Read "Controlling Reproduction"
Take notes. If you type your notes please tape into notebook. Your notes will be graded on a 4 point scale. See rubric below:
4 - clearly shows connections to the Essential Question: Why Then? Why did the Birth Control Movement get underway when it did?
- discusses connections to industrialization and immigration
- discusses key/important events
- clearly demonstrates understanding of all the text's central ideas
- provides evidence/quotes to support your claims/arguments; evidence includes numeric data, relevant people and events
- notes are neat and well organized; contain headings that show general ideas; contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence
3 - shows connections to the Essential Question: Why Then? Why did the Birth Control Movement get underway when it did?
- discusses connections to industrialization and immigration
- discusses key/important events
- demonstrates understanding of all the text's central ideas
- provides evidence/quotes to support your claims/arguments; evidence includes numeric data, relevant people and events
- notes are neat and organized; contain headings that show general ideas; contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence
2 - shows some connections to the Essential Question: Why Then? Why did the Birth Control Movement get underway when it did?
- discusses connections to industrialization and immigration
- discusses key/important events
- clearly demonstrates understanding of all the text's central ideas
- provides evidence/quotes to support your claims/arguments; evidence includes numeric data, relevant people and events
- attempted to organize notes; notes contain headings that show general ideas; contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence
1 - -______-
Saturday, November 26, 2011
Politics and Government Homework - Due Monday, Nov 28
Read chapter 6 in Vidal.
Take notes. If you type your notes please tape into notebook. Your notes will be graded on a 4 point scale. See rubric below
Rubric Chap 6
4 - clearly shows connections to Essential Question: Did the Constitution's framers intend to create a revolutionary and democratic government?
- discusses John Adams, Abagail Adams, Alexander Hamilton, Thomas Jefferson, George Washington, John Marshall, Talleyrand, and the role of the president's cabinet; discusses foreign policy divisions, the characters' attitudes about France and Napoleon, the characters' attitudes about each other, checks and balances, The XYZ Affair and the VA and KY Resolutions
- discusses Vidal's views on democracy and the Constitution
- discusses key/important events
- clearly demonstrates understanding of all the text's central ideas
- provides evidence/quotes to support your claims/arguments; evidence includes numeric data, relevant people and events
- notes are neat and well organized; contain headings that show general ideas; contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence
3 - shows some connections to Essential Question: Did the Constitution's framers intend to create a revolutionary and democratic government?
- discusses John Adams, Abagail Adams, Alexander Hamilton, Thomas Jefferson, George Washington, John Marshall, Talleyrand, and the role of the president's cabinet; discusses foreign policy divisions, the characters' attitudes about France and Napoleon, the characters' attitudes about each other, checks and balances, The XYZ Affair and the VA and KY Resolutions
- discusses Vidal's views on democracy and the Constitution
- discusses key/important events
- demonstrates understanding of most of the text's central ideas
- provides evidence/quotes to support your claims/arguments; evidence includes numeric data, relevant people and events
- notes are neat and well organized; contain headings that show general ideas; contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence
2 - shows few connections to Essential Question: Did the Constitution's framers intend to create a revolutionary and democratic government?
- discusses John Adams, Abagail Adams, Alexander Hamilton, Thomas Jefferson, George Washington, John Marshall, Talleyrand, and the role of the president's cabinet; discusses foreign policy divisions, the characters' attitudes about France and Napoleon, the characters' attitudes about each other, checks and balances, The XYZ Affair and the VA and KY Resolutions
- does not discuss Vidal's views on democracy and the Constitution
- does not discuss key/important events
- clearly demonstrates understanding of all the text's central ideas
- provides little evidence/quotes to support your claims/arguments; evidence includes numeric data, relevant people and events
- notes are fairly sloppy and and unorganized; notes do not contain headings that show general ideas; contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence
1 - -____-
Take notes. If you type your notes please tape into notebook. Your notes will be graded on a 4 point scale. See rubric below
Rubric Chap 6
4 - clearly shows connections to Essential Question: Did the Constitution's framers intend to create a revolutionary and democratic government?
