United States Citizenship Exam (Part II)

Note (5 September 2017): On Oct. 1, 2008, the U.S. Citizenship and Immigration Services (USCIS) replaced the set of questions formerly used as part of the citizenship test with new/ modified questions. All applicants who filed for naturalization on or after October 1, 2008 are required to take the new test.

In the citizenship test, the applicant for citizenship is asked up to 10 (of the available 100) questions, verbally. The interviewer reads the questions in English and the applicant must answer in English. To pass, the prospective citizen must correctly respond to 6 or more of the 10 questions. The questions are divided among five themes:

A. Principles of American Democracy
B. American History: Colonial Period and Independence
C. Rights and Responsibilities
D. Recent American History and Other Important Historical Information
E. Civics (Government Structure, Geography, Law)


For administration within Mr.V’s US History course, questions have been appropriately modified for the classroom environment. Changes made to the exam include:
-All questions and responses will be written.
-Questions have been modified in format and style to conform to a ‘multiple choice’ exam environment.
-Only 33 of the approved 100 questions appear here. The remaining questions will be incorporated into the classroom version of the exam as circumstances merit.

What has not changed in this written version of the citizenship exam is:
-The core content knowledge.
-The choice of correct responses.
-The goal of maintaining a citizenry that’s knowledgeable about the government and the role citizens play in preserving our Democratic Republic.

——————————————————

1. Which of these IS NOT a cabinet-level position?
A. Secretary of Agriculture
B. Attorney General
C. Secretary of State
D. Director of the Federal Bureau of Investigation (FBI)


2. Which of these responsibilities does the judicial branch of the Federal government carry?
A. Creates/ Writes the laws.
B. Veto laws it does not support.
C. Determines if a law conflicts with the US Constitution.
D. All are accurate.

3. What is the highest court in the United States?
A. The New York State Court Of Appeals
B. The New York State Supreme Court
C. The US District Court of Washington, DC.
D. The US Supreme Court

4. How many justices are on the Supreme Court?
A. 7
B. 8
C. 9
D. 10

5. A US Supreme Court Justice serves for…
A. 2 years
B. 4 years
C. 6 years
D. Life

6. The Chief Justice of the United States is…
A. Justice Anthony Kennedy
B. Justice Ruth B. Ginsberg
C. Justice Clarence Thomas
D. Justice John G. Roberts, Jr.


7. Under our Constitution, some powers belong to the Federal government. What is one power of the Federal government?
A. Write/ Create State laws.
B. Determine the legal age for alcohol consumption and acquiring drivers licenses.
C. Print currency.
D. Publish requirements for public school graduation.

8. Under our Constitution, some powers belong to the States. What is one power of the States?
A. Print Currency
B. Provide access to public education.
C. Declare war.
D. Control Interstate commerce.

9. Who is the Governor of your State?
A. Charles Schumer
B. Chris Christie
C. Andrew Cuomo
D. Cory Booker

10. What is the capital of your State?
A. New York City
B. Buffalo
C. Rochester
D. Albany

11. What are the two major political parties in the United States?
A. Democratic and Independent
B. Libertarian and Green
C. Republican and Democratic
D. Conservative and Republican

12. What is the political party of the President now.
A. Democratic
B. Conservative
C. Republican
D. Libertarian

13. What is the name of the Speaker of the House of Representatives now?
A. John Boehner
B. Paul Ryan
C. Mitch McConnell
D. Charles Schumer

14. There are four amendments to the Constitution about who can vote. Which of these references to voting rights IS NOT from those amendments?
A. Citizens eighteen (18) and older (can vote).
B. You don’t have to pay (a poll tax) to vote.

C. Any citizen can vote. (Women and men can vote.)

D. A male citizen owning $100 in property and his legal wife.

15. Which pairing of responsibilities are reserved only for United States citizens?
A. Serve in the military & run for public office
B. Vote & serve on a jury.
C. Vote & serve in the military.
D. All are exclusively for US Citizens.

16. What are two rights of everyone living in the United States?
A. freedom of assembly & run for public office
B. Vote & serve on a jury.
C. freedom of worship & serve in the military.
D. freedom to petition the government & Voting


17. To what do we show our loyalty when we recite the Pledge of Allegiance?
A. The President of the United States
B. The United States of America
C. The Declaration of Independence
D. The US Constitution

18. What is one promise you make when you become a United States citizen?
A. To hate the enemies of the United States.
B. Practice a particular religion.
C. Defend the Constitution and laws of the United States.
D. Pledge loyalty to a political party or person.

19. The youngest age that citizens must be to vote for President?
A. 16
B. 17
C. 18
D. 19


20. All of these are ways Americans can participate in their democracy, EXCEPT…
A. call Senators and Representatives
B. refuse to vote as a form of protest.
C. join a civic group
D. run for office


21. When is the last day you can file a federal income tax form (unless it falls on a weekend or holiday)?
A. January 1st.
B. February 14th
C. April 15th
D. Citizens don’t have to file income tax forms.

22. The youngest age that all men must register for the Selective Service is…
A. 16
B. 17
C. 18
D. 19

23. All of these qualify as reasons for colonists to willingly travel to America, EXCEPT…
A. political liberty
B. economic opportunity
C. freedom
D. All are acceptable reasons.


24. Who lived in America before the Europeans arrived?
A. Native Americans
B. Europeans
C. Africans
D. Quakers


25. What group of people was taken to America and enslaved?
A. Native Americans
B. Europeans
C. Africans
D. Quakers


26. All of these contributed to colonial resentment of British rule, EXCEPT…
A. portions of the British army stayed in their houses (boarding, quartering)
B. searches and seizures without permission.
C. high taxes (taxation without representation)
D. British policy of expanding slavery against colonial wishes.


27. Of the founding fathers assigned the task of drafting the Declaration of Independence, who is generally recognized as the author?
A. John Adams
B. Benjamin Franklin
C. Alexander Hamilton
D. Thomas Jefferson 


28. In which year was the Declaration of Independence adopted?
A. 1776
B. 1781
C. 1787
D. 1812


29. There were 13 original States. Which of these WAS NOT from the original 13?
A. New Hampshire
B. Delaware
C. Vermont
D. Georgia


30. What happened at the Constitutional Convention?
A. The US Constitution was written.
B. The Founding Fathers wrote the Declaration of Independence.
C. Betsy Ross stitched the first flag of the United States.
D. The Federalist Papers were written.


