American+Studies

=//Welcome to American Studies 2013/2014//=

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This Video describes the Nuremberg Trials. Do these trials represent human progress? For the first time certain behaviors in war would be viewed as a violation against all humanity. Some would argue that this is a positive step. What do you think?

Check out a story about the efforts to hold Syrian officials responsible for war crimes today at the link below.

http://www.npr.org/2014/05/22/314761183/regime-photos-said-to-show-gruesome-killings-in-syrian-prisons

What frustrations do those seeking justice face?

//Are there, and should there be moral rules to war?//

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Why did America invade Cuba? That is your challenge. Please write 5-8 sentences to explain. The video below provides some context.

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Ok this video illustrates what a check is in hockey. As you will see when a player is checked they are being limited how they can move sometimes totally being taken out of the play. When we talk about the system of checks and balances outlined in our Constitution what we are talking about is how one branch of government can limit the power of the other two. Sometimes a Constitutional check takes a branch right out the play such as when the Congress overrides a presidential veto. media type="custom" key="24531960"

=System of Checks and Balances=



media type="custom" key="24456462" =The Meat Inspection Act 1906=

//The Meat Inspection Act was the beginning of federal regulation of the countrys meat, poultry, and egg products supply. Within months of the publication of Upton Sinclairs 1906 novel, The Jungle, which was filled with nauseating detail about the unhealthy practices of Chicagos meat packing district, the public demanded sweeping reforms in the meat industry. President Roosevelt sent in Labor Commissioner Charles P. Neill to examine the industrys practices and learned that the practices were even worse than those depicted in the novel. A short while later, Congress passed the Federal Meat Inspection Act of 1906.// //The Act established standards for inspecting all meat processing plants that conducted business across state lines. It has since been amended and strengthened by subsequent acts, including 1967s Wholesome Meat and Wholesome Poultry Products Acts. The Act paved the way for the eventual creation of the Food and Drug Administration and other federal agencies.//

Pure Food and Drug Act of 1906 (The Meat Inspection Act)
United States Statutes at Large (59th Cong., Sess. I, Chp. 3915, p. 768-772) AN ACT For preventing the manufacture, sale, or transportation of adulterated or misbranded or poisonous or deleterious foods, drugs, medicines, and liquors, and for regulating traffic therein, and for other purposes. Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, That is shall be unlawful for Columbia any article of food or drug which is adulterated or misbranded, within the meaning of this Act; and any person who shall violate any of the provisions of this section shall be guilty of a misdemeanor, and for each offense shall, upon conviction thereof, be fined not to exceed five hundred dollars or shall be sentenced to one year's imprisonment, or both such fine and imprisonment, in the discretion of the court, and for each subsequent offense and conviction thereof shall be fined not less than one thousand dollars or sentenced to one year's imprisonment, or both such fine and imprisonment, in the discretion of the court.

Download the file to your computer and open with Preview. Use the annotate function to label the states.





Use the annotate function to label the States. Include New York and Philadelphia.

Chapter 16 section 3. What looks good? What needs revision?

The article below highlights a recent example of Government Regulation. Do you think the new rules proposed by the Food and Drug Administration are a good idea?



Finish your maps. Read 464 to 465 to learn something about __**Urban Planning**__. Next use Google Maps to zoom in on one of the cities from your map. Locate a park. Zoom in on it as tight as possible. Take a look around. Note 3 features of the park in addition to the name of the park.
 * For Thursday**

The slide show below will help you understand two great African American leaders. One wanted immediate reform the other was a gradualist. Both would have a huge impact.



You have been taking two column notes for some time now. Today you will learn another note taking strategy. It is called the Harvard outline. The basic idea is that one organizes ideas from general to specific. From this type of outline one should be able to quickly identify main ideas and supporting details.

Below find an example for the pages in your text about Puritan New England. **Homework for Tuesday**. Try to do your outline of Chapter 16 section 3 like the one in the example.



Link to Reading Spoils System v. Merit System //http://icah.infobaselearning.com/icahfullarticle.aspx?ID=107258//





Homework for Thursday(extended to Friday) __Read__ Chapter 15 section 4. __Write__: Explain the goal of the 1883 Pendleton Act. Did the Pendleton Act also have some unintended consequences?

Homework for Tuesday or Wednesday Read Chapter 15 section 3. Take Two Column Notes.

Today most Americans would say that they want honest and efficient government. However it has been elusive. Political Corruption is nothing new and the case of T__ammany Ha__ll practically epitomizes it. The political machine exploited the needs of newly arrived immigrants. In exchange for votes political bosses helped immigrants find a place to live, get a job, or help with other problems.

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Furthermore corruption is still a problem today. Read the New York Times article below. See if you can identify the examples of corruption.

=The New Colossus= By [| Emma Lazarus] Not like the brazen giant of Greek fame,With conquering limbs astride from land to land;Here at our sea-washed, sunset gates shall standA mighty woman with a torch, whose flameIs the imprisoned lightning, and her nameMother of Exiles. From her beacon-handGlows world-wide welcome; her mild eyes commandThe air-bridged harbor that twin cities frame.“Keep, ancient lands, your storied pomp!” cries sheWith silent lips. “Give me your tired, your poor,Your huddled masses yearning to breathe free,The wretched refuse of your teeming shore.Send these, the homeless, tempest-tost to me,I lift my lamp beside the golden door!”

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//--Mr. Panagakos//



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Triangle Fire. Who were the women and men who died? Why did they come to America? Did we gain anything from their loss?
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The topic tomorrow will be immigration. Please read chapter 15 section 1. Take two column notes. Remember to create your own questions and list vocabulary first. When you are done reflect on and write down a summary of the main ideas from the section.



