U.S. History 1st Period Assignments

One point each question. We will go over the questions as a class on Monday, May 23. Your final answers must be submitted by Tuesday, May 24 BEFORE THE END OF THE FIRST CLASS PERIOD IN US HISTORY ON MAY 24. To submit, you must create a Google Docs document, fill it out, and submit here at Google Classroom by that deadline. 

NO EXTESIONS BECAUSE I HAVE TO GRADE AND SUBMIT FINAL GRADES.

12 Points: Write two sentences for EACH of the Key Terms. There are six Key Terms for The Americans textbook, Chapter 24.3.
3 Points: Write two sentences summarizing the two paragraphs in The Americans book, page 811 entitled "Ford tries to 'whip' inflation."
3 Points: Explain the change in the percentage of Americans in the service sector as opposed to the industrial goods sector between 1950 and 2000 from the chart at The Americans textbook, page 813. 
3 Points: Write two sentences that summaries the section in The Americans textbook, page 815 entitled "Yielding the Panama Canal." 

15 Points: Two paragraphs or twelve bullet points summarizing the Harvard Crimson (Harvard U's school newspaper) on the US grain deal to the Soviets, where Nixon, so desperate in an election year, 1972, to show he made peace with the Soviet Union, failed to provide safeguards against the Soviets grabbing more wheat/grain than was appropriate. This fueled inflation not only for grains/wheat, but also meat, as cows rely on eating grain/wheat.  This started inflation spiral, but the oil companies' manipulations with the Organization of Petroleum Exporting Countries (OPEC) led to extremely high (for the US history) inflation rates in 1973-1975 and 1978-1980 periods.
25 Points: Write five paragraphs or twenty bullet points that summarize (not just the beginning paragraphs) the article "The Case Against the Oil Companies" from the NYT, particularly a reporter who the Times stopped using because he was too truthful and detailed, the now late Robert Sherrill. Sherrill's history of the oil companies from the 1920s forward to the 1970s is accurate, and is consistent with John Blair's analyses. Blair was a lawyer for decades with the Federal Trade Commission (FTC), who nearly exclusively worked on the oil companies' marketing practices, who wrote a highly well-documented and critically acclaimed book called "The Control of Oil" in or about 1978. Your summary should explain what changed in the dawn of the 1970s in terms of oil company practices regarding refining and price charging (manipulation).  

MJF NOTE: The reason this is relevant now is because there is no "shortage" of oil, and what drove up prices are monopolistic/oligopolistic practices from oil companies. The US gets 3% of its crude oil from Russia, and while world prices were more sensitive to the loss of oil from the Russian invasion of Ukraine, and European sanctions against the Russians, it remains true that Biden, in his first year of office, approved more oil leases than Trump did in his first year of office. I dare anyone who claims Biden "caused" the oil spike to explain to the class--or can invite someone in to explain it--how Biden's policies "caused" the oil spike. Among the things I have tried to teach this year as systemic explanations that go beyond partisan party politics. If we understand the 1970s, and how the Republican President Ford and Democratic Party President Carter each had to deal with inflation that went largely beyond presidential powers--because neither would, say, call for nationalizing the important fossil fuel resources--we must understand how oil markets are manipulated and are useful for the elite power structures in our nation.

Assignments:

24.1: 

18 Points: Write two sentences for EACH of the Key Terms that define or explain EACH Key Term.
8 Points: Write two sentences that summarize 24.1's sub-section entitled "New Federalism Wears Two Faces" at pages 795-796.
6 Points: Write two sentences that summarize 24.1's sub-section entitled "Law and Order Politics" at page 796, particularly the second paragraph in that sub-section.
15 Points: Write four sentences or bullet points after reading page 797 regarding "The New South," "Nixon Slows Integration," and "Controversy over busing." Then, in one sentence, explain whether you think it is reasonable to conclude the old white Southern Democrats have become the new white Southern Republicans, and whether you think there is still racism among the southern whites who are now Republican.
5 Points: Do you find it odd that Nixon was continuing to bomb Vietnam and Cambodia while making peace with big Communist-led superpowers, China and the Soviet Union?  If so, why?  If not, why not?  I mean, what happens to the domino theory under this type of policy?  Do you think Nixon and Kissinger thought, by making friends with the Soviet Union and China, he could give the leaders in those two countries incentive to push North Vietnam's Communists to accept peace on US terms?

24.2

16 Points: Write two sentences for EACH of the Key Terms that define or explain EACH Key Term.
15 Points: Write two paragraphs or ten bullet points that summarize the UPI article about the "Greek Connection" to the Watergate break-in, describing the late journalist, Christopher Hitchens' theory about why Nixon's "Plumbers"--a group of men Nixon hired without official government approval to break into various places, place wiretaps, etc. to stop "leaks" of information that mostly concerned Nixon's secret bombings of Cambodia in 1969 and 1970, and later the Ellsberg leaking of the Pentagon Papers in 1971--would want to break into and wiretap the Democratic National Committee headquarters, which were in the Watergate Hotel. 
15 Points: Write two paragraphs or ten bullet points that summarize the article about whether the Plumbers' break-in was about sex.  My only concern with that theory is less about whether it is accurate, but whether the theory has to displace the Greek connection.  Different people have different motives.  And the wiretap operation was not completed, so that there is still reason to conclude the burglars would have tapped DNC Chief Larry O'Brien's phone, too.
15 Points: Write two paragraphs or ten bullet points regarding the Nixon sabotage of the LBJ initiated peace talks in Vietnam. It was known LBJ was trying, as a lame duck president, to end the war before the election of 1968. Nixon, who was convinced the war could be won by bombing more--something he learned from Generals Creighton Abrams and Earle Wheeler--decided to send Anna Chennault, a woman married to a high ranking military officer, and who had strong ties to Chiang Kai-Shek in Taiwan and the South Vietnamese government then led by President Thieu, to tell Thieu not to sign any peace agreement, and instead wait for Nixon to win.  The theory goes that perhaps the Watergate break-in was about tapping the DNC phone to see if the Democratic Party was going to blow open the fact Nixon had sabotaged the Vietnam Peace Talks in 1968, as Larry O'Brien knew Clark Clifford, the 1968 Secretary of Defense, who had wiretapped, with the FBI and CIA, Nixon's campaign officials, and knew what Nixon had done. Side note: LBJ told Democratic Party presidential candidate Hubert Humphrey to publicly denounce Nixon and cite to the evidence. Humphrey refused, saying it was essentially too negative politics. I always say Bobby Kennedy, if he was the nominee, would have used it if Nixon tried to go after Bobby for Bobby's still active cheating on his wife, Ethel.

14 Points: Write two sentences defining or explaining the Key Terms in the chapter 20.3
4 Points: Explain (1) who Rachel Carson was and what her "Silent Spring" book was about (it's in the chapter at page 691) and (2) who Ralph Nader was/is (he is still alive) and what his book, "Unsafe at Any Speed" was about (same page).
15 Points: This article from Time Magazine explains the difference between the New Deal programs from the 1930s and the Great Society programs from the 1960s.  Write four paragraphs or twelve bullet points summarizing this article.
20 Points: Four paragraphs or twelve bullet points for Substack article on why the Great Society was a success. SIMPLE POINT I MAKE FOR YEARS: The Great Society was not the New Deal, though it is often seen as an extension, which in part it was. However, the Great Society did not rely on providing direct jobs to anywhere near the extent the New Deal did. The Great Society programs were premised on the belief we only needed to provide temporary money or help, with basic job training, with the private sector--still led by largely racially insensitive white men--would be providing the poor people with full time and well paid jobs. LBJ and the US Congress did not want to recognize how industrial jobs had left the cities with many of the white people for the suburbs--often as part of racist housing patterns that were persisting in the 1960s and beyond. While it was great that blacks, Hispanics, and darker skinned immigrants were getting Head Start, Medicaid, and other government support, the good paying jobs were not in either the cities or deep rural areas--so that training became sort of a cruel joke. 
20 Points: Read the "Critiques of the Great Society" below. Then, write two paragraphs or eight bullet points setting forth the three sets of criticisms of the Great Society, which are explained below. Then, in at least two additional sentences, say what critique you believe is most valid, and why you believe that.

CRITIQUES OF THE GREAT SOCIETY: 

1. CONSERVATIVE TO RIGHT WING CRITIQUE: There are two main conservative or right wing critiques of the Great Society. The first has been "You can't throw money at problems!"  The usual line is we spent $1 trillion in real money over thirty years from the 1960s through 1990s on the Great Society programs. Still, that argument is odd to me because most conservatives and right wingers love throwing money at the US military and love most of our wars we have continued to start or engage in--and we spent far more than that on military spending, starting with the Vietnam War. We can make an argument the conservatives are right again, but why don't conservatives accept that argument for military spending? Anyway, the second right wing critique is what Ronald Reagan liked to say, "We declared a War on Poverty--and Poverty won!" He would always--and I mean always--smile when he said that. He thought the government's failure to fully defeat poverty was really funny. :( 
 
2. LIBERAL TO SOFT LEFT WING CRITIQUE: The two right wing critiques leads into the liberal to left wing critique of the Great Society (including by Michael Harrington, who wrote "The Other America" and which was said to have inspired the Great Society). The left wing critique has been:  "The US Government did not throw enough money at the problem, and, worse, did not create good paying infrastructure jobs for inner city and rural poor the way FDR did." Still, I happen to think the left critique is more valid, even though this article shows how badly off people would be without the programs. I tend to view this critique as reasonably valid.

