Mr. Copeland's Class

Cold War Maps

2012-02-12T10:43:00.000-08:00

Democratizing Twentieth Century America - Feb Break Assignment - Due Mon, Feb 27

2012-02-11T07:44:00.000-08:00

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"

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

3) Read "Blacks in the Cold War Era"

4) Answer the following questions:

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

Democratizing Twentieth Century America Homework - Due Wed, Feb 15

2012-02-11T07:27:00.000-08:00

**be sure to scroll down, there are also assignments due Monday and Tuesday**

1) Read the following:

The Cold War (1945–1963)
Overview

Summary of Events

Key People & Terms

The Postwar World: 1945–1949

The Start of the Cold War: 1947–1952

2) Construct notes based on what you've read. Make sure you include important people, events, statistical/numerical data, institutions and organizations.

3) Finish reading Zinn, chap 16.

4) 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 America Homework - Due Tuesday, Feb 14

2012-02-11T07:02:00.000-08:00

**please make sure you scroll down; there is an assignment due on Monday also**

1) Read the following:

The Battle of Britain

Italy and the Mediterranean

The Invasion of Russia

Japan and Pearl Harbor

Total War in the Pacific

The Fall of Germany

The Fall of Japan

2) Construct notes based on what you've read. Make sure you include important people, events, statistical/numerical data, institutions and organizations.

Politics and Government Homework Due - Mon, Feb 13

2012-02-10T13:54:00.000-08:00

Construct opinion analyses for the cases Everson v. Bd of Ed and Zorach v. Clauson. Your opinion analyses should mention the background and context, facts, provide summaries, deconstruct the Court's rationale and explain your own opinion regarding the Court's ruling. You should also include evidence to support your work. When possible, make connections to the Constitution, other texts or concepts mentioned in class discussions. Please type and turn in on Monday. Your analyses should be 1-2 pages each. Please be prepared to participate in a class discussion about these cases.

You might want to check out these descriptions from Oyez, but please remember, your analyses should be of the opinions in the packet, not of the Oyez summaries.

MCCOLLUM v. BOARD OF EDUCATION

ZORACH v. CLAUSON

EVERSON v. BOARD OF EDUCATION

Democratizing Twentieth Century America Homework - Due Mon, Feb 13

2012-02-10T13:05:00.000-08:00

1) Finish reading - Fighting the Four Freedoms

2) Take notes in notebook; notes will be graded on a four point scale. Notes should show evidence of use of nonfiction text note-taking strategies:

- chunked summaries with titles
- important people
- important events
- important businesses, agencies, organizations and institutions
- numerical/statistical data
- connections to EQ (The Civil Rights Movement-Why Then); connections to other texts (Zinn)

3) Read Zinn pgs 424-432 (end of the page)

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

New World Order/Organization of nations after war
Korea/Japan
Korean War
Harry Truman (don't tell me 'we already did this'. I'd like you to discuss Zinn's perspective)
Truman Doctrine
Chiang Kai-shek
National Consensus/Cold War Consensus
Berlin Airlift
Increasing Nationalism in African Nations
Joseph McCarthy/McCarthyism **(two quotes)
Liberals and the Red Scare

5) The post WWII period is considered a point of "ideological realignment" in the United States? Why do you think this is so?

Due March 16 - Democratizing Twentieth Century America Response Essay 2

2012-02-07T13:55:00.000-08:00

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 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.

Politics and Government Homework - Due Wed, Feb 8

2012-02-06T21:50:00.000-08:00

Read the following article. Take notes that convey central ideas and key facts. How does this relate to previous cases and precedents we have discussed in class? Be prepared to discuss your interpretations in class.

Supreme Court Upholds Law Barring 'Material Support' for Terror Groups

Politics and Government Homework - Due Monday, Feb 13

2012-02-06T19:52:00.000-08:00

Use your packet of cases to construct opinion analyses for Everson v. Board of Education and Zorach v. Clauson. Your opinion analyses should provide summaries, deconstruct the Court's rationale and explain your own opinion regarding the Court's ruling. You should also include evidence to support your work. When possible, make connections to the Constitution, other texts or concepts mentioned in class discussions. Please type and turn in on Monday. Your analyses should be 1-2 pages each.

Politics and Government Homework Due - Friday, Feb 10

2012-02-06T19:28:00.000-08:00

1- Read the following summary and prepare a case analysis: Brandenburg v. Ohio

2- Read the following opinion and prepare an opinion analysis. Your opinion analysis should provide a summary, deconstruct the Court's rationale and explain your own opinion regarding the Court's ruling. You should also include evidence to support your work. When possible, make connections to the Constitution, other texts or concepts mentioned in class discussions. Please type and turn in on Friday. Your analysis should be 1-2 pages.

Opinion

Democratizing Twentieth Century America Homework - Due Tues, Feb 7

2012-02-06T09:12:00.000-08:00

1) Read - Fighting the Four Freedoms - pg 476 to 488 (up to Discrimination's Negative Effect on Morale)

2) Take notes in notebook; notes will be graded on a four point scale. Notes should show evidence of use of nonfiction text note-taking strategies:

- chunked summaries
- important people
- important events
- important businesses, agencies, organizations and institutions
- numerical/statistical data
- connections to EQ (The Civil Rights Movement-Why Then); connections to other texts (Zinn)

Poltics and Government Homework - Due Mon, Feb 6

2012-02-03T10:22:00.000-08:00

Finish Gitlow v. NY opinion analysis

Democratizing Twentieth Century Homework - Due Monday Feb 6

2012-02-03T05:50:00.000-08:00

1. Make sure you've read through page 425 in Zinn.

2. For each term do the following:

a) describe in your own words

b) write a quote from the text about the term

1 - Socialist Workers Party
2 - Smith Act
3 - Attitudes toward Japanese
4 - Air raids/bombings
5 - Hiroshima/Nagasaki
6 - Manhattan Project
7 - Executive Order 9066

3. Answer each of the following questions. Provide one or two quotes from the text to support your answer.

a) Why did the Civil Rights Movement get underway when it did?

b) How was WWII a "war to save capitalism?"

c) How did WWII affect workers and unions?

d) Discuss the U. S.'s role in WWII

Democratizing Twentieth Century HW - Due Wed, Feb 1

2012-01-28T07:49:00.000-08:00

1) Define each of the following terms. Include parts of speech.

annexation
expurgated
kiosk
scuttle
Anti-Semitism
euphemism

2) Read the following:

WWII - Key People and Terms

WWII - The Start of the War

3) In notebooks, identify each of the following terms using several sentences.

Winston Churchill
Allied Powers
Dwight D. Eisenhower
Hirohito
Adolf Hitler
Nazi Party
Benito Mussolini
Franklin Delano Roosevelt
Joseph Stalin
Harry S Truman
Allied Powers
Axis Powers
Blitzkrieg
D-Day
Fascism
“Final Solution”
Gestapo
Manhattan Project
Munich Agreement
S.S.

4) Look over the following maps and draw each in notebook (due Friday, Feb 3):

5) Read the following article. Write a summary in your notebook. Respond to this question: Should the German government ban the selling of Mein Kampf? Why or why not?

In Germany, attitudes toward ‘Mein Kampf’ slowly changing

Democratizing Twentieth Century Homework - Due Wed, Feb 1

2012-01-28T07:11:00.000-08:00

Politics and Government Homework - Due Jan 31, 2012

2012-01-28T06:35:00.000-08:00

On Friday we read an excerpt from Zinn about the Seattle strike. We also talked about revolutionary socialism v. moderate socialism.

A) Review your notes.

B) Read this excerpt from the NYS Anarchy Law:

"§ 160. Criminal anarchy defined. Criminal anarchy is the doctrine that organized government should be overthrown by force or violence, or by assassination of the executive head or of any of the executive officials of government, or by any unlawful means. The advocacy of such doctrine either by word of mouth or writing is a felony.

§ 161. Advocacy of criminal anarchy. Any person who:

1. By word of mouth or writing advocates, advises or teaches the duty, necessity or propriety of overthrowing or overturning organized government by force or violence, or by assassination of the executive head or of any of the executive officials of government, or by any unlawful means; or,"

2. Prints, publishes, edits, issues or knowingly circulates, sells, distributes or publicly displays any book, paper, document, or written or printed matter in any
form, containing or advocating, advising or teaching the doctrine that organized government should be overthrown by force, violence or any unlawful means

...Is guilty of a felony and punishable by imprisonment or fine, or both."

C) If you can, print it out and tape into your notebook and annotate.

D) In your notebook analyze and interpret the Anarchy Law. Do you think it violates the U. S. Constitution/Bill of Rights? Why or why not?

E) What new vocabulary did you need to look up when you read the law? Provide a list with definitions.

This will be graded on a 4 pt scale.

F) Prepare a case analysis for Gitlow v NY, 1925:

http://www.oyez.org/cases/1901-1939/1922/1922_19

MY SUPREME COURT BOOK

2012-01-20T13:26:00.000-08:00

DID ANYONE TAKE MY RED SUPREME COURT BOOK?

PLEASE BRING IT IN ON MONDAY AND PLEASE EMAIL ME AT COPELAND.JL@GMAIL.COM SO I CAN STOP LOOKING FOR IT.

Politics and Government Homework - Due Tuesday, Jan 17

2012-01-13T13:33:00.000-08:00

Read the following. Prepare a case analysis.

Schenck v U.S.

Schenck v U.S.

Democratizing Twentieth Century America - Some terms and concepts for midterm exam

2012-01-13T12:38:00.001-08:00

Essay Topics

- Successes and failures of the Labor Movement

- Successes and limitations of the Birth Control Movement

Terms/Concepts

Joseph McCarthy
Edgar R Murrow
Monroe Doctrine
Panama Canal
Spanish American War
imperialism
Women’s Suffrage Movement
Alice Paul
Sherman Antitrust Act
Seneca Falls
Carrie Chapman Catt
NAWSA, NWP
Triangle Shirt Waist Fire
16, 17, 18, 19th amendments
Federal/State gov’t
Progressive era
Settlement houses, Jane Adams
Unions, AFL, IWW, CIO
John Lewis
Hepburn Act
Pure Food and Drug Act
Samuel Gompers
Eugene Debs
Socialism
Strikes
Taylorism
Schenk v. U. S.
Conscription act
Ema Goldman
Helen Keller
WWI, Allies, Central Powers, basic geography of War
Woodrow Wilson, 14pts , Treaty of Versailles
Spanish American War
Industrialization
Immigration
1920s, economy of
Calvin Coolidge
Warren Harding
Herbert Hoover
Taft-Hartley Act
Margaret Sanger/Birth Control Movement
Anthony Comstock
Griswold v. Connecticut
Roe v. Wade
Planned Parenthood v. Casey
New Deal
Franklin Roosevelt
Herbert Hoover
Dust Bowl
Great Depression
Grapes of Wrath
Motherhood, types of
WWI Bonus Army
Sacco and Vanzetti
Palmer Raids
Red Scare’
Bolshevik Revolution
J. D. Rockefeller
Andrew Carnegie
Henry Ford
W. E. B. DuBois
F. Scott Fitzgerald
Mellon Plan
Flint Sit-Down Strike
Seattle General Strike
Gov't, Economic Systems
New Deal
Women and the New Deal
Social Security Act
CCC
TVA
WPA
Wagner Act
NIRA
Political/Cultural/Economic Spectrum
types of government and economic systems
muckraker
Silent Sentinel
Marxist
scab labor
collective bargaining
Taylorism
AAA

Readings:
Zinn-Socialist Challenge, War is the Health, Self Help in Hard Times
Battle for Suffrage, Birth Control Packet, Who Built America

All links

Democratizing Twentieth Century America Homework - Due Tuesday, Jan 17

2012-01-13T12:30:00.000-08:00

Next week we will watch a documentary about McCarthyism. Read each the following links. Take notes; notes will be graded on a 4pt scale. Please write a small reflection at the end in which you consider how the material connects to the question:

If the reform was only partially achieved, what limited its attainment?

Dwight Eisenhower

McCarthyism

McCarthyism

Edgar R Morrow

Milo Radulovich, 81, Dies; Symbol of ’50s Red Scare

Politics and Government - Slaughterhouse Cases

2012-01-12T12:05:00.000-08:00

http://www.pbs.org/wnet/supremecourt/antebellum/print/landmark_slaughterhouse.html

Politics and Government - some terms to review and know for midterm exam

2012-01-11T10:15:00.000-08:00

Remember, it's not enough to just memorize the meanings of these terms. You will be presented with questions that require you to apply your knowledge and understanding.

