Politics and Government

Scottsboro: An American Tragedy

Politics and Government Homework - Due Monday, Feb 25

Powell v. Alabama

Read and take notes.  Prepare a case analysis. 

Democratizing Twentieth Century America - Homework Due Mon, Feb 25

Read "Blacks in the Cold War Era"

1 - Take notes 

2 - Answer the following questions:

a) Discuss the gains blacks made via the Supreme Court.
b) Identify: "To Secure These Rights"
c) How did Harry Truman impact the status of blacks?
d) Provide 3 examples of evolution of black voting rights after WWII
e) Discuss NAAWP, White Citizens' Councils and interposition. How did these all impact African Americans?
f) In what ways did whites use violence to resist?
g) What is "white flight"? What caused it and how did impact housing trends?
h) Discuss three gains blacks made regarding employment post WWII.

http://www.salon.com/2013/02/16/emory_president_holds_up_three_fifths_compromise_as_noble_honorable/

Democraztizing Twentieth Century

Please make sure you have completed Zinn chapter 17 by Wednesday

Politics and Government Homework - Due Wed, Feb 20

Miranda v. Arizona
- read and take notes

Miranda v. Arizona, excerpts from majority opinion
-prepare an opinion analysis

Miranda v. Arizona, excerpts from dissenting opinion
-prepare an opinion analysis

Kelo v. New London
- read and take notes


**Please remember that your opinion analysis should make a clear claim/claims and contain supporting evidence from the text of the opinions.  Anyone who simply summarizes what happened without deconstructing and quoting from the opinion will not receive credit.

Central Park Five

http://movies.nytimes.com/2012/11/22/movies/the-documentary-the-central-park-five.html?_r=0&pagewanted=print

Permission Slip

Folks if you did not get a permission slip, please ask your parent/guardian to write a note. 

ATTENTION: THE FOLLOWING STUDENTS NEED TO BRING MONEY FOR CENTRAL PARK FIVE

If there is an issue w cost, please email me privately at Copeland.JL@gmail.com

Sebastian Beqaj
Pume Chikowi
Dylan Diaz
Kammie Sifonte
Lillian Diaz
Marc Sanchez
Brigitte Yoder
Jason Chan
Lucas Goodman-Charlton
Nija Howard
Robert Scott
Johnny Barnes
Craig Batchelor
Najzali Allen

ATTENTION STUDENTS: PLEASE BRING IN CENTRAL PARK FIVE TRIP MONEY TOMORROW

Please bring in Central Park Five money tomorrow.  The cost of the trip is $10.50.  We will be going to see the 10:30 am show at IFC, located on West 4th street and 6th avenue.  I will give permission slips out tomorrow.  You will be expected to return to your classes after lunch.


Cope

Politics and Government - Scottsboro Essay - Due Tuesday, March 5

Your essay should be 4 pages, double spaced, 12 pt font. 

Rubric

HISTORICAL CONTEXT AND UNDERSTANDING: 

 16- Responds to all of the following in a clear and sophisticated manner:

•  In Powell v. Alabama (1932), the Court ruled that the Scottsboro defendants were denied the right to counsel, which violated their right to due process under the Fourteenth Amendment. What is meant by the phrase "right to counsel"? According to the Court, how had the Scottsboro defendants been denied this right?

• In Norris v. Alabama (1935), the Court ruled that the exclusion of blacks from jury rolls deprived black defendants of their rights to equal protection under the law. What evidence suggested blacks had been excluded from jury rolls? Why would this exclusion deprive black defendants of their rights to equal protection under the law?

• Were the Scottsboro guilty verdicts inevitable, or could one of the variables have been changed to create a different outcome?

    - And:

• Demonstrates a clear and sophisticated understanding of the historical time period and the cause and effect relationship between significant events.

12- Clearly responds to all of the following: 

 In Powell v. Alabama (1932), the Court ruled that the Scottsboro defendants were denied the right to counsel, which violated their right to due process under the Fourteenth Amendment. What is meant by the phrase "right to counsel"? According to the Court, how had the Scottsboro defendants been denied this right?

• In Norris v. Alabama (1935), the Court ruled that the exclusion of blacks from jury rolls deprived black defendants of their rights to equal protection under the law. What evidence suggested blacks had been excluded from jury rolls? Why would this exclusion deprive black defendants of their rights to equal protection under the law?

• Were the Scottsboro guilty verdicts inevitable, or could one of the variables have been changed to create a different outcome?

    - And:

• Demonstrates a clear understanding of the historical time period and the cause and effect relationship between significant events.

 8-  Responds to two of the following: 

 In Powell v. Alabama (1932), the Court ruled that the Scottsboro defendants were denied the right to counsel, which violated their right to due process under the Fourteenth Amendment. What is meant by the phrase "right to counsel"? According to the Court, how had the Scottsboro defendants been denied this right?

• In Norris v. Alabama (1935), the Court ruled that the exclusion of blacks from jury rolls deprived black defendants of their rights to equal protection under the law. What evidence suggested blacks had been excluded from jury rolls? Why would this exclusion deprive black defendants of their rights to equal protection under the law?

