Manchester High Leaks

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Photo of the "obtained" folders.

In June 2014, CWCki Forums user SkyRaider91 began leaking scans of several documents from Chris's high school classes.[1] Many of the pages appear to be charred and/or water-damaged, likely as a result of the January 2014 fire and subsequent events at 14 Branchland Court. It was revealed in November 2014 that these had been obtained by trolls sifting through the trash at the burnt-out house, which, although not illegal, still lends credence to the view that the trolling of Chris is going too far.

It is very apparent from these leaks that many of Chris's teachers gave him very high marks which he indisputably did not deserve. Whether they did this out of misguided pity, a fear of being seen to play Kick the Autistic or simply being incompetent themselves, giving Chris - who had perfectly adequate mental faculties for the work - undeserved extra marks would have contributed to his ego and general laziness. Even within this small core sample of his work, it's apparent that Chris frequently left out sections he didn't want to complete, wrote "essays" in a first-person subjective tone and even wrote parts of his work in the wrong language and still got good or even full marks. The teachers who enabled this abysmal workmanship probably had the best intentions and/or incompetence, but even though they may have made Chris, Bob, and Barb happy they certainly did Chris no favours in the long run. Thankfully, at least a few of his markers had the sense to treat his work like they'd treat anyone else's, and he has them to thank for only being able to get into the local community college.

Parenting

Parenting Interview

Presumably Chris interviewed Barb and/or Bob for this assignment, and most of the answers are short and vague to the point of not making much sense; it's unclear whether Barb/Bob were giving brief answers, or whether Chris was just too lazy to record their full responses. Humorously, the interviewee(s) says that "the hardest part of being a parent" has been "dealing w. public school sys", and that they chose to have children simply because "It's nice to have kids." They also make mention of "laughter from 4 kids and 3 situations", possibly referring to the social stigma that Bob and Barb endured as a result of their respective previous relationships and children.

Transcription

50
Name Christian W. Chandler. 4
Points 50 Due Date 2/19/99

PARENTING INTERVIEW

1. Why did you choose to have children?

It's nice to have kids.

2. How did you decide how many children to have?

Thought it would be nice to share w. someone.

3. Did you know the basic facts about pregnancy and childbirth before you experienced them? Where did you get these facts?

yes; from book. [Several people have misread Chris's cursive "book" as "boob", leading to an even more humorous reading experience.]

4. Where did you get most of your information on child rearing?

learned from parents, siblings, and figured it out w/trial & error.

5. Did anyone else play a large role in parenting your young children? (i.e. daycare, sitter, grandmother)

babysitters and daycare, and other methods.

6. What adjustments did you have to make after your first child arrived?

laughter from 4 kids and 3 situations.

7. How do you think your attitude toward parenting differs from your parent's attitudes? Why?

To mom: a combination / Dad: didn't see parents much, but stayed w. child all the time; tried to use knowlede and availability.

8. How do you think your children's attitude will differ from yours?

smarter than parents.

9. What has been most rewarding (greatest joy) in being a parent?

spontaneous love and affection of child.

10. What has been the hardest part of being a parent?

dealing w. public school sys.

11. What advise would you give a young couple who is thinking about starting a family?

big committment and lots of responsibility.

12. When do you think a couple is ready for parenthood?

each couple has to decide themselves.

Parent Signature Barbara W. Chandler

Robert F. Chandler Jr.

Describing Development

A worksheet in which Chris was asked to identify one of five characteristics of development exemplified by various situations. Chris only managed to identify half of the characteristics correctly, earning him an F.

Transcription (Chris's writing in italics)

NAME Christian W. Chandler DATE 2/3/99 CLASS PERIOD 7
STUDENT WORKBOOK For use with Chapter 1
Section 2
Text Pages 24-33

[top of page marked "5" (for the number of incorrect questions) and graded "10/20" in red pen, with a circled "3" in magenta ink]

DESCRIBING DEVELOPMENT

DIRECTIONS: Identify the characteristic of development described in each situation. Remember that the characteristics of development are as follows:

  • Development is similar for everyone.
  • Development builds on earlier learning.
  • Development proceeds at an individual rate.
  • The different areas of development are interrelated.
  • Development is continuous throughout life.

1. Jessica is an active three-year-old who enjoys dressing herself. Lately, she has started choosing her clothes each morning. Her parents are amazed at her constart eagerness to learn new things. It seems she never stops wanting to learn.
Characteristic of development development is continuous throughout life.

2. Michael always had trouble in school. He did poorly on tests and was seldom able to answer when the teacher called on him. Some of the other children teased Michael on the playground and called him "dummy". As a result, Michael was very shy and had little self-confidence. Since he has started wearing glasses, however, he has been doing better in school. Now Michael feels good about himself and has been able to make friends more easily.
Characteristic of development development builds it on earlier learning.
[corrected in red pen: "interrelated"]

3. Joshua and Nicole are cousins born two months apart. Although Joshua is older, Nicole began to sit and stand about the same time Joshua did. This has been slightly puzzling to Joshua's parents. They are worried about Joshua's apparently slow rate of development.
Characteristic of development development proceeds at an individual rate.

4. Jim is babysitting his neighbor's son Albert. To Jim, it seems as if it was only yesterday that Albert was crawling on the carpet in the living room. He remembers that Albert then learned to walk and is now running and jumping in the yard.
Characteristic of development different areas of development are interrelated.
[corrected in red pen: "builds"]

5. Ron has been watching his neighbor's daughter Cindy grow at a steady rate since he moved into the neighborhood almost two years earlier. Ron's sister Amy is the same age as Cindy. Ron has

(Continued on next page)

Copyright © Glencoe THE DEVELOPING CHILD Student Workbook 13


NAME     DATE     CLASS PERIOD    

Chapter 1, Section 2 continued
Describing Development

noticed that Amy and Cindy are able to do about the same things. This has been true throughout the two years Ron has lived next door to Cindy's family.
Characteristic of development development is interrelated.
[corrected in red pen: "similiar" [sic]]

6. Maria is helping her younger sister Joanie learn the alphabet. She seems to be catching on quickly. Yesterday, Joanie could even pick some of the letters out of written words in one of her books. Maria knows that soon Joanie will be able to point out a few simple words. Later, she will be able to read short phrases and sound out words.
Characteristic of development developmentis continous throughout life.
[corrected in red pen: "builds"]

7. Rachel, Martha, and Juan are all four-year-olds attending the same child care center. Martha is slightly shorter than the other two children. She is very good at playing with others. Rachel is the tallest of the three and the most coordinated. Juan is somewhere between the two girls in size and likes to play quietly by himself in the sandbox.
Characteristic of development development proceeds at an individual rate.

8. Mark is a senior at his local high school. He has just received a scholarship for his literary achievement. Right now, Mark is looking forward to spring because he plans to run track and hopes to improve his speed from last year. Recently, his Uncle Joseph offered Mark a part-time job at the grocery store he manages. Mark plans to take the job and work until he starts college in the fall.
Characteristic of development development is continous throughout life.

9. Diane and her family spent a month last summer visiting relatives in Canada. Diane spent most of the month playing with her brother Brad and cousin Timothy, both two years old. She found that both boys could run fairly well, stand on one foot, and climb stairs. By the end of the visit, Diane could see that the two children did many things alike. She thought this was surprising since Brad was born in the United States and Timothy was born in Canada, and the two had never met before.
Characteristic of development development is similar for everyone.

10. At playschool one day, four-year-old Terry suddenly burst into tears. He had been given a worksheet to complete, which required him to cut out a simple picture with blunt scissors, paste it to another picture, and color it. Terry knew exactly were to paste the picture, and pasting was an activity he enjoyed. He also liked coloring and had already chosen two colors he would use. But Terry could not complete his picture becase he could not make the scissors work.
Characteristic of development development builds on earlier learning
[corrected in red pen: "interrelated"]

14 THE DEVELOPING CHILD Student Workbook Copyright © Glencoe

Help This Unborn Child

A worksheet about behaviors which may adversely affect prenatal development. Chris wrote that several seemingly random things can cause "slow minds", and completely ignored about half of the risk factors mentioned, yet for some reason he still received a grade of 14/20, a C-.

