Poly Govt Homework - Due Monday Oct 3

Next week we will finish our discussion of the political, cultural and economic spectrum. There will be an exam to evaluate your understanding of the concepts.

Our second unit will last about two months. The Essential Question is "Did the Constitution’s Framers Intend to Construct a Revolutionary and Democratic Government?"

I apologize for the late posting. There is quite a bit of vocab. I defined some and used in a sentence for you. Finish the rest, do the readings and answer the questions.



Define the following terms. List parts of speech and use each in a sentence.

delegate
inaugurate
vigorous
bustle
vicinity
precedent
scrutiny
soberly
invoke
scurrilous
epic
allegory
impede
federal
heterogeneous
adherent
variant
middling
buoyed
plebeian
populist
agrarian



deliberation: noun. 1. Long and careful consideration or discussion.
2. Slow and careful movement or thought.

The U. N. Security Council's perennial deliberations regarding Israel and Palestine have yet to make serious progress.


despotism: 1. The exercise of absolute power, esp. in a cruel and oppressive way.
2. A country or political system where the ruler holds absolute power

Benjamin Franklin feared our republican form of government would devolve to despotism.


indispensable: adjective: absolutely necessary or essential

A strong vocabulary will prove to be indispensable when you enter college, so why would anyone ever complain about "getting to much vocabulary homework"? Jeez. I'd hate to meet that person.

intemperate: Adjective

1. Having or showing a lack of self-control; immoderate:"intemperate outbursts".

2. Given to or characterized by excessive indulgence, esp. in alcohol

I was appalled by Mike's intemperance as he snatched the last hash brown, even though he already ate four.


enfranchise: Verb

1. Give the right to vote to.

2. Free (a slave).

While the Fifteenth Amendment enfranchised African Americans, poll taxes, literacy tests and grandfather clauses effectively prevented them from voting.


citadel: Noun: A fortress, typically on high ground, protecting or dominating a city.

It was a bit terrifying to see machine guns pointing down from the citadel.


precipitate: Verb: Cause (an event or situation, typically a bad one) to happen suddenly, unexpectedly, or prematurely: "the incident precipitated a political crisis".

Adjective: Done, made, or acting suddenly or without careful consideration.

The housing crash was precipitated the recklessness of several large banks.

abolitionist: a person who opposed slavery before the civil war.

Abolitionist John Brown attempted to lead an uprising of slaves.

litigation: noun: a legal proceeding in a court; a judicial contest to determine and enforce legal rights.

My lawsuit was tied up in years of litigation before I ever saw one red cent.

emphatic: (noun) Showing or giving emphasis; expressing something forcibly and clearly.

The United States' emphatic denunciations of tyranny seem disingenuous when you consider its alliance with Saudi Arabia.


ordain: (verb) 1. Make (someone) a priest or minister; confer holy orders on.
2. Order or decree (something) officially: "equal punishment was ordained for the two crimes".

Rev Al Sharpton claims to have been ordained at the age of nine.

idiom: (noun) 1. A group of words established by usage as having a meaning not deducible from those of the individual words (e.g., raining cats and dogs).
2. A form of expression natural to a language, person, or group of people: "he had a feeling for phrase and idiom"

invective: Noun/adj: Insulting, abusive, or highly critical language.

It was almost impossible for James to debate without slipping into an invective tone.

monolith: noun: Formed of a single large block of stone.
2. (of a building) Very large and characterless.

The bland, unimpressive monolith was an odd tourist attraction.




Readings:

http://www.gilderlehrman.org/historynow/09_2007/historian.php

http://www.gilderlehrman.org/historynow/09_2007/historian6.php

1) Discuss how the concept of state sovereignty relates to Patrick Henry's attitude about the Constitution.

2) Why was the Bill of Rights added to the Constitution?

3) Discuss the following quote. What message was Franklin attempting to convey?

“Today a man owns a jackass worth fifty dollars and he is entitled to vote; but before the next election the jackass dies. The man in the meantime has become more experienced, his knowledge of the principles of government and his acquaintance with mankind are more extensive, and he is therefore better qualified to make a proper selection of rulers—but the jackass is dead and the man cannot vote. Now, gentlemen, pray inform me, in whom is the right of suffrage? In the man or the jackass?”7


4) Discuss the conflict between President Jackson and the Supreme Court.

