summer assignments - wmtps

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Oliver Pruksarnukul – District Supervisor67 Highlander Drive, West Milford, NJ

[email protected] 973‐697‐1701 (x 7056)

WEST MILFORD PUBLIC SCHOOLS Department of History, Business, & Social Sciences

2017 Summer Assignments for History & Social Sciences

June 2017 Dear Parents, I am pleased to announce that the summer reading/writing assignment will continue within the Department of History & Social Sciences, grades 7 – 12. The assignments have been created with the hopes of keeping the students intellectually engaged, and the activities chosen represent the content students will focus on in the 2017‐18 school year. Please take some time to review the appropriate grade level tasks and readings. We have collaborated with the West Milford Twp. Library to secure copies of these books. You may also purchase these books through Amazon.com (where several were listed for as low as $.01 per copy) or Google Books. The Department is in possession of several copies for distribution. After reviewing the selections, some of the courses have attached assignments for students to utilize while they are reading the book. The assignments are located within this packet. (Please review the district’s website, under the link: “summer assignments”). If there are any questions a student may have pertaining to the assignment they may e‐mail the teacher or me: [email protected] ***Note: Please do not confuse this with the English and Language Arts Summer Reading as that is a different content area with different books, assignments, etc.*** The list begins on the next page which includes a Table of Contents (the page number within the packet where you will find an assignment, directions, etc. We look forward in seeing you in September!

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Students entering the:

Course and Level Current Selection or Task

7th Grade US Constitution Scavenger Hunt Activity – pg. 3-4 of packet

7th Grade Honors US Constitution Scavenger Hunt Activity + Written Component – pg. 3-5 of packet

8th Grade Mongol DBQ Packet Questions – pg. 6-15 of packet

8th Grade Honors Mongol DBQ Packet Questions & Essay – pg. 6-15 of packet

9th Grade World B Writing Task on Change – pg. 16 of packet

9th Grade World C All Quiet on the Western Front by Erich Maria Remarque pg. 16-17 of packet.

9th Grade World Honors Things Fall Apart by Chinua Achebe – pg. 18-20 of packet

9th, 10th, 11th, & 12th Grade AP World History

History of the World in 6 Glasses by Tom Standage – pg. 20-21 of packet

10th Grade US I C The Narrative of Frederick Douglass – pg. 21 of packet

10th Grade US I AP Founding Brothers, Chapters 1-4, By Joseph Ellis – pg. 22-23 of packet

11th Grade US II C Ghost Soldiers by Hampton Sides – pg. 23 of packet

11th Grade US II AP The Jungle by Upton Sinclair & Up from Slavery by Booker T. Washington pg. 23-25 of packet

Electives: Holocaust Studies

Becoming Evil selections (James Waller) pg. 26-31 of packet (Fall and Spring semesters included) Article: How Organizations Make Murderers, (attached)

AP US Government

The United States Constitution http://documents.nytimes.com/annotated-constitution pg. 33 of packet

AP Economics Keynes Hayek: The Clash that Defined Modern Economics + a multi-portion writing task (4-5 pages) - pg. 32 of packet

AP Psychology Please see pg. 33-37 of this packet for the assignment

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7th Grade American Civics Summer Assignment 2017

Teachers: Mrs. Czulada, Mrs. Provost, & Mr. Smolinski Directions: In order to prepare for the upcoming school year in American Civics, please complete the following assignment. Throughout the school year, you will be learning about the history of our country’s constitution- why and how it was created, and how it’s still used today. In order to prepare for our analysis of this document, please complete the following scavenger hunt by referring to the US Constitution for the answers. You can use this link to find the US Constitution online- http://constitutionus.com/ DUE ON FRIDAY, SEPT. 8, 2017

1. Questions about interpreting the Constitution are decided by which branch of government? 2. Under the U. S. Constitution, Americans are free to disagree with and criticize government officials. Which amendment guarantees this right? 3. According to the Declaration of Independence and the U. S. Constitution, where does government get its power? 4. Under the United States Constitution, who becomes President of the United States if the President should die? What if the Vice President should die? 5. Who serves as President of the United States Senate? 6. The colonists did not want the government to have the ability to search people’s homes whenever they wanted and for any reason. What amendment to the U. S. Constitution addressed this concern and what does the government need before it can search your home? 7. What amendment to the United States Constitution limited the terms of office for the President?

How many times can a person be elected to the office of the President? 8. What branch of government is constitutionally responsible for establishing the lower courts? 9. How long is a US Representative’s term of office? 10. How long is a US Senator’s term of office? 11. In the Declaration of Independence, the colonists complained that the King imposed taxes without their consent/approval. In the United States Constitution which branch of government has the power to “lay and collect taxes”?

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12. Both due process of law and equal protection of the law are addressed together in which amendment to the US Constitution? 13. The First Amendment to the United States Constitution included five rights. What are the five rights in the First Amendment? 14. What document did the colonists issue in 1776 when they felt their rights as Englishmen had been violated? 15. The King interfered with justice by not allowing the colonies to establish their own courts or denying certain powers to their courts. What article in the U. S. Constitution established the judicial branch? 16. In the Declaration of Independence, the King was cited for not protecting the colonies and even waging war against them. According to the U. S. Constitution, which branch of government has the power to declare war? 17. Articles I, II, and III of the U. S. Constitution divide the power of the federal government into three branches. What are the three branches of government and which article established each branch?

What is the term which describes this division of power? 18. How many amendments have there been to the US Constitution? 19. The Declaration of Independence cited the King was cutting off trade between the American colonies and all parts of the world. What branch of government is given constitutional responsibility for the regulation of trade under the U.S. Constitution? 20. Which branch of government/government official serves as commander in chief of the military? 21. What rights does the sixth amendment guarantee accused criminals during their trials? 22. The US Constitution is recognized as the highest Law of the land. The judicial branch has the power to overrule state laws that violate the Constitution. This power is based on the Supremacy Clause. Where is the Supremacy Clause found in the Constitution? 23. What concept provided in Amendments Five and Fourteen guarantees that the government will treat you fairly and use fair and reasonable written rules and procedures before your life, liberty or property are taken? 24. The King did not allow colonists to have trials by jury in some cases. In the U. S. Constitution, where is the right to trial by jury found? 25. Voting rights have been extended constitutionally to various groups throughout the history of our country. What was the most recent group to receive the right to vote and what amendment secured this right?

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7th Grade American Civics HONORS Directions: After you analyzed the US Constitution and completed the scavenger hunt, please respond to the following long extended question (LEQ).

How does the US Constitution guard against tyranny? Using the US Constitution, please respond to the question above by providing evidence/support from the US Constitution to prove how the US Constitution protects citizens from a tyrant coming to power. Refer to the grading rubric below to assist you as you complete the task.

