tests, you are REQUIRED to take both of them. For those that have already tested, you may wish to target a particular test for a higher score and then prepare for that test accordingly. Take a gander at the admissions requirements of your target schools and then work as hard as you can to achieve the score required for automatic admission.
Apply Texas Essay Topics
For those that worked diligently last semester, this part will piece of cake. If you procrastinated, well… you need to kick-it into gear. By the end of this six weeks, you should have FINAL (as in: ready to send to universities) copies of your college essays. Final Drafts are due to Mr. Earhart by Friday September 13th.
Essay A:Describe a setting in which you have collaborated or interactedwith people whose experiences and/or beliefs differ from yours. Address your initial feelings, and how those feelings were or were not changed by this experience.Essay B:Describe a circumstance, obstacle or conflict in your life,and the skills and resources you used to resolve it. Did it change you? If so, how?Essay C:Considering your lifetime goals, discuss how your current and future academic and extracurricular activities might help you achieve your goals
Tips for Finding Your College Match Worksheet and Completion of “What do You Want” and the “College Comparison Worksheet” (Due: Thursday/Friday, September 5th and 6th).
Which Schools Do I Apply To? Assignment (Due : Monday/Tuesday September 9th and 10th)
List of Safety, Target, and Reach Schools – with applicable research done to know which schools you will be applying to:
- Safety: Schools at which you are guaranteed acceptance. These schools may not be your ideal universities, but they are a security blanket in the event that your target or reach schools do not work out.
- Target: Target schools are the schools that you are most interested in attending. These schools meet your needs as a campus: they have the right degree programs, campus culture, and are exactly where you want to be.
- Reach: Reach schools may be campuses that you are really interested in attending, but they may be a bit of a stretch based on admission’s criteria. But, they might say yes, so why not try to gain admittance. Reach schools also might be more expensive universities, that will require more financial assistance and scholarship awards in order to attend.
***The list of these schools may be very different for each AVID student. If you meet the automatic admission criteria for your target school, and you are absolutely certain that you wish to attend said school, then you may not need an exhaustive list of schools: that’s great; it’s the ideal situation. This activity is merely designed to guide your thinking about which universities you should be applying to.***
That should get us started! Welcome Back!
Posted by Mr. Earhart on August 23, 2013
And who doesn’t like a few good trumpets from time to time? Here’s a 10 minute video on the band’s creation of their most recent album.
Let’s start with the Latin vibe: