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 FINAL
EXAM NOTES from CLASS lectures...
Wed., May 24, 2006
Jessie Quiz
Interpreting Charts-- During the Presidency of
President Carter, the American economy was suffering.
Carter was elected in 1976...
1. What can
you conclude/surmise about his approval ratings as his
presidency took place? Why? (You will answer
below...)
2. What
conclusions can you draw from these three graphs?
They are looking at the non-farm workforce in America
(all workers who are not farmers) and dividing them
between people involved in producing goods, like factory
workers or plant workers, craftsmen, etc. and also
people who provide services like secretarial,
transportation, management, etc.
Use the links
below to answer questions below...
President Carter and the Camp
David Accords
Panama Canal and Detente
Thursday
May 4, 2006
Click here to go to your online test on Chapter 17.
You do not need to put an email address nor an ID number
on your test, just your name(s). You can work alone or with one partner. No music
in the lab, and no talking, except quietly with your
partner. (If you are in a different lab than your
partner, then you can use one of the whiteboards in the
March 9 assignment below to "talk" to each other and
work with each other.)
When you have finished with the test, please do part
2 below by answering the writing prompt below:
Friday,
April 21
This is notebook assignment #25.
Linked here
are quotes from different Japanese people who
were interned (forced to live in internment camps) by
the American government during World War II. In reading
these you will be doing background reading for your
Korematsu court case coming up. Read over these quotes
and then complete notebook assignment #25:
Write a reflection on the quotes
from Japanese Americans who were interned. In the
reflection be sure to summarize some of the things they actually
experienced...In other words, don't just write generally about
what they said, NAME SPECIFIC THINGS as you write your
reflection.
Wed. -Thurs April 5-6
The prompt for your expository essay:
In a five paragraph expository essay describe the three
dictators that arose in Europe before World War II.
Be sure to include what country they were in, the form
of government they created, and the nature of their
ambitions.
Paper
requirements: 12 point Times New Roman font,
double spaced, with 1" margins
By the way, grades are current,
so check and see what you still might be missing, etc.
We are going to be doing Chapter 16 this week, World
War Looms. The first section is about Dictators who
threatened world peace.
The Treaty of Versailles which ended World War I had
Germans mad. It did help the formation of some new
republics and democratic governments such as Germany,
Austria, Italy, Bulgaria and Romania. But they did
not have traditions in democracy and with the problems
after the war some of these democracies collapsed, such
as Germany's Weimar Republic.
 Dictators
arose in the Soviet Union, Italy, and Germany.
They developed totalitarian* forms of government,
namely, communism and socialism, fascism, and Nazism.
Filling out the following chart may help you in the
expository essay that you are doing this week. Use Google and/or your book to fill out the following
chart, which will be
notebook assignment
#21.
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Country: |
Soviet Union |
Italy |
Germany |
Dictator:
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Form of Government: |
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Ambitions of
the Dictator:
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Describe some aspects of this totalitarian*
government: |
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*A totalitarian government maintains complete
control over its citizens. Individuals have no
rights, and the government suppresses all opposition.
Thurs,
March 9
Chapter 15,
section 1. Collaborate with the classmates you
are assigned with below to summarize FDR's New Deal
solutions for the Depression, and what opposition these
programs faced. Summarize each program or
reform that FDR's administration initiated to help deal
with the Depression, and then summarize the opposition
these programs faced. Your collaborative writing
can be printed out and placed in your notebook as
assignment #20.
| GROUP |
PASSWORD and LINK
|
| 1 Hilary, Monica, Theresa B, Alex Billings,
Katie |
1 |
| 2 Alex Burdi, Sean, Eric, Lele, Caroline |
2 |
| 3 Vania, Jasper, Tamara, Elaine, Jessie |
3 |
| 4 Aieleen, Emily H, Megan, Scott, Lizz |
4 |
| 5 Nadir, Ryan, Michael, Emily Karavas,
Michelle |
5 |
| 6 Emily Karnatz, Nilam, Leah, Beth K, Bri |
6 |
| 7 Justin, Chris, Stef, Alyse, Kenji |
7 |
| 8 Zach, Tim, Andrea R, Maria, Matt |
8 |
| 9 Melissa, James, Purvi, Sharjeel, Theresa
S, Sam |
9 |
2-16-06
  KEYTRAIN.COM
OH YEAH, YOU LOVE IT!!!!!!!!!!!!
:-)
1-26-06
Today, we are studying 10.2, about the Spanish American
War.
Here is a link to your assignment...
December 15, 2005
You
studied yesterday about Teddy Roosevelt and
Progressivism. TR was an exhuberant President, fighting
trusts, trying to purify meat packing plants, and trying
to make America strong. He had promised Americans,
when he was elected in 1904, that he would not run for
re-election in 1908. So instead he "hand-picked" the man
he wanted to succeed him, William Howard Taft.