5) List the groups that were not included in the notion of "We the People".

6) Explain the difference between Federalists and Anti-Federalists. Discuss the Anti-Federalist opinion of the Constitution.

Democratizing Twentieth Century - No Homework Tonight

No Homework Tonight

Poltics and Government Homework - Due Tuesday, Sept 27

!!!PLEASE NOTE: THIS IS DUE TUESDAY! SCROLL DOWN FOR WEEKEND'S HOMEWORK. IT INVOLVES A LINK TO A SPEECH. PLEASE SCROLL DOWN.

Define each term, include part of speech.
For each, write a thoughtful sentence that conveys your understanding of the meaning.

Vocabulary 3:

insurgent
swindle
insolence
vindicate
inexorable
imperialism
covet
guerrilla war
encroach
multiplicity
bulwark
amid
apprehend
eradicate
concurrent
imbibed
reciprocal
ratification/ratify
adjourn
emissary

Homework - Politics and Government/Democratizing 20th Century America Due Monday, Sept 26

Hello Folks,

med·i·care:
(in the US) A federal system of health insurance for people over 65 years of age and for certain younger people with disabilities

a) define the following terms:

presumptuous
misconception
compulsory
encroachment
supplant
constituent

b) read the speech by Ronald Reagan and/or listen to it


http://www.americanrhetoric.com/speeches/ronaldreagansocializedmedicine.htm

http://www.youtube.com/watch?v=fRdLpem-AAs


c) discuss the speech (in writing, use evidence from the speech)

Consider: Discuss Reagan's position on socialism. Why does Reagan quote Norman Thomas? What message was Reagan trying to convey in his radio address? What do you think he hoped to accomplish by making this address? What does Reagan think about social security? Do you think his concerns about these programs are valid? Why or why not? How do Reagan's views compare to those we discussed this week in class?

**your answers should be written in paragraph form or neatly bulleted; approx 1-2 pages.

Politics and Government - Curriculum Map/Syllabus

SCHOOL OF THE FUTURE SOCIAL STUDIES DEPARTMENT
SENIOR INSTITUTE
POLITICS AND GOVERNMENT
J. Copeland 2011-2012

WHAT IS THE PURPOSE OF THE STATE?

Introduction to Mr. Copeland’s History Class

• Political Systems
• Economic Systems
• Political and Economic Ideological Spectrum
• World and U. S. Geography/Current Events


Skills: Note taking, analysis of primary sources, basic social studies content vocabulary, basic geography
Texts: Party Platforms of selected political parties, quotations from selected historic figures
Films: Excerpts from political roundtable discussions on various cable and PBS programs
Assessments: Quizzes, personal political/economic framework essay

OCTOBER/NOVEMBER – How Democratic is the Constitution?

• Articles of Confederation
• Shay’s Rebellion
• Constitutional Convention
• Constitution
• Federalism/Anti-Federalism
• Current Events

Skills: Note taking, reading comprehension, content vocabulary, vocabulary, verbal argumentation/discussion
Texts: Invention a Nation by Gore Vidal, A People’s History of the United States by Howard Zinn
Films: excerpts from political roundtable discussions on various cable and PBS programs
Assessments: Quizzes, informal writing, current event report, track participation in discussions, response essay: How Democratic is the Constitution, creative short film project

DECEMBER/JANUARY -- What are the “Privileges and Immunities of U. S. Citizenship?”

• Due Process Clause
• Bill of Rights (over-view, initial applicability to the states)
• Baron v. Baltimore (1833)
• Dred Scott Case (1857)
• Fourteenth Amendment, applicability to states (1868)
• Slaughter-House Cases (1873)
• Kelo v. City of New London (2005)

Skills: Note taking, reading comprehension, content vocabulary, vocabulary, verbal argumentation/discussion, written argumentation, evidence gathering to support arguments
Texts: A People’s History of the United States by Howard Zinn, The Supreme’s Greatest Hits, The Supreme Court, Various Supreme Court Opinions (primary sources)
Films: excerpts from political roundtable discussions on various cable and PBS programs
Assessments: quizzes, exams track participation in discussions

FEB/MARCH – How has the Supreme Court been used to Expand and Inhibit Liberty in the United States?

