HW Assignments Week of 3/22/2010

Hello, Everyone:

Here are your assignments for the week. FYI, We are tentatively looking at a quiz/mini-test on Friday, on PROGRESSIVISM. Progressivism is covered in CHAPTER 17 of your textbook. CLICK HERE for a Presentation with all of the info that you will need about Progressivism (certainly enough to pass the exam).

The assignments...

Monday Night: Due Tuesday!

If you haven't set up your account, please 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 - If for some reason, you can't set it up, please come see me during afterschool, and we can set up your account.

2. Once you've signed into your account, click here to watch the video "America in the 20th Century: The Progressive Era."

3. After you've watched the video, click here and print out the PODCAST SHEET. Don't worry about the "AP US History" heading. I use this sheet for all of my classes. Watch the video again, but this time, fill out the sheet as you're watching it.

Tuesday: Due Wednesday

1. CLICK HERE. Please watch, and listen to the lecture entitled "The Progressive Impulse."

2. Watch the lecture again. This time, while you're watching the lecture, complete the PODCAST SHEET (the same one you used for the movie!)

3. Using what you've learned from the lecture, the video, and other resources you might find helpful, please identify the following KEY TERMS (vocab) and NAMES (ppl)

1. Progressive Movement (Or "progressivism")
2. Muckraker
3. Suffrage
4. Susan B. Anthony
5. Theodore Roosevelt
6. The Jungle
7. NAACP
8. Woodrow Wilson
9. Clayton Anti-Trust Act
10. Federal Reserve System
11. Square Deal
12. Triangle Shirtwaist Fire

Wednesday: DUE THURSDAY

1. Using the lecture that you viewed last night for HW, your notes, and your knowledge of US History, answer the questions below. Each answer should contain some facts, and details, and should be between three (3) to five (5) sentences each. Please complete your assignments on looseleaf paper (in ink), or type on the computer.

1. What were the problems the Progressives tried to fix?
2. According to the Progressives, what caused these problems?
3. Who were the MUCKRAKERS? What reasons might explain why they are so important?
4. In your own words, describe a "political machine."
5. Briefly explain how the "city manager" system worked?
6. How did companies try to get around laws set up to protect workers?
7. What was so important about the Triangle Shirtwaist Factory fire?

Thursday: Review for a QUIZ on Chapter 17 (Progressivism)

Friday: Begin working on your spring break assignment.

SPRING BREAK ASSIGNMENTS ARE DUE MONDAY!!! MONDAY!!! MONDAY!!!

Choose one of the following, or BOTH, if you need to make up assignments.

1. Progressive Era Web Quest Click the link for a GOOGLE DOCS folder with all of the stuff that you need for the assignment!

2. Progressivism DBQ Essay

HW 3/17/2010

Hello, Everyone:

Here's tonight's HW assignment

THEMATIC ESSAY - DUE DATE 3/22/2010 - Will be graded as a 2.0 weighted quiz.

Theme: Change — Industrialization

During the 19th century, the United States experienced tremendous industrial

growth. This industrial growth resulted in many changes in American life.

Task:

Identify two changes in American life that resulted from industrial growth in the

United States and for each change

• Explain how industrialization contributed to this change

• Discuss one positive or one negative effect of this change on American life

You may use any appropriate change in American life that resulted from industrial growth.

Some suggestions you might wish to consider include increased immigration, new inventions

or technologies, growth of labor unions, growth of monopolies, growth of reform movements,

and increased urbanization.

You are not limited to these suggestions.

Guidelines:

In your essay, be sure to:

• Develop all aspects of the task

• Support the theme with relevant facts, examples, and details

• Use a logical and clear plan of organization, including an introduction and a conclusion that

are beyond a restatement of the theme

Rules:
1. Essays will be collected at the start of class on March 22.

2. Essays must be computer-printed, or neatly handwritten IN INK on looseleaf paper. Anything less will not be accepted; i.e. pencil, pages ripped from a composition notebook, spiral notebook pages.

3. Essays must be FINAL DRAFTS; spell-checked. In short, your absolute best work.

Test Review Questions

Use these questions to help you review for the quiz!

