APUSH HW 9/15/08

Hello, Everyone:

Hope that you are all enjoying your new textbooks, and review books.

Here's tonight's assignment:

1. Click on the links below, and LISTEN to EACH ONE!
Reading #1
Reading #2 - The Puritans
Reading #3 - The Middle Colonies

2. READ and Outline Review Book Chapter 2

3.Complete Multiple Choice Questions on pp. 36 and 37.

Thanks!

HW Periods 2 and 4 9/15/08

Abuse, or Punishment?

There's a big difference between the two.

At the time of the signing of the Declaration of Independence, the colonists who favored a break from England claimed that the British government was abusing their rights, and that they had the right to break free from England.

Although this is the story on which our country was founded, others have made the case that the Colonists were like children who misbehaved, and that the English government was right in attempting to punish them for their actions.

What do you think? Do you think that the colonists were justified in resisting the English, and eventually declaring their freedom? Write your thoughts here in a brief post. I look forward to hearing from you.

AP US History Homework 9/11/08

http://ericir.syr.edu/Virtual/Lessons/crossroads/sec4/Unit_2/Unit_IIQ3R1.html

Using the handout you got at the end of class today, or by clicking the link above...

1. READ the selection "Contact: Europe and America Meet"

2. In a blog post, or written assignment discuss the following...

a. the NEGATIVE EFFECTS of Contact on the NATIVE AMERICANS
b. the NEGATIVE EFFECTS of Contact on the EUROPEAN EXPLORERS
c. the POSITIVE EFFECTS of Contact on the NATIVE AMERICANS
d. the POSITIVE EFFECTS of Contact on the EUROPEAN EXPLORERS

See you tomorrow!

Homework US History 9R (Period 4 and Period 2)

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/2008/09/illness-persisting-in-911-workers.html

See you Tuesday!

HW Assignment 9/10/08

NO CREDIT FOR ANONYMOUS POSTS! PLEASE WRITE YOUR FIRST NAME, AND LAST INITIAL AT THE BOTTOM OF YOUR POST.

Here's the question:

Should the right to vote be limited only to people who are citizens of this country?

This is an issue that many of us, particularly those of us who have recently come to this country, feel quite strongly about. There are many different sides to the issue. One side, those who say "no," will state if you're not a citizen, you don't get to vote; kind of like if you go to the game without a ticket, you don't get in. The other side states that if these people are here working, and doing their best to start a new life, then the right to vote should be given to them.

Talk to people. Friends, relatives, the guy who owns the deli down the street. Your next-door neighbor. Get their ideas. Also, think about where they are coming from. What's their "perspective," or point of view. There's no easy answer to this.

Feel free to post to this as much as you like. Please maintain a sense of respect. It's OK to disagree, but not to disrespect. Good luck!

What's Your History? HW 9/14/2010

What's Your History?

History is full of stories. What is your favorite story about your own history? Write a one-page account, telling about the most important event in your life or the person who had the most influence on you.

Welcome WJPS US History Students!

Hello, Everyone!

Thanks for visiting the blog. I've set this up as a way for us to communicate with other, and share ideas about Social Studies, school, the world, etc. I'd like to use this a way for us to even complete our homework assignments; saves paper, time, trees, etc.

It's pretty easy to get an account on this site. Follow the directions at the sign-in screen and you should be OK. Additionally, Please make sure that when you post, you leave your name and class somewhere, so I know who is writing, and I may be able to give that person credit for their assignment.

If you post, don't worry if you don't see your work right away. Before I approve your post for spelling, grammar, maturity, etc., I do read them. Once they get my approval, they go up on the blog. So, please refrain from posting the same thing over and over.

Regarding your posts, please note that as aspiring journalists, what you post here is for all of the world to see. It is expected that you will maintain a sense of maturity, and professionalism in your postings. This is a professional space, which will be viewed not only by me, but your other teachers, principals, and parents. While we do have freedom of the press in the USA, remember that you cannot publish anything that is untrue. This is called SLANDER and can get you into a lot of trouble. Additonally, please do not publish anything that is harmful, hurtful, or disrespectful towards other people.

Finally, some safety issues. Only use your first name, and last initial when posting. Don't give any other information about yourself (age, grade in school, etc.).

Again, thanks for checking in. Can't wait to read your posts! Mr. T

Supplies for US History

SUPPLIES FOR CLASS!

Looseleaf Binder (2 inch thickness preferred)
Looseleaf paper (minimum of 250 sheets)
A Folder
Five (5) Subject Dividers
1-2 pens

You must bring the above supplies to class everyday.


Classroom supplies:
1 package of copy paper
2 packages of pens
1 package of Markers (washable preferred)

Please put your name on the supplies that you brought, so you may receive credit for doing so.

This will help us to conserve school resources, freeing up resources for other valuable purposes.

If you have any trouble getting these supplies, please see me or email me immediately.

HW 5/22/08

You will need internet access to complete this assignment. Obviously, if you're reading this, then you have access to the internet. LOL

Anyway. Here's what you have to do.

1. Listen to the song "Goodnight Saigon" by Billy Joel. A link to the song, and a really cool photo presentation can be found HERE

http://www.youtube.com/watch?v=gIva5JW5uqQ

2. Click HERE for the lyrics to the song

http://www.lyricsdomain.com/2/billy_joel/goodnight_saigon.html

3. WRITE A REFLECTION on the song. When writing the reflection, use the following questions to guide you:

• In your own words, describe what thoughts or feelings the song created for
  you?
• Why do you think the song was written? What was the composer trying to
  communicate?
• What can you tell from the song about the culture in which the song was
  written?
• What questions does the song raise in your mind?