31. When was the US Constitution brought to the States for ratification?
A. 1776
B. 1781
C. 1787
D. 1812


32. The Federalist Papers supported the ratification of the U.S. Constitution. All of these were authors of the papers EXCEPT…
A. (James) Madison
B. (Alexander) Hamilton
C. (Thomas) Jefferson
D. (John) Jay


33. Which of these achievements cannot be claimed by Benjamin Franklin?
A. U.S. diplomat
B. started the first free libraries
C. member of the Constitutional Convention
D. President of the United States

United States Citizenship Exam (In-Class Makeup Version)

Note: On Oct. 1, 2008, the U.S. Citizenship and Immigration Services (USCIS) replaced the set of questions formerly used as part of the citizenship test with new/ modified questions. All applicants who filed for naturalization on or after October 1, 2008 are required to take the new test.

In the citizenship test, the applicant for citizenship is asked up to 10 (of the available 100) questions, verbally. The interviewer reads the questions in English and the applicant must answer in English. To pass, the prospective citizen must correctly respond to 6 or more of the 10 questions. The questions are divided among five themes:

A. Principles of American Democracy
B. American History: Colonial Period and Independence
C. Rights and Responsibilities
D. Recent American History and Other Important Historical Information
E. Civics (Government Structure, Geography, Law)


For administration within Mr.V’s US History course, questions have been appropriately modified for the classroom environment. Changes made to the exam include:
-All questions and responses will be written.
-Questions have been modified in format and style to conform to a ‘multiple choice’ exam environment.
-Only 34 of the approved 100 questions appear here. The remaining 66 questions will be incorporated into the classroom version of the exam as circumstances merit.

What has not changed in this written version of the citizenship exam is:
-The core content knowledge.
-The choice of correct responses.
-The goal of maintaining a citizenry that’s knowledgeable about the government and the role citizens play in preserving our Democratic Republic.

——————————————————

1. Which of these represents the supreme law of the land?
A. The Articles of Confederation and Perpetual Union
B. The Declaration of Independence
C. The US Constitution
D. The Bill of Rights


2. What purpose does the US Constitution serve?
A. Provides the framework by which the government is structured.
B. Lists all the changes made to The Declaration of Independence since it was signed and enacted.
C. Enumerates the rights of non-citizens.
D. Procedure for the disassembly and reassembly of the State governments.


3. The idea of self-government is infused within the first sentence of the US Constitution. What are these words?
A. We the People…
B. We hold these truths to be self evident…
C. Four Score and seven years ago, our fathers…
D. To all to whom these Presents shall come, we, the undersigned
Delegates of the States…


4. What is an Amendment?
A. a change of, addition to, or repeal of an element of the Articles of Confederation and Perpetual Union.
B. a change of, addition to, or repeal of an element of The Declaration of Independence.
C. a change of, addition to, or repeal of an element of the US Constitution.

D. a change of, addition to, or repeal of an element of the Bill of Rights.

5. What do we call the first ten amendments to the US Constitution?
A. The Bill of Rights
B. The Articles of Confederation and Perpetual Union
C. The Statutes of Limitation
D. Habeas Corpus


6. The rights and freedoms guaranteed by the First Amendment of the US Constitution includes…
A. freedom of… speech, religion, press, petitioning the government, assembly.
B. right to bear arms, marking 18 the age for voting, raising age for alcohol consumption to 21.

C. due process of law, extending suffrage to women, extending suffrage to all former slaves.

D. protection from… self-incrimination, unlawful searches and seizures, cruel and unusual punishment.


7. As of 2017, ~230 years since the writing of the US Constitution, how many times has the document been successfully amended?
A. 10
B. 19
C. 27
D. 31


8. What purpose did The Declaration of Independence serve?
A. announced our independence (from Great Britain) and the birth of a new nation.

B. declared our allegiance (to Great Britain).

C. Illustrates the structure of the new government (as envisioned by Great Britain).
D. proclaim the abolishment of slavery in the colonies (of Great Britain)

9. Which founding concepts are embedded in The Declaration of Independence?
A. The right to vote, freedom of religion.
B. Liberty and Equality
C. Man’s Intellect is superior to Natural Law
D. “Might makes Right”


10. What does “freedom of religion” imply?
A. You can practice a religion or not practice. No government has a role in your decision.
B. You cannot be deprived of practicing a religion from a government approved list of religions.
C. State and Federal government agencies have a responsibility to encourage the practicing of a religion.
D. All citizens should practice a monotheistic faith


11. Which represents an overriding trait of the economic system employed in the United States?
A. Government-planned Economy
B. Market Economy
C. Commune-based agricultural & industrial production and consumption.
D. Nationalized Industrial Economy


12. The “rule of law” concept emphasizes…
A. That there are times when laws should and should not be obeyed.
B. Leaders ensure that citizens follow the law.
C: Government is not subject to the laws it makes.
D. No person, branch of government, or institution is ‘above the law’.


13. A ‘branch’ of the Federal government is the…
A. Federal Court system (Supreme Court, Federal District Courts, etc.)

B. The Assembly

C. Federal Bureau of Investigation
D. The Governors of the States


14. A safeguard against one branch of government becoming too powerful is…
A. Veto
B. “checks and balances”
C. “Due process”
D. Attorney General


15. Who resides at the top of the Executive branch?
A. Speaker of the House
B. President pro tempor of the US Senate
C. Chief Justice of the US Supreme Court
D. President of the US.


16. Who makes federal laws?
A. Congress
B. Supreme Court
C. The President of the US
D. The Attorney General


17. The U.S. Congress is ‘Bicameral’. This means that it’s composed of two parts. These parts are…
A. Senate and House of Representatives
B. The Court Of Appeals and District Courts
C. Department of Justice and National Security Agency
D. The Assembly and Senate


18. What is one promise you make when you become a United States citizen?
A. To hate the enemies of the United States.
B. Practice a particular religion.
C. Defend the Constitution and laws of the United States.
D. Pledge loyalty to a political party or person.

19. The youngest age that citizens must be to vote for President?
A. 16
B. 17
C. 18
D. 19


20. All of these are ways Americans can participate in their democracy, EXCEPT…
A. call Senators and Representatives
B. refuse to vote as a form of protest.
C. join a civic group
D. run for office


21. When is the last day you can file a federal income tax form (unless it falls on a weekend or holiday)?
A. January 1st.
B. February 14th
C. April 15th
D. Citizens don’t have to file income tax forms.

22. The youngest age that all men must register for the Selective Service is…
A. 16
B. 17
C. 18
D. 19

23. All of these qualify as reasons for colonists to willingly travel to America, EXCEPT…
A. political liberty
B. economic opportunity
C. freedom
D. All are acceptable reasons.


24. Who lived in America before the Europeans arrived?
A. Native Americans
B. Europeans
C. Africans
D. Quakers


25. What group of people was taken to America and enslaved?
A. Native Americans
B. Europeans
C. Africans
D. Quakers


26. All of these contributed to colonial resentment of British rule, EXCEPT…
A. portions of the British army stayed in their houses (boarding, quartering)
B. searches and seizures without permission.
C. high taxes (taxation without representation)
D. British policy of expanding slavery against colonial wishes.