- discusses John Adams, Abagail Adams, Alexander Hamilton, Thomas Jefferson, George Washington, John Marshall, Talleyrand, and the role of the president's cabinet; discusses foreign policy divisions, the characters' attitudes about France and Napoleon, the characters' attitudes about each other, checks and balances, The XYZ Affair and the VA and KY Resolutions
- discusses Vidal's views on democracy and the Constitution
- discusses key/important events
- clearly demonstrates understanding of all the text's central ideas
- provides evidence/quotes to support your claims/arguments; evidence includes numeric data, relevant people and events
- notes are neat and well organized; contain headings that show general ideas; contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence
3 - shows some connections to Essential Question: Did the Constitution's framers intend to create a revolutionary and democratic government?
- discusses John Adams, Abagail Adams, Alexander Hamilton, Thomas Jefferson, George Washington, John Marshall, Talleyrand, and the role of the president's cabinet; discusses foreign policy divisions, the characters' attitudes about France and Napoleon, the characters' attitudes about each other, checks and balances, The XYZ Affair and the VA and KY Resolutions
- discusses Vidal's views on democracy and the Constitution
- discusses key/important events
- demonstrates understanding of most of the text's central ideas
- provides evidence/quotes to support your claims/arguments; evidence includes numeric data, relevant people and events
- notes are neat and well organized; contain headings that show general ideas; contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence
2 - shows few connections to Essential Question: Did the Constitution's framers intend to create a revolutionary and democratic government?
- discusses John Adams, Abagail Adams, Alexander Hamilton, Thomas Jefferson, George Washington, John Marshall, Talleyrand, and the role of the president's cabinet; discusses foreign policy divisions, the characters' attitudes about France and Napoleon, the characters' attitudes about each other, checks and balances, The XYZ Affair and the VA and KY Resolutions
- does not discuss Vidal's views on democracy and the Constitution
- does not discuss key/important events
- clearly demonstrates understanding of all the text's central ideas
- provides little evidence/quotes to support your claims/arguments; evidence includes numeric data, relevant people and events
- notes are fairly sloppy and and unorganized; notes do not contain headings that show general ideas; contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence
1 - -____-
Friday, November 25, 2011
Politics and Government Response Essay - Due Fri, Dec 23
Response Essay
For the past two months we have been examining the roots of our republic. Conventional wisdom suggests that our republic is democratic in nature, reflecting the democratic impulses of our "founding fathers". Historians such as Howard Zinn seem to challenge this notion. Others, such as Gore Vidal, have more nuanced views.
You will write a formal essay that demonstrates your understanding of class texts, lectures, and discussions. Your essay should be 5 pages, typed, double spaced, 12 pt font. In this essay you will construct an argument that responds to the following question:
Did the Constitution's framers intend to create a revolutionary and democratic government?
Your paper should discuss at least one of the following:
- The distinct feelings about revolution and democracy held by the "Founding Fathers"
- The structure of the government and the significant functions of each branch.
- The manner in which different "Founding Fathers" implemented the new Constitution; the way they used their roles in government to shape domestic and foreign policy.
Your paper should contain evidence from the following sources:
A) Inventing a Nation by Gore Vidal
B) "A Kind of Revolution" by Howard Zinn
C) any 3 of the following essays: Why We the People by Linda Monk, James Madison and the Constitution by Jack Racove, The Antifederalists: The Other Founders of the American Constitutional Tradition? by Saul Cornell, George Washington and the Constitution by Theodore J. Crackel, Ordinary Americans and the Constitution by Gary B. Nash, Race and the American Constitution: A Struggle towards National Ideals by James O. Horton
D) At least 2 of the following:
- Democracy and the Constitution by Gordon Wood
- The Constitution as an Elitist Document by Michael Perenti
- Decent, Even Though Democratic by Ann Stuart Diamond
E) Who Built America? pgs TBA (This is a class reference text. You must use workshop time in class to gather evidence from this book. You may not take it home.)
