Monday, May 19, 2008
Geography
You need to bring in your French geography book to class next Wednesday, May 28. We will be referring to some of the diagrams and charts in it. Also, be sure you finish reading the Aristide article about globalization. Thanks.
Brinkley/McCay
You need to turn in your TWO books by the end of this week. Please, hand them in to me directly, so that you can sign a sheet of paper saying that you returned them.
If you have misplaced them, the cost is 75 euros. See me for the details.
If you have misplaced them, the cost is 75 euros. See me for the details.
Monday, May 5, 2008
Brinkley and McCay Books
Be sure to turn in your history books as soon as possible. You must hand them to me personally. Do not leave them in my mailbox!
Also, please bring your French geography book to class next week. We will need it during our geography unit.
Also, please bring your French geography book to class next week. We will need it during our geography unit.
DBQ and other reminders
Your DBQ is due next Wednesday, May 14. I will not accept late any DBQs.
We will begin the seconde microfinancing service learning project this week. Brian Ball will give a presentation on microfinancing to the 2-C class on Monday and to the 2-A class on Tuesday. Make sure you have read the packet I gave you before break on microfinancing prior to class.
We will begin the seconde microfinancing service learning project this week. Brian Ball will give a presentation on microfinancing to the 2-C class on Monday and to the 2-A class on Tuesday. Make sure you have read the packet I gave you before break on microfinancing prior to class.
Tuesday, April 1, 2008
Ms. Jennifer Holladay at the ISP on Friday, April 4
If you are interested in attending, please see me as soon as possible. Feel free to email me, if that is easier. I know it will be a very ineresting session. A lot of the material I use in the classroom comes from the Southern Poverty Law Center.
michelesilvestri@yahoo.com
Jennifer Holladay:
Jennifer Holladay is the senior adviser for strategic affairs at the Southern Poverty Law Center and the director of its Teaching Tolerance program, which provides more than 400,000 educators with anti-bias resources annually. Under her direction, Teaching Tolerance has become one of the most highly honored education projects in the country, having won an Oscar for Mighty Times: The Children’s March, an Emmy for Mighty Times: The Legacy of Rosa Parks, two Webby Awards as the Internet’s best activist site and more than 20 honors from the Association of Educational Publishers. In 2002, she helped launch national Mix It Up at Lunch Day, which calls on students to swap seats in the cafeterias as a way to break down the social boundaries in schools; in 2007, an estimated 4 millions students in 10,000 schools participated in the event. She speaks nationally about issues of difference and writes extensively about anti-racism and diversity. She is the author of White Anti-Racist Activism: A Personal Road Map, published by the Center for the Study of White American Culture.
The Southern Poverty Law Center:
Co-founders Morris Dees (left) and Joe Levin(Penny Weaver)
The Southern Poverty Law Center was founded in 1971 as a small civil rights law firm. Today, SPLC is internationally known for its tolerance education programs, its legal victories against white supremacists and its tracking of hate groups.Located in Montgomery , Alabama – the birthplace of the Civil Rights Movement – the Southern Poverty Law Center was founded by Morris Dees and Joe Levin, two local lawyers who shared a commitment to racial equality. Its first president was civil rights activist Julian Bond.Throughout its history, SPLC has worked to make the nation's Constitutional ideals a reality. The SPLC legal department fights all forms of discrimination and works to protect society's most vulnerable members, handling innovative cases that few lawyers are willing to take. Over three decades, it has achieved significant legal victories, including landmark Supreme Court decisions and crushing jury verdicts against hate groups.
In 1981, the Southern Poverty Law Center began investigating hate activity in response to a resurgence of groups like the Ku Klux Klan. Today the SPLC Intelligence Project monitors hate groups and tracks extremist activity throughout the U.S. It provides comprehensive updates to law enforcement, the media and the public through its quarterly magazine, Intelligence Report. Staff members regularly conduct training sessions for police, schools, and civil rights and community groups, and they often serve as experts at hearings and conferences.
To combat the causes of hate, SPLC in 1991 established Teaching Tolerance, an educational program to help K-12 teachers foster respect and understanding in the classroom. Teaching Tolerance is now one of the nation's leading providers of anti-bias resources – both in print and online. Its award-winning magazine is distributed free twice a year to more than 500,000 educators, and its innovative multimedia kits are provided at no charge to thousands of schools and community groups.
The Civil Rights Memorial, which celebrates the memory of those who died during the Civil Rights Movement, is located next to the Southern Poverty Law Center's offices. Designed by Vietnam Veterans Memorial creator Maya Lin, the striking black granite memorial draws thousands of visitors every year. The Memorial plaza is a contemplative area – a place to honor those killed during the struggle, to appreciate how far the country has come in its quest for equality, and to consider how far it has to go. A new Civil Rights Memorial Center, designed to enhance this experience, opened in October 2005.
