Rise of Democracy

The essential question from class was, How should we define Democracy? How democratic was the United States in the 1800's? To learn more about this topic in class we looked at pictures of county elections are learned what people where able to vote during the time period, which happened to be white male land owners. We also looked at how people voted in the 1800's. In the early 1800's people were mostly elected by the legislature, but in the 1836 every state but South Carolina the President's electors were by people and not by the legislature. Hopefully, from what we learned in class we can answer the essential question.

Andrew Jackson, "The People's President"?

The essential question from class was. is Andrew Jackson's long standing reputation as "the people's president" deserved? Why? Why not? To learn more about this in class we watched a number of videos, including John Greene's crash course and Ted-ED. This videos included the topics of the Bank War, Spoils system and the Indian Removal, we learned about these topics to further our knowledge of how Andrew Jackson handled controversial topics like the Indian removal and how he dealt with problems like the Bank war and the Spoils system. 

Our Project!!:
 https://docs.google.com/presentation/d/1ieW08p94fU4ZfEJFVK71SKw2Xy2k7y3mrzS5XX45S_4/edit#slide=id.g54c00edfc_079  

The Latin American Revolutions

The essential question from class was,  Why is it essential to acknowledge human value regardless of race? How are the events in the Latin American Revolutions evidence of this social imperative? To learn more about this in class we did a time line of the Brazil,Gran Colombian and the Mexican revolutions then shared them with classmates. Next we made a jigsaw and found two similarities and two differences between revolutions.

In class we were assigned to make a timeline about the Brazilian revolution our timeline was, Brazil

1789 elites in the captaincy of Mina's ferias revolted 

1807 and 1808 Napoloeon invaded Portugal and severed the connections between Portugal and Brazil 

1815 John VI elevated Brazil to the status of a kingdom 

1821 John left Portugal and his 23 year old son Pedro remained as the Prince 

1822 September 7th Pedro declares Brazil and independent kingdom

1825 Portugal recognize  Brazils independence 

1826 many citizens opposed the new constitution

1825-28 struggles with Argentina erupt into the cisplantine war 

1831 wide spread opposition to his rule, Pedro abdicated his throne and returned to Portugal. The revolutions had both similarities and differences, the differences we noticed about the three revolutions were the fact that the revolutions took place in different time periods and all of the revolutions included different types of people. The two commonalities we found between the revolutions were the goal of all three revolutions was to receive a constitution and all the revolutions happened to end around the same time period. Race was an issue of all three because all of the revolutions happened when the Spanish had control in said country. All of the revolutions were lead by people who were enslaved and wanted a constitution. After learning more about these revolutions I realized that race as been an issue for a long time and people need to find a way to fix it. 

An example of judgement being based on race is the issue in Ferguson. The people of Ferguson believe that the boy was shot because of his race which happened to be black. I don't know the whole story but I don't think the officer made the decisions to shoot just because he was black.  Another example of judgement based on race is the Muslim situation. The reason I think this is an issue because some people think that all Muslim are all bad and they all have bad intentions. I think that this is an issue that needs to be fixed because people need to realize that not all Muslims are bad, and that some are against the extremist. I think the issue of race is still a problem because people need to learn that everyone is the same no matter what religion, race or beliefs in god.

Protecting a Nation

The essential question from class was, What makes a nation? To what extend have people in history gone to defend their nation?  How far should people be willing to go for their nation? To learn more about this question in class we learned about the United states, Germany and Italy and how far they are willing to go to protect their nation.

The United States should be considered a nation because they were bound together by shared culture and language and that is the definition of a nation. Since the United States were a new nation there were a couple threats to their national security, one of which was the Holy Alliance of the Europeans powers. As Monroe stated that any European power were to, "Extend their system to any portion of this hemisphere as dangerous to our peace and safety".(Monroe's woes) Monroe is stating that if the European powers tried to extend their power in this part of the hemisphere that the United States would find it a threat to their national security. Monroe said that he will not mess with the Europeans power's existing colonies as long as they keep out of the new Latin American colonies. If Europe decided to attack the new Latin American colonies, the United States finds it an attack on them and they are allowed to use their military power to fight back. President Monroe was so willing to protect the United State's national security that he formed an alliance with Britain in case they go to war with the Holy Alliance and that was how far President Monroe was willing to go to protect the new nation.

