HW 4/28

1.  Read and OUTLINE pp. 90 to 94 in your BLUE REGENTS BOOK

2.  COMPLETE "Terms and Concepts," from "Isolationism to Nuremburg Trials" 

3. CLICK HERE for the Regents Review Sheet.  Please print it, and bring it to class with you tomorrow. 

HW 4/7/08 - Depression Assignment #1

DUE DATE: Wednesday April 9 (all classes including period 7).
Point Value: 50 points (1/2 a test!)

From 1929 to 1941, the US endured the Great Depression. The following factors have been recognized as causes of the Great Depression:

• Speculation in Real Estate and the Stock Market
• Overproduction of Industrial and Agricultural Goods
• Uneven Distribution of Wealth
• Protective Tarrifs
• Shaky Banking Practices

Based on your knowledge of US History:

1. Choose THREE of the causes of the Great Depression listed above.
2. DISCUSS how each cause led to the Great Depression

Here's a link to help you
Here's a PowerPoint that will help, too

Your Essay:

1. TYPED, or NEATLY HANDWRITTEN ON LOOSELEAF IN INK (pencil not accepted)! If typed, please double space, and use a 12 point font. You may also email or upload to google docs. Make sure the essay is a document. DO NOT SEND ME YOUR ESSAY AS AN EMAIL!
2. Contains an introduction and conclusion.
3. Uses facts and details to support your ideas.
4. Sorry, late papers will not be accepted.
5. Sorry, you cannot use your HW pass for this assignment.

Good Luck!

Tonight's HW 4/3/08

NO HW IF EVERYONE COMPLETES IT BY TOMORROW!!!

1. Read ALL of Chapter 22 in your Textbook
2. Complete "Terms and Names" p. 690
3. Complete "Main Ideas" 1, 2, 4, 5, 7

Remember...IF EVERYONE DOES THEIR HW, we don't have any weekend HW...

Bonus: Get Everyone on the trip today to get their HW done, and we don't have HW on Monday!

Tonight's HW March 31

Sorry for the late post:

Here's tonight's assignment.

1. Go to the following website:
http://ericir.syr.edu/Virtual/Lessons/crossroads/sec4/Unit_9/Unit_IXQ1R2.html

2. Read the information about Prohibition.

3. Based on what you've read:

a. Do you think Prohibition was a good idea, or not? Why?
b. How does Prohibition relate to the war on drugs today?
c. Based on the outcome of Prohibition, do you think the US gov't should legalize drugs? Why, or why not?

Survey

Please answer the question below...

If you were given the choice, would you rather...

a) complete an individual, in-class assignment, like a test or an essay or...
b) work cooperatively with a group, and create a presentation

Please explain why you made your choice, in a short post.

Thanks!

HW Monday 3/24/08 Due Wednesday 3/26

Hello, Everyone:

Tonight's HW assignment is based on the video you saw in class today about the 1920's. Based on the video, and your knowledge of Social Studies, create an essay that:

1. DISCUSSES THREE (3) areas of change in America during the 1920's
2. IDENTIFIES ONE (1) SPECIFIC example for each area of change
3. ASSESSES the IMPACT of each change on the lives of Americans

You may use any example from your knowledge of the events of the 1920's. Some suggestions you might wish to consider include: the role of women and African Americans, foreign policy, economics, social and cultural values

Research Links:
http://www.socialstudieshelp.com/Lesson_76_Notes.htm
http://www.socialstudieshelp.com/Lesson_77_Notes.htm
http://www.socialstudieshelp.com/Lesson_78_Notes.htm
http://www.socialstudieshelp.com/Lesson_81_Notes.htm
http://webtech.kennesaw.edu/jcheek3/roaring_twenties.htm a HUGE list of links to other sites.

POINT VALUE This assignment will be scored on a scale of 1 to 5, and is worth 25 points. A RUBRIC that explains your score can be found here.

DUE DATE - Wednesday March 26. Sorry, late assignments will not be accepted.

Hip Hop Songwriting Contest

http://www.collegeboard.com/cbschools/contesthiphop/

Let's put those hip-hop skills to work! With the quality of the raps we put together, we've GOT to be able to win!

WWI Study Links

1. List of Terms and Multiple Choice Topics
2. Multiple Choice Questions
3. Online Quiz - EduSolution TEST YOURSELF!
4. Regents Prep - World War I
5. Social Studies Help Center This is the link for America's Entry into WWI. Find the links for lessons 72, 73, and 74 for more info.
6. fdmurphy.com scroll down to the section on "writing for the humanities."
7. World War I DBQ's These are taken from a course on AP US History. If you can figure out what these docs are trying to say, then you are ready!

Here it is...Now, it's up to you! Good Luck

Exam World War I

Hello, Everyone:

We are going to have an exam on World War I. It will be a TWO DAY exam. It will as close to a Regents exam as possible.

Day 1: Multiple Choice, Thematic Essay Outline and Thematic Essay
Day 2: DBQ, DBQ Outline, and Essay

Multiple Choice: 45-50 pts
DBQ Short Answer Questions: 10 Points
Outlines 5 points for each outline
Essays 15 points each

Multiple Choice: approximately 30 multiple choice questions, taken from past regents exams.
Thematic Essay Topic: Supreme Court Cases Concerning Constitutional Civil Liberties Task: Using the case of Schenck 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?)

DBQ – Topic: Why did the US enter WWI? Will be VERY similar to the assignment we did in class.

• You’ll have about 5 DBQ’s to answer.
• Each document will relate to the US’s entry into WWI.
• After you finish the DBQ’s, you’ll have an outline to complete
• After the outline, you’ll write your essay.
• Has to have intro, conclusion, and body paragraphs
• Answer MUST make reference to a certain # of document(s) (ex: “in document 1, it shows that the US was exporting nearly 2 billion dollars to Britain by 1916.”
  
  Good Luck!

Tonight's HW 3/10/08

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! 

Civil Liberties During Wartime

In case you missed your notes! 

Today's Lesson - Propaganda

If you missed anything.

US Entry into WWI

In case you missed it 

New Unit - World War I

Hello, Everyone: 

The next unit of study that we will be covering is World War I.  Listed below are the homework assignments for this topic, which is found in CHAPTER 19 of the TB

HW'S: 

Tonight: Read pp. 578-586.  Complete "Terms and Names," and questions 2, and 4 on p. 586

Tuesday: pp. 587-593.  "Terms and Names" and "Critical Thinking" #3.  