Transcription (Chris's answers in italics)

Text pages 56-87
Name Christian W. Chandler. Date 3/25/99

[Graded 14/20 in red pen, with a "7" at the top right]

Chapter 3: Prenatal Development
Help This Unborn Child

Directions: How the mother-to-be takes care of herself greatly affects prenatal development. Read each situation below. Explain which of the mother's health habits may be hazardous to the unborn baby, and why. ["why" is circled in blue pen]

1. Carolyn is excited about the birth of her first child. However, some of the changes coming up will be hard to get used to. For example, she plans to quit smoking soon after the baby is born since she thinks it might be harmful to the child. In the meantime, Carolyn and John look on the pregnancy as their "last fling" before they become parents. Every weekend they attend parties where lots of beer is served. ["Every weekend they" is underlined in red pen]

smoking causes the baby to have a less [illegible] slow mind less birth weight; alcohol causes the baby to have less birth wei a slow mind.
[teacher wrote "FAS", "need rest", and "-1" in red pen]

2. Earlier this week, Sandra woke up with a terrible cold. Since she is preparing for maternity leave, she doesn't want to miss any days at the office. ["miss any days at the office" is underlined in red pen] Sandra decided to increase her intake of vitamins to boost her energy level. She found some nose drops in the medicine cabinet and has been taking those along with several aspirin each day.

some medical drugs cause the baby to have less body weight, and have slow minds.
[teacher wrote "take needed time" in red pen]

3. Elaine's second child is due in five months. She is busy getting ready for the new arrival. Since pregnancy has been going so well, Elaine decided not to cut down on her favorite foods—chocolate, coffee, and soft drinks. Elaine's X rays at her dental appointment last week revealed no tooth decay. She really does feel good. However, since several neighborhood children have had rubella recently, she has decided to ask her doctor for the vaccine on her next visit.

chocolate, coffie, and soft drinks (caffine), cause the baby to not have not get all the nutrients it needs. be very hyperactive.
[teacher wrote "caffeine", "-3", and "No Xrays [or] vaccines because        " in red pen]

4. Marti has a fear of gaining too much weight while she is pregnant. A few years ago, her doctor prescribed amphetamines for a weight loss program. Marti had some of the pills left over, so she is using them to curb her appetitu, In addition, she skips breakfast and lunch and eats only a small dinner.

skipping meals and only taking medication will cause the baby to not get the nutrients it needs.
[in red pen, the teacher wrote "-2" and "1/2" in the margin, and circled "taking medication", drawing an arrow to where she wrote "amphetamines cause"]

Chapter 1 study guide

For this worksheet about child development, Chris seems to have regurgitated sentences from a textbook, which makes it a boring read. Of note is that he gave "television" as an example of a child's "enviroment" [sic], possibly shedding some light on Barb's parenting techniques.

Transcription

NAME Christian W. Chandler Date 2/9/99 CLASS PERIOD 7
STUDENT WORKBOOK For use with Chapter 1
Text Pages 16-35

CHAPTER 1 STUDY GUIDE

DIRECTIONS: As you read the chapter, answer the following questions. Later, you can use this guide to study the chapter information.

Children in Your Life

1. What three things influence your relationship with young children?
your interest (in children), knowledge of stages, and skill in applying that knowledge.

Why Study Children?

2. Name three benefits of learning about children.
you learn about the person you are; you learn about the child you were; and you learn about the adult you will be.
3. How can learning about children help you get along with them better?
you will apply learning to everyday life, you learn practical techniques, and you will discover that children are fun.

What Is Childhood?

4. What is one of the most important concepts that have emerged from the study of children?
they have special needs as they grow and learn.

Childhood: Past and Present

5. How did people in Colonial days think children differed from adults?
only in size, expierence, and abilities.
6. Give three examples of the differences between childhood in the past and childhood today.
children were expected to work hard at an early age, but health and nutrition, dress, and parental love.

7. Why can childhood be called a recent discovery, even though there have always been children?
[illegible] in the past, parents had little awareness of their special needs.

The Growth of Child Study

8. Where can you find information about growth and development of children?
books, articles, radio and television problems programs on the subject of child deleo development.

Characteristics of Development

9. Explain in your own words what the following characteristics of development mean.
Development is similar for everyone.
children all over the world go through the same, but different, stages of development.
Development builds on earlier learning.
development follows an orderly sequence (step-by-step).
Development proceeds at an individual rate.
style and rate of growth differ from 1 child to another.
The different areas of development are interrelated.
all areas of development interact continually.
Development is continuous throughout life.
sometimes, development is rapid, and sometimes, it is much slower.

The Importance of Play

10. Identify four ways that play benefits the development of children.
physically, intellectually, emotionally, and socially.

Influences on Development

11. Name two major influences on development, and give an example of each.
heredity: physical characteristics; enviroment: television,

Chapter 2 study guide

This worksheet seems to be more regurgitated textbook material, but Chris found subtle ways to screw it up, like using mathematical inequalities (see also: using Spanish in his English homework) and failing to cross a couple Ts. He also doesn't seem to understand the concept of adoption, referring to it as "a right to raise a child who is biologically their own."

Transcription

NAME Christian W. Chandler. DATE 2/23/99 CLASS PERIOD 7
STUDENT WORKBOOK For use with Chapter 2
Text Pages 36-57

CHAPTER 2 STUDY GUIDE

DIRECTIONS: As you read the chapter, answer the following questions. Later, you can use this guide to study the chapter information.

The Importance of Families

1. What is a family?
group of 2 or more people who care about and are committed to each other.
2. Why do people have a need for families?
they're every child's 1st connection to the world.

Types of Families

3. Explain in your own words each of the following types of families.
Nuclear
a mother, father, and x ≥ 1 child sharing the same household.
Extended
parents, children, and other relalives sharing thesame the same household.
Single-parent
1 parent and x ≥ 1 child sharing the same household.
Blended
married couple and x ≥ child from parents' previous relalionship.
4. Name and describe three 2 ways of becoming a parent other than by being a biological parent.
adoption: a right to raise a child who is biologically their own.
foster child: child w. parents who are unable to care for it.

The Family Life Cycle

5. Record a reward and a challenge that may occur in each stage of the family life cycle.
Stage Reward Challenge
Beginning couple home. establishing home & $$.
Childbearing     a baby. noise and changes; $$.
Childrearing teaching the child what you know. disorder; $$.
Launching child learns how to support him/herself.    child in process of leaving; $$.
Empty Nest renew relationship. no child around; changes.
Retirement new/old interests. failing health.

Trends Affecting Family Systems

6. Explain how each of the following family trends affects society an a whole.
Increased mobility
no supportive connection w. family & friends.
More women in the work force
less time with child, more stress for both parents/need for facilities and individuals that provide quality child care.
Rising population of older citizens
encouragement of family unity.

The Need for Healthy Families

7. What role does the family play in the socialization of family members?
children learn about acceptable behavior.

How Can Families Be Strengthened?

8. Name three steps in strengthening families.
knowing what to look for; id. strengths of their family; and improve areas that need strengthening.
9. Name three ways in which parenthood can be rewarding.
members show commitment, appreciation, and effective coping skills.

Making Decisions About Parenthood

10. Explain in your own words why each of the following considerations is important to the decision of whether to have children..
Emotional maturity
[illegible] grow to become better able to handle situations.
Desire for parenthood
to be sure of their decision.
Health
health of parents could effe affect child, before it is born.
Management skills
parenting is a complex task.
Financial considerations
expenses for child will increase.

Chapter 5 study guide

Chris misspelled a couple words, but other than that, this worksheet is just more boring textbook paraphrasing, this time about prenatal development.

Transcription

NAME Christian W. Chandler DATE 3/5/99 CLASS PERIOD 7
STUDENT WORKBOOK For use with Chapter 5
Text Pages 114-153

CHAPTER 5 STUDY GUIDE

DIRECTIONS: As you read the chapter, answer the following questions. Later, you can use this guide to study the chapter information.

Prenatal Development

1. Prenatal development is
development of baby during period before birth.

Conception

2. Define:
Ovum
female cell or egg.
Uterus
organ in woman's body in which a baby develops during pregnancy.
Sperm
male cell.
Conception
union, or joining, of 1 egg and 1 sperm, resulting in beginning of pregnancy.
Zygote
fertilized egg.

Period of the Zygote

3. The first stage in the development of a baby is the zygote period and lasts 2 weeks. The zygote attaches to the uterus and is the size of a pinhead at the end of two weeks.

Period of the Embryo

4. The second stage of the pregnancy is the embryo period and lasts from the 3rd week to the 8th week of pregnancy. During this time, the placenta, which attaches the sacs around the embryo to the uterus, and the umbilical cord, the tube that connects the placenta to the embryo, develop. The tube carries nourishment and oxygen from the mother's blood stream to the baby and takes waste products from the baby. The amnotic fluid surrounds the

embryo and acts as a cushion to protect it. At three weeks after conception, the heart is the largest organ, and it has already started beating.

Period of the Fetus

5. The last stage of pregnancy is the fetus period and begins about the 8th or 9th week and lasts until birth. In the early part of this period, the baby has the beginnings of all organs and body parts. By the fourth of fifth month of development, the kicking and moving of the baby can be felt by the mother, which is called quickening. By the 7th month, with a great deal of medical help, the fetus is capable of living outside the uterus. During the final month, the fetus gains weight rapidly and adds fat to help maintain body heat after birth. In the last few weeks, the fetus stores nutrients and builds immunity to disease and infection. During the ninth month of pregnancy, the fetus drops into the birth canal, which is called lightening, to prepare for labor. After about 40 weeks of preparation, the baby is ready to be born.

