Yesterday, March 15th, 2008, Springbrook High School’s Varsity Basketball team came back from an 18 pt deficit to win by 4pt in the last 2 mins of the game. Going into half time Springbrook was down by 15, and the chance at a title seemed very distant. But coming back out, SB came out with 2 straight 3pters and showed a spark of hope. But it became extinguished by Thomas Stone’s firey offense. With 10 min left, SB started kicking ass…slowly chewing away at a 52-34 lead. With 1 min 15 sec, Jamal Olsaware gave SB it’s first lead since the first pts of the game. From there SB made 1 free throw, and a another basket to seal the game by a 4 pt victory 61-57. This is SB first title in 20 yrs. STONE GOT OWN’D!!

James Joyce’s “Araby” and John Updike’s “A&P” are short stories that introduce young men to love, attraction, and the long crude road to unhappiness. Joyce’s story focuses on a young boy, who is about to fall into the harsh world of sexual desires and attraction. The boy “falls in love” with Mangan’s sister, which leads him to go to Araby and bring something back for her because she is unable to go. While there, a young women who is engaged in a conversation with two other young men, does not fully acknowledge with respect the presence of the boy. From this he becomes angry, leaving the bazaar, his sense of love, and most importantly, his childhood. . Similarly, Updike’s story features another young man, who works as a cashier at a grocery store called A&P. His boyish sex sense begins to tingle, and he looses focus of his work to the explicit dressing of the three young girls. The three girls have come up from the beach to get a few snacks; they are dressed in their skimpy bathing suits and no shoes, with no care of what others are thinking of them. The cashier, Sammy, has come up with vivid personalities, lifestyles, and descriptions of the three girls, without even talking to them. Of course his entire mental picture is destroyed when the girl that seems to be in charge, which he has dubbed to be the “Queen”, speaks in a tone, which he did not imagine. It gets worse when the three girls are asked to leave by the manager, due to their inappropriate clothing. Angered, Sammy quits on the spot, in hopes that the girls will admire his selfless act and be appreciative, but by this time, the girls are gone, and few witnessed his noble act, and even less cared that he did. Joyce and Updike use setting and imagery to show that superficial attraction can lead to disappointment.
The use of setting is present in both stories, describing the physical descriptions of the communities of the characters, to show that shallow appeal carves the road leading straight to unhappiness. In “Araby”, Joyce describes the community as mostly aged and conventional; “North Richmond Street, being blind, was a quiet street except at the hour when the Christian Brothers’ School set the boys free.” Updike does alike in his story “A&P”, when he also describes the society overlooked from the doors of the grocery store. “…And if you stand at our front doors you can see two banks and the Congregational church…” But contrastingly, the communities are a bit different then one another. In “Araby” the place seems very calm, but there are still events that keep the people alive and well; as opposed to the town in “A&P”, in which, “It’s not as if we’re on the Cape, we’re north of Boston and there’s people in this town haven’t seen the ocean for twenty years.” Both of these stories share the same sort of surrounding societies, which in turn have similar affects on the superficial feelings of the young male characters involved in the story.
Joyce and Updike each in their own ways use imagery to take the reader into the minds of these young boys, and again let the reader share the characters long walk down the very crude road of superficial love. Updike came into the story with imagery right of the bat. “In walk these three girls in nothing but bathing suits.” The first thing the narrator notices is their lack of clothing; this could potentially be taken in a sexual and condescending context from the reader. Also, the reader is able to infer that the use of imagery, in the mind of the young clerk, would play a big role. On the contrary, in Joyce’s “Araby”, Joyce shows the superficial thoughts of the boy in a much nicer light. The boy describes Mangan’s sister’s hair as, “soft rope of her hair”. This showed that the boy actually held Mangan’s sister in high regard, and did not see women for their bodies. Again, whereas Sammy persisted on seeing only “…the straps were down. They were off her shoulders looped loose around the cool tops of her arms, and I guess as a result the suit had slipped a little on her, so all around the top of her cloth there was a shinning rim…there was nothing between the top of the suit and the top of her head, except just her, this clean bare plane of the top of her chest down…” The boys both had their own senses of seeing superficial love, but each did see it.
Through their imaginative utilizations of imagery and setting, in their own ways, Joyce and Updike portray the consequences of young people truly believing in their initial, superficial attractions. In both stories, the main characters refused to see past their initial attractions to the women in the stories; whether it was the limitation of the society they lived in, or being only able to examine the girls from afar [“A&P”]. Their inner thought were the only limitless way they could see the women as they wanted.

