FOR GENERAL REVIEW OF US HISTORY FOR ALL MY US HISTORY CLASSES:
MAP PRACTICE SITES (end of second semester):

http://www.yourchildlearns.com/map-puzzles.htm
http://www.maps.com/funfacts.aspx
http://www.lizardpoint.com/fun/geoquiz/index.html


Below is the Jeopardy PowerPoint review game that I promised. Use it like a set of electronic flashcards. (It DOES NOT replace writing out flashcards, though.)



The one that follows is the presidential review:




Selected individual review sheets follow:
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(= College version of the Official Departmental Study Guide in MS Excel)


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(= Honors version of the Official Departmental Study Guide in MS Excel)






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CUSHAY13OLD


AY2013, Quarter 1




Week of October 1, 2012


  • Monday: Review Ch. 13, sect. 2 work. Continue economic concepts of the Gilded Age. Homework: Continue work on DBQ source analysis.
  • Tuesday: The life of the Gilded Age working class. In-class exercise to create a description of an 1880s factory worker's daily life. Review of principles of persuasive essay writing (for the DBQ due Oct. 5). Homework: Start draft of your DBQ essay; we will work on it in lab tomorrow.
  • Wednesday: Computer lab (rm. 550) to work on DBQ essay. Homework: Continue work on DBQ.
  • Thursday: Computer lab (rm. 550) to work on DBQ essay. Homework: Continue work on DBQ. Current Event #2 is due tomorrow. The DBQ will be due at the end of class tomorrow.
  • Friday: Computer lab (rm. 550) to work on DBQ essay. The DBQ and current event #2 both are due by the end of class today. Homework: Take-home materials on labor and labor organization. Complete the worksheets for Tuesday.







Week of September 24, 2012


  • Monday: Review Ch. 13, sect. 1 work. Intro to the DBQ (due Oct. 5). Homework: Skim the DBQ.
  • Tuesday: Guided reading in Ch. 13. Introduction to economics of the Gilded Age. Homework: Continue reading through the DBQ.
  • Wednesday: Finish review of economic concepts. Work on DBQ. Review for quiz. Homework: Review for quiz tomorrow. Homework: Ch. 13 worksheet (due Friday).
  • Thursday: Quiz on 13.1 (open note). DBQ work. Homework: see yesterday
  • Friday: Management and ownership of large businesses vs. labor and its organizers. Homework: Current Event #2 (due next Friday).



Week of September 17, 2012


  • Monday: Constitution Day. Exercises based on the Constitution. Homework: Finish Constitution Day exercises as necessary. Continue work on Take Home Test (due Friday).
  • Tuesday: Complete Constitution Day work on the Constitution and the Electoral College. Review Quiz 1. Introduction to formal note taking. Homework: Work on make-up for Quiz 1. Continue work on Take Home Test (due Friday).
  • Wednesday: Overview of the Industrial revolution. In-class note work on 13.1. Homework: Continue make-up work on Quiz 1. Continue work on Take Home Test (due Friday).
  • Thursday: Video and discussion on the Industrial revolution and Gilded Age. Homework: Finish Take Home Test (due tomorrow).
  • Friday: Finish video and discussion. Check notes. Homework: Look ahead to 13.2. Finish outstanding work, including make-up work for Quiz 1 (due next Wednesday).



Week of September 10, 2012


  • Monday: We will review the current event assignment and discuss how to conduct the analysis. (The write-up is not due until Friday.) I will pass out lab assignments for our lab the next three days. We will distribute textbooks. Homework: Current Event #1 (due Friday). Get Syllabus signed and returned (due Wednesday). If you wish, you can start researching your president before lab tomorrow.
  • Tuesday-Thursday: Presidential survey lab. (See lab handout below.)





  • Friday: Presentation and review of Glogs in class. Distribution of take-home test on presidents. Distribution of Quiz 1 with discussion. Homework: Begin take-home test work. (Due next Friday.)





Week of September 3, 2012


Week of September 3, 2012


  • Monday: No class. Labor Day.
  • Tuesday: Introduction to principles of organization in history. Homework: Read through and complete sections on the two handouts as necessary.







  • Wednesday: I may be out for jury duty. If I am out, then you will have handout work and instructions in class. If not, we will continue the work from yesterday and introduce the concept of the rule of law and the role of the Constitution therein. Homework: Review concepts from class.
  • Thursday: Review of historical concepts so far; in-class group work. Review for quiz tomorrow. Homework: Prepare for quiz on historical concepts, rule of law, and constitutionalism.
  • Friday: Quiz. Discussion of the DNC and RNC meetings, if there is time. Homework: Current Event #1 (a topic related to the presidential elections).





