Sophs- Oral History Project

622- American History
Oral History Project- 1st quarter requirements

What is oral history?
Oral history is an interview that records a person’s recollection of experiences, thoughts, and feelings about a specific event or a period of time. By showing how national events affected the lives of individuals, oral history adds a personal dimension to our study of the past. Members of your family and community can surprise you with a wealth of information and insights into major events of their time.

Objective: Students will analyze primary accounts of 3 ordinary American people who experienced a significant event in America history. You will have requirements each quarter to collect the information needed for your final paper, which will be due at the end of the 4th quarter.

Timeframe of event: 1940s-1979

1st quarter requirements:
1. Choose a topic. Due: Wednesday, Oct. 1
a. Choose a topic that interests you. Brainstorm. Ask your parents for advice. The topic
can relate to any historical, political, economic, social, or cultural event in American
history.
b. Think about what family member, friends of family, neighbors, etc. who have
experienced a significant part of American history.

2. Research the topic using secondary sources. Due: TBA
Submit 25 facts with background information and sources. You will be provided with a handout for this section.
a. Your textbook is a good place to start.
b. Use our library to check out books.
c. Obviously the Internet is another good source.

3. Create a list of 20 interview questions about the event. Due: TBA
a. When thinking about questions to ask, remember that you are trying to re-tell the
individual’s story. Therefore, get as much detail as possible.
b. These questions must be typed and numbered.

The following are only ideas. You may choose to do a different topic.
Note: see the next post below for an example

- Civil Rights Movement- Martin Luther King Jr. - Watergate scandal
- Assassination of John F. Kennedy - Vietnam protests
- The counterculture movement - Steel Pier
- The moon landing - 1970s oil crisis
- The Vietnam War - Pearl Harbor bombing
- Beatle-mania
- The Korean War
- Cuban Missile Crisis

Sophs- Oral History 9/11 Example

Oral History Example
Topic: Sept. 11th, 2001 (remember your topic must be in the range of 1950-1979)

September 11, 2001 is a day in history that Miss Albanese will always remember. She was eighteen years old and had just recently settled into her freshman year of college at Bloomsburg University. That particular Tuesday morning has forever left an imprint in her heart and mind.

She recalls waking up in her dorm room around 10:15. Her roommate, Meggi Rothermel, had already left to attend class. Miss Albanese was the lucky one who didn’t have class until 11:00 am. She went through her normal morning routine. She walked down the hall to the bathroom to brush her teeth, checked her computer for any new instant messages, and listened to music while she got ready for class. In the meantime, Albanese had no idea that two planes had attacked the World Trade Center. Just as she was finished packing her bag for class Katie, a friend who lived in the room across the hall, had just turned on her television. She frantically ran into her room yelling, “Oh my God, we got attacked! Turn on your tv!” At first Albanese thought she was just kidding around. She had no idea what she was about to see. She turned on her small thirteen-inch television that sat atop her roommate’s closet and watched in disbelief. How and why did this happen? Who did this? Was this an accident? So many thoughts, questions, and emotions came at once.

She then questioned whether or not she should go to class. After all, it was some German Cultures and Civilization class that was so boring to attend, but Albanese needed the general credit requirement. After pondering for a couple of minutes, she decided to go to class just in case. At this point she still didn’t fully understand what was happening in New York City. When she got to class her teacher was obviously upset. In a chaotic way and with tears in her eyes, the professor told everyone in class to go home and watch the news because an important part of history was unfolding. At this point the severity and urgency of the situation began to sink in. Albanese and her roommate went back to the dorm and watched the news for the rest of the day.

The images have stuck forever in her mind. Did she really just see someone jump from a window thirty stories high? A few girls that lived on her dorm room floor had family or friends that worked in the trade center area. The girls couldn’t reach their loved ones on their cell phones. All the lines were busy. After hours or worry and fear, their friends and family members were okay.