F) Class notes on lectures, films, discussions, and Constitution Center Field Trip
Rubric for Essay
HISTORICAL CONTENT
16 - Demonstrates a clear and sophisticated understanding of the historical time period and the cause and effect relationship between significant events; accurately discusses the opinions and arguments presented by different historians regarding several of the framers and the Constitution
12 - Demonstrates a clear understanding of the historical time period and the cause and effect relationship between significant events; accurately discusses the opinions and arguments presented by different historians regarding several of the framers and the Constitution
8 - Demonstrates some understanding of the historical time period and the cause and effect relationship between significant events; attempts to discusses the opinions and arguments presented by one or two historians regarding one or two of the framers and the Constitution
4 - Demonstrates little or no understanding of the historical time period and the cause and effect relationship between significant events; does not discusses the opinions and arguments presented by historians regarding the framers and the Constitution; provides a summary of events without making an argument
INTRODUCTION, DISTINCTION AND DEVELOPMENT OF PRECISE CLAIMS AND COUNTERCLAIMS
4 - Introduces, distinguishes and develops precise claims and counterclaims throughout the entire essay to create a strong and nuanced argument; cites strong and thorough evidence from A-F above.
3 - States a precise claim that is developed throughout the entire essay; provides relevant and thorough evidence from of A-F; evaluates claim against some counterclaims.
2 - States a claim that is developed throughout much of the essay; provides relevant evidence from several of A-F.
1 - Provides some information, details, and/or evidence related to claim but does not state a claim.
USE OF SPECIFIC LANGUAGE AND VARIED SYNTAX TO LINK CLAIMS AND COUNTERCLAIMS, AND EVIDENCE
4 - Uses a variety of specific transitional words, phrases, and clauses as well as varied syntax to connect claims, counterclaims and/or evidence. Appropriately incorporates new vocabulary learned in this unit.
3 - Uses specific transitional words and phrases as well as varied syntax to connect claims, counterclaims, and/or evidence.
2 - Uses specific transitional words and phrases to connect claims, counterclaims, and/or evidence.
1 - Uses simple words/phrases to connect claims, counterclaims, and/or evidence.
OBSERVATION AND MAINTENANCE OF APPROPRIATE TONE, STYLE, NORMS AND CONVENTIONS
4 - Observes and maintains objective tone and formal style throughout the entire essay while attending to the norms and conventions of a history essay. Discusses the opinions and arguments presented by different historians regarding the framers and the Constitution
3 - Observes and maintains relevant tone and style throughout the entire essay; attends to the norms and conventions of a history essay in most of the essay. Discusses the opinions and arguments presented by different historians regarding the framers and the Constitution.
2 - Uses relevant tone and style consistently throughout sections/portions of the essay; attends to the norms and conventions of a social studies essay in specific paragraphs or sections of the essay. Attempts to discuss the opinions and arguments presented by different historians regarding the framers and the Constitution
1 - Uses relevant style and tone sporadically; fails to attend to the norms of a social studies essay in specific sentences or specific portions of the essay. Fails to discuss the opinions and arguments presented by different historians regarding the framers and the Constitution
PROVISION OF RELEVANT CONCLUDING STATEMENT
4 - Provides a concluding statement that follows from and supports all of the major claims of the argument while extending insight and/or prescribing further relevant action
3 - Provides a concluding statement that follows from and supports all of the major claims of the argument
2 - Provides a concluding statement that follows from and supports several of the major claims of the argument
1 - Provides a concluding statement that is somewhat relevant to the argument presented
ABILITY TO DEMONSTRATE A COMMAND OF THE CONVENTIONS OF STANDARD ENGLISH GRAMMAR AND USAGE
4 - Demonstrates command of a variety of sentence structures, phrases (noun, verb, adjectival, etc.), and clauses (dependent, relative, etc.) consistently throughout the essay; resolves issues of complex or contested usage.
3 - Demonstrates command of variety of sentence structures, phrases (noun, verb, adjectival, etc.), and clauses (dependent, relative, etc.) consistently throughout most of the essay.
2 - Demonstrates command of variety of sentence structures, phrases (noun, verb, adjectival, etc.), and clauses (dependent, relative, etc.) consistently throughout sections of the essay.
1 - Demonstrates some command of proper sentence structure, use of basic phrases (noun, verb) and simple clauses (independent and dependent).
DEMONSTRATE COMMAND OF THE CONVENTIONS OF STANDARD ENGLISH CAPITALIZATION, PUNCTUATION, AND SPELLING
4 - Demonstrates command of the conventions of capitalization, punctuation (extends to hyphenation), and spelling consistently throughout the text.
3 - Demonstrates command of the conventions of capitalization, punctuation, and spelling consistently throughout most of the text.
2 - Demonstrates command of the conventions of capitalization, punctuation (extends to semicolon/colon usage), and spelling consistently throughout sections/portions of the text.
