Semester 2 Homework
Assignment #19: Reading Q's: The Great Depression
Read The Americans, pp. 642-9 and respond to the following.
1. Create a chart depicting the causes of the Stock Market Crash of 1929.
2. Create a chart depicting the causes and the effects of the Great Depression.
3. Respond to question #4 on page 649 in a well-developed paragraph.
Due: Monday, April 30th
Read The Americans, pp. 642-9 and respond to the following.
1. Create a chart depicting the causes of the Stock Market Crash of 1929.
2. Create a chart depicting the causes and the effects of the Great Depression.
3. Respond to question #4 on page 649 in a well-developed paragraph.
Due: Monday, April 30th
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Assignment #18: In-Class Essay -- World War I Document Based Question ("DBQ").
On Friday, April 20th students will complete an in-class DBQ essay as a final assessment of our study of World War I. This is an open-book and open-note exam. Please bring with you your copies of the document packet, as well as your SOAPS analyses, which we worked on in class on Wednesday. Also, you are strongly encouraged to prepare a detailed outline to guide your writing.
The exam instructions are as follows:
Directions: Using the information contained in the primary source documents introduced in class, as well as your knowledge of the events surrounding the United States’ entry into World War I, write a well-organized essay responding to the following:
To what extent was the United States justified in entering into World War I? Identify and analyze the moral, economic, and political reasons for the United States’ entry into the war.
Your response should state a clear thesis, present several supporting arguments, and analyze evidence drawn from at least 5 primary documents in supporting your position.
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Your SOAPS analyses will also be collected at the conclusion of the exam. An additional copy of the document packet is attached for your use.
Due: Friday, April 20th.
Assignment #18: In-Class Essay -- World War I Document Based Question ("DBQ").
On Friday, April 20th students will complete an in-class DBQ essay as a final assessment of our study of World War I. This is an open-book and open-note exam. Please bring with you your copies of the document packet, as well as your SOAPS analyses, which we worked on in class on Wednesday. Also, you are strongly encouraged to prepare a detailed outline to guide your writing.
The exam instructions are as follows:
Directions: Using the information contained in the primary source documents introduced in class, as well as your knowledge of the events surrounding the United States’ entry into World War I, write a well-organized essay responding to the following:
To what extent was the United States justified in entering into World War I? Identify and analyze the moral, economic, and political reasons for the United States’ entry into the war.
Your response should state a clear thesis, present several supporting arguments, and analyze evidence drawn from at least 5 primary documents in supporting your position.
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Your SOAPS analyses will also be collected at the conclusion of the exam. An additional copy of the document packet is attached for your use.
Due: Friday, April 20th.
world_war_i_dbq_docs.pdf | |
File Size: | 4190 kb |
File Type: |
Assignment #17: Classwork: Recent Economic Trends -- 2018
Read the attached 3 articles on the current state of the U.S., California, and Sonoma County economies. Then, for each article, record 2 or 3 significant facts that reveal current economic conditions. Record your responses in your journal. Also, be careful to identify any technical economic terms with which you are unfamiliar.
Due: In-class assignment -- Tuesday, April 24nd.
Read the attached 3 articles on the current state of the U.S., California, and Sonoma County economies. Then, for each article, record 2 or 3 significant facts that reveal current economic conditions. Record your responses in your journal. Also, be careful to identify any technical economic terms with which you are unfamiliar.
Due: In-class assignment -- Tuesday, April 24nd.
recent_press_coverage_on_state_of_economy_2018.docx | |
File Size: | 89 kb |
File Type: | docx |
recent_press_coverage_on_state_of_economy_2018.pdf | |
File Size: | 47 kb |
File Type: |
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Assignment #16: Visual Synthesis of World War I
Working with a partner, or by yourself, create a one page, short-hand visual synthesis of the "Who, When, Where & Why" of World War I. Use simple images, symbols, shapes, diagrams and colors to depict the main events, concepts, and ideas. You may also use words, phrases, and definitions in your piece, but your art piece should be primarily visual rather than based on language.
Your objective is to summarize the basic information about World War I in a visually appealing and engaging way.
Please rely on the following sources of information: Lecture Notes (remember, "Not In My Day"); The Americans, pp. 554-6; 558-61; Homework Assignment #15 below.
Due: Monday, April 16th.
Assignment #16: Visual Synthesis of World War I
Working with a partner, or by yourself, create a one page, short-hand visual synthesis of the "Who, When, Where & Why" of World War I. Use simple images, symbols, shapes, diagrams and colors to depict the main events, concepts, and ideas. You may also use words, phrases, and definitions in your piece, but your art piece should be primarily visual rather than based on language.
Your objective is to summarize the basic information about World War I in a visually appealing and engaging way.
Please rely on the following sources of information: Lecture Notes (remember, "Not In My Day"); The Americans, pp. 554-6; 558-61; Homework Assignment #15 below.
Due: Monday, April 16th.
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Assignment #15: Reading Q's -- American Neutrality & Pressure to Enter World War I
Read The Americans, pp. 558 - 61 and respond to the following.
1. Create a 2 column addressing the following questions:
2. On balance, which side (isolationist or interventionist) had the strongest arguments? Should the U.S. have entered the war? Why or why not? If so, at what point in time should the U.S. have joined the fight?
3. In general, under what circumstances and conditions, if any, should the U.S. enter into war overseas? In responding, consider these possible motives and scenarios:
Due: Friday, March 30th.
