Print the assignment, and complete the chart.
Friday, September 25, 2009
Thursday, September 24, 2009
HW Assignment #7
1. View the following presentation, and take notes.
2. Think about what life would be like in a state of nature. Based on the presentation, your HW from last night, and what we did in class today, complete the following assignment:
Draw a cartoon, that illustrates what life might be like in a state of nature. Use your cartoon to illustrate why we need government.
But, Mr. Tesler...I CAN'T DRAW!!!
If you can't, or choose not to draw, you may elect to complete a ONE PAGE COMPOSITION (@ Least 350 words) that:
DESCRIBES what life might be like in a state of nature
DISCUSSES the need for government
Wednesday, September 23, 2009
Academic Lab Assignment - Due NEXT WEDNESDAY 10/1
Based on our class today, here is your assignment for next week.
1. CLICK HERE. Download and print a copy of the January 2008 Regents Exam. This is the Regents exam that you used for the diagnostic.
2. Complete TEST CORRECTIONS for all of the questions that you got wrong. In order to get credit for test corrections, you must:
- copy the entire question
- write out the correct answer choice
3. Complete the THEMATIC ESSAY on page 12 of the Regents Exam. This is the essay that we outlined in class today.
You have a week to do it. All students in my first and third period classes are responsible for this assignment.
Tuesday, September 22, 2009
Monday, September 21, 2009
Assignment #6 - DUE THURSDAY 9/24
CLICK HERE. Listen to the lecture, carefully and take notes. You can Use the following OUTLINE to help you organize your ideas.
After you complete the lecture, and your notes, answer the following questions.
1. Identify what was said in the following documents:
a. The Magna Carta
b. The Petition of Right
c. The English Bill of Rights
2. In your own words, discuss the IMPORTANCE of each document you identified in Question #1.
3. In your own words, explain how these documents influenced the growth of Government in America.
YOU MUST TURN IN YOUR NOTES as well as the Questions!
Sunday, September 20, 2009
GEM Assignment - "Strained Relations"
Hello, Everyone:
As promised, with the Jets' victory (and the NY Giants' exciting victory), there is no "assigned HW." However, for those of you with the desire to "GO THE EXTRA MILE," here's what you can do!
As promised, with the Jets' victory (and the NY Giants' exciting victory), there is no "assigned HW." However, for those of you with the desire to "GO THE EXTRA MILE," here's what you can do!
CLICK HERE. Watch the Video that follows. TAKE NOTES on the Video. CLICK HERE. Download and print the "podcast form." Complete the form and turn it in on Tuesday, along with your notes.
Thursday, September 17, 2009
HW Assignment #5 9/17/09 (Due 9/18)
READ Chapter 3, Section 4 "The English Colonies Emerge" pp. 85-91
COMPLETE the following
- How was the French Empire in North America unlike the British Empire there?
- Describe the French movement into the Mississippi Valley and connect that development to the future French and Indian War.
- What were the causes of the French and Indian War?
- Why did Britain win the French and Indian War?
- What were the provisions of the Treaty of Paris, 1763?
- Who benefited most from this Treaty? least?
- How did Great Britain's victory over France affect Native Americans?
- Why did victory in the French and Indian War create a financial crisis for the British?
- What were the major provisions of the 1764 Sugar Act? Why did it anger colonial merchants so much?
- How did the French and Indian War help change the relationship between the British and the American colonists?
- What were the three major issues that had created deep tensions between Britain and her colonies by the mid-1760s?
TERMS (CHAPTER ID'S)
| * Fort Duquesne | * Proclamation of 1763 |
| * Fort Necessity | * Prime Minister George Grenville |
| * William Pitt | * writ of assistance |
| * Treaty of Paris (1763) | * Sugar Act (1764) |
| * Pontiac |
GEM (Go The Extra Mile) Assignment
CLICK HERE and View the Video "The Unfinished Nation: The Lure of Land." Take notes while you watch the video.