The Genetic Package

6. What is heredity? Name there characteristics that can be hereditary.
passing of natural characterics from past generations; hair texture and color, skin color, and color/shape of eyes.
7. Explain the relationship between chromosomes and genes.
each chromosome contains thousands of genes.

14. What are the five options for infertile couples? Briefly describe each.
OptionsDescriptions
adoption legally providing a home for 1 or more children who don't have a home.
artificial insemination injection of male's sperm into a woman's uterus, with a special needle during the woman's fertile period.
in vitro fertilization a doctor removes an egg from a woman, puts it in a glass dish with a special solution, adds husband's sperm, and implants zygote back in woman's uterus.
ovum transfer [illegible] same as in vitro fertilization, but the egg comes from an egg donor, not the mother.
surrogate when a zygote is transferred from a future mother, to substitute [illegible] woman, who carries the zygote until birth.

Empathy Belly essay

Chris describes the experience of wearing an empathy belly, complete with disturbing honest content:

...while my legs were separated, it put pressure on my private part, which gave me a strange, weird feeling.
Chris, oversharing about how the empathy belly rubbed his penis
Transcription

[graded 30/30]
Christian W. Chandler.
4/12/99
Parenting, 7.

How it was like to wear the Empathy Belly:

Having a belly like a pregnant woman was really an awkward experience. While I wore the belly, I was walking like as if my legs were out of balance. Also, when I tried to get my pencil bag out of my backpack, the belly held me back by putting pressure on my left leg. Luckily my arms were long, but if they were any shorter, I would have had a real problem to reach the pencil bag. And when I laid on the floor and tried to get up, the gravity made the belly put pressure on me, and it made me fall on my right side. Finally, while I was sitting in my chair, the belly made it uncomfortable for me to cross my legs, and while my legs were separated, it put pressure on my private part, which gave me a strange, weird feeling. So, it was quite an experience while I had a belly like a pregnant woman.

U.S. Government

Amendment Timeline

An illustrated timeline briefly describing the 27 amendments to the U.S. Constitution. As is to be expected, Chris used multiple differing conventions for writing out dates, and made numerous prominent factual, spelling, and grammatical errors, which are preserved in the transcription.

Notably, Chris seems to have read the antiquated language used in the older amendments at completely literal face value with no sense of interpretation, leading him to getting many facts and details wrong. For example, while most every true American patriot knows the 13th Amendment as the amendment that ended slavery, it also contains a parenthetical stating that involuntary servitude as conviction for a crime would continue to exist in the United States. Chris seems to have focused on this minor detail about crime punishment, rather than the momentous occasion of freeing the slaves, as the entire purpose of the amendment and even included an illustration implying that the 13th Amendment created slavery for criminals. While the 23rd Amendment actually gave voting rights to citizens of Washington, D.C., Chris seems to have confused "District of Columbia" for referring to Columbia, South Carolina, and drew a picture of the state pleased that it can now vote for president.

His interpretation of the 11th Amendment, that "People of other countries can't blame U.S. for their troubles", is completely inexplicable.

Dear LADY; PAYUP!
Congress
Transcription
Christian W. Chandler

1/10/99
U.S. Govt., 3

27 Amendmt Timeline
  • (Dec 15) 1791
(Bill of Rights) Amendments 1-10 Everyone shall have innocence 'till proven guilty
[Speech bubble: "Even though I have 'GUILT' on my face, I am innocent 'till proven."]
  • (Feb 7) 1795
11th amendment: People of other countries can't blame U.S. for their troubles.
[Horribly misshapen landmasses labeled "CANADA", "U.S.A"., "MEXICO", "EUROPE", and "AFRICA".]
[Speech bubble: "HELP!"]
  • (JULY 27) 1809
12th amendment: majority of votes for president for one state = 1 vote for that president.
[Speech bubble: "Virginia: I'M FOR CLINTON!"]
CLINTON: 26
Bushwell: 24
(Virginia didn't vote for Bushwell)
  • 1865 (Dec 6)
13th amendment: Slavery shall only be used as crime punishment.
[Speech bubble: "TANKS TO 'unlucky' 13, I'm in here! (mumbling)."]
  • 1868 (JULy 9)
14th Amendment: Those are born in U.S. = U.S. Citizen
[Speech bubble: "Does that make me a U.S. citizen?."]
[Baby wearing a top hat reading "1998", labeled "(Baby 1998)"]
  • (Feb 3) 1870
15th amendment: No matter what race or color, they will vote.
[Speech bubble (oddly from a white person): "Yippie! Finally, I can vote!"]
  • 1913 (Feb. 3)
16th amendment: Congress shall collect taxes.
[Document with heading "Congress", reading "Dear LADY; PAYUP!"]
  • (Apr. 8) 1913
17th amendment: Senate of U.S. = 2 people from each state.
[Speech bubble: "Weare senates!"]
[Figures labeled "Bob", "MARY", and "Virginia"]
[Note: In reality, the Senate was always two people from each state, and the 17th Amendment made them directly elected rather than appointed by State legislatures.]

  • (Jan. 16) 1919
18th amendment: prohibition of liquor from U.S.
[Bottle label: "BE ER"]
  • 1920 Aug. 18
19th amendment: Women can vote.
[Speech bubble: "I can Vote, too!"]
  • (Jan. 23) 1933
20th amendment: Presidency & Vice Presidency terms exp. Jan. 20.
(LAME DUCK [duck pictogram])
[Calendar: "JANUARY, 1999", "prop of Bill CLINTON"]
[Speech bubble: "(Clinton)-> MYDAY is almost here."]
  • (Dec. 5) 1933
21st amendment: Repeal of Prohibition. (Beer is allowed).
[Speech bubble: "Uh..., WELCOME.....DOh!"]
[Ship labeled "S.S. ANNE.", carrying "BEER"]
  • 1951 (Feb. 27)
22nd. amendment: Limit of President to 2 terms.
[Figures labeled "1st term.", "2nd term"]
  • (Mar. 29) 1961
Columbia can't can vote for president.
[Speech bubble: "WE CAN VOTE, TOO!"]

  • (Jan. 23) 1964
24th amendment: voters need to pay poll taxes
[Printer labeled "Poll taxBox", "Printout -> VOTE"]
[Note: In reality, it was the exact opposite; the 24th Amendment prohibited federal and governments from requiring voters to pay poll taxes in order to vote.]
  • 1967 Feb. 10
25th amendment: President's powers are reduced.
[Figures labeled "Before", "after"]
  • (July 1st) 1971
Amendment 26: young men of 18 yars of age can vote.
[Speech bubble: "Hey-hey, thanksfor the cool car & the vote!"]
  • 1992 (May 7)
Amendment 27: Salary changes must be made for Congress to pay themselves.
[Figures labeled "(to Congress) Before", "(changes required) After"]
  • 1999! The END!

Worksheets and Essays

Women's Movement notes

Never Passed!
What should have happened to Chris in an ideal education system

Chris's brief notes on the women's movement in the United States in the 1960s.

Transcription

Christian W. Chandler
10/15/98
U.S. Govt., 3.

Women Women's Movement:
Started from reaction to book, The Feminene Mystique, written by housewife, Betty Friedan. She wrote, "As she made the beds, shopped for groceries... she was afraid to ask, 'Is this all?'"
Change Begins:
1. = pay act: passed in '63.
2. Now: National Organization for Women.
Fought for passage of = Rights Ammendments... Never Passed!

Strategic Defense Initiative essay

The Strategic Defense Initiative was a system Reagan proposed in 1983. It was never actually implemented, at least not even close to how Reagan proposed it (in terms of technology and scale), and certainly not during his presidency. Despite that, Chris vomited up this four-sentence "essay" on how the "system of zappers and mirrors in space" defended "against Evil Empire," granted, the assignment asked for him to defend against the evil empire but he still didn't follow most of the instructions. He still got yet another perfect grade. Note that the teacher misspelled the names of several terms/people in the heading, and that the debt increase Chris gave for SDI is comically low— Reagan increased the defense budget by tens of billions of dollars, not millions.[2][3] All evidence seems to suggest his teacher should not have been hired.

Transcription

REVIEW SHEET(X): FORD-CLINTON [graded "+10" in red ink]

Name Christian W. Chandler      Date 11/22/98

TERMS:TERMS:PEOPLE:PEOPLE:
Stagflation Three Mile Island Ronald Reagan Khomeini
ERA Panama Canal Treaty Gorbachev Contras
Salt II Camp David Accords George Bush Sandinistas
Reaganomics SDI "Star Wars" Oliver North Rodney King
INF Treaty Operation Desert Strom [sic] Clarence Thomas Boris Yelstein [sic]
Iran-Contra Affair Aparthied [sic] Sadaam Hussein [sic] Nelson Mandella [sic]

ESSAY: (10 POINTS)

Explain, IN DETAIL, ONE two event that occurred during Reagan's presidency that illustrates how Reagan would defend against the "Evil Empire" at all costs. You must name the country/event and describe it in as much detail as possible Conclude by stating IF and HOW the goal was achieved and the "Evil Empire" was contained.