Part Information Points Earned

Introduction: 0-2 points Includes background information to introduce the topic you are looking to address and prove.

0-2 points

Thesis: 0-2 points

Includes a thesis that directly addresses the question. The thesis must do more than restate the question. Be sure to include at least three reasons for support (condensed and clearly stated).

0-2 points

Analysis of historical evidence and support of argument: 0-4 points

Analysis of US Constitution for Support/Evidence (0-4 points)

Offers plausible analysis of the content of a majority of the Constitution, explicitly using this analysis to support the stated thesis or a relevant argument Cites US Constitution 2 times

1 point

OR

Offers plausible analysis of BOTH the content of a majority of the Constitution, explicitly using this analysis to support the stated thesis or a relevant argument; cites US Constitution at least 3 times AND at least one of the following for the majority of the documents: -intended audience, -purpose, -historical context, and/or -the author’s point of view

2 points

OR

Offers plausible analysis of BOTH the content of Constitution, explicitly using this analysis to support the stated thesis or a relevant argument; cites Constitution at least 4-5 times AND at least one of the following for all or all but one of the documents; -intended audience, -purpose, -historical context, and/or -the author’s point of view

4 points

Conclusion: 0-2 points Summarizes the essay, presents the main idea of the essay, or gives an overall solution to the argument/question being asked, rephrases thesis statement and ends with a powerful statement, quote, or fact.

0-2 points

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8th Grade World History:

Mongol Summer Assignment Name: _______________________________ Date: ____________ Social Studies Teacher: _________________ Directions: Once you have read through the Background Essay as well as the documents please answer the following ten questions. Circle the letter and write the letter on the line provided. Please return this completed assessment by Monday, September 11, 2017. Thank you! ______ 1.) The map on Document A indicates that a.) Mongols controlled much of Africa. b.) Mongols controlled much of Asia. c.) Mongols conquered land that equaled less than the United States of America. d.) Mongols controlled much of Europe. _____ 2.) Looking at the timeline on Document E, when did the following event take place? Kublai orders construction of new capital city near modern-day Beijing. a.) 1294 b.) 1271 c.) 1261 d.) 1266 _____ 3.) The timeline on Document E depicts Kublai Khan as: a.) a leader who is afraid of new ideas. b.) a leader who embraces new ideas. c.) a leader that has captured a large amount of land and doesn’t know how to control it. d.) A leader who follows other people’s ideas for a strong empire. _____ 4. ) According to Document C, the word that means "ten captains" of a thousand is one man is _____________. a.) captain b.) supreme command c.) soldier d.) tuman _____ 5.) After reviewing Document C, which phrase would simulate the battle tactics of the Mongol army? a.) We are all in this together.

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b.) It is every man for oneself. c.) Hide and go seek. d.) You never get a second chance to make a good first impression. _____ 6.) According to the background essay, why was Kublai Khan considered the most cultured of the Great Khans? a.) He was left the empire in excellent shape and he just continued to rule. b.) Kublai Khan was the only Great Khan to truly become a member of Chinese culture. c.) Kublai Khan scaled the Great Wall of China and controlled the Silk Road. d.) Kublai Khan was the founder of the Mongol Empire. _____ 7.) Throughout the history of the Mongol invasions, what was one factor that stopped the invasions before they even started? a.) Storms pushed back the Mongols. b.) The Mongols got lost and couldn’t find the empire they were attacking. c.) The Mongols ran out of resources and had to return to Mongolia. d.) A Great Khan had died and they returned to Mongolia. _____ 8.) According to Document B, how did the Mongols use silk as a defensive mechanism in battle? a.) The silk would keep them cool during the battle. b.) The silk acted as an undergarment for warmth during the winter months. c.) The silk was a status symbol and only the leaders within the Mongol army wore it. d.) The silk was a crucial garment that was used to lead an arrow out of the body by retracing its path. _____ 9.) The Mongols used Greek fire (napalm) during battle or when they were overtaking a certain village. What does this show about the Mongols? a.) The Mongols traveled to Greece to get the recipe. b.) The Mongols took various ideas from different areas and adapted it to their own methods of warfare. c.) The Mongols learned warfare tactics from the Chinese. d.) The Mongols didn’t use napalm in battle. ______ 10.) According to Caprini in Document D, the Mongols base many of their battle tactics on the all of the following except: a.) trickery b.) optical illusion c.) surprise d.) pure force

**FOR HONORS LEVEL ONLY** In a clearly written or typed essay, address the following question (DUE Monday, Sept. 11, 2017): Were the Mongols people that history should remember as “good” or “evil?” Use the documents provided to support your opinion.

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9th Grade World History B-Level:

Teacher: Mrs. Jennifer Metcalf Contact information: [email protected]

Intent of Task

The first units of the year, Renaissance, Reformation and Revolutions, deal with huge changes in World History. We will also examine how people react to change, or how people create change. With that in mind, I am asking you to address the following task.

Task Write a one page response to address the following questions: 1. Describe a time when you experienced tremendous change. (ex: sometimes

students write about moves, marriages, losses, new experiences, etc.) 2. How did you react to that change? (Ex: frustration, excitement, discussion,

adaptation.) Explain. 3. What changes might you envision or predict on your road ahead? And how are

feeling about those changes?

Due: Friday, September 8, 2017

Logistics: 1. Preferably typed (double spaced, 12 Times Roman font), but totally acceptable handwritten (neatly, please, in pen)

2. Graded as a “light” quiz -- I am not grading grammar, but I am looking for thorough responses. Invest the time to really consider the questions.

3. Confused or nervous? Email me any time over the summer.

9th Grade World History C-Level: World History C Level Summer Reading Quiz and Document Based Question (DBQ) topics on the book All Quiet on the Western Front by Erich Maria Remarque Directions: For each of the topics below, provide citations (evidence) from the text and explain why it is a fitting example. A sample is provided. The format need not be in chart form and need not be typed; however, your work must be organized and presented neatly. DUE FRIDAY, SEPT. 8, 2017 Citations should:

Include direct quotes from the text (using ‘‘…’’ for especially long passages.)

Provide chapter and page number Explanations should:

Directly explain the connection between the topic and the citation.

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Explain the context of the quote. (What’s happening before and after your selected quote?)

Be lengthy enough to demonstrate understanding of the book’s central themes and characters. Themes from this story will be studied in our unit on World War I. Additionally, your notes will help jog your memory for in-class assessments.

