Tonight's HW - 5/8/09

Weekend Assignment

EVERYONE is RESPONSIBLE FOR THIS ASSIGNMENT! 

1. If you haven't done so already, CLICK HERE. Download the documents, and print them. Please answer the short answer questions. 

2.  After finishing the Short Answers, COMPLETE THE DBQ ANALYSIS WORKSHEET.  Download, and print it out.  Bring it to class on MONDAY!  

3.  After steps 2 and 3, complete an OUTLINE OF YOUR ESSAY.  

4.  Write a rough draft of your essay!  

EVERYTHING.  EVERYTHING.  EVERYTHING is due on MONDAY!!! 

Regents Review Class 5/5/09 - The Constitution

Here's your assignment for the day!

1. CLICK HERE. Complete the interactive multiple choice section. Please copy each question that you get wrong.

2. CLICK HERE Read each DBQ question carefully. In your notebooks, please complete the short answer questions only.

3. CLICK HERE. Please complete an outline of the thematic essay.

Tonight's HW - The Cold War "HOT 24"

Listed below are terms, and concepts related to the Cold War, which I've called the "Hot 24." These terms, concepts, etc. are the most common subject of mult. choice questions, essays, etc. on the Regents exam.

Your mission: For each term,

1. Identify what it is.
2. Its purpose: What/why it was done.
3. Its significance: Why was it important?

Here's the list

1. Truman Doctrine
2. Marshall Plan
3. Berlin Airlift
4. NATO
5. Warsaw Pact
6. Korean War
7. H.U.A.C.
8. Rosenberg Trial
9. McCarthyism
10. Domino Theory
11. CIA
12. Eisenhower Doctrine
13. Sputnik
14. Bay of Pigs
15. Cuban Missile Crisis
16. Tonkin Gulf Resolution
17. Vietnam War
18. War Powers Act of 1973
19. 26th Amendment
20. Iron Curtain
21. NY Times vs. United States
22. Alger Hiss
23. General Douglas MacArthur
24. Joseph McCarth

Tonight's HW 4-28-09

Defining the Cold War: Read the two primary source documents below. Then, based on the documents, and your knowledge of Social Studies, answer the questions that follow.

In 1946, former British Prime Minister Winston Churchill made a speech at a college in Missouri. He described relations with the Soviet Union in this way:

A shadow has fallen upon the scenes so lately lighted by the Allied victory. Nobody knows what Soviet Russia and its Communist international organization intends to do in the immediate future, or what are the limits, if any, to their expansive and proselytizing tendencies....

We understand the Russian need to be secure on her western frontiers from all renewal of German aggression. We welcome her to her rightful place among the leading nations of the world. Above all, we welcome constant, frequent, and growing contacts between the Russian people and our own people on both sides of the Atlantic. It is my duty, however, to place before you certain facts about the present position in Europe.

From Stettin in the Baltic to Trieste in the Adriatic, an iron curtain has descended across the continent. Behind that line lie all the capitals of the ancient states of central and eastern Europe....

On the other hand, I repulse the idea that a new war is inevitable, still more that it is imminent. It is because I am so sure that our fortunes are in our own hands and that we hold the power to save the future, that I feel the duty to speak out now that I have an occasion to do so. I do not believe that Soviet Russia desires war. What they desire is the fruits of war and the indefinite expansion of their power and doctrines....

From what I have seen of our Russian friends and allies during the war, I am convinced that there is nothing they admire so much as strength, and there is nothing for which they have less respect than for military weakness.

From William Appleman Williams, ed., _The Shaping of American Diplomacy_ (Chicago: Rand McNally and Company, 1956), p. 993.

In 1947, U.S. State Department official George F. Kennan wrote an important article for Foreign Affairs magazine which urged the United States to deal with the Soviet Union in a new way:

...it is clear that the main element of any United States policy toward the Soviet Union must be that of a long-term, patient but firm and vigilant containment of Russian expansive tendencies.... In the light of the above, it will be clearly seen that the Soviet pressure against the free institutions of the Western world is something that can be contained by the adroit and vigilant application of counter-force at a series of constantly shifting geographical and political points, corresponding to the shifts and maneuvers of Soviet policy, but which cannot be charmed or talked out of existence.... It would be an exaggeration to say that American behavior unassisted and alone could exercise a power of life and death over the Communist movement and bring about the early fall of Soviet power in Russia. But the United States has it in its power to increase enormously the strains under which Soviet policy must operate, to force upon the Kremlin a far greater degree of moderation and circumspection than it has had to observe in recent years, and in this way to promote tendencies which must eventually find their outlet in either the break-up or the gradual mellowing of Soviet power...

From William Appleman Williams, ed., _The Shaping of American Diplomacy_, p. 996.

Answer the following questions based on the above two readings by Churchill and Kennan:

1. What did Churchill and Kennan believe were the goals of the Soviet Union?

2. What did the authors believe should be the response of the United States to Soviet actions?

3. Historians generally agree that the Cold War between the United States and the Soviet Union began between 1946 and 1947. How do you think Churchill and Kennan would define "cold war?"

Tonight's HW - 4/27/09

Hello, Everyone:

Tonight's HW

Please have it ready to be collected as soon as you walk in tomorrow

READ pp. 808-821 in the RED textbook.

COMPLETE

1. Terms and Names p. 814 and 821
2. COPY Visual Summary p. 836

Thanks!

Tonight's HW Periods 2 and 4

Please CLICK HERE for the assignment.

The QUESTION:

Given these materials and what you have learned about the Korematsu case, do you think that the Supreme Court erred in its 1944 decision? In what way, if any, do the events of September 11, 2001, affect your decision? Explain.

Please post your responses here. Thanks!

WWII Study Guide

World War II Study Guide:

Exam Date: Monday 4/28/09

Multiple Choice and Thematic Essay

Multiple Choice: approximately 10 vocab questions, 25-30 m/c (A, B, C, D) questions (the questions will be based off the information in the “multiple choice” table below. The multiple choice questions will all come from the regentsprep.org website.

Here\'s a Link to the Multiple Choice Questions!

Thematic Essay Topic: Supreme Court Cases Concerning Constitutional Civil Liberties

Task: Using the case of Korematsu vs. United States,
• Discuss the facts of the case (what do you know about it?)
• Identify a specific constitutional civil liberty issue addressed by the Supreme Court (what rights were in question)
• Discuss how the decision of the Supreme Court either expanded or limited a specific constitutional civil liberty in the United States (how did the decision affect how people were able to use that right?)

MAKE SURE YOU HAVE AN ACCEPTABLE INTRODUCTION AND CONCLUSION. DO NOT START THE ESSAY “I AM GOING TO TALK ABOUT.”