Wednesday: pp. 594-601: Complete Questions 1 and 3 on p. 601

Thursday:  pp. 604-608: Complete "Critical Thinking" 3 and 4 on p. 608

Friday: WWI Poster Mini Project: Due Tuesday March 4 NO EXCUSES

TEST: Tentatively Scheduled for March 10 and 11 (two day exam)! Click Here for Details

World War I

In case you missed today's notes, here they are!  

February Recess Assignments

Hello, Everyone: 

Listed below are your assignments for the February Recess.  

1.  Please to the QHST Class Blog and read the post.  After reading the post, what you are going to to is the following: 

• Develop a PLAN of ACTION - something that we as a school community can DO to HELP the victims of Hurricane Katrina.  There are so many different things that need to be done.  Follow the links on the QHST site and I'm certain that you will be able to find a cause, or something that will inspire you to help.  

2.  COMPLETE any missing assignments that are outstanding at this time.  The major assignments I am looking for are the: 

• Thematic Essay on the Supreme Court Cases
• Federalism Mini-Project 

Check previous posts on this blog and teacherease for more information. 

3.  Extra Credit Assignment:  You can do this for extra credit, or in place of one of the major assignments listed in #2 (in case you're missing one of them).  

1. Go to Digital History
2. READ the Documents
3. ANSWER QUESTION #2 at the bottom of the web page
4. Complete a DBQ ESSAY which answers the following question

• "Was imperialism a proper and legitimate policy for the US to follow at the turn of the nineteenth century?" 
• In other words, should the United States have practiced imperialism? 
• Use information in the forms of quotes from documents to back up your opinion
• CLICK HERE FOR HELP WITH THIS ASSIGNMENT scroll down and find the links under "Writing for the Humanities..." Follow the links under "The Writing Process." 
• This assignment is worth the equivalent of a one-hundred (100) point test.   

Imperialism Exam 2/15

Click HERE for topics: 

Places to Study: 

1.  Chapter 18 of textbook

2.  Packet from class

3.  Class notes

Websites: 

Regents Prep - Foreign Policy

Imperialism

How did the US Justify Imperialism

Spanish American War

Latin America/Asian Foreign Policy

Online Quizzes

More Online Quizzes

Imperialism Notes

Click HERE in case you've missed any notes over the last two days

Tonight's HW: Read pages 552-564

Complete: "Main Ideas" 4, 5, 7 p. 574 

America's Foreign Policy

Based on today's class...

What reasons might explain why America seems to be more willing to help other nations than people in our own country?  

For example, in the movie "When the Levees Broke," we learned that the US was able to get supplies into Sri Lanka faster than they did to New Orleans.  

Why do you think we're more concerned with other nations than our own country? 

When the Levees Broke - Part II

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?  

Regents Week Assignments

Hello, Everyone:

Although we are not meeting for class next week, due to the regents exams, please do not be mistaken that this is a week of vacation.

I expect that you'll take some time to enjoy yourself this week. However, there is much work to be done before we finish this course. Therefore, you will have some assignments to complete this week.

Here are your assignments.

1. Complete your blog-post assignment related to "When the Levees Broke." This is a very important assignment, and I am really counting on everyone to make a comment on this film. CLICK HERE FOR THE LINK

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

3. Click Here for the "Foreign Policy Vocab" assignment. Print out the list. Using your textbook, the internet, and/or other sources, please create a definition of each term or concept in your own words.

See you next week!

Right to a Fair Trial Part 2

http://www.newsday.com/news/local/ny-tankleffgallery1002,0,3188407.storygallery.

CLICK ON THE LINK ABOVE. Take time to read some of the articles related to this case...Then, answer the questions below.

1. Do you agree with the decision to set Mr. Tankleff free, even though he confessed to the murder of his parents?
2. Were Martin Tankleff's civil liberties violated? How?
3. Which of Martin Tankleff's rights were violated?
4. What type of recourse should Martin Tankleff have in this case?
5. Based on this case, and the case yesterday, do you think a jury trial is always a fair trial?

The Right to a Fair Trial

http://www.newsday.com/news/opinion/ny-opfocus5518442dec30,0,182822.story

http://www.newsday.com/news/local/longisland/ny-limill1211,0,1911067.story?coll=ny_breaking_500

http://www.newsday.com/news/local/longisland/ny-limill1212,0,1976604.story?coll=ny_breaking_500

http://www.newsday.com/news/local/longisland/ny-limill1128,0,2304290.story?coll=ny_breaking_500

Click on the links above, or copy, and paste the links above into your browser. Read the articles. Then answer the questions below in the form of a paragraph.

1. What role, if any, do you think race played in this trial?
2. Do you think race SHOULD have played a role in this trial?
3. Do you think the outcome of the case would have been different, if the races of the people involved were reversed? Why?
4. Do you believe that John White received a fair trial?
5. What other actions could/should Mr. White or Mr. Cicciaro have taken in this case?

Vacation Assignment for the Rapumentary

Hello, Campers:

As you know, we've been working very hard in class to complete the rapumentary project. Despite some setbacks, we should be able to complete the project shortly after we get back from vacation.

The only way that we can make that happen is if we all do our best, and continue to work hard. That means that over the vacation, you will be expected to complete the following.

1. You are expected to complete TWO VERSES for your group's rap.
2. One of the verses will be an INTRODUCTION. In other words, it will be just like the introduction to an essay. In that intro verse, you should reflect:

• The purpose of the Supreme Court
  
• Why the Supreme Court is important
  
• How the Supreme Court's decisions can affect Civil Liberties.
  

3. You will also be responsible for writing a verse based on one of your cases. Your verse MUST reflect:

• The BASIC FACTS OF THE CASE: Who's involved? What happened? How did the case get to the Supreme Court?
  
• The CIVIL LIBERTIES in question: What amendment? What right?
  
• The OUTCOME AND EFFECTS OF THE CASE: How did the court rule? Did this ruling EXPAND, or LIMIT CIVIL LIBERTIES

4. Please note that each group will lose TEN POINTS for each group member who fails to complete their verses, and bring them to class on January 2 (the day we return from vacation). If you are going to be absent, then email your team-mates. "....is absent, and he/she has the..." is NOT an acceptable excuse.

Here's a link to help you "kick it." Be Creative. Work Hard. HAVE FUN!!!

Dumbing Down?

