Sunday, December 28, 2008
Friday, December 12, 2008
Sunday, November 16, 2008
Saturday, November 8, 2008
1. Based in the following NY Times article, summarize Richard Minsky’s (the artists’) view on the Bill of Rights and it’s role in modern US society.
2. Analyze two of his criticisms based on your knowledge of US government and the Bill of Rights.
3. Finally, respond to the following question:Is the Bill of Rights reflected in or distorted in modern US society. Refer to anecdotal (personal stories) or academic evidence to support your answer.
Your blog must be a miniminum of 200 words and include a response to at least one other student's post. Blog due Monday, Nov. 10 at the beginning of class. Remember to also answer the practice AP questions distributed in class on Friday.
------------------------------------------------------------------------------------------------May 20, 2002 "Artist Depicts the Bill of Rights in a World Out of Joint"
By RALPH BLUMENTHAL'
'I like art that gives you a reality fix,'' says Richard Minsky. A reality he treasures is the Bill of Rights, so Mr. Minsky, 55, a Greenwich Village artist and professional bookbinder, has found a way to exemplify the first 10 amendments to the Constitution as artworks.
For the First Amendment protecting freedom of expression, for example, he burned a copy of Salman Rushdie's ''Satanic Verses'' and sealed up the charred volume in an arabesque windowed reliquary.For the Sixth Amendment guaranteeing a speedy and public trial, he glued a black-leather glove daubed with red onto a copy of Jeffrey Toobin's best seller ''The Run of His Life: The People v. O. J. Simpson.'' (''I used paint, not real blood,'' Mr. Minsky said, ''not that I haven't, or wouldn't.'')And for the Eighth Amendment, barring cruel and unusual punishment, he took a book on penology, ''Forlorn Hope: The Prison Reform Movement'' by Larry E. Sullivan, a professor of criminal justice, rebound it in stripes and chained it to a little jail. ''You can take the book out for exercise,'' Mr. Minsky said, ''but then it must go back to its cell.''
The 10 works are on display at the Louis K. Meisel Gallery at 141 Prince Street in Soho through June 1. Twenty-five editions of the set are being offered at $18,000 each. (The works are viewable online at www.minsky.com.)Mr. Minsky, who has been exhibiting his art for 30 years and founded the nonprofit Center for Book Arts at 626 Broadway, said he thought long and hard about celebrating the amendments, whatever their consequences. ''While you got them, enjoy them,'' he said.For the Second Amendment on the right to bear arms he chose a book about violent hate groups, ''Gathering Storm: America's Militia Threat'' by Morris Dees of the Southern Poverty Law Center. Mr. Minsky depicts the author in the bull's-eye of a target.The Third Amendment, barring the forced quartering of soldiers in private homes, was represented by a reimagined nuclear football -- an attaché case like the one bearing the codes for unleashing atomic war. It contains a copy of ''Seven Days in May'' by Fletcher Knebel and Charles W. Bailey, a novel about the nation's top military commander seeking to commandeer the White House, and a DVD of the movie with Burt Lancaster and Kirk Douglas.For the Fourth Amendment, against unreasonable search and seizure, Mr. Minsky chose a copy of ''Neuromancer,'' William Gibson's 1984 science-fantasy novel presenting cyberspace as a realm vulnerable to governmental intrusion. He built a slipcase with an imbedded network interface card and hot-stamped it with the text of the amendment in hologram foil.
The Fifth Amendment, guaranteeing due process of law for criminal defendants, was exemplified by a novel in the form of an epic poem, ''Branches'' by Mitch Cullin, about a brutal Texas sheriff who takes the law into his own hands. Mr. Minsky bound the book in khaki, affixed a badge -- and peppered the cover with nine-millimeter slugs.For the Seventh Amendment, providing for jury trials in civil cases over $20, he selected ''The Litigation Explosion: What Happened When America Unleashed the Lawsuit'' by Walter K. Olson, and rebound it in mock $20 bills that replaced the image of President Andrew Jackson with that of James Madison, father of the Bill of Rights.For the Ninth Amendment, reserving all unenumerated rights to the people, Mr. Minsky highlighted ''the right to privacy,'' using a book of that name by Ellen Alderman and Caroline Kennedy and re-illustrating it with photos of Diana, Princess of Wales, including endpapers depicting her fatal car crash.The 10th Amendment, protecting states' rights, stumped Mr. Minsky for some time. ''I was wracking my brain, and then, out of nowhere, I thought of November-December 2000.''