Assignment #15: Reading Q's -- American Neutrality & Pressure to Enter World War I
Read The Americans, pp. 558 - 61 and respond to the following.
1. Create a 2 column addressing the following questions:
- What events & arguments supported the view of those who OPPOSED to the U.S. entering WW I (the "Isolationists")?
- What events & arguments supported the view of those who FAVORED the U.S. involvement in WW I (the "Interventionists")?
2. On balance, which side (isolationist or interventionist) had the strongest arguments? Should the U.S. have entered the war? Why or why not? If so, at what point in time should the U.S. have joined the fight?
3. In general, under what circumstances and conditions, if any, should the U.S. enter into war overseas? In responding, consider these possible motives and scenarios:
- A direct attack on U.S. soil (e.g., Pearl Harbor or 9/11);
- An attack on a U.S. embassy or military base overseas;
- To promote U.S. economic interests, or protect U.S. economic assets in foreign lands;
- To promote American values (e.g., democracy and freedom); and
- To protect and preserve International Human Rights (e.g., to prevent a genocide, or protect a particularly vulnerable group of people).
Due: Friday, March 30th.
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Assignment#14: Reading Q's -- The Suffrage Movement
Read Americans, pp. 502-4; 518-20.
Respond to ONE of these options.
1. Identify and discuss the most significant personalities and events in the first wave of the American feminist movement.
2. Describe the differing goals and strategies of Mary Chapman Catt's NAWSA and Alice Paul's National Women's Party. If you had been a suffragette during the early 1900s, which group would you have supported? Why?
3. Write your own higher-level, analytical question based on the major ideas in the reading. Then, respond to your question in several well-developed paragraphs (approximately 1 page).
Due: Wednesday, March 14th.
Assignment#14: Reading Q's -- The Suffrage Movement
Read Americans, pp. 502-4; 518-20.
Respond to ONE of these options.
1. Identify and discuss the most significant personalities and events in the first wave of the American feminist movement.
2. Describe the differing goals and strategies of Mary Chapman Catt's NAWSA and Alice Paul's National Women's Party. If you had been a suffragette during the early 1900s, which group would you have supported? Why?
3. Write your own higher-level, analytical question based on the major ideas in the reading. Then, respond to your question in several well-developed paragraphs (approximately 1 page).
Due: Wednesday, March 14th.
Assignment #13: Washington Post Feminism Quiz
Take the quiz entitled "What Type of Feminist (Or Anti-Feminist) Are You?" found at the following weblink. https://www.washingtonpost.com/graphics/national/feminism-project/poll/
When you've concluded the quiz, watch the short video of interviews of individuals whose results were most similar to your own. Then, write a short (1 page) reflection (which may be handwritten) of what you discovered from completing this quiz.
Due: Monday, March 12th.
Take the quiz entitled "What Type of Feminist (Or Anti-Feminist) Are You?" found at the following weblink. https://www.washingtonpost.com/graphics/national/feminism-project/poll/
When you've concluded the quiz, watch the short video of interviews of individuals whose results were most similar to your own. Then, write a short (1 page) reflection (which may be handwritten) of what you discovered from completing this quiz.
Due: Monday, March 12th.
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Assignment #12: Classwork/Homework -- Analyzing the Seneca Falls Declaration of Sentiments & Rights.
With a partner, after reading the Seneca Falls Declaration (copy attached), complete the following on a single sheet of paper (for the 2 of you):
1. Select and define 5 unfamiliar vocabulary words;
2. Identify 3 of the most significant grievances and 3 noteworthy resolutions; and
3. Imagine women (and some men) are meeting to hold a modern day women's rights convention. Write 3 new grievances and 3 new resolutions for the modern era.
Be prepared to present and defend your selections during our next class session.
Due: Monday, March 12th.
Assignment #12: Classwork/Homework -- Analyzing the Seneca Falls Declaration of Sentiments & Rights.
With a partner, after reading the Seneca Falls Declaration (copy attached), complete the following on a single sheet of paper (for the 2 of you):
1. Select and define 5 unfamiliar vocabulary words;
2. Identify 3 of the most significant grievances and 3 noteworthy resolutions; and
3. Imagine women (and some men) are meeting to hold a modern day women's rights convention. Write 3 new grievances and 3 new resolutions for the modern era.
Be prepared to present and defend your selections during our next class session.
Due: Monday, March 12th.
seneca_falls_declaration.pdf | |
File Size: | 1375 kb |
File Type: |
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Assignment #11: Classwork/Homework: The State of American Women
Part 1: Statistical Analysis.
Follow the attached directions to complete this assignment which we began in class. Use the statistical data attached below as well. Your responses should be recorded in your journal.
Due: Tuesday, March 6th.
Assignment #11: Classwork/Homework: The State of American Women
Part 1: Statistical Analysis.
Follow the attached directions to complete this assignment which we began in class. Use the statistical data attached below as well. Your responses should be recorded in your journal.
Due: Tuesday, March 6th.
state_of_american_women.pdf | |
File Size: | 21 kb |
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statistics-state_of_american_women.pdf | |
File Size: | 2644 kb |
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Part 2: Research Inquiry
When you have completed part 1, proceed to the following mini-research project related to a single topic of strong personal interest. Follow the guidelines in the attached document, and record your research findings on separate sheets of paper. You should record 1 1/2 to 2 pages of research notes. Research will be performed in class on Tuesday, March 6th, after community community service; please come to class that day with a research topic and question in mind.
