For my Capstone for the year of 2018 has been one that I known about since my freshman year. I have had many idea changes but in the end I finally settled with my original plan to just expand my idea and turn it into a project that I'm really proud of. I made a website for people to visit and learn about MS awareness through the mind of a high school senior, letting people into my personal life. As most of you know my mom has MS and it's something that can't be cured. This topic is important to my entire family. I spent time reaching out to different organizations that help out the MS community. I've taken part in the MS walk to raise money and I raised money on my own at school. I want to thank everyone who supported my bake sales at SLA. Together we raised over $250 dollars for the National MS Society. Along the way, I’ve also been at Morris elementary school telling people about my capstone and what has led me to this stage of my high school career. The road blocks that I've had during the process was trying to get my own booth at the MS walk, that didn't work out but it didn't stop me from helping out the local people in my area and my mom as well. This project has been pretty interesting an I believe that the four years at SLA have been just a preparation for something to be bigger and better than all of us.

Link to bibliography : https://docs.google.com/document/d/11sQGykOuS3xKjDn08FPp-K1q7QtWLfqN7AeKyWzn_IE/edit?usp=sharing

For me, the capstone process was one filled with great highs and lows. The idea for my capstone towards the end of junior year. I wanted to take the science fiction short story that I worked on during junior year, and expand on it. I originally intended on it being a full length novel, but it did not end up as such. High school, working, and the college process caused me to spend a lot of time away from my capstone. Soon I realized I would not have enough time to write a full length novel of quality, so I changed my plan and turned it into a shortened novel. With my revised idea, I spent time writing, editing, and revising my story. Using the information given from my mentor Stephanie Sessa as well as the input of friends and family I was able to produce my final product. One that I am very proud of. The book titled, Control, is a combination of science fiction and dystopian fiction that take issues of the modern world and puts them a new and different perspective. Throughout my process, the most important lesson I learned was that in order for product to be as best as it can be, there must be time put into it. Had I been given the chance to do this process again, I would allow myself more time to work on the novel so that it could be my full and complete vision. Despite this, I delivered a solid final product. 

Link to buy book

http://www.blurb.com/bookstore/cart

https://docs.google.com/document/d/10pmRkDrT9moYf5KuJby3HgNAd4mhBoLoMj90Z5LF7MQ/edit?usp=sharing

Chapter 3- Us Girls

(Section)

Lily was the optimistic one. The youngest, barely 18, she always tried to lift the mood of sorrow and anger. She tried to play games, tell stories, and such although we weren’t the cheeriest bunch up to have fun. She often spoke of her big loving family. How they spend every christmas at her grandparents cabin in the Poconos and roast marshmallows over the fire. She seemed to stay in a state of disbelief, and tried her best to remain in the past where everything was good. I guess this was her way of coping. Sit in a state of false bliss to avoid coming to terms with the actual problems. She would tell us about her life plans, and what she would do with her family once this entire “simulation” as she called it was over. She had her entire life planned. None of us had the courage to tell the poor girl that she’d probably never see them again. That she had come to the point of no return and would be stuck here forever. We let her live in a whatever bliss she created for herself to manage the pain.

Next was Alice. Quiet girl, soft spoken, around my age. Like me she had been taken on her way home from work, accept according to her accounts that had been very rough on her. She said once a main grabbed her she managed to kick his groin and run down the block, only to have three men tackle her to the ground. She was punched, gagged, and tied in down in the van. She was thrown in the cold room with the rest of us, with a bloody face and they didn’t seem to interesting her distressed appearance. I could tell she was still slightly traumatized from the experience, and was scared of anything else happening. She adopted the motto of “laying low” and never challenged the authority. After seeing a small portion of what they were capable off, she didn’t want to put herself through anymore unnecessary pain.

In most ways she was an ideal prisoner. Always did what she’s told, kept complaints to herself, and expressed no desire to leave. Accepting this as her fate, she had the mindset of listening and doing whatever it took to make it through both this day and the next. It was hard to get through her tough exterior, making it hard for any of us to get close to her. However, we would get glimpses at the girl beneath the exterior.

