Pick one of the myths of the revolution defined by Berkin. Tell why you think people want to believe it. Then tell what is inaccurate about the myth. How does this change your view of the American Revolution?
As you read this article, think about the core values that drive U.S. diplomacy including economic gain, democracy, inalienable rights, and equality. Which were most evident in TR’s drive to build the Panama Canal? How did he define the American character?
Be sure to respond to others.
Kezirian argues that slavery is a political, economic, social, ethical, and constituonal issue. Which aspect of slavery do you believe is the most profound, and which historian focused on this aspect? For the category you chose, what does that mean about how slavery will end?
Please be sure you become part of a discussion with others by responding to their answers.
Analyze: determine the nature and relationship of the component parts of; explain the importance of; break down
Assess: judge the value or character of something; appraise; evaluate
Compare: examine for the purpose of noting similarities and differences; focusing more on similarities
Contrast: compare to show unlikeness or points of difference
Criticize: make judgments as to merits and faults; criticism may approve or disapprove, or both
Define: give the meaning; determine or fix the boundaries or extent
Describe: give an account; tell about; form a word picture
Discuss or Examine: talk over; write about; consider by argument from various points of view; debate; present the different sides
Enumerate or List: mention or itemize separately; name one after another (one should always assume that “list” is accompanied by “explain”)
Evaluate: determine the value; give the good points and the bad; appraise; give an opinion regarding the value of; discuss the advantages and disadvantages
Explain: to make known in detail; tell the meaning of; make clear the cause or reason
Illustrate: make clear or intelligible as by examples
In What Ways: identify specific examples that did whatever your verb marks
Interpret: explain the meaning; make plain; present your thinking about
Justify: show good reasons; present your evidence; offer facts to support your position
Prove: establish the truth of something by giving factual evidence or logical reasons
Relate: show how things are connected with each other or how one causes another
Summarize: state or express in concise form; give the main points briefly
To What Extent: note the impact, a lot, a little, substantial, greatest, etc. of the impact of your topic
Trace: follow the course
http://www.nytimes.com/interactive/2010/11/13/weekinreview/deficits-graphic.html?choices=4mtvp5n0
Under the title click “Clear choices” so you can start the budget cutting yourself.
Go through the process of balancing the budget. In a comment, tell what your # 1 choice is to cut and then tell what area you would not change and why.
You can only hope that the very preliminary peace efforts in Afghanistan bear fruit before long. But for evidence that the United States is letting its claim to greatness, and even common decency, slip through its fingers, all you need to do is look at the way we treat our own troops.
Bob Herbert
Readers shared their thoughts on this article.
The idea that the United States is at war and hardly any of its citizens are paying attention to the terrible burden being shouldered by its men and women in uniform is beyond appalling.
We can get fired up about Lady Gaga and the Tea Party crackpots. We’re into fantasy football, the baseball playoffs and our obsessively narcissistic tweets. But American soldiers fighting and dying in a foreign land? That is such a yawn.
I would bring back the draft in a heartbeat. Then you wouldn’t have these wars that last a lifetime. And you wouldn’t get mind-bending tragedies like the death of Sgt. First Class Lance Vogeler, a 29-year-old who was killed a few weeks ago while serving in the Army in his 12th combat tour. That’s right, his 12th — four in Iraq and eight in Afghanistan.
Twelve tours may be unusual, but multiple tours — three, four, five — are absolutely normal. We don’t have enough volunteers to fight these endless wars. Americans are big on bumper stickers, and they like to go to sports events and demonstrate their patriotism by chanting, “U-S-A! U-S-A!” But actually putting on a uniform and going into harm’s way? No thanks.
Sergeant Vogeler was married and the father of two children, and his wife was expecting their third.
It’s a quaint notion, but true: with wars come responsibilities. The meat grinder of war takes its toll in so many ways, and we should be paying close attention to all aspects of it. Instead, we send our service members off to war, and once they’re gone, it’s out of sight, out of mind.
If we were interested, we might notice that record numbers of soldiers are killing themselves. At least 125 committed suicide through August of this year, an awful pace that if continued would surpass last year’s all-time high of 162.
Stressed-out, depressed and despondent soldiers are seeking help for their mental difficulties at a rate that is overwhelming the capacity of available professionals. And you can bet that there are even higher numbers of troubled service members who are not seeking help.