Week of August 28, 2012




  • Tuesday: Intro questionnaires, group work on the meaning of history. No homework today.
  • Wednesday: Continue work on the meaning of history. Introduction to writing a business letter. Homework: Begin your business letter of introduction to me. This will be due next Tuesday, after the long weekend.



  • Thursday: Continue work on the letter. Overview of the class and how things will work. Homework: Continue and finish your business letter of introduction to me. This will be due when you return on Tuesday.



No class on Friday, August 31 or on Monday, September 3.

HUSHAY13OLD

AY2013, Quarter 1


Week of October 1, 2012
  • Monday: Review Ch. 13, sect. 2 work (per. 1 only). Finish economic concepts of the Gilded Age. Review of principles of persuasive essay writing (for the DBQ due Oct. 5). Homework: Finish the pre-writing portion of the DBQ.
  • Tuesday: The life of the Gilded Age working class. In-class exercise to create a description of an 1880s factory worker's daily life. Homework: Have a draft of your DBQ essay ready, so that you can type a final draft tomorrow in lab.
  • Wednesday: Computer lab (rm. 550) to type up DBQ essay. Homework: p. 476: 2,3,5 (due tomorrow). If your DBQ is not done, you should work on that as well. (due Friday).
  • Thursday: Unions, labor organization, and the great strikes. Homework: Both the DBQ and Current Event #2 are due tomorrow.
  • Friday: Continue unions, labor organization, and the great strikes. Classroom exercise comparing the strengths and weaknesses of the different approaches to labor organization. Homework: Read 13.4. Write out answers to questions 2 and 5 on p. 483.

Handout on labor organization:

Labor History Terms and ConceptsAY13.docx
Labor History Terms and ConceptsAY13.docx

Labor History Terms and ConceptsAY13.docx
Labor History Terms and ConceptsAY13.docx




‍[[#file:US_History_2A_course_syllabusREV4_2012Aug24HONORS[1].docx--Week of September 24, 2012]]‍Week of September 24, 2012

  • Monday: Review Ch. 13, sect. 1 work. Intro to economic concepts in the Gilded Age. Intro to the DBQ (due Oct. 5). Homework: Skim the DBQ and 13.2.
  • Tuesday: Overview of economic concepts. You will be responsible for understanding the terms in the handout. Homework: Continue reading through the DBQ. Read Ch. 13.2.

Gilded Age Economics Vocab List AY12.docx
Gilded Age Economics Vocab List AY12.docx

Gilded Age Economics Vocab List AY12.docx
Gilded Age Economics Vocab List AY12.docx

  • Wednesday: Finish review of economic concepts. Work on DBQ. Review for quiz. Homework: Review for quiz tomorrow. Homework: p. 472: 1,3,4,5 (due Friday).
  • Thursday: Quiz on 13.1 (open note). DBQ work. Homework: see yesterday
  • Friday: Management and ownership of large businesses vs. labor and its organizers. Homework: Read 13.3 and take notes. Current Event #2 (due next Friday).

‍[[#file:US_History_2A_course_syllabusREV4_2012Aug24HONORS[1].docx--Week of September 17, 2012]]‍Week of September 17, 2012

  • Monday: Constitution Day. Exercises based on the Constitution. Homework: Finish Constitution Day exercises as necessary. Continue work on Take Home Test (due Friday). Skim Ch. 13, sect. 1 in the book.
  • Tuesday: Complete Constitution Day work on the Constitution and the Electoral College. Review Quiz 1. Introduction to formal note taking. Homework: Continue work on Take Home Test (due Friday). Begin a set of full notes on Ch. 13, sect. 1.
  • Wednesday: Overview of the Industrial revolution. Homework: Continue work on Take Home Test (due Friday). Continue notes.
  • Thursday: Video and discussion on the Industrial revolution and Gilded Age. Homework: finish notes, finish Take Home Test (due tomorrow).
  • Friday: Finish video and discussion. Check notes. Homework: p. 465, nos. 1-5. Look ahead to 13.2. Finish any overdue work, including make-up work for Quiz 1 (due next Wednesday).