Across the pond in Europe during the 1800's Italy and Germany started to consider themselves a new nation. Germany was made up of 39 states organized by the German Confederation that was run by Prussia and Austria. Prussia wanted to become a unified nation but out breaks of revolutions kept getting in the way. Bismarck was appointed the new minister and he could not get the influence from the Austrians to become a new nation so he started a war with France called the, Franco-Prussian war of 1870-1871. As stated in the article, " The south German states were obliged to ally with Prussia against France in this conflict, and Austria was too weak to participate". This forced the people who did not want to be united to fight WITH the people who want to be united. After the Prussian victory they were identified the ruler of the German states and after a couple of years Bismarck was able to coexist all the states with a imperial parliament. In other countries like Italy, they also wanted to be unified. After Napoleon's rule ended the Holly Alliance broke apart the land that Napoleon controlled  and gave it back and made it a monarch, but instead the people of those lands wanted to be one unified nation without monarchs instead by a liberal constitution. Austria controlled most the land that Italy owned and was not willing to give it back. Instead Italy started revolting and started to fight against the Austrian dominance to get their freedom back. As one Italian said, I will not say of country or of liberty – but an idea that we Italians could and ought to struggle for the liberty of our country",  this quote is explaining that he is willing to fight for his liberty and that other Italians should too. After years of fighting the last Italian states were free from Austrian Dominance, Venice in 1866 and the Papal States in 1870. What we learned from the German and Italian fight for unification is that their leaders are willing to risk the lives of their people by fighting revolts and wars just to get the freedom and unification they deserve.

I absolutely agree with every decision that the leaders we studied made the right decision. I think individuals should be willing to do anything to protect their nation and willing to sacrifice anything.  For myself I would be willing to make any and every sacrifice to protect my nation.

Sources:
 Italy: http://www.edline.net/files/_6TKkB_/3efb40601739875f3745a49013852ec4/Italian_unification_overview.pdf
Germany:
http://www.edline.net/files/_6TKkb_/d6d88cb77903ec1a3745a49013852ec4/German_unification_overview.pdf
United States:
http://www.edline.net/files/_6TKiQ_/03d8e15f28b67b443745a49013852ec4/Unit_3_Lesson_1_Lesson_Notes.pdf

How should we remember Toussaint Louverture

Matt Weber A-block

How should we remember Toussaint Louverture?

Toussaint Louverture was the leader of the island known as Haiti. Toussaint would do anything and everything to abolish slavery in the world and that’s why he should best be remembered as a liberator of slaves. Toussaint should also be remembered as a supreme military leader and a ruler of Saint Domingue.  

The most important accomplishment Toussaint should be remembered for was his passion to abolish slavery in the world and a liberator of slaves.  In 1791, Toussaint became a doctor for the army when the slave revolt began in Saint Domingue.  It was during the war that Toussaint rose to power and became a military leader.  When the French abolished slavery on the island, Toussaint then started to support the French in abolishing slavery in Spain as well (Document A).  After the French reinstated slavery on the island, in 1797 Toussaint sent a letter to the French Directory. The letter stated, “We have known how to confront danger to our liberty, and we will know how to confront death to preserve it”. (A)  By stating this, Toussaint is telling the rulers of France that he and his people are willing to fight to their death to preserve their freedom and liberty and are not willing to give it up.  (Document B).  The reason that Toussaint’s letter to the French Directory was so admirable was because he is telling the French that they have to fight for freedom and not give it up. These are the qualities of a person that are willing to fight for what they believe in.  Toussaint also created a constitution that abolished slavery on the island of Saint Domingue.  In Document C, it states that Toussaint made a constitution that said, “There cannot exist slaves in this territory, servitude is therein forever abolished. All men are born, live and die free and French” (Document C).  Toussaint should be remembered first and foremost as the liberator of slaves due to of all the sacrifices he made and the dedication he had to fight for what was right.

