IMPORTANT for WORLD HISTORY STUDENTS

Dear Students:

You have each received a slip with the name of a famous person on it. These people lived between 1350-1600 A.D. This blog entry is to tell you what you must do, in case you do not remember what was said in class.

Starting THURSDAY, 09/22/11, YOU will help teach the class. You will introduce the person on your slip of paper to the rest of us.

(1) Go to the library or online and read a biography, encyclopedia article, or other information about this person.

(2) You will be graded on the following:

a. Dates (when the person lived and died.

b. Nationality--Where was this person from?

c. What was his/her position in society?

d. What were some of this person's achievements?

e. Are there any interesting stories about this person?

f. Use your own words.

g. Give me your source(s).

(3) If you handwrite your paper, it should be 1-1.5 pages long. If you use a word processor, it should be about 1/2-3/4 pages. Submit a paper; do not send an attachment.

(4) Keep some notes for yourself. These will help you when you present to the class.

(5) If you just cut and paste an internet article, you will get a zero. REMEMBER: I have a good idea about your vocabulary and grasp of English grammar! DON'T MAKE ME SUSPICIOUS!

(6) Everyone must present to the class! If you are scared or shy, that's alright. We all need to learn how to speak and present to an audience.

(7) I look forward to hearing from you all starting next Thursday!

Dr. Herz

Things to Know--World History and LSN Government

(I) WORLD HISTORY STUDENTS:

Be sure you know how to recognize continents and countries on a map.

When you get your book, BRING YOUR BOOK HOME AND STUDY IT AT HOME. I will try to keep a set in the classroom.

If you have your own paper and ink dictionary with English and your own language, IT IS WELCOME IN MY CLASSROOM.

Remember our vocabulary:

continent
country
nation
feudalism
lord
geography

We've also learned a few things about why we study history:

1. How did wee get here>

2. Can the past give us an idea about the future?

3. What were the important achievements of people in past ages? How can we learn from these achievements and build on them?

4. What were the crimes, follies, and misfortunes of the past? How can we avoid these mistakes?


(II) LSN GOVERNMENT

When you get your book, BRING YOUR BOOK HOME AND STUDY IT AT HOME. I will try to keep a set in the classroom.

If you have your own paper and ink dictionary with English and your own language, IT IS WELCOME IN MY CLASSROOM.

We will be going over some basic ideas about government, purposes of government, and kinds of government.

We will soon watch a film about the history that led up to the US Constitution.

First Homework Assignment

For both World History and LSN Government Students:

Your first homework assignment, due on Monday, 8/29/11 and Tuesday, 8/30/11, is to show a Prince Georges County Library Card. It's worth 5 points.

Remember, this is how we grade social studies courses:

tests and quizzes - 50%
class work - 25%
homework - 25%

I will also be working out some days to take us all to the school library, where we can all start to get accustomed to using a library.

Remember, ALL Social Studies courses involve reading for content. We're going to back up our English teachers, and give you lots of practice that will help you with your English HSA!

Welcome to the 2011-2012 School Year

Welcome to the 2011-2012 School Year!

Put a label on all your electronic gear. It must be checked at the door at the beginning of class.

Please go to either the World History Section, or the Local, State, and National (LSN) Government Section.

WORLD HISTORY:

Be sure you have the following for every class:

1. pen, pencil, or both

2. notebook with paper that can be taken out and handed in.

3. Paper dictionary--no electronic ones.

4. Full uniform and student ID.

5. Index cards for vocabulary.


LSN GOVERNMENT

Be sure you have the following for every class:

1. pen, pencil, or both

2. notebook with paper that can be taken out and handed in.

3. Paper dictionary--no electronic ones.

4. Full uniform and student ID.

5. Index cards for vocabulary.

LSN Review

(I) Forms of Government:
A. Democratic:
1. Representative Democracy--the people elect representatives and entrust them
with the task of making laws. Most Democratic countries are representative
democracies because it is not practical to bring everyone to a central location
to debate and vote on all issues.
2. Direct Democracy--All the people vote on almost all issues. This works only in
a very small community.
3. Parliamentary Democracy--The people elect legislatures, and the legislatures select
the head of state. Canada, Britain, and Israel are parliamentary democracies.
4. Presidential Democracy--The people elect both the legislature and the head of state.
The USA, France, and India are presidential democracies.