Essay topics

a) The Constitutional Framers' understanding and feelings about democracy and equality

b) The Structure and nature of the Supreme Court

c) Political disagreements between Federalists and Republicans

intolerable acts
Virginia and Kentucky Resolutions
“power of the purse”
Federalism
Federalist/Anti-Federalist/Republican
Electoral College
Constitutional Convention of 1787
sepAration of powers
John Locke
Declaration of Independence
checks and balances
House of Representatives
Senate
Articles of Confederation
Bill of Rights
Whiskey Rebellion
Shays’ Rebellion
New Jersey Plan
Virginia Plan
Connecticut Compromise
Margaret Thatcher
Huey Long
George Washington
James Madison
Alexander Hamilton
Thomas Jefferson
Thomas Paine
Executive, legislative, judicial branches (major powers of each)
Framers of the Constitution
States rights/state sovereignty
Earl Warren/Major Justices
14th amendment
Bill of Rights
due process
equal protection
civil liberties
judicial review
XYZ Affair
Whiskey Rebellion
Alien and Sedition Acts
Hamilton's Financial Plan
Jay's Treaty
Marbury v Madison
McCollough v Maryland
Barron v Baltimore
Earls v Bd of Ed
Dred Scott Decision
Slaughterhouse Cases
Schenk v U.S.
Gitlow v NY
Rochin v California
Pierce v Society of Sisters
police power
Writ of Certiorari
Checks and Balances
Ben Franklin
monarchy
theocracy
aristocracy
republic
democracy
dictatorship
state
sovereignty
economy
Political/Cultural/Economic Spectrum
Missouri Compromise
Reconstruction Amendments
overlapping jurisdiction
double jeopardy
change of venue

Texts

Inventing a Nation
-Major Characters
-Major Events
-Vidal's perspective and analysis

Supremes' Greatest Hits (Introduction)

A Kind of Revolution (Howard Zinn)

-Major Characters
-Major Events
-Zinn's perspective and analysis

Democracy and the Constitution

Civil Rights: Justice Under the Law

All blog links and other selected handouts

Politics and Government Homework - Due Mon, Jan 9

2012-01-07T07:19:00.000-08:00

McCulloch v Maryland

Supreme Court History - The First Hundred Years

Read each of the links above. Take notes. Notes will be graded on a 4 pt scale.

Democratizing Twentieth Century Homework - Due Mon, Jan 9

2012-01-07T07:03:00.000-08:00

http://www.bls.gov/news.release/union2.nr0.htm

http://www.spartacus.schoolnet.co.uk/USAhartley.htm

http://legal-dictionary.thefreedictionary.com/Closed+Shop

http://legal-dictionary.thefreedictionary.com/union+shop

1 - Clink and read the links above.

2 - Take notes.

3 - Use your notes to answer the EQ's regarding the Labor Movement:

What gains were sought but not won?

What limited the Labor Movement in its endeavor to achieve its goals?

Midterm Exams - January 24 or 25

2012-01-06T09:51:00.000-08:00

Democratizing Twentieth Century America Homework - Due Wednesday, Jan 4

2011-12-27T08:55:00.000-08:00

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

2011-12-22T18:01:00.000-08:00

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

2011-12-17T07:18:00.000-08:00

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

2011-12-14T13:33:00.000-08:00

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

2011-12-13T08:28:00.000-08:00

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

2011-12-12T12:23:00.000-08:00

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

2011-12-12T12:10:00.000-08:00

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

2011-12-12T11:54:00.000-08:00

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

2011-12-12T06:00:00.000-08:00

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

2011-12-08T09:12:00.000-08:00

- 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

2011-12-05T12:22:00.000-08:00

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

2011-12-03T08:24:00.000-08:00

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

2011-12-03T08:20:00.000-08:00

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

Democratizing Twentieth Century America Homework - Due Mon, Nov 28

2011-11-26T04:46:00.000-08:00

Read "Controlling Reproduction"

Take notes. If you type your notes please tape into notebook. Your notes will be graded on a 4 point scale. See rubric below:

4 - clearly shows connections to the Essential Question: Why Then? Why did the Birth Control Movement get underway when it did?

- discusses connections to industrialization and immigration
- discusses key/important events
- clearly demonstrates understanding of all the text's central ideas
- provides evidence/quotes to support your claims/arguments; evidence includes numeric data, relevant people and events
- notes are neat and well organized; contain headings that show general ideas; contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence

3 - shows connections to the Essential Question: Why Then? Why did the Birth Control Movement get underway when it did?

- discusses connections to industrialization and immigration
- discusses key/important events
- demonstrates understanding of all the text'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 some connections to the Essential Question: Why Then? Why did the Birth Control Movement get underway when it did?

- discusses connections to industrialization and immigration
- discusses key/important events
- clearly demonstrates understanding of all the text's central ideas
- provides evidence/quotes to support your claims/arguments; evidence includes numeric data, relevant people and events
- attempted to organize notes; notes contain headings that show general ideas; contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence

1 - -______-

Politics and Government Homework - Due Monday, Nov 28

2011-11-26T04:34:00.000-08:00

Read chapter 6 in Vidal.

Take notes. If you type your notes please tape into notebook. Your notes will be graded on a 4 point scale. See rubric below

Rubric Chap 6

4 - clearly shows connections to Essential Question: Did the Constitution's framers intend to create a revolutionary and democratic government?
- discusses John Adams, Abagail Adams, Alexander Hamilton, Thomas Jefferson, George Washington, John Marshall, Talleyrand, and the role of the president's cabinet; discusses foreign policy divisions, the characters' attitudes about France and Napoleon, the characters' attitudes about each other, checks and balances, The XYZ Affair and the VA and KY Resolutions
- discusses Vidal's views on democracy and the Constitution
- discusses key/important events
- clearly demonstrates understanding of all the text's central ideas
- provides evidence/quotes to support your claims/arguments; evidence includes numeric data, relevant people and events
- notes are neat and well organized; contain headings that show general ideas; contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence

3 - shows some connections to Essential Question: Did the Constitution's framers intend to create a revolutionary and democratic government?
- discusses John Adams, Abagail Adams, Alexander Hamilton, Thomas Jefferson, George Washington, John Marshall, Talleyrand, and the role of the president's cabinet; discusses foreign policy divisions, the characters' attitudes about France and Napoleon, the characters' attitudes about each other, checks and balances, The XYZ Affair and the VA and KY Resolutions
- discusses Vidal's views on democracy and the Constitution
- discusses key/important events
- demonstrates understanding of most of the text's central ideas
- provides evidence/quotes to support your claims/arguments; evidence includes numeric data, relevant people and events
- notes are neat and well organized; contain headings that show general ideas; contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence

2 - shows few connections to Essential Question: Did the Constitution's framers intend to create a revolutionary and democratic government?
- discusses John Adams, Abagail Adams, Alexander Hamilton, Thomas Jefferson, George Washington, John Marshall, Talleyrand, and the role of the president's cabinet; discusses foreign policy divisions, the characters' attitudes about France and Napoleon, the characters' attitudes about each other, checks and balances, The XYZ Affair and the VA and KY Resolutions
- does not discuss Vidal's views on democracy and the Constitution
- does not discuss key/important events
- clearly demonstrates understanding of all the text's central ideas
- provides little evidence/quotes to support your claims/arguments; evidence includes numeric data, relevant people and events
- notes are fairly sloppy and and unorganized; notes do not contain headings that show general ideas; contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence

1 - -____-

Politics and Government Response Essay - Due Fri, Dec 23

2011-11-25T04:38:00.000-08:00

Response Essay

For the past two months we have been examining the roots of our republic. Conventional wisdom suggests that 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, have more nuanced views.

You will write a formal essay that demonstrates your understanding of class texts, lectures, 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 the significant functions 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 the following sources:

A) Inventing a Nation by Gore Vidal

B) "A Kind of Revolution" by Howard Zinn

C) any 3 of the following essays: Why We the People by Linda Monk, James Madison and the Constitution by Jack Racove, The Antifederalists: The Other Founders of the American Constitutional Tradition? by Saul Cornell, George Washington and the Constitution by Theodore J. Crackel, Ordinary Americans and the Constitution by Gary B. Nash, Race and the American Constitution: A Struggle towards National Ideals by James O. Horton

D) At least 2 of the following:

- Democracy and the Constitution by Gordon Wood

- The Constitution as an Elitist Document by Michael Perenti

- Decent, Even Though Democratic by Ann Stuart Diamond

E) Who Built America? pgs TBA (This is a class reference text. You must use workshop time in class to gather evidence from this book. You may not take it home.)

F) Class notes on lectures, films, discussions, and Constitution Center Field Trip

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 discusses 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

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 framers and the Constitution

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 framers and the Constitution.

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 framers and the Constitution

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 framers and the Constitution

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 America Response Paper - Some Helpful Links

2011-11-17T06:36:00.000-08:00

Some counterclaim starters:

“Sadly”, “Even though”, “Despite the”

Arguments from Anti-Suffragists:

http://www.history.rochester.edu/class/suffrage/home.htm

The Progressive Era:

http://www.pbs.org/wgbh/americanexperience/features/general-article/eleanor-progressive/

Women's Suffrage Panting:

http://www.pbs.org/opb/historydetectives/investigation/womens-suffrage-painting/

I’m No Lady I’m a Member of Congress:

http://womenincongress.house.gov/historical-essays/essay.html?intID=2

Ida Tarbell:

http://www.pbs.org/wgbh/amex/rockefellers/peopleevents/p_tarbell.html

Theodore Roosevelt and Women's Suffrage:

http://www.pbs.org/wgbh/americanexperience/features/interview/tr-gable/

Democratizing Twentieth Century HW - Due Mon, Nov 14

2011-11-12T05:02:00.000-08:00

There will be a considerable amount of workshop time in class for the essay this week. You should come prepared to work. Bring all of your notes and a flash drive (I will try to get computers and/or mobile labs at least once). The paper will be due on Nov 22.

This weekend, do one or more of the following:

- Think about what you are stuck on in particular so you can make it clear to me. Is it a thesis? Arguments? Evidence? Getting started?

- Start making an outline for your paper.

- If you are having trouble getting started, think about a person or event from this unit that you found the most interesting. Gather all of your notes and make a list of facts and ideas regarding the person or event.

Sample Thesis:

Claim - The Industrial Revolution provoked the social, economic and cultural changes that incentivized the Women's Suffrage Movement.

Reasons:

- The increased need for labor during the Industrial Revolution helped the pull women from the domestic sphere into the public sphere, where they increased their impact on politics as part of the labor movement.

- The Industrial Revolution prompted a surge in socialism. Socialist organizations provided suffragists with organizational support.

- Women used their traditional domestic roles to address the chaos brought about by industrialization.

Sample Thesis:

Claim - The spirit of reform that swept America during the Progressive Era helped to spark the Women's Suffrage Movement.

Sample Thesis:

Claim - The Women's Suffrage Movement arose from increased educational and political opportunities for women.

Sample Thesis:

Claim - World War I created a political, economic and cultural climate that made voting rights for women attainable.

Politics and Government Homework - Due Monday, November 14

2011-11-07T07:37:00.000-08:00

1 - Define the following words. List part of speech and use each in a sentence. (* no sentence required)

unscrupulous
indelible
encumbered
etiolating: to make pale; to deprive of natural vigor, make feeble
intrepid
megalomania
in posse*: in potential but not in actuality.
in esse*: actually existing
cohere
remuneration
locution
arbiter
ambivalence
venery*: sexual indulgence
peripatetic
bemuse
at par
platonic*
parricide*: the act of murdering one's father (patricide), mother (matricide) or other close relative, but usually not children (infanticide).
the act of murdering a person (such as the ruler of one's country) who stands in a relationship resembling that of a father
a person who commits such an act
mortify
apostate
vexing dexterity
amoral
concomitant
votary
phalanx*
usurp
approbation
machination
pseudonym
candor
epitaph
candor
obstinate
ardent
nimbus*
adroit
chrub
pagan
belligerent
jingo
prescience
antipathy
unilateral
felicity
querulous

2 - Read Chapters 4 and 5 in Vidal

Take notes. If you type your notes please tape into notebook. Your notes will be graded on a 4 point scale. There will be a separate grade for each chapter. See rubric below

Rubric Chap 4

4 - clearly shows connections to Essential Question: Did the Constitution's framers intend to create a revolutionary and democratic government?
- discusses John Adams, Alexander Hamilton, Thomas Jefferson, George Washington, Henry Knox, James Madison, Senator Maclay and the role of the president's cabinet; discusses foreign policy divisions, the characters' attitudes about the government, the characters' attitudes about each other, checks and balances, The Assumption
- discusses key/important events
- clearly demonstrates understanding of all the text's central ideas
- provides evidence/quotes to support your claims/arguments; evidence includes numeric data, relevant people and events
- notes are neat and well organized; contain headings that show general ideas; contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence

3 - shows connections to Essential Question: Did the Constitution's framers intend to create a revolutionary and democratic government?
- discusses John Adams, Alexander Hamilton, Thomas Jefferson, George Washington, Henry Knox, James Madison, Senator Maclay and the role of the president's cabinet; discusses foreign policy divisions, the characters' attitudes about the government, the characters' attitudes about each other, checks and balances, The Assumption
- discusses key/important events
- demonstrates understanding of all the text'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 some connections to Essential Question: Did the Constitution's framers intend to create a revolutionary and democratic government?
- discusses several of, but not all of the following: John Adams, Alexander Hamilton, Thomas Jefferson, George Washington, Henry Knox, James Madison, Senator Maclay and the role of the president's cabinet; discusses foreign policy divisions, the characters' attitudes about the government, the characters' attitudes about each other, checks and balances, The Assumption
- discusses key/important events
- demonstrates some understanding of the text's central ideas
- provides some evidence/quotes to support your claims/arguments; evidence includes numeric data, relevant people and events
- notes show some organization; contain headings that show general ideas; contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence

1 - is you serious?

