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.

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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

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)

“The Misinformation Crisis” is Not New.

The comments I offer here were spurred on by the 13 January 2018 episode of The Open Mind podcast (Misinformation Crisis), hosted by Alexander Heffner.

As the title implies, the discussion centered on the perceived flood of ‘Fake News’ that may have impacted the 2016 US Presidential election and could have implications for elections worldwide ever since. The comments I offer here are just that, comments of a private citizen and not a scholarly treatise on the subject. Wikipedia links are provided for young readers to acquaint themselves with events I experienced first-hand.

The first matter concerning ‘misinformation’ (I want to avoid the currently acceptable adjective of ‘fake news’) is that it is new or rare. Having been born in 1960, I have had the opportunity to witness significant events within the United States and abroad. In all honesty, I can’t remember any moment when those events did not generate a barrage of information that was questionable at best, false at worst. Immediately coming to mind as I’m typing this was the attempted assassination of President Ronald Reagan in March 1981. I vividly recall network news anchormen chastising their own staff in real time on live TV for passing on questionable information. That same network reported that Alexander Haig, then the Secretary of State, had stated that he “… was now in control…”. What did that mean? Was there a coup? Is the President and Vice President dead?

Another event that made for riveting news coverage was the bombing of the Oklahoma City Federal Building in April 1995. The first bit of news I received via television news networks regarding the culprit was that Muslim terrorists were suspected. An accident, or the possibility of domestic terrorism, was entertained. By this time in our ‘Information Age’, our society had already migrated to accusing enemies, real or imagined.

Yes, misinformation has always been around and will not ever be eradicated in a democratic society without accusing the government of censoring. Information, in any society, is a valuable ‘thing’. Having access to it was always important. Let’s turn to an area that was touched upon in the episode: the impact on the 2016 US Presidential election.

The guest interviewed by Mr. Heffner was Mr. Claes de Vreese, from the University of Amsterdam. Mr. de Vreese makes a statement that information has been increasingly “polluted” and this, paired with the nature of US presidential elections, puts our system at particular risk when compared with other systems in Europe. Mr. de Vreese targeted the peculiarities of the Electoral College system as contributing to a scenario where ‘polluted’ information could (and probably did in 2016) sway an electorate and award a political office to a candidate without a majority vote total. I could not keep from entertaining the sneaky notion that Mr. de Vreese was politely criticizing US electoral procedures. It’s been my view that I would never exchange our constitution for anything Europeans have to offer. I do, with all humility, accept the thought that the Electoral College is a remnant of a bygone era in the formation of our republic. An era where information was predominantly accessible to, and controlled by, a tiny (elite) class of citizen. The mass of citizens were never expected to have sufficient mastery of information to make a credible choice for President of the United States. Those who had the access would choose the electors who then made the presidential selection.

The Electoral College is from a world that no longer exists. It’s constitutional repeal would be in keeping with an electorate that has access to the information necessary for a sound decision. Such a move would place greater emphasis on the wishes of a majority or plurality voters. This does not directly address the misinformation crisis, but it does remove an electoral peculiarity that may be overly impacted by misinformation, as expressed by Mr. de Vreese. Combating misinformation can become a targeted initiative without side-tracking into political frameworks.
Since the advent of the Internet, information has been ‘democratized’ by giving vast numbers access to it via devices and services that have become increasingly affordable (Personal Computers, Internet Connectivity, and Handheld devices). This development happened to accelerate during my teaching career, 1987 – 2018. Prior to 2016, there had always been efforts within the classes I and my colleagues taught to show students how to research historical content. The researching process, as I was shown in college and I taught in class, was to arrive to the closest semblance of truth (facts as understood at the time and place of focus). This process emphasized primary documents, multiple sources, and understanding the impact of context on the material (Time, Place, and Circumstance). Never is the process meant to isolate and remove biased content. Such a goal is bound to fail since all human-generated content is, by nature, biased in some way. Instead, the goal is to enhance the decision-making ability of the person doing the research. That decision could be anything from presenting a thesis relevant on an environmental problem to selecting a US President. Since 2016, this process is as valid as it ever was. The dual edge of the Internet is that it has a democratizing effect, but can hurt democracies if citizens can’t distinguish reputable sources from non-reputable sources.

‘Freedom of the Press’ is a Constitutional protection. But, do news outlets have a responsibility to the clients that read their news? I believe they do. The problem, however, goes a bit further because the Internet has created news sources that have traditionally not existed before. This doesn’t alter the distribution of responsibility. Among traditional news sources there have always been periodicals who entertain with their news rather than inform (remember the tabloid papers at the check-out line in a supermarket?). I don’t recall any of my friends ever reading those tabloids for their daily run-down on world events (they were read while waiting on the check-out line for a laugh or two). The professional/ ethical constraints placed on our traditional news sources should also apply on the new, non-traditional, digital sources. The profesionalization of these outlets should be self imposed and monitored by relevant associations. Failure to do so, echoing Mr. de Vreese, invites regulation. Some might see that word as taboo, but to ignore the problem invites greater harm to our democracy.