The Strategic Defense Initiative was a way Regan defended against "Evil Empire." This occured [sic] in the U.S., and it was a system of zappers and mirrors in space that would destroy a nuclear missile if before it would hit the U.S. It was achieved by adding $70-million to debt. in defense. The SDI was a way Reagan would have defended against "Evil Empire."

Election worksheet

This worksheet deals with various aspects of elections, such as voting, political campaigns, etc. As in several other documents for non-Spanish subjects, Chris used broken Spanish for some of his answers here, although he provided English translations for most of it, and explained in the margin that he was "practicing [his] spanish". Despite the irrelevant, incorrect use of Spanish and the extremely simple answers, this worksheet again received a perfect grade.

In a presidential election, whom do voters actually choose? What do those people do?
public officeholders; work en la office.
Chris, completely oblivious that this was asking about the Electoral College
Transcription (Chris's writing in italics)

Name Christian W. Chandler Section      Date 1/13/99

CHAPTER 10, BUILDING SOCIAL STUDIES SKILLS [graded 18/18 in red pen]
in textbook
Write phrases or sentences to answer these questions.

1. Who uses a ballot? For what purpose?

voters; to place their choices in la election.

[In the margin, Chris wrote "note: yo practico mi español, pero yo escribo los translations / I'm practicing my spanish, but I wrote translations.", and drew an arrow to #2.]

2. Who attends a nominating convention, and what do those people do?

political parties; a deciden sus candidates y a "select" delegates/to choose its candidates and to select delegates.

3. What is the difference between a closed primary and an open primary?

[illegible] closed primary parties; only party members vote. open primary: all voters can vote.

4. What does a campaign manager do?

el prep coordinates y plans la campaign strategy / he coordinates and plans campaign strategy.

5. Name and briefly describe three different positions on a campaign staff.

Fund raisers: raises money to subsidize campaign.
Press Secretary: maintains press contacts; disseminating campaign news.
lawers y accountants: monitor legal y financial aspects of campaign.

6. What does a political consultant do?

helps a shape candidate's image; manage campaign advertising.

7. Who uses tracting polls? For what purpose?

más candidates; a find out cómo bein [illegible] ellos son competing for votes / to find out how well they are competing for votes.

8. In a presidential election, whom do voters actually choose? What do those people do?

public officeholders; work en la office.

9. What is negative campaign advertising?

advertising en a political campaigned aimed at discrediting y damaging la opposing candidate candidate.

10. What are two questions you should ask yourself when evaluating a political commercial?

Which individual o group paid for la commercial?
What forms of communication are used?

11. What is propaganda? Who uses it?

message to influence people's ideas, opinions, & actions.

12. What are two different techniques of propaganda? Write a brief description of each.

Glittering generalities: uses vague words or ides that don't really saysay much.
Card stacking: uses facts that support candidate's argument.

JFK Assassination

Brief notes on JFK's assassination, including a diagram of the scene.

Transcription (notes)

Christian W. Chandler
10/15/98
U.S. Govt., 3.

John F. Kennedy: assassinated:
Nov. 22, 1963. Dallas, Texas, 12:30 pm.
J.F.K. is shot x2 from 6th floor of Tx. school. book depository; pronounced dead at 1:00 pm (Parkland).
Assassin:
Lee Harvey Oswald: arrested within 2 hrs. His rifle was found at scene w. only his handprint on it. Nov. 24: Oswald was shot & killed by Jack Ruby (Rubinstein).
Investigation:
Led by Warren Commission & Chief Justice Earl Warren. After 10 months, the 26 volume Warren Report concluded that Oswald was only assassin.
Theories:

  1. Single bullit theory: "Magic Bullit." 1 bullet hit both J.F.K. & Gov. Connelly. (7) This supports Warren Report.
  2. Assassin on "Grassy Knoll:" shot J.F.K. in front. "Umbrella Man?" people posed as F.B.I. agents.
  3. "Number of shots?" (3?).
Transcription (drawing)

Christian W. Chandler
10/13/98
U.S.G Ovt.

1. Kennedy was killed while he was rid riding and [illegible] waving to crowd

[An annotated diagram of the scene, most likely copied from a textbook or the chalkboard. The only possibly interesting thing here is that Chris misspelled "Zapruder" as "zenbrader".]

Dealy Plaza
Dallas, T.X.
Nov. 22, 1963
12:30 P.M.

English

English 1999 Grade Report

Chris's 1999 English grade report reveals that he received failing grades on all but 2 items, and a 78% for the year, showing that at least one of his markers was competent.

Transcription
================================================================================
Sun Jun 06                 STUDENT GRADES REPORT                        PAGE: 26
================================================================================
                    Excelsior Software, Inc.  (C) 1990

 NAME: Chandler, Christian             CLASS: English
 I.D.:                               SECTION:
LEVEL:                               TEACHER: Mrs. Dorazio


ASSIGNMENTS
----+------------------------------------------------------------------+-------+
NO. | DESCRIPTION                     CATEGORY                         | GRADE |
----+------------------------------------------------------------------+-------+
  1 | Notecards I                     All Grades                       |  50.0 |
  2 | Notecards II                    All Grades                       |  50.0 |
  3 | Macbeth test                    All Grades                       |  84.0 |
  4 | Voc 10 S/A                      All Grades                       |  20.0 |
  5 | Intro Paragraph                 All Grades                       |     0 |
  6 | Sonnet Disc                     All Grades                       | X     |
  7 | 1st Body Paragraph              All Grades                       |     0 |
  8 | Computer lab                    All Grades                       |  25.0 |
  9 | Sonnet test                     All Grades                       |  86.0 |
 10 | Pride and Prejudice II          All Grades                       |     0 |
 11 | Voc 10 C/C                      All Grades                       |  30.0 |
 12 | Pride and Prejudice IV          All Grades                       |  23.0 |
 13 | Voc 10B                         All Grades                       |  50.0 |
 14 | Pride and Prejudice VI          All Grades                       |  25.0 |
----+------------------------------------------------------------------+-------+

CLASS GRADE:   72.0   D+

COMMENTS: year-  78

Canterbury Tales Essay

An essay on Chaucer's The Canterbury Tales, with two drafts, a planning/inventory sheet, and a grade sheet. The rough draft looks to be peer-reviewed, while the second draft was most likely reviewed by the teacher. The first draft of the "essay" is just the narrative of the story the essay was supposed to be about, and Chris uses extremely basic punctuation (mainly commas) incorrectly, as well as making up words. The second draft is the same thing minus the fictitious words (but plus numerous tense errors) and with an awfully written conclusion tacked onto the end. Chris earned a 69% grade from a very generous or very stupid marker.

And that's how the fox goes overboard w. his pride, and how his crime didn't go into his favor.
Chris's eloquent conclusion in the rough draft, which his teacher didn't even notice was the conclusion
Well, that's it for the essay.
Chris's revised conclusion
Rough draft transcription (editor's marks in bold)

Christian W. Chandler.
12/4/98
English, 1

Canterbury essay. (rough draft)

The Cat Canterbury Tales gives us an excellent portrait of life in Middle-ages. Back in the mid-ages, the knights, peasents, and the royalty, lived in The 30 pilgrims are on a journey to the shrine of Thomas-á Becket. On the way to Canterbury; the pilgrims have a contest involving story telling. So, each story each pilgrim told, was a frame story in the story of Canterbury Tales. In the Nun's Priest's Tale [editor crossed out the underline and wrote "Don't underline" in margin], by Geoffrey Chaucer, the deadly sinesin, Pride was committed.

[editor wrote "Say something about Chanticlers dream?" in margin and an arrow pointing to this paragraph] In this tale tale/fable, the rooster, Chanticleer expresses too much pride, and it got him into trouble. One day, Chanticleer was sitting on a fencepost, when in the bushes nearby, a sneaky, sly fox was hiding there. The fox came out and told Chanticleer how his father, supposedly, crowed magnificently, the way he had his chest out, head back, eyes closed then he crowed his great crow. Then, Chanticleer's pride rose; so he [illegible] put his chest out, head back, and closed his eyes and just before he crowed, the fox pounced, and clasped his jaws on the poor, prideful rooster. And that's how Chanticleer's pride got him into trouble.


