zilongwang/ReadingBank huggingface dataset:
1979 New laws allowed an additional 50,000 refugees to be accepted annually, although the president was granted the power to admit more refugees as the need arose. A refugee is anyone escaping persecution or having a well-founded fear of persecution. (Carter Administration) 1986 Immigration Reform and Control Act imposes fines against employers who hire illegal aliens. Employers must now check documents which prove citizenship. It has not slowed the entry of illegal immigrants from Latin America via the Mexican border. (Reagan Administration) African Americans 1865 13th Amendment ratified, abolishing slavery 1866 Civil Rights Act grants citizenship to the freedmen, but is overturned in court. 1868 14th Amendment ratified, granting citizenship and rights under the law, regardless of race or color 1870 15th Amendment ratified, grants the right to vote to all, regardless of race or color 1876 The contested presidential election of 1876 results in a deal in Union troops are removed from the South, thus ending Reconstruction; enforcement of the "Civil War Amendments" comes to an end. By 1890 in the South, de jure segregation is legally-enforced in schools, hotels, buses, trains, train stations, restrooms, restaurants, water fountains. Virtually every public and private facility — is segregated. In the North, de facto segregation (segregation in fact) means that in practice, blacks are not hired, sold houses, or admitted entrance to many private institutions and clubs. 1896 Plessy v. Ferguson ruled that "separate, but equal" facilities do not violate the 14th Amendment; segregation is therefore considered constitutional. 1912 The National Association for the Advancement of Colored People (NAACP) is formed by W.E.B. DuBois and a group of white and black citizens to fight for the political equality of all races. 1917 “The Great Migration” begins, which continues through the 1960s, originally a response to demands for additional labor during wartime. The north begins to experience de facto racial segregation, race riots.
• American Free Trade Agreement (NAFTA – LOVED under the old curriculum) • Don’t Ask, Don’t Tell: ____________________________________________________________________
Impact of Religion: Spanish Southwest New England New France Political Social Economic Cultural “Geography was the primary factor in shaping the development of the British Colonies in North America.” Assess the validity of this statement for the 1600’s. Thesis: Impact of Geography: New England Mid-Atlantic Chesapeake and South
APUSH FINAL EXAM Study Guide EXAM is TUESDAY MAY 30, 2017 Topics to be familiar with…not everything, so review what you used to study for your APUSH EXAM to familiarize yourself with the content again! REMEMBER: NO STIMULUS-BASED QUESTIONS ON THIS EXAM! YAY! Ratification and principles of the U.S. Constitution – Bill of Rights Federalists vs. Anti-Federalists? Early colonization of America – New England and Chesapeake regions – what made them attractive places to settle? Causes and effects of Manifest Destiny Election of 1860 – Lincoln – Civil War Good and bad effects of Reconstruction? vs. South debate over territory in the American west Different compromises reached over time? Closing of the frontier effects Immigration throughout history Imperialist America – McKinley/Teddy Roosevelt John Marshall’s major court cases Progressive Era (1890-1920) reforms Politically progressive presidents and major ideas Social progressivism Economic progressivism Trustbusting legislation Sherman Antitrust Clayton Antitrust 1920s – reasons for prosperity and fear Thomas Jefferson’s purchase of Louisiana Territory Hoover and FDR reactions to the Great Depression Causes and effects of American involvement in WWII Cold War containment – Asia Early American-style governments Revolution) Causes and effects of the American Revolution Post-WWII American conformity – causes and effects GOALS of Cold War presidents Kennedy Johnson Nixon Reagan Causes and effects of WWI Modern day Supreme Court cases (education) New Jersey v. TLO (1985) Vernonia v. Acton (1995) The exam will be 50 multiple-choice REGENTS questions… GOOD LUCK STUDYING!
The main goals of progressive reformers were to limit the power of big business, increase democracy among citizens, and increase social justice. There were many diverse groups and individuals that participated in this wave of reform, but not all were successful in achieving their aims. The Progressive Presidents: Taft, & Wilson William Jennings Bryan Robert La Follette FYI-There were also many progressives that were not politicians. Goals/Strategies Teddy Roosevelt… Taft… Wilson… William Jennings Bryan… Robert La Follette… Compare the of these progressives with the goals of Walter Rauschenbusch & the Social Gospel Movement. To what extent was each politician successful in reforming the nation? Defend each answer with one specific example. Teddy… Taft… Wilson… Bryan… Follette… How did these progressives differ from Gilded Age leaders? This page will be completed in class, but feel free to record notes as you read pages 436-439 and pages442-445. Key Concept: Progressive reformers responded to economic instability, social inequality, and political corruption by calling for government intervention in the economy, expanded democracy, greater social justice, and conservation of natural resources. Classify Progressive reforms during the Progressive era – during the terms of Teddy-Taft-Wilson (1901-1920) -- into municipal, state, and federal, and political, economic, social. As you fill in your chart, consider adding brief descriptions for future review.
