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

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

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)

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)

United States Citizenship Exam (In-Class Version 1-ODD)

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 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. How many U.S. Senators are there in the Federal Government?
A. 50
B. 100
C. Based on State population.
D. Based on State size (territorial)

2. U.S. Senators are elected for…
A. 2 years
B. 4 years
C. 6 years
D. No limit. The senatorial term is for life.


3. Which of these government officials is an acting Senator of New York State?
A. Cory Booker
B. John McCain
C. Kirsten Gillibrand
D. Mike Pence


4. The total number of voting members in the House of Representatives…
A. 50
B. 100
C. 435
D. Based on State size (territorial)


5. We elect a U.S. Representative for how many years?
A. 2 years
B. 4 years
C. 6 years
D. No limit. The congressional term is for life.


6. Who does a U.S. Senator represent?
A. The State’s Governor
B. All people of the State
C. The State Legislature
D. The States Judiciary (Courts)


7. Some States have more representatives in the House of Representatives than other states because the number is…
A. based on a State’s physical size.

B. based on a State’s population size.

C. based on a State’s date of entry into the Union.
D. determined by the US Constitution.


8. We elect a President for how many years?
A. 2 years
B. 4 years
C. 6 years
D. No limit. The presidential term is for life.


9. In what month do we vote for President of the US?
A. September
B. October
C. November
D. December


10. Who is the current President of the United States?
A. Mike Pence
B. Paul Ryan
C. Donald Trump
D. Mitch McConnell


11. Who is the current Vice President of the United States?
A. Mike Pence
B. Paul Ryan
C. Donald Trump
D. Mitch McConnell


12. If the President can no longer serve, who is next in-line to assume the duties of President of the US?
A. Speaker of the House
B. Vice President
C. President pro tempore
D. Secretary of State


13. If both the President and the Vice President can no longer serve, who is next in-line to assume the duties of President of the US?
A. Speaker of the House
B. Vice President
C. President pro tempore
D. Secretary of State


14. Who is the Commander in Chief of the military?
A. Speaker of the House
B. Vice President
C. President
D. Secretary of Defense


15. Who signs bills to become laws?
A. Speaker of the House
B. Senate Majority Leader
C. President
D. Attorney General


16. Who vetoes bills?
A. Speaker of the House
B. Senate Majority Leader
C. President
D. Attorney General


17. 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.


18. 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


19. 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.


20. 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…


21. 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.

22. 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


23. 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.


24. 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


25. 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)

26. 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”


27. 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


28. 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


29. 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’.


30. 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


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


32. 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.


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


34. 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


United States Citizenship Exam (In-Class Version 1-EVEN)

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 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. How many U.S. Senators are there in the Federal Government?
A. 50
B. 100
C. Based on State population.
D. Based on State size (territorial)

19. U.S. Senators are elected for…
A. 2 years
B. 4 years
C. 6 years
D. No limit. The senatorial term is for life.


20. Which of these government officials is an acting Senator of New York State?
A. Cory Booker
B. John McCain
C. Kirsten Gillibrand
D. Mike Pence


21. The total number of voting members in the House of Representatives…
A. 50
B. 100
C. 435
D. Based on State size (territorial)


22. We elect a U.S. Representative for how many years?
A. 2 years
B. 4 years
C. 6 years
D. No limit. The congressional term is for life.


23. Who does a U.S. Senator represent?
A. The State’s Governor
B. All people of the State
C. The State Legislature
D. The States Judiciary (Courts)


24. Some States have more representatives in the House of Representatives than other states because the number is…
A. based on a State’s physical size.

B. based on a State’s population size.

C. based on a State’s date of entry into the Union.
D. determined by the US Constitution.


25. We elect a President for how many years?
A. 2 years
B. 4 years
C. 6 years
D. No limit. The presidential term is for life.


26. In what month do we vote for President of the US?
A. September
B. October
C. November
D. December


27. Who is the current President of the United States?
A. Mike Pence
B. Paul Ryan
C. Donald Trump
D. Mitch McConnell


28. Who is the current Vice President of the United States?
A. Mike Pence
B. Paul Ryan
C. Donald Trump
D. Mitch McConnell


29. If the President can no longer serve, who is next in-line to assume the duties of President of the US?
A. Speaker of the House
B. Vice President
C. President pro tempore
D. Secretary of State


30. If both the President and the Vice President can no longer serve, who is next in-line to assume the duties of President of the US?
A. Speaker of the House
B. Vice President
C. President pro tempore
D. Secretary of State


31. Who is the Commander in Chief of the military?
A. Speaker of the House
B. Vice President
C. President
D. Secretary of Defense


32. Who signs bills to become laws?
A. Speaker of the House
B. Senate Majority Leader
C. President
D. Attorney General


33. Who vetoes bills?
A. Speaker of the House
B. Senate Majority Leader
C. President
D. Attorney General


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.


P01_The United States Constitution

I. Setup
Create an additional child node (off the central idea) for the ‘Preamble’ and each ‘Article’ of the actual document. Label each of the nodes respectively: Preamble, Article #1, Article #2, Article #3, etc. until you have all 7 Articles. Remember, each Article may have ‘Sections’ within them. You must branch off your Article nodes into Section nodes as necessary.