Also in this tale, the fox also expresses too much pride. As the fox carries the Chanticleer in his mouth, Chanticleer flatters the fox by telling him how clever the fox was in capturing Chanticleer. He also mentioned that flattering the chicken and capturing him off guard was "pure genius." When the fox opens his mouth to reply, proudfully, the chicken jumps out and runs away from him, up the tree and back to the farm. And that's how the fox goes overboard w. his pride, and how his crime didn't go into his favor.
Need a conclusion.

Second draft transcription

Christian W. Chandler.
12/10/98
English, 1

Canterbury essay

[Chris drew a star in the margin to the left of each line. The editor crossed out the entire row of stars on the first page.]

The Canterbury Tales [editor underlined the title for Chris] gives us an excellent portrait of life in the Middle ages. [editor circled the "a" in "ages", presumably because it should have been capitalized] The 30 pilgrims are on a journey to the shrine of Thomas-á-Bechet. On the way to Canterbury, the pilgrims have a contest involving story telling. So, each story that each pilgrim told, [editor wrote "T" above "told", presumably for tense] was a frame story in the story of Canterbury Tales. In The "Nun's Priest's Tale," by Geoffry Chaucer, the deadly sin, Pride, was committed

In this tale/fable, the rooster, Chanticleer, has a dream in which told was [editor circled "which told was" and wrote "?" above it] going to happen later in the tale. In his dream, Chanticleer...


[editor wrote "one side only" at top of this page; evidently this essay was supposed to be single-sided]

was attacked by a beast with a "blend of yellow and red." The beast tried to seize him, in his mouth with a "small smout." [editor wrote "sp" above "smout"] Then his wife, Pertelote, woke him up as he was "groaning and lurching," in the "real world." But, Pertelote proclaimed that he was a coward, because he was afraid of his dream.

Now, later in the tale, Chanticleer, and the fox, expresses too much pride, and it got both of them into trouble. One day, Chanticleer was sitting on a fence post, then comes the fox. The fox caught Chanticleer by telling him ...


about how his father, probably, crowed [editor wrote "Rv" (?) in the margin, possibly meaning "revise"] magnificently, the way he had his chest out, head back, and eyes closed, then he would give a great, magnificent crow. So, Chanticleer [editor wrote "Rv" (?) in the margin, possibly meaning "revise"] expressed too much pride by doing all that, but, just before he crowed, the fox snatched him in his jaws, and ran with the rooster in his mouth. Then, as the fox carries the rooster into the forest, the rooster tells the fox about how clever he was in capturing Chanticleer, and that the fox should shout out how sly and sneaky he was. So, the fox now expressed his pride by...


opening his mouth to shout it out, but as he did, the rooster jump out and ran up a tree. And that's [editor circled "t's" and wrote "No contractions" in the margin] how pride got Chanticleer and the fox into trouble.

Now, to conclude this essay, [editor circled "to conclude this essay" and struck it out] Chaucer's Canterbury Tales gives us a great picture of life in the Middle ages. In the "Nun's Priest's Tale," Chanticleer had a dream that showed what was going to happen. And that the Rooster's and the Fox's pride got each other into trouble. And, the rooster and the fox learned that from the mistakes they have made.    Well, that's it for the essay. [editor struck out this last sentence, as well as circling the "t's" in "that's"]

Planning sheet transcription

Christian W. Chandler
12/11/98
English, 1

Canterbury Essay/Nun's Priest's Tale.

F.C.A.'s:

  1. 4 Paragraphs.
  2. Strong topic and Clincher sentences for Middle Paragraphs.
  3. No fragments/No run-ons
  4. Minimum of 2 examples/incidents in each p Middle Paragraph.
Grade sheet transcription

ENGLISH 11
DORAZIO

THE CANTERBURY TALES
FORMAT 10 8 (6) 4 2 0
CLARITY OF EXPRESSION    10 8 6 4 (2) 0
Four paragraphs (20) 15 10 5 0
Complete sentences    20 15 (10) 5 0
Examples/incidents 20 (15) 10 5 0
Topic sentences 10 (8) 6 4 2
Clincher sentences 10 (8) 6 4 2

Total 69/100

Japan War Essay

A wandering, factually inaccurate essay purported to be about Japan and the United States in World War II, which Chris sagaciously describes as "a very tragic event with guns, insults, and... yuck!". Most of the content is directly cited from other works, several of which are actually about World War I. What little content Chris came up with himself is highly subjective, informally and terribly written (the final draft begins with "this essay is about") and frequently racist. The thesis, if it can so be called, is extremely vague. There is an outline and two drafts of the essay. What mark he received for it can only be guessed at.

Of note is that despite this essay being for his English class, and being corrected on it in the rough draft, Chris wrote parts of the headings in Spanish, including writing his name as Ricardo, on the final draft.

So, the war was started only because the privacy of US was invaded... So, the US and Japan really wanted to get it on.
Christian Weston Chandler, top scholar of WWII history
At near the end of the war, "President Woodrow Wilson tried to get Japan to withdraw from Shandong"... Even the President of the US wanted to put an end to this nasty war.
Chris, not realizing that the sentence that he quoted begins with "At the end of World War I..."
But the real "barbarians," were the Japanese people themselves. The US thought the same way...
Chris
"Very confusing + unclear."
Chris's English teacher, providing an apt summary of this essay as well as Chris's writing in general
Transcription

Christian W.
Christian W. Chandler
4/23/99
English, 1

intro. paragraph: appetizer. introduce topic and give background info. (thesis).

1st body: veggie.

2nd body: potatoes/rice/pasta.

3rd body: meat.

restate thesis: dessert.

Thesis: Now well see how the Japanese people were involved, how the past affected it, and how the it World War II was really started.


Japan, 1912-1949

Christian W. Chandler :
4/5/
5/4/99

English, 1

On my honer, I, Christian Weston Chandler, pledge that this paper reflects my own thoughts. Any sources used to support my ideas have been properly documented.

Very confusing + unclear.


Christian W. Chandler
5/4/99
English, 1

Japan, 1912-1949.

This essay is about the second World War, where the US went against Germany and Japan. The war was a very tragic event with guns, insults, and... yuck! Now we will see how Japan was involved, how the past before it affected it, and how the war was started.

Like all fights, the war did not start big, but, "Just a litt [Chris almost forgot to skip a line, but corrected himself] "Just a little skirmish between Japanese troops on night maneuvers and Chinese troops guarding the Marco Polo bridge." (Going to war with Japan, P.3). So the war was started only because of privacy invasion for U.S. But, even before that "skirmish," "The Japanese and Americans had been glowering at each other like boxers from... →


P.2
...opposite corners of a 5,000-mile ring, waiting for their bout to begin." (War Against Japan, P.7). So, US and Japan really wanted to get it on.

During the wait for the start of the war, the Japanese were, "Cloistered on their remote islands, with little contact beyond the sea, they deemed themselves as a superior race and the rest of the world as barbarians." (War Against Japan, P.8). But [illegible] But the real "barbarians," were the Japanese themselves. The US thought the same way, and, "When Japan marched into Manchuria in 1931, the US denounce the action and said they would never recognize Japan's conquest." (Going to war with Japan, P.4). Right then, the US wanted to prove themselves more superior. →


P.3.
As the war went on, both sides saw that it was unwinnable. "Wartime in Japan was viewed as sinister.",and fanatical soldiers [illegible] (Forum). At near the end of the war, "President Woodrow Wilson tried to get Japan to withdraw from Shandong." (Going to War with Japan,) P.4). Even the President of US tried to put and an end to the nasty war.

SoAnd so, after the war finally ended, US and Japan came into peace, and somemost people from both sides were happy. Now we saw how the war started, and how much Japan was involved.


Ricardo W. Chandler.
5/5/99
Inglés, 1

Trabajas "Cited." Moody, Jr., Sidney C., War Against Japan.
→ Novato, CA. Peridio Press. © 1994.

Utley, Jonathan G., Going to War with Japan.
→ Knoxville. University of Tennesee Press. © 1985.

"Tojo Hideki." World War II Commemoration.
http://WWW.grolies.com/wwii/wwii_tojo.html

"At 50 years end: The Legacy of War in J Germany
→ and Japan." Forum.
http://www.smn.co.jp/forum/0068f01e.html.

Incorrect format


Ricardo (Christian) W. Chandler.
5/5/99
Ingles, 1.

Japan, 1912-1949: P.1.

This essay is about [teacher circled this and wrote "weak" in margin] the second World War, where the USA went against Germany and Japan. The war was a very tragic event with guns, insults, and...yuck! [teacher wrote a "no" sign over this and wrote "no slang" in margin] Now, we [teacher circled this and wrote "3rd person" in margin] will see how Japan was involved, how the past before it affected it, and how the war was started.