Click on the link for the article that Follows, and answer the following:

http://www.nydailynews.com/news/2007/12/14/2007-12-14_harlem_principal_gets_a_slap_over_memo.html


1. What is your reaction to the article?
2. What reasons might explain why the Principal sent the memo to the teachers?
3. Would you be happy if you knew that a teacher gave you a "passing" grade, even though you didn't deserve it?
4. Should teachers challenge students to learn, or just help them to pass exams like the Regents, and the State Tests?
5. Do you feel that you are challenged enough academically in your classes? If not, then what should teachers be doing to challenge you more?

Rapumentary Project Day 6

Morning, Campers:

Today's Mission:

Before you leave class today, you MUST email a copy of your work to ME and yourself. My email is MTessler@schools.nyc.gov.


1. You've had time to research AT LEAST two cases. Today's mission will involve those cases and PowerPoint.

2. You will have time today in class to complete a PowerPoint Presentation on your case. Your presentation should contain

• A Background (not plain)
  
• A graphic related to the case you are researching
  
• A short summary of facts of the case
  
• The Civil Liberty (or LIBERTIES) in Question
  
• An explanation of how the OUTCOME of the case INCREASED OR DECREASED CIVIL LIBERTIES
  

3. IF you didn't finish your thematic essay, you will be working on that during class today. It will be due at the end of the period. If you don't finish by the end of the period, you will have 24 hours to hand it in. If you do no work at all on the essay during class, you will choose to take a grade of zero for the thematic assignment.

4. If you're not really familiar with PowerPoint, click on the link for this post. You will be taken to a site that will give you a brief lesson on how to use it.

5. TONIGHT'S HW: Finish your PowerPoint, and email it to me before 11:59 PM tonight.

Extra Credit Post

Hello, everyone:

CLICK HERE and Read the Following Story. Then, answer the following questions.



Is justice being served in this case?
What recourse does the family have?
What lesson is to be learned from this incident?

Rapumentary Day 3

Morning, Campers:

Here's our mission for day 3. You will have until Monday to complete it.

1. Using the information that you have gained from your research of Supreme Court Cases, you will use that knowledge to create an amazing Thematic Essay. This essay will work very well to help you with the PowerPoint section of your project.

2. Here's what you're going to do:

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 eachcase 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.

Links to help you:
1. Use the links in the posts from TRP Days 1, and 2 to help you.
2. Here are links to the scoring rubric, and Outline.

CLICK HERE FOR THE SCORING RUBRIC
CLICK HERE FOR THE ESSAY OUTLINE

Good Luck!

More Cases

Hello, Everyone:

Do you need an additional case to work on? Don't understand the cases given? Want to do more research, or find a more interesting case?

Here's some links related to cases involving students:

http://www.uscourts.gov/outreach/resources/landmark_studentcases.htm

Here's some cases that deal with civil liberties

http://www.acluprocon.org/LandmarkCases.html#table

More SC Cases

What's up, people:

Here are some more cases you can research for this project. These cases specifically speak to the rights of students.

Board of Education v. Pico (1982)
Books may not be removed from school libraries simply because they may be offensive.

Hazelwood v. Kuhlmeier (1983)
Administrators may edit the content of school newspapers.

Bethel School District #43 v. Fraser (1987)
Students do not have a First Amendment right to make obscene speeches in school

CLICK HERE FOR ALL OF THE PROJECT LINKS!

Rapumentary Project Day 2

Good Morning, Campers:

Here's your mission for today.

1. Choose ONE additional case to work on, besides the case you were working on yesterday. Your job is to research, and determine the important information about the case. Specifically, we need to focus on whether or not the case INCREASED, or LIMITED the civil liberties of Americans.

2. When you finish your research, you will make a post to this blog, that provides a SUMMARY of your information. Your summary should contain the information asked for in yesterday's post.

Hopefully, this blog will create a reference for all of us to use as we head towards the completion of TRP (the rapumentary project).

Rapumentary Project Day 1

OK, Everyone:

Here goes!

1. Click here to get started. This will give you a list of links to use, as well as your task for today.

2. By the end of today's class, you will have completed research on at least ONE case.

3. FOR HOMEWORK: Using the information that you gathered from the internet on your case, Compplete the case summary sheet. You will either get a copy of this sheet in class today, or you can download, and print by clicking here.

4. Also, for HW: Click HERE, DOWNLOAD AND PRINT THE CHECKLIST

The Coolest Project...EVER!

We've been talking about it for over a week, so here it is...The coolest project, ever. It's not going to be easy, and will require some SERIOUS teamwork. However, I'm very confident that if we all work hard, EVERYONE will be successful.

I hope to have a hard copy of the project for everyone as soon as possible, once the copy machine is repaired. Until then, however, you can access the information, by clicking on the links below.

Project Requirements: This will tell you everything you need to know. All of the parts, what's involved, and when it's due (December 21)

Rubric for the Project: Find out exactly how you are going to be graded.

Remember. The project is due on the 21st. NO EXCUSES!

Gangs, Tattoos and Symbolic Speech

Carefully READ the information regarding on "Gangs, Tattoos and Symbolic Speech." You can get to the information by clicking on the title of this post, or by pasting the link below into your browser:

http://www.landmarkcases.org/tinker/gangs.html

After you read through the information, complete the exercise below.

You are a member of the Davenport Community School District's School Board. As a board member, it is your job to create and approve specific school policies. With your fellow board members, revise the school's policy prohibiting the display of gang symbols so that it is constitutional.

"Gang-related activities such as display of 'colors', symbols, signs, etc. will not be tolerated on school grounds. Students in violation will be suspended from school and/or recommended to the Board for expulsion. "

Amend the policy to make it less vague.

What specific conduct and symbols would you prohibit?

What guidelines would you provide school officials with to ensure that only those students who were truly advertising gangs would be punished?

Specifically, how would you define "gang"?

What exact symbols would be prohibited?

Which colors/color combinations are gang-related?

Write your amended district policy below.

The 2nd Amendment HW 11/28/07

"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?

How do you think the court should rule?

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

Here's what other kids thought about this issue.

How has the Supreme Court Affected the Rights of Americans?

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.

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.

US History Extra Credit Thematic Essays

Hello, Everyone:

For those of you interested, here are some assignments that you can attempt over the weekend to help boost your grade.

There are three (3) assignments. They are all thematic essays. Each one is worth up to 2.5 points on your GPA (average) for the first trimester. Additonally, they make great pieces for your portfolio.

