Sermon:
One of my favorite passages of the bible is from the book of First Timothy, and it says “Don’t let anyone look down on you because you are young, but set an example for the believers in speech, in life, in love, in faith, and in purity”. The first time I had heard it was during a camp session in New York. There were only 5 campers, including myself, and two sherpas, and as we sat around a fire, the five of us were surprised by letters from camp counselors that we had had years ago. One of my previous counselors had written that I was never without hope, and that it would always find me, I just have to be willing to look for it. That thought alone has stuck with me during both difficult times and easy times; and it has yet to leave me in the dark.
That summer I hiked up the steepest mountain I had ever seen, and it was almost too difficult for me. About halfway up I started having trouble breathing and I felt like I had no muscles left in my body to continue. I sat down and tried to breathe steadily and a good friend of mine came over and said to me, “You can do this. You can do this because if you quit now, everything you just went through will be for nothing.” The other campers and my sherpa had tried to encourage me to go on, but their words did not hit me in quite the same way that my friend’s had. Thinking back on that now, I can not help but think about the book of Acts, where the people from so many different countries speaking different languages all heard the same words come out of one mouth and understood, breaking through the language barrier. It seems to strike a similarity for me because I suddenly understood all that the others were trying to tell me, I just needed to hear it out of one mouth.
Eventually, I did make it up to the top of the mountain and I am sure I was not able to take it all in at once. I was mystified at how literally breath-taking the view was, and how I could see so much by just being a couple miles up. At that point, I felt the closest to God that I had ever felt, and it allowed me to feel completely surrounded by him. I felt entirely safe and protected, despite the risk of falling off the edge and being in immediate danger. Also in the book of Acts, it says “You have made known to me the paths of life; you will fill me with joy in your presence.” (Acts 2:28)
Afterwards, I went back to the campsite, and a couple days later I was home. That feeling of being privvy to the knowledge that God is always around us that I had found on top of that mountain was unlike anything I had ever experienced, and it is a constant comfort to know that it is still there, whenever I feel completely lost or alone. I hope that each of you can go on to find wherever it is that you find that, and never go on to forget that God is still speaking.
Monday, December 1, 2008
Mr. Kostecki "Light and Mirrors Lab"
Light And Mirrors
Experimenters: Molly Lorenz, Eric Tuvell, and Leo Geggis
Purpose: To find through experimentation images, and to form them with mirrors.
Materials Used:
• Paper
• Eye charts (normal and reverse)
• Meterstick
• Mirror supports
• Pencil
• Protractor
• Ruler
• Small flat mirror
• T-pin
• Tape
• White Paper
Set Up Drawing:
Experimental Procedure: After the normal eye chart had been taped to the wall, I chose line 11 and stepped back to mark the reading line where I could still read it. The distance between the eye chart and the reading point was measured and recorded. Next, a flat mirror was secured to the wall at chest level and the back of the reverse eye chart was held to my chest, and I stepped back until is was barely visible. That spot was marked as the new spot and the distance between it and the mirror was measured. In the next section, after one flat mirror was standing up vertically, a piece of white paper was taped down onto the tabletop securely. Vertically, a pin was set in front of the mirror, on the white piece of paper. After getting down to eye level with the paper, an experimenter put their head to one side of the pin, closed one eye, and used a ruler to draw a line on the paper from the image of the pin to the opened eye. This line was labelled as the outgoing beam. Next, a line labelled as the incoming beam was drawn from the object to the mirror, connecting it with the outgoing beam. Then, a third line was drawn from the eye to the mirror at a 90º angle to the mirror. Then, the fourth line was drawn from the object to the mirror, parallel to the third line. The angle from the outgoing beam and the nearest perpendicular line was measured, along with the angle between the incoming beam and its nearest perpendicular line. From when an experimenter put their head to the side of the pin on was repeated twice more, a new experimenter each time and a new position.
Analysis:
A. Describe the image of the reverse eye chart you saw on the surface of the mirror. Compare it with the appearance of the normal eye chart.
-Compared to the normal eye chart, the reverse eye chart seemed smaller in the mirror.
B. What distance did you measure between the mirror and the reverse eye chart?
-I measured 1.545 m as the distance between the mirror and the reverse eye chart.
C. What distance did you measure between the starting point and the eye chart on the wall?
- I measured the distanced between the starting point and the normal eye chart as 2.545 m.
D. Compare your answers in B and C. What is the relationship between the distances?
-The normal eye chart’s measurement was 1 m larger then that of the reverse eye chart’s measurements.
E. Compare the two angles measure in step 13 for each position. What is the relationship between the angles?
-
F. In your notebook, draw the experimental setup as viewed from above. Include the lines and angles for each trial.
KEY:
Blue= Outgoing beam #1
Orange= Outgoing beam #2
Green= Outgoing beam #3
Purple= Incoming beam # 1
Red= Incoming beam #2
Yellow= Incoming beam #3
Black= Perpendicular Lines
Conclusion:
In conclusion, this lab dealt primarily with the usage of images and flat mirrors. The chart was reflected in the mirror, and the pin was reflected in the mirror at angles.
Experimenters: Molly Lorenz, Eric Tuvell, and Leo Geggis
Purpose: To find through experimentation images, and to form them with mirrors.
Materials Used:
• Paper
• Eye charts (normal and reverse)
• Meterstick
• Mirror supports
• Pencil
• Protractor
• Ruler
• Small flat mirror
• T-pin
• Tape
• White Paper
Set Up Drawing:
Experimental Procedure: After the normal eye chart had been taped to the wall, I chose line 11 and stepped back to mark the reading line where I could still read it. The distance between the eye chart and the reading point was measured and recorded. Next, a flat mirror was secured to the wall at chest level and the back of the reverse eye chart was held to my chest, and I stepped back until is was barely visible. That spot was marked as the new spot and the distance between it and the mirror was measured. In the next section, after one flat mirror was standing up vertically, a piece of white paper was taped down onto the tabletop securely. Vertically, a pin was set in front of the mirror, on the white piece of paper. After getting down to eye level with the paper, an experimenter put their head to one side of the pin, closed one eye, and used a ruler to draw a line on the paper from the image of the pin to the opened eye. This line was labelled as the outgoing beam. Next, a line labelled as the incoming beam was drawn from the object to the mirror, connecting it with the outgoing beam. Then, a third line was drawn from the eye to the mirror at a 90º angle to the mirror. Then, the fourth line was drawn from the object to the mirror, parallel to the third line. The angle from the outgoing beam and the nearest perpendicular line was measured, along with the angle between the incoming beam and its nearest perpendicular line. From when an experimenter put their head to the side of the pin on was repeated twice more, a new experimenter each time and a new position.
Analysis:
A. Describe the image of the reverse eye chart you saw on the surface of the mirror. Compare it with the appearance of the normal eye chart.
-Compared to the normal eye chart, the reverse eye chart seemed smaller in the mirror.
B. What distance did you measure between the mirror and the reverse eye chart?
-I measured 1.545 m as the distance between the mirror and the reverse eye chart.
C. What distance did you measure between the starting point and the eye chart on the wall?
- I measured the distanced between the starting point and the normal eye chart as 2.545 m.
D. Compare your answers in B and C. What is the relationship between the distances?
-The normal eye chart’s measurement was 1 m larger then that of the reverse eye chart’s measurements.
E. Compare the two angles measure in step 13 for each position. What is the relationship between the angles?
-
F. In your notebook, draw the experimental setup as viewed from above. Include the lines and angles for each trial.
KEY:
Blue= Outgoing beam #1
Orange= Outgoing beam #2
Green= Outgoing beam #3
Purple= Incoming beam # 1
Red= Incoming beam #2
Yellow= Incoming beam #3
Black= Perpendicular Lines
Conclusion:
In conclusion, this lab dealt primarily with the usage of images and flat mirrors. The chart was reflected in the mirror, and the pin was reflected in the mirror at angles.
Mr. Kostecki "Pendulums and Spring Waves Lab"
Pendulums and Spring Waves
Experimenters: Molly Lorenz, Eric Tuvell, Leo Geggis
Purpose: To discover the influencing factors of a pendulum’s time period, and experiment with the natural motion of pendulums and waves.
Materials Used:
• 5 metal washers
• 1.00 m cord
• A long, loosely coiled spring
• Masking tape
• Meterstick
• Paper clip
• Protractor
• Stopwatch
• Support stand
Set Up Drawing:
Experimental Procedure: After the pendulum had been set up with a paperclip on one end of the 1 m cord, with .5 m hanging below the base, and a washer on the end of the paperclip, the washer was lifted to a 20º angle from its resting position. At the same time that the washer was released, the stopwatch was started, and was not stopped until the pendulum had completed ten full swings. This was done three times in order to be able to find the average time for one full swing. Next, the washer was lifted to a 15º angle from its resting position and released as the stopwatch was started. Again, the stopwatch was stopped after ten full swings; this was also done three times. Then the cord was shortened to .75 m, and the washer was again released from a 20º angle as the stopwatch started. The stopwatch was stopped after ten full swings a total of three times. Next, the cord was shortened to .15 m, as the washer was released from a 20º angle and the stopwatch was started. The stopwatch was stopped after ten full swings, this being done three times. In the next part of the experiment, a long, loosely coiled spring was held on the floor at both ends by two people, one at each end. One end of the spring was lifted to 30 cm and put back down on the floor very quickly. After this, in one fluid motion, one end of the spring was moved about 15 cm to the right and then 30 cm to the left. Finally, one end of the spring was quickly pushed forward before being pulled back to its original position.
Analysis:
A. How much time did it take for the pendulum to complete one full swing when it was raised to a 20º angle?
- When raised to a 20º angle, the time it took for the pendulum to compete one full swing on average was 1.43 s.
B. How much time did it take for the pendulum to complete one full swing when it was raised to a 15º angle?
- The time it took for the pendulum to swing on full swing on average when raised to a 15º angle was 1.41 s.
C. Compare the number of seconds of each swing at each position. Which initial angle required the longest time interval to complete one full swing?
- When the pendulum was raised to a 20º angle, it took longer for it to complete one full swing then when it was raised to a 15º angle.
D. How long did it take for each pendulum to complete one full swing?
-The .75 m pendulum’s full swing took 1.72 s. The .15 m pendulum’s full swing took .79 s.
E. Compare your observations for these pendulums with your observations for the .50 m pendulum.
- At .50 m and 20º, the average time for one full swing was 1.43 s. At .50 m and 15º, the average time for one full swing was 1.41 s. At .75 m and 20º, the average time for one full swing was 1.72 s. At .15 m and 20º, the average time for one full swing was .79 s. As you can see, the longest time was at .75 m and 20º, whereas the shortest time was at .15 m and 20º.
(F-H’s necessary trials were not done.)
I. What did you observe when you quickly lifted the spring and set it back down again?
- The amplitude of the wave travelled down the distance of the wave and then returned.
J. What did you observe when you quickly moved one end of the spring about 15 cm to the right and then 30 cm to the left?
- The wave on the right travelled to the other end before returning with the wave reflected on the left side.
K. What did you observe when you quickly pushed the spring forward and brought it back to its original place?
-The compression travelled down to the end of the spring before returning back to the original end.
Conclusion:
The experiments happened in accordance with our studies, behaving as expected. The pendulum with the shortest length had the smallest period time, whereas the opposite is true as well and the waves also followed our notes and preconceived notions.
Experimenters: Molly Lorenz, Eric Tuvell, Leo Geggis
Purpose: To discover the influencing factors of a pendulum’s time period, and experiment with the natural motion of pendulums and waves.
Materials Used:
• 5 metal washers
• 1.00 m cord
• A long, loosely coiled spring
• Masking tape
• Meterstick
• Paper clip
• Protractor
• Stopwatch
• Support stand
Set Up Drawing:
Experimental Procedure: After the pendulum had been set up with a paperclip on one end of the 1 m cord, with .5 m hanging below the base, and a washer on the end of the paperclip, the washer was lifted to a 20º angle from its resting position. At the same time that the washer was released, the stopwatch was started, and was not stopped until the pendulum had completed ten full swings. This was done three times in order to be able to find the average time for one full swing. Next, the washer was lifted to a 15º angle from its resting position and released as the stopwatch was started. Again, the stopwatch was stopped after ten full swings; this was also done three times. Then the cord was shortened to .75 m, and the washer was again released from a 20º angle as the stopwatch started. The stopwatch was stopped after ten full swings a total of three times. Next, the cord was shortened to .15 m, as the washer was released from a 20º angle and the stopwatch was started. The stopwatch was stopped after ten full swings, this being done three times. In the next part of the experiment, a long, loosely coiled spring was held on the floor at both ends by two people, one at each end. One end of the spring was lifted to 30 cm and put back down on the floor very quickly. After this, in one fluid motion, one end of the spring was moved about 15 cm to the right and then 30 cm to the left. Finally, one end of the spring was quickly pushed forward before being pulled back to its original position.
Analysis:
A. How much time did it take for the pendulum to complete one full swing when it was raised to a 20º angle?
- When raised to a 20º angle, the time it took for the pendulum to compete one full swing on average was 1.43 s.
B. How much time did it take for the pendulum to complete one full swing when it was raised to a 15º angle?
- The time it took for the pendulum to swing on full swing on average when raised to a 15º angle was 1.41 s.
C. Compare the number of seconds of each swing at each position. Which initial angle required the longest time interval to complete one full swing?
- When the pendulum was raised to a 20º angle, it took longer for it to complete one full swing then when it was raised to a 15º angle.
D. How long did it take for each pendulum to complete one full swing?
-The .75 m pendulum’s full swing took 1.72 s. The .15 m pendulum’s full swing took .79 s.
