Hello, RUSH students:
Here's tonight's HW assignment.
1. Review Ch. 19 Section 4 in your Textbook
2. CLICK HERE, print, and Complete the Guided Reading Exercise.
Tuesday, February 15, 2011
EXAM Study Guide
WWI EXAM - This Friday
This exam will be a take home exam, that is due on the Monday we return from February break (February 28). With the exception of a legal absence from school, anyone who does not turn in the exam, will receive a grade of zero.
We will beging working on the exam in class on Friday. You will work on it at home and finish over the week that we're off from school, in addition to your February break assignments. Although the exam is a take-home exam, it is expected that you will put the same effort into studying that you would as if it were an in-class exam.
Here's a link to the exam.
Please note that you don't have to print out the exam. You only have to turn in the answer sheet.
Here's what's going to be on the exam. The exam will very closely approximate a Regents exam in term of its length, and depth of coverage of the subject.
1. Vocab:
Selective Service Act
Hello Girls
Big Four
Fourteen Points
Treaty of Versailles
Schlieffen Plan
Sussex Pledge
Allied Powers
Central Powers
Zimmerman Note
U-Boats
Convoy System
reparations
2. Multiple Choice: 40 Questions
3. Thematic Essay Topic: Supreme Court Cases Concerning Constitutional Civil Liberties Task: Using the case of Schenck 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?)
4. DBQ – Topic: Why did the US enter WWI? Will be VERY similar to the assignment we did in class.
You’ll have about 5 DBQ’s to answer.
Each document will relate to the US’s entry into WWI.
After you finish the DBQ’s, you’ll have an outline to complete
After the outline, you’ll write your essay.
Has to have intro, conclusion, and body paragraphs
Answer MUST make reference to a certain # of document(s) (ex: “in document 1, it shows that the US was exporting nearly 2 billion dollars to Britain by 1916.”
Good Luck!
This exam will be a take home exam, that is due on the Monday we return from February break (February 28). With the exception of a legal absence from school, anyone who does not turn in the exam, will receive a grade of zero.
We will beging working on the exam in class on Friday. You will work on it at home and finish over the week that we're off from school, in addition to your February break assignments. Although the exam is a take-home exam, it is expected that you will put the same effort into studying that you would as if it were an in-class exam.
Here's a link to the exam.
Please note that you don't have to print out the exam. You only have to turn in the answer sheet.
Here's what's going to be on the exam. The exam will very closely approximate a Regents exam in term of its length, and depth of coverage of the subject.
1. Vocab:
Selective Service Act
Hello Girls
Big Four
Fourteen Points
Treaty of Versailles
Schlieffen Plan
Sussex Pledge
Allied Powers
Central Powers
Zimmerman Note
U-Boats
Convoy System
reparations
2. Multiple Choice: 40 Questions
3. Thematic Essay Topic: Supreme Court Cases Concerning Constitutional Civil Liberties Task: Using the case of Schenck 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?)
4. DBQ – Topic: Why did the US enter WWI? Will be VERY similar to the assignment we did in class.
You’ll have about 5 DBQ’s to answer.
Each document will relate to the US’s entry into WWI.
After you finish the DBQ’s, you’ll have an outline to complete
After the outline, you’ll write your essay.
Has to have intro, conclusion, and body paragraphs
Answer MUST make reference to a certain # of document(s) (ex: “in document 1, it shows that the US was exporting nearly 2 billion dollars to Britain by 1916.”
Good Luck!
Wednesday, February 09, 2011
HW - Thursday Feb. 10th 2011
Hello, RUSHers:
Here's your assignment for tonight.
Here's your assignment for tonight.
1. Review Chapter 19 Section 3 in your textbook.
2. CLICK HERE and print out "The War at Home - Guided Reading"
3. Complete the exercises and turn the assignment in Friday!
Tuesday, February 08, 2011
HW 2/8/2011
Hi, Everyone:
Here's tonight's HW. Because of the late post, you can hand it in on Thursday.
CLICK HERE for the resources you will need to complete the assignment. Thanks!
Here's tonight's HW. Because of the late post, you can hand it in on Thursday.
CLICK HERE for the resources you will need to complete the assignment. Thanks!