Like all fights, the war did not start big, but, "Just a little skirmish between Japanese troops on night maneuvers and Chinese troops guarding the Marco Polo Bridge." (Going to War with Japan, P.3). [Teacher struck through this and wrote "Author" above it] So, the war was started only because the privacy of US was invaded. But, even before that "skirmish," "The Japanese and Americans had deem [teacher circled this word] glowering at each other like boxers from opposite corners of a 5,000-mile ring, waiting for their bout to begin." (War Against Japan, P.7). [teacher wrote "Author" above this as well] So, the US and Japan really wanted to get it on.

During the wait for the start of the war, the Japanese were, "Cloistered on their remote islands, with little contact beyond the sea, they deemed themselves as a superior race and the rest of the world as barbarians." (War Against Japan, P.8). [teacher wrote "Author" above this as well] But the real "barbarians," were the Japanese people themselves. The US thought the same way, and, "When Japan marched into Manchuria in 1931, the US denounced the actions, and said they would never recognize Japan's conquest." (Going to war with Japan, P.4). [teacher wrote "Author" above this as well] Then, the US wanted to prove themselves more superior.


P.2.

As the war went on, both sides saw that it was unwinnable. "Wartime in Japan was viewed as sinister." (Forum). At near the end of the war, "President Woodrow Wilson tried to get Japan to withdraw from Shandong." (Going to War with Japan, P.4). Even the President of the US wanted to put an end to this nasty war.

[teacher wrote "Restate Thesis" in margin] And so, after the war finally ended, the US and Japan agreed to peace, and most people from both sides were happy. Now, we saw how the war was started, how the past before it affected it, and how much Japan was involved.

Best President Essay

A typically brief essay for Social Studies class in which Chris explains why John F. Kennedy was the best modern president. Both a rough draft and a final draft are included. While the teacher corrected the final draft, all the notations on the rough draft are in Chris's handwriting. Both drafts are typed. The marking can only be described as generous; Chris constantly changes tense incorrectly, all the paragraphs are terse and uninformative, and Chris even manages to misquote the famous line from Kennedy's inaugural address. Chris received a final grade of 43/50, plus an additional ten points because it was typed. Note that the English teacher who gave him this mark made multiple false corrections, crossed out the same mistake the second time it appeared but not the first time, and did not know how to spell "integrity", and yet he still got hired as a teacher.

Transcription
TYPE THREE WRITING
"WHO WAS OUR BEST PRESIDENT?"

Name: Christian Weston Chandler.

Subject Area: Social Studies

Subject Area Teacher: Lockhart

English Teacher: Dorazio

English Period: 1st


Christian W. Chandler.

3/25/99

U.S. Govt., 3.

FCA's:

1. Three qualities identified with support. (30 points)

2. Subject/verb agreement. (10 points)

3. Spelling. (10 points)

"Who was our best President" essay:

The best President from Franklin Roosevelt to Bill Clinton is, [teacher circled this and the word "had" in next two paragraphs and wrote "const. tense" in margin, the tense is actually correct in this case] John F. Kennedy. Kennedy is the best because he gave the role of Presidency new heights. Three good qualities of Kennedy are that he had [teacher crossed this out and wrote "possessed"] moral integrity, leadership, and intellect.

Kennedy had integrity [teacher circled this and wrote "sp." Chris's spelling is not incorrect] when he was President. For one thing, he was honest about his qualities for president. He was a democrat, 42-years old when he ran, he was a congressman and a senator, had a wealthy, catholic family, and he was a hero in World War II. Even though those were his drawbacks, he used them as an advantage in his television debut. [teacher wrote "weak support" in margin]

Kennedy had leadership when he was a President. His leadership was expressed when he did two things: when he gave his famous speech, "Ask not what your country can do for you, but ask what you could do for your country." And when he ended the Cuban Missile Strike by putting the country under "quarantine."

And [teacher crossed this out] Kennedy had intellect when he was a President. It was obvious; to put $9 billion towards space programs, he probably would have known a possible way to put a man on the moon before he put the money towards it.[teacher wrote, "another example????"]

To sum it up [teacher crossed this out], John F. Kennedy was the best President; he had moral integrity, leadership, and intellect. Compared to the other Presidents from Franklin Roosevelt to Bill Clinton, they could not have said a better speech, or put the money to a better use.

[teacher wrote "43/50 +10 typed"]


Christian W. Chandler

3/24/99

U.S. Govt., 3.

[At the top of the page, Chris wrote: "F.C.A.'s → 3 qualities I.D. w. support. (30) subject/verb agreement (10) spelling. (10)]

"Who was our best President?" essay (RD): [Rough Draft]

The best President from Franklin Roosevelt to Bill Clinton is, John F. Kennedy. Kennedy is the best, [Chris crossed out this comma] because he gave the role of Presidency new heights. 3 [Chris crossed this out and wrote, "three"] good qualities of Kennedy are that he was honest, a great leader, and pretty smart. [Chris crossed out "was" and replaced these words with "had moral integrety, leadership, and intellect."]

Kennedy was an honest[Here he drew lines to the above handwritten phrase. The paper is cluttered with many other lines meant to incorporate the new phrasing throughout the essay.] president. For one thing, he was honest about his qualities for president. He was a democrat, 42-years old when he ran, he was a congressman and a senator, had a wealthy, catholic family, and a hero in World War II. Even though those were his drawbacks, he used them as an advantage in his television debut.

Kennedy was a great leader. His leadership was expressed when he did two things: when he gave his famous speech, "Ask not what your country can do for you, but ask what you could do for your country." And when he ended the Cuban Missile Strike by putting the country under "quarantine."

And Kennedy was a very smart man. It was obvious; to put money towards space programs, he probably would have known a possible way to put a man on the moon before he put the money towards it. [Here Chris wrote, "$9,000,000,000.00"]

To sum it up, John F. Kennedy was the best President; he was honest, a good leader, and pretty smart. Compared to the other Presidents from Franklin Roosevelt to Bill Clintion, they could not have said a better speech, or put the money to a better use.

Warm Fuzzies

A page in which Chris's classmates wrote positive things about him, presumably as a teacher-mandated attempt to bring each other "Warm Fuzzies" and promote acceptance among the class. Most of his classmates clearly stuck by the adage "If you don't have anything nice to say, give a light, generic compliment instead." The things they wrote suggest that Chris's random-access humor was in abundant use by this stage.

"Warm Fuzzies" for
Christian W. Chandler.

I Like your clothes
Is a very funny and nice person
O.K
funny
you are a nice person
Nice watch
Your a very funny guy
You're a good friend
You tell great jokes.
You tell fun Jokes

Student Life Essay

A planning sheet and rough draft of an essay about how high school students' jobs affect their school performance (not a problem for Chris, of course). Chris inexplicably drew a star at the beginning of each line. An editor (transcribed below in bold; hopefully a peer, but unfortunately probably the teacher) has made numerous false corrections of things that were not incorrect, as well as making grievous spelling and grammar errors in their written comments.

Transcription

Intro.: ["Intro." is circled in red pen]
Work vs. Students' life .
1st body.: health, sick, tired injuries, death. ["1st body" is circled in red pen]

2nd body.: social life, family, friends, time, money.
3rd body.: education, school-related, make-up work, tired, grades.
Conclusion. Reccomendations. ["Conclusion" is circled in red pen]

reasons: personal, $, why?, satisfaction [an arrow is drawn from "reasons" and pointing to "1st body" in red pen]


Christian W. Chandler
2/11/99
English, 1

Work vs. Student Life: (w. 1st body): (rd)

Some High School students have jobs. And some students don't. But, between school and work, I beleive [sic] that during school years, we can waive work, and Save the problem, physically and grade-wise.

Health concerns may be a risk to those students who are working.

The High School students thatwho have jobs, may could get sick, tired or injured, and could affect their school grades. According to the Man H. S. student work survey, 42% of working students, sometimes oversleep for school. 29% of w-students' grades dropped. 25% students get sick more often. 17%-36% students have a large-moderate amt. of stress]. 34% students...


Christian W. Chandler
2/12/99
English, 1

cont... (rd)

...have people at work who stress them out, and 37% say that it comes from co-workers. And 41% students sleep during class. Therefore, all that supports my theory. These are all factors of how working will effect a students health.

To conclude this essay, I would reccomend that for those students who are interested in a job, to maybe only work on weekends, and wait till the summer to work on weekdays. In fact, according to the survey, if working students had a choice, to quit work or school, 73% said, work is out, school is in. To save on physical and grade-wise problems, we can waive work during the school year.

S.O.L. Test

Chris suggests in this Standards of Learning (SOL) essay that his high school's "seinor" class should fund the construction of an indoor swimming pool in the gym as their class gift, exhibiting that he has no notion of how much that would cost. He alludes to gym teachers having "wet-wild" times with the students in the prospective pool; it's unclear whether this is an attempt at innuendo or that Chris genuinely didn't realize how it sounded.