3. RADICAL CRITIQUE: The most radical argument says: "You know, if these people didn't get food stamps, Medicaid, housing subsidies, etc., there'd be a revolution and blood would flow in the suburbs."  This critique worries me because it could have been correct, but I don't like apocalyptic arguments because they either completely depress us or cause us to move toward violence in a way where I don't see anything good arising.  Still, I wonder about that critique....

16 Points: Write two sentences explaining or defining the Key Terms 
12 Points: Write two sentences, worth four points each, explaining or defining the following three items or points from this chapter 22.5: 

(1) the Madman Theory Nixon expounded (funny irony: Daniel Ellsberg is the one who came up with the theory while a professor of nuclear strategies at Harvard in the 1950s; Kissinger told Nixon about it and Nixon loved it; Elton John wrote the music for a song (Bernie Taupin lyric) called "Madman Across the Water" about the theory and Nixon in 1971); 

(2) The section at page 756 called "The Invasion of Cambodia," particularly when it was announced, and what happened on college campuses across the nation; 

(3) The section at page 758 entitled "The Final Push," particularly the number of bombs the US dropped over Vietnam in eight days in late 1972.

MJF NOTE: Look what the textbook, at page 758, also admits about the 1973 Peace Agreement:   

....on January 27, 1973, the United States signed an “Agreement on Ending the War and Restoring
Peace in Vietnam.” Under the agreement, North Vietnamese troops would remain in South Vietnam. However, Nixon promised to respond 'with full force' to any violation of the peace agreement.

Wow. As we saw earlier, in my email to the AP Central teacher, the 1973 Agreement re-affirmed that the Geneva Accords of 1954 said there was only one Vietnam, not a South or North Vietnam.  There is evidence, from scholars who studied the documents of the governments of the time, that Nixon could have gotten an agreement in 1969 and 1970 from the North Vietnamese to remove their troops from South Vietnam in exchange for a peace agreement. That is sad considering the number of bombs we dropped on North Vietnam under Nixon's administration in the period of 1969-1972. But, Nixon and the corporate media went along with Nixon's administration press people and called the Agreement "Peace with Honor." :( 

4 Points: Using the information at page 760 of the chapter, explain in one paragraph or four bullet points what happened to Vietnamese people after the Communists finally prevailed in Vietnam, and what happened in Cambodia after the US dropped a bunch (a whole lot) of bombs there and disrupted that society

More than a Hint: With reference to Vietnam, the Vietcong in the South soon ran afoul of the North Vietnamese Communists, and more and more were repressed. A different set of Communists took over in Cambodia and began what is often called a self-genocide or autogenocide. While the Khmer Rouge called themselves Communists, they were more influenced by Rousseau, who said primitive humans were more pure than modern humans--something Marx essentially said was dumb and wrong. It was the "logic" behind why the Khmer Rouge emptied the two or three main cities in Cambodia, and demanded people return to the land. The Khmer Rouge killed professionals (doctors, lawyers, teachers, nurses, accountants, etc.) and wanted a return to the simple life, after the US bombings (started under LBJ and greatly increasing under Nixon), which had forced hundreds of thousands of Cambodians to flee their villages for the cities.  

And of course, the weird part is the US endorsed and backed the Khmer Rouge in the 1980s and into the 1990s at the United Nations after the Vietnamese government (now Communist) invaded Cambodia in 1978, which had been killing Vietnamese in attacks into Vietnam, and threw out the Khmer Rouge. China backed the Khmer Rouge and invaded Vietnam in 1979, got bloodied by the Vietnamese army, and pulled back. So much for Commies sticking together.  It is sometimes believed the US backed the Khmer Rouge out of spite against the Vietnamese Communist government. I have found that plausible, but I have seen no memoranda to back the assertion.

34 Points: Write two sentences for EACH Key Term in Chapters 22.1 and 22.2.  We will go over these in class to start you off.
14 Points: Summarize in two sentences for EACH numbered paragraph of my email to the AP Central teacher who did the Vietnam War section in AP Central.  I wish I could take the time to show you the three videos of nearly ten minutes each. They were that pathetic.  
10 Points: Write one paragraph or four bullet points summary of NY Times article about bombings in Vietnam compared to WWII and what remains of US made bombs in Vietnam.  

Oh, and think about Agent Orange and Napalm bombings, and how our soldiers who were exposed to at least Agent Orange have been affected--and what you think it may be like to be a farmer in Vietnam on land where Agent Orange was used.

In Class, on Tuesday and Wednesday, we will watch the following videos:

1. Nice chart at the 20:20 minute mark of video commemorating the U of Michigan Vietnam War Teach In from March 1965. It begins with saying Vietnam is slightly larger than the State of New Mexico. That struck me as weird due to their different shapes. Vietnam is more elongated and New Mexico is almost a rectangle or square. But, I looked up the square miles: Vietnam (entire) is 128,066 square miles. New Mexico is 121,697 square miles.
2. A soldier named William Ehrhart, who later becomes a professor of poetry, talking about what he learned from his service in Vietnam.  This was from an interview back in the late 1980s or early 1990s, if my calculations of his age are correct.
3. Hardhat construction workers protesting anti-Vietnam protestors and celebrating Flag Day (June 14), 1970 in Buffalo, NY.
4. Two Phil Ochs songs, one from 1964, "Talking Vietnam Blues," where he is humorous while making points--as he believes the US government will "get it" and not bring us further into the civil war in Vietnam. The second, just four years later in 1968, has Phil Ochs clearly saddened and cynical, in "White Boots in a Yellow Land."
5. Crosby, Stills, Nash, & Young sing Neil Young's song about the National Guard killing students at an antiwar rally at Kent State (Ohio) University on May 4, 1970.

ASSIGNMENTS:


20 Points: Summarize the Introduction below in two paragraphs or ten bullet points.
25 Points: Write four paragraphs or fifteen bullet points after listening to the 20 minute interview, or reading the transcript of the interview, with Seth Rosenfeld, author of Subversives: The FBI's War on Student Radicals, and Reagan's Rise to Power" (2012).

INTRODUCTION:

The largely white student movement of the 1960s began literally in 1960, when students at the University of California, Berkeley (which is next to Oakland in the Bay Area) protested against the House UnAmerican Activities Committee (HUAC), which had been hounding and demonizing labor union members and college professors. Then, in the period of 1961-63, students began to protest against segregated restaurants, department stores, etc. in the South by protesting their franchises or company owned stores in the Bay Area of California. 

In 1964's Freedom Summer in Mississippi and elsewhere in the US South inspired returning college students to new levels of political activity.  However, University of California, Berkeley, the Chancellor enacted a new rule on campus t shut down all protests, and in fact any activity, including handing out leaflets or setting up information booths to talk about issues of the day. This rule, known as Rule 17, united students, from left wing to right wing, in protesting against Rule 17.  The union of students came to be called the Free Speech Movement (FSM).  

It may be said to have begun in the first week or two of the fall 1964 semester, when a former graduate level student, Jack Weinberg (a then 24 year old who had been studying for a PhD in Mathematics) was arrested by campus police for openly defying Rule 17 by handing out leaflets regarding African-American civil rights.  As police placed Weinberg in handcuffs and put him in the campus police car, a group of students gathered around the car to stop the police from taking Weinberg away.  Soon a massive crowd of over 1,000 students surrounded the car, and other students began to take turns getting up on the roof of the car to speak, including Mario Savio (born 1942 and 22 at the time), another graduate student, who was seeking a PhD in Philosophy (with a mathematics orientation). 

After rallies, protests, civil disobedience (including sitting in at one of the university buildings, Sproul Hall), and police brutality against these students, ranging in ages from 17 to their mid-20s, the university relented and rescinded Rule 17 in December 1964.  

In 1965, with President Lyndon B. Johnson calling up of half a million American soldiers in 1965--remember there had been a draft of young men since the start of the Cold War---the student movement became largely focused on protesting the US War Against Vietnam.  Right wing students fell away, and the movement became far more liberal and left oriented as students who saw through what we will learn were lies by the Johnson administration demanded the US withdraw troops from Vietnam and allow the Vietnamese people to vote for whoever they wanted, even if the people the Vietnamese voted for were Communists.

We will cover the War Against Vietnam next, and then return to a very different, and sometimes violence oriented, late 1960s student movement, which thereafter morphed into what was called a "counterculture." What never changed at any time, at least during the 1960s, was the hostility and condescension from adults against their own children and grandchildren.  It would be Weinberg himself who coined the phrase of the time, "Don't trust anyone over 30!"  However, there were a variety of people over 30 the student movement people did trust, including journalist I.F. Stone (born 1907), historian Howard Zinn (born 1922), and linguistics professor and political activist and writer, Noam Chomsky (born 1928).
Today, in class, we will listen to and watch videos about the main campus where the movement became nationally known, University of California at Berkeley (next to Oakland, CA) and Phil Ochs' anthem about the student movement, written and played in 1966, called "I'm Gonna Say it Now."  I will also play a then-live recording from a record album issued by a local radical radio station, KPFA-Berkeley, describing in real time how the University of California, Berkeley called in the campus police, the California Highway Patrol (CHP, sometimes called "Chips"), and the City of Oakland (nearby) Sheriff's department to arrest what became over 800 students--often beating them along the way.

30 Points: Write two sentences which define or explain the Key Terms in the chapter (there are 10). 
3 Points: Write two sentences which define or explain the Watts riot of 1965, cited in the chapter.
3 Points: Write what happened to white and black poverty rates on chart on page 723.

I am playing in class on Monday, May 2, the now deceased but legendary Nina Simone's famous (among those engaged with the world at the time) song about Mississippi. 