CLICK HERE. Download and Print the Podcast/Video form.
Complete the information requested in the form, and turn in your notes for a GEM (GO THE EXTRA MILE) assignment.
Who's gonna GEM?!?
Monday, September 14, 2009
Monday's HW 9-14-09 Assignment #3
Why Study History?
CLICK HERE, and READ THE FOLLOWING ARTICLE.
CLICK HERE, and READ THE FOLLOWING ARTICLE.
Based on the article, in your opinion, what are the FIVE most important reasons the author gives for studying history? Please briefly explain WHY you chose those five.
Before todays' class, and before reading this article did you think studying history was important? Why, or why not? Has that perception changed? Why, or why not? PLEASE BE HONEST. I will not be offended if you don't think studying history is important. All I ask is that you explain why you believe it is not.
Sunday, September 13, 2009
Tuesday's HW Sept. 15th - Assignment #4
Time to break in those new textbooks!
READ - pp. 66-71 (Chapter 3, Section 1 "England and Its Colonies")
IDENTIFY THE FOLLOWING: You must write these by HAND, in your Looseleaf Binder
| mercantilism | * Sir Edmund Andros |
| * favorable balance of trade | * Glorious Revolution |
| * Navigation Acts | * Era of "Salutary Neglect" |
| * Dominion of New England | * "power of the purse" |
Answer the following:
- In your own words, Explain the concept of mercantilism. What was the goal of mercantalism?
- List the major colonial imports.
- Identify the chief restrictions placed on colonial trade by the British Parliament when it passed the Navigation Acts.
- How did this legislation promote Britain's mercantilist policy?
- Why was the Dominion of New England formed and what caused its collapse?
- What is meant by the term "Salutary Neglect" to describe Britain's colonial policy in the early 18c?
- During this period, how did the structure of most colonial governments foster a taste for self-government on the part of the British colonies?
Wednesday, September 09, 2009
Assignment #1
►
4. Read the contract with your parents and sign it.
►
5. Complete any missing parts of the summer assignment. CLICK HERE FOR ALL OF THE INFORMATION
As we stated in class, those people who did not receive a letter regarding the summer assignment, and therefore did not know about it, are nonetheless responsible for 1) getting the class supplies 2) logging on and registering for Power Media Plus, and 3) completing one (1) of the summer research projects. Those students who completed the review book work will be given credit for their assignment, and their grade on the assignment will be used to drop their lowest test grade of the semester.
Students who did not obtain the review book must do so as soon as possible, but no later than FRIDAY SEPT. 18th. It is very important that you have the review book, as we will be working from that book, as well as the standard textbook. If for some reason you cannot order the review book, you can bring the money to school, and we can order a copy for you.
Assignment #2: 9/11 Illness Due Monday 9/14
Eight years have passed since the occurrence of the terrorist attacks of September 11th. Given the current controversy about health care in the United States, this discussion is still relevant.
Read the following articles.
After reading the articles, post a thoughtful reflection to 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 chages in finance need to be made to correct the problem? Is healthcare a federal, city or individual responsibility?
Thursday, June 25, 2009
Welcome WJPS Class of 2013
Greetings, Class of 2013!
Thanks for visiting the blog. I've set this up as a way for us to communicate with each 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.
As 9th graders, you and the other members of our Freshman Learning Community (FLC) will be engaged in a rigorous course of study in US History and Government. It is an extremely challenging course. Some members of our learning community will be taking Advanced Placement (AP) US History. This is a college-level course, with a demanding exam that is taken in the beginning of May; students who are successful on this exam can earn up to six (6) college credits for their efforts!
In an effort to be prepared for the challenges that will face us next year, incoming 9th graders will successfully complete the following assignment, which is due on THURSDAY SEPTEMBER 10th, 2009. Please note that this assignment will be graded, and there will be an exam shortly after the first day of school based on the information in this assignment.