Transcription

Christian W. Chandler
3/10/99
S. O. L. Test, 2

S.O.L. Test:

Every year, the Seinor/Graduating class presents a gift for the school. The money for their gift is taken out of the Seinor fund. Usually, each gift is great for the future students, and the school. My idea for a class gift, would be to have an indoor swimming pool built in the gym area.

With the addittion of the swimming pool, it could do great things for the studnets, and the school, and P.E. classes. Since the students have to wait until next summer to cool off, and exercise in a pool, they could keep those legs and arms "seaworthy" with the pool in the gym. It would also be a great option for P.E. classes, besides basketball, jogging, and weight-lifting, the (PE) teachers could have a "wet-wild" time with the students. And the school would have a swim-team, and compete with other "pool-filled" schools.

An indoor pool would be a great benefit for the students, school, and P.E. teachers/classes. That is why I think an indoor-swimming pool would be a great graduation gift for the school.

13 Lucky Writing Tips

This document is perhaps the single most baffling example of Chris's writing currently on record, which is no mean feat. The 13 Lucky Writing Tips are a list of notes Chris took which were most likely suggestions and recommendations (duly ignored) from a textbook that were read off by a teacher.

Directly contradicting the very first item on the list, Chris switches from English to Spanish mid-sentence about a third of the way through the list.

1. Use standard written English.
...
4. The thesis statement es el finallié estancé de íntroductóry paragraphé.
...
13. Cheques tu escribir muy carefully.
Selected writing tips
Transcription

Christian W. Chandler
1/19/99
English, 1

13 Lucky Writing Tips:

  1. Use standard written English.
  2. Do not use contractions in formal writing.
  3. You must have a thesis statement in each essay.
  4. The thesis statement es el finallié sentenc estancé de íntroductóry paragraphé.
  5. Tú escribes de literáture, el thesis inclúr el [illegible] llama de author y llama de work.
  6. Los paragraphs support y relaté qúe el thesis.
  7. Los paragraphs tienes el topic estancés, hablan el unifying concepto de el paragraph.
  8. Los details support y relate a el topic estánce de paragraph.
  9. Neccisitas los adequáte supporte details.
  10. Escribe el literáture en presénte tense.
  11. Necisitas tres muchaco point mirar de pointé.
  12. Necisitas creas muy bein tu escribes cree sense y es muy logicál.
  13. Cheques tu escribir muy carefully.

Spanish

Adjectives worksheet

Tengo que ir rápido.jpg

This work is dated 8/2/99, most likely referring to 8 February 1999 using the Spanish date format. Chris used pop culture figures (Pokémon, Sonic, The Powerpuff Girls) to illustrate vocabulary words. Chris's class seems to have watched Spanish dubs of The Powerpuff Girls in class[4], so for once he had an excuse for shoving fictional characters into his schoolwork. His Pokémon are revealing: he describes Christian the Charmeleon as muy delgado ("very thin"), Ricardo the Raichu as muy divertido ("very funny"), and Cole the Beedrill as muy feo ("very ugly").

This appears to be Chris's earliest reference to Pokemon. It had been introduced in North America four months earlier.

Transcription

Nombre: Ricardo W. Chandler
Fecha: 8/2/99

[graded 20/20 in green pen]


Palabra (adjetivo) Dibujo (en color) Oracion completa
grande El elefante es muy grande.
rápido Sonic el puerco erizino es muy rápido.
gordo Mario es muy gordo.
especial Sra. Boyle es muy especial.
delgado Christian el Charmeleon es muy delgado.
guapo Sonic el Wartortle es guapo.
divertido Ricacdo el Raichu es muy divertido.
serio Flyer el Pidgeot es muy serio en las batallas.
feo Cole el Beedrill es muy feo.
malo Rattrap el Ratticate es muy malo.
inteligente Rocky el Golem es inteligente.
pelirrojo Blossom es pelirroja.
bajo Buttercup es baja.
sempático Bubbles es muy sempática.
añtipatico Dexter es muy antipatico.
alto Dee Dee es muy alta.
aburrido Mo-Jo-Jo-Jo es muy aburrìdo.
bueno Bomberman es muy bueno.
fuerte Knuckles el enchidna es muy fuerte.

Las Profesiones worksheet

This ungraded worksheet deals with labeling various people with job titles, and then stating whether they are bueno o malo ("good or bad"— at their work, presumably). Chris refers to Ricardo as a bombero ("firefighter"), and to Bob as an ingeniero técnico ("technical engineer"). Demonstrating his mastery of Spanish, Chris described every single person on the worksheet as bueno, and wrote de ("of"[masc.]) instead of es ("is") for a few rows, resulting in nonsensical phrases like April de reportera de TV bueno. ("April of good TV reporter.").

Transcription

Ricardo W. Chandler.

Las Profesiones

Dibujo Formas Diferentes
Nombre en una oración completa
Bueno o Malo ?
(oración completa)
Notes
medico
medica
medicos
medicas
Pablo es medico
Palo es medico bueno.
Doctor
profesor
profesora
profesores
profesoras
Claudia es profesora
Claudia es profesora buena
Teacher
bombero
bombero
bomberos
bomberos
Ricardo es bombero.
Ricardo es bombero bueno.
Fire Fighter
abogado
abogada
abogaos
abogadas
Maro es abogado.
Mario es abogado bueno.
Lawer
secretario
secretaria
secretarios
secretarias
Lisa es secretaria.
Lisa es secretaria bueno.
Secretary
fontanero
fontanera
fontaneros
fontaneras
Mario es fontanero.
Mario es fontanero bueno.
Plumber
Engineer
ingeniero
ingeniera
ingenieros
ingenieras
Robert F. Chandler Jr. es ingeniero, técnico. bueno
Robert F. Chandler Jr. es ingeniero tech técnico bueno.
Engineer
enfermero
enfermera
enfermeros
enfermeras
Leverne es enfermera.
Leverne es enfermera bueno.
Nurse
arquitecto
arquitecta
arquitectos
arquitectas
Joe es arquitecto.
Joe es arquitecto bueno.
Architect
dentista
dentista
dentistas
dentistas
Dr. Webb es dentista.
Dr. Webb es dentista bueno.
Dentist
camereo
camerea
camereos
camereas
Jose es camereo.
Jose es camereo bueno.
Waiter
reportero
reportera
reporteros
reporteras
April de reportera de TV.
April de reportera de TV bueno.
Reporter
cajero
cajera
cajeros
cajeras
Sara de cajera.
Sara de cajera bueno.
Cashier
presidente
presidente
presidentes
presidentes
Clinton es presidente.
Clinton es presidente bueno.
President

En mi cuarto worksheet

Transcription

Ricardo W. Chandler

7/12/98

Español, 4

En mi cuarto, yo llavohay una mochilla [sic], una cama, unos videos, una video, unos pósters, un televisón [sic], un juego de, unos juegos de videos, un pasador, unos estántes, unos libros, ∧y unos almohadas.

En mi cuarto yo no llavohay una alfombra, unos discos, un estéreo, un radio despertádor, unas plantas, una cámara, unas cintas, un máquina de escribir, una silla, y una grabadora.

Chris describes the contents of his room, circa 1998. His list is, mercifully, not exhaustive.

Las profesiones y nacionalidad

A worksheet which required pictures of six different professions and six different flags, with one profession and flag combination per page, and sentences describing each page (e.g. El es un médico cubano, or "He is a Cuban doctor"). Chris opted to hand-draw each page with Crayola Magic Markers, using Lego minifigures and/or Lego catalog photos as models. Note that the United States flag (complete with 25 pentagrams and 15 stripes) is depicted waving in the breeze, while the flags of all other nations are shown flat.

Transcription

10/13/98 (due date)
Nombre: Ricardo W. Chandler
Clase: 4
Fecha 10/11/98

Las profesiones y nacionalidad

  1. Draw, cut from a magazine, or computer generate, six pictures of different professions. (color)
  2. Pictures musts be in color.
  3. Each picture must be mounted (glued or taped) on a separate 8 1/2 x 11 sheet of white paper. (NO NOTEBOOK PAPER!!)
  4. At the bottom of each sheet draw a picture of a flag (at least 3 x 5) from a different country. Each sheet must have a different flag. A total of six countries must be represented.
  5. On a SEPARATE sheet of paper you will write a sentence describing the person's profession and nationality.
EJEMPLO: El es un médico cubano.
Ella es una abogada ínglesa.

You will be graded on the following:

6 pictures of professions attached to an 8 1/2 x 11 sheet of white paper. 8 9 pts. 9
Pictures in color. 2 pts. 2
One flag attached to each profession. 8 9 pts. 9
Sentences describing person's profession and nationality. 12 pts. 10

TOTAL: 30/30/32
GRADE: A
[Teacher wrote "Great pictures" and "¡Muy creativo!".]


