Please rate each of the members of your group, including. Please be honest, so I can properly assess the performance of each student on this project.
Monday, December 21, 2009
Monday, December 14, 2009
Tonight's HW - Due Tuesday 12/15
Tonight's HW:
1. Carefully read the PROJECT REQUIREMENT SHEET which we discussed in class today.
2. Complete the group checklist. Please print one copy, and turn it into me (per group)
3. Begin research on your cases. Remember, in most cases, it's two people to a case. You have until 12/17 (Thursday) for your group to complete the CASE WORKSHEET
Sunday, December 13, 2009
Supreme Court Project '09
Hello, R.U.S.H. Students:
Based on the work that we have done in class recently, we are now going to apply what we've learned to a major assessment piece.
Here is a link to the folder, containing all of the files necessary to complete the project.
You will be working in teams for this project. Here is a link to the list of teams. Members are NON-NEGOTIABLE, so please do not ask if you can switch.
Thursday, December 10, 2009
12/11/09 and EXTRA CREDIT ASSIGNMENT
Supreme Court Mini-Project Day 2
http://web000.greece.k12.ny.us/SocialStudiesResources/Social_Studies_Resources/USHG_Thematic_Essays/USHG_Thematic_Essay_06.02.pdf
Write a well-organized essay that includes an introduction, several paragraphs addressing the task below, and a conclusion.
Theme: Supreme Court Cases Concerning Constitutional Civil Liberties
The United States Supreme Court has played a major role in either
expanding or limiting constitutional civil liberties in the United States.
Task:
Identify two Supreme Court cases that have had an impact on civil
liberties in the United States.
For each case identified:
•Discuss the facts of the case
•Identify a specific constitutional civil liberty issue addressed by the
Supreme Court
•Discuss how the decision of the Supreme Court either expanded or limited a specific constitutional civil liberty in the United States
You may use any appropriate Supreme Court case from your study of United States
history. Some suggestions you might wish to consider include
Plessy v. Ferguson(1896),
Schenck v. United States (1919),
Korematsu v. United States (1944),
Brownv. Board of
Education of Topeka(1954),
Mapp v. Ohio(1961),
Gideonv. Wainwright(1963),
Miranda v.Arizona (1966),
Tinkerv. Des Moines School District(1969),
New Jersey v. T.L.O. (1985).
You are not limited to these suggestions.
Here's a list of links to help you with your research:
http://www.twyman-whitney.com/apgovpol/landmarkcases2006.htm#CIVILLIBERTIES An excellent listing of all the cases involving Civil Liberties. Start here!
http://landmarkcases.org/ - A listing of the major SC cases in US History. TONS of background information.
http://northport.k12.ny.us/~patch/regreview.html - A list of the important SC cases you need for the Regents Exam. Many of these cases deal with Civil Liberties.
http://tourolaw.edu/patch/CaseSummary.asp - Another good link dealing with the cases.
Complete ALL of the questions related to EACH CASE!
GO THE EXTRA MILE!
EXTRA CREDIT!
CLICK THE LINK BELOW FOR THE THEMATIC ESSAY. Using the cases we've worked on (that's the easy thing to do), or other ones that you find interesting, complete the following task!
http://web000.greece.k12.ny.us/SocialStudiesResources/Social_Studies_Resources/USHG_Thematic_Essays/USHG_Thematic_Essay_06.02.pdf
Write a well-organized essay that includes an introduction, several paragraphs addressing the task below, and a conclusion.
Theme: Supreme Court Cases Concerning Constitutional Civil Liberties
The United States Supreme Court has played a major role in either
expanding or limiting constitutional civil liberties in the United States.
Task:
Identify two Supreme Court cases that have had an impact on civil
liberties in the United States.
For each case identified:
•Discuss the facts of the case
•Identify a specific constitutional civil liberty issue addressed by the
Supreme Court
•Discuss how the decision of the Supreme Court either expanded or limited a specific constitutional civil liberty in the United States
You may use any appropriate Supreme Court case from your study of United States
history. Some suggestions you might wish to consider include
Plessy v. Ferguson(1896),
Schenck v. United States (1919),
Korematsu v. United States (1944),
Brownv. Board of
Education of Topeka(1954),
Mapp v. Ohio(1961),
Gideonv. Wainwright(1963),
Miranda v.Arizona (1966),
Tinkerv. Des Moines School District(1969),
New Jersey v. T.L.O. (1985).
You are not limited to these suggestions.
Here's a list of links to help you with your research:
http://www.twyman-whitney.com/apgovpol/landmarkcases2006.htm#CIVILLIBERTIES An excellent listing of all the cases involving Civil Liberties. Start here!
http://landmarkcases.org/ - A listing of the major SC cases in US History. TONS of background information.
http://northport.k12.ny.us/~patch/regreview.html - A list of the important SC cases you need for the Regents Exam. Many of these cases deal with Civil Liberties.
http://tourolaw.edu/patch/CaseSummary.asp - Another good link dealing with the cases.
Wednesday, December 09, 2009
Supreme Court Mini-Project
This assignment is due no later than 11:59 PM Thursday Night. It is worth 1/2 a test (2 weighted points). If you finish by the end of class Thursday, not only will you have "no homework," but you will get 5 extra points on your grade for the assignment!
CLICK HERE FOR THE ASSIGNMENT. Download a copy, or copy/paste, creating your own google doc.
Tuesday, December 08, 2009
Tonight's HW 12/8/09
Here's your assignment for this evening. Please post your answers, instead of writing them by hand.
1. Read the Background Information on the Supreme Court Case Tinker vs. United States(1969). The information can be found below.
2. After reading the information about the case, answer the questions that follow.
Background Info
John and Mary Beth Tinker attended public school in Des Moines, Iowa. In December of 1965 a community group in Des Moines decided to protest American involvement in the Vietnam War by wearing black armbands. The Tinkers agreed to wear their black armbands to school. However, principals in the school district, aware of the students' plans created a rule that any student wearing an armband to school would be suspended unless the student removed the armband. Although the Tinkers knew about this rule, they decided to come to school wearing armbands anyway. After refusing to take the armbands off, John and Mary Beth Tinker were sent home by the principal. Their suspension lasted until they agreed to come back to school without the armbands.
The Tinkers filed a suit in the U.S. District Court to stop the school principals from enforcing the rule in the future. Although the District Court said that this type of protest was a form of expression protected under the First Amendment's freedom of speech clause, the Court sided with the school officials, saying that the rule was needed to "prevent the disturbance of school activities." The Tinkers appealed their case to the U.S. Eighth Circuit Court of Appeals, but they lost. The Tinkers decided to appeal the case to the Supreme Court of the United States.
