Economic Change
Types of Economic Systems - There are essentially three basic kinds of economic systems. If people do things because "it's always been done that way," that is a traditional economy. You do it that way because people in the past did it that way. If the government tells businesses what to do, that is a command economy. If people make whatever they want, and buy whatever they can afford, often with some government regulation of business, that is a market economy.
Type of
economy
Who or what
runs it?
It's done that way...
Traditional economy
Past practices.
because "it's always been done that way."
Command economy
The regime in charge.
because the government said so.
Market economy
The market forces of supply and demand.
because the incentive to make a profit drives business.
The Economic Transformation of the United States - The history of business in American is a story of the transformation of an agricultural economy, or one based primarily on farming, to an economy where capitalism, or private ownership of businesses, prevailed.
In the beginning, the English saw the colonies as a business investment. In short, the colonies existed for the betterment of the mother country. To the colonists in America, business was much more important than it was to those who lived back in England.
In England, one simply could not be both engaged in business, and call oneself a gentleman. To the aristocracy, the two were mutually exclusive. In America, however, business was the catalyst for the revolutionary changes that would come later. From the time of settlement to the Revolution, the political and social ideals that later spurred the Revolution -democracy, independence and equality- grew from American involvement in business.
Business in England and the American Colonies
Nation
England
America
Type of Economy
Early stages of industrialization
Still primarily agricultural in focus
Who was involved
Nobles and peasants did not engage in business. Merchants were generally considered lower class.
Nearly everyone was involved in business to some degree. Cash crops were necessary to help farmers survive.
Land in Society
Land was inherited.
Land was a commodity.
Social Status
Titles of nobility and status were inherited.
Trade could earn you power and a gentleman's status.
Slavery
Slavery was outlawed.
The slave trade was a very profitable business.
Business Products
Finished goods for sale in colonies and foreign nations.
Raw materials (e.g. timber, furs) and farm produce.
From Revolution to Reconstruction - During the 1800s business and industry developed in America in different ways, and much depended on geography. Because of the easy access to natural power sources, the northern states were inclined to develop manufacturing and other factory-related businesses. The Erie Canal further helped factory-made goods, and people travel westward, and eventually, railroads followed its path. With industry, came wealth, and power. In comparison, the southern states tended to rely upon farming, creating an agricultural economy. As a result, cultural differences between northern and southern states increased, as ways of life diverged.
American government in the 19th-century officially endorsed a laissez-faire policy. They kept their "hands off" of business, letting it run itself. The U.S. Government also tried to protect American manufacturers by passing protective tariffs, or taxes on imported goods. This made American goods seem cheaper, more affordable. The government also issued patents for new inventions, protecting the inventor from having ideas stolen.
Following the Civil War, industrialization in the United States advanced rapidly. One reason for the dramatic economic transformation was that rural workers and immigrants moved into the cities at an amazing rate. By 1880, over 25% of the entire population lived in cities. But railroad expansion was the key to the rapid industrialization following the Civil War.
The first railroad to connect the coasts was completed in 1869. It connected the formerly remote rural settlements to distant urban markets, and brought settlers west in search of land. With the country linked together like this, some businesses saw an opportunity to develop a national market emerge. Nationwide department stores and mail-order catalog companies grew to accommodate the increased demand for finished goods across the nation.
Before the Civil War, most business was owned by individuals or were partnerships. After the war, corporations became more popular. To build capital, a corporation sells partial ownership in itself to investors, called stockholders, and shares profits with them. The advantage of a corporation, is that accountability is limited, because a corporation is recognized by state law as a separate person. So, if a corporation goes bankrupt, it doesn't ruin the actual people involved, it just disappears.
As similar business grew, they realized that they were competing with each other, and lowering everyone's profits. Many of these companies formed agreements to join together and control their industry. These cartels, as the trade groups became known, artificially lowered production to increase prices, and, with them, profits. Sometimes, though, the cartels couldn't stand up to deep recessions, or downturns in the economy.
