HW for Mon 12/15 and Tues 12/16

Periods 2 and 5: Cornell Notes, Ch 8 (p. 286-291); Socratic Seminar preparation (Race Relations)

"Poll Tax County" http://nationalhumanitiescenter.org/pds/maai3/segregation/text4/polltaxcountry.pdf

Upcoming Dates

EXAM
PD 2/4/6: Friday, December 19
PD 5: Thursday, December 18

NOTEBOOK CHECKS
PD 2: Tuesday, December 16
PD 5: Thursday, December 18 (during class)
PD 4/6: Friday, December 19 (during class)

AFTERSCHOOL EXAM REVIEW
Monday, December 15
Wednesday, December 17
Thursday, December 18

HW For Tues 12/02

Sorry for not updating in so long!

Periods 2 and 5: Pullman Strike Hearing Reflection (see below), to be collected:

Drawing upon the testimony and evidence presented at the Commission hearing, how would you personally answer these questions?
1. Was the federal government justified in using force to end the Pullman strike?
2.What role should the federal government take in labor-management disputes?
Please answer in approximately 1 page, being specific in your justification for your responses.

CN, Chapter 7 Sec 1

Period 4: CN, p. 244-249

Period 6: Pullman Strike notes (use the purple packet):

Was the federal government justified in using force to end the Pullman Strike?
YES (List at least 5 pieces of evidence here)
NO (List at least 5 pieces of evidence here )

HW for Wed 11/19 and Th 11/20

**Ms. Doshi will not be in school on Tuesday, therefore these assignments are not due until Wed/Thurs**

Periods 2 and 5: Legal brief (1.5-2 pages typed) due; prepare for Courtroom Simulation (opening/closing AND responses to judges' questions)

Period 4: CN, Ch 6 p. 236-244 (all of Section 2, part of Section 3)

Period 6: Robber Baron research notes, follow the format in the yellow packet. Use the website: http://edsitement.neh.gov/view_lesson_plan.asp?id=429#LESSON2

US History HW for Fri 11/14 and Mon 11/17

Periods 2 and 5: CN, Robber Baron Research

Period 6: CN, Ch 6 p. 236-244 of The Americans

Period 4: Slide Notes--
Using your Chapter 6, Sec 1 of your textbook, research the following questions for each slide. Write your answers in the space provided next to each slide.
•Which new invention or technology is represented?
•What is the significance of this image for the development of the US as an industrial power? For people’s daily lives?

HW for Wed 11/12 and Thurs 11/13

Periods 2 and 5: CN, Ch 6 p. 236-244 of The Americans

Periods 4 and 6: CN, Ch 6 Sec 1 of The Americans


**NOTEBOOKS ARE NOW PAST DUE**

HW for Fri 11/07 and Mon 11/10

Periods 2 and 5
CN, Chapter 6 Sec 1

Periods 4 and 6
Notebook Checks on Friday!

HW for Periods 2 and 5, Wed 11/05 and Th 11/06

Election Night notes: watch coverage on any station OR a news site such as http://www.cnn.com/ . Take a page of notes on the election outcomes as of tonight, especially focusing on President, CA propositions, and House/Senate races. Included in the page may be notes of an interview with a friend/family member who voted (what was your voting experience like? How did you vote? etc.)



Period 5: you may want to wait until Wednesday to update your notes on the propositions, as these may not be decided by Tuesday night.

2008 Election EXTRA CREDIT

On Election Day, November 4, ask friends and family members who are voting to bring you back a "I Voted" sticker or their ballot tear-off to confirm they voted. Attach the sticker(s) or ballot(s) in your notebook, and turn in with notebook check. 2 points for each sticker/ballot.

Important upcoming dates

SOCRATIC SEMINAR
Period 2: Wed 10/29
Period 5: Th 10/30
Period 6: Tues 11/04
EXAM
Period 2: Fri 10/31
Period 5: Mon 11/03
Period 6: Wed 11/05
Period 4: Wed 11/05

HW for Friday 10/24 and Monday 10/27

Periods 2 and 5:
In a well-written page (3 paragraphs), respond to the following prompt:
Based on the arguments presented during our Moot Court, how do you personally believe that Santa Fe v. Doe should have been decided?
Support your opinion with constitutional evidence.

Period 2: CN, We the People Lesson 17

Period 5: Socratic Seminar Preparation (for Tuesday 10/28)

HW for Tuesday 10/21 and Wednesday 10/22

Period 5: Prepare for Moot Court (Opening statements, questions, responses to questions, Closing statements)

Period 2: CN, "Should Students Have the Right..."

Periods 4 and 6: CN, We the People Lesson 24

HW for Wed 10/15, Th 10/16, Fri 10/17

Wednesday 10/15
Period 2: Socratic Seminar preparation; remember to include your own notes related to the discussion questions.
Period 4 and 6: CN, We the People Lessons 17 & 18
Period 6 (additionally): Finish Simulation Debrief (questions C & D)

Thursday 10/16
Period 5: CN, We the People Lessons 27 & 28
Also prepare for quiz! Likely questions: How did the Constitution solve the problem of sovereignty? How did the Constitution solve the problem of authority and majority tyranny? Evaluate the positions of Federalists and Anti-Federalists in the debate over ratification.