Take home test model answers:

HUSH_PresidentQuiz_ModelAnswersAY13.pdf
HUSH_PresidentQuiz_ModelAnswersAY13.pdf

HUSH_PresidentQuiz_ModelAnswersAY13.pdf
HUSH_PresidentQuiz_ModelAnswersAY13.pdf



‍[[#file:US_History_2A_course_syllabusREV4_2012Aug24HONORS[1].docx--Week of September 10, 2012]]‍Week of September 10, 2012

  • Monday: We will review the current event assignment and discuss the two New York Times articles that I gave you with it. (The write-up is not due until Friday.) I will pass out lab assignments for our lab the next three days. We will distribute textbooks. Homework: Current Event #1 (due Friday). Get Syllabus signed and returned (due Wednesday). If you wish, you can start researching your president before lab tomorrow.
  • Tuesday-Thursday: Presidential survey lab. (See lab handout below.)
Presidential_Overview_HUSH2aAY2013.docx
Presidential_Overview_HUSH2aAY2013.docx

Presidential_Overview_HUSH2aAY2013.docx
Presidential_Overview_HUSH2aAY2013.docx

  • Friday: Presentation and review of Glogs in class. Distribution of take-home test on presidents. Distribution of Quiz 1 with discussion. Homework: Begin take-home test work. (Due next Friday.)


‍[[#file:US_History_2A_course_syllabusREV4_2012Aug24HONORS[1].docx--Week of September 3, 2012]]‍Week of September 3, 2012

  • Monday: No class. Labor Day.
  • Tuesday: Introduction to principles of organization in history. Homework: Read through and complete sections on the two handouts as necessary.
Organization_USHIIA_AY13.pdf
Organization_USHIIA_AY13.pdf

Organization_USHIIA_AY13.pdf
Organization_USHIIA_AY13.pdf

Power_USHIIA_AY13.pdf
Power_USHIIA_AY13.pdf

Power_USHIIA_AY13.pdf
Power_USHIIA_AY13.pdf


  • Wednesday: I may be out for jury duty. If I am out, then you will have handout work and instructions in class. If not, we will continue the work from yesterday and introduce the concept of the rule of law and the role of the Constitution therein. Homework: Review concepts from class.
  • Thursday: Review of historical concepts so far; in-class group work. Review for quiz tomorrow. Homework: Prepare for quiz on historical concepts, rule of law, and constitutionalism.
  • Friday: Quiz. Discussion of the DNC and RNC meetings, if there is time. Homework: Current Event #1 (a topic related to the presidential elections).
CE1_HUSH_Q1AY2013.doc
CE1_HUSH_Q1AY2013.doc

CE1_HUSH_Q1AY2013.doc
CE1_HUSH_Q1AY2013.doc


NY Times Article on Gov. Romney's Nomination

NY Times Article on Pres. Obama's Nomination


‍[[#file:US_History_2A_course_syllabusREV4_2012Aug24HONORS[1].docx--Week of August 28, 2012]]‍Week of August 28, 2012


  • Tuesday: No class today due to orientation.
  • Wednesday:Intro questionnaires, group work on the meaning of history. Introduction to writing a business letter. Homework: Begin your business letter of introduction to me. This will be due next Tuesday, after the long weekend.
Letter_to_Teacher_US2aAY13.doc
Letter_to_Teacher_US2aAY13.doc

Letter_to_Teacher_US2aAY13.doc
Letter_to_Teacher_US2aAY13.doc

  • Thursday: Continue work on the letter. Overview of the class and how things will work. Homework: Continue and finish your business letter of introduction to me. This will be due when you return on Tuesday.

No class on Friday, August 31 or on Monday, September 3.





PSYCH OLD

APA Style exercise #1 (for 5/2/12)



Please go to http://owl.english.purdue.edu/owl/resource/664/01/





While you are working on that you will need to access and work on the following worksheet. You will type out your answers onto the worksheet, then put your name on it, rename it thus:




[your_name]_APA01.doc




and send it to me by e-mail. We will work on another exercise on Friday.




Exercise sheet:










Q4 Paper Instructions and Rubric




3/6/12:


Test tomorrow (Wednesday, 3/7) on classical and operant conditioning. See mods. 15 and 16 and the PPt slides below:


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Work for the week of 1/30/12:


Monday: Review questions on schizophrenia from A Beautiful Mind. Begin work on psychological schools of thought.

Tuesday - Friday: LAB in room 550 (Library)


Test for the Lab (.docx and .rtf versions):








Library and Computer Lab Glogster Project: Psychologists, Psychological Schools, and Theories


Goal: There are four different goals in this project.

a) Know how to search effectively for relevant material in written sources and on the internet.

b) Be able to correctly cite your sources from written sources and the internet for a research paper.

c) Produce a Glogster interactive poster that is informative and interesting, and includes a bibliography.

d) Utilize your own and others’ Glogster projects to inform yourself about the different major psychoanalytic approaches that arose after Freud.


Process: We will work on this project twice in lab. You will need to work on it as homework (at home or in the library), as well. There will be no other homework during this period. Your Glog will be due by Friday, February 3. The online “Test” that follows it will be due Wednesday, February 8.