The Southern Poverty Law Center is a nonprofit organization supported by the contributions of thousands of caring individuals. Our Annual Report and other financial information are available online. To help our fight for justice and tolerance, please read How You Can Help.
*The information above about has been copied from ISP and the SPLC website.
michelesilvestri@yahoo.com
Jennifer Holladay:
Jennifer Holladay is the senior adviser for strategic affairs at the Southern Poverty Law Center and the director of its Teaching Tolerance program, which provides more than 400,000 educators with anti-bias resources annually. Under her direction, Teaching Tolerance has become one of the most highly honored education projects in the country, having won an Oscar for Mighty Times: The Children’s March, an Emmy for Mighty Times: The Legacy of Rosa Parks, two Webby Awards as the Internet’s best activist site and more than 20 honors from the Association of Educational Publishers. In 2002, she helped launch national Mix It Up at Lunch Day, which calls on students to swap seats in the cafeterias as a way to break down the social boundaries in schools; in 2007, an estimated 4 millions students in 10,000 schools participated in the event. She speaks nationally about issues of difference and writes extensively about anti-racism and diversity. She is the author of White Anti-Racist Activism: A Personal Road Map, published by the Center for the Study of White American Culture.
The Southern Poverty Law Center:
Co-founders Morris Dees (left) and Joe Levin(Penny Weaver)
The Southern Poverty Law Center was founded in 1971 as a small civil rights law firm. Today, SPLC is internationally known for its tolerance education programs, its legal victories against white supremacists and its tracking of hate groups.Located in Montgomery , Alabama – the birthplace of the Civil Rights Movement – the Southern Poverty Law Center was founded by Morris Dees and Joe Levin, two local lawyers who shared a commitment to racial equality. Its first president was civil rights activist Julian Bond.Throughout its history, SPLC has worked to make the nation's Constitutional ideals a reality. The SPLC legal department fights all forms of discrimination and works to protect society's most vulnerable members, handling innovative cases that few lawyers are willing to take. Over three decades, it has achieved significant legal victories, including landmark Supreme Court decisions and crushing jury verdicts against hate groups.
In 1981, the Southern Poverty Law Center began investigating hate activity in response to a resurgence of groups like the Ku Klux Klan. Today the SPLC Intelligence Project monitors hate groups and tracks extremist activity throughout the U.S. It provides comprehensive updates to law enforcement, the media and the public through its quarterly magazine, Intelligence Report. Staff members regularly conduct training sessions for police, schools, and civil rights and community groups, and they often serve as experts at hearings and conferences.
To combat the causes of hate, SPLC in 1991 established Teaching Tolerance, an educational program to help K-12 teachers foster respect and understanding in the classroom. Teaching Tolerance is now one of the nation's leading providers of anti-bias resources – both in print and online. Its award-winning magazine is distributed free twice a year to more than 500,000 educators, and its innovative multimedia kits are provided at no charge to thousands of schools and community groups.
The Civil Rights Memorial, which celebrates the memory of those who died during the Civil Rights Movement, is located next to the Southern Poverty Law Center's offices. Designed by Vietnam Veterans Memorial creator Maya Lin, the striking black granite memorial draws thousands of visitors every year. The Memorial plaza is a contemplative area – a place to honor those killed during the struggle, to appreciate how far the country has come in its quest for equality, and to consider how far it has to go. A new Civil Rights Memorial Center, designed to enhance this experience, opened in October 2005.
The Southern Poverty Law Center is a nonprofit organization supported by the contributions of thousands of caring individuals. Our Annual Report and other financial information are available online. To help our fight for justice and tolerance, please read How You Can Help.
*The information above about has been copied from ISP and the SPLC website.
Tuesday, March 25, 2008
Quiz
Just a reminder that you will have your second quiz on "The Impening Crisis" (chapter 13)Wednesday, March 26th.
Also, we will finish the Civil War next week and will then begin our last Brinkley unit, "The Conquest of the Far West". After the far west, we will complete a small unit on geography. We will then finish the year with current events, specifically the USA presidential elections.
Also, we will finish the Civil War next week and will then begin our last Brinkley unit, "The Conquest of the Far West". After the far west, we will complete a small unit on geography. We will then finish the year with current events, specifically the USA presidential elections.
Sunday, March 9, 2008
College Information
Mr. Cape will be joining one of our hour classes this week. He will be talking about university/college admission.
Be sure to bring any of your questions to class.
Be sure to bring any of your questions to class.
"The Impending Crisis" Homework
The readings and questions below need to be completed by the week of March 17th. You will getthe exact due dates in class.
FYI - You will have another "pop quiz" based on the assigned readings below.