Vocab
Appeasement
Washington Naval Conference
Kellogg-Briand Pact
Neutrality Act
Lend-Lease Act
Executive Order 9066
Rationing
Manhattan Project
Internment
Nuremburg Trials
Destroyer-for-Bases Deal

Multiple Choice:
How did Women and Minorities benefit from WWII?
The US policy at the start of WWII.
Can the government limit your civil rights during wartime?
Why were Japanese people interned during the war?
The purpose, or the importance of the Lend-Lease Act and Destroyers-for-Bases Deal
What was a violation of Civil Rights that occurred during WWII
Why did President Truman decide to use Atomic Weapons vs. Japan?
Reasons for the policy of Isolationism
WHY did the US get into WWII (not just Pearl Harbor)?
What was the “Munich Mistake?”
Effect of the Korematsu v. US Decision?
How people on the “home front” helped the war effort

Thematic:
Korematsu v. US (1944)
Supreme Court Case
Information can be found on pages 802-803 of your textbook.

You may bring a cheat-sheet no bigger than ONE (1) Post-It Note (2”x 2”) to use during the test.

Tonight's HW Period 4 ONLY!

Read the following passage, and answer the questions below.

After Pearl Harbor was bombed in December 1941, the American military became concerned about an attack from the Japanese on the mainland of the United States. There were many people of Japanese descent living on the West Coast at the time and the American government was worried that they might aid the enemy. However, at the time there was no proven case of espionage or sabotage on the part of Japanese or Japanese Americans in the United States.

Nonetheless, in February 1942, General DeWitt, the commanding officer of the Western Defense Command, recommended that “Japanese and other subversive persons” be removed from the West Coast. President Franklin D. Roosevelt soon signed Executive order 9066, which allowed military authorities to enact curfews, forbid people from certain areas, and to move them to new areas. Congress then passed a law imposing penalties for people who ignored these orders. Many Japanese and Japanese Americans on the West Coast were moved to camps farther inland. This was called internment. Japanese Americans were forced to sell their homes and personal belongings and to move to the camps. They were required to live in barracks which did not having running water or cooking facilities.

Fred Korematsu was born in America of Japanese parents. He tried to serve in the United States military, but was rejected for poor health. When Japanese internment began in California, Korematsu moved to another town. He also had some facial surgery and claimed to be Mexican-American. He was later arrested and convicted of violating an order that banned people of Japanese descent from the area of San Leandro, California.

Korematsu challenged his conviction in the courts. He said that Congress, the President, and the military authorities didn’t have the power to issue the relocation orders. He also said that because the order only applied to people of Japanese descent, the government was discriminating against him on the basis of race.

The government argued that the evacuation of all Japanese Americans was necessary to protect the country because there was evidence that some were working for the Japanese government. The government said that because there was no way to tell the loyal from the disloyal, all Japanese Americans had to be treated as though they were disloyal.

The federal appeals court agreed with the government. Korematsu appealed this decision and the case came before the U.S. Supreme Court.

Questions to Consider:
1. In your own words, explain why Korematsu was arrested.
2. The United States was also at war with Germany and Italy. Yet people of German and Italian descent were not gathered up for internment as a group like the Japanese. Why do you suppose the Japanese were treated this way?
3. In times of war, governments often must balance the needs of national security with the civil rights of its citizens.
4. In your opinion, did the internment order find the right balance between these competing values?

Tonight's HW 4/21/09 PERIOD ONE ONLY

THIS ASSIGNMENT IS FOR PERIOD 1 STUDENTS ONLY!
There is an ancient saying in the law that "In time of war the laws are silent."

• What do you think this means?


• Do you agree with it?


• Why?

CLICK HERE for more info

Post your responses no later than 11:59 pm

This Week's Assignment - "20th Century Film Festival"

CLICK HERE FOR THE ASSIGNMENT.

WWII NOTES

Tonight's HW and Break Assignment

CLICK HERE.  Print the following pages, and bring them with you to class tomorrow.  

This assignment is based on chapter 25 of the RED textbook.   Ignore the page numbers on the website.  

We will be working on this during class tomorrow.  Please be advised that if you and your team-mates finish the entire assignment in class tomorrow, then you will not have an assignment over the break.  If you do not finish the assignment, you will have to finish the entire assignment by yourself over the break.  

I will be publishing notes and other important information shortly.  Please stay tuned.  

Tonight's HW - WWII DBQ Essay

Hello, Everyone: 

For tonight's HW, everyone MUST complete their DBQ Essay.   Here are the things that must be turned in.  If you'd like, print the list, and use it as a checklist. 

1.  The DBQ Packet.  If you don't have the DBQ packet, please print it out.  

2.  The completed short answers, either on looseleaf, or your printed packet. 

3.  The outline of your essay

4.  Rough Draft

5.  Final Draft

6.  Grading Rubric.  

Tonight's HW

1.  COMPLETE any of the Documents from the DBQ which you did not finish.  If you need the DBQ, please refer to the links on April 2's post.  

2.  COMPLETE an OUTLINE of the essay.  

3.  COMPLETE a ROUGH DRAFT of your essay.   

Please note that your rough draft is DUE on MONDAY!!! 

NO EXCEPTIONS!!!

Tonight's HW 4/2/09

ALL CLASSES (Period 2 and 4) 

CLICK HERE AND PRINT THE DBQ.  This DBQ is from the June 2005 Regents Exam. Remember, you only have to print the DBQ section, and not the whole exam.  

Answer the short answer questions.   When you have finished please create an outline of your essay.  

For Period 4 ONLY:  We will spend the first HALF of the period going over the Short Answers.   After we review the short answers, then we will discuss the outline.  REMEMBER, your essay is due Monday!                 

HW for Wed April 1st - The Road to War

CLICK HERE to watch the video.  In case you weren't sure, you need your POWER MEDIA PLUS account password to view the video.  

1. Discuss the lasting effects of the Treaty of Versailles. 

2. Describe examples of the rise of Communism, Fascism, National 

Socialism, and Militarism. 

3. Explain the weaknesses / failures of the League of Nations during the 

rise of dictators in Europe. 

4. What was the United States’ role in the years leading up to World 

War II? 

5. Describe the Neutrality Acts established by the United States. 

6. Explain the United States reaction to Churchill’s request for assistance 

in fighting Germany. 

7. Describe the events leading up to the bombing of Pearl Harbor. 

8. What role did the Spanish Civil War play in the World War? 

9. What was the role of both the Allied and Axis powers in the years 

prior to World War II? 