When you have completed part 1, proceed to the following mini-research project related to a single topic of strong personal interest. Follow the guidelines in the attached document, and record your research findings on separate sheets of paper. You should record 1 1/2 to 2 pages of research notes. Research will be performed in class on Tuesday, March 6th, after community community service; please come to class that day with a research topic and question in mind.
research_inquiry.pdf | |
File Size: | 126 kb |
File Type: |
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Women's Voices: Additional Materials
Below you will find a copy of my PowerPoint on "Interview Tips & Suggestions" as well as 2 photographs of the interview questions you generated in class on Wednesday. Please make use of these materials in preparing to complete your Women's Voices interviews.
Women's Voices: Additional Materials
Below you will find a copy of my PowerPoint on "Interview Tips & Suggestions" as well as 2 photographs of the interview questions you generated in class on Wednesday. Please make use of these materials in preparing to complete your Women's Voices interviews.
interview_tips___suggestions.pptx | |
File Size: | 74 kb |
File Type: | pptx |
interview_qs_1.jpg | |
File Size: | 2083 kb |
File Type: | jpg |
interview_qs_2.jpg | |
File Size: | 1858 kb |
File Type: | jpg |
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Assignment #10: Reading & Note Taking -- Early Women's Rights History
Read "Women & Reform" (Americans, pp. 235-9) and take 2 pages of notes summarizing the chapter's main ideas and concepts. You may use Cornell Notes format, or any other note taking method which best suits your learning style.
Also, at the end of your notes, write 1 "Level 2 question" and 1 "Level 3 question" inspired by the reading. You need not answer your questions at this time.
Please see the attached handouts if you require further guidance on the various "levels of questioning."
Due: Wednesday, February 28th.
Assignment #10: Reading & Note Taking -- Early Women's Rights History
Read "Women & Reform" (Americans, pp. 235-9) and take 2 pages of notes summarizing the chapter's main ideas and concepts. You may use Cornell Notes format, or any other note taking method which best suits your learning style.
Also, at the end of your notes, write 1 "Level 2 question" and 1 "Level 3 question" inspired by the reading. You need not answer your questions at this time.
Please see the attached handouts if you require further guidance on the various "levels of questioning."
Due: Wednesday, February 28th.
levels_of_questioning.pdf | |
File Size: | 92 kb |
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_levels_of_questioning_-1.pdf | |
File Size: | 470 kb |
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_levels_of_questioning_-2.pdf | |
File Size: | 122 kb |
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Assignment #9: The Voices of American Women
See the attached handout for a detailed description of this project's requirements and deadlines.
Due:
1. Identify interviewee & write 10 provocative interview questions (typed): Wednesday, Feb. 28th.
2. Final Reflection Paper: Tuesday, March 20th.
Assignment #9: The Voices of American Women
See the attached handout for a detailed description of this project's requirements and deadlines.
Due:
1. Identify interviewee & write 10 provocative interview questions (typed): Wednesday, Feb. 28th.
2. Final Reflection Paper: Tuesday, March 20th.
voices_of_american_women_18.pdf | |
File Size: | 56 kb |
File Type: |
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Assignment #8: Quiz Preparation -- Labor History
On Monday, February 26th students will complete a quiz covering the following topics. This is a closed-book, closed-note quiz. Please study and come prepared to do your best work.
Due: Monday, February 26th.
Assignment #8: Quiz Preparation -- Labor History
On Monday, February 26th students will complete a quiz covering the following topics. This is a closed-book, closed-note quiz. Please study and come prepared to do your best work.
- What is a labor union? What basic purpose does a union serve?
- How are unions established at a workplace? What are the steps in the process?
- What do unions do?
- What historical conditions led to the emergence of labor unions in the 19th century, and what obstacles and challenges did unions encounter in their efforts to organize workers?
Due: Monday, February 26th.
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Assignment #7: Modern Labor Union Research & Reflection
Visit the websites of 1 or more modern labor federations and/or unions. Skim the contents of these websites, and read 3 articles. List the titles of these articles and their topics.
Next, write a 1 typewritten page refection responding to the following:
Useful Labor Union Websites:
AFL-CIO: aflcio.org/
Change to Win: www.changetowin.org/
Fight for $15: fightfor15.org/
Due: Tuesday, February 20th.
Assignment #7: Modern Labor Union Research & Reflection
Visit the websites of 1 or more modern labor federations and/or unions. Skim the contents of these websites, and read 3 articles. List the titles of these articles and their topics.
Next, write a 1 typewritten page refection responding to the following:
- What did you discover about the concerns, issues, challenges, actions, and achievements of the modern labor movement?
- Based on your reading, what is your overall impression of labor unions, and the future of the American labor movement?
Useful Labor Union Websites:
AFL-CIO: aflcio.org/
Change to Win: www.changetowin.org/
Fight for $15: fightfor15.org/
Due: Tuesday, February 20th.
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Assignment #6: Reading Qs -- Labor Unions Emerge
Read The Americans, pp. 426-33. Then, respond to the following in well-developed paragraphs.
Due: Your responses should be typewritten, or written neatly in blue or black ink, and are due on Thursday, February 15th.
Assignment #6: Reading Qs -- Labor Unions Emerge
Read The Americans, pp. 426-33. Then, respond to the following in well-developed paragraphs.
- What conditions led workers to organize unions at the end of the 19th century? What strategies and methods did they employ? What errors did they commit?
- What obstacles did unions confront in organizing workers? What role did the federal government play?
- What is your view of the modern labor movement? Would you ever consider joining a union? Why or why not?