How does the article published in the NY Times today relate to the term stratification? http://opinionator.blogs.nytimes.com/2013/09/29/the-glass-floor-problem/#more-149479 September 29, 2013, 9:02 pm

The Glass-Floor Problem
By [|RICHARD V. REEVES] WHEN it comes to the economic malaise facing America, the biggest problem is not the widening gap between rich and poor, but the stagnation of social mobility. When the income gap of one generation becomes an opportunity gap for the next, inequality hardens into social stratification. Eliminating the income gap is relatively straightforward (if politically fraught): raise taxes and expand government assistance for lower-income workers. Kick-starting social mobility, once it has slowed, is much more difficult. It is important to be clear what we are talking about. There are two distinct kinds of intergenerational mobility. Absolute mobility is a measure of whether a person is financially better off than his or her parents were at the same age. Relative mobility, in contrast, is a measure of which rung of the income ladder a person lands on, compared with his or her parents’ position. If everyone made twice what their parents did, everyone is upwardly mobile, in absolute terms — but since their rank position on the income ladder is the same as their parents’, relative mobility would be zero. We can improve rates of upward absolute mobility by simply expanding the economy. But improving rates of upward relative mobility from the bottom comes with a sting in the tail: it requires more downward mobility from the top.

It is well known that in the United States, income distribution has a “sticky floor.” Two-fifths of children born into the poorest fifth of households remain there as adults. But it is sticky at the top, too: the same odds apply to those born into the richest fifth. It is a stubborn mathematical fact that the top fifth of the income distribution can accommodate only 20 percent of the population. If we want more poor kids climbing the ladder of relative mobility, we need more rich kids sliding down the chutes. Even the most liberal parents are unlikely to be comfortable with the idea that their own children should fall down the scale in the name of making room for a smarter kid from a poorer home. They invest large amounts of economic, social and cultural capital to keep their own children high up the social scale. As they should: there is nothing wrong with parents doing the best by their children. The problem comes if institutional frameworks in, say, the higher education system or the labor market are distorted in favor of the powerful — a process the sociologist Charles Tilly labeled “opportunity hoarding.” The less talented children of the affluent are able to defy social gravity and remain at the top of the ladder, reducing the number of places open to those from less fortunate backgrounds. One potential danger zone for opportunity hoarding is access to higher education. College matters a lot for social mobility. For someone from a poor background, getting a four-year degree virtually guarantees upward mobility. Elite colleges act as gateways to the best career paths. Getting more poor kids into colleges, and getting the brightest into the best colleges, ought to be a national mission. As part of his move to increase the accountability of colleges, President Obama has proposed a financial “bonus” for institutions that graduate more students whose lower income makes them eligible for Pell Grants. And that’s a good start. But colleges themselves need to be much more aggressive. There are tens of thousands of high-schoolers smart enough to go to selective colleges, who don’t even apply. Those who do, and who get in, graduate at high rates. Elite colleges should also get rid of one aspect of affirmative action: the bias in favor of applicants who are children of alumni. Harvard accepts 30 percent of these “legacy” applicants, compared to a 6 percent overall rate. Of course, most graduates of schools like Harvard feed into the affluent strata of society, and are able to immerse their children in extracurricular activities and test prep classes. So their children will be clustered among the top end of the applicant pool. But the enormous discrepancy between legacy and average acceptance rates indicates that there is something else at work: namely, opportunity hoarding that impedes relative social mobility. At the very least, schools like Harvard should try much harder to keep their legacy-admission rates in line with their overall admission rates. Opportunity hoarding can also occur in the allocation of workplace positions. Half of all jobs are found through family or friends, and these informal networks are likely to perpetuate existing inequalities. It is hard to do much about the paid side of the job market. But we can do something about unpaid internships. These have become more commonplace and, in many cases, an important first step on a lucrative career ladder. As they are unpaid, they automatically favor the affluent. Effectively unregulated, they can also be handed out to the children of clients or friends. One step would be to expand and more stringently enforce minimum wage laws, so that fewer positions were unpaid and thus off limits to young people who needed to work for a living. Firms should allocate internships through an open, competitive process, and should pay a levy for every unpaid internship position, with the proceeds going into a national or state pool to provide living expenses to lower-income interns. These opportunities — an undergraduate degree from Harvard or Yale, an internship at a senator’s office — are valuable precisely because of their scarcity. They are therefore the ones at most risk of being hoarded. These solutions may sound easy, but they are not. While politicians discuss social mobility as a pain-free goal, the unspoken, uncomfortable truth is that relative mobility is a zero-sum game. Opening more doors to applicants from low-income backgrounds often means closing more doors to affluent applicants. This is delicate territory. Nobody wants parents to stop trying hard for their children. But nor do we want a society in which the social market is rigged in favor of those born into affluence. If we want a competitive economy and an open society, we need the best and brightest to succeed. This means some of the children of the affluent must fail. //[|Richard V. Reeves] is the policy director of the Center on Children and Families at the Brookings Institution.//
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Toward the end of the 1800s reformers wanted to fix some of the problems facing the United States. These included horrible conditions for workers, child labor, political corruption, and environmental degradation. Additionally some reformers focused on the plight of the suffering American Indians. In 1887 Congress passed the Dawes Act. The hope was that this would make the lives of the remaining American Indians better. By most measures this would not be the case.

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For Friday, finish reading __Wealth and Its Uses__ if you have not done so already? How does Carnegie defend the concentration of wealth in his speech?


 * Read chapter 14 section** 4. Carnegie's ideas would be a hard sell to the individuals toiling in the mines and factories of the late 1800s. Please read this section about the rise of Labor Unions. **Take two column notes.**

The homework assignment for Thursday is to write a letter of advice to an individual living in 1870 on how to become wealthy. Today I will have you share your letters in class. After we will reflect on a few questions about the growth of big business and the individuals who led the way like Vanderbilt, Carnegie, and Rockefeller.

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The video below is a segment from an A & E biography on John D. Rockefeller. He at one time was probably the most hated man in the United States. Did he deserve his nasty reputation? He was both pious and ruthless. Interesting combination. media type="custom" key="23914878"

//Hello,//

//Last time I created the questions for the left side of your two column notes for you. This time list your own vocabulary and create your own questions for your two column notes. The best way to do this is skim the section first. Look at the questions at the start of the section and the questions at the end. Look at the pictures and any associated questions. Write down the words in bold and any other unfamiliar words.//

//As you read the section take notes, look up vocabulary, write down your thoughts and questions.//

//Lastly reflect on what you just read in the summary section.//

//Sincerely,//

//Mr. Panagakos//

In class on Friday 9/20/13 we analyzed the cartoon pictured below. How did the Railroads impact America?

