Saturday, April 23, 2016

Politics and Government - Break Homework - Due - Tues, May 3

Read the Barry Goldwater packet, annotate, and take detailed notes. Write a two page historical synthesis to respond to the following:

Why is Goldwater critical of the Federal Government? Why does he take issue with certain civil rights reforms? How does he use language to appeal to different conservative audiences? 

Democratizing Twentieth Century America - Break Homework - Due - Tues, May 3

1 - Read all packets, annotate, take detailed notes.

2 - Write a two page historical synthesis in response to the following:


  • Why then? Why did the Women's Liberation Movement get underway when it did? How did the WWII, the Cold War, and the Civil Rights Movement create a political, social, and economic environment in which the Women's Liberation Movement would take root? 

Thursday, April 21, 2016

Democratizing Twentieth Century America - Homework - Due - Friday, April 22

Read and prepare primary source analyses for the following documents:

Doc 23: NOW Statement of Purpose (pg 107)

Doc 29: New York Radical Women (pg 123)

Doc 30: No More Miss America (pg 124) 

Politics and Government - Homework - Due - April 22

Read Goldwater packet and answer the following questions:

1 - Based on the preface, what did Goldwater believe about the state of Conservatism in 1960? How did he feel about Conservatives in government?

Based on chaps 1 & 2:

2 - How does Goldwater distinguish Conservatism from Liberalism? How does he use concepts such as the human soul, spirituality, and material wealth to highlight these differences?

3 - In what ways are freedoms curtailed to preserve order?

4 - Why does Goldwater take issue with Republican party?



Wednesday, April 20, 2016

Politics and Government - Homework - Due - Thursday, April 21

1 - Finish class assignment:

a) Create a 4 column chart with each of the factions within the Conservative Movement as a heading. In each column, list the words or phrases from the text that illustrate the Goldwater's use of language to reach his audience.

b) Answer the following question in writing, and use several examples from your chart. You should have no less than 2-3 full paragraphs:

How does Goldwater's use of language help him appeal to the various constituencies within the Conservative Movement? 

2 - You should be meeting with your debate group and working or your speeches and questions. On May 2nd your two constructive speeches are due, and you should also have a total of 15 questions completed. 




Monday, April 18, 2016

Politics and Government - Homework - Due - Tuedsay, April 19

The Conservative Movement: Why then? Why did the Conservative Movement get underway when it did?

Read, take notes, summarize and synthesize central ideas, make connections to the Lee Edwards piece we read recently. You should have about a page of writing, if you don't you will not receive full credit.

Is Donald Trump another Barry Goldwater? 


Democratizing Twentieth Century America - Homework - Due - Tuesday, April 19

Women's Liberation Movement 

Why Then? Why did the Women's Liberation Movement get underway when it did? 

1 - Read excerpts from the Feminine Mystique.

2 - Prepare a primary source analysis.

3 - In what ways does Friedan's analysis of women's oppression reflect her middle class status? 

4 - What statistical data does Friedan provide to strengthen her analysis? 

5 - What is the mystique

Friday, April 15, 2016

Democratizing Twentieth Century America - Homework - Due - Monday, April 18

Antiwar Movement - Why Then?
How did the Vietnam War fracture the Cold War consensus?
How did the draft help to bring about opposition to the war?


1 - Read Gosse 120 - 122

2 - Create a primary source analysis for Night Flight to Hanoi; your analysis should include responses to the questions listed above.

Antiwar Movement - Why Then?
How did the Vietnam War fracture the Cold War consensus?
How did the draft help to bring about opposition to the war?
How did the Vietnam War radicalize students?

3 - Read Gosse 129 - 131

4 - Create a primary source analysis for Toward a Revolutionary Youth Movement; your analysis should include responses to the questions listed above.

**You should also compete your analysis of John Kerry's testimony before Senate committee.

Tuesday, April 12, 2016

Politics and Government - Homework - Due - Wed, March 12

1 - Each team should have:

a) 2 to 3 values, complete with definitions
b) All of the key terms in your resolution identified and defined in a way that angles them toward your team's stance
c) A list of relevant cases you will use to support your team's position


Democratizing Twentieth Century America - Homework - Due - Wed, April 13

1 - Finish reading Zinn, pgs 490 -501

2 - Answer questions:

 - Discuss the antiwar activism of students. In what ways did student activism shape public opinion regarding the protests.

- Discuss the Gallup polling data regarding public opinion and the war.

- How were race, income, education and gender linked to attitudes about he war.


- Discuss opposition to the war within the military.

- Identify: Sam Choy

- How did the invasion of Cambodia and Laos impact attitudes about the war? Discuss Nixon's management of the war.

3 - Gosse 156 - 161 Remembering the Killings at Kent State 
     primary source analysis 

Monday, April 11, 2016

Democratizing Twentieth Century America - Homework - Due - Tues - April 12

AntiWar Movement - Why Then?
How did the Vietnam War fracture the Cold War/Liberal consensus?
How/Why did the Vietnam War radicalize students?