Due: Your responses should be typewritten, or written neatly in blue or black ink, and are due on Thursday, February 15th.
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Assignment #5: Reading and Reflection: The Jungle
Read and annotate Chapter 3 of Upton Sinclair's The Jungle (handout; attached)and select 3 noteworthy passages. Then, for each passage, write a well-developed paragraph discussing how Sinclair uses descriptive language, metaphor, and/or symbolism to deliver his social commentary and critique.
Due: Thursday, February 8th.
Assignment #5: Reading and Reflection: The Jungle
Read and annotate Chapter 3 of Upton Sinclair's The Jungle (handout; attached)and select 3 noteworthy passages. Then, for each passage, write a well-developed paragraph discussing how Sinclair uses descriptive language, metaphor, and/or symbolism to deliver his social commentary and critique.
Due: Thursday, February 8th.
the_jungle_ch_3.pdf | |
File Size: | 4944 kb |
File Type: |
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Assignment #4: Reading Qs -- The Rise of Big Business
Read The Americans, pp. 421-5, and respond the following in separate well-developed paragraphs.
Due: Monday, January 29th.
Assignment #4: Reading Qs -- The Rise of Big Business
Read The Americans, pp. 421-5, and respond the following in separate well-developed paragraphs.
- In your own words, define the theory of Social Darwinism. Is it true? If so, how? If not, in what respects? Does it adequately and fully explain the reasons for economic success and failure in capitalist economies like the United States?
- Are business leaders like Andrew Carnegie, J.P. Morgan, and J.D. Rockefeller more accurately referred to as "Robber Barons" or "Captains of Industry"? Considering both their sharp business practices, as well as their charitable activities, do you agree more with their critics or admirers? Why?
- Analyze and interpret the political cartoon appearing on page 424.
Due: Monday, January 29th.
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Assignment #3: Reading & Note Taking--History of the Ku Klux Klan
Read the attached handout and takes 1 page of handwritten notes addressing the questions appearing on page 3 of the reading.
Due: Tuesday, January 23rd.
Assignment #3: Reading & Note Taking--History of the Ku Klux Klan
Read the attached handout and takes 1 page of handwritten notes addressing the questions appearing on page 3 of the reading.
Due: Tuesday, January 23rd.
history_of_kkk.pdf | |
File Size: | 1616 kb |
File Type: |
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Assignment #2: Creative Writing -- Jacob Riis & Lewis Hine Stories
Compose a short piece of creative writing (1½ to 2 pages in length, typewritten) inspired by your selected photograph from the works of Jacob Riis or Lewis Hine.
Possible Formats:
Please remember to exercise historical empathy in composing your piece, that is, write from the point of view of the photograph’s subject, the photographer, or someone else living during the time period in which the photograph was taken.
American Photography Websites
Due: Your piece should be typewritten and is due on Tuesday, January 23rd.
Assignment #2: Creative Writing -- Jacob Riis & Lewis Hine Stories
Compose a short piece of creative writing (1½ to 2 pages in length, typewritten) inspired by your selected photograph from the works of Jacob Riis or Lewis Hine.
Possible Formats:
- An excerpt from a biography or autobiography
- A newspaper article or editorial
- A scene from a novel, play or screenplay
- A letter to a family member
- Some other narrative format (with prior approval)
Please remember to exercise historical empathy in composing your piece, that is, write from the point of view of the photograph’s subject, the photographer, or someone else living during the time period in which the photograph was taken.
American Photography Websites
- Jacob Riis: How the Other Half Lives
- History Place: Child Labor
- Masters of Photography
Due: Your piece should be typewritten and is due on Tuesday, January 23rd.
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Senior Project Status Report (Seniors Only.)
Please submit a 1 page (typed or neatly handwritten) status report describing your progress in completing your Senior Project to date. Address the following:
Due: ASAP !!!
Senior Project Status Report (Seniors Only.)
Please submit a 1 page (typed or neatly handwritten) status report describing your progress in completing your Senior Project to date. Address the following:
- Briefly describe your project. Identify your mentor.
- What have you accomplished so far? How many hours have you completed?
- What remains to be done?
- Comment on any problems, obstacles, or concerns.
Due: ASAP !!!
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Assignment #1: Reading Qs: The Rise of the Cities
Read "The Problems of Urbanization" (The Americans, pp. 446-51). Then, respond the following questions in well-developed paragraphs, charts, and/or Cornell note form as best suits the question and your study habits. Whichever format(s) you select, be sure to be THOROUGH and COMPREHENSIVE.
1. Why did U.S. cities grow so rapidly during the late 19th and early 20th centuries?
2. What problems did rapid urbanization cause for the cities and their residents?
3. What solutions were adopted to address each of these problems?
4. Do any of the problems identified in 2 above persist in the U.S. today? If so, describe how they are similar or different. Are there new problems or challenges created by urbanization in the 21st century?
Due: Wednesday, January 17th.
Assignment #1: Reading Qs: The Rise of the Cities
Read "The Problems of Urbanization" (The Americans, pp. 446-51). Then, respond the following questions in well-developed paragraphs, charts, and/or Cornell note form as best suits the question and your study habits. Whichever format(s) you select, be sure to be THOROUGH and COMPREHENSIVE.
1. Why did U.S. cities grow so rapidly during the late 19th and early 20th centuries?
2. What problems did rapid urbanization cause for the cities and their residents?
3. What solutions were adopted to address each of these problems?
4. Do any of the problems identified in 2 above persist in the U.S. today? If so, describe how they are similar or different. Are there new problems or challenges created by urbanization in the 21st century?