Period 2 HW - VERY IMPORTANTE!!!

Period 2:  

1.  PLEASE CLICK HERE, DOWNLOAD and PRINT.  For bonus points, print a copy for a friend, and bring to class with you tomorrow.   

2.  REVIEW pp.  740-741 in your textbook, and READ pp.  756-760.  

3.  CLICK HERE.  Listen to, and take notes on Topic 4 "American Isolationism."  

4. CLICK HERE.  Complete questions 4, 6, 9, and 13.  Please copy the questions and the correct answer.  

Period 2 Cooperative Groups week of 3/30/09

The following are your groups for the week of March 30.  If you are not in Period 2 US H&G, this post does not apply to you.  

Please note that these groups are not negotiable.  Please do not ask me if you can change your group because "we don't get along," or "we have problems."  Note that these groups are also not permanent; when the assignment is over, your group will be as well.  

Group 1: Andre B, Ariadne R, Anthony S, Alyssa L, Daniel P, Victoria E, Philip L 

Group 2:  Haidy V, Gabby V, Maria S, Andrew V, Domenico R, Johanna H, Brittany B

Group 3:  Katherine P, Anastasia I, Benjamin S, Angela R, David L, Tony P

Group 4:  Nick M, Stefani G, Alexandra B, Brent O, Moses A, Allison O.H., Lefki A. 

Based on your Group number, you will have a specific assignment to do tonight.  Please note that all of tonight's HW comes out of the RED textbook. 

Please CLICK HERE for your assignment.

Tonight's HW - 3/27/09

Period 2: Review for your exam on the Great Depression and New Deal on Monday!

Period 4:

1. Read Chapter 24 in your Textbook.

2. CLICK HERE for the Section Assignments. After reading the textbook, each group will be responsible for the following sections. Please note that the assignment is based on the teams you were on in class Yesterday and Wednesday.

TEAM 1: pp. 734-741

TEAM 2: pp. 742-747

TEAM 3: pp. 748-755

Team 4: pp. 756-762

Understand that you will be responsible for teaching the material in your section to the other teams, so be ready!

Tonight's HW

HARD TIMES  

Directions:

 

1.  Explore the photographs of the Great Depression on the website listed below. 

2.  Select one of the photographs and write a news article that would have been in the newspaper during the 1930s that corresponds to the photo. 

3.  Remember to include the title of the article and the six main components of an article: who, what, when, where, why, and how.  

Website: http://newdea1.feri.org/library/index.htm  

Make sure you include...

Title of selected photograph: ____________________________  

TITLE OF ARTICLE: 

Tonight's HW

For those people NOT exempt from the Assignment: 

Review P. 708 in the textbook.  

Using the chart of the New Deal Agencies, create a chart, or graphic organizer that classifies the various actions as either RELIEF, RECOVERY and REFORM!   

Tonight's HW

For tonight's HW, your mission is to complete ANY of the sections of the group assignment that you did not finish.

1. CLICK HERE FOR THE VOCAB WORDS
2. CLICK HERE FOR THE DBQ . Answer the DBQ Questions ONLY.
3. Short Answer Questions: CLICK HERE FOR THE PRESENTATION
What economic factors and conditions made the American economy appear prosperous in the 1920s?

• What economic factors and conditions made the American economy appear prosperous in the 1920s?
• What were the basic economic weaknesses in the American economy in the late 1920s?
• What events led to the stock market crash of October 1929?
• What were the effects of the crash on the economy of the United States and the world?

• How did the Great Depression develop?
• What was the human impact of the Great Depression?
• Why was the Dust Bowl so devastating?
• What was President Hoover’s basic philosophy about the proper role of government?
• What actions did Hoover take in response to the Great Depression?
• How did the nation respond to Hoover’s efforts?

The Multiple Choice Questions will be posted on the blog later this evening. Everything is due tomorrow at the start of class.

Tonight's HW - 3-17-09

1. READ pp. 694-707 in your RED textbook.
2. COMPLETE:

• "Terms and Names" on p. 700 and 707
  
• "Analyzing Political Cartoons" p. 699 #1
  
• "History Through Photojournalism" #1, and #2 p. 703
  
• Copy "Visual Summary" p. 728
  

New Deal Presentation

Tonight's HW

Tonight's HW is based on the video, and class discussion from today.

1. Review the Presentation that was posted yesterday on the Great Depression.

2. Review the Video America in the 20th Century. At this point, everyone should have a POWER MEDIA PLUS! account. If you don't follow previous links to get one.

3. After viewing the video, watch, and listen to the lecture. You are responsible for TAKING NOTES.

4. After completing steps 1 and 2, answer the following questions

1. What was the cause of the 1929 stock market crash?
2. Discuss the causes and consequences of the Great Depression.
3. Describe the attempts made to deal with the crisis.
4. What were Hoover's efforts to resolve the Depression?
5. Explain the purpose ofFDR's New Deal and its accomplishments.
6. List some of the work provided for the unemployed and other methods of direct assistance.
7. Compare and contrast the views of those who opposed and those who supported the New Deal.
8. Describe the cause for the second New Deal and its outcome.
9. Discuss the effect the New Deal had on women and minorities.
10. What were some of the effects the New Deal had on American culture?

Tonight's HW

After you view this presentation, answer the questions below:

What economic factors and conditions made the American economy appear prosperous in the 1920s?
What were the basic economic weaknesses in the American economy in the late 1920s?
What events led to the stock market crash of October 1929?
What were the effects of the crash on the economy of the United States and the world?

8th Grade US History Assignment

This assignment is for 8th Grade students only! If you are not in 8th grade, this assignment is not for you! 

1. CLICK HERE and download the DBQ to your computer. Print out the DBQ's.  
2. Answer all of the DBQ short answer questions. You may write on the DBQ's

3. Complete a Rough Draft of an essay, using the outline that we discussed in class today. 

4.  A final copy of the essay will be due next FRIDAY. 

Monday's Assignment - In Case You Missed It

As today is my last day (hopefully) of Jury Duty, here is your assignment for the day.

Read Chapter 22 Section 2
Complete "Terms and Names" p. 683
Complete "Main Ideas" 3, 4, 5 on p. 690
Complete "Standardized Test Practice" #1 on p. 690

Please be advised that all assignments from Wednesday, Thursday, Friday, and Monday will be collected on Thursday March 12. Each assignment will be checked and graded.

Assignments Week of March 1

As you may know, I am currently serving jury duty.

In order to stay on pace. I have been providing the covering teacher with
assignments each day. Please note that these assignments are in no way intended as
"busy work." They are intended to keep students on our course of study as we head
towards the end of the year.

