Tuesday, September 30, 2014

Democratizing Twentieth Century America - Homework - Due Wed, Oct 1

Finish reading the Paula Treckel article.

Take notes. Summarize your thoughts at the end.  Notes will be graded.


Rubric:

4 - clearly shows connections between at least 2 causes of the Women's Suffrage Movement: industrialization, immigration, increases in women's education, WWI
- clearly demonstrates understanding of all the article'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



3 - shows connections between 2 causes of the Women's Suffrage Movement: industrialization, immigration, increases in women's education, WWI
- demonstrates understanding of most of the article'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 connections between one or two causes of the Women's Suffrage Movement: industrialization, immigration, increases in women's education, WWI
- demonstrates understanding of two or less of the article's central ideas
- little evidence/quotes to support your claims/arguments; little or no numeric data; little mention of major events or people
- notes are sloppy and unorganized; no headings to distinguish general ideas; doesn't contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence



1 -oh hell naw

Monday, September 29, 2014

Democratizing Twentieth Century America - Politics and Government Homework

There is no homework tonight, however some of us how quite a bit of homework to make up. GET IT TOGETHER. The zeroes will be permanent soon.

The amount of missing homework in the Politics classes was ABSOLUTELY UNACCEPTABLE today! SMDH!


Thursday, September 25, 2014

Wednesday, September 24, 2014

Shays' Rebellion - Part 2

video

Politics and Government - Homework - Due Mon, Sep 29

 Zinn 96-102

Answer the following questions.

1. Discuss the right to vote in the new Constitution.

2. Zinn suggests that there is more to democracy than voting. What does he mean?

3. What was the basis for the "factional struggles that were developing?"

4. Why does Zinn seem to doubt that the "government...maintain[s] peace...as a referee between two equally matched fighters"?

5. Discuss the quote from Madison in Federalist #10. What does he want people to know, think believe?

6. Discuss the compromise between Northern business and Southern slaveholders.

7. Why do you think the Constitution protected "life, liberty and property" instead of the pursuit of happiness?

8. Write several sentences to describe the following terms. Include a quote for each.
a) Bill of Rights
b) Sedition Act
c) Whiskey Rebellion

Vidal 1-13

a) Read pages 1-13 in Inventing a Nation by Gore Vidal 

b) take notes, answer the following questions

1. Discuss this quote: "George Washington...was serioulsy broke."
Why was George Washington having financial problems? How did his social class and reputation contribute to these problems?


2. Why was there concern about the Articles of Confederation?

3. Explain in detail the difference between Federalists and Anti-Federalists. Include the role of regional differences in your answers.

4. Discuss this quote: "In this crisis there were no Federalists, no future Republicans: only frightened men of property."
What is the crisis? Why does the author of the book want you to know, think, and believe after reading this statement? Explain.

5. What was the initial purpose of the Philidelphia convention? Why was Washington conflicted about attending? Why was his presence needed?

6. Describe the new government formed by the Constitution. How did the new Constitution deal with slavery?

Shays' Rebellion Clip 1

video

Democratizing Twentieth Century - Homework - Due Mon, Sep 29

Zinn pgs 347 - 357 

Support each of your answers with direct evidence from the text.

1 - Describe and discuss the African American experience during the Progressive Period. What is Zinn's argument regarding Progressivism and blacks?

2 - Discuss the actions blacks took to resist against white supremacy.

3 - List the pieces of progressive legislation (including constitutional amendments) that were passed. Explain what each did.

4 - Theodore Roosevelt is characterized by many historians as a champion of progressive reform. In what ways does Zinn challenge this characterization?

5 - Discuss the roles played by organizations such as the National Civic Federation and the Federal Trade Commission. In what ways were these organizations a response to the growing demand for socialism?

6 - Discuss the Colorado coal strike and the Ludlow Massacre.

7 - What is Zinn's overall argument about the Progressive Era? (At least two paragraphs, with evidence)






Tuesday, September 23, 2014

Politics and Government - Response Essay - Due Friday, Nov 21

Response Essay

In this unit we will examine the roots of our republic. Conventional wisdom suggests 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 and Robert Dhal have more nuanced views.  In this essay you will deconstruct the arguments of these historians to develop your own interpretation of the framers and their intentions when drafting the United States Constitution.


You will write a formal essay that demonstrates your understanding of class texts, lectures,  films, 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/or the democratic or undemocratic aspects 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 all of the following sources:

A) Inventing a Nation by Gore Vidal

B) "A Kind of Revolution" by Howard Zinn

C) How Democratic is the Constitution by Robert Dhal
 

D) Who Built America?