Thieves or Great Leaders? - With the incredible success of large corporations and trust, several crafty businessmen became unbelievably wealthy. These ultra-rich capitalists gave the time period its name, the Gilded Age, because of their extravagant lifestyles.
Some citizens thought they were the "Captains of Industry" because the men helped create the modern economy based on business and industry. Critics called them "Robber Barons" because of the ruthless way these corporate executives tried to destroy all competition and keep wages low. After the depression of 1873, many large manufacturers began to drive smaller companies out of business and take over those companies. Sometimes corporations would join together, instead, forming a trust, completely controlling the production and sale of a product. Gaining complete control of a market is known as having a monopoly.
To illustrate this, consider that Andrew Carnegie emigrated to America with almost nothing. He ended up one of the richest men ever, controlling most of American steel production in the early 1900s. John D. Rockefeller controlled almost 90% of oil-related business in the nation. He was so powerful, he was able to force even the huge railroad companies to give him special rates. John Pierpont "J.P." Morgan, an investment banker worked with Rockefeller to accomplish such amazing exploits. As an example of their success, Morgan and Rockefeller, together in 1912, controlled over 100 corporations worth over $22 billion. They would be worth over $400 billion in 2003 money.
The Government's Reaction - The Federal Government generally allowed business to operate freely. Some of the abuses of big business, though, soon called for government intervention. At first, states tried to regulate the railroads. Then the Supreme Court ruled in Wabash v. Illinois (1886) that only the federal government has the authority to regulate railroads.
A year later, Congress passed the Interstate Commerce Act (1887). It established the first federal regulatory agency, and tried to stop railroad abuses and discrimination. Change continued, and in 1890 Congress passed the Sherman Anti-Trust Act. It allowed federal prosecution against any "combination in the form of trusts or otherwise, or conspiracy, in restraint of trade." Ironically, this law was used more against unions in its early days, than against "big business."
It wasn't until the administration of Teddy Roosevelt that the federal government was successful in combating the growing power of trusts. Roosevelt argued that "trust-busting" would protect the farmers, workers and consumers being taken advantage of by huge mega-corporations. He hoped that by regulating the offending companies, the economy of the entire country would benefit.
Tuesday, December 9, 2008
Tuesday, December 2, 2008
Class Discussion Today
In groups of four read the handout (or post) Presidential Decisions. Thinking about the current President George W. Bush and the President Elect Barack Obama. Create a list of Presidential Decision Bush made. How did these decision change how the world views the United States?
Using the list of Presidential Decisions think of some of the decisions you think President Obama is going to have to make. How do these deisions demonstrate the powers of the Presidency. Site the article for examples.
Chart your discussion. Be prepared to share out.
Using the list of Presidential Decisions think of some of the decisions you think President Obama is going to have to make. How do these deisions demonstrate the powers of the Presidency. Site the article for examples.
Chart your discussion. Be prepared to share out.
Presidential Decisions from www.regentsprep.org
Presidential Decisions
Commander-in-Chief: As Commander-in-Chief of the United States' armed forces, the President is ultimately at the head of the chain of command for the Army, Navy, Air Force, Marines and the Coast Guard. While many former military generals such as Washington, Jackson, Grant and Eisenhower have served as president, there is no requisite of former military service to become Commander-in-Chief. This is an important concept in the Constitution, making the ultimate head of the armed forces an elected civilian and not a member of the forces directly under his command. Civilian control of the military serves to balance the needs of defense and security with accountability to the democratic populace.
Chief Executive: As Chief Executive the president is technically the head of all Federal agencies, departments and bureaucracy within the executive branch. Examples of these would include the Department of Justice and the agencies of the FBI and the ATF under that department's control, the Internal Revenue Service and hundreds of other government offices. The president issues executive orders to these agencies and directs the enforcement of the laws as passed by Congress and interpreted by the Supreme Court. The president also appoints and removes the government officials responsible for heading these various and diverse government offices.