Here is your assignment for today. Find out
these things today through
Google.com
searching:
- What happened to the relationship of Teddy
Roosevelt and his successor William Howard Taft?
- What was the problem with Taft and the
Payne-Aldrich tariff?
- Taft was a Republican. The Republican
Party split (they had a disagreement which led to
two different factions within the party). What
caused the split?
- What was the Bull Moose Party?
- With the Republican party split going into the
Presidential election of 1912, what happened?
What was the outcome?
You can work with a partner. The assignment is
worth 10 points. Due: Friday
You can either write these out, or submit them to Mr.
Pahl below:
Jacob
Riis...
Dec. 8
See sample student project...
UNDERSTANDING URBAN PROBLEMS
Using Photos to Discuss Issues
Read carefully below the instructions for this assignment.
You will have two days in the lab to complete this assignment.
It is worth 20 points. You can work with a partner. |
|
| Overview |
In the late 19th Century, cities in America began to
grow at a rapid pace. Immigrants in search of jobs were
flowing into the urban areas. Political leaders
struggled to meet the needs of the citizens. Many urban
problems began to consume the cities. Political
leaders began to look for answers. The Progressive
Movement began. This assignment will give you the
opportunity to explore two urban problems that plagued
the cities, use photos from the time period to
illustrate these problems, and create a program that
would help alleviate or eliminate that specific urban
problem. |
|
Directions |
Develop a PowerPoint presentation that examines two
major urban problems Americans faced in the late 19th
Century. Locate two Jacob Riis photographs using
the weblinks below. Use the
OPTIC strategy to examine
and explain the photos in the PowerPoint presentation.
After illustrating and explaining the two urban
problems, create two programs that could work to
eliminate the specific urban problems. |
| Web Page
Links |
|
|
PowerPoint |
Your PowerPoint (6-10 slides) must include the
following:
- Title Page
- Two Urban Problems
- Two Jacob Riis Photos
- Explanation of the Photos
using OPTIC
- Two programs designed to eliminate or reduce the
urban problems you specified.
- Sources Used
|
Thursday, December 1 Assignment
due tomorrow, Wed., worth 10 points.
After Reconstruction ended, and there were no longer federal
troops to enforce equality for blacks, the South found ways to
keep blacks from voting, and they found ways to keep blacks
separate from whites. Do some internet research (and/or use your
book if you have it) to answer the questions in the box below.
You may want to copy the text there to a Word document,
write your answers there, and then paste it into the box.
Or you can simply hand in the Word document tomorrow.
LINKS:
Thurs,
Nov. 17
1. Read Mark Twain's
"Cannibalism in the Cars." As you read, makes
notes on sections which exhibit SATIRE. (Click on
SATIRE if you do
not know what it means...:-) Identify, in writing, 5
examples of satire in this short story. This writing
is DUE to Ms. Flanagan on Friday.
2. Cowboys, farmers, immigrants, city bosses...We're plowing
through history...are you ready to take today's
Nov.
9, Wed.
1. Take the 5.2-3 TEST (This is
a clickable link! :-)
2. Have a great 4-day weekend
3. Room decorators: meet me right now in the conference room
next to the Principal's Office in the main office..:-)
Nov. 2 Three things
1.Calculate the PERCENTAGE of your
grade from the grades shown on the website. Put it on paper and
get it back to Mr. Pahl. Due: Friday
2. Study for Ms.Flanagan's test
3. Take Mr. Pahl's test... Take 5.2-3 test....just
put your name on it...you can work with a partner if you like...
Oct 27, 2005
4.4 quiz Reconstruction
Put the answers
to questions 1-7 in the first answer/response box below...
____ 1. Which president did the House of
Representatives impeach?
A. Abraham Lincoln
B. Andrew Johnson
C. Ulysses S. Grant
D. Rutherford B. Hayes
____ 2. To curb the violence of the Ku
Klux Klan in the South, Congress passed the
A. Freedmen's Bureau Act.
B. Ten Percent Plan.
C. Reconstruction Act of 1870.
D. Enforcement Acts of 1870 and 1871.
____ 3. These members of the Republican
Party left their Northern homes after the war and moved to the
South.
A. carpetbaggers
B. scalawags
C. African-Americans
D. Radical Republicans
____ 4. Intended to overrule and nullify
the Dred Scott decision, Congress drafted the
A. Thirteenth Amendment.
B. Fourteenth Amendment.
C. Tenure of Office Act.
D. Amnesty Act.
____ 5. Farmers who agreed to give most
of their harvest to the landowners in exchange for use of the
land, seeds, and tools were known as
A. tenant farmers.
B. the planter class.
C. sharecroppers.
D. scalawags.
____ 6. This stated that no citizen may
be denied the right to vote "on account of race, color, or
previous condition of servitude."