Sometimes, she would tell a story here and there about her family or life in general and she seemed more than a robot programed to do everything she was told, but just as the vulnerable and human side of her came out it would quickly close back up.

Lastly, there was Diamond. The exact opposite of Alice, Diamond was a spitfire, She wasn’t shy to speak her feelings of disdain for the government and the program. Something that nearly got her ruffed up by The General and a few of the guards on more than one occasion. That’s the nickname we gave to Joe. Every she expressed to us her strong desire to figure a way out, telling us that it would take the cooperation of all four of us to make it happen. It was her fierce personality and determination to never give up that brought me closer to her than the other two.

One night after dinner, she told us her story. She was a single mother, lived with her mother, and taking classes at Community College while working a full time job at the supermarket. One night she was late picking up her sun from daycare, and as she stepped out of her car was hit on the head and fell unconscious. The thing that plagued her mind most often was of the wellness of her family. She wanted to know that they were okay, and no one could give her the assurance that they indeed were. Despite her strong front, I could see the pain and sorrow within her eyes. Every so often she would utter her son’s name and her eyes would get watery. Unlike the rest of us girls, she was not just living for herself, but also for her child. The one she may not ever see again.

They tested our ovulation every other day trying to pick the perfect day. Diamond was the first one to experience the removal of her eggs. She was gone for about an hour and came back in a sea of rage and disgust feeling as though something had been stolen from her. She cursed at the gards and even flipped one of the beds. Eventually I was able to calm her down, but I had yet to experience the feeling that something had been stolen from me. But I would soon experience that very thing.

I remember slowing walked down the dimly lit hallway looking towards the big red doors. I took small steps, wanting to take up as much time as I could before I entered the room. I didn’t fully know what to expect nor did I want to find out. I walked into a what looked to be your average looking hospital room. White, clean, and abnormally silent. There was a man sitting at the desk, who if you weren’t paying attention could walk right past him. He had me completely undress and lay on an operating table. Not much interested in conversation, he was there to do a job and I was there to be used.

A man named Wayne introduced himself as the doctor. He said no more words to me before the procedure, instead just putting me to sleep. When I woke up, he was cleaning up and simply said, “You can go.” I sat up, confused at what just happened. Physically I looked the same, but my body felt as though it didn’t belong to me. Something was off, and I don’t think I ever felt the same after the procedure.

Walking back to the room, the emotions begin to fill my body. I’m not sure if I was more angered at my bodily possessions between forced out of me or the fact that those doing it had so little respect for what I was giving to them. We were giving them the “future of America” and they had not the decency to say thank you for our great contribution.

It was that night as I laid in bed staring at the ceiling that I decided I was done. Previously I tried to convince myself to go along with the program and to keep myself safe in hopes that one day I’d be able to go home, however that feeling was long gone.

I was no longer willing to actually give myself to those who were so unappreciative of it. I knew in that moment when he rudely told me to leave, that this was the end. I knew I had to escape. The next morning, right before The General, I told the girls we had something very important to discuss. When we got back to the room after retrieving breakfast, I expressed my strong feelings of disgust for the program and my desire to escape. Letting them know that if the four of us band together, we could possibly find a way out. Without even asking if there was a definite plan, they all agreed to participate. Even Alice who several times in the past spoke against escaping, arguing that dealing with our fate would be a better option. With the four of us in, we started to the planning. We realized early on that there would be a series of obstacles in our path. The first being The General.

What I did for my capstone is I did a sculpture of a dog for animal awareness/cruelty. I first started by getting the supplies needed. After that me and my friend made the head and stuffed newspaper in it to make it sturdy, then made the ears which took a bit of time, the snout was was kind of difficult to make due to the shape of it , and the eyes were ok. It was hard, but it was not easy to do.. Next we did the body of the dog that was a little difficult. I hard to figure out what size and shape we were going to use. Then we made the legs and the tail which was easy enough. The only problem with the legs and tail was they kept breaking off easily, so we were able to find a way to stop it from breaking. The final thing we did for the capstone is that we painted the dog it was tedious to do the eyes because if you mess up, you have to redo it, next we did the glossing which was hard at all. Lastly we went to a dog walk and went to some animal shelters in the area and collected pamphlets that promotes animal awareness and prevents animal cruelty and post them around the school. So that is what I did to complete my capstone.