1. How did industrialization affect the population of the US in the late 1800's?

2. What did the PROGRESSIVES want to achieve?

3. How did a) the Civil War, and b) the Railroads help lead to the industrial boom of the late 1800's?

4. Why did most immigrants settle in cities during the late 19th Century?

5. Who were Upton Sinclair, and Jacob Riis, and why are they important?

6. What were the goals of labor unions during the late 1800's, and why weren't they successful?

7. In your own words explain what a "monopoly" is.

8. Why were many of the business leaders of the late 19th Century called "Robber Barons?"

9. What were "pools" and how were they used by business leaders in the late 1800's?

10. What were "trusts" and how were they used by business leaders in the late 1800's?

HW Assignments Week of 3/8/2010

Hello, Everyone:

Here are the assignments for this upcoming week.

Monday Night - Movie Night

1. Choose ONE of the movies to watch, or if you want to GO THE EXTRA MILE, watch both. Complete the PODCAST VIDEO Review Sheet. Click on the link, and print it out. If you intend to do both, please print two review sheets.

The Unfinished Nation: A New Corporate Order

Investigates the major causes and implications for the Industrial Revolution. Set against the backdrop of social change and political dispute, the program discusses Thomas Edison, the light bulb, Eli Whitney, the cotton gin, J. P. Morgan, John Rockefeller, Andrew Carnegie, the railroad strike, the Knights of Labor Union, and the American Federation of Labor. Wrapping up with a look at the tremendous transformations in the quality of life for both skilled and unskilled workers during the revolution, the informative presentation addresses wage disputes, poverty, the creation of the working class, and child labor.

The Unfinished Nation: The Age of the City

Chronicles the rapid population growth in major cities in the United States during the late 1800s due to rapid immigration from Germany, Ireland, Italy, and Russia. The program examines immigrants’ assimilation into the United States and the public pressures they faced to abandon any sense of their “Old World identity.” Segments on the gender roles of immigrant men and women and growing differentiation between the upper and middle classes emphasizes immigration's ruffling of the American social fabric. Urban life--focusing specifically on tenement apartments in Chicago and Milwaukee, unemployment, and pollution--is compared to homes in the outlying suburbs, revealing the catalysts behind the development of departments of public health and such capitalistic enterprises as Sears and Roebuck. Play

Tuesday Night: Due Thursday

1. Read Chapter 15 in the Textbook

2. Copy Visual Summary on p. 478.

3. Answer "Terms and Names" on p. 478

4. Answer "Main Ideas" on p. 478

Thursday Night: Prepare for a QUIZ on Chapters 14 and 15 on Friday. A list of possible question topics to follow.

HW Friday 3/4/2010

R.U.S.H. Students:

HW this weekend:

1. REVIEW Chapter 14 in your textbook.

2. Listen to the following Lectures

Lesson 47 - Consumer Culture

Lesson 48 - Rise of Unions

Lesson 49 - Growth of Cities

Lesson 50 - Life in the City

Please take notes on the lectures on the following worksheet. CLICK HERE for the worksheet. You must complete ONE worksheet per lecture.

Note Taking Template for Project

CLICK HERE for the note-taking template for your project. Organize everything here!

Vacation Assignment

Hello, RUSH Students:

Here are your assignments for February Break.

Textbook Assignments:

a. READ CHAPTER 14 (pp. 434-455 in the RED TB). For those of you who would like to download AUDIO SUMMARIES of each section of the chapter, click the links below.

Chapter 14 Section 1

Chapter 14 Section 2

Chapter 14 Section 3

b. Complete the Vocab "Terms and Names" on pp. 439, 446, 455

c. Complete "Main Ideas" on p. 456

d. Copy the Visual Summary on p. 456

PLEASE NOTE THAT THERE WILL BE A QUIZ ON THIS INFORMATION UPON YOUR RETURN FROM VACATION on MONDAY the 22nd!

