Friday, September 28, 2012

Democratizing Twentieth Century Homework - Due Mon, Oct 1

Finish Reading the article on Ida Tarbel and take notes.

Please consider:

1. What does the author want you to think and know about Ida Tarbel?

2.  What was Tarbel's position on women's suffrage and rights?

3.  Why does author call Tarbel a contradiction?

4.  How might you use this article in your essay?

Quiz on Wednesday

Politics and Government Homework - Due Mon, Oct 1

  • Re-read pgs 7- 29 in How Democratic is the American Constitution?
1 - Robert Dhal references and discusses several of the framers: James Madison, Thomas Jefferson, Alexander Hamilton, George Wilson, George Mason.  For each, provide one quote be used to support either a claim or a counter-claim regarding the essential question - Did the Constitution's framers intend to create a revolutionary and democratic government?

2 - Why did the framers construct a federal system instead of a unitary system?

3 - Discuss Hamilton's view about equal representation in the Senate.

4 - Discuss the "elevated discussion" that took place between Gunning Bedford of Delaware and Rufus King of Massachusetts.  

5 - Select and discuss at least three "undemocratic" features of the Constitution.  Why does Dhal feel these features are undemocratic?  Do you agree or disagree?  Explain.

6 - Discuss the colonial period/Declaration of Independence and its impact on American attitudes about natural rights.

7 - Discuss differences between the Federalists and the Democratic-Republicans.

8 - How did the availability of land impact the evolution of the republic?

9 - In what ways did amendments help to make the Constitution more democratic? 

Tuesday, September 25, 2012

Democratizing Twentieth Century America Homework Due - Thurs, Sept 27

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/Take Notes:

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 print/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.
Notes should:
- clearly demonstrates understanding of all the article's central ideas
- provide evidence/quotes to support your claims/arguments; evidence includes numeric data, relevant people and events
- be neat and organized; contain headings that show general ideas; contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence








I feel as if a few of you have not looked at the essay rubric yet.  Please do so:
http://mrcopelandsclass.blogspot.com/2012/09/democratizing-america-unit-1-democracy.html

Politics and Government Homework - Due Thurs, Sept 27

Unit 1: Did the Constitution's framers in tend to create a revolutionary and democratic government? 
1 - Read and outline/take notes on Article 2 of the United States Constitution.  Consider the following:

a) The intent of the authors.
b) Is this democratic?  Why?
c) How is this a reflection of the time period?
d) Can this help me develop a claim? How?
e) Might I quote this in my paper?

 **As always define any words with which you are unfamiliar.  Place synonyms above as you read.  Your text should be annotated.

I feel as if you all have not looked at the response essay rubric.  Please do so:

http://mrcopelandsclass.blogspot.com/2012/09/politics-and-government-response-essay.html




Monday, September 24, 2012

Politics and Government Homework - Due Tuesday, Sept 25

Finish reading and outlining Article 1 of the Constitution


Saturday, September 22, 2012

Interesting Link

Hey Folks,

In Politics and Government we were talking about the children produced by unions between slave owners and slaves.  Check this out:

http://www.nydailynews.com/news/white-slave-children-new-orleans-1860s-propaganda-campaign-gallery-1.1164989?pmSlide=0

Democratizing Twentieth Century America Homework - Due Mon, Sept 24

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