1 - Demonstrates some command of the conventions of capitalization (names, beginning of sentence), punctuation (end punctuation, basic comma usage) and spelling.
For the past two months we have been examining the roots of our republic. Conventional wisdom suggests that our republic is democratic in nature, reflecting the democratic impulses of our "founding fathers". Historians such as Howard Zinn seem to challenge this notion. Others, such as Gore Vidal, have more nuanced views.
You will write a formal essay that demonstrates your understanding of class texts, lectures, and discussions. Your essay should be 5 pages, typed, double spaced, 12 pt font. In this essay you will construct an argument that responds to the following question:
Did the Constitution's framers intend to create a revolutionary and democratic government?
Your paper should discuss at least one of the following:
- The distinct feelings about revolution and democracy held by the "Founding Fathers"
- The structure of the government and the significant functions of each branch.
- The manner in which different "Founding Fathers" implemented the new Constitution; the way they used their roles in government to shape domestic and foreign policy.
Your paper should contain evidence from the following sources:
A) Inventing a Nation by Gore Vidal
B) "A Kind of Revolution" by Howard Zinn
C) any 3 of the following essays: Why We the People by Linda Monk, James Madison and the Constitution by Jack Racove, The Antifederalists: The Other Founders of the American Constitutional Tradition? by Saul Cornell, George Washington and the Constitution by Theodore J. Crackel, Ordinary Americans and the Constitution by Gary B. Nash, Race and the American Constitution: A Struggle towards National Ideals by James O. Horton
D) At least 2 of the following:
- Democracy and the Constitution by Gordon Wood
- The Constitution as an Elitist Document by Michael Perenti
- Decent, Even Though Democratic by Ann Stuart Diamond
E) Who Built America? pgs TBA (This is a class reference text. You must use workshop time in class to gather evidence from this book. You may not take it home.)
F) Class notes on lectures, films, discussions, and Constitution Center Field Trip
Rubric for Essay
HISTORICAL CONTENT
16 - Demonstrates a clear and sophisticated understanding of the historical time period and the cause and effect relationship between significant events; accurately discusses the opinions and arguments presented by different historians regarding several of the framers and the Constitution
12 - Demonstrates a clear understanding of the historical time period and the cause and effect relationship between significant events; accurately discusses the opinions and arguments presented by different historians regarding several of the framers and the Constitution
8 - Demonstrates some understanding of the historical time period and the cause and effect relationship between significant events; attempts to discusses the opinions and arguments presented by one or two historians regarding one or two of the framers and the Constitution
4 - Demonstrates little or no understanding of the historical time period and the cause and effect relationship between significant events; does not discusses the opinions and arguments presented by historians regarding the framers and the Constitution; provides a summary of events without making an argument
INTRODUCTION, DISTINCTION AND DEVELOPMENT OF PRECISE CLAIMS AND COUNTERCLAIMS
4 - Introduces, distinguishes and develops precise claims and counterclaims throughout the entire essay to create a strong and nuanced argument; cites strong and thorough evidence from A-F above.
3 - States a precise claim that is developed throughout the entire essay; provides relevant and thorough evidence from of A-F; evaluates claim against some counterclaims.
2 - States a claim that is developed throughout much of the essay; provides relevant evidence from several of A-F.
1 - Provides some information, details, and/or evidence related to claim but does not state a claim.
USE OF SPECIFIC LANGUAGE AND VARIED SYNTAX TO LINK CLAIMS AND COUNTERCLAIMS, AND EVIDENCE
4 - Uses a variety of specific transitional words, phrases, and clauses as well as varied syntax to connect claims, counterclaims and/or evidence. Appropriately incorporates new vocabulary learned in this unit.
3 - Uses specific transitional words and phrases as well as varied syntax to connect claims, counterclaims, and/or evidence.
2 - Uses specific transitional words and phrases to connect claims, counterclaims, and/or evidence.
1 - Uses simple words/phrases to connect claims, counterclaims, and/or evidence.
OBSERVATION AND MAINTENANCE OF APPROPRIATE TONE, STYLE, NORMS AND CONVENTIONS
4 - Observes and maintains objective tone and formal style throughout the entire essay while attending to the norms and conventions of a history essay. Discusses the opinions and arguments presented by different historians regarding the framers and the Constitution
3 - Observes and maintains relevant tone and style throughout the entire essay; attends to the norms and conventions of a history essay in most of the essay. Discusses the opinions and arguments presented by different historians regarding the framers and the Constitution.