In the war zones, we medicate the troubled troops and send them right back into action, loading them up with antidepressants, sleeping pills, anti-anxiety drugs and lord knows what other kinds of medication.
One of the things we have long known about warfare is that the trouble follows the troops home. The Times published an article this week by Aaron Glantz, a reporter with The Bay Citizen news organization in San Francisco, that focused on the extraordinary surge of fatalities among Afghanistan and Iraq veterans. These young people died, wrote Mr. Glantz, “not just as a result of suicide, but also of vehicle accidents, motorcycle crashes, drug overdoses or other causes after being discharged from the military.”
An analysis of official death certificates showed that, from 2005 through 2008, more than 1,000 California veterans under the age of 35 had died. That’s three times the number of service members from California who were killed in Afghanistan and Iraq during the same period.
Veterans of the two wars were two-and-a-half times as likely to commit suicide as people the same age with no military service. “They were twice as likely,” Mr. Glantz reported, “to die in a vehicle accident, and five-and-a-half times as likely to die in a motorcycle accident.”
The torment that wars put people through is not something that can be turned on and off like a switch. It’s a potentially deadly burden that demands attention and care. People shouldn’t be exposed to it if there is any possible alternative.
The wars in Afghanistan and Iraq have been world-class fiascos. To continue them without taking serious account of the horrors being endured by our troops and their families is just wrong.
The war in Afghanistan, the longest in our history, began on Oct. 7, 2001. It’s now in its 10th year. After all this time and all the blood shed and lives lost, it’s still not clear what we’re doing. Osama bin Laden hasn’t been found. The Afghan Army can’t stand on its own. Our ally in Pakistan can’t be trusted, and our man in Kabul is, at best, flaky. A good and humane society would not keep sending its young people into that caldron.
Shakespeare tells us to “be not afraid of greatness.” At the moment, we are acting like we’re terrified.
Read about the Tea Party Movement on wikipedia http://en.wikipedia.org/wiki/Tea_Party_movement or at http://www.teaparty.org or at http://www.newyorker.com/reporting/2010/08/30/100830fa_fact_mayer?currentPage=all
Think about the motives of the Tea Partyers in 1773. What were their main issues? Are the beliefs of the Tea Party today close enough to 1773 to make the name “Tea Party” an appropriate one? Be specific in your answer.
By winning on the one side the Spanish lost on the other. By not recognizing the true dignity of the Indian they diminished their own humanity.
Read pages 9-14 in Kezirian. Relate this quote to what you are reading in your text from 1750 to 1900.
How do I use documents in a DBQ?
While you read, underline key information that you can use. Write the document’s main idea next to it. Find out who the author of the quote is and record. When you use the documents in your essay, introduce the author and analyze how their words help answer the question.
Use the documents to:
• answer the question
• show a point of view; don’t take the writing at face value
• draw a relationship with other documents to compare and contrast
EXAMPLE 1 John Winthrop from “A Model of Christian Charity”
To use the document, introduce John Winthrop and use the information to support your point about how people settled in New England. For example,
John Winthrop, Puritan minister aboard the ship Arbella, became the leader of the community called the Massachusetts Bay Colony. He argued that his group of people would build a “city upon a hill” that all people would look to as a model of community carrying out God’s work. Winthrop’s leadership and his ideas led to the Boston settlement being ruled by a theocracy. A premium was placed on living in a community and taking care of the members of the community, even though this did not always happen. A settlement pattern of building towns around a church community was duplicated all over New England.
EXAMPLE 2 Capt John Smith from 1624 in his History of Virginia
To use the document figure out the main idea, put Smith into the context of his time and use the information to answer the question. This excerpt says that there was not a sense of community: people in the community tried to make a profit off each other, they suffered from lack of food and the cold and the colonists fought with each other.
To use this, introduce John Smith and relate the document to the question.
John Smith was the founder and leader of the Jamestown colony from 1608 to 1609 and a man who, through his leadership and focus on hard work, helped Jamestown survive. According to Smith, the individuals in the Jamestown community were not supportive of each other. They tried to make huge profits off each other and they fought with each other. Smith’s description gives a sense of every man for himself, quite the opposite of John Winthrop’s leadership in Boston. The pattern established of individual economic gain did not encourage a sense of community. The settlement pattern followed with plantations of large tracts of land and houses separated by miles.
© 2012 Dr. Wilson's History Blog. Provided by WPMU DEV -The WordPress Experts
Hosted by West Hartford Public School BLOG Campus
