FOR 6/02
READ, and OUTLINE CHAPTER 7 in the BLUE BOOK
COMPLETE THE MULTIPLE CHOICE QUESTIONS AT THE END OF CHAPTER 7
REMINDER - You must have ALL OF THE INDEX CARDS completed by MONDAY. We will have a surprise multiple choice quiz based on the index cards sometime next week!
WATCH THE VIDEO on Progressivism
For 6/03
Complete an outline, and the following thematic essay from the June 2007 Regents Exam:
June 2007:
Thematic Essay: Change — Industrialization
During the 19th century, the United States experienced tremendous industrial
growth. This industrial growth resulted in many changes in American life.
Task:
Identify two changes in American life that resulted from industrial growth in the
United States and for each change
• Explain how industrialization contributed to this change
• Discuss one positive or one negative effect of this change on American life
You may use any appropriate change in American life that resulted from industrial growth.
Some suggestions you might wish to consider include increased immigration, new inventions
or technologies, growth of labor unions, growth of monopolies, growth of reform movements,
and increased urbanization.
Tuesday, June 02, 2009
Monday, June 01, 2009
Regents Review Lesson 5 - Industrialization
Additional Sources of Information
http://regentsprep.org/Regents/ushisgov/themes/economic/ind. - Excellent Overview
Practice Multiple Choice Questions
Regents Prep - Industrial Growth.
Tonight's HW June 1
DBQ Assignment:
1. CLICK HERE . Download, and print the documents. Bring the COMPLETED documents with you to class tomorrow.
2. After completing the documents, complete the DBQ Analysis Sheet.
3. Complete the DBQ OUTLINE.
While you do not have to complete the essay, if you wish to "go the extra mile (GEM)" for extra credit you may do so.
1. CLICK HERE . Download, and print the documents. Bring the COMPLETED documents with you to class tomorrow.
2. After completing the documents, complete the DBQ Analysis Sheet.
3. Complete the DBQ OUTLINE.
While you do not have to complete the essay, if you wish to "go the extra mile (GEM)" for extra credit you may do so.
Friday, May 29, 2009
Tonight's HW
READ and OUTLINE Ch. 6 in yhe BLUE BOOK.
COMPLETE "IMPORTANT TERMS AND CONCEPTS" from "Industrial Revolution" to "Marbury v. Madison"
COMPLETE "IMPORTANT TERMS AND CONCEPTS" from "Industrial Revolution" to "Marbury v. Madison"
Thursday, May 28, 2009
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.
Wednesday, May 27, 2009
Today's Notes and Tonight's HW
Here's a link for today's class notes:
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:
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.
Tuesday, May 26, 2009
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.
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.
Wednesday, May 20, 2009
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.
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!
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.
Thursday, May 14, 2009
Tonight's HW - Study for QUIZ! and Extra Credit
QUIZ:
Extra Credit:
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?
Monday, May 11, 2009
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!
Friday, May 08, 2009
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!!!
Tuesday, May 05, 2009
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.
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
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
Monday, April 27, 2009
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?"
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
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!
Wednesday, April 22, 2009
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!
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.
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.
Subscribe to:
Posts (Atom)