-- -----------------------------------------------------
-- Populated Classrooms App Database from MongoDB Export
-- -----------------------------------------------------
USE `yourclassroom_prod_9e136a71fca2`;

TRUNCATE TABLE `messages`;
TRUNCATE TABLE `book_logs`;
TRUNCATE TABLE `room_participants`;
TRUNCATE TABLE `rooms`;
TRUNCATE TABLE `activities`;
TRUNCATE TABLE `announcements`;
TRUNCATE TABLE `events`;
TRUNCATE TABLE `submission_files`;
TRUNCATE TABLE `submission_users`;
TRUNCATE TABLE `submissions`;
TRUNCATE TABLE `assignment_instructors`;
TRUNCATE TABLE `assignments`;
TRUNCATE TABLE `enrollments`;
TRUNCATE TABLE `class_instructors`;
TRUNCATE TABLE `classes`;
TRUNCATE TABLE `settings`;
TRUNCATE TABLE `ydocs`;
TRUNCATE TABLE `users`;

SET @hashed_password = '$2b$10$71GhQghjKjWuDV9/PoX9Yer5Cli4BgGlgr8tvTSAzZXvHREy.5sSS';

-- -----------------------------------------------------
-- Table `users`
-- -----------------------------------------------------
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INSERT INTO `users` (`user_id`, `username`, `password`, `email`, `first_name`, `last_name`, `user_type`, `parents`) VALUES (15, 'b.heard', @hashed_password, 'djthundercatatl1980@gmail.com', 'Broderick', 'Heard', '["parent"]', NULL);
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INSERT INTO `users` (`user_id`, `username`, `password`, `email`, `first_name`, `last_name`, `user_type`, `parents`) VALUES (21, 'ann.holman', @hashed_password, 'holman.ann08@yahoo.com', 'Ann', 'Holman', '["instructor", "admin", "parent"]', NULL);
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-- -----------------------------------------------------
-- Table `classes`, `class_instructors`, `enrollments`
-- -----------------------------------------------------
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INSERT INTO `classes` (`class_id`, `class_name`, `instructor_id`, `description`) VALUES (2, 'Chemistry 1', 3, 'A deep dive into the table of elements');
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INSERT INTO `enrollments` (`user_id`, `class_id`, `enrollment_date`) VALUES (18, 2, NOW());
INSERT INTO `classes` (`class_id`, `class_name`, `instructor_id`, `description`) VALUES (3, 'Art Illustration', 8, 'Learning Illustration ');
INSERT INTO `class_instructors` (`class_id`, `user_id`) VALUES (3, 8);
INSERT INTO `enrollments` (`user_id`, `class_id`, `enrollment_date`) VALUES (20, 3, NOW());
INSERT INTO `enrollments` (`user_id`, `class_id`, `enrollment_date`) VALUES (18, 3, NOW());
INSERT INTO `enrollments` (`user_id`, `class_id`, `enrollment_date`) VALUES (9, 3, NOW());
INSERT INTO `enrollments` (`user_id`, `class_id`, `enrollment_date`) VALUES (13, 3, NOW());
INSERT INTO `enrollments` (`user_id`, `class_id`, `enrollment_date`) VALUES (19, 3, NOW());
INSERT INTO `classes` (`class_id`, `class_name`, `instructor_id`, `description`) VALUES (4, 'Drama and Theater Tech!', 11, 'Ms. Tay and Ms. Jordan''s Fall Drama production course');
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INSERT INTO `classes` (`class_id`, `class_name`, `instructor_id`, `description`) VALUES (5, 'History 2', 8, 'Medieval History');
INSERT INTO `class_instructors` (`class_id`, `user_id`) VALUES (5, 8);
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INSERT INTO `classes` (`class_id`, `class_name`, `instructor_id`, `description`) VALUES (6, 'Geometry', 21, 'Teaching Textbooks');
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INSERT INTO `classes` (`class_id`, `class_name`, `instructor_id`, `description`) VALUES (7, 'Public Speaking and Rhetoric', 5, 'Speech, Writing, and Rhetoric');
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INSERT INTO `classes` (`class_id`, `class_name`, `instructor_id`, `description`) VALUES (8, 'Personal Finance and Entrepreneurship', 5, 'Personal Finance and Entrepreneurship');
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INSERT INTO `enrollments` (`user_id`, `class_id`, `enrollment_date`) VALUES (10, 8, NOW());

-- -----------------------------------------------------
-- Table `assignments`, `submissions`, `submission_users`, `assignment_instructors`
-- -----------------------------------------------------
INSERT INTO `assignments` (`assignment_id`, `class_id`, `assignment_name`, `description`, `due_date`, `max_points`) VALUES (1, 1, 'August 19, 2025 American History Intro', '<font face="Arial">Today we discussed Native Americans before colonization:</font><p><font face="Arial"><br></font></p><p><font face="Arial">Theories on how they got here: the Bering land Bridge or the Kelp Highway</font></p><p><font face="Arial"><br></font></p><p><font face="Arial">Where did they live?&#160;</font></p><p><font face="Arial"><br></font></p><p><font face="Arial"><b>HOMEWORK:&#160; Print a copy of the US Map and write in where different tribes lived.&#160; Find as may as you can.&#160;&#160;</b></font></p><p><font face="Arial"><b><br></b></font></p><p><font face="Arial">We&#160;also discussed Columbus''s &#34;Discovery&#34; of America</font></p><p><font face="Arial"><br></font></p><p><font face="Arial">What caused Europeans to find American- why did they take a different route to get to India and China?</font></p><p><font face="Arial"><br></font></p><p><font face="Arial">Why did merchants and explorers get money from Royalty for the Journey?</font></p><p><font face="Arial"><br></font></p><p><font face="Arial">What did the Pope have to do with it?&#160;</font></p><p><font face="Arial"><br></font></p><div class="ilZyRc"><div aria-hidden="false"><div class="tbIZh"><span class=""><span aria-level="2" role="heading" class="wwdJyf veK2kb"><span aria-label="why was england late to colonization of america"><font color="#14878f">READ THIS:</font></span></span><span aria-level="2" role="heading" class="wwdJyf veK2kb"><span aria-label="why was england late to colonization of america"><font color="#14878f">Why was England late to colonization of America</font></span></span></span></div><div class="dcCF7d"></div></div></div><div></div><div class=""><div><div></div><div></div><div></div><div></div><div></div></div><div></div><div><div class="CKgc1d"><div class="Zkbeff"><div class="pWvJNd"><div></div><div class="mZJni Dn7Fzd"><div class="Y3BBE"><div>Several factors contributed to England''s relatively late entry into the colonization of America compared to powers like Spain and Portugal, which had established a significant presence in the New World decades earlier</div>.<span class=""><span class="vKEkVd">&#160;</span></span></div><div class="Y3BBE"><span>Here are some key reasons:</span></div><ul class="U6u95"><li><span class="T286Pc">Internal Political and Religious Instability:</span><ul class="U6u95"><li><span class="T286Pc">Throughout the 16th century, England was plagued by political and religious turmoil, particularly under the Tudor monarchy.</span></li><li><span class="T286Pc">The English Reformation initiated by Henry VIII in the 1530s led to religious conflicts between Catholics and Protestants, distracting the crown and nation from large-scale overseas ventures.</span></li><li><span class="T286Pc">Domestic concerns like consolidating power and securing the Tudor line took precedence over ambitious colonial projects.</span></li></ul></li><li><span class="T286Pc">Economic Limitations:</span><ul class="U6u95"><li><span class="T286Pc">Compared to the resource-rich empires of Spain and Portugal, England lacked the same financial resources in the early stages of exploration.</span></li><li><span class="T286Pc">England''s economy at the time was largely textile-based, with Spain as a major importer. Colonizing territories that might be seen as a threat to Spanish interests could disrupt this important trade relationship.</span></li></ul></li><li><span class="T286Pc">Focus on European Affairs:</span><ul class="U6u95"><li><span class="T286Pc">England was involved in various European conflicts, including the Hundred Years'' War and the War of the Roses, which drained resources and attention.</span></li><li><span class="T286Pc">The focus was on consolidating power within England and securing its position in Europe rather than immediately pursuing ambitious colonial expansion in far-flung lands.</span></li></ul></li><li><span class="T286Pc">Prioritization of the Northwest Passage:</span><ul class="U6u95"><li><span class="T286Pc">Early English exploration, commissioned by monarchs like Henry VII, was primarily aimed at finding a Northwest Passage to Asia for trade with the Far East.</span></li><li><span class="T286Pc">When these expeditions failed to locate a lucrative route, royal funding and investor interest in overseas ventures diminished.</span></li></ul></li><li><span class="T286Pc">Naval Limitations:</span><ul class="U6u95"><li><span class="T286Pc">Until the defeat of the Spanish Armada in 1588, England lacked the naval power to effectively defend large-scale colonial ventures against rivals like Spain.</span></li><li><span class="T286Pc">Prior to achieving naval supremacy, privateering (state-sponsored piracy) was a more viable way for England to challenge Spanish dominance and gain access to New World riches without the burden of maintaining and defending formal colonies.</span></li></ul></li><li><span class="T286Pc">Perceived Lack of Immediate Economic Benefit:</span></li><ul class="U6u95"><li><span class="T286Pc">Compared to the perceived gold and silver wealth found by the Spanish in Central and South America, North America initially appeared to offer less in terms of immediate, easily exploitable riches.</span></li><li><span class="T286Pc">Early attempts to establish colonies in places like Roanoke ultimately failed, demonstrating the challenges and lack of immediate profits associated with such ventures.</span></li><li>It was only after the defeat of the Spanish Armada and the rise of the Tudor dynasty that England began to dedicate more sustained efforts toward colonization, driven by a combination of economic, political, and social factors including mercantilism, rivalry with Spain, and a desire to address internal social problems.<span class=""><span class="vKEkVd">&#160;</span></span></li></ul></ul><p><span><b>Georgia becomes a colony:&#160;</b></span></p><p><span>We discussed Georgia becoming a colony.</span></p><p><span><br></span></p><p><span><b>Homework: What were their 3 reasons for becoming a colony?</b></span></p><p><span><b>Georgia is the only southern colony that outlawed what at its inception?</b></span></p></div></div></div></div></div></div>', '2025-08-21 04:00:00', 100);
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INSERT INTO `assignments` (`assignment_id`, `class_id`, `assignment_name`, `description`, `due_date`, `max_points`) VALUES (2, 2, 'Lesson 1: Introduction to the Table of Elements', '<font face="Arial">This week we were introduced to the table of elements</font><p><br></p><h2 dir="ltr"><span>Introduction to Chemistry 1</span></h2><p dir="ltr"><span>Welcome to Chemistry 1! In this course, we&#8217;ll explore the fascinating world of matter&#8212;everything that makes up the universe around us. From the air we breathe to the food we eat to the technology we use, chemistry is the science that explains how substances interact, change, and form new materials.</span></p><h3 dir="ltr"><span>What We&#8217;ll Use</span></h3><ul><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Textbook</span><span>: </span><span>Chemistry Made Easy</span><span> &#8211; This will be our main reference book.</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Video Resources</span><span>: We&#8217;ll use engaging explanations from </span><span>Crash Course Chemistry</span><span> on YouTube to reinforce concepts visually and help break down tricky topics.</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Music &amp; Memory Tools</span><span>: The </span><span>Periodic Table Song (2018 Update!)</span><span> will make memorizing elements fun and easy to remember.</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Interactive Tools</span><span>:</span><span><br><br></span></p></li><ul><li dir="ltr" aria-level="2"><p dir="ltr" role="presentation"><span>How to Read the Periodic Table</span><span> &#8211; to help us navigate the foundation of chemistry. </span><a href="https://www.youtube.com/watch?v=rz4Dd1I_fX0&amp;list=RDrz4Dd1I_fX0&amp;start_radio=1"><span>The Periodic Table Song (2018 Update!) | SCIENCE SONGS</span></a><span><br><br></span></p></li><li dir="ltr" aria-level="2"><p dir="ltr" role="presentation"><span>Periodic Table Explained: Name Origin</span><span> &#8211; to learn the fascinating stories behind element names. </span><a href="https://www.youtube.com/watch?v=YTkmnSuAK_U"><span>Periodic Table Explained: Name Origin</span></a><span><br><br></span></p></li><li dir="ltr" aria-level="2"><p dir="ltr" role="presentation"><span>Interactive Periodic Table</span><span> at</span><a href="https://ptable.com/#Properties"><span> </span><span>ptable.com</span></a><span> &#8211; an online tool we&#8217;ll use for exploring the properties and trends of elements in real time. </span><a href="https://ptable.com/#Properties"><span>https://ptable.com/#Properties</span></a><span> </span><span><br><br></span></p></li></ul></ul><h3 dir="ltr"><span>What You&#8217;ll Learn</span></h3><p dir="ltr"><span>By the end of Chemistry 1, you will:</span></p><ul><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Understand the structure of atoms and molecules.</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Learn how to read and use the periodic table.</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Explore chemical reactions and why they happen.</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Discover the unique properties of each element through hands-on investigation.</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Build connections between chemistry and real life, from cooking to climate science to medicine.</span><span><br><br></span></p></li></ul><p dir="ltr"><span>Chemistry isn&#8217;t just about memorizing formulas&#8212;it&#8217;s about asking questions, making observations, and experimenting with the building blocks of our world.</span></p><p><span></span></p><p dir="ltr"><span>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~</span></p><p dir="ltr"><span><br></span></p><p dir="ltr"><span>questions: </span></p><p dir="ltr"><span><br></span></p><p dir="ltr"><span>1.<b> Where</b></span><span><b> do you see chemistry in your everyday life?&#8221;</b></span></p><p dir="ltr"><span>Examples: cooking, makeup, cleaning products, phones, batteries, fireworks, and medicine.</span></p><p dir="ltr"><span><br></span></p><p dir="ltr"><span>2. </span><span>What is Chemistry?</span><span>&#8220;The study of matter and how it changes.&#8221;</span></p><p dir="ltr"><span>Matter is everything that has mass and takes up space. That means chemistry is literally the study of everything around us.</span></p><p dir="ltr"><span><br></span></p><p dir="ltr"><span>3. <b>Review: The Periodic Table Song:</b></span></p><p dir="ltr"><span><font color="#000000" face="Arial, sans-serif">https://www.youtube.com/watch?v=rz4Dd1I_fX0&amp;list=RDrz4Dd1I_fX0&amp;start_radio=1</font></span></p><p dir="ltr"><span><font color="#000000" face="Arial, sans-serif"><br></font></span></p><p dir="ltr"><span><font color="#000000" face="Arial, sans-serif"><b>HOMEWORK: </b> </font></span></p><p dir="ltr"></p><ul><li><span>Read the first chapter of </span><span>Chemistry Made Easy</span><span>.</span></li><li><span><span>Watch </span><span>Crash Course Chemistry</span><span> Episode 1: </span><span>Atoms &amp; Molecules</span></span></li></ul><p><font color="#000000" face="Arial, sans-serif"><span><i>We will dicuss it in the next class. </i></span></font></p><p></p>', '2025-08-21 04:00:00', 100);
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INSERT INTO `assignments` (`assignment_id`, `class_id`, `assignment_name`, `description`, `due_date`, `max_points`) VALUES (3, 2, 'Chemistry Syllabus', '<font face="Arial">Use this link to see your chemistry syllabus.&#160;</font><p><font face="Arial">If you have missed or are going to miss a class, you will be able to find the course information here so you can keep up.</font></p><p><font face="Arial"><br></font></p><p><font face="Arial">https://docs.google.com/document/d/1FOewqeUhH6oFnQWe7avdpoDTCwCizT7RViAP7X35KkY/edit?usp=sharing</font></p>', '2026-05-15 04:00:00', 100);
