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(since the leaks are still going, "ongoing" is probably a more appropriate template than "incomplete". also, the nocat=true was erroneous)
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{{Ongoing}}
#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> began leaking 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 "[[Chris's_education|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.
}}
}}
 
===Describing Development===
<center><gallery>
File:Parenting Class 001.jpg
File:Parenting Class 002.jpg
</gallery></center>
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.
{{collapsible|Transcription (Chris's writing in ''italics'')|{{quotebox|
NAME ''Christian W. Chandler'' DATE ''2/3/99'' CLASS PERIOD ''7''<br>
<big>'''STUDENT WORKBOOK''' For use with Chapter 1</big><br>
Section 2<br>
<small>Text Pages 24-33</small>
 
[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]
 
<center><big>'''DESCRIBING DEVELOPMENT'''</big></center>
 
'''DIRECTIONS:''' Identify the characteristic of development described in each situation. Remember that the characteristics of development are as follows:<br>
* 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.<br>
Characteristic of development <u>''development is continuous throughout life.''</u>
 
<s>2.</s> 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 [[Kick_the_Autistic|teased Michael on the playground]] and called him [[Slow_in_the_minds|"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.<br>
Characteristic of development <u>''development builds <s>it</s> on earlier learning.''</u><br>
[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.<br>
Characteristic of development <u>''development proceeds at an individual rate.''</u>
 
<s>4.</s> 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.<br>
Characteristic of development <u>''different areas of development are interrelated.''</u><br>
[corrected in red pen: "builds"]
 
<s>5.</s> 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
 
<center>(Continued on next page)</center>
 
<small>Copyright &copy; Glencoe</small> THE DEVELOPING CHILD Student Workbook 13
 
----
 
NAME <u>&nbsp;&nbsp;&nbsp;</u> DATE <u>&nbsp;&nbsp;&nbsp;</u> CLASS PERIOD <u>&nbsp;&nbsp;&nbsp;</u>
 
Chapter 1, Section 2 continued<br>
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.<br>
Characteristic of development <u>''development is interrelated.''</u><br>
[corrected in red pen: "similiar" [sic]]
 
<s>6.</s> 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.<br>
Characteristic of development <u>''developmentis continous throughout life.''</u><br>
[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.<br>
Characteristic of development <u>''development proceeds at an individual rate.''</u>
 
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.<br>
Characteristic of development <u>''development is continous throughout life.''</u>
 
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.<br>
Characteristic of development <u>''development is similar for everyone.''</u>
 
<s>10.</s> 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.<br>
Characteristic of development <u>''development builds on earlier learning''</u><br>
[corrected in red pen: "interrelated"]
 
'''14''' THE DEVELOPING CHILD Student Workbook <small>Copyright &copy; Glencoe</small>
}}
}}
 
===Help This Unborn Child===
<center><gallery>
File:Parenting Class 003.jpg
File:Parenting Class 004.jpg
</gallery></center>
===Chapter 1 study guide===
<center><gallery>
File:Parenting Class 005.jpg
File:Parenting Class 006.jpg
</gallery></center>
===Chapter 2 study guide===
<center><gallery>
File:Parenting Class 007.jpg
File:Parenting Class 008.jpg
File:Parenting Class 009.jpg
</gallery></center>
===Chapter 5 study guide===
<center><gallery>
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 <u>can</u> 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.
}}
}}
 
===Best President Essay===
<center><gallery>
File:BestPresidentEssay001.jpg
File:BestPresidentEssay002.jpg
File:BestPresidentEssay003.jpg
</gallery></center>
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. Chris received a final grade of 43/50, plus an additional ten points because it was typed. Whether this grade was deserved will be left as an exercise for the historian. Note that Chris misquotes the famous line from Kennedy's inaugural address.
 
{{collapsible|Transcription|{{quotebox|
<center>'''TYPE THREE WRITING'''<br>
 
'''"WHO WAS OUR BEST PRESIDENT?"'''<br></center>
 
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)
 
<u>"Who was our best President" essay:</u>
 
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] 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 was right on this one!] 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)]
 
<u>"Who was our best President?" essay (RD):</u> [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===
<center><gallery>
File:Warm Fuzzies.jpg
File:Warm Fuzzies2.jpg
</gallery></center>
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."
 