Due: Wednesday, January 17th.
Semester 1 Homework
Assignment #14 Classwork Completion:
"The New Immigrants" and "America & I."
Please complete these 2 assignments which we began in class.
I. Reading Qs: "The New Immigrants"
Read The Americans, pp. 438-443 and respond to the following questions in well-developed paragraphs:
II. Collecting Evidence: "America & I."
Identify and analyze 4 quotations from the short story "America & I" which would enable you respond to the following question:
"What does the author (Yserskia) discover about America and herself? How do her experiences shape and alter her view of the American Dream?"
Please record your quotations and analyses in a 2 column chart, with the quotations on the left and the corresponding analyses (bullet points or brief sentences) on the right.
Remember, the purpose of this exercise is for you to collect evidence from the reading which
you might use in responding to the global question. You need not answer the question at this point, but the quotations you select should be directed at addressing the question.
A copy of "America & I" is attached.
Due: Tuesday, December 13th.
"The New Immigrants" and "America & I."
Please complete these 2 assignments which we began in class.
I. Reading Qs: "The New Immigrants"
Read The Americans, pp. 438-443 and respond to the following questions in well-developed paragraphs:
- What trends or events in other countries prompted people to migrate to the U.S. in the late 19th and early 20th centuries?
- What difficulties/challenges did these immigrants encounter? What strategies did they adopt for survival?
- How was nativism demonstrated by U.S. citizens in the late 19th and early 20th centuries? What actions did the U.S. government and private nativist organization take to discourage or restrict immigration?
II. Collecting Evidence: "America & I."
Identify and analyze 4 quotations from the short story "America & I" which would enable you respond to the following question:
"What does the author (Yserskia) discover about America and herself? How do her experiences shape and alter her view of the American Dream?"
Please record your quotations and analyses in a 2 column chart, with the quotations on the left and the corresponding analyses (bullet points or brief sentences) on the right.
Remember, the purpose of this exercise is for you to collect evidence from the reading which
you might use in responding to the global question. You need not answer the question at this point, but the quotations you select should be directed at addressing the question.
A copy of "America & I" is attached.
Due: Tuesday, December 13th.
america___i.pdf | |
File Size: | 6005 kb |
File Type: |
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Assignment #13: Drafting a Legal Opinion About Religious Freedom
Pick one of the First Amendment cases that were presented in class, other than the one in which you participated either as an attorney or judge, and write a 1 1/2 to 2 page typewritten legal opinion which presents your views on the proper outcome in the case.
See the attached project descriptor for details. Also, please see the "Case Overviews" document for a summary of the key facts in each case.
Be sure to attach your 4 Case Analysis worksheets to the final draft of your opinion.
Due: Wednesday, December 6th.
Assignment #13: Drafting a Legal Opinion About Religious Freedom
Pick one of the First Amendment cases that were presented in class, other than the one in which you participated either as an attorney or judge, and write a 1 1/2 to 2 page typewritten legal opinion which presents your views on the proper outcome in the case.
See the attached project descriptor for details. Also, please see the "Case Overviews" document for a summary of the key facts in each case.
Be sure to attach your 4 Case Analysis worksheets to the final draft of your opinion.
Due: Wednesday, December 6th.
drafting_a_legal_opinion_.pdf | |
File Size: | 67 kb |
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case_overviews.pdf | |
File Size: | 115 kb |
File Type: |
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Assignment #12: Moot Court Preparation -- Religious Freedom Cases
Prepare for your assigned court case. Attorney groups should assign roles, including opening statements, rebuttals (all), and closing statements. Anticipate your opponents arguments, and prepare responses. Judges should prepare questions for both sides of the case.
Also, read all of the "Case Summaries" so that you are generally familiar which each of the cases which will be argued in class.
Come prepared to shine !!!
Due: Wednesday, November 15th.
Assignment #12: Moot Court Preparation -- Religious Freedom Cases
Prepare for your assigned court case. Attorney groups should assign roles, including opening statements, rebuttals (all), and closing statements. Anticipate your opponents arguments, and prepare responses. Judges should prepare questions for both sides of the case.
Also, read all of the "Case Summaries" so that you are generally familiar which each of the cases which will be argued in class.
Come prepared to shine !!!
Due: Wednesday, November 15th.
case_overviews.pdf | |
File Size: | 115 kb |
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mootcourtcourtroomprocedure.pdf | |
File Size: | 69 kb |
File Type: |
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Assignment #11: Reading Q's -- Freedom of Religion
Read the handout entitled "How Has Your Right to Freedom of Religion Been Guaranteed?" and respond to the 2 questions appearing on the last page, using well-developed paragraphs.
Due: Wednesday, November 8th.
Assignment #11: Reading Q's -- Freedom of Religion
Read the handout entitled "How Has Your Right to Freedom of Religion Been Guaranteed?" and respond to the 2 questions appearing on the last page, using well-developed paragraphs.
Due: Wednesday, November 8th.
cfr-freedom_of_religion.pdf | |
File Size: | 2359 kb |
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Exam Reminder
Please study for the European Colonization Exam which will be held on Thursday, November 2nd.
The exam content is described in Assignment #10, below.
You may prepare and use a 3"x 5" notecard (both sides) on the exam.
Please come prepared to excel.
Due: Thursday, November 2nd.
Exam Reminder
Please study for the European Colonization Exam which will be held on Thursday, November 2nd.
The exam content is described in Assignment #10, below.