“The Impending Crisis”
chapter 13 (Brinkley)
Pages 344 - 350
1. What was the concept of Manifest Destiny? How and why was such a slogan used to justify the expansion urge of the American people in the 1840s?
2. How did Texas become available for annexation? What prevented its immediate annexation?
3. What was the history of American interest in Oregon?
4. What were the characteristics of western migrants? What problems did they face? How were these overcome?
Pages 350 - 367
1. What were the goals of President Polk? How did he solve the Oregon question?
2. What tensions emerged in the Southwest that threatened to lead the United States into war with Mexico?
3. How did the American interest in California develop?
4. What was the Compromise of 1850? How was it passed?
5. How did the Compromise of 1850 differ from the Missouri Compromise?
6. How did the issue of a transcontinental railroad help to reopen the sectional controversy? Explain.
7. What were the “immediate, sweeping, and ominous consequences” of the Kansas-Nebraska Act?
8. What were the origins of the Dred Scott case? What issues were involved, and what decision was handed down by the Court? How did the reaction to this case add to sectional tension?
Saturday, March 8, 2008
Books of Possible Interest
A few of you have asked me about some possible history/cultural studies books to read outside of class. Below you will find a list of some various books.
Books by David McCullough:
John Adams
1776
Books by Ronald Takaki:
A Different Mirror: A History of Multicultural America
Race at the End of History
Strangers from a Different Shore: A History of Asian Americans
A Pro-Slavery Crusade
Violence in the Black Imagination
Iron Cages: Race and Culture in 19th-Century America
Hiroshima: Why America Dropped the Atomic Bomb
Debating Diversity: Clashing Perspectives on Race and Ethnicity in America
A Larger Memory: A History of Our Diversity with Voices
Books by Howard Zinn:
A People's History of the United States: 1492 – Present
Postwar America: 1945 – 1971
Vietnam: The Logic of Withdrawal
Three Strikes: Miners, Musicians, Salesgirls, and the Fighting Spirit of Labor's Last Century
SNCC: The New Abolitionists
A Power Governments Cannot Suppress
Other Books:
A Little Matter of Genocide: Holocaust and Denial in the Americas, 1492 to the Present by Ward Churchill
The World Is Flat: A Brief History of the Twenty-first Century by Thomas L. Friedman
1491: New Revelations of the Americas Before Columbus by Charles C. Mann
The Color Purple by Alice Walker
Books by David McCullough:
John Adams
1776
Books by Ronald Takaki:
A Different Mirror: A History of Multicultural America
Race at the End of History
Strangers from a Different Shore: A History of Asian Americans
A Pro-Slavery Crusade
Violence in the Black Imagination
Iron Cages: Race and Culture in 19th-Century America
Hiroshima: Why America Dropped the Atomic Bomb
Debating Diversity: Clashing Perspectives on Race and Ethnicity in America
A Larger Memory: A History of Our Diversity with Voices
Books by Howard Zinn:
A People's History of the United States: 1492 – Present
Postwar America: 1945 – 1971
Vietnam: The Logic of Withdrawal
Three Strikes: Miners, Musicians, Salesgirls, and the Fighting Spirit of Labor's Last Century
SNCC: The New Abolitionists
A Power Governments Cannot Suppress
Other Books:
A Little Matter of Genocide: Holocaust and Denial in the Americas, 1492 to the Present by Ward Churchill
The World Is Flat: A Brief History of the Twenty-first Century by Thomas L. Friedman
1491: New Revelations of the Americas Before Columbus by Charles C. Mann
The Color Purple by Alice Walker
Two Voice Poem
I hope everyone is well rested and ready to begin our final trimester of the 2007 - 2008 school year.
Just a reminder that your Two Voice Poem is due on Wednesday, March 19. Be sure to include two different perspectives. For example, you could write about an Enslaved African American Woman and a Factory Worker or a Cherokee Woman and a Government Employee. You could be as creative as you like as long as you include accurate details explaining both perspectives.
Also, we will continue with the Civil War when we return from break. Then, we will begin Westward Expansion. You will have one more DBQ before the year ends.
Just a reminder that your Two Voice Poem is due on Wednesday, March 19. Be sure to include two different perspectives. For example, you could write about an Enslaved African American Woman and a Factory Worker or a Cherokee Woman and a Government Employee. You could be as creative as you like as long as you include accurate details explaining both perspectives.
Also, we will continue with the Civil War when we return from break. Then, we will begin Westward Expansion. You will have one more DBQ before the year ends.
Thursday, January 24, 2008
Homework Questions
America’s Economic Revolution
Chapter 10
We will be talking about the information below all next week, so be sure you are prepared.
The answers to the questions below should be done in your notebook. When I return from MUN, I will check to make sure you have completed them.
