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

HW Assignment #14 - 10/13/09

READ Chapter 5 Section 1 in your textbook (pp. 132-137)

Complete: Terms

John Dickinson * Articles of Confederation * republic * Land Ordinance of 1785 * Republicanism * Northwest Ordinance of 1787 * Republican Motherhood
Questions:

1. Why do you think that the states guaranteed the specific rights of freedom of speech, religion, and the press?
2. List the powers given to the Article of Confederation government. What were its shortcomings?
3. What was the difference between the Land Ordinance of 1785 and the Northwest Ordinance of 1787?
4. List the three requirements or stages for a territory to become a state.
5. What foreign relations problems did the Confederation Congress face at the end of the 1780s?

TEST FRIDAY 10/16

Our First "REAL" exam will take place this Friday October 16th.

CLICK HERE for the information that you should review in order to successfully complete the exam. All of the information is there. We will also spend some time in class going over the information as well.

You are allowed to bring one (1) post-it with you to the exam. On that post-it, you may HANDWRITE as much information as possible, which you think will help you to be successful on the exam.

Here's the format.

25 Multiple Choice Questions.

1 Thematic Essay.

Assignment #13 DUE TUESDAY October 13th

CLICK HERE. Download, and Print the guide to the video "Road to Revolution (we will be watching in class Thursday and Friday).

Here's what you have to do. There are three parts to the assignment.

PART ONE:

Answer the following questions:

Think about the different viewpoints of the British and the colonists before the American Revolution.

1. Did all colonists consider themselves Americans?

2. Did all colonists support the revolution and independence from Britain?

3. How did the British feel about the colonists in America?

PART TWO: READ The Quotations on pp. 2-3 of the video guide. SELECT THREE OF THE Quotations for which a source is given. Paste those links into your browser, and read through the sources.

PART THREE: Briefly describe each of three quotations you picked, and then choose one to rewrite in their own words. Your writing should reflect the important points of the original primary source, as well as the general sentiment of the writer.

This assignment is worth 30 points...Here's how you'll be graded:

30 points: Students identified and analyzed several quotations from the period, explaining what events and sentiments they reflect from the revolution; developed a thorough, engaging rewrite of the primary source that reflected the main ideas and sentiment of the original document; clearly described various sentiments of American colonists.

20 points: Students identified and analyzed a few quotations from the period, explaining what events and sentiments they reflect from the revolution; developed a clear rewrite of the primary source that reflected the main ideas and sentiment of the original document; clearly described a few of the different sentiments of American colonists.

10 points: Students did not identify or analyze any of the quotations from the period, or explain what events and sentiments they reflect from the revolution; developed a vague or inaccurate rewrite of the primary source that did not reflect the main ideas and sentiment of the original document; did not describe any of the different sentiments of American colonists.

Good Luck!

Assignment #13: Due Date Wednesday 10/7

Please complete the thematic essay, as previously discussed in last week's class. Please check the link for "Assignment #9" for information.

Assignment #12: Due Date Tuesday 10/6

It's 80's Night!!!

WATCH THE VIDEOS and Listen to the Songs! Read the lyrics, too!

Separate Ways (Worlds Apart) - Journey LYRICS

We're Not Gonna Take It - Twisted Sister LYRICS

Based on these two 80's Classics...

Imagine you were a colonist living in America following the French and Indian War. Which song would best describe your feelings towards the British Government? Why?

Post your responses here.

10/01/09 - In Case You Missed It!

HW Assignments Week of Sept. 28th-Oct 2nd

Hello, Everyone:

Here's a breakdown of the assignments for this week. Click on the links for the assignments.

1. Assignment #9 is due Wednesday

2. Assignment #10 is due Friday

3. Assignment #11 is due Monday October 5th

Assignment #11

READ Chapter 4 Section 2 in the RED TEXTBOOK

COMPLETE the Following Questions:

1. What was the significance of the Battle of Bunker/Breed's Hill?
2. What was the Olive Branch petition and what was King George III's response to it?
3. Describe the role of Thomas Paine in the American Revolution and explain the impact of his pamphlet, Common Sense, on the American movement toward independence.
4. What reasons did Thomas Jefferson give to justify revolt by the colonies?
5. Explain the connection between John Locke's contract theory of government and Thomas Jefferson's Declaration of Independence.
6. Why do you think that when Jefferson borrowed Locke's ideas, he changed the rights of man from life, liberty, and property to life, liberty, and the pursuit of happiness?
7. Which groups in colonial America tended to be Loyalists and which tended to be Patriots?
8. How did the Loyalists thinking differ from that of the Patriots?
9. On whose side did the following groups fight and why -- African slaves, Quakers, Native Americans?

Chapter ID's:

* Second Continental Congress	* social contract theory
* General Thomas Gage	* Thomas Jefferson
* Bunker/Breed's Hill	* Declaration of Independence
* Olive Branch Petition	* unalienable rights
* Thomas Paine	* Patriots
* Common Sense	* Loyalists
* John Locke	* These are the times that try men's souls.

Assignment #10

HW Assignment #10 - Due Friday October 2nd

Read Chapter 4 Section 1 in the RED TEXTBOOK (pp. 94-101), and complete the following:

Questions:

1. What were some of the changes made in British taxation of the American colonies after the French and Indian War?
2. What were the provisions of the Stamp Act? Why was this law distinctive from the other laws passed during the Grenville administration?
3. Describe the legal, financial, and social factors connected to the American resistance to the Stamp Act?
4. How did the issuance of writs of assistance contribute to the constitutional conflict over the Stamp Act in Massachusetts?
5. Why did Americans resist the trade tax imposed on them by the Townsend Acts even though it was an external tax?
6. Explain the meaning of the "propaganda" and use the Boston Massacre as an example of the employment of propaganda by patriots in Boston.
7. What were the causes of the Boston Tea Party?
8. What did King George set out to achieve when he disciplined Massachusetts?
9. What were the major issues addressed by the First Continental Congress?
10. Why were the opening shots fired by the Minutemen at Lexington and Concord referred to as the shots heard 'round the world?