It is further advised that these assignments will be collected, and graded upon my return.
Students will be held accountable for the work that they are assigned. Upon my return, I will collect your assignments, and grade them. Any assignments that are not finished will be given ZEROES. No excuses.

Here's what you've been given so far.

Wednesday:
REVIEW Ch. 21 (pp. 638-663)
COMPLETE:
"Terms and Names" p. 666
"Main Ideas" p. 666
Copy "Visual Summary" p. 666

Thursday:
Period 2, 4
Continue Review of Chapter 21
Complete "terms and names" p. 645, 649, 657, and 663.
Complete Questions 3, 4 on p. 645
Questions 1 on p. 657 and 1, 4, 5 on p. 663.

Friday:
Read Chapter 22: Section 1
Complete "Terms and Names" p. 677
Complete "Main Idea" #1 p. 677
Complete "Main Ideas" p. 690 #1 and #2.
Copy "Visual Summary" p. 690

Tonight's HW

Hello, All:

Tonight's Assignment

1. Finish the DBQ from the August 08 Regents on the Automobile. You are responsible for answering all of the questions related to the documents, in complete sentences.

2. Complete an Outline of Your Essay.

3. Using the outline, your answers to the questions on the DBQ, and your knowledge complete the essay. Please see the assignment from 2.27 to assist you

DUE TOMORROW!

1920's Review

Here is a presentation that covers all of the important information about the 1920's. Click on the arrows in the left corner of the page to view the presentation.

Tonight's HW 2/27/09

Your assignment: 

Discuss the Political, Economic, and Social impacts of the automobile on the United States.  

What do I hafta do? 

1. CLICK HERE.  Download the August 2008 Regents Exam in US History.  

2.  PRINT pages 12-22.  

3.  ANSWER THE DBQ SHORT ANSWER QUESTIONS.  There are 9 DBQ's.  You must answer all NINE.  

4.  Create an OUTLINE using the BLOCK OUTLINE of your DBQ.  CLICK HERE for the outline.  

5.  Complete the Outline and write a ROUGH DRAFT of your essay.  

Tonight's HW: Changing Ways of Life

This assignment should take you around 45 minutes to complete.

Click HERE and Listen to the Lecture

READ pp. 640-649 in the RED TEXTBOOK.

Post a response to the question below...

The 1920s was a decade of tremendous tension between forces of tradition and modernity. Customs and values changed dramatically in the 1920's, and the way in which different groups reacted to that change caused conflict, which lasts even today.

In your own words, explain how the United States began to modernize and how many Americans clung to "traditional" values.

Tonight's HW

1. CLICK HERE. Listen to the Lecture on the Roaring 20's.
2. READ Chapter 21 - Section 4 (pp. 658-663)
3. COPY Visual Summary on p. 666
4. Complete "Terms and Names," "Main Ideas" p. 666

February Break Assignment

Hello, US History and Government Classes:

In lieu of giving you an in-class exam, you are going to complete the following assignment over the February Recess. Please note that this assignment can be accessed from any computer with internet access, anywhere in the world.

Step 1: CLICK HERE for the World War I Webquest. You will need to download the following files:

World War I Worksheet

WWI Powerpoint

Step 2: PRINT THE WORKSHEET. If you prefer, or if your "printer is not working," you can do one of the following:

1. Work on the file in Microsoft Word at home. When you are finished with the file, email it to me at MTesler@schools.nyc.gov

2. Create a document for the file in GOOGLE DOCS. If you are not sure how to use Google Docs, simply access the site at docs.google.com, and set up an account. FYI, if you have a WJPS email account, you already have access to google docs!

Step 3: If you have not set up a POWER MEDIA PLUS account, you will have to do that in order to access some of the videos. Please check the blog for information, as I have posted this numerous times.

Step 4: Complete the WebQuest.

THE ASSIGNMENT IS DUE ON MONDAY FEB. 23rd. NO EXCEPTIONS! NO EXCUSES! IT IS WORTH 250 POINTS. FAILURE TO COMPLETE THE ASSIGNMENT WILL SEVERELY JEOPARDIZE YOUR CHANCES OF PASSING FOR THE SEMESTER!!!

Tonight's HW - 2/12/2009

Imagine...You are President Wilson, and you are trying to convince the allies not to punish Germany for causing WWI.  

Write a LETTER to one of the leaders of the Allies (Clemenceau - France, Lloyd George - Britain, Orlando - Italy).  Explain why it is important not to punish Germany, and to accept "peace without victory."  

REMEMBER - Do not refer to it as World War I (they had no idea there would be another).  You can call it the Great War if you like.  

Your letter must be AT LEAST one page; typing is preferred.  Email is acceptable, as are posts to Google Docs (the best option!).  

This is worth 25 points, and it's due tomorrow.  Thanks! 

Tonight's HW 2/6/09

Hello, Everyone:

Tonight's HW assignment is as follows:

Complete the WWI Poster Mini-Project. The due date is MONDAY Feb. 9th. No exceptions.

If you would like to obtain EXTRA CREDIT, complete the extra credit assignment, which was posted yesterday. The EXTRA CREDIT assignment is due TUESDAY!!!

Extra Credit Assignment

Complete the following assignment for Extra Credit!  I will use the work that you turn in as a 100 point test, which will take the place of your lowest test grade. 

1.  CLICK HERE AND WATCH THE VIDEO

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.  After you watch the video CLICK HERE

Complete the entire assignment...Answer all of the MC questions...Complete all of the short answers, and answer one of the Essay Questions.  Bring it in on Tuesday at the latest, and get Extra Credit.  I will use this in place of TWO test grades.  

HW 2/3/09

Tonight's HW

READ Ch. 19 Section
Complete Questions, 1, 2, and 4 on p. 586

Regents Week Assignment - World War I

As you may be aware, regular classes will not be in session during Regents Week. We will not be meeting again until next Tuesday. However, please note that this is NOT A VACATION! Rather, you are expected, and required to keep up with your work, and complete all of your assignments.

Here are your assignments for the week. Keep in mind that you're not expected to do all of this in one day. This is about one week's worth of work. Assignments 1-3 are due when we return on the 3rd. Assignment 4 is due on Friday the 6th

1. Read, and outline pp. 71 and 72 in the BLUE review book.
2. CLICK and Take notes:
WORLD WAR I
US ENTRY INTO WWI

2. CLICK on the links below, and listen to the lectures. It's probably a good idea for you to take notes on the lectures. Click on the link for "printable version," and you can have a copy of the information in the lecture.