The fundamental question of the case came down to this: Does the First Amendment's promise of free speech extend to the symbolic speech of public school students? And, if so, in what circumstances is that symbolic speech protected? The First Amendment to the Constitution says, "Congress shall make no law . . . abridging the freedom of speech." The Fourteenth Amendment extends this rule to state government as well, of which schools are a part. However, the First Amendment does not say which kinds of speech are protected. It also does not specify what types of expressive actions should be considered as speech.
The question of what kind of speech or action is protected under the First Amendment has been considered many times by the Supreme Court of the United States. Generally, the Court has held that the First Amendment protects adult symbolic speech that does not harm or threaten to harm. However, at the time of Tinker, it was unclear whether students' rights in this area were different.
In 1968 the Supreme Court of the United States agreed to hear the Tinker's case and consider whether the Des Moines public schools ban on armbands was an unconstitutional violation of the students' right to free speech. The Court's decision in Tinker v. Des Moines was handed down in 1969.
1. Read the Background Information on the Supreme Court Case Tinker vs. United States(1969). The information can be found below.
2. After reading the information about the case, answer the questions that follow.
- Do you think that the school policy banning armbands was fair? Why or why not?
- The students knew they would be suspended if they wore armbands to school and chose to do so anyway. Why do you think they ignored the rule?
- The First Amendment says "Congress shall make no law . . . abridging the freedom of speech." Why do you think the Supreme Court of the United States has ruled that certain actions should have the same protection as verbal speech? Are these reasons valid?
- Pretend that students in your school wanted to protest the school-wide ban on smoking. Should they be allowed to protest by wearing T-shirts that read "Up with 'Butts'!"? Why or why not?
Post your responses to the questions. Looking forward to seeing what you have to say.
Background Info
John and Mary Beth Tinker attended public school in Des Moines, Iowa. In December of 1965 a community group in Des Moines decided to protest American involvement in the Vietnam War by wearing black armbands. The Tinkers agreed to wear their black armbands to school. However, principals in the school district, aware of the students' plans created a rule that any student wearing an armband to school would be suspended unless the student removed the armband. Although the Tinkers knew about this rule, they decided to come to school wearing armbands anyway. After refusing to take the armbands off, John and Mary Beth Tinker were sent home by the principal. Their suspension lasted until they agreed to come back to school without the armbands.
The Tinkers filed a suit in the U.S. District Court to stop the school principals from enforcing the rule in the future. Although the District Court said that this type of protest was a form of expression protected under the First Amendment's freedom of speech clause, the Court sided with the school officials, saying that the rule was needed to "prevent the disturbance of school activities." The Tinkers appealed their case to the U.S. Eighth Circuit Court of Appeals, but they lost. The Tinkers decided to appeal the case to the Supreme Court of the United States.
The fundamental question of the case came down to this: Does the First Amendment's promise of free speech extend to the symbolic speech of public school students? And, if so, in what circumstances is that symbolic speech protected? The First Amendment to the Constitution says, "Congress shall make no law . . . abridging the freedom of speech." The Fourteenth Amendment extends this rule to state government as well, of which schools are a part. However, the First Amendment does not say which kinds of speech are protected. It also does not specify what types of expressive actions should be considered as speech.
The question of what kind of speech or action is protected under the First Amendment has been considered many times by the Supreme Court of the United States. Generally, the Court has held that the First Amendment protects adult symbolic speech that does not harm or threaten to harm. However, at the time of Tinker, it was unclear whether students' rights in this area were different.
In 1968 the Supreme Court of the United States agreed to hear the Tinker's case and consider whether the Des Moines public schools ban on armbands was an unconstitutional violation of the students' right to free speech. The Court's decision in Tinker v. Des Moines was handed down in 1969.
Monday, November 30, 2009
Sunday, November 29, 2009
HW Assignments Week of 11/30/09
Hello, Everyone:
Here are your HW assignments for the week of 11/30/09. I've tried to post these in advance, so you can budget your time for your other classes, and the assignments you may have for them.
Here are your HW assignments for the week of 11/30/09. I've tried to post these in advance, so you can budget your time for your other classes, and the assignments you may have for them.
Assignment #1: Due Date: 12/01/09
One of the ways that our Constitution has survived for so long is its ability to be flexible. This flexibility is made possible by the amendment process, which allows the Constitution to be changed as needed.For this assignment you need to do the following.
1. CLICK HERE. Read the information on the process of Amending the Constitution.
2. Think of an amendment you'd like to see added to the US Constitution. In a post of no more than 100 words (but at least 50), explain:
a) What your proposed amendment is about.
b) Why your amendment should be added to the Constitution.
Here's a link to a list of amendments that have been proposed in recent years.
Assignment #2: Due Date: 12/03/09
Hello, Everyone:
Here is tonight's HW Assignment:
1. WATCH THE VIDEO (CLICK HERE FOR THE LINK). If you haven't set up your PowerMedia Plus! Account, you're going to need to do that in order to watch the video. Use Passcode: yPNvYtchCh to set up an account if you have not yet done so.
2. TAKE NOTES while you watch the video.
3. After you watch the video, answer the questions below.
a. Why were these amendments passed?
b. How do these amendments expand the Constitutional rights of the people?
c. To what degree do these amendments restrict the rights of citizens?
d. Which amendments are the most important, the least? Why?
e. Do you think that the government should have passed an amendment banning the consumption of alcohol? Explain why or why not.
4. For people who cannot access the video, here is a link to information about the amendments.
http://www.ushistory.org/documents/amendments.htm
http://regentsprep.org/Regents/ushisgov/themes/government/amendments.htm
PLEASE MAKE SURE THAT YOU ARE POSTING YOUR RESPONSES ON THE BLOG. PLEASE MAKE SURE THAT YOU ARE PUTTING YOUR NAME ON YOUR RESPONSES. NO CREDIT WILL BE GIVEN FOR ANONYMOUS POSTS!
Here is tonight's HW Assignment:
1. WATCH THE VIDEO (CLICK HERE FOR THE LINK). If you haven't set up your PowerMedia Plus! Account, you're going to need to do that in order to watch the video. Use Passcode: yPNvYtchCh to set up an account if you have not yet done so.
2. TAKE NOTES while you watch the video.
3. After you watch the video, answer the questions below.
a. Why were these amendments passed?
b. How do these amendments expand the Constitutional rights of the people?
c. To what degree do these amendments restrict the rights of citizens?
d. Which amendments are the most important, the least? Why?
e. Do you think that the government should have passed an amendment banning the consumption of alcohol? Explain why or why not.
4. For people who cannot access the video, here is a link to information about the amendments.
http://www.ushistory.org/documents/amendments.htm
http://regentsprep.org/Regents/ushisgov/themes/government/amendments.htm
PLEASE MAKE SURE THAT YOU ARE POSTING YOUR RESPONSES ON THE BLOG. PLEASE MAKE SURE THAT YOU ARE PUTTING YOUR NAME ON YOUR RESPONSES. NO CREDIT WILL BE GIVEN FOR ANONYMOUS POSTS!
