Refinement
Sophomore year was a year that saw me refine a lot of the skills that I had picked up from Freshman year. Many of my classes were continuations of classes previously, more difficult. I had to use experience and knowledge gained from last year's classes to gain advantages in this year of my schooling.
Nick Beoglos
AP United States History Textbook/Study Guide
1st-4th Quarter 2019
Mr. Taray
Sophomore Year- AP American History: Recognize Perspectives: Explains various perspectives or interpretations of a situation, event, issue, or phenomenon, and reflects an
understanding of different contexts, such as access to knowledge, technology, or resources.
This book for me and many, many others defined APUSH. The beaten up nature of it symbolizes to me the hardships I had to go through that course, and the little money slip under the book reminds me of the fiasco that was College Board during the final few weeks of my APUSH experience. The study guide besides it is the manifestation of that hardship and work I endured. This book in specific represents the countless hours of homework I did reading up on specific history and taking notes, reading through nearly half the book. Almost every night, we were assigned pages to read and take notes over for a study guide.
The artifact and the hours with it represents the domain of Recognize Perspects, and more specifically represents explaining various different perspectives of situations or events in history. While the book obviously focused on American history, it did a fantastic job of explaining what or why specific figureheads or everyday people thought. In a country so important in history, and with a culture arguably more diverse than any other in history, ideas in the United States were transformed and created constantly, which is something the book focuses on. Specific history is explained, but thoughts and ideas to me were arguably more important than specific events. Having a creative process’ in history as a whole can sometimes be difficult as the subject normally favors hard facts over anything else. However, my creative process for writing and completing my study guides was to take it one step at a time. Looking at the study guide one page at a time really helped my stomach everything I needed to.
The homework As a Sophomore, I was developing my skills, and taking this class honed my ability to struggle through a class, and more importantly still be able to apply what I had learned during a class. The dollar under the book serves as a reminder to me the famous fiasco that the College Board went through during my time taking the class with broken AP Tests and the sheer greed of the company. I think it's important to remember the good and bad parts of a class, and the College Board served as a bad part.
Nick Beoglos
Gettysburg Address Analysis Paper
1st Quarter 2019
Mrs. Muckley
Sophomore Year- English 10 - Communicate Ideas: Makes accurate, specific observations about audience response and/or feedback, and proposes specific, targeted changes to communication choices.
This short essay about the Gettysburg address focused on how Abraham Lincoln, the writer of the speech was able to use pathos to communicate his ideas effectively to his audience through the use of pathos, otherwise known as emotion. The rubric for the paper tasked us with finding how Lincoln used either Ethos, logos, or pathos, and I chose to look into how he communicated his ideas using pathos through the use of inspiring language and trust. This artifact matches the domain of recognizing perspectives, and more specifically communication of ideas because I was able to analyze why or how one of the greatest speakers in history was able to captivate an entire nation during a time of utmost civil unrest. To paraphrase my paper shortly, Lincoln knew at the time that his country was under great unrest, and he needed to change his language to target his audience. He built trust in himself for the audience and used inspiring and patriotic words to stir the crowd and garner support to continue the great struggle. The artifact demonstrates my proficiency in communication of ideas because I was able to learn from one of the greatest historical speakers of all time, and was able to see what words he chose, and how he conveyed them, and most importantly how to capture the audience, which is most important.
My creative process for this assignment was to read and even listen to the address multiple times through narrations. I thought to myself of what it would have sounded like to be in person, at the memorial of the bloodiest battleground in American history, and to see the president in front of it all. I valued narration over plain text because the human element was something so unbelievably important in Lincoln’s address, and narration adds that human element. This artifact changed how I choose to communicate ideas in various ways. I never really valued something like Pathos (emotions) in speeches, I always thought of them as something more cut and dry. Lincoln’s speech taught me that capturing the audience is important above all else, and building trust with your audience is just as important.