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INSERT INTO `assignments` (`assignment_id`, `class_id`, `assignment_name`, `description`, `due_date`, `max_points`) VALUES (11, 1, 'Us Government Documents', '<font face="Arial">Review:&#160;</font><p><font face="Arial"><br></font></p><p dir="ltr"><span>CHAPTER 4: A New Nation&#8212;The Documents</span></p><h2 dir="ltr"><span>Definitions</span></h2><p dir="ltr"><span>Pivotal</span><span>: Very important; something that causes a big change.</span><span><br></span><span>Adopted</span><span>: Chosen and accepted officially.</span><span><br></span><span>Ratified</span><span>: Approved and made official by a vote.</span><span><br></span><span>Sovereign</span><span>: Independent and in control of itself.</span><span><br></span><span>Establish</span><span>: To create or set up something.</span><span><br></span><span>Precedent</span><span>: An example from the past that guides future actions or decisions.</span><span><br></span><span>Preamble</span><span>: An introduction that explains the purpose of a document.</span><span><br></span><span>Legislative</span><span>: Related to making laws (Congress).</span><span><br></span><span>Executive</span><span>: Related to carrying out laws (President).</span><span><br></span><span>Judicial</span><span>: Related to interpreting laws (Courts).</span><span><br></span><span>Amendment: </span><span>&#160;A change or addition to a document, especially the Constitution.</span></p><p dir="ltr"><br></p><p><b><br></b></p><p dir="ltr"><br></p><p dir="ltr"><span>This week, we&#8217;re diving into the founding documents of our nation.</span></p><p dir="ltr"><span>They are printed in this chapter and should be examined thoroughly. For now, we&#8217;ll walk through the key points together and discuss what made these documents so powerful&#8212;and why they still matter today.</span></p><h2 dir="ltr"><br></h2><h2 dir="ltr"><span>The Articles of Confederation</span></h2><p dir="ltr"><span>Link: </span><a href="https://www.archives.gov/milestone-documents/articles-of-confederation"><span>https://www.archives.gov/milestone-documents/articles-of-confederation</span></a><span>&#160;</span></p><p><b><br><br></b></p><p dir="ltr"><span>The Articles of Confederation was the first constitution of the United States of America. It was </span><span>adopted</span><span> by the Second Continental Congress on November 15, 1777, and </span><span>ratified</span><span> by all 13 states in 1781. The Articles created a weak central government with limited powers. The states retained most of the power, and the federal government could not tax or regulate commerce.</span></p><p dir="ltr"><span>The Articles of Confederation were replaced by the United States Constitution in 1789 with much complaining from Rhode Island. The Constitution created a stronger central government with more powers. The states still retained some power, but the federal government was now supreme.</span></p><p dir="ltr"><span>Strengths of the Articles of Confederation</span></p><ol><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Sovereign</span><span> States: The Articles of Confederation maintained the sovereignty and independence of individual states, which was crucial in preserving their autonomy after gaining independence from Britain.</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Congressional Powers: The central government had the authority to declare war, conduct foreign affairs, and make treaties. It could also establish and maintain a military, coin money, and manage post offices.</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Equal Representation: Each state had one vote in the Continental Congress, regardless of its size or population. This equal representation was seen as a fair way to prevent larger states from dominating smaller ones.</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Admission of New States: The Articles </span><span>established </span><span>a process for new territories to become states, helping to expand the nation westward.</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Land Ordinances: The Northwest Ordinance of 1787, under the Articles, provided a method for admitting new states from the Northwest Territory. It also prohibited slavery in this region, setting an important </span><span>precedent.</span></p></li></ol><p dir="ltr"><span>Weaknesses of the Articles of Confederation:&#160;</span></p><ol><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>No Central Authority: The central government created by the Articles of Confederation was very weak. It lacked the power to tax, enforce laws, or regulate trade among the states effectively. These deficiencies made it unable to address economic and security issues adequately.</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Financial Problems: The Articles did not grant the national government the authority to levy taxes. As a result, it struggled to raise revenue and pay off war debts. This led to economic instability and a lack of funds to maintain the military.</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>No Executive or Judicial Branch: The Articles had no executive branch (president) or federal courts, making it difficult to enforce laws and resolve disputes among states.</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Ineffective Amendments: Amending the Articles required unanimous consent from all 13 states, which was nearly impossible to achieve. This made it challenging to adapt to changing circumstances.</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Interstate Disputes: The lack of a strong central authority meant that states frequently engaged in trade disputes, tariffs, and conflicts, hindering economic growth and stability.</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Shays'' Rebellion: This armed uprising by Massachusetts farmers in 1786-1787 highlighted the weakness of the central government''s ability to maintain order and protect property rights.</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Foreign Relations: The national government struggled to maintain diplomatic relations with foreign powers and protect American interests abroad due to its lack of authority and resources.</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Inability to Raise an Army: The national government had difficulty raising and maintaining a standing army, leaving the nation vulnerable to potential threats.</span></p></li></ol><p dir="ltr"><br></p><p dir="ltr"><span>(Articles of Confederation, n.d.), (Weaknesses in the Articles of Confederation, n.d.)</span></p><p dir="ltr"><br></p><h2 dir="ltr"><span>The Constitution of the United States</span></h2><p dir="ltr"><span>Homework: Ken Burns Video:&#160; </span><a href="https://www.youtube.com/watch?v=VrMs94Ywy3A" target="_blank">https://www.youtube.com/watch?v=VrMs94Ywy3A</a></p><p dir="ltr"><span>Print the constitution??:&#160; (about 9 pages)</span></p><p dir="ltr"><span>The Constitution of the United States is the supreme law of the United States, serving as the framework for its government and outlining the rights and responsibilities of its citizens. It was adopted on September 17, 1787, and has since been amended 27 times.</span></p><p dir="ltr"><span>The Constitution consists of a preamble and seven articles. Here is a brief summary of each:</span></p><p dir="ltr"><span>Question: Who can recite the </span><span>preamble</span><span> to the Constitution?&#160;</span></p><p dir="ltr"><span>Answer: (leave lines for them to fill this in for their notes). They will be tested on it.&#160;</span></p><p dir="ltr"><span><br></span></p><p dir="ltr"><span>*Video: School House Rock: </span><a href="https://www.youtube.com/watch?v=OqvLi7qZ_yU"><span>https://www.youtube.com/watch?v=OqvLi7qZ_yU</span></a><span>&#160;</span></p><p dir="ltr"><br></p><p dir="ltr"><span>Article I: This article establishes the </span><span>legislativ</span><span>e branch of the government, known as the Congress. It consists of two chambers, the House of Representatives and the Senate, and outlines their powers and responsibilities.</span></p><p dir="ltr"><span>Article II: This article establishes the </span><span>executive</span><span> branch, headed by the President of the United States. It outlines the powers and duties of the president, including their role as commander-in-chief of the military.</span></p><p dir="ltr"><span>Article III: This article establishes the </span><span>judicial</span><span> branch, which includes the Supreme Court and other federal courts. It outlines the jurisdiction and powers of the courts, including their authority to interpret the law and settle disputes.</span></p><p dir="ltr"><span>Article IV: This article outlines the relationship between the states and the federal government. It ensures that each state has a republican form of government, outlines the obligations of the states to each other, and guarantees certain rights to citizens of all states.</span></p><p dir="ltr"><span>Article V: This article outlines the process for amending the Constitution. It requires a two-thirds majority vote in both houses of Congress or a constitutional convention called by two-thirds of the state legislatures to propose amendments. Amendments must then be ratified by three-fourths of the state legislatures or conventions.</span></p><p dir="ltr"><span>Article VI: This article establishes the Constitution as the supreme law of the land, overriding any conflicting laws or treaties. It also requires government officials to take an oath to support the Constitution.</span></p><p dir="ltr"><span>The Constitution is followed by 27 </span><span>amendments</span><span>. The first ten, known as the Bill of Rights, protect individual rights and liberties such as freedom of speech, religion, and the right to a fair trial. The subsequent amendments cover a wide range of issues, including voting rights, presidential term limits, and the prohibition of slavery.</span></p><p dir="ltr"><span>Overall, the Constitution of the United States provides the foundation for the country''s system of government and protects the rights and freedoms of its citizens.</span></p><p dir="ltr"><span>(The Constitution of the United States, n.d.)</span></p><p dir="ltr"><br></p><h2 dir="ltr"><span>The Bill of Rights</span></h2><p><b><br></b></p><p dir="ltr"><span>Link: </span><a href="https://www.archives.gov/founding-docs/bill-of-rights-transcript"><span>https://www.archives.gov/founding-docs/bill-of-rights-transcript</span></a><span>&#160;</span></p><p><b><br></b></p><p dir="ltr"><span>The Bill of Rights is the collective name for the first ten amendments to the United States Constitution. It was added to the Constitution in 1791, shortly after its ratification, in order to protect individual liberties and limit the power of the federal government.&#160;</span></p><p><b><br></b></p><p dir="ltr"><span>Here is a summary of each amendment:</span></p><p><b><br></b></p><p dir="ltr"><span>First Amendment: Protects freedom of religion, speech, the press, the right to assemble peacefully, and the right to petition the government for grievances.</span></p><p><b><br></b></p><p dir="ltr"><span>Second Amendment: Ensures the right of the people to keep and bear arms in order to maintain a well-regulated militia and for self-defense.</span></p><p><b><br></b></p><p dir="ltr"><span>Third Amendment: Prohibits the government from quartering troops in private homes during peacetime without the owner''s consent.</span></p><p><b><br></b></p><p dir="ltr"><span>Fourth Amendment: Protects against unreasonable searches and seizures and requires search warrants to be issued based on probable cause.</span></p><p><b><br></b></p><p dir="ltr"><span>The Fifth Amendment guarantees several rights in criminal proceedings, such as protection against self-incrimination, the right to due process of law, and protection against double jeopardy.</span></p><p><b><br></b></p><p dir="ltr"><span>Sixth Amendment: Ensures the right to a fair and speedy trial, the right to be informed of the nature and cause of accusations, the right to confront witnesses, and the right to legal counsel.</span></p><p><b><br></b></p><p dir="ltr"><span>Seventh Amendment: Preserves the right to a trial by jury in civil cases where the value in controversy exceeds $20.</span></p><p><b><br></b></p><p dir="ltr"><span>Eighth Amendment: Prohibits cruel and unusual punishment, as well as excessive bail or fines.</span></p><p><b><br></b></p><p dir="ltr"><span>Ninth Amendment: Asserts that the rights listed in the Constitution are not exhaustive, and that the people have additional rights that should not be violated.</span></p><p><b><br></b></p><p dir="ltr"><span>Tenth Amendment: Reserves powers not delegated to the federal government to the states or the people, emphasizing the principle of federalism.</span></p><p><b><br></b></p><p dir="ltr"><span>(The Bill of Rights, n.d.)&#160;</span></p><p><b><br></b></p><h2 dir="ltr"><span>Influencers: (not previously mentioned)</span></h2><h3 dir="ltr"><span>James Madison:&#160;</span></h3><h2 dir="ltr"><span>James Madison was one of the Founding Fathers of the United States and played a significant role in the early history of the nation. He is often referred to as the &#34;Father of the Constitution&#34; for his pivotal role in drafting and promoting the United States Constitution.&#160;</span></h2><ul><li dir="ltr" aria-level="1"><h2 dir="ltr" role="presentation"><span>Madison was a delegate to the Constitutional Convention in 1787, where he made invaluable contributions to the drafting of the U.S. Constitution. He is known for his Virginia Plan, which formed the Constitution''s structure, and for recording the convention''s minutes.</span></h2></li><li dir="ltr" aria-level="1"><h2 dir="ltr" role="presentation"><span>Along with Alexander Hamilton and John Jay, Madison co-authored a series of essays known as the Federalist Papers. These essays were instrumental in garnering support for the ratification of the Constitution by explaining its principles and addressing concerns.</span></h2></li><li dir="ltr" aria-level="1"><h2 dir="ltr" role="presentation"><span>Madison played a crucial role in advocating for the inclusion of a Bill of Rights in the Constitution. He authored many of the amendments that later became the Bill of Rights, which added critical protections for individual liberties.</span></h2></li><li dir="ltr" aria-level="1"><h2 dir="ltr" role="presentation"><span>Madison served as the fourth president of the United States from 1809 to 1817. During his presidency, he dealt with significant challenges, including the War of 1812 with Great Britain. It was during his presidency that the White House and the U.S. Capitol were burned by British forces in 1814.</span></h2></li><li dir="ltr" aria-level="1"><h2 dir="ltr" role="presentation"><span>Madison was a delegate to the Virginia Ratification Convention, where he played a pivotal role in securing Virginia''s ratification of the U.S. Constitution, which was a critical step in the document''s adoption.</span></h2></li><li dir="ltr" aria-level="1"><h2 dir="ltr" role="presentation"><span>Along with Thomas Jefferson, Madison was a co-founder of the Democratic-Republican Party, which later evolved into the Democratic Party. His political philosophy emphasized limited government, strict interpretation of the Constitution, and protection of individual rights.</span></h2></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Despite his contributions to the development of the United States Constitution and his advocacy for individual rights and freedoms, Madison was a slave owner throughout his life. At his Montpelier plantation in Virginia, he owned enslaved individuals who were forced to work on the plantation. Madison''s views on slavery evolved, and later in life, he expressed regret about the institution''s impact on the nation.&#160;</span></p></li></ul><p dir="ltr"><span>(James Madison, 2022)&#160;</span></p><h2 dir="ltr"><br></h2><h3 dir="ltr"><span>Roger Sherman:</span><span>&#160;</span></h3><p dir="ltr"><span>Roger Sherman was an American lawyer, politician, and Founding Father who played a significant role in the early history of the United States.</span></p><ul><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Roger Sherman was one of the signers of the Declaration of Independence in 1776. He represented Connecticut in the Continental Congress and was part of the committee responsible for drafting this historic document.</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Sherman was a delegate to the Constitutional Convention in 1787, where he made significant contributions to the drafting of the United States Constitution. He was known for proposing the &#34;Connecticut Compromise&#34; or the &#34;Great Compromise,&#34; which resolved the dispute between small and large states over representation in the legislative branch. The compromise led to the creation of a bicameral legislature with both a Senate (with equal representation for each state) and a House of Representatives (with representation based on population).</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Prior to the Great Compromise, Sherman also presented his own plan for representation in the new government, which helped lay the groundwork for the eventual compromise.</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Sherman was involved in Connecticut state politics and government for many years. He served as a judge, a treasurer, and as the mayor of New Haven.</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Sherman was a proponent of religious freedom and was involved in efforts to disestablish the Congregational Church in Connecticut, a move that contributed to greater religious liberty in the state.</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>After the ratification of the Constitution, Sherman served as one of Connecticut''s first U.S. Senators from 1789 until his death in 1793. He continued to be involved in shaping early federal legislation.