Friday, 10/17
Period 2: CN, We the People Lessons 27 & 28
Periods 4 & 6: CN, We the People, Lesson 23
Also prepare for quiz! Likely questions: How did the Constitution solve the problem of sovereignty? How did the Constitution solve the problem of authority and majority tyranny? Evaluate the positions of Federalists and Anti-Federalists in the debate over ratification.

HW for Fri 10/10 and Mon 10/13

Periods 2 and 5

1. Simulation Debrief: using We the People lessons 10-12 and our simulation, answer each of the Simulation Discussion questions as they were actually decided at the Philadelphia Convention.

A. Do we want to keep the Articles of Confederation? Why or why not? Do we want to revise them, or throw them out entirely and start again? Why?

B. Do we want a strong national government? Why/why not? What powers will the national government have? How will we ensure the states still retain some sovereignty?

C. Do we want an executive branch? What should we call the head of the executive branch? What should be the powers of the executive? How will we ensure he doesn’t abuse his power?

D. Do we want an legislative branch? How many people will make it up? How will that number be determined? By size of state? Or same representatives for each state, no matter the size?

E. How will the population of each state, for representation, be determined? Should children and women count as population even though they probably won’t be allowed to vote? What about slaves? Are slaves considered population?

2. Cornell Notes, We the People Lessons 13 & 14

HW for Mon 10/06 and Wed 10/08

Periods 2 and 5: Constitutional Convention Simulation preparation--follow directions on the red paper, research your delegate's views on the 5 discussion questions. Prepare opening statements, evidence for discussion and resolutions.

Period 4: Finish Cornell Notes for p. 68-69 of the textbook ("Creating a New Government")

Period 6: NONE; make sure to finish Cornell Notes for We the People Lessons 13-16 IN CLASS on Tuesday

HW for Th 10/02 and Fri 10/03

Periods 2 and 5: Read and take your own notes on We the People, Lessons 10, 11, 12. In your notebook, answer the title question for each lesson in a paragraph.

Period 4: Cornell Notes, We the People, Lesson 11 only.

Period 6: Cornell Notes, We the People, Lesson 12.


**Declaration of Independence Reconstruction Projects due next class**

HW for Mon 09/29 and Wed 10/01

Periods 2 and 5: CN, We the People Lesson 8

Period 6: CN, We the People Lesson 11

Period 4: Notebook Organization, including Summaries for ALL Cornell Notes

ALL PERIODS: Prepare to complete the Declaration of Independence Reconstruction Project during the next class.

PERIOD 5 HW UPDATE

Attention all Period 5 students!

You DO NOT need to complete Cornell Notes for We the People, Lesson 8 for Thursday's class or the Notebook Check.

Instead, focus on preparing for the Text Reconstruction Project. Which option of the 4 given are you interested in? Brainstorm ideas for the project, and come prepared to work with your group to complete this project on Thursday.

HW for Wed 09/24 and Th 09/25

Periods 2, 4, 6: READ the Declaration of Independence very carefully. TAKE NOTES (highlight, underline, etc), focusing on the following questions:

• What is the theory/theories underlying this text?
• What is the crucial idea of this text?

Period 5: prepare for Text Reconstruction Project by brainstorming ideas for responding to the assignment choices.

NOTEBOOKS DUE THURSDAY AND FRIDAY FOR PERIODS 2, 5 AND 6!

Tutoring this week Wednesday and Friday.

EXTRA CREDIT #2

DECLARATION OF INDEPENDENCE PUBLIC READING

Directions
Drawing from the public reading of the Declaration of Independence we watched in class, create your own public reading. You will perform this afterschool during a tutoring session.

• Form a group of 2-5.
• Assign sections of the text to each person.
• Rehearse! Focus on your pronunciation, enunciation, volume of your voice and body language.
• Perform.

8 points extra credit (towards your Notebook grade)

EXTRA CREDIT #1

STAMP ACT POLITICAL CARTOON ANALYSIS (4 points)

Directions

1. Go to http://www.learner.org/biographyofamerica/prog04/feature/index.html

2. Moving your mouse over the cartoon, read the information about the symbolism this cartoon.

3. Respond to the focus question in at least 1 paragraph (5-6 sentences): In this cartoon, how does the artist use symbolism and humor to deride Parliament?

4. Turn in with your notebook.

HW for Mon 09/22 and Tues 09/23

Periods 2 and 5: Read the Declaration of Independence carefully. Take notes (highlight, underline, any way that is helpful to you) focusing on the following questions:

• What theory/theories underlie the Declaration of Independence? Which philosophers have influenced it?
• What is the crucial, main idea of the text?

Periods 4 and 6: Finish Cornell Notes for "American Colonial Governments and Resistance."

HW for Th 09/18 and Fri 09/19

Periods 2 and 5: CN, We the People Lessons 5 and 6 (you can stop at p. 46)

Periods 4 and 6: CN, We the People Lesson 7

HW for Mon 09/15 and Tues 09/16

Period 5 (Mon) and Period 2 (Wed): Socratic Seminar preparation. Read the sources for the Great Awakening, and take notes on the focus questions. Be prepared to discuss them during the seminar.

Periods 4 and 6: Read Ch 1, Sec 3 & 4. Take Cornell Notes, p. 24-25 (stop at "Native Americans...) and p. 35-36 ("The Great Awakening" section).

All periods: Notebook setup; first notebook check next week.