These assignments must be:

• Typed or Neatly Handwritten in INK
• If you type, it must be double spaced, 12 point font, Times New Roman, or Arial only.
• Handed in NO LATER THAN TUESDAY 11/27

Assignment #1: The United States Constitution not only provides a basic framework of government, but also allows for the flexibility to adapt to changes over time. Write an essay that:

1. Identify two basic constitutional principles and discuss how each principle allows the government to adapt to changes in the United States
2. For each constitutional principle you discuss, describe a specific historical
circumstance when the principle was used to meet the changing
needs of American political, social, or economic life.

Source: http://www.jmap.org/JMAP/IJMAP/USHistory/RegentsExams/0801ExamUSH.pdf

Assignment #2:
Theme: Constitutional Change
Amendments to the United States Constitution have changed our
government and our society.

Task:
Identify two amendments to the United States Constitution and for each:
• Discuss the historical circumstances that led to the adoption of the
amendment

• Discuss how the amendment changed the United States government
and/or American society

You may use any constitutional amendment from your study of United States history.Some suggestions you might wish to consider include the 1st Amendment — personal freedoms (1791), 15th amendment — right to vote (1870), 16th Amendment — income tax (1913), 17th Amendment — election of senators (1913), 18th Amendment — Prohibition (1919), 19th Amendment — suffrage (1920), or 22nd Amendment — term limits (1951). You are not limited to these suggestions.

Source: http://www.jmap.org/JMAP/IJMAP/USHistory/RegentsExams/0104ExamUSH.pdf

Assigment #3:

Theme: Contributions of Individuals to American Life

Throughout the 20th century, individuals attempted to address problems within
American society. Their efforts have had a significant impact on American life.

Task:
Identify two individuals who have had a significant impact on American life
during the 20th century and for each
• Describe a problem in American society that the individual tried to change

• Discuss an important contribution made by the individual to address
this problem

• Evaluate the impact of the contribution on American life

You may use any historically significant individual from your study of 20th-century United States history. Some suggestions you might wish to consider include Upton Sinclair, Henry Ford, Langston Hughes, Eleanor Roosevelt, Jackie Robinson, Martin Luther King, Jr., Betty Friedan, Rachel Carson, Cesar Chavez, and Bill Gates.

Source: http://www.jmap.org/JMAP/IJMAP/USHistory/RegentsExams/0807ExamUSH.pdf

Federalism Mini Project

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 11/14/07 - Federalism

Based on today's class about Federalism...

Do you think the balance of powers is fair to the states and to the Federal gov’t? Explain in a composition of no more than 100 words.

Here's a link to help you, if you're not sure what Federalism is all about.

http://regentsprep.org/Regents/ushisgov/themes/government/federalism.htm

Tonight's HW 11/9/07

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 11/8/07 - Reflection on the Amendments

Hello, Everyone:

Excellent job on the Amendment charts.

Listed below are a series of questions about the amendments. Use the questions to write a brief summary of what you've learned from the Amendment activity.

• What reasons might explain why these amendments were passed?
  
• How do these amendments expand the Constitutional Rights of the American people?
  
• In what ways do these amendments RESTRICT people's rights?
  
• Which THREE amendments do you believe are the MOST important?
  

Due Tomorrow!

Notes for the Amendment Mini-Project

What is up, people:

Here are some good sites to find out information on the Amendments.

http://www.usconstitution.net/constkids4.html - Explains how the whole thing works.

http://www.usconstitution.net/constamnotes.html#Am13 - Gives you a history, and rundown of the amendments. It briefly discusses why each one is important. Scroll down the page for more information.

Tonight's HW 11/5/07

Due by Wednesday 11/7/07

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:

1. What your proposed amendment is about.
2. 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.html

Thank you for hard work. Looking forward to your responses.

Blog Assignment 11/01/07

This assignment is due Monday.

Step 1: Based on the issues we discussed in class today, click on each of the links below to learn more about them. Carefully read the information contained at each site.

Gun Control

Death Penalty

Student Free Speech

Subway Searches

Step 2: Answer the questions below. Your responses should be at least three sentences, but no more than 5 sentences long.

• Do you think the death penalty should be used on people under 18, or does that violate the bill of rights?
  
• Do you think that people should be able to buy assault weapons, like machine guns?
  
• Should the police be allowed to search people's bags in subway stations to prevent terrorism?
  
• Should schools have the right to punish students for behavior that happens outside of school?
  

Looking forward to hearing what you have to say. See you Monday!

Bill of Rights HW 10/31/07

Hello, Everyone:

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.

See you in school tomorrow!

"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?"

Homework 10/16/07

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.

Notes on Ratification

RATIFICATION DEBATES:
Immediately following the Constitutional Convention the delegates to Philadelphia brought the newly crafted Constitution to their home states for ratification (or approval). Most states held special ratification conventions, with elected officials representing counties or regions throughout the state. The New York ratifying convention was held in the city of Poughkeepsie.

While many of the smaller states quickly ratified the new Constitution, the debate in the two largest and most important states, New York and Virginia, raged on for months. The debate in New York was particularly divisive. The Constitutional supporters, the Federalists, took the debate into the public forum of the press, publishing a series of pro-ratification essays collectively known as the Federalist Papers. While the Federalist Papers were simply signed "Publius" they were the work of Alexander Hamilton, James Madison and John Jay and they still stand today as some of the greatest commentary on the meaning and intent of the Constitution's chief authors.

The Anti-Federalist opposition to ratification was strong and while all of the states eventually accepted the new government, states such as Virginia and Massachusetts did so only after attaching recommendations concerning the addition of a Bill of Rights. The first 10 amendments to the Constitution were added soon after ratification and became the U.S. Bill of Rights and stand as the Anti-Federalists greatest contribution to the Constitution they so opposed.
/Users/901/Desktop/feds_antifeds2.gif

Tonight's HW 10/12/07

Here's tonight's HW assignment:

1. READ: The handout you were given in class today. You'll be reading pages 70-74. Since these are yours, feel free to highlight, annotate, etc.


2. When you're done reading, complete the following:

a. "Terms to Know" on p. 70
b. "Reviewing and Using" p. 74. You are only responsible for completing numbers ONE, FIVE AND SIX (that's 1, 5, and 6).

Due Monday.

Keep up the good work!