//For 9/19/13 Finish reading the economic systems handout. For periods 6/7 have your chapter 14 section 1 notes ready to pass in.// //Homework: Due Monday 9/16/13 Answer the question below using SQE formula.//

//What beliefs about the United States did Lincoln express in the Gettysburg Address?//

//S= A sentence that answers the question.// //Q= A quote that supports your answer.// //E=A sentence that explains how the quote supports your answer.//


 * =//Economic//= || =//Political//= || =//Social//= || =//Military//= ||  ||
 * //The government had subsidized the construction of a rail system during the war.//

//It required that banks be inspected.//

//Some entrepreneurs benefited from the demand for war time supplies.//

//Generally the war led to a boom in the Northern economy and devastated the Southern economy.//

//The war is estimated to have cost 3.3 Billion dollars.// || //The authority of the federal// //government was strengthened.// //States no longer threatened// //session.//

//The federal government played a larger role in people's lives.// //*Draft// //*Tax on Income// //*Require acceptance of paper currency//

//The 14th Amendment said that all Americans should have equal protection under the law. This means that citizens of the United States should not be discriminated against. This Amendment was interpreted in such a way that it did not accomplish this goal. It was not until the 1950s and 1960s when this begins to change.//

//African Americans win the right to vote in the 15th Amendment. They get elected in all levels of Government. Hiram Revels became the first African American U.S. Senator. Of course this was possible only because federal troops were occupying the former Confederate States.// || //Slavery was outlawed by the 13th Amendment.//

//African Americans could reunify their families, start their own businesses and churches. Get an Education.//

//There is experimentation with integrated democracy. It does not last.//

//After wartime many were no longer satisfied with small town life. They sought new opportunities and adventure is growing cities and the expanses of the West// || //Iron clad ships replace a Navy of wood.//

//Weapons more accurate and deadly. The development of the minie ball.//

//The Start of Trench Warfare// ||  ||

//HOMEWORK: Friday 9/13/13// //The link will take you to information about a period of American History called Reconstruction(1865-1877). Please read the Introduction and Summary Analysis// //http://www.shmoop.com/reconstruction///

=//Today in class we discussed a few of the causes of the Civil War. These included the issue of States' Rights. The central issue here is how much power does the Federal Government have to tell states what to do. This is outlined in the Constitution but opinions still differed on the issue. For the South in 1860 the main concern was could the Federal government regulate slavery. Slavery was central to the Southern economy and the Southern Way of Life.//=

//As you know the North and the South were growing apart economically too. The North was becoming more and more industrialized. There were more railroads, factories, and cities. Immigration fueled population growth and supplied factories with cheap labor. Many in the South feared that eventually the North would dominate them.//

//The Civil War resulted in more dead Americans than all other conflicts in American history combined. It was arguably the greatest **Turning Point** is American History.//

//FOR HOMEWORK. Read page 340-346. Gather evidence to support the following statement: The Civil War had huge Political, Social, Economic, and Military consequences. Write out your evidence in a list.//

//[[image:http://t2.gstatic.com/images?q=tbn:ANd9GcT7kjjgIDNoy_C84bNICVfT_RtDJ5oqmLjXMLiDR_lWoqOGGRpe width="340" height="271"]] Fort Sumter April 14th, 1861//
//Gettysburg July 1-3, 1863// // Appomattox Court House April 9th, 1865//

=//http://goghs.org/researchrubric.pdf //= =//The Mexican War and Civil Disobedience//=

//In 1836 Anglo rebels in Texas were successful in breaking away from Mexico. Mexico was unhappy that the settlers brought their slaves and would not follow other Mexican laws. The new country was called the Republic of Texas. A famous battle in this conflict was the Alamo.//

//At the end of this conflict there was still a dispute over the boundaries of Texas.//

//In 1845 the United States Annexed Texas.//

//Mexico said the border was the Nueces River. Texas said it was 100 miles to the South at the Rio Grande.//

//President Polk wanted to expand the borders of the United States through New Mexico to California. He sent a diplomat to Mexico to negotiate a purchase. The Mexican government was not interested and refused to see him.//

//Polk decided then to fabricate a reason for war so the land could be taken. A made up reason for something is a pretext.//

//He sent General Zachary Taylor to the Rio Grande to blockaded the River. This was the first step in a series of provocations by the United States that led Mexico to retaliate. When a skirmish led to 11 American deaths, Polk asked Congress for a declaration of war. Truthful or not the President said “American blood had been spilled on American Soil.”//

//Southerners supported the war. They saw it as an opportunity to spread slavery.//

//Henry David Thoreau also thought the war was opportunity to spread slavery and totally unjustified. He thought it was not right to take another countries land especially to expand an evil institution like slavery. As a result he refused to pay his taxes. This was an act of Civil Disobedience.//

//Homework for Friday. Read pages 198-203. Make a T chart that compares the Northern Economy to the Southern Economy.//

//In class today 9/5 we discussed the Enlightenment ideas in the Declaration of Independence. I also put a timeline on the board.//

//1754-1763 French and Indian War//

//1775-1781 American Revolution//

//1785 Northwest Ordinance//

//1789 U.S. Constitution is ratified(George Washington is elected first president under the Constitution)//

//1803 Louisiana Purchase//

//1820 Missouri Compromise(Maine becomes a state)// //New England and Middle States continue to Industrialize// //In the South cotton and slavery become more important than ever//

//1830 Indian Removal Act leads to the "Trail of Tears"//

//1852 The abolition movement is gaining strength. (Uncle Tom's Cabin is Published)//