Albanese doesn’t remember exactly everything from that day, just bits and pieces. For comfort, she called home to talk to her family. She and the girls in the dorm stayed up and talked until late in the night. No one wanted to be alone. For the first time in her life, Albanese felt that America was vulnerable. An attack on our own soil was once something that seemed so unlikely. She was scared, confused, angry, upset, and homesick all at once. Albanese knew the world would never be the same. Whenever she thinks back to her college experience, that Tuesday morning in Lycoming dorm will always be remembered. Since then all of Ms. Albanese’s dorm friends from Bloomsburg have gone their separate ways in life, but they are forever bonded by the 9/11 experience.

Seniors- Ch. 3 Test

Format: 45 Objective (multiple-choice); 1 essay

Point Value: 45 objectives = 90 points; 1 essay= 20 points; Total points =110

Suggestions:
- Re-read chapter 3 in your text
- Study your notes
- Review your handouts from class
- Questions from the nature-nurture video
- Review the on-line practice tests

Essay Topic: Nature vs. Nurture
-Must have evidence supporting either side of the debate. (Use examples from your textbook, notes, and video)

Seniors-Heredity and the Environment Answers

Characteristics influenced by heredity and the environment

Intelligence and School Achievement
1. What have adoption studies proven?
a. IQ’s closer to biological
b. Mimic adoptive families for school achievement
2. What have twin studies proven?
a. Monozygotic twins more alike than dizygotic
3. What is the measured genetic influence on intelligence?
a. 50-60%

Personality
1. Explain the hereditary AND environmental influences.
a. Extraversion, neuroticism, conscientiousness, agreeableness, openness to experience-
40-66%
b. Temperament- inborn
c. Shyness/boldness- inborn; lifetime influence


Schizophrenia
1. What is it?
a. Disorder marked by loss of contact with reality
b. Hallucinations and delusions- genetic
c. Social withdrawal
2. List several risk factors of schizophrenia. In other words, who is more at risk?
a. 10x more likely among siblings and offspring of schizophrenics
b. Shared genes/not environments
c. 1/100 people develop it
3. What are some possible causes?
a. Prenatal viral infection
b. Urban areas- exposure to infections during pregnancy
c. Lack of reelin- mental functions of brain
d. Occurs late adolescence, early adulthood
4. What is the contribution of genetics (percentage)?
a. 63-85%

Autism
1. What is it?
a. Disorder of brain functioning
b. Lack of normal social interaction, impaired communication and imagination
c. Restricted range of activities and interests
2. What is the rate of occurrence?
a. 16/10,000 births
3. Which gender does it affect the most?
a. Boys; shows up by 3 years of age
4. What are the symptoms of autism?
a. Fails to notice emotional signals of others
b. No eye contact
c. Doesn’t pay attention to person talking
d. Sing-song voice
5. What is the genetic contribution?
a. Strong; runs in families; genetic predisposition
b. Development of brain stem; early prenatal injury to developing brain
c. Environment- exposure to viruses and chemicals

Sophs- Colonial Study Guide

622- American History Test Review
Colonization of America: Chapters 3 & 4

• What you should study…
- All notes from class taken from Columbus through Life in the Colonies (ch. 4, sec 5)
- Your first quiz
- Your chart comparing the characteristics of the 13 colonies
- Map of the 13 colonies

• Test Format
- Matching
- Multiple Choice
- Short Answer
- Short Essay- Comparing the New England, Middle, and Southern colonies
- Map of the 13 colonies

Chapter 3
- The significance of Columbus notes
- Columbian Exchange
- Jamestown settlement
- Representative government
- Burgess
- Plymouth colony
- Mayflower Compact
- William Bradford

Chapter 4

Key words
- Puritans
- Fundamental Orders of Connecticut
- Religious tolerance
- Quakers
- Cash crop
- Royal colony
- Proprietary colony
- Act of Toleration
- Slave codes
- Racism
- Import
- Export
- Mercantilism
- Triangular trade
- Yankee
- Legislature
- Gentry
- Middle Class
- Indentured Servants
- Great Awakening
- Enlightenment

Key Ideas
Ch. 4, sec 1- The New England Colonies
- Why the Puritans left England
- The establishment of the Massachusetts Bay Colony
- Who was Thomas Hooker?
- Identify Roger Williams
- Who was Anne Hutchinson?
- What were characteristics of New England’s towns and villages?
- What were the Salem Witch Trials?