27. Of the founding fathers assigned the task of drafting the Declaration of Independence, who is generally recognized as the author?
A. John Adams
B. Benjamin Franklin
C. Alexander Hamilton
D. Thomas Jefferson 


28. In which year was the Declaration of Independence adopted?
A. 1776
B. 1781
C. 1787
D. 1812


29. There were 13 original States. Which of these WAS NOT from the original 13?
A. New Hampshire
B. Delaware
C. Vermont
D. Georgia


30. What happened at the Constitutional Convention?
A. The US Constitution was written.
B. The Founding Fathers wrote the Declaration of Independence.
C. Betsy Ross stitched the first flag of the United States.
D. The Federalist Papers were written.


31. When was the US Constitution brought to the States for ratification?
A. 1776
B. 1781
C. 1787
D. 1812


32. The Federalist Papers supported the ratification of the U.S. Constitution. All of these were authors of the papers EXCEPT…
A. (James) Madison
B. (Alexander) Hamilton
C. (Thomas) Jefferson
D. (John) Jay


33. Which of these achievements cannot be claimed by Benjamin Franklin?
A. U.S. diplomat
B. started the first free libraries
C. member of the Constitutional Convention
D. President of the United States

34. Members of the President’s Cabinet…
A. advises the President of the US.
B. are appointed by the President for 6 year terms.
C. must have been elected previously to public office before appointment to the Cabinet (eg. Senator, Representatives, Governor, etc.)
D. have to be selected from within the same political party of the President that appoints them.


AK

P08_HUS- The Nation Prepares for its 4th Centennial Era (1954 – Present)

P08_The Nation Prepares for its 4th Centennial Era (1954 – Present) 

The activity will generally cover the years 1954 through the Present. Of course, there may be a few exceptions that reach to an earlier or later date. Unit08 and Unit09 of the course textbook, as well as additional outside source materials, will offer a skeletal outline with sufficient flesh (pardon the Biology reference) for the period this project will cover.

The 64 years these topics span are squarely within the American Imperium that arose during and after WWII. The nation faces challenges on a global scale given its global presence. While the challenges to US economic and military might are to be expected with a new global responsibility. Challenges have and will materialize that causes all citizens to pause and ponder a question that the Founders undoubtedly debated: What is The United States? Unlike the material aspect of the economy and the military, the question of what ‘We’ are is philosophical. Such a challenge may be the greatest we’ll face in the decades yet to come.

In this project student groups will select and analyze significant challenges of the latter 20th C./ early 21st C. That analysis, shaped by group-level debate, will supply the content for a 35 minute class lesson. The goal is just as much to inform as it is to ignite additional civil debate.

This era in our nation’s history is largely relegated to two branches of our United States History Research Primer. These branches are: The American Imperium and Civics, Society & Us.

Phase I

1. Please open the P08_The Nation Prepares for its 4th Centennial Era mindmap prepared for you by Mr.V.

2. The mindmap contains branches that provide guidance for the completion of the research project. One branch identifies the general topic areas to focus our research investigations. The list of topic areas appears below.

01 Goals of a “Great Society”
02 Civil Rights as Universal Rights
03 Man on the Moon: Tech Challenges & Tech Successes
04 Supreme Court Decisions (relevant today)
05 Abuse of Power and Authority
06 Terrorism

3. Organize your groups.

A. Choose a group leader. That group leader will be given a score reflecting their ability to successfully guide the group to a successful completion of the project. Group leader positions are on a project-by-project basis with everyone serving in that role at least once.

B. Choose a speaker. That speaker will be given a score reflecting their speaking performance during the presentation. Speaker positions are on a project-by-project basis with everyone serving in that role at least once.

C. Setup a communication system so that group members can communicate outside of classroom.

D. Choose how your group will collect, organize, and keep track of data collection by group members. If you decide to use a mindmap, you must share the map with Mr.V (full access). If you decide to use Google, you must create a ‘Team Drive’ and share that with Mr.V (full access). This segment of the project is not normally evaluated since it is a practical application of skills previously taught and practiced. However, under certain conditions, it may impact the group’s grade when a member’s contributions must be assessed for other reasons: Attendance/ tardiness issues, erroneous content presented as facts, etc. 

Phase II

1. Begin collecting sources that may be of use in the researching of your assigned topic area. The sources, as before, are to come from the US History Research Primer and any additional source you verify with Mr.V. The History Research Primer: Sources and Guidance is also recommended for use.

2. Avoid the temptation to begin constructing the presentation. You are expected to conduct this phase of your research in-class to permit you the opportunity to ask Mr.V questions when you encounter a difficulty. The construction of the presentation file is primarily an administrative task that can, and should, be done out-of-class. You will have no more than 5 class periods to complete this and the next phase. Any additional time will have to be out-of-class.

Phase III

1. Begin the analysis of your accumulated source documents.

2. The gathering of data has to come to an end or you run the risk of never finishing. The analysis phase requires that you read, listen to (audio source), or view (video source) the content you’ve amassed. Keep the relevant materials and discard what proves to be unhelpful materials.

As you do this, your computer monitor should be split into two windows that allow you to analyze your source and take notes on that source. The notes you create should be available for members of your group to see and comment on in Mindmeister/ Google Drive. It’s important that ‘your’ notes bear ‘your’ name (Mr.V needs to be able to trace the notes to its creator).

You are expected to conduct this phase of your research in-class to permit you the opportunity to ask Mr.V questions when you encounter a difficulty. You will have no more than 5 class periods to complete this and the previous phase. Any additional time will have to be out-of-class.

Phase IV

1. Mr.V will have distributed to all group leaders, by now, a rubric outlining how the project will be evaluated. Use that rubric, and the project mindmap to guide your analysis of the sources.

2. Construct and submit the presentation file and Lesson Plan in accordance with the guidance provided by Mr.V.

3.Mr.V will allow you one opportunity to edit the presentation file after viewing it on the large screen. Submit a new file and updated lesson plan before 7PM on the date posted on the course calendar.

Consider the following as you prepare the presentation:

Be sure to…
-Don’t ignore the feedback received from previous presentations. Repeating an error or omission is worse than committing it the first time.

-Control the balance between ‘text’ and imagery.

-Did you provide content your research was intended to reveal? Was it delivered in a manner that the audience can understand? Does your lesson plan (including activity and quiz) reflect the content presented and delivered?

-Consider the audience: How close will they be to your presentation (projection)? How long will the slide be visible for them to look at and assimilate it’s data?

-Time limit for the presentation.

-Sources properly credited/ cited.