</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Despite being a slaveowner, Sherman supported measures for gradual emancipation. Sherman was a delegate to the Connecticut Constitutional Convention in 1818, where he advocated for a gradual emancipation provision in the state''s constitution. This provision ultimately led to the gradual abolition of slavery in Connecticut.</span></p></li></ul><p dir="ltr"><span>(Roger Sherman, 2021)</span></p><p dir="ltr"><br></p><h3 dir="ltr"><span>John Dickinson:</span><span>&#160;</span></h3><p dir="ltr"><span>John Dickinson was a prominent American lawyer, politician, and Founding Father who lived during the 18th century.</span></p><ul><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Dickinson gained national prominence through his series of essays titled &#34;Letters from a Farmer in Pennsylvania,&#34; which were published in 1767 and 1768. In these letters, he argued against the Townshend Acts and British taxation of the American colonies without representation. His writings were widely read and helped galvanize opposition to British policies.</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Dickinson was a delegate to the Continental Congress and played a key role in drafting the Articles of Confederation, the first constitution of the United States. The Articles served as the framework of government during the Revolutionary War and the early years of the nation.</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Dickinson was also a delegate to the Constitutional Convention in 1787, where he made important contributions to the development of the United States Constitution. However, he did not sign the final document because he had reservations about some aspects of it, particularly the strong centralized government it proposed.</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Throughout his political career, Dickinson was known for advocating moderation and compromise. He often sought common ground between differing factions and regions, emphasizing the importance of unity and stability in the new nation.</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>&#160;Dickinson served as a delegate to the Continental Congress from Pennsylvania, as well as in various roles in his home state, including as president (governor) of Delaware and president of Pennsylvania (a position similar to governor) during the Revolutionary period.</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Dickinson held abolitionist views and was one of the early American leaders who supported the abolition of the international slave trade. He believed that the slave trade was incompatible with American ideals. Still, he participated in the slave trade.&#160;</span></p></li></ul><p dir="ltr"><span>(John Dickinson, 2021).</span></p><p dir="ltr"><br></p><h3 dir="ltr"><span>Richard Henry Lee:</span><span>&#160;</span></h3><p dir="ltr"><span>Richard Henry Lee was a prominent American statesman and Founding Father who played a significant role in the early history of the United States.&#160;</span></p><ul><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Richard Henry Lee is perhaps best known for introducing the resolution for American independence in the Second Continental Congress on June 7, 1776. His resolution, often referred to as the Lee Resolution, called for the colonies to declare their independence from British rule. This resolution laid the groundwork for the subsequent drafting and adoption of the Declaration of Independence on July 4, 1776.</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Lee served as a delegate to the Continental Congress from Virginia from 1774 to 1779 and again from 1784 to 1785. He was an active participant in the early stages of the American Revolution and the drafting of important documents.</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Richard Henry Lee was one of the signers of the Declaration of Independence, representing Virginia''s interests in declaring independence from British rule.</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Lee was a proponent of a stronger national government, and he played a role in the drafting of the Articles of Confederation, the first constitution of the United States. The Articles were adopted during his time in Congress in 1777.</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Lee served in various capacities in Virginia''s state government, including as a member of the Virginia House of Burgesses and as President of the Virginia Council.</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>&#160;In the later stages of his political career, Lee expressed concerns about the proposed U.S. Constitution, particularly regarding the absence of a Bill of Rights. He was an Anti-Federalist and opposed the ratification of the Constitution in its original form. However, he ultimately supported the Constitution once the Bill of Rights was proposed and added as amendments.</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>In a letter to Arthur Lee in 1778, Henry mentioned his concerns about the potential negative consequences of slavery on the American Revolution and the ideals of liberty. However, his actions did not align with any active efforts to abolish or significantly reform the institution during his lifetime.</span></p></li></ul><p dir="ltr"><span>(Richard Henry Lee, n.d.)</span></p><p dir="ltr"><br></p><h2 dir="ltr"><span>References:&#160;</span></h2><p dir="ltr"><span>A&amp;E Networks Television. (2021, October 28). </span><span>Roger Sherman</span><span>. The Biography.com Website. https://www.biography.com/political-figures/roger-sherman&#160;</span></p><p dir="ltr"><span>Constitution Annotated. (n.d.). weaknesses in the Articles of Confederation. https://constitution.congress.gov/browse/essay/intro.6-2/ALDE_00000049/&#160;</span></p><p dir="ltr"><span>John Dickinson</span><span>. Division of Historical and Cultural Affairs - State of Delaware. (2021, April 16). https://history.delaware.gov/john-dickinson-plantation/dickinsonletters/john-dickinson/&#160;</span></p><p dir="ltr"><span>National Archives and Records Administration. (n.d.). </span><span>Articles of confederation (1777)</span><span>. National Archives and Records Administration. https://www.archives.gov/milestone-documents/articles-of-confederation&#160;</span></p><p dir="ltr"><span>National Archives and Records Administration. (n.d.). </span><span>The constitution of the United States: A transcription</span><span>. National Archives and Records Administration. https://www.archives.gov/founding-docs/constitution-transcript&#160;</span></p><p dir="ltr"><span>National Archives and Records Administration. (n.d.). </span><span>The bill of rights: A transcription</span><span>. National Archives and Records Administration. https://www.archives.gov/founding-docs/bill-of-rights-transcript&#160;</span></p><p dir="ltr"><span>Richard Henry Lee (1733-1794)</span><span>. The American Revolution. (n.d.). https://www.ouramericanrevolution.org/index.cfm/people/view/pp0015&#160;</span></p><p dir="ltr"><span>The United States Government. (2022, December 23). </span><span>James Madison</span><span>. The White House. https://www.whitehouse.gov/about-the-white-house/presidents/james-madison/&#160;</span></p><p dir="ltr"><span><br></span></p><p dir="ltr"><span><b>HOMEWORK:  RECITE THE PREAMBLE TO THE CONSTITUTION VERBALLY NEXT WEEK!!</b></span></p>', '2025-09-09 04:00:00', 100);
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INSERT INTO `assignments` (`assignment_id`, `class_id`, `assignment_name`, `description`, `due_date`, `max_points`) VALUES (19, 1, 'Keagan History 9/9/2025', '<font face="Arial">Note:&#160;&#160;</font><p><font face="Arial"><br></font></p><p><font face="Arial">1. Get a copy of Uncle Tom''s Cabin, we will read that next.</font></p><p><font face="Arial">2. Write down how the book The Color Purple is different from what you remember about the movie.&#160;</font></p><p><font face="Arial">Be prepared to write in a paper, the historical relevance of the book, and how the movie producer chose to soften or dramatize those things.&#160;</font></p><p><font face="Arial">3. Read the brief review of what we talked about this week (I made an outline)&#160;</font></p><p><font face="Arial">4. Read ahead the next chapter under the Work tab.&#160;</font></p><p><font face="Arial"><br></font></p><p><font face="Arial"><br></font></p><p><font face="Arial">Today we discussed:&#160;</font></p><h3>Key Events and Connections</h3><p>&#10;</p><ol>&#10;<li>&#10;<p><strong>Slave Rebellions in the U.S.</strong></p>&#10;<ul>&#10;<li>&#10;<p><strong>Stono Rebellion (1739, South Carolina):</strong> Enslaved Africans rose up, killing several whites before being suppressed.</p>&#10;</li>&#10;<li>&#10;<p><strong>Gabriel&#8217;s Rebellion (1800, Virginia):</strong> A planned large-scale revolt stopped by betrayal.</p>&#10;</li>&#10;<li>&#10;<p><strong>Nat Turner&#8217;s Rebellion (1831, Virginia):</strong> The most significant U.S. slave revolt, leading to stricter laws and heightened fear among slaveholders.</p><h3>Colonial Period</h3>&#10;<ul>&#10;<li>&#10;<p><strong>1526 &#8211; San Miguel de Gualdape (South Carolina coast, Spanish colony):</strong> The first recorded slave rebellion in North America; enslaved Africans rebelled against the Spanish and joined with Indigenous people.</p>&#10;</li>&#10;<li>&#10;<p><strong>1712 &#8211; New York Slave Revolt (New York City):</strong> About 25 enslaved Africans set fire to a building and killed 9 whites before being captured.</p>&#10;</li>&#10;<li>&#10;<p><strong>1739 &#8211; Stono Rebellion (South Carolina):</strong> The largest colonial revolt, about 60 enslaved people marched toward Spanish Florida, killing 20&#8211;25 whites before being stopped.</p>&#10;</li>&#10;<li>&#10;<p><strong>1741 &#8211; New York Conspiracy (New York City):</strong> Rumored plot by enslaved people and poor whites to burn the city. Dozens were executed, though evidence was weak.</p>&#10;</li>&#10;</ul>&#10;<hr>&#10;<h3>Early U.S. Republic (Post-Revolution)</h3>&#10;<ul>&#10;<li>&#10;<p><strong>1800 &#8211; Gabriel&#8217;s Rebellion (Richmond, Virginia):</strong> A planned uprising of hundreds led by Gabriel Prosser; thwarted by weather and betrayal.</p>&#10;</li>&#10;<li>&#10;<p><strong>1811 &#8211; German Coast Uprising (Louisiana):</strong> The largest slave revolt in U.S. history. Between 200&#8211;500 enslaved people armed themselves and marched toward New Orleans; dozens were killed, and many executed afterward.</p>&#10;</li>&#10;<li>&#10;<p><strong>1822 &#8211; Denmark Vesey&#8217;s Conspiracy (Charleston, South Carolina):</strong> A carefully organized plan by Vesey, a free Black man, and enslaved people; betrayed before it began.</p>&#10;</li>&#10;<li>&#10;<p><strong>1831 &#8211; Nat Turner&#8217;s Rebellion (Southampton County, Virginia):</strong> The most famous U.S. revolt, led by preacher Nat Turner. About 55 whites were killed; over 200 Black people were executed in retaliation.</p>&#10;</li>&#10;</ul>&#10;<hr>&#10;<h3>Later Attempts and Plots</h3>&#10;<ul>&#10;<li>&#10;<p><strong>1835&#8211;1836 &#8211; Black Seminole Resistance (Florida):</strong> Enslaved Africans allied with Seminole Indians in the Second Seminole War, resisting U.S. forces and slavery.</p>&#10;</li>&#10;<li>&#10;<p><strong>1842 &#8211; Creole Case (At sea, bound for New Orleans):</strong> Enslaved people aboard the <em>Creole</em> revolted, took control of the ship, and sailed it to the British Bahamas, where they gained freedom.</p>&#10;</li>&#10;<li>&#10;<p><strong>1842 &#8211; Slave Revolt in the Cherokee Nation (Indian Territory, Oklahoma):</strong> Enslaved people belonging to Cherokee elites staged an uprising, quickly suppressed.</p>&#10;</li>&#10;<li>&#10;<p><strong>1859 &#8211; Harpers Ferry Raid (Virginia, now West Virginia):</strong> Led by abolitionist John Brown with both Black and white followers. Though not solely a slave revolt, it was intended to spark a mass uprising.</p>&#10;</li>&#10;</ul>&#10;</li>&#10;</ul>&#10;</li>&#10;<li>&#10;<p><strong>Global Slave Rebellions</strong></p>&#10;<ul>&#10;<li>&#10;<p><strong>Haitian Revolution (1791&#8211;1804):</strong> Overthrew slavery and French rule, creating the first Black republic.</p>&#10;</li>&#10;<li>&#10;<p><strong>Baptist War in Jamaica (1831&#8211;32):</strong> A massive revolt that hastened Britain&#8217;s abolition of slavery in its colonies.</p>&#10;</li>&#10;</ul>&#10;</li>&#10;<li>&#10;<p><strong>Westward Expansion</strong></p>&#10;<ul>&#10;<li>&#10;<p><strong>Louisiana Purchase (1803):</strong> Doubled U.S. territory, raising new debates over the spread of slavery.</p>&#10;</li>&#10;<li>&#10;<p><strong>Lewis and Clark Expedition (1804&#8211;1806):</strong> Explored new lands, shaping future settlement and slavery disputes.</p>&#10;</li><li><h3>Sacagawea: Guide of the Lewis and Clark Expedition</h3><p>&#10;</p><ul>&#10;<li>&#10;<p><strong>Early Life:</strong> Sacagawea was born around 1788 into the Shoshone people in what is now Idaho. At about 12 years old, she was captured by a rival Hidatsa tribe and later sold to a French-Canadian fur trader, Toussaint Charbonneau, who took her as his wife.</p>&#10;</li>&#10;<li>&#10;<p><strong>Joining the Expedition (1804):</strong> When Meriwether Lewis and William Clark set out to explore the Louisiana Purchase and find a route to the Pacific, they hired Charbonneau as an interpreter. Sacagawea, pregnant at the time, joined them as well.</p>&#10;</li>&#10;<li>&#10;<p><strong>Her Contributions:</strong></p>&#10;<ul>&#10;<li>&#10;<p><strong>Interpreter &amp; Diplomat:</strong> She spoke Shoshone and Hidatsa, which helped the expedition communicate with Native nations.</p>&#10;</li>&#10;<li>&#10;<p><strong>Guide:</strong> She recognized landmarks from her childhood and helped the group navigate difficult terrain.</p>&#10;</li>&#10;<li>&#10;<p><strong>Symbol of Peace:</strong> Traveling with a woman and her infant son (Jean Baptiste, born during the expedition) signaled to Native groups that the explorers were not a war party.</p>&#10;</li>&#10;<li>&#10;<p><strong>Critical Role:</strong> She helped the Corps of Discovery obtain horses from the Shoshone&#8212;essential for crossing the Rocky Mountains.</p>&#10;</li><li><p><strong>William Clark helped raise Sacagawea&#8217;s son, Jean Baptiste Charbonneau.</strong></p><p>Here&#8217;s how it unfolded:</p><p>&#10;&#10;</p><ul>&#10;<li>&#10;<p>During the <strong>Lewis and Clark Expedition (1804&#8211;1806)</strong>, Sacagawea gave birth to her son <strong>Jean Baptiste</strong>, nicknamed <em>Pomp</em>. Clark became very fond of the baby and often mentioned him in his journals.</p>&#10;</li>&#10;<li>&#10;<p>After the expedition, in 1809, <strong>Sacagawea and Charbonneau brought Jean Baptiste to live with Clark</strong> in St. Louis for his education. Clark had promised to help with his schooling, and he kept that promise.</p>&#10;</li>&#10;<li>&#10;<p>Clark effectively became Jean Baptiste&#8217;s <strong>guardian and sponsor</strong>, enrolling him in a school and later helping him travel to Europe, where he lived for several years with Duke Friedrich of W&#252;rttemberg.</p>&#10;</li>&#10;<li>&#10;<p>Jean Baptiste grew up to be a <strong>well-traveled man</strong> &#8212; a fur trapper, guide, and gold prospector. He lived much of his life in the American West and California.</p></li></ul></li>&#10;</ul>&#10;</li>&#10;<li>&#10;<p><strong>Later Life:</strong> After the expedition, Sacagawea lived at Fort Mandan and then in St. Louis for a time. Her exact date of death is uncertain: some records suggest she died in 1812 at Fort Manuel in present-day South Dakota, while Shoshone oral tradition says she lived until 1884 in Wyoming.</p></li></ul></li>&#10;</ul>&#10;</li>&#10;<li>&#10;<p><strong>War of 1812 (1812&#8211;1815)</strong></p>&#10;<ul>&#10;<li>&#10;<p>U.S. vs. Britain over trade and sovereignty.</p>&#10;</li>&#10;<li>&#10;<p>Some enslaved people fled to British lines, gaining freedom.</p>&#10;</li>&#10;<li>&#10;<p><strong>Treaty of Ghent (1814):</strong> Ended the war, but disputes remained about escaped enslaved people.</p>&#10;</li>&#10;</ul>&#10;</li>&#10;<li>&#10;<p><strong>Ban on the Slave Trade</strong></p>&#10;</li><ul>&#10;<li>&#10;<p><strong>U.S. Constitution (1787):</strong> Allowed slave imports until 1808.</p>&#10;</li>&#10;<li>&#10;<p><strong>1808 U.S. Ban:</strong> Congress outlawed importing enslaved Africans.</p>&#10;</li>&#10;<li>&#10;<p><strong>Britain&#8217;s Ban (1807):</strong> Britain abolished the transatlantic trade and began naval patrols.</p>&#10;</li>&#10;<li>&#10;<p>U.S.&#8211;British cooperation after 1808 reinforced suppression of the trade.</p>&#10;</li>&#10;</ul>&#10;&#10;</ol><p><br></p><p>Read for next week</p><p></p>', '2025-09-09 04:00:00', 100);
