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{{Incomplete|nocat=true}}
#REDIRECT [[Manchester High Leaks]]
[[File:CWCdoxFolders - 15 Jun 2014.jpg|thumb|Photo of the "obtained" folders.]]
In [[June 2014]], CWCkiforums user SkyRaider91<ref>[http://cwckiforums.com/members/skyraider91.1602/]</ref> leaked scans of several '''documents from Chris' [[Manchester High School|high school]] classes'''. Many of the pages appear to be charred and/or water-damaged, likely as a result of [[Destruction_Of_Chris's_House|the January 2014 fire and subsequent events at 14 BLC]].
 
==[[Crystal Weston Chandler (daughter)|Parenting]]==
===Parenting Interview===
<center><gallery>
File:Parenting Interview 001.jpg
File:Parenting Interview 002.jpg
</gallery></center>
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 "[[Nathaniel_Greene_Elementary|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.
{{collapsible|Transcription|{{quotebox|
'''50'''<br>
'''Name''' <u>Christian W. Chandler.</u> 4<br>
'''Points''' <u>50</u>
'''Due Date''' <u>2/19/99</u>
 
<center>'''PARENTING INTERVIEW'''</center>
'''1. Why did you choose to have children?'''<br>
It's nice to have kids.
 
'''2. How did you decide how many children to have?'''<br>
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?'''<br>
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?'''<br>
learned from parents, siblings, and figured it out w/[[Cole Smithey|trial & error]].
 
'''5. Did anyone else play a large role in parenting your young children? (i.e. daycare, sitter, grandmother)'''<br>
[[Abusive babysitter|babysitters]] and daycare, and [[Chris and television|other methods]].
 
'''6. What adjustments did you have to make after your first child arrived?'''<br>
laughter from 4 kids and 3 situations.
 
----
 
'''7. How do you think your attitude toward parenting differs from your parent's attitudes? Why?'''<br>
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?'''<br>
[[slow in the minds|smarter than parents.]]
 
'''9. What has been most rewarding (greatest joy) in being a parent?'''<br>
spontaneous love and affection of child.
 
'''10. What has been the hardest part of being a parent?'''<br>
dealing w. public school sys.
 
'''11. What advise would you give a young couple who is thinking about starting a family?'''<br>
big committment and lots of responsibility.
 
'''12. When do you think a couple is ready for parenthood?'''<br>
each couple has to decide themselves.
 
'''Parent Signature''' <u>Barbara W. Chandler</u><br>
Robert F. Chandler Jr.
}}
}}
 
===Parenting Class===
<center><gallery>
File:Parenting Class 001.jpg
File:Parenting Class 002.jpg
File:Parenting Class 003.jpg
File:Parenting Class 004.jpg
File:Parenting Class 005.jpg
File:Parenting Class 006.jpg
File:Parenting Class 007.jpg
File:Parenting Class 008.jpg
File:Parenting Class 009.jpg
File:Parenting Class 010.jpg
File:Parenting Class 011.jpg
File:Parenting Class 012.jpg
</gallery></center>
===Empathy Belly essay===
<center><gallery>
File:Empathy Belly Essay.jpg
</gallery></center>
Chris describes the experience of [[Pregnant Act|wearing an empathy belly]].
 
{{quote|...while my legs were separated, it put pressure on my [[duck|private part]], which gave me a strange, weird feeling.|Chris, describing in a typed essay that the empathy belly rubbed his penis}}
 
{{collapsible|Transcription|{{quotebox|
[graded 30/30]<br>
Christian W. Chandler.<br>
4/12/99<br>
Parenting, 7.
 