To me, this artifact shows that I am becoming a more competent global citizen because I now not only know how to communicate my ideas better, but I’ve also learned something crucial. Oddly enough, it struck me why and how dictators like Hitler and Mussolini were able to rise to power. Through fiery speeches and an abuse of pathos, almost any idea can reach the hearts of humanity, it's only our nature. The Gettysbrug address was obviously, in the grand scheme of things, a good minded speech fighting for the right cause, there is little arguing that. But it struck me then that I realized how important pathos is, and how important it is to not let yourself get caught up in emotions, and that politicians today could be doing the same thing.
Nick Beoglos
Images from 2019 Band Trip to New York City
2nd Quarter 2019
Mrs. Monigold/Band Trip Chaperone(s)
Sophomore Year- Band: Recognize Perspectives: Explains the perspectives of other people, groups, or individuals as distinct from one’s own perspective.
These artifacts are various pictures taken by me during my band’s trip to New York City and Philadelphia in November of 2019 during our Thanksgiving break. The artifacts themselves are pictures exclusively of New York City. The Artifact expresses a sentiment of recognizing perspectives because during my trip to NYC, I was able to peek into the lives of people living in a city that housed millions. I was able to witness buildings that housed the richest of the rich, and see alleyways that housed the poorest of the pour. These sentiments were gathered during my trip, and from them I was able to get a better grasp on how people’s current situations can affect how they view global issues. Someone who has millions of dollars and can do virtually anything doesn’t have to worry about food stamp bills or laws, or how much money goes to fighting hunger, while someone who lives in an alleyway and doesn’t if they’ll have another meal cares far more about those certain issues. To me, it's about recognizing people’s perspectives, and explaining why they think the way they do. The trip wasn’t an assignment, we played music during our time in Philadelphia, but I’d hardly consider it “school work”, more so the trip was about having fun, and also somewhat about learning different ways of life very distinct and different from our own. The artifact demonstrates my proficiency in recognizing perspectives because it shows clearly that I have witnessed first hand two radical sides of the economic scale. I know how a poor man lives, and how a rich man lives based on the buildings they live in , the clothes they wear, the food they eat, and many more nuanced ways of their life.
My creative process for this artifact is kind of different. As for how creative process’ go, I didn’t really think about it during my time on the trip itself. It was, at the end of the day supposed to fun and enjoyable, but that doesn’t mean I didn’t subconsciously develop a creative process. For me, I wanted to see everything, or at least the most I could that New York had to offer. We were only there for 2 days, which is not even close to being able to see all of NYC, but I still wanted to witness the most that I could, and go to different parts of the city, even if we had to travel on foot. I learned many skills throughout, like how a city runs and works, and how the people of the city affect each other. The artifact changed how I think because it was the first time I was genuinely exposed to extreme poverty and extreme wealth at the same time, striking to me that could both co-exist without any thought.
This artifact displays me becoming a more competent global citizen because it shows that I am somewhat coming out of my shell. I’ve lived in one house my entire life, and have only travelled to about 5 states before this trip, and had never been to a city as big as New York. Travelling to a city as big New York showed me radical sides of human life far better than a city like Cleveland could. It showed me unbelievable wealth, and saddening poverty at the exact same time. Recognizing and seeing situations like this firsthand is crucial in becoming a globally competent citizen because it displays a person knows both sides of the coin from their own experience, which is crucial to developing ideas and thoughts that consider both sides of a debate or argument.
Nick Beoglos
Semester Oral Examination Paragraphs
2nd Quarter 2019
Mrs. Dria
Sophomore Year- Spanish III - Communicate Ideas: Demonstrates an understanding of a specific audience by communicating and collaborating using verbal and non-verbal behavior, languages,
and strategies that are appropriate to the specific audience.