A. Assign a member of your group to a certain Article or the Preamble in the original document.
B. The assigned student must ‘translate’ the given Preamble or Article (or it’s Sections) into plain, simple, 21st C. English. Assume you are translating for another person who does not have your background knowledge. Write your translation in the mind map node dedicated to that Preamble/ Article (Section).
C. Any student that may have completed their assigned translation should be editing the writing of other group members who are still translating or reviewing someone else’s translation.

Tip: When translating (for brevity, conciseness, and clarity) the translated text is often shorter (fewer words) than the original.

II. Dissection of the US Constitution begins.

Unlike the Declaration of Independence, but similar to The Articles of Confederation and Perpetual Union, the US Constitution was to be a framework for a new government. In this instant, the Constitution is supposed to address the shortcomings of the Articles of Confederation. We can assume that this was the case because one framework (Constitution) replaced the other (Articles of Confederation) in 12 years time.

Like all sovereign nations, there are certain things we can expect a nation to have the power to do. In addition, the conditions under which a nation performs it’s duties changes over time. We should always consider how a government’s authority is affected by the changes in the circumstances that develop over the centuries. I submit these questions to your group so that they may be used as a ‘scalpel’ in your dissection of the document.

The accuracy and completeness of the document’s translation by your group will be ‘put to the test’ as you zero-in on the relevant Article/ Section.

A. What is the relationship between the States and the central government? Who is ‘sovereign’?

B. In what context is Slavery mentioned or alluded to, if any?

C. How long is the membership within this union supposed to last?

D. How will ‘new’ states be created and admitted into the union?

E. How are government debts to be paid?

Under no circumstances are you to believe that these five questions are the ONLY questions that the author(s) of this document had. For brevity sake, I limited this segment of our investigation to these important questions.

III. Word Cloud Analysis

Using a word cloud generating application, create a word cloud of your document. Insert an image of that word cloud into your mindmap and complement it with an analysis of the word cloud. What could have been the overriding issues of the document author(s)?

IV. Presentation Focus Question

Look at the phase II questions I gave your group. These questions were meant to aid in discovering the governing framework envisioned by the authors. As a point for comparison with another group’s document, be prepared to offer a concise description of the author’s intent/ desire regarding:

-Slavery?
-Raising funds (pay debts, pay government efforts like military, etc.)?
-The nature of the union/ confederation? (State to State, State to Congress, All the States to Congress, etc.)

P01_The Articles of Confederation and Perpetual Union

I. Setup
Create an additional child node (off the central idea) for the ‘Preamble’ and each ‘Article’ of the actual document. Label each of the nodes respectively: Preamble, Article #1, Article #2, Article #3, etc. until you have all 13 Articles.

A. Assign a member of your group to a certain number of Articles in the original document.
B. The assigned student must ‘translate’ the given Article into plain, simple, 21st C. English. Assume you are translating for another person who does not have your background knowledge. Write your translation in the mind map node dedicated to the Article you were assigned.
C. Any student that may have completed their assigned translation should be editing the writing of other group members who are still translating or reviewing someone else’s translation.

Tip: When translating (for brevity, conciseness, and clarity) the translated text is often shorter (fewer words) than the original.

II. Dissection of the Articles of Confederation and Perpetual Union begins.

Unlike the Declaration of Independence, but similar to the United States Constitution, the Articles of Confederation was to be a framework for a new government. In this instant, the Articles of Confederation is supposed to convert the former 2nd Continental Congress framework into a functioning government that can take it’s place among the nations of the world, as an ‘equal’.

Like all sovereign nations, there are certain things we can expect a nation to have the power to do. In addition, the conditions under which a nation performs it’s duties changes over time. We should always consider how a government’s authority is affected by the changes in the circumstances that develop over time. I submit these questions to your group so that they may be used as a ‘scalpel’ in your dissection of the document.

The accuracy and completeness of the document’s translation by your group will be ‘put to the test’ as you zero-in on the relevant Article/ Section.

A. What is the relationship between the States and the central government? Who is ‘sovereign’?

B. In what context is Slavery mentioned or alluded to, if any?

C. How long is the membership within this union supposed to last?

D. How will ‘new’ states be created and admitted into the union?

E. How are government debts to be paid?

Under no circumstances are you to believe that these five questions are the ONLY questions that the author(s) of this document had. For brevity sake, I limited this segment of our investigation to these important questions.

III. Word Cloud Analysis

Using a word cloud generating application, create a word cloud of your document. Insert an image of that word cloud into your mindmap and complement it with an analysis of the word cloud. What could have been the overriding issues of the document author(s)?

IV. Presentation Focus Question

Look at the phase II questions I gave your group. These questions were meant to aid in discovering the governing framework envisioned by the authors. As a point for comparison with another group’s document, be prepared to offer a concise description of the author’s intent/ desire regarding:

-Slavery?
-Raising funds (pay debts, pay government efforts like military, etc.)?
-The nature of the union/ confederation? (State to State, State to Congress, All the States to Congress, etc.)