Being a citizen in the United States, or any democracy for that matter, requires vigilance. Access to information is critical for the political process to function as access to medicine is central for addressing illness. But, like medicine, the information that falls within our grasp has to be understood. The content’s source is as important to know as the content’s veracity. We can subdue this monster-like nature of unfettered information flow. It can start with emphasizing existing school instruction with our younger citizens. The problem is not new and not rare. The goal is not to quell the voices of information, but improve each individual’s ability to turn ‘the monster’ into a valuable decision-making tool. With all due respect to Mr. de Vreese and other European-based commentators of our 2016 Presidential election, my nation has a problem that is part and parcel a symptom of the “Great Experiment” our founders set in motion 250 years ago. It’s incumbent upon our citizenry to notice that something is wrong and initiate appropriate remediation. The 2016 Presidential election and the numerous tentacles that connect it to other matters (need I mention the Russian collusion scandal) is no more than an alert to our citizens that our experiment needs an adjustment.

P03_HUS-A New Birth

P03_A New Birth

The activity will cover a period of time from 1849 to 1877 (with a few exceptions that may reach beyond). The period marks a watershed period for the nation. The nation before this period IS NOT the nation after this period (which is the nation we are familiar with today). The period is overwhelmingly dominated by the moral question of slavery and the the Constitutional relationship between the federal government, States, and the people. The linking of the former with the latter creates a national crisis that the Civil War had to resolve.

This era in our nation’s history is labeled ‘The Civil War’ in our United States History Research Primer. Our current understanding of the American government and its relationship to the creed described in the Declaration of Independence is formulated at this time. 

Guidance:
Phase I

1. Please open the P03_A New Birth mindmap prepared for you by Mr.V.

2. The mindmap contains six branches labeled for the topic areas being explored. The list of topic area appears below.

01 The Civil War
02 Slavery
03 Expansion/ Movement
04 “Words Matter”
05 Constitutional Matters
06 Reform Movements

3. Open the branch that is assigned to your group. You’ll see that focus statements, meant to surgically dissect the issue, have been incorporated. The events, places, or circumstances that your group will explore will pave our path to understanding the nation’s milestones as it struggles to define and implement its creed. In essence, each branch of the mindmap is a contributory factor to the tumult of the period. 

4. Organize your groups.

A. Assign tasks to group members.

B. 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 as before. If you decide to use a different application to keep your group’s research task organized, it must have ‘Can-Edit’ sharing capabilities with Mr.V.

C. Begin collecting sources that may be of use in deciphering the focus statements. The sources, as before, are to come from the US History Research Primer and any additional source you verify with Mr.V.

5. Phase II of the project will introduce the product of our findings: An Audio/ Visual Presentation. When the initial research phase (Phase I) ends, consider the following as you prepare the presentation:

A. Use the focus statements provided in the P03 Mindmap to analyze the data gathered. These focus statements will be of particular importance in addressing the questions that Mr.V will ask at the end of each presentation.

B. Consider the construction of your presentation. Be sure to…
-Control the balance between ‘text’ and imagery.
-Consider the audience: How close will they be to your presentation (projection)? How long will the slide be visible for them to look at?
-Time limit for the presentation (15 – 20 minutes)

C. Choose a group member to act as the speaker during the presentation with a ‘tech’ assistant to advance the slides in the presentation. The person you choose to speak MUST NOT HAVE PREVIOUSLY SPOKEN for your group. You can access a copy of the rubric Mr.V will use to evaluate your work here.

D. Looking Ahead

In the final project, we will attempt to mesh all the skills we’ve practiced plus a couple of new ones. In P04 we will add 1. Audience Interaction, 2. An MLA citation slide within the presentation file, and 3. Questions/ Answers from the general audience.

The Results of P03_A New Birth

I will make accessible the P03 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.

Below each presentation link is a compilation of questions Mr.V may ask presenters after they have spoken.

To be updated…

01 The Civil War

P03 01_Civil War-Pd09 Grp06

P03 01_Civil War-Pd10 Grp01

Q. How did the huge death tolls from battles impact the communities and nation at whole?

Q. How does the development of the camera impact the way the nation experiences the war?

Q. In what way were the battles of Antietam and Gettysburg similar in a military and philosophical way?

Q. Describe the ‘Grand Strategy’ of the Union to defeat the Confederacy. What did this strategy target to bring an end to the Confederate war effort?