He downloaded the United States Supreme Court decision intervening in the Florida-vote controversy and handing the presidential election to George W. Bush. Mr. Minsky bound the docket in brown leather like a law book with the spine title off-center. ''It's a little crooked,'' he said.The works are available only as a set, Mr. Minsky said. ''People ask me, 'Can I get one?''' he said. ''I say, 'The government is trying to take them away one by one; you have to have them all.' '
'Correction: May 23, 2002, Thursday An article in The Arts on Monday about Richard Minsky, an artist and bookbinder who has created artworks representing the Bill of Rights, gave an outdated address for the Center for Book Arts, a nonprofit group he founded in New York. It is at 28 West 27th Street, third floor
Wednesday, October 15, 2008
Tuesday, October 14, 2008
Does popular culture promote a nationalistic view of American History? (American Revolution case study)
With that critical lens in mind, I'd like to devote this week's blog to reconsidering some popular culture potrayls of the American Revolution and the foundational principles of American Democracy.
lyrics available at: http://www.postdiluvian.org/~gilly/Schoolhouse_Rock/HTML/history/shot.html
- Does popular culture promote a nationalistic view of US History?
- What cultural, political or economic purpose does this serve in modern US society?
Tuesday, September 30, 2008
Last of the Mohicans (R) (Action-Drama : Native American culture, colonization, resistance)
1492 (Drama: Columbus, imperialism, conquest)
The Crucible (Drama: The Salem witch trials)
The Salem Witch Trials - 2002 (Take a guess on the subject of this movie with a star-studded cast)
The Mission (Political Drama: missionaries and conquest in Brazil, 16th Century)
Apocolypto (R) (Action: Conquistadors and the Maya, 15th Century)
The Scarlet Letter - 1995 (R), 1979 PG-13
Drama: Women in Colonial New England)
*note: the 1979 version of this film is FAR more school appropriate and true to historical accuracy than then the 1995 version
If you see one of the films with an R rating, please submit a written note signed by your parent/guardian granting permission for seeing the film. Or if typed work is submitted, have your guardian sign the top of your work. Without a signature, the assignment will not count.
Your review must include:
a) a synopsis of the film including details on the plot, characters and conclusion/ ending of the conflicts presented in the movie
b) an explanation of how this film relates to the period in American History and discussions/ readings we've shared in class
c) A personal analysis of the film and your opinion on it. What did you like/ dislike about this film? Did it seem to present an accurate portrayl of period in which it was set? What further questions do you have about the plot or actual historical events related to this movie? Would you reccomend it to other students of American History? Why or why not?
Film reviews must be 300 words and be submitted or blogged by no later than Wednesday, 10/8.
(if you use outside sources, please cite them in MLA format or link them to your blog)
You MAY complete more than one film review, but this assignment does not supplement missing work.
a)"Fight for the Top of the World" : http://www.time.com/time/world/article/0,8599,1663445,00.html
b)"CIA Expands it's Inquiry into Interrogation Tactics":
Both articles make allusions to topics we've recently covered in class. Article A discusses the colonization of the Arctic and clearly relates to the scramble for colonial territories in the Americas that occurred during the 15th-17th centuries.
Perhaps more controversial is the position that harsh interrogation tactics toward suspected terrorists as described in article B can be likened to the persecution of suspected witches in the New England colonies in the 17th century (collectively referred to as the Salem Witch Trials.)
Consider our recent study of culture and poltics in pre-revolutionary colonial North America. Reflect on the relationship between these current events articles and your study of history. When is the use of colonial power and harsh interrogation tactics justified? Is history destined to repeat itself?
You may reflect on one or both of the articles assigned. Remember to respond to the question as well as the comments of at least one other classmate. Your response should be at least 200 words.
Image: "The Snow Queen", Hans Christian Anderson, 1844.
Tuesday, September 23, 2008
Thursday, September 18, 2008
Now that we've spent time exploring the initial motives and consequences of European colonization of the Americas, I'd like to hear your position on one of this week's essential questions: Was the New World superior to the Old World? Please refer to class materials and/or any outside research you complete for your first project as evidence to support your answer.
Wednesday, September 10, 2008
1. Actively read Chapter 1 of "A People's History of the United States" by Howard Zinn.
Tuesday, September 2, 2008
On page XV of his introduction, Eric Foner suggests that:
Friday, May 23, 2008
You will be randomly assigned a figure from the 1960s or 1970s to research thoroughly by Tuesday, 5/27.
The goal is that you get to know that person well enough to answer any question your three minute date may ask you in class.
I'm posting three basic questions, but would like each of you to post your own in class today that will help your peers prepare for the big day.
You will be given a graphic organizer to complete on your speed dates on Tuesday.
A minimum two page historical biography with three works cited in MLA format is required.
Additional notes for speed dating are fine.
This will be a project grade so dress the part. (+10!)
Paper will be worth 50%, graphic organizer 30% and participation in the "dates" 25%
1. What achievement in your life are you most proud of?
2. Identify one decision or experience from your life that you truly regret.
3. If you could meet anyone from history (fact or fiction), who would it be and why?
Thursday, May 15, 2008
- Take copious notes
- Compose 3 discussion questions
- Write a reflection comparing the ideals both decades. Evaluate Foners' notion that the 60's "challenged the ... orthodoxy of the 60's and redirected national attention to ... freedom at home."