//1859 John Brown leads a raid on the arsenal at Harpers Ferry Virginia.//

= = =//-Moving production from homes into//= =//Factories. Harnessing power and machines//= =//to make production faster than by hand.//= =//Breaking down production into small steps//= =//That can be done by specialized workers//= =//quickly.//= = = =//This happened because://= =//Key Industries like trade and shipping//= =//were hurt by 1807 embargo and the//= =//British blockade during the War of 1812//= = = =//Consequently New England shifted to//= =//Manufacturing. If the United States could//= =//not trade for goods adventurous investors//= =//would build factories to make our own.//= = = =//One of the first major products to be//= =//manufactured was textiles.//=
 * =//North//= || =//South//= ||
 * =//The North Embraces the __Industrial Revolution__.//=

=//Crops grown in the North were not//= =//as labor intensive or profitable.//= = = =//Short growing season//= = = =//As a result there was little economic need for slaves//= = = =//By 1804 most all northern states had abolished slavery//= || =//The Cotton gin made growing short-fiber//= =//cotton practical. With the demand for cotton high//= =//in Britain and later in New England cotton production//= =//spread westward into Alabama, Mississippi,//= =//Louisiana, and Texas. Slavery grew//= =//with the spread of cotton. By 1810 there//= =//were 1.2 million slaves in the United States//= = = =//Cotton was our #1 export by the time of the Civil War.//= = = =//Big cotton planters made a fortune.//= = = =//As a result Slavery became essential to the Southern Economic//= =//System.//= = = = = || = = = =

//Homework due Wednesday 9/4: Read pages 83-87. Please take notes. Also finish the map questions on the worksheet we started in class today.Think about how the French and Indian war helped to shape an American Identity.//

//Find more information about the French and Indian War at the link below.//

//http://www.shmoop.com/french-indian-war///

//Here is an opportunity to continue the study of American Indians in Maine on your own.//
=//Maine Native American History & Culture Essay Contest//=

//Entries are due on November 8, 2013//
//Given the important role Native Americans have played in Maine history, and their ongoing contributions to our state’s economy and way of life, the Secretary of State's Office is pleased to continue our Maine Native American History Essay Contest.// //Open to students in Maine middle and high schools, this contest calls on students to explore at least one aspect of Maine Native American history, and then to write an essay of between 500-1000 words. Topics may include, but are not limited to, the history of Native American diplomacy, relations between the tribes, relations with European settlers, aspects of Native American economics, the migrations of Native American peoples or effects of treaties with European settlers.// //Maine law ([|MRSA 20-A Sec. 4706]) provides opportunities for Maine students to learn about Maine’s Native Americans. This essay competition is designed to give students an opportunity to share and showcase what they’ve learned in a fascinating area of study.// //Essays are reviewed by a panel of expert judges, who will select a winner and runner up in both the middle and high school categories. Both winners and his or her class will be invited to be the Secretary of State's guest for a day in Augusta.// //Students will tour the State House, the State Museum, and the State Archives--where they will be able to view Maine’s original treaties with Native peoples and original field books of the early European explorers. These documents are kept in our vaults at the Archives and are rarely viewed. Precious records of this kind are not usually available to the general public, so this is a very special opportunity.//

=//World War I Documents and Questions//=

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//**What was the impact of World War I on Civil Liberties?** Analyze and use each of the documents below in addition to your knowledge about World War I to answer the question. (20)//

//-“Analyze” means explaining how each document is relevant to the question.//

//“Use each document” means backing up your answer by making direct and specific reference to the documents and explaining how they relate to your answer to the question.//

//** Document 1 ** : Sedition Act of 1918 //

// Whoever, when the United States is at war, shall… // // incite insubordination, disloyalty, mutiny, or refusal of duty, in the military or naval forces of the United States, or shall willfully obstruct ...the recruiting or enlistment service of the United States, or ...shall willfully utter, print, write, or publish any disloyal, profane, scurrilous, or abusive language about the form of government of the United States, or the Constitution (narrative) of the United States, or the military or naval forces of the United States ... shall be punished by a fine of not more than $10,000 or imprisonment for not more than 20 years, or both.... //

//**Document 2:** Excerpts from the Schenek Pamphlet//

//The Socialist Party says that any individual or officers of the law entrusted with the administration of conscription regulations violate the provisions of the United States Constitution, the supreme law of the land, when they refuse to recognize your right to assert your opposition to the draft…// // No power was delegated to send our citizens away to foreign shores to shoot up the people of other lands, no matter what may be their internal or international disputes. // // To draw this country into the horrors of the present war in Europe, to force the youth of our land into the shambles and bloody trenches of war crazy nations, would be a crime the magnitude of which defies description. Words could not express the condemnation such cold-blooded ruthlessness deserves. //

//**Document 3**: First Amendment//

// Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging(limiting) the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances. //

////

//According to Oliver Wendell Holmes, J., Supreme Court Justice, the central issue is whether the pamphlet can be protected by the first Amendment under the circumstances. He argues, that the First Amendment might indeed protect this speech "in ordinary times." But when there is a "clear and present danger" that the speech will cause harm--as when someone falsely shouts fire in a theater and causes a panic--it can be punished.//

//OLD Posts from 2010/2011// //Hi Folks,// //Here is a link to an interesting article about a Maine State bill that could potentially lower wages for teenagers in the state. I thought it related to our group project and the idea of having a truly representative democracy. Have a good weekend.// //http://new.bangordailynews.com/2011/03/30/news/lawmaker’s-bill-would-create-5-25-“training-wage”-for-teens/// //--Mr. Urquhart//

//Hi Folks,I forgot to post this to the wiki but here is your Civil Rights timeline that we worked on in class. This may be helpful for you to use for your studying tonight. --Mr. UrquhartHi Folks,Here is the study guide for the test on Civil Rights on Friday April 1st. Let me know if you have any questions. Thank you.--Mr. UrquhartHi Folks,Here is the prompt that you should use to write an essay based on "The Cost" article I handed out in class today. This essay is due tomorrow. Thank you.// //Write a short essay in response to the following prompt using the “The Cost” article.//