Head Diplomat: As Head Diplomat the president represents the United States in negotiations with foreign countries. Article II of the Constitution grants the President the power to negotiate and sign treaties on behalf of the United States (treaties do require ratification by the Senate to take effect). The president also extends or removes recognition of nations and their governments. As head diplomat the president sets US foreign policy, to be carried out by the Department of State, via the Secretary of State, US Ambassadors and US envoys around the globe.
Chief Lawmaker: As Chief Lawmaker the president's main responsibility is proposing the federal budget. By directing the spending of the federal government the president effectively determines what programs and policy areas are to receive funding priority. The president also proposes legislation to be considered by Congress. While it is Congress's role to craft and pass all legislation, proposals from the president are usually given special consideration and have been the origin of many of our significant laws and policies throughout US history. Finally, the president has the power of the veto, or the rejection of legislation passed by Congress, giving him the power to strike down proposals with which he does not agree. While vetoes can be over ridden by Congress, the veto remains a power lawmaking weapon.
Special Judicial Powers: As a check on the judicial branch of government, the Constitution endows the president with a few special judicial powers. The president has the ability to pardon anyone convicted of a crime, effectively nullifying their conviction and freeing them from their sentence. Also given the president is the power to grant amnesty from a type or class of crime. In the case of amnesty, a general forgiveness for all persons convicted of a particular crime is granted, not to a specific individual. These two judicial powers are used sparingly by most presidents and usually only in special circumstances, as they effectively overturn an indictment or conviction in a court of law and potentially grant guilty parties their freedom.
Head of State: As the Head of State, the office of the presidency serves as the symbolic or ceremonial representation of the United States. An analogy can be made to the Queen of England or the Emperor of Japan, individuals who serve to represent the government to its people, or to represent that government symbolically to the world. In this capacity the president may attend ceremonies or funerals for the heads of foreign governments, or toss the first pitch on baseball's opening day.
Bully Pulpit: The concept of the Bully Pulpit is not found in the Constitution or any actual law, it instead developed as an extension of the president's position and meaning in American society. Coined by President Teddy Roosevelt, the bully pulpit is the use of the prestige and public authority of the president to advocate for a particular agenda or idea, not by legislation but by persuasion of the American people. Public speeches in which the president may ask the American people to undertake a specific request, not because of a government action, but because of a presidential appeal, is an example of the bully pulpit. The ability to use the 'Bully Pulpit' is based purely on the president's moral authority and respect for the office of the presidency.
Commander-in-Chief: As Commander-in-Chief of the United States' armed forces, the President is ultimately at the head of the chain of command for the Army, Navy, Air Force, Marines and the Coast Guard. While many former military generals such as Washington, Jackson, Grant and Eisenhower have served as president, there is no requisite of former military service to become Commander-in-Chief. This is an important concept in the Constitution, making the ultimate head of the armed forces an elected civilian and not a member of the forces directly under his command. Civilian control of the military serves to balance the needs of defense and security with accountability to the democratic populace.
Chief Executive: As Chief Executive the president is technically the head of all Federal agencies, departments and bureaucracy within the executive branch. Examples of these would include the Department of Justice and the agencies of the FBI and the ATF under that department's control, the Internal Revenue Service and hundreds of other government offices. The president issues executive orders to these agencies and directs the enforcement of the laws as passed by Congress and interpreted by the Supreme Court. The president also appoints and removes the government officials responsible for heading these various and diverse government offices.
Head Diplomat: As Head Diplomat the president represents the United States in negotiations with foreign countries. Article II of the Constitution grants the President the power to negotiate and sign treaties on behalf of the United States (treaties do require ratification by the Senate to take effect). The president also extends or removes recognition of nations and their governments. As head diplomat the president sets US foreign policy, to be carried out by the Department of State, via the Secretary of State, US Ambassadors and US envoys around the globe.
Chief Lawmaker: As Chief Lawmaker the president's main responsibility is proposing the federal budget. By directing the spending of the federal government the president effectively determines what programs and policy areas are to receive funding priority. The president also proposes legislation to be considered by Congress. While it is Congress's role to craft and pass all legislation, proposals from the president are usually given special consideration and have been the origin of many of our significant laws and policies throughout US history. Finally, the president has the power of the veto, or the rejection of legislation passed by Congress, giving him the power to strike down proposals with which he does not agree. While vetoes can be over ridden by Congress, the veto remains a power lawmaking weapon.