Grading: Your grade will consist of the following (100 pts. possible)—

1. professional conduct in the computer lab 5%

2. Glog 45%


3. on-line test 50%


Topic: You will be assigned a topic from the list below. Each student will cover a different major thinker in the field of psychology. We will pool our knowledge through student presentations in order to gain an overview of major fields of thought in modern psychology.


Formatting: Your Glog should contain a bibliography that uses MLA style. All written text in your Glog must be your own. Any direct quotations must be cited within the text using the author/date system. I will help you with that if you need it. As always, there will be no tolerance for plagiarism, which will earn you a zero on the Glog. Plagiarism is the use of both someone else's words and their thoughts without proper citation.


Glog instructions

In your Glog, you will research and convey information on one of the topics below. Your starting point for research can be Prof. George Boeree’s online textbook of different psychoanalytic traditions:


http://webspace.ship.edu/cgboer/perscontents.html


You then will broaden your research on the topic to answer the following questions and complete the required tasks:




1. Write at least 350 words (in your own words, no cutting and pasting) on your topic to give an overview. Your overview should include:

• important biographical details about the founder of the school

• information about the most important ideas from your subject/school

• whether this person/school is still important today

• what types of dysfunctions/disorders respond best to the psychotherapy related to the subject/school

• anything else you found important and interesting


2. Find at least three images related to your subject.



3. Combine your writing and your images into a Glog on your Glogster account, using design to both attract an audience and reflect the psychological “style” of your subject.


We will be in the lab for four days.


You should use at least four different sources for your research (which you will include in the Glog as a bibliography).


Your Glog will have:




a) 350-word (minimum) overview of your topic. (25 pts)

b) 3 images with explanations (5 pts)


c) Reference list/Bibliography — MLA format (10 pts)


d) Overall presentation/style on the Glog (5 pts)




You then will complete an Open-Glog assessment next week, using everyone’s Glogs. That assessment will be worth 50 points, for 100 points possible on this lab.




Topics


1. Sigmund Freud and his psychosexual theory of human development.


2. C. G. Jung and his psychodynamic theory of human development.


3. B. F. Skinner and his behavioral theory of human development.


4. Jean Piaget and his theory of human cognitive development.


5. Albert Bandura and his theory of human cognitive development.


6. Karen Horney and her theory of human psychological development.


7. Alfred Adler and his theory of human psychological development.


8. Erik Erikson and his theory of human psychological development.


9. Carl Rogers and his theory of human psychological/personal development.


10. Abraham Maslow and his theory of human psychological/personal development.


11. Lawrence Kohlberg and his theory of human moral development. (You will not find him at the Boeree site. Look here for your first reference, instead: http://faculty.plts.edu/gpence/html/kohlberg.htm)





Work for week of 1/23/12:


Earlier in the week we will have reviewed quarterly tests and papers; if you find any issues with your Q2 grade, contact me as soon as possible to make corrections or updates.


We will work through A Beautiful Mind this week. You will need to read through the NIMH schizophrenia booklet and answer the essay and short-answer viewing questions. A copy of the questions is below:






1/1/12 - Paper Assignment (from before the break)


12/16/11 - List of Disorders (for reference and to choose a topic for the term paper):



12/15/11 - Psychoactive drugs Quiz contest

(This is the PowerPoint File on which our game today was based)




9/8/11 The Scientific Method and Experimentation in Psychology

Handouts from class (to accompany mod. 2 in the book):






Potential observations of behavior for the project (experimental designs have been done on these in the past):

  • Students group themselves according to ethnicity in the cafeteria.
  • Students act defiantly to security guards, using inappropriate language.
  • Students nap in class.
  • Students crowd around a fight when it occurs and get visibly worked up by it.
  • Students use inappropriate language in class.
  • Students stay in relationships that are not healthy for them.
  • Students binge drink.
  • Students skip classes.
  • Students segregate in the halls according to sports or activities.
  • Students linger in the halls with their friends and are then late for class.





CUSH OLD

Q4 Final Exam (written) review materials (pdf files):






Q4 Paper Assignment

This assignment is based on the Billy Joel We Didn't Start the Fire work that we have been doing. You will need that work to undertake the paper assignment. The instructions and rubric are below. The first document is in MS Word (.docx). The second document is the same thing in .rtf format.





The original lyrics sheet is here:


external image vnd.openxmlformats-officedocument.wordprocessingml.document.png We didn't start the fire lyrics AY12.docx




Billy Joel Assignment #2




Current work for the week of 1/30/12:


Monday: We will review Current Events and continue our reading work in Ch. 20.