P01_The Declaration of Independence

I. Setup
Create an additional child node (off the central idea) for each paragraph of the actual document. Label each of the nodes respectively: Para.#1, Para.#2, Para.#3, etc.

A. Assign a member of your group to each of the paragraphs you identified in the original document.
B. The assigned student must ‘translate’ the given paragraph into plain, simple, 21st C. English. Assume you are translating for another person who does not have your background knowledge. Write your translation in the mind map node dedicated to the paragraph you were assigned.
C. Any student that may not have a paragraph assigned should be editing the writing of the group members who are translating.

Tip: When translating (for brevity, conciseness, and clarity) the translated text is often shorter (fewer words) than the original.

II. The Greatest Argument Ever Given
The Declaration of Independence is an argument expressed on parchment. All arguments have component parts that unfurl the logic and substance of the argument. Generally, an argument…

A. States that there is a problem.
B. States why it’s proper to make the argument.
C. States evidence/ proof that the argument is valid and a product of fact.
D. Concludes with a ‘new’ condition that replaces the flawed or contested premise.

Return to the translated paragraphs of the document and determine where each part of the logical argument arises. Discuss with your group partners the source of the inspiration that led the nation’s founders to make such an argument.

III. Word Cloud Analysis

Using a word cloud generating application, create a word cloud of your document. Insert an image of that word cloud into your mindmap and complement it with an analysis of the word cloud. What could have been the overriding issues of the document author(s)?

IV. Presentation Focus Question

Look at the phase II questions I gave your group. These questions were meant to aid in discovering the goals of the author. The founders wrote this document as an argument. They believed that this argument was sufficient to break away from the Mother Country and acquire a place among the other free and sovereign states of the world. The war for independence was not over when this document was written; therefore, the American colonies were not yet free of British rule. This implies that the freedom of the American colonies, and the entire argument expressed in the Declaration of Independence, had nothing to do with winning a war. What, then, would justify American independence if not victory in a military conflict? (Be prepared to support your views with reference to specific parts of the document).

P01_The Value of Myths

P01 (Project 01)_The Value of Myths

The Value of Myths

Overview: Throughout Human history, oral and literary traditions are full of incredible ‘Creation’ or ‘Origin’ stories that help future generations understand how their ‘people’ came to be. If you review AN01a3, you’ll see a list of characteristics that most myths share as well as a list of what they reveal about a people. However, those stories may not pass a reliability test in our modern ‘scientific’ routines. Also, they all share qualities of the fantastic event, supernatural being, etc. that may turn any person into a skeptic. If we remember a phrase attributed to Joseph Campbell, it will reveal the value of myths: “It doesn’t matter if the story actually happened as it’s told. It only matters that the story means something to those who hear it.”

Case Study: The Zylon
It is asserted by some historians that the ancestors of the Zylon migrated to central Aztlan from an area that is near the current Bulgarian – Romanian border. Tradition states that they were called Chichimecs at the time (rough translation: “Dog Eaters”).

When they arrived at Lake Vulcan in the Central Bulgarian Valley, the area was already densely populated. The inhabitants, more numerous and powerful than the new arrivals, forced these peoples to live on a swampy, unpleasant island in the middle of the lake. Not having a choice, they did.

The peoples around the lake did not like the new arrivals because of their rituals and appearance. Some accounts explain that these Zylon ancestors smelled horribly and had a preoccupation with blood-rituals.

The Zylon Empire was one of the fastest growing political entities on Earth with a population at, or exceeding, one million subjects. It’s mathematical, technical, architectural, and agricultural impact has spread from the region to permeate all modern societies.

Historians have used archaeological evidence as well as literary evidence produced by the Zylon and foreign explorers/ colonizers to arrive at this understanding of Zylon origins.

Task: Create a Zylon Origin Myth

The historical accounts briefly described above must be incorporated into a mythical story that will convey a purpose and proud heritage to future generations. Use your auxiliary notes, the research primer mindmaps, and digital copies of the textbook (for reference), to create this ‘origin’ myth. Be sure to include three (3) elements that is commonly employed in myths. In essence, you must create a myth worthy of the Zylon Empire.

Origin myths are not usually very long and detailed. They can achieve their purpose without the detail that is normally infused in literary works (eg. Novel) or research paper. For our effort, you must create a myth with a structure that is consistent with all great stories: A distinct Beginning, Middle, and Closing.

The myth must:
-Not exceed one typed page.
-Have at least three paragraphs.
-Be double-line spaced.
-Have 1 inch margins- top, left, right, and bottom of the typed page.
-Have text with a Font size of ‘12’.
-Use the ‘Helvetica’ Font style for the typed text.

Submission
-Due date will be posted on the calendar, but you’ll have at least two class sessions and opportunity at home to work on the story.
-Certain selections will be chosen for publication on the course website. The selected submissions and ‘Honorable’ mentions will be awarded ClassDojo credit. Submissions completed in accordance with instructions and displaying an understanding of cultural value, will receive the highest evaluations.