- Describe the monetary issues of the late nineteenth and early twentieth centuries that gave rise to the establishment of the Federal Reserve and the weaknesses in key sectors of the economy in the late 1920s.
- Understand the explanations of the principal causes of the Great Depression and the steps taken by the Federal Reserve, Congress, and Presidents Herbert Hoover and Franklin Delano Roosevelt to combat the economic crisis.
- Discuss the human toll of the Depression, natural disasters, and unwise agricultural practices and their effects on the depopulation of rural regions and on political movements of the left and right, with particular attention to the Dust Bowl refugees and their social and economic impacts in California.
- Analyze the effects of and the controversies arising from New Deal economic policies and the expanded role of the federal government in society and the economy since the 1930s (e.g., Works Progress Administration, Social Security, National Labor Relations Board, farm programs, regional development policies, and energy development projects such as the Tennessee Valley Authority, California Central Valley Project, and Bonneville Dam).
- Trace the advances and retreats of organized labor, from the creation of the American Federation of Labor and the Congress of Industrial Organizations to current issues of a postindustrial, multinational economy, including the United Farm Workers in California.
11.6 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government. The class has requested a grade summary. These are the best numbers I can document with all the work people have finalized. So I have looked at the quizzes taken. There are many students not making the July 6th deadline date. So on Wednesday you can still take the quizzes after the exam. There are two more major grades, the test and the interactive notebook. Please note that if you see zeros I do not have a quiz score for you yet. Also I am trying to decided what we will do with the classmates that have broken our social contract. Please keep in mind these are not the grades going home Thursday afternoon. These are for your information for what you need to finish. I will also change all the quizzes to homework category and see if that helps the grades. Take Care. Mr.C
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So remember that you want to create larger questions about the history we are studying. You have to think about your own views to keep the history alive in your mind's eye and perceptional filter. If you want to understand current events there is a very large amount of events you want to try and remember. Keep up the good work. MR.C.
11.6 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government.
So I will look at the quiz answers that people have been choosing. There have been suggestions for a study guide or time stressing the quiz content. From the first day I have asked for some clarifying questions from your homework. I would also like you to study the textbook. I fear once I tell you exactly what is on the quiz the class will stop studying the textbook. We will see what we can come up with today as a plan so everyone is okay with the quizzes. I do recommend taking some notes while you take the quiz on your first try. By the last chance–the fourth–you should have a pretty good idea where you are going with the topic. We can talk about it today before we do the cartoon analysis. The War to End All Wars 11.4 Students trace the rise of the United States to its role as a world power in the twentieth century.
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In the end of the chapters for unit 4 that discuss the World War, The War to End All Wars, it also starts to discuss the changes into the 1920s. So there is a little overlap of the unit 4 to unit 5. Please get your quizzes done soon. You will need time to prepare for the mid-term. Please let me know when you have a score that is to be finalized into the Aeries Gradebook. When I see your highest score I enter it. The Mid-term as I said in class is directly from the textbook. We should take the mid-term July 5th. You also need to be reading your textbook. Please play less video games and all classmates need more sleep time at night. The adopted book has the content that you need, and the study guides will help. Also Many students have many interactions. The interactive notebook is really what will tell me who put in the effort to learn American history. You all did well and a fabulous job in the lock down.
the 1920s
11.5 Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.
11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
11.4 Students trace the rise of the United States to its role as a world power in the twentieth century.
We have hopefully answered many of your questions that have come up. Our "school business" at the beginning of class helps. I also hope that you have found topics where you are asking questions and trying to make connections to modern day. We will see the Industrial and legal side of our power of an illusion. Remember these topics on race are for you to think about this and see if we can un-make race with our understanding of history. Keep working and getting enough sleep. 11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
While we are seeing the industrialization of America grow there are also political and philosophical thinkers wondering what Alexis De Tocqueville thought. Please See http://www.utilitarianism.com/ol/one.html and read about John Stuart Mill's ideas on liberty. In particular here are some key points:http://www.sparknotes.com/philosophy/onliberty/. The first link is the entire text the second is more concise. One idea I want to leave you with is that Mill believed if you do not listen to the opposite political argument that you disagree with, then you will never make your own point better. So think of it this way, if the Democrats stop listening to the Republicans, how can a Democrat help to persuade a Republican, and vice versa?