Assignment #3: Due Date: Friday 12/04/09
If you didn't finish the mini-project in class today, you must complete it for HW tonight.
1. CLICK HERE. Download, and print the task sheet for this thematic essay.
2. CHOOSE TWO AMENDMENTS TO RESEARCH - Here's the video link from the other day
3. Using the internet, textbooks, encyclopedias, etc., do research and find out:
• The historical circumstances that led to the adoption of the
amendment. In other words, what was going on at the time that led to the adoption of the amendment? Why was it necessary? Why did the gov't decide to make the amendment?
• How the amendment changed the United States government
and/or American society. In other words, how was, or how has life been affected in America as a result of the amendment's passage?
4. COMPLETE an OUTLINE using the BLOCK Diagram of a THEMATIC ESSAY.
So...On Friday, you need to bring in.
1. Task sheet
2. Research notes
3. Outline.
Click here for examples of what your essay should (and should not) look like when you're done! Don't even think about copying these...I've already read 'em, and know what to look for!
2. CHOOSE TWO AMENDMENTS TO RESEARCH - Here's the video link from the other day
3. Using the internet, textbooks, encyclopedias, etc., do research and find out:
• The historical circumstances that led to the adoption of the
amendment. In other words, what was going on at the time that led to the adoption of the amendment? Why was it necessary? Why did the gov't decide to make the amendment?
• How the amendment changed the United States government
and/or American society. In other words, how was, or how has life been affected in America as a result of the amendment's passage?
4. COMPLETE an OUTLINE using the BLOCK Diagram of a THEMATIC ESSAY.
So...On Friday, you need to bring in.
1. Task sheet
2. Research notes
3. Outline.
Click here for examples of what your essay should (and should not) look like when you're done! Don't even think about copying these...I've already read 'em, and know what to look for!
Assignment #4: Thematic Essay! Due on Monday 12/07/09
Final Draft of your thematic essay on the constitutional amendments.
Click here for examples of what your essay should (and should not) look like when you're done! Don't even think about copying these...I've already read 'em, and know what to look for!
Monday, November 23, 2009
Federalism Mini-Project
Due Date: Monday November 29, 2009!
Objective: Students will:
a. analyze the nature of the relationship between the Federal and State governments
b. explain how various government actions illustrate the system of Federalism in their daily lives.
Background information: The concept of Federalism is one that underlies all concepts about the power of government in the US system. Federalism within the United States system is the balancing of power between a Federal Government and State Governments. Within this system, the Federal Government is superior to the State Governments. For example, a state could not pass a law that directly contradicted a law passed on the federal level. Within these principles, power is divided among the federal (delegated powers) and state governments (reserved powers). Power is also shared between the federal and state governments (concurrent powers).
How does Federalism affect your daily life? For this assignment, you will carefully observe your school, your neighborhood…In short, the world around you. You will then express this idea in a written (and visual, if you choose) form.
What do I have to do?
1. For the next few days, carefully observe your surroundings. Using the list of powers that you were given in class, as well as in the Constitution (p. 158 of your TB), look for examples of these things in action around you. These examples can consist of almost anything; buildings, street signs, even people!
2. Using a notebook, or your reporter’s pad, make a list of these things. Record where and when you saw these things, and the example of the power you see in action. For added information (and extra points) take pictures of them. Here are some examples:
3. Your goal is to find AT LEAST two examples of each of the powers occurring in your daily lives. Remember, the powers are the:
4. After finding your examples, compose an essay that:
5) Your essay must be TYPED or neatly handwritten in ink. If you type your essay, it must be double spaced, and you must use 12 point font (Arial, or Times New Roman only).
6) For added visual impact, and extra credit (up to 20 points), you may attach photographs of your examples to a poster board along with your essay, similar to the “What America Means to Me” project. Please note that this is an optional step. You will not be penalized if you do not complete this step.
7) BE CREATIVE…WORK HARD…HAVE FUN!
8) Make sure that you include your name, and class period on your assignment.
a. analyze the nature of the relationship between the Federal and State governments
b. explain how various government actions illustrate the system of Federalism in their daily lives.
Background information: The concept of Federalism is one that underlies all concepts about the power of government in the US system. Federalism within the United States system is the balancing of power between a Federal Government and State Governments. Within this system, the Federal Government is superior to the State Governments. For example, a state could not pass a law that directly contradicted a law passed on the federal level. Within these principles, power is divided among the federal (delegated powers) and state governments (reserved powers). Power is also shared between the federal and state governments (concurrent powers).
How does Federalism affect your daily life? For this assignment, you will carefully observe your school, your neighborhood…In short, the world around you. You will then express this idea in a written (and visual, if you choose) form.
What do I have to do?
1. For the next few days, carefully observe your surroundings. Using the list of powers that you were given in class, as well as in the Constitution (p. 158 of your TB), look for examples of these things in action around you. These examples can consist of almost anything; buildings, street signs, even people!
2. Using a notebook, or your reporter’s pad, make a list of these things. Record where and when you saw these things, and the example of the power you see in action. For added information (and extra points) take pictures of them. Here are some examples:
- a. A Post Office, or a USPS mailbox. This would be an excellent example of a Delegated Power, because the Federal Government has the power to establish post offices and postal roads.
- b. A hairdresser. A hairdresser needs a license to cut hair in New York State. One of the RESERVED POWERS of the state government is to license professional workers.
3. Your goal is to find AT LEAST two examples of each of the powers occurring in your daily lives. Remember, the powers are the:
- a. Delegated: Federal Government
- b. Reserved: States
- c. Concurrent: Shared
4. After finding your examples, compose an essay that:
- a. Discusses how Federalism works (one paragraph)
- b. Identifies at least two examples of each power (one paragraph for each of the three powers). Your examples must identify where and when you saw them, as well as a brief description of the example.
- c. Has a strong introduction and conclusion. Therefore, your essay should be at least 6 paragraphs.
5) Your essay must be TYPED or neatly handwritten in ink. If you type your essay, it must be double spaced, and you must use 12 point font (Arial, or Times New Roman only).
6) For added visual impact, and extra credit (up to 20 points), you may attach photographs of your examples to a poster board along with your essay, similar to the “What America Means to Me” project. Please note that this is an optional step. You will not be penalized if you do not complete this step.
7) BE CREATIVE…WORK HARD…HAVE FUN!
8) Make sure that you include your name, and class period on your assignment.
Monday, November 16, 2009
HW 11/16 and 11/17/09
MONDAY NIGHT: STUDY FOR A QUIZ on the three branches, and checks and balances.
TUESDAY: CLICK HERE for the DBQ that we worked on in class today. Please print out the documents, and complete the remaining questions. When you've finished with that, please complete an outline of the DBQ Essay. We will spend time in the academic lab working on your essay. Please bring a rough draft of your essay to school on Thursday.