TOPIC Citation (Evidence) Explanation

1. Conditions in the trenches

2. Camaraderie between the men

3. Home life 4. Weaponry 5. How

soldier’s feelings about the war change over time

Examples of: 6. Joy 7. Hardship 8. Bravery 9. Humor 10. Sacrifice SAMPLE: If the topic was SYMPATHY…

‘‘Alongside our camp is the big Russian prisoner camp…. They seem nervous and fearful, though most of them are big fellows with beards -- they look like meek, scolded St. Bernard Dogs.’’ (Chapter 8, page 189) ‘‘It is distressing to watch their movements, to see them begging for something to eat…They are all rather feeble for they only get enough nourishment to keep from starving.’’ (Chapter 8, 190)

This scene is a good example of sympathy because Paul feels upset about the treatment of these soldiers, even though they are his enemy. In the context of the story, Paul had just come from visiting home and had been away from the war on the home front. He was feeling healthier and consequently noticed the stark differences between himself and the Russians. Paul is especially pained when other soldiers kick some of the Russians. Because of his sympathy toward these people, the scene ends when Paul shares a cigarette with the Russians.

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9th Grade: World History Honors:

World History Honors Summer Reading: Things Fall Apart by Chinua Achebe

Assignment:

Please keep a journal noting major characters and events throughout Chinua Achebe’s Things Fall Apart. You will also want to note vocabulary words that you are unfamiliar with throughout the novel. You may find the guiding questions listed below helpful.

Copies can be found at the local library and even bought used on Amazon for as little as $.01 (plus shipping).

Assessment: There will be a QUIZ assessment within the first three days of school, so thorough note taking will be key to

one of your first classroom assessment. Quiz will consist of multiple-choice and open-ended comprehensive responses. Thorough understanding of content, characters, events and vocabulary will be addressed on quiz

Background: Chinua Achebe was born in Nigeria (West Africa) on November 16, 1930. Although he was raised as a Protestant, he was raised in this traditional village. Achebe considers himself part of a generation that is in transition between the traditional village ways and the modern world. Things Fall Apart was Achebe’s first novel published in 1958. It has been translated into at least 50 languages, and sold over 10 million copies worldwide. Purpose: Enhance reading comprehension skills, develop point of view skills, enrich vocabulary, extend critical thinking skills.

A. Part One, Chapters 1-4 1. What made Okonkwo famous? 2. Who was “improvident”? What dis that mean about this character? 3. Where does the story take place? 4. How influential was the oracle in Umuofia? 5. What was Okonkwo’s greatest fear? What was his greatest passion? 6. Why did Okonkwo become so upset with Nwoye (his son)? 7. What did Okonkwo bring back to Umuofia from Mbaino? 8. How did Okonkwo begin his prosperous career? 9. How did Ikemefuna react to living with Okonkwo’s family? 10. What happened during the Week of Peace? 11. What was the significance of yams?

B. Part One, Chapters 5-7

1. What purpose did the Feast of the New Yam serve? What are other important details about this celebration? 2. Who was Okonkwo’s favorite child? What did he often say about the child? 3. What intolerable action did Okonkso do just before the Feast of the New Yam? 4. What sport did the villagers enjoy watching during their feasting? 5. What influence did Ikemefuna have on Nwoye? 6. How did Okonkwo react to Ikemefuna’s and Nwoye’s relationship? 7. What were the “harbingers sent to survey the land?” 8. What did the villagers do about the coming of the locusts? 9. What did the village decide to do with Ikemefuna and why?

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10. Who struck the last blow to Ikemefuna, and why?

C. Part One, Chapters 8-10 1. What did Okonkwo do when he remembered his father’s weakness and failure? 2. What did Okonkwo tell himself about his part in Ikemefuna’s death? 3. What did Obierika tell Okonkwo about his part in Ikemefuna’s death? 4. Describe the meeting to determine Obierika’s daughter’s bride price. 5. What did the Umuofia men think of the white men? 6. Describe the relationship between Ekwefi and Ezinma. 7. What are ogbanje? How did this relate to Ekwefi’s? 8. Describe the burial of Ekwefi’s third child, and the reason for it. What did the medicine man say? 9. Explain the significance of Ezinma’s iyi-uwa. 10. How was Ezinma’s iba illness cured? 11. What was the purpose of the ceremony described in Ch.10?

D. Part One, Chapters 11-13

1. Why did Chielo take Ezinma to Agbala? 2. What did Ekwefi do? 3. What did Okonkwo do when Chielo took Ezinma to Agbala? 4. What purpose did the uri ceremony serve? 5. Describe Ezeudu’s funeral. 6. How did the author describe a man’s life? 7. What happened during “the frenzy”? 8. What was the result of Okonkwo’s action? 9. What was the reason for the clan’s actions against Okonkwo? 10. What did Obierika think about this misfortune? What did he conclude as to why this occured?

E. Part Two, Chapters 14-19

1. Where did Okonkwo take his family to live and how did he feel about this? What part did chi play? 2. What was Uchendu advice to Okonkwo about the Mother Supreme/ 3. During Okonkwo’s second year of exile, who came to visit him and for what purpose? 4. How was Abame destroyed? What was the iron horse? How did Obierika react? 5. What event did Obierika describe to Okonkwo on his next visit (two years later)? 6. Which of the Christian missionaries was Obierika surprised to see? 7. Where were the missionaries in Mbanta permitted to construct their church? Why were they given that

specific piece of land? What happened to the missionaries and their converts? 8. Which group sought to be admitted to the Christian church? What was the result? 9. Describe the occurrence with the sacred python: 10. One in particular elder gave a foreboding message at the feast. Describe his message:

F. Part Two, Chapters 20-25 1. Describe how Okonkwo felt about his returning to his clan in Umuofia? 2. What did Okonkwo give to his children after Nwoye left the family? How did he threaten them? 3. What changes had occurred in Umuofia during Okonkwo’s seven years exile? 4. Okonkwo asked Obierika why the people had would not fight. How did Obierika reply? 5. Why did some villagers welcome these changes? 6. What was Mr. Brown’s conclusion about the religion of the clan? How did he act to gain converts?

a. Did Mr. Brown’s strategy work? Why or why not? 7. Why was Okonkwo grieving? 8. Describe the conflict started by Enoch regarding the egwugwu. Why was this so devastating?

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9. Describe Okonkwo’s emotions when he returned from the prison: 10. What happened in the marketplace? What did Okonkwo do after this? 11. What reason did Obierika give the Commissioner for Okonkwo’s decision? How did the Commissioner’s

respond?