Special Judicial Powers: As a check on the judicial branch of government, the Constitution endows the president with a few special judicial powers. The president has the ability to pardon anyone convicted of a crime, effectively nullifying their conviction and freeing them from their sentence. Also given the president is the power to grant amnesty from a type or class of crime. In the case of amnesty, a general forgiveness for all persons convicted of a particular crime is granted, not to a specific individual. These two judicial powers are used sparingly by most presidents and usually only in special circumstances, as they effectively overturn an indictment or conviction in a court of law and potentially grant guilty parties their freedom.
Head of State: As the Head of State, the office of the presidency serves as the symbolic or ceremonial representation of the United States. An analogy can be made to the Queen of England or the Emperor of Japan, individuals who serve to represent the government to its people, or to represent that government symbolically to the world. In this capacity the president may attend ceremonies or funerals for the heads of foreign governments, or toss the first pitch on baseball's opening day.
Bully Pulpit: The concept of the Bully Pulpit is not found in the Constitution or any actual law, it instead developed as an extension of the president's position and meaning in American society. Coined by President Teddy Roosevelt, the bully pulpit is the use of the prestige and public authority of the president to advocate for a particular agenda or idea, not by legislation but by persuasion of the American people. Public speeches in which the president may ask the American people to undertake a specific request, not because of a government action, but because of a presidential appeal, is an example of the bully pulpit. The ability to use the 'Bully Pulpit' is based purely on the president's moral authority and respect for the office of the presidency.
Thursday, November 20, 2008
MEGA RESOURCE!!!!
Howdy History Fans!
Mr. Murren turned me on to a terrific resource for studying history and I want you to check it out!
It's called Historyteacher.net it's a "META WEBSITE" a collection of
resources about history and don't let the name fool you! It's not just for teachers!
If you take the time to explore it you will find a collection of sources for all the research projects, essays and entries to the class blog! Got something to say? Have a question about something we're doing? BLOG IT!
Study for your midterms and complete all projects before DECEMBER 1st! If you're not sure where you stand log in to your account on TEACHEREASE.com
Mr. Neff
Mr. Murren turned me on to a terrific resource for studying history and I want you to check it out!
It's called Historyteacher.net it's a "META WEBSITE" a collection of
resources about history and don't let the name fool you! It's not just for teachers!
If you take the time to explore it you will find a collection of sources for all the research projects, essays and entries to the class blog! Got something to say? Have a question about something we're doing? BLOG IT!
Study for your midterms and complete all projects before DECEMBER 1st! If you're not sure where you stand log in to your account on TEACHEREASE.com
Mr. Neff
Sunday, November 16, 2008
Assignment for the Week November 17th - 21st
THEMATIC ESSAY QUESTION
Directions: Write a well-organized essay that includes an introduction, several paragraphs addressing the task below, and a conclusion.
Theme: The Constitution and Change
The United States Constitution not only provides a basic framework of government, but also allows for the flexibility to adapt to changes over time.
Task: Identify two basic constitutional principles and discuss how each principle allows the government to adapt to changes in the United States.
For each constitutional principle you discuss, describe a specific historical circumstance when the principle was used to meet the changing needs of American political, social, or economic life.
You may use any geographic feature from your study of United States history. Some suggestions you might wish to consider include: the amendment process, the elastic clause, judicial review, equality, civil liberties, presidential power in foreign affairs, and presidential power during wartime.
You are not limited to these suggestions.