STUDY FOR THE AP TEST. BUT NOT TOO MUCH, I NEED YOU FRESH AND POSITIVE MONDAY!!!
Thursday, May 8, 2008
If you would like to get ahead, you can begin reading and copious notes for chapter 26. Pages 930-48 are due by Tuesday 5/15.
We will be taking a practice AP exam in class next Thurday 5/17 during E and B blocks.
Thursday, May 1, 2008
Take copious notes and respond to the following question:
It has been said that the four years of the Great Depression and eight years of the New Deal. Comment on this statement with emphasis on identity politics - considering how the war affected the lives of ethnic, economic and political minorities as well as women.
Tuesday, April 29, 2008
http://newdeal.feri.org/court/toons.htm (political cartoons demonstrating different views on the topic.)
http://www.hpol.org/fdr/chat/ FDR's Fireside Chat on his Supreme Court Reorganization Plan
Agricultural Readjustment- US v. Butler
Minimum Wage - West Coast Hotel Co. v. Parrish
Interstate and Foreign Trade - Panama Refining Co. v. Ryan
Congressional Authority over commerce - Carter v. Carter Coal Company
Congressional Power to influence state laws - Steward Machine Co. v. Davis
The following links will be helpful in your efforts to summarize landmark cases that occurred under FDR's administration:
Thursday, April 17, 2008
Create flash cards on topics you feel you need to review; we will have a practice test (that will be graded and count) on these topics in our review session after break.
Monday, April 7, 2008
Read the following sources and respond to the essential questions posted below.
A) a brief review of the political, economic and social developments of the 1920’s published by the US State Department:
B) a summary of the reasons why the Stock Market crashed in 1929 from PBS online:
C) pages 194-205 in The Story of American Freedom
Consider these sources and all you learned from the text and discussions this week on the 1920s. Was the stock market crash inevitable? In your opinion, did the
Your response should be at least 200 words and include comments on at least one other post. Due Friday 4/11 before class.
Thursday, March 20, 2008
Finish reading and copious notes for Chapter 22 of Out of Many.
For your blog -
Read Chapter 8 of The Story of American Freedom by Friday 3/28.
In Chapter 8 of The Story of American Freedom, Eric Foner explains that "the enlistment of democracy and freedom as ideological war weapons, qualities that set the country apart from German authoritarianism, inevitably inspired demands for their expansion at home."
In your opinion, why did American social movements gain momentum during the period leading up to and immediately following the Great War. Reference at least three achievements of social movements to support your answer.
Be prepared to have a seminar on this chapter on Friday 3/28.
Sunday, March 16, 2008
1) Consider what you know about World War I, the current War on Terror and global conflict in general. Then read an article from section I and II (read more if you like.) The hand out entitiled "Why did the US enter WWI" from last week will be helpful as well.
A) bulleted outline of key historical perspectives on the US' role in WWI, requires Acrobat reader
b) Describes public opinion and the historical impact of US foreign policy in the Great Wardiscussion of US public opinion on American involvement in WWI
c) discussion of US public opinion on American involvement in WWI
II) IraqD)"Just War or Just a War" by former US President Jimmy Carter, New York Times, 2003
(argues against continued US occupation and war in Iraq)
E) "Fighting a Just War in Iraq" by Joseph Locatone, The Heritage Foundation, 2003
http://www.heritage.org/Research/Iraq/wm251.cfm(argues in favor of continued US occupation and war in Iraq)
F) "A War We Just Might Win" by Michael O' Hanlon and Kenneth Pollack, New York Times, 2007
(offers analysis of US' effectiveness in Iraq)
2) Respond to the following questions. Include details from the articles and class as evidence of your work:
- What makes a war just?
- Was the US justified in it's decision to aid and ultimately join the Allied Powers in the Great War?
- Is the US' involvement in Iraq just? Compare and contrast these conflicts and the US' role in them.
(Note - this assignment is intended to be analytical and maybe controversial, it's OK for us to disagree, but please maintain academic decorum and respect for one another's views.)
200 word minimumPlease respond to at least one other post
Due friday 3/21 by 5:00 p.m. (we don't have school that day.)
Tuesday, March 4, 2008
B) Puerto Rico
Due Friday 3/7 before class.
Refer to different social classes, cultural and political groups on a national and international level.
Prepare notes and questions based on this chapter and your text readings on imperialism at the turn of the century.