Anton Chekhov and Kate Chopin use dramatic irony, in different situations, to show that marriage is not always the right option for everyone.
In “The Story of an Hour” the Mr. Mallard is thought to have been killed in a train wreck. When Louise first came to know the news, was very saddened. She skipped the “shocked” phase and went straight to crying and grieving for her husband. As she sat and thought further about the situation, came to realize that she had no reason to grieve or be saddened. She was “free free free”. This was in fact her true feeling, and her true character became visible at the surface. Though on her way downstairs, she saw the door knob turn, and the person that walked through the door was none other than…her “dead” husband. This time she didn’t miss the “shocked” phase, and from this immense “shock” she died, “Of the joy that kills.”
The play “The Bear” was also similar in that the husband had died, and the beginning was filled with grief and pain, as we see Mrs. Popov in her “room all day as if she was in a convent” [Luka; servant]. As the story progressed, Mrs. Popov became less and less saddened, but instead angrier, and angrier at Smirnov [the man that came to collect the money that Mr. Popov owed him]. But the end took a dramatic turn and Mrs. Popov surfaced her true face. When Luka entered the room, Mrs. Popov and Smirnov were immersed in a “prolonged kiss”.
Both of these stories, by the end, show that marriage may not be the right choice for everyone. In “The Story of an Hour” the irony occurred at the end when Louise died, “of the joy that kills.” This surprise ending was exactly the opposite of what is going through the readers mind, as they follow through the story. The form of irony that the author used was dramatic, because the death of a spouse causes a lot of pain to the other. Louise cried for barely a few minutes, and realized that she was now “free free free!” And at the end, when the suspense was finally over, and Mr. Mallard entered the house, Mrs. Mallard was so shocked, and obviously unhappy, that she dropped dead. The doctors had said that “she had died of a heart disease – of the joy that kills.” They thought that the happiness killed, her, but the reader knows that it was the unhappiness of knowing that she would no longer be “Free free free!” Similarly in “The Bear” Mrs. Popov is not expected to fall in love with Smirnov, nor Smirnov to fall in love with her. They are in the middle of a heated argument which has just turned into a dual [with pistols], and all of a sudden they are caught by Luka in a “prolonged kiss”. In both cases we see that neither of the wives truly had much love for their husbands in the first place, whether it be, being happy that Mr. Mallard died, or falling in love with a person that was not to fond of Mr. Popov. Neither story ended as expected, both revealing that neither of the wives were truly committed to the bonds of marriage.

1789-1792: Liberal Revolution

January 1789- Abbe Sieyes’ “What is the Third Estate?”
- Publication by Abbe Sieyes emphasizing the importance of the Third Estate.
- Many reformers used this as justification for their actions.

April-May 1789- Cahiers des doleances
- A list of grievances ordered by King Louise XVI, to be given to him by each of the three estates. It was written up, after being discussed by the estates generals [May 5th, 1789], the sane year as the start of the Revolution. The purpose of this was that it gave each estate a chance to express themselves [hopes and dissatisfactions] to the king.

May 5th, 1789- Meeting of the Estates Generals
- A meeting to discuss the Cahiers des doleances. It gave each estate a chance to talk, and compile a final list of grievances to give to Louise XVI.

June 17th, 1789- Declaration of National Assembly
- Formed by members of the third estate, to work on national issues that affect the people.
- Send invitations to members of the first two estates as well.

June 20th, 1789- Tennis Court Oath
- Kind Louis XVI ordered the closing of Salle des Étatsthe meeting place of the National Assembly; in an effort to stop them. The assembly met in the king’s indoor tennis court and took an oath swearing to meet until there was a written constitution. This was a sign that the king was loosing his power and authority.