Ch. 4, sec 2- The Middle Colonies
- The settlement of New York
- How did New Jersey become a separate colony?
- The settlement of Pennsylvania
-William Penn
-Quaker beliefs
- How did Delaware become a separate colony?
- Characteristics of the Middle Colonies (ex: backcountry)

Ch. 4, sec 3- The Southern Colonies
- Mason-Dixon Line
- Maryland was founded for which religion?
- What was significant about Bacon’s Rebellion?
- What was a main reason for the settlement of Georgia?
- How was slavery an influence in the south?
- What is the Middle Passage?
- How were the Tidewater Plantations different from life in the Backcountry?

Ch. 4, sec 4- Roots of Self-Government
- What was the purpose of the Navigation Acts?
- Who had the right to vote in the colonies?
- Who had more rights: colonists or those who lived in Britain?
- Who had the least amount of rights in the colonies?
- What characteristics did colonial governments have in common?
- Explain the set up of the colonial government.

Ch. 4, sec 5- Life in the Colonies
- What was the influence of the Enlightenment?
- What is the Great Awakening?
- Identify Jonathan Edwards
- Why did the Great Awakening increase democratic feelings in the colonies?
- How did Ben Franklin reflect the ideas of the Enlightenment?

Seniors-Heredity and the Environment

Seniors, welcome to Livin’ In the Future. We are going to take a closer look at characteristics influenced by heredity and the environment, specifically intelligence, personality, schizophrenia, and autism. For this class assignment you should refer to text pages 68-70. If you cannot find some of the information in the text, then use the internet to search. I encourage you to work with a partner.

You will be responsible for the following information on your chapter 3 test, which will be some time next week.

How to Respond:

To answer the following questions, first scroll down to your class color. Click on the comments link in the bottom right corner. Type your answers in the text box. Be sure to re-type the heading (ex: Intelligence) and number your answers. For your identity, choose the name/URL option. Put your first names and last initials into the name slot. Leave the URL slot blank. Be sure to click on PUBLISH when finished.

Reminders:
-Ch. 3 reading quiz #2- Thursday – pgs. 57-64
-Article reports due Friday. The requirements are on this blog, too. Just scroll
down.

Characteristics influenced by heredity and the environment

Personality
1. Explain the hereditary AND environmental influences on personality.

Schizophrenia
1. What is it?
2. List several risk factors of schizophrenia. In other words, who is more at risk?
3. What are some possible causes?
4. What is the contribution of genetics (percentage)?

Autism
1. What is it?
2. What is the rate of occurrence?
3. Which gender does it affect the most?
4. What are the symptoms of autism?
5. What is the genetic contribution?

Intelligence and School Achievement
1. What have adoption studies proven?
2. What have twin studies proven?
3. What is the measured genetic influence on intelligence?

Seniors- Purple Class Answers

Purple class, submit your answers here.

Seniors- Pink Class Answers

Pink class, submit your answers here.

Sophs: 1492- Answers and Grade Scale

Significance of 1492: Keyword Answers

1. 400th: Columbian Exhibition; mythical figure; explorer; discoverer; Spread Christian
civilization.
500th: imperialism, colonialism, conquest; mourn for millions dead

2. Meeting of 2 worlds: new foods, global trade, increase European markets, changed environment, death and disease, progress

3. Disease: no natural immunities to measles, small pox; 50-90% died

4. Progress: New World=innocent, uncorrupted; visions of a perfect future


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Seniors First Assignments

Welcome back seniors! Get ready to have a great year in child psychology class. Here is the link to the A Child's World website. Use it to help review for chapter tests.