<u>How it was like to wear the Empathy Belly:</u>
 
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 [[Duck|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===
<center><gallery>
File:US GOV 001.jpg|Timeline of US Amendments 1-17
File:US GOV 002.jpg|Timeline of US Amendments 18-23
File:US GOV 003.jpg|Timeline of US Amendments 24-27
</gallery></center>
An illustrated timeline briefly describing the 27 amendments to the U.S. Constitution. As is [[honor roll|to be expected]], Chris used multiple conventions for writing out dates, and made several prominent factual, spelling, and grammatical errors, which are preserved in the transcription.
{{quote|Dear LADY; PAYUP!|Congress}}
{{collapsible
|Transcription|{{quotebox|1=
Christian W. Chandler<br>
1/10/99<br>
U.S. Govt., 3<br>
<center><u>27 Amendmt Timeline</u></center>
* (Dec 15) 1791
::(Bill of Rights) Amendments 1-10 Everyone shall have innocence 'till proven guilty<br>
::[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.<br>
::[Horribly misshapen landmasses labeled "CANADA", "U.S.A"., "MEXICO", "EUROPE", and "[[Niggos|AFRICA]]".]<br>
::[Speech bubble: "HELP!"]
* (JULY 27) 1809
::12th amendment: majority of votes for president for one state = 1 vote for that president.<br>
::[Speech bubble: "Virginia: I'M FOR CLINTON!"]<br>
::CLINTON: 26<br>
::Bushwell: 24<br>
::(Virginia didn't vote for Bushwell)
* 1865 (Dec 6)
::13th amendment: Slavery shall <u>only</u> be used as crime punishment.<br>
::[Speech bubble: "TANKS TO 'unlucky' 13, I'm in <u>here</u>! (mumbling)."]
* 1868 (JULy 9)
::14th Amendment: Those are born in U.S. = U.S. Citizen<br>
::[Speech bubble: "Does that make me a U.S. citizen?."]<br>
::[Baby wearing a top hat reading "1998", labeled "(Baby 1998)"]
* (Feb 3) 1870
::15th amendment: No matter what race or color, they will vote.<br>
::[Speech bubble: "Yippie! Finally, I <u>can</u> vote!"]
* 1913 (Feb. 3)
::16th amendment: Congress shall collect taxes.<br>
::[Document with heading "Congress", reading "Dear LADY; PAYUP!"]
* (Apr. 8) 1913
::17th amendment: Senate of U.S. = 2 people from each state.<br>
::[Speech bubble: "Weare senates!"]<br>
::[Figures labeled "Bob", "MARY", and "Virginia"]
 
----
 
* (Jan. 16) 1919
::18th amendment: prohibition of [[Alcohol|liquor]] from U.S.<br>
::[Bottle label: "BE  ER"]
* 1920 Aug. 18
::19th amendment: [[Women's rights|Women]] <u>can</u> vote.<br>
::[Speech bubble: "I can Vote, too!"]
* (Jan. 23) 1933
::20th amendment: Presidency & Vice Presidency terms exp. Jan. 20.<br>
::(LAME DUCK [duck pictogram])<br>
::[Calendar: "JANUARY, 1999", "prop of Bill CLINTON"]<br>
::[Speech bubble: "(Clinton)-> MY<u>DAY</u> is almost here."]
* (Dec. 5) 1933
::21st amendment: Repeal of Prohibition. (Beer is allowed).<br>
::[Speech bubble: "Uh..., WELCOME.....<sup>DOh!</sup>"]<br>
::[Ship labeled "S.S. ANNE.", carrying "BEER"]
* 1951 (Feb. 27)
::22nd. amendment: Limit of President to 2 terms.<br>
::[Figures labeled "1st term.", "2nd term"]
* (Mar. 29) 1961
::Columbia <s>can't</s> <u>can</u> vote for president.<br>
::[Speech bubble: "WE CAN VOTE, TOO!"]
 
----
 
* (Jan. 23) 1964
::24th amendment: voters need to pay poll taxes<br>
::[Printer labeled "Poll taxBox", "Printout -> VOTE"]
* 1967 Feb. 10
::25th amendment: President's powers are reduced.<br>
::[Figures labeled "Before", "after"]
* (July 1st) 1971
::Amendment 26: young men of 18 yars of age can vote.<br>
::[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.<br>
::[Figures labeled "(to Congress) Before", "(changes required)<sup>✓</sup> After"]
* 1999! The END!
 
}}
}}
 
==[[Chris and English|English]]==
===English 1999 Grade Report===
<center><gallery>
File:Honor Roll I dont think so.jpg
</gallery></center>
Chris' 1999 English grade report reveals that he received [[Honor Roll|failing grades on all but 2 items, and a 78% for the year]].
{{collapsible|Transcription|<pre><nowiki>
================================================================================
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
</nowiki></pre>
}}
 
===Japan War Essay===
<center><gallery>
File:JapanWarEssay001.jpg
File:JapanWarEssay002.jpg
File:JapanWarEssay003.jpg
File:JapanWarEssay004.jpg
File:JapanWarEssay005.jpg
File:JapanWarEssay006.jpg
File:JapanWarEssay007.jpg
</gallery></center>
A wandering, factually inaccurate essay intended to be about Japan and the United States in World War II, which Chris describes as "a very tragic event with guns, insults, and... yuck!". Most of the content is directly quoted from other works (although attributed), and the thesis (if it can be called that) is incredibly vague.
 