9th – 12th Grade: World History AP:

DUE: Friday, SEPTEMBER 8, 2015 Read Tom Standage’s A HISTORY OF THE WORLD IN 6 GLASSES (2005). This book provides an excellent and thought provoking look at world history through the history of the world’s most popular beverages. As you will learn throughout this class; everything, from what we drink to the clothes we wear, from the technology we use; to the religion we practice; everything has an interrelated history. Tom Standage starts with a bold hypothesis: that each era, from the Stone Age to the present, has had its signature beverage and takes readers on an extraordinary trip through world history. He connects the smallest detail to the big picture and summarizes vast concepts in a few sentences. He explains how, when humans shifted from hunting and gathering to farming, they saved surplus grain, which sometimes fermented into beer. The Greeks took grapes and made wine, later borrowed by the Romans and the Christians. Arabic scientists experimented with distillation and produced spirits, the ideal drink for long voyages of exploration. Coffee also spread quickly from Arabia to Europe, becoming the "intellectual counterpoint to the geographical expansion of the Age of Exploration." European coffee-houses, which functioned as "the Internet of the Age of Reason," facilitated scientific, financial and industrial cross-fertilization. In the British industrial revolution that followed, tea "was the lubricant that kept the factories running smoothly." Finally, the rise of American capitalism is mirrored in the history of Coca-Cola, which started as a more or less handmade medicinal drink but morphed into a mass-produced global commodity over the course of the 20th century. In and around these grand ideas, Standage tucks some wonderful tidbits—on the antibacterial qualities of tea, Mecca's coffee trials in 1511, Visigoth penalties for destroying vineyards—ending with a thought provoking proposal for the future of humanity. He suspects it may hinge on our ability to facilitate clean supplies of water to an ever expanding population. The following pieces must be typed, using Times New Roman font and double-spacing. Be sure to use [proper grammar and punctuation throughout as this will be counted as a QUIZ grade. Summaries (2 – 3 paragraphs per beverage/section) The purpose of AP World History is to focus on the big ideas, concepts, themes, and trends of history. Instead of focusing on microcosmic events, we will focus on major ideas and occurrences that have shaped world history. As you read A History of the World in Six Glasses, reflect on each assigned section, by summarizing the main ideas. While you should include specific dates and locations in order to contextualize your reading, you also need to focus on the big ideas. Additionally, explain how each section embraces any of the five themes of AP World History (see APWH themes below). Specify which theme(s) is/are being demonstrated. Plagiarism Make sure that your writing is completely your own. Any evidence of plagiarism on this assignment and on any other assignment in the course will result in a grade of ZERO.

Themes of World History

1. Social—Development and Transformation of Social Structures

Gender roles and relations

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Family and kinship Racial and ethnic constructions Social and economic classes

2. Political—State-Building, Expansion, and Conflict Political structures and forms of governance Empires Nations and nationalism Revolts and revolutions Region, trans-regional, and global structures and organizations

3. Interaction Between Humans and the Environment

Demography and disease Migration Patterns of settlement Technology

4. Cultural Development and Interaction of Cultures Religions Belief Systems, philosophies, and ideologies Science and technology The arts and architecture

5. Economic

Creation, Expansion, and Interaction of Economic Systems Agriculture and pastoral production Trade and commerce Labor systems Industrialization Capitalism and Socialism

10th Grade: US History 1C

Grade 10, US History 1C students will read the Narrative of Frederick Douglas and outline/take notes to prepare for the assessment which will take place within the first three days of school.

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10th Grade: US History 1 AP

US I Advanced Placement 2017 Founding Brothers: The Revolutionary Generation, by Joseph J. Ellis Chapters 1-4 of text Publisher: Vintage Books (Random House, Inc.) ISBN: 978-0-375-70524-3 About the book: The Pulitzer Prize-winning book Founding Brothers by Joseph J. Ellis is considered to be good history and good literature. It is good history because it is based upon his research using primary sources, and it attempts to explain the accomplishments of the most important leaders of the Revolutionary Generation. It is good literature because Ellis knows how to tell an interesting story and bring to life the personality and character of each of his characters. I hope you will find it a “good read” and that it will get you thinking about some interesting topics in American History. Guided Reading Students will read the Introduction and Chapters 1-4 of Founding Brothers by Joseph Ellis. You are not required to answer the questions, but you should be familiar with the content (This will not be collected; it is only to help you prepare for the quiz) Introduction “The Generation” 1. According to Ellis, what were the benefits and dangers of the men in New York in 1789 as they began to govern under the new Constitution? Explain. 2. Explain the 4 reasons Ellis offers why he believes the Founding Brothers were so successful. Chapter 1 “The Duel” July 11, 1804 (A Gentlemanly Affair!) 1. Explain the backgrounds of both Alexander Hamilton and Aaron Burr. 2. Examine the circumstances that led Hamilton and Burr to duel in the first place. Provide at least THREE specific examples of the CONFLICT/TENSION between the two. 3. Discuss the significance of this duel as it related to the young, developing country. How did it impact the young nation? Chapter 2 “The Dinner” June 20, 1790 (Debt…….) 1. Describe each of the members at the table (Madison, Hamilton, Jefferson, etc). What was the agenda of “the dinner”? 2. Explain the two issues that were at stake. Why were they so critical? 3. Explain Hamilton’s plan for debt reconciliation. Identify the strengths and weaknesses of this plan. (Did everyone support this?) 4. Describe the “residency question” and how it was finally resolved. (Where would they move the capital and why?) 5. Discuss the differences that divided the leadership of the revolutionary generation. Do you think this is problematic? Chapter 3 “The Silence” February 11, 1790 (Slavery)

1. Explain some of the initial arguments made for the prohibition of slavery.

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2. Describe in detail the arguments presented by James Jackson (GA) and William Loughton Smith (SC) in support of slavery.

3. Describe in detail the opposing views presented by John Laurance (NY) and Eldridge Gerry (MA) in response to Jackson and Smith’s support of slavery.

4. Explain the proposals for gradual emancipation. Do you think gradual emancipation could have been possible? Explain.

5. Interesting indeed---What was Benjamin Franklin’s role in the 1790 debate over slavery? 6. Evaluate the significance of the title of this chapter, “The Silence.” What did the Founding

Fathers ultimately decide about the issue of slavery? Why?

Chapter 4 “The Farewell” (Our First President) 1. What was printed in the Republican newspaper, the Aurora, about Washington? Explain. 2. Assess Washington’s decision to retire. Was this a wise choice? (Consider private, public, and

political concerns in your response). 3. Evaluate Washington’s Farewell Address. What was the purpose of his address and its main

themes? 4. One of the themes of Founding Brothers is that of “character”. According to

Ellis, what was so extraordinary about George Washington? Include not only his political accomplishments, but also his character.

QUIZ Students should be prepared to take a reading quiz on Founding Brothers during the first week of school that includes multiple choice and/or short response. The quiz questions will be based on the reading questions, as well as your overall understanding of the text. This will be an independent assessment and the use of notes will not be permitted.