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INSERT INTO `assignments` (`assignment_id`, `class_id`, `assignment_name`, `description`, `due_date`, `max_points`) VALUES (26, 1, 'Uncle Toms Cabin 87', '<font face="Arial">You can listen to the book on Youtube.&#160;&#160;https://www.youtube.com/playlist?list=PL0DhuPhpoKuS8AiqDj2j9e6KCRRGCLD3c&#160;</font><p><font face="Arial">You have to open each chapter independently.&#160;</font></p><p><font face="Arial">The book if you listen for an hour a day, you will be done by the end of the month</font></p><p><font face="Arial"><br></font></p><p><br></p><p><font face="Arial"><br></font></p><p></p><h1>&#128216; Study Guide: <em>Uncle Tom&#8217;s Cabin</em> by Harriet Beecher Stowe</h1><p><strong>With Historical Context &amp; Documents</strong></p><hr><h2>1. Background &amp; Context</h2><ul>&#10;<li>&#10;<p><strong>Author</strong>: Harriet Beecher Stowe, daughter of prominent abolitionist preacher Lyman Beecher.</p>&#10;</li>&#10;<li>&#10;<p><strong>Published</strong>: 1852, serialized first in <em>The National Era</em> (abolitionist newspaper).</p>&#10;</li>&#10;<li>&#10;<p><strong>Historical Context</strong>:</p>&#10;</li><ul>&#10;<li>&#10;<p><strong>Fugitive Slave Act of 1850</strong>: Required citizens to help return escaped enslaved people to their owners. This law enraged abolitionists and directly inspired Stowe to write the novel.</p>&#10;</li>&#10;<li>&#10;<p><strong>Abolitionist Movement</strong>: The 1830s&#8211;1850s saw the growth of anti-slavery newspapers, societies, and speeches. Stowe&#8217;s book became one of the most influential abolitionist tools.</p>&#10;</li>&#10;<li>&#10;<p><strong>Impact</strong>: The book sold over 300,000 copies in the first year in the U.S., was translated into multiple languages, and fueled the debate that led to the Civil War.</p></li></ul>&#10;&#10;</ul><p>Chapters 1-3 Summary:&#160;</p><h2><strong>Historical Perspective in <em>Uncle Tom&#8217;s Cabin</em>, Chapters 1&#8211;3</strong></h2>&#10;<h3><strong>1. The Slave Economy and the Internal Slave Trade</strong></h3>&#10;<p><strong>Text Reference:</strong> Chapter 1 &#8211; &#8220;In Which the Reader Is Introduced to a Man of Humanity&#8221;<br>&#10;<strong>What Happens:</strong> The book opens with a conversation between Mr. Shelby, a Kentucky slaveholder, and Mr. Haley, a slave trader. Shelby is forced to sell his slaves&#8212;including Uncle Tom and a child named Harry&#8212;to pay his debts.</p>&#10;<p><strong>Historical Background:</strong></p>&#10;<ul>&#10;<li>&#10;<p>By the 1850s, slavery was deeply entrenched in the Southern economy, especially in border states like Kentucky.</p>&#10;</li>&#10;<li>&#10;<p>The <strong>internal slave trade</strong> (the buying and selling of enslaved people between U.S. states) had replaced the <strong>transatlantic slave trade</strong>, which was outlawed in 1808.</p>&#10;</li>&#10;<li>&#10;<p>Traders like Mr. Haley were common and often traveled between states to sell enslaved people &#8220;down the river&#8221; to the Deep South, where labor was in high demand on cotton plantations.</p>&#10;</li>&#10;<li>&#10;<p>This trade was known for breaking up families&#8212;something Stowe highlights immediately with Eliza&#8217;s fear of losing her son.</p>&#10;</li>&#10;</ul>&#10;<hr>&#10;<h3><strong>2. The Religious and Moral Justification of Slavery</strong></h3>&#10;<p><strong>Text Reference:</strong> Shelby and Haley&#8217;s conversation, and Mrs. Shelby&#8217;s reaction.<br>&#10;<strong>What Happens:</strong> Mr. Shelby rationalizes slavery as a business necessity, while Mrs. Shelby expresses her Christian discomfort with the practice.</p>&#10;<p><strong>Historical Background:</strong></p>&#10;<ul>&#10;<li>&#10;<p>Many slaveholders, especially in the South, <strong>used Christianity to justify slavery</strong>, arguing that it &#8220;civilized&#8221; African Americans or that it was sanctioned by the Bible.</p>&#10;</li>&#10;<li>&#10;<p>Abolitionists, on the other hand, argued the opposite&#8212;that Christianity condemned slavery as a sin.</p>&#10;</li>&#10;<li>&#10;<p>Stowe, a devout Christian herself, uses these early chapters to challenge the moral contradictions of &#8220;Christian&#8221; slaveholding households.</p>&#10;</li>&#10;<li>&#10;<p>The Shelbys represent a common Northern or border-state attitude&#8212;<strong>&#8220;kind&#8221; slaveholders</strong> who saw themselves as benevolent but still participated in an immoral system.</p>&#10;</li>&#10;</ul>&#10;<hr>&#10;<h3><strong>3. The Experience of Enslaved Families</strong></h3>&#10;<p><strong>Text Reference:</strong> Chapter 2 &#8211; &#8220;The Mother&#8221; (Eliza, George, and Harry)<br>&#10;<strong>What Happens:</strong> Eliza learns that her son Harry is going to be sold. She remembers her husband George, who works on another plantation, and decides to flee with her child.</p>&#10;<p><strong>Historical Background:</strong></p>&#10;<ul>&#10;<li>&#10;<p>Enslaved marriages were not legally recognized, and families were constantly threatened by <strong>separation through sale</strong>.</p>&#10;</li>&#10;<li>&#10;<p>Many enslaved mothers actually did run away to prevent their children from being sold&#8212;one of the most famous examples being <strong>Margaret Garner</strong>, whose 1856 story partly inspired Eliza&#8217;s.</p>&#10;</li>&#10;<li>&#10;<p>The description of Eliza&#8217;s domestic life reflects the reality that enslaved women often worked both in their masters&#8217; homes and cared for their own families under constant fear of loss.</p>&#10;</li>&#10;<li>&#10;<p>The emotional depth Stowe gives Eliza helped Northern readers empathize with enslaved women in a way few political tracts could.</p>&#10;</li>&#10;</ul>&#10;<hr>&#10;<h3><strong>4. The Character of Uncle Tom</strong></h3>&#10;<p><strong>Text Reference:</strong> Chapter 3 &#8211; &#8220;The Husband and Father&#8221;<br>&#10;<strong>What Happens:</strong> Uncle Tom, described as deeply Christian and loyal, accepts his likely sale without bitterness and comforts others.</p>&#10;<p><strong>Historical Background:</strong></p>&#10;<ul>&#10;<li>&#10;<p>Uncle Tom represents what abolitionists called the <strong>&#8220;Christian martyr slave&#8221;</strong>&#8212;a man who endures suffering with faith and dignity rather than violence.</p>&#10;</li>&#10;<li>&#10;<p>This portrayal reflects Stowe&#8217;s abolitionist belief in <strong>moral resistance</strong> rather than rebellion.</p>&#10;</li>&#10;<li>&#10;<p>The character was loosely inspired by real-life enslaved men such as <strong>Josiah Henson</strong>, who escaped from slavery and became an abolitionist preacher in Canada.</p>&#10;</li>&#10;<li>&#10;<p>Later, critics (especially in the 20th century) would argue that the &#8220;Uncle Tom&#8221; stereotype was oversimplified or submissive, but in Stowe&#8217;s time, he was seen as a heroic moral figure.</p>&#10;</li>&#10;</ul>&#10;<hr>&#10;<h2><strong>Summary Table</strong></h2>&#10;<div class="_tableContainer_1rjym_1"><div tabindex="-1" class="group _tableWrapper_1rjym_13 flex w-fit flex-col-reverse"><table class="w-fit min-w-(--thread-content-width)"><thead><tr><th>Element</th><th>Chapter(s)</th><th>Historical Reality</th><th>Why It Matters</th></tr></thead><tbody><tr><td>Slave trade and economy</td><td>1</td><td>Internal slave trade after 1808; sale of enslaved people to pay debts</td><td>Shows how slavery was a business woven into American society</td></tr><tr><td>Religious justification</td><td>1</td><td>Christians on both sides of the slavery debate</td><td>Highlights hypocrisy and moral conflict</td></tr><tr><td>Family separation</td><td>2</td><td>Families torn apart by sale; inspired by real events like Margaret Garner</td><td>Humanizes enslaved people; elicits empathy</td></tr><tr><td>Uncle Tom&#8217;s faith</td><td>3</td><td>Based on real Christian abolitionist figures</td><td>Reflects abolitionist moral argument and Stowe&#8217;s religious worldview<br></td></tr></tbody></table></div></div><b>Make sure you get past chapter 10 by Thursday.&#160;</b><br><hr><h2><font color="#aa9d9d"><br></font></h2><h2><font color="#aa9d9d">2. Main Characters (linked to historical realities)</font></h2><ul>&#10;<li>&#10;<p><font color="#aa9d9d"><strong>Uncle Tom</strong>: While fictional, he draws from accounts of enslaved Christians who endured suffering with dignity. Stowe was influenced by <em>The Life of Josiah Henson, Formerly a Slave</em> (1849). Henson&#8217;s life closely parallels Tom&#8217;s story.</font></p>&#10;</li>&#10;<li>&#10;<p><font color="#aa9d9d"><strong>Eliza Harris</strong>: Her escape across the frozen river is based on true accounts of enslaved women fleeing with children. Harriet Jacobs (<em>Incidents in the Life of a Slave Girl</em>) also highlighted mothers risking everything to protect children.</font></p>&#10;</li>&#10;<li>&#10;<p><font color="#aa9d9d"><strong>Simon Legree</strong>: Represents the cruel &#8220;Cotton Kingdom&#8221; plantation owners in the Deep South. His cruelty echoes documented cases in <em>American Slavery As It Is</em> (1839), a collection of real slaveholders&#8217; testimonies compiled by Theodore Weld and the Grimk&#233; sisters.</font></p>&#10;</li>&#10;</ul><hr><h2><font color="#aa9d9d">3. Historical Documents &amp; Connections</font></h2><ol>&#10;<li>&#10;<p><font color="#aca0a0"><strong>Fugitive Slave Act (1850)</strong> &#8211; Forced Northerners to participate in slavery enforcement. Primary document to read alongside the novel.</font></p>&#10;</li>&#10;<li>&#10;<p><font color="#aca0a0"><strong>Slave Narratives</strong>:</font></p>&#10;<ul>&#10;<li>&#10;<p><font color="#aca0a0"><em>The Life of Josiah Henson, Formerly a Slave</em> (1849) &#8211; Inspired Uncle Tom&#8217;s character.</font></p>&#10;</li>&#10;<li>&#10;<p><font color="#aca0a0"><em>Narrative of the Life of Frederick Douglass</em> (1845) &#8211; Gave Northern readers firsthand testimony of slavery&#8217;s brutality.</font></p>&#10;</li>&#10;<li>&#10;<p><font color="#aca0a0"><em>Incidents in the Life of a Slave Girl</em> (1861, Harriet Jacobs) &#8211; Female perspective on family separation and resistance.</font></p>&#10;</li>&#10;</ul>&#10;</li>&#10;<li>&#10;<p><font color="#aca0a0"><strong>Abolitionist Newspapers</strong> &#8211; <em>The Liberator</em> (founded by William Lloyd Garrison) and <em>The National Era</em> (serialized Stowe&#8217;s novel).</font></p>&#10;</li>&#10;<li>&#10;<p><font color="#aca0a0"><strong>Political Response</strong>:</font></p>&#10;<ul>&#10;<li>&#10;<p><font color="#aca0a0">Pro-slavery authors published &#8220;Anti-Tom&#8221; novels (like <em>Aunt Phillis&#8217;s Cabin</em>) defending slavery.</font></p>&#10;</li>&#10;<li>&#10;<p><font color="#aca0a0">Southern leaders condemned the book as slander against their way of life.</font></p>&#10;</li>&#10;</ul>&#10;</li>&#10;<li>&#10;<p><font color="#aca0a0"><strong>Abraham Lincoln&#8217;s Quote</strong> (apocryphal but famous): When meeting Stowe in 1862, he allegedly said, &#8220;So you are the little woman who wrote the book that started this great war.&#8221;</font></p>&#10;</li>&#10;</ol><hr><h2><font color="#aca0a0">4. Themes (with historical resonance)</font></h2><ul>&#10;<li>&#10;<p><font color="#aca0a0"><strong>Slavery as a Moral Evil</strong>: The novel echoed abolitionist tracts that portrayed slavery as a sin against God and humanity.</font></p>&#10;</li>&#10;<li>&#10;<p><font color="#aca0a0"><strong>Christian Martyrdom</strong>: Uncle Tom paralleled Christ-like endurance, tying into the era&#8217;s evangelical Christian revival movements.</font></p>&#10;</li>&#10;<li>&#10;<p><font color="#aca0a0"><strong>Family Destruction</strong>: Reflects real ads in Southern newspapers offering rewards for captured escapees, often highlighting broken families.</font></p>&#10;</li>&#10;</ul><hr><h2><font color="#aca0a0">5. Key Historical Quotes for Discussion</font></h2><ul>&#10;<li>&#10;<p><font color="#aca0a0">From the <strong>Fugitive Slave Act</strong>: &#8220;Any person who shall knowingly and willingly obstruct&#8230; shall&#8230; be subject to a fine not exceeding one thousand dollars, and imprisonment not exceeding six months.&#8221;</font></p>&#10;</li>&#10;<li>&#10;<p><font color="#aca0a0">From <strong>Josiah Henson&#8217;s autobiography</strong>: &#8220;My master took from me my wife and children, and sold them as he would cattle.&#8221;</font></p>&#10;</li>&#10;<li>&#10;<p><font color="#aca0a0">From <strong>Harriet Beecher Stowe&#8217;s preface</strong>: She claimed the book was &#8220;a mosaic of facts&#8221; based on real incidents.</font></p>&#10;</li>&#10;</ul><hr><h2><span><font color="#aca0a0">6. Discussion Questions (with historical angle)&#160; Use these questions for a research paper</font></span></h2><ol>&#10;<li>&#10;<p><font color="#aca0a0">How did the Fugitive Slave Act intensify the urgency of Stowe&#8217;s message?</font></p>&#10;</li>&#10;<li>&#10;<p><font color="#aca0a0">In what ways did <em>Uncle Tom&#8217;s Cabin</em> reflect real testimonies like those of Frederick Douglass or Josiah Henson?</font></p>&#10;</li>&#10;<li>&#10;<p><font color="#aca0a0">Why did pro-slavery advocates feel threatened enough to publish counter-novels?</font></p>&#10;</li>&#10;<li>&#10;<p><font color="#aca0a0">How does reading primary sources alongside the novel change your understanding of Stowe&#8217;s message?</font></p>&#10;</li>&#10;</ol><hr><h2><font color="#aca0a0"><br></font></h2><ul>&#10;<li>&#10;<p><font color="#aca0a0"><strong>Primary Source Comparison</strong>: Compare Eliza&#8217;s escape scene with newspaper accounts of real escapes published in <em>The Liberator</em>.</font></p>&#10;</li></ul><h2><font color="#aca0a0">Notable Escape / Escape-Attempt Accounts in <em>The Liberator</em></font></h2><p>&#10;</p><ol>&#10;<li>&#10;<p><font color="#aca0a0"><strong>William and Ellen Craft</strong><br>&#10;William and Ellen Craft were enslaved people in Georgia. Ellen was light-skinned, and the couple devised a daring escape in 1848: Ellen disguised herself as a white male slaveholder (in poor health) and William acted as her slave, traveling together. They made their way north, passing as master &amp; servant, and eventually reached freedom. <em>The Liberator</em> reported on their escape, their lecture tours, and various attempts by slave-hunters to capture them under the Fugitive Slave Law. <span class=""><span class="ms-1 inline-flex max-w-full items-center relative top-[-0.094rem] animate-[show_150ms_ease-in]"><a href="https://www.theliberatorfiles.com/friendships-forged-in-fire-william-and-ellen-craft/?utm_source=chatgpt.com" target="_blank" rel="noopener" alt="https://www.theliberatorfiles.com/friendships-forged-in-fire-william-and-ellen-craft/?utm_source=chatgpt.com" class="flex h-4.5 overflow-hidden rounded-xl px-2 text-[9px] font-medium transition-colors duration-150 ease-in-out text-token-text-secondary! bg-[#F4F4F4]! dark:bg-[#303030]!"><span class="relative start-0 bottom-0 flex h-full w-full items-center">theliberatorfiles.com</span></a></span></span></font></p>&#10;</li>&#10;<li>&#10;<p><font color="#aca0a0"><strong>Slave-Catchers in Boston (William &amp; Ellen Craft)</strong><br>&#10;In <em>The Liberator</em> on November 1, 1850, there is a piece titled <em>&#8220;Slave-Hunters in Boston&#8221;</em> describing how two men, Hughes and Knight, coming from Macon, Georgia, arrived in Boston intending to seize William and Ellen Craft under the Fugitive Slave Act. The article reports on the intense public opposition in Boston to their presence, how committees and individuals tried to persuade them to leave, and how Boston citizens resolved to resist enforcement of the slave-catcher&#8217;s efforts. <span class=""><span class="ms-1 inline-flex max-w-full items-center relative top-[-0.094rem] animate-[show_150ms_ease-in]"><a href="https://hd.housedivided.dickinson.edu/node/20845?utm_source=chatgpt.com" target="_blank" rel="noopener" alt="https://hd.housedivided.dickinson.edu/node/20845?utm_source=chatgpt.com" class="flex h-4.5 overflow-hidden rounded-xl px-2 text-[9px] font-medium transition-colors duration-150 ease-in-out text-token-text-secondary! bg-[#F4F4F4]! dark:bg-[#303030]!"><span class="relative start-0 bottom-0 flex h-full w-full items-center">House Divided</span></a></span></span></font></p>&#10;<p><font color="#aca0a0">One quote from that article:</font></p>&#10;<blockquote>&#10;<p><font color="#aca0a0">&#8220;Our city, for a week past, has been thrown into a state of intense excitement by the appearance of two prowling villains &#8230; for the purpose of seizing William and Ellen Craft &#8230; and carrying them back to the hell of Slavery.&#8221; <span class=""><span class="ms-1 inline-flex max-w-full items-center relative top-[-0.094rem] animate-[show_150ms_ease-in]"><a href="https://hd.housedivided.dickinson.edu/node/20845?utm_source=chatgpt.com" target="_blank" rel="noopener" alt="https://hd.housedivided.dickinson.edu/node/20845?utm_source=chatgpt.com" class="flex h-4.5 overflow-hidden rounded-xl px-2 text-[9px] font-medium transition-colors duration-150 ease-in-out text-token-text-secondary! bg-[#F4F4F4]! dark:bg-[#303030]!"><span class="relative start-0 bottom-0 flex h-full w-full items-center">House Divided</span></a></span></span></font></p>&#10;</blockquote>&#10;</li>&#10;<li>&#10;<p><font color="#aca0a0"><strong>&#8220;Slave-Catching in Maryland&#8221;</strong> (1857)<br>&#10;This is an account of a group of about 17 enslaved people from Maryland who, having been permitted by their masters to attend a camp-meeting, decided after that meeting to escape north toward freedom. They nearly made it, but were pursued by a drover in Baltimore who had been offered a reward; he recaptured nine of them who were then being sent &#8220;back to the cotton fields,&#8221; while the others got away. <span class="" aria-describedby="radix-&#171;r50&#187;"><span class="ms-1 inline-flex max-w-full items-center relative top-[-0.094rem] animate-[show_150ms_ease-in]" aria-describedby="radix-&#171;r50&#187;"><a href="https://en.wikisource.org/wiki/The_Liberator_%28newspaper%29/September_18%2C_1857/Slave-Catching_in_Maryland?utm_source=chatgpt.com" target="_blank" rel="noopener" alt="https://en.wikisource.org/wiki/The_Liberator_%28newspaper%29/September_18%2C_1857/Slave-Catching_in_Maryland?utm_source=chatgpt.com" class="flex h-4.5 overflow-hidden rounded-xl px-2 text-[9px] font-medium transition-colors duration-150 ease-in-out bg-token-text-primary! text-token-main-surface-primary!"