Exam Review Notes

Foundations of US Govt
Influences
1. Enlightenment Thinkers: (J-Locke)
a. Power from THE PEOPLE
b. PEOPLE have RIGHTS
c. POWER must be SEPARATED
i. 3 BRANCHES

2. Colonial Gov’t
“MC HOB NET M”
a. Mayflower Compact
b. House of Burgesses
c. New England Town Meeting
IMPORTANT! PEOPLE P.I.G. (participate in gov’t)

3. American Revolution
a. D.O.I. – Jefferson wrote it
i. People’s rights being abused
ii. Gov’t must be removed

4. Articles of Confederation (AOC)
a. 1st US Gov’t – Didn’t Work
i. States have too much power

5. CONSTITUTIONAL CONVENTION
Created NEW Gov’t
Needed COMPROMISE to get it done
a. GREAT COMPROMISE
i. 2 houses of CONGRESS (makes laws)
ii. Senate (2 per state)
iii. H.O.R. (based on population)
b. 3/5
i. 3/5 slaves could be counted for representatives and taxes
c. COMMERCE
i. Over Control of Trade
ii. Southern and Northern States
iii. Federal gov't gets the power to control trade, but...
1. No Tariffs (TAXES) on exports
2. Slave trade ends 1808

Constitutional Foundations Study Guide

Good Review site:
http://regentsprep.org/Regents/ushisgov/themes/government/index.htm

30 Short Answer: 10 Vocab, 20 M/C
1 Essay
People, Terms and Concepts
• Articles of Confederation
• Mercantalism
• Declaration of Independence
• Great Compromise
• Enlightenment
• Three-Fifths Compromise
• Common Sense
• John Locke
• Thomas Jefferson
• John Peter Zenger Trial

Multiple Choice:

• What was important aboutr the Mayflower Compact, Va. House of Burgesses; What are they examples of?
• What were the differences between the Va. Plan and the NJ Plan?
• What was John Locke’s theory of natural rights?
• Who had a big influence on Thomas Jefferson, and what he wrote in the DOI?
• What are the basic ideas stated in the DOI?
• How are the DOI and Bill of Rights similar?
• What’s the fundamental purpose of gov’t?
• What did the Great Compromise do? What issues did it settle?
• How did the AOC work?
• Why was the AOC unsuccessful?
• Why was Common Sense Important?
• Why was the John Peter Zenger trial important?
• How did Mercantalism work?

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 Cold War problems from your study of United States history. Some
suggestions you might wish to consider include, but are not limited to:

• Representation in Congress
• Slavery
• Taxation


Resources:

Chapter 4 (p 20-34) of the BLUE Review Books (the big handout from class),

Textbook Chapter 4

Regentsprep.org – follow the links for Government.

Fdmurphy.com – follow the links for essay writing

Socialstudieshelp.com

Assignments 10/1-10/5/07

For the upcoming week, I have listed a tentative set of
assignments. Hopefully, this will help both students and parents to
plan their study and homework sessions accordingly.

Monday: Read pp. 140-144 in Textbook. Complete "Terms and Names,"
and "Critical Thinking" #4 on p. 144

Tuesday: Reading of an in-class handout pp. 50-56. Complete "Review
and Using the Lesson" p. 52 (#1 only) and p. 56 (#1 and #3).

Wed: Blog Assignment: Was the 3/5 compromise the best possible
solution to the issue of slavery?

Thu/Fri: To Be Determined.

In addition to these assignments, our first exam is tentatively
scheduled for Friday October 12th. The exam will cover the
foundations of America's government, from colonial times through the
constitutional convention. It will consist of roughly 25-30 short
answer questions, and one essay question.

The following website has all of the material that will be on the
exam:
Regents Prep

Blog Assignment #7 - Can you trust the Federal Gov't?

The Articles of Confederation, the first government of the United States, was set up with very little power over the states. This was done as a result of a fear, or distrust of a strong central government. This likely came from the colonist's experiences under Britain in the 1760's.

Today, many people continue to distrust the Federal Government. In your opinion, is this distrust justified? Or, is it OK to trust your federal government?

Reflect on this question, and write a reaction of at least 50, but no more than 100 words.

Looking forward to hearing from you.

Blog HW Assignment #6 - "Tasered"

TASERED

http://www.youtube.com/watch?v=Swg4E2FzTzE
democracynow.org

http://www.youtube.com/watch?v=pkjyKDtbCcI
cnn

http://www.youtube.com/watch?v=-JHfW1zDMSQ
first advocate

http://www.youtube.com/watch?v=Awxc6Yq7YJc
dennis miller

http://www.youtube.com/watch?v=-HikH0jjp6s

bill oreilly

http://www.youtube.com/watch?v=9QTr-UPpqfA

hardball

http://www.youtube.com/watch?v=c_IexfMaDXc
wolf biltzer


http://www.youtube.com/watch?v=5QnEs7QOYE0
last advocate



Watch all the videos.

How are they different?
What does the public have to say about this event?
How does the article distributed in class differ from the videos?
What really happened?
Which of the above video clips seems to be the most accurate?

Where do we get our news from?

How are individuals supposed to express anger at the elected officials?

Here's what other high school students think about this situation. Click to see their thoughts

HW 9/18/07

Democracy means "rule of the people." In other words, people are the source of power in this form of government. People in a democracy use thier power when they vote.

Here's a question to consider. Write a reflection of at least five, but no more than eight sentences based on this question.

What reasons might explain why people have been denied the right to vote?

If possible, please use specific examples.

Remember, ANONYMOUS POSTS WILL NOT BE COUNTED. You must sign your name somewhere, preferably at the bottom of your post. You must write your first name, last initial, and class period.

See ya tomorrow!

Extra Credit Blog Assignment

Go to the following article

http://www.nytimes.com/2007/09/11/nyregion/11councils.html?_r=1&ref=education&oref=slogin

Read the article carefully.
Post a response to the following questions.

1. Who has jurisdiction, or authority over the school discipline code?
2. Are students "rights" being violated?
3. How can rules and laws be changed?

NO CREDIT WILL BE GIVEN FOR ANONYMOUS POSTS! You must identify yourself

Tonight's HW 9/17/07

Tonight's HW:

Here are the terms for tonight's HW. Remember, for each one, you have to
1. Write a brief definition or description.
2. Discuss its purpose
3. State why the person, term, or concept is important.

You should write at least three, but no more than five sentences for each term.