2 - Uses relevant tone and style consistently throughout sections/portions of the essay; attends to the norms and conventions of a social studies essay in specific paragraphs or sections of the essay. Attempts to discuss the opinions and arguments presented by different historians regarding the framers and the Constitution
1 - Uses relevant style and tone sporadically; fails to attend to the norms of a social studies essay in specific sentences or specific portions of the essay. Fails to discuss the opinions and arguments presented by different historians regarding the framers and the Constitution
PROVISION OF RELEVANT CONCLUDING STATEMENT
4 - Provides a concluding statement that follows from and supports all of the major claims of the argument while extending insight and/or prescribing further relevant action
3 - Provides a concluding statement that follows from and supports all of the major claims of the argument
2 - Provides a concluding statement that follows from and supports several of the major claims of the argument
1 - Provides a concluding statement that is somewhat relevant to the argument presented
ABILITY TO DEMONSTRATE A COMMAND OF THE CONVENTIONS OF STANDARD ENGLISH GRAMMAR AND USAGE
4 - Demonstrates command of a variety of sentence structures, phrases (noun, verb, adjectival, etc.), and clauses (dependent, relative, etc.) consistently throughout the essay; resolves issues of complex or contested usage.
3 - Demonstrates command of variety of sentence structures, phrases (noun, verb, adjectival, etc.), and clauses (dependent, relative, etc.) consistently throughout most of the essay.
2 - Demonstrates command of variety of sentence structures, phrases (noun, verb, adjectival, etc.), and clauses (dependent, relative, etc.) consistently throughout sections of the essay.
1 - Demonstrates some command of proper sentence structure, use of basic phrases (noun, verb) and simple clauses (independent and dependent).
DEMONSTRATE COMMAND OF THE CONVENTIONS OF STANDARD ENGLISH CAPITALIZATION, PUNCTUATION, AND SPELLING
4 - Demonstrates command of the conventions of capitalization, punctuation (extends to hyphenation), and spelling consistently throughout the text.
3 - Demonstrates command of the conventions of capitalization, punctuation, and spelling consistently throughout most of the text.
2 - Demonstrates command of the conventions of capitalization, punctuation (extends to semicolon/colon usage), and spelling consistently throughout sections/portions of the text.
1 - Demonstrates some command of the conventions of capitalization (names, beginning of sentence), punctuation (end punctuation, basic comma usage) and spelling.
Thursday, November 17, 2011
Democratizing Twentieth Century America Response Paper - Some Helpful Links
Some counterclaim starters:
“Sadly”, “Even though”, “Despite the”
Arguments from Anti-Suffragists:
http://www.history.rochester.edu/class/suffrage/home.htm
The Progressive Era:
http://www.pbs.org/wgbh/americanexperience/features/general-article/eleanor-progressive/
Women's Suffrage Panting:
http://www.pbs.org/opb/historydetectives/investigation/womens-suffrage-painting/
I’m No Lady I’m a Member of Congress:
http://womenincongress.house.gov/historical-essays/essay.html?intID=2
Ida Tarbell:
http://www.pbs.org/wgbh/amex/rockefellers/peopleevents/p_tarbell.html
Theodore Roosevelt and Women's Suffrage:
http://www.pbs.org/wgbh/americanexperience/features/interview/tr-gable/
“Sadly”, “Even though”, “Despite the”
Arguments from Anti-Suffragists:
http://www.history.rochester.edu/class/suffrage/home.htm
The Progressive Era:
http://www.pbs.org/wgbh/americanexperience/features/general-article/eleanor-progressive/
Women's Suffrage Panting:
http://www.pbs.org/opb/historydetectives/investigation/womens-suffrage-painting/
I’m No Lady I’m a Member of Congress:
http://womenincongress.house.gov/historical-essays/essay.html?intID=2
Ida Tarbell:
http://www.pbs.org/wgbh/amex/rockefellers/peopleevents/p_tarbell.html
Theodore Roosevelt and Women's Suffrage:
http://www.pbs.org/wgbh/americanexperience/features/interview/tr-gable/
Saturday, November 12, 2011
Democratizing Twentieth Century HW - Due Mon, Nov 14
There will be a considerable amount of workshop time in class for the essay this week. You should come prepared to work. Bring all of your notes and a flash drive (I will try to get computers and/or mobile labs at least once). The paper will be due on Nov 22.