Regulation Culture and Society Gender, gender roles Class Racial/Ethnic identities National Identity Regional identity Nationalism/Patriotism Group Identities Assimilation Migration and Settlement Movement to, from and within the US Nativism Immigrant groups’ impact on US Society Demography Impact of European exploration on Indigenous populations Debates over immigration Geography & Environment—physical and human Climate Geography Environment, natural and man-made Interaction with the environment: how man shapes and is shaped by his environment Natural resources Exchanges: plants, disease, animals, technologies America in the Global Context Competition for resources, dominance Foreign Policy/Diplomacy Expansionism/Imperialism Increasing global connections/global trade/communications Global conflicts: Wars Motivations as world actors Military and Economic involvement in the developing world Rubrics Group 1 – Quiz Grade DUE Thursday, August 16, 2018 Requirements Points Your Points 7 Pictures/Symbols (Cover) 25 Labeled Themes 25 First & Last Name (Cover) 25 (Cover) & Neatness (Cover) 25 Extra Credit – additional book, movie review, or current event 5 Extra Credit – additional book, movie review, or current event 5 TOTAL 110 2 – Test Grade DUE Monday, August 20, 2018 Requirements Points Your Points Political Map of the United States 20 Physical Map of the United States 20 Ch 1 Reading 20 Crash Course 1 10 Concept Outline 1 15
America in the World 1. How have events in North America and the United States related to contemporary developments in the rest of the world? 2. How have different factors influenced U.S. military, diplomatic, and economic involvement in international affairs and foreign conflicts, both in North America and overseas? Era CCOT 1491-1607 1607-1754 1754-1800 1800-1848 1844-1877 1865-1898 1890-1945 1945-1980 1980 - present 62
Quotes Sources 28 30 32 36 33 35 (sugar mill) Chapter 3 Quotes Sources 43 48 52 58/59 (Quakers) Chapter 4 Quotes Sources 68 77 79 67 70 75 (dancing scene) Chapter 5 Quotes Sources 88 101 102 87 (advertisement) 89 94 96 (Whitefield)/97 (Edwards) 99 Chapter 6 Quotes Sources 120 109 113 118 Chapter 7 Quotes Sources 123 124 136 137 126 129 (Boston Massacre, Paul Revere) 132 Chapter 8 Quotes Sources 143 142
Grover Cleveland – laissez-faire Populists (Tom Watson) – Jim Crow Wilson-Gorman tariff – McKinley tariff Gold – Silver Union Pacific Railroad – Central Pacific Railroad James J. Hill – Cornelius Vanderbilt Interstate Commerce Act – Sherman Act Alexander Graham Bell – Thomas Edison Carnegie – Rockefeller (think Captains of Industry or Robber Barons) Henry W. Grady – James B. Duke Gibson Girl – Francis Benjamin Johnston Booker T. Washington – W.E.B. DuBois Charles Darwin – Louis Agassiz Know-Nothings – American Protective Association Joseph Pulitzer – William Randolph Hearst Henry George – Edward Bellamy Ben Hur – Tom’s Cabin Mark Twain – James Fenimore Cooper Victoria Woodhull – Anthony Comstock Elizabeth Cady Stanton – Carrie Chapman Catt Carrie Chapman Catt – Charlotte Perkins Gilman Carrie Chapman Catt – Carrie A. Nation
12/4 –M American Pageant 502-510 (Ch 23) Period 6 (1865 to 1898) 12/5 – T American Pageant 510-520 (Ch 23) 12/6 – W American Pageant 521-529 (Ch 23) 12/7 – Th American Pageant 530-538 (Ch 24) 12/8 - F American Pageant 538-547 (Ch 24) NHD Final Project Due 12/11 – M American Pageant 547-557 (Ch 24) 12/12 – T Exam 12/13 – W Exams??? 12/14 – Th Exams??? 12/15 – F Exams??? 12/18 End of the Grading Period Exams??? 12/19/17 to 1/2/18 Winter Break REMEMBER! 12/19, 12/20, and 1/2 are Inclement Weather Make Up Days! 1/3/18 – W American Pageant 558-572 Zinn 11 “Robber Barons and Rebels” 43 pages!)
Grover Cleveland v. Benjamin Harrison (v. James B. Weaver) Issues: 27. What were the causes of the Depression of 1893, Impact? 28. Why was the Sherman Silver Purchase Act repealed? Who did this upset? 29. Who was JP Morgan and why was he important to the U.S. economy? 30. Why was the Wilson-Gorman Tariff an embarrassment for Cleveland? 31. Why was the income tax important? 32. Who were the “Forgettable Presidents” and why were they so named? 33. Trace the historiographic shifts in our understanding of the Populists: From (1) Progressive School (Beards, Parrrington, Hicks) to (2) Richard Hofstadter to (3) Woodward & Goodwyn to (4) Ayers & McMath Reading Schedule for November & December 2015 11/12 - Th American Pageant 390-401 11/13 – F American Pageant 401-408 11/16 – M American Pageant 409-422 11/17 – T American Pageant 422-433 11/18 – W Zinn 9 “Slavery Without Submission, Emancipation Without Freedom” 11/19 – Th Review and Finish Zinn 11/20 – F Test #7 (18-19) 11/23 – M American Pageant 434-443 11/24 – T American Pageant 443-452 11/25 to 11/29 Thanksgiving Break 11/30 – M American Pageant 453-478 12/1 – T American Pageant 479-490 12/2 – W American Pageant 490-501 12/3 – Th Zinn 10 “The Other Civil War” 12/4 – F Test # 8 (20-22) 12/7 – M American Pageant 502-510 12/8 – T American Pageant 510-520 12/9 – W American Pageant 521-529 12/10 to 12/16 Exams APUSH Exam will cover chapters 1-23 in the American Pageant Map: 50 States Presidents: Washington to the second coming of Cleveland
