"There is no magic formula to solve the problems of Iraq."
The Iraq Study Group Report
Click this to read the Iraq Study Group Report in pdf format.
G. Mick Smith, PhD, Senior Educational Technology Executive: https://www.linkedin.com/in/gmicksmith/
Wednesday, December 06, 2006
Tuesday, December 05, 2006
AP Gov't, Theodore Roosevelt, Progressive Party candidate for the Presidency, 1912.
Click this to hear Theodore Roosevelt in a speech running for the Presidency.
Theodore Roosevelt, Presidential Candidate, Progressive Party, "The Right Of The People To Rule", Oyster Bay, New York, c. August, 1912 - "The great fundamental issue now before our people can be stated briefly. It is, "Are the American people fit to govern themselves, to rule themselves, to control themselves?"... A historic audio document, originally recorded on an Edison Blue Amberol Cylinder and available here in .mp3 format.
Theodore Roosevelt, Presidential Candidate, Progressive Party, "The Right Of The People To Rule", Oyster Bay, New York, c. August, 1912 - "The great fundamental issue now before our people can be stated briefly. It is, "Are the American people fit to govern themselves, to rule themselves, to control themselves?"... A historic audio document, originally recorded on an Edison Blue Amberol Cylinder and available here in .mp3 format.
AP Gov't, LibriVox » The Constitution of the United States of America, 1787
This is a free site in which to hear a reading of the U.S. Constitution.
LibriVox » The Constitution of the United States of America, 1787
LibriVox » The Constitution of the United States of America, 1787
Monday, December 04, 2006
WH, Ch. 25 Sec. 2 The Partition of Africa
Ch. 25 Section 2 The Partition of Africa
Guide for Reading [page references to the old textbook, Questions, p. 635)]
Caption, p. 636 (ditto)
Map, p. 638 (ditto)
HW: Section 2 Review
#1-4, Extra Credit, #5-6.
Guide for Reading [page references to the old textbook, Questions, p. 635)]
Caption, p. 636 (ditto)
Map, p. 638 (ditto)
HW: Section 2 Review
#1-4, Extra Credit, #5-6.
Sunday, December 03, 2006
WH & AP Gov't
Supplemental listening material for the text is available: http://www.gcast.com/u/gmicksmith/.
WH, Ch. 25 The New Imperialism, Sec. 1 A Western-Dominated World
World History, Chapter 25 The New Imperialism (1800-1914)
Section 1 A Western-Dominated World
Captions, [page references to the old text p. 631, p. 633].
Vocabulary, [ditto p. 633]
imperialism
protectorate
sphere of influence
1. Lesson Plan Focus
Economic, political, and military interests spurred European imperialism in the 1800s. Other motivating factors included humanitarianism, religious fervor, and racism. Europeans of all classes supported imperialism. The imperialist powers of Europe established colonies, protectorates, and spheres of influence all around the world.
2. In-class Outline
You should write a three-part outline:
Reasons for Imperialism
Reasons for European Success
Forms of Imperial Control
Use the bold face headings for guidance in finding the major ideas for each part of the outline.
Each major idea should be supported by specific facts or examples.
3. Close
Do you agree or disagree with this statement:
“Western nations continue to exert some imperialistic control over some parts of the world.”
HW
Section 1 Review
#1-4
Extra Credit, #5-6.
Section 1 A Western-Dominated World
Captions, [page references to the old text p. 631, p. 633].
Vocabulary, [ditto p. 633]
imperialism
protectorate
sphere of influence
1. Lesson Plan Focus
Economic, political, and military interests spurred European imperialism in the 1800s. Other motivating factors included humanitarianism, religious fervor, and racism. Europeans of all classes supported imperialism. The imperialist powers of Europe established colonies, protectorates, and spheres of influence all around the world.
2. In-class Outline
You should write a three-part outline:
Reasons for Imperialism
Reasons for European Success
Forms of Imperial Control
Use the bold face headings for guidance in finding the major ideas for each part of the outline.
Each major idea should be supported by specific facts or examples.