//**Identify** 3 common tactics used by Civil Rights Activists that you see expressed in this article and **assess** the effectiveness of each tactic using __specific historical__ examples from this article to **explain** wether you think these tactics are effective or not.//

//--Mr. UrquhartHi Folks,For those of you who were absent or who have not handed in this assignment yet here is the anticipation guide that you should complete with your reading of 29.3 from the textbook .--Mr. UrquhartMessage to the Students doing the mobilization plan. Here is the passcode for your Edmodo account.// //**g5zmth**//

//Please e-mail me if you have any questions. --Mr. UrquhartHi Folks,//

//Here are some resources for your Social Change project that can help you make a Civil Rights related historical comparison to your plans for social change.//

//http://www.museum.tv/ eotvsection.php?entrycode= civilrights//

//http://www.cbsnews.com/video/ watch/?id=7250769n//

//http://mshistory.k12.ms.us/ articles/60/the-mississippi- civil-rights-movement-1955- 1970-when-youth-protest//

// @http://www.kinginstitute.info/ //

//Hi Folks,//

//Your homework for tomorrow, 3-24-11 is to read the following description of your group project which you will start working on tomorrow. Here is the description. Thank you.//

//--Mr. Urquhart//

//Hi Folks,//

//Here is the slide show on the NAACP Legal Defense Fund's fight to end segregation in public schools, thank you.//

//--Mr. Urquhart//

//Hi Folks,// //Here is the NPR story that you need to listen to if we didn't finish listening to it in class today [|__http://www.npr.org/templates/story/story.php?storyId=1537409__] // //In addition don't forget about our homework, read Chapter 29.2 and fill in your Civil Rights journal. Also answer journal question #3//

//**“What were the advantages of attempting to end segregation through the court system and what were the disadvantages of attempting to end segregation through the court system?”** //

// Hi Folks, //

// Below are the links to the two power points I have developed and used for the past two classes if you would like to reference them. Thank you. //



//--Mr. Urquhart//

//Hi Folks,//

//It has occurred to me that I can not post my video that I made because you would have a direct link to my animoto account. That makes me a little nervous so if you need to see the video form Friday to complete Journal Question #1 come see me. Thank you.//

//--Mr. Urquhart//

//Hi Folks,//

//Your homework for tonight will be to complete the following reading anticipation guide based on this article http://www.america.gov/st/democracyhr-english/2008/April/20080501221514myleen0.7553609.html which I will be handing out in class. Thank you.//

//--Mr. Urquhart//

//Hi Folks,//

//The 3 court cases I want you to pay attention to in Chapter 29 Section 1 is Sweatt v Painter, Virginia v Morgan and Brown v Board of Education. Thanks.//

//--Mr. Urquhart//

//Hi Folks,//

//For your unit on the Civil Rights Movement you will be expected to keep the following journal. This journal is designed to help you keep track of your reading, lectures, and class discussion. You will be completing this journal instead of doing Cornell notes or a Harvard outline however my expectations will be the same which is that you will be filling out your journal on a daily basis and that the information that you put in the journal is accurate, thorough and a reflection of careful reading and attention in class. I will be checking the journal frequently and an incomplete journal will result in you having to stay after school to make up your work. Let me know if you have any questions. Thank you.//

//--Mr. Urquhart//

//Hi Folks,//

//Your homework for tomorrow is to read chapter 27 section 2. As you read you should define the following terms; conglomerate, franchise, baby boom, Dr. Jonas Salk, consumerism, and planned obsolescence. In addition as you read you should look for examples of conformity in the text. This is due for tomorrow 3-16-11. Thank you.//

//Hi Folks,//

//Your homework for tomorrow 3-12-11 will be either a Harvard Outline or Cornell styles notes from 26.3. Remember we are collecting these notes and you should paraphrase the information that you get from the book, not copy it word for word. Thank you.//

//Hi Folks,//

//Homework for tomorrow 3-11-11 will be Cornell Notes or Harvard style outline for chapter 26 section 2. Thank you.//

//Homework for Monday 3/7/11. Read and take notes on chapter 25 section 4. You will learn about the after effects of World War II on the United States. On Monday we will discuss the nature of the War in the Pacific, the decision to drop the Atomic bomb and the growing distrust between the west and the Soviet Union.//

//Check out Mapping History Link below for help on your Pacific Map.//

//[]//

//World War II Casualties. Check out the link below. Compare United States Deaths of Military persons to Soviet Union Deaths of Military persons. What do you notice?//

//[]//

//Hi Folks,//

//Yesterday we talked about all of the sacrifices Americans made during World War 2. Here is an article about Bath Iron Works located just up the coast in Maine [] it describes the amazing speed and effectiveness with which Mainers produced destroyers for the Navy during World War 2.//

//Hi Folks,//

//Some of you were curious about Australia's involvement in World War 2. This link might provide some more information for you// || ||
 * //@http://www.ww2australia.gov.au///
 * [[image:http://www.gorham.k12.me.us/Icons/0 width="1" height="10"]] ||

//Hi Folks,//

//Homework for tomorrow March 1st is to take either Harvard or Cornell style notes for Chapter 25 section 1 in your textbook. In addition please don't forget to complete the following survey about the Civil Rights movement http://www.surveymonkey.com/s/ SB2MF2L by the end of the day today. Thank you.//

//Mr. Urquhart//

//Hi Folks,//

//Please don't forget that you have an opportunity to retake your test that we took on Thursday 2-17-11. In order to retake this test these are the steps that you need to take://

//1) __Make corrections__ on the test you must write out the correct answer and explain why it is correct.// //Also explain why the answer that you chose is wrong and any misunderstanding you might have had.// //2) __Make appointment__ to discuss your test with one of us.// //3) __Retake the Test__ within 5 days of coming back from vacation.//

//Hi Folks,//

//Your homework for vacation is to take Cornell Style Notes or a Harvard Outline for Chapter 24 Section 4.//

