Democratizing Twentieth Century America Homework - Due Wednesday, Jan 4

1 - Read the entire packet: Labor Democratizes America. Annotate and take notes. Notes will be graded on a four pt scale:


4 - includes all of the text's central ideas; mentions important people, institutions, governmental entities and events; includes statistical and numeric data; uses titles to distinguish different topics, titles reflect titles in handout; is neat and organized

3 - includes the text's central ideas; mentions important people, institutions, governmental entities and events; includes statistical and numeric data; uses titles to distinguish different topics; is neat and organized

2 - includes a list of information, but does not show any evidence of thought or attempt to summarize central ideas and themes; sloppy

1 - ?



2 - Read Zinn Read Zinn 398-406

Indentify:

John Lewis

1. Discuss Louis Adamic's account of an early sit-down strike.

2. Discuss the expansion of sitdown strikes in 1936.

3. What does Zinn think about the Wagner Act? Provide evidence.

4. Discuss Zinn's feelings about the National Labor Relations Board.

5. Discuss the argument made by Cloward and Piven in the book Poor People's Movements.

6. How did WWII impact the Labor Movement?

7. How did the New Deal impact African Americans?

Politics and Government HW - Due Wed, Jan 4

1) Write each of the following in notebook or print, cut out and paste into notebook. Pick any 10 and use each in a sentence.

immunities: protection or exemption from something, esp. an obligation or penalty:
"immunity from prosecution"

emancipated: Set free, esp. from legal, social, or political restrictions: "the citizen must be emancipated from obsessive government secrecy".

subordinate: Lower in rank or position: "his subordinate officers".

consequently: As a result.

erroneous: (adj) Wrong; incorrect.

expansionist: (adj) of or involving or guided by expansionism; a policy of expansion, as of territory or currency: the colonial expansionism of Europe in the 19th century.

rendered: (v) Provide (a service).
Give (help).

unwieldy: (adj) Difficult to carry or move because of its size, shape, or weight: "the first mechanical clocks were large and unwieldy".

(of a system or bureaucracy) Too big or badly organized to function efficiently.

cumbrous: (adj) cumbersome: difficult to handle or use especially because of size or weight; "a cumbersome piece of machinery";

precedent: (n) An earlier event or action regarded as an example or guide to be considered in subsequent similar circumstances.

novelty: (n) The quality of being new, original, or unusual.
A new or unfamiliar thing or experience.

exposition: (n) A comprehensive description and explanation of an idea or theory.
The part of a movement, esp. in sonata form, in which the principal themes are first presented.

mandamus: (n) A judicial writ issued as a command to an inferior court or ordering a person to perform a public or statutory duty: "a writ of mandamus".

consequent: (adj) Following as a result or effect.

writ: (n) A form of written command in the name of a court or other legal authority to act, or abstain from acting, in some way.

appellate: (adj) (typically of a court) Concerned with or dealing with applications for decisions to be reversed.


clause: (n) A particular and separate article, stipulation, or proviso in a treaty, bill, or contract.

enumerate: (v) Mention (a number of things) one by one.
Establish the number of.

criterion: (v) A principle or standard by which something may be judged or decided: "violating safety criteria".

repugnant: (adj) Extremely distasteful; unacceptable.
In conflict with; incompatible with.

illimitable: (adj) without limits in extent or size or quantity; "limitless vastness of our solar system".

expound: (v) Present and explain (a theory or idea) systematically and in detail.
Explain the meaning of (a literary or doctrinal work).

indictment: (n) A formal charge or accusation of a serious crime: "an indictment for conspiracy".
The action of indicting or being indicted.

insubordination: (n) defiance of authority.

confirmatory: (adj) To support or establish the certainty or validity of; verify.

impassioned: (adj) Filled with or showing great emotion.

disparage: (v) Regard or represent as being of little worth

solemn: (adj) Formal and dignified. Not cheerful or smiling; serious.

conscription (n) Compulsory enlistment for state service, typically into the military.

conspiracy: (n) A secret plan by a group to do something unlawful or harmful.
The action of plotting or conspiring.