This artifact matches the domain of being able to communicate ideas because it shows my improving ability to communicate more advanced information in another language. More specifically for the domain, the project showcases my ability to communicate and understand another language more intricately, which for this project in particular is important because it was based around Spanish culture and creating a fake, yet intricate persona for our Spanish “family” in our classroom. It’s important to use Spanish specifically because the project/exam heavily revolved around Spanish culture and information relating to Spanish speaking countries. The assignment was the oral part of our midterm exam that had our family describing our “persona”, history/information about the rest of your fake family, and information about a trip your family was planning to take to a real country. The persona about family and individual is completely made up, but the travel part, listed as “Viaje” does contain real information about flight info, and what we could actually plan/do. The artifact demonstrates my proficiency in communicating ideas because it shows I can use another language in communicating my own ideas, which is important as the world becomes more and more globalized over time. In tandem with this, the Spanish language only continues to grow, and its importance to know grows everyday.
My creative process for this project was to have fun with it, while also retaining actual information. My Spanish family consisted of my friends, and our personas were somewhat satirical from the outset, but I knew it was important to not joke around completely with something as important as a semester exam. That being said, I thought it was important to make the paragraphs interesting. The most important thing about the project to me was making to have interesting facts and tidbits, while of course keeping the paragraphs grammatically correct. The artifact changed the way I think because it gave me a better understanding of the Spanish language as a whole. I learned a lot about foreign countries, for instance I learned a lot of information about Columbia when researching flight prices and things that we were going to do in the country. Most of the things I learned weren’t really applicable to our project, like food, culture, and poverty in the country because it was supposed to be exclusively about flights. I developed skills to look at websites written in different languages and are formatted differently than in the US.
The artifact displays me becoming a more globally competent citizen because it showcases my ability to write more effectively in a different language while also being able to retain the information that I wanted to get across. The project also built up my skill of being able to more easily read and understand websites written in Spanish. It's important to know how to read other languages. For instance, a news site might have crucial information about current situations in other countries that is written in a different language and crucial information might be messed up if using a translator tool like Google Translate. To conclude, the artifact strengthened my global competence by giving me more experience reading and understanding the Spanish Language.
Nick Beoglos
Park Trash Clean Up Pictures
2nd Quarter 2019
Ms. Arter
Sophomore Year- Science - Take Action: Identifies opportunities for personal or collaborative action to address a situation, event, issue or phenomenon in a way that is likely to improve conditions
The artifact I chose for my sophomore science class was my Go Night’s group foray into Jackson North Park to collect and throw away trash and litter around the park. The artifact I chose relates to our Chemistry class because it was what most inspired our group to go out into the park to pick up trash. Through Chemistry, we were able to get a better understanding of how trash affects wildlife and nature, and through this we thought it would be greatly beneficial if more conservation efforts were made, which is what we set out to do.The artifact matches the domain of taking action because our group went out and made a change. We decided to do almost community service, walking around the park with trash bags and picking up whatever trash we could find littered along the park roads. We identified an opportunity for change through collaborative action, and addressed and improved the situation of pollution and littering in our local park. The artifact demonstrates my proficiency in my ability to take action because it shows that I am willing to spend time doing work for my community, and it also demonstrates my ability to work in tandem with others and collaborate for a common goal.
My creative process for this artifact was to think of something that would be somewhat easy for a group of 15 year olds to accomplish but also have a visible impact on our current situation. Picking up trash is one of the easiest ways and most efficient ways to keep our parks and public spaces clean. Contributing to our creative process we thought that eliminating trash would not only improve the conditions of the people using the park, but would also substantially improve the conditions of the wildlife around it. The artifact changed my perception of cleaning and community work because I had never really done it before. I used to think actions similar to it, like picking up trash would be very boring and uninteresting, but our trip to the park changed my mind. I realized how fun and rewarding it is to help your community and make your township or parks a safer, cleaner place for everyone. Because of this artifact I developed the skill of collaborating more easily and effectively with my peers to achieve a common goal. I also developed the skill of being able to organize public meetups, and actually being on track and accomplishing our goal.
Picking up trash at the North Park overall increased my global competence. It shows that I am able to accomplish things that don’t benefit me or my close friends or family, but I am able and willing to do things that benefit my entire community. The fact this artifact was spurred off by Chemistry displays my growth as a global citizen because it shows that I can learn information and apply it to the real world. I identified and sized an opportunity to apply knowledge in school to the real world and take action on it.
