November 18, 2011

Humanities 10

Finish presentations



AP Gov

Be ready to present your political parties in class. Make sure all the stances on the issues match. Bring in a completed paper at the beginning of class.

Study Guide for AP Gov Test on Thursday

Study guide for Political Parties, Nomination and Campaigns, and Elections and Voting Behavior Test

·         Be able to read and analyze charts and tables

·         Be sure to understand why we have a two party system in the US—what are the advantages and disadvantages of such a system

·         Understand what is important about third parties

·         Understand why political parties play an important role in democracy

·         Understand the concept of “ticket splitting” and who does this

·         Understand the differences between the caucus, the primary, and the national convention

·         Why is it a good thing that we have a divided govt?

·         Know the history of political parties—they were strongest when the party machine controlled the large cities

·         Know the about the Federal Election Campaign Act

·         Know which states receive the most attention during elections: Iowa and New Hampshire—why?

·         What are the criticisms of the nomination process?

·         How do PACs work during an election?

·         What important things happen at the national convention?

·         How is money spent during an election by the candidates?

·         What are the differences between the US and European campaigns?

·         What does the media focus most of their attention on during elections?

·         How does the Electoral College work?

·         Know about voter turnout—who votes?

·         Who can and cannot vote?

·         Why is voter turnout lower in the US than in other places around the world?

·         Know political efficacy

·         What is the Motor Vehicle Act?

·         Look up how Oregon’s elections are different from most other elections in the US

FRQs:

One question is about the Electoral College, one question is about Iowa and New Hampshire, and the last question is about how political parties serve as linkage institutions by making public preferences into governmental action

November 4, 2011

Humanities 10

Work on the 6 Ws. We will finish this up in class on Monday

AP Gov
-Turn in the "Why turnout in the US is so low compared to other countries" assignment
-Study for the test on Political Parties and Nominations and Elections on Thursday

October 31, 2011

Humanities 10
Homework:
1. Japan has denied what happened during the Second World War. Why do
you think Japan has denied these events? What do you think Japan
should do to compensate the "Comfort Women" for the trauma they
endured during the war?
2. Bring a SSR book with you to class.

AP Gov
Campaign visits paper

October 28, 2011

Humanities 10
Extra credit assignment--do the 30 day writing challenge on nanowrimo.org

AP Gov

Homework: Read the packet about election spending and answer the questions

Extra Credit opportunity--Measure L Precinct Walk
Saturday Oct. 29
9:30-12-30
Meet at the Oceana Market
200 Eureka Square

October 19, 2011

Humanities 10

Finish thank you letter for Dora Sorell

AP Gov

Complete the handout on the Democratic Party and the Republican Party from 2008. Look up three issues and find out what the current stance is on these issues. Feel free to use http://www.politics1.com/parties.htm or other web pages to find the party stance on the issues.

For Senior Exhibition:
You must set the bottom margin of the paper at .8" to end up with an inch margin. this is becasue the computer makes the marglin larger after it places the number on the bottom.

For the first draft of paper:
       1) It must be brought to Ms. Hughes room by 8AM. A minute late and you will lose 1000 points. You can turn it in earlier to Ms. Hughes.
        2) You must combine the background and the first point of view into one paper. when you end the background, the next line should read:  First Point of View and the next line should be the first sentence of your Point of View.

October 17, 2011

Humanities 10

Night Quote project is due on Wed.


AP GOV

Look at a few advertisements on this website: 

http://www.livingroomcandidate.org/

October 13, 2011

Humanities 10

Finish NIGHT, do chapter work chunks for CH 8 and 9

Finish SSR project

Quiz for NIGHT on Monday

AP Gov

TV and Supreme Court Questions

October 7, 2011

Humanities 10

Reach Chapters 3 and 4 from Night
Find quotes for all four themes:
                                              a. Universe of Obligation
                                              b. Faith/Religious Belief
                                              c. Night
                                              d. Treatment of Jews/Dehumanization of Jews
Pick one quote from Ch. 1 and 2, and Ch. 3 and 4. Each night, pick ONE quote that you've post-it-noted or added to your list. For that quote, write a TS, a CD (the quote) and two CMs explaining how this shows one of the four themes.