stringent: (adj) (of regulations, requirements, or conditions) Strict, precise, and exacting.

injunction: (n) An authoritative warning or order. A judicial order that restrains a person from effecting legal action, or orders redress to an injured party.

hindrance: (n) A thing that provides resistance, delay, or obstruction to something or someone.

encroachment: (n) To take another's possessions or rights gradually or stealthily: encroach on a neighbor's land.
2. To advance beyond proper or former limits: desert encroaching upon grassland.

dictatorial: (adj) Of or typical of a ruler with total power. Having or showing a tendency to tell people what to do in an autocratic way.

statutory: (adj) Required, permitted, or enacted by statute: "the courts did award statutory damages to each of the plaintiffs".
(of a criminal offense) Carrying a penalty prescribed by statute: "statutory theft".

quash: (v) Reject as invalid, esp. by legal procedure: "his conviction was quashed on appeal".
Put an end to; suppress: "a hospital executive quashed rumors that nursing staff will lose jobs".

parliamentary: (adj) Relating to, enacted by, or suitable for a parliament.

impairment: (n) To cause to diminish, as in strength, value, or quality

utterance: (n) A spoken word, statement, or vocal sound.
The action of saying or expressing something aloud: "the simple utterance of a few platitudes".

inimical: (adj) Tending to obstruct or harm: "actions inimical to our interests".
Unfriendly; hostile.

imperative: (adj) Of vital importance; necessary; crucial.



2) Read the packet Supreme's Greatest Hits. Take notes. Notes will be graded on a four point scale:

4 - includes all the text's central ideas; mentions important people, institutions, governmental entities and events; uses titles to distinguish different topics; includes content specific vocabulary and any new level 2 vocabulary; is neat and organized

3 - includes most of the text's central ideas; mentions important people, institutions, governmental entities and events; uses titles to distinguish different topics; includes content specific vocabulary and any new level 2 vocabulary; is neat and organized

2 - includes a list of information, but does not show any evidence of thought or attempt to summarize central ideas and themes; sloppy

1 - ?



3) A - Read Exploring Constitutional Conflicts: Judicial Review.

B - Based upon the handout on judicial review, answer the questions:

1. Is judicial review a good idea? Should nine unelected judges be able to tell our elected representatives what they can and cannot do?
2. Are courts more likely to block an enlightened consensus with their adherence to outdated principles or to protect the politically weak from oppressive majorities?
3. Are judges, protected with lifetime tenure and drawn generally from the educated class, more likely to be reflective and above the passing enthusiasms that drive legislative action?
4. Does Marbury mean that legislators or members of the executive branch have no responsibility to judge the constitutionality of their own actions?
5. Could we have a workable system of government without judicial review?


4) Based on the handout, construct a case analysis for Dred Scott case. (Analysis will be graded on a 4 pt scale) Case analysis should:

-include facts of case (a summary of what happened before the case was taken to the Supreme Court)
-state constitutional question
-mention any legal rules that were developed as a result of the ruling
-include discussion of majority opinion
-address dissenting opinion if available
-include a reflection and your opinion

Democratizing Twentieth Century America Homework due Monday, Dec 19

Read 388-399



1) Take notes on the text in your notebook or type and tape into notebook. (Notes will be graded on a 4 point scale)

2) Notes should identify the text's central ideas and discuss the following:

National Textile Workers Union
WWI Bonus Army
Stock Market Crash 1929
Grapes of Wrath
WWI Bonus Army
NRA
TVA
AAA

Democratizing Twentieth Century America Homework - Due Thursday, Dec 15

Read Zinn Chap 15 pg 377-387


In our next two units we will investigate the Labor Movement and the Civil Rights Movement. As you read I would like you to consider the questions: Why then? Why did the Labor Movement get underway when it did?