<center>{{quotebox|
<big>"Warm Fuzzies" for</big><br>
<u>Christian W. Chandler.</u>
 
I Like your clothes<br>
Is a very funny and nice person<br>
O.K<br>
funny<br>
you are a nice person<br>
Nice watch<br>
Your a very funny guy<br>
You're a good friend<br>
You tell great jokes.<br>
You tell fun Jokes
}}
</center>
 
===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>
 
===Getting Acquainted===
<center><gallery>
File:Getting Aquainted Chemistry Class.jpg
</gallery></center>
 
==Safety Worksheets==
===Safety in the Kitchen worksheet===
<center><gallery>
File:CWC Safety Worksheet 001.jpg
File:CWC Safety Worksheet 002.jpg
</gallery></center>
Chris would go on to ignore many of the lessons from this kitchen safety worksheet, allowing him to [[Vivitheg's_AIM_chat|slip on cat shit in the kitchen]] and [[Destruction_Of_Chris's_House|burn down his house by plugging in a coffee maker to an extension cord in the bathroom]].
{{collapsible|Transcription (Chris's writing in ''italics'')|{{quotebox|
Name <u>''Christian W. Chandler.''</u> Date <u>''10/29/98''</u> Class Hour <u>&nbsp;&nbsp;&nbsp;</u><br>
 
'''RETEACHING'''<br>
Section 7.2<br>
Safety in the Kitchen
 
<center>'''<big>Safety First</big>'''</center>
 
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'''<br>
1. What should you do after you open a cabinet door or drawer? Why?<br>
:<u>''close them ; you could get hurt if you bump into it if it's open.''</u>
 
2. Where should heavy pots and pans be stored? Why?<br>
:<u>''low shelves ; you can reach them safely.''</u>
 
3. What might happen if you wear dangling jewelry or sleeves when working in the kitchen?<br>
:<u>''they could catch fire or get tangled in appliances.''</u>
 
'''Preventing Falls'''<br>
4. What is the safe way to reach something on a high shelf?<br>
:<u>''use firm step stool.''</u>
 
5. What should you do if you spill something on the floor of the kitchen? Why?<br>
:<u>''clean up; to prevent falls.''</u>
 
'''Sharp Objects'''<br>
6. Where should knives be stored?<br>
:<u>''in <s>÷</s> drawer ÷ or rack.''</u>
 
7. Why shouldn't you soak knives in the sink?<br>
:<u>''you could cut yourself.''</u>
 
8. If there is broken glass on the floor, how should you clean it up?<br>
:<u>''w. wet paper towel .''</u>
 
<center>(Continued on next page)</center>
 
<small>'''FOOD FOR TODAY RETEACHING ACTIVITIES<br>Copyright &copy; Glencoe'''</small><br>
'''43'''
 
----
 
Name <u>&nbsp;&nbsp;&nbsp;</u> Date <u>&nbsp;&nbsp;&nbsp;</u> Class Hour <u>&nbsp;&nbsp;&nbsp;</u>
 
<center>Section 7.2 Reteaching (continued)</center>
 
'''Electrical Safety'''<br>
9. What is an important rule to remember about electricity and water?<br>
:<u>''combined &#61; serious shock.''</u>
 
10. What could happen if you plug too many appliances into one outlet?<br>
:<u>''it could start a fire.''</u>
 
11. What is the correct way to unplug an appliance?<br>
:<u>''grasp ^<sup>cord</sup> at electrical outlet.''</u>
 
'''Hazardous Chemicals'''<br>
12. Why is it unsafe to mix two cleaning products together?<br>
:<u>''could give off poisonous fumes.''</u>
 
13. What should you do before buying any household chemical? Why?<br>
:<u>''read label <s>caf</s> carefully; to be sure of [?] to follow directions.''</u>
 
14. Where should household chemicals be stored?<br>
:<u>''away from food, where children can't reach them, and away from heat source.''</u>
 
'''Range and Microwave Safety'''<br>
15. What is the safe way to take a hot pan out of the oven?<br>
:<u>''using potholders or oven mitts.''</u>
 
16. What is the safe way to uncover a hot pan on the range?<br>
:<u>''lift far edge corner first.''</u>
 
17. What should you do if a fire starts inside the microwave oven?<br>
:<u>''turn off microwave, and keep door closed 'til fire goes out.''</u>
 
<center>If you need help, see pages 188-194 in your textbook.</center>
 
'''44'''<br>
<small>'''FOOD FOR TODAY RETEACHING ACTIVITIES<br>Copyright &copy; Glencoe'''</small>
}}
}}
 
===Kitchen Safety outline===
<center><gallery>
File:CWC Safety Worksheet 003.jpg
File:CWC Safety Worksheet 004.jpg
</gallery></center>
An outline on kitchen safety. As with the worksheet, Chris failed to absorb most of the guidelines here, unless [[Twitter#29_June_2013|"putting bandages on our Mom's holey buttocks"]] counts as "[guarding] against pests/bugs".
{{collapsible|Transcription|{{quotebox|
Christian W. Chandler<br>
10/29/98<br>
Food 4 Fit., 7
 
Safety:
 
I. A. Hold knife by handle cut away from finders; use cutting board.<br>
:B. Wash knives seperately.<br>
:C. Insert beaters or blades before plugging in<br>
:D. Beware of sharp edges on can lids.<br>
:E. Clean up glass w. wet paper towel.
 