This weekend, do one or more of the following:
- Think about what you are stuck on in particular so you can make it clear to me. Is it a thesis? Arguments? Evidence? Getting started?
- Start making an outline for your paper.
- If you are having trouble getting started, think about a person or event from this unit that you found the most interesting. Gather all of your notes and make a list of facts and ideas regarding the person or event.
Sample Thesis:
Claim - The Industrial Revolution provoked the social, economic and cultural changes that incentivized the Women's Suffrage Movement.
Reasons:
- The increased need for labor during the Industrial Revolution helped the pull women from the domestic sphere into the public sphere, where they increased their impact on politics as part of the labor movement.
- The Industrial Revolution prompted a surge in socialism. Socialist organizations provided suffragists with organizational support.
- Women used their traditional domestic roles to address the chaos brought about by industrialization.
Sample Thesis:
Claim - The spirit of reform that swept America during the Progressive Era helped to spark the Women's Suffrage Movement.
Sample Thesis:
Claim - The Women's Suffrage Movement arose from increased educational and political opportunities for women.
Sample Thesis:
Claim - World War I created a political, economic and cultural climate that made voting rights for women attainable.
This weekend, do one or more of the following:
- Think about what you are stuck on in particular so you can make it clear to me. Is it a thesis? Arguments? Evidence? Getting started?
- Start making an outline for your paper.
- If you are having trouble getting started, think about a person or event from this unit that you found the most interesting. Gather all of your notes and make a list of facts and ideas regarding the person or event.
Sample Thesis:
Claim - The Industrial Revolution provoked the social, economic and cultural changes that incentivized the Women's Suffrage Movement.
Reasons:
- The increased need for labor during the Industrial Revolution helped the pull women from the domestic sphere into the public sphere, where they increased their impact on politics as part of the labor movement.
- The Industrial Revolution prompted a surge in socialism. Socialist organizations provided suffragists with organizational support.
- Women used their traditional domestic roles to address the chaos brought about by industrialization.
Sample Thesis:
Claim - The spirit of reform that swept America during the Progressive Era helped to spark the Women's Suffrage Movement.
Sample Thesis:
Claim - The Women's Suffrage Movement arose from increased educational and political opportunities for women.
Sample Thesis:
Claim - World War I created a political, economic and cultural climate that made voting rights for women attainable.
Monday, November 7, 2011
Politics and Government Homework - Due Monday, November 14
1 - Define the following words. List part of speech and use each in a sentence. (* no sentence required)
unscrupulous
indelible
encumbered
etiolating: to make pale; to deprive of natural vigor, make feeble
intrepid
megalomania
in posse*: in potential but not in actuality.
in esse*: actually existing
cohere
remuneration
locution
arbiter
ambivalence
venery*: sexual indulgence
peripatetic
bemuse
at par
platonic*
parricide*: the act of murdering one's father (patricide), mother (matricide) or other close relative, but usually not children (infanticide).
the act of murdering a person (such as the ruler of one's country) who stands in a relationship resembling that of a father
a person who commits such an act
mortify
apostate
vexing dexterity
amoral
concomitant
votary
phalanx*
usurp
approbation
machination
pseudonym
candor
epitaph
candor
obstinate
ardent
nimbus*
adroit
chrub
pagan
belligerent
jingo
prescience
antipathy
unilateral
felicity
querulous
2 - Read Chapters 4 and 5 in Vidal
Take notes. If you type your notes please tape into notebook. Your notes will be graded on a 4 point scale. There will be a separate grade for each chapter. See rubric below
Rubric Chap 4
4 - clearly shows connections to Essential Question: Did the Constitution's framers intend to create a revolutionary and democratic government?
- discusses John Adams, Alexander Hamilton, Thomas Jefferson, George Washington, Henry Knox, James Madison, Senator Maclay and the role of the president's cabinet; discusses foreign policy divisions, the characters' attitudes about the government, the characters' attitudes about each other, checks and balances, The Assumption
- discusses key/important events
- clearly demonstrates understanding of all the text's central ideas
- provides evidence/quotes to support your claims/arguments; evidence includes numeric data, relevant people and events
- notes are neat and well organized; contain headings that show general ideas; contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence
3 - shows connections to Essential Question: Did the Constitution's framers intend to create a revolutionary and democratic government?