><span class="relative start-0 bottom-0 flex h-full w-full items-center">Wikisource</span></a></span></span></font></p></li></ol><p><font color="#aca0a0"><br></font></p><ul>&#10;<li>&#10;<p><font color="#aca0a0"><strong>Legal Lens</strong>: Read excerpts from the Fugitive Slave Act and debate how Northerners might have felt about complying with it.</font></p></li></ul><ul><li><p><font color="#aca0a0">The <strong>1793 Fugitive Slave Act</strong>, which first authorized slaveholders to recapture escaped enslaved people.</font></p>&#10;</li>&#10;<li>&#10;<p><font color="#aca0a0">The <strong>1850 Fugitive Slave Act</strong>, a much harsher law that was part of the Compromise of 1850. This one required federal marshals to capture alleged fugitive slaves, imposed fines on officials and citizens who aided escapees, and denied alleged fugitives the right to testify or have a jury trial.</font></p>&#10;</li>&#10;</ul><p><font color="#aca0a0">The text of the 1850 Act is what&#8217;s most often studied. It&#8217;s lengthy, so I&#8217;ll provide the <strong>opening section and a link to the full text</strong>:</font></p><hr><h3><font color="#aca0a0">Fugitive Slave Act of 1850 (excerpt)</font></h3><p><strong><font color="#aca0a0">An Act to amend, and supplementary to, the Act entitled &#8220;An Act respecting fugitives from justice, and persons escaping from the service of their masters,&#8221; approved February twelfth, one thousand seven hundred and ninety-three.</font></strong></p><p>&#10;&#10;&#10;&#10;&#10;</p><p><font color="#aca0a0"><em>Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled,</em> That the persons who have been, or may hereafter be, appointed commissioners, in virtue of any act of Congress, by the circuit courts of the United States, and who, in consequence of such appointment, are authorized to exercise the powers that any justice of the peace or other magistrate of any of the United States may exercise in respect to offenders for any crime or offence against the United States, by arresting, imprisoning, or bailing the same under and by virtue of the thirty-third section of the act of the twenty-fourth of September, seventeen hundred and eighty-nine, entitled &#8220;An act to establish the judicial courts of the United States,&#8221; shall be, and are hereby authorized and required to exercise </font>and discharge all the powers and duties conferred by this act. . . .</p>', '2026-01-27 05:00:00', 100);
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INSERT INTO `assignments` (`assignment_id`, `class_id`, `assignment_name`, `description`, `due_date`, `max_points`) VALUES (39, 4, 'Monologue Competition Information', '<font face="Arial"><b>Hello, my lovely Actors!</b></font><p><font face="Arial"><b><br></b></font></p><p><font face="Arial">As of today, we will be preparing for he monologue competition that is happening on January 24th at the Aurora Theater. Each of you was given three monologues: one from a play, one from a show, and one from a movie, plus multiple copies of each.</font></p><p><font face="Arial">Please ensure you work through each of them so we can determine which one we will use for the competition.&#160;</font></p><p><font face="Arial"><br></font></p><p><font face="Arial">Remember to</font></p><p><font face="Arial">- <b>mark out beats and actions</b></font></p><p><font face="Arial"><b>- write out subtext</b></font></p><p><font face="Arial"><b>- figure out who you are talking to</b></font></p><p><font face="Arial"><b>- figure out the what, when, why, and how</b></font></p><p><font face="Arial"><b>- notate your moment before</b></font></p><p><font face="Arial"><b>- Read your monologues out loud so you can get a sense of your initial emotions inside each of them</b></font></p><p><font face="Arial"><b><br></b></font></p><p><font face="Arial">The link for the document that establishes the monologue assignments and extra copies of the monologue will be available on the syllabus. Make sure you work on these for lass on Monday</font></p><p></p>', '2025-12-08 05:00:00', 100);
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INSERT INTO `assignments` (`assignment_id`, `class_id`, `assignment_name`, `description`, `due_date`, `max_points`) VALUES (40, 2, 'Mid term instructions', '<font face="Arial">Here is the copy of what we handed out in class:&#160;</font><p><font face="Arial"><br></font></p><p><font face="Arial">side note:&#160; I was right. The periodic table has changed... my suggestion that it (and all science essentially is constantly changing is valid)</font></p><p><font face="Arial"><br></font></p><p><font size="3">The most recent major change to the official periodic table occurred in&#160;<span class="Yjhzub">2016</span><span>, when the International Union of Pure and Applied Chemistry (</span><span class="T286Pc">IUPAC</span><span>) formally recognized and named four superheavy synthetic elements: nihonium (113), moscovium (115), tennessine (117), and oganesson (118). These additions completed the seventh row (period) of the table. Beyond these completed additions, researchers at institutions like the Joint Institute for Nuclear Research&#160;</span><span class="T286Pc">JINR</span><span>&#160;in Russia and the&#160;</span><span class="T286Pc">RIKEN Nishina Center</span><span>&#160;in Japan are currently focused on synthesizing new, even heavier elements, specifically aiming to create element 119 and element 120, which would initiate the start of the elusive eighth period of the table.</span></font><font face="Arial"></font></p><p><font size="3"><span><br></span></font></p><p><font size="3"><span>This site could be fun to explore:&#160;</span></font><span><font color="#0a0a0a" face="Google Sans, Roboto, Arial, sans-serif" size="3">https://iupac.org/iupac-announces-the-names-of-the-elements-113-115-117-and-118/&#160;</font></span></p><p><span><font color="#0a0a0a" face="Google Sans, Roboto, Arial, sans-serif" size="3">Videos:&#160;</font></span><span><font color="#0a0a0a" face="Google Sans, Roboto, Arial, sans-serif" size="3">https://www.youtube.com/watch?v=iFN9agJVea4&amp;list=PLMy98cnAKXeOzt2kp2X7-zunFtwcNUcVW</font></span></p><p><span><font color="#0a0a0a" face="Google Sans, Roboto, Arial, sans-serif" size="3"><br></font></span></p><h1 dir="ltr"><span>SCIENCE RESEARCH PROJECT &amp; PRESENTATION</span></h1><h2 dir="ltr"><span>&#8220;The Shape of the Table&#8221; &#8211; Student Handout</span></h2><h3 dir="ltr"><span>Project Overview</span></h3><p dir="ltr"><span>You will complete a </span><span>research-based science project</span><span> focused on understanding how and why the Periodic Table is organized. You will choose </span><span>four connected elements</span><span> and explore the scientific patterns behind their placement.</span></p><p dir="ltr"></p><hr><p></p><h1 dir="ltr"><span>1. Choose Your Elements</span></h1><p dir="ltr"><span>Your four elements must </span><span>touch each other</span><span> in one of these shapes:</span></p><ul><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Four in a row (horizontal or vertical)</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>A 2&#215;2 square</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>An L-shape (three across + one down, or vice versa)</span><span><br><br></span></p></li></ul><p dir="ltr"><span>Your elements must come from </span><span>Group 1, Group 2, or the Transition Metals</span><span>.</span></p><p dir="ltr"><span>Diagonal connections are not allowed.</span></p><p dir="ltr"></p><hr><p></p><h1 dir="ltr"><span>2. Research Each Element</span></h1><p dir="ltr"><span>For </span><span>each of the four elements</span><span>, research and include:</span></p><ul><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Name, symbol, atomic number</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Atomic mass</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>State of matter at room temperature</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Electron configuration</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Valence electrons</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Oxidation states</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>At least </span><span>two physical properties</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>At least </span><span>two chemical properties</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>At least </span><span>one real-world use</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>One interesting fact</span><span><br><br></span></p></li></ul><p dir="ltr"><span>Use </span><span>credible scientific sources</span><span> for your research.</span></p><p dir="ltr"></p><hr><p></p><h1 dir="ltr"><span>3. Explain the Pattern</span></h1><p dir="ltr"><span>Describe what your elements have in common, such as:</span></p><ul><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Same group or period</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Same block (s-block or d-block)</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Similar properties (reactivity, conductivity, density, etc.)</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Trends across the table</span><span><br><br></span></p></li></ul><p dir="ltr"></p><hr><p></p><h1 dir="ltr"><span>4. Explain </span><span>Why</span><span> They Are Arranged This Way</span></h1><p dir="ltr"><span>Connect the arrangement to:</span></p><ul><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Valence electrons</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Electron shells</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Periodic trends</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Metallic behavior</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Atomic structure</span><span><br><br></span></p></li></ul><p dir="ltr"><span>This section should show your scientific reasoning.</span></p><p dir="ltr"></p><hr><p></p><h1 dir="ltr"><span>5. Artistic Component (Required)</span></h1><p dir="ltr"><span>Create </span><span>one artistic or creative representation</span><span> of your elements.</span><span><br></span><span> Examples include:</span></p><ul><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>A hand-drawn poster or illustration</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Digital artwork</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Creative concept characters for each element</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>A symbolic design</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>A stylized comparison chart</span><span><br><br></span></p></li></ul><p dir="ltr"><span>Your art should help explain or highlight your elements.</span></p><p dir="ltr"></p><hr><p></p><h1 dir="ltr"><span>6. Presentation Requirements</span></h1><ul><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Length: </span><span>8&#8211;10 minutes</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Format: Slide deck, poster, video, or live demonstration</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Must include: Research, artistic component, scientific explanations</span><span><br><br></span></p></li></ul><p dir="ltr"></p><hr><p></p><h1 dir="ltr"><span>RUBRIC (100 points)</span></h1><h3 dir="ltr"><span>1. Research Depth &amp; Accuracy &#8211; 40 pts</span></h3><p dir="ltr"><span>Thorough research on each element with accurate scientific details.</span></p><h3 dir="ltr"><span>2. Pattern Explanation &#8211; 20 pts</span></h3><p dir="ltr"><span>Clear explanation of shared properties and trends.</span></p><h3 dir="ltr"><span>3. Arrangement Explanation &#8211; 20 pts</span></h3><p dir="ltr"><span>Strong reasoning using electron structure and periodic trends.</span></p><h3 dir="ltr"><span>4. Artistic Component &#8211; 15 pts</span></h3><p dir="ltr"><span>Creative, meaningful visual that enhances understanding.</span></p><h3 dir="ltr"><span>5. Presentation Quality &#8211; 5 pts</span></h3><p dir="ltr"><span>Clear, organized, visually neat, and within time.</span></p><p dir="ltr"></p><hr><p></p><h1 dir="ltr"><span>Total: 100 Points</span></h1><p><b><br><br><br><br><br><br><br><br><br><br><br><br></b></p><h1 dir="ltr"><span>Electron Configuration (Review)</span></h1><p dir="ltr"><span>Electron configuration</span><span> tells you </span><span>where the electrons live</span><span> in an atom.</span><span><br></span><span> Electrons stay in &#8220;shells&#8221; or &#8220;energy levels,&#8221; like seats in rows.</span></p><p dir="ltr"><span>Example:</span></p><ul><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>The first shell can hold 2 electrons</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>The second shell can hold 8</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>The third shell can hold 18</span><span><br><br></span></p></li></ul><p dir="ltr"><span>Electron configuration shows </span><span>how those electrons are arranged</span><span>.</span></p><p dir="ltr"></p><hr><p></p><h1 dir="ltr"><span>Valence Electrons (Review)</span></h1><p dir="ltr"><span>Valence electrons</span><span> are the electrons in the </span><span>outermost shell</span><span> of an atom.</span></p><p dir="ltr"><span>These are the electrons that:</span></p><ul><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Decide how the element reacts</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Help form bonds with other atoms</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Determine many chemical properties</span><span><br><br></span></p></li></ul><p></p><p dir="ltr"><span>Shortcut:</span><span><br></span><span> Valence electrons are the </span><span>&#8220;personality electrons&#8221;</span><span> &#8212; they decide how the element behaves.</span></p><p dir="ltr"><span><br></span></p><p><span><br></span></p><p></p>', '2025-12-16 05:00:00', 100);
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INSERT INTO `assignments` (`assignment_id`, `class_id`, `assignment_name`, `description`, `due_date`, `max_points`) VALUES (41, 2, 'Mid term instructions', '<font face="Arial">Here is the copy of what we handed out in class:&#160;</font><p><font face="Arial"><br></font></p><p><font face="Arial">side note:&#160; I was right. The periodic table has changed... my suggestion that it (and all science essentially is constantly changing is valid)</font></p><p><font face="Arial"><br></font></p><p><font size="3">The most recent major change to the official periodic table occurred in&#160;<span class="Yjhzub">2016</span><span>, when the International Union of Pure and Applied Chemistry (</span><span class="T286Pc">IUPAC</span><span>) formally recognized and named four superheavy synthetic elements: nihonium (113), moscovium (115), tennessine (117), and oganesson (118). These additions completed the seventh row (period) of the table. Beyond these completed additions, researchers at institutions like the Joint Institute for Nuclear Research&#160;</span><span class="T286Pc">JINR</span><span>&#160;in Russia and the&#160;</span><span class="T286Pc">RIKEN Nishina Center</span><span>&#160;in Japan are currently focused on synthesizing new, even heavier elements, specifically aiming to create element 119 and element 120, which would initiate the start of the elusive eighth period of the table.</span></font><font face="Arial"></font></p><p><font size="3"><span><br></span></font></p><p><font size="3"><span>This site could be fun to explore:&#160;</span></font><span><font color="#0a0a0a" face="Google Sans, Roboto, Arial, sans-serif" size="3">https://iupac.org/iupac-announces-the-names-of-the-elements-113-115-117-and-118/&#160;</font></span></p><p><span><font color="#0a0a0a" face="Google Sans, Roboto, Arial, sans-serif" size="3">videos:&#160;</font></span><span><font color="#0a0a0a" face="Google Sans, Roboto, Arial, sans-serif" size="3">https://www.youtube.com/watch?v=iFN9agJVea4&amp;list=PLMy98cnAKXeOzt2kp2X7-zunFtwcNUcVW</font></span></p><p><span><font color="#0a0a0a" face="Google Sans, Roboto, Arial, sans-serif" size="3"><br></font></span></p><h1 dir="ltr"><span>SCIENCE RESEARCH PROJECT &amp; PRESENTATION</span></h1><h2 dir="ltr"><span>&#8220;The Shape of the Table&#8221; &#8211; Student Handout</span></h2><h3 dir="ltr"><span>Project Overview</span></h3><p dir="ltr"><span>You will complete a </span><span>research-based science project</span><span> focused on understanding how and why the Periodic Table is organized. You will choose </span><span>four connected elements</span><span> and explore the scientific patterns behind their placement.