1) Take notes on the text in your notebook or type and tape into notebook. (Notes will be graded on a 4 point scale)

2) Notes should identify the text's central ideas and discuss the following:

Seattle General Strike
Establishment's Reaction to the Seattle Strike
Excerpt from The Nation
Immigration and Labor/Strikes/Strike Breaking
U. S. Policy Toward Immigrants during the 1920s
Marcus Garvey
Distribution of Wealth During the 1920s
F. Scott Fitzgerald
Sinclair Lewis
Fiorello La Guardia
stretch-out

Democratizing Twentieth Century America Homework - Due Wednesday, Dec 14

Based upon the two articles read in class:

a) What are the central ideas?

b) What is "Plan B"?

c) What is the controversy surrounding Plan B?

d) Should Plan B be available to all women regardless of age? Why or why not?

Politics and Government - Some Argument Supports

Here are some pieces that you can use if you arguing the constitution was undemocratic:

- tolerance of slavery

- lack of voting rights for women, African American and Native Americans

- Electoral College

- Representation in the Senate

- Election of the Senate

- Judicial Review

These are based on arguments from "How Democratic is the Constitution?" by Robert Dahl

Democratizing Twentieth Century Homework - Due Tuesday, Dec 13

Consider the Margaret Sanger essay "Women and the New Race" and the article and clips we watched about the male birth control pill.

In several paragraphs discuss how you think Sanger would have felt about the male birth control pill. Use evidence from the Women and the New Race and your class notes on the article and film. Your reflection will be graded on a four point scale.

Politics and Government Homework - Due Tuesday, Dec 13

1 - Read the handout "Decent, Even Though Democratic"

2 - Take notes in your notebooks or type and tape into notebook. (notes will be graded on a 4 point scale)

3 - Also for homework credit:

4 - Identity two quotes or pieces of information that you can reference in your essay. Explain how they connect to a particular argument.

5 - How would you describe this author's point of view? Why?

Argument construction, Using two sources in one paragraph

Claim: The Founding Fathers sought to create a government that protected property rights and individuals of wealth more than civil liberties and common people.

Reason:

• A major focus of the Philadelphia convention was to improve the commercial and economic climate amongst the states by strengthening the Articles of Confederation.

The framers of the Constitution were alarmed by the democratic elements of the assemblies in the individual states. Some states pushed for reforms that reduced the economic power wielded by the ruling class. Historian Gordon Wood sympathizes with the elites in his essay How Democratic is the Constitution, describing such reforms as “unjust, [because they] included paper money acts, stay laws, and other forms of debtor relief legislation [that] hurt individual creditor groups in the society and violated individual property rights.” Moreover, of the fifty-five men who attended the Philadelphia convention, most were men of wealth and half had money loaned out at interest.

1 - Background and Context

2 - Introduction of quote

3 - Quote

4 - Analysis or additional related/supporting evidence


- Quote analysis sentence starters:

- Therefore, it can be argued that,

- In other words this quote suggests that,

- In a sense these authors are saying

Politics and Government Homework - Due Friday, December 9

- Read the entire packet "Democracy and the Constitution"
- Take notes/outline in notebooks
- Notes will be graded on a four point scale

Politics and Government Homework - Due Tuesday, Dec 6

Please read the government packet I handed out today.

Answer the following questions:

1. What is the difference between a republic and a democracy?

2. Explain the difference between inherent, delegated and implied powers.

3. Explain the difference between reserved and concurrent powers.

4. When was the number of House members fixed? Why do you think this was done?

5. Who is third in line to be president?

6. Why is work done in committees first?

7. List three responsibilities the Senate has that the House does not?

8. What is the 22nd amendment? How might one argue that it strengthens democracy? How might one argue that it's anti-democratic?

9. Which cabinet positions have been added since Washington's presidency?

Politics and Government Homework Due Monday, Dec 5

If you have not read and made notes for chap 7, please do so. Notes will be graded on a four point scale.

For each of the following statements, please select 2 pieces of evidence from Vidal (chap 1-7) to support:

The legislative branch was designed to inhibit democracy.


Alexander Hamilton was more concerned about the men of property than the common man.


The Alien and Sedition Acts demonstrate the anti-democratic inclinations of the Federalist Party.

Democratizing Twentieth Century Homework Due Monday, Dec 5

Read the following articles. For each take notes in notebook or tape typed notes into notebook. Homework will be graded on a four point scale.

Griswold v Connecticut

Roe v Wade

Planned Parenthood v Casey