  1. El es un policia Estadounidense. [Teacher deducted half a point for missing the ´ mark in policía.]
  2. El es un combatiente Japonés.
  3. El es un cartero Chino.
  4. El es un mecánico Españolo. [Teacher deducted half a point for the "o" in Españolo, then changed it to a full point. Note that Chris depicted the Mexican flag, not the Spanish flag, but the teacher apparently didn't notice and/or care.]
  5. El es un bombero Canadiense.
  6. El es un Constricción trabajadora Italiano. [Teacher deducted half a point for the "a" in trabajadora.]

Chemistry

Mock Job Interview

Getting Acquainted

A bingo-like "icebreaker" activity in which the students of the class were supposed to get to know each other by exchanging personal trivia. Chris refused to talk to any male students, and left the grid incomplete (including the square he was supposed to fill in himself).

Transcription (classmates' answers in bold):

DATE 9/8/98 CHAPTER
NAME Christian Chandler PERIOD 2
GETTING ACQUAINTED

Have one person from this class sign and complete each of the boxes. Try to remember interesting facts about each of your classmates. See how many different signatures you can collect. Don't waste time.

Has an unusual pet.

What is it?
Is taking a music class.
Heidi
What period?
3+7
Lives in my neighborhood.

What neighborhood?
Has flown in an airplane.
Sarah
Where to?
Florida
Moved to this area recently.

How long ago?
Has traveled out of the US.
Dana
Where to?
Korea
Has two or more sisters.
Maranda
Their names?
Mandy
Megan
Dislikes a food I like.

What food?
Has a sibling in college.

What college?
Is wearing something yellow.

What?
Is older than me.
Heidi
How old?
18
Was born outside Virginia.

Where?
Me !!

Favorite color?
Drove a car to school today.

What make?
Is taller than me.

How tall?
Will play a varsity sport.

What sport?
Has ridden on a train.
Kellie
Where to?
Florida
Attended first grade outside Chesterfield.

Where?
Is younger than me.
Natasha
How old?
17 yr.
Is in another class with me.

What class?
Has seen "Men in Black".

How many times?
Has two or more brothers.

Their names?
Has four or more pets.

How many?
Likes a food I dislike.

What food?
Has a toothbrush the same color as mine.

What color?

Have you completed the box in the center of the grid? When you have completed five boxes in a row (diagonally, horizontally or vertically) show the results to me for my approval and further instructions.

Safety Worksheets

Safety in the Kitchen worksheet

A dull worksheet designed to educate children about kitchen safety. This worksheet evidently had little effect on Chris, since he went on to slip on cat shit in the kitchen and then burn down his house because of a kitchen-related accident.

Transcription (Chris's writing in italics)

Name Christian W. Chandler. Date 10/29/98 Class Hour    

RETEACHING
Section 7.2
Safety in the Kitchen

Safety First

The purpose of this activity is to review safety guidelines for working in the kitchen.

Directions: How well do you know the safety rules that you should follow in the kitchen? Show what you know by answering each question.

General Safety
1. What should you do after you open a cabinet door or drawer? Why?

close them ; you could get hurt if you bump into it if it's open.

2. Where should heavy pots and pans be stored? Why?

low shelves ; you can reach them safely.

3. What might happen if you wear dangling jewelry or sleeves when working in the kitchen?

they could catch fire or get tangled in appliances.

Preventing Falls
4. What is the safe way to reach something on a high shelf?

use firm step stool.

5. What should you do if you spill something on the floor of the kitchen? Why?

clean up; to prevent falls.

Sharp Objects
6. Where should knives be stored?

in ÷ drawer ÷ or rack.

7. Why shouldn't you soak knives in the sink?

you could cut yourself.

8. If there is broken glass on the floor, how should you clean it up?

w. wet paper towel .
(Continued on next page)

FOOD FOR TODAY RETEACHING ACTIVITIES
Copyright © Glencoe

43


Name     Date     Class Hour    

Section 7.2 Reteaching (continued)

Electrical Safety
9. What is an important rule to remember about electricity and water?

combined = serious shock.

10. What could happen if you plug too many appliances into one outlet?

it could start a fire.

11. What is the correct way to unplug an appliance?

grasp ^cord at electrical outlet.

Hazardous Chemicals
12. Why is it unsafe to mix two cleaning products together?

could give off poisonous fumes.

13. What should you do before buying any household chemical? Why?

read label caf carefully; to be sure of [?] to follow directions.

14. Where should household chemicals be stored?

away from food, where children can't reach them, and away from heat source.

Range and Microwave Safety
15. What is the safe way to take a hot pan out of the oven?

using potholders or oven mitts.

16. What is the safe way to uncover a hot pan on the range?

lift far edge corner first.

17. What should you do if a fire starts inside the microwave oven?

turn off microwave, and keep door closed 'til fire goes out.
If you need help, see pages 188-194 in your textbook.

44
FOOD FOR TODAY RETEACHING ACTIVITIES
Copyright © Glencoe

Kitchen Safety outline

An outline on kitchen safety. As with the worksheet, Chris failed to absorb most of the guidelines here, unless "putting bandages on our Mom's holey buttocks" counts as "[guarding] against pests/bugs".

Transcription

Christian W. Chandler
10/29/98
Food 4 Fit., 7

Safety:

I. A. Hold knife by handle cut away from finders; use cutting board.

B. Wash knives seperately.
C. Insert beaters or blades before plugging in
D. Beware of sharp edges on can lids.
E. Clean up glass w. wet paper towel.

II. Prevent Burns:

A. Use wooden spoons to stir.
B. Use potholders for both stove & microwave.
C. Turn pan handles to center.
D. Lift far side of pot's lid; so steam escapes away from you.
E. Don't put fry pans on table - drape extension cords.
F. Run cold water on any burning skin

III. Prevent Fires:

A. Keep all flammable materials away from burners.
B. Don't wear loose garments; big steeves.
C. Keep stove top and oven free of grease; clean hood.
D. Smother grease fire; turn off heat, then cover.
E. Turn off gas stove... if you smell gas.

IV. Prevent Shocks:

A. 1 appliance in 1 outlet at a time; unplug when not in use.
B. No fray cords/broken.


C. Keep electrical appliances away from water or wet hands.
D. Don't stick metal utensils in a toaster.

V. Prevent Falls:

A. Clean Up spills.
B. Remove anything you might trip over; toys; shoes, etc...
C. Use a step stool... not a chair or box.
D. Non-slip rugs.

VI. Prevent Spread of Bacteria and Germs.

A. Sanitize surfaces; soap, and bleach (use).
B. Wash hands.
C. Keep hair up.
D. don't use stirring spoon to taste.
E. sneeze/cough.... rewash hands.
F. wash fruits, vegetables, can tops.
G. guad a guard against pests/bugs.
H. Store foods properly.. shelf life.
I. Fats/Protein (meat, fish, milk, eggs, poultry, mago), bacteria grows fast, wash any surface they have been on bf before re-using.

VII. Prevent food poisoning:

A. Avoid danger zone, 60°-125°F, when bacteria grows fast.

Kitchen Safety true/false worksheet

A true/false worksheet on kitchen safety. Chris's answers have been corrected and each has been marked with either a checkmark or a smiley, with no apparent pattern.

Transcription

Christian W. Chandler

Kitchen Safety

True or False

 f  ✓  1. Grease and oils are non-flammable liquids. ["non-flammable" is circled]
 f  ✓  2. It takes approximately one hour for grease to burst 15-20 min. into flames.
 t  ✓  3. Tie long hair back while preparing food.
 f  ✓  4. It is okay to wear long, loose sleeves while cooking.
t f ☺ 5. The quickest way to put out a glease fire is with water.
 f  ✓  6. Turn burners on to "high" to allow the frying pan to reach the maximum heat quicker.
f t ☺  7. If you have a choice, cook on back burners.
 t  ✓  8. Never move a pan that is on fire.
 t  ✓  9. If a pan fire occurs, cover quickly with a cookie sheet then turn off the burner.
f t ☺ 10. If a fire occurs in an oven, shut the door and turn off the heating source.
 t  ✓ 11. Metal may cause arcing and fires in the microwave.
f t ☺ 12. Sugars and jellies can reach scalding temperatures in the microwave.
t f ☺ 13. One-half of fire deaths are caused by kitchen fires.
 f  ✓ 14. If your clothes catch on fire, run to the nearest water supply.
 t  ✓ 15. Hairspray is a flammable liquid. ["flammable" is circled]
 f  ☺ 16. Baking soda is a combustible powder. ["combustible" is circled]
 t  ☺ 17. Flour is a combustible powder. ["combustible" is circled]
 t  ✓ 18. Smoke alarms should be checked frequently monthly to see if they are in working condition.
 f  ✓ 19. Run hot water on burns.

References

  1. [1]
  2. [2]
  3. [3] "$44 billion was appropriated by Congress for SDI from 1983 to 1993."
  4. Katie Bay E-mails 3