540 “The man who dies leaving behind him millions of available wealth, which was his to administer during life, will pass away ‘unwept, unhonored, and unsung,’ no matter to what uses he leaves the dross which he cannot take with him. Of such as these the public verdict will then be: ‘The man who dies thus rich dies disgraced.’ ” Andrew Carnegie (1835–1919) wrote in 1889, Image 543 Quote 544 Industrial millionaires were condemned in the Populist platform of 1892: “The fruits of the toil of millions are boldly stolen to build up colossal fortunes for a few . . . and the possessors of these, in turn despise the Republic and endanger liberty. From the same prolific womb of governmental injustice we breed the two great classes—tramps and millionaires.” Images 544 Appendix G APUSH – IDs and Terms – Chapter 24 Industry Comes of Age, 1865-1900 Identifications Terms and Phrases Pacific Railroad (Irish) Credit Mobilier Central Pacific Railroad (Chinese) Leland Stanford Collis Huntington Ogden, Utah (Promontory Point) Northern Pacific Railroad Southern Pacific Railroad The Great Northern Railroad J. Hill New York Central Cornelius Vanderbilt (“Commodore”) Westinghouse air brake - Pullman cars Jay Gould William H. Vanderbilt The Grange (Patrons of Husbandry) Wabash Case Interstate Commerce Act Interstate Commerce Commission Richard (quote) Mesabi Range government subsidy “give-away” “ghost towns” “wedding of the rails” adept sordid corporation/limited liability/mergers games skullduggery of the rail” “moguls of manipulation” stock watering natural monopoly “pool” plutocracy epochal red-letter liquid capital ingenuity patent bugbear
COMPLETE FLASH CARDS FOR ALL OF THE FOLLOWING CHOOSE FIVE MORE William Henry Harrison John Tyler James K. Polk Manifest Destiny Texas (annexation) Oregon Territory Mexican War Mexican Cession Treaty of Guadalupe-Hidalgo Free Soil Party American Party Tom’s Cabin Harriet Beecher Stowe Nat Turner’s Rebellion Compromise of 1850 Henry Clay Fugitive Slave Act Kansas-Nebraska Act Popular sovereignty Scott v. Sandford Lincoln-Douglas debates Election of 1860 Nullification Secession “Bleeding Kansas” Harper’s Ferry William Henry Harrison John Tyler Zachary Taylor James Buchanan Republicans Democrats Black codes Morrill Land Grant Homestead Act National Banking Act Transcontinental railroad Lincoln’s 10% Plan 50% Plan Bill) Andrew Johnson Freedmen’s Bureau 13th Amendment 14th Amendment 15th Amendment Rights Act of 1866 Tenure of Office Act Scalawags Carpetbaggers Redeemers Jim Crow Laws Sharecropping Denmark Vesey Liberty Party “Border Ruffians” Freeport Doctrine Wilmot Proviso Crittenden Compromise Lecompton Constitution Millard Fillmore Franklin Pierce Lien system
FOR ALL OF THE FOLLOWING CHOOSE FIVE MORE Public Works Administration Social Security Act Federal Deposit Insurance Corp The “Brain Trust” Court-packing scheme Schechter Poultry v. U.S. U.S. v. Butler Emergency Banking Relief Act 21st Amendment Home Owners’ Loan Corp. Huey Long Sit-down strikes Recession of 1938 Stimson Doctrine Good Neighbor Policy Lend-Lease Act Neutrality Act of 1941 Good Neighbor Policy Atlantic Charter Pearl Harbor Appeasement Operation Overlord (D-Day) Island Hopping Hiroshima and Nagasaki Manhattan Project J. Robert Oppenheimer Executive Order 9066 Korematsu v. United States Congress of Racial Equality A. Philip Randolph Quarantine Speech “Rosie the Riveter” Quotas Nation Origins Act (1921, 1924) Rural Electrification Administration Washington Naval Conference Nye Committee Lost Generation Langston Hughes Claude Dawes Plan Federal Farm Henry Ford Andrew Mellon Jazz Age Sinclair Lewis Babe Ruth Charles Lindbergh Al Capone F. Scott Fitzgerald Nella Larsen 1st Hundred Days Relief, Recovery, Reform Adkins v. Children’s Hospital Fair Labor Standards Act Frances Perkins Indian Reorganization Act Francis Townshend Father Coughlin Destroyer Deal Neutrality Acts of 1935, 1937, 1939 Office of War Information Election of 1940 Bond Drives Congress of Industrial Organizations Office of Administration War Production Board War Labor Board Stalingrad Midway Okinawa Albert Einstein Conferences: Casablanca, Teheran, Cairo, Yalta, Potsdam
Terms, People, and Concepts (No cards are assigned BUT you are responsible for these terms : “stagflation” OPEC oil embargo Election of 1980 Iranian hostage crisis Ronald Reagan Moral Majority Focus on the Family “Star Wars” (SDI) Grenada Iran-Contra Deal The Majority Immigration Reform & Control Act of 1986 Berlin Wall removed Breakup of USSR Reaganomics/ Supply Side Economics Sandra Day O’Connor AIDS George H.W. Bush Operation Desert Storm Affirmative Action Election of 1992 Contract with America Planned Parenthood v. Casey Bill Clinton “Don’t Ask, Don’t Tell” debate North American Free Trade Agreement, George W. Bush 9/11 Barack Obama
793. Eugene V. Debs Leader of the American Railway Union, he voted to aid workers in the Pullman strike. He was jailed for six months for disobeying a court order after the strike was over. 794. Richard Olney Attorney General of the U.S., he obtained an active injunction that state union members couldn't stop the movement of trains. He moved troops in to stop the Pullman strike. 795. Danbury Hatters Strike Workers in a hat-making factory went on strike. 796. George Washington Plunkitt He was head of Tammany Hall and believed in "Honest Graft". 797. "Honest Graft" Justified bribery or cheating. 798. Boss Tweed Large political boss and head of Tammany Hall, he controlled New York and believed in "Honest Graft". 799. Tammany Hall Political machine in New York, headed by Boss Tweed. 800. Thomas Nast Newspaper cartoonist who produced satirical cartoons, he invented "Uncle Sam" and came up with the elephant and the donkey for the political parties. He nearly brought down Boss Tweed. 801. "New Imigration" The second major wave of immigration to the U.S.; betwen 1865-1910, 25 million new immigrants arrived. Unlike earlier immigration, which had come primarily from Western and Northern Europe, the New Immigrants came mostly from Southern and Eastern Europe, fleeing persecution and poverty. Language barriers and cultural differences produced mistrust by Americans. 