HW for Wed 09/10 and Th 09/11

Periods 2, 4 and 6: Read primary source for Enlightenment Visualization Project. Remember to pay attention to how the philosopher addresses these questions:

• What is the purpose of government? Why is government necessary?
• What is good government? What does it look like?
• What makes a good citizen? What are their characteristics?

Period 5: Enlightenment QUIZ (open notes) on Thursday. Also, READ Chapter 1, Sec 3 and 4 of textbook; CORNELL NOTES for p. 24-25 (stop at "Native Americans...) and p. 35-36 ("Great Awakening" section).

HW for Mon 09/08 and Tues 09/09

Periods 4 and 6: Cornell Notes, "The Growth of Democratic Tradition". Make sure to include your own Main Ideas/Questions. Notes can be used during the Enlightenment Quiz on Wednesday.



Periods 2 and 5: Cornell Notes, We the People, Lessons 1 and 2. Notes can be used during the Enlightenment Quiz. Use setup below.

HW for Fri 09/05

Periods 2, 5 and 6: Finish Cornell Notes for "Representative Democracy in America," including Main Ideas/Questions and Summary. Make sure to use the rubric included in the Syllabus packet to guide you.

Period 4: Complete left-hand side of your notes thus far for "Representative Democracy in America." We'll finish the notes and film tomorrow.

REMINDER: Bring your History notebook (3 subject) by Tuesday, 09/09.

HW for Th 09/04

1. Parent signature on course syllabus (4 points)

2. Essay of personal introduction (4 points)

3. History notebooks (3 subject) by Tuesday, September 9

Welcome

Greetings 2008-2009 US History students!

Welcome to another thrilling year (are there any other kind?) at Ortho. I am happy to meet you and introduce you to our class blog.

Be sure to check this blog daily for HW assignments, announcements, extra credit opportunities, and just to continue discussions from class.

Looking forward to working with you this year! See you in class,

Ms. Doshi

World History Holocaust Photos

http://www.ushmm.org/education/foreducators/prodev/beli/2003/staff01/images/

World History Museum Exhibit Links

1. GENERAL SOURCES

· http://www.bbc.co.uk/history/worldwars/wwtwo/ (Great overall source on many topics of WWII)
· http://www.ushmm.org/education/forstudents/ (Another good general introduction from the US Holocaust Memorial Museum)

2. TOPIC-SPECIFIC SOURCES

· German, Italian and/or Japanese aggression in the 1930s (including the Rape of Nanking)
i. http://www.crf-usa.org/bria/bria18_3.htm#nanking (Japan--see the bottom of this article for more great links)
ii. http://www.chlive.org/pbeck/eastlibrary/NANJINGMASSACRERESOURCES.htm (Japan)
iii. http://www.princeton.edu/~nanking/ (Japan)
iv. http://www.fordham.edu/halsall/mod/nanking.html (Japan)
v. http://www.bbc.co.uk/history/worldwars/wwtwo/japan_quest_empire_01.shtml (Japan)
vi. http://www.ushmm.org/wlc/article.php?lang=en&ModuleId=10005141 (Germany)


· Appeasement and isolationism in Europe and the US
i. http://www.yale.edu/lawweb/avalon/imt/munich1.htm
ii. http://www.fordham.edu/halsall/mod/1938PEACE.html
iii. http://orpheus.ucsd.edu/speccoll/dspolitic/ (propaganda cartoons from “Dr. Seuss”)
iv. http://www.iwm.org.uk/upload/package/29/mediawar/technolww2.htm
v. http://nhs.needham.k12.ma.us/cur/baker_00/2002-p3/baker_p3_12-01_js/index.htm
vi. http://harwich.edu/depts/history/HHJ/iso.htm
vii. http://www.charleslindbergh.com/americanfirst/index.asp
viii. http://www.pbs.org/wgbh/amex/lindbergh/filmmore/reference/primary/firstcommittee.html B(primary source)
ix. http://library.thinkquest.org/C0111500/ww2/app.htm

· Major battles/events of the European theater (Invasion of France, Evacuation of Dunkirk, Battle of Britain/the blitz, Operation Barbarossa, D-Day, Battle of the Bulge)
i. http://www.learningcurve.gov.uk/homefront/default.htm
ii. http://history.hanover.edu/courses/excerpts/111chur.html
iii. http://www.fordham.edu/halsall/mod/churchill-blood.html
iv. http://www.kansasheritage.org/abilene/ikectr.html
v. http://www.bbc.co.uk/history/worldwars/wwtwo/dunkirk_audio.shtml
vi. http://www.bbc.co.uk/history/worldwars/wwtwo/battle_of_britain_01.shtml
vii. http://www.bbc.co.uk/history/worldwars/wwtwo/invasion_ww2_01.shtml
viii. http://www.bbc.co.uk/history/worldwars/wwtwo/fall_france_01.shtml
ix. http://www.bbc.co.uk/history/worldwars/wwtwo/hitler_russia_invasion_01.shtml
x. http://www.bbc.co.uk/history/worldwars/wwtwo/#in-depth:_d-day_and_overlord
xi. http://www.bbc.co.uk/history/worldwars/wwtwo/battle_bulge_01.shtml