2011-11-03T17:05:00.001-07:00

yes. it's true. the test is monday.

Democratizining Twentieth America Exam Review Term

2011-11-02T11:06:00.000-07:00

Required Readings: Zinn, Industrializing America, Battle for Suffrage

Espionage Act
American Protective League
Green Corn Rebellion
Jeanette Rankin
Kate Richards O'Hare
IWW Trials
Palmer Raids
Sacco and Vanzetti
Seneca Falls Convention
women's education/college
Grover Cleveland
Anna Garlin Spencer
Carrie Chapmann Catt
Alice Paul
Woodrow Wilson/Women's Suffrage
Woodrow Wilson/WWI
CPI
Fourteen Points
Nineteenth Amendment
anarcho-syndicalism
IWW (I know you did this term before, you must do it again)
free speech fights
The Preacher and the Slave
Joe Hill
Lawrence, MA (I expect a detailed discussion of these events)**
difference between the AFL and IWW
"One Big Union"
Rules for Female Teachers
Mark Twain
Upton Sinclair
Muckraker
J. P. Morgan, J. D. Rockefeller
Taylorism
Immigration and the Labor Force
Triangle Shirtwaist Company
International Ladies Garment Workers
Unionization/AFL
Samuel Gompers
Big Bill Heywood
IWW
mainstream reason cited for U.S. entry into WWI
unrestricted submarine warfare
Monroe Doctrine
Panama Canal
Spanish American War
The Jungle
19th amendment

People to know:
Alice Paul
Woodrow Wilson
Upton Sinclair
Jane Addams
Mary Harris
William McKinley
7. Mother Mary Jones
8. Ida Tarbell
9. Kate Richards O’Hare
10. J. P. Morgan
11. Andrew Carnegie
12. Eugene Debbs
13. Samuel Gompers
14. Carrie Chapman Catt
15. Emma Goldman
16. Helen Keller
17. Mary Elizabeth Lease

Terms/Concepts to know and understand:

1. muckraker
2. Silent Sentinel
3. Marxist
4. scab labor
5. collective bargaining
6. imperialism
7. Taylorism
8. Reformist Motherhood
9. Political Motherhood
10. Republican Mothers
11. Socialist Woman

Organizations to know:
1. NAWSA
2. AFL
3. WP
4. IWW
5. WCTU

Politics and Government Homework Due - Tues, Nov 1

2011-10-31T14:26:00.000-07:00

Unit 1 - Did the Constitution's framers intend to create a revolutionary and democratic government?

Construct a "Harvard Style" outline to deconstruct the central ideas in pages 43-53.

Your outline should cover at least these themes:

-comparison of Britain and the United States
-Franklin's prediction
-roots of the American Party System
-differing opinions about government
-property and democracy

I'll grade this on a 1-4 point scale, basically based on the rubric from the weekend's homework.

I. Central idea, declarative statement about the text

A. Supporting idea; person, concept or event

1. evidence/reasons

2. evidence/reasons

3. evidence/reasons

B. Supporting idea, person, or concept or event

1. evidence/reasons

2. evidence/reasons

3. evidence/reasons

and so on...

Democratizing Twentieth Century America Homework - Due Tues, Nov 1

2011-10-31T14:21:00.000-07:00

Unit 1 - Democracy and Equality for Women: Why Then? Why did the endeavor for this reform get underway when it did?

World War I

In one of the preceding video clips it was mentioned that Woodrow Wilson pursued a policy of "liberal internationalism", which is essentially the idea that the U.S. should use involve itself in the affairs of the international community as a means to promote "liberal" values. This policy included the promotion of a people's right to self determination and "making the world safe for democracy."

- self determination: the principle in international law that nations have the right to freely choose their sovereignty and international political status with no external compulsion or external interference

Assignment

1) Read and take notes on this excerpt about the Treaty of Versailles:

TREATY OF VERSAILLES

Viewing Germany as the chief instigator of the conflict, the European Allied Powers decided to impose particularly stringent treaty obligations upon the defeated Germany. The Treaty of Versailles, presented for German leaders to sign on May 7, 1919, forced Germany to concede territories to Belgium (Eupen-Malmédy), Czechoslovakia (the Hultschin district), and Poland (Poznan [German: Posen], West Prussia and Upper Silesia). The Germans returned Alsace and Lorraine, annexed in 1871 after the Franco-Prussian War, to France. All German overseas colonies became League of Nation Mandates, and the city of Danzig (today: Gdansk), with its large ethnically German population, became a Free City. The treaty demanded demilitarization and occupation of the Rhineland, and special status for the Saarland under French control. Plebiscites were to determine the future of areas in northern Schleswig on the Danish-German frontier and parts of Upper Silesia on the border with Poland.

Perhaps the most humiliating portion of the treaty for defeated Germany was Article 231, commonly known as the "War Guilt Clause," which forced the German nation to accept complete responsibility for initiating World War I. As such Germany was liable for all material damages, and France's premier Georges Clemenceau particularly insisted on imposing enormous reparation payments. Aware that Germany would probably not be able to pay such a towering debt, Clemenceau and the French nevertheless greatly feared rapid German recovery and the initiation of a new war against France. Hence, the French sought in the postwar treaty to limit Germany's potential to regain its economic superiority and to rearm. The German army was to be limited to 100,000 men, and conscription proscribed; the treaty restricted the Navy to vessels under 100,000 tons, with a ban on the acquisition or maintenance of a submarine fleet.

Moreover, Germany was forbidden to maintain an air force. Finally, Germany was required to conduct war crimes proceedings against the Kaiser and other leaders for waging aggressive war. The subsequent Leipzig Trials, without the Kaiser or other significant national leaders in the dock, resulted largely in acquittals and were widely perceived as a sham, even in Germany.

The newly formed German democratic government saw the Versailles Treaty as a “dictated peace” (Diktat). Although France, which had suffered more materially than the other parties in the “Big Four,” had insisted upon harsh terms, the peace treaty did not ultimately help to settle the international disputes which had initiated World War I. On the contrary, it tended to hinder inter-European cooperation and make more fractious the underlying issues which had caused the war in the first place. The dreadful sacrifices of war and tremendous loss of life, suffered on all sides, weighed heavily not only upon the losers of the conflict, but also upon those combatants on the winning side, like Italy, whose postwar spoils seemed incommensurate with the terrible price each nation had paid in blood and material goods.

For the populations of the defeated powers -- Germany, Austria, Hungary, and Bulgaria -- the respective peace treaties appeared an unfair punishment, and their governments, whether democratic as in Germany or Austria, or authoritarian, in the case of Hungary and Bulgaria, quickly resorted to violating the military and financial terms of the accords. Efforts to revise and defy the more burdensome provisions of the peace became a key element in their respective foreign policies and proved a destabilizing factor in international politics.

The war guilt clause, its incumbent reparation payments, and the limitations on the German military were particularly onerous in the minds of most Germans, and revision of the Versailles Treaty represented one of the platforms that gave radical right wing parties in Germany, including Hitler's Nazi Party, such credibility to mainstream voters in the 1920s and early 1930s. Promises to rearm, to reclaim German territory, particularly in the East, to remilitarize the Rhineland, and to regain prominence again among the European and world powers after such a humiliating defeat and peace, stoked ultranationalist sentiment and helped average voters to overlook the more radical tenets of Nazi ideology.

The burdensome reparations, coupled with a general inflationary period in Europe in the 1920s, caused spiraling hyperinflation of the German Reichsmark by 1923. This hyperinflationary period combined with the effects of the Great Depression (beginning in 1929) seriously to undermine the stability of the German economy, wiping out the personal savings of the middle class and spurring massive unemployment. Such economic chaos did much to increase social unrest, destabilizing the fragile Weimar Republic.

Finally, the efforts of the Western European powers to marginalize Germany through the Versailles Treaty undermined and isolated German democratic leaders. Particularly deleterious in connection with the harsh provisions of Versailles was the rampant conviction among many in the general population that Germany had been “stabbed in the back” by the “November criminals” -- those who had helped to form the new Weimar government and broker the peace which Germans had so desperately wanted, but which ended so disastrously in Versailles. Many Germans forgot that they had applauded the fall of the Kaiser, had initially welcomed parliamentary democratic reform, and had rejoiced at the armistice. They recalled only that the German Left -- Socialists, Communists and Jews, in common imagination -- had surrendered German honor to an ignominious peace when no foreign armies had even set foot on German soil.

This Dolchstosslegende (stab-in-the-back legend) helped further to discredit German socialist and liberal circles who felt most committed to maintain Germany's fragile democratic experiment. The difficulties imposed by social and economic unrest in the wake of World War I and its onerous peace terms worked in tandem to undermine pluralistic democratic solutions in Weimar Germany and to increase public longing for more authoritarian direction, a kind of leadership which German voters ultimately and unfortunately found in Adolf Hitler and his National Socialist Party.

2) Read and analyze this excerpt from Woodrow Wilson's Fourteen Points Speech. Consider questions you can ask yourself about the text to help with your notes and understanding of the central ideas.

Rubric for notes:

4 - Discusses the document's central ideas including the politics and geographic implications of Wilson's plan for the postwar world and the rationale for his choices.

- includes evidence/quotes from the document

- makes connections to the unit's essential question

- includes numeric and/or statistical data

- shows a consideration for the time period and its impact the document's contents

- is neat and organized; contains headings that distinguish central ideas and numbers, bullets etc to show supporting ideas and evidence

Woodrow Wilson's Fourteen Points Speech (January 8, 1918)

"It will be our wish and purpose that the processes of peace, when they are begun, shall be absolutely open and that they shall involve and permit henceforth no secret understandings of any kind. The day of conquest and aggrandizement is gone by; so is also the day of secret covenants entered into in the interest of particular governments and likely at some unlooked-for moment to upset the peace of the world. It is this happy fact, now clear to the view of every public man whose thoughts do not still linger in an age that is dead and gone, which makes it possible for every nation whose purposes are consistent with justice and the peace of the world to avow nor or at any other time the objects it has in view.

We entered this war because violations of right had occurred which touched us to the quick and made the life of our own people impossible unless they were corrected and the world secure once for all against their recurrence. What we demand in this war, therefore, is nothing peculiar to ourselves. It is that the world be made fit and safe to live in; and particularly that it be made safe for every peace-loving nation which, like our own, wishes to live its own life, determine its own institutions, be assured of justice and fair dealing by the other peoples of the world as against force and selfish aggression. All the peoples of the world are in effect partners in this interest, and for our own part we see very clearly that unless justice be done to others it will not be done to us. The program of the world's peace, therefore, is our program; and that program, the only possible program, as we see it, is this:

I. Open covenants of peace, openly arrived at, after which there shall be no private international understandings of any kind but diplomacy shall proceed always frankly and in the public view.

II. Absolute freedom of navigation upon the seas, outside territorial waters, alike in peace and in war, except as the seas may be closed in whole or in part by international action for the enforcement of international covenants.

III. The removal, so far as possible, of all economic barriers and the establishment of an equality of trade conditions among all the nations consenting to the peace and associating themselves for its maintenance.

IV. Adequate guarantees given and taken that national armaments will be reduced to the lowest point consistent with domestic safety.

V. A free, open-minded, and absolutely impartial adjustment of all colonial claims, based upon a strict observance of the principle that in determining all such questions of sovereignty the interests of the populations concerned must have equal weight with the equitable claims of the government whose title is to be determined.

VI. The evacuation of all Russian territory and such a settlement of all questions affecting Russia as will secure the best and freest cooperation of the other nations of the world in obtaining for her an unhampered and unembarrassed opportunity for the independent determination of her own political development and national policy and assure her of a sincere welcome into the society of free nations under institutions of her own choosing; and, more than a welcome, assistance also of every kind that she may need and may herself desire. The treatment accorded Russia by her sister nations in the months to come will be the acid test of their good will, of their comprehension of her needs as distinguished from their own interests, and of their intelligent and unselfish sympathy.

VII. Belgium, the whole world will agree, must be evacuated and restored, without any attempt to limit the sovereignty which she enjoys in common with all other free nations. No other single act will serve as this will serve to restore confidence among the nations in the laws which they have themselves set and determined for the government of their relations with one another. Without this healing act the whole structure and validity of international law is forever impaired.

VIII. All French territory should be freed and the invaded portions restored, and the wrong done to France by Prussia in 1871 in the matter of Alsace-Lorraine, which has unsettled the peace of the world for nearly fifty years, should be righted, in order that peace may once more be made secure in the interest of all.

IX. A readjustment of the frontiers of Italy should be effected along clearly recognizable lines of nationality.

X. The peoples of Austria-Hungary, whose place among the nations we wish to see safeguarded and assured, should be accorded the freest opportunity to autonomous development.