For my annotated bibliography I am going to show the definition of animal cruelty and animal awareness, how you can support animal awareness and how to prevent animal cruelty, some facts that you do not know about this topic.

Source: 1

HSUS. “Animal Cruelty Facts and Stats.” Animal Cruelty Facts and Stats: The Humane Society of the United States, 25 Jan. 2018, www.humanesociety.org/issues/abuse_neglect/facts/animal_cruelty_facts_statistics.html?referrer=https://www.google.com/?

This website shows many facts and info on animal cruelty. I found this to be reliable because it tells you facts about this topic in full detail. Like for example the most common animal in animal cruelty are dogs at a high 70.1 percent. It also shows organizations that hosts events that show animal cruelty. It also shows that people who abuse animals, also abuse their children and/or their spouses and that 71 percent of domestic violence victims reported that their abuser also abuses animals. Another thing is that Intentional cruelty to animals is strongly associated with other crimes, including violence against people.

Source: 2

Animal Planet. “20 Ways to Raise Awareness.” Animal Planet, 1 Oct. 2014, www.animalplanet.com/helping-pets/roar/awareness/

This website is good to use because it teaches you how to support animal awareness in many different ways. I noticed that most of the ways to support this cause is to either to host an event, rally, or a Fundraiser to help the animals to get what they need to live and survive. There are also some small things you can do support the cause becoming a mentor to show people the way to animal awareness and get them to join the cause. Another is one of the most common things to do to support awareness and it is volunteering at your local animal rescue center.

Source: 3

“PAWS - People Helping Animals.” Animal Cruelty » PAWS, 25 Jan. 2018, www.paws.org/kids/learn/animal-cruelty/.

This source is helpful because it shows what to do and what not what not to do in a case where you run in animal cruelty. Animal cruelty is when someone hurts an animal or does not care for an animal’s well-being, like not giving a dog or cat food and water. When you see animal abuse, do not intervene because not only the animal’s life will be in more danger, It will put at risk of getting hurt.  Even though it is sad, it’s the right thing to do is call someone for help and let the situation play out. Also it’s a known fact that people that abuse animals, were most likely abused in their past.

Source: 4

MSPCA. “What Is Animal Cruelty?” MSPCA-Angell, 26 Jan. 2018, www.mspca.org/cruelty-prevention/what-is-animal-cruelty/.

This website is useful because it tells you about what are different types of actions that is and turns into animal abuse/cruelty. One of the most common way to abuse an animal is: No water or food, abandon it, no shelter, and unsanitary household. Uncommon ways to abuse animals are running animal over, to give away for profit and attending a animal fight club and it does count as animal abuse if you do attend one because since your not helping a abused animal in a fight club and letting it fight. Does not matter how you put is still animal cruelty if attend these types of events.

Source: 5

Allen, Colin, and Michael Trestman. “Animal Consciousness.” Stanford Encyclopedia of Philosophy, Stanford University, 24 Oct. 2016, plato.stanford.edu/entries/consciousness-animal/.

This source tells you the philosophy of animal awareness or in scientific terms: animal consciousness and how it became a thing in today’s society. It tells you the history of animal awareness and a in depth analysis on animal consciousness. Also it shows the structure and the evolution of animal awareness of the years. To see what has changed with it and what has not changed with animal awareness. As that went on, a called animal suffering or commonly known as animal cruelty. It shows that when there is a good thing, there is always a bad side to it.

Source: 6

“Sensitivity and Self-Awareness in Animals.” One Voice, 26 Jan. 2018, one-voice.fr/en/blog/sensitivity-and-self-awareness-in-animals.html.

This website tells you how sensitive animal is and how animal has an impact on the world. It also tells you how some people use animals as test subjects in scientific/chemistry labs. Another to mention is how we use animals for dissection projects, medical research, and cage them for fun. This is all a form of torture to an animal. Some people who this do not even notice how the animal feels. They’re another ways to find a solution other than animal testing and such, but people do this because it is more convenient for them test on animals than other things.