11th Grade: US History 2 C Grade 11 US History 2 C students will read the World War II story of Ghost Soldiers by Hampton Sides. Students are asked to outline/take notes as they read the story to prepare for the assessment which will take place within the first three days of school.

11th Grade: US History 2 AP AP United States History II – Ms. Mock Summer Assignment 2017 100 points, quiz category DUE DATE: THURSDAY, SEPT. 7, 2017

Welcome to APUSH. Your journey begins here and now; I hope you are ready! Throughout the year we will not only cover new historical information, but we will also work heavily on writing and

developing the skills necessary to succeed on the AP Exam in May. The commitment you are making to this class is not to be underestimated. You will do a significant amount of work to prepare, but my promise to you is that if you stick with it and dedicate yourself to the course, I will do everything in

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my power to ensure that you earn a 3 or higher on the AP test. This may mean meeting for tutoring during the school day or after school. It will certainly mean nightly homework (yes, every night!). But,

you CAN do it and it IS worth it!

For those of you taking your first AP course, here is some pertinent information:

‐ AP exams are scored from a 1 to a 5 by the College Board. ‐ Scores of 3 or higher are considered to be “passing” and many colleges will award credit for

those scores. Some colleges require a score of 4 or higher to earn credit. Consider looking into requirements for the schools you are most interested in attending so that you have an idea.

‐ College credit literally means college credit. It means that you will be able to fulfill a course requirement at the college level and take fewer courses when in college, saving you time and money. This is helpful even if you plan to major in a field outside of history because you can fulfill elective requirements.

‐ AP exams take place during the first two weeks of May, which means that we cover all of the required curriculum by mid-April (to ensure time for review) instead of finishing in mid-June.

Information specific to APUSH:

‐ This course picks up where USI leaves off. Please, please, please keep your USI notes and materials to use when studying for the AP test.

‐ The APUSH Exam is over three hours long and includes the following: 55 source-based multiple choice questions in 55 minutes, 4 short answer questions (SAQs) in 50 minutes, 1 Document Based Question (DBQ) in 55 minutes, and 1 long essay question (LEQ) in 35 minutes.

‐ You should purchase an APUSH review book at your earliest convenience because it will help with unit exams in our course. I recommend the Barron’s (3rd edition) or Princeton Review (2017 update). You can also purchase Barron’s review flash cards for factual information (any version is fine, though the 3rd edition has more bells and whistles). If you have a friend who has already taken the course, ask to purchase theirs.

The actual assignment:

Part 1 – Write two goals that you have for the APUSH course and a list of commitments that you need to make to accomplish each goal. Consider: What do you want to get out of the APUSH course? What score are you aiming for on the exam? What improvements do you need to make to your writing (this can relate to any writing or historical writing)? (20 points, quiz category)

Part 2 – Read The Jungle, by Upton Sinclair and Up from Slavery, by Booker T. Washington. Be prepared to take a multiple choice and open-ended question exam during the first week of school on these books (no open notes). (30 points, quiz category)

Books can be found free of charge at these links:

‐ https://books.google.com/books?id=lDTuAAAAMAAJ&printsec=frontcover&dq=The+Jungle&hl=en&sa=X&ei=tZe6T92LOcXN6QHUrujdCg#v=onepage&q=The%20Jungle&f=false

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‐ https://books.google.com/books?id=ZJULAAAAIAAJ&printsec=frontcover&dq=up+from+slavery&hl=en&sa=X&ved=0ahUKEwjcq6yTvp3MAhVFrD4KHeo8B98Q6AEINDAE#v=onepage&q=up%20from%20slavery&f=false

Part 3 – Write an essay responding to the prompt below and following the instructions listed. These are new writing requirements, so begin the process of disenthralling yourself from previous writing guidelines and expectations. Do your best and we will work to perfect the skills over the course of the school year. (50 points, test category)

‐ Prompt: Evaluate the extent to which the Civil War (1861-1865) marked a turning point in American history in regard to race relations and states’ rights.

‐ Format o Write a thesis statement that fully restates the prompt and adds an original, three-

part argument. The thesis must be 1-2 sentences and located at the beginning of the paper. Do NOT write an introduction. The original argument should be the themes of your paragraphs. For example,

you might have a portion of your thesis about new laws protecting African Americans and a paragraph about those laws and the degree to which they illustrate a turning point.

o Write three body paragraphs that each begin with a topic sentence related to your thesis. In each paragraph you must explore three specific pieces of evidence and discuss how they relate to (prove) the thesis. Discuss events, people, laws, etc., leading up to the Civil War (related to race

relations and states’ rights), during the Civil War, and after the Civil War in order to show how much the war changed America. Be sure to describe and explain why this evidence is illustrative of a turning point.

o Write a paragraph that extends your argument by explaining the connections between your argument and a development from a different period of American history. Do NOT write a conclusion.

Feel free to find your own (reliable/scholarly) resources for the essay, but start with these:

‐ https://www.gilderlehrman.org/history-by-era/civil-war-and-reconstruction-1861-1877/american-civil-war

‐ http://www.nationalcivilwarmuseum.org/ ‐ https://www.loc.gov/exhibits/civil-war-in-america/ ‐ Your textbook Chp. 13-15. Take notes on the most important pieces of evidence you fond.

These notes will note be checked, but this is your opportunity to learn the material *If you need help, ask a student that took the course last year or email me (no requests within a week of the first day of school, please) at [email protected].

*All work should be typed in Times New Roman, 12 point font. You will submit a printed copy of your work on the first day of school and upload a virtual copy to turnitin.com within the first week.

*Do NOT plagiarize. It would not be fun to start the year with a zero. I’m happy to go over what is and is not plagiarism with you if you have questions.

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Elective Courses

Summer Assignment: Holocaust and Genocide Studies READ – RESPOND – RESEARCH – REFLECT Due: MONDAY, SEPT. 11, 2017 Read: Questions for How Organizations Make Murderers, http://clg.portalxm.com/library/keytext.cfm?keytext_id=199 (Hard copy available at WMHS Guidance suite and History department) Respond: Respond to the questions below, using the text and your own reactions to the text to build thorough and thoughtful responses.

1. Before Reading: Author James Waller asks (in his book “Becoming Evil”), “…Who commits extraordinary evil? Why is human history filled with so many accounts of such evil?” Before reading, react to these questions based on your view of good and evil in the world.