THEMATIC ESSAY
GENERIC SCORING RUBRIC
Score of 5: Shows a thorough understanding of the theme
Addresses all aspects of the task
Shows an ability to analyze, evaluate, compare, and/or contrast issues and events
Richly supports essay with relevant facts, examples, and details
Is a well-developed essay, consistently demonstrating a logical and clear plan of organization
Introduces the theme or problem by establishing a framework that is beyond a simple restatement of the task and concludes with a summation of the theme or problem
Score of 4: Shows a good understanding of the theme
Addresses all aspects of the task
Shows an ability to analyze, evaluate, compare, and/or contrast issues and events
Includes relevant facts, examples, and details, but may not support all aspects of the task evenly
Is a well-developed essay, demonstrating a logical and clear plan of organization
Introduces the theme or problem by establishing a framework that is beyond a simple restatement of the task and concludes with a summation of the theme or problem
Score of 3: Shows a satisfactory understanding of the theme or problem
Addresses most aspects of the task or addresses all aspects in a limited way
Shows an ability to analyze or evaluate issues and events, but not in any depth
Includes some facts, examples, and details
Is a satisfactorily developed essay, demonstrating a general plan of organization
Introduces the theme or problem by repeating the task and concludes by repeating the theme or problem
Score of 2: Shows limited understanding of the theme or problem
Attempts to address the task
Develops a faulty analysis or evaluation of issues and events
Includes few facts, examples, and details, and may include information that contains inaccuracies
Is a poorly organized essay lacking focus
Fails to introduce or summarize the theme or problem
Score of 1: Shows limited understanding of the theme or problem
Lacks an analysis or evaluation of the issues and events
Includes little or no accurate or relevant facts, examples, or details
Attempts to complete the task, but demonstrates a major weakness in organization
Fails to introduce or summarize the theme or problem
Score of 0: Fails to address the theme, is illegible, or is a blank paper
Reproduced from the August 2001 United States History and Government Regents Exam
Permission to use this resource is granted only for educational, non-profit use.
Directions: Write a well-organized essay that includes an introduction, several paragraphs addressing the task below, and a conclusion.
Theme: The Constitution and Change
The United States Constitution not only provides a basic framework of government, but also allows for the flexibility to adapt to changes over time.
Task: Identify two basic constitutional principles and discuss how each principle allows the government to adapt to changes in the United States.
For each constitutional principle you discuss, describe a specific historical circumstance when the principle was used to meet the changing needs of American political, social, or economic life.
You may use any geographic feature from your study of United States history. Some suggestions you might wish to consider include: the amendment process, the elastic clause, judicial review, equality, civil liberties, presidential power in foreign affairs, and presidential power during wartime.
You are not limited to these suggestions.
THEMATIC ESSAY
GENERIC SCORING RUBRIC
Score of 5: Shows a thorough understanding of the theme
Addresses all aspects of the task
Shows an ability to analyze, evaluate, compare, and/or contrast issues and events
Richly supports essay with relevant facts, examples, and details
Is a well-developed essay, consistently demonstrating a logical and clear plan of organization
Introduces the theme or problem by establishing a framework that is beyond a simple restatement of the task and concludes with a summation of the theme or problem
Score of 4: Shows a good understanding of the theme
Addresses all aspects of the task
Shows an ability to analyze, evaluate, compare, and/or contrast issues and events
Includes relevant facts, examples, and details, but may not support all aspects of the task evenly
Is a well-developed essay, demonstrating a logical and clear plan of organization
Introduces the theme or problem by establishing a framework that is beyond a simple restatement of the task and concludes with a summation of the theme or problem
Score of 3: Shows a satisfactory understanding of the theme or problem
Addresses most aspects of the task or addresses all aspects in a limited way
Shows an ability to analyze or evaluate issues and events, but not in any depth
Includes some facts, examples, and details
Is a satisfactorily developed essay, demonstrating a general plan of organization
Introduces the theme or problem by repeating the task and concludes by repeating the theme or problem
Score of 2: Shows limited understanding of the theme or problem
Attempts to address the task
Develops a faulty analysis or evaluation of issues and events
Includes few facts, examples, and details, and may include information that contains inaccuracies
Is a poorly organized essay lacking focus
Fails to introduce or summarize the theme or problem
Score of 1: Shows limited understanding of the theme or problem
Lacks an analysis or evaluation of the issues and events
Includes little or no accurate or relevant facts, examples, or details
Attempts to complete the task, but demonstrates a major weakness in organization
Fails to introduce or summarize the theme or problem
Score of 0: Fails to address the theme, is illegible, or is a blank paper
Reproduced from the August 2001 United States History and Government Regents Exam
Permission to use this resource is granted only for educational, non-profit use.