In class today, we will complete the partial watching of the documentary currently on HBOMax, "Freedom on my mind" (1994), about the Freedom Riders and Student Non-Violent Coordinating Committee (SNCC).

We will then watch videos of Robert Reich, former Bill Clinton secretary of labor, and political economist at UC Berkeley, talking about his friend, Mickey Schwerner, Paul Simon with Art Garfunkel singing a song Simon wrote in honor of his friend, Andrew Goodman, but before Goodman was killed (there is a poignant irony), in a live performance from Canada in 1965 after Goodman was killed.  Then, we'll listen to two songs from Phil Ochs, one about the Freedom Riders and the other about the entire state of Mississippi. Note how gorgeous these melodies are in these songs from Simon and Ochs.

14 Points: Provide two sentences for each of the five Key Terms that explain or define the terms or names PLUS (a) Space race; and (b) Michael Harrington. 
25 Points: Read this 1994 Washington Post article that summarizes fairly well a part of the case that the Mob killed JFK and write five paragraphs or twenty bullet points summarizing the article.  Dan Moldea, a friend who is perhaps the first person to have gotten Mob lawyer, Frank Ragano, on the record about the Mob's hit on JFK, is one of the leading experts on the topic. The WaPo article quotes Robert Blakey, who was the lead lawyer on the House Committee investigating the JFK, MLK, Jr. and RFK assassinations, which, think about this, occurred between 1963-1968, just as we are having domestic turmoil over civil rights and the US War Against Vietnam, who says it is a "historical truth" the Mob killed JFK. A now retired professor from the Naval War College, David Kaiser, wrote a book called "The Road to Dallas" (2008), published by Harvard's press known as Belknap Press, which also conclude the Mob was the likeliest to have killed JFK. As we saw, David Talbot, in his book on the Dulles brothers, believes there was also some CIA people involved, as the Mob and the CIA worked fairly closely together in attempting to overthrow Castro in Cuba--as Cuba had been a Mob playground under Castro's predecessor, the military dictator the US government backed, a guy named Batista.

We will go over The Americans' textbook Chapter 20.1 in class. The assignment is as follows:

12 Points: Provide a two sentence explanation or definition of the Key Terms for this chapter.
15 Points: Read carefully pages 673 to 678 regarding the situations in Cuba, and US involvement and responses. Then, write fifteen bullet points that summarizes the information that concerns (1) what Castro did upon securing power in Cuba that angered the United States; (2) what the US response was, i.e. thinking we could do the same thing in Cuba we did in Guatemala in 1954 (except this time, the Cuban military was not going along with us, unlike the Guatemalan military); (3) what the Soviet Union's response was, i.e. nuclear missiles in Cuba; and (4) describe the Cuban missile crisis and what was the resolution.  
10 Points: Read the short excerpt from former President Harry Truman's (1945-1953) talk with a reporter about Cuba. In one paragraph or four sentences/bullet points, (a) state how Truman said he would handle Castro and the Cuban Revolution, and (b) if you think it is different from Presidents Eisenhower and John F. Kennedy (JFK), and (c) WHY it was different.

THIS IS A QUIZ LEVEL ASSIGNMENT TO ENSURE YOU ENGAGE WITH IT. THERE ARE NO EXTENSIONS AS WE NEED TO KEEP MOVING FORWARD.

Read 19.2 and 19.4 and do the following:

Write two sentences for each of the Key Terms in 19.2. Also, write two sentences from the information in 19.2 regarding (1) the Federal Interstate Highway Act, and its impact on the United States' society; (2) Dr. Benjamin Spock; (3) Betty Friedan, and (4) the growth of credit cards and private debt in "Buy Now, Pay Later" subchapter. Total points: 20 points, or two points each.

Write two sentences for each of the Key Terms in 19.4. Also, write two sentences for each of the following phrases discussed in 19.4: (1) white flight; (2) the Longoria incident. Total points: 10 points.

Then, read and write three paragraphs or ten bullet points regarding the History.com article about how black men in particular fared with the GI Bill promise.  Total points: 15 points.

Then, read and write three paragraphs or ten bullet points regarding the History.com article about Redlining.  Total points: 15 points.

Then, go back to Chapter 19.4 and look at the chart on page 681. State in one paragraph or four bullet points what you believe may be the cause of the continuing, but narrowing, gap between black and white men wages/salaries/income in the period of 1940 to 2000.  Total points: 10 points.


IN CLASS, SOME VIDEOS TO WATCH:


* Interview with white people in Levittown, a mass suburb.  Notice what the white racist woman's arguments are against the black family that dared to move into the neighborhood.  This is the nasty side of what too many white folks, particularly those styling themselves "conservative," and maybe some "liberals,"  of my age and up think of as the "good old days."
*Allan Sherman, the Weird Al Yankovic of the 1960s (and Weird Al adored Allan Sherman, too), singing about the ironies of moving from the big, bad city to the suburbs in the hope of finding peace and tranquility amidst working in the leafy suburbs. Then, longing for the city.  The music is from an old British folk song called "Country Gardens."  And note what Sherman refers to as "bad publicity" for the new suburban town the fictional couple has moved to. The "bad publicity" is what the first video interviews were about.
* Allan Sherman again singing new lyrics over "Chim Chimeree" from the Mary Poppins Disney film of the early 1960s. This one is about American advertising and its effects on us, particularly the beginning and ending lyrics. It is actually quite profound in recognition of how we buy into the experience promised by advertisers, and end up only with variations of soap.

We will watch the clip from Captain America: Winter Soldier showing how the Marvel film explained American foreign policy since the end of World War II, and mentions Operation Paperclip, where the US recruited actual Nazis into our government.

Then, we will go through Chapter 18.3, The Cold War at Home.

Assignment:

14 Points: Write two sentences explaining or defining the Key Terms for the chapter 18.3.
20 Points: Four paragraphs or twelve bullet points summarizing the Franck Report of 1945.
10 Points: One paragraph or four bullet points, re: Time magazine article from 1950: "Science: The Russians Knew." 
10 Points: One paragraph or four bullet points re: the notes of an August 2, 1945 meeting to release what became publicly known as The Smyth Report, released to the public on August 12, 1945, just three days after the US dropped the second atomic bomb (over Nagasaki). This report or book explained how the US developed the atomic bomb. In the paragraph, describe what the reasoning is as to why the US governmental leaders did not think the Soviet scientists would learn all that much from the report--and think of the irony of what the 1950 article from Time magazine admitted.
10 Points: In one paragraph, state whether you believe the Soviets did or did not need any spies to develop the bomb, and if you think it was right for the US government to execute the Rosenbergs, particularly when no other civilians or military personnel in the history of the United States (after Benedict Arnold) has ever been executed for espionage or treason.

FURTHER HISTORICAL CONTEXT:

It remains a fact the Red Scare began in the 1944-1946 period, gaining more steam after FDR died in April 1945, and with a fairly hapless Vice President (former senator from Missouri), Harry S. Truman as president. Senator Joe McCarthy (R-WI) does not show up as a player on the national scene until the summer of 1950, with his arguments he suddenly began making that the Truman administration was not using the Loyalty Oaths and Loyalty Boards well enough to root out Communist Party members from government.  Therefore, it is wrong to simply say "McCarthyism" or the "McCarthy Era" is the same as the "Red Scare" era. Loyalty oaths and a loyalty board were structures established by 1946, four years before McCarthy shows up.  

However, one can make the argument that the ultimate purpose of the entire Red Scare was to de-legitimize New Deal liberals.  Below is a quote from conservative mid to late 20th Century icon, William F. Buckley, with his even more right wing and often vulgar brother in law, Brent Bozell, writing in their pro-McCarthy book, "McCarthy and His Enemies" (1954) at page 333, where they were defending Joseph McCarthy for making a "joke" that confused the name of the Democratic Party's presidential nominee, Adlai Stevenson, in 1952, with the name of the convicted Communist, Alger Hiss, and how McCarthy and other right wingers would inveigh against the New Deal-- calling the New Deal "Twenty Years of Treason." Here are Buckley and Bozell in 1954:

"...But it may well be we have not heard the last of this idea (of conflating a mainstream Democratic Party politician such as Stevenson with Alger Hiss).  Some day, the patience of America may at last be exhausted, and we will strike out against Liberals. (footnote omitted) Not because they are treacherous...but because...we will conclude 'that they are mistaken in their predictions, false in their analyses, wrong in their advice, and through the results of their actions injurious to the interests of the nation.  That is a reason enough to strive to free the conduct of the country's affairs from the influence of them and their works.'"

NOTE: The footnote I omitted simply said, in effect, oh don't worry, Liberals. We won't physically attack or kill you. Just politics, ya know?

Think, too, about the now all too easy conflation of believing, for example, National Health Insurance is socialist, therefore it is communist, therefore it is treasonous to support National Health Insurance. This is the precise result of the Red Scare of the late 1940s and 1950s.  Yes, there were some people in government, unions, and universities who were members of the Communist Party--significantly less than those accused.  But that did not make even the Communist Party members in government traitors. And, in the context of Allen and John Foster Dulles playing the same games of footsie and dealings with German Nazis and Italian Fascists, why were the Dulles Brothers rewarded with high government positions in the then newly created CIA or Secretary of State?  It is as if we demonized one group but exulted and feted the other.

We should also consider the following: 


Harry Dexter White, the father of the International Monetary Fund (IMF) and World Bank is now considered by too many historians to have been a spy for the Soviet Union, when White was explicitly tasked with cajoling the Soviet Union into joining the IMF and World Bank. White was known by British lead economic postwar negotiator John Maynard Keynes as pro-American Empire, and that is more correct than believing White was a spy for the Soviet Union. James Broughton, who was in his day the official historian of the IMF, has stated the evidence against White does not stand up to scrutiny.  