The terms:

1. John Locke (he's a person)
2. Virginia House of Burgesses
3. Mayflower Compact
4. Declaration of Independence
5. Articles of Confederation
6. Northwest Ordinance
7. Constitutional Convention
8. Great Compromise.

You should find all of the information you need in your hand-out. If you want, or need more info, feel free to click on http://regentsprep.org/Regents/ushisgov/themes/government/index.htm for more information. Follow the links on the right hand side of the page to help you.

Blog Assignment # 3 - 9/11 Illness

Please click on the link below (or the posting title) and read the article that follows.

http://www.nytimes.com/2006/09/06/nyregion/06health.html?ex=1315195200&en=555a379d601bc494&ei=5090
After you read the article, write a reflection, based on the following questions:

How has money played a role in the care of 9/11 cleanup victims?
Who is at fault for the illness?
What changes in finance need to be made to correct the problem?
Is health care a federal, city or individual responsibility?

Mr. Walter Brown, a teacher at the Queens High School of Teaching, has a senior government class that is working on the same assignment. Click on the link below to access their class blog, and see what his kids had to say.

http://qhst-seniors.blogspot.com/2007/09/911-illness.html

See you Tuesday!

A Word About Posts

Hello, Everyone:

Just a short note about posting.

1. Posts are not IM's, or texts. They are serious pieces of writing. It is a homework assignment. Please write the same way you would when you are turning in a composition for grading.

2. PLEASE sign your name, and class period to your post. It will make it much easier for me to determine who is who, and give credit to the people who deserve it.

3. Avoid using your last name. Your First Name and last initial, as well as your class period will be just fine.

4. Please avoid multiple postings of the same posts. Posts are moderated, which means I have to approve them before they go on the blog. That's why you won't see it right away. It doesn't mean that I didn't get it. If you sent it, I'll get it.

Thanks!

Blog Assignment #2 - What does it mean to be an American?

Hello, Everyone:

Here is your assignment for this weekend. I think you will find it to be helpful as you complete your project "What America Means to Me."

Here's what you have to do.

1. Click, or copy this link into your browser. You can also access the article by clicking on the title of this post.

http://www.usatoday.com/news/nation/2006-07-02-americans-cover_x.htm

2. After you access the article, please read it carefully.

3. After you read the article, post your response to the following question:

"What does it mean to be an American?"

4. Make sure your post is at least 50 words long, but no more than 100.

5. Please spell check your post before sending. Thanks!

See you Monday!

Blog Assignment #1: THe Human Barometer

Think about the "human barometer" exercise we completed in class today. Then, using the questions to guide you, complete a reflection on that activity.

How did you feel?
What emotions did you experience?
What surprised you?
What, if anything made you angry?
How will this help you to do things differently now? What will you change?

Please be open, and honest. Your response should be at least 40 to 50 words. You'll probably write more, and that's OK, too.

DBQ Homework Assignment

Hello, Everyone:

Here's your assignment:

1. Go to the following link, and download the August 2005 Regents Exam

http://www.nysedregents.org/testing/socstre/ushg-805.pdf

2. After you download the exam, answer the DBQ Questions.

3. Create an outline for your DBQ essay, using the block outline we have discussed in class.

Good luck!

Cold War Test Study Guide!

Test Date: Monday May 13th
HELP CLASSES will be given!

Vocabulary: About 10-12

· Containment
· Détente
· McCarthyism
· Cold War
· Iron Curtain
· Marshall Plan
· Truman Doctrine
· Berlin Airlift
· Gulf of Tonkin Resolution
· NATO
· Bay of Pigs
· Cuban Missile Crisis
· H.U.A.C.

Multiple Choice: About 20

How were the Red Scare after WWI, and McCarthyism SIMILAR to each other?
What the TRUMAN DOCTRINE, MARSHALL PLAN, and EISENHOWER DOCTRINE all had in common
WHY did the Cold War take place?
What was the constitutional issue with the Vietnam War and Korean War (hint: was war ever declared?)
How did America’s foreign policy change after WWII (hint: what is NATO?)
How did the US try to stop the spread of communism in Europe?
Why did President Truman dismiss General MacArthur during the Korean War?
What was the purpose of the WAR POWERS ACT?
What has been the aim of America’s foreign policy THROUGHOUT its history?
What was a RESULT of the GULF OF TONKIN resolution?
What caused the Bay of Pigs invasion, Cuban missile crisis, and building of Berlin Wall?
What was a major result of the Korean War?
How are the Korean War, Vietnam War, and Persian Gulf Wars all similar (no declaration of war).
What was the main reason for the Marshall plan?
Why did the US become involved in Vietnam?
Reason for HUAC investigations
GOAL of the policy of Containment
Why did the relationship between USSR and US become strained after WWII

Thematic Essay: Cold War (from the August 2005 Regents Exam)

Following World War II, the United States and the Soviet Union were engaged in
a conflict that became known as the Cold War. The Cold War created problems
that the United States addressed with specific actions. These actions had varying
degrees of success.

Task:

Identify two problems faced by the United States during the Cold War and for
Each

• Explain how the problem led to conflict between the United States and the
Soviet Union (Give the reasons why this problem led to conflict)

• Describe one action taken by the United States in response to the problem (tell us about the action; don’t just say what it was! How did it work? What happened?)

• Evaluate the extent to which the action taken was successful in solving the
problem (how successful was the action? Why?)

You may use any Cold War problems from your study of United States history. Some
suggestions you might wish to consider include the postwar economic upheaval in Western
Europe (1945–1947), Soviet takeover of Eastern Europe (1945–1948), threat of Communist
takeover in Greece (1947), Soviet blockade of Berlin (1948), nuclear arms race (1950s–1970s), and placement of Soviet missiles in Cuba (1962)

Resources:
Chapter 9 (p 90-99) of the BLUE Review Books, p. 108, 112 of the BLUE Book (for Bay of Pigs, Vietnam)

Textbook Chapter 26

Regentsprep.org – follow the links for Foreign Policy/Cold War

Fdmurphy.com – follow the links for essay writing

Socialstudieshelp.com

HW Assignment 5/8/07

Internet Assignment.

You will need to have internet access to complete the assignment. If you are reading this, then you have internet access.