You may prepare and use a 3"x 5" notecard (both sides) on the exam.
Please come prepared to excel.
Due: Thursday, November 2nd.
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Assignment #10: Project -- European Colonization of North America
See the attached document which describes this group project.
Please note the following deadlines:
1. Group Presentations (including a PowerPoint/Google Slides presentation): Friday, October 27th.
-- One copy of your group's Study Guide is due on this same date.
2. Review Lecture: Tuesday, October 31st.
3. Culminating Exam: Thursday, November 2nd.
-- The exam will consist of 4 short answer questions (1 required; 3 of your choice), one essay, and a geography portion which requires you to identify the location of: Jamestown; the Massachusetts Bay Colony; New Netherlands/New York; and Penn's Colony. -- The required short answer question is: "What were the Puritans' major beliefs and values?"
-- The essay prompt is: "How did the values, experiences, and lifestyles of the early European colonists help shape modern American values and the "American Identity"?
Assignment #10: Project -- European Colonization of North America
See the attached document which describes this group project.
Please note the following deadlines:
1. Group Presentations (including a PowerPoint/Google Slides presentation): Friday, October 27th.
-- One copy of your group's Study Guide is due on this same date.
2. Review Lecture: Tuesday, October 31st.
3. Culminating Exam: Thursday, November 2nd.
-- The exam will consist of 4 short answer questions (1 required; 3 of your choice), one essay, and a geography portion which requires you to identify the location of: Jamestown; the Massachusetts Bay Colony; New Netherlands/New York; and Penn's Colony. -- The required short answer question is: "What were the Puritans' major beliefs and values?"
-- The essay prompt is: "How did the values, experiences, and lifestyles of the early European colonists help shape modern American values and the "American Identity"?
colonization_17.pdf | |
File Size: | 84 kb |
File Type: |
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Assignment #9: Classwork/Homework -- Reading & Reflection: "Remade in America"
Research: Read or skim 2 or 3 of the following articles from the New York Times exploring various dimensions of the immigrant experience in the United States. Then, select one article of particular personal interest. Carefully reread the article and view any associated video footage, graphics, and multimedia (“related coverage”).
Reflection: Write a 1 to 2 typewritten page reflection paper summarizing and analyzing the material you have reviewed, and discussing specifically what you discovered about issues related to recent American immigration. Also, at the conclusion of your paper, pose a thought-provoking discussion question for use in class.
Due: Monday, October 9th
Assignment #9: Classwork/Homework -- Reading & Reflection: "Remade in America"
Research: Read or skim 2 or 3 of the following articles from the New York Times exploring various dimensions of the immigrant experience in the United States. Then, select one article of particular personal interest. Carefully reread the article and view any associated video footage, graphics, and multimedia (“related coverage”).
- Schools: http://www.nytimes.com/2009/03/15/us/15immig.html
- Workplaces: http://www.nytimes.com/2009/03/22/us/22immig.html
- Hospitals: http://www.nytimes.com/2009/03/29/health/29immig.html
- Local Politics: http://www.nytimes.com/2009/04/05/us/05immig.html
- Businesses: http://www.nytimes.com/2009/04/12/business/12immig.html
- Social Services: http://www.nytimes.com/2009/04/19/us/19immig.html
- The Family: http://www.nytimes.com/2009/04/26/nyregion/26immig.html
Reflection: Write a 1 to 2 typewritten page reflection paper summarizing and analyzing the material you have reviewed, and discussing specifically what you discovered about issues related to recent American immigration. Also, at the conclusion of your paper, pose a thought-provoking discussion question for use in class.
Due: Monday, October 9th
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Assignment #8: Columbus Legend -- Primary Source Analysis
Read and annotate one of the following primary source documents (attached): Columbus' Diary;
De Las Casas' Journal.
Next, in 1 or 2 pages, respond to the following:
1. How credible is the document? Is the version of events believable? Why or why not? (Use your "Close Reading" skills.)
2. What does the document contribute to your understanding of the "Columbus' Legend"?
3. Does the account support or undermine any of the 3 views (American Pageant, Americans & People's History) that you've previously read? If so, how?
Also, select and record 2 noteworthy passages from the document.
Due: Tuesday, October 3rd.
Assignment #8: Columbus Legend -- Primary Source Analysis
Read and annotate one of the following primary source documents (attached): Columbus' Diary;
De Las Casas' Journal.
Next, in 1 or 2 pages, respond to the following:
1. How credible is the document? Is the version of events believable? Why or why not? (Use your "Close Reading" skills.)
2. What does the document contribute to your understanding of the "Columbus' Legend"?
3. Does the account support or undermine any of the 3 views (American Pageant, Americans & People's History) that you've previously read? If so, how?
Also, select and record 2 noteworthy passages from the document.
Due: Tuesday, October 3rd.
columbus_journal.pdf | |
File Size: | 1435 kb |
File Type: |
de_las_casas_journal.pdf | |
File Size: | 1464 kb |
File Type: |
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Assignment #7: The Nature of History
Read and annotate "The Nature of History" (attached).
Then, respond to the 2 questions appearing on page 20 in separate, well-developed paragraphs.
Also, write your own thought-provoking, analytical discussion question based on the reading. (You need not answer your question in writing, but be prepared to discuss it in class.)
Due: Your responses should be typed or handwritten neatly in ink, and are due on Friday, September 29th.
Assignment #7: The Nature of History
Read and annotate "The Nature of History" (attached).
Then, respond to the 2 questions appearing on page 20 in separate, well-developed paragraphs.