• Were the Scottsboro guilty verdicts inevitable, or could one of the variables have been changed to create a different outcome?

    - And:

• Demonstrates a some understanding of the historical time period and the cause and effect relationship between significant events.

 4-  Responds to one or less of the following: 

 In Powell v. Alabama (1932), the Court ruled that the Scottsboro defendants were denied the right to counsel, which violated their right to due process under the Fourteenth Amendment. What is meant by the phrase "right to counsel"? According to the Court, how had the Scottsboro defendants been denied this right?

• In Norris v. Alabama (1935), the Court ruled that the exclusion of blacks from jury rolls deprived black defendants of their rights to equal protection under the law. What evidence suggested blacks had been excluded from jury rolls? Why would this exclusion deprive black defendants of their rights to equal protection under the law?

• Were the Scottsboro guilty verdicts inevitable, or could one of the variables have been changed to create a different outcome?

    - And:

• Demonstrates little to no understanding of the historical time period and the cause and effect relationship between significant events.

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 Scottsboro an American Tragedy, Powell, and Norris.

3 - States a precise claim that is developed throughout the entire essay; provides relevant and thorough evidence from Scottsboro an American Tragedy, Powell, and Norris; evaluates claim against some counterclaims.

2 - States a claim that is developed throughout much of the essay; provides some relevant evidence from Scottsboro an American Tragedy, Powell, or Norris.

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 analytical tone and formal style throughout the entire essay while attending to the norms and conventions of a history essay.

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.

2 - Uses relevant tone and style consistently throughout sections/portions of the essay; attends to the norms and conventions of a history essay in specific paragraphs or sections of the essay. 

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.


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.

Politics and Government Homework - Due Wednesday February 13

Read the following articles and take notes. 

 http://www.statesmanjournal.com/article/20130124/NEWS/301240025/Oregon-Supreme-Court-decision-gives-leeway-police-searches?odyssey=mod|newswell|text|News|p

 http://www.reuters.com/article/2013/02/12/us-usa-newyork-stopfrisk-idUSBRE91B01W20130212

 http://www.cnn.com/2013/02/05/us/new-york-stop-and-frisk/index.html

 http://www.cnn.com/2013/01/08/justice/new-york-stop-and-frisk-ruling/index.html

Your notes should be angled toward the Essential Question (How has the court been used to expand/inhibit liberty?) and the fourth amendment.

Politics and Government - Finish in class assignment

Please make sure you finish reading Veronia School district v. Wayne Acton and write and opinion analysis.  I will check it.

If you "never got one" or "weren't there", here is a link.  You only need to read the majority and concurring opinions for now, not the dissent. 

http://law2.umkc.edu/faculty/projects/ftrials/conlaw/veronia.html

Democratizing Twentieth Century America Response Essay 2 - Due Monday, March 11

We are studying WWII and the Cold War as a context for understanding how and why African Americans began to obtain full citizenship when they did. In your next essay, you will discuss the Civil Rights Movement. You will demonstrate your understanding of this movement--its roots, its successes and its limitations. You will also demonstrate your understanding of the historical context, including the United States' emergence as a super power and its quest for world dominance during the Cold War.

This essay should be 4-5 typed pages, 12pt font, double spaced and you must include evidence obtained from the following sources:

a) Howard Zinn - "Or Does it Explode" and "A People's War"
b) Franklin, John Hope - "Fighting for the Four Freedoms", "African Americans in the Cold War Era", "The Black Revolution"
c) Who Built America - "The Rights Conscious 1960s" pgs 607-630 **(this book is only available in class and you must use class time to take your notes)
d) Gosse, Van - Movements of the New Left
e) notes from "Eyes on the Prize"
f) notes from class lectures, discussions and other selected handouts short films


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, compares and contrasts opinions and arguments presented by different historians regarding WWII and/or the Cold War, and their/its impact on the Civil Rights Movement.

12 - Demonstrates a clear understanding of the historical time period and the cause and effect relationship between significant events; mostly accurately discusses the opinions and arguments presented by different historians discusses, compares and contrasts opinions and arguments presented by different historians regarding WWII and/or the Cold War, and their/its impact on the Civil Rights Movement.

8 - Demonstrates some understanding of the historical time period and the cause and effect relationship between significant events; attempts to discuss, compare and contrast opinions and arguments presented by different historians regarding WWII and/or the Cold War, and their/its impact on the Civil Rights Movement.

4 - Demonstrates little or no understanding of the historical time period and the cause and effect relationship between significant events; does not discuss, compare and contrast opinions and arguments presented by different historians regarding WWII and/or the Cold War, and their/its impact on the Civil Rights Movement.

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 Civil Rights Movement, WWII and/or the Cold War


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 Civil Rights Movement, WWII and/or the Cold War

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 Civil Rights Movement, WWII and/or the Cold War

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 Civil Rights Movement, WWII and/or the Cold War


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.

Democratizing Twentieth Century Homework - Due Friday, February 15

1) Read Zinn chap 17: "Or Does it Explode?"