Tuesday - Friday: LAB (rm. 550) on Tuesday through Friday



Quiz for 1920s Lab (first in .docx, then in .rtf format)


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1920s Lab


In this lab you will research one of the topics below. Your starting point for research will be the Digital History online textbook. You then will broaden your research on the topic to answer the following questions and complete the required tasks:


1. Write at least 150 words (in your own words, no cutting and pasting) on the subject to give an overview.


2. Find at least three images related to your subject.


3. Write at least 75 words explaining how this subject might be important today.


4. Combine your writing and your images into a Glog on your Glogster account.


We will be in the lab for four days. You will have two days for research, one day for creating your Glog, and one day for reviewing other Glogs in the class. I will issue an open-Glog take-home test on these topics on Friday.


You should use at least two different sources for your research (which you will add as a bibliography). Your Glog will have:


a) 150-word (minimum) overview of your topic. (20 pts)

b) 3 images with explanations (10 pts)

c) Relevance to today (75-word minimum) (5 pts)

d) Reference list/Bibliography — MLA format (5 pts)

e) Overall presentation/style on the Glog (10 pts)


You then will complete an Open-Glog Quiz on Friday and (if necessary) over the weekend, using everyone’s Glogs. That quiz also will be worth 50 points, for 100 points possible on this lab.



http://www.digitalhistory.uh.edu/database/subtitles.cfm?TitleID=67


Topics (to be assigned in lab)


The Postwar Red Scare


Postwar Labor Tensions


Prohibition


Race


The Great Migration


The Ku Klux Klan


Sacco and Vanzetti


Immigration Restriction


Fundamentalism and Pentecostalism


The Scopes Trial


Politics During the 1920s


The Democratic Convention of 1924


The Election of 1928


Herbert Hoover


The Consumer Economy and Mass Entertainment


The Formation of Modern American Mass Culture


The Avant-Garde


The New Woman





Current work for week of 1/23/12:


Work due by 1/27:

  • Pros and Cons of repealing prohibition homework
  • 1920s video viewing sheet
  • Worksheet on advertising and prohibition


Earlier in the week we will have reviewed quarterly tests and papers; if you find any issues with your Q2 grade, contact me as soon as possible to make corrections or updates.


For the weekend (due 1/30): please complete Current Event #1 for Q3 (click below for a copy).






1/9/12 Q2 Study Guide:



12/16/11:

Please see below for Q2 paper topics and guidelines:






Quarterly Work:


Quarterly Poster Project (click above)


Quarterly Letter Project (click above)

9/11/11:


This is the take-home test which follows the Glogster work that the class has done. Use the Glogs from the class (you can go into them from your account) to answer ten of the thirteen questions on the first part of the test and the essay in the second part of the test. I have uploaded two versions of the test. One is a Microsoft Word document (.doc) and the other is a .rtf version, in case you do not have MS Word.












PSYCH & COMM OLD

APA Style exercise #1 (for 5/2/12)



Please go to http://owl.english.purdue.edu/owl/resource/664/01/





While you are working on that you will need to access and work on the following worksheet. You will type out your answers onto the worksheet, then put your name on it, rename it thus:




[your_name]_APA01.doc




and send it to me by e-mail. We will work on another exercise on Friday.




Exercise sheet:










Q4 Paper Instructions and Rubric




List of Disorders for Q4 Term Paper


places to start research on specific disorders:




Practice Myers Briggs Test


http://www.humanmetrics.com/cgi-win/jtypes1.htm

(This is only to give you a sense of what a real test would be. Remember that the real thing would include an interview component.)




PPt on Jung (for review; 3/9/12)




Website on Jung with detailed information :


http://webspace.ship.edu/cgboer/jung.html


Current Work (week of 1/30/12)


We will continue our deconstruction of Red. We should finish it by Wednesday. You will be able to work on the essays in class on Thursday and Friday.




Current Work (week of 1/23/12)


You have the ten short essays that will be due one week beyond our completion of the film Red. You should start working on the essays. Click here for the questions:





Websites for Color Theory and Work


Primary site (Poynter Institute Interactive Color Tutorial):


http://www.poynterextra.org/cp/index.html




Secondary sites:


Poynter Institute article on color theory to accompany the above site:

http://www.poynter.org/how-tos/newsgathering-storytelling/visual-voice/12711/understanding-color/


Janet Lynn Ford's Interactive Color Theory Tutorial (second best after the Poynter site):

http://www.worqx.com/color/index.htm


Color Matters Color Theory Interactive Website (a quasi-tutorial with lots of information, harder to navigate than Poynter or JLF's site):

http://www.colormatters.com/color-and-design




Nerdy Art Student Humor:

http://www.breakingcopy.com/college-for-creative-studies-team-detroit





AY 2012 HUSH 2 old stuff



Q4 Final Exam (written) review materials (pdf files):











Q4 Paper Assignment




This assignment is based on the Billy Joel We Didn't Start the Fire work that we have been doing. You will need that work to undertake the paper assignment. The instructions and rubric are below. The first document is in MS Word (.docx). The second document is the same thing in .rtf format.