A. Thirteenth Amendment
B. Fourteenth Amendment
C. Fifteenth Amendment
D. Civil Rights Act of 1866
Answer the following questions by typing
them into the post section below, or write it on Word and print
it out and hand in. Question 7 should be sent (or handed)
to Mr. Pahl and Question 8 should be given (or sent) to Ms.
Flanagan.
7. Identify two typical problems that
you, as a newly freed African American, would have faced at the
end of the Civil War. What might you have done in response to
these problems?
8. Write an essay in which you explain
the symbolism used in The Scarlet Letter. (submit
answer through the box below, or else write in Word, print out,
and hand to Ms. Flanagan.)
October
6, 2005
The Fireside Poets....click
here for assignment
Sept.
29, 2005
What kind of America?
Thomas Jefferson and Alexander Hamilton were profound
leaders at our nation's beginning. Yet they disagreed in
many ways. See links to webpages below which deal with
these two great Founding Fathers.
Here is today's assignment.
You can work in a group with two or three
members.
Worth 10 points.
Due tomorrow, Friday.
Construct a chart in which you compare the views of Hamilton
and Jefferson. BE SURE TO HAVE A TITLE. Be sure to list
the references of where you got your information for this
chart.
LINKS
September 22, 2005.
Today
is the first day of autumn. It is a reminder that
seasons change, summer turns to fall and the cold is not too far
away. It is a reminder that time moves on, and we all grow
older. Are we growing smarter? What are the right
things to do with our time, what are the right things to learn?
American history can be just a series of unconnected facts if
you just memorize them long enough to get them onto a test.
How much of your US history do you think you will remember in 10
years? Do you have a context into which you can place
American history, something that can help anchor it and help it
make some sense to you?
One thing I have tried to do is share with you the idea that
just as a person grows, so a nation grows. There are many
influences on a growing child, and new stages of life are met
along the way. Your assignment today in the lab, to be
done with a partner or two, is to think through this analogy by
using the following string of events in American history which
we have studied or will soon study.
Think of -- make up -- an incident from childhood that might
be analogous with the historical event...following the metaphor
of England=mother, and the US=Sam, etc.
For instance, as Mr. Pahl has already shared with you:
|
Historical Events |
Metaphorical Connections |
- Enlightenment
- Move to purify the Church of England
|
- Pre-natal influences on Sam
|
- Merger of the spirit of freedom and the Puritan
desire to be good, to do right
|
- Sam's parents, Dad Liberty and Puritan virgin
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- Colonial development of America, under
supervision of England
|
- Gestation period, Sam is in his mommy's tummy
|
So here is your assignment. Tell what is happening to
young Sam, based on the following historical events:
|
American History Event |
In the
life of Sam... |
- Ideas about freedom and self-determination spur
the colonies to unite and move toward independence
|
|
- In the second Continental Congress delegates
debate as to whether they should break from England,
or stay loyal and just responsibly present
grievances...
- They decide to write a Declaration of
Independence
|
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- European allies help defeat the British army...
|
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- Delegates at the Philadelphia Convention replace
the Articles of Confederation, which did not work
too well, with a new Constitution, which has three
separate branches with their own powers, but meant
to work together
|
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- George Washington shapes the young nation which
faces conflict with European powers outside its
borders and Native Americans within its borders
|
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- Two separate and strong figures both influence
the young nation, and try to get the young nation to
go their way: Hamilton and Jefferson.
|
|
Due: Friday, worth 10 points
Sept.
15, 2005
Use your notes from Mr. Pahl, the book, or the
following online resources to make a
chart comparing the Enlightenment and the Great Awakening.
Choose at least 5 characteristics for comparison. (for
example, the people involved, the ideas, the place, the extent,
etc.) The chart should look something like this: (Charts always
have titles, and there should be a heading for every column.)
Comparing the Enlightenment and the Great Awakening
| Comparison Item |
The Enlightenment |
The Great Awakening |
| 1. |
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| 2. |
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September 8, 2005
Assignment: Answer the following questions, worth 10 points.
Use the links below, or other
internet searching, to get the answers. You can work in
groups. No name(s) on the assignment, no credit.
September
1, 2005
Viking Poems.
Read the two poems which are linked by clicking "Viking
Poems." then take excerpts from them to deduce characteristics
that these poets ascribe to the Vikings. Use a chart to
display this like the one below. Charts should always have
a title, so be sure to put a title on your chart.
You can either do the chart by hand, or generate it on the
computer. Work with a partner, this assignment is
worth 15 points.
| Excerpt from the Poet (Indicate which one) |
What this reveals about the character of the
Vikings |
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