· The attack on Pearl Harbor
i. http://www.fordham.edu/halsall/mod/1941PEARL.html
ii. http://www.pearlharbormemorial.com/site/pp.asp?c=fqLQJ2NNG&b=1549551
iii. http://memory.loc.gov/ammem/afcphhtml/afcphhome.html
iv. http://memory.loc.gov/ammem/today/dec07.html
v. http://www.nytimes.com/learning/teachers/featured_articles/19981207monday.html
vi. http://www.bbc.co.uk/history/worldwars/wwtwo/pearl_harbour_01.shtml (great secondary source)
vii. http://plasma.nationalgeographic.com/pearlharbor/
viii. http://www.theatlantic.com/issues/91dec/fallows.htm (Japanese perspective)
ix. http://www.ibiblio.org/hyperwar/AAF/USSBS/PTO-Campaigns/USSBS-PTO-2.html (Japanese perspective)


· Major battles of the Pacific theater (Bataan, Midway, Iwo Jima, Okinawa)
i. http://www.historyplace.com/unitedstates/pacificwar/index.html
ii. http://www.bbc.co.uk/history/worldwars/wwtwo/battle_midway_01.shtml
iii. http://www.pbs.org/thewar/detail_5228.htm (Iwo Jima)
iv. http://www.pbs.org/thewar/detail_5209.htm (Bataan)

· Leadership of Winston Churchill
i. http://www.bbc.co.uk/history/historic_figures/churchill_winston.shtml
ii. http://www.chu.cam.ac.uk/archives/churchill_papers/biography/
iii. http://www.nls.uk/digitallibrary/churchill/
iv. http://www.bbc.co.uk/history/worldwars/wwtwo/churchill_gathering_storm_01.shtml
v. http://www.bbc.co.uk/history/worldwars/wwtwo/churchill_defender_01.shtml


· Military leaders of WWII (Douglas Macarthur, Dwight Eisenhower)
i. http://www.whitehouse.gov/history/presidents/de34.html (Eisenhower)
ii. http://www.kansasheritage.org/abilene/ikectr.html (Eisenhower)


· Life on the home front (British)
i. http://www.fordham.edu/halsall/mod/ww2-music-uk.html
ii. http://www.learningcurve.gov.uk/homefront/default.htm
iii. http://www.bbc.co.uk/history/british/britain_wwtwo/
iv. http://www.iwm.org.uk/upload/package/20/lifeinww2/index.htm


· The Holocaust
i. http://www.ushmm.org/holocaust/
ii. http://www.ushmm.org/education/forstudents/
iii. http://www.ushmm.org/outreach/nrule.htm
iv. http://motlc.wiesenthal.com/site/pp.asp?c=gvKVLcMVIuG&b=394653
v. http://www.ushmm.org/wlc/en/
vi. http://www.ushmm.org/museum/exhibit/online/phistories/
vii. http://www.fordham.edu/halsall/mod/modsbook44.html
viii. http://www.ushmm.org/museum/exhibit/focus/maps/
ix. http://www.bbc.co.uk/history/worldwars/wwtwo/liberation_camps_01.shtml
x. http://www.bbc.co.uk/history/worldwars/genocide/launch_tl_persecution_genocide.shtml


· Military technology (blitzkrieg, radar, aircraft carriers, atomic bomb, etc)
i. http://www.bbc.co.uk/history/worldwars/wwtwo/blitzkrieg_01.shtml
ii. http://www.bbc.co.uk/history/worldwars/wwtwo/battle_bulge_01.shtml
iii. http://www.bbc.co.uk/history/worldwars/wwtwo/nuclear_01.shtml
iv. http://www.iwm.org.uk/upload/package/29/mediawar/technolww2.htm (new media technologies)
v. http://www.ieee-virtual-museum.org/exhibit/exhibit.php?id=159269&lid=1 (also see related articles on the right of this site)
vi. http://www.ieee-virtual-museum.org/exhibit/exhibit.php?taid=&id=159269&lid=1&seq=3
vii. http://www.ieee-virtual-museum.org/exhibit/exhibit.php?taid=&id=159269&lid=1&seq=5
viii. http://projects.olin.edu/ahs/HOT2004/Allies/index.htm
ix. http://www.bbc.co.uk/history/worldwars/wwtwo/aerial_recon_gallery.shtml
x. http://www.bbc.co.uk/history/worldwars/wwtwo/area_bombing_01.shtml
xi. http://www.bbc.co.uk/history/worldwars/wwtwo/air_war_bombers_01.shtml

· Nazi war criminals and the Nuremberg Trials
i. http://www.bbc.co.uk/history/worldwars/wwtwo/nuremberg_article_01.shtml
ii. http://www.bbc.co.uk/history/worldwars/wwtwo/war_crimes_trials_01.shtml
iii. http://www.bbc.co.uk/history/worldwars/genocide/guilt_identity_01.shtml
iv. http://www.bbc.co.uk/history/worldwars/genocide/eichmann_01.shtml
v. http://www.ushmm.org/museum/exhibit/focus/warcrimetrials/comment_post.php
vi. http://www.washingtonpost.com/wp-dyn/content/article/2007/12/05/AR2007120502437.html
vii. http://query.nytimes.com/gst/fullpage.html?res=9E0CEFD9163FF937A35751C0A964958260
viii. http://www.ushmm.org/wlc/article.php?lang=en&ModuleId=10005140
viii http://history.sandiego.edu/GEN/st/~tpace/Timeline.html (Argentina in WWII)

World History HW for Wed 05/14 to Mon 05/19

1. Read all of Chapter 14.
2. CN, Ch 14 Sec 1.
3. CN, Ch 14 Sec 2.

US History HW for Wed 05/14 to Thurs 05/22

1. Read all of Chapters 16 and 17.
2. CN, Ch 16 Sec 4.
3. Museum Exhibit Research Notes (find 2 other sources outside the one provided!)