Here is what you need to do:

1. Click on the link below for "The Vietnam War: A Study in Photographs"

http://www.archives.gov/education/lessons/vietnam-photos/

2. Follow the webpage down, and click on the links for the pictures related to the war.

3. Choose THREE PICTURES, and complete a PHOTOGRAPH ANALYSIS WORKSHEET for each picture. The link is also listed below.

http://www.archives.gov/education/lessons/worksheets/photo.html

Due Thursday

Extra Credit Part II

http://qhst-seniors.blogspot.com/2007/04/privacy-vs-safety-on-campus.html

Click on the link above. Post a creative, thoughtful comment. Make sure it is checked for spelling, and grammar.

NO CREDIT FOR ANONYMOUS POSTS! If I don't know who did it, you don't get credit!

Worth up to 2 points on your final semester grade!

Tonight's HW 5/1/07

DUE DATE THURSDAY 5/03/07

Counts as a quiz (25 pts)

Review Chapter Section 3 in your textbook.

Complete "Alternative Assessment" #1 on p. 837

Due Thursday!

Cold War Notes

Become an expert on the Cold War!

Impress your teachers!

Be the smart, popular kid that everyone looks to for the answer!

Here's some links to some of the topics we'll be covering in the next couple of days.

http://www.socialstudieshelp.com/Lesson_97_Notes.htm

http://www.socialstudieshelp.com/Lesson_98_Notes.htm

http://www.socialstudieshelp.com/Lesson_99_Notes.htm

http://www.socialstudieshelp.com/Lesson_100_Notes.htm

http://www.socialstudieshelp.com/Lesson_101_Notes.htm

http://www.socialstudieshelp.com/Lesson_102_Notes.htm

http://www.socialstudieshelp.com/Lesson_103_Notes.htm

Know it. Learn it. Live it!

Homework Assignment 4/23/07

The Cold War

Click on the picture, or on the heading of the blog post to access the documents you will need for the assignment.

Based on the documents...

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?"

Your posts must be spell-checked! I am looking for some really deep thinking here. Don't give one-word answers!

Understanding the DBQ

Part of knowing what to write on a DBQ is knowing what you are being asked to do.

Here's some information about the words used on DBQ essays, to help you understand what you are expected to produce. This information comes from the website www.fdmurphy.com


Analyze. Here you break something down into parts in order to understand it. A coach may play a tape of a game and analyze specific plays by running them over an over.

Analyze the reasons for the United States involvement in Vietnam.

Compare. When you compare, you are looking for similarities in separate issues or occurrences. Parents will often compare their children to look for common behavior patterns.

Compare the long-range causes of WWI and WWII

Contrast. Show the differences between two things. You may wish to contrast your recent performance with that of your friend, who is failing a certain class.

Contrast the beliefs of Hinduism and Islam.

Define. Here you tell exactly what something is. It can be as simple as word definition like peninsula, and as complicated as the definition of racism.

Define the term Totalitarianism.

Describe. When you describe, you tell about the parts of something. You can describe how a car looks, or you could describe the causes of WWII.

Describe the key factors that lead to global warming.

Develop. When you show development, you show how something came about; how it grew and came to be. When you develop an argument, it grows because of the specific things that you wish to say. (The difference between seed and a flower.)

How did the Jim Crow Laws develop in America?

Discuss. When you discuss, (rather than yell or become belligerent), you formulate an argument around certain well thought facts, details and reasons. These are the bricks in your wall. Without them, your argument is literally transparent.

Discuss the reasons for the American Revolution

Evaluate. Once you have presented facts, details, opinions, then you are able to evaluate the strength of your information. You can evaluate a teacher’s performance, but it would be unfair to do so after the first ten minutes of your first class. It would be equally unfair
to be evaluated for a marking period because of a grade on one homework assignment.

Evaluate America's success in the war on terrorism

Explain. Give reasons for something. Demonstrate what something is or how something works. Explaining why the sky is blue to a child is difficult.

You can explain how the system of Mercantilism worked.

Show. Make information presentable to someone. You can show how a vacuum cleaner works, and that would be easier than describing how it worked.

Show how Napoleon made errors concerning his invasion of Russia.

Cool Thing to Do!

A good friend of mine coaches baseball @ Queens High School of Teaching.

On Thursday April 19, they're playing a "home" game at Alley Pond Park.

Game starts @ 4PM. Anyone interested in going to check out the game, let me know!

Spring Break Assignment

Start it now, and save time over the break!

Over this spring break, I will asking that you complete a DBQ essay on the United States' reaction to the start of WWII.

Here's what you have to do:

After World War I, events in Europe caused the United States to review its foreign
policy. This review led to controversies between those who supported a return to
isolationism and those who wanted to see the United States take a more active role
in world affairs.

Using information from the documents and your knowledge of United States
history, answer the questions that follow each document in Part A. Your answers to
the questions will help you write the Part B essay in which you will be asked to

Discuss United States foreign policy toward Europe prior to World War II. In
your discussion, include the arguments used by those who supported isolationism
and those who were opposed to it.

The essay comes directly from the June 2005 Regents Exam. For the DBQ's and the essay CLICK HERE.

Essays may be typed, emailed, or neatly handwritten. The assignment is due ON WEDNESDAY APRIL 11, 2007. NO EXCEPTIONS. NO EXCUSES! Any papers not turned in at that time will receive a grade of ZERO.

If you choose to email me the essay, you must save it as a document first. I will not accept essays inside of an email.

CLICK HERE for a rubric to guide you as you write the essay!

World War II WIKI

http://en.wikipedia.org/wiki/Causes_of_World_War_II

Very in-depth. Great background info for a DBQ Essay

Homework Assignments 3/26 and 3/27

Hello, Everyone:

In case you missed them, here are the HW assignments for today 3/26, and tomorrow 3/27.

Tonight's HW: READ Chapter 24 section 4. Complete "Terms and Names" and "Critical Thinking: Evaluating Decisions (#3)" on page 763.

Tomorrow's HW: "Terms and Names" p. 764, and "Main Ideas" #7, and #8, on page 764

REGENTS REVIEW SITE - START STUDYING NOW!!!

http://www.edusolution.com/regentsquiz/ushistorypackage/index.htm

Don't Wait Until June!!

Start Studying NOW!!

Don't say you weren't warned!!!

Homework 3/21/07

1. READ Chapter 24 Section 1 (pages 734-741)
2. Complete: Terms and Names, p741
3. Complete: "Analyzing Political Cartoons" p.740

This assignment will be graded as a 20 point quiz!

Notes on Isolationism

Just in case you were absent today...