Also, while it is fairly clear Alger Hiss was a Communist Party member in the 1930s, so that his conviction for perjuring himself as to whether he was a member is likely correct--he was not tried or convicted of espionage--one has no solid explanation for Hiss, who was a last minute adviser sent to join FDR at Yalta in February 1945, somehow writing a memo opposing Stalin's demand to include Latvia, Estonia, and Lithuania into the UN as independent states.

We will go over The Americans 18.4 in class.  I then want you to do the following assignments:

20 Points: Review Key Terms, Names and Events in Chapter 18.4 and write two sentences that explain and define the terms, names, and events. The Key Terms are at the beginning of the chapter, as usual.
15 Points: Four paragraphs or twelve bullet points re: Zinn Education project's discussion of the CIA/US backed Guatemala coup in 1954
15 Points: Four paragraphs or twelve bullet points re: Washington Post article on how the US enabled, trained, or sometimes participated in the murder of Guatemalans over decades. As famed and often seen as controversial commentator, Noam Chomsky, says, It is in the continuities of US foreign policy that we see the most war criminal behaviors.
10 Points: Read the first five paragraphs of the website of the NSARCHIVE.org (National Security Archives at George Washington U in Washington, DC) regarding then newly declassified documentation regarding US involvement and support for the right wing military coup in Indonesia and then killing hundreds of thousands of Indonesians in the 1965-1966 period.  Then, write a paragraph or four bullet points regarding the summary of the paragraphs read.
10 Points: one paragraph of US involvement in supporting Brazilian military coup in 1964, and overthrowing elected government (National Security Archives again). Just first five paragraphs.
10 Points: one paragraph summary of US invention of sending US marines into Dominican Republic, supposedly to stop communism, but we knew we were stopping an independent minded government trying to end colonialism. History.com. Note how it admits the US offered phony evidence to support its position the nation was going "communist" and somehow was a threat to the US or our people.
5 Points: Listen to Phil Ochs' "Cops of the World" (1966) and write a paragraph about whether you agree with Phil Ochs, a then 26 year old folksinger, and whether you think this was a big hit on the US commercial radio stations. 
5 Points: Listen to Phil Ochs' Santo Domingo" and analyze, English course style, in one paragraph how Ochs constructed the song's verses to mesh in with the chorus about the Marines having landed on the shores of Santo Domingo, which is what the Dominican Republic was once called.  In short, how does Ochs describe our marines and troops, and is he saying we are doing well there?  References for the opening patter from Ochs to the audience: Soupy Sales was a children's show host in the 1960s--but sometimes subversive, I must say, and Walter Lippmann was, by then, a big time political commentator who was a major conventional wisdom exponent on behalf of the US Empire. I added a Soupy clip to provide an idea of how he subverted white American youth like me. :)  Soupy Sales was most famous for the whipped cream pie to the face, which for some reason on YouTube there are only later clips in the 1970s or beyond of Soupy getting hit with the pie.

We are reading this chapter 18.2 together in class, in order to again show where the textbook is sly in admitting unpleasant truths, and avoiding certain truths altogether in order to allow American citizens to hold onto a narrative that presents ourselves as the good guys against bad guys....nearly everywhere.  The overriding assumption of people succumbing to Communism as if Communism was a disease instead of an economic system remains intact.  It is quite a masterful rhetorical feat.

Keep the following in mind, as well: There were, in 1950, 30 million Koreans in North and South Korea combined. Now, read this Wikipedia entry on the Korean War, which is well sourced:

Casualties
Approximately 3 million people died in the Korean War, the majority of whom were civilians, making it perhaps the deadliest conflict of the Cold War-era.[47][48][316][317][318] Samuel S. Kim lists the Korean War as the deadliest conflict in East Asia—itself the region most affected by armed conflict related to the Cold War–from 1945 to 1994, with 3 million dead, more than the Vietnam War and Chinese Civil War during the same period.[316] Although only rough estimates of civilian fatalities are available, scholars from Guenter Lewy to Bruce Cumings have noted that the percentage of civilian casualties in Korea was higher than in World War II or the Vietnam War, with Cumings putting civilian casualties at 2 million and Lewy estimating civilian deaths in the range of 2 million to 3 million.[47][48] Cumings states that civilians represent "at least" half of the war's casualties, while Lewy suggests that the civilian portion of the death toll "may have gone as high as 70 percent", compared to Lewy's estimates of 42% in World War II and 30%–46% in the Vietnam War.[47][48] Data compiled by the Peace Research Institute Oslo (PRIO) lists just under 1 million "battle deaths" over the course of the Korean War (with a range of 644,696 to 1.5 million) and a mid-value estimate of 3 million total deaths (with a range of 1.5 million to 4.5 million), attributing the difference to excess mortality among civilians from one-sided massacres, starvation, and disease.[319] Compounding this devastation for Korean civilians, virtually all of the major cities on the entire Korean Peninsula were destroyed as a result of the war.[48] In both per capita and absolute terms, North Korea was the country most devastated by the war. According to Charles K. Armstrong, the war resulted in the death of an estimated 12%–15% of the North Korean population (c. 10 million), "a figure close to or surpassing the proportion of Soviet citizens killed in World War II".[137]

MJF NOTE: Many historians of the conflict consider Guenter Lewy's figures inflated. Cumings' figures are considered essentially correct.  And let's add this from a different Wiki source on POWs in North Korea:

Out of 7,000 US prisoners, 2,800 (40 percent) died in captivity. Diet and medical conditions were notoriously bad.[17] However, other UN prisoners were not enlisted in large numbers into the North Korean forces or made to work for the communist war effort, the way that South Koreans had been. The diet, as bad as it was, was comparable to that of North Korean peasants and medical supplies were unavailable to doctors.

ASSIGNMENT:

10 Points: Write two sentences EACH for each of the following terms, names or events in the Chapter 18.2, stating the significance of the terms, names, or events: (1) Chiang Kai-shek; (2) Mao Zedong; (3)Taiwan; (4) 38th parallel; (5) Korean War
20 Points: Write, in your own words, a summary of four paragraphs or twelve bullet points after reading the Vox.com article about what the US military did with North Korea and North Koreans
5 Points: Write, in your own words, a summary of one paragraph or four bullet points after watching the video at the bottom of the article in Vox.com, as to why North Korea may also have gone "crazy."

NOT A QUIZ, BUT IT IS GRADED AS A QUIZ LEVEL.  I WANT TO ENSURE YOU TAKE THE ASSIGNMENT SERIOUSLY AS WE SEE VERY CLEAR PARALLELS TO OUR OWN TIME WITH A NONCOMMUNIST, BUT STILL MENACING RUSSIA.

20 Points: Write two sentences for EACH of the Key Terms & Names.

Four paragraphs or twelve bullet points for EACH  of the following supplemental readings:

20 Points: Four paragraphs or twelve bullet points for the article "The Berlin Airlift and the Cold War".  Note how different this historical data and information is from the textbook's discussion of the Berlin Airlift. 
20 Points: Four paragraphs or twelve bullet points for the article "Did Harry Truman Use Scare Tactics to Get the Marshall Plan Approved?"
20 Points: Four paragraphs or twelve bullet points for the article "From the Shadows of the Cold War," which is a review and overview of David Talbot's outstanding book on the Dulles brothers and the rise of the CIA and National Security State after WWII. Counterpunch is admittedly a left-wing magazine, but the article writer, who I do not know of his other work, accurately summarizes the Talbot book--plus the works of former reporter, and later, academic, Christopher Simpson, formerly of American University (now retired).
20 Points: Four paragraphs and twelve bullet points for the article "New Book Fuels Debate Over Nazi 'Hires'" from the LA Times in 1988, when Christopher Simpson's seminal "Blowback" book was released. 
15 Points: Three paragraphs or twelve bullet points for the article "A War Never Known," which is a review of book from a leading American scholar of the Korean War and the immediate post-WWII era, Bruce Cumings. Note the casualty/death figures at the end of the article, and keep in mind the population of all of Korea (north and south) was about 30 million, so that 3 million dead is 10% of the nation. We lost our minds after Islamic fundamentalist terrorists killed just under 3,000 Americans on 9/11/2001. The Korean War killed the equivalent of 32 million Americans.  And we several times have threatened North Korea's government, before, during, and after the Korean War (1950-1953) with nuclear weapons. Sorta makes us less wondering why the North Korean leadership is so paranoid and quick to kill dissidents.

We will go through the textbook's chapter 16.3 on the Holocaust.  

Then, we will watch three videos from attorney and writer Robert Rosen, who has written the greatest defense of FDR with respect to the German initiated Holocaust against European Jews. Rosen speaks first on the St. Louis (sadly, our textbook makes the situation regarding that ship far worse than it was). The second video shows Rosen speaking on how FDR maneuvered to get immigration quotas filled with Europe's Jews, particularly in Germany and Austria throughout the mid to late 1930s. In the third video, Rosen speaks about how 3.5 million Jews are dead by December 1942, which is more than half the Jews murdered in the Holocaust overall by 1944-1945. And yet, the US troops remain stuck in North Africa and did not land in Europe until D-Day, June 1944.  This helps us understand why Churchill's refusal to support an Allied landing until June 1944 is so important, and goes well beyond FDR. 

Assignments:

1. 10 POINTS. For each of the Terms and Names listed at the beginning or end of the textbook chapter 16.3, write TWO sentences EACH that defines or explains each of the Terms and Names. Two points for each correct answer.