P08_The Nation Prepares for its 4th Centennial Era Presentations

Below are the presentations created by all the research groups for this project session. Take advantage of the hard work your peers put into the research and presentation.

01. Goals of a “Great Society“ (Period 2, Period 9, Period 10)

02. Civil Rights as Universal Rights (Period 2, Period 9, Period 10)

03. Man on the Moon: Tech Challenges & Tech Successes (Period 2, Period 9, Period 10)

04. Supreme Court Decisions (Period 2, Period 9, Period 10)

05. Abuse of Power and Authority(Period 2, Period 9, Period 10)

06. Terrorism (Period 2, Period 9, Period 10)

Administrative Data w/ regards to teacher preparation:

Purpose: To continue the refinement of researching skills and streamlining the creation of research findings. We, in this project, expand beyond the one-way presentation model to incorporate the audience as active participants.

Objective: Produce a classroom lesson (presentation, activity, & assessment) of 30 – 35 minutes in length with the exclusive purpose of educating the audience on a particular curriculum topic by inciting questions, discussion, and debate.

Overall Goal: To actualize the ‘Purpose’ and achieve the ‘Objective’ by addressing the following standards:

-RH.11-12: Cite specific text sources.

-RH.11-12.3: Evaluate various explanations to determine which best conforms to text evidence.

-RH. 11-12.7/9: Evaluate and integrate sources appearing in a variety of formats.

-WHST. 11-12.1: Write arguments on specific content.– Honing Presentation Skills

Pu07_WWII and its Aftermath

Axis

2. The ‘period name’ given by historians for the years of genocide that resulted in the deaths of ~10,000,000 victims of Germany’s WWII era.

5. Acronym: A missile, uniquely launched from a submarine, with the capability of delivering a warhead (nuclear or conventional munition) over great distances, even between continents. A major element of the competition between Super-Powers of the Cold War.

7. A set of practices, beliefs, and objects that are dominant or ubiquitous in a society at a given point in time. An iconic representation of this during the WWII era were comics and comicbooks… 2 Words

10. Acronym: National Socialist Party of Germany

11. General Francisco Franco, Benito Mussolini, and Adolf Hitler are all classified as this type of ruler.

13. Acronym: Women’s branch/ Auxiliary of the US Navy during the WWII era.

15. A spike in economic activity resulting from the increased participation of former servicemen seeking homes after WWII… 2 Words

18. WWII era, US sponsored economic revitalization plan meant to accelerate the recovery of devastated European nations… 2 Words

21. From June 1948 to September of 1949 this was a response to a blockade of Berlin sponsored by the Soviet Union in 1948. Its purpose was to transport supplies to the people of West Berlin.…2 words

23. Lead scientist of the Manhattan Project. A key player in the coordination of efforts between the US military hierarchy and the scientists working on the project.

27. A facility or compound often reserved for the imprisonment or detainment of individuals who are viewed as ‘threats’ to the society. In many instances where these facilities were used, those imprisoned had not committed any legal crime. In extreme cases, they may also be slated for execution at the facility… 2 Words

28. The 1951 conviction and subsequent 1953 execution of this Husband-Wife pair for espionage and treason continue to be an iconic representation of Cold War paranoia.

29. A period of heightened tension between two nations without the expected violence normally experienced in traditional military conflict. It was not, however, benign since proxies were violently demonstrating the tension… 2 Words

32. In US history, an expression of the Cold War. Given its chronological placement between WWII and the Vietnam War, it has acquired the moniker of “The Forgotten War”… 2 Words

33. Acronym: The preeminent espionage agency of the United States whose origins stretch to the OSS of WWII.

34. An iconic US ’Spy’ plane central in the era of the Cold War.

35. An American foreign policy following the end of WWII whose stated purpose was to counter Soviet geopolitical expansion during the Cold War… 2 Words

36. German: “Lightning Warfare”

38. Acronym: Women’s branch/ Auxiliary of the US Army during the WWII era.

39. In US history, an expression of the Cold War. Its polarizing affect on US society manifested itself within the Counter-Culture and Civil Rights Movement. Some have come to classify it as “the only war the US ever lost”…2 words

40. The ‘philosophical’ barrier represented by the Communist European nations dividing ‘West’ and ‘East’ … 2 Words

41. A series of military tribunals held by the Allied forces after World War II for the purpose of bringing war criminals to justice…2 words

Democracy

1. A government or group policy with the ultimate aim of eliminating the existence of a targeted segment of a population.

2. This US President gave the order that ultimately ushered the world into the ‘Nuclear Age’ in the most violent setting.

3. Acronym: The official title of the Soviet Union and its component parts.

4. Supreme Allied Commander during WWII. Future (Republican) President of the United States.

6. A US program to supply Free France, United Kingdom, the Republic of China, and (later) the Soviet Union with food, oil, and materials (1941-1945). It’s precursor existed before US entry into WWII… 2 Words

8. A non-public business policy whereby a product is developed and marketed with qualities that will eventually force the consumer to discard and replace it after a designated period of use… 2 Words

9. A demographic spike in the birth rate attributable to returning WWII veterans after 1945… 2 Words

12. A presidential directive of Franklin Delano Roosevelt initiating the eventual internment of American citizens during WWII. …3 AlphaNumeric Words

14. A policy adopted and implemented by Britain’s Neville Chamberlain in the years before WWII. It was believed that German militaristic plans can be curtailed peacefully if European nations agreed to German claims/ demands for territories.

16. In WWII parlance, a place where an undesirable segment of the population would be relocated to. It’s purpose is to isolate that group, and in extreme cases of WWII, provide a ready supply of slave labor destined for eventual execution.

17. Code name for a top-secret WWII-era collaboration between the US military and a group of scientists stationed is Los Alamos, New Mexico. The purpose of the collaboration was the development, production, and deployment of a nuclear device before it could be done by the Axis Powers. Ultimately, that device would be used in Asia.

19. Acronym: A missile with the capability of delivering a warhead (nuclear or conventional munition) over great distances, even between continents. A major element of the competition between Super-Powers of the Cold War.

20. A comic book Superhero who came to represent, for many Americans, the values of the United States as it faced the Axis Powers during the WWII era. His beginning as a patriotic, but physically weak American, was a strong argument that anyone can contribute to the war effort and be a ‘hero’. 2 Words

22. His Cold War US ‘Spy’ plane was shot down and his eventual exchange for a Soviet spy in US custody has become immortalized in the movie “Bridge of Spies”.

24. This leader of the Soviet Union was at the helm during the iconic standoffs of the Cold War to include: The Cuban Missile Crisis and the shooting-down of Francis Gary Powers.