Also note that despite this essay being for his English class, and apparently 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.
 
{{quote|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}}
 
{{quote|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..."}}
 
{{quote|But the real "barbarians," were the Japanese people themselves. The US thought the same way...|[[United_States_of_America#Chris_on_patriotism|Chris]]}}
 
{{quote|"Very confusing + unclear."|Chris's English teacher, providing an apt summary of this essay as well as Chris's writing in general}}
 
{{collapsible|Transcription|{{quotebox|
<center>Japan, 1912-1949<br>
 
Christian W. Chandler :<br>
<s>4/5/</s><br>
5/4/99
 
English, 1</center>
 
On my honer, I, <u>Christian Weston Chandler</u>, 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<br>
5/4/99<br>
English, 1<br>
 
<u>Japan, 1912-1949.</u>
 
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,
<s>"Just a litt</s> [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." (<u>Going to war with Japan</u>, 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... &rarr;
 
----
 
<u>P.2</u><br>
...opposite corners of a 5,000-mile ring, waiting
for their bout to begin." (<u>War Against Japan</u>,
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." (<u>War Against Japan</u>, P.8).
<s>But [illegible]</s> 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." (<u>Going to war with Japan</u>, P.4). Right then, the
US wanted to prove themselves more superior. &rarr;
 
----
 
<u>P.3.</u><br>
As the war went on, both sides saw
that it was unwinnable. "Wartime in Japan was
viewed as sinister<sup>."</sup><s>,and fanatical soldiers [illegible]</s> (Forum).
At near the end of the war, "President Woodrow
Wilson tried to get Japan to withdraw from Shandong."
(Going to War with Japan,<s>)</s> P.4). Even the President
of US tried to put <s>and</s> an end to the nasty
war.
 
<s>So</s>And so, after the war finally ended,
US and Japan came into peace, and <s>some</s><sup>most</sup> people from both sides were happy. Now we saw how the war started, and how much Japan was involved.
 
----
 
Ricardo W. Chandler.<br>
5/5/99<br>
Inglés, 1
 
<s>Trabajas</s> "Cited."
Moody, Jr., Sidney C., <u>War Against Japan.</u><br>
&rarr; Novato, CA. Peridio Press. &copy; 1994.
 
Utley, Jonathan G., <u>Going to War with Japan</u>.<br>
&rarr; Knoxville. University of Tennesee Press. &copy; 1985.
 
"Tojo Hideki." World War II Commemoration.<br>
&rarr; [http://web.archive.org/web/20081031224316/http://www.grolier.com/wwii/wwii_tojo.html http://WWW.grolies.com/wwii/wwii_tojo.html]
 
"At 50 years end: The Legacy of War in <s>J</s> Germany<br>
&rarr; and Japan." Forum.<br>
&rarr; [http://web.archive.org/web/20000519221203/http://www.smn.co.jp/forum/0068f01e.html http://www.smn.co.jp/forum/0068f01e.html].
 
'''Incorrect format'''
 
-----
 
<s>Ricardo</s> <s>(Christian) W.</s> Ch<u>andler.</u><br>
5/5/99<br>
Ingles, 1.
 
<u>Japan, <s>1912-1949</s>: P.1.</u>
 
''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<s>,</s> "Just
a little skirmish between Japanese troops on night maneuvers
and Chinese troops guarding the Marco Polo Bridge." (''<s>Going to War with Japan'', P.</s>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." (''<s>War Against Japan,'' P</s>.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<s>,</s> "When
Japan marched into Manchuria in 1931, the US denounced the actions, and said they would never recognize Japan's
conquest." (<s>''Going to war with Japan,'' P</s>.4). [teacher wrote "Author" above this as well] Then, the US wanted to prove themselves more superior.
 