The original lyrics sheet is here:







Holocaust assignment












Current work for week of 1/30/12:




TEST on Monday.

LAB (rm. 550) on Tuesday through Friday.



Quiz for 1920s Lab (.docx format 1st, then .rtf after that)




File Not Found
File Not Found










1920s Lab




In this lab you will research one of the topics below. Your starting point for research will be the Digital History online textbook. You then will broaden your research on the topic to answer the following questions and complete the required tasks:



1. Write at least 250 words (in your own words, no cutting and pasting) on the subject to give an overview.



2. Find at least five images related to your subject.



3. Write at least 100 words explaining how this subject might be important today.



4. Combine your writing and your images into a Glog on your Glogster account.



We will be in the lab for four days. You will have two days for research, one day for creating your Glog, and one day for reviewing other Glogs in the class. I will issue an open-Glog take-home test on these topics on Friday.



You should use at least three different sources for your research (which you will cite in a bibliography). Your Glog will have:



a) 250-word (minimum) overview of your topic. (20 pts)

b) 5 images with explanations (10 pts)

c) Relevance to today (100-word minimum) (5 pts)

d) Reference list/Bibliography — MLA format (5 pts)

e) Overall presentation/style on the Glog (10 pts)



You then will complete an Open-Glog Quiz on Friday and (if necessary) over the weekend, using everyone’s Glogs. That quiz also will be worth 50 points, for 100 points possible on this lab.





http://www.digitalhistory.uh.edu/database/subtitles.cfm?TitleID=67



Topics (to be assigned in lab)



The Postwar Red Scare



Postwar Labor Tensions



Prohibition



Race



The Great Migration



The Ku Klux Klan



Sacco and Vanzetti



Immigration Restriction



Fundamentalism and Pentecostalism



The Scopes Trial



Politics During the 1920s



The Democratic Convention of 1924



The Election of 1928



Herbert Hoover



The Consumer Economy and Mass Entertainment



The Formation of Modern American Mass Culture



The Avant-Garde



The New Woman









Current work for week of 1/23/12:




By 1/27 you need to have reading notes for ch. 20 (open note test on Monday 1/30) and you will turn in full sentence descriptions of vocabulary 1-10 on p. 706 (due Friday). Earlier in the week we will have reviewed quarterly tests and papers; if you find any issues with your Q2 grade, contact me as soon as possible to make corrections or updates.



For the weekend (due 1/30): Current Event #1 for Q3 (click below for a copy) and review your notes and make sure that they are in good shape for a test on Monday.









1/9/12 Q2 Study Guide:





12/16/11:

Please see below for Q2 paper topics and guidelines:















12/5/11

The current event sheet for the special Progressive Era current event assignment (Q2) is found below:







11/22/11

The Progressive Era & Occupy Movement Comparison/Debate Assignment is here:









10/31/11:

Below is the form for Current Event #3 (with apologies for the delay). It is in Microsoft Word (.docx) and rich text format (.rtf). You can fill it in and e-mail it back to me (give it this file name [YOURLASTNAME_CE1.doc]) or you can print it out, write it up, and hand it back in class.













9/13/11:

Below is the form for Current Event #1. It is in Microsoft Word. You can fill it in and e-mail it back to me (give it this file name [YOURLASTNAME_CE1.doc]) or you can print it out, write it up, and hand it back in class.







9/11/11:



This is the take-home test which follows the Glogster work that the class has done. Use the Glogs from the class (you can go into them from your account) to answer ten of the thirteen questions on the first part of the test and the essay in the second part of the test. I have uploaded two versions of the test. One is a Microsoft Word document (.doc) and the other is a .rtf version, in case you do not have MS Word.











FOR HUSH 2B


Please use the form below for the second Billy Joel Weekend Sheet:

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(4/15/11):

Over the break, please review the WWII outline in the file below. You do not need to memorize it, but please become familiar with the issues, concepts, and facts in the outline. As well, you should skim chapters 24 and 25 in Pathways. Pay special attention to the beginning and end of the war: What was our justification for entering WWII? (There is a difference between what FDR said would be the reason and what was the actual reason that we entered the war.) What was our position in the world after the war? WWII is often referred to as a "good war." Can a war be "good"? How? What does the idea of a "just cause" have to do with how we view a war?

the version below is .doc (MS Word '03/'07):

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the version below is .rtf (it should open in all word processing programs):

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(4/11/11):

The link for the Rapaport article (for test make-up work) is:

http://www.salon.com/news/politics/war_room/2011/04/10/hoover_roosevelt_rapaport/print.html



(4/9/11);

The file below is for this weekend's current event. Feel free to send it back to me electronically. Just make sure your name is on the file name AND inside the file when you fill it out.