Toussaint’s second most important contribution in his life was his role as a military leader. When Toussaint first became a military leader he taught his soldiers how to fight, both guerilla warfare and standard European tactics. The reason Toussaint did this was because he wanted to have his soldiers know how to fight in an organized fashion, like the French knew how to, and also to be able to fight in an unorganized chaotic way.  The French only knew how to fight the standard European style, so when Toussaint’s army started to fight guerilla warfare style, it put the French soldiers at a major disadvantage, (Document A).  What also made Toussaint a great military leader was his ability to put away his family ties.  In Document B, it tells the a story of how Toussaint gave the order to kill his own nephew after his nephew lead an attack on a bunch white plantation owners. The reason why Document B is such a good example of his role as military leader is because it shows that Toussaint put away his personal business and kept his army in check at all times.  Toussaint really shines as a military leader in Document F when they talk about his military tactics.  When Toussaint heard that the French were coming back to enslave his island, he made the smartest decision he could make.  Toussaint decided to burn down all the cities and retreat to the mountains.  The reason he did this was because the French would not be able to survive without any food or water, with their cities burnt down and because of these things, the French would start to slowly die off.  Another smart reason to bring his soldiers back to the mountains was because they were trained in guerilla warfare and the French were not.  If the French tried to encroach them on the mountains, they would be at an immediate disadvantage because you can not fight standard European warfare on a mountain.  You can only fight guerilla warfare style and that is what Toussaint’s army was trained in.  As a military leader, Toussaint was unbelievable.  He possessed far superior tactics then whomever he was fighting.

The final accomplishment Toussaint should be remembered for was his role as the leader of Saint Domingue.  As the leader of Saint Domingue, Toussaint was able to give the people of the island what they wanted, which was a constitution and freedom.  The constitution he created made it so that each inhabitant of the island was promised three things.  They were born free, they were born French and servitude was forever abolished.  This constitution was so important because it allowed the people of Saint Domingue to finally have what they wanted and what they had been fighting for for so many years (Document C).  Toussaint issued a proclamation that said people would be punished if they tried to flee from the owners on the plantations, but if they stayed, they would start being paid for their work.  The idea of this proclamation was to control the people who were refusing to work and punish them.  However, this gave the people on the island the feeling that they were still enslaved, and Toussaint did not want people to feel like they were still slaves (Document D).  What made Toussaint a good leader of the Island was his ability to provide for the island’s needs and make tough decisions that might hurt people, but be for the greater good.

Although Toussaint is remembered as a supreme military leader and the Ruler of Saint Domingue, he should be remembered most significantly as the man that freed the the Island of Saint Domingue as the liberator of slaves.

The revolutions of 1830 and 1848

The essential question for this class was, Were the Revolutions of 1830 and 1848 really failures as many historians concluded? To learn more in class we all read about our specific topics and made a survey for the class to be tested on.

My group was assigned the revolution of 1830 France. The whole goal of the French revolution of 1830 was to get Charles X out of power and establish a constitutional monarchy. Charles X had other ideas, he was a strong believer in absolutism and totally rejected the idea of the people's charter. This did make the people of France very happy, they strongly revolted against him and his ideas. The citizens of Paris basically had control of the city within days, they created barricades and fired upon soldiers with items like roof tiles and stones. Charles was so scared he fled to England.
 A quote provides a quick insight how of the people of France were thinking when electing a new King is. "Charles X can no longer return to Paris; he has caused the blood of the people to flow. The Republic would expose us to frightful division; it would embroil us with Europe. The Duke of Orleans [Louis Philippe] is a prince devoted"( Histoire Genrale, 287-288). France wanted to keep the idea of the constitutional monarchy, so the elected a "citizen king" who was the cousin of Charles X. Louis Philippe was later elected by the people to be the new king of France. The people of France thought very fondly of King Philippe. At the Proclamation of Deputes in France, the following quote was said about the soon King Philippe, "The Duke of Orleans (Louis Philippe) is devoted to the national and constitutional cause; he had always defended its interests and professed its principles. He will respect our rights…we shall assure ourselves by laws all the necessary guarantees in order to render liberty strong and durable,"( Lois, 84-85).  The quote is just showing that the people of the French revolution just want a king that is devoted and supports/listens to them. Under the New king only the upper bourgeois flourished and much of the people of France still could not vote and the middle class also flourished at the expense of the workers.  Link to our survey! https://www.surveymonkey.com/s/T7WPJNT


The Decembrist  revolution in my opinion was a failure because the people of Russia did not get the constitution they wanted in the first place. After Tsar Alexander I died, Constantine removed himself from the line of succession because he did not want to deal with the revolts of the people. The revolts of the people were quickly suppressed by Nicholas I and the revolting people did not up getting the constitution they wanted, so I think this revolution was a failure. The second failure of a revolution was the Frankfurt revolution. The people of Germany wanted to have more political rights and also wanted to have more liberty. The reason I think this revolution was a failure was because most of the people of Germany immigrated to places like Texas and the United States and I don't think a revolution can be a success when people flee to other countries. The last failure of revolution I want to talk about was the Revolution of 1830 in France. The reason I think this is a failure was because not all of the social classes got what they wanted. The working class suffered the most because people got benefits from their working expenses another reason it was a failure was because most of the people still could not vote. I think I would have to agree with the historians because most of the revolutions we talked about in class were failures and the ones that did not fail were barely a success.