THURSDAY: Please complete a final draft of your DBQ Essay. CLICK HERE AND PRINT THE RUBRIC FOR YOUR ESSAY! You must hand in the rubric with your essay. +5 points for printing the rubric. -5 for not printing!
Thursday, November 12, 2009
HW Friday 11/13/09
Tonight's HW 11/13/09
Due: 11/16/09
CLICK HERE. Print out the section on the three branches of gov't. You are responsible for bringing this to school on Monday!
READ, and Outline the section. Please write down your notes on looseleaf. You are also responsible for bringing your outline to school on Monday.
ANSWER the questions below. Each answer should be sufficiently detailed, and should be at least one well-developed paragraph in nature. Single-Sentence answers will not suffice!
Monday, November 09, 2009
Tonight's HW 11/9/09
Tonight's HW:
1. Determine which position you will be taking in this discussion...Check below for your position.
PERIOD 1: Everyone from Maria A. to Christopher O. will be taking the FOR position. In other words, you will have to discuss why schools should have the right to limit student speech and behavior outside of school.
Everyone in Period 1 from Nancy P. to Joseph W. will take the AGAINST position. You will have to discuss why schools should NOT have the right to limit student speech and behavior outside of school.
PERIOD 3: Everyone from Mattelyn A. to Anna L. will take the FOR position.
Everyone from Gabby L. to Christina V. will take the AGAINST position.
Here is the outline you can use to help you. You should outline the following points:
1. Determine which position you will be taking in this discussion...Check below for your position.
PERIOD 1: Everyone from Maria A. to Christopher O. will be taking the FOR position. In other words, you will have to discuss why schools should have the right to limit student speech and behavior outside of school.
Everyone in Period 1 from Nancy P. to Joseph W. will take the AGAINST position. You will have to discuss why schools should NOT have the right to limit student speech and behavior outside of school.
PERIOD 3: Everyone from Mattelyn A. to Anna L. will take the FOR position.
Everyone from Gabby L. to Christina V. will take the AGAINST position.
Here is the outline you can use to help you. You should outline the following points:
- Background Information
- Your Position
- Opposing Position
- How the Bill of Rights supports your position
- Facts, statistics, quotes to support your position
- Current events (new laws, court cases)
- Opposing argument
- Why you disagree
- Summarize your arguments
Friday, November 06, 2009
Tonight's HW 11/6/09
Due Monday 11/9/09
CLICK HERE Download the issue brief, read it, and print it.
Free Speech and Cyberbullying
MySpace Hoax Led to Suicide
CLICK the links below, and read the following articles. You should outline each article and take notes.
MySpace Hoax Led to Suicide
What are the arguments for allowing schools to punish students for behavior outside of school?
What are the arguments against allowing schools to punish students for their behavior outside of school?
What role should schools play in deciding what is or is not appropriate online activity for their students?
Should a school be able to suspend you for insulting a fellow student over Facebook?
Editorials
Channel One Blog
CLICK HERE FOR THE CHANNEL ONE BLOG!
Remember. You are responsible for completing TWO CHANNEL ONE BLOG ASSIGNMENTS PER WEEK.
Posting to the blog is preferred, however, on a limited basis, I will take assignments on paper.
Sunday, November 01, 2009
Tonight's HW 11/2/09
CLICK HERE for the presentation, "Issue Introductions."
After viewing the presentation...
After viewing the presentation...
1. Which amendment from the Bill of Rights relates to...
a. Gun Control
b. Death Penalty
c. Violent Video Games
d. Student Free Speech
e. Student Searches
f. Religion and Science
g. Trials and Terrorism
2. Choose FOUR (4) of the questions listed below. For each question, explain your opinion in a response of AT LEAST ONE PARAGRAPH (FIVE SENTENCES MINIMUM).
a. Should people be allowed to purchase assault weapons, like machine guns?
b. Should a person be sentenced to death if he or she commits a terrible murder?
c. Should schools have the right to discipline students for behavior that happens outside of school?
d. Should schools have the right to search students to protect the safety of all students?
e. Should there be laws to prevent minors from buying violent video games?
f. Should public school students learn about Intelligent Design as well as Evolution?
g. Should the government be allowed to imprison suspected terrorists for years, without a trial?
Thursday, October 29, 2009
Today's Assignment - "Constitution Quest"
Your mission: With a partner, you will be working on the "Constitution Quest."
For each section of the Constitution, you will be directed to answer a series of questions. The questions can be answered by clicking on the highlighted words.
It is suggested that while working on this assignment, you have two "tabs" open. One for the Interactive Constitution, and one for the questions.
This assignment is due no later than the end of class tomorrow (Friday Oct. 30th).
Monday, October 26, 2009
Wednesday, October 21, 2009
HW 10/22 and 10/23/09
Assignment#1 Due Friday 10/23/09
Review Chapter 5 Section 2 in your Textbook (pp. 140-144). Using the information in the textbook, and your knowledge of US History, complete the assignment.
Assignment #2:
- Rough Draft and Outline Due MONDAY 10/26/09
- Final Draft DUE TUESDAY!!! 10/27/09
- NO LATE ASSIGNMENTS WILL BE ACCEPTED! If you don't turn it in, it's a ZERO. No exceptions! No Excuses!
Thematic Essay: Constitutional Issues
The Constitutional Convention of 1787 adopted several compromises to resolve disagreements over major issues facing the new nation.
Task:
Identify two issues from the Constitutional Convention of 1787 (what were two disagreements that occurred?).
For each issue identified
• Describe the disagreement that arose over the issue at the C.C. (tell us about the disagreement; don’t just say what it was! Who was it between? What was it over?)
• Explain how the issue was resolved through the use of Compromise (Give the details behind the compromises; how did they work? What did each side get?
You may use any issue that was discussed at the CC. . Some
suggestions you might wish to consider include, but are not limited to:
• Representation in Congress
• Slavery
• Taxation
The Constitutional Convention of 1787 adopted several compromises to resolve disagreements over major issues facing the new nation.
Task:
Identify two issues from the Constitutional Convention of 1787 (what were two disagreements that occurred?).
For each issue identified
• Describe the disagreement that arose over the issue at the C.C. (tell us about the disagreement; don’t just say what it was! Who was it between? What was it over?)
• Explain how the issue was resolved through the use of Compromise (Give the details behind the compromises; how did they work? What did each side get?
You may use any issue that was discussed at the CC. . Some
suggestions you might wish to consider include, but are not limited to:
• Representation in Congress
• Slavery
• Taxation
Tuesday, October 20, 2009
Tonight's HW - 10/20/09 Due 10/22
READ Chapter 5 Section 2 pp 140-144.
- What were the causes of Shays' Rebellion?
- Why do you think historians consider it a catalyst in the movement toward creating a new U. S. Constitution?