Source: 7

“Yes, Animals Think And Feel. Here's How We Know.” National Geographic, National Geographic Society, 15 July 2015, news.nationalgeographic.com/2015/07/150714-animal-dog-thinking-feelings-brain-science/.

For this source, it is going to be about how animals feel and how animals think. To humans we think animals only think about is food, water, shelter and sleep, but they actually think about others well-being and instinct. They know something good will happen or something bad will happen to them or others. They care about our safety as much as humans do, but to some people do not see that in animals. Some people see them as lazy animals or animals that are energetic and annoying creatures, but most of us do no think like that because we treat animals as equals.

Source: 8                                                                                                                                               Bekoff, Marc. “Do Animals Know Who They Are?” Psychology Today, Sussex Publishers, 6 July 2009, www.psychologytoday.com/blog/animal-emotions/200907/do-animals-know-who-they-are.

This is going to be about animals knowing who they are and how they they are animals. When some animals look in a reflective type of material, they either do not react to it at all or they that it is another one of their kind. Sometimes don’t you think that when animal see itself they think “Wow that’s me?” Some animals know because of their speech, appearance, animal like reflexes and such other things like that. Some animals don’t even think that they are animals. They probably think that they are humans like us, but they don’t that they are animals

Source: 9

“11 Facts About Animal Cruelty.” DoSomething.org | Volunteer for Social Change, TMI, 26 Jan. 2018, www.dosomething.org/us/facts/11-facts-about-animal-cruelty.

This source is going to be about facts about animal abuse that people did not know. One fact is that there has been an estimated 900 to 2,000 new cases every year of animal hoarding in the US, with 250,000 animals falling victim. Another fact is over 115 million animals like  mice, rats, dogs, cats, rabbits, monkeys, birds, among others, are killed in laboratory experiments worldwide for chemical, drug, food, and cosmetics testing every year. Final fact is more than 50% the fur in the US comes from China, where millions of dogs and cats are often bled to death and skinned alive for their fur. Chinese fur is often mislabeled, so if you wear any fur, there’s no sure way of knowing whose skin you’re in.

Source 10

This source is going to be about fun facts and the dos and don’ts of animals. One fact is If an animal changes its behavior, you are too close which means either they are scared of you or they feel threatened by you. The World Animal Awareness Society has campaign specific goals as well as organizational goals. The organization has multiple locations in the United States that you can join. It tells what the situation is in that area and how you can support animal awareness in different states. People do not know about this because is it not that well known.

For my yearlong Capstone project, I primarily wanted to focus on my interests in terms of my future, in college and beyond. Considering my intention to go to film school, I created a full, feature-length script for a film — an 89 page script to be exact. I also elected to create a short, proof-of-concept film piece featuring some of the base ideas of the film. I worked on the script for a few months, editing and revising both as I went and after finishing, and created the final short film in the final month and a half before the due date of the Capstone. I was able to create most of what I wanted to put together, however not everything can be perfect. This was quite a learning experience in terms of preparation and planning. There were several things I wanted to put in the short film that I wasn’t able to attain, because I couldn’t get the necessary permissions. If I had given myself more time to set those things up, maybe I would have. I also learned a wide variety of things about writing scripts, such as many things about formatting and conventions that I had never even thought of before. Putting word to paper to video is definitely some experience that I feel will be useful moving forwards. All in all, my final product expresses the work I put in, as well as serving as a strong learning experience for what I wanted to learn about.

Short Film:

For my project, I decided to gather a group of youth and teach them 4 different styles of dance. The age of the group was ranged from ages 6 to 17. After teaching them the 4 styles of dance I put together a dance showcase for them.  Every Tuesday for about 10 weeks I hosted dance practices at a local recreation center in my neighborhood. The practices were for about 1 hour and a half.

During the practices, I taught choreography, reviewed old choreography, and assigned dance spots. Some weeks were harder than others when everyone did not come to practices or when people were constantly late. While teaching choreography I was still working with my mentor to put together songs, and to become a better dance teacher.

The final product was a strong turnout. I hosted a “Youth Matters Spring Dance Showcase” at the Venice Island Performance Theatre from 6-8pm. We had a nice audience who was supportive, all of the students remembered their dances, and everyone performed well. The hardest thing would probably be teaching children younger than me because you have to have a lot of patience. Younger students sometimes don’t focus as much or sometimes they forget the moves however I was patient with the little ones and they worked hard.

