Tonight's HW 12/19/08

Opening Activity
Read the following passages:
Passage 1
The stench of the hold while we were on the coast was so
intolerably loathsome, that it was dangerous to remain there
for any time, and some of us had been permitted to stay on
the deck for the fresh air; but now that the whole ship’s cargo
were confined together, it became absolutely pestilential. The
closeness of the place, and the heat of the climate, added to
the number in the ship, which was so crowded that each had
scarcely room to turn himself, almost suffocated us. This pro-
duced copious perspirations, so that the air soon became
unfit for respiration, from a variety of loathsome smells, and
brought on a sickness among the slaves. . . .

—First-person account of conditions on a slave ship
during the Middle Passage, from Olaudah
Equiano, The Life of Gustavus Vassa
Passage 2

The pungent aroma of backed-up toilets, unwashed bodies,
decaying food, mold and who knows what else. Sweltering
heat. An awful din. Rumors of unspeakable crimes. . . .
“I can’t stand to even look at pictures of that time,” said
Terrie Green, 41, who went to the Superdome with her three
children and infant granddaughter on Tuesday, August 30,
after being rescued from their flooded Ninth Ward home.
By the time we got out of there we were all sick. Sick from
the heat, sick from that stink that was there. Just worn out.”
Because of the heat—outside temperatures soared into
the high 90s, and it reached an estimated 125 degrees inside
the Superdome—the family, including little Alea, only 2 days
old when the storm hit, moved to the concourse that runs
around the exterior.

The heat took a toll on the baby, who developed a rash
and became dehydrated. After they evacuated to Houston,
the infant was hospitalized for a week.
“She’s still kind of sickly,” said Green, who remains in
Houston looking for work.

—Description of conditions in the New Orleans
Superdome during Hurricane Katrina, from Mary
Foster, “There was the fear, the heat, the misery,
but most of all—the smell,” Associated Press,
August 27, 2006

Questions:
1. What similarities can you identify between the description of conditions in the two passages?
2. Do you think the comparison of the two situations is valid? In other words, is it accurate or acceptable to compare the two situations? Why? Why not?
3. How might your views on the evacuation of Katrina victims be different, if this hadn't happened in New Orleans, but in a place that had little history of slavery?
4. Would your views be different if you were from a different racial, or ethnic group? If you were poor, rather than middle class? If you were a man, rather than a woman, or a woman, rather than a man?
5. CLICK HERE. Read the account of life for Katrina survivors in the FEMA trailer park known as Renaissance Village. In what ways might conditions in this trailer park be similar to conditions in quarters inhabited by slaves? Is this a valid comparison? Why?

HW 12/18/08 - Teaching the Levees Act 2 Chapter 5

Base your answers to the questions below on your viewing of "Teaching the Levees," Act 2, Chapter 5.

1. In what way is Gen. Honore shown as a "All-American Hero?"
2. How is the Convention Center evacuation portrayed?
3. What images come to mind as the convoy is shown arriving in town?
4. What are the images of evacuation? What associations do you have to those images?
5. Herbert Freeman describes being forced to leave his dead mother behind in order to get on the bus. How does this dilemma make you feel?
6. Do you think the documentary is presenting a BALANCED account of the breaching (breaking) of the levees? Does the director, Spike Lee, have a point of view?

Tonight's HW 12/17/08

Based on your viewing of "When the Levees Broke:"

1. Which agency, or part of the gov't is most responsive to the emergency? Why do you think it was effective, and how did it compare to other agencies and response organizations?
2. What point does the film-maker seem to be making about leadership?
3. What is the "Cajun Navy?" Why was it needed?
4. How do you evaluate President Bush's statement "no one anticipated the breach of the levees?"
5. How did you respond to the images of the Royal Canadian Mounted Police arriving in New Orleans before the Federal Government?
6. How does the lack of response reflect upon the local, state and federal governments?
7. Do you believe, or are you convinced that that the Federal government had no warning that Katrina would be so destructive?
8. How did President Bush famously praise FEMA director Michael Brown? How does the film-maker communicate his view of this praise?
9. What did President Johnson do when Hurricane Betsy hit New Orleans?

BE THOUGHTFUL...ONE WORD ANSWERS WILL NOT COUNT!

Tonight's HW 12/11/08

Based on our discussion in class today, and what we learned about being a citizen...

1. What does it mean to be a citizen?

2. What are the the THREE different types of citizens?

3. What type of citizen are you?

4. Although we haven't really talked about it, what is the responsibility of the government to the people?

5. Should the federal government help the less fortunate or provide a safe atmosphere to allow people to become fortunate?

Tonight's HW 12/4/08

Essay is Due Wednesday
OUTLINE MONDAY
DRAFT TUESDAY!!!

COMPLETE the OUTLINE for the ESSAY tonight!


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.

Tonight's HW 12/1/08

"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?

What do you think of the court's ruling?