E. Compare your observations for these pendulums with your observations for the .50 m pendulum.
- At .50 m and 20º, the average time for one full swing was 1.43 s. At .50 m and 15º, the average time for one full swing was 1.41 s. At .75 m and 20º, the average time for one full swing was 1.72 s. At .15 m and 20º, the average time for one full swing was .79 s. As you can see, the longest time was at .75 m and 20º, whereas the shortest time was at .15 m and 20º.
(F-H’s necessary trials were not done.)
I. What did you observe when you quickly lifted the spring and set it back down again?
- The amplitude of the wave travelled down the distance of the wave and then returned.
J. What did you observe when you quickly moved one end of the spring about 15 cm to the right and then 30 cm to the left?
- The wave on the right travelled to the other end before returning with the wave reflected on the left side.
K. What did you observe when you quickly pushed the spring forward and brought it back to its original place?
-The compression travelled down to the end of the spring before returning back to the original end.
Conclusion:
The experiments happened in accordance with our studies, behaving as expected. The pendulum with the shortest length had the smallest period time, whereas the opposite is true as well and the waves also followed our notes and preconceived notions.
Mr. Kostecki "The Ideal Gas Law Lab" Section 3
The Ideal Gas Law
Experimenters: Eric Tuvell, Molly Lorenz
Main Purpose: Using the Ideal Gas Law, we should be able to understand the different relationships between pressure, temperature, volume, and how they work ideally at a molecular level.
3) T&V Materials Used:
Gas Law Apparatus Syringe
Air Chamber and Tubing
Short Pieces of Tygon Tubing
Computer Based Laboratory System
2 Large Insulated Containers
Hot Water
Ice
Pressure Sensor
Temperature Sensor
RealTime Physics Heat and Thermodynamics experiment configuration files
3) T&V Predictions:
Prediction 1-3: A low-friction syringe containing air is moved from a water bath at one temperature to one at a higher temperature. (The syringe is left long enough so that the air is in thermal equilibrium with the water baths.) How does the volume of the air change? What do you think will be the mathematical relationship between V and T with the pressure held constant?
We thought that the volume will increase, and that the relationship between volume and temperature will be linear.
3) T&V Experimental Procedure:
After connecting the flask to the pressure probe and to the syringe, we opened Measuring V and T (L05A2-3) on the computer, as both the temperature and pressure sensors were already connected to the computer interface. While some dimensions of the tubing were already given to us, others were not, so measuring with a piece of string, we arrived at our estimated volume of tubing at 8.5 cm3. Setting up Table 1.3 (see attached) with our volume of tubing, and the volume of the sensor being 0 cm3. The flask was submerged in the cup of warm water (approx. 343 K) when the graphing simultaneously began. The sensor was disconnected from the syringe after the pressure and temperature had stopped fluctuating. Then, the piston on the syringe was pulled out to 20 mL and the valve was closed off. After the pressure and temperature had once again, stopped changing, we kept the data point and entered the total volume. After that, every time ice was added to the cup of hot water, the syringe was adjusted so that is remained isobaric, and we kept data points and entered in the new total volume. We repeated that until we had 5 data points down to 3 cm3 as the volume of air in the syringe. Lastly, we used the fit routine to find the relationship between V and T and printed the graph.
3) T&V Analysis:
Question 1-5: What is the relationship between V and T? Is it proportional, linear, inversely proportional, or something else? Did this agree with your prediction?
The relationship between volume and temperature was proportional linear and it did agree with our prediction.
Question 1-6: Write down the relationship between the initial pressure and volume (ViTi) and the final pressure and volume (VfTf) for an isothermal process.
ViTi= 45.5 cm3, VfTf= 16.5 cm3 The initial is larger then the final.
Question 1-7: Are the relationships you found in the past three activities consistent with the ideal gas law? Explain based on your investigations of Boyle’s law, Gay-Lussac’s Law, and Charles’ Law.
The last three activities were consistent with the ideal gas law, PV=nRT. Boyle’s Law, Gay-Lussac’s Law, and Charles’ Law all coincide with one another for the Ideal Gas Law. If one of these laws were false, then they all would, by extension, be false as well.
Ideal Gas Law: PV=nRT
Boyle’s Law: P1V1=P2V2
Gay-Lussac’s Law: P1T2=P2T1
Charles’ Law: V1T2=V2T1
3) T&V Conclusion:
The conclusion was that Charles’ Law was true, stating that V1T2=V2T1. Additionally, the other gas laws were also proved correct.
Experimenters: Eric Tuvell, Molly Lorenz
Main Purpose: Using the Ideal Gas Law, we should be able to understand the different relationships between pressure, temperature, volume, and how they work ideally at a molecular level.
3) T&V Materials Used:
Gas Law Apparatus Syringe
Air Chamber and Tubing
Short Pieces of Tygon Tubing
Computer Based Laboratory System
2 Large Insulated Containers
Hot Water
Ice
Pressure Sensor
Temperature Sensor
RealTime Physics Heat and Thermodynamics experiment configuration files
3) T&V Predictions:
Prediction 1-3: A low-friction syringe containing air is moved from a water bath at one temperature to one at a higher temperature. (The syringe is left long enough so that the air is in thermal equilibrium with the water baths.) How does the volume of the air change? What do you think will be the mathematical relationship between V and T with the pressure held constant?
We thought that the volume will increase, and that the relationship between volume and temperature will be linear.
3) T&V Experimental Procedure:
After connecting the flask to the pressure probe and to the syringe, we opened Measuring V and T (L05A2-3) on the computer, as both the temperature and pressure sensors were already connected to the computer interface. While some dimensions of the tubing were already given to us, others were not, so measuring with a piece of string, we arrived at our estimated volume of tubing at 8.5 cm3. Setting up Table 1.3 (see attached) with our volume of tubing, and the volume of the sensor being 0 cm3. The flask was submerged in the cup of warm water (approx. 343 K) when the graphing simultaneously began. The sensor was disconnected from the syringe after the pressure and temperature had stopped fluctuating. Then, the piston on the syringe was pulled out to 20 mL and the valve was closed off. After the pressure and temperature had once again, stopped changing, we kept the data point and entered the total volume. After that, every time ice was added to the cup of hot water, the syringe was adjusted so that is remained isobaric, and we kept data points and entered in the new total volume. We repeated that until we had 5 data points down to 3 cm3 as the volume of air in the syringe. Lastly, we used the fit routine to find the relationship between V and T and printed the graph.
3) T&V Analysis:
Question 1-5: What is the relationship between V and T? Is it proportional, linear, inversely proportional, or something else? Did this agree with your prediction?
The relationship between volume and temperature was proportional linear and it did agree with our prediction.
Question 1-6: Write down the relationship between the initial pressure and volume (ViTi) and the final pressure and volume (VfTf) for an isothermal process.
ViTi= 45.5 cm3, VfTf= 16.5 cm3 The initial is larger then the final.
Question 1-7: Are the relationships you found in the past three activities consistent with the ideal gas law? Explain based on your investigations of Boyle’s law, Gay-Lussac’s Law, and Charles’ Law.
The last three activities were consistent with the ideal gas law, PV=nRT. Boyle’s Law, Gay-Lussac’s Law, and Charles’ Law all coincide with one another for the Ideal Gas Law. If one of these laws were false, then they all would, by extension, be false as well.
Ideal Gas Law: PV=nRT
Boyle’s Law: P1V1=P2V2
Gay-Lussac’s Law: P1T2=P2T1
Charles’ Law: V1T2=V2T1
3) T&V Conclusion:
The conclusion was that Charles’ Law was true, stating that V1T2=V2T1. Additionally, the other gas laws were also proved correct.
Mr. Kostecki "The Ideal Gas Law Lab" Section 1
The Ideal Gas Law
Experimenters: Eric Tuvell, Molly Lorenz
Main Purpose: Using the Ideal Gas Law, we should be able to understand the different relationships between pressure, temperature, volume, and how they work ideally at a molecular level.
1) P&V Materials Used:
Gas Law Apparatus Syringe
Short Piece of Tygon Tubing
Computer Based Laboratory System
Pressure Sensor
RealTime Physics Heat and Thermodynamics experiment configuration files
Piece of String
Scissors
1) P&V Predictions:
Prediction 1-1: As you compress the air in a syringe by pushing the piston slowly, what will happen to the pressure? What do you think will be the mathematical relationship between pressure P and volume V?
We thought that the pressure will increase, and the relationship between pressure and volume will be inversely proportional.
1) P&V Experimental Procedure:
When the end of an unsealed syringe was attached to the pressure sensor using the Tygon tubing, the piston was started at 20 mL. Next, the file Pressure vs. Volume (L05A2-1) was opened and we recorded that the volume of the sensor was 0 cm3 for Table 1-1 (see attached). Some dimensions of the tubing we were using were given to us, but we had to account for the rest- so, using a piece of string to bend like the tubing we measure the inside diameter to be .3 cm, the length of the tubing to be 58 cm, and therefore, the estimated volume of the tubing to be 4.1 cm3. These volumes were recorded in Table 1-1 as well. Then, we slowly pushed down on the piston, and when the pressure reading was stable, we kept a data point, we repeated that 4 times. We used the fit routine, finding a relationship between P and V, and lastly, printed the graph.
1) P&V Analysis:
Question 1-1: What is the relationship between P and V? Is it proportional, linear, inversely proportional, or something else? Did this agree with your prediction?
The relationship between pressure and volume was inversely proportional and did agree with our prediction.
Question 1-2: Write down the relationship between the initial pressure and volume (PiVi) and the final pressure and volume (PfVf) for an isothermal process?
PiVi=19.665, PfVf=17.28 The initial is larger then the final.
1) P&V Conclusion:
The conclusion was that Boyle’s law was true, stating that P1V1=P2V2.
Experimenters: Eric Tuvell, Molly Lorenz
Main Purpose: Using the Ideal Gas Law, we should be able to understand the different relationships between pressure, temperature, volume, and how they work ideally at a molecular level.
1) P&V Materials Used:
Gas Law Apparatus Syringe
Short Piece of Tygon Tubing
Computer Based Laboratory System
Pressure Sensor
RealTime Physics Heat and Thermodynamics experiment configuration files
Piece of String
Scissors
1) P&V Predictions:
Prediction 1-1: As you compress the air in a syringe by pushing the piston slowly, what will happen to the pressure? What do you think will be the mathematical relationship between pressure P and volume V?
We thought that the pressure will increase, and the relationship between pressure and volume will be inversely proportional.
1) P&V Experimental Procedure:
When the end of an unsealed syringe was attached to the pressure sensor using the Tygon tubing, the piston was started at 20 mL. Next, the file Pressure vs. Volume (L05A2-1) was opened and we recorded that the volume of the sensor was 0 cm3 for Table 1-1 (see attached). Some dimensions of the tubing we were using were given to us, but we had to account for the rest- so, using a piece of string to bend like the tubing we measure the inside diameter to be .3 cm, the length of the tubing to be 58 cm, and therefore, the estimated volume of the tubing to be 4.1 cm3. These volumes were recorded in Table 1-1 as well. Then, we slowly pushed down on the piston, and when the pressure reading was stable, we kept a data point, we repeated that 4 times. We used the fit routine, finding a relationship between P and V, and lastly, printed the graph.
1) P&V Analysis:
Question 1-1: What is the relationship between P and V? Is it proportional, linear, inversely proportional, or something else? Did this agree with your prediction?
The relationship between pressure and volume was inversely proportional and did agree with our prediction.
Question 1-2: Write down the relationship between the initial pressure and volume (PiVi) and the final pressure and volume (PfVf) for an isothermal process?
PiVi=19.665, PfVf=17.28 The initial is larger then the final.
1) P&V Conclusion:
The conclusion was that Boyle’s law was true, stating that P1V1=P2V2.
Mr. Kostecki "The Ideal Gas Law Lab"
The Ideal Gas Law
Experimenters: Eric Tuvell, Molly Lorenz
Purpose: Using the Ideal Gas Law, we should be able to understand the different relationships between pressure, temperature, volume, and how they work ideally at a molecular level.
Materials Used:
Gas Law Apparatus Syringe
Short Piece of Tygon Tubing
Computer Based Laboratory System
Pressure Sensor
RealTime Physics Heat and Thermodynamics experiment configuration files
Piece of String
Scissors
Air Chamber and Tubing
2 Large Insulated Containers
Hot Water
Ice
Temperature Sensor
Experimental Procedure:
Analysis:
Conclusion:
Experimenters: Eric Tuvell, Molly Lorenz
Purpose: Using the Ideal Gas Law, we should be able to understand the different relationships between pressure, temperature, volume, and how they work ideally at a molecular level.
Materials Used:
Gas Law Apparatus Syringe
Short Piece of Tygon Tubing
Computer Based Laboratory System
Pressure Sensor
RealTime Physics Heat and Thermodynamics experiment configuration files
Piece of String
Scissors
Air Chamber and Tubing
2 Large Insulated Containers
Hot Water
Ice
Temperature Sensor
Experimental Procedure:
Analysis:
Conclusion:
Mr. Kostecki "The Ideal Gas Law Lab"
The Ideal Gas Law
Experimenters: Eric Tuvell, Molly Lorenz
Main Purpose: Using the Ideal Gas Law, we should be able to understand the different relationships between pressure, temperature, volume, and how they work ideally at a molecular level.
1) P&V Materials Used:
Gas Law Apparatus Syringe
Short Piece of Tygon Tubing
Computer Based Laboratory System
Pressure Sensor
RealTime Physics Heat and Thermodynamics experiment configuration files
Piece of String
Scissors
1) P&V Predictions:
Prediction 1-1: As you compress the air in a syringe by pushing the piston slowly, what will happen to the pressure? What do you think will be the mathematical relationship between pressure P and volume V?
We thought that the pressure will increase, and the relationship between pressure and volume will be inversely proportional.
1) P&V Experimental Procedure:
1) P&V Analysis:
Question 1-1: What is the relationship between P and V? Is it proportional, linear, inversely proportional, or something else? Did this agree with your prediction?