Totalitarianism research links

Adolf Hitler
http://www.bbc.co.uk/history/worldwars/wwtwo/hitler_01.shtml
http://www.pbs.org/wgbh/amex/holocaust/peopleevents/pandeAMEX87.html
http://www.jewishvirtuallibrary.org/jsource/Holocaust/hitler.html

Benito Mussolini
http://www.spartacus.schoolnet.co.uk/FWWmussolini.htm
http://www.learningcurve.gov.uk/heroesvillains/g3/
http://www.channel4.com/history/microsites/R/real_lives/mussolini.html
http://www.euronet.nl/users/wilfried/ww2/mussolin.htm

Josef Stalin
http://www.spartacus.schoolnet.co.uk/RUSstalin.htm
http://www.bbc.co.uk/history/historic_figures/stalin_joseph.shtml
http://www.learningcurve.gov.uk/heroesvillains/g4/

World History HW for Fri May 9 to Tues May 12

Friday, May 9 to Tuesday, May 12: bring textbooks, finish "Animal Farm" final reflection

US History HW for May 9 to May 13

Friday, May 9: Socratic Seminar preparation

Monday, May 12: Exam (Pd 5)
Tuesday, May 13: Exam (Pds 2 and 6), NBs (Pds 2 and 5)
Wednesday, May 14: NBs (Pd 6)

US History HW for Wed 05/07 and Th 05/08

Periods 2 and 5: CN, "New Deal Critics" and "Record of the New Deal"

Period 6: CN, "The Tennessee Valley Authority"

World History HW for Wed 05/07 and Th 05/08

1. Russian Revolution Quiz next class

• Fever Model: Incubation and Symptomatic stages
• Fever Model: Crisis and Convalescence stages
• Lenin and the New Soviet Union
• Stalin the Rise of Totalitarianism

2. Finish Stalin Webquest

US History HW for Fri 05/02 and Mon 05/05

Periods 2 and 5
CN, The Tennessee Valley Authority

Period 6
"Alphabet Soup" Notes
QUIZ on Friday!

World History HW for Fri 05/02 and Mon 05/04

1. Finish Stalin Webquest (Cornell Notes ONLY)

EXTRA CREDIT: US and World History students

Propaganda Poster--12 extra credit Project points!

Create a propaganda poster for one of the 2 topics:

• A New Deal agency, such as the TVA, WPA, etc. (US History students)
• The Communist Party under Lenin or Stalin (World History students)

Criteria for New Deal poster:

1. Title of the agency
2. Purpose of the agency
3. Illustration
4. Slogan

Visit http://memory.loc.gov/ammem/wpaposters/highlights.html for model New Deal posters.

Criteria for Stalin or Lenin's Communist Party poster:

1. Focus on one aspect of Russian Communism
2. Illustration
3. Slogan

Visit http://digitalgallery.nypl.org/nypldigital/explore/dgexplore.cfm?topic=printing&collection=PostersoftheRussianC&col_id=195 for sample Communist Party posters.

WH History HW for Wed 04/30 and Th 05/01

1. Finish "Violence and the Russian Revolution" notes (Period 4)
2. CN, "Totalitarianism/Stalinist Russia" (p. 395-399 of textbook handout)

US History HW for Wed 04/30 and Th 05/01

Periods 2 and 5
1. Venn Diagrams due!
2. "Alphabet Soup" Notes; quiz next class.

US History HW for Tuesday 04/29

Periods 2 and 5
Venn Diagram: Presidential Responses to the Great Depression

To be TURNED IN at the beginning of class!

World History HW for Mon 04/28 and Tues 04/29

1. Read the 3 documents from the yellow packet, which all focus on the question:

–Did Russian Communist leaders use violence to achieve equality for the peasants/working class or to establish their own personal power?

2. Take notes as indicated in the chart below:

US History HW for Fri 04/25 and Mon 04/28

Periods 2 and 5
1. Public Hearing Reflection

Based on the testimony presented at our Public Hearing, what solutions would you have presented to Franklin Delano Roosevelt’s administration regarding the problems faced by Dust Bowl migrants?

Answer in ¾-1 page, making sure to include a thesis statement and specific historical details.

US History HW for Fri 04/18 and Mon 04/21

Period 6: 1920s DBQ due on Friday!

Periods 2 and 5: Socratic Seminar preparation (see below)

1. Tell the story of the Dust Bowl from the point of view of:
• A farmer who migrated to California
• A farmer who remained in the Midwest

2. What was the human toll of the Great Depression, as described in the sources?

3. What were the social and economic impact of migrants on California?

4. P. 349 of The Grapes of Wrath (especially the last sentence): what does Steinbeck mean? Why might this novel have been controversial?