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

Click Here for the Court's Decision

Thanksgiving Break Assignment

Hello, Everyone:

Here is your Thanksgiving Break Assignment. The assignment is based on the following video, Racial Inequality: Remnants of a Troubled Time. Click HERE for a 30 day free trial to Discovery Learning.

When you set up your account, here are some questions you may need to answer.

For teacher information, and grades taught, click "Not Applicable." For years of teaching, click 0-2. Click on the free trial for Discovery Education Streaming Plus!

After you set up your account, please copy and paste the title of the video into your browser. After viewing the video, please complete the assignment below. Please note that the assignment can be done without the video.

Here's what you have to do.
1. If you have set up your account, watch the video Racial Inequality: Remnants of a Troubled Time,
2. Next, read excerpts from the 1954 Supreme Court decision Brown v. Board of
Education. Excerpts are available online at: http://www.landmarkcases.org/brown/opinion1.html.

Although Brown v. Board of Education made segregated schools illegal, it was a long
time before Southern schools were integrated. In 1955, the Supreme Court reaffirmed the ruling
and declared that schools should be desegregated with “all deliberate speed.” Despite this
ruling, many Southern schools remained segregated. Those that did integrate faced many
challenges, as did the black students who entered these schools.

So, here's the next step:
3. You will be exploring one of three early school integrations that tested Brown v. Board of Education. Choose ONE of the following to research.

• Autherine Lucy and the University of Alabama (1956)
• Little Rock Nine and Central High School, Little Rock, Arkansas (1957)
• Ruby Bridges and William Frantz Elementary School, New Orleans, Louisiana (1960)

4. After you've researched their early school integration, ask them to write a personal essay
responding to what they read. After summarizing the events and the significance of the
integration, their essays should answer these questions:
• What challenges did these students face?
• What were some of their most poignant or surprising memories?
• How do you think you would have felt and responded had you been in their shoes

In addition to any available print resources, students may use the following Web sites to find
background information and personal stories.

Aftermath of Brown v. Board of Education
http://www.loc.gov/exhibits/brown/brown-aftermath.html

Autherine Lucy
http://www.americaslibrary.gov/cgi-bin/page.cgi/aa/leaders/marshallthrgd/lucy_1
http://www.stanford.edu/group/King/chronology/details/560206.htm
http://partners.nytimes.com/library/national/race/030256race-ra4.html

Little Rock Nine
http://www.centralhigh57.org/index.html
http://teacher.scholastic.com/barrier/hwyf/mpbstory/index.htm
http://www.cr.nps.gov/nr/travel/civilrights/ak1.htm
http://pbskids.org/wayback/civilrights/features_school.html
http://www.teachersdomain.org/9-12/soc/ush/civil/lr9/

Ruby Bridges
http://www.pbs.org/newshour/bb/race_relations/jan-june97/bridges_2-18.html
http://www.rubybridges.org/story.htm
http://www.pbs.org/wnet/aaworld/history/spotlight_september.html

Good Luck!

Constitution Exam - FINAL REVIEW

Constitution Exam TOMORROW (TUESDAY Nov. 25th):
50 Multiple Choice Questions

You may bring ONE post-it (2x2 size) to the exam as a "cheat sheet," with everything that you can fit on the paper to help you pass the test.

Topics/Questions to Study:

The MAIN problem of the government under the AOC
Why was the AOC UNSUCCESSFUL
Why was there a Constitutional Convention?
Differences between the New Jersey and VA Plans
What issue did the GREAT COMPROMISE settle?
What issue did the THREE-FIFTHS COMPROMISE settle?
How was the AOC DIFFERENT from the CONSTITUTION?
Why did ANTI FEDERALISTS oppose the Constitution?
Why were the FEDERALIST PAPERS important?
Why was a BILL OF RIGHTS added to the Constitution?
Why was the AMENDMENT process included in the Constitution?
Why was a FEDERAL form of government created?
Who were the ANTI-FEDERALISTS, and why are they important?
What are examples of the UNWRITTEN CONSTITUTION?
What are the responsibilities of CONGRESS, SUPREME COURT, and PRESIDENT?
Why was the system of CHECKS AND BALANCES included in the Constitution?
What did the 24th AMENDMENT do?
Why is a search warrant needed?
What has been the result of the use of the implied powers, amending process, and Supreme Court Cases?
Why is the Constitution a "flexible" document?
What is the elastic clause?

CLICK HERE for all of the information needed to review.

8th Grade US History HW

If you are not in 8th grade, you do not need to complete this assignment.

CLICK HERE for the video from class today. Watch the video and take notes.

In order to watch the video, you're going to have to set up an account with powermediaplus.com. Use Passcode: yPNvYtchCh to set up an account.


Actively watch the video. Take notes. Then, complete the quiz you received in class today.

Good Luck

Tonight's HW "Make Your Own Test"

ARE YOU SERIOUS?!?

Yes.

Using all of the resources available to you, prepare a twenty-five (25) question multiple-choice test.