The relationship between pressure and volume was inversely proportional and did agree with our prediction.
Question 1-2: Write down the relationship between the initial pressure and volume (PiVi) and the final pressure and volume (PfVf) for an isothermal process?
PiVi=19.665, PfVf=17.28 The initial is larger then the final.
1) P&V Conclusion:
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Experimenters: Eric Tuvell, Molly Lorenz
Main Purpose: Using the Ideal Gas Law, we should be able to understand the different relationships between pressure, temperature, volume, and how they work ideally at a molecular level.
1) P&V Materials Used:
Gas Law Apparatus Syringe
Short Piece of Tygon Tubing
Computer Based Laboratory System
Pressure Sensor
RealTime Physics Heat and Thermodynamics experiment configuration files
Piece of String
Scissors
1) P&V Predictions:
Prediction 1-1: As you compress the air in a syringe by pushing the piston slowly, what will happen to the pressure? What do you think will be the mathematical relationship between pressure P and volume V?
We thought that the pressure will increase, and the relationship between pressure and volume will be inversely proportional.
1) P&V Experimental Procedure:
1) P&V Analysis:
Question 1-1: What is the relationship between P and V? Is it proportional, linear, inversely proportional, or something else? Did this agree with your prediction?
The relationship between pressure and volume was inversely proportional and did agree with our prediction.
Question 1-2: Write down the relationship between the initial pressure and volume (PiVi) and the final pressure and volume (PfVf) for an isothermal process?
PiVi=19.665, PfVf=17.28 The initial is larger then the final.
1) P&V Conclusion:
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Miss Harris "Karl Marx vs. Adam Smith"
Molly Lorenz
Miss Harris
American History II
9/20/2007
Karl Marx and Adam Smith
Writing a century apart, yet forever are their two pieces held side by side, Marx and Smith are two political writers and philosophers. Marx wrote book on communism in the 19th century; a time where capitalism had made for poor living situations and there was a great amount of hostility between the classes of people. Smith wrote his in 1776, near the time of the Industrial Revolution. In his ideal world, each person would be acting in their own interest, regulating the capitalist economy, and prices of things would stabilize at the lowest reasonable rates. He was a capitalist, and was a firm believer of mantra 'if you work hard, you will be rewarded'. This is not always the case, however. Marx, believed that the eventual revolutionary overthrow or capitalism was eminent and would be done by the proletariat, or "working class". So while Smith believed that everyone would gain something if they all worked, Marx believed that the working class would start a revolution against the more privileged bourgeoisie.
They were similar in the fact that they were both adamant about what they believed, and had proof to prove their points. Smith would use the 'invisible hand theory', while Marx would say that the working class is unhappy and would eventually lead to a revolution in the advanced industrial countries. Smith was more of a thinker on a smaller scale, as he thought that other people were as well. He wanted for them to trade amongst themselves; whereas Marx knew that that wasn't going to last very long because people would want more in the end.
Miss Harris
American History II
9/20/2007
Karl Marx and Adam Smith
Writing a century apart, yet forever are their two pieces held side by side, Marx and Smith are two political writers and philosophers. Marx wrote book on communism in the 19th century; a time where capitalism had made for poor living situations and there was a great amount of hostility between the classes of people. Smith wrote his in 1776, near the time of the Industrial Revolution. In his ideal world, each person would be acting in their own interest, regulating the capitalist economy, and prices of things would stabilize at the lowest reasonable rates. He was a capitalist, and was a firm believer of mantra 'if you work hard, you will be rewarded'. This is not always the case, however. Marx, believed that the eventual revolutionary overthrow or capitalism was eminent and would be done by the proletariat, or "working class". So while Smith believed that everyone would gain something if they all worked, Marx believed that the working class would start a revolution against the more privileged bourgeoisie.
They were similar in the fact that they were both adamant about what they believed, and had proof to prove their points. Smith would use the 'invisible hand theory', while Marx would say that the working class is unhappy and would eventually lead to a revolution in the advanced industrial countries. Smith was more of a thinker on a smaller scale, as he thought that other people were as well. He wanted for them to trade amongst themselves; whereas Marx knew that that wasn't going to last very long because people would want more in the end.
Miss Harris "U.S. Presidents"
Molly Lorenz
Miss Harris
USA History II
10/4/07
Presidents and Vice Presidents from 1861-1912
One Fact About Their Political Stance
One Event of Their Reign
President: Abraham Lincoln
Politics: Republican
Reign of Presidency: 1861-1865
Political Stance Fact: He was for the freedom of slaves, and welcomed the South "back" into the US after they had seceded.
Major Event: Civil War, Emancipation Proclamation, 13th Amendment.
-Vice President: Hannibal Hamlin
-Vice President: Andrew Johnson
President: Andrew Johnson
Politics: National Union
Reign of Presidency: 1865-1869
Political Stance Fact: He wanted to continue with Lincoln's plans, but when most of the Southern states did not ratify the 14th Amendment, he had to include punishments and limitations.
Major Event: Black codes, Freedman's Bureau, End of Civil War, 13&14th Amendments.
.
President: Ulysses S. Grant
Politics: Republican
Reign of Presidency: 1869-1877
Political Stance Fact: He allowed the Radical Reconstruction in the South run its course, bolstering it occasionally with military action.
Major Event: Credit Mobilier, the Sanborn contracts, the Whiskey Ring, Belknap bribery, ratification of the 15th Amendment, the Panic of 1873, and the Resumption of Specie Act.
-Vice President: Schuyler Colfax
President: Rutherford Hayes
Politics: Republican
Reign of Presidency: 1877-1881
Political Stance Fact: He pledged protection of the rights of blacks in the South, but at the same time advocated the restoration of "wise, honest, and peaceful local self-government".
Major Event: Bland-Allison Act
-Vice President: William Wheeler
President: James Garfield
Politics: Republican
Reign of Presidency: 1881
Political Stance Fact: During the secession crisis, he advocated coercing the seceding states back into the Union.
Major Event: Chinese Exclusion Act
-Vice President: Chester Arthur
President: Chester Arthur
Politics: Republican
Reign of Presidency: 1881-1885
Political Stance Fact: Remained unattached and unaffiliated with any party.
Major Event: Pendleton Act and Tarriff Act
President: Grover Cleveland
Politics: Democrat
Reign of Presidency: 1885-1889, 1893-1897
Political Stance Fact: He wanted policy barring special favors to any economic group. Vetoing a bill to appropriate $10,000 to distribute seed grain among drought-stricken farmers in Texas, first democrat president since the Civil War.
Major Event: Interstate Commerce Act,
-Vice President: Thomas Hendriks (First time.)
-Vice President: Adlai Stevenson (Second time.)
President: Benjamin Harrison
Politics: Republican
Reign of Presidency: 1889-1893
Political Stance Fact: Tried to have the US annex Hawaii, but was out-voted
Major Event: Sherman Anti-Trust Act,
-Vice President: Levi Morton
President: William McKinley
Politics: Republican
Reign of Presidency: 1897-1901
Political Stance Fact: Thought of trusts as "dangerous conspiracies against the public good".
Major Event: The Great Depression, Spanish-American War
-Vice President: Garret Hobart,
-Vice President: Theodore Roosevelt
President: Theodore Roosevelt
Politics: Republican
Reign of Presidency: 1901-1909
Political Stance Fact: Held the ideal that the government should be the arbiter of the opposing economic forces in the US; esp. between labor and capital, favoring neither side.
Major Event: Construction of the Panama Canal, won the Nobel Peace Prize for mediating the Russo-Japanese War, and for reaching a Gentleman's Agreement on immigration with Japan.
-Vice President: Charles Fairbanks
President: William Taft
Politics: Republican
Reign of Presidency: 1909-1913
Political Stance Fact: Did not like Roosevelt, and in fact did not welcome him back when Roosevelt returned from Africa.
Major Event: 16th Amendment,
-Vice President: James Sherman
Miss Harris
USA History II
10/4/07
Presidents and Vice Presidents from 1861-1912
One Fact About Their Political Stance
One Event of Their Reign
President: Abraham Lincoln
Politics: Republican
Reign of Presidency: 1861-1865
Political Stance Fact: He was for the freedom of slaves, and welcomed the South "back" into the US after they had seceded.
Major Event: Civil War, Emancipation Proclamation, 13th Amendment.
-Vice President: Hannibal Hamlin
-Vice President: Andrew Johnson
President: Andrew Johnson
Politics: National Union
Reign of Presidency: 1865-1869
Political Stance Fact: He wanted to continue with Lincoln's plans, but when most of the Southern states did not ratify the 14th Amendment, he had to include punishments and limitations.
Major Event: Black codes, Freedman's Bureau, End of Civil War, 13&14th Amendments.
.
President: Ulysses S. Grant
Politics: Republican
Reign of Presidency: 1869-1877
Political Stance Fact: He allowed the Radical Reconstruction in the South run its course, bolstering it occasionally with military action.
Major Event: Credit Mobilier, the Sanborn contracts, the Whiskey Ring, Belknap bribery, ratification of the 15th Amendment, the Panic of 1873, and the Resumption of Specie Act.
-Vice President: Schuyler Colfax
President: Rutherford Hayes
Politics: Republican
Reign of Presidency: 1877-1881
Political Stance Fact: He pledged protection of the rights of blacks in the South, but at the same time advocated the restoration of "wise, honest, and peaceful local self-government".
Major Event: Bland-Allison Act
-Vice President: William Wheeler
President: James Garfield
Politics: Republican
Reign of Presidency: 1881
Political Stance Fact: During the secession crisis, he advocated coercing the seceding states back into the Union.
Major Event: Chinese Exclusion Act
-Vice President: Chester Arthur
President: Chester Arthur
Politics: Republican
Reign of Presidency: 1881-1885
Political Stance Fact: Remained unattached and unaffiliated with any party.
Major Event: Pendleton Act and Tarriff Act
President: Grover Cleveland
Politics: Democrat
Reign of Presidency: 1885-1889, 1893-1897
Political Stance Fact: He wanted policy barring special favors to any economic group. Vetoing a bill to appropriate $10,000 to distribute seed grain among drought-stricken farmers in Texas, first democrat president since the Civil War.
Major Event: Interstate Commerce Act,
-Vice President: Thomas Hendriks (First time.)
-Vice President: Adlai Stevenson (Second time.)
President: Benjamin Harrison
Politics: Republican
Reign of Presidency: 1889-1893
Political Stance Fact: Tried to have the US annex Hawaii, but was out-voted
Major Event: Sherman Anti-Trust Act,
-Vice President: Levi Morton
President: William McKinley
Politics: Republican
Reign of Presidency: 1897-1901
Political Stance Fact: Thought of trusts as "dangerous conspiracies against the public good".
Major Event: The Great Depression, Spanish-American War
-Vice President: Garret Hobart,
-Vice President: Theodore Roosevelt
President: Theodore Roosevelt
Politics: Republican
Reign of Presidency: 1901-1909
Political Stance Fact: Held the ideal that the government should be the arbiter of the opposing economic forces in the US; esp. between labor and capital, favoring neither side.
Major Event: Construction of the Panama Canal, won the Nobel Peace Prize for mediating the Russo-Japanese War, and for reaching a Gentleman's Agreement on immigration with Japan.
-Vice President: Charles Fairbanks
President: William Taft
Politics: Republican
Reign of Presidency: 1909-1913
Political Stance Fact: Did not like Roosevelt, and in fact did not welcome him back when Roosevelt returned from Africa.
Major Event: 16th Amendment,
-Vice President: James Sherman
Miss Harris "Influenza Pandemic"
Influenza Pandemic of 1918
Estimated to have taken 100 million lives, the influenza pandemic of 1918 seemed to have risen from the ashes of the war. It still remains unclear how it started- some even proposing to say it came from burning pigs' manure, though this is discouraged by the scientists. All we can say is that is greatly outnumbered even the black plague, and varied in it's symptoms and expectancy rates. You could start by having a migraine, and with any luck at all, within the next 8 hours you will have died. Also possible was the temperature of 103 F and coughing up blood-streaked pus. Those ones die of asphyxiation from their lungs filling with fluid. If 100 million people died this way, and each one of them left one person behind who cared about them, this certainly affected 200 million people right there.
There was one man who was in Toronto when World War I started, and volunteered to serve. In 1915 he was sent over to England. He wrote to his daughter often, telling her of all the men in his camp- how many of them were dying from influenza, and how frightening it was. He said this over and over. The problem was that they weren't supposed to be talking about anything, as the wartime secrecy was imposed upon them. The letters were not intercepted, thankfully, and this man and his daughter were able to communicate.
Unbelievable as it may seem, neither physicians, not city officials were required to record the cases of the flu in 1918. In Boston in the Receiving Ship in one week, more then 300 men were sick from influenza. It was not a surprise that influenza spread so quickly on the Receiving Ship- it was a holding station for soldiers on their way to war. It was overcrowded with people and rats alike, and was without soap, drinking water, and working toilets. How unfortunate for the men trying to do their part and help fight against this war that they had to fight against a more down-to-business killer first. The men really didn't stand a chance because we paid them no mind until The Boston Globe reported "unless precautions are taken the disease in all probability will spread to the civilian population". Why were precautions not taken in the first place, gentlemen?
"Spanish Flu"
More deadly statistically then the plague, more people died in 1 year
The war was greatly responsible for bringing the flu into the US.
Introductory mission statement:
281-tv
287,288-hiv
11,50-soldier flu impact
5-7, 195- aids
Estimated to have taken 100 million lives, the influenza pandemic of 1918 seemed to have risen from the ashes of the war. It still remains unclear how it started- some even proposing to say it came from burning pigs' manure, though this is discouraged by the scientists. All we can say is that is greatly outnumbered even the black plague, and varied in it's symptoms and expectancy rates. You could start by having a migraine, and with any luck at all, within the next 8 hours you will have died. Also possible was the temperature of 103 F and coughing up blood-streaked pus. Those ones die of asphyxiation from their lungs filling with fluid. If 100 million people died this way, and each one of them left one person behind who cared about them, this certainly affected 200 million people right there.