25. An iconic figure representing the moral and legal debate over the internment of US citizens based on racial/ ethnic background. His story, as well as that of others, has forced the nation to reexamine the meaning of ‘Citizen’. 2words

26. The targeted Japanese cities for the A-Bomb… 2 Words written in order of targeting.

30. A US geopolitical strategy to stop the expansion of Communism. It earmarked Cold War foreign policy for the United States and its allies.

31. German word. “Night of Broken Glass”. A precursor of the atrocities that will be perpetrated in WWII Germany.

37. US legislation that provided economic aid to former WWII servicemen that included education assistance. … a two-letter acronym followed by 1 Word

P07_HUS The American Imperium (1939 – 1970)

P07_The American Imperium 

The activity will cover from ~1939 (Great Depression Era) to 1970 (Cold War Era). Of course, there may be a few exceptions that reach to an earlier or later date. For my students, Unit07 of our textbook will offer a good skeletal outline for the period this project will cover.

WWII may be the single-most impactful event in the study of the era that follows. It could be said that the rise of the United States as a World Power, then, a Super Power can only be adequately explained by the events before and immediately after WWII. The development of this “American Imperium” is not exclusively a military matter and we will not be limited to it. In this project we will attempt to dissect the era from 1939 – 1970 by researching the topics listed below, in the fashion of previous projects.

This era in our nation’s history is largely relegated to three branches of our United States History Research Primer. These branches are: The Great Depression, WWII, and The American Imperium.

Phase I

1. Please open the P07_The American Imperium mindmap prepared for you by Mr.V.

2. The mindmap contains branches that provide guidance for the completion of the research project. One branch identifies the general topic areas to focus our research investigations. The list of topic areas appears below.

01 WWII: The Combatants
02 WWII: History-Shaking Events
03 US Homefront: Japanese-American Internment
04 US Homefront: The Media
05 The Cold War
06 US Postwar Economic Boom

3. Organize your groups.

A. Choose a group leader. That group leader will be given a score reflecting their ability to successfully guide the group to a successful completion of the project. Group leader positions are on a project-by-project basis with everyone serving in that role at least once.

B. Choose a speaker. That speaker will be given a score reflecting their speaking performance during the presentation. Speaker positions are on a project-by-project basis with everyone serving in that role at least once.

C. Setup a communication system so that group members can communicate outside of classroom.

D. Choose how your group will collect, organize, and keep track of data collection by group members. If you decide to use a mindmap, you must share the map with Mr.V (full access). If you decide to use Google, you must create a ‘Team Drive’ and share that with Mr.V (full access). This segment of the project is not normally evaluated since it is a practical application of skills previously taught and practiced. However, under certain conditions, it may impact the group’s grade when a member’s contributions must be assessed for other reasons: Attendance/ tardiness issues, erroneous content presented as facts, etc. 

Phase II

1. Begin collecting sources that may be of use in the researching of your assigned topic area. The sources, as before, are to come from the US History Research Primer and any additional source you verify with Mr.V. The History Research Primer: Sources and Guidance is also recommended for use.

2. Avoid the temptation to begin constructing the presentation. You are expected to conduct this phase of your research in-class to permit you the opportunity to ask Mr.V questions when you encounter a difficulty. The construction of the presentation file is primarily an administrative task that can, and should, be done out-of-class. You will have no more than 5 class periods to complete this and the next phase. Any additional time will have to be out-of-class.

Phase III

1. Begin the analysis of your accumulated source documents.

2. The gathering of data has to come to an end or you run the risk of never finishing. The analysis phase requires that you read, listen to (audio source), or view (video source) the content you’ve amassed. Keep the relevant materials and discard what proves to be unhelpful materials.

As you do this, your computer monitor should be split into two windows that allow you to analyze your source and take notes on that source. The notes you create should be available for members of your group to see and comment on in Mindmeister/ Google Drive. It’s important that ‘your’ notes bear ‘your’ name (Mr.V needs to be able to trace the notes to its creator).

You are expected to conduct this phase of your research in-class to permit you the opportunity to ask Mr.V questions when you encounter a difficulty. You will have no more than 5 class periods to complete this and the previous phase. Any additional time will have to be out-of-class.

Phase IV

1. Mr.V will have distributed to all group leaders, by now, a rubric outlining how the project will be evaluated. Use that rubric, and the project mindmap to guide your analysis of the sources.

2. Construct and submit the presentation file in accordance with the guidance provided by Mr.V.

3. Mr.V will allow you one opportunity to edit the presentation file after viewing it on the large screen. Submit a new file before 7PM on the date posted on the course calendar.

Consider the following as you prepare the presentation:

Be sure to…
-Don’t ignore the feedback received from previous presentations. Repeating an error or omission is worse than committing it the first time.

-Control the balance between ‘text’ and imagery.

-Did you provide content your research was intended to reveal? Was it delivered in a manner that the audience can understand?

-Consider the audience: How close will they be to your presentation (projection)? How long will the slide be visible for them to look at and assimilate it’s data?

-Time limit for the presentation.

–Sources properly credited/ cited.

P07_The American Imperium Presentations

Below are the presentations created by all the research groups within our US History course. Take advantage of the hard work your peers put into the research that supports their presentation.

01. WWII: The Combatants (Period 2, Period 9, Period 10)

02. WWII: History-Shaking Events (Period 2, Period 9, Period 10)

03. US Homefront: Japanese-American Internment (Period 2, Period 9, Period 10)

04. US Homefront: The Media (Period 2, Period 9, Period 10)

05. The Cold War (Period 2, Period 9, Period 10)

06. US Postwar Economic Boom (Period 2, Period 10)

Administrative Data w/ regards to teacher preparation:

Purpose: To continue the refinement of researching skills and streamlining the creation of research findings. The project guidelines can be found by clicking the node link.

Objective: Produce a presentation of 8 – 10 minutes in length with the exclusive purpose of educating the audience on a particular topic of the course curriculum.

Overall Goal: To actualize the ‘Purpose’ and achieve the ‘Objective’ by addressing the following standards:

-RH.11-12: Cite specific text sources.

-RH.11-12.3: Evaluate various explanations to determine which best conforms to text evidence.

-RH. 11-12.7/9: Evaluate and integrate sources appearing in a variety of formats.

-WHST. 11-12.1: Write arguments on specific content.