Cold War "Hot 24"

Hello, Everyone:

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 McCarthy

DBQ Essay Assignment: The Cold War

This assignment is based upon yesterday's, and today's lesson on the events of the cold war. It is worth 50 points, and sorry, HW passes cannot be used for the assignment. The due date is Monday May 19th.

1. Copy and paste the following link into your browser:

http://edusolution.com/regentsexams/ushistory/dbqs/2006/August%202006.pdf

2. Print the DBQ's, and complete the questions related to each document. This section is worth 15 points

3. Based on your answers to the DBQ's, and your knowledge of Social Studies, complete an essay that will:

Discuss how the threat of communism during the Cold War affected the US in the period from 1945 to 1960.

Guidelines
Be sure to:
1. Develop ALL aspects of the task.
2. Incorporate information from at least FIVE (5) documents
3. Incorporate releveant OUTSIDE INFORMATION.
4. Support the theme with relevant facts, examples and details.
5. Use a logical, and clear plan of organization, including an introduction, and conclusion that are beyond a restatement of the theme.

DUE DATE IS MONDAY MAY 19th. NO EXCEPTIONS...NO EXCUSES!!!

Blog HW Assignment 5/14/08

This cartoon appeared in an American newspaper in 1947. Study the cartoon carefully. Then, based on the cartoon, and your knowledge of Social Studies, answer the questions below.

1. What do the bird, and the automobile represent? What are they racing toward?

2. What is the bird carrying? What events in Europe in the years after World War II is the cartoonist referring to?

3. This cartoon was titled "Step on It, Doc?" Why do you think the artist gave it that name?

4. What is the cartoonist urging Congress to do?

5. How did Congress respond to the danger shown in the cartoon?

Bonus Question What is the name of the US Foreign Policy?

Cold War PowerPoint

In case you missed anything, or would like an in-depth review of the Cold War.

Cold War mini-project

Watch a cartoon!

Get up to 25 points to do it!

1) Go to the NARA (National Archives and Records) Website. Click on the link below, and print out the worksheet.

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

2) The title of the cartoon you are going to be watching is "Make Mine Freedom." Before you watch the cartoon, complete "Step 1" section "B"

3) Check out this "old school" cartoon, entitled "Make Mine Freedom." Here are the links for the video.

http://www.youtube.com/watch?v=mVh75ylAUXY

http://video.google.com/videoplay?docid=5374008715756508221&q=make+mine+freedom

4) Complete the rest of the worksheet. Hand it in NO LATER THAN WEDNESDAY MAY 15th. Sorry, HW passes cannot be used to earn points (you can use your HW pass not to be penalized, but you won't earn any points towards your grade).

Point value: This assignment is worth 25 POINTS!

HW Assignment 5/9/08

Tonight's HW Assignment:

1. READ and OUTLINE - pp. 95-98 in the BLUE BOOKS
2. READ and OUTLINE - pp. 104-112 in the BLUE BOOKS
3. Complete the MULTIPLE CHOICE on pp. 99-100, and 113-114

Presidential Powers in Wartime

Click on the Title of this Post, or paste the following link into your browser:

http://landmarkcases.org/korematsu/activity1_presidentialpowers_questions.html#questions

READ each of the cases, THEN...Answer the questions below:

QUESTIONS ABOUT PRESIDENTIAL POWER IN WARTIME

What does the U.S. Constitution say about the respective war powers of the president and Congress?
Does the power of the president as “commander in chief” give him unlimited power to act in time of war? Cite evidence from the three Supreme Court cases you read and heard about to support your answer.
How did the Supreme Court rule in the Korematsu case with regard to President Roosevelt’s use of presidential power in wartime?
Why do you think that the Supreme Court was willing to defer to the president in Korematsu, but not in the other three cases?

WWII Test Study Guide

World War II Study Guide:

Exam Date: Friday May 9th

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.

HW for Monday

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 on Sunday night! 

See you Monday! 

DBQ Assignment - Due FRIDAY 5/2/08

DBQ Assignment: 

June 2005 Regents Exam.  CLICK HERE FOR THE DBQ.  

Task: 

1.  PRINT the DBQ

2.  COMPLETE ALL OF THE DBQ SHORT ANSWER QUESTIONS (20 points)

3.  WRITE THE ESSAY THAT FOLLOWS (30 Points) 

ANY ASSIGNMENT NOT HANDED IN ON FRIDAY WILL RESULT IN A ZERO GRADE.  SORRY, HW PASSES WILL NOT BE ACCEPTED FOR THIS ASSIGNMENT: 

Task: 

Discuss US Foreign Policy towards Europe prior (before) the start of WWII, and after WWII started.  You must include the arguments used by those who supported isolationism, and those people who were opposed to isolationism. 

World War II

WHO?

• Axis Powers vs. Allies
• Japan, Italy, Germany (JIG) vs. France, England, America, Russia (FEAR)

When? 1939-1945

Why? "T.A.D.D."
•T-TREATY OF VERSAILLES
–Germany blamed for WWI, destroyed by treaty.
–Germany wants revenge for being punished

•A – Appeasement: giving into aggression
–Germany (Hitler) began taking land, threatened war if he didn’t get it.
–European countries didn’t stand up to him, so kept taking more land
–War declared when Germany invaded Poland, 1939

•D- Depression
–Europe is broke after WWI.
–People thought war was a way out

•D – Dictators: Ruler w/complete power
–Took over Italy, Germany, Japan
–Promised people they would make their countries powerful, and fix problems
–Used military force to invade other countries
•Increase their power
•Get natural resources for the army

This is the basic rundown of why WWII happened. Clicking on this link http://www.socialstudieshelp.com/Lesson_91_Notes.htm will give you more important information.