2) Identify the each of the following terms. Consider the significance of each. How does the term relate to the essential question for the unit? Provide at least one quote from the text to support your notes for each term:

a) southern blacks and the communist party
b) Angelo Herndon
c) Harry Truman and blacks
e) Truman's Committee on Civil Rights
f) use of Federal Courts
g) Martin Luther King
h) Greensboro, NC
i) CORE/Freedom Rides
j) John Kennedy and blacks
k) SNCC
l) Lyndon Johnson and blacks
m) Arthur Sschlesinger: A Thousand Days
n) unemployment, poverty rates whites/blacks
o) Lyndon Johnson
p) Watts, Los Angeles
q) black migration to the North
r) Julius Lester
s) urban riots, 1967
t) National Advisory Committee on Urban Disorders
u) "Black Power Movement"
v) Black Panthers
w) Civil Rights Rights Act 1964, 1965, 1968
x) Vietnam War
y) King, FBI
z) COINTELPRO
aa) "black capitalism"

Questions: 1) What did Malcolm X think about Martin Luther King's march on Washington? Provide at least one quote from the Malcolm X excerpt on 457-458.
                2) Select one quote that connects to each of the causes of the Civil Rights Movement.  Explain how each quote connects.

Be prepared to participate in several class discussions on this chapter.

TRIP SCHEDULED FOR THURSDAY FEBRUARY 14 TO SEE CENTRAL PARK FIVE

Hey Folks,

I am scheduling a trip for all of my classes to see Central Park 5 Thursday, February 14.  We will see the 10 am show.  The cost of the tickets is $10.50.

THIS IS A MANDATORY TRIP.  Please bring the money NO LATER than Tuesday, February 11.  If there is a financial issue, please email me, but I need you to make every effort to make arrangements. 

In 1967, Kathrine Switzer was the first woman to run the Boston marathon. After realizing that a woman was running, race organizer Jock Semple went after Switzer shouting, “Get the hell out of my race and give me those numbers.” However, Switzer’s boyfriend and other male runners provided a protective shield during the entire marathon.The photographs taken of the incident made world headlines, and Kathrine later won the NYC marathon with a time of 3:07:29.

Politics and Government Homework - Due Friday, Feb 8

Read and prepare an opinion analysis for the dissent in McDonald v. Chicago (Due Thurs, Feb 7)

The Most Want Gun in America

Question and Answer: Guns

Democratizing Twentieth Century America: Due Tues, Feb 12

 1) Read and take notes on the following:

The Cold War 

Summary of Events

**There appears to be a typo on the website.  In the section of Truman:

"His Fair Deal domestic policies and support for civil rights, however, divided the Republican Party and nearly cost Truman the election."

correct version:

 "His Fair Deal domestic policies and support for civil rights, however, divided the Democratic Party and nearly cost Truman the election."

Key People and Terms

The Post War

The Start of the Cold War

2) Finish reading Zinn, chap 16.

3) Identify each of the following terms. For each, describe in your own words and provide a supporting quote from the text:

Julius and Ethel Rosenberg
House Un-American Activities Committee
ACLU
U. S. Military Expenditures
Marshall Plan
John F Kennedy
Fidel Castro/Cuban Revolution

Democratizing Twentieth Century Homework - Due Friday, Feb 8

Use the Fighting the Four Freedoms packet to answer the questions:

1 - What do the authors (Franklin and Moss) suggest about the League of Nations?

2 - Discuss Mussolini and his impact on African Americans.

3 - Discuss Hitler and his impact on African Americans.

4 - What % of the army was black in 1940?

5 - Discuss the role of blacks in the army in 1940.

6 - Discuss the War Dept's policy in 1940 and blacks reaction to it.

7 - What gains were made by blacks during the early 1940s.

8 - What was the FEPC and why was is significant?

9 - Make a chart labeled: Blacks in the armed services 1944

10 - What gains were won by black men and women in the armed forces?

11 - What gains were won by blacks in officer training?

12 - Discuss the role of Blacks on the European front.

13 - Do you think the integration of platoons was a success?  Explain.

14 - Discuss "black heroism" during the war and medals of honor.

15 - Discuss the OPA.  How did it impact the lives of blacks?

16 - Discuss changing demographics in cities, i.e. Detriot.

17 - Why were some blacks resentful of Joe Louis?

18 - Discuss the UN and its impact on African Americans.

Provide 2-3 pieces of evidence to support this claim:

African Americans began to see themselves as part of an international anti-colonial/anti-oppression movement post WWII.

Politics and Government Homework Due - Monday Feb, 4

Read the two articles and take notes.  Notes must be in notebook and reflect thinking, analysis, and connections to EQ, and connections to other texts.  You will not receive a credit for simply annotating the texts.  

http://www.nytimes.com/2010/06/29/us/29scotus.html?_r=0

http://reason.com/archives/2010/07/01/aftermath-mcdonald-v-chicago

Democratizing Twentieth Century America Homework - Due Mon, Feb 4

Finish Reading "Fighting the 4 Freedoms" and take notes.  Notes will be checked and graded.  Please make sure your notes reflect thinking, analysis, connections to the EQ, and connections to other texts/films.