US History HW for Wed 04/16 and Th 04/17

Periods 2 and 5: DBQ Rough Draft DUE! Also CN, Ch 14 Sec 2
Period 6: Vocabulary paragraph (use Ch 14 Sec 1)

World History HW for week of April 14

Period 4: Treaty of Versailles Simulation Reflection

Were the terms of the actual Treaty of Versailles fair? Why or why not?
Remember to include:
•A thesis/argument
•3-4 pieces of historical evidence, including infomation from the different nations’ points of view
•A conclusion

Periods 3 and 4
WWI Multiple Choice Exam on Wed 04/16 and Th 04/17
NBs due Wed 04/16/Fri 04/18 OR Th 04/17/Mon 04/21
WWI DBQS due Fri 04/18 OR Mon 04/21

US History HW for Tues 04/15

Period 2: Great Depression "Mystery" Reflection (answer the following questions, based on your answers to the "mystery" web research):

1.What evidence of economic troubles did you spot in the 1920s?
2.How did the Great Depression affect different aspects of the American economy in the 1930s?
3.What larger events in the US or world might have led to economic problems?
4.What evidence of government response to the Depression did you find?

Period 5: none; just make sure to turn in completed Vocabulary assignments to Monday's sub.

Period 6: none; bring completed DBQ rough drafts to class on Tuesday.

DBQ ALERT: Period 2 Rough Drafts due Wed 04/16; Period 5 Rough Drafts due Thurs 04/17
Period 6 Final Drafts due Fri 04/18

World History HW for Wed 04/09 and Th 04/10

Cornell Notes, Ch 11 Sec 4

WWI DBQ Final Draft due next week!

US History HW for Wed 04/09 and Th 04/10

Periods 2 and 5: DBQ Document Analysis (7 docs total, 2 pts towards final Essay grade)

All classes: NBs due next class!

US History HW for Tues 04/08

Periods 2 and 5: Finish reading/taking notes on "Babbitt". Also read through 1920s DBQ essay prompt and documents.

Period 6: Harlem Renaissance "How to Be" poems. Be ready for poetry readings!

World History Webquest: Total War

1. Go to http://www.learningcurve.gov.uk/britain1906to1918/
2. Click on “Civilians and War 1914-1918”
3. Read the Gallery introduction2. Click on one “Case Study” and choose ONE primary source
4. Complete an APPARTS for this primary source

OR

1. Go back to the first site, and click on “Propaganda 1914-1918”
2. Read the Gallery introduction
3. Click on one “Case Study” and choose ONE primary source
4. Complete an APPARTS for this primary source

**Extra APPARTS are 4 points EXTRA CREDIT each**

US History HW for Fri 04/04 and Mon 04/07

Periods 2 and 5: Cornell Notes, Ch 12 Sec 3
Period 6: Harlem Renaissance How-to-Be poem (due Tuesday, 04/08)

World History HW for Fri 04/04 and Mon 04/07

Cornell Notes, Ch 11 Sec 3

DBQ Rough Draft due TUESDAY 04/08 (4 points!)

US History HW for W 04/02 and Th 04/03

Periods 2 and 5: Cornell Notes, "Ku Klux Klan"

Period 6: Socratic Seminar preparation (see questions below)

1. What is “black art”?
2. What is the message/main idea/theme of each of the short stories, poems and artwork of the Harlem Renaissance?
3. If these pieces of art describe the “New Negro” of the 1920s, how would you describe the “New Negro”?
4. Your question

US History HW for Tues 04/01

Periods 2 and 5: Socratic Seminar Preparation (Harlem Renaissance)

SOCRATIC SEMINAR QUESTIONS
1.Is there such a thing as “black art”? George Schuyler v. Langston Hughes
2.Themes and topics of short stories, poems and artwork of the Harlem Renaissance?
3.Your question #1
4.Your question #2

Period 6: CN, Chapter 13 Sec 4

World History HW, due Wed 04/02 and Th 04/02

Finish WWI Webquest: Trench Warfare and Major Battles

US History HW for Wed 03/26 and Th 03/27

Periods 2, 5, 6: Cornell Notes, Chapter 13 Sec 2

Periods 2 and 5 only: Primary Source Notes for "The New Woman" packet

World History HW for Wed 03/26 and Th 03/27

Period 4 only: Complete the "Document Analysis Chart" for ONE of the following DBQ documents (you should have decided this with your group on Tuesday): A, B, F, K, L

Periods 3 and 4: CN, Chapter 11 Section 2


TUTORING AFTERSCHOOL ON WEDNESDAY 03/26

World History HW for Spring Break

Period 3: Finish "Causes of WWI" Rankings handout. Group Quiz on Monday, March 25.

Periods 3 and 4: Complete "Europe in 1914" Map and "Assassination of an Archduke" Storyboard. COLLECTED on Mon 03/25 or Tues 03/26.

US History HW for Spring Break

Period 2: Mini-APPARTS x4 (1925 Tennessee Evolution Statute, 18th Amendment, 21st Amendment, Volstead Act)

Period 5: Cartoon Analysis, Prohibition and Evolution

Period 6: none; HOWEVER, WWI essays are late and past due! See me afterschool after Spring Break if you want to make this up. Late essays WILL NOT be accepted otherwise.

ALL CLASSES
Connections Quiz on Tuesday, March 26
*Red Scare
*Religious Fundamentalism
*Evolution/Scopes Trial
*Prohibition

World History HW for week of March 10

Period 3: "Idiot's Guide to Colonialism" due THURSDAY 03/13. Bring textbooks on Thursday.

Period 4: "Idiot's Guide to Colonialism" due FRIDAY 03/14. Also bring completed "Causes of WWI" rankings handout. Bring textbooks on Friday.


GOOD LUCK ON THE CAHSEE!

US History HW for week of March 10

Periods 2 and 6: Finish "Red Scare Story Summary". Presentations on Friday. Remember to turn in Cornell Notes to Wednesday's substitute teacher!

