Tuesday, January 19, 2016

Politics and Government - Homework - Due - Wed, Jan 20

1 - Complete primary source analysis for Leftwing Manifesto. (Juniors or slacking Seniors)

2 - Complete opinion analysis for Brandenburg v Ohio (Seniors tonight, Juniors tomorrow night)

Democratizing Twentieth Century - Homework - Due Wed, Jan 20

1 - Review Chapter 15 in Zinn. Make sure you have read the entire chapter and answered all questions previously assigned.

2 - Read Labor Democratizes America packet, pages 425 - 434 (up to Roosevelt Landslide)

Take notes that reflect the following:

  • Central Ideas
  • Significant people, organizations, institutions, and groups
  • Significant places, nations, states, cities, and other locations; geography
  • Significant events, wars, conflicts, uprisings, rebellions, demonstrations, court decisions, legislation passed, or other acts of government, business, or labor
  • Significant numerical or statistical data
  • Connections to: Labor Movement - Why then? What gains were won? What gains were sough but not won? 

Thursday, January 14, 2016

Democratizing Twentieth Century America - Homework - Due Fri, Jan 15

Based on Zinn 398-406

Identify: 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?

Tuesday, January 12, 2016

Politics and Government - Homework - Due - Wed, Jan 13

Opinion analysis for Dred Scott v Sanford

Democratizing 29th Century America - Homework - Due - Wed, Jan 13

Read Zinn 387 - 393 (Read through the Bellush excerpt on the top of 393) 

In addition to your notes: 
1 - Primary source analysis of The Grapes of Wrath excerpt 
2 - Analysis of Brother Can You Spare A Dime? 
3 - Identify and discuss: WWI Bonus Army
4 - Discuss the NRA (National Recovery Act) **Discuss connections to EQ

Monday, January 11, 2016

Democratizing Twentieth Century America - Homework - Due - Tuesday, Jan 12

Read Zinn 380 - 387

1 - Identify: Marcus Garvey

2 - Discuss Zinn's critique of the characterization of the 1920s as a "Jazz Age" or "Roaring."
What evidence does he provide to challenge such characterizations?

3 - Analyze and interpret the F. Scott Fitzgerald and Sinclair Lewis excerpts.

4 - Identify: Fiorello La Guardia

5 - What was the Mellon Plan? Why was it supported by some and criticized by others?

6 - Discuss the labor struggles during the 1920s. What connections can you make between Zinn's discussion/analysis of the said struggles and the Labor Movement/Why Then? web in your notebook?

Politics and Government - Homework - Due - Tuesday, Jan 12

Print and tape into notebook, or copy into notebook:

How to prepare a case analysis:

1) Consider and note the facts of the case
2) Consider and note the constitutional question(s)
3) Consider and note the court's decision and reasoning/rationale

How to prepare an opinion analysis: 

1) Skim the opinion first to identify and unfamiliar vocabulary words.  Look them up and make a list of new words and definitions.

2) Read in chunks, a few paragraphs at at time.  After each chunk, summarize in your notebook.

3) Note the central ideas:
a) What does the text say directly?
b) What is hinted at in the text?
c) What is left ambiguous?
d) How does this relate to the essential question: How has the court been used to promote and/or inhibit liberty?

4) Consider the time period in which the opinion was written and its impact on the justices. 

5) How does this connect to or remind you of other texts?

6) Consider the ideologies of the judges.  Is this a liberal, moderate, or a conservative ruling?  How can you tell?

7) What evidence can you select from the text to support your analysis?

8) Do you agree with the court's decision?  Why or why not?  Why is this case significant?

**Opinion analyses should be no less than 1 - 2 pages, typed, double spaced, 12 pt font.  Use a format that works best for you, but it's best to set up in the format of a mini-essay. 

For Seniors: 

Finish reading Dred Scott opinion. Write an opinion analysis that satisfies numbers 3 to 8 in the opinion analysis guidelines. Be prepared to have a discussion that encompasses ALL of the document, not only the parts we looked at in class.

For Juniors: 

You are a day behind my other class, so make sure you have either printed out the opinion analysis guidelines and taped into notebook or you have written them in your notebook by hand. 

Tuesday, January 5, 2016

Democratizing Twentieth Century Homework - Due - Thurs, Jan 7

1) Read and take detailed notes: 
2) Read and take detailed notes: 

Roaring 1920s and the Jazz Age 

The 1920s were an age of dramatic social and political change. For the first time, more Americans lived in cities than on farms. The nation’s total wealth more than doubled between 1920 and 1929, and this economic growth swept many Americans into an affluent but unfamiliar “consumer society.” People from coast to coast bought the same goods (thanks to nationwide advertising and the spread of chain stores), listened to the same music, did the same dances and even used the same slang! Many Americans were uncomfortable with this new, urban, sometimes racy “mass culture”; in fact, for many–even mostpeople in the United States, the 1920s brought more conflict than celebration. However, for a small handful of young people in the nation’s big cities, the 1920s were roaring indeed. 