Feel free to use all of the resources available to you on the blog. There are tons of websites out there that you can use to find information to create questions. Don't just copy the questions from the review book.

Make sure that your exam is fair & balanced. Remember the purpose of a test is to see what you've learned, and how well you're meeting the standards for your class. Your test should be a balance of 5 easy questions (just about anyone who's ever taken an American History course could answer them), 10-15 moderately difficult questions (Challenging; you would have to have read the textbook, paid attention, took good notes, etc. in order to get these questions), and 5-10 tough ones (make your brain sweat difficult).

Let's all commit to making sure that we all complete this assignment. On Friday, we will take each others' tests, and see how we're doing. I'll collect 'em, and use the questions you made to create the exam.

Tonight's HW - TLO v. New Jersey

http://landmarkcases.org/newjersey/majority.html

Click on the above link.

READ the excerpts from the majority opinion in this case.

Answer the questions below (online preferred, thanks!)
1. Why does the Court say the Fourth Amendment applies to students in schools?

2. What does the Court say is balanced against the privacy rights of students?

3. Why does the Court say the requirement of a warrant is "unsuited to the school environment"?

4. Describe the standard the Court uses to determine whether a school search is legal or not.

5. Do you think the "reasonableness" standard is adequate to protect the rights of students against invasions of privacy or other abuses? Give your reasons.

HW 11/18/08

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.
Do you think that the school policy banning armbands was fair? Why or why not?
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?
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?
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.

Consitution Exam

Hello, Everyone:

On Friday, or Monday of next week, we will have an exam, covering what we've learned about the Constitution.

CLICK HERE for a great place to help you start your studying.

The test will consist of fifty (50) multiple choice questions, just like the multiple choice section of the Regents Exam. With the exception of those people entitled to extended time, you will have one hour (or one class period) to take the exam.

Listed below are resources to help you study for the exam.

1. Regents Prep. This is the place to start. Everything that will be on the test is covered here.

2. Social Studies Help. Scroll down to UNIT TWO - The Constitution. Everything's there, too.

3. Multiple Choice Bank #1. Here's where I'll get a lot of the questions. Sorry, I won't tell you which ones!

4. EduSolution. Another great bank of questions. Use the links from "Constitutional Convention" to "US Supreme Court." I'll get a good amount of the questions from here, as well. Again, sorry, I won't tell which ones!

5. I would suggest MEMORIZING chapter 4 in the review book (blue book) as well.

In addition to these links, check out all of the previous posts, as well as your class notes, assignments, and other materials. Good Luck!

HW 11/14/08 - 8th Grade Students Only

If you are a high school student, DO NOT COMPLETE THIS ASSIGNMENT!

For those students in Ms. Fong's Class (831/802), Here is tonight's Assignment

1. Click on the links below for each question.

2. COPY each question on looseleaf paper.

3. COPY the correct answer choice.

4. In your own words, explain WHY you chose that answer.

Use your notes, etc. to help you.

Question 1

Question 2

Question 3

Tonight's HW 11/14/08 - MakeUp/Extra Credit Assignments

To all US History and Government Students:

In recognition of the Jets' win over the Patriots, you will all be given the weekend, for additional time to complete the makeup/extra credit assignments previously given.

Click below for the link to the assignments.

http://mrteslersblog.blogspot.com/2008/11/make-up-assignments-and-missing-work.html

Tonight's HW 11/12/08

COPY the NOTES!

Click on the Links Below.

COPY the Question, and the CORRECT ANSWER Choice.

EXPLAIN WHY THAT ANSWER IS CORRECT!

Example:

"I chose answer choice 4 BECAUSE in the answer it states that Congress can make all the laws it needs to, in order to carry out its power. This shows that our government is expanding, like elastic."

Here are the links for the questions. Please complete this on looseleaf.

Question 1

Question 2

Question 3

Question 4

Question 5

Thursday's HW - Thematic Essay Outline

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!

Tonight's HW 11/03/08

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!

10/.31/2008 - "A Living Document"

Over the years, the Constitution has been referred to as a "living document."

In a post of at least 50, but no more than 100 words, please explain why the Constitution is called a "living document."

Here's a link with information to help you write your post.

http://bensguide.gpo.gov/6-8/documents/constitution/about.html

See you on Tuesday!

HW 10/30/08

Imagine...Only ONE of the 10 Amendments that make up the Bill of Rights could be added to the Constitution. In other words, you can only one have one freedom guaranteed to you by the Constitution.

Which one would you choose? Free speech is nice, but what about the rights of people accused of crimes? Or, it doesn't really sound like it does a whole bunch, what about the 10th amendment, which gives powers not specifically given to the Federal gov't back to the states?

Think very carefully. Then write a post of at least 50 words, but not more than 100 that identifies the amendment you choose, and more importantly, a detailed explanation about your reasons for keeping that amendment.

Looking forward to hearing from you.