Q. How did immigrants groups, like the Irish, view the war especially as it related to their future aspirations?

02 Slavery

P03 02_Slavery-Pd09 Grp01

P03 02_Slavery-Pd10 Grp06

Q. Despite the widespread knowledge of the physical, emotional, and moral degradation imposed by the institution of slavery, the enslaved population did not uniformly labor on the same tasks. What forms of slave labor did the South States (and Northern States) entertain?

Q. The Civil War split the nation in several ways. The split was as visible in political party platforms as it was geographically. Where did the dominant political parties of that day stand on the issue of Slavery?

Q. Who were the leaders in fighting the institution of slavery and by what vehicle did they do it?

Q. What evidence is there that the constitutional mandate to end the international slave trade did little to damage the slave institution in the United States?

03 Expansion/ Movement

P03 03_Expansion-Pd09 Grp05

P03 03_Expansion-Pd10 Grp04

Q. How were Native Americans impacted by the Westward migration of American citizens during this era?

Q. What did treaties, like the Treaty of Ft. Laramie, promise Native Americans and the US Government? What is the track record for keeping the promises made in these treaties?

Q. While westward movement of Americans has been occurring since the colonial era, what could cause a spike in the numbers traveling West?

Q. How was the view that ‘The West” held the key to a better future  impact a group like the Mormons?

Q. Expansion during this era was not always West and not always on the continent proper. To what extent is this era witnessing the birth of future imperial aspirations?

04 “Words Matter”

P03 04_Words Matter-Pd09 Grp03

P03 04_Words Matter-Pd10 Grp02

Q. How did President Lincoln’s goals evolve between March 1861 and April 1865?

Q. How did the battles of Antietam (1862) and Gettysburg (1863) offer President Lincoln an opportunity to reorient the nation’s goals in the war?

Q. Where did President Lincoln believe that the core beliefs of the American nation were revealed to the world? How did the Gettysburg Address make this known to the nations?

Q. How did ‘religion’ drive the ‘pro-’ and ‘anti-‘ slavery sides of the nation further apart in the years before the Civil War? How did the Methodist Church of the United States a victim of this divide? How did John Brown justify violence in the cause to end the slave institution?

Q. How does Frederick Douglass demonstrate the pride, hypocrisy, and future hope of the American creed in his speech “What to a Slave is the 4th of July?”?

05 Constitutional Matters

P03 05_Constitutional Matters-Pd09 Grp04

P03 05_Constitutional Matters-Pd10 Grp03

Q. To what extent was ‘Secession’ a disputed Constitutional issue in the period prior to the Civil War? 

Q. To what extent is the Constitution reinforcing the view that Slaves are not citizens and, in fact, are ‘property’?

Q. How was the Missouri Compromise undermined and in so doing open the West to Slavery and violence?

Q. What was necessary to ensure that any rights/ liberties gained by former slaves from were not lost in the post-war era?

06 Reform Movements

P03 06_Reform Movements-Pd09 Grp02

P03 06_Reform Movements-Pd10 Grp05

Q. How did the war effort encourage economic activity?

Q. Why were women increasingly appearing in ‘industrial settings’ Outside the home?

Q. How does Henry David Thoreau, and other Transcendentalists, expose new challenges presented by an increasingly industrial society?

Q. How would you prove that certain reform movements, like Abolitionism, was diverse in its membership and methods of protest?

Q. How did the Freedmens’ Bureau attempt to address the limitations and restrictions that marked the institution of slavery in the United States?

P02_HUS-The Young Nation’s Growing Pains

P02_The Young Nation’s Growing Pains

The activity will cover a period of time from 1789 to 1850 (with a few exceptions that may reach beyond). The period marks the initial phase of the American experiment in governance. The challenges, debates, conflicts, etc. that bookmark portions of the period act to redirect the nation’s developmental course.

This era in our nation’s history is labeled ‘The Young Nation’ in our United States History Research Primer. The nation of today is a product of the trials and tribulations of the nation that George Washington introduced to the world in 1789.

This period is marked by an endless series of ‘firsts’. It’s as if minor legal issues, immigrant rights, and Native American relations impact the nation’s development disproportionate to the scale of the event. Since they are ‘firsts’, they carry the gravitas of precedent for a nation that still has more than a century and a half to reach our present time. If we wish to explore the origins of core tenets in United States democratic philosophy, we have to venture into this period of time.

Guidance:
Phase I

1. Please open the P02_The Young Nation’s Growing Pains mindmap prepared for you by Mr.V.

2. The mindmap contains six branches labeled for the topic areas being explored. The list of topic area appears below.

01 Developing Divisions
02 Finance and Economy
03 Military Conflict
04 Technology, Innovation, Exploration
05 The National Government Evolves
06 Africans, Native Americans, Immigrants

3. Open the branch that is assigned to your group. You’ll see that questions, meant to surgically dissect the issue, have been incorporated. The events, places, or circumstances that your group will explore will pave our path to understanding the nation’s milestones as it matures. In essence, each branch of the mindmap is an example of the ‘growing pains’ the United States experiences. Each crisis shapes the nation into what we see today. But, it’ll take more than a century of crisis to do it.