Sunday, November 9, 2008
How is Barack Obama's Administration already different from previous administrations?
They want to hear from you!
http://change.gov/
Visit the Transition Website and visit the section "America Serves". What does it mean to "serve your community?"
Can you name places in your community where you can help people?
Who should the President get citizens to help first?
Form a group of four classmates and create a list of community resources that would benefit from 50 hours of student volunteer hours a year.
http://change.gov/
Visit the Transition Website and visit the section "America Serves". What does it mean to "serve your community?"
Can you name places in your community where you can help people?
Who should the President get citizens to help first?
Form a group of four classmates and create a list of community resources that would benefit from 50 hours of student volunteer hours a year.
Thursday, November 6, 2008
Regents Prep
Many students in this class are going to be preparing for the Global History Regents in January. If you are one of these students and want to start refreshing your memory. You can hit the reviews on
There are section/topic reviews, multiple choice questions and links to other resources available on regentsprep.org
If you feel really inspired check out the work of our Global One Class for review:
http://globalhistory1.blogspot.com/
There are section/topic reviews, multiple choice questions and links to other resources available on regentsprep.org
If you feel really inspired check out the work of our Global One Class for review:
http://globalhistory1.blogspot.com/
Wednesday, November 5, 2008
Tuesday, November 4, 2008
Change we believe in!
Take a minute and share your thoughts right now!
Then ask the oldest people you know how they feel today! Share the response with us.
Sunday, November 2, 2008
TAKE THE CLASS SURVEY!!!!
Follow this link to take the class survey. Let me know what you think.
Click Here to take survey
Mr. Neff
Click Here to take survey
Mr. Neff
Friday, October 31, 2008
Good Sites for Research!
Check these out! These are really good sites for the rest of the year! These are really good research sites for your Patriot Projects!
Ben's Guide is the Official United States Government Guide to United States History. There's games, glossaries, information about the election process, citizenship and the branches of government!
http://bensguide.gpo.gov/9-12/index.html
America's Library is a website from the Library of Congress in Washington, D.C. A future assignment will be to learn about the Library of Congress which one of the most comprehensive libraries in the world. This Library's holdings are not just books! They are cataloguing the culture of the United States!
http://www.americaslibrary.gov/cgi-bin/page.cgi
USHistory.org is a website sponsored by the City of Philadelphia. Which is where the Declaration of Independence and Constitution were written!
http://www.ushistory.org/
Let me know what you think. Is there one thing on each site that you found interesting or unusual?
Email me!
Mr. Neff
Ben's Guide is the Official United States Government Guide to United States History. There's games, glossaries, information about the election process, citizenship and the branches of government!
http://bensguide.gpo.gov/9-12/index.html
America's Library is a website from the Library of Congress in Washington, D.C. A future assignment will be to learn about the Library of Congress which one of the most comprehensive libraries in the world. This Library's holdings are not just books! They are cataloguing the culture of the United States!
http://www.americaslibrary.gov/cgi-bin/page.cgi
USHistory.org is a website sponsored by the City of Philadelphia. Which is where the Declaration of Independence and Constitution were written!
http://www.ushistory.org/
Let me know what you think. Is there one thing on each site that you found interesting or unusual?
Email me!
Mr. Neff
Tuesday, October 28, 2008
The Patriots Project
Hey Now!
I knew getting to the point where everyone would have a working email, get registered with blogger.com, did some research (what do you mean you haven't done any research yet!) and start posting was going to take a bit of doing but that's okay!!! You can all breathe! Now get to work! I am sorry that the laptop cart was grabbed by other classes but I'm working on alternatives, you have the Resource Room, go to the NY Public Library, visit friends and relatives but I want to start see drafts!!!