US ENTRY INTO WWI
PEACE CONFERENCES

3. Complete the List of Vocab Terms below.

Central Powers
Allied Powers
Espionage Act
Neutrality
Propaganda
Zimmerman telegram
Sedition Act
Red Scare
Palmer raids
Schenck v. United States
George Creel
Lusitania
Bolsheviks
Fourteen Points
League of Nations
Henry Cabot Lodge
Big Four
U-boats
National War Labor Board
Treaty of Versailles

4. Complete the World War I Mini-Project. This Mini-Project is due on Friday February 6th. NO EXCUSES!

5. We will have an exam sometime during the week of FEBRUARY 9th. Click here for the study guide.  More details will folllow.  

Imperialism Exam Monday

Exam Study Guide IMPERIALISM

25-30 Multiple Choice Q's
One Thematic Essay
DBQ Short Answer Questions:

Multiple Choice Questions: THESE ARE THE QUESTIONS!!!
LINKS:
Part II: Thematic Essay

In developing your answer to Part II, be sure to keep these general definitions in mind:

(a) discuss means “to make observations about something using facts, reasoning, and
argument; to present in some detail”
(b) evaluate means “to examine and judge the significance, worth, or condition of; to
determine the value of”

Part II
THEMATIC ESSAY QUESTION
Directions: Write a well-organized essay that includes an introduction, several paragraphs addressing the task
below, and a conclusion.

Theme: Foreign Policy
During the course of its history, the United States has taken foreign
policy actions that have been consistent with the national interest.

Task:
Identify two events in United States history that demonstrate how the
United States has promoted the national interest by taking foreign policy
actions and for each event:

•Discuss the historical circumstances that led the United States to take
that action
•Evaluate the success or failure of that foreign policy action in
promoting the national interest of the United States

You may use any events from your study of United States history. Some suggestions you
might wish to consider include:
President George Washington’s Proclamation of Neutrality (1793),
President James Monroe's issuance of the Monroe Doctrine (1823)
Congressional declaration of war against Mexico (1846),
Acquisition of the rights to build the Panama Canal (1901)
President Roosevelt's issuance of the Roosevelt Corollary to the Monroe Doctrine (1904)

You are not limited to these suggestions.

Guidelines:
In your essay, be sure to:
•Address all aspects of the Task
•Support the theme with relevant facts, examples, and details
•Use a logical and clear plan of organization
•Introduce the theme by establishing a framework that is beyond a simple restatement of the
Taskand conclude with a summation of the theme




Multiple Choice Topics:


Concepts or ideas to know:

Imperialism
Yellow Journalism
Dollar Diplomacy
Open Door Policy
Roosevelt Corollary
Boxer Rebellion
Panama Canal
Alfred T. Mahan
U.S.S. Maine
Monroe Doctrine

Possible Questions

What were the annexation of Hawaii, the Roosevelt Corollary to the Monroe Doctrine, and Dollar Diplomacy all examples of (expansion of US Power)?

What did the Foreign Policies of Presidents Taft, Monroe and Reagan all have in common? (HINT: THINK LATIN AMERICA!)

What idea, or principle did the Roosevelt Corollary establish?

What were the arguments FOR imperialism?

Why did the US intervene in Latin America?

Why did the US support a rebellion in Panama against the Colombian gov't?

Why did the US announce the Open Door Policy

What was the goal of the US's foreign policy towards Latin America from 1900-1920?

What was the purpose of "dollar diplomacy?"

What was the goal of the "big stick" and "dollar diplomacy" policies?

Tonight's HW - Vocab

Using your class notes, and everything that we've discussed regarding social studies, complete the following

1. Identify the meaning of the following vocab terms:

Neutrality
Imperialism
Yellow Journalism
Dollar Diplomacy
Open Door Policy
Roosevelt Corollary
Boxer Rebellion
Panama Canal
Alfred T. Mahan
U.S.S. Maine

2. After indentifying each term, discuss why each one is important (its significance).

See you tomorrow!

Tonight's HW 1/12/09

Go to Digital History
READ the Documents. Annotate, Outline, Take Notes.

Answer the following questions. Please post your responses here!

1. What does Frederick Jackson Turner believe was the significance of the frontier in American history? What might be the implications of the closing of the frontier?

2. What did proponents (people in favor of) of American expansion argue? How did anti-imperialists respond to their arguments?

3. What, in your view, were the relative importance of economic interest, ideology, and strategic interest in encouraging American imperialism? In other words, how important was the economy, political beliefs, and the military importance of these areas in encouraging America to practice imperialism?

4. What principles should govern American foreign policy? In other words, what ideas should rule how we conduct our foreign policy?

5. When should the United States interfere in the internal affairs of a foreign country?

Tonight's HW 1/9/09

1. Click on the links below for each question.

2. COPY each question on looseleaf paper.

3. COPY the correct answer choice.

4. In your own words, explain WHY you chose that answer.

Use your notes, etc. to help you.

Here's a video with lots of information
Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Tonight's HW - 1/8/09

QUIZ TOMORROW ON IMPERIALISM!

Check the previous links for helpful study info.

Websites:

Regents Prep - Foreign Policy

Imperialism

How did the US Justify Imperialism

Online Quizzes

More Online Quizzes

CLICK HERE FOR THE VIDEO WE WATCHED IN CLASS THE OTHER DAY!!!

American Imperialism

Answer the questions below, based on today's class, and your knowledge of Social Studies.

Questions

1.  Identify the THREE reasons why Americans supported Imperialism, or colonial expansion

2.  Should the United States, once a colony of a foreign country itself, have adopted the policy of imperialism? Why, or why not? 

Here's what some of the students from last year had to say 

Winter Break Assignments 12/24/08-1/5/09

All assignments are DUE when you return on January 5, 2009. No stories, no excuses.

Assignment #1: READ, and OUTLINE the following pages in your BLUE REVIEW BOOKS.

• Pages 68-72
  
• Chapter 9 pp. 90-100
  
• Page 112
  

I will be collecting the outlines when you get back.

Assignment #2:
Go to the "Foreign Policy" section of the regentsprep.org website. Print out the information for each of the topics. Print, Read, and highlight each section (don't worry, they're really short). Bring it with you to class. CLICK HERE FOR THE LINK

Assignment #3: PORTFOLIO ASSESSMENT: THEMATIC ESSAY.

Historical Context: The decision to go to war is among the gravest choices made by any nation. Throughout History, Americans have made this choice for a variety of reasons.

Task: From your study of American History, identify TWO Wars. For EACH war identified:

• Discuss TWO reasons why America entered that war.
  
• Evaluate the effects of America's participation in the war.
  