</span></p><p dir="ltr"></p><hr><p></p><h1 dir="ltr"><span>1. Choose Your Elements</span></h1><p dir="ltr"><span>Your four elements must </span><span>touch each other</span><span> in one of these shapes:</span></p><ul><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Four in a row (horizontal or vertical)</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>A 2&#215;2 square</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>An L-shape (three across + one down, or vice versa)</span><span><br><br></span></p></li></ul><p dir="ltr"><span>Your elements must come from </span><span>Group 1, Group 2, or the Transition Metals</span><span>.</span></p><p dir="ltr"><span>Diagonal connections are not allowed.</span></p><p dir="ltr"></p><hr><p></p><h1 dir="ltr"><span>2. Research Each Element</span></h1><p dir="ltr"><span>For </span><span>each of the four elements</span><span>, research and include:</span></p><ul><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Name, symbol, atomic number</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Atomic mass</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>State of matter at room temperature</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Electron configuration</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Valence electrons</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Oxidation states</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>At least </span><span>two physical properties</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>At least </span><span>two chemical properties</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>At least </span><span>one real-world use</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>One interesting fact</span><span><br><br></span></p></li></ul><p dir="ltr"><span>Use </span><span>credible scientific sources</span><span> for your research.</span></p><p dir="ltr"></p><hr><p></p><h1 dir="ltr"><span>3. Explain the Pattern</span></h1><p dir="ltr"><span>Describe what your elements have in common, such as:</span></p><ul><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Same group or period</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Same block (s-block or d-block)</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Similar properties (reactivity, conductivity, density, etc.)</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Trends across the table</span><span><br><br></span></p></li></ul><p dir="ltr"></p><hr><p></p><h1 dir="ltr"><span>4. Explain </span><span>Why</span><span> They Are Arranged This Way</span></h1><p dir="ltr"><span>Connect the arrangement to:</span></p><ul><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Valence electrons</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Electron shells</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Periodic trends</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Metallic behavior</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Atomic structure</span><span><br><br></span></p></li></ul><p dir="ltr"><span>This section should show your scientific reasoning.</span></p><p dir="ltr"></p><hr><p></p><h1 dir="ltr"><span>5. Artistic Component (Required)</span></h1><p dir="ltr"><span>Create </span><span>one artistic or creative representation</span><span> of your elements.</span><span><br></span><span> Examples include:</span></p><ul><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>A hand-drawn poster or illustration</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Digital artwork</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Creative concept characters for each element</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>A symbolic design</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>A stylized comparison chart</span><span><br><br></span></p></li></ul><p dir="ltr"><span>Your art should help explain or highlight your elements.</span></p><p dir="ltr"></p><hr><p></p><h1 dir="ltr"><span>6. Presentation Requirements</span></h1><ul><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Length: </span><span>8&#8211;10 minutes</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Format: Slide deck, poster, video, or live demonstration</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Must include: Research, artistic component, scientific explanations</span><span><br><br></span></p></li></ul><p dir="ltr"></p><hr><p></p><h1 dir="ltr"><span>RUBRIC (100 points)</span></h1><h3 dir="ltr"><span>1. Research Depth &amp; Accuracy &#8211; 40 pts</span></h3><p dir="ltr"><span>Thorough research on each element with accurate scientific details.</span></p><h3 dir="ltr"><span>2. Pattern Explanation &#8211; 20 pts</span></h3><p dir="ltr"><span>Clear explanation of shared properties and trends.</span></p><h3 dir="ltr"><span>3. Arrangement Explanation &#8211; 20 pts</span></h3><p dir="ltr"><span>Strong reasoning using electron structure and periodic trends.</span></p><h3 dir="ltr"><span>4. Artistic Component &#8211; 15 pts</span></h3><p dir="ltr"><span>Creative, meaningful visual that enhances understanding.</span></p><h3 dir="ltr"><span>5. Presentation Quality &#8211; 5 pts</span></h3><p dir="ltr"><span>Clear, organized, visually neat, and within time.</span></p><p dir="ltr"></p><hr><p></p><h1 dir="ltr"><span>Total: 100 Points</span></h1><p><b><br><br><br><br><br><br><br><br><br><br><br><br></b></p><h1 dir="ltr"><span>Electron Configuration (Review)</span></h1><p dir="ltr"><span>Electron configuration</span><span> tells you </span><span>where the electrons live</span><span> in an atom.</span><span><br></span><span> Electrons stay in &#8220;shells&#8221; or &#8220;energy levels,&#8221; like seats in rows.</span></p><p dir="ltr"><span>Example:</span></p><ul><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>The first shell can hold 2 electrons</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>The second shell can hold 8</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>The third shell can hold 18</span><span><br><br></span></p></li></ul><p dir="ltr"><span>Electron configuration shows </span><span>how those electrons are arranged</span><span>.</span></p><p dir="ltr"></p><hr><p></p><h1 dir="ltr"><span>Valence Electrons (Review)</span></h1><p dir="ltr"><span>Valence electrons</span><span> are the electrons in the </span><span>outermost shell</span><span> of an atom.</span></p><p dir="ltr"><span>These are the electrons that:</span></p><ul><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Decide how the element reacts</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Help form bonds with other atoms</span><span><br><br></span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Determine many chemical properties</span><span><br><br></span></p></li></ul><p></p><p dir="ltr"><span>Shortcut:</span><span><br></span><span> Valence electrons are the </span><span>&#8220;personality electrons&#8221;</span><span> &#8212; they decide how the element behaves.</span></p><p><span><br></span></p><p></p>', '2025-12-16 05:00:00', 100);
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INSERT INTO `assignments` (`assignment_id`, `class_id`, `assignment_name`, `description`, `due_date`, `max_points`) VALUES (42, 5, 'Chapter 9  Vikings', '<font face="Arial">Read before Thursday''s Class. (should take less than an hour)</font><p><font face="Arial"><br></font></p><h3 dir="ltr"><span>Lesson 9 - The Vikings</span></h3><h4 dir="ltr"><span>Definitions</span></h4><p dir="ltr"><span>Viking:</span><span> </span><span>any of the Scandinavian seafaring pirates and traders who raided and settled in many parts of northwestern Europe in the 8th&#8211;11th centuries.</span></p><p dir="ltr"><span>Norsemen: </span><span>any of the ancient Scandinavians.</span></p><p dir="ltr"><span>Generic</span><span>: </span><span>characteristic of or relating to a class or group of things; not specific.</span></p><p dir="ltr"><span>Petroglyphs:</span><span> </span><span>a rock carving, especially a prehistoric one.</span></p><p dir="ltr"><span>Nordic:</span><span> </span><span>relating to Scandinavia, Finland, Iceland, and the Faroe Islands</span></p><p dir="ltr"><span>Fjord:</span><span> </span><span>a long, narrow, deep inlet of the sea between high cliffs, as in Norway and Iceland, typically formed by submergence of a glaciated valle</span></p><p dir="ltr"><span>Danelaw:</span><span> </span><span>The Danelaw was the part of England in which the laws of the Danes held sway and dominated those of the Anglo-Saxons.&#160;</span></p><p dir="ltr"><span>Danes</span><span>: </span><span>a native or inhabitant of Denmark, or a person of Danish descent.</span><span>, or </span><span>one of the Viking invaders of the British Isles in the 9th&#8211;11th centuries.</span></p><p dir="ltr"><span>Thralls: </span><span>a slave, servant, or captive.</span></p><p dir="ltr"><span>Reeve:</span><span> </span><span>a local official, in particular the chief magistrate of a town or district in Anglo-Saxon England.</span></p><p dir="ltr"><span>Fief:</span><span> </span><span>an estate of land, especially one held on condition of feudal service.</span></p><h4 dir="ltr"><span>Map of scandinavia </span><a href="https://en.wikipedia.org/wiki/History_of_Scandinavia#/media/File:1730_Homann_Map_of_Scandinavia,_Norway,_Sweden,_Denmark,_Finland_and_the_Baltics_-_Geographicus_-_Scandinavia-homann-1730.jpg"><span>https://en.wikipedia.org/wiki/History_of_Scandinavia#/media/File:1730_Homann_Map_of_Scandinavia,_Norway,_Sweden,_Denmark,_Finland_and_the_Baltics_-_Geographicus_-_Scandinavia-homann-1730.jpg</span></a></h4><p dir="ltr"><span><span></span></span></p><p><b><br></b></p><h4 dir="ltr"><span>Viking vs. Norsemen</span></h4><p dir="ltr"><span>Viking</span><span> is the name given to seafaring Norse pirates from Scandinavia. Scandinavia consists mostly of present day Denmark, Norway, and Sweden. The main difference between Vikings and </span><span>Norsemen</span><span> is explained in the etymology of the words:&#160;</span></p><p><b><br></b></p><p dir="ltr"><span>&#8220;Vikings didn''t call themselves &#8220;Vikings,&#8221; as this term doesn''t apply to any specific group or tribe of people... The word viking meant &#8220;piracy&#8221; or &#8220;freebooting voyage&#8221; in Old Norse and was something one would do, rather than a personal descriptor&#8212;&#8221;go on a viking.&#8221; (Britannica)&#160; In short, The term viking was a verb, which meant to go raiding.</span></p><p><b><br></b></p><p dir="ltr"><span>Norsemen literally means North-men.&#160; Today the term means &#8220;any of the ancient Scandinavians. Scandanavians consisted of three main people groups who are the Danes, the Norweigens&#160; and the Swedes. These terms were used in the </span><span>generic</span><span> tense and interchangeably by outsiders to refer to all northern invaders. Mostly, they are all called danes, and eventually, formed a unified Danish kingdom.</span></p><p><b><br></b></p><p dir="ltr"><span>In short, Viking seems to have been synonymous with piracy whereas the same tribal members who stayed home were considered Norse.</span></p><p><b><br></b></p><h4 dir="ltr"><span>Background:&#160;&#160;</span></h4><p><b><br></b></p><p dir="ltr"><span>Before we jump into post-classical time with this group of people, we need a little background information.&#160;</span></p><p><b><br></b></p><p dir="ltr"><span>The Norse countries spent the stone age under a sheet of ice. For this reason, little evidence remains in Scandinavia from the stone age through the iron age except limited numbers of tools, some jewelry and ornaments, and stone burial cairns. It seems the Bronze Age may have been a very special time for Scandinavians from Norway, Denmark and Sweden. While the Bronze Age is generally considered to have been around 3700 years ago, and lasted until 2500 years ago, the Viking Bronze Age lasted only a few hundred years, from around 800 - 1050 CE.</span></p><p><b><br></b></p><p dir="ltr"><span>&#160;Archaeologists have observed ships, houses, weapons, clothing and other items from long ago look very much like similar objects from the Viking Age. While others used bronze and gold when they needed metal, the Vikings also used iron. The culture of shipping, trade, animals, farms, violence, looting, the construction of large burial mounds, and large-scale sacrifices involving jewelry and weapons from the Bronze Age, are surprisingly similar to what the Vikings were doing.&#160;</span></p><p><b><br></b></p><p dir="ltr"><span>&#160;The most interesting thing we have found from this period is a collection of stone drawings known as </span><span>petroglyphs</span><span> which feature drawings of large, sophisticated longboats, from a much earlier time period than suspected. (Does anyone remember suggestions of boat people from the north possibly causing the fall of the bronze age?) As the Bronze age progressed, ships grew smaller with fewer crew members. Especially from the iron age to Roman times.&#160;</span></p><p><b><br></b></p><p dir="ltr"><span>Historically, the North-men lived in dense populations along the coasts and the interior of the countries were wooded. By 500BCE, there is evidence of trading with many cultures such as their Mycenae neighbors, and as far as Babylon and Egypt. Bronze age </span><span>Nordic </span><span>items have been found in all of these regions. Interestingly, while there is no written language, their society seems to have survived the bronze age collapse of other regions. Due to the population crunch, the constant raiding of one&#8217;s neighbors became a way of life, and this is how the Norsemen (though not all) became Vikings. Raiding also paid off substantially. Eventually, countries started paying them off to not raid and loot, making their jobs easier... unless they decided to raid the territory anyway.&#160;</span></p><p><b><br><br></b></p><h4 dir="ltr"><span><span></span></span></h4><h4 dir="ltr"><span>Norse Mythology</span></h4><p><b><br></b></p><p dir="ltr"><span>Before the Norse were converted to Christianity, they followed their native pagan beliefs. &#8220;Norse mythology&#8221; were considered religious stories that gave meaning to the lives of the people. Norse myths revolved around gods and goddesses&#160; like Odin, Thor, Freya, and Loki and others. The religion never had an actual name, it was merely &#8220;tradition.&#8221; However, those who wished to convert them to Christianity called them &#8220;heathens,&#8221; which simply meant &#8220;people who live on the heaths&#8221; (in the countryside), and so the name stuck.</span></p><p><b><br></b></p><p dir="ltr"><span>Even though some aspects of Norse mythology may&#160; seem bizarre, we can see the common human quest to live life in the presence of the sacred. Norse mythology is so fascinating, in fact that over a thousand years later people continue to be inspired by the vitality and wonder of the Norse myths in modern day comic books, and movies.&#160;</span></p><p><b><br></b></p><p dir="ltr"><span>The Vikings did not seek salvation in their religion,&#160; but they saw the world as enchanted &#8211; to be delighted in, and marveled at. Their beliefs didn&#8217;t sugarcoat the difficulties of earthly life, but acknowledged it and praised the attempt to master it through great deeds for the benefit of oneself and one&#8217;s people.&#160; This was &#8220;the good life&#8221; for the Vikings.</span></p><p><b><br><br></b></p><p dir="ltr"><span>Norse mythology was wild&#8230; and raucous, and sometimes funny. Norse Mythology doesn&#8217;t necessarily belong to Scandinavia but has roots in the religion and mythology of Germanic people who migrated into Europe. The Romans later translated Germanic gods into their own beliefs, which is why we have the overlap of characters such as:</span></p><ul><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>&#160;Wotan (or Wodan or Odin)&#160; who became associated with mercury</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Tyr (or Tiwas), a warrior god became the Roman god of war- Mars</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>Thor who was Jupiter or Jove.&#160;</span></p></li></ul><p><b><br><span><br></span></b></p><p dir="ltr"><span>Parts:&#160;</span></p><p dir="ltr"><span>Narrator</span></p><p dir="ltr"><span>Vingthor</span></p><p dir="ltr"><span>Loki</span></p><p dir="ltr"><span>Freyia</span></p><p dir="ltr"><span>Thrym</span></p><p dir="ltr"><span>Jotun</span></p><p dir="ltr"><span>Heimdal</span></p><p dir="ltr"><span>Maid</span></p><p dir="ltr"><span>Jotun&#8217;s sister</span><span><br></span></p><p><b><br></b></p><h5 dir="ltr"><span>THE LAY OF THRYM, OR THE HAMMER RECOVERED.&#160;</span></h5><p dir="ltr"><span>(This is the tale of how Loki helps Thor recover his stolen hammer)</span></p><p><b><br></b></p><p dir="ltr"><span>Narrator: Wroth was Vingthor, when he awoke, and his hammer missed; his beard he shook, his forehead struck, the son of earth felt all around him; And first of all these words he uttered:&#160;</span></p><p><b><br></b></p><p dir="ltr"><span>Vingthor: &#34;Hear now, Loki! what I now say, which no one knows anywhere on earth, nor in heaven above; the As''s hammer is stolen!&#34;</span></p><p><b><br></b></p><p dir="ltr"><span>Narrator: They went to the fair Freyia''s dwelling, and he these words first of all said:&#160;</span></p><p><b><br></b></p><p dir="ltr"><span>Vingthor: &#34;Wilt thou me, Freyia, thy feather-garment lend, that perchance my hammer I may find?