Congress of Vienna

The essential question in class was, what should people in power do when their power is threatened? In class we went into groups to predict Metternich's decisions, discussed what really happened and then took notes on the Congress of Vienna.

The powerful people that were at the Congress of Vienna had to come up with a plan to stop future revolutions from arising. One of the ideas they had was to create a Holy Alliance. This idea was led by Czar Alexander of Russia. The idea of the Holy Alliance was that monarchs in every country had the divine right to rule and that any revolution was treason against god. To stop the future revolutions, the great powers of Europe were allowed to send troops into the revolting countries to end the revolutions. The only countries that were allowed to do this was Prussia, Russia, France and Austria because they were bound together by God. England did not want to take part in this intervention.

I think the great powers of Europe did a satisfactory job at the Congress of Vienna. Instead of getting rid of smaller countries, they could have kept the same borders and also kept the Holy Alliance. However I think the Great Powers did an alright job.

Congress of Vienna Map: http://www.the-map-as-history.com/demos/tome01/index.php 

Ideologies

The essential question that we received in class was, what were the major political ideologies of the 19th century and how did they influence social and political action? The three ideologies that we learned about  were nationalism, conservative and liberal. Each group was assigned one of the ideologies and an article about the topic. After we were done reading and taking notes on the ideology we made a short skits about our topic and shared it to the class using the TVs. Each group had to present their ideology so the class could take notes on all three.

Imagine combing two countries just because they spoke the same language and had the same customs, this idea was called nationalism. Our group's presentation did a great job of explaining what believing in nationalism meant and what countries believed in it. A German writer named Johann Gottlieb wrote a article in 1808 urging the people of Germany to, "fulfill their historical in bringing about the ultimate progress of humanity". This article led to nationalist in both Germany and Italy wanting to unite the two countries and to get rid of foreign rulers like Napoleon.
 https://mail.google.com/mail/u/0/#inbox/1493cdd6d43cb79b

The second ideology we learned about was conservatism. To be a conservative you have to believe that traditions are the best way to keep order and that change and revolutions are bad. A great example of a conservative is someone who argues against the French revolution. The person would argue that the revolution and the push for change only brought chaos and death to people. A conservative also supported the Monarchy and the Church. Most of the supporters of conservatism came from Europe. The  last ideology that we learned about in class was liberalism. If you believed in liberalism, you believe that everyone has liberty, god given rights, innovation. Two of the main supporters of liberalism were the British philosophers John Locke and Adam Smith. John Locke's idea of liberalism was everyone had god given rights and had to right to promote their own liberty. Adam Smith's idea of liberalism was called the "invisible hand", the idea of the invisible hand was to create laws that guided people. Both of these ideas were promoted in Britain but I doubt they were used. 

What was Napoleons Impact on Europe?

One of Napoleons greatest impact on Europe was the change to the social systems. The social systems were changed so you got a job because you were good at it rather than inheriting it. This type of system was called meritocracy, this system was a great way to improve the social system because you had quality workers, instead of workers that just inherited their job. According to The Lost Voices of Napoleon, "let us be equally frank in acknowledging his great qualities, -- his untiring industry, his devotion to the public service." Napoleon was a big advocate of public service, so he improved the education system of his empire. Napoleon gave every citizen a right to get educated or go to school. The changes that Napoleon made greatly improved the social systems of Europe. 

Napoleon also changed the political system. Napoleon first overthrew the director of France which gave the people more rights and better laws. The negative impact of Napoleon and the political changes was he became an emperor. People had many different opinions on how Napoleon ran his empire. For example,  Madame de Stael felt like she was conquered and subjugated to his rule and had her rights taken away when Napoleon was in control. But on the other hand people liked Napoleon, Marshal Michel Ney liked Napoleon because he felt like Napoleon had the right to rule and because he was respected and impressive military leader. The changes that Napoleon made had both negative and positives outcomes on Europe.