B. Non-Democratic:
1. Dictatorship--A system in which one leader rules bu dictate; the ruler is not
responsible to any law bedsides his own authority.
2. monarchy--A king, queen, or emperor rules.
3. oligarchy--rule by a small group.
4. totalitarian system--The government seeks to control all areas of social,
political, and economic life. Totalitarian systems were important in much of the
world during the 20th century. They involved dictatorship, command economies, and
censorship of opposing views.
C. Other Concepts:
1. Confederacy--a loose association of states. Between the 1770's and 1789 (when the
Constitution was adopted), the USA was a confederation, governed by the Articles of
Confederation.
2. Unitary System--a System in which all power is concentrated in the national or
central government.


(II) Important principles of American government:

A. Federalism--power is divided between national and state governments. The fact that different states have different provisions in civil, criminal, and traffic laws while the national government controls foreign and defense policy express this principle.
B. Social Contract--Government represents an agreement between government and people.
C. Popular Sovereignty--The people are the source of political power in the USA. This is
expressed in the Preamble to the US Constitution. Elections are an example of this principle.
D. Separation of Powers--The Congress (legislative branch), President (Executive branch), and
courts (Judicial Branch) have separate and defined powers. Further, no-one can concurrently serve as President and in the legislature, or as a sitting judge.
1. Legislative--makes the laws (Article I)
2. Executive--carries out the laws (Article II)
3. Judicial--interprets the laws (Article III)
E. Checks and Balances--Each branch of government has some controls over the other two.
1. The Senate (part of Congress) confirms President's choices for Supreme Court,
and can carry out impeachment trials.
2. The President may veto a bill passed by Congress, and appoint members of the
Supreme Court.
3. The Supreme Court may rule whether acts of Congress, the President, or state or
local government are Constitutional.
F. Judicial Review--The power of the Supreme Court to decide whether acts of the Congress,
President, State Governments, or Local Governments are in accord with the Constitution.

(III) Important Supreme Court Cases:

A. Marbury v. Madison: This decided that the Supreme Court may exercise judicial review over
actions of the other branches.
B. McCulloch v. Maryland: This decided that Congress may do "whatever is necessary and proper" to carry out its duties, even if these actions are not specified in the Constitution. it also supported the supremacy of the national over state governments.
C. Gibbons v. Ogden: This held that only Congress may regulate interstate commerce.
D. Cases about racial relations:
1. Sanford v. Scott (1857): It held that slaves were not citizens, had no standing to sue
in Federal courts, that blacks "have no rights that white persons are bound to respect",
State laws against slavery interfere with property rights, and helped bring about the
Civil War between North and South (1861-65)
2. Plessy v. Ferguson (1896): This held that the "separate but equal" laws of Louisiana
and other states which ordered separate trains cars for whites and blacks did not
violate the 14th Amendment to the Constitution. Only John Marshall Harlan dissented.
Harlan's dissent said that the Constitution is "color blind", and informed...
3. Brown v. Board of Education (1954): This held that segregation in public schools violates
the 14th Amendemnt. Remember it because BROWN is a COLOR, and that this case overturned
"separate but equal" treatment of persons of different colors.
4. Heart of Atlanta Motels v. US: This held that there shall be no racial segregation in
businesses that accommodate the general public.
E. Cases concerning rights of accused persons:
1. Miranda v. Arizona: This held that persons accused of crimes must be told their
Constitutional rights. Remember RIGHT to REMAIN SILENT (Amendment 5)
2. Gideon v. Wainwright: A poor defendant in any criminal case has the right to a state-
appointed attorney if he is too poor to afford a lawyer himself. Remember RIGHT to
COUNSEL (Amendment 6).
F. Rights of Students:
1. Tinker v. Des Moines: This held that students (and teachers) do not lose their rights
to freedom of political speech when they enter the schoolhouse gates.
2. New Jersey v. TLO: This held that when school authorities search a student's property
for drugs, weapons, or other illegal items, it does not violate the 6th Amendment.

In New Jersey, T.L.O.
Had her purse searched and said, "No, no, no!"
The Supreme Court took a guess,
And to New Jersey said, "Yes, yes, yes!"

(V) Important Constitutional Amendments.