The "New Woman" 

The most familiar symbol of the “Roaring Twenties” is probably the flapper: a young woman with bobbed hair and short skirts who drank, smoked and said what might be termed “unladylike” things, in addition to being more sexually “free” than previous generations. In reality, most young women in the 1920s did none of these things (though many did adopt a fashionable flapper wardrobe), but even those women who were not flappers gained some unprecedented freedoms. They could vote at last: The 19th Amendment to the Constitution had guaranteed that right in 1920. Millions of women worked in white-collar jobs (as stenographers, for example) and could afford to participate in the burgeoning consumer economy. The increased availability of birth-control devices such as the diaphragm made it possible for women to have fewer children. And new machines and technologies like the washing machine and the vacuum cleaner eliminated some of the drudgery of household work.

The Birth of Mass Culture 

During the 1920s, many Americans had extra money to spend, and they spent it on consumer goods such as ready-to-wear clothes and home appliances like electric refrigerators. In particular, they bought radios. The first commercial radio station in the U.S., Pittsburgh’s KDKA, hit the airwaves in 1920; three years later there were more than 500 stations in the nation. By the end of the 1920s, there were radios in more than 12 million households. People also went to the movies: Historians estimate that, by the end of the decades, three- quarters of the American population visited a movie theater every week. 
But the most important consumer product of the 1920s was the automobile. Low prices (the Ford Model T cost just $260 in 1924) and generous credit made cars affordable luxuries at the beginning of the decade; by the end, they were practically necessities. In 1929 there was one car on the road for every five Americans. Meanwhile, an economy of automobiles was born: Businesses like service stations and motels sprang up to meet drivers’ needs. 

The Jazz Age 

Cars also gave young people the freedom to go where they pleased and do what they wanted. (Some pundits called them “bedrooms on wheels.”) What many young people wanted to do was dance: the Charleston, the cake walk, the black bottom, the flea hop. Jazz bands played at dance halls like the Savoy in New York City and the Aragon in Chicago; radio stations and phonograph records (100 million of which were sold in 1927 alone) carried their tunes to listeners across the nation. Some older people objected to jazz music’s “vulgarity” and “depravity” (and the “moral disasters” it supposedly inspired), but many in the younger generation loved the freedom they felt on
the dance floor. 


During the 1920s, some freedoms were expanded while others were curtailed. The 18th Amendment to the Constitution, ratified in 1919, had banned the manufacture and sale of “intoxicating liquors,” and at 12 A.M. on January 16, 1920, the federal Volstead Act closed every tavern, bar and saloon in the United States. From then on, it was illegal to sell any “intoxication beverages” with more than 0.5% alcohol. This drove the liquor trade undergroundnow, people simply went to nominally illegal speakeasies instead of ordinary barswhere it was controlled by bootleggers, racketeers and other organized-crime figures such as Chicago gangster Al Capone. (Capone reportedly had 1,000 gunmen and half of Chicago’s police force on his payroll.) 

To many middle-class white Americans, Prohibition was a way to assert some control over the unruly immigrant masses who crowded the nation’s cities. For instance, to the so-called “Drys,” beer was known as “Kaiser brew.” Drinking was a symbol of all they disliked about the modern city, and eliminating alcohol would, they believed, turn back the clock to an earlier and more comfortable time. 

The "Cultural Civil War" 

Prohibition was not the only source of social tension during the 1920s. The Great Migration of African Americans from the Southern countryside to Northern cities and the increasing visibility of black culturejazz and blues music, for example, and the literary movement known as the Harlem Renaissancediscomfited some white Americans. Millions of people in places like Indiana and Illinois joined the Ku Klux Klan in the 1920s. To them, the Klan represented a return to all the “values” that the fast-paced, city-slicker Roaring Twenties were trampling.

Likewise, an anti-Communist “Red Scare” in 1919 and 1920 encouraged a widespread nativist, or anti-immigrant, hysteria. This led to the passage of an extremely restrictive immigration law, the National Origins Act of 1924, which set immigration quotas that excluded some people (Eastern Europeans and Asians) in favor of others (Northern Europeans and people from Great Britain, for example).

These conflicts–what one historian has called a “cultural Civil War” between city-dwellers and small-town residents, Protestants and Catholics, blacks and whites, “New Women” and advocates of old-fashioned family valuesare perhaps the most important part of the story of the Roaring Twenties. 

Source: Champs Charter HIgh School of the Arts

Monday, January 4, 2016

Democratizing Twentieth Century America - Homework - Due - Tues, Jan 5

Politics and Government - Homework - Due Tues, Jan 5

A) Read and take notes: Marbury v Madison 

B) Answer the following 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?