During the reign of Napoleon the economy of France flourished. France captured many cities throughout Europe and took their valuables. An example of this would be when France took over Italy. Napoleon took all of the renaissance paintings and kept them. The paintings would later be returned to Italy. The French Empire had control over the trades routes and this allowed the economy to succeed. It also allowed them to share and spread economic ideas. The politically changes benefited France in great ways.  

 




http://en.wikipedia.org/wiki/Napoleon 

Capitalism, Socialism and Communism

The activity we did in class was fun and a little frustrating. First, we all got three pieces of candy to "gamble" with, if we lost all of our candy we had to sit down. This activity was aimed to show us how Capitalism worked, some people lost and other people won. The second activity we did was to show Socialism, everyone was handed an equal amount of candy and nobody had more than anyone else.This way we had a "classless" society. The last society we practiced was Communism. People were allowed to keep their candy, this would also create a classless society. The downfall to this theory is people they could trade or gamble their to get more or less. This would also create an uneven society.  I thought this activity was fun because we got to choose what we wanted to do with our candy.

Marx's had many theory's to help the poor, one of which was capitalism. Capitalism's goal was freedom of competition. Everyone could choose how much or how little they wanted to play. The problem with this theory was that some people won and others lost. This would create uneven social classes because some would have no candy and others would have a lot. The second theory was practiced was socialism.  Socialism is the idea of someone collecting every ones candy and distributing it equally. The goal of socialism was to have a class less society where everyone was equal and no one had more candy than anyone else. The final theory Marx's made to help the poor was communism. This idea of society needed no government or no one to supervise money distribution. The problem with communism was the fact that people would steal, gamble or even kill to get more candy. If this happened then there would still be the problem of more poor than rich. A better idea to society would be Smiths's idea of the invisible hand. The invisible hand is a theory that had people govern  themselves, the market would naturally flourish and people could make their own prices and business. The invisible hand would benefit the poor the most because other people were forced to lower prices so everyone can buy it, including the poor. Without the poor buying and trading most businesses wont succeed.

In my opinion the best theory is the invisible hand. I like this theory because businesses wont succeed without the help of the poor. Businesses had to lower prices and raise the quality so everyone could afford what they were selling. I think invisible hand is the best theory and I wouldn't want a different one.

Working conditions in America and Great Britain.

We all know that the working conditions in the mills in both America and Great Britain were not great, but let’s find out what was so bad about them. First off, there was a large amount of factory accidents caused by machinery. Kids were having bones broken, skin ripped off or even fingers cut off. At one point there was 47 kids’ injuries from the machine. This was nearly half of the kids that worked there, which was 106. Another problem was the how brutal the punishment was if you didn’t work well enough. For example, one kid was not able to keep up machine, so he was beaten by the over looker. Secondly, the workers had an absurd amount of hours to work, this caused them to sustain physical injuries. Kids could move their bones in any direction they wanted because the bone was so soft. Finally, kids did not have great nutrition because they were not fed well or at all. They were not allowed to have breakfast and no sitting time for dinner. The only food they were feed were oatcake with cans of milk, as you can guess it was not a lot to eat and it wasn't proper nutrition. I do not think one country was better than other because they both didn't have good working conditions.

MOSI Group Chat with Jamie

To prepare for the group chat with Jamie we watched a video and kept a list of terminology that we thought would be useful to know. After the video we got in our groups and looked up the words using the google keyword search that we learned in class. The last thing that we did to prepare for the video chat was make questions to ask Jamie, the question could be about anything we learned or wanted to know.

I learned a lot of things from the video chat, but what stood out to me the most was how many factory accidents there were. Kids were having their limbs ripped off or even having their fingers cut off by the machines. Another thing that I found interesting was how the countries made the mills safer by creating the Factory Act. The Factory act stated that nobody under the age of 9 could work at a mill. I found this to be safer than sending young kids to the factories where they are more likely to be hurt. The last thing that I found interesting was the fact that people could die from breathing in all the fibers and dust. Workers would get a disease where there was no room left in their lungs because of the fibers and dust and it caused them not to be able to breathe.

I think I learned more from the expert because he gave more in depth detail about what we were learning in class and gave better explanations of all the machines. I liked how we had a person who is an expert on the topic but I did not like the fact that the call kept dropping and the quality wasn't the best. I would like chatting from other experts, I think it will be cool.