We must remember not to kill the messenger who may have the better rationale and informed theory for public policy and functions of government, with the spirit of our enlightened ideas behind the thought. [p.s. history is our public mind to understand future decisions that try and help all of us.]
11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
11.3 Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.
From 1800-1900 the amount of history that we are to cover is immense. Please make sure you have read the appropriate unit Chapters and begin to setup the interactive notebook.
Info for painting: art.thewalters.org/detail/28889/politics-in-an-oyster-house/ New Addition for American Revolution Please use any of this to help with your Federalist and Anti-Federalist work. Please download if you need to use these documents. Government, Politics, & Law Checks and Balances Federal Govt. Structure Jefferson and Sally Road to Constitution Slavery in Constitution fedantifed.pdfFederalist v.s Anti-federalists Fed #10 Fed #51 Commentary on each papers from above. 10 & 51 A video we watched in class again. http://www.history.com/topics/constitution The Bill of rights research http://www.annenbergclassroom.org/page/the-story-of-the-bill-of-rights Bill of Rights PDF PPT Supreme Court Documentary Good luck.
11.3 Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.
11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.
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For the first day of class, June 19th, 2017, we will do some basic book keeping. We will explain the syllabus and looked at different handouts for the personal interactive notebooks. Please keep all the handouts ready through out the summer as you may need them. They should be available for download also. We looked at how the the interactive notebooks will look like. Discuss the two semester finals, unit tests, and quizzes Each student was given at least one spiral for an interactive notebook. Class Expectations
Next we will start on the Unit 1 chapters. A Nation of Nations is the Unit One title. Chapters 1-4 are very fast. Those chapters are the bulk of 8th grade United States history. Please be mindful and make the class a summer priority. Please blog your questions about the class as other students might have the same issues that you are having. Please try and blog on the day of class that we posted the new class information. You will be taking the unit exam the next day so you have the whole night to prepare. Tentative Daily Class Schedule:
I recommend that you work on the study guides consecutively while reading the chapters. There are some overlaps of information. The unit questions are not just compartmentalized from one study guide area, because they overlap from the book publisher's tests. I am also using Department study guides. After completion of the textbook notes and the guides, then go back and take the quizzes. Some of the textbook topics are not completely in just one unit. The topics overlap from unit to unit. Having both guides ready will help you take each quiz, and prepare you for the Mid-term and Final. Further we might have pop quizzes on A Different Mirror. |
Philosophie: Salon CenterEveryone of us is living history. We all have a story to tell and the ancestors that came before us that carved a way for us to become a new member of civilization. We also are learning that we are all related genetically and culturally in the family of humanity. All people’s past becomes part of all of us, and will always be completely intertwined with the entire world community.
Author's NOTEFrom time to time we will have some ideas from words that give us wisdom about our world. Writers are some of the most insightful people that understand our modern and ancient world quite well. Feel free to read, think, comment on these ideas. It seems that some of the students would like to debate issues of government, economics, and history. This can be a forum for this idea. Also if you would like to do formal debates in class we need to prepare debate rule and procedures. This can be a start and then we can decide if we will proceed to bring the debates in class on topics we study. Please follow our classroom rules if you decided to write on the blog. Make sure that you ask questions, and be helpful, and mature in all your interactions. This can be a helpful way for you to share what you have learned and what you want to learn, or just share ideas. Also just submit an idea through an email, or web contact, and we can maybe add the idea. Send a picture with the suggestion for the classes. Thank you. Archives
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Photos above left to right: The Solon, by Raphael was a depiction of the place where ideas were discussed and debated. Greek democracy in the public sphere. Here is the philosopher Seneca talking to Nero-Claudius Cesar Drusus Germanicus [Roman Emperor 54-68 BCE]- about society,law, politics, ethics and morality. Anthem for the doomed!
Class ForumStudents can also decide to add a topic that can be approved and monitored by Mr.C. Please be responsible and follow the social contract. You can share ideas and questions on your now topics about our class. Friends can help each other study with their devices. Please only students, but fell free to share the forum communications with your family. This can be a source for all students.
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