June 2014 leaks

Ongoing The things described in this article are still happening, or are still being looked into. As a result, it may be subject to frequent change, and the information provided may not be entirely reliable.

Photo of the "obtained" folders.

In June 2014, CWCkiforums user SkyRaider91 began leaking 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.

Describing Development

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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.

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

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

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

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For this worksheet about child development, Chris probably just regurgitated sentences from the 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 there 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

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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

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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. Options Descriptions 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

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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.	”
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

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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.

“	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: "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!

Worksheets and Essays

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  Map showing strategic movements during the Korean War, including those of Dong Mc Arthur.

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English

English 1999 Grade Report

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Chris' 1999 English grade report reveals that he received failing grades on all but 2 items, and a 78% for the year.

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. Chris earned a 69% grade on this essay.

“	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

“	Well, that's it for the essay.	”
Chris's revised conclusion

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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", for unclear reasons] 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: 4 Paragraphs. Strong topic and Clincher sentences for Middle Paragraphs. No fragments/No run-ons 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

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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. There is an outline and two drafts of the essay.

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... 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

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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.

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] 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)] "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

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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."

"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

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A planning sheet and 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

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 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.

13 Lucky Writing Tips

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Chris's notes on a list which was probably given by the teacher or from a textbook. In a spectacular contradiction of the first item, Chris switches from English to Spanglish midway 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: Use standard written English. Do not use contractions in formal writing. You must have a thesis statement in each essay. The thesis statement es el finallié sentenc estancé de íntroductóry paragraphé. Tú escribes de literáture, el thesis inclúr el [illegible] llama de author y llama de work. Los paragraphs support y relaté qúe el thesis. Los paragraphs tienes el topic estancés, hablan el unifying concepto de el paragraph. Los details support y relate a el topic estánce de paragraph. Neccisitas los adequáte supporte details. Escribe el literáture en presénte tense. Necisitas tres muchaco point mirar de pointé. Necisitas creas muy bein tu escribes cree sense y es muy logicál. Cheques tu escribir muy carefully.

Spanish

This work is dated 7/12/98, most likely referring to 7 December 1998 using the Spanish date format. Chris used pop culture figures (Pokémon, Sonic, The Powerpuff Girls) to illustrate vocabulary words. Chris's class seem to have watched Spanish dubs of The Powerpuff Girls in class, so for once he isn't randomly shoving fictional characters into schoolwork. His Pokémon are revealing: he describes Christian the Charmeleon as muy delgado ("very thin"), Ricardo the Raichu as muy divertido ("very funny"), Cole the Beedrill as muy feo ("very ugly"), and later refers to Ricardo as a bombero ("firefighter").

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Las profesiones y nacionalidad

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Hm, yeah... Looks about right.

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 minifigs 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 Draw, cut from a magazine, or computer generate, six pictures of different progessions. (color) Pictures musts be in color. Each picture must be mounted (glued or taped) on a separate 8 1/2 x 11 sheet of white paper. (NO NOTEBOOK PAPER!!) 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. 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!".] El es un policia Estadounidense. [Teacher deducted half a point for missing the ´ mark in policía.] El es un combatiente Japonés. El es un cartero Chino. 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.] El es un bombero Canadiense. El es un Constricción trabajadora Italiano. [Teacher deducted half a point for the "a" in trabajadora.]

Chemistry

Mock Job Interview

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Getting Acquainted

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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 apparently only talked to his female classmates, left the grid incomplete, and didn't even fill out the "free" square in the center (his favorite color).

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. [???] 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

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Chris would go on to ignore many of the lessons from this kitchen safety worksheet, allowing him to slip on cat shit in the kitchen and burn down his house by plugging in a coffee maker to an extension cord in the bathroom.

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

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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

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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.