XI. Rumania, Serbia, and Montenegro should be evacuated; occupied territories restored; Serbia accorded free and secure access to the sea; and the relations of the several Balkan states to one another determined by friendly counsel along historically established lines of allegiance and nationality; and international guarantees of the political and economic independence and territorial integrity of the several Balkan states should be entered into.

XII. The Turkish portion of the present Ottoman Empire should be assured a secure sovereignty, but the other nationalities which are now under Turkish rule should be assured an undoubted security of life and an absolutely unmolested opportunity of autonomous development, and the Dardanelles should be permanently opened as a free passage to the ships and commerce of all nations under international guarantees.

XIII. An independent Polish state should be erected which should include the territories inhabited by indisputably Polish populations, which should be assured a free and secure access to the sea, and whose political and economic independence and territorial integrity should be guaranteed by international covenant.

XIV. A general association of nations must be formed under specific covenants for the purpose of affording mutual guarantees of political independence and territorial integrity to great and small states alike.

In regard to these essential rectifications of wrong and assertions of right we feel ourselves to be intimate partners of all the governments and peoples associated together against the Imperialists. We cannot be separated in interest or divided in purpose. We stand together until the end. For such arrangements and covenants we are willing to fight and to continue to fight until they are achieved; but only because we wish the right to prevail and desire a just and stable peace such as can be secured only by removing the chief provocations to war, which this program does remove. We have no jealousy of German greatness, and there is nothing in this program that impairs it. We grudge her no achievement or distinction of learning or of pacific enterprise such as have made her record very bright and very enviable. We do not wish to injure her or to block in any way her legitimate influence or power. We do not wish to fight her either with arms or with hostile arrangements of trade if she is willing to associate herself with us and the other peace- loving nations of the world in covenants of justice and law and fair dealing. We wish her only to accept a place of equality among the peoples of the world, -- the new world in which we now live, -- instead of a place of mastery.

Neither do we presume to suggest to her any alteration or modification of her institutions. But it is necessary, we must frankly say, and necessary as a preliminary to any intelligent dealings with her on our part, that we should know whom her spokesmen speak for when they speak to us, whether for the Reichstag majority or for the military party and the men whose creed is imperial domination.

We have spoken now, surely, in terms too concrete to admit of any further doubt or question. An evident principle runs through the whole program I have outlined. It is the principle of justice to all peoples and nationalities, and their right to live on equal terms of liberty and safety with one another, whether they be strong or weak.

Unless this principle be made its foundation no part of the structure of international justice can stand. The people of the United States could act upon no other principle; and to the vindication of this principle they are ready to devote their lives, their honor, and everything they possess. The moral climax of this the culminating and final war for human liberty has come, and they are ready to put their own strength, their own highest purpose, their own integrity and devotion to the test."

rationale: 1. the fundamental reason or reasons serving to account for something.
2. a statement of reasons.

Source: http://wwi.lib.byu.edu/index.php/President_Wilson%27s_Fourteen_Points

Exams Next Friday, Nov 4

2011-10-29T13:13:00.000-07:00

Both classes will have an exam next week.

Politics and Government:

A Kind of Revolution by Howard Zinn
Inventing a Nation pgs 1-80
History Now Essays
- Why We the People?
- The Anti-Federalists
- Ordinary Americans and the Constitution
Class notes on lectures/discussions

Democratizing Twentieth Century:

The Socialist Challenge, War is the Health of the State by Howard Zinn
Industrializing America by Kerber and De Hart
Selected Readings Packet "Battle for Suffrage"
Class notes on lectures and discussions

2011-10-29T05:54:00.000-07:00

Politics and Government Homework - Due Mon, Oct 31

2011-10-29T04:16:00.000-07:00

1 - Define the following. For each, list part of speech and write sentences. Words with asterisks do not require sentences. Several words are already defined, but you must still write sentences. A few of these may be repeats so you may write your own definition, provided you're certain of its meaning. You must still use in a sentence.

exuberant: (adj) killed with or characterized by a lively energy and excitement

*brood: (n) a number of young produced or hatched at one time; a family of offspring or young.

*brood: (v) to sit upon (eggs) to hatch, as a bird; incubate.
electorate

brood: (v) to think or worry persistently or moodily about; ponder: He brooded the problem.

*fin de siecle: "end of the century"

*Anglophone: (adj/n) the English speaking world, person, group pr locality

emolument: (n) salary, wages and benefits paid for employment or an office held.

subsist: (v) to continue in existence

nemesis: (n) a source of harm or ruin

ramshackle

feudalism

venality: (n) susceptible to bribery or corruption

dour

dissimilitude: (n) not similar

abhorrent: (adj) detestable, loathsome, inspiring disgust

fret: (v) to feel or express worry, annoyance, discontent, or the like

*lapidary: (n) a cutter, polisher, or engraver of precious stones usually other than diamonds

*Arcadia: A region of ancient Greece in the Peloponnesus. Its inhabitants, relatively isolated from the rest of the known civilized world, proverbially lived a simple, pastoral life

stratagem: (n) a plan or strategy used to trick an enemy

decimate: (v) kill, destroy, or remove a large percentage of

comprise

unfurling

succumb

arduous

nullify

cession

candid

*littoral: (adj) of or pertaining to the shore of a lake, sea, or ocean.

common-law

equipage

ostentatious

*panegyric: (n) a public speech or published text in praise of someone or something.

gape

*eponymous: (adj) of, relating to, or being the person or thing for whom or which something is named

euphoria

incessant

serene

apropos

averse

*antediluvian: (adj) "before the deluge" – is the period referred to in the Bible between the Creation of the Earth and the Deluge (flood)

2 - Read Vidal, Chapter 3. Take notes. Notes will be graded on a 4 point scale.

4 - clearly shows connections to Essential Question: Did the Constitution's framers intend to create a revolutionary and democratic government?
- discusses politics in England and the United States including roots of U.S.'s political divisions, discusses John Adams, Abagail Adams, Patrick Henry, Alexander Hamilton, Ben Franklin, Thomas Jefferson, European Renaissance
- discusses key/important events
- clearly demonstrates understanding of all the text'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 to Essential Question: Did the Constitution's framers intend to create a revolutionary and democratic government?
- discusses politics in England and the United States including roots of U.S.'s political divisions, discusses John Adams, Abagail Adams, Patrick Henry, Alexander Hamilton, Ben Franklin, Thomas Jefferson, European Renaissance
- discusses key/important events
- clearly demonstrates understanding of all the text'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 few connections
- discusses several but not all of the following: politics in England and the United States including roots of U.S.'s political divisions, discusses John Adams, Abagail Adams, Patrick Henry, Alexander Hamilton, Ben Franklin, Thomas Jefferson, European Renaissance
- demonstrates understanding two or less of the text's central ideas; lists information but demonstrates no synthesis of information, lacks 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 - you already know

Spring Break Mediterranean Trip

2011-10-28T17:30:00.001-07:00

Hey folks. Anyone interested in going on the Spring Break Mediterranean trip should swing by and get info from Shantae asap!!!

Democratizing Twentieth Century America - Response Essay Friday, Nov 18

2011-10-26T17:54:00.000-07:00

Democratizing America Unit 1 – Democracy and Equality for Women: Why Then? Why did the endeavor for this reform get underway when it did?

Response Essay

For the past several weeks we have been studying the Industrial Revolution as a context for understanding how and why women got the right to vote when they did. In this essay, you will discuss the Women's Suffrage Movement. You will demonstrate your understanding of this movement--its roots, its successes and its limitations. You will also demonstrate your understanding of the historic context by discussing the rise of socialism and Progressivism and WWI.

Essential Question: Why then? Why did the Women's Suffrage Movement get underway when it did? (90%)

5 pages typed, double spaced, 12 pt font.

Reflection questions (10%):
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" **(this book is only available in class and you must use class workshop time to take your notes)
d) Women's Suffrage Packet
e) one reputable outside source

Rubric (seven categories)

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

8 - Demonstrates an understanding of the historical time period and the cause and effect relationship between significant events; accurately discuss at least 2 of the four causes of the Women's Suffrage Movement and several individuals 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 individuals involved.

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-E above.

3 - States a precise claim that is developed throughout the entire essay; provides relevant and thorough evidence from of A-E; evaluates claim against some counterclaims.

2 - States a claim that is developed throughout much of the essay; provides relevant evidence from several of A-E.

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.

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 social studies essay in specific paragraphs or sections of the essay.

1 - Uses relevant style and tone sporadically; attends 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 BAKE SALE

2011-10-25T12:06:00.000-07:00

POLITICS AND GOVERNMENT BAKE SALE TOMORROW FOR BOTH HIGH SCHOOL AND MIDDLE SCHOOL!!!!

Poltics and Government HW - Due Tues, Oct 25

2011-10-24T12:50:00.000-07:00

Ingenuity: the process of applying ideas to solve problems or meet challenges.

Promulgated: the act of formally proclaiming or declaring a new statutory or administrative law as in effect after it receives final approval.

Parable: a brief, succinct story, in prose or verse, that illustrates a moral or religious lesson.

Tact: consideration in dealing with others and avoiding giving offense

Viable: capable of being done with means at hand and circumstances as they are

Metaphysical: pertaining to or of the nature of metaphysics; "metaphysical philosophy"

Existential: derived from experience or the experience of existence

Demurely: Standards of modesty (also called demureness or reticence) are aspects of the culture of a country or people, at a given point in time, and is a measure against which an individual in society may be judged.

Palladium: a silver-white metallic element of the platinum group that resembles platinum

Invariably: without variation or change, in every case; "constantly kind and gracious"; "he always arrives on time"

Locutions: a word or phrase that particular people use in particular situations; "pardon the expression"

Plutarch: a lunar impact crater that lies near the north-northeastern limb of the Moon, just to the south of the irregular crater Seneca

Exalted: of high moral or intellectual value; elevated in nature or style; "an exalted ideal"; "argue in terms of high-flown ideals"

Demonstrable: capable of being demonstrated or proved; "obvious lies"; "a demonstrable lack of concern for the general welfare"

Mediocrities: The assumptions of mediocrity principle is the notion in philosophy of science that there is nothing special about humans or the Earth.
Vocab - Copy or tape into notebook. Use each in a sentence

Aide-de-Camp: an officer who acts as military assistant to a more senior officer

Envisaged: form a mental image of something that is not present or that is not the case; "Can you conceive of him as the president?"

Passive: lacking in energy or will

Eminence: high status importance owing to marked superiority; "a scholar of great eminence"

Demagogue: a political leader who seeks support by appealing to popular passions and prejudices

Progenitors: an ancestor in the direct line

Dutiful: willingly obedient out of a sense of duty and respect; "a dutiful child"; "a dutiful citizen"

Democratizing Twentieth Century America Homework - Due Tues, Oct 25

2011-10-24T08:00:00.000-07:00

Read Zinn "War is the Health of the State" pages 359-365

Why did Sean Wadsworth propose a draft?

How/why do you think British military requirements changed over time?

How did industrialization impact the nature of war?

What was “no man’s land?”

Discuss the impact of media coverage.

Why did Wilson enter the war?

Discuss the William Jennings Bryant quote: “…opened the doors of all weaker countries to an invasion of American capital and enterprise.
How does this quote connect to the concept of imperialism?

Why did W. E. B. DuBois call the war a "Battle for Africa"?

Compare the Committee on Public Information, the Socialist and the Alliance for Labor and Democracy's stances on the War.

Democratizing Twentieth Century Homework - Due Monday, Oct 24

2011-10-20T19:08:00.000-07:00

Unit 1 - Democracy and Equality for Women - The Right to Vote
Why Then? Why did the endeavor for this reform get underway when it did?

1) Copy into notebooks:

The Four Causes of WWI
nationalism, militarism, secret alliances, imperialism

nationalism: when an ethnic, religious or cultural group feels entitled to its own state.

militarism: when a country's economy and culture is based on the military.

secret alliances: agreements between two or more countries to support each other during war, unbeknownst to other nations.

imperialism: when a country dominates another economically, politically and culturally.

Two sides of WWI

Allies/Triple Entente (Britain, France, Russia, USA)
Central Powers/Triple Alliance (Germany, Ottoman Empire, Austria Hungary)

2) Read:

Summary of Events
The Start of the War

World War I began on July 28, 1914, when Austria-Hungary declared war on Serbia. This seemingly small conflict between two countries spread rapidly: soon, Germany, Russia, Great Britain, and France were all drawn into the war, largely because they were involved in treaties that obligated them to defend certain other nations. Western and eastern fronts quickly opened along the borders of Germany and Austria-Hungary.

The Western and Eastern Fronts

The first month of combat consisted of bold attacks and rapid troop movements on both fronts. In the west, Germany attacked first Belgium and then France. In the east, Russia attacked both Germany and Austria-Hungary. In the south, Austria-Hungary attacked Serbia. Following the Battle of the Marne (September 5–9, 1914), the western front became entrenched in central France and remained that way for the rest of the war. The fronts in the east also gradually locked into place.