2. DOWNLOAD, and PRINT the "Inventor Hall of Fame" Worksheet. Please sign, and have your parents sign the project requirement sheet, and bring it with you to school on Monday. Begin working on the project as soon as possible. Please note that the project is due on FRIDAY MARCH 5, 2010. Please note that this will be your third major assessment piece of the semester. Failure to complete the project will result in a ZERO grade. Please make sure that you complete all steps of the project for maximum credit.

DBQ Assignment Due MONDAY!

Please remember that your Civil War DBQ is due on Monday February 8th.

Here is the link- DBQ Civil War -

Please complete all of the short answer questions for MONDAY!

THE FINAL DRAFT OF THE ESSAY IS DUE ON FRIDAY Feb. 12th.

Along the way...

1st Draft - Due Tuesday
2nd Draft - Due Thursday
FINAL DRAFT - DUE FRIDAY, along with SHORT ANSWER DBQs!

This DBQ is worth a FULL TEST (4.0 points). Failure to meet deadlines will have the following consequences.

No 1st draft - Reduction of 10%
No 2nd draft - Reduction of 20%
No short answers - Reduction of 10%
No Final Draft - ZERO

Wednesday Assignment 2/2/10

Hello, RUSHers:

For those of you whom I see for the new Wednesday class, here is your assignment.

1. Review the lectures from last night's HW assignment. CLICK HERE for the link.

2. Complete the Multiple Choice Questions Below.

Civil War - Do ALL
Reconstruction - COMPLETE ONLY THE EVEN NUMBERED Questions!

You are to copy any questions (and answers) that you do not answer correctly.

Assignments 2/2/2010

Hello Regents US History (RUSH) students (AKA RUSHers):

Here are your assignments for the week of 2/2/10. Please remember that your Civil War DBQ is due on Monday February 8th. Here is the link- DBQ Civil War - Hard Copies (computer printed) must be turned in. Handwritten/Electronic copies not acceptable for submission!

1. All students are responsible for reading Chapter 12 (Reconstruction) in their RED textbooks. You can click HERE for audio links to the chapter.

2. ALL students are responsible for participating in the following lecture. It is expected that you will lesson to the lecture, and take notes.

Presidential and Congressional Reconstruction

The End of Reconstruction

2. All students are responsible for completing the following exercise(s):

On page 402:

a. Copy the VISUAL SUMMARY

b. Complete the "Terms and Names"

c. Answer the "Main Idea" questions (ALL)

You must turn this assignment into me by NO LATER THAN FRIDAY FEBRUARY 5th.

Regents Week Assignments 1/25/10

Hello, Everyone:

Here are your HW assignments for the week. Please note that all work is due on the day that you return once Regents exams are completed. Additionally, I have listed all of the resources below.

Please note that there will be a quiz on the material covered in these assignments on the first day after Regents week has concluded.

Assignment #1 - Click on the Lectures below. Watch, and listen to them carefully. It's suggested that you take notes on the lectures.

• Lesson 35 - Secessionfile
• Lesson 36 - The Civil Warfile
• Lesson 37 - Abolition of Slaveryfile
• Lesson 38 - Ramifications of the Civil War

Assignment #2 READ Chapters 10 and 11 in your textbook The Americans (pp. 304-371).

Assignment #3 COMPLETE the "Terms and Names," and "Main Ideas" on p. 334 and p. 372.

CLICK HERE FOR AUDIO VERSIONS OF CHAPTER 10, and CHAPTER 11.

Please note that all work is due when you return from Regents Week. Late work will not be accepted during the second semester.

Assessment DUE February 8th - DBQ Civil War - Hard Copies (computer printed) must be turned in. Handwritten/Electronic copies not acceptable for submission!

Webquest Day 2

Hi, Everyone..

Just to recap, and avoid some confusion.

1. Download The Webquest, The Rubric, and The Presentation to the computer you are using.

2. After logging into to your WJPS account, please upload The Webquest, The Rubric, and The Presentation into your google docs account.

3. Using the presentation, and the webquest worksheet, answer the questions ON THE WEBQUEST worksheet. You do not have to re-write the questions.

For the questions that require video links, clicking the links below should work.