You may use any war from your study of American History. Some suggestions you might consider include: The War of 1812, The American Civil War, The Spanish American War, World War I/World War II, The Korean Conflict, and The Vietnam War.

You may use the internet to help guide your research.

Tuesday's HW 12/23/08

THIS IS THE HW FOR TUESDAY NIGHT!!! PLEASE COMPLETE THE ASSIGNMENT FOR 12/22 TONIGHT!!!

Based on the government's response to Hurricane Katrina...

In what areas was the government successful?
In what areas did each level of government fail?
What were the major reasons behind the government's success or failure?
Have your ideas about the responsibilities of government changed as a result of seeing this film? Why, or why not

When the Levees Broke - 12/22/08

Assignment: Carefully read the questions below. Using the questions, write a thoughtful reflection, and post it to this space.

Hurricane Katrina caused America to take pause and challenged our government's values.

What does it mean to be a citizen?

What type of citizen are you?

What is the role of government?

Should the federal government help the less fortunate or provide a safe atmosphere to allow people to become fortunate?

Obviously there were some mistakes made by the federal government.

Have we learned from the mistakes?

In the aftermath of Katrina were decisions made based on race? class? Or need?

Now that we have all seen the Spike Lee documentary what is our responsibility?

CLICK HERE. See what last year's classes in our school, and Queens High School of Teaching had to say. Do you agree, disagree?

Tonight's HW 12/19/08

Opening Activity
Read the following passages:
Passage 1
The stench of the hold while we were on the coast was so
intolerably loathsome, that it was dangerous to remain there
for any time, and some of us had been permitted to stay on
the deck for the fresh air; but now that the whole ship’s cargo
were confined together, it became absolutely pestilential. The
closeness of the place, and the heat of the climate, added to
the number in the ship, which was so crowded that each had
scarcely room to turn himself, almost suffocated us. This pro-
duced copious perspirations, so that the air soon became
unfit for respiration, from a variety of loathsome smells, and
brought on a sickness among the slaves. . . .

—First-person account of conditions on a slave ship
during the Middle Passage, from Olaudah
Equiano, The Life of Gustavus Vassa
Passage 2

The pungent aroma of backed-up toilets, unwashed bodies,
decaying food, mold and who knows what else. Sweltering
heat. An awful din. Rumors of unspeakable crimes. . . .
“I can’t stand to even look at pictures of that time,” said
Terrie Green, 41, who went to the Superdome with her three
children and infant granddaughter on Tuesday, August 30,
after being rescued from their flooded Ninth Ward home.
By the time we got out of there we were all sick. Sick from
the heat, sick from that stink that was there. Just worn out.”
Because of the heat—outside temperatures soared into
the high 90s, and it reached an estimated 125 degrees inside
the Superdome—the family, including little Alea, only 2 days
old when the storm hit, moved to the concourse that runs
around the exterior.

The heat took a toll on the baby, who developed a rash
and became dehydrated. After they evacuated to Houston,
the infant was hospitalized for a week.
“She’s still kind of sickly,” said Green, who remains in
Houston looking for work.

—Description of conditions in the New Orleans
Superdome during Hurricane Katrina, from Mary
Foster, “There was the fear, the heat, the misery,
but most of all—the smell,” Associated Press,
August 27, 2006

Questions:
1. What similarities can you identify between the description of conditions in the two passages?
2. Do you think the comparison of the two situations is valid? In other words, is it accurate or acceptable to compare the two situations? Why? Why not?
3. How might your views on the evacuation of Katrina victims be different, if this hadn't happened in New Orleans, but in a place that had little history of slavery?
4. Would your views be different if you were from a different racial, or ethnic group? If you were poor, rather than middle class? If you were a man, rather than a woman, or a woman, rather than a man?
5. CLICK HERE. Read the account of life for Katrina survivors in the FEMA trailer park known as Renaissance Village. In what ways might conditions in this trailer park be similar to conditions in quarters inhabited by slaves? Is this a valid comparison? Why?

HW 12/18/08 - Teaching the Levees Act 2 Chapter 5

Base your answers to the questions below on your viewing of "Teaching the Levees," Act 2, Chapter 5.

1. In what way is Gen. Honore shown as a "All-American Hero?"
2. How is the Convention Center evacuation portrayed?
3. What images come to mind as the convoy is shown arriving in town?
4. What are the images of evacuation? What associations do you have to those images?
5. Herbert Freeman describes being forced to leave his dead mother behind in order to get on the bus. How does this dilemma make you feel?
6. Do you think the documentary is presenting a BALANCED account of the breaching (breaking) of the levees? Does the director, Spike Lee, have a point of view?

Tonight's HW 12/17/08

Based on your viewing of "When the Levees Broke:"

1. Which agency, or part of the gov't is most responsive to the emergency? Why do you think it was effective, and how did it compare to other agencies and response organizations?
2. What point does the film-maker seem to be making about leadership?
3. What is the "Cajun Navy?" Why was it needed?
4. How do you evaluate President Bush's statement "no one anticipated the breach of the levees?"
5. How did you respond to the images of the Royal Canadian Mounted Police arriving in New Orleans before the Federal Government?
6. How does the lack of response reflect upon the local, state and federal governments?
7. Do you believe, or are you convinced that that the Federal government had no warning that Katrina would be so destructive?
8. How did President Bush famously praise FEMA director Michael Brown? How does the film-maker communicate his view of this praise?
9. What did President Johnson do when Hurricane Betsy hit New Orleans?

BE THOUGHTFUL...ONE WORD ANSWERS WILL NOT COUNT!

Tonight's HW 12/11/08

Based on our discussion in class today, and what we learned about being a citizen...

1. What does it mean to be a citizen?

2. What are the the THREE different types of citizens?

3. What type of citizen are you?

4. Although we haven't really talked about it, what is the responsibility of the government to the people?

5. Should the federal government help the less fortunate or provide a safe atmosphere to allow people to become fortunate?

Tonight's HW 12/4/08

Essay is Due Wednesday
OUTLINE MONDAY
DRAFT TUESDAY!!!

COMPLETE the OUTLINE for the ESSAY tonight!


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.

Tonight's HW 12/1/08

"A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed."







Click on the links below, carefully read the information, and then answer these questions.

How do you interpret the second amendment?

Why is there such a dispute over gun ownership?

What do you think of the court's ruling?

http://www.nytimes.com/2007/11/21/us/21scotus.html?_r=1&oref=slogin

http://www.latimes.com/news/printedition/front/la-na-scotus21nov21,1,4804010.story

http://constitution.teachingmatters.org/student/brief_intros.html

Click Here for the Court's Decision

Thanksgiving Break Assignment

Hello, Everyone:

Here is your Thanksgiving Break Assignment. The assignment is based on the following video, Racial Inequality: Remnants of a Troubled Time. Click HERE for a 30 day free trial to Discovery Learning.