4. Organize your groups.

A. Assign tasks to group members.

B. 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 as before. If you decide to use a different application to keep your group’s research task organized, it must have ‘Can-Edit’ sharing capabilities with Mr.V.

C. Begin collecting sources that may be of use in responding to the questions. The sources, as before, are to come from the US History Research Primer and any additional source you verify with Mr.V.

5. Phase II of the project will introduce the product of our findings: An Audio/ Visual Presentation. When the initial research phase (Phase I) ends, consider the following as you prepare the presentation:

A. Use the focus statements provided in the P02 Mindmap to analyze the data gathered. These focus statements will be of particular importance in addressing the questions that Mr.V will ask at the end of each presentation.

B. Consider the construction of your presentation. Be sure to…
-Control the balance between ‘text’ and imagery.
-Consider the audience: How close will they be to your presentation (projection)? How long will the slide be visible for them to look at?
-Time limit for the presentation (10 – 15 minutes)

C. Choose a group member to act as the speaker during the presentation with a ‘tech’ assistant to advance the slides in the presentation. The person you choose to speak MUST NOT HAVE PREVIOUSLY SPOKEN for your group.

The Results of P02_The Young Nation’s Growing Pains

I have made the P02 presentations created by the students of Mr.V’s US History course available for review by everyone. To see the presentations of Period 9 students, click on the link ‘Pd 09’. For Period 10 students, click ‘Pd 10’.

A compilation of questions that Mr.V asked each presenter appears below the associated topic heading.

01 Developing Divisions (Pd 09, Pd 10)

Q. Why were compromises made during the Constitutional Convention necessary if the Articles of Confederation and Perpetual Union didn’t require them?

Q. Why is the Bill of Rights critically important for the ratification of the US Constitution?

Q. How did the ‘slavery’ debate, which predated the US Constitution, become adapted to fit the Federalist v. Anti-Federalist debate?

02 Finance and Economy (Pd 09, Pd 10)

Q. Why is the nation’s growth making it difficult to to form a ‘national’ economy?

Q. Why is the the First Bank of the United States a solution and a problem for the young federal government?

Q. To what extent is the ‘America Plan’ a recognition of the nation’s “sectionalism”? How did the War of 1812 make these regional differences a ‘national’ issue?

03 Military Conflict (Pd 09, Pd 10)

Q. How is the 1811 Battle of Tippecanoe a portent for future Westward expansion by the United States?

Q. What evidence exists that Shay’s Rebellion (1786-1787) and the Whiskey Rebellion (1791-1794) were ‘symptoms’ of other issues the central government is grappling with?

Q. Aside from quelling the uprising, what was at stake for the young nation in addressing Shay’s and The Whiskey Rebellions?

Q. How did President George Washington’s warning, during his farewell speech, prove true in the developments leading to the War of 1812?

04 Technology, Innovation, Exploration (Pd 09, Pd 10)

Q. To what extent was the Cotton Gin a catalyst for Westward expansion?

Q. With respect to the Federal System (Federalism), what role did the 1792 Militia Act play in making the nation ‘One’?

Q. How does Eli Whitney’s technological and innovative qualities/ skills entangle him in Westward expansion, expansion of slavery, and the 1792 Militia Act?

05 The National Government Evolves (Pd 09, Pd 10)

Q. How does the inscription (below) reflect Chief Justice Marshall’s view of the judiciary’s powers?

“It is Emphatically the Province and Duty of the Judicial Department to say what the Law is.” – Marbury v. Madison, 1803.

Q. In the Alien and Sedition Acts of 1798, what were the criteria for identifying who is ‘alien’ and who is ‘citizen’?

Q. How did the Nullification Crisis (1832 – 1837) challenged Federalism and test the authority of the President of the United States?

06 Africans, Native Americans, Immigrants (Pd 09, Pd 10)

Q. The 3/5 Compromise was ostensibly a way to include African slaves in the population numbers of a State. Thus, increasing representation within the House of Representatives for slaveholding States. However, what did the article within the US Constitution state (directly or indirectly) about the status of Native peoples?

Q. The Amistad slave ship and its human cargo was a problem for the young nation. The appearance of the ship and the subsequent Supreme Court case (1839-1841) challenged the nation’s founding principles and the law forbidding international slave trade (1808). How did a slaveholding society (millions of slaves were in bondage in the US at the time) justify freeing the Africans on the ship and still keep millions enslaved?

Q. Is the Carlisle School eradicating Native cultures or Americanizing Native peoples?

Q. How did the plight of Wong Kim Ark, and the subsequent Supreme Court case (1873-1898), help refine who is a citizen?