There was one man who was in Toronto when World War I started, and volunteered to serve. In 1915 he was sent over to England. He wrote to his daughter often, telling her of all the men in his camp- how many of them were dying from influenza, and how frightening it was. He said this over and over. The problem was that they weren't supposed to be talking about anything, as the wartime secrecy was imposed upon them. The letters were not intercepted, thankfully, and this man and his daughter were able to communicate.
Unbelievable as it may seem, neither physicians, not city officials were required to record the cases of the flu in 1918. In Boston in the Receiving Ship in one week, more then 300 men were sick from influenza. It was not a surprise that influenza spread so quickly on the Receiving Ship- it was a holding station for soldiers on their way to war. It was overcrowded with people and rats alike, and was without soap, drinking water, and working toilets. How unfortunate for the men trying to do their part and help fight against this war that they had to fight against a more down-to-business killer first. The men really didn't stand a chance because we paid them no mind until The Boston Globe reported "unless precautions are taken the disease in all probability will spread to the civilian population". Why were precautions not taken in the first place, gentlemen?
"Spanish Flu"
More deadly statistically then the plague, more people died in 1 year
The war was greatly responsible for bringing the flu into the US.
Introductory mission statement:
281-tv
287,288-hiv
11,50-soldier flu impact
5-7, 195- aids
Miss Harris "Just War Theory"
Molly Lorenz
Miss Harris
USA History II
11/06/07
Just War Theory Thoughts
The Just War Criteria has two sections- Just decision and Just conduct. Total, there are 9 bullet points, though one is repeated twice, once in each category. The theory limits any man without proper authority to declare war, thus mandating that there is a reason behind the declaration, as our authorized man cannot just declare wars right and left, but has to run it by other people first. It also protects the countries' laws, although there really is not an adequate way of punishing those individuals who did not respect those laws. All in all, I'd have to say that yes, I do agree with the Just War Theory.
I agree with it because it protects as many people as possible. It protects soldiers by not allowing them to be shot at if they are unarmed. It protects small countries, uninvolved countries, and even big countries from a random war declaration. It makes war the very last resort- all methods of peacefully fixing the situation must be exhausted first. Its very first point seems to make certain the fact that even declared by a "legitimate authority", a war will not happen for no reason, stating that "the war must have a just cause".
I think that if something has been around for centuries, chances are such that it is doing something right. Many people drew bits and pieces of what was later known as The Just War Theory from Marcus Tullius Cicero, who was born in 106BC. That was well over 2000 years ago. This theory, though, is not a theory at all- but more of a "proposal of practical reasons" according to Anglican theologian Oliver O'Donovan- and as such, it seems to capture your moral attention. Most of the Just War Theory is morally influenced, however, and probably almost everyone can support more then one of these points. Even if you are against war, as I am, there is that previously mentioned criteria that before a war even is declared, every nonviolent option must be tried first, for example.
In my personal opinion, I absolutely think that the Just War Theory is just as applicable today as it was when it originated, if not more-so, as our weaponry has advanced into nuclear missiles. According to the theory one country may not attack another country with a dangerous weapon like a smart bomb if the receiving country is not in possession of a similarly destructive weapon. Also, uninvolved countries cannot be purposefully targeted, thus they remain unaffiliated. The proportionality point asks if the proposed result of the war will outweigh all the destruction and death it has caused- a point which I asked about all wars before even learning about the theory. As science gets more advance, I think that the Just War Theory will continue to apply globally, protecting civilians, such as myself, and unarmed soldiers alike.
Miss Harris
USA History II
11/06/07
Just War Theory Thoughts
The Just War Criteria has two sections- Just decision and Just conduct. Total, there are 9 bullet points, though one is repeated twice, once in each category. The theory limits any man without proper authority to declare war, thus mandating that there is a reason behind the declaration, as our authorized man cannot just declare wars right and left, but has to run it by other people first. It also protects the countries' laws, although there really is not an adequate way of punishing those individuals who did not respect those laws. All in all, I'd have to say that yes, I do agree with the Just War Theory.
I agree with it because it protects as many people as possible. It protects soldiers by not allowing them to be shot at if they are unarmed. It protects small countries, uninvolved countries, and even big countries from a random war declaration. It makes war the very last resort- all methods of peacefully fixing the situation must be exhausted first. Its very first point seems to make certain the fact that even declared by a "legitimate authority", a war will not happen for no reason, stating that "the war must have a just cause".
I think that if something has been around for centuries, chances are such that it is doing something right. Many people drew bits and pieces of what was later known as The Just War Theory from Marcus Tullius Cicero, who was born in 106BC. That was well over 2000 years ago. This theory, though, is not a theory at all- but more of a "proposal of practical reasons" according to Anglican theologian Oliver O'Donovan- and as such, it seems to capture your moral attention. Most of the Just War Theory is morally influenced, however, and probably almost everyone can support more then one of these points. Even if you are against war, as I am, there is that previously mentioned criteria that before a war even is declared, every nonviolent option must be tried first, for example.
In my personal opinion, I absolutely think that the Just War Theory is just as applicable today as it was when it originated, if not more-so, as our weaponry has advanced into nuclear missiles. According to the theory one country may not attack another country with a dangerous weapon like a smart bomb if the receiving country is not in possession of a similarly destructive weapon. Also, uninvolved countries cannot be purposefully targeted, thus they remain unaffiliated. The proportionality point asks if the proposed result of the war will outweigh all the destruction and death it has caused- a point which I asked about all wars before even learning about the theory. As science gets more advance, I think that the Just War Theory will continue to apply globally, protecting civilians, such as myself, and unarmed soldiers alike.
Miss Harris "Patience is a Virtue"
Molly Lorenz
Miss Harris
USA History II
11/23/07
Patience is a Virtue
In this picture, there is a boat descending into the water, a pretty common thing to think about, or hear of in the early 1900's. There were very many German u-boats (submarines) that were torpedoing ships from other countries, even neutral countries, such as the United States. It's quite obvious, as the boat is half sunk already, that this ship is going down and probably pretty fast. It's no surprise that this boat represents patience, as the bold, black lettering on the boat actually reads "PATIENCE", after some indistinguishable letters, presumably "S.S.". Then all of this must mean that Patience has fallen- the last thing that the world could have hoped for.
One specific aspect to point out in the picture would be the submarine lurking below the water, watching from a distance. The picture is entitled "The Crowning Achievement", with the caption below it reading "This Latest Submarine Victim May Be The Last". This fictitious submarine probably was not unlike other u-boats that were not fictitious at the time; in this case, it appears to have produced a hidden attack, sneaking up on Patience.
According to the Just Law Theory, war must be a last resort. Not "it should be", not "it's possible to have"- "it must be". It's stated, and there is more then enough evidence to support that peace, and patience, were not given enough of a chance to avoid this war.
Less then a fortnight before this picture was drawn, the Easter Uprising begins. Numerous boats are captured, and 16 Dubliners were hanged due to the British. This leads America's sympathy for England to be much lower then beforehand. If the British are creating violent acts on the once-calm seas, then this picture surely can't be just about Germany. It seems to be a worldly death, patience, that is.
On a final note, I will say that yes, I do agree with the point that patience was not present from what I have read for most, if not all, of the beginning of World War One. I think that this artist made a very valid point be known, but how said that point was.
Miss Harris
USA History II
11/23/07
Patience is a Virtue
In this picture, there is a boat descending into the water, a pretty common thing to think about, or hear of in the early 1900's. There were very many German u-boats (submarines) that were torpedoing ships from other countries, even neutral countries, such as the United States. It's quite obvious, as the boat is half sunk already, that this ship is going down and probably pretty fast. It's no surprise that this boat represents patience, as the bold, black lettering on the boat actually reads "PATIENCE", after some indistinguishable letters, presumably "S.S.". Then all of this must mean that Patience has fallen- the last thing that the world could have hoped for.
One specific aspect to point out in the picture would be the submarine lurking below the water, watching from a distance. The picture is entitled "The Crowning Achievement", with the caption below it reading "This Latest Submarine Victim May Be The Last". This fictitious submarine probably was not unlike other u-boats that were not fictitious at the time; in this case, it appears to have produced a hidden attack, sneaking up on Patience.
According to the Just Law Theory, war must be a last resort. Not "it should be", not "it's possible to have"- "it must be". It's stated, and there is more then enough evidence to support that peace, and patience, were not given enough of a chance to avoid this war.
Less then a fortnight before this picture was drawn, the Easter Uprising begins. Numerous boats are captured, and 16 Dubliners were hanged due to the British. This leads America's sympathy for England to be much lower then beforehand. If the British are creating violent acts on the once-calm seas, then this picture surely can't be just about Germany. It seems to be a worldly death, patience, that is.
On a final note, I will say that yes, I do agree with the point that patience was not present from what I have read for most, if not all, of the beginning of World War One. I think that this artist made a very valid point be known, but how said that point was.
Miss Harris "Muckraker AIDS"
Molly Lorenz
Miss Harris
USA History II
11/5/2007
Muckraker- AIDS
AIDS, or the Acquired Immune Deficiency Syndrome is a fairly new problem that has come to us all in one way or another. It killed 11.7 million people in 16 years since it was recognized. 9 years after that, the numbers had risen to 25 million people since June 5th, 1981. 22,114 Americans a year die because of AIDS- but over in Africa, 2 million children are living with AIDS, accounting for 90% of all pediatric cases globally. Kids are dying, communities are collapsing, at best, and we do nothing. There is a myth that the only cure for AIDS is to rape an infant and still we do nothing. There are people not even getting half of their recommended dosage of anti-retroviral treatment, which happens to be the closest thing we have to a cure of AIDS, and still we do nothing. It is more likely that people in Africa will stick to their treatment then Americans, and still we do nothing. Anti-retroviral treatment is so affective, it can bring a patient who is headed for the white light back and so much more healthier in just two weeks of treatment, but we hardly ever let them. What will it take before something is done?
AIDS does not only affect gay men, as thought when it was first discovered. It is not the same thing as being HIV+. You cannot receive AIDS by touching someone. These are just not true. To contract AIDS, you must swap bodily fluids with someone who has AIDS, and even then, there is a chance you will not have AIDS in the long run. You will become HIV+ (Human Immunodeficiency Virus), meaning that you're immune system is shot. You have a greater chance of getting the flu, or a cold, and a lesser chance of recovering well fully. You right now are surrounded by germs, but you are easily fighting them off, because you are HIV-. A lot of people aren't.
Not everyone has the skills or means to go and produce or give anti-retroviral treatment to AIDS victims. Not one person has yet to find a cure. However, everyone is able to help by spreading the word about AIDS, even help the current prevention campaigns. Since there is no cure, we should be focusing on preventing it from spreading. If you look back at the Influenza Pandemic of 1918, you can see that they were interesting in storing flu samples for future generations to study to prevent another pandemic. They were focused on not contracting it themselves while they helped those who had already. We however, have not learned from the past, and those who do not learn from history are doomed to repeat it.
We can't afford, financially or as a world, to have AIDS become worse, or even equal to the influenza pandemic. It has already spread from being an epidemic into a pandemic, and it is not slowing down.
Miss Harris
USA History II
11/5/2007
Muckraker- AIDS
AIDS, or the Acquired Immune Deficiency Syndrome is a fairly new problem that has come to us all in one way or another. It killed 11.7 million people in 16 years since it was recognized. 9 years after that, the numbers had risen to 25 million people since June 5th, 1981. 22,114 Americans a year die because of AIDS- but over in Africa, 2 million children are living with AIDS, accounting for 90% of all pediatric cases globally. Kids are dying, communities are collapsing, at best, and we do nothing. There is a myth that the only cure for AIDS is to rape an infant and still we do nothing. There are people not even getting half of their recommended dosage of anti-retroviral treatment, which happens to be the closest thing we have to a cure of AIDS, and still we do nothing. It is more likely that people in Africa will stick to their treatment then Americans, and still we do nothing. Anti-retroviral treatment is so affective, it can bring a patient who is headed for the white light back and so much more healthier in just two weeks of treatment, but we hardly ever let them. What will it take before something is done?
AIDS does not only affect gay men, as thought when it was first discovered. It is not the same thing as being HIV+. You cannot receive AIDS by touching someone. These are just not true. To contract AIDS, you must swap bodily fluids with someone who has AIDS, and even then, there is a chance you will not have AIDS in the long run. You will become HIV+ (Human Immunodeficiency Virus), meaning that you're immune system is shot. You have a greater chance of getting the flu, or a cold, and a lesser chance of recovering well fully. You right now are surrounded by germs, but you are easily fighting them off, because you are HIV-. A lot of people aren't.
Not everyone has the skills or means to go and produce or give anti-retroviral treatment to AIDS victims. Not one person has yet to find a cure. However, everyone is able to help by spreading the word about AIDS, even help the current prevention campaigns. Since there is no cure, we should be focusing on preventing it from spreading. If you look back at the Influenza Pandemic of 1918, you can see that they were interesting in storing flu samples for future generations to study to prevent another pandemic. They were focused on not contracting it themselves while they helped those who had already. We however, have not learned from the past, and those who do not learn from history are doomed to repeat it.
We can't afford, financially or as a world, to have AIDS become worse, or even equal to the influenza pandemic. It has already spread from being an epidemic into a pandemic, and it is not slowing down.