• Freedom of Speech
• Freedom of Religion
• Rights of the Accused
• Reproductive Rights
• Civil Rights
• Current Events

Skills: Note taking, reading comprehension, content vocabulary, vocabulary, verbal argumentation/discussion, evidence gathering to support arguments
Texts: A People’s History of the United States by Howard Zinn, The Supreme’s Greatest Hits, The Supreme Court, various Supreme Court opinions (primary sources), handouts—analysis of Supreme Court opinions
Films: excerpts from political roundtable discussions on various cable and PBS programs, Assessments: Quizzes, Lincoln-Douglas debates (build upon verbal and written argumentation skills), current event report, track participation in discussions


APRIL – The “Culture Wars” - The New Left

• Franklin Roosevelt and the New Deal
• Lyndon Johnson and the Great Society
• The Counter Culture of the 1960s
• Current Events

Skills: Note taking, reading comprehension, content vocabulary, vocabulary, verbal argumentation/discussion, evidence gathering to support arguments
Texts: A People’s History of the United States by Howard Zinn, selected handouts—
Films: excerpts from political roundtable discussions on various cable and PBS programs, Assessments: Quizzes, Exams, response essay, current event report, track participation in discussions







MAY – The “Culture Wars” - Rise of Movement Conservatism

• Barry Goldwater and the Conservative Backlash Against the 1960s Counter-culture
• Ronald Reagan, Trickledown Economics and the Conservative 1980s
• Current Events

Skills: Note taking, reading comprehension, content vocabulary, vocabulary, verbal argumentation/discussion, evidence gathering to support arguments
Texts: A People’s History of the United States by Howard Zinn, The Rise of Southern Republicans, What’s the Matter w Kansas, selected handouts
Films: excerpts from political roundtable discussions on various cable and PBS programs, Mr. Conservative, Reagan
Assessments: Quizzes, Exams, response essay, current event report, track participation in discussions


JUNE – Final Exams/Presentations

Democratizing Twentieth Century America - Vocabulary

For each word:

a) define
b) list part of speech
c) use in a sentence that conveys your understanding the meaning of the word

vanquish
respiratory
meddle
hobnob
treacherous
militant
expropriation
persistence
ordinance
vigilante
tenement
incite
perpetual
jurisdiction
entanglement
municipal
migratory
agitator

Politics and Government - Vocabulary

For each word:

a) define
b) list part of speech
c) use in a sentence that conveys your understanding the meaning of the word


debtor
evade
defy
carnage
disaffected
concession
modify
imbed
dispossess
indentured servant
currency
intricate
provincial
redress

Homework

Hello folks. The following assignment is for both 11th and 12th grade classes.

http://www.learnalberta.ca/content/sspes/index.html#

Please go to the site above.

a) click on the first box: "Political and Economic Grid"

b) draw a Political Economic Grid in your notebook

c) click on "Working with the Spectrums" spectrum (skip the demo)

d) take a look at each of the four boxes under "Click to View".

e) draw each of the diagrams in your notebook (Political Economic Grid, Spectrums, etc.)

f) explore the website a bit

g) have a nice weekend

Democratizing Twentieth Century - Syllabus/Curriculum Map

In this course you will examine the roots of various Twentieth Century political, social, economic and cultural reform movements. For each movement, you will answer a series of essential questions. Through these questions you will gain both a sense of historical context and an understanding of the tactics used by those who sought to bring about greater democracy and equality in the United States.

Essential Questions: Why Then? Why did the endeavor for this reform get underway when it did? What gains were won? What gains were sought but not won? If the reform was only partially achieved, what limited its attainment?