Questions 4, 5, 6 - CLICK HERE

Questions 15, 16, 17

Questions 18, 19, 20

Questions 24, 25, 26

Question 33

Question 42 & 43

Please note that you must hand in a copy of the WebQuest, with a Rubric attached to it. The assignment will not be accepted in any other way!

DUE DATE: 1/25/10 - NO EXCEPTIONS!!! ANYONE WHO DOES NOT SUBMIT THE PROJECT ON 1/25 WILL RECEIVE A GRADE OF ZERO!!!

Manifest Destiny Webquest DAY 1

Hi, Everyone..

Here are the materials that you need for the WebQuest.

1. The Webquest - Click here for the entire project. Presentation, and video clips. Reminder: YOU MUST PRINT A COPY OF THE WEBQUEST, and The Rubric, and hand them in together!

2. The Presentation. - Download a copy of the Presentation, and save it to your computer. You must also save a copy to your Google Docs. For some reason, if that file doesn't load, click here for a PDF version

3. The Rubric - You must print a copy and submit it with your work on Monday. Please note the inclusion of notes from the textbook readings in Chapter 9, sections 3, 4, and 5. Please make sure that you staple the Rubric to your documents.

Video Links: Clicking the links on the Google Docs file should work...In the event they do not work,

Questions 4, 5, 6 - CLICK HERE

Questions 15, 16, 17

Questions 18, 19, 20

Questions 24, 25, 26

Question 33

Question 42 & 43

Please note that you must hand in a copy of the WebQuest, with a Rubric attached to it. The assignment will not be accepted in any other way!

DUE DATE: 1/25/10 - NO EXCEPTIONS!!! ANYONE WHO DOES NOT SUBMIT THE PROJECT ON 1/25 WILL RECEIVE A GRADE OF ZERO!!!

HW Assignments Week of 1/19/2010

Hello, Everyone:

Listed below are the HW assignments for this week. Please pay very close attention to the directions.

Tuesday Night: 1/19 - Due Date Thursday 1/21/10.

1. Please watch the following lecture. It is suggested that you take notes on the lecture. CLICK HERE.

2. CLICK HERE to view a Presentation on Manifest Destiny and Western Expansion. After you view the presentation, please answer the questions on Slides 2, 9, and 17. You may print or neatly handwrite, but I must have a physical copy (not emailed) of your work to me by Thursday.

Thursday Night: Due MONDAY 1/25/10

2nd Semester ASSESSMENT #1! Manifest Destiny Webquest. This will count as a full credit (4.0 points) exam. You must hand in a physical copy of the assignment. We will spend Thursday and Friday's classes working on the assignment with the laptops. Please note that in addition to the information provided by the webquest, you are expected to include additional information from the textbook (pp. 280-300).

Friday: Complete the Manifest Destiny WQ for Monday.

Tonight's HW 1/14/10

Hello, Everyone:

Here's tonight's HW.

1. CLICK HERE for the directions, and "ODWM" term sheet.
2. Print the directions and term sheet.
3. Define the rest of the terms, concepts, etc. on the term sheet.
4. Using the internet, old magazines, books, etc., please locate pictures related to each of the terms, concepts, etc., identified on the term sheet. Please print them, and bring them to school with you tomorrow. GO THE EXTRA MILE! BE HEARD!

HW Assignments Week of 1/11/2010

Hello, Everyone:

Here are your assignments for the week of January 11th...Please make note of due dates, and plan accordingly.

Monday Night: Due Thursday January 14th:

READ Chapter 9 in your RED Textbook.

COPY VISUAL SUMMARY on p. 300

COMPLETE TERMS AND NAMES on p. 300

COMPLETE MAIN IDEAS on p. 300

Thursday: TBD

Friday: Due Tuesday January 19th

READ Chapter 10.
COMPLETE Terms and Names on p. 334

COMPLETE "Main Ideas" on p. 334 # 1-10

Tonight's HW 1/8/2010

ASSIGNMENT DUE DATE: MONDAY 1/11/2010

1. VIEW the following ONLINE Lectures:

• Lesson 32 - Manifest Destiny
• Lesson 33 - Decade of Crisis
• Lesson 34 - The Approaching War

As you view the lectures, make sure that you are taking NOTES!

