Bell's Bulletin Board

HISTORY 202Honors

M/W 12:10-1:25pm

 

Updated: September 12, 2010

This paper is due on Wednesday, September 22nd at the beginning of class.  For each weekday the paper is late, I will deduct 10 points.

As I look around our classroom, I see all shapes, sizes, and colors.  We're like a United Nations!        

I have been assigning reflection papers for the past five years.  Not only is it a good way for me to get to know you better; it is a good way for you to get to know yourself better!  Sometimes the assignment may be on something we cover in class, other times it may be an outside assignment or an event that is happening on campus.  Learning doesn’t just take place in the classroom.

Format:
1. Double space and type your paper.
2. G# in the top right-hand corner.
3. Write as you would in essay form.
4. Please spell check and PROOF READ your paper.
5. This paper should be a minimum of four full pages.

Many of us are of mixed-race.  Choose two of the questions below and reflection on them.  Use your personal experiences to illustrate your answers.

    1. Is it true that it’s “easier to be with your own kind.”   Is being with “your own kind” beneficial?  Why or why not?

 

In your opinion, what effects – both positive and negative - may an individual experience as a result of having two cultural identities?
    1. Discuss whether or not you have personally ever had to balance two different cultures (see below*) and what that experience was like. In this instance “culture” may defined as an ethnicity, blending different family structures/values, your work environment, etc.

* Now, perhaps you don’t fit into this category.  Frankly, there are very few of us who are all just one ethnicity.  However, you can apply religion, gender, sexual orientation, immigrant status, or disability to answer some of the above questions.  If you have any questions please see me.

                                             OR

The title is "This is Who I Am"

Here are some questions to help you reflect.  Please use at least three questions and incorporate three ideas at least into your essay.

1. Tell me about your background, where you are from, ethnic group, etc.
2. Tell me about your family.
3. What do you like about your culture?
4. What do you dislike?
5. If you are an immigrant, what were some of the issues/problems you had assimilating into American culture?
6. What would you like to change about yourself and why?
7. Is there anything about your culture you wish you could change and why?
8. What are some of your values and how do they tie into your culture?

 

 

History 202AA Honors                  U.S. Since 1865, Human and Civil Rights
Fall 2010                                    Group Projects

PRESENTATION DATES:
GROUP A AND B - September 29
GROUP C AND D - October 4
GROUP E AND WRAP-UP - October 6
ASSESSMENT PAPER AND ALL RESOURCE INFORMATION DUE - OCT. 11th

REASONS FOR GROUP PROJECTS

Group work helps build confidence.  Group work fosters a sense of interdependence.  Group work helps you become a team player.  Group work can drive you crazy.   There tends to be always a “slacker.”  There is always a “know–it-all.”  For those of you who like to work independently and not rely on anyone, group projects can be a nightmare.  You’ll have to stretch.  For those of you who are slackers, that is, you like others to do your work for you, you’ll also have to stretch and do your part.  A "slacker" nor a "KIA" be.

I want this to be fun.  I’d like for you to find your “inner creativeness.”  I also want it to be accurate, properly researched, and clearly presented. 

Each group will have a topic that they will explore and present to the class.

  1. Each “teaching session", will last 20 minutes including time for Q&A at the end.
  2. I will be grading the group as a whole and each one of you individually.
  3. Everyone in the group will participate.
  4. Everyone will turn in a 2-3 page assessment paper AFTER the presentation. More on this later.
  5. All notes will be turned in with G# on them.
  6. You and the group will be evaluated on the following:
  7. a. Historical accuracy
  8. b. Ability to educate your classmates
  9. c.  Creativity
  10. d.  Professional presentation, i.e. speech clarity and enunciation, command of subject, clear overview or synopsis of the project, organization skills
  11. e. Ability to answer questions
  12. f. Points will be deducted if you run over your allotted time.

Resources:

  1. You may use the internet.
  2. Consider magazines, newspapers, and primary resources, movies if available.
  3. Go see Dennis Wolbers or Eric Brenner in the Library and show them this assignment.  They can help you with resources.

        
SOME SUGGESTIONS:

1. DO NOT MUMBLE
2. DO NOT USE WORDS LIKE "YOU KNOW" OR SLANG
3. MAKE EYE CONTACT WITH YOUR CLASSMATES, NOT JUST ME
4. ORGANIZE YOUR IDEAS ON INDEX CARDS RATHER THAN READING FROM NOTE PADS

NO DECISION ON THE FORMAT HAS BEEN MADE.

 

GROUP A - "THOSE WHO GIVE UP ESSENTIAL LIBERTY TO OBTAIN A LITTLE TEMPORARY SAFETY DESERVE NEITHER LIBERTY NOR SAFETY" - Ben Franklin
       1. In 1917, the Alien and Sedition Acts were passed.  What were the provisions that pertained to an individual's civil rights?
         2. In 2001, the Patriot Act was passed.  What were the provisions that pertained to an individual's civil rights?
         3. Cite two examples from 1917, and two examples from 2001 to help illustrate.
         4. Under what circumstances, if ever, is a government justified to suspend individual civil rights?
          
GROUP B - SUPREME COURT CASES THAT AFFECTED CIVIL RIGHTS

  1. Give a brief overview of the case.
  2. What was the argument?
  3. What did the Court decide?  What was the vote of the court?
  4. What Amendment, if any, did the Court use to decide the case?
  5. Perez v. Sharp (1948)
  6. Griswold v. Connecticut (1965)
  7. Lawrence v. Texas (2003)

 GROUP C  - FEBRUARY 19, 1942

  1. What prompted the relocation and internment of Japanese-Americans?  Give a brief synopsis.
  2. What were the arguments against internment?
  3. How does a government justify the violation of civil rights of its citizens?  How did they do it in this case?
  4. Tell us about the Hirabayashi and Korematsu Supreme Court cases.
  5. Did the U.S. government ever redress the issue?  How?

 

 

GROUP D - GAY RIGHTS - Many will claim that equality for gays and lesbians is one of the last, if not the last hurdle in America's path to fulfilling its promise of liberty and justice for all.  Since this is such a contemporary topic, how can I not use it?

1. What are some of the arguments against equal rights for gays and lesbians?  That is, why shouldn't this group be granted equal rights?
         2. What was Judge Vaughn Walker's justification for declaring Proposition 8 unconstitutional? (August 2010).
         3. Why has his ruling gone to the Ninth Circuit Court of Appeals?
         4. Is same-sex marriage a religious or a legal issue?  Objectively justify the arguments.

GROUP E  - NATIVE AMERICANS AND THE QUEST FOR CIVIL RIGHTS
Civil rights issues have long plagued the 2.5 Native Americans who live in the United States (The Leadership Conference). 
         1. What is the status of Native Americans in this country?
         2. Using some statistics, educate us about three of the most pressing issues of Native Americans today.
         3. What civil rights legislation, if any has been passed to address civil rights issues?
         4. Has the government "thrown some crumbs" to Native American tribes with allowing Indian casino gambling?