- discusses John Adams, Alexander Hamilton, Thomas Jefferson, George Washington, Henry Knox, James Madison, Senator Maclay and the role of the president's cabinet; discusses foreign policy divisions, the characters' attitudes about the government, the characters' attitudes about each other, checks and balances, The Assumption
- discusses key/important events
- demonstrates understanding of all the text's central ideas
- provides evidence/quotes to support your claims/arguments; evidence includes numeric data, relevant people and events
- notes are neat and organized; contain headings that show general ideas; contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence
2 - shows some connections to Essential Question: Did the Constitution's framers intend to create a revolutionary and democratic government?
- discusses several of, but not all of the following: John Adams, Alexander Hamilton, Thomas Jefferson, George Washington, Henry Knox, James Madison, Senator Maclay and the role of the president's cabinet; discusses foreign policy divisions, the characters' attitudes about the government, the characters' attitudes about each other, checks and balances, The Assumption
- discusses key/important events
- demonstrates some understanding of the text's central ideas
- provides some evidence/quotes to support your claims/arguments; evidence includes numeric data, relevant people and events
- notes show some organization; contain headings that show general ideas; contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence
1 - is you serious?
unscrupulous
indelible
encumbered
etiolating: to make pale; to deprive of natural vigor, make feeble
intrepid
megalomania
in posse*: in potential but not in actuality.
in esse*: actually existing
cohere
remuneration
locution
arbiter
ambivalence
venery*: sexual indulgence
peripatetic
bemuse
at par
platonic*
parricide*: the act of murdering one's father (patricide), mother (matricide) or other close relative, but usually not children (infanticide).
the act of murdering a person (such as the ruler of one's country) who stands in a relationship resembling that of a father
a person who commits such an act
mortify
apostate
vexing dexterity
amoral
concomitant
votary
phalanx*
usurp
approbation
machination
pseudonym
candor
epitaph
candor
obstinate
ardent
nimbus*
adroit
chrub
pagan
belligerent
jingo
prescience
antipathy
unilateral
felicity
querulous
2 - Read Chapters 4 and 5 in Vidal
Take notes. If you type your notes please tape into notebook. Your notes will be graded on a 4 point scale. There will be a separate grade for each chapter. See rubric below
Rubric Chap 4
4 - clearly shows connections to Essential Question: Did the Constitution's framers intend to create a revolutionary and democratic government?
- discusses John Adams, Alexander Hamilton, Thomas Jefferson, George Washington, Henry Knox, James Madison, Senator Maclay and the role of the president's cabinet; discusses foreign policy divisions, the characters' attitudes about the government, the characters' attitudes about each other, checks and balances, The Assumption
- discusses key/important events
- clearly demonstrates understanding of all the text's central ideas
- provides evidence/quotes to support your claims/arguments; evidence includes numeric data, relevant people and events
- notes are neat and well organized; contain headings that show general ideas; contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence
3 - shows connections to Essential Question: Did the Constitution's framers intend to create a revolutionary and democratic government?
- discusses John Adams, Alexander Hamilton, Thomas Jefferson, George Washington, Henry Knox, James Madison, Senator Maclay and the role of the president's cabinet; discusses foreign policy divisions, the characters' attitudes about the government, the characters' attitudes about each other, checks and balances, The Assumption
- discusses key/important events
- demonstrates understanding of all the text's central ideas
- provides evidence/quotes to support your claims/arguments; evidence includes numeric data, relevant people and events
- notes are neat and organized; contain headings that show general ideas; contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence
2 - shows some connections to Essential Question: Did the Constitution's framers intend to create a revolutionary and democratic government?
- discusses several of, but not all of the following: John Adams, Alexander Hamilton, Thomas Jefferson, George Washington, Henry Knox, James Madison, Senator Maclay and the role of the president's cabinet; discusses foreign policy divisions, the characters' attitudes about the government, the characters' attitudes about each other, checks and balances, The Assumption
- discusses key/important events
- demonstrates some understanding of the text's central ideas
- provides some evidence/quotes to support your claims/arguments; evidence includes numeric data, relevant people and events
- notes show some organization; contain headings that show general ideas; contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence
1 - is you serious?