&#34;</span></p><p><b><br></b></p><p dir="ltr"><span>Freyia: &#34;That I would give thee, although of gold it were, and trust it to thee, though it were of silver.&#34;</span></p><p><b><br></b></p><p dir="ltr"><span>Narrator: Flew then Loki&#8212;the plumage rattled&#8212;until he came beyond the &#198;sir''s dwellings, and came within the Jotun''s land. On a mound sat Thrym, the Thursar''s lord, for his greyhounds plaiting gold bands and his horses'' manes smoothing.</span></p><p><b><br></b></p><p dir="ltr"><span>Thrym: &#34;How goes it with the &#198;sir? How goes it with the Alfar? Why art thou come alone to Jotunheim?&#34;</span></p><p><b><br></b></p><p dir="ltr"><span>Loki: &#34;Ill it goes with the &#198;sir, Ill it goes with the Alfar. Hast thou Hlorridi''s hammer hidden?&#34;</span></p><p><b><br></b></p><p dir="ltr"><span>Thrym: &#34;I have Hlorridi''s hammer hidden eight rasts beneath the earth; it shall no man get again, unless he bring me Freyia to wife.&#34;</span></p><p><b><br></b></p><p dir="ltr"><span>Narrator: Flew then Loki&#8212;the plumage rattled&#8212;until he came beyond the Jotun''s dwellings, and came within the &#198;sir''s courts; there he met Thor, in the middle court, who these words first of all uttered.</span></p><p><b><br></b></p><p dir="ltr"><span>Jotun: &#34;Hast thou had success as well as labour? Tell me from the air the long tidings. Oft of him who sits are the tales defective, and he who lies down utters falsehood.&#34;</span></p><p><b><br></b></p><p dir="ltr"><span>Loki:&#160; &#34;I have had labour and success: Thrym has thy hammer, the Thursar''s lord. It shall no man get again, unless he bring him Freyia to wife.&#34;</span></p><p><b><br></b></p><p dir="ltr"><span>Narrator: They went the fair Freyia to find; and he those words first of all said:</span></p><p><b><br></b></p><p dir="ltr"><span>Loki:&#160; &#34;Bind thee, Freyia, in bridal raiment, we two must drive to Jotunheim.&#34;</span></p><p><b><br></b></p><p dir="ltr"><span>Narrator: Wroth then was Freyia, and with anger chafed, all the &#198;sir''s hall beneath her trembled: in shivers flew the famed Brisinga necklace.&#160;</span></p><p><b><br></b></p><p dir="ltr"><span>Freyia &#34;Know me to be of women lewdest, if with thee I drive to Jotunheim.&#34;</span></p><p><b><br></b></p><p dir="ltr"><span>Narrator: Straightway went the &#198;sir all to council, and the Asyniur all to hold converse; and deliberated the mighty gods, how they Hlorridi''s hammer might get back. Then said Heimdall, of &#198;sir brightest&#8212;he well foresaw, like other Vanir&#8212;</span></p><p><b><br></b></p><p dir="ltr"><span>Heimdall: &#34;Let us clothe Thor with bridal raiment, let him have the famed Brisinga necklace.</span></p><p dir="ltr"><span>&#34;Let by his side keys jingle, and woman''s weeds fall round his knees, but on his breast place precious stones, and a neat coif set on his head.&#34;</span></p><p><b><br></b></p><p dir="ltr"><span>Narrator: Then said Thor, the mighty As:&#160;</span></p><p><b><br></b></p><p dir="ltr"><span>Thor: &#34;Me the &#198;sir will call womanish, if I let myself be clad in bridal raiment.&#34;</span></p><p><b><br></b></p><p dir="ltr"><span>Loki: &#34;Do thou, Thor! refrain from suchlike words: forthwith the Jotuns will Asgard inhabit, unless thy hammer thou gettest back.&#34;</span></p><p><b><br></b></p><p dir="ltr"><span>Narrator: Then they clad Thor in bridal raiment, and with the noble Brisinga necklace, let by his side keys jingle, and woman''s weeds fall round his knees; and on his breast placed precious stones, and a neat coif set on his head. Then said Loki, Laufey''s son:&#160;</span></p><p><b><br></b></p><p dir="ltr"><span>Loki: &#34;I will with thee as a servant go: we two will drive to Jotunheim.&#34;</span></p><p><b><br></b></p><p dir="ltr"><span>Narrator: Straightway were the goats homeward driven, hurried to the traces; they had fast to run. The rocks were shivered, the earth was in a blaze; Odin''s son drove to Jotunheim.&#160;</span></p><p dir="ltr"><span>Then said Thrym, the Thursar''s lord:&#160;</span></p><p><b><br></b></p><p dir="ltr"><span>Thrym: &#34;Rise up, Jotuns! and the benches deck, now they bring me Freyia to wife, Niord''s daughter, from Noatun. &#34;Hither to our court let bring gold-horned cows, all-black oxen, for the Jotuns'' joy. Treasures I have many, necklaces many, Freyia alone seemed to me wanting.&#34;</span></p><p><b><br></b></p><p dir="ltr"><span>Narrator: In the evening they early came, and for the Jotuns beer was brought forth. Thor alone an ox devoured, salmons eight, and all the sweetmeats women should have. Sif''s consort drank three salds of mead. Then said Thrym, the Thursar''s prince:&#160;</span></p><p><b><br></b></p><p dir="ltr"><span>Thrym: &#34;Where hast thou seen brides eat more voraciously? I never saw brides feed more amply, nor a maiden drink more mead.&#34;</span></p><p><b><br></b></p><p dir="ltr"><span>Narrator: Sat the all-crafty serving-maid close by, who words fitting found against the Jotun''s speech:&#160;</span></p><p><b><br></b></p><p dir="ltr"><span>Maid: &#34;Freyia has nothing eaten for eight nights, so eager was she for Jotunheim.&#34;</span></p><p><b><br></b></p><p dir="ltr"><span>Thrym: Under her veil he stooped desirous to salute her, but sprang back along the hall. &#34;Why are so piercing Freyia''s looks? Methinks that fire burns from her eyes.&#34;</span></p><p><b><br></b></p><p dir="ltr"><span>Narrator: Sat the all-crafty serving-maid close by, who words fitting found against the Jotun''s speech:&#160;</span></p><p><b><br></b></p><p dir="ltr"><span>Maid: &#34;Freyia for eight nights has not slept, so eager was she for Jotunheim.&#34;</span></p><p><b><br></b></p><p dir="ltr"><span>Narrator: In came the Jotun''s luckless sister, for a bride-gift she dared to ask:&#160;</span></p><p><b><br></b></p><p dir="ltr"><span>Jotun&#8217;s sister: &#34;Give me from thy hands the ruddy rings, if thou wouldst gain my love, my love and favour all.&#34;</span></p><p><b><br></b></p><p dir="ltr"><span>Narrator: Then said Thrym, the Thursar''s lord:&#160;</span></p><p><b><br></b></p><p dir="ltr"><span>Thrym: &#34;Bring the hammer in, the bride to consecrate; lay Miollnir on the maiden''s knee; unite us each with other by the hand of Vor.&#34;</span></p><p><b><br></b></p><p dir="ltr"><span>Narrator: Laughed Hlorridi''s soul in his breast, when the fierce-hearted his hammer recognized. He first slew Thrym, the Thursar''s lord, and the Jotun''s race all crushed;</span></p><p dir="ltr"><span>He slew the Jotun''s aged sister, her who a bride-gift had demanded; she a blow got instead of skillings, a hammer''s stroke for many rings. So got Odin''s son his hammer back.</span></p><p><b><br><br></b></p><h5 dir="ltr"><span>THE CREATION OF THE WORLD</span></h5><p dir="ltr"><span>(This Norse creation story is from a text called the Prose Edda, which is a retelling of Norse Myths written at a later time by Christians, and they show heavy Christian Influence)</span></p><p><b><br><br><span><br></span></b></p><p dir="ltr"><span>Parts:&#160;</span></p><p dir="ltr"><span>Ganglere</span></p><p dir="ltr"><span>Har</span></p><p dir="ltr"><span>Jafenhar</span></p><p dir="ltr"><span>Gandrad</span></p><p dir="ltr"><span>Thride</span></p><p dir="ltr"><span>Aurgelmer</span></p><p dir="ltr"><span>Audhumbla</span><span><br></span></p><p><b><br></b></p><p dir="ltr"><span>Said Ganglere: How came the world into existence, or how did it rise? What was before? Made answer to him Har: Thus is it said in the Vala&#8217;s Prophecy:</span></p><p dir="ltr"><span>It was Time&#8217;s morning,</span></p><p dir="ltr"><span>When there nothing was;</span></p><p dir="ltr"><span>Nor sand, nor sea,</span></p><p dir="ltr"><span>Nor cooling billows.</span></p><p dir="ltr"><span>Earth there was not,</span></p><p dir="ltr"><span>Nor heaven above.</span></p><p dir="ltr"><span>The Ginungagap was,</span></p><p dir="ltr"><span>But grass nowhere.</span><a href="https://www.gutenberg.org/files/18947/18947-h/18947-h.htm#note12"><span>12</span></a></p><p dir="ltr"><span>Jafnhar remarked: Many ages before the earth was made, Niflheim had existed, in the midst of which is the well called Hvergelmer, whence flow the following streams: Svol, Gunnthro, Form, Fimbul, Thul, Slid and Hrid, Sylg and Ylg, Vid, Leipt and Gjoll, the last of which is nearest the gate of Hel. Then added Thride: Still there was before a world to the south which hight Muspelheim. It is light and hot, and so bright and dazzling that no stranger, who is not a native there, can stand it. Surt is the name of him who stands on its border guarding it. He has a flaming sword in his hand, and at the end of the world he will come and harry, conquer all the gods, and burn up the whole world with fire. Thus it is said in the Vala&#8217;s Prophecy:</span></p><p dir="ltr"><span>Surt from the south fares</span></p><p dir="ltr"><span>With blazing flames;</span></p><p dir="ltr"><span>From the sword shines</span></p><p dir="ltr"><span>The sun of the war-god.</span></p><p dir="ltr"><span>Rocks dash together</span></p><p dir="ltr"><span>And witches collapse,</span></p><p dir="ltr"><span>Men go the way to Hel</span></p><p dir="ltr"><span>And the heavens are cleft.</span></p><p dir="ltr"><span>Said Ganglere: What took place before the races came into existence, and men increased and multiplied?&#160;</span></p><p dir="ltr"><span>Replied Har, explaining, that as soon as the streams, that are called the Elivogs, had come so far from their source that the venomous yeast which flowed with them hardened, as does dross that runs from the fire, then it turned into ice. And when this ice stopped and flowed no more, then gathered over it the drizzling rain that arose from the venom and froze into rime, and one layer of ice was laid upon the other clear into Ginungagap.&#160;</span></p><p><b><br></b></p><p dir="ltr"><span>Then said Jafnhar: All that part of Ginungagap that turns toward the north was filled with thick and heavy ice and rime, and everywhere within were drizzling rains and gusts. But the south part of Ginungagap was lighted up by the glowing sparks that flew out of Muspelheim.&#160;</span></p><p><b><br></b></p><p dir="ltr"><span>Added Thride: As cold and all things grim proceeded from Niflheim, so that which bordered on Muspelheim was hot and bright, and Ginungagap was as warm and mild as windless air. And when the heated blasts from Muspelheim met the rime, so that it melted into drops, then, by the might of him who sent the heat, the drops quickened into life and took the likeness of a man, who got the name Ymer. But the Frost giants call him Aurgelmer. Thus it is said in the short Prophecy of the Vala (the Lay of Hyndla):</span></p><p dir="ltr"><span>All the valas are</span></p><p dir="ltr"><span>From Vidolf descended;</span></p><p dir="ltr"><span>All wizards are</span></p><p dir="ltr"><span>Of Vilmeide&#8217;s race;</span></p><p dir="ltr"><span>All enchanters</span></p><p dir="ltr"><span>Are sons of Svarthofde;</span></p><p dir="ltr"><span>All giants have</span></p><p dir="ltr"><span>Come from Ymer.</span></p><p><b><br></b></p><p dir="ltr"><span>And on this point, when Vafthrudner, the giant, was asked by Gangrad:</span></p><p dir="ltr"><span>Whence came Aurgelmer</span></p><p dir="ltr"><span>Originally to the sons</span></p><p dir="ltr"><span>Of the giants?&#8212;thou wise giant!</span></p><p dir="ltr"><span>59</span></p><p dir="ltr"><span>(Aurgelmer) He said</span></p><p dir="ltr"><span>From the Elivogs</span></p><p dir="ltr"><span>Sprang drops of venom,</span></p><p dir="ltr"><span>And grew till a giant was made.</span></p><p dir="ltr"><span>Thence our race</span></p><p dir="ltr"><span>Are all descended,</span></p><p dir="ltr"><span>Therefore are we all so fierce.</span></p><p><b><br></b></p><p dir="ltr"><span>Then asked Ganglere: How were the races developed from him? Or what was done so that more men were made? Or do you believe him to be god of whom you now spake?&#160;</span></p><p dir="ltr"><span>Made answer Har: By no means do we believe him to be god; evil was he and all his offspring, them we call frost-giants. It is said that when he slept he fell into a sweat, and then there grew under his left arm a man and a woman, and one of his feet begat with the other a son. From these come the races that are called frost-giants. The old frost-giant we call Ymer.</span></p><p dir="ltr"><span>Then said Ganglere: Where did Ymer dwell, and on what did he live?&#160;</span></p><p><b><br></b></p><p dir="ltr"><span>Answered Har: The next thing was that when the rime melted into drops, there was made thereof a cow, which hight Audhumbla. Four milk-streams ran from her teats, and she fed Ymer.&#160;</span></p><p dir="ltr"><span>(Audhumbla) Thereupon asked Ganglere: On what did the cow subsist?&#160;</span></p><p dir="ltr"><span>Answered Har: She licked the salt-stones that were covered with rime, and the first day that she licked the stones there came out of them in the evening a man&#8217;s hair, the second day a man&#8217;s head, and the third day the whole man was there. This man&#8217;s name was Bure; he was fair of face, great and mighty, and he begat a son whose name was Bor. This Bor married a woman whose name was Bestla, the daughter of the giant Bolthorn; they had three sons,&#8212;the one hight Odin, the other Vile, and the third Ve. And it is my belief that this Odin and his brothers are the rulers of heaven and earth. We think that he must be so called. That is the name of the man whom we know to be the greatest and most famous, and well may men call him by that name.</span></p><p dir="ltr"><span>Ganglere asked: How could these keep peace with Ymer, or who was the stronger?</span></p><p dir="ltr"><span>Then answered Har: The sons of Bor slew the giant Ymer, but when he fell, there flowed so much blood from his wounds that they drowned therein the whole race of frost giants; excepting one, who escaped with his household. Him the giants call Bergelmer. He and his wife went on board his ark and saved themselves in it. From them are come new races of frost-giants, as is here said:</span></p><p dir="ltr"><span>Countless winters</span></p><p dir="ltr"><span>Ere the earth was made,</span></p><p dir="ltr"><span>Was born Bergelmer.</span></p><p dir="ltr"><span>This first I call to mind</span></p><p dir="ltr"><span>How that crafty giant</span></p><p dir="ltr"><span>Safe in his ark lay.</span></p><p><b><br></b></p><p dir="ltr"><span>Then said Ganglere: What was done then by the sons of Bor, since you believe that they were gods?&#160;</span></p><p dir="ltr"><span>Answered Har: About that there is not a little to be said. They took the body of Ymer, carried it into the midst of Ginungagap and made of him the earth. Of his blood they made the seas and lakes; of his flesh the earth was made, but of his bones the rocks; of his teeth and jaws, and of the bones that were broken, they made stones and pebbles.&#160;</span></p><p dir="ltr"><span>Jafnhar remarked: Of the blood that flowed from the wounds, and was free, they made the ocean; they fastened the earth together and around it they laid this ocean in a ring without, and it must seem to most men impossible to cross it.&#160;</span></p><p dir="ltr"><span>Thride added: They took his skull and made thereof the sky, and raised it over the earth with four sides. Under each corner they set a dwarf, and the four dwarfs were called Austre (east), Vestre (West), Nordre (North), Sudre (South). Then they took glowing sparks, that were loose and had been cast out from Muspelheim, and placed them in the midst of the boundless heaven, both above and below, to light up heaven and earth. They gave resting-places to all fires, and set some in heaven; some were made to go free under heaven, but they gave them a place and shaped their course. In old songs it is said that from that time days and years were reckoned. Thus in the Prophecy of the Vala:</span></p><p dir="ltr"><span>The sun knew not</span></p><p dir="ltr"><span>Where her hall she had;</span></p><p dir="ltr"><span>The moon knew not</span></p><p dir="ltr"><span>What might he had;</span></p><p dir="ltr"><span>The stars knew not</span></p><p dir="ltr"><span>Their resting-places.</span></p><p dir="ltr"><span>Thus it was before these things were made.&#160;</span></p><p><b><br></b></p><p dir="ltr"><span>Then said Ganglere: Wonderful tidings are these I now hear; a wondrous great building is this, and deftly constructed. How was the earth fashioned?&#160;</span></p><p dir="ltr"><span>Made answer Har: The earth is round, and without it round about lies the deep ocean, and along the outer strand of that sea they gave lands for the giant races to dwell in; and against the attack of restless giants they built a burg within the sea and around the earth. For this purpose they used the giant Ymer&#8217;s eyebrows, and they called the burg Midgard. They also took his brains and cast them into the air, and made therefrom the clouds, as is here said:</span></p><p dir="ltr"><span>63</span></p><p dir="ltr"><span>Of Ymer&#8217;s flesh</span></p><p dir="ltr"><span>The earth was made,</span></p><p dir="ltr"><span>And of his sweat the seas;</span></p><p dir="ltr"><span>Rocks of his bones,</span></p><p dir="ltr"><span>Trees of his hair,</span></p><p dir="ltr"><span>And the sky of his skull;</span></p><p dir="ltr"><span>But of his eyebrows</span></p><p dir="ltr"><span>The blithe powers</span></p><p dir="ltr"><span>Made Midgard for the sons of men.