3. Close
Do you agree or disagree with this statement:
“Western nations continue to exert some imperialistic control over some parts of the world.”
HW
Section 1 Review
#1-4
Extra Credit, #5-6.
Monday, November 27, 2006
WH, Home rule and Parnell
Home rule & Parnell
This part deals with the home rule movement of the late 1800s and early 1900s with a particular emphasis on the influence of Parnell and the land league.
This part deals with the home rule movement of the late 1800s and early 1900s with a particular emphasis on the influence of Parnell and the land league.
WH, Ch. 24 Sections 2-4
World History, Chapter 24 Section 2 A Century of Reform
Lesson Plan Focus
During the 1800s, Britain passed laws to bolster free trade, abolish slavery, reduce capital offenses, and improve working conditions. The government improved health care and education and enacted social welfare laws. Women used both peaceful and violent protest to gain the right to vote. Meanwhile, Irish nationalists struggled for self-rule.
Instruct
Write an editorial discussed in this section. One advocates the status quo and another calls for reform. The purpose of an editorial is to express an opinion and to persuade others to share that opinion. Use persuasive and emotional arguments in your editorials.
The editorials should address the current status of women in various parts of the world. To what degree have women in various parts of the world achieved political, social, and economic equality? In what ways is the role of women still limited?
Guide for Reading (Questions)
Vocabulary
Home rule
Chart: Nineteenth Century Reforms in Great Britain
Caption
HW, Section 2 Review
#1-5, Extra Credit 6-7
World History Chapter 24 Section 3 Division and Democracy in France
1. Lesson Plan Focus
Ruling France much like a dictator, Napoleon III limited liberties, encouraged economic growth, and pursued imperialistic ventures. After his fall from power, the Third Republic arose. Its coalition governments regulated working conditions, limited the power of the Church, and gradually extended suffrage. The Dreyfus affair split France and reflected anti-Semitism in Europe. It also helped give birth to the Zionist movement.
Read intro
The Dreyfus Affair
Calls for a Jewish State
2. In-class Instruct
Divided into groups each group will be assigned one of the following topics:
a) Napoleon III;
b) The Events of 180-1871;
c) Coalition Governments and Scandals;
d) The Dreyfus Affair;
e) Reforms in France.
Work together to define the topic. Describe three or more ways in which their topic affected the people of France or other areas of the world. Each group will present their findings.
3. Close
Five or more statements can be written: How was France in the early 1900s different from France in the 1860s?
HW
#1-4
Extra Credit
#5-6
World History Chapter 24 Section 4 Expansion of the U.S.
Guide for Reading
Vocabulary
Segregation
Isolationism
Map
Caption
Caption
Caption
1. Lesson Plan Focus
During the 1800s, the U.S. expanded across the continent to the Pacific Ocean. The slavery issue, economic differences between the North and South, and the election of Abraham Lincoln in 1860 brought about the Civil War. Though slavery ended after the war, African Americans faced difficult times ahead. Starting in the late 1800s, reformers campaigned to extend suffrage to women and to protect the rights of workers.
2. In-Class Instruct, Archaeological teams of the 23rd Century
As a member of the archaeological team centuries down the road, your task is to uncover items that can be traced to the U.S. in the 1800s. As a member of a group assigned to the following areas, you are to find objects that fit in these categories:
1) From Sea to Sea
2) Expanding Democracy
3) Civil War and After
4) Economic Successes
5) Seeking Reform
Each group should list at least two items that it might find for their assigned topic. Then, the group is to write a descriptive paragraph for each item. The paragraphs should explain how each item is important for understanding life in the U.S. during the 1800s.
3. Close
Students should be able to generalize how the U.S. of 1900 was different from the U.S. of 1800.
HW
Section 4 Review
#1-5
Extra Credit #6-7
Lesson Plan Focus
During the 1800s, Britain passed laws to bolster free trade, abolish slavery, reduce capital offenses, and improve working conditions. The government improved health care and education and enacted social welfare laws. Women used both peaceful and violent protest to gain the right to vote. Meanwhile, Irish nationalists struggled for self-rule.