2. Look at page 545 and review the list of Jews killed in each of the European countries and then answer the following questions:
         A. TWO POINTS. Which nation had the lowest number of Jews killed by percentage and numbers: ________________________.
         B. THREE POINTS. What three nations had the highest number of Jews killed by percentage? __________________, __________________, and ____________________.

3. THREE POINTS. Look again at page 545 and explain what King Christian of Denmark did to protest against the German occupying military's demand to turn over Jews, and what the final numbers of Jews who were killed were, compared to other nations.

4.  10 POINTS. Read pages 547-548, and summarize, in two paragraphs the information that explains to a person younger than you what the Final Solution was, and what were the consequences of that policy the German Nazis initiated.

We will review the PowerPoint together and I will provide further context for the World War II PowerPoint.

I didn't like the PowerPoint's definition of Fascism as it is done in a way to obscure what has happened over time in our own society.  I therefore provide a blog post I wrote some time ago where I provide (a) a cultural definition and (b) an economic definition of Fascism. If the definitions make some of us squirm with embarrassment, so be it. :)

Also, the PowerPoint is bad about the wars' ending, not seeing Churchill's duplicity with Stalin, and how anti-Soviet animus drove Truman to drop the atomic bombs over Japan when Japan was ready to surrender.  Had Truman simply accepted the Japanese Emperor, Hirohito, not being prosecuted for war crimes, the Japanese were highly likely surrendering in late July 1945. We will go through two articles that lay out the truths the PowerPoint, and frankly, the textbook, are not really wanting to talk about.

Further, the internment of Japanese people who lived on the west coast, and sending them into camps in Utah, Colorado, and New Mexico, as well as rural places in CA, is not well understood in terms of economic motivations on the part of Anglo farmers who were tired of having Japanese heritage farmers competing with them.

Finally, a political/soldiers' cartoon from New Mexico native, Bill Mauldin.  It is part of his "Willie & Joe" comic strip, which was a major hit with soldiers serving WWII.

Read Chapter 15.3 in the textbook and answer the attached questions, which total 34 points.

Then, read the article from Adolph Reed, Jr., a now retired African-American Marxian-oriented professor from the University of Pennsylvania, who explains two major points: (1) In our current world, we, as Americans, look too narrowly at our society when we evaluate what is happening through a lens that primarily focuses on race, ethnic, and gender. For Reed, too often, we are not seeing how important the intersection of those other lens are with respect to class issues, which keeps workers from uniting, and keeps allowing corporations to play "liberal" on diversity, and "wokeness," while continuing to threaten, exploit, and export workers; and (2) the New Deal helped most workers in the United States, particularly African-Americans--though Reed acknowledges FDR, as we also know, did not do as much with respect to civil rights as his own wife, Eleanor, wanted him to do.

For the second part of this assignment, after reading the Reed article, write 15 bullet points of facts and points Reed makes in the article.  This part of the assignment is worth 30 points.

Parental type note: If I were your father, I would say, "GET THIS DONE BY FRIDAY, MARCH 18, SO YOU DON'T HAVE TO WORRY ABOUT THIS OVER SPRING BREAK. That is why I am putting in the deadline for March 18, not March 27." :)

Read Chapter 15.2 and answer the questions below.

Read The Americans textbook, Chapter 15.1, and answer the questions in the Google Doc attached below.

In class, we will watch the seven minute video about FDR's wife, and First Lady, Eleanor Roosevelt, and we will go over the history of the changes in the numbers of US Supreme Court justices, which is relevant to FDR's pushing for more justices who would uphold his legislation.

We will watch the videos in class on Wednesday without taking notes. We will then watch them again on Thursday in class to really ensure we are getting the information in the videos, and I am assigning writing two paragraphs or one paragraph, depending upon each sub-assignment. THIS IS A QUIZ LEVEL ASSIGNMENT.

20 Points: Watch the History Brief: The Dust Bowl video.  Write two paragraphs summarizing the video, including (a) the changes in the use of the land from the late 1800s to the early 1900s before the Great Depression; (b) a description of the Dust Bowl process that began in 1930 and Black Blizzards, the decline in rain, and erosion of topsoil; and (c) what efforts were made to correct this, including what the Civilian Conservation Corps did, what farmers learned, and what government did.

20 Points:  Watch the video called "FDR and the Dust Bowl."  Write two paragraphs describing what sellers to farmers promised, the price decline for crops, the Great Plains Shelter Bill, and how many miles and numbers of trees were planted, the Soil Conservation Service and how many farmers signed up, how much land the government bought from farmers and banks and what was done with that land. And what did the narrator say about the land today?

20 Points:  Listen to FDR's speech to the nation about the plight of the farmers, the Dust Bowl, and what he was doing about it as president.  Listen to the way in which he uses words, his tone and way of speaking, and answer the following:  Is there any CURRENT nationally known politician you have heard who sounds like FDR?  If so, name the person and explain, in your opinion, why. If not, explain, in your opinion, why not, and why you think we no longer have such a person in a position of power.

20 Points: Watch the History Brief: The WPA video.  Write two paragraphs that explain what type of jobs were being provided, and not just "construction" in general.  Write about its successes, what people said positively and negatively about the WPA, and what were the numbers of buildings created by category.

20 Points: Watch the video regarding the FDR Arts Projects.  Write two paragraphs that talk about the details of the projects, and describe the scope of artists who were covered under the programs. What were the goals of the projects, per the video?  Write about how artists interpreted the phrase "the American Scene" in the statute for the creation of the projects. What were the objections to the programs?


20 Points: Watch the video about Dorothea Lange, perhaps the most famous woman photographer who was saved through the New Deal photographers' work project and write a paragraph about what you learned in the video about Ms. Lange.

Read Chapter 14.3 in the textbook, watch the Bonus Marchers video, and then answer the questions.

Read Chapter 14.2 from The Americans textbook.  Then, read the Teen Vogue article about the big deportation of mostly Mexican-Americans, who had been invited by farmers across much of the American southwest, including New Mexico, in the 1920s as cheap labor for agricultural work.  Listen to the song. Then, answer the questions.

Read, in the following order, Chapter 14.1 below, the article "Spare Us the Ghosts of Smoot and Hawley," and "Did the Smoot-Hawley Tariff Cause the Great Depression," and the "Inequality.org" article (you can just skim the Inequality article and look at the charts).  Then, answer the questions.

The Micheaux three minute explanation and the Body & Soul clip are self-explanatory. But Paul Robeson needs to be understood.

Robeson was an amazing human being. He was the son of former slave and reverend. His father was friendly with Woodrow Wilson, which itself is strange considering Wilson's racism.  Robeson went to Rutgers U, excelled in three sports, and was an All American college football player. He excelled in college and went to Columbia Law school, where he graduated and sat for the NY State Bar, passing the first time. He was basically discriminated in trying to get into law firms and the one which hired him treated him shabbily.  He had a gift for singing, and for acting, and so gravitated towards both. As an international film and singing star, he used his platform to promote human rights and civil rights at home for African-Americans. He fell into the Communist Part orbit as the Communist Party was the only party in the 1930s which stood foursquare for African-American civil rights.  Whether that was cynical on the party or not is less important as there were very much many who truly believed in racial equality in the party.  Robeson ended up as a Communist "fellow traveler" who nearly always took what became known as the "party line."  Whether he was a Red or not is also less relevant, but for the reason that it did not matter. He may as well have been a Red, though again as an African-American, one can understand that--as much as why an African-American may support Marcus Garvey.  Robeson was blacklisted during the second Red Scare (post-WWII) and had his passport revoked.  The clip at the end is from Australian tv after he gets his passport back. No American tv news show will talk with him, but the Australians recognize his importance.  African leaders from Nigeria to Kenya to the Congo revere Robeson, who takes from Garvey the need for African-American pride in the development of Africa, and in African unity against European and later American imperial or colonial aims. Robeson dies a pretty much disregarded figure in 1976, but has a flame burning for him among African-American activists and certain left leaning folks.  Was he flawed, starting with his own hypocritical attitudes towards women, for example? Yes. Was he ultimately a party line guy who believed too long and too much in the Soviet Union, excusing its monstrousness?  Yes. But, let's at least recognize those flaws can be said of our Founders, who we should otherwise revere for their vision, leadership, and brilliance.

Exit Ticket to be provided after viewing the following:

1. Bessie Smith sings "I need a little sugar in my bowl"
2. Ethel Waters sings "I've Got Rhythm" (George & Ira Gershwin song)
3. Duke Ellington Orchestra plays Ellington's "It don't mean a thing, if it ain't got that swing" with Ivie Anderson at vocals
4. Louis Armstrong and the Hot Seven singing and playing "Dinah" 
5. Josephine Baker singing "Dreams" in French film early 1930s (Baker left the US in the 1920s to seek fame on her own terms)
6. Cab Calloway and the Nicholas Brothers from the 1943 film "Stormy Weather"
7. Cab Calloway as a cartoon character in a Fleischer Bros. animated feature with Betty Boop (1932)

We will read the poems and answer the attached Google Docs questions.

Claude McKay (1890-1948): "If We Must Die" (1919), published in The Liberator magazine.

Georgia Douglas Johnson (1880-1966): "The Heart of a Woman" (1919). Johnson was more famous as a playwright, but she was highly influential to African-American and white women poets for the rest of the 20th Century for this poem about the heart of a woman. 