A. Amendments are changes in the Constitution.
B. Bill of Rights: The first ten Amendments are called the Bill of Rights.
1. Amendment I--freedom of speech, press, peaceable assembly, free exercise of religion.
2. Amendment V--Accused persons get due process of law.
3. Amendment VI--Right to Counsel
4. Amendment X--Other rights are reserved to the people and to the states.
C. Amendment XIV--This defined citizens as persons born or naturalized in the USA. Protections of the Bill of Rights are incorporated, or extended to cases under state law.
D. Amendment XXII (1951)--President's are limited to two terms. Before this, Presidents limiting themselves to two terms was in imitation of Washington's precedent. Only Franklin Roosevelt (1932-45) served more than two terms, and died early in his fourth.
E. Amendment XXV (1967)--This spelled out the precise rules for presidential succession in case the president and other high officers die or are incapacitated. it was used in 1981, when Vice President George H.W. Bush filled in for President Ronald Reagan in 1981, after an assassination attempt against Reagan, which injured him. After Reagan recovered, he resumed presidential duties.

(VI) Important Historical Documents:

A. Magna Carta (1215): This spelled out important rights at law for freeborn Englishmen.
In days of old
When knights were bold,
And most trade was by barter,
The English barons forced King John
To sign the Magna Carta.
B. Mayflower Compact (1620): This was a plan of self-government for the Massachusetts Bay Colony.
C. English Bill of Rights (1689): This was signed by King William I and Queen Mary. it stipulated a list of legal and political rights for the English.
D. Declaration of Independence (1776): Written by Thomas Jefferson. It declares the 13 Colonies to be independent of Great Britain.
E. Articles of Confederation (1781-89): Written by John Dickerson. These were a plan of union for the newly independent United States of America.
F. US Constitution (1789): This was a plan for a federal system of government for the United States of America.
G. The Federalist Papers (1790): These were a collection of essays by James Madison, Alexander Hamilton, and John Jay defending the new US Constitution, and persuading Americans and their leaders to adopt it.
H. Civil Rights Act (1964): This was passed through the efforts of Lyndon Johnson, a Democratic President, and Everett Dirksen, and influential Republican Senator from Illinois, to protect the Constitutional rights of minorities.

(VII) Economic Systems:

A. traditiona economy--a system in which custom and tradition rule economic life. It involves traditional farming methods to produce only enough for the use of a family and local area, and trade by barter.
B. Capitalism/ market economy--This is when private persons own the means of production. There is a possibility of profit. It was made possible by the Industrial Revolution of the 1700's and 1800's. Amrkets (buying and selling) determine prices of goods and services.
C. Laissez-faire: The idea, which supports capitalism, that people and nations should be free to do what they do best. it was advocated by Adam Smith, a Scottish philosopher.
D. Socialism: The idea that government should control most economic life, and use its economic power to create secure conditions for all people. Governments often determine prices of goods and services. Both democratic and totalitarian socialist systems exist. The German philosopher Karl Marx advocated totalitarian socialism (Communism) and violent revolution of the have-nots against the haves.
E. Command Economy--an extreme form of socialism in which the government makes almost all economic decisions and controls almost all economic life. It is closely associated with 20th century totalitarianism.
F. Mixed economy/ mixed-market economy: This is when the government regulates private businesses. The USA has a mixed economy.

Please learn the following poems, about two neighbors named John Doe and Joe Blow.
The first two show a stupid Joe Blow, who resorts to violence when wronged by his neighbor. See how he lays himself open to both criminal and civil charges.

CRIMINAL LAW: State v. Blow

CRIMINAL LAW: State v. Blow

By The Doc

Petunia the pig belongs to John Doe,
And under the fence she likes to go,
Into the garden of the neighbor, Joe Blow,
To gobble up many a potato.

This was seen by Mister Joe Blow,
Who jumped the fence after John Doe.
“Your pig at many a potato!”
He cried, and smacked Doe with a hoe.

A man named Juan Rosario,
A neighbor looking from his window.
Cried out and said, “Oh, no! Oh, no!
To the police I now must go!”

Juan got the phone and said, “Hello!
Please stop the fight ‘twixt Blow and Doe!”
So quickly came a policeman named Moe,
And promptly arrested the violent Joe Blow.

The Prosecution says, “All of you know
Joe Blow Assaulted John Doe with a hoe
Beyond reasonable doubt, I plan to show,
And jail this defendant named Joe Blow!”