I learned how to have patience when teaching in general because you have to understand everyone doesn’t catch on as fast as others. I learned how to be a better choreographer by breaking down dance moves step by step and showing examples of what I was looking for.

Annotated Bibliography

Marks, Andrea. “David Howard's 15 Top Tips for Teachers.” Dance Teacher, 4 May 2017, www.dance-teacher.com/david-howards-15-top-tips-for-teachers-2392417451.html.

Using this website I was able to get some tips on teaching dance. I have been dancing for a long time, however, I never taught people on my own before so all tips are useful. The tips provided in this link are from David Howard. David Howard is a professional English ballet dancer. David also taught at 2 dance companies in New York. I used his tips in my teaching. For example one of his tips is to watch other people teach so anytime my dance teacher is teaching I take mental notes on her techniques. All 15 of his tips made me a better choreographer.

Irvine, Sarah . “Resource Paper: Dance Fitness.” Resource Paper: Dance Fitness - International Association for Dance Medicine & Science, 2011, www.iadms.org/?303.

Using this website I was able to look at dance from a different perspective. I normally only think of dance as something fun and something to keep people busy. However, dance can be looked at as physical fitness. People who don't workout much can turn to dancing to lose weight or to stay physically fit. When I noticed that dance can be used as physical fitness I was able to get more people to participate in my dance sessions. This helped me figure out what different styles I wanted to teach. I was also able to learn from this source what different types of fitness I use in teaching my students.

“8 Amazing Hip Hop Dance Choreographers.” URBANTABLOID.COM, 20 Nov. 2014, www.urbantabloid.com/8-amazing-hip-hop-dance-choreographers/.

This website presented me with eight hip-hop dance choreographers. When teaching people a style of dance you will always need multiple different sources and people to look at. Every dance choreographer may have a different dance style or way of organization but they will always help a less experienced teacher figure out how to be a teacher. I did not hear of all the choreographers on this website and it was more interesting for me to read about them and learn about their style. It allowed me a chance to look at hip-hop from different perspectives and I was able to take at least one tip or opinion from each choreographer.

Jimison, Robert. “5 reasons why dancing is good for your health.” CNN, Cable News Network, 19 Oct. 2017, www.cnn.com/2017/06/08/health/health-benefits-of-dancing/index.html.

This website was a strong source. I argue that this was a strong source because it was persuasive and made some good comments about dance and fitness tying together. When people think of dance they don't think of fitness but it's true that dance is another way to lose weight or stay in the right weight range. I used this source to inform my students on how them dancing in my dance sessions helped them stay fit and how it helped benefit their young bodies. The website actually inspired me to combine fitness and dance more. I also created fitness packets for my students using this information.

“A Guide To Choreographing A Dance.” YouTube, 19 Jan. 2012, youtu.be/6HLQiwvbKno.

Using this video I was taught step by step ways to choreograph a dance. The tips were very helpful and useful. It helped me to create a stronger foundation for my teaching, it helped me brainstorm new ideas and showed me how to be a better listener. Teaching dance comes with more than just you talking and sometimes it's good to listen to people's thoughts and opinions on choreography. Someone else might have a good idea or twist on how to make the dance better so you should be open to others thoughts sometimes. One thing I also took from the video was using creativity. Creativity is important in all choreography because you always want to be original.

“How to Dance to Hip-Hop Music | Beginner Dancing.” YouTube, 2 July 2013, youtu.be/Qx3TkFFQayI.

Using this video I was able to hear some tips from both dance fitness experts and professional dancers. I think hearing things from both helped me better understand how both of these topics connect and helped me expand my knowledge within this field. The video did not tell me tips for teaching instead it was just teachers teaching beginners how to dance to hip-hop and how to develop skills. However it was still helpful because even if the source enplaning how to teach you can learn from seeing others teach to other people. One thing I took from this video was to be very descriptive when teaching someone because you want to be sure that they understand everything you are trying to say or teach.