The Ottoman Empire

Late in 1914, the Ottoman Empire was brought into the fray as well, after Germany tricked Russia into thinking that Turkey had attacked it. As a result, much of 1915 was dominated by Allied actions against the Ottomans in the Mediterranean. First, Britain and France launched a failed attack on the Dardanelles. This campaign was followed by the British invasion of the Gallipoli Peninsula. Britain also launched a separate campaign against the Turks in Mesopotamia. Although the British had some successes in Mesopotamia, the Gallipoli campaign and the attacks on the Dardanelles resulted in British defeats.

Trench Warfare

The middle part of the war, 1916 and 1917, was dominated by continued trench warfare in both the east and the west. Soldiers fought from dug-in positions, striking at each other with machine guns, heavy artillery, and chemical weapons. Though soldiers died by the millions in brutal conditions, neither side had any substantive success or gained any advantage.

The United States’ Entrance and Russia’s Exit

Despite the stalemate on both fronts in Europe, two important developments in the war occurred in 1917. In early April, the United States, angered by attacks upon its ships in the Atlantic, declared war on Germany. Then, in November, the Bolshevik Revolution prompted Russia to pull out of the war.

The End of the War and Armistice

Although both sides launched renewed offensives in 1918 in an all-or-nothing effort to win the war, both efforts failed. The fighting between exhausted, demoralized troops continued to plod along until the Germans lost a number of individual battles and very gradually began to fall back. A deadly outbreak of influenza, meanwhile, took heavy tolls on soldiers of both sides. Eventually, the governments of both Germany and Austria-Hungary began to lose control as both countries experienced multiple mutinies from within their military structures.

The war ended in the late fall of 1918, after the member countries of the Central Powers signed armistice agreements one by one. Germany was the last, signing its armistice on November 11, 1918. As a result of these agreements, Austria-Hungary was broken up into several smaller countries. Germany, under the Treaty of Versailles, was severely punished with hefty economic reparations, territorial losses, and strict limits on its rights to develop militarily.

Germany After the War

Many historians, in hindsight, believe that the Allies were excessive in their punishment of Germany and that the harsh Treaty of Versailles actually planted the seeds of World War II, rather than foster peace. The treaty’s declaration that Germany was entirely to blame for the war was a blatant untruth that humiliated the German people. Furthermore, the treaty imposed steep war reparations payments on Germany, meant to force the country to bear the financial burden of the war. Although Germany ended up paying only a small percentage of the reparations it was supposed to make, it was already stretched financially thin by the war, and the additional economic burden caused enormous resentment. Ultimately, extremist groups, such as the Nazi Party, were able to exploit this humiliation and resentment and take political control of the country in the decades following.

c) Study Map and/or draw in notebook:

d) Define each of the following words and use each in a sentence. List the part of speech.

avert
exultation
abyss
salient
idle
mutiny
consent
abridge
financier
paradox
ingenuity
supplant
stringent
confer
plunder
deliberate
proclaim
emancipate
sedition

e)Watch the following film clips and take notes:

f) Read pages 359-369 in Zinn and take notes. Your notes will be graded on a four point scale.

4 - clearly shows connections between at least 3 causes of WWI: nationalism, militarism, secret alliances, imperialism
- discusses relevant people and events
- clearly demonstrates understanding of all the text's central ideas
- provides evidence/quotes to support your claims/arguments; evidence includes numeric data
- 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 or 3 causes of WWI: nationalism, militarism, secret alliances, imperialism
- discusses relevant people and events
- demonstrates understanding of most of the text's central ideas
- provides evidence/quotes to support your claims/arguments; evidence includes numeric data
- 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 - makes some connections between 1 or 2 causes of WWI: nationalism, militarism, secret alliances, imperialism
- lists relevant people and events
- demonstrates little to no understanding of most of the text's central ideas
- provides little evidence/quotes to support your claims/arguments; evidence includes numeric data
- 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 - smh

Politics and Government Homework - Due Monday, Oct 24

2011-10-20T06:06:00.000-07:00

Unit 1 - Did the Constitution's framers intend to create a revolutionary and democratic government?

1) Vocabulary - Define each of the following terms. Include the part of speech. Use each in a sentence.

reluctant
progenitor
stern
premise
miniscule
derive
proviso
prescient
somber
maxim
arbiter
odious
despot
deliberation
anomaly
folklore
conciliation
indolent
constituent
hypergamous
smolder
lucrative
sallow
caricature
regal
mediocrity
nubile
nettle
ad hoc
desultory
shinnied

2) Read Vidal, chapter 2.

Take notes in notebook, or type and tape in notebook. Notes will be checked and graded on a 4 pt scale. Be prepared to discuss with a partner tomorrow.

4 - clearly shows connections to Essential Question: Did the Constitution's framers intend to create a revolutionary and democratic government?
- discusses Adams, Jefferson, Franklin, King George III, Paine
- discusses key/important events
- clearly demonstrates understanding of all the text'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 to Essential Question: Did the Constitution's framers intend to create a revolutionary and democratic government?
- discusses Adams, Jefferson, Franklin, King George III, Paine
- discusses key/important events
- demonstrates understanding of most of the text'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
- discusses several but not all of the following: Adams, Jefferson, Franklin, King George III, Paine
- demonstrates understanding two or less of the text'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 - smh

3) Watch the following video clips and take notes. Use the rubric above for your notes.

Politics and Government Homework - Due Oct 19

2011-10-18T14:23:00.000-07:00

Unit 1 - Did the Constitution's framers intend to create a revolutionary and democratic government?

Read Inventing a Nation pg 13-25

Take notes in notebook, or type and tape in notebook. Notes will be checked and graded on a 4 pt scale. Be prepared to discuss with a partner tomorrow.

4 - clearly shows connections to Essential Question: Did the Constitution's framers intend to create a revolutionary and democratic government?
- discusses Madison, Jefferson, Hamilton, Washington, Smith and Clinton
- clearly demonstrates understanding of all the text'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 to Essential Question: Did the Constitution's framers intend to create a revolutionary and democratic government?
- discusses Madison, Jefferson, Hamilton, Washington, Smith and Clinton
- demonstrates understanding of most of the text'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
- discusses several but not all of the following: Madison, Jefferson, Hamilton, Washington, Smith and Clinton
- demonstrates understanding two or less of the texts'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 - smh

BAKE SALE TOMORROW!!!

Democratizing 20th Century Homework - Due Oct 19

2011-10-18T14:19:00.000-07:00

Unit 1 - Democracy and Equality for Women - The Right to Vote
Why Then? Why did the endeavor for this reform get underway when it did?

Finish Zinn Chapter 13 pgs 349-357

Make notes in your notebook (or type and tape in notebook; notes will be checked for homework credit on 4 pt scale) Be prepared to discuss your claims with a partner and as a class tomorrow.

4 - clearly shows connections between at least 2 causes for 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 for 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 for 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 - smh

Politics and Government Homework - Due Tues, Oct 18

2011-10-17T14:07:00.000-07:00

Unit 1 - Did the Constitution's framers intend to create a revolutionary and democratic government?

Read pages 1-13
Answer the following questions. Each answer should be several sentences and, whenever possible, make connections to the Zinn chapter "A Kind of Revolution" and the four History Now essays that you read and analyzed.

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 Wahington 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?

Democratizing Twentieth Century Homework - Due Tuesday, Oct 18

2011-10-17T13:59:00.000-07:00

Unit 1 - Democracy and Equality for Women - The Right to Vote
Why Then? Why did the endeavor for this reform get underway when it did?

Read Zinn pgs 339-349

Make notes in your notebook (or type and tape in notebook; notes will be checked for homework credit on 4 pt scale) Be prepared to discuss your claims with a partner and as a class tomorrow.

4 - clearly shows connections between at least 2 causes for 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 for 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 for 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 - smh

Democratizing Twentieth Century America Homework - Due Mon, Oct 17

2011-10-14T20:23:00.000-07:00

Unit 1 - Democracy and Equality for Women - The Right to Vote
Why Then? Why did the endeavor for this reform get underway when it did?

Read pages 1-7 in the packet I gave out.

Annotate packet and make notes in your notebook (or type and tape in notebook; notes will be checked for homework credit on 4 pt scale)

4 - clearly shows connections between 4 causes for 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 3 or 4 causes for 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 for Women's Suffrage Movement: industrialization, immigration, increases in women's education, WWI
- demonstrates understanding 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 - smh

Politics and Goverment Homework - Due Mon, Oct 17

2011-10-14T12:47:00.000-07:00

Unit 1 - Did the Constitution's framers intend to create a revolutionary and democratic government?

Define each of the following terms. List the parts of speech and use each in a sentence. You may modify the part of speech as long as the word is used properly.

Ex: meticulous/meticulously

“Crossing the Rubicon”

meticulous

revenue

transmutation

proviso

dividends

nurture

iconic

retrogressive

tottering

quorum

mitigate

onerous

subservient

plenipotentiary

armory

rhetoric

exert

disingenuous

supple

creed

archetype

pellucid

engorged

implicit

Politics and Government Bake Sale

2011-10-13T15:37:00.000-07:00

Hey Folks,

Are any folks willing to donate their time and/or baked goods so we can do a few bake sales over the next two weeks? It would help to raise money for the trip.

Please let me know. We can do a bake sale next Monday and Wednesday.

Cope

Politics and Govt Homework - Due Oct 13 (Oct 14 for Internship Section)

2011-10-12T05:51:00.000-07:00

Read Zinn 96-102

Answer the following questions. Use the vocabulary list to assist you as you read. In addition to answering the questions, use each word in a sentence.

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 Madidison 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

popular election: universal suffrage (also universal adult suffrage, general suffrage or common suffrage) consists of the extension of the right to vote to adult citizens (or subjects) as a whole, though it may also mean extending said right to minors and non-citizens.

tumultuous: disruptive, characterized by unrest or disorder or insubordination; "effects of the struggle will be violent and disruptive"; "riotous times"; "these troubled areas"; "the tumultuous years of his administration"; "a turbulent and unruly childhood"

faction/factional: in politics, a political faction is a grouping of like-minded individuals, especially within a political organization, such as a political party, a trade union, or other group.

unison: corresponding exactly; "marching in unison"
occurring together or simultaneously; "the two spoke in unison"

apt: naturally disposed toward; "he is apt to ignore matters he considers unimportant"; "I am not minded to answer any questions"

pervade: to be in every part of; to spread through

tempestuous: stormy, characterized by violent emotions or behavior; "a stormy argument"; "a stormy marriage"

repress: put down by force or intimidation; "The government quashes any attempt of an uprising"; "China keeps down her dissidents very efficiently"; "The rich landowners subjugated the peasants working the land"

insurrection: rebellion, organized opposition to authority; a conflict in which one faction tries to wrest control from another

delusion: a fixed belief that is either false, fanciful, or derived from deception. Psychiatry defines the term more specifically as a belief that is pathological (the result of an illness or illness process). ...

lament: a cry of sorrow and grief; "their pitiful laments could be heard throughout the ward"

illicit: contrary to accepted morality (especially sexual morality) or convention; "an illicit association with his secretary"

delegate: a person appointed or elected to represent others

Politics and Government Homework - Due Oct 11

2011-10-08T06:54:00.000-07:00

Read Zinn pages 77-96

Answer each of the following questions using SEVERAL COMPLETE SENTENCES. Include at least one quote that helped you determine your answer. I've included the two video clips from class.

1. Which segments of the population supported the war, which were against and which were neutral? Why do you think this was the case?

2. Which groups were not allowed to participate in the Revolutionary Militia? Why do you think they were forbidden?

3. Discuss the findings of historian John Shy. What does he seem to be suggesting about the relationship between social class and war?

4. Discuss the Connecticut draft. Do you think this draft was democratic? Why or why not?

5. How do the soldiers react to Robert Morris?

6. Why might one describe the Maryland constitution as aristocratic? (aristocratic - a form of government in which a few of the most prominent citizens rule)

7. Discuss concerns about poor whites as they related to blacks.

8. Zinn seems to be suggesting that the war was more about class than independence. Provide three quotes that support his claim. Explain why you have selected each quote.

9. Compare the British relationship with Indians to the French relationship with Indians.

10. Discuss the British use of biological warfare.

11. Why did Inidans side with the British during the Revolution?

12. Reflect on Zinn's discussion of blacks before and after the Revolution.
a) Why did slavery expand in the South and not the North?
b) Discuss the demands that free blacks made on society.

13. Compare and contrast the opinions of Charles Beard and George Bankcroft regarding the Constitution.

14. List the economic interests groups who attended the Constitutional Convention.

15. What prompted Shays' Rebellion? Consider both economic and political reasons.

PLEASE DON'T FORGET OUR TRIP TO THE CONSTITUTION CENTER IN PHILADELPHIA IS NOV 9. I WILL GIVE PERMISSION SLIPS OUT ON TUES. THE COST IS $35. YOU CAN PAY IN INSTALLMENTS BUT I WILL NEED TOTAL BY OCT 31.

Democratizing 20th Century America Homework Due - Oct 11

2011-10-08T06:35:00.000-07:00

Read through page 339 in Zinn. Answer the following questions using complete sentences. Include a quote from the text to support your answer.