– Honing Presentation Skills

Pu03e_The Crescent and the Cross: The 1st Crusade

The 1st Crusade

Across

1. A question #11 answer. This was the first Crusader Principality to be deceiptfully acquired. A crusader became king.
4. A question #6 answer. There are two words you must insert here. The first word is the term the Catholic Church uses to identify the action a wrong-doer must take to achieve forgiveness. The second word is the term used by members of the three monotheistic faiths to identify the category of actions classified as ‘Wrongs’. These were important terms used in Pope Urban’s speech. The speech did little to clear common misunderstandings by followers of the Christian faith. (2 words total)
7. A question #2 answer.
9. A question #10 answer. They used long-range… (2 words)
10. A question #3 answer. Pope issues order to send, as well as establish goals of these.
11. A question #10 answer. They fought on…
15. A question #3 answer. Pope wishes this ruler to accept papal leadership. (2 words)
16. A question #1 answer.
18. A question #3 answer. Pope calls for the formation of this.
19. A question #4 answer. May reunite the followers of this institution with The Church. (3 words)

Down

2. A question #4 answer. Sets a precedent for Church authority in certains areas of this segment of society.
3. A question #7 answer. A targetted group ‘other’ than that listed in the Clermont speech.
5. A question #11 answer. This Crusader Principality had a significant portion of it’s population slaughtered- including Christians. A crusader became king.
6. A question #11 answer. At Ma’arat al-Numan, crusaders resorted to this most offensive act.
8. A question #10 answer. Their horses were smaller and…
11. A question #6 answer. Automatic acceptance into this realm.
12. A question #4 answer. Rid Europe of these rowdy persons.
13. Question #1 answer.
14. A question #5 answer. Regain control of the land that this figure once resided in.
17. A question #8 answer. Crusaders often sold this most valuable feudal asset.

P06_HUS The Roaring 20s and Great Depression

P06_The Roaring Twenties and Great Depression 

The activity will cover from ~1920 (End of the Progressive Era and advent of the ‘Roaring Twenties) to 1945 (the end of wartime, WWII, economic expansion). Of course, there may be a few exceptions that reach to an earlier or later date.

The post-war (WWI) economic expansion has some connection the Gilded Age pro-business policies of the Federal government. However, the start and end of WWI did impact the economy with respect to capacity and products being produced. The wealth of Gilded Age elites will be, generally, significantly washed away by the storm of the Great Depression.

Social and government , under the stress of two world wars and a roller coaster economy can’t remain untouched. If one looks closely, there are stark examples of a multi-tiered transition. The society/ government from pre-WWI, through post-WWI, Great Depression, and WWII eras is changing under the stress while exerting a force of change of its own. What emerges from 1945 is a United States that even our youth, today, can see a lineage to.

This era in our nation’s history is not selectively isolated in our United States History Research Primer. Instead, students are required to expand the reach of their research to ‘Eras’ that precede, proceed, or overlap the years from 1920 through 1945.

Phase I

1. Please open the P06_The Roaring 20s and the Great Depression mindmap prepared for you by Mr.V.

2. The mindmap contains branches that provide guidance for the completion of the research project. One branch identifies the general topic areas to focus our research investigations. The list of topic areas appears below.

01 The FBI and the Red Scare (1st Incarnation)
02 Hollywood’s View of the World 
03 Rise of the KKK (2nd/ 3rd Incarnation)
04 Consumerism and Advertising
05 Gender Norms
06 The Harlem Renaissance

3. Organize your groups.

A. Choose a group leader. That group leader will be given a score reflecting their ability to successfully guide the group to a successful completion of the project. Group leader positions are on a project-by-project basis with everyone serving in that role at least once.

B. Choose a speaker. That speaker will be given a score reflecting their speaking performance during the presentation. Speaker positions are on a project-by-project basis with everyone serving in that role at least once.

C. Setup a communication system so that group members can communicate outside of classroom.

D. Choose how your group will collect, organize, and keep track of data collection by group members. If you decide to use a mindmap, you must share the map with Mr.V (full access). If you decide to use Google, you must create a ‘Team Drive’ and share that with Mr.V (full access). This segment of the project is not normally evaluated since it is a practical application of skills previously taught and practiced. However, under certain conditions, it may impact the group’s grade when a member’s contributions must be assessed for other reasons: Attendance/ tardiness issues, erroneous content presented as facts, etc. 

Phase II

1. Begin collecting sources that may be of use in the researching of your assigned topic area. The sources, as before, are to come from the US History Research Primer and any additional source you verify with Mr.V. The History Research Primer: Sources and Guidance is also recommended for use.

2. Avoid the temptation to begin constructing the presentation. You are expected to conduct this phase of your research in-class to permit you the opportunity to ask Mr.V questions when you encounter a difficulty. The construction of the presentation file is primarily an administrative task that can, and should, be done out-of-class. You will have no more than 5 class periods to complete this and the next phase. Any additional time will have to be out-of-class.

Phase III

1. Begin the analysis of your accumulated source documents.

2. The gathering of data has to come to an end or you run the risk of never finishing. The analysis phase requires that you read, listen to (audio source), or view (video source) the content you’ve amassed. Keep the relevant materials and discard what proves to be unhelpful materials.

As you do this, your computer monitor should be split into two windows that allow you to analyze your source and take notes on that source. The notes you create should be available for members of your group to see and comment on in Mindmeister/ Google Drive. It’s important that ‘your’ notes bear ‘your’ name (Mr.V needs to be able to trace the notes to its creator).

You are expected to conduct this phase of your research in-class to permit you the opportunity to ask Mr.V questions when you encounter a difficulty. You will have no more than 5 class periods to complete this and the previous phase. Any additional time will have to be out-of-class.

Phase IV

1. Mr.V will have distributed to all group leaders, by now, a rubric outlining how the project will be evaluated. Use that rubric, and the P06_Roaring 20s and Great Depression project mindmap to guide your analysis of the sources.

2. Construct and submit the presentation file in accordance with the guidance provided by Mr.V.

3. Mr.V will allow you one opportunity to edit the presentation file after viewing it on the large screen. Submit a new file before 7PM on the date posted on the course calendar.

Consider the following as you prepare the presentation:

Be sure to…
-Don’t ignore the feedback received from previous presentations. Repeating an error or omission is worse than committing it the first time.

-Control the balance between ‘text’ and imagery.

-Did you provide content your research was intended to reveal? Was it delivered in a manner that the audience can understand?

-Consider the audience: How close will they be to your presentation (projection)? How long will the slide be visible for them to look at and assimilate it’s data?

-Time limit for the presentation.

–Sources properly credited/ cited.

P06_The Roaring 20s and Great Depression Presentations

Below are the links to presentations created by all the research groups within our US History course. Take advantage of the hard work your peers put into the research that supports their presentation.

01. The FBI and the Red Scare- 1st Incarnation (Period 2, Period 9, Period 10)

02. Hollywood’s View of the World (Period 2, Period 9, Period 10)

03. Rise of the KKK- 2nd/ 3rd Incarnation (Period 2, Period 9, Period 10)

04. Consumerism and Advertising (Period 2, Period 10)

05. Gender Norms (Period 2, Period 9, Period 10)

06. The Harlem Renaissance (Period 2, Period 9, Period 10)

Are You a ‘Stooge’?