When you set up your account, here are some questions you may need to answer.

For teacher information, and grades taught, click "Not Applicable." For years of teaching, click 0-2. Click on the free trial for Discovery Education Streaming Plus!

After you set up your account, please copy and paste the title of the video into your browser. After viewing the video, please complete the assignment below. Please note that the assignment can be done without the video.

Here's what you have to do.
1. If you have set up your account, watch the video Racial Inequality: Remnants of a Troubled Time,
2. Next, read excerpts from the 1954 Supreme Court decision Brown v. Board of
Education. Excerpts are available online at: http://www.landmarkcases.org/brown/opinion1.html.

Although Brown v. Board of Education made segregated schools illegal, it was a long
time before Southern schools were integrated. In 1955, the Supreme Court reaffirmed the ruling
and declared that schools should be desegregated with “all deliberate speed.” Despite this
ruling, many Southern schools remained segregated. Those that did integrate faced many
challenges, as did the black students who entered these schools.

So, here's the next step:
3. You will be exploring one of three early school integrations that tested Brown v. Board of Education. Choose ONE of the following to research.

• Autherine Lucy and the University of Alabama (1956)
• Little Rock Nine and Central High School, Little Rock, Arkansas (1957)
• Ruby Bridges and William Frantz Elementary School, New Orleans, Louisiana (1960)

4. After you've researched their early school integration, ask them to write a personal essay
responding to what they read. After summarizing the events and the significance of the
integration, their essays should answer these questions:
• What challenges did these students face?
• What were some of their most poignant or surprising memories?
• How do you think you would have felt and responded had you been in their shoes

In addition to any available print resources, students may use the following Web sites to find
background information and personal stories.

Aftermath of Brown v. Board of Education
http://www.loc.gov/exhibits/brown/brown-aftermath.html

Autherine Lucy
http://www.americaslibrary.gov/cgi-bin/page.cgi/aa/leaders/marshallthrgd/lucy_1
http://www.stanford.edu/group/King/chronology/details/560206.htm
http://partners.nytimes.com/library/national/race/030256race-ra4.html

Little Rock Nine
http://www.centralhigh57.org/index.html
http://teacher.scholastic.com/barrier/hwyf/mpbstory/index.htm
http://www.cr.nps.gov/nr/travel/civilrights/ak1.htm
http://pbskids.org/wayback/civilrights/features_school.html
http://www.teachersdomain.org/9-12/soc/ush/civil/lr9/

Ruby Bridges
http://www.pbs.org/newshour/bb/race_relations/jan-june97/bridges_2-18.html
http://www.rubybridges.org/story.htm
http://www.pbs.org/wnet/aaworld/history/spotlight_september.html

Good Luck!

Constitution Exam - FINAL REVIEW

Constitution Exam TOMORROW (TUESDAY Nov. 25th):
50 Multiple Choice Questions

You may bring ONE post-it (2x2 size) to the exam as a "cheat sheet," with everything that you can fit on the paper to help you pass the test.

Topics/Questions to Study:

The MAIN problem of the government under the AOC
Why was the AOC UNSUCCESSFUL
Why was there a Constitutional Convention?
Differences between the New Jersey and VA Plans
What issue did the GREAT COMPROMISE settle?
What issue did the THREE-FIFTHS COMPROMISE settle?
How was the AOC DIFFERENT from the CONSTITUTION?
Why did ANTI FEDERALISTS oppose the Constitution?
Why were the FEDERALIST PAPERS important?
Why was a BILL OF RIGHTS added to the Constitution?
Why was the AMENDMENT process included in the Constitution?
Why was a FEDERAL form of government created?
Who were the ANTI-FEDERALISTS, and why are they important?
What are examples of the UNWRITTEN CONSTITUTION?
What are the responsibilities of CONGRESS, SUPREME COURT, and PRESIDENT?
Why was the system of CHECKS AND BALANCES included in the Constitution?
What did the 24th AMENDMENT do?
Why is a search warrant needed?
What has been the result of the use of the implied powers, amending process, and Supreme Court Cases?
Why is the Constitution a "flexible" document?
What is the elastic clause?

CLICK HERE for all of the information needed to review.

8th Grade US History HW

If you are not in 8th grade, you do not need to complete this assignment.

CLICK HERE for the video from class today. Watch the video and take notes.

In order to watch the video, you're going to have to set up an account with powermediaplus.com. Use Passcode: yPNvYtchCh to set up an account.


Actively watch the video. Take notes. Then, complete the quiz you received in class today.

Good Luck

Tonight's HW "Make Your Own Test"

ARE YOU SERIOUS?!?

Yes.

Using all of the resources available to you, prepare a twenty-five (25) question multiple-choice test.

Feel free to use all of the resources available to you on the blog. There are tons of websites out there that you can use to find information to create questions. Don't just copy the questions from the review book.

Make sure that your exam is fair & balanced. Remember the purpose of a test is to see what you've learned, and how well you're meeting the standards for your class. Your test should be a balance of 5 easy questions (just about anyone who's ever taken an American History course could answer them), 10-15 moderately difficult questions (Challenging; you would have to have read the textbook, paid attention, took good notes, etc. in order to get these questions), and 5-10 tough ones (make your brain sweat difficult).

Let's all commit to making sure that we all complete this assignment. On Friday, we will take each others' tests, and see how we're doing. I'll collect 'em, and use the questions you made to create the exam.

Tonight's HW - TLO v. New Jersey

http://landmarkcases.org/newjersey/majority.html

Click on the above link.

READ the excerpts from the majority opinion in this case.

Answer the questions below (online preferred, thanks!)
1. Why does the Court say the Fourth Amendment applies to students in schools?

2. What does the Court say is balanced against the privacy rights of students?

3. Why does the Court say the requirement of a warrant is "unsuited to the school environment"?

4. Describe the standard the Court uses to determine whether a school search is legal or not.

5. Do you think the "reasonableness" standard is adequate to protect the rights of students against invasions of privacy or other abuses? Give your reasons.

HW 11/18/08

Here's your assignment for this evening.

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.

Consitution Exam

Hello, Everyone:

On Friday, or Monday of next week, we will have an exam, covering what we've learned about the Constitution.

CLICK HERE for a great place to help you start your studying.

The test will consist of fifty (50) multiple choice questions, just like the multiple choice section of the Regents Exam. With the exception of those people entitled to extended time, you will have one hour (or one class period) to take the exam.

Listed below are resources to help you study for the exam.