October 5, 2011

Humanities 10

Due Friday: 100 point assignment—for 100 points you must write this as a five paragraph essay (includes an intro w/thesis, 3 body paragraphs, and a conclusion). You can choose to directly answer the questions (non-essay form) but the highest grade you can get is an 80/100.  

Respond to the following questions and be sure to use quotes and examples from the book to support your arguments:

1. Why does the author choose to depict the humans as animals in MAUS? How does this affect the story?

2. What does using animals to depict humans show about Artie's feelings about his father’s experience during the Holocaust?

October 4, 2011

Humanities 10

--Finish Chapter 6 of MAUS
--Complete the questions
--Bring Post-it-notes

AP Gov

Read "Bowling Alone" article
Answer the questions:

“By virtually every conceivable measure, social capital has eroded steadily. . . .” (Putnam pg 24)
1. Assess the validity of this statement by explaining what social capital is; and providing three implications if it is truly becoming extinct.
2. Does social capital have salutary effects on individuals, or even entire nations? Describe three factors that exist,  or do not exist, when social capital is working within a society.

September 3, 2011

/Humanities 10

1. Read Ch. 5 MAUS and answer the questions
2. Read the Eugenics paper--follow the instruction on the half-sheet of paper

September 30, 2011

Humanities 10

-Read Ch. 3 and 4 in MAUS--answer the questions
-Complete the "Rise of the Nazi Party" assignment

AP Gov

Complete the survey. Complete the online survey at http://www.politicalcompass.org/

September 28, 2011

Humanities 10

Read CH 1 in MAUS, answer the questions

September 27, 2011

Humanities 10

-Answer the question on the back of the Weimar Republic handout.
-Read the "Why study the Holocaust" handout and answer the question on the back.

September 23, 2011

Humanities 10

Final Draft of the Armenian Genocide Essay is due at the start of class.

September 21, 2011

Humanities 10

Bring completed Rough Draft to the lab tomorrow. Be ready to type final draft of Armenian Genocide.

September 20, 2011

Humanities 10

Complete the Rough Draft -- Be ready to peer edit tomorrow



AP Gov't

Work on the Federalist Panel Debate
Bring the text book and the Lanahan Reader to class on Thursday

September 19, 2011

Humanities 10

Finish body paragraph 3 and introduction for the Armenian Genocide Essay

September 16, 2011

Humanities 10

Please write Body Paragraphs 1 and 2 for the Armenian Genocide paper

AP Gov

Read the "Threads of Federalism" paper and answer the question below:
(1-2 pages)
The framers idea for a new government settled on a federal
format, as addressed by Dr. Sheffield. Explain why the framers made
such a decision and identify three federal threads that still weave
through America’s political fabric today.

September 15, 2011

Humanities 10

1. Read 127-129 (Morgenthau) (fill in the box handout)
2. Read "Remembering Rescue" (fill in the box handout)
3. Answer question #2 OR #4 from "Remembering Rescue" reading
4. Create a piece of art based on the readings you read--be creative!!

September 13, 2011

Humanities 10

Write a one page response to the group reading from today. What did you learn from the reading? (Due Thursday)

September 12, 2011

Humanities 10

Connect the "10 Commandments" reading to the 8 stages of genocide.

AP Gov

Things to study for the Test on Wednesday

•       Shays’ Rebellion

•       Articles of Confederations

•       The Declaration of Independence

•       The Constitution

•       3/5ths Compromise

•       Virginia and New Jersey Plan

•       Connecticut Compromise (Great Compromise)

•       Federalism

•       Bill of Rights

•       Separation of Powers

•       Branches of Gov’t and their responsibilities

•       Checks and Balances

•       The amendment process

•       Federalists vs. Anti-Federalists

•       Original Constitution vs. Bill of Rights (specific things)

•       Criticism of Separation of Powers

•       Judicial Review

•       Full Faith and Credit Clause

•       Elite and Class theory

•       Pluralist Theory

•       Hyperpluralist Theory

•       Functions of gov’ts/ function of democracies

•       Principle of “limited gov’t”