This was originally my instructions to students on a day that I could not attend due to winter weather conditions- 7 Mar. 2018. (The attachments mentioned in the statement are not provided here).

“Today, I will not be attempting an excursion into NYC as three of the four legs of my daily commute will be experiencing disruptions.

I wish to suspend, for today only, the activities we’ve been doing this week. We’ll resume upon my return. Instead, I want you to turn your attention to the recent announcement of a national student walkout in support of Gun Control legislation.

The tragedy that struck the students, families, and community in Florida on 14 Feb. should resonate with all of us. As a teacher- it affected me. As a parent- it affected me. As a former public high school student- it affected me. However, the lives lost on that fateful day were no more precious than the students who lost their lives or were maimed in similar circumstances over the past 20 years. No single life is worth more than another. They are all priceless.

My views on this matter is clear to all who know me. Students who have mercilessly been subjected to my impassioned academic sermons on the ills of Slavery and Gilded Age exploitation can infer what my views are. I’m not here to tell you what to do or believe. If I did compel you in this way, you and your peers from across the nation would be labeled as ‘Stooges’ (See below). Such a moniker is insulting. It implies that as a US Citizen or resident, your values and political views are vulnerable to the exploitation of persons wishing to prey upon your lack of inexperience and naïveté. The young ladies in my 2nd period US History course know, as recently as yesterday, that in matters concerning equal pay, their greatest weapon is their voice and conviction. The best way to combat the labeling as ‘Stooge’ is to gain experience and the knowledge to combat naïveté. Then, take action.

Despite my views on any political or social matter, I have to hold you to a higher standard. If you participate in the national protest, but have little to no knowledge of the events leading to the protest or the aims of the protest, then you are a Stooge. I don’t want you to bear the shame of that label and I certainly don’t want to be the person responsible for not providing guidance as you exercise your rights as an American.

1. Please read the articles I’ve provided below. They are meant to offer a background to the aims of the protest.

2. The last article on the list will help you understand that the views of government differ throughout the nation. Students in some locales will suffer for their actions in a way that you will not (if your participation is in keeping with principled conduct). The students in those States will understand, to some degree, that the ‘greats’ of the past are often remembered because they sacrificed the most.

3. Continue your own research into the 2nd Amendment debate that has embroiled the outcry after every mass shooting.

4. Lastly, take action grounded on knowledge, conviction, and confidence that the helm of our Democratic-Republic still functions. The citizenry can make ‘national’ course corrections.”

P05_HUS Progressive Era-A Time for Change

P05_Progressive Era- A Time for Change

The activity will cover a period of time from ~1877 (End of Reconstruction) to 1920 (advent of the ‘Roaring Twenties). Of course, there may be a few exceptions that reache to an earlier or later date.

The period marks another watershed period for the nation. The successes and failures of the Recontruction policy of the Federal government established the foundation for the succeeding era: The Gilded Age. The age is marked by an economic expansion partially energized by a developing Business-Government partnership. For more than a quarter-century that partnership witnessed the rise of national corporations with an economic dominance we’ve come to associate with trusts/ monopolies. This growing power over the economic engine of the nation creates an atmosphere where laws, or any semblance of ethical conduct, is set aside for increased profits. The Business-Government partnership is not conducive to a self-regulating economic system.

The accumulation of wealth into the hands of a small, economically elite, fraction of the population contributes to a ‘Have and Have Not’ social picture. Philanthropy becomes an increasingly benevolent product of this disparity, but it’s unable to level the playing field for the ‘Have Nots’. Civil unrest, peaceful and deadly, pushes the nation’s leadership to reconsider the Gilded Age partnership with ‘Business’. Those leaders, from the larger than life characters (Teddy Roosevelt) to unionizing coal miners who lost their lives in shoot-outs, were integral in asking for reforms and executing ‘Calls to Action’ that created “The Progressive Era.”

This era in our nation’s history is labeled ‘The Gilded Age *** Progressive Era’ in our United States History Research Primer.

Phase I

1. Please open the P05_The Progressive Era mindmap prepared for you by Mr.V.

2. The mindmap contains branches that provide guidance for the completion of the research project. One branch identifies the general topic areas to focus our research investigations. The list of topic areas appears below.

01 Labor
02 Environment
03 Law: US Constitution & Federal Statutes
04 Foreign Affairs
05 National Finance
06 Prohibition

3. Organize your groups.

A. Choose a group leader. That group leader will be given a score reflecting their ability to successfully guide the group to a successful completion of the project. Group leader positions are on a project-by-project basis with everyone serving in that role at least once.

B. Choose a speaker. That speaker will be given a score reflecting their speaking performance during the presentation. Speaker positions are on a project-by-project basis with everyone serving in that role at least once.

C. Setup a communication system so that group members can communicate outside of classroom.

D. Choose how your group will collect, organize, and keep track of data collection by group members. If you decide to use a mindmap, you must share the map with Mr.V (full access). If you decide to use Google, you must create a ‘Team Drive’ and share that with Mr.V (full access). This segment of the project is not normally evaluated since it is a practical application of skills previously taught and practiced. However, under certain conditions, it may impact the group’s grade when a member’s contributions must be assessed for other reasons: Attendance/ tardiness issues, erroneous content presented as facts, etc. 

Phase II

1. Begin collecting sources that may be of use in the researching of your assigned topic area. The sources, as before, are to come from the US History Research Primer and any additional source you verify with Mr.V. The History Research Primer: Sources and Guidance is also recommended for use.

2. Avoid the temptation to begin constructing the presentation. You are expected to conduct this phase of your research in-class to permit you the opportunity to ask Mr.V questions when you encounter a difficulty. The construction of the presentation file is primarily an administrative task that can, and should, be done out-of-class. You will have no more than 5 class periods to perform this phase. Any additional time will have to be out-of-class.

Phase III

1. Begin the analysis of your accumulated source documents.

2. The gathering of data has to come to an end or you run the risk of never finishing. The analysis phase requires that you read, listen to (audio source), or view (video source) the content you’ve amassed. Keep the relevant materials and discard what proves to be unhelpful materials.

As you do this, your computer monitor should be split into two windows that allow you to analyze your source and take notes on that source. The notes you create should be available for members of your group to see and comment on in Mindmeister/ Google Drive. It’s important that ‘your’ notes bear ‘your’ name (Mr.V needs to be able to trace the notes to its creator).

You are expected to conduct this phase of your research in-class to permit you the opportunity to ask Mr.V questions when you encounter a difficulty. You will have no more than 5 class periods to complete this phase. Any additional time will have to be out-of-class.

Phase IV

1. Mr.V will have distributed to all group leaders, by now, a rubric outlining how the project will be evaluated. Use that rubric, and the P05_Progressive Era project mindmap to guide your analysis of the sources.