- What were the major issues that had to be resolved at the Constitutional Convention?
- Create a CHART that lists the main provisions of the Virginia Plan and the New Jersey Plan.
- What was the impact of slavery and sectionalism in the debates that ensued at the Constitutional Convention?
- Explain the meaning of the term "checks and balances." Are there any instances where a branch of government has no checks and balances on its power?
- Why do you think that many people today feel that the electoral college has long since become antiquated or completely unnecessary?
- Why is the U. S. Constitution called "a living document?"
Chapter ID's
| Daniel Shays | * separation of powers |
| * Shays' Rebellion | * checks and balances |
| * James Madison | * electoral college |
| * Roger Sherman | * elastic clause |
| * Virginia Plan | * veto power |
| * New Jersey Plan | * writ of habeas corpus |
| * Great Compromise | * bill of attainder |
| * Three-Fifths Compromise | * ex post facto law |
| * delegated (enumerated) powers | * judicial review |
Thursday, October 15, 2009
HW Thursday October 15
Hello, Everyone:
Here's tonight's HW assignment.
CLICK HERE. Using the resources listed in this post, prepare your "cheat sheet" for the exam.
Research the topic for the thematic essay, and prepare an outline for the Thematic Essay. You may prepare an outline on looseleaf paper
Tuesday, October 13, 2009
Position Assignments and Issues
Part. In Gov't Students
Listed Below are your group assignments, the issues you will be covering, as well as the position (affirmative, or negative) that you will be taking. In other words, you will support, or defend a position. So, if you have gun control, and you are the "affirmative side," you will support the government's position that these things should be regulated (regular people shouldn't have access to them). If you are on the "negative side," you will side with those people that think the government should not limit the types of weapons to which people may have access.
Here are the group assignments:
Gun Control: Affirmative: Paula, Ellie, and Ciera. Negative: Alan, Joanna, Angie
Death Penalty: Affirmative: Elena, Penny, Estefania. Negative: Monica, Mike K, Victoria
Student Searches: Ladonna, Divya, Chandler...Negative: Katlyn, Lisa, Alex
Violent Video Games: Michael E, Andrew, Sebastian...Negative: Angela, Marlyn, Christina C.
Religion and Science: Daniel, Josue, Erica...Negative: Mia, Anthony M, Travis
Monday, October 12, 2009
HW Assignment #14 - 10/13/09
READ Chapter 5 Section 1 in your textbook (pp. 132-137)
Complete: Terms
John Dickinson * Articles of Confederation * republic * Land Ordinance of 1785 * Republicanism * Northwest Ordinance of 1787 * Republican Motherhood
Questions:
Questions:
- Why do you think that the states guaranteed the specific rights of freedom of speech, religion, and the press?
- List the powers given to the Article of Confederation government. What were its shortcomings?
- What was the difference between the Land Ordinance of 1785 and the Northwest Ordinance of 1787?
- List the three requirements or stages for a territory to become a state.
- What foreign relations problems did the Confederation Congress face at the end of the 1780s?
TEST FRIDAY 10/16
Our First "REAL" exam will take place this Friday October 16th.
Here's the format.
CLICK HERE for the information that you should review in order to successfully complete the exam. All of the information is there. We will also spend some time in class going over the information as well.
You are allowed to bring one (1) post-it with you to the exam. On that post-it, you may HANDWRITE as much information as possible, which you think will help you to be successful on the exam.
Here's the format.
25 Multiple Choice Questions.
1 Thematic Essay.
Wednesday, October 07, 2009
Assignment #13 DUE TUESDAY October 13th
CLICK HERE. Download, and Print the guide to the video "Road to Revolution (we will be watching in class Thursday and Friday).
Here's what you have to do. There are three parts to the assignment.
PART ONE:
Answer the following questions:
Think about the different viewpoints of the British and the colonists before the American Revolution.
1. Did all colonists consider themselves Americans?
2. Did all colonists support the revolution and independence from Britain?
3. How did the British feel about the colonists in America?
PART TWO: READ The Quotations on pp. 2-3 of the video guide. SELECT THREE OF THE Quotations for which a source is given. Paste those links into your browser, and read through the sources.
PART THREE: Briefly describe each of three quotations you picked, and then choose one to rewrite in their own words. Your writing should reflect the important points of the original primary source, as well as the general sentiment of the writer.
This assignment is worth 30 points...Here's how you'll be graded:
30 points: Students identified and analyzed several quotations from the period, explaining what events and sentiments they reflect from the revolution; developed a thorough, engaging rewrite of the primary source that reflected the main ideas and sentiment of the original document; clearly described various sentiments of American colonists.
20 points: Students identified and analyzed a few quotations from the period, explaining what events and sentiments they reflect from the revolution; developed a clear rewrite of the primary source that reflected the main ideas and sentiment of the original document; clearly described a few of the different sentiments of American colonists.
10 points: Students did not identify or analyze any of the quotations from the period, or explain what events and sentiments they reflect from the revolution; developed a vague or inaccurate rewrite of the primary source that did not reflect the main ideas and sentiment of the original document; did not describe any of the different sentiments of American colonists.
Good Luck!
Monday, October 05, 2009
Assignment #13: Due Date Wednesday 10/7
Please complete the thematic essay, as previously discussed in last week's class. Please check the link for "Assignment #9" for information.
Assignment #12: Due Date Tuesday 10/6
It's 80's Night!!!
WATCH THE VIDEOS and Listen to the Songs! Read the lyrics, too!
Based on these two 80's Classics...
Imagine you were a colonist living in America following the French and Indian War. Which song would best describe your feelings towards the British Government? Why?
Post your responses here.
Thursday, October 01, 2009
Monday, September 28, 2009
HW Assignments Week of Sept. 28th-Oct 2nd
Hello, Everyone:
Here's a breakdown of the assignments for this week. Click on the links for the assignments.
Here's a breakdown of the assignments for this week. Click on the links for the assignments.
1. Assignment #9 is due Wednesday
2. Assignment #10 is due Friday
3. Assignment #11 is due Monday October 5th
Assignment #11
READ Chapter 4 Section 2 in the RED TEXTBOOK
COMPLETE the Following Questions:
- What was the significance of the Battle of Bunker/Breed's Hill?
- What was the Olive Branch petition and what was King George III's response to it?
- Describe the role of Thomas Paine in the American Revolution and explain the impact of his pamphlet, Common Sense, on the American movement toward independence.
- What reasons did Thomas Jefferson give to justify revolt by the colonies?
- Explain the connection between John Locke's contract theory of government and Thomas Jefferson's Declaration of Independence.
- Why do you think that when Jefferson borrowed Locke's ideas, he changed the rights of man from life, liberty, and property to life, liberty, and the pursuit of happiness?
- Which groups in colonial America tended to be Loyalists and which tended to be Patriots?