2. Comprehension: What is Waller’s overall thesis, as described in the first three paragraphs of the essay?

3. Outlining: a. Outline the three ways that Waller says “professional socialization” will turn ordinary people

into killers. (Let the sub-headings guide you.) b. Outline three (of the four) ways that Waller says “group identification” can lead us to

extraordinary evil. c. Outline two (of the three) ways that Waller says that groups “bind together” to become a

powerful force. Research: Two (2) of the following topics. Summarize the event and synthesize – how do these cases fit into Waller’s study of “Becoming Evil?” Kitty Genovese Abu Ghraib prison The Wave, 1967 Stanford Prison experiment, 1971 Rape of Nanking Pauline Nyiramasuhuko Milgram Shock Experiment My Lai Massacre

Email any questions to: [email protected]

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SPRING SEMESTER HOLOCAUST STUDIES –

“Summer Reading” (To be submitted at start of course in January!)

Questions for How Organizations Make Murderers, http://clg.portalxm.com/library/keytext.cfm?keytext_id=199 (Hard copy available at WMHS Guidance suite and History department) NAME: _____________________________________ Directions: Respond to the questions below, using the text and your own reactions to the text to build thorough and thoughtful responses.

1. Outlining:

a. Outline the three ways that Waller says “professional socialization” will turn ordinary people into killers.

b. Outline three (of the four) ways that Waller says “group identification” can lead us to extraordinary evil.

c. Outline two (of the three) ways that Waller says that groups “bind together” to become a powerful force.

Email any questions to: [email protected]

Holocaust and Genocide Studies Summer Reading (Hard Copy form)

How Organizations Make Murderers, by James Waller

It may be comforting to believe that evil, especially extraordinary evil—like genocide and mass murder—is the result of the actions of evil people. We could never do such things, we tell ourselves.

The problem with this way of thinking, says social psychologist James Waller, is that research indicates that it simply is not true. Under the right circumstances the most ordinary of people can carry out the most extraordinarily evil actions. Contexts of cruelty create and reshape ordinary humans into creatures capable of outrageous atrocity.

It may be discomforting to think that any of us may be capable of atrocity, but by recognizing that there are social situations that can shape people into monsters, we can, perhaps, work to dismantle and avoid those situations, thereby decreasing the likelihood that the most ordinary of us can become killers. Waller reviews a range of social psychological research and identifies features of social contexts that can make people into murderers and sadists.

Killers are more often made than born. Genocidal organizations take advantage of social instincts “hard wired” into humans to maximize individuals' ability and willingness to kill each other. By using processes that bind individuals to the group and increase group identification, evil organizations can create evil people.

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PROFESSIONAL SOCIALIZATION

People are not typically born killers. They must be socialized or trained not just to kill, but to be killers. Most perpetrators of genocide and mass murder are part of military and paramilitary organizations that use basic social psychological principles—building on ways of thinking and feeling that humans have evolved over millenia—to create people capable of extraordinary evil.

Escalate Commitments

People are rarely averse to making a small commitment, say donating a small sum of cash or what not. However, once people make a small commitment it is easier to ask them for a slightly larger commitment and expect that they will agree. This is often called the “foot in the door” phenomenon. By building on small commitments, organizations can gradually ask more and more of people until individuals find themselves doing things they would have never been willing to do at the start.

One example of a military program to train normal soldiers to torture shows just this sort of progression:

Soldiers are initiated into the group using brutal initiation rituals (punching, cursing, flogging, etc.) all the while told how lucky they are to be able to be a part of this elite group—one only need think of some of the hazing rituals of some college-age groups to see that this sort of thing is not out of the ordinary,

The soldiers are subjected to torture themselves, as if this were a normal act, They are then assigned to guard prisoners, They then move on to participating in arresting squads, They are then ordered to hit prisoners, Next, they are required to observe torture, Finally, they practice torture in group settings, They are offered benefits and threatened with punishment for disobedience to keep them at their new tasks as

torturers.

Ritual Conduct

Carrying out acts of torture, murder and sadism are debilitating for ordinary individuals—it wears you down and wears you out. How can evil organizations keep ordinary individuals at the tasks of atrocity?

One method is to use ritual—actions and exercises that make no real sense in terms of accomplishing the goal, but are repeated with some degree of protocol and perhaps even pomp. In Nazi death camps prisoners were required to be present for roll calls, participate in camp parades, perform meaningless exercises and were stripped and beaten. If these were individuals who were marked for death, why not just kill them? Why go to all the trouble to enact apparently useless rituals and actions? Frans Stangl, the commandant of Treblinka gave a simple reason for using ritual, “To condition those who actually had to carry out the policies. To make it possible for them to do what they did.”

Ritual conduct plays into deep psychological aspects of humans. In the context of atrocity, ritual can animate a sense of high purpose (give meaning to murder), authenticate what is otherwise an absurd ideology (by making people who are supposed to be less than human appear really less than human) and sustain morale and self-image in what is, in reality, a terribly difficult job.

Merging Roles and Persons

Most people assume that a person's acts are a result of internal dispositions. If you are basically good you act in good ways. If you are evil, then you act in evil ways.

However, social psychological research shows that dispositions shape actions less than actions shape dispositions. In other words, put a human in a role where they are required to carry out evil acts and over time the person often becomes evil.

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Psychologists reason that this action-to-self transformation is a result of the way that human brains have evolved. Humans seek to integrate their internal thoughts and feelings with their external actions. So, in situations where they have no choice but to carry out roles where evil actions are part and parcel of their daily work, then it is often their thoughts and feelings that are reshaped. Of course, this is not true only for evil actions. People whose roles require caring for others can become basically good people. However, in the context of genocide and mass murder, good roles are few and far between.

The line between actions and personality is not quite automatic though. Research indicates that ordinary people who are coerced to commit evil acts do not automatically become evil. At first, people may simply comply with orders or threats when carrying out evil actions. The next stage is where the person begins to identify with the role. That is, they begin to copy other behaviors that go with a role (for example, if they are a prison guard they go beyond merely guarding prisoners to dressing, talking and acting like other guards). However, when they are not in the role, they can leave the behaviors of the role behind. A third stage is when the role and the person merge. This is called internalization. At this point the person carries out the acts required by the role because they are now congruent with their personal value system.

In sum, an evil role plus an ordinary person can lead from compliance to identification to internalization—creating an evil person.

GROUP IDENTIFICATION

A frog is a frog even if it never meets another frog. But the same is difficult to say for a human. Humans evolved to live in groups. So, what it is to be truly human is learned and formed in groups. Group identification is hard wired into our species. But, while this species adaptation served (and still serves) us well in many respects, it also has a dark side. Waller traces how aspects of group identification can lead to extraordinary evil.