Wednesday, February 02, 2011
Monday, January 31, 2011
HW Assignments Week of 1/31/2011
Hello, RUSH students:
In an effort to stay organized, I've laid out your HW assignments for the week. Click the links below to print out the assignments, and complete them.
Tuesday Night: Due Wed 2/2. Print out, and complete the Chapter 19 Summary. Please answer all the questions on the back of the page, or on a separate piece of paper.
In an effort to stay organized, I've laid out your HW assignments for the week. Click the links below to print out the assignments, and complete them.
Tuesday Night: Due Wed 2/2. Print out, and complete the Chapter 19 Summary. Please answer all the questions on the back of the page, or on a separate piece of paper.
Wednesday Night: Due Thursday 2/3. Print out, and complete the Chapter 19 Building Vocabulary Sheet. Please note that you are only responsible for completing sections A and B.
Thursday: Due Monday 2/7. Print out, and complete the Chapter 19 Quiz.
Sunday, January 23, 2011
EXTRA CREDIT HW ASSIGNMENT
WATCH - "The Panama Canal" It will be on regular TV tomorrow night (January 24th) on PBS (Channel 13) CLICK HERE TO FIND OUT WHEN IT WILL BE ON!
Complete the video/podcast sheet, and turn in. This assignment is worth 1.0 points.
Complete the video/podcast sheet, and turn in. This assignment is worth 1.0 points.
Thursday, January 20, 2011
Wednesday, January 19, 2011
Study Guide for Imperialism Quiz
Hello, Everyone!
Here's a little guide to the quiz. It's scheduled for Friday, but if the copies aren't ready, we'll do it Monday!
15 Vocab Terms
Theodore Roosevelt
Emilio Aguinaldo
Adm. George Dewey
Alfred Thayer Mahan
Queen Liliukolani
William Randolph Hearst
USS Maine
Valeriano “Butcher” Weyler
William McKinley
Yellow Journalism
Sanford B. Dole
De Lome Letter
Open Door Notes
Monroe Doctrine
Roosevelt Corollary
35 Multiple Choice Questions. All will be taken from the regents prep website.
CLICK HERE for the link!
Additionally, you can watch the video, and all the lectures from last week's hw to help you.
Good Luck!
Here's a little guide to the quiz. It's scheduled for Friday, but if the copies aren't ready, we'll do it Monday!
15 Vocab Terms
Theodore Roosevelt
Emilio Aguinaldo
Adm. George Dewey
Alfred Thayer Mahan
Queen Liliukolani
William Randolph Hearst
USS Maine
Valeriano “Butcher” Weyler
William McKinley
Yellow Journalism
Sanford B. Dole
De Lome Letter
Open Door Notes
Monroe Doctrine
Roosevelt Corollary
35 Multiple Choice Questions. All will be taken from the regents prep website.
CLICK HERE for the link!
Additionally, you can watch the video, and all the lectures from last week's hw to help you.
Good Luck!
Saturday, January 15, 2011
HW Assignments Week of 1/17 and 1/24
Hello, RUSH students:
Announcements:
QUIZ This FRIDAY - 35 Multiple Choice Questions.
Here are your assignments for the week, as well as your assignments for Regents Week.
Announcements:
QUIZ This FRIDAY - 35 Multiple Choice Questions.
15 Vocabulary Words/Chapter ID's STUDY GUIDE TO FOLLOW!
Here are your assignments for the week, as well as your assignments for Regents Week.
Monday Night: Complete the assignments from FRIDAY NIGHT.
Due Tueday 1/18/2011
1. Review Lectures 54 and 55. Click the links below for the lectures:
1. Review Lectures 54 and 55. Click the links below for the lectures:
2. Read Ch. 18 Sections 3 and 4 (pp. 558-571)
3. Complete the "Terms and Names" on pp. 564 and 571.
Tuesday: Watch the Video "America Becomes a World Power." Yes, this is the same video that we viewed in class, but it's a great way to review for the exam on Friday. CLICK HERE for the video. After watching the video, complete the questions on the worksheet. CLICK HERE for the Worksheet!
Wednesday/Thursday: Review for the Quiz on Friday.
