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Europe - Junior JAGS Trip
English
Quinn Lokie
Date: 11/1/24
Argumentative Essay
Junior Year
Mr. Burgess - English 11
My argumentative essay this year was about whether or not cell phones should still be allowed in school. I know this topic is very relevant and controversial, so I thought it would make a good essay. Obviously, as a student, I don't want my cell phone privileges taken away, but as the author, I had to try to stay somewhat neutral on this argument. The artifact I included is a copy of the full essay, along with a works cited on the last two pages.
This essay clearly connects to the JAGS pillar of "Recognize Perspectives". An argumentative essay is literally about acknowledging both sides of the argument; there is always a claim and a counterclaim. I had to recognize the perspectives of students who use their phones productively at school to set reminders and keep track of homework. On the other hand, I had to keep in mind the parents' and teachers' perspective, saying that phones serve as a major distraction and are an easy way to cheat.
Model UN
Quinn Lokie
Date: 1/17/25 - 1/18/25
SCHMUN Model UN Conference
Junior Year
Ms. Stone - Model UN
When I first learned that I would be taking the Model United Nations class, I was pretty scared. Public speaking and making conversation with new people were not my thing. I wouldn't say I was necessarily shy, but I was socially awkward with unfamiliar people. I feel like this class has helped me start to break out of that shell and be more comfortable speaking in front of my peers. The SCMUN Model UN Conference at Walsh University was an example of this. While I never gained the confidence to speak in front of the podium, I socialized with delegates from other schools whom I had never met before. The artifact I addded is me with my "India" placard, the country I signed up to represent for SCHMUN.
This conference and the class as a whole connect to the JAGS pillar of "Communicate Ideas". Model UN is all about getting into character and speaking/acting as if you are truly a representative from that respective country. While there is a lot of research and speech-writing that goes on behind the scenes, communicating ideas with fellow delegates in the chamber is the majority of the class. This could be done by giving a speech, reading a resolution, asking or answering a question in a moderated caucus, or even conversing with fellow delegates during an unmoderated caucus. Communication doesn't even have to be verbal; writing resolutions is another way to let your voice be heard and potentially spark change within the chamber.
Spanish 4
Quinn Lokie
Date: 4/17/25
Spanish Civil War Unit
Junior Year
Señor Fradl - Spanish 4
After finishing with grammar and vocabulary, the last unit of this year was about the Spanish Civil War. With a packet of almost 50 pages, exit tickets, and a 100 product point test over the unit, I definitely learned a lot about Spain's history. We also did a quick review of the American Civil War to compare and contrast the two wars. For example, the Spanish Civil War was fought between the Republicans and Nationalists over land disputes and differences in social classes. The American Civil War was fought between the North and the South over the prohibition of slavery. Both wars marked a significant turning point in each country's history, as a lot of political and societal change had occurred. The artifacts I attached are the front cover of the notes packet and the famous Pablo Picasso painting, depicting the devastating bombings in Guernica during the war. This painting is a perfect example of perspective because it can be interpreted in many different ways, depending on how you view this tragedy.
This unit connects to the JAGS pillar of "Recognize Perspectives". It was interesting to learn about the different perspectives of both sides in the war, as the republicans and nationalists both had justifiable reasons for fighting. The republicans were made up of labor unions, workers, liberal groups, intellectuals, socialists, communists, and anarchists. They wanted to preserve the existing democratic government, address unfair land distribution, combat fascism, reduce the church's influence on society, legalize divorce, and improve conditions for the working class. The nationalists consisted of the army, the church, the monarchists, the bourgeoisie, and the upper class. They wanted to overthrow the Second Spanish Republic and establish an authoritarian government, combat communism, and restore the Catholic Church's influence on society.
Physics
Quinn Lokie
Date: 5/20/25
Instrument Project
Junior Year
Mr. Robison - Physics
Throughout the year, we completed four different projects in Physics: a bridge project, a mousetrap car project, an egg drop project, and an instrument project. My favorite of these was the instrument project because it was really cool learning how to make a homemade musical instrument. I will say, though, it was probably the most time-consuming project all year. We had to keep a Daily Log with descriptions and pictures of what we completed each day, step-by-step instructions on how we built the instrument, a handwritten rough sketch of our design, calculations, a reflection of the project, and a 750-word research paper explaining the history of the instrument. My group and I decided to build bar chimes using a 5ft copper pipe, a 2x2 wooden board, screw eye hooks, and a roll of string. We distributed the work evenly amongst the group, so I was in charge of the construction of the chimes. While it was stressful at times, the project turned out very successful. We were able to play an octave and "Mary Had a Little Lamb" for bonus points. The artifact I added is me holding the project after I finished building it.
This project connects to the JAGS pillar of "Communicate Ideas". With only a week to complete this project, we had to stay on the same page and communicate what everyone was working on. We used a group chat on iMessages to hold each other accountable and keep everyone on track for the due date. Besides our group collaboration, our ability to communicate what we completed each day and how we did it was an important aspect of the project. Our teacher wanted to see that we stayed on task each day in class, so it was crucial that we documented our progress and photographed the steps we took to get there.
Extra Curricular
Quinn Lokie
Date: 10/11/25
God's Tiny Angels Walk-a-Thon
Junior Year
Every year, God's Tiny Angels Support Group, a non-profit organization that supports pregnancy and infant loss, hosts the Walk for the Angels event. This is their annual fundraiser that raises money to pay for funeral expenses for babies in our community. My parents are both board members, and this organization is close to my heart because my sister was stillborn in 2005. For many years, I have devoted my time to volunteering at this event as a way to honor and remember her, while also giving back to others. The artifact I included was me working at the merchandise table this year.
This connects to the JAGS pillars of "Take Action" and "Recognize Perspectives". Volunteering your time to support a cause is a great way to take action. It's easier to donate money to support a cause, but donating your time is invaluable. There is a need for this type of organization in our community because there are many families who are quietly struggling with the loss of a baby. Supporting this event allows me to recognize that I can make a difference in a stranger's life, even if it's just taking time out of my day to show someone I care.
Junior JAGS Trip
Europe (France, Germany, Switzerland, Austria, Liechtenstein): 3/20/25 - 3/29/25
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