1. Regents Prep. This is the place to start. Everything that will be on the test is covered here.

2. Social Studies Help. Scroll down to UNIT TWO - The Constitution. Everything's there, too.

3. Multiple Choice Bank #1. Here's where I'll get a lot of the questions. Sorry, I won't tell you which ones!

4. EduSolution. Another great bank of questions. Use the links from "Constitutional Convention" to "US Supreme Court." I'll get a good amount of the questions from here, as well. Again, sorry, I won't tell which ones!

5. I would suggest MEMORIZING chapter 4 in the review book (blue book) as well.

In addition to these links, check out all of the previous posts, as well as your class notes, assignments, and other materials. Good Luck!

HW 11/14/08 - 8th Grade Students Only

If you are a high school student, DO NOT COMPLETE THIS ASSIGNMENT!

For those students in Ms. Fong's Class (831/802), Here is tonight's Assignment

1. Click on the links below for each question.

2. COPY each question on looseleaf paper.

3. COPY the correct answer choice.

4. In your own words, explain WHY you chose that answer.

Use your notes, etc. to help you.

Question 1

Question 2

Question 3

Tonight's HW 11/14/08 - MakeUp/Extra Credit Assignments

To all US History and Government Students:

In recognition of the Jets' win over the Patriots, you will all be given the weekend, for additional time to complete the makeup/extra credit assignments previously given.

Click below for the link to the assignments.

http://mrteslersblog.blogspot.com/2008/11/make-up-assignments-and-missing-work.html

Tonight's HW 11/12/08

COPY the NOTES!

Click on the Links Below.

COPY the Question, and the CORRECT ANSWER Choice.

EXPLAIN WHY THAT ANSWER IS CORRECT!

Example:

"I chose answer choice 4 BECAUSE in the answer it states that Congress can make all the laws it needs to, in order to carry out its power. This shows that our government is expanding, like elastic."

Here are the links for the questions. Please complete this on looseleaf.

Question 1

Question 2

Question 3

Question 4

Question 5

Thursday's HW - Thematic Essay Outline

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!

Tonight's HW 11/03/08

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!

10/.31/2008 - "A Living Document"

Over the years, the Constitution has been referred to as a "living document."

In a post of at least 50, but no more than 100 words, please explain why the Constitution is called a "living document."

Here's a link with information to help you write your post.

http://bensguide.gpo.gov/6-8/documents/constitution/about.html

See you on Tuesday!

HW 10/30/08

Imagine...Only ONE of the 10 Amendments that make up the Bill of Rights could be added to the Constitution. In other words, you can only one have one freedom guaranteed to you by the Constitution.

Which one would you choose? Free speech is nice, but what about the rights of people accused of crimes? Or, it doesn't really sound like it does a whole bunch, what about the 10th amendment, which gives powers not specifically given to the Federal gov't back to the states?

Think very carefully. Then write a post of at least 50 words, but not more than 100 that identifies the amendment you choose, and more importantly, a detailed explanation about your reasons for keeping that amendment.

Looking forward to hearing from you.

Tonight's HW 10/28/08

Here's your HW for this evening.

1) Using your textbook, handouts, or the internet, locate the Bill of Rights, or the first ten amendments to the US Constitution. Here's some cool links below to help you.

http://www.constitutioncenter.org/constitution/details_explanation.php?link=120&const=08_amd_01

http://www.ushistory.org/documents/amendments.htm

2. Carefully study the amendments, then create a "Top 10 List" of the amendments in order of importance. In other words...Which of the 10 amendments is the most important to you? Second? Third, Etc.?

3. In a brief composition, explain WHY you chose to put the amendments in that order.

CLICK HERE for information on the Bill of Rights, and other Amendments.

See you in school tomorrow!

HW ASSIGNMENT - 10/24

DUE MONDAY - PERIODS 2 AND 4
DBQ ASSIGNMENT - CHECKS AND BALANCES .

Please click on the link for "DBQ Assessment #2" below for all of the info.

You must turn in:

1. The completed DBQ's
2. The essay.

CLICK HERE FOR THE DBQ'S


Thanks!

Tonight's HW - 10/23/08

Hello, Everyone:

Tonight's HW:

1. If you haven't finished the DBQ's, please finish whichever questions you need to complete.
2. Complete and Outline and Rough Draft of your Essay.

REMINDER: Your essay is due on MONDAY! No ifs, ands or buts! No exceptions!

DBQ Assessment #2

Topic: Checks and Balances.
Due Date: Monday October 27th

You are responsible for turning in the following:

1. The completed DBQ Short Answer Sheet. This is easy, as we'll have completed the questions in class. All you need to do is transfer your answers to the paper.

2. A completed DBQ Essay. We will take time in class to go over an outline, and prepare rough drafts. This will be easy as well if you pay attention.

Everything is due MONDAY. No ifs, ands, or buts. If you choose not to turn the paper in, you will receive a grade of ZERO.

Tonight's HW - 10/22

Very Simple Assignment. Do it, and you get A FULL POINT ON YOUR SEMESTER GRADE!

1. CLICK HERE.

2. Print the docs.

3. Bring it in, and show it to me tomorrow.

Any Questions?

Tuesday's HW - 10/21/08

CLICK HERE to view the video you saw in class today about the three Branches of Government.

After you watch the video, please answer the questions that follow.

1. What reasons might explain why this system called a system of "Checks and Balances?"

2. Which branch do you think has the most power under this system? Why?

3. Some people say that the system of Checks and Balances slows down the process of government unnecessarily. Do you agree? Why, or Why not?

BTW...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.

Tonight's HW 10/20/08

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.

http://www.usconstitution.net/constamprop.htm

Promote the General Welfare?

Click on the links below, and carefully read the articles:

Bush Vetoes Child Health Care Bill

House to Vote on New Child Health Bill


Then, based on the article and our discussion in class, reflect on the following questions:

What are the checks and balances taking place here?
Is healthcare a federal, city, or individual responsibility?
What are the limits of "promote the general welfare?"

DEBATE PARTE UNO

1. CHOOSE ONE OF THE DEBATES BELOW:

• CLICK HERE FOR THE PRESIDENTIAL DEBATE
  
• CLICK HERE FOR LAST NIGHT'S V/P DEBATE
  
• Here's a transcript of the VP Debate
  

2. Answer the following Questions

• What questions were being asked of the candidates?
  
• What is something you learned from this debate about each candidate?
  
• Describe your opinion of the candidates before the debate(s). If you didn't have an opinion of the candidates, please explain why.
  
• Will the debates, or did the debates change your opinion of the candidates? Why? Why not?