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.