802. Dillingham Commission Report 1911 - Congressional commission set up to investigate demands for immigration restriction. It's report was a list of complains against the "new immigrants." 803. Streetcar suburbs The appearance of the streetcar made living within the heart of the city unnecessary. People began moving to the edges of the cities and commuting to work by streetcar. Led to growth of suburbs. 804. Tenements Urban apartment buildings that served as housing for poor factory workers. Often poorly constructed and overcrowded. 805. Jane Addams, Hull House Social reformer who worked to improve the lives of the working class. In 1889 she founded Hull House in Chicago, the first private social welfare agency in the U.S., to assist the poor, combat juvenile delinquency and help immigrants learn to speak English. 806. Denis Kearney Irish immigrant who settled in San Fransicso and fought for workers rights. He led strikes in protest of the growing
1933 – drive-in theaters first opened 1934 – the Communications Act of 1934 creates the Federal Communications Commission, which regulates broadcasting Ca. 1935 – Clarinetist Goodman named "King of Swing"; Tommy Dorsey, Harry James, Glenn Miller, Artie Shaw lead popular dance bands 1937 – Walt Disney's first full-length animated feature, Snow White and the Seven Dwarfs, hits theaters and becomes an instant classic. 1938 – Orson Welles radio broadcasts his adaptation of H.G. Wells's War of the Worlds on October 30, creating a nationwide panic as listeners believe that aliens have landed in New Jersey 1939 – Gone With the Wind became the first major color movie hit with the Wizard of Oz following the same year 1940 – CBS demonstrates color television in New York (not in widespread use for decades) 1940 – WNBT, the regularly operating television station, debuts in New York with an estimated 10,000 viewers 1941 – TV broadcast begins in US Ca. 1947 – singer Mahalia Jackson inaugurates "golden age of gospel through 1965" 1948 – Columbia Records introduces LP or "long playing" vinyl record (albums) 1948 – The Hollywood Ten, a group of writers, producers and directors called as witnesses in the House Committee's Investigation of Un-American Activities (HUAC), are jailed for contempt of Congress when they refuse to disclose if they were or were not Communists 1951 – Color television introduced in the U.S. 1951 – Cleveland disc jockey Alan uses term "rock 'n' roll" to promote rhythm and blues to white audiences 1953 – To counteract the threat of television, Hollywood thinks big and develops wide-screen processes such as CinemaScope, seen in The Robe 1954 – the revenue for television broadcasters finally surpasses that of radio broadcasters. Gross revenue for television is $593 million 1950s – sit-coms featured suburban families (except the Honeymooners) such as in Leave it to Beaver and Ozzie and Harriet Ca. 1954 – Bill Haley and the Comets become first major white band to use black rock 'n' roll forms, featuring heavy, danceable beat and repetitive patterns, "Rock Around the Clock" becomes huge hit 1955 – Chuck Berry's "Maybellene" is first of series of hits for "Mr. Rock' n' Roll"
10:30 – 11:00 Coffee break 11:00 – 12:00 Workshop Session 4: Big data applications in Telecoms (BDAT 2015) Tutorial Session 1: Indexing for Querying Metric Spaces Tutorial Session 4: On Repairing Structural Problems In Semi-structured Data 12:30 – 13:30 Lunch 13:30 – 15:30 Industrial Session 1: Cloud and Real-Time Computation Tutorial Session 2: Influence computation in spatial databases Tutorial Session 3: Providing Retrievability Guarantees in Cloud-Based Storage Services 15:30 – 16:00 Coffee Break 16:00 – 17:30 Research Session 1: Social Prediction Research Session 2: Text Analysis I Research Session 3: Learning from Data 19:00 – 21:00 Reception Day 2 (September 19, 2015) 8:30 – 9:00 Opening Ceremony 9:00 – 10:00 Keynote 1: Big Data - Security and Privacy 10:00 – 10:30 Coffee 10:30 – 12:00 Research Session 4: Hardware, Schema and Query Research Session 5: Topic Model Research Session 6: Metric Learning
Teacher: Ramsay Course: AP World History Period(s): 4 and 6 Week of: September 25, 2017 Monday Tuesday Wednesday Thursday Friday Unit Learning Goals KC 2.1: The Development and Codification of Religious and Cultural Traditions KC 2.2 The Development of States and Empires Daily Learning Goal CUL-Q#1 How and why have religions, belief systems, philosophies, and ideologies developed and transformed as they spread from their places of origin to other regions? (CUL-1, 2, 3) CUL-Q#2 How have religions, belief systems, philosophies, and ideologies affected the development of societies over time? (CUL-4, 5) SB-Q#2 How have economic, social, cultural, and environmental contexts influenced the processes of state building, expansion, and dissolution? (SB-3, 4, 5, 6) SB-Q#3 How have conflicts, exchanges, and alliances influenced the processes of state building, expansion, and dissolution? (SB-7, 8, 9, 10) ECON-Q#1 How and to what extent have modes of production and commerce changed over time? (ECON-1, 2, 3, 4) SOC-Q#1 How have distinctions based on kinship, ethnicity, class, gender, and race influenced the development and transformations of social hierarchies? (SOC-1, 2, 3) ECON-Q#2 How have different labor systems developed and changed over time? (ECON-5, 6, 7) ECON-Q#1 How and to what extent have modes of production and commerce changed over time? (ECON-1, 2, 3, 4) SOC-Q#1 How have distinctions based on kinship, ethnicity, class, gender, and race influenced the development and transformations of social hierarchies? (SOC-1, 2, 3) ECON-Q#2 How have different labor systems developed and changed over time? (ECON-5, 6, 7) Activities: Unit Test: Chapters 1-3 (MCQs) Lecture/discussion: Christianity in the Roman Empire Document analysis: Roman women Lecture/discussion: Han China Lecture/discussion: Han China Lecture/discussion: Han China Classwork / Homework All assigned work is posted on Schoology