1. Discuss Upton Sinclair's book The Jungle. Why do you think he wanted more government regulation of business? Why do you think such problems were new in the Twentieth Century?

2. Discuss the relationship between banks and railroads.

3. Discuss Taylorism. How were immigrants impacted by Taylorism? Why do you think some people call typical public high schools with bells and timed periods the "factory model"?

4. What happened at the Triangle Shirtwaist Company? Why do you think this led to increased calls for regulation of business?

5. Analyze the findings of the Commission on Industrial Relations, 1914. What would you have said next if you were Weinstock?

6. How did race impact the ability of workers to organize into unions?

7. Compare the AFL with the IWW. Construct a Venn Diagram and write several sentences.

8. What is a general strike? What would that look like in New York City? Explain.

9. Discuss the tactics of the IWW. In what ways did they organize workers? What tactics did they use to help workers resist oppression?

10. Select and discuss 2 quotes that illustrate the impact of immigration on the IWW. Where were these immigrants from?

11. Analyze the "Rules for Female Teachers":

What did the authors of the Rules want people to know, think and believe?
What are some words or phrases that stood out to you? Why?
How do the rules connect to the suffrage movement?

12. Discuss the excerpt from the Handbook of the Women's Trade Industrial League. In what ways are the concept of Taylorism expressed? Can you make any connections to the Women's Suffrage Movement? Explain.

Vocabulary Quiz - Friday, October 7

2011-10-05T13:50:00.000-07:00

Democratizing

jingoism
indignation
sober
stately
matron
besmirch
vagrancy
indict
imperial
pallid
eloquent
vanquish
respiratory
meddle
hobnob
treacherous
militant
expropriation

Politics

incensed
commissary
passive
recalcitrant
contingent
cognizant
avarice
profiteer
embolden
grievance
furlough
mutiny
ignominious
consternation
imprudent/prudent
hoard
surly

Democratizing 20th Century America Homework - Due Thursday, Oct 6 (Friday for Internship Class)

2011-10-05T13:35:00.000-07:00

1) Read Zinn pages 321-327

2) Construct a 3 column chart. (DO THE READING FIRST) Label:

column a) POV: person, place, organization or idea (What does Zinn want you to know, think or believe)

column b) evidence: quote(s)

column c) connection: (How does this connect to the Women's Suffrage Movement, and/or industrialization, immigration, education, WWI?)

3) Complete the chart using the following terms. DO THE READING FIRST

Emma Goldman
Mark Twain
Upton Sinclair
The Iron Heel
Morgans and Rockefellers
Taylorism
Triangle Shirtwaist Company

4) Processing: Write 1-2 paragraphs summarizing Zinn's major points. What do you think he wants readers to think and believe about the impact of industrialization? How do you think this relates to the Women's Suffrage Movement?

Politics and Government Homework - Due Thursday Oct 6 (Friday for Internship Class)

2011-10-05T13:24:00.000-07:00

Unit 1 - Did the Constitution's framers intend to create revolutionary and democratic document?

Read the following two essays:

http://www.gilderlehrman.org/historynow/09_2007/historian5.php

http://www.gilderlehrman.org/historynow/09_2007/historian4.php

Answer the following questions:

Define the following words, use each in a meaningful sentence.

inviolable
efficacious
inclination
disposition
pervade
bedlam
exigency
buttress
repent
exert
insuperable
annihilate
zealous
espouse
delineate
irreverent
deplore
aspersion
junto
detest

Answer the following questions. Support your answer with evidence from the text.

What was determined at the Annapolis Convention?

What was Washington's opinion of the Constitution?

In what ways were the President's powers, as defined in the Constitution, ambiguous?

What is executive privilege?

Why did William Lloyd Garrison call the Constitution a "covenant with death"?

Discuss Frederick Douglass' feelings opinion of the Constitution.

Discuss the differences in opinion that artisans had regarding the Constitution? Why did some support? Why were some opposed?

Discuss Amos Singletary's opinion of the Constitution.

No Homework for either class tonight

2011-10-04T12:20:00.000-07:00

Please make sure you've completed all other work though. I'm not accepting anything already due after Friday.

Democratizing 20th Century Homework - Due Oct 4

2011-10-03T08:16:00.000-07:00

a) define term, list part of speech
b) use each in a meaningful sentence that demonstrates your understanding of the word

obscure
exile
commodity
resolution
perforated
commenced
exclusion
nadir
progressive
repudiate
peonage
disenfranchise
agitate
spearhead
submissive
embody
sanction
manifesto
novel
impetus

Poly Govt Homework Due Tuesday Oct 4

2011-10-03T08:13:00.000-07:00

Based on the clip watched in class:

http://www.youtube.com/watch?v=w_qYKa1n8Es

How would you describe Marine Le Pen’s politics? What elements of the spectrum apply here?

What about her language and word choices suggest about her political inclinations? List specific words and explain.

If she was on the opposite side of the spectrum, how might her answers have been different? Explain.

Democratizing Twentieth Century Homework - Due Mon, Oct 3

2011-10-01T10:08:00.000-07:00

Define each of the following terms. List part of speech. Use each word in a sentence that conveys your understanding of the meaning.

persistence
infringe
procession
irrespective
preside
entanglement
dissension
strife
plutocrat
expulsion
ignoble
camaraderie
conscientious
jeer
assert
avow
manifest
fetish
lavish
suffrage
assail
peonage
indignation
provocative

Poly Govt Homework - Due Monday Oct 3

2011-09-29T08:39:00.000-07:00

Next week we will finish our discussion of the political, cultural and economic spectrum. There will be an exam to evaluate your understanding of the concepts.

Our second unit will last about two months. The Essential Question is "Did the Constitution’s Framers Intend to Construct a Revolutionary and Democratic Government?"

I apologize for the late posting. There is quite a bit of vocab. I defined some and used in a sentence for you. Finish the rest, do the readings and answer the questions.

Define the following terms. List parts of speech and use each in a sentence.

delegate
inaugurate
vigorous
bustle
vicinity
precedent
scrutiny
soberly
invoke
scurrilous
epic
allegory
impede
federal
heterogeneous
adherent
variant
middling
buoyed
plebeian
populist
agrarian

deliberation: noun. 1. Long and careful consideration or discussion.
2. Slow and careful movement or thought.

The U. N. Security Council's perennial deliberations regarding Israel and Palestine have yet to make serious progress.

despotism: 1. The exercise of absolute power, esp. in a cruel and oppressive way.
2. A country or political system where the ruler holds absolute power

Benjamin Franklin feared our republican form of government would devolve to despotism.

indispensable: adjective: absolutely necessary or essential

A strong vocabulary will prove to be indispensable when you enter college, so why would anyone ever complain about "getting to much vocabulary homework"? Jeez. I'd hate to meet that person.

intemperate: Adjective

1. Having or showing a lack of self-control; immoderate:"intemperate outbursts".

2. Given to or characterized by excessive indulgence, esp. in alcohol

I was appalled by Mike's intemperance as he snatched the last hash brown, even though he already ate four.

enfranchise: Verb

1. Give the right to vote to.

2. Free (a slave).

While the Fifteenth Amendment enfranchised African Americans, poll taxes, literacy tests and grandfather clauses effectively prevented them from voting.

citadel: Noun: A fortress, typically on high ground, protecting or dominating a city.

It was a bit terrifying to see machine guns pointing down from the citadel.

precipitate: Verb: Cause (an event or situation, typically a bad one) to happen suddenly, unexpectedly, or prematurely: "the incident precipitated a political crisis".

Adjective: Done, made, or acting suddenly or without careful consideration.

The housing crash was precipitated the recklessness of several large banks.

abolitionist: a person who opposed slavery before the civil war.

Abolitionist John Brown attempted to lead an uprising of slaves.

litigation: noun: a legal proceeding in a court; a judicial contest to determine and enforce legal rights.

My lawsuit was tied up in years of litigation before I ever saw one red cent.

emphatic: (noun) Showing or giving emphasis; expressing something forcibly and clearly.

The United States' emphatic denunciations of tyranny seem disingenuous when you consider its alliance with Saudi Arabia.

ordain: (verb) 1. Make (someone) a priest or minister; confer holy orders on.
2. Order or decree (something) officially: "equal punishment was ordained for the two crimes".

Rev Al Sharpton claims to have been ordained at the age of nine.

idiom: (noun) 1. A group of words established by usage as having a meaning not deducible from those of the individual words (e.g., raining cats and dogs).
2. A form of expression natural to a language, person, or group of people: "he had a feeling for phrase and idiom"

invective: Noun/adj: Insulting, abusive, or highly critical language.

It was almost impossible for James to debate without slipping into an invective tone.

monolith: noun: Formed of a single large block of stone.
2. (of a building) Very large and characterless.

The bland, unimpressive monolith was an odd tourist attraction.

Readings:

http://www.gilderlehrman.org/historynow/09_2007/historian.php

http://www.gilderlehrman.org/historynow/09_2007/historian6.php

1) Discuss how the concept of state sovereignty relates to Patrick Henry's attitude about the Constitution.

2) Why was the Bill of Rights added to the Constitution?

3) Discuss the following quote. What message was Franklin attempting to convey?

“Today a man owns a jackass worth fifty dollars and he is entitled to vote; but before the next election the jackass dies. The man in the meantime has become more experienced, his knowledge of the principles of government and his acquaintance with mankind are more extensive, and he is therefore better qualified to make a proper selection of rulers—but the jackass is dead and the man cannot vote. Now, gentlemen, pray inform me, in whom is the right of suffrage? In the man or the jackass?”7

4) Discuss the conflict between President Jackson and the Supreme Court.

5) List the groups that were not included in the notion of "We the People".

6) Explain the difference between Federalists and Anti-Federalists. Discuss the Anti-Federalist opinion of the Constitution.

Democratizing Twentieth Century - No Homework Tonight

2011-09-26T15:05:00.000-07:00

No Homework Tonight

Poltics and Government Homework - Due Tuesday, Sept 27

2011-09-24T12:15:00.000-07:00

!!!PLEASE NOTE: THIS IS DUE TUESDAY! SCROLL DOWN FOR WEEKEND'S HOMEWORK. IT INVOLVES A LINK TO A SPEECH. PLEASE SCROLL DOWN.

Define each term, include part of speech.
For each, write a thoughtful sentence that conveys your understanding of the meaning.

Vocabulary 3:

insurgent
swindle
insolence
vindicate
inexorable
imperialism
covet
guerrilla war
encroach
multiplicity
bulwark
amid
apprehend
eradicate
concurrent
imbibed
reciprocal
ratification/ratify
adjourn
emissary

Homework - Politics and Government/Democratizing 20th Century America Due Monday, Sept 26

2011-09-24T04:00:00.000-07:00

Hello Folks,

med·i·care:
(in the US) A federal system of health insurance for people over 65 years of age and for certain younger people with disabilities

a) define the following terms:

presumptuous
misconception
compulsory
encroachment
supplant
constituent

b) read the speech by Ronald Reagan and/or listen to it

http://www.americanrhetoric.com/speeches/ronaldreagansocializedmedicine.htm

http://www.youtube.com/watch?v=fRdLpem-AAs

c) discuss the speech (in writing, use evidence from the speech)

Consider: Discuss Reagan's position on socialism. Why does Reagan quote Norman Thomas? What message was Reagan trying to convey in his radio address? What do you think he hoped to accomplish by making this address? What does Reagan think about social security? Do you think his concerns about these programs are valid? Why or why not? How do Reagan's views compare to those we discussed this week in class?

**your answers should be written in paragraph form or neatly bulleted; approx 1-2 pages.

Politics and Government - Curriculum Map/Syllabus

2011-09-21T12:31:00.000-07:00

SCHOOL OF THE FUTURE SOCIAL STUDIES DEPARTMENT
SENIOR INSTITUTE
POLITICS AND GOVERNMENT
J. Copeland 2011-2012

WHAT IS THE PURPOSE OF THE STATE?

Introduction to Mr. Copeland’s History Class

• Political Systems
• Economic Systems
• Political and Economic Ideological Spectrum
• World and U. S. Geography/Current Events

Skills: Note taking, analysis of primary sources, basic social studies content vocabulary, basic geography
Texts: Party Platforms of selected political parties, quotations from selected historic figures
Films: Excerpts from political roundtable discussions on various cable and PBS programs
Assessments: Quizzes, personal political/economic framework essay

OCTOBER/NOVEMBER – How Democratic is the Constitution?

• Articles of Confederation
• Shay’s Rebellion
• Constitutional Convention
• Constitution
• Federalism/Anti-Federalism
• Current Events

Skills: Note taking, reading comprehension, content vocabulary, vocabulary, verbal argumentation/discussion
Texts: Invention a Nation by Gore Vidal, A People’s History of the United States by Howard Zinn
Films: excerpts from political roundtable discussions on various cable and PBS programs
Assessments: Quizzes, informal writing, current event report, track participation in discussions, response essay: How Democratic is the Constitution, creative short film project

DECEMBER/JANUARY -- What are the “Privileges and Immunities of U. S. Citizenship?”