Here is the assignment. There are FIVE things you need to do
1. Purchase a copy of A Quick Review of US History and Government. You can order the book by clicking here. The cost of the book is approximately Eight (8) dollars. It is the BEST review book for US History that I have seen published!
Thanks for visiting the blog. I've set this up as a way for us to communicate with each 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.
As 9th graders, you and the other members of our Freshman Learning Community (FLC) will be engaged in a rigorous course of study in US History and Government. It is an extremely challenging course. Some members of our learning community will be taking Advanced Placement (AP) US History. This is a college-level course, with a demanding exam that is taken in the beginning of May; students who are successful on this exam can earn up to six (6) college credits for their efforts!
In an effort to be prepared for the challenges that will face us next year, incoming 9th graders will successfully complete the following assignment, which is due on THURSDAY SEPTEMBER 10th, 2009. Please note that this assignment will be graded, and there will be an exam shortly after the first day of school based on the information in this assignment.
Here is the assignment. There are FIVE things you need to do
1. Purchase a copy of A Quick Review of US History and Government. You can order the book by clicking here. The cost of the book is approximately Eight (8) dollars. It is the BEST review book for US History that I have seen published!
3. Click HERE to set up your account with POWER MEDIA PLUS. You will need this account, as sometimes you will be asked to watch videos for this class at home. DON'T WORRY! IT'S FREE! Enter the following passcode (copy and paste works best) yPNvYtchCh
4. READ, and OUTLINE chapters 4 and 5 in the Review Book. It's approximately 25 pages worth of reading. Spread out over 10 weeks of summer, it's about 2 pages a week.
5. COMPLETE the "Checklist of Important Terms and Concepts" listed on p. 127 of the review book. Please complete the terms and concepts on index cards. CLICK HERE FOR THE CHECKLIST!!!
6. CLICK HERE and Choose ONE (only one) of the four projects to complete over the summer. I think you will find them to be both interesting and FUN!
If you do a little bit of the assignment each week, it will not take you very long at all. Again, US History is a very tough, and demanding course, that requires a tremendous amount of work. Therefore, it is very important that this assignment is completed. It is my advice NOT TO WAIT TO THE LAST MINUTE!
Thank you very much in advance for your hard work this summer. Looking forward to seeing you in September!
If you do a little bit of the assignment each week, it will not take you very long at all. Again, US History is a very tough, and demanding course, that requires a tremendous amount of work. Therefore, it is very important that this assignment is completed. It is my advice NOT TO WAIT TO THE LAST MINUTE!
Thank you very much in advance for your hard work this summer. Looking forward to seeing you in September!
Summer Research Projects
REMEMBER, you are only responsible for completing ONE of the following assignments. It is entirely up to YOU, which assignment you complete. You can do this assignment whenever you want, and hand it in as early as you like, as long as it is completed by the first day of school. Assignments can be handed in either in person (you can bring it to school), or you can email it to me at mtesler@wjps.org.
OPTION #1
Compile a list of the TEN most influential Americans (in your opinion, of course). For each individual include a brief justification as to why you included those individuals. Your justification should explain at least ONE action taken by that person that led to some sort of change in America, as well as changes that came about as result of their actions.
You may use any important person from your study of United States history. Some suggestions you might wish to consider include:
YOU ARE NOT LIMITED TO THESE CHOICES!
FORMAT - Typed (Times New Roman 12 Font)
Support links for option #1
http://www.theatlantic.com/doc/200612/influentials;
http://www.theatlantic.com/doc/200701u/influentials-comments
OPTION #2 The Decades Project
You are responsible for creating a presentation on a chosen decade between 1950 and 1990.
