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.