How did the societies discussed in this chapter deal with the political, economic, and social challenges that they failed after WWI, and how did these challenges differ from one region to another? Chapter 25 Key Totalitarian state Blitzkrieg Final solution Decolonization Cold War Focus Questions What were the underlying causes of WWII, and what specific steps taken by Germany and Japan led to war? What were the main events of WWII in Europe and Asia? How did the attempt to arrive at a peace settlement after WWII lead to the beginnings of a new conflict know as the Cold War? What were the costs of WWII? How did WWII affect the European nations’ colonial empires? How did the Allie’s visions of the postwar world differ, and how did these differences contribute to the emergence of the Cold War? What was the relationship between WWI and WWII, and how did the ways in which the wars were fought differ? Chapter 26 Key Terms Truman Doctrine Marshall Plan Containment Détente Vietnam War Syndrome
How did the city serve as a center of trade? How was it an example of public performance of religious rituals? What was its political administration like? Empires and states developed new techniques of imperial administration. In the grid below, explain how in these regions rulers created administrative institutions, including centralized governments/bureaucracies as well as elaborate legal systems: Centralized Government, Bureaucracy, and/or Legal System (p46 – 48) Persia (p83 – 84) Authoritarian-style rule with local officials (satraps) to carry out orders Centralized tax collection Had an established court system Rome (p90 – 92) South Asia (p66 – 67) Select ONE imperial government listed above and explain how it promoted trade and military power over areas by each of the following: Civ 1: Persia Issuing Currency Gold coins used since Cyrus the Great (c. 550 – 530 BCE) Diplomacy Tolerance of neighboring languages, cultures, etc Development of Supply Lines Paved road systems with rest stops and postal service
What is the period after the fall of the Tang Dynasty called? What achievements were made under the Khitan/Liao Empire? Who was able to unify China in 960? What did the Emperor do to shift the bureaucratic balance? Identify how this painting reflects Song society. How does the painting reflect the characteristics of Song art? Do you consider under the Song Dynasty to be a golden age? Why or why not, use specific examples. Go to this site and answer the questions that follow: How were Confucian teachings implemented in Song China? What was the status of women in Song China? Compare the status of women in Song China to that of the Abbasid Dynasty. Outline an essay answering this prompt: Analyze the change and continuities in social structures in China from 600-1000 CE
Government -Direct Democracy – citizens participate directly in gov’t rather than through representatives -Male citizens vote at 19 Aristocratic gov’t which means a few prominent member rule society 2 kings 5 or elder men Social Class Freemen- Male citizens + aristocrats Metics- Foreigners Slaves Spartiates- warrior & Can vote Merchants, foreigners, no vote Helots- slaves and serfs Allies Delian League Peloponnesian League Military Strong Navy Strong Army Life Style Culturally Superior Trade and commerce Agriculture Militaristic No goods or luxuries Education Based on wealth Taught philosophy, mathematics, logic and rhetoric No schooling Boys enter military at 7 and stay until 30 Harsh training Women No rights and no sports Forced to stay home They could not own property except their clothes, jewelry, and slaves accompanied when they left the home Played sports to bare healthy babies Freedom to move around in Sparta Wedding nights women shave heads to look like a man One-year-old babies presented to elder, if it was not perfect it was destroyed
527 becomes emperor Was head of church and Reconquered some parts of the west Replaced Latin with Greek Reformed taxes Built the church Hagia Sofia Created Justinian’s Law Code, similar to Roman laws Wife was Theodora and gave women rights Some women were educated and became physicians IV. Weakness 565 Justinian dies Plague hits and constant outside invasions 1071: Seljuk Turks overran the empire 1300’s empire was extremely weak and destroyed by Mongols 1453 the Ottoman Turks finally end the Byzantine Empire Aim: How did the Byzantines impact Russia? V. Byzantine Christianity Emperor controlled both the Church and Patriarch: highest church official They reject the pope Priests can marry Speak Greek language VI. Controversy Use of Icons: religious images Byzantine people worshipped icons and images But in the 700s the Byzantine emperor outlawed the worshipping of icons People broke into churches and destroyed icons The Pope excommunicated the emperor and patriarch This caused a split between east and west in 1054 Called the Great Schism: Roman Catholic Church and the Eastern Orthodox Church VII. Geography of Russia Located in Eurasia Different climates, south warmer and farmable, north cold and snowy Southern steppe helped spread trade and migration Kiev was the capital of Russia 882-1169 VIII. Russia Rejected Islam because of the rule against alcohol Rejected Judaism because God lacked political power Vladimir the Great (Vladimir I) adopts Eastern Orthodox Forced baptism on his subjects