The Deadline for Draft One is FRIDAY, OCTOBER 31st! Yes, I know that's Halloween, but don't be a Hallow- weenie, Get to school! It's not a day off!!!
Tomorrow in class we're going to work on applying the Bill of Rights. If you have the copy of the Bill of Rights I gave out last week ago bring it.
I knew getting to the point where everyone would have a working email, get registered with blogger.com, did some research (what do you mean you haven't done any research yet!) and start posting was going to take a bit of doing but that's okay!!! You can all breathe! Now get to work! I am sorry that the laptop cart was grabbed by other classes but I'm working on alternatives, you have the Resource Room, go to the NY Public Library, visit friends and relatives but I want to start see drafts!!!
The Deadline for Draft One is FRIDAY, OCTOBER 31st! Yes, I know that's Halloween, but don't be a Hallow- weenie, Get to school! It's not a day off!!!
Tomorrow in class we're going to work on applying the Bill of Rights. If you have the copy of the Bill of Rights I gave out last week ago bring it.
Tuesday, October 21, 2008
Talking about Comments
I've been reading your comments and responding to a few of them. Two things:
Thing One: I expect EVERYONE to post a comment every day. If you are sitting there listening to music you've got the wrong idea! If you don't know what to write look at the assignment.
You are supposed to be writing about your rights as a citizen. Which Amendment to the Constitution did you research? What can you say about what you learned? Think of it this way. You goal for your audience is to teach them about the Amendment you researched!
Thing Two: The idea of a comment is to demonstrate what you are learning. Some of the comments remind me of things you might yell out in a movie theater at a horror movie! "Don't go in there!!!"
It's okay to post something funny but make a point about the history!!! My goal is to help you write about history at a level that will help you pass the Regents!!!
You've got to practice writing to get better at it. Otherwise we're going to yell "Don't go in there!!!" When you are heading into the Regents!!!!
Peace!!!
Mr. Neff
Sunday, October 19, 2008
Assignment for the Week October 20-24
Each student was to research one of the Amendments to the Constitution. Now that you have do the following:
1) Describe the Constitutional Amendment you selected. (Example, The 1st Amendment - Freedom of Speech)
2) What rights as a citizen does this right protect.
3) How do citizens use this right to protect their rights.
4) How has the use of this right changed over time? Are their new areas where this right is applied that could not have been imagined by the Founding Fathers?
5) Did your Patriot have anything to do with this right?
Questions? Email me at NOTE REMOVE THE "#" Symbol before sending me an email. It is put in there to prevent spam!
Mr. Neff
1) Describe the Constitutional Amendment you selected. (Example, The 1st Amendment - Freedom of Speech)
2) What rights as a citizen does this right protect.
3) How do citizens use this right to protect their rights.
4) How has the use of this right changed over time? Are their new areas where this right is applied that could not have been imagined by the Founding Fathers?
5) Did your Patriot have anything to do with this right?
Questions? Email me at
Mr. Neff
Wednesday, October 15, 2008
History is told by the winners
Is the idea that history is told by the winners true? Who writes history? Who gets to tell the story about what happened? Does that story change over time?
If you want to be critical student, and informed citizens you have to start picking up books and reading about the past. There are millions of good books about American History. Please go to the library and pick some out.
You can start to browse the library on line and the library will send any book you want to your local branch. You can also use the NYPL website to find your local library...it's time!!!! You don't have to read a million books at once just find two or three good ones to start.
Check out these websites: <http://www.nypl.org>
<http://teenlink.nypl.org/index.html>>
Let me know what you find here on YOU ARE US HISTORY. Post it!
If you want to be critical student, and informed citizens you have to start picking up books and reading about the past. There are millions of good books about American History. Please go to the library and pick some out.
You can start to browse the library on line and the library will send any book you want to your local branch. You can also use the NYPL website to find your local library...it's time!!!! You don't have to read a million books at once just find two or three good ones to start.
Check out these websites: <http://www.nypl.org>
<http://teenlink.nypl.org/index.html>>
Let me know what you find here on YOU ARE US HISTORY. Post it!
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