Period 5: Red Scare Presentations on Tuesday. Cornell Notes, Chapter 13 Sec 1 for Thursday, March 13.

World History HW for Fri 03/07 and Mon 03/10

Prereading Guide, Ch 11

US History HW for Fri 03/07 and Mon 03/10

Periods 2 and 5: CN, Ch 12 Sec 1 (Period 2: please come prepared! We will leave at 9am for the guest speaker)

Period 6: Essay rough draft due--8 points!

Upcoming World History Dates

Notebook Checks
Period 3: A-M already due, N-Z due Monday 03/03
Period 4: A-M already due, N-Z due Friday 02/29

Exam Review
Afterschool, Monday 03/03

Exam
Period 3: Thursday 03/06
Period 4: Wednesday 03/05

"Idiot's Guide to Colonialism" Project
Rough Draft: Tuesday, March 3
Final Draft: Thursday, March 13 (Pd 3) or Friday, March 14 (Pd 4)

Upcoming US History Due Dates

Notebooks
Periods 2 and 5: Tuesday, March 4
Period 6: Wednesday, March 5

Exam
Period 2: Tuesday 03/04 and Wednesday 03/05
Period 5: Tuesday 03/04 and Thursday 03/06
Period 6: Wednesday 03/05

WWI Essays: Rough drafts
Period 2: Wednesday 03/05
Period 5: Thursday 03/06
Period 6: Friday 03/07

WWI Essays: Final drafts
ALL CLASSES: Tuesday 03/11

World History HW for Wed 02/27 and Th 02/28

BOTH PERIODS 3 AND 4

1. CONNECTIONS QUIZ: bring all notes on the following topics:

**Introduction to "New" Imperialism ("Guns, Germs and Steel" theory, Building Blocks of Colonialism, Ch 9 Sec 1 Vocabulary paragraph)

**European Colonialism in Africa

**British Colonialism in India


PERIOD 3 ONLY
2. CN: Colonialism in Australia (use "Rabbit-Proof Fence" film guide and p. 334-335 of textbook)

PERIOD 4 ONLY

2. Debate Reflection (to be checked on Wednesday)
In your own opinion, do you think British colonialism overall brought more harm or good to India? Why?
Remember to include:
•A thesis/argument
•3-4 pieces of historical evidence, including infomation from the primary source
•A conclusion

US History HW for Wed 02/27 and Th 02/28

Periods 2 and 5: Cornell Notes, "Iron-Jawed Angels" Film Guide (use notes setup below)

ALSO: Bring "Us Imperialism in Mexico" Essays and purple Socratic Seminar packet

Period 6: Finish Cornell Notes, Ch 11 Sec 3 and p. 396-397. Also bring purple Socratic Seminar packet.

World History HW for Tuesday 02/26

Periods 3 and 4: Bring "Benefits of British Rule" debate materials to class. Prepare to participate if you didn't during the first half of the debate!

Also: Open Notes Connections QUIZ on Wed/Th, on the topics below. Come with all CN assignments finished, including those from the textbook.

• Intro to Imperialism (motivations, "Guns, Germs and Steel" theory, Building blocks of colonialism"
• European colonialism in Africa
• British colonialism in India

US History HW for Tuesday 02/26

1. Hearing reflection (to be collected):

Should the United States have joined the League of Nations, following WWI? Why or why not?
Remember to include:
•A thesis/argument
•An introduction
•3-4 pieces of historical evidence, including information from primary sources
•A conclusion

2. Socratic Seminar preparation--bring purple packet to class, having read, and taken notes on the following questions:

• What discrimination was experienced by German Americans during WWI?
  
• What discrimination was experienced by African Americans during WWI?
  
• Compare and contrast the experiences of previously mentioned groups.
  
• In what ways did the United States government sway public opinion to support the war effort? From your own perspective, was it appropriate for the government to employ such methods to build a consensus?
  
• How did individuals protest against World War I?
  
• How were individual freedoms restricted during World War I?

REMINDER: Pd 5 HW for Monday 02/25

See the post below for Thursday 02/21 HW.
Please come with these notes completed...we will be having a debate on the League of Nations during Monday's class.

World History HW for Wed 02/20 and Th 02/21

Period 3: NONE! Just get caught up on last week's Cornell Notes (Chapter 9, Sections 2 and 4)

Period 4: Cornell Notes--Chapter 9, Sec 4 and Mini-APPARTS for "The Benefits of British Rule" (orange handout)

US History HW for Wed 02/20 and Th 02/21

Period 2: Mini-APPARTS and Hearing preparation for "Should the US ratify the Treaty of Versailles and join the League of Nations?" ALSO: Cornell Notes--Ch 11, Sec 3 and p. 396-397 (if you don't have time for the notes, at least read these sections)

Periods 5 and 6: Using the "Hypothetical Position Statements on the League of Nations" handout, complete the chart below in your notebook.

World History HW for Tuesday, 02/19

Periods 3 and 4: Cornell Notes--Chapter 9, Section 4

Period 4: Final draft of Dialogue Poem

Period 3: EXTRA CREDIT--16 Project points

Create a Dialogue Poem on European Colonialism in Africa

See the details below, and ask me if you have questions.