1 - Read the lyrics to the following song and write a primary source analysis.

http://people.wku.edu/charles.smith/MALVINA/mr094.htm

2 - Complete primary source analysis for each of the following documents. Please remember to make connections to the causes of the AntiWar Movement and to the essential questions listed above.

http://www.pbs.org/wgbh/amex/twodays/filmmore/ps_soglin.html

http://www.pbs.org/wgbh/amex/twodays/filmmore/ps_ambush.html

http://www.pbs.org/wgbh/amex/twodays/filmmore/ps_legislators.html

Debate Guidelines

Politics and Government - Debate Guidelines 

Order of speakers:

1. First Affirmative Constructive (4 min):
• Defines key terms in resolution
• Presents the team’s values
• Presents evidence that supports at least one of the values

2. Negative Cross ex/rebuttalist (2 min)
• Asks specific questions that attempt to dismantle the affirmative argument
• Asks general questions that attempt to promote the negative arguments

3. First Negative Constructive (4 min):

• Rebutts affirmative team’s initial argument
• Defines key terms in resolution
• Presents the team’s values
• Presents evidence that supports at least one of the values

4. Affirmative Cross ex/rebuttalist (2 min)
• Asks specific questions that attempt to dismantle the negative team’s argument
• Asks general questions that attempt to promote the affirmative arguments

5. Second Affirmative Constructive (4 min):
• Rebutts negative team’s initial argument
• Re-presents affirmative values
• Continues to present the affirmative team’s arguments
• Presents evidence that supports the affirmative team’s values

6. Negative Cross ex/rebuttalist (2 min):
• Asks specific questions that attempt to dismantle the affirmative argument
• Asks general questions that attempt to promote the negative arguments

7. Second Negative Constructive (4 min):
• Rebutts affirmative team’s initial argument
• Re-presents negative values
• Continues to present the negative team’s arguments
• Presents evidence that supports the negative team’s values

8. Affirmative Cross ex/rebuttalist (2 min):
• Asks specific questions that attempt to dismantle the negative team’s argument
• Asks general questions that attempt to promote the affirmative arguments

9. Negative Cross ex/rebuttalist ( 3 min):
• Restates the mistakes made by the affirmative team during cross ex
• Restates flaws in affirmative arguments
• Summarizes the negative team’s arguments

10. Affirmative Cross ex/rebuttalist (3 min):
• Restates the mistakes made by the negative team during cross ex
• Restates flaws in negative team’s arguments
• Summarizes the affirmative team’s arguments


Jobs of Speakers: 

First Affirmative Constructive (4 min)
Introduction:
• Hook with quote or anecdote
• Resolution Stated
• Team’s Position Stated

Background and Context
• Key Terms Defined
• Values Stated and Defined
• Arguments stated

Argument Constructed
• Argument stated
• Connection to value stated
• Evidence to support value provided:

a) at least one court case and/or piece of legislation
b) at least one relevant reference to the United States Constitution
c) several pieces of numeric/statistical data
d) at least one primary source
e) sources are all cited

First Negative Constructive (4 min)

Refutation:
• Directly responds to the values and arguments presented by the Affirmative Team
Introduction:
• Hook with quote or anecdote
• Resolution Stated
• Team’s Position Stated
Background and Context
• Key Terms Defined
• Values Stated and Defined
Arguments stated

Argument Constructed
• Argument stated
• Connection to value stated
• Evidence to support value provided
a) at least one court case and/or piece of legislation
b) at least one relevant reference to the United States Constitution
c) several pieces of numeric/statistical data
d) at least one primary source
e) sources are all cited

Second Affirmative Constructive (4 min)

Refutation
• Directly responds to and challenges the values, definition and evidence provided by other team

Argument Constructed
• Next value(s) restated and defined
• Argument stated
• Connection to value stated
• Evidence to support value provided

a) at least one court case and/or piece of legislation
b) at least one relevant reference to the United States Constitution
c) several pieces of numeric/statistical data
d) at least one primary source
e) sources are all cited

Second Negative Constructive (4 min)

Refutation
• Directly responds to and challenges the values, definition and evidence provided by other team
Argument Constructed
• Next value(s) restated and defined
• Argument stated
• Connection to value stated
• Evidence to support value provided

a) at least one court case and/or piece of legislation
b) at least one relevant reference to the United States Constitution
c) several pieces of numeric/statistical data
d) at least one primary source
e) sources are all cited

Cross Examiners/Rebuttalists

Deconstruction: asks questions to pick apart the values, arguments and definitions 
Reconstruction: asks questions to re-frame the debate on your terms
Summation: makes a final speech to summarize teams overall position and the inferiority of the opponents' values 




I. Lincoln Douglass Values Debate

A) Values: The morally guiding principle upon which your argument is based. The reason why you argue what you argue.

1. Each team should have 2-3 values; each value should be clearly defined in speech.
2. Sample values: Freedom of Religion, Freedom of Speech, Equality, Personal Liberty, Equal Opportunity

B) Argument: A reason or set of reasons given with the aim of persuading others that an action or idea is right or wrong.

1. Each value should be supported by 1-2 arguments.
2. Sample argument: The use of race as a criteria for college admissions impedes racial progress by discouraging colorblindness and individualism.