“Hip Hop Teacher information for the complete beginner.” DanceClass.com, www.danceclass.com/hip-hop-teacher.html.

This website was helpful because it was directed to hip hop teachers in specific. Other websites and videos I looked at was dance in general, however, this was a more specific source. Things that stuck out to me within this article was positive reinforcement and energy. These two things stuck out to me the most because I have heard this from my pass dance teachers multiple times. I will use positive reinforcement to make sure my students are redirected positively and are able to understand what should be happening instead. I will use energy by always keeping energy positive if energy is positive anything is possible and everyone is all aboard to try new things.

Warta, Tamara. “Hip Hop Dance Choreographers.” LoveToKnow, LoveToKnow Corp, dance.lovetoknow.com/Hip_Hop_Dance_Choreographers.

This website was helpful for me because it gave me some information on multiple dance choreographers who are often brought up. Each of these choreographers was from different parts of the world and were of different racial backgrounds. The website also includes popular dance moves that I am familiar with. This source helped me choose some unique dance moves, and some different techniques I could incorporate into my dance pieces. One choreographer who stood out to me the most was Charles Klapow. I am familiar with a lot of his work and I know he is a very original creative dance choreographer.

“How to Teach Hip Hop Dance to Kids : Hip Hop Dance Choreography Demo for Kids.” YouTube, 1 Oct. 2008, youtu.be/qKL1ppbBDm4.

Using this video I was able to learn a lot of helpful tips. Even though the dance teacher did not state actual points I will able to pick up on some of her teaching tools. One tool she used was using eight counts out loud. It's important to count out loud so that the students can hear and know which step goes on what count. When teaching choreography you use counts to keep everyone on the same page throughout each dance. That's why when I taught different dances to my students I used eight counts and even when the music was turned on I still counted out loud until the students could dance without the count.

Rajakumar, Mohanalakshmi. Hip hop dance. Greenwood, 2012.

Using this book I was able to get some key points about hip-hop which were very useful. Before you teach something you should always know the history behind it. This book talks about hip-hop before the time I was born allowing me to learn information on the topic. One thing from the text that will stick with me is that self-expression, earning respect, and originality were key elements of hip-hop culture."This quote will stick with me because it helped me realize that I have to be both creative and show expression within my choreography considering hip-hop dance genre is so symbolic.

Annotated Bibliography:

Beauvoir, Simone De. The second sex. London: Vintage Classic, 2015.

This source is important for me to use because it is a book that talks about the second wave of feminism between the 1960’s-1980’s. In the second wave of feminism happened. This author was an influential writer of the time for women. In her book she talks about how women have gender roles pushed onto them like household responsibilities and how many wives were unhappy with their lives at home because of the life they were living as a woman. “One is not born, but rather becomes, a woman.” I am using because it means a woman is not born into these gender roles and deserve to be free to do as they wish. This will be helpful to show the sexism during this time period for my presentation

Brunell, Laura, and Elinor Burkett. "Feminism." Encyclopædia Britannica. December 28, 2017. Accessed January 25, 2018. https://www.britannica.com/topic/feminism/The-third-wave-of-feminism.

This source talks about the third wave of feminism. Which takes place in the 1980’s-some of the early years of the 2000’s. The third wave of feminism is the children of the groups of ladies from the second wave of feminism, that are passing down the feminist beliefs to their children. Such as gender roles, women empowerment, women's rights, labour in households, and high achieving women ideals. The fight was made, now the message is being spread throughout the generations.It also includes more women of color than any other wave of feminism. It is important to put this in my presentation because it is a time period I need to explain in my presentation.  

Cochrane, Kira. "The fourth wave of feminism: meet the rebel women." The Guardian. December 10, 2013. Accessed January 25, 2018. https://www.theguardian.com/world/2013/dec/10/fourth-wave-feminism-rebel-women.

This source is important to use because I also want my presentation to talk about the struggles women still have today. The fourth wave of feminism started around 2013 when more women were noticing problems on social media and still in social norms. So, more protest were conducted and more issues on social media were be protested against. The voice is now online than it is in person. Media is the way the word is being spread. More women of color were accepted and more countries got involved with raising a voice for women at this current moment in time.