• Due Process Clause
• Bill of Rights (over-view, initial applicability to the states)
• Baron v. Baltimore (1833)
• Dred Scott Case (1857)
• Fourteenth Amendment, applicability to states (1868)
• Slaughter-House Cases (1873)
• Kelo v. City of New London (2005)

Skills: Note taking, reading comprehension, content vocabulary, vocabulary, verbal argumentation/discussion, written argumentation, evidence gathering to support arguments
Texts: A People’s History of the United States by Howard Zinn, The Supreme’s Greatest Hits, The Supreme Court, Various Supreme Court Opinions (primary sources)
Films: excerpts from political roundtable discussions on various cable and PBS programs
Assessments: quizzes, exams track participation in discussions

FEB/MARCH – How has the Supreme Court been used to Expand and Inhibit Liberty in the United States?

• Freedom of Speech
• Freedom of Religion
• Rights of the Accused
• Reproductive Rights
• Civil Rights
• Current Events

Skills: Note taking, reading comprehension, content vocabulary, vocabulary, verbal argumentation/discussion, evidence gathering to support arguments
Texts: A People’s History of the United States by Howard Zinn, The Supreme’s Greatest Hits, The Supreme Court, various Supreme Court opinions (primary sources), handouts—analysis of Supreme Court opinions
Films: excerpts from political roundtable discussions on various cable and PBS programs, Assessments: Quizzes, Lincoln-Douglas debates (build upon verbal and written argumentation skills), current event report, track participation in discussions

APRIL – The “Culture Wars” - The New Left

• Franklin Roosevelt and the New Deal
• Lyndon Johnson and the Great Society
• The Counter Culture of the 1960s
• Current Events

Skills: Note taking, reading comprehension, content vocabulary, vocabulary, verbal argumentation/discussion, evidence gathering to support arguments
Texts: A People’s History of the United States by Howard Zinn, selected handouts—
Films: excerpts from political roundtable discussions on various cable and PBS programs, Assessments: Quizzes, Exams, response essay, current event report, track participation in discussions

MAY – The “Culture Wars” - Rise of Movement Conservatism

• Barry Goldwater and the Conservative Backlash Against the 1960s Counter-culture
• Ronald Reagan, Trickledown Economics and the Conservative 1980s
• Current Events

Skills: Note taking, reading comprehension, content vocabulary, vocabulary, verbal argumentation/discussion, evidence gathering to support arguments
Texts: A People’s History of the United States by Howard Zinn, The Rise of Southern Republicans, What’s the Matter w Kansas, selected handouts
Films: excerpts from political roundtable discussions on various cable and PBS programs, Mr. Conservative, Reagan
Assessments: Quizzes, Exams, response essay, current event report, track participation in discussions

JUNE – Final Exams/Presentations

Democratizing Twentieth Century America - Vocabulary

2011-09-20T11:28:00.000-07:00

For each word:

a) define
b) list part of speech
c) use in a sentence that conveys your understanding the meaning of the word

vanquish
respiratory
meddle
hobnob
treacherous
militant
expropriation
persistence
ordinance
vigilante
tenement
incite
perpetual
jurisdiction
entanglement
municipal
migratory
agitator

Politics and Government - Vocabulary

2011-09-20T11:09:00.000-07:00

For each word:

a) define
b) list part of speech
c) use in a sentence that conveys your understanding the meaning of the word

debtor
evade
defy
carnage
disaffected
concession
modify
imbed
dispossess
indentured servant
currency
intricate
provincial
redress

Homework

2011-09-17T05:38:00.000-07:00

Hello folks. The following assignment is for both 11th and 12th grade classes.

http://www.learnalberta.ca/content/sspes/index.html#

Please go to the site above.

a) click on the first box: "Political and Economic Grid"

b) draw a Political Economic Grid in your notebook

c) click on "Working with the Spectrums" spectrum (skip the demo)

d) take a look at each of the four boxes under "Click to View".

e) draw each of the diagrams in your notebook (Political Economic Grid, Spectrums, etc.)

f) explore the website a bit

g) have a nice weekend

Democratizing Twentieth Century - Syllabus/Curriculum Map

2011-09-16T11:10:00.000-07:00

In this course you will examine the roots of various Twentieth Century political, social, economic and cultural reform movements. For each movement, you will answer a series of essential questions. Through these questions you will gain both a sense of historical context and an understanding of the tactics used by those who sought to bring about greater democracy and equality in the United States.

Essential Questions: Why Then? Why did the endeavor for this reform get underway when it did? What gains were won? What gains were sought but not won? If the reform was only partially achieved, what limited its attainment?

SEPTEMBER - Introduction to Mr. Copeland’s History Class

• Political Systems
• Economic Systems
• Political and Economic Ideological Spectrum
• World and U. S. Geography

Skills: Note taking, analysis of primary sources
Texts: Party Platforms of selected political parties, quotations from selected historic figures
Films: Excerpts from political roundtable discussions on various cable and PBS programs
Assessments: Quizzes, personal political/economic framework essay

OCTOBER/NOVEMBER - Democracy and Equality for Women

• The Right to Vote
• The Movement for Birth Control
• Industrialization
• World War I

Skills: content vocabulary usage, analysis of primary and secondary sources, argument development for a debate, logic and reasoning
Texts: The Twentieth Century (Zinn), Women’s America (Kerber, DeHart), Legislating Women’s Morals (Sanger), Comstock Law, Selected Handouts
Films: Iron Jawed Angels, Choices of the Heart
Assessments: Quizzes, Response Essay, Unit Exam, Reproductive Rights Debate

DECEMBER – Labor Democratizes America

• The Progressive Era
• The Great Depression
• The New Deal
• The Red Scare

Skills: content vocabulary usage, SAT prep vocabulary usage in writing, analysis of primary and secondary sources, development of a written argument, determining appropriateness of evidence
Texts: The Twentieth Century (Zinn), Who Built America, Roosevelt and the New Deal, Selected Handouts
Films: Native Son, Grapes of Wrath, The Front, Roger and Me, Selected CUNY Documentaries
Assessments: Quizzes, Response Essay, Unit Exam

JANUARY/FEBRUARY - Democracy and Equality for African Americans

• World War II
• The Cold War
• The Civil Rights Movement

Skills: vocabulary usage, SAT prep vocabulary usage in writing, analysis of primary and secondary sources, development of a written argument, determining appropriateness of evidence, organization in writing a formal, academic essay, presentation/power point, public speaking
Texts: The Twentieth Century (Zinn), Unfinished Journey (Chaffe), From Slavery to Freedom (Franklin), Movements of the New Left (Goss)
Films: Eyes on the Prize, Battle for America’s Schools, Selected CUNY Documentaries
Assessments: Quizzes, final exam, independent/group research project

MARCH – Democracy and Equality for Youth

• The Cold War
• Student Movement
• Anti-War Movement/Vietnam War
• Rise of the New Left

Skills: vocabulary usage, SAT prep vocabulary usage in writing, analysis of primary and secondary sources, development of a written argument, determining appropriateness of evidence, discerning author bias
Texts: The Twentieth Century (Zinn), Unfinished Journey (Chaffe), The Children (Halberstam), Movements of the New Left (Goss)
Films: Two Days in October, Summer of Love, Selected CUNY Documentaries
Assessments: Quizzes, Unit Exam, Response Essay

APRIL/MAY – Pluralistic America

• The Cold War
• Black Power Movement
• Latino Cultural Liberation
• Women’s Liberation
• American Indian Cultural Liberation
• Gay and Lesbian Liberation

Skills: vocabulary usage, SAT prep vocabulary usage in writing, analysis of primary and secondary sources, development of a written argument, determining appropriateness of evidence, discerning author bias

Texts: The Twentieth Century (Zinn), Unfinished Journey (Chaffe), The Children (Halberstam), Movements of the New Left (Goss), Stonewall (Duberman), Columbus to Castro (Williams)
Films: The Education of Sonny Carson, Malcolm X, Milk, Yo Soy Boriqua, Selected CUNY Documentaries
Assessments: quizzes, unit exam, group project and independent research paper

JUNE – NEW LEFT GROUP PRESENTATIONS

Vocabulary Homework

2011-09-14T11:17:00.000-07:00

For each term write:

a) part of speech (noun, verb, adj, etc)
b) definition
c) sentence using the word; sentence should demonstrate that you understand the meaning of the word

Democratizing Twentieth Century

jingoism
indignation
sober
stately
matron
besmirch
vagrancy
indict
imperial
pallid
eloquent

Politics and Government

For each term write:

a) part of speech (noun, verb, adj, etc)
b) definition
c) sentence using the word; sentence should demonstrate that you understand the meaning of the word

incensed
commissary
passive
recalcitrant
contingent
cognizant
avarice
profiteer
embolden
grievance
furlough
mutiny
ignominious
consternation
imprudent/prudent
hoard
surly

Final Exam Terms for Poly Govt

2011-06-10T05:47:00.000-07:00

Espionage Act
Revolutionary socialism
Earl Warren
“power of the purse”
Federalism
Federalist/anti-federalist
Electoral College
Constitutional Convention of 1787
separation of powers
John Locke
Declaration of Independence
checks and balances
amending process
House of Representatives
Senate
Articles of Confederation
Bill of Rights
Whiskey Rebellion
Shays’ Rebellion
New Jersey Plan
Virginia Plan
Connecticut Compromise
George Washington
James Madison
Alexander Hamilton
Thomas Jefferson
The Assumption
Bank of the United States
XYZ Affair
Executive, legislative, judicial branches (major powers of each)
Framers of the Constitution
States rights/state sovereignty
Earl Warren/Major JusticesSlaughterhouse Cases
Kelo v. New London
Earls v. Bd of Ed
Meyer v. Nebraska
Gitlow v. New York
Marbury v. Madison
Dred Scott v. Sandford
Schenk v. United StatesSlaughterhouse Cases
Kelo v. New London
Earls v. Bd of EdBarron v. Mayor of Baltimore14th amendment
Bill of Rights
due process
equal protection
civil liberties
judicial review
Dangerous Tendencies Test/Clear and Present Danger
Writ of certiorariZelman v. Simmons-HarrisWalz v. NYC Tax Commission
“benevolent neutrality”
“child benefit theory”
Excessive Entanglement Standard
Oregon v. Smith
Lemon v. Kurtzman
Compelling interest rule
Generally applicable law rule
McCollum v. Board of Education
Pierce v. Society of Sisters
Everson v. Board of Education
Zorach v. Clauson
Wisconsin v. YoderNew York State Board of Regents
Engle v. Vitale
Abington v. Schempp
Epperson v. Arkansas
Clarence Darrow
Butler Act
ACLU
William Jennings Bryan
balanced time
release time
Jehovah’s Witnesses
Establishment Clause
Free Exercise Clause
Thomas Jefferson
WVA Board of Education v. Barnette
Minersville v. Gobitis
Felix Franfurter
Schenk v U. S.
Bill of Rights
Establishment / Free Exercise
Marbury v Madison
Compelling interest
Generally applicable
Exclusionary rule
Writ of certiorari

Furman v Georgia
Gregg v Georgia
Gitlow v. New York (1925)
Released Time
Engel v. Vitale
Lemon v Kurtzman
Epperson v Arkansas (1968)
Edwards v Aguillard
Zelman v Simmons-Harris
Minersville v. Gobitis
Walz v NYC Tax Commission
Wisconsin v Yoder
Sherbert v Verner
Oregon v Smith
Weeks v United States
United States v Santana
Gideon v. Wainright
Boy Scouts of America v Dale
Miranda v. Arizona
Plessy v Ferguson
Brown v Board of Education
Commerce Clause
Civil Rights Act of 1964
Bakke v California
Bowers v Hardwick
Kelo v New London
Butler Act

Poly Gov't HW

2011-05-16T15:24:00.000-07:00

1) According to Russell Kirk, why did politicians stop labeling themselves as "liberal"?

2) Briefly (BUT NO TOO BRIEFLY) discuss each the 10 conservative principles mentioned by Kirk. Provide a quote that supports each of your analyses. We will work on connecting current events and conservative politicians to each of these tomorrow. A few folks may have trouble but I want you to try. Since you're in front of a computer, look up the meanings of unfamiliar words.