Langston Hughes (1902-1967): Three poems to read:

* "The Negro Speaks of Rivers" (1921), published in the NAACP (National Association for the Advancement of Colored People) magazine, The Crisis, while Hughes was still a student at the prestigious so-called "Ivy League" school, Columbia University in New York City. Other Ivy League schools, because of the image of ivy growing on walls around the university and on buildings, are Harvard, Yale, and Princeton.

*"Mother to Son" (1922) 

* "The Weary Blues" (1925)

Read the chapter and answer the questions in the Google Docs attachment, uploading them by the deadline.  After this first introductory chapter, we will be doing several days of reading, watching/viewing, and answering questions regarding the Harlem Renaissance. We will go over poetry, music, and film of the era, and the era's significance and controversial aspects.

In class, we will be watching the attached videos:

1. The opening scene in HBO's "The Watchmen," which is an African-American version of the famous superhero comic, "The Watchmen."  This depicts the events in Tulsa, OK in 1921, where white mobs, backed by police and with white men flying planes to drop bombs, destroyed what was known as "Black Wall Street," where blacks had, on their own, set up a separate and thriving part of town.  The opening film the little boy is watching, and his mom is playing piano to accompany the film, is about the actual, true to life US Marshal Bass Reeves (1838-1910). 

2.  Alvin Clea of the a cappella group, Take 6, sings (with multiple tracking) James Weldon Johnson's "Lift Every Voice and Sing."

3. Marcus Garvey speaking.  He was a sharp minded person, who understood how deep the race line runs in the United States. Hear him as carefully as you can. Hear the strength of his voice, his logic, his recognition of every other ethnic group having their own nation, including "Jews" in "Palestine," and ask if he is as crazy as I was led to think when I first learned about him in high school. I admit to still being troubled by any form of nationalism, including Zionism. But, I think it is not so much of a coincidence that we have proud nationalism for nearly every group, but Marcus Garvey is seen as strange and often wrongheaded.

4. To end on a lighter note, I attach the legendary (and coolest person who lived up to his persona I ever met) Cab Calloway doing some of what became known as "scat" singing. While this recording and film is from 1931, he was doing this throughout the 1920s. I met Cab Calloway in Las Vegas, Nevada in the 1980s after seeing him perform. I went up to him, as he was sitting a table with his wife after a show and told him what a major fan I was of him.  He said, "Far out, man!" and shook my hand.  He then said, "That is so great you came to see me tonight!"  He smiled his Cab Calloway smile and that was that. :)  We will see him later when we go into more of the music of this important and influential era.

Videos and reading on mostly white women in the 1920s. We will discuss African-American women in the section we do on African-Americans in the 1920s.

This chapter,  13.3, provides the context so that it should have been the second chapter of the social-cultural issues of the 1920s.  We jumped over 13.2, which dealt with women in the 1920s, as I want us to first get context for why women "broke out" with new liberating fashions, began smoking cigarettes, when only "bad" women did that before, and how women were attracted to modern business, but kept down in subordinate positions for the most part.  The same with how African-Americans became tremendous influencers in art, literature, and especially music, which is 13.4.

Read this chapter 13.3, watch and read the supplemental materials, and then answer the questions I have posed.

Read The Americans Chapter 13.1, and listen and watch the videos of the songs and evangelical preachers from the 1920s, courtesy of YouTube.  Then, go to the attached Google Docs, make a copy, answer the questions, and submit the answers through Google Classroom.

Read the chapter 12.3 and the supplemental readings and videos, and then answer the questions.

Read the chapter 12.2 and read the article about Warren Gamaliel Harding from the Washington Post.

In class, we will listen to the song from the British progressive-folk rock singer, Al Stewart, singing his song, "Warren Harding," from his 1974 album, "Past, Present, and Future."  The "Warren Harding" song juxtaposes the life of an immigrant who comes to New York City at the dawn of the 1920s with the presidency of Warren Harding. The song is less than three minutes in length.

The Stewart album is worth listening to, as it consists of one song for each decade of the 20th Century up to the 1970s, and finishes with a song about Nostradamus, a real life Catholic monk from the early Renaissance who supposedly predicted future events. The album is a great album overall, even if this is actually not the strongest song on the album. Two of my favorites are "Nostradamus" and "Roads to Moscow," which is about the successful Soviet Army against the German Nazis in WWII.

Read the chapter 11.4 and the two articles. Then, answer the questions.

AS WITH THE DEBS ASSSIGNMENT, THIS IS ALSO GOING TO BE GRADED AT QUIZ LEVEL TO ENSURE THE ASSIGNMENT IS COMPLETED. THERE ARE NO EXTENSIONS ON THIS QUIZ, EITHER.  IT IS DUE THURSDAY NIGHT, JAN 27, SO YOU WILL HAVE TWO FULL CLASS TIMES TO COMPLETE.

40 Points or Five Points a Question. 

In the attachment below, read the excepts from Randolph Bourne's essay, The State, published in 1919--just after Bourne's sudden death from the international flu the textbook discusses in The Americans, Chapter 11.3. The essay's most famous line is where Bourne says "War is the health of the State." (Bourne initially says "essentially the health..." but twice later in the essay, says "War is the health of the State."  

Bourne called himself a socialist at the time in which he lived. However, he had very strong libertarian and even anti government tendencies. He was oftentimes, a contrarian and independent thinker. Despite his death over 100 years ago, he remains known among various more intellectual anti war activists from liberal, conservative, libertarian, and left and right political people. However, he is not mentioned in most high school history textbooks.  In a military-industrial complex state, as President Eisenhower warned us about in 1961, it may not be a surprise to think why that is the case.

Your assignment is to answer the following attached questions, with three lines or two sentences for each on a Google Doc and uploaded onto Google Classroom by the deadline.

THIS ASSIGNMENT WILL BE GRADED AT QUIZ LEVEL. THERE ARE NO EXTENSIONS AS THIS IS NO DIFFERENT THAN A TAKE HOME EXAM. 

INTRODUCTION: YOU ARE IN 11th GRADE, AND HAVE HAD AND STILL HAVE ENGLISH CLASSES THAT REQUIRE YOU TO READ ENTIRE BOOKS, AND THEN WRITE PAPERS OF AT LEAST A PAGE TO THREE PAGES, OR MAYBE MORE. THE PURPOSE OF THIS ASSIGNMENT IS TO DO SOME HISTORY READING, WRITING A SUMMARY OF WHAT YOU READ, AND PROVIDING YOUR POINT OF VIEW WITH A REASON OR REASONS GIVEN.  

25 Points: I will be going over in class the US Supreme Court case of US v. Debs (1919), which affirmed or confirmed the trial court convicting Debs of violating the Espionage Act for the speech, and for agreeing with pamphlets (not specifically, but generally) that were calling for draft resistance or other acts against the US involvement in WWI. If you are absent when I go over the case, you should be able to read it as it is frankly fairly clear and straight forward.  Write, in your words, four paragraphs, or twelve bullet points, your summary of the case. THEN, you must add a paragraph which states whether or not you agree with the US Supreme Court upholding the trial court convicting Debs, AND WHY. In all, there must be five paragraphs OR twelve bullet points plus one paragraph.

25 Points: Read the excerpts from Eugene Debs speech to the trial court which convicted him of violating the Espionage Act, for making a speech in Canton, Ohio earlier that year.  Write, in your own words, four paragraphs, or twelve bullet points, your summary of the speech excerpt. Then, you must add a paragraph stating whether you agree or disagree with Debs' statements, AND WHY. In all, there must be five paragraphs OR twelve bullet points plus one paragraph.

See attached chapter and the questions for which you must create a copy of the Google Doc, answer, and submit.

Answer and submit the attached questions after reading Chapter 11.2 of The Americans textbook, and watching the two videos.

The first video is from C-Span and is about 2 minutes long about the first major battle of Saint Mihiel, France.

The second video is an interview the legendary early 20th Century journalist, George Seldes, who tells a very different story about that so-called event. This second video is an hour, but I only want you to watch from 4: 50 into the video up to the 16 minute mark.

This is a big chapter in US history, and a long one.  I will go over in class before the questions, which are attached, are due.  For this assignment, I have attached (a) The Americans textbook, Chapter 11.1; (b) War, Women, & The West: Wilson's 1916 Presidential Victory; and (c) the questions for both readings.

Below are (1) the attached Video link for the Balkans region fighting and infighting as a reason for WWI; and (2) questions to answer while watching the video.

Below are (1) the attached Video link for the Balkans region fighting and infighting as a reason for WWI; and (2) questions to answer while watching the video. Again, this constitutes an Exit Ticket that is due at the end of class.

Before we start again with The Americans textbook, we need a refresher in World History as to the main causes for what was initially called "The Great War," and, since perhaps the 1940s, "World War I." The causes have a lot to do with the Balkans region in southern Europe, where various groups, generally known as Slavs or Slavic, had been fighting each other for centuries, but also where greater outside powers--whether those were Turks (think of modern day Turkey) controlling the Ottoman Empire, the Austrian-Hungarian Empire of Central Europe, or the French and Italian city-states before them going back to the Romans.  However, one may also say World War I was caused at least much by capitalist/imperialist powers in Great Britain, France, Germany, Belgium, and Russia building up their respective militaries, and having desires to control or dominate other regions of the planet.  It is where imperialism and capitalism teamed up on behalf of political and economic elites of those nations.  It is also why some--but less than half, I measure--socialists were opposed to having workers or the poor fight in World War I, but how nationalist pride created a hold that was as strong as a religion on most people in the various nations.