E) United States Constitution, Federalist  


F) Other selected handouts 
 

G) Class notes on lectures, films, discussions



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 discuss 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 


ORGANIZATION


4 - Writer creates a well-organized essay.  Persuasive and nuanced arguments and analysis are sequenced logically to support the claim.
Writer makes effective use of transitions to link all parts of the essay.

3 - Writer creates an organized essay.  Arguments and analysis are sequenced logically to support the claim.

Writer uses transitions to link all parts of the essay

2 - Writer creates a somewhat organized essay.  Arguments and analysis are not always sequenced logically to support the claim.  Writer attempts to use transitions to link parts of the essay.

1 - Writer provides very little to no organization.  Writer does not use transitions to link any parts of the essay. 

CLAIM AND CONTEXT 

4 - Writer’s claim provides a precise, nuanced interpretation of the sources that is grounded in multiple perspectives, historical, political, and/or social scientific context.
   - The introduction engages the reader and persuasively lays foundation for a passionate argument.  It identifies topic of the essay and provides ample contextual information that builds the readers’ understanding of the claim.
   - The conclusion continues and strengthens the claim.  It highlights significance, expands insight and makes recommendations for future action.  

3Writer’s claim provides a precise, interpretation of the sources that is grounded in multiple perspectives, historical, political, and/or social scientific context.

   - The introduction identifies topic of the essay and provides ample contextual information that builds the readers’ understanding of the claim.
   - The conclusion continues and strengthens the claim.  It mentions significance and makes recommendations for future action. 

2 - Writer’s claim provides a general interpretation of the sources OR a lack of clarity detracts from the claim.
   - The introduction identifies topic of the essay and provides superficial contextual information that gives readers a partial understanding of the sources. 
   - The conclusion summarizes arguments and restates the claim. 

1 - Writers claim only states a fact about the sources and offers no interpretation.

   - The essay lacks a clear introduction.
   - The essay lacks a coherent conclusion. 

EVIDENCE, ANALYSIS, AND COUNTER-CLAIM 


4 - Writer develops claim thoughtfully and persuasively using numerous relevant, convincing pieces of evidence from both secondary and primary sources (including direct quotation), and statistical/numerical data.

   - Writer cities specific textual evidence to support analysis of primary and secondary         sources.
   - Writer includes statistical data as part of the evidence to bolster claims and/or devalue counterclaims
   - Writer provides insightful, thorough analysis of the evidence to support the claim, using the following critical reading strategies:

Explanation of what the text says directly as well as analysis of meanings that are implied, hidden, hinted at, or left ambiguous in the text.

Analysis of how the authors’ word choices impact the biases of the sources.  Writer considers and discusses bias of authors when analyzing evidence.


Evaluates the claims, premises, and evidence in both primary and secondary sources in order to challenge counter arguments and bolster initial claim.      

3 - Writer develops claim using sufficient relevant, convincing pieces of evidence from both secondary and primary sources (including direct quotation), and statistical/numerical data.


    - Writer cities textual evidence to support analysis of primary and secondary sources.

    - Writer includes statistical data as part of the evidence to support claims and/or devalue counterclaims

    - Writer provides thorough analysis of the evidence to support the claim, using one or more of the following critical reading strategies:
Explanation of what the text says directly as well as analysis of meanings that are implied, hidden, hinted at, or left ambiguous in the text.

Analysis of how the authors’ word choices impact the biases of the sources.  Writer considers and discusses bias of authors when analyzing evidence.


Evaluates the claims, premises, and evidence in both primary and secondary sources in order to challenge counter arguments and bolster initial claim.                              

2 - Writer develops claim using some relevant evidence from the texts, including direct quotations that support the claim.

     
     - Writer provides a basic explanation of how the evidence supports the claim. 

1 - Writer uses irrelevant or insufficient textual evidence to support analysis of text. 

   - Writer’s analysis of the evidence does not support the claim. 


STYLE AND CONVENTIONS  

4 - Writer uses a range of precise and varied vocabulary to elaborate or clarify ideas. 
   - Demonstrates command of the conventions of capitalization, punctuation (extends to     hyphenation), and spelling consistently throughout the text.   - Mechanical and grammatical errors are rare or nonexistent.
   - Writer follows accepted conventions for formatting text citations such as MLA standards, footnotes, and parenthetical notes.  


3 - Writer uses a range of vocabulary to elaborate or clarify ideas. 
   - There are few mechanical or grammatical errors.