II. <u>Prevent Burns</u>:<br>
:A. Use wooden spoons to stir.<br>
:B. Use potholders for <u>both</u> stove &amp; microwave.<br>
:C. Turn pan handles to center.<br>
:D. Lift far side of pot's lid; so steam escapes away from you.<br>
:E. Don't put fry pans on table - drape extension cords.<br>
:F. Run cold water on any burning skin
 
III. <u>Prevent Fires:</u><br>
:A. Keep all flammable materials away from burners.<br>
:B. Don't wear loose garments; big steeves.<br>
:C. Keep stove top and oven free of grease; clean hood.<br>
:D. Smother grease fire; turn off heat, then cover.<br>
:E. Turn off gas stove... if you smell gas.
 
IV. <u>Prevent Shocks:</u><br>
:A. 1 appliance in 1 outlet at a time; unplug when not in use.<br>
:B. No fray cords/broken.
 
&rarr;
 
----
 
:C. Keep electrical appliances away from water or wet hands.<br>
:D. Don't stick metal utensils in a toaster.
 
V. <u>Prevent Falls:</u><br>
:A. Clean Up spills.<br>
:B. Remove anything you might trip over; toys; shoes, etc...<br>
:C. Use a step stool... not a chair or box.<br>
:D. Non-slip rugs.
 
VI. <u>Prevent Spread of Bacteria and Germs.</u><br>
:A. Sanitize surfaces; soap<s>,</s> and bleach (use).<br>
:B. Wash hands.<br>
:C. Keep hair up.<br>
:D. don't use stirring spoon to taste.<br>
:E. sneeze/cough.... rewash hands.<br>
:F. wash fruits, vegetables, can tops.<br>
:G. <s>guad a</s> guard against pests/bugs.<br>
:H. Store foods properly.. shelf life.<br>
:I. Fats/Protein (meat, fish, milk, eggs, poultry, mago), bacteria grows fast, wash any surface they have been on <s>bf</s> before re-using.
 
VII. <u>Prevent food poisoning:</u><br>
:A. Avoid danger zone, 60&deg;-125&deg;F, when bacteria grows fast.
 
&rarr;
}}
}}
 
===Kitchen Safety true/false worksheet===
<center><gallery>
File:CWC Safety Worksheet 005.jpg
</gallery></center>
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.
 
{{collapsible|Transcription|{{quotebox|
''Christian W. Chandler''
 
<center>Kitchen Safety</center>
 
True or False
 
<u>&nbsp;''f''&nbsp;</u> ✓ &nbsp;1. Grease and oils are non-flammable liquids. ["non-flammable" is circled]<br>
<u>&nbsp;''f''&nbsp;</u> ✓ &nbsp;2. It takes approximately one hour for grease to burst <sup>''15-20 min.''</sup> into flames.<br>
<u>&nbsp;''t''&nbsp;</u> ✓ &nbsp;3. Tie long hair back while preparing food.<br>
<u>&nbsp;''f''&nbsp;</u> ✓ &nbsp;4. It is okay to wear long, loose sleeves while cooking.<br>
<u>''<s>t</s> f''</u> &#9786; 5. The quickest way to put out a glease fire is with water.<br>
<u>&nbsp;''f''&nbsp;</u> ✓ &nbsp;6. Turn burners on to "high" to allow the frying pan to reach the maximum heat quicker.<br>
<u>''<s>f</s> t''</u> &#9786; &nbsp;7. If you have a choice, cook on back burners.<br>
<u>&nbsp;''t''&nbsp;</u> ✓ &nbsp;8. Never move a pan that is on fire.<br>
<u>&nbsp;''t''&nbsp;</u> ✓ &nbsp;9. If a pan fire occurs, cover quickly with a cookie sheet then turn off the burner.<br>
<u>''<s>f</s> t''</u> &#9786; 10. If a fire occurs in an oven, shut the door and turn off the heating source.<br>
<u>&nbsp;''t''&nbsp;</u> ✓ 11. Metal may cause arcing and fires in the microwave.<br>
<u>''<s>f</s> t''</u> &#9786; 12. Sugars and jellies can reach scalding temperatures in the microwave.<br>
<u>''<s>t</s> f''</u> &#9786; 13. One-half of fire deaths are caused by kitchen fires.<br>
<u>&nbsp;''f''&nbsp;</u> ✓ 14. If your clothes catch on fire, run to the nearest water supply.<br>
<u>&nbsp;''t''&nbsp;</u> ✓ 15. Hairspray is a flammable liquid. ["flammable" is circled]<br>
<u>&nbsp;''f''&nbsp;</u> &#9786; 16. Baking soda is a combustible powder. ["combustible" is circled]<br>
<u>&nbsp;''t''&nbsp;</u> &#9786; 17. Flour is a combustible powder. ["combustible" is circled]<br>
<u>&nbsp;''t''&nbsp;</u> ✓ 18. Smoke alarms should be checked frequently <sup>''monthly''</sup> to see if they are in working condition.<br>
<u>&nbsp;''f''&nbsp;</u> ✓ 19. Run hot water on burns.
}}
}}
 
==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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