A video from our chat! https://www.youtube.com/watch?v=2elcPIzAFTw&feature=youtu.be

Museum Curator

I like the analysis part of the project because I got to see and read many different documents and learn  about different points of view that people had on the topic. I think analysis is important part of curating because it gets you to become an expert on the topic. If people ask you a certain question, its important that you did your analysis right because, if you did not you might not know the right answer. My group had to do our research on steam engines, and we all watched Thomas the tank engine as a kid. We made a connection to our class and our childhood, so we thought it would be a fitting title for our group. I hope that people will learn how important and revolutionary the steam engine was to the Industrial Revolution.
The poster also gives a chart of the annual income for citizens in Great Britain along with a picture of a dirty, polluted river and also gives a journal entry about the filth of the River Thames. The poster shows a map of all the coals mines in Great Britain.
 From this poster I learned that more and more kids were being taken in to produce less cotton. What I thought was very interesting was the fact that there was way more female workers than males in the cotton farms.
I learned that many children were hurt doing work. I also learned that kids were forced to work under severe living conditions. The most surprising thing about this poster was the fact the machines never stopped for one minute and some one was always working on the machines.
In the last poster about the new textiles innovations, some of which were the Almond Loom and the spinning Jenny. The new machines they made were so efficient that they had to make new factories just to hold them.

What made everything so revolutionary?

Our in class activity was to was to figure out what was so revolutionary about industrialization. One of the things that made the industrialization so revolutionary was the technology, the steam engine was one of those things. The steam engine was powered by coal to pump water out from the mines. Pumping the water out of the mines were important because it allowed the miners to work more efficiently and get to the resources faster. Another thing that made the technology during industrialization so revolutionary was the separation of iron from its core. This process helped to make the iron have more impurity, it also helped the economy because it was cheaper. Technology played a big role in the Industrial Revolution.

The evolution of transportation was also revolutionary during this time. With the creation of the steam locomotive it was easier for items to be sent down the tracks to the factories. When the steam engine was later invented it made trade 10-20 times more efficient because it was faster. Every bit of transportation during this time period improved one thing or another, and that is what made it so revolutionary.

James Watt Steam engine
 http://i.telegraph.co.uk/multimedia/archive/01843/hi-james-watt-0803_1843037c.jpg Search engine google. (i forgot how to cite a source)

Learning about media literacy

All of our class activities are used to teach us how to use media literacy responsibility because more and more classes are using technology and we have to learn how to properly use online resources. Google a day is a website made by Google, the website asks a different puzzle everyday, you have to then solve the puzzle using Google. I think the Google a day activity was a little frustrating because it would constantly freeze and not work properly. But, I think it was fun trying something different. http://www.agoogleaday.com/#game=started

Accuracy is the state of being right or precise, Authenticity is the quality of being authentic and reliability is the consistency of a measure. This site did not have any of these qualities. What doesn't make this site reliable is the author is not a specialist on the topic, if you look up the author it comes to a page with a lot of made up stories about the author. Second, this site is not authentic because there are no other reliable websites about the animal. Finally, the website is not accurate because the information is not right or precise. For example, the website says the tree octopus is endangered because of the rising Sasquatch population and this is not true because there is no evidence of the Sasquatch or the tree octopus. http://zapatopi.net/treeoctopus/

What makes a great teacher so great?

Hi, my name is Matt Weber and I am part of the Honors 10 History class at RMHS! My opinion the qualities of a great teacher is one that listens to their students and teaches they way that works best for the students. One of the best teacher I have had in the past was Mrs. Gleason. Mrs. Gleason would always try different ways of teaching so they class did not get repetitive. The second quality she had was the fact that she was always so happy and exciting which made the class a better atmosphere and a better place to learn. I had a teacher  another in middle school named Mrs. Marchant who make time for students, if she had time or not. One way you can support me this year is answering all my questions and helping me when I do not understand something.

I agree with John Green because a country that gives you free education deserves to have something given back to them in return. They deserve something back because they expect the next generations to help advance the world and help them move forward. My academic goals are to get better grades then I did last year because then I know that I am improving. My athletic goals are a little different because I have already achieved one of them and that is making the varsity soccer team. The next athletic goal I have is to make the JV baseball team because that will get me one step close to getting to my bigger goal which is making varsity baseball team. To achieve these goals I have to continue with my work ethic in and out of school to achieve my goals.