•       Powers of National Gov’t, powers of State Gov’t, and concurrent powers

•       Elastic clause

•       Block vs. Categorical grants

•      

FRQ section

• How does Federalism impact the Constitution (think about the Supremacy Clause, the Tenth Amendment, and the Necessary and proper, or “elastic” clause
• Reasons why constitution reflects a basic distrust of direct popular government.
• A question about the three theories of American Democracy (Pluralist theory, Elite and Class theory, and Hyperpluralism

September 9, 2011

Humanities 10

Organize your binders! There might be a binder check on Monday or Tuesday

September 8, 2011

Humanities 10

Read the packet, Talk to the text and answer questions 1-8
Write 1/2 page about how MAIN led to WWI
Study for the quiz: Map of Europe, MAIN, 8 stages of genocide


AP Gov

Prioritize the Bill of Rights. Provide a rationale for the top 2 and the bottom 2. Study for the test on Wed.

September 7, 2011

Humanities 10

Review the notes you took in class today. Make sure you explain how M.A.I.N. links up to these ideas. We will talk about them tomorrow.

September 6, 2011

Humanities 10

Homework: Think about the “Eye of the Storm”—write a one page
response that includes the following:
1. What did you learn?
2. What scene or scenes do you think you'll still remember a month
from now and why those scenes?
3. Did any part of the film surprise you? Do you think someone of a
different race, ethnicity, or religion would also find it surprising?

Talk to the text--MAIN reading

AP Gov

-Vocabulary is due on Thursday
-Read The Federalist 10 (Lanahan Reader Pgs. 49-55) and answer 10 questions

August 29

Humanities 10

2 chunk paragraph—Cash should/should not have been expelled
because ______________. TS, CD, CM, CM, CD, CM, CM, CS (30 pts)
Bring a copy of Forgotten Fire to class on Tuesday



AP Gov

Here is a on-line copy of my vocab list for Unit One:

Unit One Vocabulary

1. Articles of Confederation
2. Shays’ Rebellion
3. New Jersey Plan
4. Virginia Plan
5. Great Compromise
6. Three-Fifths Compromise
7. Federalism
8. Dual federalism
9. Federalists
10. Anti-Federalists
11. Federalist Papers
12. Faction
13. Bill of Rights
14. Judicial Review
15. Representative democracy
16. Delegated powers
17. Reserved powers
18. Concurrent powers
19. Full faith and credit clause
20. Privileges and immunities clause
21. Extradition
22. Supremacy clause
23. Categorical grants
24. Block grants
25. Separation of powers
26. Checks and balances
27. Veto
28. Override
29. Amendment
30. Ratify
31. Establishment clause
32. Selective incorporation
33. Cabinet
34. Governor
35. Line-item veto
36. Pardons and reprieves
37. Bicameral legislature
38. Revenue sharing
39. Northwest Ordinance
40. Confederation
41. Power             
42. Authority
43. legitimacy        
44. democracy                  
45. direct or participatory democracy
46. representative democracy
47. elite                
48. Marxist           
49. bureaucrats                 
50. pluralist
51. Devolution                 
52. police power   
53. municipal corporation or municipality                       
54. initiative
55. Referendum   
56. sovereignty                 
57. special-act charter      
58. recall
59. Unitary system           
60. confederation or confederal system               
61. general act charter
62. Grants-in-aid
63. home-rule charter       
64. categorical grants       
65. Federal regime           
66. ordinances                  
67. counties          
68. “necessary and proper” clause
69. mandates        
70. nullification    
71. Special-district governments or authorities                
72. second-order devolution
73. Third-order devolution

August 26th

Humanities 10

Re-think your Universe of Obligation. Has it changed? Create an artistic version of your Universe of Obligation



AP Gov

Ch 1 (Wilson reading) Questions--due Tuesday
Unit 1 vocab--due week after next (week of Sept. 5th)

August 25th

Humanities 10

Universe of Obligation scenarios

Study for Lit Terms Quiz

August 24th

Humanities 10

Read "38 Witnesses"
--Talk to the Text (annotate) 25 points
--Do worksheet on back 25 points

AP Gov

How can the "Veil of Ignorance" scenario be applied to a real controversial political issue? Pick a topic and write a one page paper, typed and double spaced.