Hi Nia :)

Democratizing Twentieth Century America - New Left Group Pres Dates

2011-05-09T08:53:00.000-07:00

I will let you know the time of your groups presentation, but the dates are as follows:

Tuesday May 24, Wednesday May 25

Democratizing Twentieth Century Final Exam Review

2011-05-05T06:41:00.000-07:00

Arthur Sschlesinger: A Thousand Days
unemployment, poverty rates whites/blacks
Lyndon Johnson
Watts, Los Angeles
black migration to the North
Julius Lester
urban riots, 1967
National Advisory Committee on Urban Disorders
"Black Power Movement"
Black Panthers
Civil Rights Rights Act 1968
Vietnam War
King, FBI
COINTELPRO
"black capitalism"
black middles class
socialism
communism
fascism
democracy
capitalism
imperialism
Open Door Policy
Atlantic Charter
Executive Order 9066
WWII
Cold War
Levittown
Truman
Eisenhower
Manhattan Project
ideological realignment
NAACP
Hiroshima/Nagasaki
Red Scare
GI Bill
Korean War
NATO
Warsaw Pact
Brown v. Bd of Ed
Civil Rights Movement
Emmet Till
Rosa Parks
E. D. Nixon
Women and the Civil Rights Movement
James Meredith
Massive Resistance
Smith Act
southern blacks and the communist party
Truman's Committee on Civil Rights
use of Federal Courts
Greensboro, NC
CORE/Freedom Rides
John Kennedy and blacks
SNCC
Mississippi Summer
Executive Order 9835
World Events regarding communism
Anti Colonialism in Africa
Joseph McCarthy
Anti-Communism in the U. S.
Internal Security Act
Julius/Ethel Rosenberg
House Un-American Activities Committee
ACLU
U. S. military expenditures
Guatemala
Fidel Castro/ Bay of Pigs Invasion
U. S. military campaign in Pacific/bombings
U. S. Strategic Bombing Survey
Manhattan Project
Hiroshima
Nagasaki
Role of U. S. in post war world**
Role of Soviet Union in post war world
Greece/Turkey
Truman Doctrine**
Red Scare***
communism in China
Korean War
Joseph McCarthy**
Truman's executive order on loyalty
Julius and Ethel Rosenberg
FAIR Deal
U. S. v One Package
Griswold v Connecticut
Roe v Wade
Schenck v. U. S.

Concepts:
Scramble for Africa
Red Scare
Fascism
Communism
Socialism
Progressivism
Industrial Capitalism
Immigration; types of; policy toward
Class Consciousness; Class solidarity
strike
Events:
Industrial Revolution
WWI
Great Depression
Bolshevik Revolution
Seattle Strike
Women’s Suffrage Movement
Birth Control Movement

Economics:
Economy of the 1920s
Law of Supply and Demand
Labor Union/collective bargaining
Progressivism
People:
Alice Paul
Woodrow Wilson
Upton Sinclair
Jane Addams
Mary Harris
William McKinley
Mother Mary Jones
Ida Tarbell
Kate Richards O’Hare
J. P. Morgan
Andrew Carnegie
Eugene Debbs
Samuel Gompers
Carrie Chapman Catt
Emma Goldman
Helen Keller
Mary Elizabeth Lease
Charles Schenk,
Oliver Wendel Holmes,
Sacco and Vanzetti,

Woodrow Wilson’s Fourteen Points

Espionage Act
Oliver Wendel Holmes
American Protective League
Green Corn Rebellion Palmer Raids
Gregory Pincus
b) Franz Ferdinand
c) James Wadsworth
d) William Jennings Bryan
e) W. E. B. Dubois
f) J. Edgar Hoover
g) John Rock
h) Anthony Comstock
i) William Foster

NAWSA
2. AFL
3. WP
4. IWW
5. WCTU
1. muckraker
2. Silent Sentinel
3. Marxist
4. scab labor
5. collective bargaining
6. imperialism
7. Taylorism
8. Reformist Motherhood
9. Political Motherhood
10. Republican Mothers
11. Socialist Woman
1. mainstream reason cited for U.S. entry into WWI
2. unrestricted submarine warfare
3. Monroe Doctrine
4. Panama Canal
5. Spanish American War
6. The Jungle
19th amendment
General Assembly
Security Council
NATO
Warsaw Pact
IMF
Allies
Axis
WWII
Cold War
open door policy of equal access
Atlantic Charter
Taft-Hartley Act
Nuremberg Trials
Yalta Conference
Francisco Franco
Nikita Khrushchev
Adolph Eichmann
Chiang Kai-shek
Mao Zedong
John L. Lewis
Joseph McCarthy
Walter White
Curtis Le May
Franklin Roosevelt
Strom Thurmond
Bill Levitt
Harry Truman
Eleanor Roosevelt
Dwight Eisenhower
AFL-CIO
containment
Smith Act
George Wallace
G. I. Bill of Rights
conscientious objector
Executive order 9066
CIA/covert action
Greek/Turkish uprisings
Marshall Plan
Joseph McCarthy
Bay of Pigs Invasion
Iron Curtain
Domino Theory
Prince Edward’s County, VA
military industrial complex
ideological realignment
transistor
Smith Act
Levittown
Julius/Ethel Rosenberg
Richard Wright
Stokely Carmichael
Paul Robeson
Massive resistance
W. E. B. DuBois
Medgar Evers
Lyndon Johnson
John F. Kennedy
Richard Nixon
Dwight Eisenhower
Montgomery Bus Boycott
Young Lords Party
Jones Act
Pedro Albizo Campos
Operation Bootstrap
Commonwealth
Taino
Napalm

Ho Chi Minh
Dow Chemical Co
Urban Riots
University of Wisconsin, Madison
Pentagon Papers
Vietnam War
Saigon
John McNaughton
Ngo Diem
National Liberation Front
Gulf of Tonkin Resolution
Mai Lai 4
Tet Offensive
Cambodia
Muhammad Ali
Draft
Anti-war movement
SDS
NAACP
SNCC
CORE
New York Radical Women
WITCH
NOW
Poor Black Woman
Roe vs. Wade
ERA
Our Bodies, Ourselves
Johnnie Tillmon
Counter culture
New Left
Old Left
Détente
Prince Edwards County, VA
Covert action/CIA
Martin Luther King
Black Panther Party
Earl Warren
Nikita Khrushchev
Non-aligned nation
Shah/Iran
Barbara Johns
Little Rock, Arkansas
Tom Hayden
Free Speech Movement
Caesar Chavez
Stonewall Riots
Intro 2
Civil Rights Act, 1964
Wounded Knee
Henry Kissinger
Kent State Massacre
Yom Kippur War
George McGovern
OPEC
Poll tax/grandfather clause
Limited Test Ban Treaty
Mattachine Society
Daughter of Bilitis
Liberal Consensus
Betty Friedan
Gloria Steinam
Vietnam Veterans against the War
Vietnamization
Alcatraz Island
Weathermen

Democratizing HW

2011-05-03T07:27:00.000-07:00

Zinn 487-501

Identify:

Ray Kroll
Moratorium Day Demonstrations
Vietnam Veterans Against the War
Sam Choy
Ron Kovic
April, 1975
War Powers Resolution

Zinn 503-514

Identify:

Select and analyze any 4 quotes that address the following question:

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

Politics and Government Homework

2011-04-29T07:40:00.001-07:00

Find and print two articles to use as evidence for your debate.

Analyze each article and annotate as you would for a current event: POV, Evidence, Connections, Reflection

Deabte Guidlines for Poly Government

2011-04-28T08:57:00.000-07:00

Lincoln Douglass Debate

Order of speakers:

1. First Affirmative Constructive (4 minutes):
• 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
• 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 minutes):

• 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
• 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:
• 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:
• Asks specific questions that attempt to dismantle the affirmative argument
• Asks general questions that attempt to promote the negative arguments

7. Second Negative Constructive:
• 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
• 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
• 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
• Restates the mistakes made by the negative team during cross ex
• Restates flaws in negative team’s arguments
• Summarizes the affirmative team’s arguments

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

Democratizing Twentieth Century Homework - Due Monday May 2

2011-04-27T07:06:00.000-07:00

Read Goss pgs 1-38

You must create an analysis table for each of the following terms. You may split this work up among the member of your group, but all of you must complete the reading.

Students for a Democratic Society
Free Speech Movement
Women's Strike for Peace
Limited Test Ban Treaty
Fidel Castro
Betty Friedan
Title VII of the Civil Rights Act
Mattachine Society/Daughters of Bilitus
Liberal Consensus
"teach-ins"
Eugene McCarthy
National Liberation Front
National Organization for Women
Stockley Carmichael
George Wallace
Vietnamization
George McGovern
Black Panthers
Red Power
Alcatraz/Wounded Knee
Cesar Chavez
Puerto Ricans
Chicano Student Movement
Asian Americans
Feminism
Rqual Rights Amendment
Mary Tyler Moore Show
Stonewall Uprising
Gay Rights Movement (consider GLF, Advocate, Toklas Democratic Club)
Sexism w/in Gay Rights Movement
Weathermen Underground
New Right

**You may combine some of these terms if appropriate

Democratizing Twentieth Century - New Left Presentations Rubric

2011-04-14T06:32:00.000-07:00

Democratizing Twentieth Century - Project Guidelines

Each group should be prepared to make a 20 minute presentation and host a Q & A for about ten minutes.

Your presentation should answer following questions:

1. Why then? Why did the endeavor for this reform get underway when it did?

2. What gains were won?

3. What gains were sought but not won?

4. If the reform was only partially achieved, what limited its attainment?

Your presentation must:

-Contain a thesis that answers the questions above, focusing on the "Why then?" aspect especially.

-Contains clear agruments (at least 2) that support the thesis.

-Contains at least 6 quotes from 4 of the documents in Goss.

-Contains at least 6 quotes from Zinn and Who Built America.

-Contains at least 3 quotes from an outside source.

-Demonstrate an understanding of the historical time period by making connections to the Cold War and the Civil Rights Movement.

-Demonstrate an ability to use evidence to support a rational argument.

-Discuss at least one important person and one important organization that supported your movement.

-Discuss at least one person or organization that opposed your movement and discuss why.

-Be visually engaging, include images and possibly video to support your arguments; iclude art or music

-Include evidence of understanding of your topic and U. S. history

-Include evidence that cooperative work was done within the group.

Remember to consider the presentation that Sage and Arisa made to the class. You want to model your work of off it.

Your personal papers should discuss more deeply one of the essential questions or some other aspect of the presentation that your found interesting. It should use at least 5 of the pieces of evidence from your presentation. It should be between 3-4 pages and thoroughly checked for spelling and grammar errors.

Democratizing Homework

2011-04-09T03:30:00.000-07:00

Read Zinn "The Impossible Victory" pg 469-487

Ho Chi Minh
Pentagon Papers
Chiang Kai-shek
President Truman
Haiphong
"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

Politics and Government Homework

2011-04-05T08:38:00.000-07:00

Reflection (2-3 paragraphs)

Agree or Disagree? Why?

The government should invoke eminent domain to encourage private development of economically distressed communities.

2011-03-24T09:37:00.000-07:00

http://www.presidentelect.org/e1912.html

Civil Rights Essay Guildlines

2011-03-24T07:05:00.000-07:00

For the past several weeks we have been studying the Cold War as a context for understanding how and why African Americans obtained (or began to obtain) full citizenship when they did. In your next essay, you will discuss the Civil Right's Movement. You will demonstrate your understanding of this movement--its roots, its successes and its limitations. You will also demonstrate your understanding of the historic context, including development of the Cold War.

In this essay 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 - Introduction

Your essay should respond to the Essential Questions:

a) Why then? Why did the endeavor for this reform get underway when it did?

b) What gains were won? What gains were sought but not won?

c) If this reform was only partially achieved, what limited its attainment?

An A paper will:

--answer all of the questions, either as past of one contiguous essay or in three separate sections; the thrust of the essay should be behind answering the a) why then? question
--contain a sophisticated, provocative thesis, supported by 3 arguments
--contain 3 cogent and sophisticated arguments that support the organizing
idea/thesis
--argue well developed, original ideas and illustrate new understanding
of the topic
--persuasively use evidence from Zinn, Franklin, Who Built America; contain at least five or six quotes from Franklin and five from the other readings
--discuss both the authors' and primary source perspectives about events
--persuasively use evidence from an outside source
--be well organized, containing a clear introduction that presents the thesis in a highly engaging,compelling manner, followed by smooth transitions from one idea to the next, with a conclusion that synthesizes the different strands and arguments
--demonstrate a clear understanding of the historical time period and demonstrate the cause and effect relationship between significant events
--conform to the conventions of grammar, spelling and punctuation, and be thoroughly proofread and include the signature of one adult to whom it was read aloud

Democratizing Twentieth Century Homework

2011-03-21T10:00:00.000-07:00

Read "The Black Revolution" 532-548 (up to Revolution at High Tide)

1. What was the purpose of the 1963 March on Washington?
2. What was the significance of the Civil Rights Act of 1964? What changes did it make? Discuss the Congressional political split in voting. How did Southern whites who opposed to the bill react to its passage?
3. Discuss the election of 1964.
4. Discuss the Selma and Montgomery voter's rights marches. How were the marchers treated? What role did Lyndon Johnson play?
5. What obstacles did blacks face to securing housing? What gains were won in this area?
6. Discuss the socioeconomic struggles faced by blacks. In what ways did these problems connect to the urban riots in places like Watts.
7. Discuss methods used to bring about integration. Why were these methods controversial?

Politics and Government Homework

2011-03-14T14:32:00.000-07:00

Read Chapter 4 in "Supremes' Greatest Hits"

Identify the following terms/people. Discuss the significance of each and provide a quote.

a) Thurgood Marshall b) NAACP c) Brown v Board of Ed
d) University of Michigan Admissions Policy
e) Supreme Court rulings regarding University of Michigan Admissions Policy
g) Boy Scouts of America v Dale h)Roberts v Jaycees