GS Portfolio

Welcome back to my blog. This post is for the second Action Project of the Humanities course: A Nation's Argument. In this unit, we have been investigating how a nation contradicts itself. We started by looking at the United States Supreme Court and valid and sound arguments. We then moved on to logical fallacies and the Scott versus Sandford Supreme Court case from 1857. For Field Experiences, we spoke with Northwestern Law Professor Paul Gowder and met later with 40th Ward Chicago Alderman Andre Vasquez. For Prof. Gowder, we talked about the rule of law in the United States and Critical Race Theory. We talked with Alderman Vasquez about what being an alderperson means and "consent of the governed," which the United States is based on. For this Action Project, we have been asked to look through GCE's student Social Contract in the Family Handbook. In this Social Contract, we are looking for something that we find is a contradiction or want to amend. One section I fou

Welcome back to my blog. This post is for the second Action Project of the STEAM class: Light, Sound, and Time. This unit, sound, was all about how sound is made and what happens for humans or animals to perceive it. Sound travels as a longitudinal wave and is explained as vibrations coming from a source that we perceive to be sound. To start, we examined how the human ear worked and our range of audible frequencies compared to infrasound and ultrasound which humans can’t hear. We then looked at the speed of sound and how it changes based on the medium it travels through. Following the understanding of how sound travels, we investigated traveling faster than the speed of sound or breaking the sound barrier and also the Doppler Effect. Lastly, we looked at stringed instruments like guitars and found how they make sounds. We also had one Field Experience at Guitar Center to look at the guitars and other instruments there. For this Action Project, the task is to create a diddley bow which

 Welcome back to my blog. This post is for the second Action Project in my Spanish class. So far in this winter term, we have been going over lots of vocabulary for houses such as furniture, rooms, and other pieces of a house. We have also looked at direct and indirect object pronouns as well as the present progressive tense for writing sentences. We have continued to study "ar", "er", and "ir" verbs. For this Action Project, we are creating a floor plan for a house. This house has to have 5 rooms: a bedroom, bathroom, dining room, kitchen, and living room. I also added an office area in my house. For each of these rooms, we could add furniture that would be labeled in Spanish. The whole project requires at least 15 vocabulary words for the furniture. With all of this, we have been asked to write sentences using the "ar", "er", and "ir" verbs about what we do in each room and make use of the present progressive tense and direc