Miss Harris "The Roaring Twenties"
Molly Lorenz
Miss Harris
American History II
January 17th, 2008
Why The Roaring Twenties Is The Jazz Era
There is no one, specific, absolute answer to why the decade between 1920 and 1930 would be called “The Roaring Twenties” because there is no one thing that came out prominently in this time. New dances, methods, inventions, feats, architecture, movies, presidents, politics, women’s suffrage, prohibition, the KKK, the Harlem Renaissance, and Jazz all collaborated noisily into the twenties. Henry Ford’s cars roared, vacuum cleaners roared, building construction roars, the saxophone roared, illegally drunken men roared, Lucky Lindy’s airplane roared, everything roared during this time, which is what makes the Roaring Twenties so unique.
Personally, I think that the Roaring Twenties was about protest in every form. Unless you were a WASP (White, Anglo-Saxon Protestant) and male, you really did not have much to complain about-unless, of course, you used to drink, and the prohibition would not let you now, or that you had the horrors of the war still in your mind, thus you remained sober and somber. There was the desire to return to normalcy, as Harding promised up and down, but in truth, the American citizens were doing everything they could to revolutionize their lives. Children could go to school with kids their own age, high school drop-outs could get mindless jobs, fashion, poetry, literature, art, music, and dance were all being “improved” upon, and yet we were still not satisfied.
The women had suffrage, birth control, jobs, respect, and drunk husbands to protest about. White supremacists had pretty much everyones not already one of them to protest. Men had prohibition to protest. African-Americans had equality and respect to lobby for. Where the women tended to actually protest with signs, the most violent thing being destroying saloons, the white supremacists flogged and killed people, the men illegally buying or brewing beer, the blacks protested through art. Langston Hughes protested in his poetry, and musicians protested in their songs.
Much of the culture in The Jazz Era made the artist start out “black or ethnic and became steadily whiter and more Waspy as you succeeded” — which was true, especially in the case of jazz (Johnson 705). It was impossible to start with jazz being white, as jazz originated from a mixture of blues, folk, black spirituals, gospel spirituals, European ballads and slave-work songs. As the alto saxophones wailed, the clarinets sang, the trumpets proclaimed, the piano struck, and drums pounded, there was a roaring sound filling your ears— jazz.
Jazz was not just a man’s world, like most things were when women were not allowed to vote. “In 1922, for instance, women formed 85 percent of music students and 75 percent of concert audiences” (Johnson 701-702). Of course, with this overwhelming majority came protest in the form of “male abuse of the piano to produce rags was a protest against domestic discipline and feminine dominance” (Johnson 702). With jazz being played nationally, (albeit faster in the northeast part of the country), perhaps one of the few things that was all around the country equally then, it is no great mystery then, that the Jazz Era is synonymous with The Roaring Twenties.
Johnson, Paul. A History Of The American People. New York City: HarperCollins Publishers Inc, 1997.
Miss Harris
American History II
January 17th, 2008
Why The Roaring Twenties Is The Jazz Era
There is no one, specific, absolute answer to why the decade between 1920 and 1930 would be called “The Roaring Twenties” because there is no one thing that came out prominently in this time. New dances, methods, inventions, feats, architecture, movies, presidents, politics, women’s suffrage, prohibition, the KKK, the Harlem Renaissance, and Jazz all collaborated noisily into the twenties. Henry Ford’s cars roared, vacuum cleaners roared, building construction roars, the saxophone roared, illegally drunken men roared, Lucky Lindy’s airplane roared, everything roared during this time, which is what makes the Roaring Twenties so unique.
Personally, I think that the Roaring Twenties was about protest in every form. Unless you were a WASP (White, Anglo-Saxon Protestant) and male, you really did not have much to complain about-unless, of course, you used to drink, and the prohibition would not let you now, or that you had the horrors of the war still in your mind, thus you remained sober and somber. There was the desire to return to normalcy, as Harding promised up and down, but in truth, the American citizens were doing everything they could to revolutionize their lives. Children could go to school with kids their own age, high school drop-outs could get mindless jobs, fashion, poetry, literature, art, music, and dance were all being “improved” upon, and yet we were still not satisfied.
The women had suffrage, birth control, jobs, respect, and drunk husbands to protest about. White supremacists had pretty much everyones not already one of them to protest. Men had prohibition to protest. African-Americans had equality and respect to lobby for. Where the women tended to actually protest with signs, the most violent thing being destroying saloons, the white supremacists flogged and killed people, the men illegally buying or brewing beer, the blacks protested through art. Langston Hughes protested in his poetry, and musicians protested in their songs.
Much of the culture in The Jazz Era made the artist start out “black or ethnic and became steadily whiter and more Waspy as you succeeded” — which was true, especially in the case of jazz (Johnson 705). It was impossible to start with jazz being white, as jazz originated from a mixture of blues, folk, black spirituals, gospel spirituals, European ballads and slave-work songs. As the alto saxophones wailed, the clarinets sang, the trumpets proclaimed, the piano struck, and drums pounded, there was a roaring sound filling your ears— jazz.
Jazz was not just a man’s world, like most things were when women were not allowed to vote. “In 1922, for instance, women formed 85 percent of music students and 75 percent of concert audiences” (Johnson 701-702). Of course, with this overwhelming majority came protest in the form of “male abuse of the piano to produce rags was a protest against domestic discipline and feminine dominance” (Johnson 702). With jazz being played nationally, (albeit faster in the northeast part of the country), perhaps one of the few things that was all around the country equally then, it is no great mystery then, that the Jazz Era is synonymous with The Roaring Twenties.
Johnson, Paul. A History Of The American People. New York City: HarperCollins Publishers Inc, 1997.
Miss Harris "Hoover Vs. FDR"
Did Exhausting The Government Make As Much Of A Difference As They Are Credited For?
The stock market crash, underproduction, spending on credit, decline of morals, decline of ethics, the boom and bust of economy, and Herbert Hoover. These rather differentiating things do have something in common- all of them, somewhere, somehow, are blamed for the Great Depression in America. As are most triumphs and failures, the Great Depression was probably due to a mixture of things, not one definitive cause. The Great Depression was a triumph in that once it had happened, the amount of will and prayer that something this terrible would not happen again to the United States set up programs, laws, and deals that prevented it from happening again. The United States’ citizens eventually overcame the Great Depression, learning from their experience on how to thrive on literally nothing at all. The question is, should Franklin D Roosevelt have gotten as much credit as he did?
It has been said that the Presidential election of 1932 had an unprecedented amount of no thought put into the ballots, as “it did not matter who the Democratic Party nominated,” because the “next president could be anyone but Hoover.” (Depression America Vol. 4: 13). Is it possible that Herbert Hoover was not given enough of a fair chance to fix this problem? From when the Great Depression started, to when Franklin Roosevelt moved into the white house there was approximately a three year span; which might seem like a long time, but from when Roosevelt took office to the start of WWII, (when the U.S. started to recover at an acceptable rate) there were roughly seven years. Is it possible that Roosevelt was given more then twice the amount of time Hoover was given to fix the Great Depression because Roosevelt was more personable and held fireside chats? Hoover did try to aid those in need, “throughout his political career from 1914 to his death in 1964 Hoover did not take any pay: He gave all his presidential salary to charity” (Depression America Vol. 1: 103). The same was never said about Roosevelt.
While President Hoover was extremely shy, finding “speaking to crowds an ordeal and came across as stiff and dull”, he did feel that it was his duty to “issue a reassuring statement even though he had expressed his reservations about the stock-market boom in the past” (Depression America Vol. 1: 104) (Depression America Vol. 1: 93). However, all this is not to say that Roosevelt was not effective- he did, of course, have the 100 days in office where many new groups, bills, revisions, etc. were made to help out the suffering. Hoover and Roosevelt merely went about the same goal in two different ways- while Roosevelt tried everything and anything, trying to help one group of people at a time, Hoover believed in a trickle system. He believed that this was partially to blame for the gravity of the Great Depression, as “once the lower-paid consumer stopped purchasing, the results were reflected upward” in the top businessmen, who then might have had to raise their prices, but then more people would not be able to afford them (Depression America Vol. 1: 85).
In previous depressions that the United States had endured, most people were farmers, and were able to live off of what they grew and/or slaughtered, but when the Great Depression hit, people were secretaries, actors, industrial line workers, and painters, living in cities, not farm houses. What this meant was that unemployment was “almost immediate hardship for workers and their families”, with unemployment levels reaching never before seem numbers and statistics “in a nation that prided itself on being a land of plenty” (McElvaine The Depression And New Deal A History In Documents: 14). Indeed, this land of plenty became riddled with nothingness and dust bowls with less then a year after Hoover left, “one-quarter of the U.S. workforce was jobless” (McElvaine The Depression And New Deal A History In Documents: 14).
Perhaps because “the three years after the crash were a downward spiral of misery and destitution as millions were thrown out of work” the people were so quick to name their shacks made out of whatever they could find ‘hoovervilles’ (Depression America Vol. 1: 86). Or perhaps because “by election day in November 1932 there were more then 13 million unemployed,” but Hoover had already had experience in distribution of resources before he even became President (Depression America Vol. 2: 6-7). He was first “called to Washington to serve as food administrator”, an office created to “encourage agricultural production and food conservation and to coordinate fair distribution of available resources” (Depression America Vol. 1: 103).
While Roosevelt had an entire New Deal laid out, many of his organizations failed, or were considered to be unconstitutional. Robert S. McElvaine writes that while “The New Deal was highly successful in its first objective of easing the pain of the depression,” it “never managed to bring about the full recovery it sought,” and this was almost seventy years after the Great Depression ended (McElvaine The Depression And New Deal A History In Documents: 15). The Great Depression and the way it was handled affected more then just the generations who survived it, grandchildren of those people would rip buttons off of old clothing, wash saran wrap, and squeeze every penny possible.
The space in-between the classes of people only grew during the 1930s, when “the top 0.1 percent of American families had a total income equal to that of the bottom 42 percent”, and the fact that “those who had money had bought what they needed; those without could not afford to enjoy consumer goods that stacked up in showrooms and warehouses,” (McElvaine “Great Depression In The United States”: 3) (Depression America Vol. 1: 85). In a decade, almost everything about any age group changed dramatically. Far less children were being born during the depression for fear of another mouth to feed, another body to carry and clothe and protect. Adults were wandering around aimlessly trying to find anything at all. Teenagers, however, were still in search of a great adventure. During the 1920s they were dancing to jazz, driving the car to campgrounds, and watching movies- in the 1930s however, “more than 250,000 teenagers were living as hobos. They left poverty and family problems behind and set off in search of what often seemed, at first, a great adventure” (Depression America Vol. 2: 66). It is fair to say that the Great Depression will not be forgotten easily.
Herbert Hoover was not given a fair fight in the presidential elections of 1932, he was not given nearly as much of a chance as Roosevelt did, and often goes down as one of the worst presidents in the United States’ history, following Harding. This unfair throne he sits on may stay eternal, as we can not go back in time and argue what might have been. We may only take the facts in from all sides, and try to equalize these opportunities in the future.
The stock market crash, underproduction, spending on credit, decline of morals, decline of ethics, the boom and bust of economy, and Herbert Hoover. These rather differentiating things do have something in common- all of them, somewhere, somehow, are blamed for the Great Depression in America. As are most triumphs and failures, the Great Depression was probably due to a mixture of things, not one definitive cause. The Great Depression was a triumph in that once it had happened, the amount of will and prayer that something this terrible would not happen again to the United States set up programs, laws, and deals that prevented it from happening again. The United States’ citizens eventually overcame the Great Depression, learning from their experience on how to thrive on literally nothing at all. The question is, should Franklin D Roosevelt have gotten as much credit as he did?
It has been said that the Presidential election of 1932 had an unprecedented amount of no thought put into the ballots, as “it did not matter who the Democratic Party nominated,” because the “next president could be anyone but Hoover.” (Depression America Vol. 4: 13). Is it possible that Herbert Hoover was not given enough of a fair chance to fix this problem? From when the Great Depression started, to when Franklin Roosevelt moved into the white house there was approximately a three year span; which might seem like a long time, but from when Roosevelt took office to the start of WWII, (when the U.S. started to recover at an acceptable rate) there were roughly seven years. Is it possible that Roosevelt was given more then twice the amount of time Hoover was given to fix the Great Depression because Roosevelt was more personable and held fireside chats? Hoover did try to aid those in need, “throughout his political career from 1914 to his death in 1964 Hoover did not take any pay: He gave all his presidential salary to charity” (Depression America Vol. 1: 103). The same was never said about Roosevelt.
While President Hoover was extremely shy, finding “speaking to crowds an ordeal and came across as stiff and dull”, he did feel that it was his duty to “issue a reassuring statement even though he had expressed his reservations about the stock-market boom in the past” (Depression America Vol. 1: 104) (Depression America Vol. 1: 93). However, all this is not to say that Roosevelt was not effective- he did, of course, have the 100 days in office where many new groups, bills, revisions, etc. were made to help out the suffering. Hoover and Roosevelt merely went about the same goal in two different ways- while Roosevelt tried everything and anything, trying to help one group of people at a time, Hoover believed in a trickle system. He believed that this was partially to blame for the gravity of the Great Depression, as “once the lower-paid consumer stopped purchasing, the results were reflected upward” in the top businessmen, who then might have had to raise their prices, but then more people would not be able to afford them (Depression America Vol. 1: 85).
In previous depressions that the United States had endured, most people were farmers, and were able to live off of what they grew and/or slaughtered, but when the Great Depression hit, people were secretaries, actors, industrial line workers, and painters, living in cities, not farm houses. What this meant was that unemployment was “almost immediate hardship for workers and their families”, with unemployment levels reaching never before seem numbers and statistics “in a nation that prided itself on being a land of plenty” (McElvaine The Depression And New Deal A History In Documents: 14). Indeed, this land of plenty became riddled with nothingness and dust bowls with less then a year after Hoover left, “one-quarter of the U.S. workforce was jobless” (McElvaine The Depression And New Deal A History In Documents: 14).