ISOLATIONISM

What? BELIEF that the US should stay out of foreign affairs

When? 1920-1941

Why?
People not happy with results of the war
Believed US couldn’t be attacked
US superior to other nations

How?
Not joining the League of Nations
High Tariffs on European Goods
Limited Immigration
Washington Naval Conference 1921
a. US agrees to limit the size of its navy

Effects
Destroys trade w/other countries
Leads to Great Depression
Leads to anti-immigrant feelings
LEADS TO WWII - US was the only nation with the power to stop Germany, Japan and Italy, but did nothing about it.

Tonight's HW

Based on our class discussion today...

Was the policy of ISOLATIONISM good, or bad for the United States? Explain your answer in a post of AT LEAST 75 Words.

Please CHECK SPELLING AND GRAMMAR before posting. Thank you!

Isolationism

The next part of U.S. Foreign Policy that we will be researching is called Isolationism. Basically, what that means is...

Following our involvement in World War One, the United States entered a nearly two decade long period of isolation from world affairs. The result was not only a rejection of leadership and membership in international organizations, but a restricting of our borders and an anti-foreign feeling among society

Here are some links to help you learn more about this part of US Foreign Policy:

http://regentsprep.org/Regents/ushisgov/themes/foreignpolicy/isolation.htm
http://www.socialstudieshelp.com/Lesson_75_Notes.htm

This is a very short unit, and should only take a couple of days. After that, we jump into WWII.

What are YOU Willing to Work For

As we start the 3rd trimester of our first year at WJPS, we've made some significant progress. We've still got a ways to go, however. We won't get to where we have to be without hard work.

Your assignment: What are the things that you are willing to work hard for?

Good Study Links!

Here are some good places visit to study not only for this test, but for all of the topics we'll be looking at, and for regents prep!

The link below will take you to a bank of about 12 questions that have to do with the US entry into WWI.
http://regentsprep.org/Regents/core/questions/question.cfm?Course=USHG&TopicCode=5a&QNum=1&Wrong=0

Great all-around study site, for all subjects!
www.regentsprep.org

WWI Notes - Will be very helpful for your essay!
http://www.socialstudieshelp.com/Lesson_72_Notes.htm
http://www.socialstudieshelp.com/Lesson_73_Notes.htm
http://www.socialstudieshelp.com/Lesson_74_Notes.htm

World War I Study Guide

World War I Study Guide:

Exam Dates: Day 1: Thursday March 15

Day 2: Friday March 16

Day 1: Multiple Choice and Thematic Essay

Day 2: DBQ, DBQ Outline, and Essay

Multiple Choice: approximately 10 vocab questions, 20 m/c (A, B, C, D) questions

Thematic Essay Topic: Supreme Court Cases Concerning Constitutional Civil Liberties
Task: Using the case of Schenck 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?)

DBQ – Topic: Why did the US enter WWI?

Will be VERY similar to the assignment we did in class, and the essay you were already assigned

You’ll have about 5 DBQ’s to answer. Each document will relate to the US’s entry into WWI.

After you finish the DBQ’s, you’ll have an outline to complete

After the outline, you’ll write your essay.

Has to have intro, conclusion, and body paragraphs

Answer MUST make reference to the document(s) (ex: “in document 1, it shows that the US was exporting nearly 2 billion dollars to Britain by 1916.”

Vocab	Multiple Choice	Thematic	DBQ
Militarism Alliances Imperialism Nationalism Lusitania Zimmerman Note Espionage/Sedition Acts 14 points	The effects of the “clear and present danger” test from Schenck vs. US The US policy at the start of WWI. Can the government limit your civil rights during wartime? What was the purpose of the 14 points? Why did the US Senate object to the Treaty of Versailles What was the IMMEDIATE cause (“trigger) of WWI? How did President Wilson persuade Congress to enter WWI? What was the purpose of the League of Nations? WHEN did the US enter the War? WHO were the members of the Allies/Central Powers?	Schenck vs. US (1919) Supreme Court Case Information can be found on pages 602-603 of your textbook.	Review the reasons why the US entered the war. Submarines Spies Sales (exports) Democracy

Tonight's HW: Civil Liberties and the War on Terrorism Periods 2 and 5 Only

Think about the current war on terrorism. Do you think that your freedoms are being limited during this war?

Explain why or why not in a post of at least 100 words.

Friday's HW (Hour 2 and Hour 5 ONLY)

Sorry for the late post. Anyway, if you didn't get the HW yet, here it is...

Hour 6 classes, you are in the process of writing the DBQ essay on the causes of WWI. Hope you will have it by Monday!

Hours 2 and 5, based on our lesson Friday...

What is more important; your rights and freedom, or the safety and security of your country?

You may post your reply here, or handwrite it (posts are preferred, but not necessary to receive credit). Please write at least 125 words.

"The Art of Persuasion" World War I Poster Project

Due Date: Tuesday March 4, 2008

Background: HUGE promotions in 20 major cities, expensive ads in over 10,000 magazines; millions of posters in every corner of the country. Nike vs. Reebok? Coke vs. Pepsi? Nope.

Try World War I.

In April 1917, when President Wilson announced he was sending U.S. soldiers to fight in Europe, he was afraid the people would not support his decision. To help sell the war, he set up the Committee on Public Information, which produced a bunch of posters for the war effort. The goals of these posters were to convince people to support the war by:

1. Buying “Liberty Bonds.” A bond is basically a loan that people that make to the government. When you buy a bond, the money goes to the government. In a few years, after the bond “matures,” you get more money than you paid for it.
2. Conserve food for the soldiers. People were encouraged not to waste food, and to limit their consumption of certain foods (wheat, meats).
3. Join the Armed Forces

Task: Imagine that you are alive during World War I, and are working for the Committee on Public Information. Your task is to design and draw a poster that will convince people to support the war effort. You can design a positive cartoon supporting your side, or a negative cartoon against the other side. Your poster should use pictures and words to get its message across. Listed below are websites where you can see samples of different posters.

http://www.firstworldwar.com/posters/usa.htm: 42 pages of posters from WWI.
http://www.authentichistory.com/images/ww1/ww1_posters/Poster21.html: 4 pages of some really cool posters.
http://www.archives.gov/education/lessons/sow-seeds/#documents: These posters relate to conserving food for the soldiers.
http://www.ouboces.org/tclc2002/projects/CoynBorhau/lesson01.htm Examples of actual posters created by students. I think you can do better!

Here's the rubric which will explain how you will be graded. If you have any questions, you can email me at MTessler@schools.nyc.gov. Good Luck!