Also, write your own thought-provoking, analytical discussion question based on the reading. (You need not answer your question in writing, but be prepared to discuss it in class.)
Due: Your responses should be typed or handwritten neatly in ink, and are due on Friday, September 29th.
the_nature_of_history.pdf | |
File Size: | 3125 kb |
File Type: |
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Assignment #6: The Columbus Legend & Historiography
Step #1: Collecting Evidence, Close Reading & Note-Taking.
Annotate and take 2 pages of Cornell Notes on each of the following readings (copies attached):
As you read and annotate these texts consider the following:
Use the right column of your Cornell notes to summarize the key events and ideas drawn from the text. In the left column record any commentary, analysis, comparison, and questions which come to mind as you analyze the readings.
Step #2: Synthesis, Evaluation & Reflection
Respond to each of the following in 1 or more well-developed paragraphs for each question:
1. How do the 3 accounts of the Columbus legend differ? How are they similar? Focus on:
** Topics Selected ** Claims Made
** Evidence Used ** Author’s Diction
2.Which of the 3 accounts is most credible? Why? Cite specific evidence to support your view.
3.How does Zinn’s version (People’s History) differ from those typically taught in elementary and middle schools? Why? What is Zinn asserting about the nature of historical writing on pages 8-10?
Due: Monday, September 25th.
The PowerPoint presentation I delivered in class, as well as the American Pageant and People's History readings, are attached.
Assignment #6: The Columbus Legend & Historiography
Step #1: Collecting Evidence, Close Reading & Note-Taking.
Annotate and take 2 pages of Cornell Notes on each of the following readings (copies attached):
- The Americans (your textbook), pp. 27-9.
- The American Pageant (A.P. U.S. History text), pp. 14-5.
- The People’s History of the United States (an alternative history text), pp. 1-12.
As you read and annotate these texts consider the following:
- Argument: What does the author claim?
- Evidence: What evidence is offered to support the author’s claims?
- Purpose: What is the author’s goal? How does she want to make me feel? What does she want me to believe?
- Diction: What words and phrases does the author use to present her account and persuade me she is right?
- Selection: Which topics and types of evidence does the author use, and which are left out?
Use the right column of your Cornell notes to summarize the key events and ideas drawn from the text. In the left column record any commentary, analysis, comparison, and questions which come to mind as you analyze the readings.
Step #2: Synthesis, Evaluation & Reflection
Respond to each of the following in 1 or more well-developed paragraphs for each question:
1. How do the 3 accounts of the Columbus legend differ? How are they similar? Focus on:
** Topics Selected ** Claims Made
** Evidence Used ** Author’s Diction
2.Which of the 3 accounts is most credible? Why? Cite specific evidence to support your view.
3.How does Zinn’s version (People’s History) differ from those typically taught in elementary and middle schools? Why? What is Zinn asserting about the nature of historical writing on pages 8-10?
Due: Monday, September 25th.
The PowerPoint presentation I delivered in class, as well as the American Pageant and People's History readings, are attached.
columbus_legend_intro_ii.pptx | |
File Size: | 3366 kb |
File Type: | pptx |
american_pageant.pdf | |
File Size: | 1490 kb |
File Type: |
zinn_columbus.pdf | |
File Size: | 4073 kb |
File Type: |
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Assignment #5: Timeline Quiz
Use the attached handout to study for the U.S. History Timeline Quiz which will be held on Friday, September 15. The quiz will require you to place 41 events in chronological order, and to identify the date(s) associated with each.
Due: Friday, September 15th.
Assignment #5: Timeline Quiz
Use the attached handout to study for the U.S. History Timeline Quiz which will be held on Friday, September 15. The quiz will require you to place 41 events in chronological order, and to identify the date(s) associated with each.
Due: Friday, September 15th.
timeline_exam_student_handout.pdf | |
File Size: | 55 kb |
File Type: |
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Assignment #4: Geopolitical Map of the United States
Follow the instructions on the attached handout to complete the mapping activity we began in class on Wednesday.
Due: Friday, September 15th.
Assignment #4: Geopolitical Map of the United States
Follow the instructions on the attached handout to complete the mapping activity we began in class on Wednesday.
Due: Friday, September 15th.
geopolitical_map_of_u.s..pdf | |
File Size: | 77 kb |
File Type: |
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Assignment #3: Course Overview, Topic Outline & Textbook Research
1. Read the Course Overview & Topic Outline (handout and website tab, above). After reviewing the Topic Outline, respond to the following in a well-developed paragraph or more:
Q#1: Which time period in American History holds the greatest interest for you? Why?
2. Next, find the section(s) and/or chapter(s) of your history textbook The Americans corresponding to the time period you've identified above. Read and/or skim those portions of the textbook. Then, respond to the following:
Q#2: Record the most significant facts, ideas, or concepts you discovered by reading these portions of the textbook.
Q#3. What would you like to learn about this subject in addition to what you've already read? Write 2 or 3 analytical questions (beginning with "How" or "Why" not "Who, What or When") which might serve as the basis for further research and investigation.
Deadline: Your responses should be typed, or written neatly in blue or black ink, and are due on Monday, September 11th.
Assignment #3: Course Overview, Topic Outline & Textbook Research
1. Read the Course Overview & Topic Outline (handout and website tab, above). After reviewing the Topic Outline, respond to the following in a well-developed paragraph or more:
Q#1: Which time period in American History holds the greatest interest for you? Why?