Friday:
Begin your Regents Week Assignment. You are responsible, by MONDAY JANUARY 31, to complete Chapter 19, and the questions/ID's in the packet. CLICK HERE for the REGENTS WEEK ASSIGNMENT PACKET!
Sunday, January 09, 2011
Assignments for the Week of 1/10/2011
Hello, RUSHers:
Here are your assignments for the week of 1/10/2011. You can choose to do each assignment daily, or knock it all out in one shot. Each assignment is worth .25 points, except Friday's which is .50 points.
Monday Night: Due Date Wednesday 1/12/2011
Friday: Due Tueday 1/18/2011
1. Review Lectures 54 and 55. Click the links below for the lectures:
Here are your assignments for the week of 1/10/2011. You can choose to do each assignment daily, or knock it all out in one shot. Each assignment is worth .25 points, except Friday's which is .50 points.
Monday Night: Due Date Wednesday 1/12/2011
1. READ ch. 18 Section 1 (pp. 548-551).
Tuesday: Finish Monday's HW. If you finished Monday's HW, feel free to proceed on to Wednesday's assignment.
Wednesday: Due Date Friday January 14, 2011.
1. Read Ch. 18 Section 2 (p.552-557)
Thursday: Finish Wednesday's Assignment. If you've finished, feel free to proceed to Friday's Assignment.
Friday: Due Tueday 1/18/2011
1. Review Lectures 54 and 55. Click the links below for the lectures:
2. Read Ch. 18 Sections 3 and 4 (pp. 558-571)
3. Complete the "Terms and Names" on pp. 564 and 571.
EXPECT A QUIZ SOMETIME DURING THE WEEK of 1/18 on Foreign Policy (Neutrality-Imperialism).
Thursday, January 06, 2011
HW 1/6/2010
Hello, RUSHers:
Here's tonight's HW.
READ pp. 190-196
Here's tonight's HW.
In the RED TEXTBOOK
READ pp. 190-196
Terms and Names on p. 196
MAIN IDEA #4 ON P. 196
Sunday, December 19, 2010
RUSH WINTER BREAK ASSIGNMENT
Here is your break assignment. Please note that I am not expecting you to finish this in one day. I have given you the assignment with almost THREE WEEKS to complete it. It is more than ample time to complete the entire assignment.
Furthermore, I am hopeful that by this time you have created study groups, and are utilizing the people in class to help you work through the material. Above that, I would also suggest using this link to post information, and really cooperate! Additionally, you should make use of the Facebook page to coordinate information.
Please note that the assignment will be turned in on the day we return from winter recess, as you enter the class. Please staple all of the written work together, or place it in a folder.
As previously stated, unless you are legally absent from school, late work will not be accepted. "Technical Issues" are no longer acceptable excuses for the failure to complete assignments.
It should be further noted that this assignment is weighted, and will count towards your second semester GPA.
You will be completing a take-home exam. It consists of 50 multiple choice questions, and one (1) Thematic Essay.
Friday, December 17, 2010
Supreme Court Mini-Project
CLICK HERE for the worksheet. Print it out.
Please start working on this assignment ASAP.
This assignment is due on THURSDAY DEC 23rd. NO EXCEPTIONS!
Wednesday, December 15, 2010
HW 12/15/2010
Here's your assignment for this evening. Please post your answers, instead of writing them by hand.
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.
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.
Wednesday, December 08, 2010
Federalism Mini-Project '10
Due Date - 12/15/2010
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.P
Tuesday, December 07, 2010
Monday, December 06, 2010
Checks and Balances DBQ INFO
Hello!
Here is the link for the answer key for the Checks and Balances DBQ!
Scroll Down to January 2002. That's the exam where the DBQ came from.
Here is the link for the answer key for the Checks and Balances DBQ!
Scroll Down to January 2002. That's the exam where the DBQ came from.
Wednesday, December 01, 2010
Checks and Balances DBQ
CLICK HERE for the DBQ that we worked on in class today. Please print out the documents, and complete the remaining questions. When you've finished with that, please complete an outline of the DBQ Essay. We will spend time in class Friday working on a draft, and then making it awesome for Monday, to be handed in Tuesday!
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