2. Construct and submit the presentation file in accord with the guidance provided by Mr.V.

3. On the first class day after submitting your presentation file, Mr.V will allow you one final opportunity to edit the file after viewing it on the large screen. If the edits are substantial, submit a new file before 7PM that evening.

Consider the following as you prepare the presentation:

Be sure to…
-Control the balance between ‘text’ and imagery.

-Did you provide the content your research was intended to reveal? Was it delivered in a manner that the audience can understand?

-Consider the audience: How close will they be to your presentation (projection)? How long will the slide be visible for them to look at and assimilate it’s data?

-Time limit for the presentation.

–Sources properly credited/ cited.

P05_The Progressive Era Presentations

Below are the links to the presentations created by all the research groups within our US History course. Take advantage of the hard work your peers put into the research that supports their presentation.

01. Labor (Period 2, Period 9, Period 10)

02. Environment (Period 2, Period 9, Period 10)

03. Law: US Constitution & Federal Statutes (Period 2, Period 9, Period 10)

04. Foreign Affairs (Period 2, Period 9, Period 10)

05. National Finance (Period 2, Period 10)

06. Prohibition (Period 2, Period 9, Period 10)

Pr03b_The Byzantine Empire was Roman with an Eastern Flavor! (Slide by Slide Description)

The accompanying presentation to this slide by slide description can be accessed by clicking the link above.

Cover Slide: The Hagia Sophia is depicted here. See slide #7 for additional information.

Slide #2: Map of Western Europe in the early 6th C. CE.
A major contributor to the collapse of the Western portion of the Roman Empire was the migration/ invasions of nomadic and semi-nomadic peoples from the North and East. For centuries the Roman imperial army was able to repel these incursions and maintain relatively stable borders. That ended in the 5th C. CE.

These invaders are referred to as ‘Barbarians’ by Western texts. However, most had extensive exposure to the former empire and had diffused with it. The stereotypical image of a barbarian as being little more than a Neolithic nomad is false.

The naming of these ‘barbarian’ peoples is quite inaccurate as well. Goths (Ostrogoths and Visigoths) is a large category of peoples and NOT a distinct people. Major groups listed on the map include: Burgundians, Lombards, Saxons, Vandals, etc.

The Eastern portion of the Roman Empire will continue to live on for another 900 years around the former Greek city of Byzantium, to be renamed Constantinople. Historians in the West will rename the empire ‘Byzantine’ to distinguish it from the former empire that included the Western half. It should be noted, however, that imperial citizens of Constantinople still referred to themselves as ‘Romans’.

Slide #3: Constantinople. It’s location controlled the water passage from the Black Sea to the Mediterannean Sea. It was also a militarily strong location to defend from attackers.

Slide #4: This image shows a surviving section of the dual-wall perimeter that protected Constantinople from a land attack coming from the West. This was part of the wall designed under the Emperor Theodosius in the 5th C.

Slide #5: Mosaic depictions of Emperor Justinian and his wife, Theodora (6th C.).

Justinian reigned as emperor for many years and was at the helm for major achievements. Among these we would include: The Hagia Sophia, Corpus Juris Civilis, and reconquest of the former Western-half of the Roman Empire (temporarily).

Slide #6: Innovation continued under the Byzantine emperors. In this image we see the use of ‘Greek Fire’ to repel a sea attack.

Slide #7-8: The Hagia Sophia is depicted here. An architectural project sponsored by the Emperor Justinian (6th C. CE). Though built to serve as a church, it has gone through additional conversions over the centuries. The four towers around the structure are minarets added by the Islamic (Ottoman) Turks that conquered Constantinople in 1454. It now serves as a museum in the heart of Istanbul (formerly Constantinople).

The use of a dome to cap churches is a Roman cultural tradition that has survived until today. This tradition of placing domes on religious structures reaches back into the Roman classical age with the Pantheon being the stereotypical example.

The European Middle Ages will witness the absence of domed churches as the plans, skill, and materials necessary to construct a dome was ‘lost’ along with the Roman Empire in the West after 476 CE. It will not be until the Renaissance when Western Europe will see its next domed structure.

Slide #9: Corpus (Body) Juris (Law) Civilis (Civil) = Body of Civil Law.
Commissioned by Justinian, this compilation of Roman law was a legal and logistical achievement. Justinian had scholars comb the legal archives of the empire to consolidate and edit the statute books of the Roman Empire dating back to the Emperor Hadrian (2nd C.) His goal was to make the legal system nombre efficient by removing laws that were no-longer useful.

Slide #10: Several significant works by one of Justinian’s secretaries- Procopius. Since Procopius’ inflammatory accounts of Justinian’s private life (The Secret History) would surely have had him imprisoned and/ or sentenced to death, he waited to publish it after the emperor’s death.

Slide #11: A map of the Byzantine Empire at it’s height of size under the reign of Justinian.

Slide #12-13: A major holy site for Christians today has it’s origin with the Emperor Constantine, who also established Byzantium as a Eastern Roman capital city in the 4th C.

The church enshrines, on one end, the traditionally accepted site of Jesus’ crucifixion (Golgotha/ Calvary) and Jesus’ tomb on the other end.

Slide #14-15: These two slides begin to show the developing differences between the Christian Church that had developed under a Christian Roman Empire.

After the empire collapsed in the West, the influence of the migrating/ invading peoples contributed to a faith that was developing differently compared to the Eastern half of the empire that remained in Constantinople.

The Byzantine Empire gave birth to the Eastern Orthodox Church (Eastern Church). In this first image we see priests dressed in religious robes.

The Western half gave birth to the Roman Catholic Church (Western Church). In the second image we see a priest dressed in religious robes common to that Church.

Take note how the developing differences are showing up in the garb and the styles of Crosses (Crucifixes).

Slide #16: An image of icons in the form of small statues is shown in the upper-left. The lower-right is a modern image showing the interior of the Hagia Sofia.

A major religious rift between the two Churches was how to treat the use of icons (in the pre-Digital Age, icons were physical and in predominantly in the form of statues and paintings).

A movement referred to as ‘Iconoclasm’ (Icon Smashing) began to appear in the reign of Justinian, but shifted into significance a couple centuries later. The Western Church continued to have icons present in the churches during services, while there was a growing opposition to that practice in the Eastern Church. There were many in the Eastern Church who saw the presence of icons in religious services as a form of idol worship. Those who were against the use of icons were called ‘Iconoclasts’ (Icon Smashers). Sometimes, the dispute became so heated that violence broke out and spread from the churches to the streets of Constantinople in the form of riots.

Slide #17: Since 1054, when the Western and Eastern Churches officially split apart (The Great Schism), there have been repeated attempts by leaders of both Churches to reunify. All attempts, thus far, have failed to achieve that unity.