July 9th, 1789- National Assembly takes the name National Constituent Assembly
- Took this name, and the power to rule the state until a constitution was written

July 12th, 1789- Louis XVI gathers 18,000 troops near Versailles
- Louy tries to forcefully close the national assembly in Versailles

July 14th, 1789- Storming of the Bastille
-The people stormed the Bastille out of fear of an attack by the king. They went in to find weaponry and ammunition. Governor Marquis de Launay was killed, along with others.

July-August, 1789- The Great Fear (rural)
- Nobles hired vagrants to kill and rob peasants, and in return the peasants themselves destroyed noble’s properties and obligation to the government.

August 4th, 1789- August 4th Laws
- The National Assembly abolished most feudal laws and privileges. [noble tax exempts, and peasant labor laws].

August 27th, 1789- Declaration of the Rights of Man
- The National Assembly declared that “All men are born and remain free and equal in rights.” And that all men have the rights to, “liberty, property, security, and resistance to oppression”.

October 5th, 1789- Paris Mob
- Seven thousand desperate women marched on Paris, demanding action from the middle-class—they wanted bread.

October 6th, 1789- King moves to Paris
- King Louise took his family and moved to Paris. Shows how the king is loosing his authority.

1790- `Reform of local government departments
- The Assembly distinguished between “active” and “passive” citizens. The “active” could vote and would vote electors into local departments.
`Fiscal Reform
- Assembly seized all church lands and sold them as bonds.
`Voting Rights
- “Active” and “passive” citizens could vote, if over 25 and able to pay a small tax. Women were still not allowed to vote.

July 1790- Civil Constitution of the Clergy
- King reluctantly accepts the constitutional monarch, in which the king remains the head of the states, but laws are made by elected upper-class officials in the National Assembly.

June 20th, 1791- King Louis tries to flee
- Louis tries to take his family and flee France, but are stopped at Verennes and taken back to Paris.

August 1791 [Right after the Royal family was arrested]- Declaration of Pillnitz
- Document given by monarchs of Austria and Prussia, which stated that they could intervene in France in certain circumstances to avoid war

September 3rd, 1791- Constitution of 1791
- The assembly was broken up after adopting this constitution. None of the members were eligible for election in the new Legislative Assembly. Collapsed 10 months later, taking France into war.

October 1791- Factions in Legislative Assembly
- Jacobins- prosperous middle class, well-educated men.
- Girondins- represented a small body of opinion, which was not exactly republican, but not monarchist either.
- Monarchists- those in favor of a monarch, as opposed to a republic.

October 1st, 1791- Legislative Assembly takes over
- Lead by inexperienced left-wingers, called Jacobins, or Girondins; they were the dominant party, and lead France into war.

April 20th, 1792- France declares war on Austria
- France’s crusade on tyranny.

1790-1792- Wars
- Wars with Austria and Prussia lead to coalitions b/n Spain, England, Holland, Russia, Prussia and Austria; all united against France.

1790- War as policy to solve domestic problems
- Edmund Burke began to preach the necessity of war, and the need to fight against French barbarianism and violence.

1792-1794: Radicalization (The 2nd Revolution)

April 20th, 1792- War with Prussia and Austria; conscription, war production, price ceilings
- France declares war on the King of Hungary and Bohemia (the Austrian Francis II). Prussia joins with Austria.
- Prices of goods began to rise, yet the wages remained nearly the same.
- Bakers were only allowed to make rich brown bread, “the bread of equality”.
- There was a draft of about 800,000 non-married men; people did not oppose this, because they knew that it was for the good for the country.

August 10th, 1792- Attack on Tuileries Palace
- Upheaval by the third estate to get rid of the monarch. Louise fled to the Legislative Assembly in hope of protection, but instead was imprisoned.

September 2nd-7th, 1792- September Massacre
- Angry crowds invaded the prison where Louise was kept; killed any person they came into contact with.

September 20th, 1792- Battle of Valmy
- French Army defeated Prussians; By November, the French had control of the Austrian Netherlands.