- How did the Loyalists thinking differ from that of the Patriots?
- On whose side did the following groups fight and why -- African slaves, Quakers, Native Americans?
Chapter ID's:
| * Second Continental Congress | * social contract theory |
| * General Thomas Gage | * Thomas Jefferson |
| * Bunker/Breed's Hill | * Declaration of Independence |
| * Olive Branch Petition | * unalienable rights |
| * Thomas Paine | * Patriots |
| * Common Sense | * Loyalists |
| * John Locke | * These are the times that try men's souls. |
Assignment #10
HW Assignment #10 - Due Friday October 2nd
Read Chapter 4 Section 1 in the RED TEXTBOOK (pp. 94-101), and complete the following:
Questions:
- What were some of the changes made in British taxation of the American colonies after the French and Indian War?
- What were the provisions of the Stamp Act? Why was this law distinctive from the other laws passed during the Grenville administration?
- Describe the legal, financial, and social factors connected to the American resistance to the Stamp Act?
- How did the issuance of writs of assistance contribute to the constitutional conflict over the Stamp Act in Massachusetts?
- Why did Americans resist the trade tax imposed on them by the Townsend Acts even though it was an external tax?
- Explain the meaning of the "propaganda" and use the Boston Massacre as an example of the employment of propaganda by patriots in Boston.
- What were the causes of the Boston Tea Party?
- What did King George set out to achieve when he disciplined Massachusetts?
- What were the major issues addressed by the First Continental Congress?
- Why were the opening shots fired by the Minutemen at Lexington and Concord referred to as the shots heard 'round the world?
Chapter ID's
| Stamp Act (1765) | * Committees of Correspondence |
| * Samuel Adams | * Tea Act (1773) |
| * Sons of Liberty | * Boston Tea Party |
| * Patrick Henry | * Intolerable Acts (1774) |
| * Declaratory Act (1766) | * quartering of troops |
| * Townsend Acts (1767) | * martial law |
| * spinning bees | * First Continental Congress |
| * Crispus Attucks | * Minutemen |
| * Boston Massacre | * "shot heard 'round the world" |
Tonight's HW #9
Hello, Everyone:
Please note that this is NOT a NEW Assignment. However, it is a reminder of the assignment that was given last week during the Academic Lab Classes.
Please note that this is NOT a NEW Assignment. However, it is a reminder of the assignment that was given last week during the Academic Lab Classes.
You are responsible for:
1. Test Corrections
2. Thematic Essay from the January 2008 Regents
Friday, September 25, 2009
HW Assignment #8 Due TUESDAY Sept. 29th
CLICK HERE for the assignment "Democracy in the Colonies."
Print the assignment, and complete the chart.
Thursday, September 24, 2009
HW Assignment #7
1. View the following presentation, and take notes.
2. Think about what life would be like in a state of nature. Based on the presentation, your HW from last night, and what we did in class today, complete the following assignment:
Draw a cartoon, that illustrates what life might be like in a state of nature. Use your cartoon to illustrate why we need government.
But, Mr. Tesler...I CAN'T DRAW!!!
If you can't, or choose not to draw, you may elect to complete a ONE PAGE COMPOSITION (@ Least 350 words) that:
DESCRIBES what life might be like in a state of nature
DISCUSSES the need for government
Wednesday, September 23, 2009
Academic Lab Assignment - Due NEXT WEDNESDAY 10/1
Based on our class today, here is your assignment for next week.
1. CLICK HERE. Download and print a copy of the January 2008 Regents Exam. This is the Regents exam that you used for the diagnostic.
2. Complete TEST CORRECTIONS for all of the questions that you got wrong. In order to get credit for test corrections, you must:
- copy the entire question
- write out the correct answer choice
3. Complete the THEMATIC ESSAY on page 12 of the Regents Exam. This is the essay that we outlined in class today.
You have a week to do it. All students in my first and third period classes are responsible for this assignment.
Tuesday, September 22, 2009
Monday, September 21, 2009
Assignment #6 - DUE THURSDAY 9/24
CLICK HERE. Listen to the lecture, carefully and take notes. You can Use the following OUTLINE to help you organize your ideas.
After you complete the lecture, and your notes, answer the following questions.
1. Identify what was said in the following documents:
a. The Magna Carta
b. The Petition of Right
c. The English Bill of Rights
2. In your own words, discuss the IMPORTANCE of each document you identified in Question #1.
3. In your own words, explain how these documents influenced the growth of Government in America.
YOU MUST TURN IN YOUR NOTES as well as the Questions!
Sunday, September 20, 2009
GEM Assignment - "Strained Relations"
Hello, Everyone:
As promised, with the Jets' victory (and the NY Giants' exciting victory), there is no "assigned HW." However, for those of you with the desire to "GO THE EXTRA MILE," here's what you can do!
As promised, with the Jets' victory (and the NY Giants' exciting victory), there is no "assigned HW." However, for those of you with the desire to "GO THE EXTRA MILE," here's what you can do!
CLICK HERE. Watch the Video that follows. TAKE NOTES on the Video. CLICK HERE. Download and print the "podcast form." Complete the form and turn it in on Tuesday, along with your notes.
Thursday, September 17, 2009
HW Assignment #5 9/17/09 (Due 9/18)
READ Chapter 3, Section 4 "The English Colonies Emerge" pp. 85-91
COMPLETE the following
- How was the French Empire in North America unlike the British Empire there?
- Describe the French movement into the Mississippi Valley and connect that development to the future French and Indian War.
- What were the causes of the French and Indian War?
- Why did Britain win the French and Indian War?
- What were the provisions of the Treaty of Paris, 1763?
- Who benefited most from this Treaty? least?
- How did Great Britain's victory over France affect Native Americans?
- Why did victory in the French and Indian War create a financial crisis for the British?
- What were the major provisions of the 1764 Sugar Act? Why did it anger colonial merchants so much?
- How did the French and Indian War help change the relationship between the British and the American colonists?
- What were the three major issues that had created deep tensions between Britain and her colonies by the mid-1760s?
TERMS (CHAPTER ID'S)
| * Fort Duquesne | * Proclamation of 1763 |
| * Fort Necessity | * Prime Minister George Grenville |
| * William Pitt | * writ of assistance |
| * Treaty of Paris (1763) | * Sugar Act (1764) |
| * Pontiac |
GEM (Go The Extra Mile) Assignment
CLICK HERE and View the Video "The Unfinished Nation: The Lure of Land." Take notes while you watch the video.
CLICK HERE. Download and Print the Podcast/Video form.
Complete the information requested in the form, and turn in your notes for a GEM (GO THE EXTRA MILE) assignment.
Who's gonna GEM?!?
Monday, September 14, 2009
Monday's HW 9-14-09 Assignment #3
Why Study History?
CLICK HERE, and READ THE FOLLOWING ARTICLE.
