June 2014 leaks

Photo of the "obtained" folders.

In June 2014, CWCkiforums user SkyRaider91 leaked scans of several documents from Chris' high school classes. 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 BLC.

Parenting

Parenting Interview

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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.

Parenting Class

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Empathy Belly essay

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  Chris describes the experience of wearing an empathy belly. "...while my legs were separated, it put pressure on my private part, which gave me a strange, weird feeling."

U.S. Government

Amendment Timeline

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  Timeline of US Amendments 1-17

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  Timeline of US Amendments 18-23

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  Timeline of US Amendments 24-27

An illustrated timeline briefly describing the 27 amendments to the U.S. Constitution. As is 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 below.

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: "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"] (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"] 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!

English

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  Chris' 1999 English grades, showing failing grades on all but 2 items, and a 78% for the year.

Japan War Essay

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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.

“	So, the war was started only because the privacy of US was invaded.	”
Christopher 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

Japan, 1912-1949 Christian W. Chandler : 4/5/ 5/4/99 English, 1 On my honor, 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.

Student Life Essay

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A rough draft of an essay about how high school students' jobs affect their school performance. For some 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.

Transcription

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 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

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Chris suggests in this Standards of Learning (SOL) essay that his high school's "seinor" class fund the construction of an indoor swimming pool in the gym as their class gift, demonstrating that 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 innuendo or that Chris genuinely didn't realize how creepy it came across.

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.

Spanish

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Chemistry

Mock Job Interview

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Safety Worksheets

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