September 22nd, 1792- National Convention
- Established by the Legislative Assembly; first act was abolishing the monarch and transforming France into a republic.
- Also started the calendar on this day

December 1792- Girondists vs. Mountain
- Division in the National Convention. Each feared a political take-over by the other.
- Girdonists—feared to gain the support of the royalist
- Mountains – feared to create a dictatorship

January 21st, 1793- Execution of the King
- Louise was tried by the National Convention for Treason, and found guilty. By the one vote majority, was sentenced to death. Killed this day [5 days after the sentence].

February 1st, 1793- Spain and England join Prussia and Austria
- England and Spain were not pleased with France’s military expansion or government, and joined talks with Austria and Prussia.
- France went ahead and declared war on England and Spain, as well as Holland

March 7th, 1793- Counter-Revolutionary revolt
- Peasants that began as supporters of the Revolution, revolted against the injustice towards them, by the new founded Republic.

Spring of 1793- Sans-Culottes and suspension of Constitution of 1791
- Demanded that the government take some sort of action, to guarantee them food

April 6th, 1793- Committee of Public Safety
- Created by the National Convention to deal with national emergency issues.

April-June 1793- Mountains take over
- Robespierre and Mountains create the Committee of Public Safety and arrest all of the Girondist leaders.

June 2nd, 1793- Purge of Girondins
- About 30 Girondins were arrested; since they were anti-revolutionists

September 5th, 1793 – July 28th, 1794- Reign of Terror
- “Used revolutionary terror to solidify the home front” [McKay 708]. Done by the National Convention to stop those who were opposed to the new founded republic.

October 20th, 1793- Revolutionary Tribunals Set up
- The National Convention appointed officials to a jury, a public prosecutor, and two substitutes.
- The decisions made by the tribunals were non-appealable.

November 1793- new religion
- The revolution had been anti-religious from the beginning. The church lands were seized and sold at bargain prices to the bourgeoisie.

July 1794- Pushes Allies over the Rhine
- The French army was successfully able to push the armies of the allies back over the Rhine River. This helped build the national economy, and helped created the largest army in the world.

1795-1799: Ineffective Reaction

April 18th, 1797- Election of 1797
- Began in March.
- First ever free election in France.
- Candidates were mostly constitutional monarchs or vaguely royalists.

May 1795- One of the worst bread riots
- Wages were remaining low, yet the cost of food, and living was rising. There had been many different bread riots in French history, and many in this year; [1795].

July 27th, 1794- Thermedorian Reaction
- The National Convention reduced the powers of the committee and closed the Jacobin club.
- The bourgeoisie bought up all the church land for low bargain prices [were prominent followers of the Old Regime]
- The National Convention resolved to yet again write another Constitution because they were advocators of democracy, but feared democracy, and saw it as “red terror” and “mob rule”.

July 28th, 1794- Execution of Robespierre
- Robespierre was charged with dictatorship and tyranny, and executed by his own execution device. [the guillotine]

August 22nd, 1795- The Constitution of the Year III
- The National Convention drafted another constitution after the execution of Robespierre, and the end of The Terror.
- Put into effect October 26th, 1795.
- Stayed in use until Napoleon in 1799

November 3rd, 1795- The Directory
- A five member group that served as the executive branch of the government; for the governmental system created by the new Constitution of 1795.
- Was overthrown by Napoleon, which was staged by one of The Directories own members.

1795- Voting Rights
- Upper-class men were given the right to vote for electors, who were the people that appointed all of the important officials of the government.

October 5th, 1795- Royalist Insurrgency
- Royalists’ in Paris and in the government were opposed to the republic that France had set-up. Caused riots and rebellions to break out throughout France.
- Would eventually be calmed and controlled by Napoleon when he took power in 1799.

November 9th, 1799- Coup D’ Etat by Napoleon
- Political takeover by Napoleon.
- Changed the Republic into a Dictatorship, which he called a Consult; France was ruled by 3 consults, Napoleon himself, being the first consul.