Repression of Conscience

Humans learn right and wrong across the different contexts in which they live: family, religious groups, the political arena, work place, etc. We internalize these notions and a sense of right and wrong becomes part of ourselves—what we often call our conscience. How can organizations undo such deeply held notions of good and evil? In other words, how can evil organizations repress the consciences of ordinary individuals?

Researchers identify several ways that organizations committed to extraordinary evil repress individual consciences:

They can exclude all outside values. In other words, perpetrators are prohibited from examining their actions or discussing their actions in ways that might call the morality of the actions into question. For instance, in the Holocaust, perpetrators proceeded through five stages of increasing insulation to outside definitions of evil:

o They were supplied with only the information they needed to know and limited access to other information about the Nazi program,

o Whoever knew what was really going on was forced to participate in the evil actions, o Criticism was prohibited—especially criticism of the genocidal program, o Some topics were expressly forbidden from discussion, o All references to the program of murder had to be cloaked in euphemistic language—killing and killing

installations could not be referred to directly. Evil actions become routine and habitual. Evil becomes a job. Once a soldier, guard, prison camp doctor or

other functionary has committed their first act of evil, the next act becomes easier. After a while, evil is routine. When evil is routine, people become desensitized to it. Actions that cause violent emotional physical

reactions lose their ability to sicken over time. While some people settle into their roles very quickly, others take more time. A guard at one Nazi prison camp estimated that it took most female guards about a month to settle into a normal routine of evil. Not all people, it seems, can accommodate themselves to evil. Social psychological research finds that a minority do not become desensitized to evil. In these cases, drug and alcohol use, madness or suicide may result.

Finally, some individuals not only become desensitized to evil, but they learn to enjoy it. It is important to point out that many of the people who become sadists show no signs of sadistic inclinations before. However, once shaped in a context of evil they come to enjoy murder and torture.

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Diffusing Responsibility

Organizations not only create evil people through the above processes, but the very structure of complex organizations can make evil actions easier to carry out. Waller identifies three ways complex organizations make evil actions easier on the consciences of individuals.

Segmenting tasks. By breaking up the process of mass murder into smaller jobs, no one individual has the responsibility for the entire process. In some genocides, like the Holocaust, the process of murder was broken up into many small steps (rounding up the victims, transporting the victims, processing the paperwork and then all the duties and details that ultimately lead to the crematoria). The fellow whose job was to throw the switch to shunt a train toward Auschwitz (rather than another destination) could easily tell himself that he was just doing his job and not really responsible for what happened at the end of the line. Even the worker at the prison camp responsible for turning on the lethal gas could tell himself that his actions really were not very important since he could do nothing to stop it. If it was not him throwing the switch someone else would. He didn't bring all these people here.

Pressure from peers. Humans need affirmation from those around them. When ordinary people are removed from situations where there are competing expectations, the level of pressure they feel to commit evil acts can become overwhelming. If the only affirmation a person can get is from others in their regiment or unit who carry out evil, then they are more likely to give into the pressures to conform to expectations.

Displacing responsibility. People are more likely to behave in ways they would normally renounce when they have someone in authority to blame. They can claim that they were just following orders. However, this excuse only goes so far. In fact, if a perpetrator gave up all personal responsibility for evil actions, they would only commit them when commanded to and then only to the degree they had to. However, workers often seek to be “good” workers and so do their jobs more efficiently.

Lost in the Crowd

Complex organizations also allow individuals to shirk their moral responsibilities by being just a face in a much larger crowd. Research shows that when individuals can act as an anonymous member of a group or crowd they are likely to be more aggressive than they would if they acted alone.

Rational Self-Interest

Humans are also goal-oriented creatures. Often, if not always, we try to match actions to goals. Organizations can structure situations so that individuals carry out evil actions (or actions that contribute to extraordinary evil—remember the switchman who worked the train line to Auschwitz) as a way to reach such basic goals of food, wealth, status, etc.

For individuals who want to get ahead in an organization (like the Nazi party), doing their job well is a basic requirement. If the organization is committed to evil then participation in evil actions is a clear method for professional advancement. But, there may be more than just professional advancement at stake. There are numerous examples of individuals who take advantage of the chaos of war and genocide to line their own pockets. In Rwanda, an enterprising fellow could set up his own checkpoint, murder those (usually Tutsi) who came through and take what valuables they had on them.

BINDING FACTORS OF THE GROUP

Humans become humans in groups. We not only learn to think and communicate, we learn how to understand the world and feel about the world. So, in terms of creating killers, the things that bind people to a group can be very powerful.

Conforming to Pressure

There are two types of pressure that genocidal groups can put on their members.

First is the need for acceptance. Serving in the same military unit creates very strong bonds. This pressure is heightened if the members of a group are isolated from members from other groups. If a would-be killer is cut off from family, other

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types of associations, etc., then the only affirmation they can get is from the members of the killing group. This causes especially strong pressure to conform to the expectations of their comrades. Interviews with members of genocidal groups show that even when the individuals resist killing, they often say that this is because they are “weak.” What this tells us is that they support their group (and, by extension, the aims of the group), even though they cannot live up to the expectations of the group.

Second, group members are influenced by the information they have available. If a group strictly regulates what information the members have and how that information is packaged, then they can skew the ways that the group members understand what is going on. For instance, if the group members are lead to believe that the “enemy” is dangerous and is planning to murder people the group members hold dear, then group members may see no other option but to act violently to protect themselves and their loved ones. If the group members have no other source of information (perhaps, in reality, the “enemy” group is not armed and poses no real threat), then they must rely on the information fed to them by the genocidal group.

Kin Recognition Cues

Social psychological research shows that humans are likely to act more selflessly toward kin. The closer people are related, the more likely they are to act altruistically.

Genocidal groups and regimes play on this principle to maximize group members' attachment to the group. While they cannot make unrelated people kin, they can do things that “mimic” kin relations.

Close association. Humans generally live in close association with people they are related to. So, putting group members in very close association (working, eating, sleeping, relaxing together) creates a kinship atmosphere. Basically, close association is a sort of cue of kinship and human brains respond accordingly. Close association binds individuals to the group and makes it more likely that they will do things they otherwise might not do for the group.

Look alike. Family members tend to look alike: shared genes, shared physical traits. Social psychologists find that humans also tend to form closer ties with people who are like them. So, by doing things to make group members resemble one another (for example, shaving heads, wearing uniforms), they mimic family resemblances and strengthen the bonds that individuals have to the group.

Gender

It is a truism that men go to war and women suffer the consequences of fighting. But, recent research on the roles that women have played in genocide and mass murder call this tight gender division into question. Interviews with female guards at Ravensbruk concentration camp indicate that female guards were equals in cruelty to men, and some speculate that women were more likely to participate voluntarily in the genocide than were men. Killing is and has been overwhelmingly the work of men, but this may simply be because women have not been given the opportunity to participate in mass killing.