Mendoza, Jessica. "Alice Paul: How Her Quaker Roots Shaped Her Gender Activism." The Christian Science Monitor, January 11, 2016.

The magazine article gives a glimpse into the history of alice paul, one of the biggest women activist in the 1800s to the 1900s. She helped created the organization named NAWSA, and they protested at the white house to get a law passed for women to have the right to vote. Her and a few of her followers were thrown in jail for seven months and she went on a hunger strike in 1917. They force fed her to keep her alive. Because of this incident, it gave women the right to vote in 1920. This source is a critical piece to my capstone because it gives me good information for alice paul, an important activist I want in my women's history presentation.

Milligan, Susan. "Stepping Through History." U.S. News & World Report. January 20, 2017. Accessed January 23, 2018. https://www.usnews.com/news/the-report/articles/2017-01-20/timeline-the-womens-rights-movement-in-the-us.

This source is a useful timeline of women's history with suffrage, laws, and protest. The seneca falls event is an important event I need. That is listed on this sources timeline in 1848. Some other things on this timeline are laws like in 1839 mississippi was the first state to let women own property without their husbands. In 1920 women gained the right to vote. This source is a critical piece I will use for my project because I would like to use it for a printout for the children to read with me, and I will use the information on the slides I need to make to present to them.

Women's Rights Convention . July 14, 1848. Library of congress, Seneca County, New York. In Library of Congress. Accessed January 24, 2018. https://www.loc.gov/item/today-in-history/july-19/.

The picture is a credible source because it shows the advertising of the seneca falls meeting. The meeting was to discuss what rights women should have. First only women were invited, but then the general public was welcomed too. There was a proposal for the rights written, with a bunch of signatures at the bottom. This was the spark that created women activist to stand up against society and protest, in order to create equality for women.

"Women's Suffrage Movement." HistoryNet. Accessed January 24, 2018. http://www.historynet.com/womens-suffrage-movement.

This source is important to use because it gives a background of what happened after the seneca falls convention. In 1913 may 3, before president wilson's inauguration there was a women's march with 8000 women walking down pennsylvania avenue. The women's march is what sparked the public to recognize the issue whether they violently disagreed, or concernedly agreed that women needed rights.  

YouTube. July 25, 2016. Accessed January 26, 2018. https://www.youtube.com/watch?v=ZpU2s966WYE.

This source is a good piece to use for my presentation because I can pull clips of it, or use the video to show the three waves of feminism. A video will keep the children interested in my presentation. All of my presentation can’t be slides. The video relates to my other research and points about the three waves of feminism. Women's figures throughout the generations are also mentioned in the video. Race was also brought up in this video. It was explained because all women were accepted by the third wave of feminism. More colored women started fighting for women's rights because they were being accepted into society.

Zinn, Howard. " A PEOPLE'S HISTORY OF THE UNITED STATES." The Intimately Oppressed. Accessed January 23, 2018. http://www.historyisaweapon.com/defcon1/zinnint6.html.

-In women's history, women were always overlooked, but it was worse for black women. From the source in chapter six, there are stories from black slaves telling stories about their male masters suppressing them. There is more on the source about marriage laws. During the, English law, summarized in a document of 1632 entitled "The Lawes Resolutions of Women's Rights", it dates back to a time when women were married and had their husbands control their lives, but they could not kill or harm the wives. The men also could collect any income the wife makes, or property the she has. Also, if a woman had a child without being married was a crime, and they were shamed. This was around the time of 1740’s. Going more into chapter six in this article, there are stories from women that had a so called “Bastard child” ( a child without being married). This source will help me with my project because its the history I need for my presentation about women's suffrage.

21Convention. YouTube. March 13, 2013. Accessed January 26, 2018. https://www.youtube.com/watch?v=UDe5fkRWKr4.

This source is good to use because its a video I want to play about the waves of feminism. It sums up the time periods in each wave of feminism. Like how the the third wave started fighting for equal job opportunities and equal pay. The clip is short enough to play in my presentation. The guys information in this video backs up the other info I received above with the magazines, books,  and website information. Not only is the the waves spoken about but he talks about figures in history as well, that have impacted the waves of feminism.