2. Next, find the section(s) and/or chapter(s) of your history textbook The Americans corresponding to the time period you've identified above. Read and/or skim those portions of the textbook. Then, respond to the following:
Q#2: Record the most significant facts, ideas, or concepts you discovered by reading these portions of the textbook.
Q#3. What would you like to learn about this subject in addition to what you've already read? Write 2 or 3 analytical questions (beginning with "How" or "Why" not "Who, What or When") which might serve as the basis for further research and investigation.
Deadline: Your responses should be typed, or written neatly in blue or black ink, and are due on Monday, September 11th.
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Assignment #2: Creating An Updated Naturalization Process and Exam
First, read the article "New Test Asks: What Does 'American' Mean?" (below). Then, draft a proposal for a new and improved naturalization process/ exam which you believe would best evaluate the characteristics most desired in new U.S. citizens. Consider the following and follow these steps:
1. Identify and describe the qualities, traits, characteristics and qualifications most desired in new U.S. citizens.
2. Specify the citizenship eligibility requirements. In other words, who should be eligible to become a citizen? (Consider family relationships, skills, economic status, years of residence, and other basic qualifications).
3. Specify the grounds for immediate disqualification (e.g., criminal background or immoral behavior).
4. Describe the test or assessment format (Will your test be written and/or oral. Will you require applicants to complete a project, demonstrate a skill, complete a task or class, or engage in some other activity?)
5. Include a few sample questions and/or activities for your test/process.
Finally, after describing your proposal, in one or more well-developed paragraphs, explain the reasons underlying the specific eligibility requirements, test format, questions, and/or activities you are proposing.
A complete set of the 100 Civics & History questions included in the current exam can also be found at:
Deadline: Your responses should be typed or hand-written neatly in blue or black ink pen, and are due on Thursday, August 30th.
Assignment #2: Creating An Updated Naturalization Process and Exam
First, read the article "New Test Asks: What Does 'American' Mean?" (below). Then, draft a proposal for a new and improved naturalization process/ exam which you believe would best evaluate the characteristics most desired in new U.S. citizens. Consider the following and follow these steps:
1. Identify and describe the qualities, traits, characteristics and qualifications most desired in new U.S. citizens.
2. Specify the citizenship eligibility requirements. In other words, who should be eligible to become a citizen? (Consider family relationships, skills, economic status, years of residence, and other basic qualifications).
3. Specify the grounds for immediate disqualification (e.g., criminal background or immoral behavior).
4. Describe the test or assessment format (Will your test be written and/or oral. Will you require applicants to complete a project, demonstrate a skill, complete a task or class, or engage in some other activity?)
5. Include a few sample questions and/or activities for your test/process.
Finally, after describing your proposal, in one or more well-developed paragraphs, explain the reasons underlying the specific eligibility requirements, test format, questions, and/or activities you are proposing.
A complete set of the 100 Civics & History questions included in the current exam can also be found at:
Deadline: Your responses should be typed or hand-written neatly in blue or black ink pen, and are due on Thursday, August 30th.
new_immigration_test.pdf | |
File Size: | 931 kb |
File Type: |
current_exam.pdf | |
File Size: | 268 kb |
File Type: |
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Assignment #2: The Declaration of Independence: Parallel Text and Reading Questions.
1. Read the entire Declaration of Independence.
2. Create a "parallel text" of the Declaration's first 2 full paragraphs (ending with the sentence "To prove this, let Facts be submitted to a candid World."
A "parallel text" is a restatement of an original text which substitutes synonyms for key words (nouns, verbs, prepositions, adverbs, and adjectives, but not articles or conjunctions) appearing in the original. For example, a parallel text of the Declaration's first sentence might begin as follows:
" When in the path of mankind's occurrences it develops as imperative for one social group to eliminate the governmental linkages which have tied them to others, and to seize of the energies of the planet ...."
3. Respond to the following questions in one or more well-developed paragraphs for each question:
a. According to the Declaration, what is the source of human rights, and what basic rights do all humans deserve?
b. In your own view, where do human rights come from? What are these rights?
c. What is meant by the Declaration's phrase "all men are created equal"? Is this a true statement, and if so, how? Is the phrase false, and if so, in what sense? Does the phrase presently have the same meaning as when Thomas Jefferson wrote it in the 18th century?
Due: Your typewritten responses are due on Tuesday, August 24th.
Assignment #2: The Declaration of Independence: Parallel Text and Reading Questions.
1. Read the entire Declaration of Independence.
2. Create a "parallel text" of the Declaration's first 2 full paragraphs (ending with the sentence "To prove this, let Facts be submitted to a candid World."
A "parallel text" is a restatement of an original text which substitutes synonyms for key words (nouns, verbs, prepositions, adverbs, and adjectives, but not articles or conjunctions) appearing in the original. For example, a parallel text of the Declaration's first sentence might begin as follows:
" When in the path of mankind's occurrences it develops as imperative for one social group to eliminate the governmental linkages which have tied them to others, and to seize of the energies of the planet ...."
3. Respond to the following questions in one or more well-developed paragraphs for each question:
a. According to the Declaration, what is the source of human rights, and what basic rights do all humans deserve?
b. In your own view, where do human rights come from? What are these rights?
c. What is meant by the Declaration's phrase "all men are created equal"? Is this a true statement, and if so, how? Is the phrase false, and if so, in what sense? Does the phrase presently have the same meaning as when Thomas Jefferson wrote it in the 18th century?
Due: Your typewritten responses are due on Tuesday, August 24th.