Due by the day of the Unit Exam (week of 03/03)

US History HW for Friday 02/15

Period 2: CN for Chapter 11, Section 4 and APPARTS for "Covenant of the League of Nations" and "Fourteen Points"

Period 6: CN for Chapter 11, Section 4

World History: Imperialism in Africa Webquest

INTRODUCTION
As European powers gained a foothold in the various regions of the African continent in the nineteenth century, citizens from their respective countries took up the challenge of colonization. What followed was a period of intense competition among European powers as they clashed, protecting their imperialistic ambitions in Africa, India, the Middle East and Asia.

DIRECTIONS
Follow the directions below to complete a webquest on the Berlin Conference and the Scramble for Africa.

1. Visit the Berlin Conference site: http://www.montgomeryschoolsmd.org/departments/isa/ninvest/imperial/berlinconference.htm

2. Read and the answer the questions about the article, in your notebook. You should either copy the questions, or print out the page so you have the questions as a reference.

3. Visit the Scramble for Africa site: http://wfps.k12.mt.us/teachers/carmichaelg/new_page_34.htm

4. Again, read and the answer the questions in your notebook. Copy the questions, or print the page as a reference. Question #5 (under the pie graph) is 4 points extra credit!

HW for Pd 4 (after Wednesday's class) and Pd 3 (after Thursday's class)

US History HW for Wed 02/13 and Th 02/14

Periods 2 and 5: US Imperialism in Mexico Reflection Essay. Also, bring a flash drive with you to class if possible.

Period 6: Socratic Seminar Reflection (even though we didn't have one), answering the question, "Was US Imperialism in the Mexican Revolution justified? Why or why not?" Remember to include:

•A thesis/argument
•An introduction
•3-4 pieces of historical evidence, including information from primary sources
•A conclusion

WH History HW for Wed 02/13 and Th 02/14

Period 3: Read, highlight, underline, understand the 2 primary sources on Africa--"The Coming of the Pink Cheeks" and "Confession of Faith"

Period 4: Cornell Notes, Chapter 9 Section 2

EXTRA CREDIT: US History

Become a corridistas! (16 extra credit Project points)

1. Choose an event from the Mexican Revolution, or ANY event we have studied in US History class this year.

2. Read the article on "What is a Corrido?" below.

3. Read the "Tips on Writing Corrido Lyrics" at http://www.artsedge.kennedy-center.org/content/3744/

4. Following the structure given below, write your own corrido. See http://artsedge.kennedy-center.org/content/3772/corridos.swf for traditional and student corrido samples.

World History HW for Tuesday 02/12

Read and complete 10 word squeezes for each section (there are 6) of "The Building Blocks of Colonialism"

US History HW for Tuesday 02/12

Periods 2 and 5

US Imperialism in Mexico Essay DUE
Be ready for group World War I Presentations (and follow up questions)

Period 6

Political Cartoon Project DUE

Read through/underline/highlight the primary sources on the Mexican Revolution. While reading, focus on these questions:

• Why did the US intervene in the Mexican Revolution?
• How did the US/Pres. Wilson put “missionary diplomacy” into action during the Mexican Revolution?
• Compare US intervention in Mexico with US intervention during the Spanish-American war.
• Was US intervention in Mexico justified? Why/why not?
  

World History HW for Fri 02/08 and Mon 02/11

Vocabulary Paragraph (see handout)

Read Chapter 9, Section 1 of your textbook.

Using the vocabulary from our activity, write a coherent, well-written paragraph that uses all of the vocabulary words. You may add additional words as necessary. Your paragraph should respond to the question:

Describe the motivations behind, and responses to, “new” imperialism.

US History HW for Fri 02/08 and Monday 02/11

Periods 2 and 5

**(Re)read and bring primary sources for Socratic Seminar!**
1. Cornell Notes: Chapter 11, Sec 1 and 2
2. US Imperialism in Mexico Reflection Essay (due Tuesday 02/12)

Period 6
1. NONE! Political Cartoon Project due on Tuesday 02/12

US History HW for Wed 02/06 and Th 02/07

All classes: Cornell Notes, p. 363-365 of textbook

Questions for Cornell Notes

What is “missionary diplomacy”?

Describe the Mexican Revolution: who, what, when/where, why?
WHO (discuss): Francisco Madera, Victoriano Huerta, Venustiano Carranza, Pancho Villa, Emiliano Zapata

How and why did the US intervene in Mexico?

Compare US intervention in Mexico with the Spanish-American War.


PERIODS 2 AND 5 ONLY: Prepare for Socratic Seminar. Read, highlight, take notes on, and understand primary sources on US intervention in the Mexican Revolution.

Socratic Seminar Focus Questions

1. Compare and contrast US intervention in the Mexican Revolution and during the Spanish-American War.
2. “American involvement in the Mexican Revolution was a deliberated calculated scheme of robbery on the part of a superior power against a weaker neighbor” Assess the validity of this statement.
3. How does American intervention in Mexico reflect President Woodrow Wilson’s “missionary diplomacy”?

World History HW for Wed 02/06 and Th 02/07

Industrial Revolution DBQs are due!
Late DBQs lose 10 points...so get them in on time!
Remember to attach Peer Editing sheets for 2 points extra credit.

EXTRA CREDIT: ALL CLASSES

4 points extra credit: Ask your parents/family members/friends for an "I Voted" sticker. Include in your notebook.

8 points extra credit: Write a one page "Election Reflection." Discuss the election (Democratic primaries, Republican primaries, California propositions), and your opinion regarding the results. Include in your notebook.