Read pages 261 - 267 and answer the questions the below.
1. What were the reasons for and the effect of the rapid increase in population between 1820 and 1840?
2. What were the major immigrants groups that came to the United States and where did they settle?
3. Why was the rise of New York City so phenomenal? What forces combined to make it America’s leading city?
Read pages 278 - 283 and answer the questions the below.
1. What was the general condition of workers in the northeastern factories?
2. What attempts were made to better conditions in the northeastern factories? What role did unions play in these attempts, and what was accomplished?
Read pages 283 - 292 and answer the questions the below.
1. Why was the increasing wealth of America not widely or equally distributed?
2. How did the middle-class life in the years before the Civil War establish itself as the most influential cultural form of urban America?
Chapter 10
We will be talking about the information below all next week, so be sure you are prepared.
The answers to the questions below should be done in your notebook. When I return from MUN, I will check to make sure you have completed them.
Read pages 261 - 267 and answer the questions the below.
1. What were the reasons for and the effect of the rapid increase in population between 1820 and 1840?
2. What were the major immigrants groups that came to the United States and where did they settle?
3. Why was the rise of New York City so phenomenal? What forces combined to make it America’s leading city?
Read pages 278 - 283 and answer the questions the below.
1. What was the general condition of workers in the northeastern factories?
2. What attempts were made to better conditions in the northeastern factories? What role did unions play in these attempts, and what was accomplished?
Read pages 283 - 292 and answer the questions the below.
1. Why was the increasing wealth of America not widely or equally distributed?
2. How did the middle-class life in the years before the Civil War establish itself as the most influential cultural form of urban America?
Thursday, January 17, 2008
Parent Conferences
Just a reminder that parent/teacher conferences will take place on
Tuesday, February 5th.
Tuesday, February 5th.
Be sure your parents sign up for a meeting!
Upcoming Quiz
Short Answer, True/False, Multiple Choice “Surprise Quiz”
Wednesday, January 23rd
Be sure to know the answers to the questions below.
Jeffersonian Era
What effect did America’s transportation system have on industrialization?
Explain the “cultural independence” that Jeffersonian Americans sought. What means of expression did this “independence” find?
What role did Native American religious leaders play in events leading to the War of 1812?
Explain the role that Eli Whitney played in America’s industrial revolution. What impact did his inventions have on the South? on the North?
What was the purchase of the Louis and Clark expedition and what did the expedition accomplish?
Jacksonian Era
What were the general characteristics of “Jacksonian Democracy,” its philosophy, and its practice?
How did the “party philosophy” of the Whigs differ from that of the democrats?
What was Jackson’s attitude towards Native Americans and how did it contribute to the decision in the favor of removal?
What was Jackson’s opinion on the Bank of the United States. On what did he base his views? What other factors contributed to his stand?
How did the spoils system fit into Jackson’s “democratic” plans? What other means did he use to bring more people into the political process?
Wednesday, January 23rd
Be sure to know the answers to the questions below.
Jeffersonian Era
What effect did America’s transportation system have on industrialization?
Explain the “cultural independence” that Jeffersonian Americans sought. What means of expression did this “independence” find?
What role did Native American religious leaders play in events leading to the War of 1812?
Explain the role that Eli Whitney played in America’s industrial revolution. What impact did his inventions have on the South? on the North?
What was the purchase of the Louis and Clark expedition and what did the expedition accomplish?
Jacksonian Era
What were the general characteristics of “Jacksonian Democracy,” its philosophy, and its practice?
How did the “party philosophy” of the Whigs differ from that of the democrats?
What was Jackson’s attitude towards Native Americans and how did it contribute to the decision in the favor of removal?
What was Jackson’s opinion on the Bank of the United States. On what did he base his views? What other factors contributed to his stand?
How did the spoils system fit into Jackson’s “democratic” plans? What other means did he use to bring more people into the political process?
Wednesday, January 9, 2008
Jackson DBQ
Just wanted to remind you that the Jackson DBQ is due on Monday, January 21. If I don't have you that day, just give it to Mrs. Hamery. Also, if you hand it in this week, you will receive 2 extra points and if you turn it in next week, you will receive 1 extra point. This extra credit point will be added to your final Jackson DBQ grade.
We will continue to talk about Jacksonian Democracy next week. Please, be sure to read the chapter on Jackson in the Brinkley book.
Your test on Jefferson and Jackson will be the last week of January. It will be a short answer/multiple choice test.
We will continue to talk about Jacksonian Democracy next week. Please, be sure to read the chapter on Jackson in the Brinkley book.
Your test on Jefferson and Jackson will be the last week of January. It will be a short answer/multiple choice test.
Subscribe to:
Posts (Atom)