Perhaps because “the three years after the crash were a downward spiral of misery and destitution as millions were thrown out of work” the people were so quick to name their shacks made out of whatever they could find ‘hoovervilles’ (Depression America Vol. 1: 86). Or perhaps because “by election day in November 1932 there were more then 13 million unemployed,” but Hoover had already had experience in distribution of resources before he even became President (Depression America Vol. 2: 6-7). He was first “called to Washington to serve as food administrator”, an office created to “encourage agricultural production and food conservation and to coordinate fair distribution of available resources” (Depression America Vol. 1: 103).
While Roosevelt had an entire New Deal laid out, many of his organizations failed, or were considered to be unconstitutional. Robert S. McElvaine writes that while “The New Deal was highly successful in its first objective of easing the pain of the depression,” it “never managed to bring about the full recovery it sought,” and this was almost seventy years after the Great Depression ended (McElvaine The Depression And New Deal A History In Documents: 15). The Great Depression and the way it was handled affected more then just the generations who survived it, grandchildren of those people would rip buttons off of old clothing, wash saran wrap, and squeeze every penny possible.
The space in-between the classes of people only grew during the 1930s, when “the top 0.1 percent of American families had a total income equal to that of the bottom 42 percent”, and the fact that “those who had money had bought what they needed; those without could not afford to enjoy consumer goods that stacked up in showrooms and warehouses,” (McElvaine “Great Depression In The United States”: 3) (Depression America Vol. 1: 85). In a decade, almost everything about any age group changed dramatically. Far less children were being born during the depression for fear of another mouth to feed, another body to carry and clothe and protect. Adults were wandering around aimlessly trying to find anything at all. Teenagers, however, were still in search of a great adventure. During the 1920s they were dancing to jazz, driving the car to campgrounds, and watching movies- in the 1930s however, “more than 250,000 teenagers were living as hobos. They left poverty and family problems behind and set off in search of what often seemed, at first, a great adventure” (Depression America Vol. 2: 66). It is fair to say that the Great Depression will not be forgotten easily.
Herbert Hoover was not given a fair fight in the presidential elections of 1932, he was not given nearly as much of a chance as Roosevelt did, and often goes down as one of the worst presidents in the United States’ history, following Harding. This unfair throne he sits on may stay eternal, as we can not go back in time and argue what might have been. We may only take the facts in from all sides, and try to equalize these opportunities in the future.
Miss Harris "Mein Kampf Summary"
Molly Lorenz
Miss Harris
United States History II
2/27/08
“Mein Kamph” Summary
I think that Hitler’s basic point was that everything is about the culture of the people. He talks about how it is fruitless to argue over which people were the oldest people on earth and that the governments have the responsibility of recognizing, assembling, and preserving their people’s culture. Hitler claims that any state that does not “primarily serve the preservation of physical life” is a monstrosity that should not be allowed to exist. Ultimately though, he ends it saying that the German Reich has the responsibility of not merely ensuring the Germans place in future history and culture and promoting their culture, but to succeed in dominating the rest of the world.
Miss Harris
United States History II
2/27/08
“Mein Kamph” Summary
I think that Hitler’s basic point was that everything is about the culture of the people. He talks about how it is fruitless to argue over which people were the oldest people on earth and that the governments have the responsibility of recognizing, assembling, and preserving their people’s culture. Hitler claims that any state that does not “primarily serve the preservation of physical life” is a monstrosity that should not be allowed to exist. Ultimately though, he ends it saying that the German Reich has the responsibility of not merely ensuring the Germans place in future history and culture and promoting their culture, but to succeed in dominating the rest of the world.
Miss Harris "Annotated Bibliography WWII"
• Thesis: The rise and fall of the third Reich in Germany, focusing on the World War II.
Shirer, William L.. The Rise And Fall Of The Third Reich New York: MJF Books, 1990
Wrapped in a title that parallels the The Decline And Fall Of The Roman Empire, a city in ruins from World War II, Shirer details the third Reich of Germany in unmatched details. He lists the members, views, and occasions of the Reich up until Hitler rises above the Reich. Hitler forced the third Reich to give him executive power and the ability to make and pass laws without any consent at all, a dangerous thing. Thus without the third Reich, the world had another totalitarian dictator.
• Thesis: An explanatory look at the battle of Stalingrad in 1942 during World War II.
Antill, Peter. Stalingrad 1942 New York: Osprey Publishing, 2007
Stalingrad 1942 explains with panoramic views, maps, and strategic plans the battle of Stalingrad in 1942. Explaining the counter-offensive attack from the Russians in full detail, this book remains neutral from both sides. It gives no prejudice on the battle, just full facts and plans and the infantry and military weapons used.
• Thesis: Rome wanted to be left alone to recover and weep after being torn apart during World War II, and how it had gotten to that point.
Trevelyan, Raleigh. Rome ’44 New York: The Viking Press, 1981
In Rome, help from neither the Axis or the Allies was wanted to try to repair, and inevitably worsen the condition of the historical city. In January 1944 it was even written on a wall in Trastevere, “We do not Germans or Americans. Let us weep in peace.” The author, having served as part of the Military Mission to the Italian Army in Rome, gives first hand details about the destroyed eternal city and how it wanted to be left alone in its time of downfall.
• Thesis: A comprehensive guide to the Kursk battle in 1943 during World War II between the Axis and the Allies and that this was when the tide turns in the East.
Healy, Mark. Kursk 1943 New York: Osprey Publishing 2007
Contrary to popular belief, the Russians were fore-warned that the Germans might turn onto the offensive front. Kursk 1943 tells of the everything that has to do with the battle. From plans, to maps, to strategies, to weaponry and emergency packs’ inventories. Kursk, being not one of the best documented battles of World War II notwithstanding it’s relation to the outcome has a small amount of books written explaining said battle. Eventually, the counter-offensive attack came from Russia, beginning an advance that would end with Berlin in ruins.
• Thesis: A systematical telling of the invasion of D-Day at the end of World War II.
Bliven, Bruce Jr.. The Story Of D-Day New York: Sterling Publishing Co. Inc., 1956
D-Day, also known as the Normandy Landings, was one of the most brutal definitive battles recorded. The cataclysmic death toll that rung out afterwards is reported to have reached between 2500-5000, though no exact number is still known.At the D-Day invasion, the Allies came from air, sea, and land - one of the first trio attacks.
• Thesis: A list and explanation of the greatest battles underneath the Russian official, Marshal Zhukov.
Zhukov, Georgi K.. Marshal Zhukov’s Greatest Battles New York: Harper & Row, 1969
Georgi Zhukov, the author and relative of Marshal Zukhov describes the greatest battles led by the Russian Official himself. Mainly these battles happened after Germany had turned on Russia, and Russia was now an Ally. These battles were the infamous battles of Moscow, Stalingrad, Kursk, and Berlin, respectively. It brings into account the dangers that Marshal Zhukov accounted for, along with his ordered plans for each battle.
Shirer, William L.. The Rise And Fall Of The Third Reich New York: MJF Books, 1990
Wrapped in a title that parallels the The Decline And Fall Of The Roman Empire, a city in ruins from World War II, Shirer details the third Reich of Germany in unmatched details. He lists the members, views, and occasions of the Reich up until Hitler rises above the Reich. Hitler forced the third Reich to give him executive power and the ability to make and pass laws without any consent at all, a dangerous thing. Thus without the third Reich, the world had another totalitarian dictator.
• Thesis: An explanatory look at the battle of Stalingrad in 1942 during World War II.
Antill, Peter. Stalingrad 1942 New York: Osprey Publishing, 2007
Stalingrad 1942 explains with panoramic views, maps, and strategic plans the battle of Stalingrad in 1942. Explaining the counter-offensive attack from the Russians in full detail, this book remains neutral from both sides. It gives no prejudice on the battle, just full facts and plans and the infantry and military weapons used.
• Thesis: Rome wanted to be left alone to recover and weep after being torn apart during World War II, and how it had gotten to that point.
Trevelyan, Raleigh. Rome ’44 New York: The Viking Press, 1981
In Rome, help from neither the Axis or the Allies was wanted to try to repair, and inevitably worsen the condition of the historical city. In January 1944 it was even written on a wall in Trastevere, “We do not Germans or Americans. Let us weep in peace.” The author, having served as part of the Military Mission to the Italian Army in Rome, gives first hand details about the destroyed eternal city and how it wanted to be left alone in its time of downfall.
• Thesis: A comprehensive guide to the Kursk battle in 1943 during World War II between the Axis and the Allies and that this was when the tide turns in the East.
Healy, Mark. Kursk 1943 New York: Osprey Publishing 2007
Contrary to popular belief, the Russians were fore-warned that the Germans might turn onto the offensive front. Kursk 1943 tells of the everything that has to do with the battle. From plans, to maps, to strategies, to weaponry and emergency packs’ inventories. Kursk, being not one of the best documented battles of World War II notwithstanding it’s relation to the outcome has a small amount of books written explaining said battle. Eventually, the counter-offensive attack came from Russia, beginning an advance that would end with Berlin in ruins.
• Thesis: A systematical telling of the invasion of D-Day at the end of World War II.
Bliven, Bruce Jr.. The Story Of D-Day New York: Sterling Publishing Co. Inc., 1956
D-Day, also known as the Normandy Landings, was one of the most brutal definitive battles recorded. The cataclysmic death toll that rung out afterwards is reported to have reached between 2500-5000, though no exact number is still known.At the D-Day invasion, the Allies came from air, sea, and land - one of the first trio attacks.
• Thesis: A list and explanation of the greatest battles underneath the Russian official, Marshal Zhukov.
Zhukov, Georgi K.. Marshal Zhukov’s Greatest Battles New York: Harper & Row, 1969
Georgi Zhukov, the author and relative of Marshal Zukhov describes the greatest battles led by the Russian Official himself. Mainly these battles happened after Germany had turned on Russia, and Russia was now an Ally. These battles were the infamous battles of Moscow, Stalingrad, Kursk, and Berlin, respectively. It brings into account the dangers that Marshal Zhukov accounted for, along with his ordered plans for each battle.
Miss Harris "Cold War Truman Doctrine Sources 1-3"
Comprehension
1a. Look at the first paragraph. According to Truman, what actions have been taking place which the USA is unhappy about? Who is he criticizing?
- Truman is criticizing Stalin, saying that many countries of the world have recently “had totalitarian regimes forced upon them against their will”. The United States is unhappy about the coercion and intimidation, (violating the Yalta Agreement) specifically in Polan, Rumania, and Bulgaria.
1b. Look at paragraphs 2-4. What is the choice facing the people of the world.
- Democracy, (?)
1c. Put Truman’s policies into your own words.
- It is the United States’ responsibility to follow up on our protests and help the countries who are being coerced and intimidated. We need to help by way of economic and financial aid to give those countries orderly political processes in order to let them have the will of the majority as their way of life, to have free elections, most importantly.
Analysis and Interpretation
1d. From your knowledge of the events of the time, do you agree with Truman’s analysis of the situation?
- Yes.
1e. Truman’s speech was well received in the USA. Does this surprise you?
- No. He also says that if we did not stop it now, we could not later.
1f. Stalin was very critical of Truman’s speech. He said that the USA giving massive aid to Greece and Turkey meant the USA would demand military bases and have huge influence over the running of these countries. This was exactly the same as the USSR controlling Eastern Europe. Do you think he had a good case or do you think Stalin would have criticized Truman whatever he said?
- I think that Stalin would have criticized Truman about whatever he said, but I do think he has a good point.
Comprehension
2a. Which papers supported Truman’s speech?
- The independent and catholic papers.
2b. What concerns did Truman’s supporters express?
- The fear that a war between the US and the USSR was closer.
2c. Is it fair to say that the Belgians generally believed the Truman Doctrine was a case of American imperialism?
- No, Belgium was very diverse -- they had strong supporters on both sides.
2d. Did they seem happy or unhappy with this?
- They seemed to have one more paper that was against this then for it.
2e. Make a list of the criticisms if Truman in the Belgian press.
- American action was not dictation by true democracy, but by dollar diplomacy, and that is was American Imperialism.
Analysis and Interpretation
2f. Is the example of press reactions in Belgium useful for historians trying to assess the effect of the Truman Doctrine on opinions in Europe? Explain your answer.
- It is really only helpful to show which political parties’ opinions were expressed.
2g. Are there any quotes or points in this source you could use to ask Truman some tough questions.
- Yes, like ‘how do you plan on not going into war with Russia’ as the big one.
Comprehensions
• 3a. Write your own summary of the situation in
• Hungary: The Soviet occupation in Hungary is threatening to render impossible the functioning of democratic processes.
• Greece: The level of chaos and need for basic supplies has risen to the point where the Greek Charge has presented the Department for a formal request for assistance.
• Germany: We (Joint US, UK, Soviets) are not allowing Germans to join any armed forces and that we will settle this at the Moscow Conference.
• 3b. What is the total estimated need for relief?
- $1,220,000,000.
• Analysis and Interpretation
• 3c. Does this document suggest that the USA was extremely generous? Explain your answer.
- I think yes, as as are giving $1.22 billion to other countries to let them have free elections.
• 3d. Critics of the USA called this relief ‘Dollar Imperialism’. What do you think they meant?
• - I think they meant that we are giving $1.22 billion to ‘force’ other countries to fall under a democracy.
Wednesday 1
HP Color laser jet 2600N
1a. Look at the first paragraph. According to Truman, what actions have been taking place which the USA is unhappy about? Who is he criticizing?
- Truman is criticizing Stalin, saying that many countries of the world have recently “had totalitarian regimes forced upon them against their will”. The United States is unhappy about the coercion and intimidation, (violating the Yalta Agreement) specifically in Polan, Rumania, and Bulgaria.
1b. Look at paragraphs 2-4. What is the choice facing the people of the world.