August 23

Humanities 10

Bring lit terms flashcards to class and be ready for a quiz on Thursday

August 22

Humanities 10

Homework:
1. Be ready for a group quiz about key ideas from last year.
2. Bring a list of 5 norms/rules you need for this class to be
successful

AP Gov
Ask 10 adults the following questions:

1. How many members serve in the House of Representatives? How many
serve in the Senate? 435 and 100
2. How many serve from California in the H of R and Senate? 53 and 2
3. How many justices serve on the Supreme Court? 9
Keep the results anonymous and write one paragraph explaining what you learned from this activity.

August 19th

Humanities 10

Bring in your completed binder and supplies--I will be checking them on Monday.

Bring in your completed Parent Contract



AP Gov
Pick up your text books on Monday or Tuesday

Bring in your completed Parent Contract

Sr. Survey

http://www.surveymonkey.com/s/VH2FL8L

April 15

AP Gov

Read the "War Powers Act" handout and answer one of the following questions:
1. The War Powers of the President must be limited because...
or
2. The War Powers of the President must not be limited because...

You also need to do the following question for homework: 

    1. “The President, Vice President and all civil Officers of the United States, shall be removed from Office on Impeachment for, and Conviction of, Treason, Bribery, or other high Crimes and Misdemeanors.”

                                                                        Article 2, Section 4,

                                                                        US Constitution

            The framers of the Constitution were very concerned about national leaders abusing their formal and informal powers.  Therefore, a check on that power was imposed and a president could be “impeached” for abusing one’s power. With your knowledge of US politics, answer the following:

            a. Define Impeachment.

            b. Define “high Crimes and Misdemeanors” and describe what the framers of the Constitution meant by the phrase.     

            c. Describe how the US Congress is involved in impeachment proceedings.

            d. Describe how the US Supreme Court is involved in presidential impeachment proceedings.

            e. Assess and explain if “partisan politics” was involved in the impeachment of President Bill Clinton.

April 13

AP Gov

Read Neustadt 199-205, then read "The Imperial Presidency" on page 205-212. There are ten multiple choice questions about these readings on Friday.

Also, study the notes you took in class about the presidents. There will be eleven questions about the presidents. (one question per president)

March 23

Humanities 9

Finish NDP Essay. Due first thing tomorrow

AP Gov.

Impeachment homework due Friday
Presidential Bio Paper--due the first day back after Spring Break

March 17th

Humanities 9

Please go to advisory first thing tomorrow morning. Take notes on Sr. Exhibition and complete the questions.

Do a chunk paragraph about Hurricane Katrina and the video "Trouble the Water"

AP Gov

Good luck on Sr. Ex!

March 14

Humanities 9

Four things are due tomorrow:

1. Please turn in a COMPLETED visual for NDP (PPT, poster, etc.) by 8AM. Send the project to my email at adam.weinstein7@gmail.com

2. Please turn in a COMPLETED works cited page for NDP by 8AM (one copy per group). Submit a hard copy or through email.

3. Come to class with completed note cards

4. Turn in analysis comparing the disaster facts to the demographic facts.

March 11

Humanities 9

I hope all of you are safe and following the earthquake and tsunami in Japan. Please communicate with your group over the weekend and do your best to complete your visuals and works cited page for Monday. Please email me at adam.weinstein7@gmail.com if you have questions about anything.

March 10th

Rules for class today: Please work on your presentation during the time in the lab. Use your time wisely. Please send me an email at adam.weinstein7@gmail.com if you have a question that you need answered right away. Please follow the format on the rubric I passed out yesterday. The following information should be included in your presentation (remember to include text notes):

FINAL PRODUCT OUTLINE:

1.     Introduction: The mechanics and energy transfer of your disaster.

2.     Describe the science details for your specific disaster

3.     Describe the demographic details for your specific disaster

4.     Analyze socioeconomic factors in describing how the country was prepared for the disaster?  And how the country recovered after the disaster.

5.     What could the country have done better in preparation for the disaster?

6.     What could the country, realistically, do in the future to lessen the effects of natural disasters?

Include meaningful photos throughout! Don’t forget text notes!

Quotes from survivors or witnesses can also enhance your final product.