This week, we will be watching three videos which are very good primers to help us understand how the Europeans propelled themselves into a world war--a war whose effects still reverberate over a century later throughout the planet.  As we watch the three videos, they may perhaps cause you to wonder, "Why the heck are we Americans getting involved in all of THAT?"  As we will see when we get to the first WWI chapter in the book, our trade deals, and military alliances our US leaders were developing may be said to have put us on our own collision course to become embroiled in World War I---though, as the Socialists in the US were perhaps best at noting, It didn't have to be that way. However, let's not get ahead of ourselves.

We will watch this first video (attached below) in class. While we watch, you will answer the attached Google Doc questions that will help show me, your teacher, that you are watching and listening. :)

THE ANSWERS TO THE QUESTIONS MUST BE SUBMITTED AT THE END OF CLASS. THE ANSWERS OPERATE AS AN EXIT TICKET.

THIS IS A TEST WORTH 20% OF YOUR SEMESTER GRADE.  IT IS DUE NO LATER THAN NEAR THE END OF CLASS ON TUESDAY, DECEMBER 14 AT 9:05 AM.

Read (a) Chapter 10.4, (b) the supplemental reading from the Smithsonian magazine, and (c) listen/watch a 4 minute Naval War College professor quote from General Smedley Butler's words about US invasions and occupations of various places in the first thirty years of the 20th Century (1900-1930), and then ask his naval college students to comment. Just so you know, Butler was, up till the time he finally spoke out in 1935, the most highly decorated soldier in United States history.  

Then, answer the questions in the attached Google Doc, upload your Google Doc answers. As I will be saying in class, this grade could well help you a lot if you do well, or hurt you if you don't do the assignment or don't do well.  But, it is a take home and time in class will be provided, too.

Read The Americans Chapter 10.3 and answer the questions in the attached Google Doc, uploading the Google Doc when completing the questions.


And here is a Wiki Entry on Mark Twain rewriting the lyrics to the Battle Hymn of the Republic, but harshly attacking American Imperialism. While he did not publish this in his lifetime, he was very vocal in his anti-imperialism, and brutal in the words he used against the American government for such war like ways.

Read Chapter 10.2 and answer, AT THE END OF THE CHAPTER 10.2, Questions 1 (There are eight names, places, or events for two points each), 4 (the correct answers are worth five points), and 5 (the correct answers are worth five points).

Now that you have engaged with people from 1893, who were fairly accurate in their prognostications, here is a so-called radical historian, Alfred McCoy, on a radical show, Democracy Now!, explaining what most American politicians and people are missing, even as some flail against "the" Chinese, as if this is a racial thing. The sad truth, in the not-humble view of your teacher, is Democratic Party politicians are feckless and refuse to show vision for our nation's future, though they do stand for more infrastructure redevelopment. The Republican politicians are too busy pushing cultural resentments and racist dog whistles, and oppose infrastructure redevelopment for the most part. Both are enamored with excessive military spending and bombing or military weapon sales in Eurasia, while China has been building infrastructure (free of charge in terms of money, but definitely building and "buying" influence) from airports to sea ports and hospitals, with Chinese doctors flying in.  McCoy is defining what should be our political arguments for the next decade, but, sadly, we'll be arguing over whatever dumb thing someone said, or Critical Race Theory demonization, etc.

HIS IS A QUIZ LEVEL GRADE.  YOU HAVE 10 DAYS TO COMPLETE. AS WE ARE NEARING THE END OF THE SEMESTER, YOU WILL HAVE NO EXTENSIONS OF TIME TO SUBMIT THIS ASSIGNMENT.

I have provided, in a single Google Doc, TWO articles from 1893 where two major American figures made conflicting arguments against the other regarding the annexation of Hawaii.  I want you to each read the two articles, and then write a FOUR PARAGRAPH (FOUR SENTENCES OR MORE IN EACH PARAGRAPH) RESPONSE in a Google Doc that MUST INCLUDE: 

(1) (a) where you believe Mahan accurately predicted America's future, including with respect to China, and strategy for enhancing or developing American commercial power as part of developing military power, AND (b) where you believe he was wrong. 15 POINTS. and
 
(2) (a) where you believe Schurz predicted America's future, including his argument about the US placing significant military/naval forces in Hawaii, which he said would be vulnerable to attack (Hint: Pearl Harbor is in the Hawaiian islands), and his view that the US would find it easy, with a large navy, to pick fights around the world, and (b) where you believe he was wrong.  15 POINTS.


(3) (a) your opinion on annexation IF you were an American adult citizen living in the United States in 1893, (b) setting forth WHY you believe what you are writing, and (c) WHAT evidence from the articles supports your position.  20 POINTS.

NOTE YOU MUST FULLY ANSWER ALL OF THE SUBPARTS OF (1), (2), and (3) ABOVE TO EARN THE FULL 50 POINTS.

NOTE: Both men suffered from racist assumptions about the "superiority" of white Anglo-Saxons over non-whites around the rest of the world, so we should keep that in mind in some of their phrasings.  It is not something I am awarding points to point out. However, if you provide any insight or explanation as to HOW their racism played a role in any of their policy arguments, that may be mentioned and points will be awarded. :)

This is a Test set of questions that will be open book, and I will give time in class time today, and on Monday and Tuesday, plus the weekend, to complete.  THERE IS NO EXTENSION OF TIME FOR THIS UNLESS YOU ARE TRULY ILL WITH AN OFFICIAL WORD FROM THE ADMINISTRATION AT THE ASK ACADEMY. THEREFORE, IT IS DUE TUESDAY, NOVEMBER 2, 2021 AT 11:59. NO EXTENSIONS!  

If you want me to go over this chapter with you, I will do so in Support hours on Friday, October 29.

I really want us to see how important the information in this chapter is, as the chapter shows us a profound change in the US Presidency, in policy-making, with issues of labor and capital, conservation, civil rights, and how the US government was responding to the Populists, Grangers, and other movements that had stirred since the 1870s and 1880s.

Please carefully read the chapter, which, for a textbook, is really well written, and answer the questions in the Google Doc. I provide the textbook chapter and Google Doc questions in this assignment here on Google Classroom.

My Third Period Gov/Politics class put this together.  Let's get five points for some fun.  Due Monday 11:59 pm.

There are three readings: 

1. Textbook ch 9.2; 

2. History.com article about split between white suffragists and civil rights movement; 

3. 9 Things to know about Victoria Woodhull.

Then, answer questions (Google docs).

This is an in-class and a take-home quiz.  It is designed to ensure you will be reading the remainder of the longer than usual Chapter 9.1 of the textbook we use, "The Americans."

Unlike other questions I have prepared, this is going to be a situation where you are required to read the chapter yourself, and then answer the questions. You will NOT have to do Cornell Notes, but instead answer the questions. I am available to assist you in comprehension of the information in the chapter or in the phrasing of the questions.

For the long weekend, I want you to read and watch the following (except you don't have to watch the Bo Burnham video, as this may be morally objectionable, and I leave that to you as an individual).

The theme here is for us to get ourselves into why the Progressive movement arose, how Prohibition grew and why, and how the outcry of Populists and concerned citizens that business needed regulation led to the true first corporate regulation laws under Teddy Roosevelt and Woodrow Wilson.  We have lived in an era since 1980, when Reagan was elected president, that regulation of business is either ineffective or repressive to liberty.  

10 Points: Cornell Notes for pages 306-308 (top paragraph and Historical Spotlight on page 808). Do not do notes yet for Creating Economic Reform.
10 Points:  Cornell Notes for 1966 American Pageant pages 560-561 (in three separate uploads below, including cover of textbook). Pay careful attention to and write notes regarding Carry (aka Carrie) Nation description and write notes regarding entire discussion of how temperance movement formed and developed.
20 Points: Cornell Notes and I mean especially careful and long notes for Slate.com article, "Hatchet Nation." Pay careful attention to and write notes regarding Ms. Nation's background, contrasting with American Pageant book, and how other writers over the years, including Daniel Okrent of the NY Times described her physically, as well as the other information that sets forth her activities and others' activities against liquor industry. 
15 Points: Cornell Notes on Mark Lawrence Schrad opinion-editorial in the NY Times, "Why Americans Supported Prohibition 100 Years Ago"
15 Points: Cornell Notes on Pro Publica article on Opioid manufacturer, owned by Sackler family
10 Points: Write a two paragraph summary of the 60 Minutes interview with Facebook whistleblower. What is her background (including education), what is she saying about whether Facebook's structure of social media is affecting people, what FB is doing or not doing, and how many pages she copied, likely illegally, from FB.

10 Points: FOR MONDAY, OCTOBER 18, 2021: EVERY SCHOLAR WILL BE REQUIRED TO BE READY IN CLASS TO ASK A QUESTION OR MAKE A STATEMENT ON MONDAY, OCTOBER 18 IN OUR CLASS, BASED UPON READINGS. SEE BELOW ATTAHCHED INITIAL QUESTIONS TO CONSIDER AND WHICH YOU WILL USE AS A SPRINGBOARD FOR YOUR OWN ORAL RESPONSES ON MONDAY OR ASK ADDITIONAL QUESTIONS. ALL WILL BE CALLED ON IN CLASS.

NOTE: THERE IS NO REQUIREMENT TO WATCH THE BO BURNHAM "WELCOME TO THE INTERNET" as some scholars may find it immoral in some way. Hint: If you don't like Rick & Morty because it is too harsh or even obscene, do not watch the Bo Burnham video. It is not anything visual but in the words he uses. 
 
FINAL STATEMENT: If you have any questions or concerns, please email me.

We will go over this chapter in class and your assignment is to answer the attached questions on a Google Doc and upload the answers you have written or typed.