CLICK HERE, and READ THE FOLLOWING ARTICLE.
Based on the article, in your opinion, what are the FIVE most important reasons the author gives for studying history? Please briefly explain WHY you chose those five.
Before todays' class, and before reading this article did you think studying history was important? Why, or why not? Has that perception changed? Why, or why not? PLEASE BE HONEST. I will not be offended if you don't think studying history is important. All I ask is that you explain why you believe it is not.
Sunday, September 13, 2009
Tuesday's HW Sept. 15th - Assignment #4
Time to break in those new textbooks!
READ - pp. 66-71 (Chapter 3, Section 1 "England and Its Colonies")
IDENTIFY THE FOLLOWING: You must write these by HAND, in your Looseleaf Binder
| mercantilism | * Sir Edmund Andros |
| * favorable balance of trade | * Glorious Revolution |
| * Navigation Acts | * Era of "Salutary Neglect" |
| * Dominion of New England | * "power of the purse" |
Answer the following:
- In your own words, Explain the concept of mercantilism. What was the goal of mercantalism?
- List the major colonial imports.
- Identify the chief restrictions placed on colonial trade by the British Parliament when it passed the Navigation Acts.
- How did this legislation promote Britain's mercantilist policy?
- Why was the Dominion of New England formed and what caused its collapse?
- What is meant by the term "Salutary Neglect" to describe Britain's colonial policy in the early 18c?
- During this period, how did the structure of most colonial governments foster a taste for self-government on the part of the British colonies?
Wednesday, September 09, 2009
Assignment #1
►
4. Read the contract with your parents and sign it.
►
5. Complete any missing parts of the summer assignment. CLICK HERE FOR ALL OF THE INFORMATION
As we stated in class, those people who did not receive a letter regarding the summer assignment, and therefore did not know about it, are nonetheless responsible for 1) getting the class supplies 2) logging on and registering for Power Media Plus, and 3) completing one (1) of the summer research projects. Those students who completed the review book work will be given credit for their assignment, and their grade on the assignment will be used to drop their lowest test grade of the semester.
Students who did not obtain the review book must do so as soon as possible, but no later than FRIDAY SEPT. 18th. It is very important that you have the review book, as we will be working from that book, as well as the standard textbook. If for some reason you cannot order the review book, you can bring the money to school, and we can order a copy for you.
Assignment #2: 9/11 Illness Due Monday 9/14
Eight years have passed since the occurrence of the terrorist attacks of September 11th. Given the current controversy about health care in the United States, this discussion is still relevant.
Read the following articles.
After reading the articles, post a thoughtful reflection to the following questions.
- How has money played a role in the care of 9/11 cleanup victims?
- Who is at fault for the illness?
- What chages in finance need to be made to correct the problem? Is healthcare a federal, city or individual responsibility?
Thursday, June 25, 2009
Welcome WJPS Class of 2013
Greetings, Class of 2013!
Thanks for visiting the blog. I've set this up as a way for us to communicate with each other, and share ideas about Social Studies, school, the world, etc. I'd like to use this a way for us to even complete our homework assignments; saves paper, time, trees, etc.
As 9th graders, you and the other members of our Freshman Learning Community (FLC) will be engaged in a rigorous course of study in US History and Government. It is an extremely challenging course. Some members of our learning community will be taking Advanced Placement (AP) US History. This is a college-level course, with a demanding exam that is taken in the beginning of May; students who are successful on this exam can earn up to six (6) college credits for their efforts!
In an effort to be prepared for the challenges that will face us next year, incoming 9th graders will successfully complete the following assignment, which is due on THURSDAY SEPTEMBER 10th, 2009. Please note that this assignment will be graded, and there will be an exam shortly after the first day of school based on the information in this assignment.
Here is the assignment. There are FIVE things you need to do
1. Purchase a copy of A Quick Review of US History and Government. You can order the book by clicking here. The cost of the book is approximately Eight (8) dollars. It is the BEST review book for US History that I have seen published!
Thanks for visiting the blog. I've set this up as a way for us to communicate with each other, and share ideas about Social Studies, school, the world, etc. I'd like to use this a way for us to even complete our homework assignments; saves paper, time, trees, etc.
As 9th graders, you and the other members of our Freshman Learning Community (FLC) will be engaged in a rigorous course of study in US History and Government. It is an extremely challenging course. Some members of our learning community will be taking Advanced Placement (AP) US History. This is a college-level course, with a demanding exam that is taken in the beginning of May; students who are successful on this exam can earn up to six (6) college credits for their efforts!
In an effort to be prepared for the challenges that will face us next year, incoming 9th graders will successfully complete the following assignment, which is due on THURSDAY SEPTEMBER 10th, 2009. Please note that this assignment will be graded, and there will be an exam shortly after the first day of school based on the information in this assignment.
Here is the assignment. There are FIVE things you need to do
1. Purchase a copy of A Quick Review of US History and Government. You can order the book by clicking here. The cost of the book is approximately Eight (8) dollars. It is the BEST review book for US History that I have seen published!
3. Click HERE to set up your account with POWER MEDIA PLUS. You will need this account, as sometimes you will be asked to watch videos for this class at home. DON'T WORRY! IT'S FREE! Enter the following passcode (copy and paste works best) yPNvYtchCh
4. READ, and OUTLINE chapters 4 and 5 in the Review Book. It's approximately 25 pages worth of reading. Spread out over 10 weeks of summer, it's about 2 pages a week.
5. COMPLETE the "Checklist of Important Terms and Concepts" listed on p. 127 of the review book. Please complete the terms and concepts on index cards. CLICK HERE FOR THE CHECKLIST!!!
6. CLICK HERE and Choose ONE (only one) of the four projects to complete over the summer. I think you will find them to be both interesting and FUN!
If you do a little bit of the assignment each week, it will not take you very long at all. Again, US History is a very tough, and demanding course, that requires a tremendous amount of work. Therefore, it is very important that this assignment is completed. It is my advice NOT TO WAIT TO THE LAST MINUTE!
Thank you very much in advance for your hard work this summer. Looking forward to seeing you in September!
If you do a little bit of the assignment each week, it will not take you very long at all. Again, US History is a very tough, and demanding course, that requires a tremendous amount of work. Therefore, it is very important that this assignment is completed. It is my advice NOT TO WAIT TO THE LAST MINUTE!
Thank you very much in advance for your hard work this summer. Looking forward to seeing you in September!
Summer Research Projects
REMEMBER, you are only responsible for completing ONE of the following assignments. It is entirely up to YOU, which assignment you complete. You can do this assignment whenever you want, and hand it in as early as you like, as long as it is completed by the first day of school. Assignments can be handed in either in person (you can bring it to school), or you can email it to me at mtesler@wjps.org.