Imran Shah
2007-2008 Group 4; Team 5
Sonal Paul
Amina Haleem
Ashley Wall
Angelica Eng
Malcolm Clyburn
Natneal Aklile
Ashley Marston

Journal #1: General Meeting [Tuesday, October 30th; 2:30pm-3:30pm]
In the first general meeting, we got to know everyone in our group and exchanged contact information. This was our priority because it is easier to work with people that you know, and you begin to feel more comfortable. The exchange of contact information will allow us to communicate outside of just the meetings. This is important in producing an excellent project because more productive time spent, makes for a better product.
Towards the latter half of the meeting, we discussed potential project ideas in our group. Since our group is composed of both, students from Biology, and Physics, it is essential to include aspects of both subjects. The first idea that was thrown out had to do with observing growth of frogs, and comparing their diets to the height, and velocities of their jumps. After thorough discussion, we dropped the idea due to its many complexities, and margin of error. Also, we didn’t feel like chasing around a bunch of frogs. We couldn’t do this anyway because we only have seven hours to perform the experiment. With about 15 minutes left, we unanimously decided to do an experiment in which we would observe the food that a few people eat, and watch how that affects the time in which they are able to run a specified distance, a certain amount of time after eating. The Biology aspect would be the effects of the food on the runner, and the Physics students can observe the velocities, and acceleration differences of the runners, from before and after they run.
Since we met for the first time, and the meeting was not very long, we have not been able to work out all of the details yet, but hopefully will have that done with in the next few meetings.

Journal #2: First Group Meeting [Tuesday, October 30th; 2:30pm-4:00pm]
This was our first exclusive group meeting. During this meeting, the groups were supposed to finalize a project idea, from the brainstorm list that each group member was supposed to do for homework. As mentioned before, our group had decided our topic in the first general meeting. Since we had this done, we decided to plan out how we were going to do the experiment. Since our sub-groups had been pre-selected, all we had to do was assign each sub-group a duty, and each sub- group decided what aspect of the investigation they were going to focus on for their respective subject areas. Our group is made up of 8 people total, so we have been divided into 3 sub-groups, 2 for physics and 1 for biology. The biology students decided to focus on the actual affect of the food. My sub-group (1 of the physics) is focusing on finding the average velocities and accelerations. The other physics sub-group will focus on the change in time as the food digests.

Journal #3: Second Group Meeting [Tuesday, November 13th; 2:30pm-3:30pm]
This was 2 weeks after our last meeting, which gave us enough time to plan the details of the investigation. Since most of the tasks that we were supposed to complete during the course of this meeting, we had done in the previous meeting, we decided to meet in our sub-groups and get some of the homework done. In my sub-group, we planned out what we were going to do with the raw data in order to find the necessary information to complete our part of the project. Since our investigation was not as complex as others, this took about the majority of the meeting. We then decided that we would not need another planning period, and that we could meet after the investigation was performed to put the final presentation together.

Journal #4: Experiment Day [Monday, December 3rd; 7:30am-2:30pm]
Today was the day that was set aside for each group to go out and perform their experiments. Everything went well. It was cold, but we got our 4 trials done. We then worked on the presentation part for the remainder of the day (a few hours). We have decided to meet as a group to do the presentation preparation in a few days. Hopefully by then everyone should have enough stuff to get most of it done, and then we can meet once more to finish up.

Journal #5: Preparation Day 1 [Tuesday, December 13th; 2:30pm-4:00pm]
We spent 1.5 hrs after school as a group putting the finishing touches on our lab write-ups. We worked in our sub-groups, finalizing and improving upon our purposes, hypothesis, and making sure our calculations [for average velocity and acceleration] were correct, and that our graphs matched our data. We are going to post everything on the board tomorrow and finally be done!

Journal #6: Final Preparation Day [2] [Wednesday, December 14th; 2:30pm-4:30pm]
We have completed our group 4 requirement! Today we printed everything out all the final pieces of our incredible presentation, and posted them onto the project board. Since our group had 3 sub-groups; 2 for physics and 1 for biology; we split the board into thirds. Biology was in the middle, while one of each physics group was on either side. We coordinated each color to its assigned subject; [Blue- Biology & Black-Physics]. Each sub-group posted their purpose, hypothesis, pictures and data, and a brief conclusion; which explained the outcome of the lab, and addresses whether we were successful in our purpose, and correct in our hypothesis.