Thursday, November 3, 2011
Wednesday, November 2, 2011
Democratizining Twentieth America Exam Review Term
Required Readings: Zinn, Industrializing America, Battle for Suffrage
Espionage Act
American Protective League
Green Corn Rebellion
Jeanette Rankin
Kate Richards O'Hare
IWW Trials
Palmer Raids
Sacco and Vanzetti
Seneca Falls Convention
women's education/college
Grover Cleveland
Anna Garlin Spencer
Carrie Chapmann Catt
Alice Paul
Woodrow Wilson/Women's Suffrage
Woodrow Wilson/WWI
CPI
Fourteen Points
Nineteenth Amendment
anarcho-syndicalism
IWW (I know you did this term before, you must do it again)
free speech fights
The Preacher and the Slave
Joe Hill
Lawrence, MA (I expect a detailed discussion of these events)**
difference between the AFL and IWW
"One Big Union"
Rules for Female Teachers
Mark Twain
Upton Sinclair
Muckraker
J. P. Morgan, J. D. Rockefeller
Taylorism
Immigration and the Labor Force
Triangle Shirtwaist Company
International Ladies Garment Workers
Unionization/AFL
Samuel Gompers
Big Bill Heywood
IWW
mainstream reason cited for U.S. entry into WWI
unrestricted submarine warfare
Monroe Doctrine
Panama Canal
Spanish American War
The Jungle
19th amendment
People to know:
Alice Paul
Woodrow Wilson
Upton Sinclair
Jane Addams
Mary Harris
William McKinley
7. Mother Mary Jones
8. Ida Tarbell
9. Kate Richards O’Hare
10. J. P. Morgan
11. Andrew Carnegie
12. Eugene Debbs
13. Samuel Gompers
14. Carrie Chapman Catt
15. Emma Goldman
16. Helen Keller
17. Mary Elizabeth Lease
Terms/Concepts to know and understand:
1. muckraker
2. Silent Sentinel
3. Marxist
4. scab labor
5. collective bargaining
6. imperialism
7. Taylorism
8. Reformist Motherhood
9. Political Motherhood
10. Republican Mothers
11. Socialist Woman
Organizations to know:
1. NAWSA
2. AFL
3. WP
4. IWW
5. WCTU
Espionage Act
American Protective League
Green Corn Rebellion
Jeanette Rankin
Kate Richards O'Hare
IWW Trials
Palmer Raids
Sacco and Vanzetti
Seneca Falls Convention
women's education/college
Grover Cleveland
Anna Garlin Spencer
Carrie Chapmann Catt
Alice Paul
Woodrow Wilson/Women's Suffrage
Woodrow Wilson/WWI
CPI
Fourteen Points
Nineteenth Amendment
anarcho-syndicalism
IWW (I know you did this term before, you must do it again)
free speech fights
The Preacher and the Slave
Joe Hill
Lawrence, MA (I expect a detailed discussion of these events)**
difference between the AFL and IWW
"One Big Union"
Rules for Female Teachers
Mark Twain
Upton Sinclair
Muckraker
J. P. Morgan, J. D. Rockefeller
Taylorism
Immigration and the Labor Force
Triangle Shirtwaist Company
International Ladies Garment Workers
Unionization/AFL
Samuel Gompers
Big Bill Heywood
IWW
mainstream reason cited for U.S. entry into WWI
unrestricted submarine warfare
Monroe Doctrine
Panama Canal
Spanish American War
The Jungle
19th amendment
People to know:
Alice Paul
Woodrow Wilson
Upton Sinclair
Jane Addams
Mary Harris
William McKinley
7. Mother Mary Jones
8. Ida Tarbell
9. Kate Richards O’Hare
10. J. P. Morgan
11. Andrew Carnegie
12. Eugene Debbs
13. Samuel Gompers
14. Carrie Chapman Catt
15. Emma Goldman
16. Helen Keller
17. Mary Elizabeth Lease
Terms/Concepts to know and understand:
1. muckraker
2. Silent Sentinel
3. Marxist
4. scab labor
5. collective bargaining
6. imperialism
7. Taylorism
8. Reformist Motherhood
9. Political Motherhood
10. Republican Mothers
11. Socialist Woman
Organizations to know:
1. NAWSA
2. AFL
3. WP
4. IWW
5. WCTU
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