Different formats that may be used (but are not limited to): Graphic collage, scrapbook, display boards powerpoint, photostory, Windows Movie Maker, VoVux)
Focus your decade analysis on areas such as: film, T.V., pop culture,
fads, fashion, food, music, technology etc. This project should provide the audience with an overall idea of what happened during
that decade and what it would be like to live during that time period
FORMAT - Digital
Support links for option #2
http://www.authentichistory.com/
http://www.pomperaug.com/departments/social_studies/ushistory/ush-dp.htm
OPTION #3 The Interview
Your task for this option is to interview a member of your family, a neighbor, or teacher who can provide a first person account of their experiences
as they relate to a significant event or events in U.S. History
The following is a list of sample questions and historic events. Feel free to create your own questions, and to discover your own important dates.
You might want to give an advance copy of these questions to your interviewee. Have her/him choose questions s/he would like to answer.
Ideally you and your interviewee would collaborate to select the most appropriate questions. Be certain to get the most basic information
(e.g., full name, date of birth, etc.). You will need it for your introduction and timeline.
1. What is your full name and why were you named it? (Maiden name for females)
2. When and where were you born?
3. Were there any fads during your youth that you remember vividly?
4. Where did you attend grade school? high school?
5. Do you have a college degree? If so what was your field of study?
6. How did you decide on a career?
7. If you served in the military, when and where did you serve and what were your duties?
8. What would you consider the most important inventions made during your lifetime?
9. How is the world now different from what it was like when you were a child?
10. What US. President have you admired the most and why?
11. Ask a question (or questions) about a particular historical event.
12. Are there other important events (local, national, international) that have affected you?
13. Was there a person that really changed the course of your life by something s/he did?
14. Was the most stressful experience that you ever lived through? What helped you get through it?
15. Have you ever met any famous people? Describe what happened.
OPTION #4:
Write a well-organized essay that includes an introduction, several paragraphs addressing the task below, and a conclusion.
Theme: Change — Turning Points
Background: Major historical events are often referred to as turning points because they have led to important political, social, and economic changes.
Your task: Identify two major events in United States history that were important turning points and for each:
You may use any major event from your study of United States history. Some suggestions you might wish to consider include the signing of the Declaration of Independence (1776), end of Reconstruction (1877), Henry Ford’s use of the assembly line (1913), United States entry into World War I (1917), Brown v. Board of Education of Topeka (1954), passage of the Gulf of Tonkin Resolution (1964), and the fall of the Berlin Wall (1989).
REMEMBER, you only have to complete ONE, and it is due no later than the first day of school!
OPTION #1
Compile a list of the TEN most influential Americans (in your opinion, of course). For each individual include a brief justification as to why you included those individuals. Your justification should explain at least ONE action taken by that person that led to some sort of change in America, as well as changes that came about as result of their actions.
You may use any important person from your study of United States history. Some suggestions you might wish to consider include:
- Frederick Douglass
(slavery), - Andrew Carnegie (industrialization)
- Jacob Riis (urban life)
- Upton Sinclair (consumer protection)
- Henry Ford (automobile industry)
- Margaret Sanger
(reproductive rights) - Martin Luther King Jr.(civil rights),
- Cesar Chavez (migrant
farmworkers) - Bill Gates (software industry).
YOU ARE NOT LIMITED TO THESE CHOICES!
FORMAT - Typed (Times New Roman 12 Font)
Support links for option #1
http://www.theatlantic.com/doc/200612/influentials;
http://www.theatlantic.com/doc/200701u/influentials-comments
OPTION #2 The Decades Project
You are responsible for creating a presentation on a chosen decade between 1950 and 1990.
Different formats that may be used (but are not limited to): Graphic collage, scrapbook, display boards powerpoint, photostory, Windows Movie Maker, VoVux)
Focus your decade analysis on areas such as: film, T.V., pop culture,
fads, fashion, food, music, technology etc. This project should provide the audience with an overall idea of what happened during
that decade and what it would be like to live during that time period
FORMAT - Digital
Support links for option #2
http://www.authentichistory.com/
http://www.pomperaug.com/departments/social_studies/ushistory/ush-dp.htm
OPTION #3 The Interview
Your task for this option is to interview a member of your family, a neighbor, or teacher who can provide a first person account of their experiences
as they relate to a significant event or events in U.S. History
The following is a list of sample questions and historic events. Feel free to create your own questions, and to discover your own important dates.