//In addition please take the online survey about your knowledge of the Civil Rights Movement (the link to the survey is below). I am going to be teaching the Civil Rights Movement later on in March and I would like to get a sense of what you already know about the Civil Rights Movement and what you would like to get to know about the Civil Rights Movement. Please fill out the following survey and **please include your full name and the date in the survey** so that I can give you credit for having completed the survey. I would like to have all of your responses in by the end of vacation. Thank you.//

//http://www.surveymonkey.com/s/ SB2MF2L //

//--Mr. Urquhart//

//Hi Folks,//

//Your assignment for tomorrow (2-16-11) is to complete your Pyramid of Hate if you did not complete it in class and hand it in. In addition think of 5 things that you learned from each section of Chapter 24 that you have studied. So think of 5 things that you have learned for Chapter 24.1, 24.2, and 24.3 and write them down. In total you should have 15 things that you have learned from chapter 24 written down and prepared for tomorrow. Thank you.//

//Hello Everybody,//

//Below is a link to the timeline that we filled out today in class. This should be very helpful for you on the upcoming quiz for Thursday.//



//Hi Folks,//

//Fooled you! This is Mr. Panagakos. Ha Ha. Homework due Tuesday 2/15/11 is to do Cornell Style notes for Chapter 24 section 3. Remember on the left hand side you should have a Main idea( in complete sentence) A complete statement of significance, and a CTQ question. For your planning. Big Quiz on Thursday. Study Guide to come.//

//HI Folks,//

//Tonight (2-10-11) you should read chapter 24 section 2 and complete Cornell Style Notes for this section. Remember all you need to do for the Cornell style notes is develop 5 main ideas, 5 critical thinking questions, and 5 significance statements. Thank you.//

//Hi Folks,//

//Tonight (2-9-11) you should study the following terms: **isolationism, militarism, naziism, fascism, communism, and totalitarianism** in preparation for a short quiz tomorrow.//

//Hi Folks,//

//Below is a link to a quick survey I would like you to take at the beginning of class. Take a second and think about each of the 6 statements made in this survey and tell me wether you agree or disagree. If you agree with all or some of the statements does this mean you favor a more totalitarian government?//

//http://www.surveymonkey.com/s/ 2Y5LH92 //

//Hi Folks,//

//Below is the CTQ question which is due tomorrow 2-9-11. We are looking for a half a page to a page.//

//"**A strong nation requires that the people put the needs of the nation ahead of their own desires."- Speculate what life would be like under a government that agreed with this statement. __Be specific.__**//

//Hi Folks,//

//Here is some more information on Social Security if you are interested in your retirement://

//http://www.npr.org/blogs/money/2010/11/12/131281247/the-friday-podcast-in-search-of-the-social-security-trust-funds//

//http://www.npr.org/blogs/money/2010/11/18/131420919/are-the-social-security-trust-funds-a-mirage//

//Social Security Facts//

//http://www.ssa.gov/pressoffice/basicfact.htm//

//Hi Folks,//

//Below is a link to a letter sent from Mrs. M. A. Zoller on behalf of her elderly mother asking President Franklin Roosevelt to enact an "old age pension" so that her elderly mother would have some means to survive. This old age pension plan signed in to law by President Franklin Roosevelt was and still is referred to as Social Security.//

//[]//

//This is an exert from the letter.//

//Hi Folks,//

//Sorry we forgot to send you the link to the Huey Long speech on Friday. Here is the link to Long's speech.//

//[|speech http://historymatters.gmu.edu/d/5109/]//

//Hello American Studies,//

//Welcome back to the Wiki! Below is a cartoon portraying President Franklin Roosevelt's attempt to change the makeup of the Supreme Court. On Monday 1-31-11 you will be asked to interpret the meaning of the cartoon below using this cartoon analysis template. See you monday.//



//**Sacco and Vanzetti:** Whether they were guilty or not the trial was corrupted by prejudice and intolerance. The principle of a fair trail for all accused is what this case is all about even though many find the debate about the guilt or innocence of these men fascinating. The link below gives a good summary of the case.//

//[]//

//Write two paragraphs based on the two documents we discussed in class on Friday. The handout is printed below. The question is in big letters at the bottom.//

//**The Sedition Act of 1918 and Schenek v. United States**// //**Civil Liberties and War**//

//1. In your own words what does the Sedition Act of 1918 make illegal?//

//2. Speculate why would Congress pass such a law in 1918?//

//3. What is the main message of the Schenek pamphlet? Does it violate the Sedition Act of 1916? Explain?//

//Schenck as the general secretary of the Socialist Party, arranged for the printing of 15,000 copies of a pamphlet opposing conscription and U.S. involvement in World War One. Some copies were distributed to men who had been listed in the paper as accepted into the armed forces.//

//Schenck was convicted with interfering with draft. The case went to the Supreme Court.//

//4. How were Socialists regarded by the majority of Americans during World War I? (See page 574)// //Why is this relevant?//

//According to Oliver Wendell Holmes, J., Supreme Court Justice, the central issue is whether the pamphlet can be protected by the first Amendment under the circumstances. He argues that the First Amendment might indeed protect this speech "in ordinary times." But when there is a "clear and present danger" that the speech will cause harm--as when someone falsely shouts fire in a theater and causes a panic--it can be punished.//

//5. Do you think what is written in the Schenek pamphlet poses and “clear and present danger?” Who is being placed in danger? Will the harm come anytime soon? Explain//

//Let's take a look at what the First Amendment says://

// Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging(limiting) the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances. //

//6. Does a Supreme Court justice have the authority to decide what the First Amendment means? Do you agree or disgree with Holmes' interpretation? Explain.//

// What was the impact of World War I on Civil Liberties? Analyze and use each document to answer the question. //

//Thursday 11/4/10 Read Chapter 19 section 2. Take Cornell Style notes or make an Outline.//

//For Tuesday reconsider the reasons for American Involvement in World War I. What was Woodrow Wilson saying? What was Jane Addams saying? Consider the Zimmerman Telegram and the Sinking of ships such as the Lusitania. Write 5 complete sentences.//

//For Monday Read Chapter 19 section 1 about World War I. Please do Cornell Style Notes or a Harvard Outline. Remember tougher consequences for distracting behaviors.//