SEPTEMBER - Introduction to Mr. Copeland’s History Class

• Political Systems
• Economic Systems
• Political and Economic Ideological Spectrum
• World and U. S. Geography

Skills: Note taking, analysis of primary sources
Texts: Party Platforms of selected political parties, quotations from selected historic figures
Films: Excerpts from political roundtable discussions on various cable and PBS programs
Assessments: Quizzes, personal political/economic framework essay



OCTOBER/NOVEMBER - Democracy and Equality for Women

• The Right to Vote
• The Movement for Birth Control
• Industrialization
• World War I

Skills: content vocabulary usage, analysis of primary and secondary sources, argument development for a debate, logic and reasoning
Texts: The Twentieth Century (Zinn), Women’s America (Kerber, DeHart), Legislating Women’s Morals (Sanger), Comstock Law, Selected Handouts
Films: Iron Jawed Angels, Choices of the Heart
Assessments: Quizzes, Response Essay, Unit Exam, Reproductive Rights Debate



DECEMBER – Labor Democratizes America

• The Progressive Era
• The Great Depression
• The New Deal
• The Red Scare

Skills: content vocabulary usage, SAT prep vocabulary usage in writing, analysis of primary and secondary sources, development of a written argument, determining appropriateness of evidence
Texts: The Twentieth Century (Zinn), Who Built America, Roosevelt and the New Deal, Selected Handouts
Films: Native Son, Grapes of Wrath, The Front, Roger and Me, Selected CUNY Documentaries
Assessments: Quizzes, Response Essay, Unit Exam



JANUARY/FEBRUARY - Democracy and Equality for African Americans

• World War II
• The Cold War
• The Civil Rights Movement

Skills: vocabulary usage, SAT prep vocabulary usage in writing, analysis of primary and secondary sources, development of a written argument, determining appropriateness of evidence, organization in writing a formal, academic essay, presentation/power point, public speaking
Texts: The Twentieth Century (Zinn), Unfinished Journey (Chaffe), From Slavery to Freedom (Franklin), Movements of the New Left (Goss)
Films: Eyes on the Prize, Battle for America’s Schools, Selected CUNY Documentaries
Assessments: Quizzes, final exam, independent/group research project



MARCH – Democracy and Equality for Youth

• The Cold War
• Student Movement
• Anti-War Movement/Vietnam War
• Rise of the New Left

Skills: vocabulary usage, SAT prep vocabulary usage in writing, analysis of primary and secondary sources, development of a written argument, determining appropriateness of evidence, discerning author bias
Texts: The Twentieth Century (Zinn), Unfinished Journey (Chaffe), The Children (Halberstam), Movements of the New Left (Goss)
Films: Two Days in October, Summer of Love, Selected CUNY Documentaries
Assessments: Quizzes, Unit Exam, Response Essay





APRIL/MAY – Pluralistic America

• The Cold War
• Black Power Movement
• Latino Cultural Liberation
• Women’s Liberation
• American Indian Cultural Liberation
• Gay and Lesbian Liberation

Skills: vocabulary usage, SAT prep vocabulary usage in writing, analysis of primary and secondary sources, development of a written argument, determining appropriateness of evidence, discerning author bias

Texts: The Twentieth Century (Zinn), Unfinished Journey (Chaffe), The Children (Halberstam), Movements of the New Left (Goss), Stonewall (Duberman), Columbus to Castro (Williams)
Films: The Education of Sonny Carson, Malcolm X, Milk, Yo Soy Boriqua, Selected CUNY Documentaries
Assessments: quizzes, unit exam, group project and independent research paper



JUNE – NEW LEFT GROUP PRESENTATIONS

Vocabulary Homework

For each term write:

a) part of speech (noun, verb, adj, etc)
b) definition
c) sentence using the word; sentence should demonstrate that you understand the meaning of the word

Democratizing Twentieth Century

jingoism
indignation
sober
stately
matron
besmirch
vagrancy
indict
imperial
pallid
eloquent

Politics and Government

For each term write:

a) part of speech (noun, verb, adj, etc)
b) definition
c) sentence using the word; sentence should demonstrate that you understand the meaning of the word

incensed
commissary
passive
recalcitrant
contingent
cognizant
avarice
profiteer
embolden
grievance
furlough
mutiny
ignominious
consternation
imprudent/prudent
hoard
surly