Instruct
Write an editorial discussed in this section. One advocates the status quo and another calls for reform. The purpose of an editorial is to express an opinion and to persuade others to share that opinion. Use persuasive and emotional arguments in your editorials.
The editorials should address the current status of women in various parts of the world. To what degree have women in various parts of the world achieved political, social, and economic equality? In what ways is the role of women still limited?
Guide for Reading (Questions)
Vocabulary
Home rule
Chart: Nineteenth Century Reforms in Great Britain
Caption
HW, Section 2 Review
#1-5, Extra Credit 6-7
World History Chapter 24 Section 3 Division and Democracy in France
1. Lesson Plan Focus
Ruling France much like a dictator, Napoleon III limited liberties, encouraged economic growth, and pursued imperialistic ventures. After his fall from power, the Third Republic arose. Its coalition governments regulated working conditions, limited the power of the Church, and gradually extended suffrage. The Dreyfus affair split France and reflected anti-Semitism in Europe. It also helped give birth to the Zionist movement.
Read intro
The Dreyfus Affair
Calls for a Jewish State
2. In-class Instruct
Divided into groups each group will be assigned one of the following topics:
a) Napoleon III;
b) The Events of 180-1871;
c) Coalition Governments and Scandals;
d) The Dreyfus Affair;
e) Reforms in France.
Work together to define the topic. Describe three or more ways in which their topic affected the people of France or other areas of the world. Each group will present their findings.
3. Close
Five or more statements can be written: How was France in the early 1900s different from France in the 1860s?
HW
#1-4
Extra Credit
#5-6
World History Chapter 24 Section 4 Expansion of the U.S.
Guide for Reading
Vocabulary
Segregation
Isolationism
Map
Caption
Caption
Caption
1. Lesson Plan Focus
During the 1800s, the U.S. expanded across the continent to the Pacific Ocean. The slavery issue, economic differences between the North and South, and the election of Abraham Lincoln in 1860 brought about the Civil War. Though slavery ended after the war, African Americans faced difficult times ahead. Starting in the late 1800s, reformers campaigned to extend suffrage to women and to protect the rights of workers.
2. In-Class Instruct, Archaeological teams of the 23rd Century
As a member of the archaeological team centuries down the road, your task is to uncover items that can be traced to the U.S. in the 1800s. As a member of a group assigned to the following areas, you are to find objects that fit in these categories:
1) From Sea to Sea
2) Expanding Democracy
3) Civil War and After
4) Economic Successes
5) Seeking Reform
Each group should list at least two items that it might find for their assigned topic. Then, the group is to write a descriptive paragraph for each item. The paragraphs should explain how each item is important for understanding life in the U.S. during the 1800s.
3. Close
Students should be able to generalize how the U.S. of 1900 was different from the U.S. of 1800.
HW
Section 4 Review
#1-5
Extra Credit #6-7
Saturday, November 25, 2006
Brief biography of Richard Nixon
I podcasted a brief biography of Richard Nixon which is available at my podcast homepage.
http://www.gcast.com/u/gmicksmith/main
http://www.gcast.com/u/gmicksmith/main
Nixon beats Senator Helen Gahagan Douglas
Nixon beats Senator Helen Gahagan Douglas
Early in his career, Nixon was seen as a "Red-bater," or one who was virulently anti-Communist. Nixon won.
Early in his career, Nixon was seen as a "Red-bater," or one who was virulently anti-Communist. Nixon won.
Nixon vs Kennedy, 1960 Presidential Election
Nixon vs Kennedy, 1960 Presidential Election
In one of the closest elections ever, Nixon ran against John Kennedy in the '60 election. He lost.
In one of the closest elections ever, Nixon ran against John Kennedy in the '60 election. He lost.
The Checker's Speech
Nixon - The Checker's Speech
Nixon ran into difficulties early on in his career. In this speech, he defends his integrity against accusations of financial wrong doing.
Nixon ran into difficulties early on in his career. In this speech, he defends his integrity against accusations of financial wrong doing.