OPTION #1
Compile a list of the TEN most influential Americans (in your opinion, of course). For each individual include a brief justification as to why you included those individuals. Your justification should explain at least ONE action taken by that person that led to some sort of change in America, as well as changes that came about as result of their actions.
You may use any important person from your study of United States history. Some suggestions you might wish to consider include:
YOU ARE NOT LIMITED TO THESE CHOICES!
FORMAT - Typed (Times New Roman 12 Font)
Support links for option #1
http://www.theatlantic.com/doc/200612/influentials;
http://www.theatlantic.com/doc/200701u/influentials-comments
OPTION #2 The Decades Project
You are responsible for creating a presentation on a chosen decade between 1950 and 1990.
Different formats that may be used (but are not limited to): Graphic collage, scrapbook, display boards powerpoint, photostory, Windows Movie Maker, VoVux)
Focus your decade analysis on areas such as: film, T.V., pop culture,
fads, fashion, food, music, technology etc. This project should provide the audience with an overall idea of what happened during
that decade and what it would be like to live during that time period
FORMAT - Digital
Support links for option #2
http://www.authentichistory.com/
http://www.pomperaug.com/departments/social_studies/ushistory/ush-dp.htm
OPTION #3 The Interview
Your task for this option is to interview a member of your family, a neighbor, or teacher who can provide a first person account of their experiences
as they relate to a significant event or events in U.S. History
The following is a list of sample questions and historic events. Feel free to create your own questions, and to discover your own important dates.
You might want to give an advance copy of these questions to your interviewee. Have her/him choose questions s/he would like to answer.
Ideally you and your interviewee would collaborate to select the most appropriate questions. Be certain to get the most basic information
(e.g., full name, date of birth, etc.). You will need it for your introduction and timeline.
1. What is your full name and why were you named it? (Maiden name for females)
2. When and where were you born?
3. Were there any fads during your youth that you remember vividly?
4. Where did you attend grade school? high school?
5. Do you have a college degree? If so what was your field of study?
6. How did you decide on a career?
7. If you served in the military, when and where did you serve and what were your duties?
8. What would you consider the most important inventions made during your lifetime?
9. How is the world now different from what it was like when you were a child?
10. What US. President have you admired the most and why?
11. Ask a question (or questions) about a particular historical event.
12. Are there other important events (local, national, international) that have affected you?
13. Was there a person that really changed the course of your life by something s/he did?
14. Was the most stressful experience that you ever lived through? What helped you get through it?
15. Have you ever met any famous people? Describe what happened.
OPTION #4:
Write a well-organized essay that includes an introduction, several paragraphs addressing the task below, and a conclusion.
Theme: Change — Turning Points
Background: Major historical events are often referred to as turning points because they have led to important political, social, and economic changes.
Your task: Identify two major events in United States history that were important turning points and for each:
You may use any major event from your study of United States history. Some suggestions you might wish to consider include the signing of the Declaration of Independence (1776), end of Reconstruction (1877), Henry Ford’s use of the assembly line (1913), United States entry into World War I (1917), Brown v. Board of Education of Topeka (1954), passage of the Gulf of Tonkin Resolution (1964), and the fall of the Berlin Wall (1989).
REMEMBER, you only have to complete ONE, and it is due no later than the first day of school!
OPTION #1
Compile a list of the TEN most influential Americans (in your opinion, of course). For each individual include a brief justification as to why you included those individuals. Your justification should explain at least ONE action taken by that person that led to some sort of change in America, as well as changes that came about as result of their actions.
You may use any important person from your study of United States history. Some suggestions you might wish to consider include:
- Frederick Douglass
(slavery), - Andrew Carnegie (industrialization)
- Jacob Riis (urban life)
- Upton Sinclair (consumer protection)
- Henry Ford (automobile industry)
- Margaret Sanger
(reproductive rights) - Martin Luther King Jr.(civil rights),
- Cesar Chavez (migrant
farmworkers) - Bill Gates (software industry).
YOU ARE NOT LIMITED TO THESE CHOICES!
FORMAT - Typed (Times New Roman 12 Font)
Support links for option #1
http://www.theatlantic.com/doc/200612/influentials;
http://www.theatlantic.com/doc/200701u/influentials-comments
OPTION #2 The Decades Project
You are responsible for creating a presentation on a chosen decade between 1950 and 1990.
Different formats that may be used (but are not limited to): Graphic collage, scrapbook, display boards powerpoint, photostory, Windows Movie Maker, VoVux)
Focus your decade analysis on areas such as: film, T.V., pop culture,
fads, fashion, food, music, technology etc. This project should provide the audience with an overall idea of what happened during
that decade and what it would be like to live during that time period
FORMAT - Digital
Support links for option #2
http://www.authentichistory.com/
http://www.pomperaug.com/departments/social_studies/ushistory/ush-dp.htm
OPTION #3 The Interview
Your task for this option is to interview a member of your family, a neighbor, or teacher who can provide a first person account of their experiences
as they relate to a significant event or events in U.S. History
The following is a list of sample questions and historic events. Feel free to create your own questions, and to discover your own important dates.
You might want to give an advance copy of these questions to your interviewee. Have her/him choose questions s/he would like to answer.
Ideally you and your interviewee would collaborate to select the most appropriate questions. Be certain to get the most basic information
(e.g., full name, date of birth, etc.). You will need it for your introduction and timeline.
1. What is your full name and why were you named it? (Maiden name for females)
2. When and where were you born?
3. Were there any fads during your youth that you remember vividly?
4. Where did you attend grade school? high school?
5. Do you have a college degree? If so what was your field of study?
6. How did you decide on a career?
7. If you served in the military, when and where did you serve and what were your duties?
8. What would you consider the most important inventions made during your lifetime?
9. How is the world now different from what it was like when you were a child?
10. What US. President have you admired the most and why?
11. Ask a question (or questions) about a particular historical event.
12. Are there other important events (local, national, international) that have affected you?
13. Was there a person that really changed the course of your life by something s/he did?
14. Was the most stressful experience that you ever lived through? What helped you get through it?
15. Have you ever met any famous people? Describe what happened.
OPTION #4:
Write a well-organized essay that includes an introduction, several paragraphs addressing the task below, and a conclusion.
Theme: Change — Turning Points
Background: Major historical events are often referred to as turning points because they have led to important political, social, and economic changes.
Your task: Identify two major events in United States history that were important turning points and for each:
- Describe the historical circumstances that led to the event
- Discuss the political, social, and/or economic changes that resulted from the event.
You may use any major event from your study of United States history. Some suggestions you might wish to consider include the signing of the Declaration of Independence (1776), end of Reconstruction (1877), Henry Ford’s use of the assembly line (1913), United States entry into World War I (1917), Brown v. Board of Education of Topeka (1954), passage of the Gulf of Tonkin Resolution (1964), and the fall of the Berlin Wall (1989).
REMEMBER, you only have to complete ONE, and it is due no later than the first day of school!
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