[This is the handout I would have given you this morning if school had not been disrupted. Have a good break. - Mr. D]

HUSH2B/CA-1 · Rm. 630 /DeLossa February 18, 2011

Juniors: Starting the College Process during February Break




IT may seem hard to believe, but now is the time for you to start preparing to apply for college. If you start now, life will be much easier for you next fall and you will be more likely to meet with success in your attempts to enter the college of your choice.



FIT is the word that you need to remember when applying to college. Colleges and universities are not looking for the “best,” they are looking for the “best fit.” This means that some excellent students are not admitted to schools, because their strengths and interests do not fit well with what the college can offer. Other students who may not seem like superstar all-around students do get in, because they are a much better fit for the strengths of the college. Just as with job searches, you must think about how you as an overall person fit into the colleges you are investigating. As well, when you apply, you must prove to the school that you will fit in well.

What does that mean?First off, you need to have a fairly good idea of who you are: what are your strengths and weaknesses, what are your interests and dreams, what things do you see yourself doing in life? Next, you need to figure some basic parameters of your search: do I want a big school, medium school, or small? Rural or urban? Close to home, within a day’s drive, across the country? Public or private? Sports school or academic? Frats and sororities, or not? It is best to make a grid of what qualities you want in a school upfront. This will help you winnow through the hundreds of possibilities.

Don’t worry about the money right now.The money is a secondary concern. First, you need to figure out the fit and how you will sell yourself. This summer you will begin to work on the money side. Remember, many expensive colleges have large financial aid programs and end up being cheaper than schools that look less expensive up front. Also, there are hundreds of millions of dollars of scholarships that are awarded each year to students who do the work necessary to get them. We’ll discuss that part before the summer.

Talk with your parents early.If you take initiative and show your parents now that you are well prepared and serious about preparing for the college transition, you will have a much happier life for the next eighteen months. This is a tough transition for them, too. Your work makes it easier all around.

What do I do now?:
  • Start a notebook or file and write a draft “Who am I / What do I want” essay
  • Make a list of what you think your strengths are
  • Start work on a resume if you do not already have one
  • If you have a teacher with whom you have had a great year so far, ask him or her if s/he would write you a recommendation next year; talk with them about what they think your strengths are
  • Start a “what I want in a college” list
  • Look at some college brochures and websites and take notes about what excites you and what repels you
  • Talk with your folks about what they think about the college process
  • DON’T STRESS. You’re just starting and you have PLENTY of time. Pat yourself on the back if you start, because you are working on the process the right way.


Click the image above for the Take-Home Quiz associated with this lab.

1920s Lab


In this lab you will research one of the topics below. Your starting point for research will be the Digital History online textbook:
http://www.digitalhistory.uh.edu/database/subtitles.cfm?TitleID=67. You then will broaden your research on the topic to answer the following questions and complete the required tasks:

1. Write at least 250 words (in your own words, no cutting and pasting) on the subject to give an overview.
2. Find at least five images related to your subject.
3. Write at least 100 words explaining how this subject might be important today.
4. Combine your writing and your images into a Glog on your Glogster account.

We will be in the lab for four days. You will have two days for research, one day for creating your Glog, and one day for reviewing other Glogs in the class. We will have an open-Glog test on these topics on Friday. You should use at least four different sources for your research. Your Glog will have:

a) 250-word (minimum) overview of your topic. (20 pts)
b) 5 images with explanations (10 pts)
c) Relevance to today (100-word minimum) (5 pts)
d) Reference list/Bibliography — MLA format (5 pts)
e) Overall presentation/style on the Glog (10 pts)

You then will complete an Open-Glog Quiz on Friday, using everyone’s Glogs. That quiz also will be worth 50 points, for 100 points possible on this lab.

Topic Assignments

The Postwar Red Scare (Armstrong, Beato)
Postwar Labor Tensions (Blier, Yan)
Prohibition (Tierney, Bourgeault)
Race (Siharaj)
The Great Migration (Im)
The Ku Klux Klan (Chea)
Sacco and Vanzetti (Shemchuk, Dang)
Immigration Restriction (Gonzalez)
Fundamentalism and Pentecostalism (Jarret)
The Scopes Trial (Meach, Montoya)
Politics During the 1920s (Ortiz, Chung)
The Democratic Convention of 1924 (Ravagli)
The Election of 1928/Herbert Hoover (Rivera, Rogers)
The Consumer Economy and Mass Entertainment(Brown)
The Formation of Modern American Mass Culture (Rost)
The Avant-Garde (Diaz)
The New Woman (Frisone)


FOR CA2

Below is a .pdf of a scholarly article with examples of footnotes and in-text citations. Please refer to it as an example of good academic usage:




For class today, using the above as a model, I'd like you to write two paragraphs on your topic, incorporating in-text citations and one or two relevant footnotes. You should use at least two different sources and include them in a mini-bibliography following the text.