Richard Nixon's remarkable comeback
Richard Nixon's remarkable comeback
As background on Nixon, view this video which features how Nixon came back from crushing political defeats.
As background on Nixon, view this video which features how Nixon came back from crushing political defeats.
Who was Richard Nixon? 'I am not a crook'
nixon 'i am not a crook'
| View on Grouper.com | Add to Blogger Blog |
This is a short clip of Nixon's famous "I am not a crook" press conference.
Add a video comment to this video
The U.S. vs John Lennon - Film Trailer
The U.S. vs John Lennon - Film Trailer
| View on Grouper.com | Add to Blogger Blog |
This video is the precursor for a film review for discussion.
Add a video comment to this video
AP Gov't, and WH classes: The U.S. vs John Lennon - Film Trailer
The U.S. vs John Lennon - Film Trailer
Thursday, November 16, 2006
WH, Ch. 24 Sec. 1 Britain Becomes More Democratic
World History, Chapter 24 Growth of Western Democracies (1815-1914), Section 1 Britain Becomes More Democratic
Define the Vocabulary words
Answer all the Caption questions
[In the old text, the caption questions included:
Caption, p. 607
Caption, p. 609
Parallels Through Time, p. 610
Read, pp. 606 ff.]
Section 1 Britain Becomes More Democratic
1. Lesson Plan Focus
As the 1800s began in Britain, wealthy landowners dominated government, and most people still could not vote. Then, political parties competed for the support of the British working class by backing democratic reforms. By the end of the century, universal male suffrage and many other democratic measures had been achieved. In Britain, political change came through gradual reform rather than violent revolution.
2. Instruct
1) Identify the undemocratic conditions that existed in Britain in the 1800s.
2) List and describe the reforms that made British government more democratic.
3) Explain how Chartism, the Victorian Age, and British political parties all contributed to peaceful, gradual change in Britain.
2.a) Activity The Big Picture
In regards to Britain, France, and the U.S., in a chart list the following conditions during the 1800s:
Political Conditions
Social Conditions
Economic Conditions
3. Close
Students will need to identify areas in which reforms were still needed in Britain at the close of the 1800s.
HW
Section 1 Review
#1, 2-4, Extra Credit 6-7.
Define the Vocabulary words
Answer all the Caption questions
[In the old text, the caption questions included:
Caption, p. 607
Caption, p. 609
Parallels Through Time, p. 610
Read, pp. 606 ff.]
Section 1 Britain Becomes More Democratic
1. Lesson Plan Focus
As the 1800s began in Britain, wealthy landowners dominated government, and most people still could not vote. Then, political parties competed for the support of the British working class by backing democratic reforms. By the end of the century, universal male suffrage and many other democratic measures had been achieved. In Britain, political change came through gradual reform rather than violent revolution.
2. Instruct
1) Identify the undemocratic conditions that existed in Britain in the 1800s.
2) List and describe the reforms that made British government more democratic.
3) Explain how Chartism, the Victorian Age, and British political parties all contributed to peaceful, gradual change in Britain.
2.a) Activity The Big Picture
In regards to Britain, France, and the U.S., in a chart list the following conditions during the 1800s:
Political Conditions
Social Conditions
Economic Conditions
3. Close
Students will need to identify areas in which reforms were still needed in Britain at the close of the 1800s.
HW
Section 1 Review
#1, 2-4, Extra Credit 6-7.
Monday, November 13, 2006
WH, Ch. 23 Sec. 5 Russia: Reform and Reaction
World History Chapter 23 Section 5 Russia: Reform and Reaction
Ch. 23 Section 5
Russia: Reform and Reaction
1. Lesson Plan Focus
Russian czars recognized the need to reform Russia. However, they were reluctant to undermine absolutist rule, social stability, the Orthodox Church, and the dominant role of the Russian nationality. The emancipation of the serfs in 1861 and the development of industry in the 1890s failed to stem popular unrest. War with Japan, the events of Bloody Sunday, and long-term disaffection ignited a revolution in 1905. Promised reforms were abandoned soon after the revolution.