The following will explain or remind you of the first couple of assignments.

1. Chapter 3 Reading Quiz on pgs. 47-56 Friday, Sept. 12
In order to do well on these 10 question quizzes you must read the assigned pages carefully. Most of the material will be discussed in class, however, there are a few concept questions that you can only obtain from the text. Plan ahead and read!


2. Article Report Due Friday, Sept. 26
Below is the handout given to you in class...

Article Report Requirements:
You must find an article that has a minimum of 3 pages of print. If you find an article that is less than 3 pages, you may find another article that is on the same topic and use both articles. The article must be from a magazine or newspaper. You will need to do a reference and summary for each individual article. You will do one analysis/interpretation for both articles. You could use our library databases to find an article as demonstrated in class. Newsbank may be helpful. Include a copy of your article with your report.

Format: Set up your paper exactly as the following. Use the number and the proper heading.

1. Reference:

Follow APA format. Example from a magazine article…
McLaughlin, C. (2005, November 2). Do you know APA format? Newsweek, 50-53.
Retrieved November 15, 2005 from Gale Group Database.

Use the APA library link to help with citations. http://www.liunet.edu/cwis/cwp/library/workshop/citapa.htm

2. Summary:

a. State the major facts presented in the article
b. Use one/two sentences for each fact
c. Number each fact. This section is in list format, not essay!
d. If you read a 3 page article, 12-18 facts are expected

3. Interpretation and Analysis:

This section is to be done in an essay format. Include a short introduction paragraph. You must have transition sentences between each paragraph. Use only Times New Roman font 12. Double-space this section.

Paragraph 1
How does the information relate/compare to material in the text or notes? You may need to read ahead in your notes. Make specific comparisons. Cite the information in your text with the author and page number. You should have at least one reference from the text. Use APA format.

Example: In Papalia, Olds and Feldmen (2002), blah, blah,… (p.58)

Paragraph 2
Who would find this information useful? Why would they find it useful? How could the target audience use this information? What is your opinion of the information presented in the article? What do you think of the solutions the author presents? What would you change to make the article better for the target audience? If you like the structure of the article be sure to state your reasons.

Paragraph 3
What hypotheses, theories or thoughts have you developed as a result of reading this article? If you have thoughts about solutions to problems presented in the article, state them in this paragraph. Be sure to elaborate in this paragraph. Are there related areas that you could comment on in this paragraph? Add comments or ideas that could reach beyond the exact information stated in the article. Think about the individuals involved. How do you think they deal with the problem, situation, etc. Any real life experiences that you can present are welcomed in this paragraph.


How you will be graded:

Article- 5 pts.
Reference- 12 pts.
Summary- 20 pts.
Transition sent.- 3 pts.
Interpretation/Analysis- 60 pts. (Each paragraph is worth 20 pts.)


Note:
- There will be a deduction of 10 points for each day the article report is late.
- If you are absent from class on the due date, it will still count as being late. In this case you may email me the report. malbanese@stmarkshs.net

Sophs First Assignment-The Significance of 1492

You all know the old saying from grade school, "In fourteen hundred ninety-two Columbus sailed the ocean blue." Now let's go beyond this famous line to the real importance of Christopher Columbus' discovery of America. Your task is to click on this link and carefully read The Significance of 1492. When you are finished reading, answer the following questions.

1. Why was the 500th anniversary of Columbus' discovery treated differently than the 400th anniversary?

2. What were some results of the meeting of the two worlds?

3. Explain the impact of European diseases on the Native Americans.

4. How did Columbus' discovery contribute to the modern concept of progress?


Directions: You will submit your answers by finding your class color below. Click where it says comments in the bottom right corner. Click on open ID. Use your first name and last initial to identify yourself. Be sure to number your answers.

The Significance of 1492- Blue Class

Blue class submit your answers here.

The Significance of 1492- Orange Class

Orange class submit your answers here

SIgnificance of 1492- Green answers

Green class submit your answers here...