Q3 Extra Work:

For extra work, complete a current event sheet (or sheets) that report on articles that cover the following areas from the curriculum:

advertising theory or advertising practice
psychology as a science
experiments or descriptive studies or correlational studies in psychology
topics relevant to college

The generic current event form is here:







Stress Lab handout
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Color Lab (for review on theory): http://www.poynterextra.org/cp/index.html .



FOR CUSH 2B





Click on the image above to download the take-home quiz.





Use these models to format your citations:



Townsend, Charles. “Students Learn Citation Forms: Teachers Shed Tears of Joy!” Boston Globe. 7 January 2007. Page B3.



“International Oil Prices Soar.” Lowell Sun. 2 September 2005. Page A1.



“What the Heck Is It with Oil?” Newsweek. 2 September 2006. Pages 44-45.



“Cindy Sheehan leaves Crawford.” Slate.com. 5 February 2005. <slate.com/current_pols/sheehan/050205.html>. Web. 5 March 2006.


1920s Lab




In this lab you will research one of the topics below. Your starting point for research will be the Digital History online textbook:

http://www.digitalhistory.uh.edu/database/subtitles.cfm?TitleID=67. You then will broaden your research on the topic to answer the following questions and complete the required tasks:



1. Write at least 200 words (in your own words, no cutting and pasting) on the subject to give an overview.

2. Find at least five images related to your subject.

3. Write at least 75 words explaining how this subject might be important today.

4. Combine your writing and your images into a Glog on your Glogster account.



We will be in the lab for four days. You will have two days for research, one day for creating your Glog, and one day for reviewing other Glogs in the class. We will have an open-Glog test on these topics on Friday. You should use at least three different sources for your research. Your Glog will have:



a) 200-word (minimum) overview of your topic. (20 pts)

b) 5 images with explanations (10 pts)

c) Relevance to today (74-word minimum) (5 pts)

d) Reference list/Bibliography — MLA format (5 pts)

e) Overall presentation/style on the Glog (10 pts)



You then will complete an Open-Glog Quiz on Friday, using everyone’s Glogs. That quiz also will be worth 50 points, for 100 points possible on this lab.



Topic Assignments


The Postwar Red Scare (Archinski, Choun)
Postwar Labor Tensions (Crockett, Figueroa)
Prohibition (K. Gonzalez, Wick)
Race (M. Gonzalez, Kisivuli)
The Great Migration (Trinh)
The Ku Klux Klan (Gouveia, Toch)
Sacco and Vanzetti (Smith)
Immigration Restriction (Kong)
Fundamentalism and Pentecostalism (Konieczny)
The Scopes Trial (Pedroso, Muriel)
Politics During the 1920s (Krasphou, Silva)
The Democratic Convention of 1924 (Lasanah)
The Election of 1928/Herbert Hoover (Le, Saravia)
The Consumer Economy and Mass Entertainment
(McCretton, Ravelo)
The Formation of Modern American Mass Culture
(Pirroni)
The Avant-Garde (McDougal)
The New Woman (Mien)


FOR H-PSYCH

Q4 Open-Response Essay Test:


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Scope and Sequence from the Beginning of the Year:

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Sheets for Make-up work:



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Below is a .pdf of a scholarly article with examples of footnotes and in-text citations. Please refer to it as an example of good academic usage:



For class today, using the above as a model, I'd like you to write two paragraphs on your topic, incorporating in-text citations and one or two relevant footnotes. You should use at least two different sources and include them in a mini-bibliography following the text.



[4/11/11]: Below is the current event document if you want to use it.






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The document above is the mod. 15 overview PowerPoint presentation. The links to the two videos that I showed are in the appropriate spots. If you do not have PowerPoint on your computer, you can watch it as a video in .mov format (using QuickTime) if you click on this link (use the pause button to read the slides): Classical Conditioning PPt as Movie (warning: 11 megs)

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The document above is the mod. 16 overview PowerPoint presentation. I have not yet added links to the two videos that I showed. (I need to figure out why one of them failed.) If you cannot read PowerPoint slides, please contact me and I will export the file as a QuickTime movie.

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The document above is the instruction set for the Psychological Schools/Thinkers Glog Project. The document below is the take-home test associated with that project. It is due Tuesday, March 29. If you have any questions about it, contact me at: robertdelossa@lhs.lowell.k12.ma.us