Guide for Reading
[Page numbers refer to the former text. (Questions, p. 598)]
Vocabulary
Zemstvo, pogrom, refugee
Captions, answer in your Notebook.
2. In-class Instruct
Assign groups of students to create an annotated timeline and list the important events in Russian history from 1800-1914. Be sure to include significant events having to do with the following:
Peter and Catherine
Alexander I
Nicholas I
Alexander II
Alexander III
Nicholas II
Write a descriptive or explanatory note for each event on the time line. Fill in details from the text describing these Russian czars and their policies.
3. Close
In conclusion, students should be able to generalize about this period in Russian history.
HW, Section 5 Review
#1, 2-5
Extra Credit #6-7
Ch. 23 Section 5
Russia: Reform and Reaction
1. Lesson Plan Focus
Russian czars recognized the need to reform Russia. However, they were reluctant to undermine absolutist rule, social stability, the Orthodox Church, and the dominant role of the Russian nationality. The emancipation of the serfs in 1861 and the development of industry in the 1890s failed to stem popular unrest. War with Japan, the events of Bloody Sunday, and long-term disaffection ignited a revolution in 1905. Promised reforms were abandoned soon after the revolution.
Guide for Reading
[Page numbers refer to the former text. (Questions, p. 598)]
Vocabulary
Zemstvo, pogrom, refugee
Captions, answer in your Notebook.
2. In-class Instruct
Assign groups of students to create an annotated timeline and list the important events in Russian history from 1800-1914. Be sure to include significant events having to do with the following:
Peter and Catherine
Alexander I
Nicholas I
Alexander II
Alexander III
Nicholas II
Write a descriptive or explanatory note for each event on the time line. Fill in details from the text describing these Russian czars and their policies.
3. Close
In conclusion, students should be able to generalize about this period in Russian history.
HW, Section 5 Review
#1, 2-5
Extra Credit #6-7
AP Government Field Trip, 17 Nov. '06
17 November 2006
Election 2006: Where Do We Go From Here?
Holy Family University
9 am - Noon
Transportation Provided
1st - 3rd Period
Nominal Cost, TBA
Election 2006: Where Do We Go From Here?
Holy Family University
9 am - Noon
Transportation Provided
1st - 3rd Period
Nominal Cost, TBA
Sunday, November 12, 2006
AP Gov't, Assignment on Alleged Police Brutality
Read the CNN story:
(Please be advised that the video has content which may make some uncomfortable. This is a video of alleged police brutality).
FBI investigates taped LAPD beating
POSTED: 0249 GMT (1049 HKT), November 10, 2006
http://edition.cnn.com/2006/US/11/09/lapd.investigation/index.html
If you can not view the CNN clip: there is an alternative.
On YouTube view three clips of the LAPD. You can search for three short clips entitled LAPD police brutality.
These are 1 of 3 short clips of footage that a local community group claims is tape of the LAPD beating up an innocent man in Hollywood, CA a few months ago. On August 11th, 2006, William Cardenas, 24, from Hollywood, California was arrested. A neighbor video-taped the incident.
William Cardenas is being charged with two counts of violating Penal Code 69, which is a felony "use of violence or threat of violence to prevent an officer from performing their duty." The District Attorney's Office is also adding a one year "gang" enhancement, alleging that his conduct was intended to benefit his alleged gang membership.
Community groups are charging that the two white cops, Patrick Farrell and Alexander Schlege, are on top of William and while Schlege held William down, and held his hands while Farell choked William with his knee and punched him several times with a full fist into the side of his face. They also claim that Cardenas is struggling to get words out of his mouth, that he was choking and couldn't breathe yet the blows from Farrell continue.
Cop Watch Los Angeles is supporting William Cardenas, who is facing criminal charges; William is being defended, pro bono, by private attorney B. Kwaku Duren.
Action against the cops Pattrick Farell and Alexander Schlege will be taken as well.