2. After viewing the lectures, please complete the following Vocab Terms. For each term, make sure you not only identify the term, but its importance as well.

• "Manifest Destiny"
• The Panic of 1837
• Prairie schooners
• Oregon Trail
• Tejanos
• Empresario
• Santa Anna
• Sam Houston
• James Russell Lowell
• The "Wilmot Proviso"
• The California gold rush
• Forty-niners
• Nat Turner's rebellion
• The Compromise of 1850
• Uncle Tom's Cabin
• The Ostend Manifesto
• Kansas-Nebraska Act
• Dred Scott Decision
• Lincoln-Douglas Debates of 1858
• John Brown's Raid

HW Assignments Week of 1/4/2010

Hello, Everyone:

Here are the HW assignments for the week.

TUESDAY NIGHT - DUE THURSDAY 1/7/10

1. READ CHAPTER 6 in the RED textbook.

2. COPY the VISUAL SUMMARY on p. 208

3. Complete the MAIN IDEAS on P. 208 (all)

4. Complete the TERMS and NAMES on p. 208 (all)

THURSDAY - DUE FRIDAY

1. Read Chapter 7, Sections 3 and 4

2. Complete TERMS and NAMES on p. 236 - #'s 5-10

3. Complete Main Ideas 5, 6, 7, and 8

REMEMBER! LATE WORK WILL NO LONGER BE ACCEPTED!

Tonight's HW 12/22/09

Please CLICK HERE and print the following group evaluation sheet.

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.

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

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.

Here is a complete description of the project.

12/11/09 and EXTRA CREDIT ASSIGNMENT

Supreme Court Mini-Project Day 2

CLICK HERE

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.

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.

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.

1. Do you think that the school policy banning armbands was fair? Why or why not?
2. 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?
3. 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?
4. 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.

Amendment Mini-Project

CLICK HERE FOR THE LINK TO THE MINI-PROJECT.

Download the file to your own google docs account!

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.

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!

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!

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!

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:

• 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.

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!

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!

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:

• 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

Tonight's HW 11/6/09

Due Monday 11/9/09

CLICK HERE Download the issue brief, read it, and print it.

CLICK the links below, and read the following articles. You should outline each article and take notes.

Free Speech and Cyberbullying
MySpace Hoax Led to Suicide

Suspension Violated Student's Rights

Students Have Free Speech Rights

'Bong Hits 4 Jesus' Ruling

Student Sues School For Degree

Free Speech vs. Class Disruption

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

Students’ Right to Free Speech

Schools Must Monitor Students

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.

Tonight's HW 11/2/09

CLICK HERE for the presentation, "Issue Introductions."

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?

Today's Assignment - "Constitution Quest"

Your mission: With a partner, you will be working on the "Constitution Quest."

CLICK HERE FOR THE LINK TO THE CONSTITUTION QUEST

CLICK HERE FOR THE INTERACTIVE CONSTITUTION

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).

HW 10/27/09

Assignment Due Date: 10/29/09

Resources: Textbook Chapter 5, Section 3(pp. 145-149)

Web Resources: http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=294

CLICK HERE FOR THE ASSIGNMENT

HW 10/22 and 10/23/09

CLICK HERE FOR A LINK TO HELP YOU WITH BOTH ASSIGNMENTS!

Assignment#1 Due Friday 10/23/09

CLICK HERE FOR THE ASSIGNMENT

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

Here's a Link to Help you with the Compromises

Tonight's HW - 10/20/09 Due 10/22

READ Chapter 5 Section 2 pp 140-144.

1. What were the causes of Shays' Rebellion?
2. Why do you think historians consider it a catalyst in the movement toward creating a new U. S. Constitution?
3. What were the major issues that had to be resolved at the Constitutional Convention?
4. Create a CHART that lists the main provisions of the Virginia Plan and the New Jersey Plan.
5. What was the impact of slavery and sectionalism in the debates that ensued at the Constitutional Convention?
6. 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?
7. Why do you think that many people today feel that the electoral college has long since become antiquated or completely unnecessary?
8. 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

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

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