Please finish analysis worksheet. Here is an electronic copy:

Directions: Please fill out the following chart with your group. This information should be used in your presentation! Your goal is to connect important facts with the demographics you researched. Basically, how did the demographics affect the response to the disaster? For instance, did the country have a very low GDP before the disaster? Did that impact the ways that the country was able to deal with the disaster? FILL IN THE ENTIRE CHART! This is worth 50 points and is due by the end of class on March 11^th

Key fact from your disaster	Demographic that may have had an impact with regards to this fact	Why? Explain the connection. This should be 1-2 complete sentences.
2,000 people died after the earthquake—not as a result of the earthquake itself (3)	Doctor population ratio is 1: 10,000 (1)	If the doctor to population ratio were smaller, more people may have had access to medical care, thus preventing many deaths.

NDP Due Dates

NATURAL DISASTER PROJECT 2011

How does a country’s socioeconomic status affect that country’s ability to prepare for and/or respond to natural disasters?

INTRODUCTION:

            Disasters test people and governments to the extreme. They also provide an excellent lens for studying humankind’s relationship to the forces of nature. Through the study of natural disasters, you will gain a greater understanding of how culture, politics and economics affect the way we interact with both the physical world and each other.

FINAL PRODUCTS:

            This project will require both individual as well as group work. Your individual grades and your group grades will be counted in both Humanities and Science, so it is important that you take this project seriously and do your best work.  Each group will be responsible for producing a final multimedia presentation about one disaster that has stricken a developed, developing or underdeveloped nation.  For example, one group might produce a project on floods in an underdeveloped nation and another might study a volcanic eruption in a developed nation.   Examples of disasters and the nations in which they have occurred will be provided by your teachers.

Each group will conduct research on one of the following natural disasters:

¨TSUNAMIS

¨TROPICAL CYCLONES

¨VOLCANOES

 ¨TORNADOES

 ¨EARTHQUAKES 

Ø Individual work: 

1)      Research worksheets. After you have been split into groups, EACH MEMBER of your group will be responsible for researching one part of your disaster. Complete the research worksheet for your part of one disaster.

2)      Essay. Describe the demographic factors that shaped your country’s response to a natural disaster.

3)      Reflection. When the project is over, you will be given the chance to evaluate your group’s work, your group members’ performance, and your own performance.

Ø Group work:

Your group should assemble the whole report together.  Divide the work evenly.  Students who don’t help with the final presentation will NOT get a group grade.  As a group you must do the following:

1)      Introduction: Write an introduction which explains the scientific mechanics of your disaster, or how your disaster works from the potential energy build up through the kinetic energy release of destruction. 

2)      Detailed analysis of your disaster. Once you are done with your research, your group needs to use demographic and severity factors from the disaster, to analyze how the country’s socioeconomic status affected disaster preparedness and/or response to the disaster.  You will be given more detailed instructions in the coming days.

3)      Presentation: Your group is expected to create a thorough and complete presentation that includes visuals. Details will follow in a future handout, but the general overview is that your presentation should include:

a.       Explanation of the scientific mechanics of your disaster

b.      Explanation of what happened during the disaster

c.       Explanation of the factors that affected the severity of each disaster (based on your research worksheet)

d.      Explanation of what can be done to limit the severity if a disaster were to occur in the same place in the future

4)      Citations: Create a Works Cited page listing all sources used for the research worksheet, the introduction, and the presentation.  This should be a word document handed in separately from your visual.

REMEMBER: You will go far when you read and follow ALL handouts and rubrics!!!!

Assignment	Due date	Class it will be collected in	Point value	Individual or group?
Demographics research worksheet	March 7th	Humanities	100	Individual
Disaster Research worksheet	March 7th	Humanities	100	Individual
Rough draft of written introduction	March 9th	Before 1 PM to your Science teacher	50	Group
Visual for presentation	March 14th—HARD DEADLINE Due to HUM teacher	Science/Humanities	200 +100 =300	Group
Work Cited Page (printed)	March 14th—HARD DEADLINE Due to HUM teacher attached to rubric
Oral Presentation	March 15th & 16th	Science/Humanities	200	Group
Essay	Week of March 21st	Humanities	100	Individual
Individual Reflections	Week of March 21st	Science	100	Individual

                                                                                    TOTAL: 950 POINTS!!!!!