Tonight's HW

READ and OUTLINE Ch. 6 in yhe BLUE BOOK.

COMPLETE "IMPORTANT TERMS AND CONCEPTS" from "Industrial Revolution" to "Marbury v. Madison"

Tonight's HW - 5/28/09

COMPLETE: TERMS ON P. 127 

"INDUSTRIAL REVOLUTION" TO "MARBURY V. MADISON" 

Complete "Multiple Choice Questions" p. 44 and 45 

You MUST write out the questions and answers in order to get full credit.  

Today's Notes and Tonight's HW

Here's a link for today's class notes: 

http://docs.google.com/Presentation?id=dd4r9v28_270fhqhc4g9&hl=en

Tonight's HW: 

Read and Outline Chapter 5 in your BLUE review book. 

Complete the Index Cards for terms "Declaration of Independence" to "Homestead Act.

Today's Notes and Tonight's HW

Here's a link for today's class notes: 

http://docs.google.com/Presentation?id=dd4r9v28_270fhqhc4g9&hl=en

Tonight's HW: 

Read and Outline Chapter 5 in your BLUE review book. 

Complete the Index Cards for terms "Declaration of Independence" to "Homestead Act.

Updated Thematic and DBQ Essay Index

Hello, All: 

Below are updates to the thematic and DBQ essay Index 

CLICK HERE for a list of the Thematic Essays and DBQ Essays since January 2007.   Below, You can find the essays, as well as the Regents exams from which they came.  

1.  DOWNLOAD ALL OF THE REGENTS EXAMS SINCE 1998 

2.  CLICK HERE FOR A LIST OF THE EXAMS.  Look for the US History Exams.  

Tonight's HW - 5/26/09

1.  Please obtain the supplies for Regents Review 

• A packet of Index Cards
• A NEW NOTEBOOK or section in your looseleaf binder

2.  In the BLUE review Book 

• REVIEW CHAPTER 4 - KNOW IT, LIVE IT, LEARN IT!!!
• Complete Index Cards for the first 12 "Terms and Concepts" Page 127; from "Affirmative Action" to "Dawes Act"

There MAY be a short quiz tomorrow on these terms.  Just an FYI.  

Regents Review Assignments Week of 5-18

Hello, Everyone: 

Here are some assignments that will keep us on pace, and will help us to review for the Regents Exam.  

1.  CLICK HERE please complete the MULTIPLE CHOICE section only.  When we return to class on Tuesday, we will go over the questions, and check our scores.  

2.  In the BLUE BOOKS....

• READ AND OUTLINE chapters 4.  This is probably the MOST IMPORTANT CHAPTER in the book!  
• Complete the MULTIPLE CHOICE on pp. 32-34 
• Complete an OUTLINE only of the Thematic Essay on p. 34

It's really not that much to do.  I will be checking in on Tuesday with everyone.  Please feel free to email me with any questions.  Thanks! 

Regents Review Websites

Hello, All.

Listed below are the links that you can use in order to help you study for the exam. In addition to these links, I will be posting multiple choice questions, as well as essays, and tips to help you as we go forward. At any time, please feel free to email me at mtesler@wjps.org, or post questions on this link, or any others.

Anyway, here's your study material.

REGENTS REVIEW INFORMATION:

Listed below are links to files that will be very helpful to review for the Regents Exam. Time is passing. If you study, you will be, too! Click the links, and print out the information below.

Regents Review Sheet A thorough list of the topics, and information most commonly used for questions, and essays on the Regents exam. Know it. Live it. Learn it!

The Big Review A list of almost 100 multiple choice questions, based on Regents Review sheet.

Supreme Court Cases A summary of the Supreme Court cases that show up on almost every Regents Exam. The Regents Review Sheet lists the most common ones, but the other ones do pop up pretty often.

A complete list of the Thematic and DBQ Essays Lists all of the Thematic and DBQ Essays since 2001. Also has links to the essays, DBQ's and Answer Pages. Compare your work to the Level 5's. How do you match up?

Multiple Choice Questions By Topic. Just about every question that has been asked, about every topic since 2001. There's only so many ways they can ask the same question.

Additionally, use the links in the posts below to help you study. The best way to study this information is to commit the ideas on the RRS to memory. This is where the index cards will come in very handy.

Good Luck!

In the meantime...Here's a list of links to help you get ready for your exams. TIME IS PASSING...Will you? You will if you start studying NOW!

http://edusolution.org/regentsquiz/ushistorypackage/index.htm - a link for regents review questions by topic.

http://regentsprep.org - if you haven't been here yet, go there now!

http://regentsprep.org/Regents/ushisgov/ushisgov.cfm - a link to specific topics in US History

http://regentsprep.org/Regents/core/questions/topics.cfm?Course=USHG - interactive multiple choice questions. Check yourself!

http://regentsprep.org/Regents/ushisgov/studymaterials/US11Rchecklist/index.htm - a checklist of things you need to know for the regents. Anyone who knows this stuff deserves a 100!

http://www.nysedregents.org/testing/socstre/regentushg.html - links to previous regents exams.

http://fdmurphy.com - a great website to help with you the essays. click on the links for downloads of documents to help you write your essays.

Tonight's HW - Study for QUIZ! and Extra Credit

QUIZ: 

Cold War at Home

Cold War Foreign Policy

Extra Credit: 

http://www.oyez.org/cases/1950-1959/1950/1950_336.  

http://www.answers.com/topic/dennis-v-united-states

DISCUSS THE FACTS OF THE CASE.  Do you AGREE or DISAGREE?  Should it be against the law to talk about overthrowing our government?  How realistic was/is the threat of the Communist Party in America?  

  

Tonight's HW 5/11/09

Please have a rough draft of your essay ready to be PEER-REVIEWED on Tuesday. 

The final draft is due on WEDNESDAY.  NO EXCUSES.  NO EXCEPTIONS! 

Tonight's HW - 5/8/09

Weekend Assignment

EVERYONE is RESPONSIBLE FOR THIS ASSIGNMENT! 

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

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

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

4.  Write a rough draft of your essay!  

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

Regents Review Class 5/5/09 - The Constitution

Here's your assignment for the day!

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

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

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

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

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

Your mission: For each term,

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

Here's the list

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

Tonight's HW 4-28-09

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Tonight's HW - 4/27/09

Hello, Everyone:

Tonight's HW

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

READ pp. 808-821 in the RED textbook.

COMPLETE

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

Thanks!

Tonight's HW Periods 2 and 4

Please CLICK HERE for the assignment.

The QUESTION:

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

Please post your responses here. Thanks!

WWII Study Guide

World War II Study Guide:

Exam Date: Monday 4/28/09

Multiple Choice and Thematic Essay

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

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

Thematic Essay Topic: Supreme Court Cases Concerning Constitutional Civil Liberties

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

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

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

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

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

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

Tonight's HW Period 4 ONLY!

Read the following passage, and answer the questions below.

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

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

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

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

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

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

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

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

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

• What do you think this means?


• Do you agree with it?


• Why?

CLICK HERE for more info

Post your responses no later than 11:59 pm

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

CLICK HERE FOR THE ASSIGNMENT.