Literature Dante: The Divine Comedy Cervantes: Don Quixote Chaucer: The Canterbury Tales Shakespeare: Hamlet, Othello, Romeo & Juliet, King Lear Political Writing Machiavelli: The Prince, “the end justifies the Political theory, ruthless leader Taught rulers how to rule Leaders do whatever is necessary to rule Better to be feared than loved All of these writers used vernacular, writing books in their common language V The Northern Renaissance Renaissance spread to Europe Flanders in Netherlands popular city Produced Jan van Eyck German Painter Albrecht Dürer spread Renaissance style Rembrandt Printing Press Johannes Gutenberg Created first movable type printing press Increased number of books circulating Literacy increased was first book copied Aim: How was the Protestant Reformation born and why was it a turning point in history? I. Pre-Reformation Christian humanism: people wanted to reform Catholic Church Erasmus: criticized abuses in church and of Monks 1450-1520- corruption in church Pope’s corrupt with political power and greed II. Church Abuses 1500’s church needed Wanted to beautify the churches and pay Renaissances artists Sold indulgences: instant salvation for money Also raised prices on sacraments: marriage, baptism, etc. III Martin Luther 1517 German monk rejected church practices posted the 95 theses on Wittenberg church he was against the sale of indulgences
What impact does agriculture have on the environment? What lifeway emerged besides being a H-G or a farmer (agriculturalist)? What were the advantages and disadvantages to Pastoralism (being a herder)? Welcome to the MONGOLS! We love talking about the Mongols! We are…wait for it… ________________________. What advantages do you think that Eurasia had with its zoological set of animals compared to the Americas? Evaluate John Green’s thesis that “the greatest evolutionary advantage an animal species can have is being useful to humans.” Agree/disagree, why? If H-G had a “better and healthier” lifeway, why did people become agriculturalists? What point do you think John Green is making about the use of the word “savage”? How might this also apply to concepts of being “civilized” or “uncivilized”? What do historians say are the drawbacks to complex civilizations and agriculture? What other impacts do complex civilizations have on the environment? What does John Green say about “revolutions”? What does DFTBA mean? Crash Course #2 “Indus Valley Civilization” Nerdfighteria: YouTube: How is the concept of “civilization” a useful construct? When is it not a useful construct? How does John Green define what constitutes a civilization? How does this compare to other definitions of civilization you have learned? Where did the earliest civilizations emerge? Why there? List them all! Why was the Indus Valley a prime location? How did the environment impact the people who lived there?
Ch. 22: Cultural Conflict, Bubble, and Bust, 1919-1932 Ch 23: Managing the Great Depression, Forging the New Deal, 1929-1939 Conflicted Legacies of World War I (22A) Racial Strife Erosion of Labor Rights Adkins v. Children’s Hospital welfare capitalism The Red A. Mitchell Palmer Palmer Raids Nicola Sacco & Bartolomeo Vanzetti Politics in the 1920s (22B) in Politics Sheppard-Towner Federal Maternity and Infancy Act Women’s International League for Peace and Freedom Republicans and Business associated state Teapot Dome Dollar Diplomacy dollar diplomacy Culture Wars Prohibition 18th Amendment Evolution in the Schools American Civil Liberties Union Scopes Trial Clarence Darrow William Jennings Bryan Nativism National Origins Act The National Klan Ku Klux Klan Henry Ford Leo Frank The Election of 1928 Intellectual Modernism (22C) Harlem in Black Writers and Artists Harlem Renaissance Zora Neale Hurston Jazz jazz Louis Armstrong Marcus Garvey and the UNIA Marcus Garvey Universal Negro Improvement Association pan-Africanism Critiquing American Life Lost Generation From Boom to Bust (22D) consumer credit The Postwar Economy Consumer Culture The Automobile Hollywood Hollywood Adolph Zukor flapper soft power The Coming of the Great Depression Early Responses to the Depression, 1929-1932 (23A) Enter Herbert Hoover Smoot-Hawley Tariff Rising Discontent Bonus Army The 1932 Election Franklin Delano Roosevelt
The type of cellular transport utilized to pump calcium ions into a cell is: Diffusion Facilitated Diffusion Osmosis Active Transport Phagocytosis A bacterial cell be trapped by a white blood cell by means of: Facilitated Diffusion Diffusion Osmosis Active Transport Phagocytosis Glucose enters a cell by way of: Phagocytosis Diffusion Facilitated Diffusion Osmosis Active Transport The dispersal of a drop of dye into a bottle of water occurs via: Diffusion Facilitated Diffusion Osmosis Active Transport Phagocytosis The movement of water to correct fluid imbalance is accomplished by: Active Transport Diffusion Facilitated Diffusion Osmosis Phagocytosis The process of making proteins under the category of: Metabolism Anabolism Catabolism Mitosis Meiosis When illness or injury causes tissues to down, _______ is occurring. Anabolism Catabolism Mitosis Metabolism Meiosis The generalized term for a set of chemical reactions in a cell is: Meiosis Anabolism Catabolism Metabolism Mitosis If a cell is placed in a solution, and fluid LEAVES the cell, the solution is said to be: Hypotonic Anabolic Isotonic Hypertonic Catabolic If a cell is placed in a solution, and ENTERS the cell, the solution is said to be: Anabolic Isotonic Hypertonic Hypotonic Catabolic If a cell is placed in a solution, and fluid NEITHER LEAVES NOR ENTERS the cell, the solution is said to be: Hypotonic Anabolic Isotonic Hypertonic Catabolic acids are formed from RNA through a process known as: Mitosis Meiosis Transcription Translation Replication RNA is copied from DNA through: Mitosis Meiosis Transcription Translation Replication Each of the following is a stage of Mitosis EXCEPT: Anaphase Telophase Metaphase Prophase Myophase KEEP FUN TO COME ON THE NEXT PAGE…