</span></p><p dir="ltr"><span>Of his brains</span></p><p dir="ltr"><span>All the melancholy</span></p><p dir="ltr"><span>Clouds were made.</span></p><p><b><br></b></p><h4 dir="ltr"><span>Various Viking Tribes</span></h4><h4 dir="ltr"><span>Danish Vikings - Raids on Britain&#160;</span></h4><p dir="ltr"><span>The Danes were a North Germanic tribe from southern Scandinavia, including the area of Denmark, and modern-day southern Sweden, during the Nordic Iron Age and the Viking Age. They founded the Kingdom of Denmark. The Danes are first mentioned in writing 551 CE, by Procopius, and by Gregory of Tours. They spoke Old Norse and were of the same stock as the Swedes. The Old English poems Widsith and Beowulf, as well as works by later Scandinavian writers reference the Danes who get their name from the mythical King Dan.&#160;</span></p><p><b><br></b></p><p dir="ltr"><span>Starting in the 8th century CE., the Danes built trading towns across their territory such as Hedeby, Ribe, Aarhus and Viborg and expanded the settlements of Odense and Aalborg. Hedeby, described as &#8220; a very large city at the very end of the world''s ocean&#8221; was the largest in Scandinavia until it&#8217;s destruction in 1066. In 786, the Danes landed three Viking ships at Port of Dorset in the British Isles where they killed a local reeve and his men. They also raided and built a permanent camp on the Isle of Sheppey in south east England. The area was settled in 865, by brothers Halfdan Ragnarsson and Ivar the Boneless.&#160;</span></p><p><b><br></b></p><p dir="ltr"><span>One of the first raids was against Lindisfarne in 793 and is considered the beginning of the Viking Age. It was an especially brutal attack on a Christian monastery where, in addition to looting, the monks were killed and enslaved in order to procure thralls, who they brought to the Norwegian farms to work them while the men were at sea. In 800 CE, the Danes began raiding towns along the coasts and rivers of Europe, often settling the area. Danelaw was a large settlement due to the abundant farmland settlement. They also established towns in Ireland, the Netherlands and northern France. In the early 11th century, King Cnut the Great ruled the North Sea Empire for nearly 20 years, which included Denmark, England, Norway, southern Sweden and parts of northern Germany.&#160;</span></p><p><b><br></b></p><p dir="ltr"><span>Danes plundered Frisia, (which was under Frank rule) in 800 CE, and the trade town of Dorestad became a frequent target. In the mid-9th century, the Danish chieftain of Roric established a fief there. It is possible that the Danes were also in Frisia at the Gregory of Tours (538-594) as it is believed that king Chlochilaichus was killed during an invasion.&#160;&#160;</span></p><p><b><br></b></p><p dir="ltr"><span>In the early 900''s, Vikings established an encampment in the lower Seine river around Rouen. To stop the repeated raids, Charles the Simple made a treaty in Saint-Clair-sur-Epte with the Viking chieftain of Rollo granting him and his men authority over modern day Normandy.&#160;</span></p><p><b><br><br><br></b></p><p dir="ltr"><span>Swedish Vikings - </span><span>(Keiven Ruis)</span></p><p dir="ltr"><span>Around 840 CE the &#8220;Varangians&#8221; or &#8220;Rus&#8221; established Viking rule over Slavic tribes in what came to be called Kievan Rus. The Kievan Rus formed a federation of East Slavic and Finno-Ugric people under the reign of the Rurik dynasty, under Varangian prince Rurik. They lived in the modern nations of Belarus, Russia, and Ukraine (Belarus and Russia derive) their names from it. Prince Oleg (879&#8211;912), the first ruler, extended control from Novgorod south along the Dnieper river valley, Kiev. Sviatoslav I (945-972) achieved the first major expansion of territory by defeating the Turks. Vladimir the Great (980&#8211;1015) introduced Christianity with his own baptism and, which all were decreed to accept themselves. Kievan Rus'' reached its height under Yaroslav the Wise (1019&#8211;1054) with his sons assembling its first written legal code.</span></p><p dir="ltr"><span>The state began to decline during the late 11th century and the 12th century, disintegrating into rival regional powers, weakened by economic factors, loss of ties to the Byzantine Empire, and the diminution of trade routes through its territory. The state finally fell to the Mongol invasion of the 1240s. Still, the Rurik Dynasty ruled over parts of Russia for 21 generations and 700 years until the death of Tsar Vasili IV of Russia in 1612.</span></p><p><b><br></b></p><p dir="ltr"><span>Norwegian Vikings - Orkney Islands, the Faroe Islands, and Iceland&#160;</span></p><p><b><br></b></p><p dir="ltr"><span>The Vikings'' conquered areas along the Norwegian coast, westward to Iceland, the Faroe Islands, Shetland, Orkney, Scotland, Ireland, and Greenland. They also reached the American continent, long before Columbus. Because there was not suitable land in Western Norway, the Norwegians colonized parts of&#160; Shetland, Orkney, the Faroe Islands and the Hebrides, which became the Kingdom of the Isles. While the Faroe Islands may not have been inhabited when the Norwegians arrived, there is evidence of people groups existing prior to that time. The settlers probably did not come directly from Scandinavia, but rather from communities around the Irish Sea, Northern Isles, and Outer Hebrides of Scotland. Norwegian Vikings also settled on the east coast of Ireland around 800 CE., founding the city of Dublin. Their arrival caused Celtic kings to ally, and by 900 they drove them back out. Harald Fairhair&#160; unified Norway after entering into an alliance with the Earls of Lade&#160; after the Battle of Hafrsfjord (circa 870&#8211;900). Iceland, being uninhabited, was discovered by Norwegians during the late 9th century, by 930 CE., the island had been divided among 400 Norse chieftains.&#160;</span></p><p><b><br><br><br><br></b></p><h4 dir="ltr"><span>Legendary Voyages</span></h4><p dir="ltr"><span>Gr&#230;nlendinga saga (&#8220;Saga of the Greenlanders&#8221;) and Eir&#237;ks saga rau&#240;a (&#8220;Erik the Red&#8217;s Saga&#8221;). These slightly different Norse sagas contain the most detailed information about The Viking visits to Vinland.&#160;</span></p><p><b><br></b></p><p dir="ltr"><span>Gutenberg, public domain links:&#160;</span></p><p dir="ltr"><span>Erik the Red&#8217;s Saga</span></p><p dir="ltr"><a href="https://www.gutenberg.org/files/17946/17946-h/17946-h.htm"><span>https://www.gutenberg.org/files/17946/17946-h/17946-h.htm</span></a><span>&#160;&#160;</span></p><p><b><br></b></p><h4 dir="ltr"><span>Erik the Red</span></h4><p><b><br></b></p><p dir="ltr"><span>A series of events led to Erik the Red&#8217;s banishment from Iceland. First several of Erik&#8217;s thralls accidentally triggered a landslide crushing his neighbor&#8217;s house.&#160; Later he killed a man&#8217;s sons in a fight to recover his property. Tired of being punished for these unfortunate incidents, he sailed for Greenland.&#160;</span></p><p dir="ltr"><span>Discovered 100 years earlier by Norwegian sailor Gunnbj&#246;rn Ulfsson, he sailed 900 nautical miles to the large landmass that seemed like a good place to settle. Arriving at Tunulliarfik around 983 CE. Erik spent two years exploring the territory, naming places with derivatives of his own name, and finally deciding he would stay in Greenland (which he also named to make it sound enticing) and raise livestock.&#160;</span></p><p><b><br></b></p><p dir="ltr"><span>He returned to Iceland in 985, and convinced several hundred people that Greenland held great promise, and led 25 ships and more than 400 people to Greenland. Several ships turned back, and some were lost, but 14 arrived, and the pilgrims established the Eastern Settlement (or Eystribygg&#240;) and the Western Settlement (or Vestribygg&#240;), and a few smaller settlements. Finally settled, Erik the Red lived like a lord with his wife and children. While the settlements survived a deadly epidemic, they never grew to more than 2,500&#8211;5,000 people. The colonies eventually died out around the time of Columbus. It is believed that Erik died soon after the year 1000 from injuries sustained after falling off a horse.&#160;</span></p><p><b><br><br></b></p><h4 dir="ltr"><span>Lief Eriksson&#160;</span></h4><p dir="ltr"><span>Leif Erikson, the son of Erik the Red, sailed to Norway around 1000 CE., where King Olaf I converted him to Christianity. Some believe Erikson sailed off course on his way back to Greenland and landed on the North American continent, where he explored a region he called Vinland. After spending the winter there, Leif sailed back to Greenland, and never returned. He is generally believed to be the first European to reach the North American continent, nearly four centuries before Christopher Columbus arrived in 1492.</span></p><p><b><br></b></p><p dir="ltr"><span>What happened next is up for debate. According to the Eiriks saga, Erikson sailed off course on his return to Greenland and landed in North America. He called the region Vinland after the wild grapes that grew there and the general fertility of the land. Another Icelandic saga, the Groenlandia saga (or &#8220;Saga of the Greenlanders''''), which scholars consider more reliable,holds that Leif Erikson heard about Vinland from the Icelandic trader Bjarni Herjulfsson, who had sighted the North American continent from his ship 14 years before Leif&#8217;s voyage.&#160; Additionally,&#160; the exact location he landed in is in doubt. The Sagas identify different and multiple stopping points, but to date archeological proof only points to Newfoundland (Canada).</span></p><p><b><br><br></b></p><h4 dir="ltr"><span>The Norman Settlement</span></h4><p dir="ltr"><span>The Normans were a group of Norsemen who settled in northern France and founded the duchy of Normandy, sending out expeditions to southern Italy, Sicily, England, Wales, Scotland, and Ireland. These were originally pagan barbarian pirates from Denmark, Norway, and Iceland plundered and raided European coastal settlements in the 8th century. During the 9th century their raids grew in scale and frequency until the Vikings secured a permanent foothold on Frankish soil in the valley of the lower Seine River by about 900.</span></p><p dir="ltr"><span>In 911 the Frankish King Charles III (the Simple) made the Treaty of St. Clair-sur-Epte with a Viking leader named Rollo, ceding him the land around the mouth of the Seine, in modern day Rouen. This Viking group came to be known as the Normans and extended their rule westward to the districts of Lower Normandy. The Normans were ruthless forceful, over the population until the 11th century. From their position, they were able to embark on expansion-seeking campaigns throughout Europe. The most impactful campaign resulted in the conquest over England in 1066 by Willian who became King of England during the Norman Conquest.&#160;</span></p><p><b><br><br></b></p><h4 dir="ltr"><span>Harold Bluetooth</span></h4><p dir="ltr"><span>Harald &#34;Bluetooth&#34; Gormsson was a king of Denmark and Norway. He was the son of King Gorm the Old and of Thyra Dannebod. Harald &#34;Bluetooth&#34; Gormsson ruled as king of Denmark from 958 &#8211; 986. Harald introduced Christianity to Denmark and consolidated his rule over most of Jutland and Zealand. Harald was the son of King Gorm the Old of Denmark and his successor after his father&#8217;s death in c.958. He inherited the lands we consider to be modern day Denmark, and surrounding territories.&#160;</span></p><p dir="ltr"><span>His reign of Denmark ended in 986 as it seems he was forcibly removed from the throne by his son and successor Sweyn (Sven) Forkbeard. Sweyn would become the first Danish king to make major inroads in the British Isles, and first Viking to be crowned King of England in 1013. Still, Harald is recognized as one of Denmark&#8217;s most important kings due to converting to Christianity.&#160;</span></p><p><b><br><br></b></p><h4 dir="ltr"><span>Burial:&#160;</span></h4><p dir="ltr"><span>Vikings were sent to the afterlife either through cremation or burial. Cremation was often carried out upon a funeral pyre which was particularly common in earlier times as they believed the fire&#8217;s smoke would carry the deceased to their afterlife. Once cremated, the remains also might be buried in an urn.</span></p><p dir="ltr"><span>For those who were buried, with or without prior cremation, they could be placed in shallow graves, often used for women and children, or in burial mounds that could hold multiple bodies. There were also groups of mounds or (grave fields) that were like modern day cemeteries.</span></p><p><b><br></b></p><p dir="ltr"><span>Because the boats symbolized safe passage into the afterlife they played a key role in funeral rituals. Some grave mounds were built to resemble ships, with stones outlining the shape of a vessel. High-ranked Norsemen were buried with their actual boats. But contrary to popular belief, these funeral boats were rarely sent out to sea, due to the practice being cost prohibitive. This makes it very unlikely that ships that were set sail with fiery arrows alighting them from the shore.</span></p><p><b><br></b></p><p dir="ltr"><span>Archaeologists recently discovered an ancient burial site in Norway that demonstrates how the most wealthy of the society were memorialized.&#160; The ancient burial site on the shores of the </span><span>fjord </span><span>near Oslo, Norway includes remains of an especially large hall more than 120 feet long that were likely used for feasts, religious, and political gatherings. The structure demonstrates an attempt to establish dominance during a period when control of territory went back and forth between dynastic families. It seems that &#8220;ostentatious burial rituals&#8221; were conducted there as indicated by a burial mound about 30 feet high and nearly 100 by nearly 80 yards, which was created between the fifth and sixth centuries CE.</span></p><p><b><br></b></p><h3 dir="ltr"><span><span></span></span></h3><h4 dir="ltr"><span>Sources:&#160;</span></h4><ul><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><a href="https://news.artnet.com/art-world/norway-ship-burial-site-1923040"><span>https://news.artnet.com/art-world/norway-ship-burial-site-1923040</span></a><span>&#160;</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><a href="https://sciencenorway.no/archaeology-bronze-age-ships/was-there-a-viking-age-in-norway--2000-years-before-the-vikings/1698522"><span>https://sciencenorway.no/archaeology-bronze-age-ships/was-there-a-viking-age-in-norway--2000-years-before-the-vikings/1698522</span></a><span>&#160;&#160;&#160;</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><a href="https://www.history.com/topics/exploration/vikings-history"><span>https://www.history.com/topics/exploration/vikings-history</span></a><span>&#160;&#160;&#160;</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><a href="https://www.history.com/news/how-did-the-vikings-honor-their-dead"><span>https://www.history.com/news/how-did-the-vikings-honor-their-dead</span></a><span>&#160;</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><a href="https://www.gutenberg.org/files/14726/14726-h/14726-h.htm"><span>https://www.gutenberg.org/files/14726/14726-h/14726-h.htm</span></a><span>&#160;</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><a href="https://www.gutenberg.org/files/18947/18947-h/18947-h.htm"><span>https://www.gutenberg.org/files/18947/18947-h/18947-h.htm</span></a><span>&#160;</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><a href="https://norse-mythology.org/"><span>https://norse-mythology.org/</span></a><span>&#160;</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><a href="https://www.english-heritage.org.uk/visit/places/lindisfarne-priory/History/viking-raid/"><span>https://www.english-heritage.org.uk/visit/places/lindisfarne-priory/History/viking-raid/</span></a><span>&#160;</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><a href="https://www.britannica.com/topic/Saga-of-the-Greenlanders"><span>https://www.britannica.com/topic/Saga-of-the-Greenlanders</span></a><span>&#160;</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><span>&#160;</span><a href="https://www.biography.com/explorer/erik-the-red"><span>https://www.biography.com/explorer/erik-the-red</span></a><span>&#160;</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><a href="https://www.gutenberg.org/files/17946/17946-h/17946-h.htm"><span>https://www.gutenberg.org/files/17946/17946-h/17946-h.htm</span></a><span>&#160;</span></p></li><li dir="ltr" aria-level="1"><p dir="ltr" role="presentation"><a href="https://www.penfield.edu/webpages/jgiotto/onlinetextbook.cfm?subpage=1505054"><span>https://www.penfield.edu/webpages/jgiotto/onlinetextbook.cfm?subpage=1505054</span></a><span>&#160;</span></p></li></ul><p><br></p><p><font face="Arial"><br></font></p>', '2025-12-11 05:00:00', 100);
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