A fight broke out in the absence of your teacher give an account of the fight to him

I begin this writing with the aim of recounting and theorizing the worst experience I have ever

had in a classroom. As a teacher educator, I often use examples from my own experiences in

classrooms to help illustrate a point or clarify an example for my current pre-service and inservice teachers. I position my work here as practitioner research, particularly as a form of

teacher self-study (Dinkleman, 2003; Loughran, 2007). This particular story comes from the

semester I spent student teaching at a high school in a suburb of Phoenix, Arizona. Prairie Point

High School (PPHS) (all names appearing here have been changed) had around 2,000 students in

grades 9-12. It was located in a middle- to upper-middle-class neighborhood and at that time had

a reputation for high achieving students and poor performing sports teams. The course I was

teaching was eleventh-grade American history.

1. read the following excerpt from franklin d. roosevelt's "fireside chat 19":

on the other side of the picture, we must learn also to know that guerilla warfare against the germans in, let us say serbia or norway, us; that a successful russian offensive against the germans us; and that british successes on land or sea in any part of the world strengthen our hands.

remember always that germany and italy, regardless of any formal declaration of war, consider themselves at war with the united states at this moment just as much as they consider themselves at war with britain or russia. and germany puts all the other republics of the americas into the same category of enemies. the people of our sister republics of this hemisphere can be honored by that fact.  

the true goal we seek is far above and beyond the ugly field of battle. when we resort to force, as now we must, we are determined that this force shall be directed toward ultimate good as well as against immediate evil. we americans are not destroyers — we are builders.

analyze the effectiveness of this excerpt. how does it function within the speech as a whole? how does the structure of the excerpt to convey the speech's purpose and key points? support your argument with evidence from the speech. (10 points)

a. energy is conserved on earth, but matter is not.