Real authority rested in the Privy Council, the admiralty, and the treasury Few London officials had ever visited America; agents from the colonies were sent to England to represent interests. Benjamin Franklin was an agent who represented Pennsylvania, Georgia, New Jersey and Massachusetts Appointees to the colonies generally were as a result of bribes or favoritism; the best man for the job most often was not the one chosen for the job Customs officials were particularly known for their less than honest dealings Weakness in British administrative authority and character of officials sent to the colonies both weakened the hold of Britain over their colonies Colonial legislatures were the most resistant to imperial authority; by the 1750’s assemblies had claimed the rights to levy taxes, make appropriations, approve appointments and pass laws These assemblies came to look at themselves as ‘little Parliaments” and with their power over the budget, wielded power over the royally-appointed governor of their colony The Colonies Divided Colonists often felt stronger ties to England than they did to the other colonies In spite of their differences, colonies could not avoid making connections with one another Increased growth led to the construction of and the rise of intercolonial trade. The colonial postal service helped increase communication
Sensational reporting, often wildly inaccurate, used to increase readership & sell more newspapers William Randolph Hearst Owner of The New York Journal, one of the nation’s major newspapers The Journal reported that the Spanish were feeding Cuban prisoners to the sharks & the dogs (Not true) Pulitzer (L) Hearst (R) Go to war over the War Joseph Pulitzer of The World, another major national newspaper Not to be outdone by Hearst’s paper, The World described Cuba as a “place with blood on the roadsides, blood in the fields, blood on the doorsteps” Protector of the People? Spain sent nearly 200,000 troops to put down the rebellion General Valeriano Weyler was appointed as governor, but his harsh policies earned him the nickname “The Butcher” from yellow journalist William Randolph Hearst The Cuban rebels carried out a ‘hit & run” strategy, often targeting American businesses in hopes that America would intervene To ‘protect’ Cuban citizens from the rebels, Gen. Weyler rounded up hundreds of thousands of men, women & children into ‘reconcentration camps.’ By separating them they could not help the rebels. Out of approximately 500,000 people who were forced into these camps, almost 200,000 died, many of starvation & disease News reports of this enraged Americans and led to renewed for intervention
He called upon Congress to pass a law establishing the Food and Drug Administration (FDA) and, for the time, setting up federal oversight on food processing and packaging Lincoln Steffans 1866-1936 In The of the Cities, Steffens sought to bring about political reform in urban America and ‘boss rule’ by appealing to the emotions of Americans. He tried to make them feel outraged and "shamed" by showing examples of corrupt governments throughout urban America Jacob Riis 1849-1914 wrote ‘How the Other Half Lives’ describing slum conditions in New York as well as pioneering flash photography techniques Tenement Slum Muckrakers reached the peak of their influence in the first decade of the 20th century. They helped inspire other Americans to take action The Social Gospel The growing outrage at social and economic injustice helped motivate many reformers committed to the pursuit of what came to be known as ‘social justice.’ A definition would be justice that goes beyond the individual and seeks justice for a society as a whole This impulse helps create the rise of the ‘Social Gospel.’ The movement was strongest within the Protestant community but Catholics and Jews also advocated on a smaller scale for social justice.
Settlement houses avoided the condescension and moral disapproval of earlier philanthropists. Young, mostly unmarried women were important participants to the settlement house movement. The close and well-tended buildings that settlement houses created were not only a model for immigrant women but an appropriate work site for elite women as well. Settlement houses helped create another important element of progressive reform: the profession of social work. Universities and colleges created social work programs, partly in response to the settlement houses. Haves Society Have Nots Social Darwinism Get what you deserve Herbert Spencer philosopher/Darwinist William Graham Sumner sociologist Russell H. Conwell/ minister Horatio Alger minister/writer Intelligence Education Motivation/Determination Common Sense Common Values Common Goals *Andrew Carnegie Social Gospel (Reform Darwinism) Help Thy Neighbor (via gov’t) Washington Gladden/minister Walter Rauschenbusch/minister Lester Frank Ward/sociologist The Allure of Expertise Progressives involved in humanitarian efforts placed high value on knowledge and expertise. Even nonscientific problems, they believed, could be solved scientifically Proposed a new economic system in which power would reside in the hands of highly trained engineers.