----
 
<s><u>P.2.</u></s>
 
As the war went on, both sides saw that it was
unwinnable. "Wartime in Japan was viewed as sinister."
(<u>Forum</u>). At near the end of the war, "President Woodrow Wilson tried to get Japan to withdraw from Shandong."
(<s>''Going to War with Japan,'' P.4</s>). 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.
}}
}}
 
===Student Life Essay===
<center><gallery>
File:Student Life essay 001.jpg
File:Student Life essay 002.jpg
</gallery></center>
A rough draft of an essay about how high school students' jobs affect their school performance. For some [[autism|unknown reason]], Chris drew a star at the beginning of each line. An editor (transcribed below '''in bold'''; possibly a peer or the teacher) has struck out and corrected some parts of the draft, and ironically made several errors of their own in doing so.
{{collapsible|Transcription|{{quotebox|
Christian W. Chandler<br>
2/11/99<br>
English, 1
 
<u>Work vs. Student Life: (w. 1st body):</u> (rd)
 
<s>Some High School students have jobs. And some students don't. But, between school and work, I beleive that during school years, we can waive work, and Save the problem, physically and grade-wise.</s>
 
'''Health concerns may be a risk to those students who are working.'''
 
<s>The</s> High School students <s>that</s><sup>'''who'''</sup> 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<br>
2/12/99<br>
English, 1
 
<u>cont... (rd)</u>
 
...have people at work who stress them out, and 37% say that it comes from co-workers. And 41% students sleep during class. <s>Therefore, all that supports my theory.</s> '''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===
<center><gallery>
File:Student Life essay 003.jpg
</gallery></center>
Chris suggests in this [[Wikipedia:Standards of Learning|Standards of Learning]] (SOL) essay that his high school's [[Minor_CWC-isms|"seinor"]] class fund the construction of an indoor swimming pool in the gym as their class gift, demonstrating that [[Chris and money|he has no concept 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 [[Random Access Humour|innuendo]] or that Chris genuinely didn't realize how creepy it came across.
{{collapsible|Transcription|{{quotebox|
Christian W. Chandler<br>
3/10/99<br>
S. O. L. Test, 2
 
<u>S.O.L. Test:</u>
 
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 <sup>(PE)</sup> teachers could [[Pedofork|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.
}}
}}
 
==[[Spanish]]==
This work is dated 7/12/98, most likely referring to 7 December [[1998]] using the [[Wikipedia:Date format by country|Spanish date format]]. Chris used pop culture figures ([[Pokémon]], [[Sonic]], [[Wikipedia:The Powerpuff Girls|''The Powerpuff Girls'']]) to illustrate vocabulary words. Chris's class seem to have watched Spanish dubs of ''The Powerpuff Girls'' in class<ref>[[Katie Bay E-mails 3]]</ref>, so for once he isn't randomly shoving fictional characters into schoolwork. His Pokémon are revealing: he describes Christian the Charmeleon as ''muy delgado'' ("[[Obesity|very thin]]"), [[Ricardo]] the Raichu as ''muy divertido'' ("[[Random access humor|very funny]]"), [[Cole]] the Beedrill as ''muy feo'' ("very ugly"), and later refers to Ricardo as a ''bombero'' ("[[Destruction Of Chris's House|firefighter]]").
 
<center><gallery>
File:Chris Old Bedroom Large.jpg
File:Spanish Worksheet 001.jpg
File:Spanish Worksheet 002.jpg
File:Spanish Worksheet 003.jpg
File:Spanish Worksheet 004.jpg
</gallery></center>
 
==Chemistry==
===Mock Job Interview===
<center><gallery>
File:Pretend Job interview Chem Class 001.jpg
File:Pretend Job Interview Chem Class 002.jpg
File:Pretend Job Interview Chem Class 003.jpg
File:Pretend Job Interview Chem Class 004.jpg
</gallery></center>
 
==Safety Worksheets==
<center><gallery>
File:CWC Safety Worksheet 001.jpg
File:CWC Safety Worksheet 002.jpg
File:CWC Safety Worksheet 003.jpg
File:CWC Safety Worksheet 004.jpg
File:CWC Safety Worksheet 005.jpg
</gallery></center>
 
==History==
<center><gallery>
File:Chris_Korean_War_Graphic.jpg|Map showing strategic movements during the Korean War, including those of [[Wikipedia:Douglas MacArthur|Dong Mc Arthur]].
 
</gallery></center>
==References==
<references/>
[[Category:Education]]
[[Category:Historical Documents]]

Latest revision as of 10:12, 5 July 2014

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