   - Writer follows accepted conventions for formatting text citations and adheres to MLA standards.

2 - Writer uses basic vocabulary to elaborate or clarify ideas
   - There are many mechanical or grammatical errors that do not generally interfere with the reader’s ability to understand the essay.       
   - Writer attempts to follow accepted conventions for text citations and works cited page.

1 - Abundant mechanical and grammatical errors interfere with the reader’s ability to understand the essay.
   - In text citations and works cited page are missing from the essay

Democratizing Twentieth Century America - Response Essay - Due Tues, Oct 21

Essential Question: Why then? Why did the Women's Suffrage Movement get underway when it did?
 

5 pages typed, double spaced, 12 pt font.What gains were won?  What gains were sought but not won?  If the reform was only partially achieved, what limited its attainment? 

1 page typed, double spaced, 12 pt font.

In this essay you must include evidence obtained from the following sources:

a) Howard Zinn - "The Socialist Challenge" and "War is the Health of the State"
b) Kerber, De Hart - "Industrializing America"
c) Who Built America? - "Radicals and Reformers in the Progressive Era" pgs 213-229 "Woman Suffrage", "Factory Reform and the Conditions of Labor", "The Garment Industry and Working Women's Activism", "Socialist, Marxists and Anarchists" and pgs 286-292 "Women Workers and Woman Suffrage"

d) Women's Suffrage Packet
e) Business of Being a Woman 
f) PBS American Experience - Triangle Fire
g) other selected class links and documents and film clips and class notes  

Rubric (seven categories)

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 at least 3 of the four causes of the Women's Suffrage Movement and several institutions and/or people involved. 

12 - Demonstrates a clear understanding of the historical time period and the cause and effect relationship between significant events; accurately discusses  2-3 of the four causes of the Women's Suffrage Movement and several institutions and/or people involved. 

8 - Demonstrates an understanding of the historical time period and the cause and effect relationship between significant events; accurately discusses 1 of the four causes of the Women's Suffrage Movement and several institutions and/or people involved. 

4 - Demonstrates little or no understanding of the historical time period and/or the cause and effect relationships between significant events; inaccurately discusses the Women's Suffrage Movement and/or several institutions involved.


ORGANIZATION


4 - Writer creates a well-organized essay.  Arguments and analysis are sequenced logically to support the claim.
Writer makes effective use of transitions to link all parts of the essay.

3 - Writer creates an organized essay.  Arguments and analysis are sequenced logically to support the claim.
Writer uses transitions to link all parts of the essay

2 - Writer creates a somewhat organized essay.  Arguments and analysis are not always sequenced logically to support the claim.  Writer attempts to use transitions to link parts of the essay.

1 - Writer provides very little to no organization.  Writer does not use transitions to link any parts of the essay. 

CLAIM AND CONTEXT 

4 - Writer’s claim provides a precise, nuanced interpretation of the sources that is grounded in multiple perspectives, historical, political, and/or social scientific context.
   - The introduction engages the reader and persuasively lays foundation for a passionate argument.  It identifies topic of the essay and provides ample contextual information that builds the readers’ understanding of the claim.
   - The conclusion continues and strengthens the claim.  It highlights significance, expands insight and makes recommendations for future action.  

3 - Writer’s claim provides a precise, interpretation of the sources that is grounded in multiple perspectives, historical, political, and/or social scientific context.
   - The introduction identifies topic of the essay and provides ample contextual information that builds the readers’ understanding of the claim.
   - The conclusion continues and strengthens the claim.  It mentions significance and makes recommendations for future action. 

2 - Writer’s claim provides a general interpretation of the sources OR a lack of clarity detracts from the claim.
   - The introduction identifies topic of the essay and provides superficial contextual information that gives readers a partial understanding of the sources. 
   - The conclusion summarizes arguments and restates the claim. 

1 - Writers claim only states a fact about the sources and offers no interpretation.
   - The essay lacks a clear introduction.
   - The essay lacks a coherent conclusion. 

EVIDENCE, ANALYSIS, AND COUNTER-CLAIM 

4 - Writer develops claim thoughtfully and persuasively using numerous relevant, convincing pieces of evidence from both secondary and primary sources (including direct quotation), and statistical/numerical data.

   - Writer cities specific textual evidence to support analysis of primary and secondary         sources.
   - Writer includes statistical data as part of the evidence to bolster claims and/or devalue counterclaims
   - Writer provides insightful, thorough analysis of the evidence to support the claim, using the following critical reading strategies:

Explanation of what the text says directly as well as analysis of meanings that are implied, hidden, hinted at, or left ambiguous in the text.