- Democracy, (?)
1c. Put Truman’s policies into your own words.
- It is the United States’ responsibility to follow up on our protests and help the countries who are being coerced and intimidated. We need to help by way of economic and financial aid to give those countries orderly political processes in order to let them have the will of the majority as their way of life, to have free elections, most importantly.
Analysis and Interpretation
1d. From your knowledge of the events of the time, do you agree with Truman’s analysis of the situation?
- Yes.
1e. Truman’s speech was well received in the USA. Does this surprise you?
- No. He also says that if we did not stop it now, we could not later.
1f. Stalin was very critical of Truman’s speech. He said that the USA giving massive aid to Greece and Turkey meant the USA would demand military bases and have huge influence over the running of these countries. This was exactly the same as the USSR controlling Eastern Europe. Do you think he had a good case or do you think Stalin would have criticized Truman whatever he said?
- I think that Stalin would have criticized Truman about whatever he said, but I do think he has a good point.
Comprehension
2a. Which papers supported Truman’s speech?
- The independent and catholic papers.
2b. What concerns did Truman’s supporters express?
- The fear that a war between the US and the USSR was closer.
2c. Is it fair to say that the Belgians generally believed the Truman Doctrine was a case of American imperialism?
- No, Belgium was very diverse -- they had strong supporters on both sides.
2d. Did they seem happy or unhappy with this?
- They seemed to have one more paper that was against this then for it.
2e. Make a list of the criticisms if Truman in the Belgian press.
- American action was not dictation by true democracy, but by dollar diplomacy, and that is was American Imperialism.
Analysis and Interpretation
2f. Is the example of press reactions in Belgium useful for historians trying to assess the effect of the Truman Doctrine on opinions in Europe? Explain your answer.
- It is really only helpful to show which political parties’ opinions were expressed.
2g. Are there any quotes or points in this source you could use to ask Truman some tough questions.
- Yes, like ‘how do you plan on not going into war with Russia’ as the big one.
Comprehensions
• 3a. Write your own summary of the situation in
• Hungary: The Soviet occupation in Hungary is threatening to render impossible the functioning of democratic processes.
• Greece: The level of chaos and need for basic supplies has risen to the point where the Greek Charge has presented the Department for a formal request for assistance.
• Germany: We (Joint US, UK, Soviets) are not allowing Germans to join any armed forces and that we will settle this at the Moscow Conference.
• 3b. What is the total estimated need for relief?
- $1,220,000,000.
• Analysis and Interpretation
• 3c. Does this document suggest that the USA was extremely generous? Explain your answer.
- I think yes, as as are giving $1.22 billion to other countries to let them have free elections.
• 3d. Critics of the USA called this relief ‘Dollar Imperialism’. What do you think they meant?
• - I think they meant that we are giving $1.22 billion to ‘force’ other countries to fall under a democracy.
Wednesday 1
HP Color laser jet 2600N
Miss Harris "Concluding the Cold War"
Concluding the Cold War
There are many questions associated with the Cold War, and for the most part, these questions can’t be answered. The Cold War participants are listed as only Russia and The United States, and if one was to look at what the citizens and leaders of both countries were enduring during 1919-1939, it makes no logical sense to focus an entire country on stopping another country from spreading or preventing Communism, respectively. The United States was suffering the Great Depression, and the people were not going to want to pay for another war and the building up of arms because they had no money. The entire act of building up arms at that point would have not done much without an army behind it, as there were no nuclear weapons yet. Russia was recovering from the war too, but Russia had had war fought on its land, something America did not. Logically speaking, the Cold War was not started in those twenty years.
If one was to look in any American history text book, one will find that Joseph Stalin, the leader of Russia, is referred to as a totalitarian dictator, and is usually put into the same category as Adolf Hitler. In a Russian history book, Stalin is probably not portrayed in quite the same way, but any alliance has to do strongly with how the citizens of a country saw the other, and propaganda put on a whole new set of glasses for them to look out into. The Red Scare and the threat of Communism had not really ever gone away, and the citizens of the United States were absolutely terrified of it. If they were even accused of being associated with Communism, it could very well ruin their lives, thus many Americans had a foul view on Russia, especially after siding with Germany in the middle of World War One. At the beginning of World War Two, Stalin and Hitler even signed a Non-Agression Pact with one another, and mutually attacked Poland, a country that America had sworn to protect.
Even the alliance between Germany and Russia was strained, as Hitler broke the pact and turned on Stalin and Russia, leaving Russia to need help from the United States. While the Russians were losing more men then they could afford fighting Germany, America had sent its troops to help. However, the Russians felt that the United States was only trying to weaken their army because of how long they were alone before the Americans had come to help and the fact that in one battle Russia lost more men then America would the entire war.
As the Cold War never had any fighting actually take place, the question of who caused it is a tricky question to answer with one hundred percent certainty. The accepted definition of the Cold War basically says that no fighting went on between Russia and The United States, only moves to block the other side’s advances. Using that definition, it seems that the time when the Cold War was unofficially declared would be at the first attempt at stopping the other’s advancements, so whichever side started would probably be safely assumed as the side that caused the Cold War.
The problem with finding which side started it all is that it begs the question of when the Cold War started. Most likely, our thoughts of stopping the other side was largely due to the fact that Russia is a Communist country, and especially after World War One, we as Americans, have a fear of Communism, if not a complete intolerance. World War One ended in 1918, so at the very least the tensions were increased. It did not help any that Russia had remained unloyal in World War One and had switched sides. The Cold War was mainly about tensions, threats, and tact, and between the two sides there was plenty of the first two, but as far as tact went, the confidentiality and secrecy that was due to tensions and threats left us lacking.
Unlike most wars, the Cold War can not be wrapped up in a nice, neat package with bullet points and a timeline mainly because most of the important things that influenced what actions were taken were explained and written in confidential notes and letters. Most of the questions about the Cold War that ask for a specific yes or no answer, or a person, party, or country can be answered both ways because it did not have an offical declaration of war or anything of the sort. It can be said though that both sides saw the other side as a major threat to their own advancements, and respected them enough to not want to go into combat with one another. This led to a race to win over other countries, again, not for combat, but for politics. Mostly, the tactic for the war for both Russia and the United States was to simply support the enemy of the other. Russia had broken its promise to let Poland have free elections, and was making its way down to China to get them to become another Communist country, which they did. During all of Russia’s attempts, the United States tried to give whatever country Russia was focusing on a chance of free elections and not being underneath another country’s control, which was slightly ironic, as that was the United States was doing in a way.
The United States had always taken pride in being revolutionary in a sense and a free country with democracy for one and all. When the United States came onto the nuclear warfare scene first, war would never be the same from that point forward. From there there was just the anticipation and waiting to see who would be the next country to join the ranks of the United States, and we were a little distressed when it was Russia who had caught up. So immediately following, we made a thermonuclear Hydrogen bomb which is far more detremental than an atom bomb, but by the early 1960s, Russia had a thermonuclear Hydrogen bomb too. As soon as one side nourished its technology to the point where they were at the top, the other side had caught up. By the mid 1960s, the deadliest, seemingly impossible to detect weapon was a submarine launched missle, of which both sides had. As each side built up its stock of nuclear weapons more and more, it was clear that it wasn’t protecting its country by show of aggression, but rather by show of defensiveness. This tactic followed along the main lines of the Cold War, as neither side was aggressive enough to fully attack the other country, and that was probably due to the fact that the other side had an incredibly strong retalitory attack that was well known. If a country has any doubt about its biggest weapon’s functionality, it does make sense for them to tell any other country that they even have a weapon, for fear that if they entered a war and had all their money on that big item and it failed, they would be sitting ducks. Therefore, if the United States knew about a weapon Russia possessed, or vice versa, one could be certain that the weapon worked.
In conclusion, America and Russia were similar to oil and water in that they avoided one another and were too different to work together. However, they both followed the rushing rapids of nuclear discovery and the collecting of better and better weapons. Neither country felt like they could allow the other to continue on the path it was going and felt the need to interfere with the other’s power and influence over smaller countries. It was the build-up of bad feelings, distrust, and tensions with one another that led to the beginning of the Cold War, and cannot truly be blamed on either country. This political war was the right to run a country - Russia was Communist and was trying to recruit more countries into its camp, whereas America was not, and very much feared the takeover of Communism, trying to free as many countries as it could and make them independant.
There are many questions associated with the Cold War, and for the most part, these questions can’t be answered. The Cold War participants are listed as only Russia and The United States, and if one was to look at what the citizens and leaders of both countries were enduring during 1919-1939, it makes no logical sense to focus an entire country on stopping another country from spreading or preventing Communism, respectively. The United States was suffering the Great Depression, and the people were not going to want to pay for another war and the building up of arms because they had no money. The entire act of building up arms at that point would have not done much without an army behind it, as there were no nuclear weapons yet. Russia was recovering from the war too, but Russia had had war fought on its land, something America did not. Logically speaking, the Cold War was not started in those twenty years.
If one was to look in any American history text book, one will find that Joseph Stalin, the leader of Russia, is referred to as a totalitarian dictator, and is usually put into the same category as Adolf Hitler. In a Russian history book, Stalin is probably not portrayed in quite the same way, but any alliance has to do strongly with how the citizens of a country saw the other, and propaganda put on a whole new set of glasses for them to look out into. The Red Scare and the threat of Communism had not really ever gone away, and the citizens of the United States were absolutely terrified of it. If they were even accused of being associated with Communism, it could very well ruin their lives, thus many Americans had a foul view on Russia, especially after siding with Germany in the middle of World War One. At the beginning of World War Two, Stalin and Hitler even signed a Non-Agression Pact with one another, and mutually attacked Poland, a country that America had sworn to protect.
Even the alliance between Germany and Russia was strained, as Hitler broke the pact and turned on Stalin and Russia, leaving Russia to need help from the United States. While the Russians were losing more men then they could afford fighting Germany, America had sent its troops to help. However, the Russians felt that the United States was only trying to weaken their army because of how long they were alone before the Americans had come to help and the fact that in one battle Russia lost more men then America would the entire war.
As the Cold War never had any fighting actually take place, the question of who caused it is a tricky question to answer with one hundred percent certainty. The accepted definition of the Cold War basically says that no fighting went on between Russia and The United States, only moves to block the other side’s advances. Using that definition, it seems that the time when the Cold War was unofficially declared would be at the first attempt at stopping the other’s advancements, so whichever side started would probably be safely assumed as the side that caused the Cold War.
The problem with finding which side started it all is that it begs the question of when the Cold War started. Most likely, our thoughts of stopping the other side was largely due to the fact that Russia is a Communist country, and especially after World War One, we as Americans, have a fear of Communism, if not a complete intolerance. World War One ended in 1918, so at the very least the tensions were increased. It did not help any that Russia had remained unloyal in World War One and had switched sides. The Cold War was mainly about tensions, threats, and tact, and between the two sides there was plenty of the first two, but as far as tact went, the confidentiality and secrecy that was due to tensions and threats left us lacking.
Unlike most wars, the Cold War can not be wrapped up in a nice, neat package with bullet points and a timeline mainly because most of the important things that influenced what actions were taken were explained and written in confidential notes and letters. Most of the questions about the Cold War that ask for a specific yes or no answer, or a person, party, or country can be answered both ways because it did not have an offical declaration of war or anything of the sort. It can be said though that both sides saw the other side as a major threat to their own advancements, and respected them enough to not want to go into combat with one another. This led to a race to win over other countries, again, not for combat, but for politics. Mostly, the tactic for the war for both Russia and the United States was to simply support the enemy of the other. Russia had broken its promise to let Poland have free elections, and was making its way down to China to get them to become another Communist country, which they did. During all of Russia’s attempts, the United States tried to give whatever country Russia was focusing on a chance of free elections and not being underneath another country’s control, which was slightly ironic, as that was the United States was doing in a way.
The United States had always taken pride in being revolutionary in a sense and a free country with democracy for one and all. When the United States came onto the nuclear warfare scene first, war would never be the same from that point forward. From there there was just the anticipation and waiting to see who would be the next country to join the ranks of the United States, and we were a little distressed when it was Russia who had caught up. So immediately following, we made a thermonuclear Hydrogen bomb which is far more detremental than an atom bomb, but by the early 1960s, Russia had a thermonuclear Hydrogen bomb too. As soon as one side nourished its technology to the point where they were at the top, the other side had caught up. By the mid 1960s, the deadliest, seemingly impossible to detect weapon was a submarine launched missle, of which both sides had. As each side built up its stock of nuclear weapons more and more, it was clear that it wasn’t protecting its country by show of aggression, but rather by show of defensiveness. This tactic followed along the main lines of the Cold War, as neither side was aggressive enough to fully attack the other country, and that was probably due to the fact that the other side had an incredibly strong retalitory attack that was well known. If a country has any doubt about its biggest weapon’s functionality, it does make sense for them to tell any other country that they even have a weapon, for fear that if they entered a war and had all their money on that big item and it failed, they would be sitting ducks. Therefore, if the United States knew about a weapon Russia possessed, or vice versa, one could be certain that the weapon worked.
In conclusion, America and Russia were similar to oil and water in that they avoided one another and were too different to work together. However, they both followed the rushing rapids of nuclear discovery and the collecting of better and better weapons. Neither country felt like they could allow the other to continue on the path it was going and felt the need to interfere with the other’s power and influence over smaller countries. It was the build-up of bad feelings, distrust, and tensions with one another that led to the beginning of the Cold War, and cannot truly be blamed on either country. This political war was the right to run a country - Russia was Communist and was trying to recruit more countries into its camp, whereas America was not, and very much feared the takeover of Communism, trying to free as many countries as it could and make them independant.