Tuesday, February 26, 2008
Monday, February 18, 2008
a) Research two third party candidates and summarize and compare their views with the other candidates you read about for this blog
Thursday, February 7, 2008
Read the article posted below (two formats available):
http://www.vanells.com/125-22.pdf (with images, PDF requires Adobe Acrobat)
(HTML/ will work on any computer)
AND Chapter One of Jacub Riis' How the Other Half Lives
A) Discuss how health, sanitation and scientific theory affected the lives of "old immigrants" in the Gilded Age.
B) Consider Riis' arguments for social reform and Herbert Spencer's theory of Social Darwinism.
In your opinion, was the government responsible for the health and safety of immigrant communities at the turn of the 20th Century?
Should undocumented (alien) immigrants recieve social services in modern US society?
How do your opinions on these matter relate to the Riis and Spencer?
C) Respond to the post of at least one classmate.
Tuesday, February 5, 2008
Group work project - 50 points
Over the next two class periods, we shall be exploring the Gilded Age through the following social and political lenses:
· African Americans After Slavery
· Indian Policy
· Changing Status of Women
· Farmers' Revolt
· Responses to Industrialization
1. Chose one of the topics above and move to the table marked with that label. This will be your working group for our first project of the new marking period.
2. You group must complete the following tasks on our class blog OR powerpoint:
Using resources at the Digital History archive: http://www.digitalhistory.uh.edu/modules/gilded_age/index.cfm
A) Create a mini-timeline identifying 8 events related to your topic. Summarize three of the most important of these events in detail. Use the timeline link on the homepage for this assignment to aid you in this process.
B) Identify and summarize a landmark Supreme Court case that related to your topic of study. How did the outcome/ decision influence society in the Gilded Age?
C) Answer any two of the questions at the end of your topic summary. Overall, do you feel the trends and developments related to your topic in the Gilded Age advanced or hindered social progress in the United States?
D) Post and summarize at least two visual sources (cartoons, maps, graphs, photographs, etc.) related to your topic. This task requires internet research outside of the URL provided, so be sure to post links to your visual sources and (if possible) include MLA citations.
E) Compose three study questions that your classmates should be able to answer upon reading your group’s work.
3. Present your work to the rest of our class (Thursday)
Note: we will only have access to the computers in class today (Tues 2/5) and tomorrow (Wed. 2/6) so it is vital that you take responsibilty for some of this work at home.
Your homework tonight is to work on this assignment.
9-10 points: accurate analytical work that reflects a comprehensive understanding of the period and topic area assigned. Insightful connections drawn to economic, social and cultural trends and/or other periods of US history.
7-8 points: Accurate work that reflects a thorough understanding of the era and topic assigned. Work is straightforward and provides historical detail with some analysis.
5-6 points: Work includes factual errors but attempts to meet guidelines of the task.
3-4 points: Work is incomplete
0 points: section missing
Saturday, February 2, 2008
"In the year 1877, the signals were given for the rest of the century: the blacks would be put back; the strikes of white workers would not be tolerated; the industrial and political elites of North and South would take hold of the country and organize the greatest march of economic growth in human history. They would do it with the aid of, and at the expense of, black labor, white labor, Chinese labor, European immigrant labor, female labor, rewarding them differently by race, sex, national origin, and social class, in such a way as to create separate levels of oppression-a skillful terracing to stabilize the pyramid of wealth... the government of the United States was behaving almost exactly as Karl Marx described a capitalist state: pretending neutrality to maintain order, but serving the interests of the rich... the purpose of the state was to settle upper-class disputes peacefully, control lower-class rebellion, and adopt policies that would further the long-range stability of the system."
Consider the varying social and economic strains experienced by the United States at the turn of the Ninteenth century as described in Zinn's artilce: http://www.historyisaweapon.com/defcon1/zinnbaron11.html
Summarize the key developments revealed in the text and respond to the following questions:
- Did the US government's actions in this era benefit the nation as a whole or (as Zinn seems to believe) did the economic policies that emerged in the Gilded Age benefit the wealthy and punish the poor/working classes?
- To what extent should the government regulate private industry?
Your response should be at least 200 words and relate to at least one other post
Anyone seeking extra credit may complete the blog my US classes are working on, which is related to this topic.
Monday, January 14, 2008
there are interactive quizzes catergorized by topic to help you review at:
Monday, January 7, 2008
1. Actively read any issue from the online archive of Harpers' papers from 1861-65. (These papers are 4-6 pages long and include photographs and advertisements.) The papers are available for view at:http://www.sonofthesouth.net/leefoundation/the-civil-war.htm
2. Summarize two articles and/or cartoons related to the war published in this edition (be sure to indicate the date and page of each source.) What insight do these articles provide into the issues most important to Harper's Weekly readers at this time? What are the authors and/or artists' positions on the war?
3. Conclude by discussing the impact you believe papers like Harpers' Weekly had on the war.
This post is due by Friday, 1/11 at 7 a.m. 200 word minimum. Remember to respond to at least one classmates post.