BOTTOM LINE

Killers are more often made than born. Genocidal organizations take advantage of social instincts “hard wired” into humans to maximize individuals' ability and willingness to kill each other. By using processes that bind individuals to groups and increase group identification, evil organizations can create evil people.

Reference

Waller, James E. 2007. Becoming Evil: How Ordinary People Commit Genocide and Mass Killing. London: Oxford University Press.

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AP Economics

Teacher: Ms. Mock Due: This assignment is due the first day of school, no exceptions. Read: Keynes Hayek: The Clash That Defined Modern Economics By: Nicholas Wapshott Norton W.W. & Company, Inc. 2011 Overview: As the stock market crash of 1929 plunged the world into turmoil, two men emerged with

competing claims on how to restore balance to economies gone awry. John Maynard Keynes, the mercurial Cambridge economist, believed that government had a duty to spend when others would not. He met his opposite in a little-known Austrian economics professor, Freidrich Hayek, who considered attempts to intervene both pointless and potentially dangerous. The battle lines thus drawn, Keynesian economics would dominate for decades and coincide with an era of unprecedented prosperity, but conservative economists and political leaders would eventually embrace and execute Hayek’s contrary vision.

Assignment: (4 parts 25 points for each part in quiz category)

1. Summarize the main points of each economist (Keynes and Hayek) 2. Prepare a Venn diagram showing the common and differing viewpoints and utilize it to make

statements and conjectures. Be sure to integrate the diagram into your essay (not as a separate page).

3. Explain why this debate is so controversial. 4. Which economist’s viewpoint after reading the book do you believe would best deal with today’s

economic problems? Which side has the Obama Administration aligned with? Explain. Additional Requirements:

- Typed - About four pages in length - Chicago Format (use https://owl.english.purdue.edu/owl/resource/717/01/ for guidance if

necessary) - You may use outside sources to respond to number four.

“Everyone has an opinion about economics but few know what they’re talking about. This book help sort out the great controversy that still rages to this day between an active, interventionist government intending to “fix” the economy and low unemployment (Keynes, Galbraith) and the more somber view that government almost always makes things worse, and the free market left along return an economy to health with more assurance and without unintended destructive consequences (Hayek, Friedman). It’s the intellectuals in Cambridge vs. the Austrian School.”

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AP US Government & Politics

Please go to: http://documents.nytimes.com/annotated-constitution and read/review the annotated US Constitution.

AP Psychology Welcome to AP Psychology! In order to facilitate the AP Psychology curriculum, some of the units in our text book will have to be presented outside the traditional classroom setting. Along with this introductory unit which you will be completing as a summer assignment, there will be at least two other chapters that I will be teaching during AP review sessions in March and April. These chapters will be Motivation and Intelligence and Testing. Reading Questions and Timeline Please remember, this is an advanced placement class. You are responsible for reading the text book and covering all material therein. Class notes and activities will focus on reinforcing the readings and demonstrating various concepts. I do suggest that for supplemental study guides, the Princeton Review Book and the Barron’s AP Psychology Flash Cards are both great resources to reinforce the material. There are other products on the market but these seem to be the most helpful according to students. I will be checking my email periodically throughout the summer. Please feel free to contact me if necessary. Have a wonderful summer. Sincerely, Mrs. Ney Summer Assignment – AP Psychology Your summer assignment will consist of two parts. Part I will require you to read about the history of psychology and the treatment of mental disorders and to fill in the timeline as you complete the reading. Be sure that your definitions and descriptions are written in your own words. Please print this out and bring to class upon our return. Part II requires that you read about the later developments and theorists in psychology and complete the chart provided. You will be responsible for the material on both parts of this assignment and will be assessed when you return to school in September. Part I Go to: http://www.studentpulse.com/articles/283/the-history-of-mental-illness-from-skull-drills-to-happy-pills Complete the following time line using your own words Cave Man (earliest treatment of treatment of abnormal behavior ----------

(Go to: https://www.youtube.com/watch?v=84PWUXKKvLM ) _____________________ (term and description)-

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Ancient Mesopotamians--------------------------------------------------------------

_____________________ (term and definition)- Ancient Egyptians---------------------------------------------------------------------

(Brief explanation of their advanced treatment) Hippocrates------------------------------------------------------------------------------

(Brief description of the 4 humors(vital fluids) and how he believed they worked) 792 – First Mental Hospital------------------------------------------------------

(Brief Description) 1547- most infamous asylum in London-------------------------------------

(Name and describe)

17th Century------------------------------------------------------------------------

Sedatives during the 17thcentury consisted of opium grains, unguents, and laudanum to “ease the torment” of mental illness

1778 – Franz Mesmer----------------------------------------------------------------

(Go to: http://www.anton-mesmer.com and provide a brief description)

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Techniques led to, what would later be called hypnosis 1792 - Philippe Pinel in Paris-------------------------------------------------------

(Explain how he contributed to the advancement of treatment) 1846 – Dorothea Dix------------------------------------------------------------------

(What was her major contribution to the mental health field?) 1888 – 1939 -Sigmund Freud--------------------------------------------------------- School of Thought-

The unconscious was thought to be the seat of psychopathology as it contained unacceptable desires and painful memories that had been repressed

(Describe his basic concepts) 1933-Manfred Sakel -------------------------------------------------------------------

(Describe his contributions) 1930s to 1950s – The Lobotomy------------------------------------------------------ http://psychcentral.com/blog/archives/2011/03/21/the-surprising-history-of-the-lobotomy/

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(Briefly describe the procedure) 1949 – Psychopharmacology Takes Off------------------------------------

- With the introduction of the psychtropic drug ___________________

- Chlorpromazine - commonly known as ______________________ - ____________________became the world’s most prescribed tranquilizer in the 1960s. - ____________________ introduced in 1987, became the most prescribed antidepressant (Porter 206).

1960’s Deinstitutionalization movement ----------------------------------------

(Explain) 1980’s – Result of the Deinstitutionalization movement----------------------- DSM V-----------------------------------------------------------------------------------

1. Go to: http://www.psychiatry.org/practice/dsm/dsm-history-of-the-manual - Explain what the DSM is and provide a brief history of its’ evolution.

2. Which DSM are we currently using? (Hint: look under the column “Clinical Practice Guidellines”. Part II- Go to: http://www.simplypsychology.org/perspective.html Complete the graph below using your own words.

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Early and Contemporary Theorists in Psychology School Theorists Theory and Basic Concepts

Behaviorism

Psychodynamic

Humanism

Cognitive

Biological

Evolutionary

summer assignments - wmtps

Documents