You might want to give an advance copy of these questions to your interviewee. Have her/him choose questions s/he would like to answer.
Ideally you and your interviewee would collaborate to select the most appropriate questions. Be certain to get the most basic information
(e.g., full name, date of birth, etc.). You will need it for your introduction and timeline.
1. What is your full name and why were you named it? (Maiden name for females)
2. When and where were you born?
3. Were there any fads during your youth that you remember vividly?
4. Where did you attend grade school? high school?
5. Do you have a college degree? If so what was your field of study?
6. How did you decide on a career?
7. If you served in the military, when and where did you serve and what were your duties?
8. What would you consider the most important inventions made during your lifetime?
9. How is the world now different from what it was like when you were a child?
10. What US. President have you admired the most and why?
11. Ask a question (or questions) about a particular historical event.
12. Are there other important events (local, national, international) that have affected you?
13. Was there a person that really changed the course of your life by something s/he did?
14. Was the most stressful experience that you ever lived through? What helped you get through it?
15. Have you ever met any famous people? Describe what happened.
OPTION #4:
Write a well-organized essay that includes an introduction, several paragraphs addressing the task below, and a conclusion.
Theme: Change — Turning Points
Background: Major historical events are often referred to as turning points because they have led to important political, social, and economic changes.
Your task: Identify two major events in United States history that were important turning points and for each:
- Describe the historical circumstances that led to the event
- Discuss the political, social, and/or economic changes that resulted from the event.
You may use any major event from your study of United States history. Some suggestions you might wish to consider include the signing of the Declaration of Independence (1776), end of Reconstruction (1877), Henry Ford’s use of the assembly line (1913), United States entry into World War I (1917), Brown v. Board of Education of Topeka (1954), passage of the Gulf of Tonkin Resolution (1964), and the fall of the Berlin Wall (1989).
REMEMBER, you only have to complete ONE, and it is due no later than the first day of school!
Tuesday, June 09, 2009
Monday, June 08, 2009
Tonight's HW - 06/02/09
Ladies and Gentlemen:
We are in the home stretch!
One week to go.
Here's the assignment:
1 . Finish all terms and concepts on pp. 127
2. Complete outlines through chapter 11 in the BLUE BOOK!
We are in the home stretch!
One week to go.
Here's the assignment:
1 . Finish all terms and concepts on pp. 127
2. Complete outlines through chapter 11 in the BLUE BOOK!
Saturday, June 06, 2009
Summer Regents Review '09
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.
Brain Pop - Tim and Moby ROCK!!! Sign up with your email address for a FREE 14-Day Trial. Invite your study group over for a Brain Pop party! If you need a password, please email me and I will get you one.
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? In addition, click here for an updated list of links to essays given since 2007
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.
http://regentsprep.org/Regents/ushisgov/studymaterials/US11Rchecklist/index.htm
Links for multiple choice questions, old exams, etc.
http://jmap.org/JMAP/IJMAP/USHistory/IJMAP-USH_ExamsPDF.zip
Every USH regents exam given since 1998.
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.
Brain Pop - Tim and Moby ROCK!!! Sign up with your email address for a FREE 14-Day Trial. Invite your study group over for a Brain Pop party! If you need a password, please email me and I will get you one.
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? In addition, click here for an updated list of links to essays given since 2007
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.
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://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.
Links for multiple choice questions, old exams, etc.
http://jmap.org/JMAP/IJMAP/USHistory/IJMAP-USH_ExamsPDF.zip
Every USH regents exam given since 1998.
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!
Friday, June 05, 2009
Links to Topic Outlines
Hello, Again!
Here is a review presentation that I've put together. It covers everything except the Great Depression and The Cold War.
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