In addition, the Midwest suffered from one of the droughts in the history of the nation. Beginning in 1930, a large area stretching north from Texas into the Dakotas came to be known as the “Dust Bowl.” This area experienced a steady decline in rainfall with an accompanying increase in heat. The drought continued for a decade. In Kansas, one of the worst hit regions, soils went three feet deep without moisture. Swarms of grasshoppers moved from region to region devouring what few crops farmers could raise. dust storms, called “black blizzards’ swept across the Plains, blotting out the sun and suffocating livestock as well as people who were caught outside. As a result, hundreds of thousands of families from the Dust Bowl, nicknamed “Okies” traveled to California and others states to find work. Unfortunately, these areas were also hard hit and competition to pick crops meant starvation wages. Makeshift shack and shantytowns, nicknamed “Hoovervilles” sprang up across the land. Throughout the nation, problems of malnutrition and homelessness grew at an alarming rate African Americans and the Depression As the Depression began, over half of all black Americans still lived in the South Prices for cotton and other staple crops collapsed, leaving some with no income. Many left the land altogether –by choice or force
•Training & other Capacity Building support for Mission Management Units at the National, State and City levels. Provision of Rs. 7,500 per member for training & capacity building Support to Urban Street Vendor A city wide street vendor survey with a view to identify vendors, vendor zones and existing practices •Issue of ID cards to the vendors by the ULB •Development of a City Street Vending Plan •Vendor Market Development •Provide bank linkages by way of opening Basic Savings Bank Deposit Account of the vendors •Facilitate bank linkages for working capital requirements •Skill development •Social security convergence Scheme of Shelters for Homeliees. For every 1 lakh urban population permanent – 24x7 - all weather community shelters. Each shelter to cater to 50 - 100 persons • All necessary infrastructural facilities to be put in place – kitchen, water, sanitation, electricity, recreation, etc. • A minimum space of 5 square meters or 50 sq. feet per person to be provided •Location of shelters to be to the places of concentration of homeless persons and their work places • Linkages with social security and entitlements to be ensured •Shelter Management Committee’s to be set up to run and manage the shelters •Shelters to be run on a PPCP mode - associating with agencies identified by the State including Building Centres, PSUs, NGOs, CBOs, Pvt. Sector Enterprises etc., for construction and management
admissions procedure, etc. In any simulation game students must do research on their respective role and write a paper on their results prior to the game. Students also must write another paper at the end of the game stating their respective positions or solutions. 6. Socratic seminars are formalized group discussion activities in which students examine a topic in depth. Students are expected to come to class fully prepared to engage in these seminars. This will be utilized frequently throughout the course. 7. Other assignments such as letters or newspaper front page reporting will be assigned from time to time. 8. Note-taking is essential. Clear and organized notes must be taken when listening either to a teacher directed lecture, student directed debate or discussion, a simulation game, or reading an assignment. 9. Final examinations will be based on an AP examination format--multiple choice and FRQ essays. 10. Primary source analyses: Students will extensively analyze primary source documents, such as essays, letters, newspaper articles, political cartoons, statistical graphs, maps, painting, photos, pictures, artifacts, and court cases to fully analyze and interpret key political issues. Furthermore, students will utilize these sources to answer a bigger key question, outlined in the scope and sequence for each unit. All analyses will be documented on a document analysis handout and students will ultimately complete extensive essays to answer the key questions. Required Civics Projects: Students will write a letter to a Congressmen to express support or opposition to a current piece of legislation. Students will write a letter to a Supreme Court Justice to express support or opposition to a current case or ask a relevant question. Students will participate in a service project of their choosing at least once during the school year and write a reflection paper regarding their experience. NOTE: Instructor is not obligated to do each of the activities above; nor is she restricted to the above list. Classroom Behavior: Be respectful. Think before you respond. Participation is expected and there will be ample opportunity to express oneself during lecture, small group discussion and enrichment activities. Smart phones are to be used for class research purposes only. Computers are a necessary tool in our classroom environment. They will be used properly and for academic purposes only. Misbehavior will not be tolerated. Food/water must be in kept in containers with lids.
Priority area Initiatives Outcomes Regional actions Milestones 2015/16 (Q1 to 4) Milestones 2016/17/18 Actively support and contribute to the initiatives listed below and any further initiatives the Region is undertaking What will be achieved? What are your (up to 4) key actions to achieve the outcomes? Actions broken down by quarter to reporting and monitoring Provide details for out years (if appropriate) more detail will need to be provided in future plans) Medical Workforce The HWNZ Medical Workforce Programme Nursing Workforce The HWNZ Nursing Workforce Programme creating new palliative care specialist nurses and educators expanding the role of practitioners and clinical nurse specialists specialist nurses to perform colonoscopies Allied Health Workforce increasing the number of sonographers increasing the number of medical physicists Midwifery Workforce providing midwifery services in hard to staff areas Care and support (Kaiawhina) Workforce Leadership and Management increasing capability and capacity Maori health workforce increasing participation of Maori and Pacific Pacific health workforce Aged Care Cancer Care Disability Support services Mental Health Primary Care/community settings providing access to primary care/community settings for prevocational trainees health Vulnerable communities and child health programmes supporting implementation of the Children’s Action Plan Elective services Cardiac services Stroke services Major trauma Information Technology Use all training settings, including integration and private settings
lactose utilization. Use the legend below to draw the gene and its interaction with RNA polymerase, the repressor protein, and lactose when lactose is being digested. Refer to the images at the right to answer the following: Which immune response in shown: cell mediated or humoral? Explain how you know. What are the “Y” shaped molecules called? What is their role in the immune response? Describe how the “Y” shaped molecules relate to the graph displayed. One student described an action potential in a neuron by saying “As more gates open the concentration of sodium inside the cell increases and this causes even more gates to open.” Is this an example of a positive or negative feedback loop? Justify your reasoning. The figure to the right shows the feedback mechanism for regulating blood glucose. Is this a positive or negative feedback loop? Explain your answer.
Name__________________________ Test/Due Date: Tuesday, Nov. 8 APUSH Period 4 Study Guide: American Revolution – 1800-1848 Overview The new republic struggled to define and extend democratic ideals in the face of rapid economic, territorial, and demographic changes. Must Know Dates 1800: Jefferson elected 1803: Louisiana Purchase 1807-1809: Embargo in effect 1808: Slave trade ended 1809: Non-intercourse Act 1812: War with England 1814: Treaty of Ghent 1820: Missouri Compromise labor unions formed Romanticism flourished in America 1823: Monroe Doctrine 1828: Andrew Jackson elected 1830s: Railroad era begins 1831 Nat Turner's rebellion Liberator founded 1832: Nullification crisis 1834: Whig party formed 1835: Texas Revolution, Republic of Texas established 1840s Manifest Destiny Telegraph and railroads create a communications revolution 1846: Mexican War begins Key Use bullet points/phrases. Include dates where applicable. The key terms are intended to help you understand the material for the quizzes, test, and the AP Exam in May. If you do a good job now, reviewing in May will be much easier. Term Significance “Revolution” of 1800 Marbury v. Madison McCulloch v. Maryland Dartmouth v. Woodward Fletcher v. Peck McCulloch v. Maryland Gibbons v. Ogden Louisiana Purchase