Blow says, “Judge Smith, you ought to know
Doe’s pig ate many a potato,
Which is why I hit worthless Doe with a hoe!
Therefore you must let me go!”

Jury and Judge say, “No, no, no!
These are things we don’t need to know!
This case is felony, a harmful blow!
Into the slammer you must go!”

1. Prosecution: The prosecution represents the local, state, or national government and brings a criminal case to court with an indictment.

2. Defendant: The defendant is the person who must answer charges brought against him.

3. Beyond a reasonable doubt: This is the standard of proof used in a criminal case. The prosecution must prove to the judge and jury that the defendant committed the crime of which he is accused, and prove it so no-one can reasonably doubt the defendant’s guilt. This is to avoid the possible punishment of an innocent person.

4. Felony: A felony is a serious crime like murder, theft, or assault and battery. A misdemeanor is a less serious crime like vandalism.


Let's not forget that after being struck with a hoe, John Doe probably needs some medical attention. Is justice fully served if the only thing that happens is Blow's incarceration for assault and battery? Probably not.

CIVIL LAW: Doe v. Blow

by The Doc

Petunia the pig belongs to John Doe
Under the fence she likes to go
Into the garden of neighbor Joe Blow
to gobble up many a potato.

Having lost too many a potato
The gardener whom we all know as Joe Blow
Smacked his neighbor with garden hoe
And for assault and battery to jail did go.

Going home from court our friend John Doe
Says, "To the doctor I now must go!
I'm greatly pained from being smacked with a hoe!
My head and face ache! Woe, woe woe!"

A skillful physician by the name of Sam Zhou
Patched up the face of the injured John Doe.
He smiles, "You'll be fine in a month or so,
And to me $2000 you surely owe."

John pays and back to his home he did go
And got on the phone to Lawyer Siciliano
To file a case called "Doe versus Blow";
He wanted damages, you surely know.

Judge Smith heard this tort case against Joe Blow
And said, "Damages this Joe Blow surely doth owe!
$2000 in damages, as you already know,
And I'll tack on punitive ones too, like so!"

The sadder and poorer felon Joe Blow
Not only paid the $2000 or so,
But also another $2000 or mo'
In punitive damages to John Doe.

So if Petunia Pig eats potato
In your garden, be careful, my bro!
Don't lose your temper like angry Joe Blow,
Who lost freedom and money both, you know!

In the poem below, we see a different scenario, in which Joe Blow keeps his head, and decides to deal with John Doe and his pig Petunia in a far more civilized, rational, and ultimately beneficial [to himself} manner.

CIVIL LAW Blow v. Doe

By the Doc

Petunia the pig belongs to John Doe,
And under the fence she likes to go,
Into the garden of the neighbor, Joe Blow,
To gobble up many a potato.

This was seen by Mister Joe Blow,
Who jumped the fence after John Doe.
“Your pig at many a potato!
Some money to me you surely owe!”

John Doe says to neighbor “This I know,
But I shall not pay you, Neighbor Joe Blow.”
Joe Blow now calls Lawyer Mel Toledano
And says, “To court I now must go!”

For his client Mel Toledano
Files a case called Blow v. Doe.
To Judge Smith he endeavors to show
That Doe’s carelessness harmed Joe Blow.

“The pig of defendant known as John Doe
Ate many potatoes belonging to Blow,”
Says Judge Smith, “I want to know,
What kind of damages you want, Joe Blow.”

Blow then said, “That pig of Doe
Came and ate many a potato.
I want perhaps $500 or so,
Since Your Honor wants to know.”

Judge Smith finds for the plaintiff Joe Blow
Who gets damages from defendant John Doe.
If civil law you want to know
Learn from the case of Blow v. Doe.


1. plaintiff: The individual or group bringing a civil case to court.

2. defendant or respondent: The person being sued in court.

3. Blow v. Doe: A case is reported by listing the plaintiff first. The v. stands for versus, a Latin word meaning “Against”.

4. damages: In a civil case, if the court finds for the plaintiff, the defendant must pay money, called damages, for the harm done to the plaintiff. The defendant does not go to prison.

For Government Students--03/24/11

Please read this if you have a chance:

http://www.rbs2.com/cc.htm

Also, be sure you know the meanings of the following:

concurrent jurisdiction
appellate jurisdiction
original jurisdiction
grand jury
petit jury
indictment
litigant
--defendant
--plaintiff
due process clause
opinion