Miss Harris "Secret Cambodia Bombings-Vietnam War"
Molly Lorenz
Miss Harris
United States History II
5/27/08
Operation Menu: Breakfast at Base Area 353
All government operations need names, especially secret ones. The secret ones need the most untraceable names when it comes down to meanings. Named after the meeting at the Pentagon from which it was devised, the mission Breakfast had five followers: Lunch, Snack, Dinner, Supper, and Dessert. During the course of this 14 month period between March 18th, 1959 and May 28th, 1960, a total of 108,823 tons of ordnance was dropped and in mission Breakfast alone, 2,400 bombs. The cause for all of this was rather like a domino effect in that Cambodia’s neighbor China was heavily Communist, convincing the prince Sihanouk that Communism was inevitable. Although Cambodia was still remaining “neutral”, Sihanouk allowed the People’s Republic of China PAVN and NLF Base Areas in Cambodia and to use a port for delivering military material. Cambodia’s neutrality was promised in the Geneva Convention merely five years prior, and while the United States was not keen on violating that neutrality, Lyndon B. Johnson authorized reconnaissance operations nevertheless. The original hope outcome for this mission was change Sihanouk’s mind by obtaining intelligence on the Base Areas (Project Vesuvius).
Both Nixon and Kissinger knew that the bombings of neutral Cambodia would not be supported by the people of the United States or Congress, and thus, they both went through great lengths to not let anybody who didn’t need to know about it know. In addition, the bombing would be sure to provoke more anti-war protests on college campuses, something that was only negative in the eyes of the government. Because of these things, Nixon and Kissinger devised a dual reporting system - one communication line was normal, ordering typical B-52 missions that would occur near Cambodia in South Vietnam, the other communication line was ordering classified missions between commanders. When the United States finally found out the whole truth about this, it was not until Clinton’s presidency, and while the population knew some things about it, they were shocked to find out it had happened an entire five years before they thought it had.
Miss Harris
United States History II
5/27/08
Operation Menu: Breakfast at Base Area 353
All government operations need names, especially secret ones. The secret ones need the most untraceable names when it comes down to meanings. Named after the meeting at the Pentagon from which it was devised, the mission Breakfast had five followers: Lunch, Snack, Dinner, Supper, and Dessert. During the course of this 14 month period between March 18th, 1959 and May 28th, 1960, a total of 108,823 tons of ordnance was dropped and in mission Breakfast alone, 2,400 bombs. The cause for all of this was rather like a domino effect in that Cambodia’s neighbor China was heavily Communist, convincing the prince Sihanouk that Communism was inevitable. Although Cambodia was still remaining “neutral”, Sihanouk allowed the People’s Republic of China PAVN and NLF Base Areas in Cambodia and to use a port for delivering military material. Cambodia’s neutrality was promised in the Geneva Convention merely five years prior, and while the United States was not keen on violating that neutrality, Lyndon B. Johnson authorized reconnaissance operations nevertheless. The original hope outcome for this mission was change Sihanouk’s mind by obtaining intelligence on the Base Areas (Project Vesuvius).
Both Nixon and Kissinger knew that the bombings of neutral Cambodia would not be supported by the people of the United States or Congress, and thus, they both went through great lengths to not let anybody who didn’t need to know about it know. In addition, the bombing would be sure to provoke more anti-war protests on college campuses, something that was only negative in the eyes of the government. Because of these things, Nixon and Kissinger devised a dual reporting system - one communication line was normal, ordering typical B-52 missions that would occur near Cambodia in South Vietnam, the other communication line was ordering classified missions between commanders. When the United States finally found out the whole truth about this, it was not until Clinton’s presidency, and while the population knew some things about it, they were shocked to find out it had happened an entire five years before they thought it had.
Miss Harris Worksheet Molly
The Clinton Agenda Worksheet
26:1-2 Pgs 892-906
• The domestic concerns were skyrocketing ______________________, increase in __________ and ________ related crimes, and a need for _______________________.
• For the first time in ____ years, there was no ________ threat, but that was overshadowed by our _______________.
• Bush made Clinton out to be a ____________________________________.
• Clinton attacked Bush’s _________________________________________.
• The Brady Act (named after Reagan’s press secretary, who was permanently injured after an attempt on Reagan’s life in 1981) passed in November, 1993. It required a waiting period for the purchase of ______________ in order to allow time for a ______________________________________________________.
==================================================================
Communist Yugoslavia, made up, began to dissolve when Slovenia, Croatia, and Macedonia declare their independence in 1991. In 1992 Bosnia-Herzegovina did the same. The last two republics, Serbia and Montenegro declared their independence, but nobody listened to them.
• All of this triggered long-standing rivalries among three major groups: _______, _______, and ___________________. For six months the brutal fighting went on until the United States and ______ declared an ________ on all the Balkan republics.
• In 1991, Haitian military had overthrown the nation’s first _______________________, Jean Bertrand Aristide, and instituted a policy of _____________.
• In the fall of 1994, the UN allowed the United States to invade Haiti in order to keep the peace. We returned Aristide to power, and the Haitians elected _____________ to follow Aristide. We left in ______. All was normal in _______.
==================================================================
Congress went under some extreme changes, mostly from the majority being Democratic (258 to 176) to the Republicans now having the majority (230-204). This meant new leadership at all levels.
• ____________________- A group of Republicans and Democrats working together on issues.
• __________________- the first 100 days in office where the Republican controlled congress passed 34 bills (Two of which had Democratic support) .
(**The first of these two laws required that all laws that applied to the nation applied to the Congress. This brought the House and Senate together in compliance with civil rights and equal employment regulations, appealing to the public because it symbolized greater accountability of elected officials.**)
• What the voters saw was our government mired over three critical issues - __________________________, _______________________________, and ______________________________.
• ___________________- Laws and projects that bring jobs and money into legislators’ districts, thus increasing their popularity.
• The Comeback Kid -
• T or F - Clinton was reelected as the first Democrat to be reelected since FDR.
• T or F - Clinton’s opponent, Perot, had 159 in the electoral count.
26:1-2 Pgs 892-906
• The domestic concerns were skyrocketing ______________________, increase in __________ and ________ related crimes, and a need for _______________________.
• For the first time in ____ years, there was no ________ threat, but that was overshadowed by our _______________.
• Bush made Clinton out to be a ____________________________________.
• Clinton attacked Bush’s _________________________________________.
• The Brady Act (named after Reagan’s press secretary, who was permanently injured after an attempt on Reagan’s life in 1981) passed in November, 1993. It required a waiting period for the purchase of ______________ in order to allow time for a ______________________________________________________.
==================================================================
Communist Yugoslavia, made up, began to dissolve when Slovenia, Croatia, and Macedonia declare their independence in 1991. In 1992 Bosnia-Herzegovina did the same. The last two republics, Serbia and Montenegro declared their independence, but nobody listened to them.
• All of this triggered long-standing rivalries among three major groups: _______, _______, and ___________________. For six months the brutal fighting went on until the United States and ______ declared an ________ on all the Balkan republics.
• In 1991, Haitian military had overthrown the nation’s first _______________________, Jean Bertrand Aristide, and instituted a policy of _____________.
• In the fall of 1994, the UN allowed the United States to invade Haiti in order to keep the peace. We returned Aristide to power, and the Haitians elected _____________ to follow Aristide. We left in ______. All was normal in _______.
==================================================================
Congress went under some extreme changes, mostly from the majority being Democratic (258 to 176) to the Republicans now having the majority (230-204). This meant new leadership at all levels.
• ____________________- A group of Republicans and Democrats working together on issues.
• __________________- the first 100 days in office where the Republican controlled congress passed 34 bills (Two of which had Democratic support) .
(**The first of these two laws required that all laws that applied to the nation applied to the Congress. This brought the House and Senate together in compliance with civil rights and equal employment regulations, appealing to the public because it symbolized greater accountability of elected officials.**)
• What the voters saw was our government mired over three critical issues - __________________________, _______________________________, and ______________________________.
• ___________________- Laws and projects that bring jobs and money into legislators’ districts, thus increasing their popularity.
• The Comeback Kid -
• T or F - Clinton was reelected as the first Democrat to be reelected since FDR.
• T or F - Clinton’s opponent, Perot, had 159 in the electoral count.
Miss Harris Worksheet Megan
Clinton’s Six-Nation tour of Africa: In _________ Clinton became the first president to visit Ghana, Uganda, Rwanda, South Africa, Botswana, and Senegal in South Africa.
• His goal was to _____________________________________________
Clinton also wanted to bring peace to the Middle East. In 1998 the U.S and Great Britain bombed Iraq.
• Called _____________________________________________________
_________: Kenneth Starr charged Clinton with perjury. He was not convicted because of lack of 2/3 majority.
____________________ won the 2000 election against Democrat Al Gore and Green Party nominee Ralph Nader by winning the vote of the state of _________________________.
In his first term George Bush pushed for two main things:
• _________________ He put a ____% tax cut on people with the highest incomes, and gave _____ in rebate to taxpayers and _____ in rebate to couples.
• ______________________ In 2002 the No Child Left Behind Act was passed. Goal: To close the gap between disadvantaged children and ones able to afford a good education.
September 11, 2001: ____________________________________________________________
______________________________________________________________________________
Because of these attacks the economy, which had been going into recession, revived.
Corporate Frauds: In the summer and fall of 2001 many big companies were found to be involved in corporate frauds.
• Companies inflated their _________ and when the fraud was discovered, many investors lost money.
• The most famous company was __________. On______________________ it declared bankruptcy. The financial impact was ________________, and thousands lost their jobs.
• _____________________ Andrew Fastow, Enron’s top financial executive was arrested for : 1._____________________________________
▪ 2. ____________________________________
▪ 3._____________________________________
• July 2002: Bush passed stricter_______________ to stop corporate crimes.
Immigration: Because of poverty/political conflicts in other countries, thousands of immigrants came to the U.S. once immigration laws were relaxed in_____________.
• ________________________________________________- allowed immigrants who had lived in the U.S. since 1981 to become citizens.
Affirmative Action: Programs designed to aid _________________________ and ___________ so they could gain more equality.
• This actually worked and the black middle class slowly grew. African Americans also had more__________ and less ____________.
• Women made big steps and gained many educational and job rights. In the 1990s, women were almost _______ of the labor force.
• But in _________, the Supreme Court limited affirmative action through the ______________________________________________ court case. [People felt establishing quotas was unfair.]
Growing Violence:
1. ______________________- Both in the U.S. and outside of it.
2. _______________________-Troubled, angry boys with access to guns endangered High Schools and Colleges. Ex: ____________________________
3. _______________________-Mostly among Hispanic and African-American young men. Police Chief Thomas Sweeney started ________________________, which put more police out on foot patrol and formed better relations between the people and police.
Technology: There were huge advances in technology, such as ___________________, which affected everything.
The _________________ also affected the world hugely.
• Made communication faster, but information less secure.
Health Care: Life span was increased by penicillin and new ways to prevent deadly diseases. There were also studies on how to stop ___________________________________________.
Education: Schools tried to improve their educational systems when American students were academically behind students from other countries.
• They established______________________________________, decreased _________________, and raised___________________________________.
• ___________ won the 2002 election.
• His goal was to _____________________________________________
Clinton also wanted to bring peace to the Middle East. In 1998 the U.S and Great Britain bombed Iraq.
• Called _____________________________________________________
_________: Kenneth Starr charged Clinton with perjury. He was not convicted because of lack of 2/3 majority.
____________________ won the 2000 election against Democrat Al Gore and Green Party nominee Ralph Nader by winning the vote of the state of _________________________.
In his first term George Bush pushed for two main things:
• _________________ He put a ____% tax cut on people with the highest incomes, and gave _____ in rebate to taxpayers and _____ in rebate to couples.
• ______________________ In 2002 the No Child Left Behind Act was passed. Goal: To close the gap between disadvantaged children and ones able to afford a good education.
September 11, 2001: ____________________________________________________________
______________________________________________________________________________
Because of these attacks the economy, which had been going into recession, revived.
Corporate Frauds: In the summer and fall of 2001 many big companies were found to be involved in corporate frauds.
• Companies inflated their _________ and when the fraud was discovered, many investors lost money.
• The most famous company was __________. On______________________ it declared bankruptcy. The financial impact was ________________, and thousands lost their jobs.
• _____________________ Andrew Fastow, Enron’s top financial executive was arrested for : 1._____________________________________
▪ 2. ____________________________________
▪ 3._____________________________________
• July 2002: Bush passed stricter_______________ to stop corporate crimes.
Immigration: Because of poverty/political conflicts in other countries, thousands of immigrants came to the U.S. once immigration laws were relaxed in_____________.
• ________________________________________________- allowed immigrants who had lived in the U.S. since 1981 to become citizens.
Affirmative Action: Programs designed to aid _________________________ and ___________ so they could gain more equality.
• This actually worked and the black middle class slowly grew. African Americans also had more__________ and less ____________.
• Women made big steps and gained many educational and job rights. In the 1990s, women were almost _______ of the labor force.
• But in _________, the Supreme Court limited affirmative action through the ______________________________________________ court case. [People felt establishing quotas was unfair.]
Growing Violence:
1. ______________________- Both in the U.S. and outside of it.
2. _______________________-Troubled, angry boys with access to guns endangered High Schools and Colleges. Ex: ____________________________
3. _______________________-Mostly among Hispanic and African-American young men. Police Chief Thomas Sweeney started ________________________, which put more police out on foot patrol and formed better relations between the people and police.
Technology: There were huge advances in technology, such as ___________________, which affected everything.
The _________________ also affected the world hugely.
• Made communication faster, but information less secure.
Health Care: Life span was increased by penicillin and new ways to prevent deadly diseases. There were also studies on how to stop ___________________________________________.
Education: Schools tried to improve their educational systems when American students were academically behind students from other countries.
• They established______________________________________, decreased _________________, and raised___________________________________.
• ___________ won the 2002 election.
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