Analysis of how the authors’ word choices impact the biases of the sources.  Writer considers and discusses bias of authors when analyzing evidence.


Evaluates the claims, premises, and evidence in both primary and secondary sources in order to challenge counter arguments and bolster initial claim.      

3 - Writer develops claim using sufficient relevant, convincing pieces of evidence from both secondary and primary sources (including direct quotation), and statistical/numerical data.

    - Writer cities textual evidence to support analysis of primary and secondary sources.

    - Writer includes statistical data as part of the evidence to support claims and/or devalue counterclaims

    - Writer provides thorough analysis of the evidence to support the claim, using one or more of the following critical reading strategies:
Explanation of what the text says directly as well as analysis of meanings that are implied, hidden, hinted at, or left ambiguous in the text.

Analysis of how the authors’ word choices impact the biases of the sources.  Writer considers and discusses bias of authors when analyzing evidence.


Evaluates the claims, premises, and evidence in both primary and secondary sources in order to challenge counter arguments and bolster initial claim.                              

2 - Writer develops claim using some relevant evidence from the texts, including direct quotations that support the claim.
     
     - Writer provides a basic explanation of how the evidence supports the claim. 

1 - Writer uses irrelevant or insufficient textual evidence to support analysis of text. 
   - Writer’s analysis of the evidence does not support the claim. 

STYLE AND CONVENTIONS  

4 - Writer uses a range of precise and varied vocabulary to elaborate or clarify ideas. 
   - Demonstrates command of the conventions of capitalization, punctuation (extends to     hyphenation), and spelling consistently throughout the text.   - Mechanical and grammatical errors are rare or nonexistent.
   - Writer follows accepted conventions for formatting text citations such as MLA standards, footnotes, and parenthetical notes.  

3 - Writer uses a range of vocabulary to elaborate or clarify ideas. 
   - There are few mechanical or grammatical errors.
   - Writer follows accepted conventions for formatting text citations and adheres to MLA standards.

2 - Writer uses basic vocabulary to elaborate or clarify ideas
   - There are many mechanical or grammatical errors that do not generally interfere with the reader’s ability to understand the essay.       
   - Writer attempts to follow accepted conventions for text citations and works cited page.

1 - Abundant mechanical and grammatical errors interfere with the reader’s ability to understand the essay.
   - In text citations and works cited page are missing from the essay

Monday, September 22, 2014

Democratizing 20th Century America - Homework - Due Tues, Sept 23

1 - Finish your primary source analyses of the two documents we worked on today in class.

2 - Read WBA? up to page 227, take notes. Notes will be graded.


Take notes. Summarize your thoughts at the end.  Notes will be graded.


Rubric:

4 - clearly shows connections between at least 2 causes of the Women's Suffrage Movement: industrialization, immigration, increases in women's education, WWI
- clearly demonstrates understanding of all the article'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



3 - shows connections between 2 causes of the Women's Suffrage Movement: industrialization, immigration, increases in women's education, WWI
- demonstrates understanding of most of the article'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 connections between one or two causes of the Women's Suffrage Movement: industrialization, immigration, increases in women's education, WWI
- demonstrates understanding of two or less of the article's central ideas
- little evidence/quotes to support your claims/arguments; little or no numeric data; little mention of major events or people
- notes are sloppy and unorganized; no headings to distinguish general ideas; doesn't contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence



1 - *gasp*

Politics and Government Homework - Due Tues, Sept 23

Read up to page 253, answer the following questions:



Politics and Government, J Copeland
Did the Framers intend to create a revolutionary and democratic government?
A)
1 – List the groups that made up the Revolutionary coalition. Why might it be difficult to maintain such a coalition?
2 – How are republicanism and monarchy different?
3 – Who is Thomas Paine and why is he significant?
4 – Describe Pennsylvania’s 1776 constitution. Was it democratic? Why or why not?
5 – Who were the Green Mountain Boys? Why were they significant?
6 – In what ways did the colonies become more democratic after the war? Provide specific evidence from the text.
7 – Why does Adams believe the legislature should consist of two houses? Do you agree? Explain.
8 – Compare Paine’s and Adams’s views of republicanism.
9 – How did the constitutions of NY, VA, and MD differ from the constitution of PA?
B)
Text to text connections:
How does this text compare to A Kind of Revolution? What about this text confirms arguments made by Zinn? What about this text challenges his arguments? Be sure to provide evidence from both texts to support your comparison.
C)
Building your claim:
Create a yes/no chart based on this text.