===//What impact do you think US Expansion had on American culture and society? Imagine the changes that would occur in a place like Gorham or Grover's Corner for that matter. They may be small, but I would suggest that they might be significant nonetheless. Write 5 complete sentences.//===

//Some of you have been spending time at one of Maine's agricultural fairs lately. Giant World's fairs were popular at the turn of the century. Check out the link for information about the 1904 Exposition in Saint Louis.//

//[]//

//Homework for Monday//

//Analyze the political cartoon where Uncle Sam is cutting a "whipping Stick." Identify the imperialist attitude portrayed by the cartoonist: Is it Social Darwinism, Paternalism, or Manifest Destiny? Explain why you think that.//



//2. Explain how this 20th century advertisement is connected to imperialism?//

////

//**American Exceptionalism**// //Are we special? Check out the following link to find out. []//

//Homework for Friday 10/21/10 Make 5 analogy type questions based on the study guide vocabulary. For example __Jose Marti__ is to __Cuba__ as __George Washington__ is to the __United States__//

//The link below will take you to set a set of flip cards that might be helpful in studying for quiz on Monday.//

//[]//

//__Homework for Monday October 18__//

//__Finish the T-chart cost v benefit analysis that you started in class for the three examples of intervention that you described. Next choose **two** examples of intervention and compare and contrast using a Venn Diagram. Lastly create **5 criteria** that you could use to determine if intervention is justified(right). You will use the same criteria for each case that you are evaluating.__//

//__For instance in a pie baking contest the judges may use a set of criteria that consists of 1. balance of spices in filling, 2 flakiness of crust, and 3. overall appearance. The judges apply these criteria to every pie they taste.__//

//__In our case you are going to apply a standard set of criteria to every example of intervention you evaluate.__//

//__Intervention Part II and III__//

//__**Analysis** Part II: Analyze the costs and benefits of the decision to intervene. Complete this part by making a **T chart.** Put the costs on the left side and benefits on the right.__//

//__Next compare and contrast two examples of American intervention using a **Venn diagram**.__//

//__**Evaluation** Part III. Make a set of five criteria by which one could determine whether a particular intervention was justifiable or not. Obviously your own values are going to have a big influence on this. Next rate the importance of each criterion with 1 being the most important and 5 being the least important.__//

//**My Criteria**//

//_//

//_//

//_//

//_//

//_//

//Thursday October 14//

//Consider all of the examples of Intervention that we have read about in chapter 18. I would like you to carefully consider three of them. First you will DESCRIBE then you will ANALYZE and EVALUATE. You will be doing some serious thinking here. Part I is due on Friday.//

//**American Interventionism**//

//** Comprehension ** Part I: Describe in detail __3 examples__ of U.S intervention in the affairs of other nations from the list below.//

//Hawaii 1875-1898 (528-529)//

//Puerto Rico 1898-1917 (536)//

//Cuba 1898-1922 (536-537)//

//Philippines 1898-1920 (538)//

//China 1900-1901 (539)//

//Colombia/Panama 1901 (542-543)//

//Nicaragua 1911-1933 (544-545)//

//Mexico 1914-1917 (546-547)//

//1. What events prompted U.S. intervention?//

//2. Who are the people involved?//

//3. What actions were taken by the United States?//

//4. What was the reaction of the foreign government and people?//

//5. Use resources beyond your textbook to enrich your understanding of events.//

//6. For each source properly cited you will receive 2 extra credit points.//

//See the following for how to do this. []//

//**List sources here.**//

//Today we will take a little break from considering America as a World Power and shift our focus back to Maine. There is an election right around the corner. I am sure you have noticed with all of the news coverage and political ads on T.V. One race attracting a lot of attention is the race for governor. Often times this is referred to as a __gubernatorial__ election. The Portland Press Herald has put together a guide to the Race for Governor. You will find it at the following link://

//[]//

//You will be assigned a candidate and asked to make an informational poster about that person. Your poster must include://

//The full name of the Candidate// //The office for which they are running// //Their party affiliation// //General biographical information and experience// //A summary of a recent article about that candidate( Word processed)// //A political cartoon that makes an important point about that candidate that uses captions, symbols, and other words.// //The candidates position on 3 issues. Pick from the following list. Taxes Reform, The Budget, Social Issues, Education, Energy, Economic development, and Health Care.//

//You will find positions for Shawn Moody at the following link: [] click on priorities.//

//"Speak Softly and Carry a Big Stick and You will go Far"//

//Read 542-547. Make a Harvard Style outline. You are reading to learn about how the United States Intervened in the affairs of Central American countries and Mexico. The Panama Canal was one reason for this. Consider why this "big ditch" was so important to United States interests. Aside from that it is just an engineering marvel.//

//Homework for Thursday 10/7/10//

===//What impact do you think US Expansion had on American culture and society? Imagine the changes that would occur in a place like Gorham or Grover's Corner for that matter. They may be small, but I would suggest that they might be significant nonetheless. Write 5 complete sentences.//===

//Some of you have been spending time at one of Maine's agricultural fairs lately. Giant World's fairs were popular at the turn of the century. Check out the link for information about the 1904 Exposition in Saint Louis.//

//[]//

//**Homework**: Analyze one additional cartoon for Tuesday using the worksheet listed below.//

//Link to Cartoons://

//[]//

//Link to Cartoon analysis Worksheet://

//[]//

//Homework Due Wednesday// //Read 18.3. This time you will make a Harvard Outline instead or Cornell style notes. The link below will give you an example of the format. You must get the format correct to get credit for homework. There will be a mandatory after school session for those who have trouble with this task. The link below will help you get it right.//

//[]//

//Homework Due Monday// //Read 18.2 and take Cornell style notes. Remember to include any questions you might have on the notes sides of your paper. The reading starts on page 530.//

//New Vocabulary for today: **Platform-**what a political party stands for. **Emancipation**-freedom, in the context of your reading particularly for slaves. **Furnish**-means to provide something. **Pretext-**This is a reason for doing something but not the real reason. For example when the USS Maine exploded in Havana Harbor it was a pretext for war. There had long been calls for intervention in Cuba.//