C) Evidence: The constitutional, legal, statistical and anecdotal information used to support your team's position

Thursday, April 7, 2016

Democratizing 20th Century America - Homework - Due - April 8

Read Zinn pg 485 - 491

1 - Discuss opposition to the war and draft. How did people demonstrate/voice their opposition. Discuss the impact of the Civil Rights Movement.

2 - Discuss the expansion/proliferation of the Antiwar Movement. Why/how did opposition to the war begin to transcend class and religious barriers?

3 - Identify: Nixon, Kissinger, Pentagon Papers

4 - Identify: Catonsville Nine

5 - Primary Source Analysis: Mary Moylan letter, pg 489

Politics and Government - Homework - Due - Monday, 8

How has the court been used to expand and/or inhibit liberty?

Focus: Discrimination, LGBT Rights, Freedom of Expressive Association 

Legal Provision: 14th amendment, Colorado-Amendment 2, NJ Public Accommodations Law

Discussion/Writing:

  •  Read the majority and dissenting opinions from Boys Scouts of America.
  •  What were the facts of the case? 
  •  Why did the court reverse the New Jersey state supreme court's decision? 
  •  Why is Roberts v United States Jaycees significant
  • Does the Boy Scout's pledge suggest a stance on homosexuality? 
  • Would admitting Dale force the Boy Scouts to violate its values? 
  • Why did some justices dissent? 

**You should have 1 1/2 to 2 pages of writing? 

Wednesday, April 6, 2016

Democratizing 20th Century America - Homework - Due - Thurs, April 7

Antiwar Movement - Why Then?
How did the Vietnam War fracture the liberal consensus? 

Make sure you have primary source analysis completed for the following documents:

Paul Potter, The Incredible War (Gosse, 95-99)
Martin Luther King, Declaration of Independence from the War in Vietnam (114-120)

Your primary source analysis should make solid connections between the documents and:

  • causes of the Antiwar Movement 
  • the time period and specific key events 
  • your Howard Zinn reading 
  • answer: How did the Vietnam War fracture the liberal consensus? 

Politics and Government - Homework - Due - Thurs, April 7

How has the court been used to expand and/or inhibit liberty?

Focus: Discrimination, LGBT Rights, Freedom of Expressive Association 

Legal Provision: 14th amendment, Colorado-Amendment 2, NJ Public Accommodations Law

Discussion/Writing:


  • What type of judicial review should be applied to cases involving statutes that discriminate against members of LGBT community? Why? Which did the court apply and why? 
  • How does language in Romer reflect the time period in which it was written? 
  • How does Scalia's opinion keep in line w/his judicial philosophy? Why does he disagree with the majority's conclusion? 
  • How does Scalia's opinion impact your opinion of him as a justice? 
You should have at least two pages of writing, and your answers should demonstrate that you read both the majority and dissenting opinion. 


Tuesday, April 5, 2016

Politics and Government - Homework - Due - Wed, April 6

Finish reading, annotating and analyzing primary source documents passed out in class.


Monday, April 4, 2016

Politics and Government - Debate Date

Folks,

There are some scheduling challenges regarding the debates.

1 - Please remember that the BULK of your debate prep will be done OUTSIDE of class.

2 - I will be wrapping up the Bill of Rights and civil liberties work by the end of week and I will start our final unit on the Conservative Movement next week.

3 - While you will have a few opportunities to work on debate material in class, we will be starting our new unit soon and you will have to multitask.

4 - The debates will be on Monday, May 9.

Cope 

The Loving Story

Folks, 

Since you have essays due tomorrow and Wednesday, you may turn in your Loving Story assignment on Thursday. 

Cope 

Politics and Government - Homework - Due - Tues, April 5

Scottsboro Essay Due 

Democratizing Twentieth Century America - Homework - Due Tuesday, April 5

Read 469-485 in Zinn, take notes, identify the following: 

Ho Chi Minh
Pentagon Papers
Chiang Kai-shek
President Truman
Haiphong
Viet-Cong
"domino theory"
memo of National Security Council
Ngo Dinh Diem
National Liberation Front
John Kennedy
Lyndon Johnson
Gulf of Tonkin
Napalm
My Lai 4
Tet Offensive
Civil Rights/Black Power/Anti-War Movement

Friday, April 1, 2016

Scottsboro Boys Essay Rubric


HISTORICAL CONTENT AND UNDERSTANDING  0 - 16
16 - Demonstrates a clear and sophisticated understanding of the historical time period and the cause and effect relationship between significant events; accurately discusses the Powell and Norris cases, carefully analyzing direct quotation from the opinions; discusses and analyzes direct evidence from Scottsboro an American Tragedy, Without Fear or Favor; uses content area vocabulary and illustrates a sophisticated understanding of the Constitution and Bill or Rights.  

ORGANIZATION 0 - 4
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.

CLAIM AND CONTEXT 0 - 4 
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.  

EVIDENCE, ANALYSIS, AND COUNTER-CLAIM 0 - 4 
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.      
STYLE AND CONVENTIONS  0 - 4 
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.