The LAPD has commented which can be accessed at the police chief's blog:
http://lapdblog.typepad.com/lapd_blog/2006/11/chief_bratton_a.html
Contact:
- COPWATCH Los Angeles Voice Mail - (562) 252-8501;
website - http://www.copwatchla.org
Attorney B. Kwaku Duren (also Chair, New Black Panther Vanguard Movement) can be reached at kwaku@globalpanther.com or (323) 290-6146 [office] or (310) 780-6739 [cell phone]
COPWATCH Los Angeles Office - c/o Chuco's Justice Center 235 West Martin Luther King Blvd., L.A., CA 90037 ... (more) (less)
1) Your assignment is to evaluate whether Mr. Cardenas' civil rights have been violated. Did he violate Penal Code 69?
2) A second topic is to determine whether action should be taken against the LAPD cops. Did they use excessive force?
3) Be sure to include any relevant data you can find from the Wilson textbook. Feel free to refer to the Woll text also if germane.
Post your response on your YouthNoise blog.
Dr. G. Mick Smith
Lesson Plans, Homework, course information can always be found on my blogsite:
http://gmicksmithsocialstudies.blogspot.com/
Lesson Plans, Homework, course information can always be heard on my Podcast:
http://www.gcast.com/u/gmicksmith/
Grades can always be found on:
GradeConnect.com
(Please be advised that the video has content which may make some uncomfortable. This is a video of alleged police brutality).
FBI investigates taped LAPD beating
POSTED: 0249 GMT (1049 HKT), November 10, 2006
http://edition.cnn.com/2006/US/11/09/lapd.investigation/index.html
If you can not view the CNN clip: there is an alternative.
On YouTube view three clips of the LAPD. You can search for three short clips entitled LAPD police brutality.
These are 1 of 3 short clips of footage that a local community group claims is tape of the LAPD beating up an innocent man in Hollywood, CA a few months ago. On August 11th, 2006, William Cardenas, 24, from Hollywood, California was arrested. A neighbor video-taped the incident.
William Cardenas is being charged with two counts of violating Penal Code 69, which is a felony "use of violence or threat of violence to prevent an officer from performing their duty." The District Attorney's Office is also adding a one year "gang" enhancement, alleging that his conduct was intended to benefit his alleged gang membership.
Community groups are charging that the two white cops, Patrick Farrell and Alexander Schlege, are on top of William and while Schlege held William down, and held his hands while Farell choked William with his knee and punched him several times with a full fist into the side of his face. They also claim that Cardenas is struggling to get words out of his mouth, that he was choking and couldn't breathe yet the blows from Farrell continue.
Cop Watch Los Angeles is supporting William Cardenas, who is facing criminal charges; William is being defended, pro bono, by private attorney B. Kwaku Duren.
Action against the cops Pattrick Farell and Alexander Schlege will be taken as well.
The LAPD has commented which can be accessed at the police chief's blog:
http://lapdblog.typepad.com/lapd_blog/2006/11/chief_bratton_a.html
Contact:
- COPWATCH Los Angeles Voice Mail - (562) 252-8501;
website - http://www.copwatchla.org
Attorney B. Kwaku Duren (also Chair, New Black Panther Vanguard Movement) can be reached at kwaku@globalpanther.com or (323) 290-6146 [office] or (310) 780-6739 [cell phone]
COPWATCH Los Angeles Office - c/o Chuco's Justice Center 235 West Martin Luther King Blvd., L.A., CA 90037 ... (more) (less)
1) Your assignment is to evaluate whether Mr. Cardenas' civil rights have been violated. Did he violate Penal Code 69?
2) A second topic is to determine whether action should be taken against the LAPD cops. Did they use excessive force?
3) Be sure to include any relevant data you can find from the Wilson textbook. Feel free to refer to the Woll text also if germane.
Post your response on your YouthNoise blog.
Dr. G. Mick Smith
Lesson Plans, Homework, course information can always be found on my blogsite:
http://gmicksmithsocialstudies.blogspot.com/
Lesson Plans, Homework, course information can always be heard on my Podcast:
http://www.gcast.com/u/gmicksmith/
Grades can always be found on:
GradeConnect.com
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