Chapter ID's

Stamp Act (1765)	* Committees of Correspondence
* Samuel Adams	* Tea Act (1773)
* Sons of Liberty	* Boston Tea Party
* Patrick Henry	* Intolerable Acts (1774)
* Declaratory Act (1766)	* quartering of troops
* Townsend Acts (1767)	* martial law
* spinning bees	* First Continental Congress
* Crispus Attucks	* Minutemen
* Boston Massacre	* "shot heard 'round the world"

Tonight's HW #9

Hello, Everyone:

Please note that this is NOT a NEW Assignment. However, it is a reminder of the assignment that was given last week during the Academic Lab Classes.

You are responsible for:

1. Test Corrections

2. Thematic Essay from the January 2008 Regents

CLICK HERE for the original assignment.

HW Assignment #8 Due TUESDAY Sept. 29th

CLICK HERE for the assignment "Democracy in the Colonies."

Print the assignment, and complete the chart.

HW Assignment #7

1. View the following presentation, and take notes.

2. Think about what life would be like in a state of nature. Based on the presentation, your HW from last night, and what we did in class today, complete the following assignment:

Draw a cartoon, that illustrates what life might be like in a state of nature. Use your cartoon to illustrate why we need government.

But, Mr. Tesler...I CAN'T DRAW!!!

If you can't, or choose not to draw, you may elect to complete a ONE PAGE COMPOSITION (@ Least 350 words) that:

DESCRIBES what life might be like in a state of nature

DISCUSSES the need for government

Academic Lab Assignment - Due NEXT WEDNESDAY 10/1

Based on our class today, here is your assignment for next week.

1. CLICK HERE. Download and print a copy of the January 2008 Regents Exam. This is the Regents exam that you used for the diagnostic.

2. Complete TEST CORRECTIONS for all of the questions that you got wrong. In order to get credit for test corrections, you must:

• copy the entire question
• write out the correct answer choice

3. Complete the THEMATIC ESSAY on page 12 of the Regents Exam. This is the essay that we outlined in class today.

You have a week to do it. All students in my first and third period classes are responsible for this assignment.

Tuesday's Class Notes - In Case You Missed Anything!

Assignment #6 - DUE THURSDAY 9/24

CLICK HERE. Listen to the lecture, carefully and take notes. You can Use the following OUTLINE to help you organize your ideas.

After you complete the lecture, and your notes, answer the following questions.

1. Identify what was said in the following documents:

a. The Magna Carta

b. The Petition of Right

c. The English Bill of Rights

2. In your own words, discuss the IMPORTANCE of each document you identified in Question #1.

3. In your own words, explain how these documents influenced the growth of Government in America.

YOU MUST TURN IN YOUR NOTES as well as the Questions!

GEM Assignment - "Strained Relations"

Hello, Everyone:

As promised, with the Jets' victory (and the NY Giants' exciting victory), there is no "assigned HW." However, for those of you with the desire to "GO THE EXTRA MILE," here's what you can do!

CLICK HERE. Watch the Video that follows. TAKE NOTES on the Video. CLICK HERE. Download and print the "podcast form." Complete the form and turn it in on Tuesday, along with your notes.

HW Assignment #5 9/17/09 (Due 9/18)

READ Chapter 3, Section 4 "The English Colonies Emerge" pp. 85-91

COMPLETE the following

1. How was the French Empire in North America unlike the British Empire there?
2. Describe the French movement into the Mississippi Valley and connect that development to the future French and Indian War.
3. What were the causes of the French and Indian War?
4. Why did Britain win the French and Indian War?
5. What were the provisions of the Treaty of Paris, 1763?
6. Who benefited most from this Treaty? least?
7. How did Great Britain's victory over France affect Native Americans?
8. Why did victory in the French and Indian War create a financial crisis for the British?
9. What were the major provisions of the 1764 Sugar Act? Why did it anger colonial merchants so much?
10. How did the French and Indian War help change the relationship between the British and the American colonists?
11. What were the three major issues that had created deep tensions between Britain and her colonies by the mid-1760s?

TERMS (CHAPTER ID'S)

* Fort Duquesne	* Proclamation of 1763
* Fort Necessity	* Prime Minister George Grenville
* William Pitt	* writ of assistance
* Treaty of Paris (1763)	* Sugar Act (1764)
* Pontiac

Still Confused about what you have for HW? CLICK HERE

GEM (Go The Extra Mile) Assignment

CLICK HERE and View the Video "The Unfinished Nation: The Lure of Land." Take notes while you watch the video.

CLICK HERE. Download and Print the Podcast/Video form.

Complete the information requested in the form, and turn in your notes for a GEM (GO THE EXTRA MILE) assignment.

Who's gonna GEM?!?

Assignments 1-5

Click the Assignment # for the right link!

Assignment #5

Assignment #4

Assignment #3

Assignment #2

Assignment #1

Today's Lesson 9/17/09

In case you missed anything!

Monday's HW 9-14-09 Assignment #3

Why Study History?

CLICK HERE, and READ THE FOLLOWING ARTICLE.

Based on the article, in your opinion, what are the FIVE most important reasons the author gives for studying history? Please briefly explain WHY you chose those five.

Before todays' class, and before reading this article did you think studying history was important? Why, or why not? Has that perception changed? Why, or why not? PLEASE BE HONEST. I will not be offended if you don't think studying history is important. All I ask is that you explain why you believe it is not.