INSTRUCTIONS:  There are to be up to three (3) Points earned for each appropriately answered question.  There are three questions to answer for each topic.  The answers are due at the end of each class debate topic for that topic.  Thus, on the first day of debates, the questions that correspond to the topic debated are due at the end of the class period. Not later. The end of the class period. It is an Exit Ticket.  The debates begin September 30, 2021 and will end October 7, 2021.


As we know, I have assigned five (5) debate topics.  You therefore have to respond to the three (3) questions for four of the five corresponding debate topics, meaning you are not to respond to these questions for the topic you were assigned. 


The total number of points to earn, at Classwork level, is up to 36 Points. The responses to these questions must be in good faith, so answers such as “I don’t know,” “I knew everything already,” “I don’t care,” etc. will not earn points.

The tentative debate topics are listed immediately below. To assist you, I have provided two sources of reading (one for each side).  You will have to find two or three more sources--NOT Wikipedia. 


1. WHAT IS DUE BY SUNDAY NIGHT, SEPTEMBER 26, 2021: WRITTEN LIST IN A GOOGLE DOC THAT CONTAINS LINKS TO THE TWO OR THREE ADDITIONAL SOURCES YOU HAVE RESEARCHED OR FOUND. 


2. WHAT IS DUE BY SUNDAY NIGHT, OCTOBER 3, 2021: WRITTEN DRAFT OR OUTLINE IN GOOGLE DOC OR CLEAR HANDWRITING FOR YOUR CLOSING OR OPENING. IF I DO NOT RECEIVE THE DOCUMENT BY SUNDAY NIGHT, THE INDIVIDUAL GRADE OF THE PERSON NOT SUBMITTING THE DOCUMENT WILL BE REDUCED BY 20%.

1. Immigrants were good for the US economy in the late 19th and early 20th Century;  Jessica and Faith for affirmative statement;, Randi, Daniel oppose.

2. Corporations should mostly be considered the same as
people under the law of the 14th Amendment; Xavier, Seth for affirmative statement; Victor and Sage oppose

3. American republican values were weakened by corporations and wealthy people in a national economy. Devan and Tristan for affirmative statement; James, and Dylan oppose.

4. Political machines and party bosses helped immigrants survive and even thrive in the late 19th Century and start of the 20th Century.  Aralya and Eric affirmative statement; Stephan, Gareth oppose.

5. The agrarian and urban Populists in the late 19th Century were inherently racist and anti-Semitic.  Luke and Matthew for affirmative statement; Zep and Alex R. oppose.

RULES TO FOLLOW:

There will be two people on each side of each debate topic. There are 20 scholars in this class, so there are four people to a topic. The way we will proceed is all four scholars for each debate will initially work together to research all information for both sides of the topic. Then, we will draw lots of sorts to determine who will be on which side. This way, each side understands the topic's opposing sides fairly well. 
 
The Rubric is provided below.  Note there are individual and team categories so that each person will be expected to do his, her, or their part.  There will be the following structure:

* Opening Statement 3 minutes
* Closing Argument 5 minutes
* Rebuttal (person delivering opening statement will respond to the closing of the other side) 2 minutes
* In between Opening and Closing, there will be a required question asked from each person on a side to one person on the other side, so two questions from each side to the other side (this will be about 10 minutes altogether as scholars may want to directly debate each other during these questions)

Also, you may use an encyclopedia for initial understanding, whether it is Wiki or another encyclopedia. HOWEVER, YOU MUST NOT USE THE ENCYCLOPEDIA (WIKI OR OTHERWISE) FOR YOUR SOURCES.

Henry George (1839-1897) is not mentioned in a chapter we just read about Politics in the Gilded Age. Yet, Henry George was as famous as Mark Twain in that time of 1880-1900, and at one point almost won the mayoral position in NYC--even though he was from San Francisco.  The materials provided help us understand who Henry George was, and why even, if we disagree with him on his single tax on undeveloped land (he means not used directly for people, so that, with Adam Smith, David Ricardo and other classical economists, nobody should own the oil in the ground, water, and other natural resources), he is relevant in a time when we are seeing Millennials having a harder time getting homes at their current ages than Baby Boomers, rise in rents and homelessness, mass evictions beginning, and how the wealth gap among races and ethnicities is being compounded by that age discrepancy.

I realize we can't begin debates until we get through this Chapter 7.1 through 7.3.  These chapters will ground you in researching for the debates.


We are going over this chapter 7.1 (see attached) on Monday, September 13.  After we go through the chapter together, where you may wish to take notes, I will then assign questions that you will prepare answers for, and these will be due at the end of class on Wednesday, September 15. I want to avoid some just working immediately on the answers instead of fully listening in class. 


You should be able to complete the answers during class time on Tuesday, September 14, and Wednesday, September 15. You may work on the answers Tuesday, September 15 after class at night, too. :)

This chapter 6.3 is a long one, relative to the previous chapters so far.  We are going to work on this chapter all week (Sept 7-9) and have questions to answer, which will be due at the end of next weekend (September 12).  Unlike the past class questions the past two weeks, I will NOT be going over the answers question by question. 


To ensure you are listening and reading, this assignment is marked as a Quiz, though it is not necessary for you to complete this Quiz in class.

PREVIEW: Starting September 13, we will assign and begin preparing for a debate later this month. I will divide the class into sections of three scholars each side.  The tentative debate topics are:

1. Immigrants were good for the US economy in the late 19th and early 20th Century, and are good for the US economy today; 

2. Corporations should mostly be considered as
people; 

3. American republican values were and are weakened by corporations in a
national economy.

Please read the chapter, and then answer the questions on the Google Form provided below.

Read Chapter 5.3. I plan to go over the chapter in class tomorrow as the chapter is a short read, but contains much information that will help answer the questions at the end of the chapter. I like these questions, but they are, after the identification #1 questions, more thought provoking questions. Points:

#1: 16 points (2 points for each word to be defined)
#2:   5 points 
#3:   4 points (This question requires more than a one line answer, as you must consider and respond to the bullet point questions as part of the answer)
#4:   3 points (This question requires more than a one line answer, as it is asking a why type of question that requires an explanation)

I realize I must be more detailed in the instructions to avoid the one line answers.

Read the chapter 5.2 in The Americans and answer/submit the questions that are contained in the Google Drive below.  This will constitute a Quiz level grade.

I am trying an experiment here.  No Cornell Notes for this chapter 5.1.  Yes, I hear your cheers. :)

Read the chapter and answer the questions at the end of the chapter.  Points total will be thirty-six (36).  WARNING: I will be more vigilant about cheating or plagiarism as part of the reason for Cornell Notes type assignments is to ensure you are reading.


You will have two class days to get used to this text, though my last year's World History class should find it familiar style reading.  I will assign 5.2 reading for the weekend with different questions at least in part from the textbook.

#1 20 points
#2 5 points
#3 5 points
#4 3 points
#5 3 points

In class on Monday, August 23, we will go over pages 459-465 of the American Pageant textbook from 1966. I will go over with you the language Bailey uses in this textbook, which was considered perhaps the most progressive textbook among the top textbooks used in the United States in this period. Note that this is 1966, two years after the Civil Rights Act of 1964. Note Bailey would have described himself as moderate to liberal in the parlance of US media presentations. And yet....


After we go over this, and I will ask you to take notes and look at the book at the same time with me, I will provide you, here at Google Classroom, or a physical copy, with your homework. The homework is to answer 10 thought style questions, where you will quote language from the book as part of your stating your explanatory style of answers.

This is a combination set of assignments and materials regarding the Reconstruction period in U.S. History, and beyond.  It contains four sections, each corresponding to one hour of the four hour PBS Series from 2019, "Reconstruction."  There are also questions to be answered AS YOU WATCH each hour.  If you try to do the questions after watching, they will be much, much, much harder to answer. The questions are two points each unless otherwise stated.

There are four different assignments, which will count as Homework (10% of grade).  However, there are a lot of points, and so this is fairly significant, especially for Q1 grades.


THE FIRST PART IS DUE SUNDAY NIGHT, 11:59 PM, AUGUST 15, 2021.  The next three parts are due, respectively, Part 2, due August 17, 2021 11:59 PM, Part 3, due August 19, 2021 11:59 PM, and Part 4, due August 22, 2021 at 11:59 PM.


The parts are, broken down, per one hour viewing:

Part 1:  56 Points
Part 2: 67 Points
Part 3: 66 Points
Part 4: 81 Points


Total: 270 points.

25 Points: Complete and submit the Exit Ticket after we go over the two articles concerning the 14th Amendment.

This Exit Ticket follows our reading in class the two articles on the 13th Amendment loophole, specifically prison labor.  I provide for convenience the two articles as well as the Exit Ticket.

Attached are the two readings and the Cornell Notes template in Word for your use.  Unlike last year, I am now being strict about your use of Cornell Notes or the Detailed Bullet Points when we do specific readings.  These are Homework assignments, and worth 10% weighting toward your grades.  This set of Assignments is only going to be formally assigned after (1) The Civil War Review; and (2) Reconstruction.

30 Points for "Indigenous Peoples' History" Chapter 1 and part of Chapter 4.

20 Points for History.com article.

Answer the four questions in the attached document, though I provided you the hard copy in class--and may use that. You may hand in Monday morning at the start of class or submit via upload here. You may also use Google Docs, which frankly, I prefer if you can. :) 


Five points each questions.

Answer the four questions (some have already handed this in, in my class).  If you have not, you can hand in written answers tomorrow morning at the start of class or use Google Docs. If you handed in, and want to redo your answers, you can do so, either by Google Docs or handing in.  Five points each questions.