//Homework Due Friday// //**Homework: Read 18.1 and complete the related worksheet**. If you do not have access to the worksheet please take Cornell style notes.//

//[]//

====//**After the Test:** Use the link above to learn more about the woman featured in the political cartoon on your test and the new Consumer Financial Protection Bureau. While you read answer the questions below.//====

=//What is the background of Elizabeth Warren?//= = = = = =//What exactly will the Financial Protection Bureau do for consumers?//= = = = = =//What do Elizabeth Warren's supporters say about her? Use a quote from the article.//= = = = = = = =//What do Elizabeth Warren's critics say about her? Use a quote from the article.//= = = = = =//Why is President Obama delaying officially naming Elizabeth Warren the director of the agency?//=

//Homework: Pick 10 Vocabulary Words from Chapter 17. Next go to an online puzzle making site. Type in clues and answers then print your puzzle.// //Here is one option. []//

//Homework: Take Cornell style notes over pages 516-521. Remember to do the summary part. Due Monday 9/28//

//Key Ideas from the past week.//

//Roosevelt=progressive=wants change, believes that government can be a tool to improve the lives of people// //Taft=more conservative=wants to keep things more or less the same, favored private enterprise and a laissez-farire approach//

//Unity-A split in the Republican Party led to the election of Woodrow Wilson, a Democrat in 1912. How is 2010 like 1910 in regard to party politics?//

//Homework: Take Cornell style notes over pages 512-515. Due Wednesday 9/22//

//How to Take Cornell Style Notes//
//The link below will give you step by step directions.//

//[]//

//The link below will provide you with a template on which you can type your notes//

// [|www.aesd.k12.ca.us/to/files/**CornellNotesTemplate**.doc]  //

//Where is the proper balance of power between the States and Federal Government. This question has gained prominence with the passage of Maine's new Medical Marijuana law. Do such laws violate the Supremacy Clause of the United States Constitution?// = = =//States and Federal Authority Collide over Medical Marijuana.//= //[]//

//The link below will give you additional information related to our 4th Amendment discussion yesterday. Please read it.//
//[]// = = =//How to get back to this page.//= =//http://dpanagakos.wikispaces.com/American+Studies//=

==//11/17/09 Geography: Here is a handy geography web site that I would recommend that you bookmark on your computer. [|http://www.uoregon.edu/~maphist/english/US/US09-01.html]//==

=//This will come up as the year progresses.//=

//http://www.mtholyoke.edu/acad/intrel/pol116/justwar.htm//
//Additional Readings:// //[|Russell Shaw, "A just pre-emptive attack? Morality of U.S. strike option on Iran debated," //Catholic Online//, 3 May 2006]// //[|Peter Steinfels, "The Brutality of War, and the Innocents Lost in the Crossfire," //New York Times//, 20 November 2004]// //[|Garry Wills, "What Is a Just War?," //New York Review of Books//, Volume 51, Number 18, November 18, 2004, review of Arguing About War by Michael Walzer> Yale University Press, 208 pp.]// //[| George Weigel, "Moral Clarity in a Time of War," //First Things//, December 2002]// //[|Bishop Wilton D. Gregory, United States Conference of Catholic Bishops, Office of Social Development & World Peace, Letter to President Bush on Iraq, September 13, 2002]//
 * //A just war can only be waged as a last resort. All non-violent options must be exhausted before the use of force can be justified.//
 * //A war is just only if it is waged by a legitimate authority. Even just causes cannot be served by actions taken by individuals or groups who do not constitute an authority sanctioned by whatever the society and outsiders to the society deem legitimate.//
 * //A just war can only be fought to redress a wrong suffered. For example, self-defense against an armed attack is always considered to be a just cause (although the justice of the cause is not sufficient--see point #4). Further, a just war can only be fought with "right" intentions: the only permissible objective of a just war is to redress the injury.//
 * //A war can only be just if it is fought with a reasonable chance of success. Deaths and injury incurred in a hopeless cause are not morally justifiable.//
 * //The ultimate goal of a just war is to re-establish peace. More specifically, the peace established after the war must be preferable to the peace that would have prevailed if the war had not been fought.//
 * //The violence used in the war must be proportional to the injury suffered. States are prohibited from using force not necessary to attain the limited objective of addressing the injury suffered.//
 * //The weapons used in war must discriminate between combatants and non-combatants. Civilians are never permissible targets of war, and every effort must be taken to avoid killing civilians. The deaths of civilians are justified only if they are unavoidable victims of a deliberate attack on a military target. //

//[|Mark Edward DeForrest�102��103� �143��144�, Gonzaga University, "JUST WAR THEORY AND THE RECENT U.S. AIR STRIKES AGAINST IRAQ"]// //[|MONA FIXDAL**,** Department of Political Science, University of Oslo, and DAN SMITH**,** International Peace Research Institute, Oslo**,** "Humanitarian Intervention and Just War," //Mershon International Studies Review// (1998) 42, 283-312]// //[|The Internet Encyclopedia of Philosophy, "Just War Theory"]// //[|National Public Radio, "A Just War? Asking the Age-Old Question about the Pursuit of Terrorism," 25 January 2002]// //[|J. Bryan Hehir, "What Can Be Done? What Should Be Done?" AMERICA for Oct. 8, 2001]// //[|National Conference of Catholic Bishops, "The Church's Teaching on War and Peace," 17 November 1993]// //[|Kathryn Jean Lopez, "Justice in War: Just-war theory," //National Review Online//, 15 October 2001]// //[|The Pew Forum on Religion and Public Life, "Just War Tradition and the New War on Terrorism," 5 October 2001]// //[|Richard Falk, "Defining a Just War," //The Nation,// 29 October 2001]// //[|Howard Zinn, "A Just Cause, Not a Just War," //The Progressive//]// //[|Peter Steinfels, "Questioning the Morality of Military Attacks on Civilians," //New York Time//, 6 April 2002]//

= =