- While reading aloud in front of the class, the teacher comes across the word "desirable." The teacher then points to clues in the surrounding text that help the students to understand what "desirable" means. What is the teacher modeling?A. structural analysisB. contextual analysisC. morphemic analysisD. phonemic awareness
- Why is it important for students to develop a vocabulary that includes words such as analyze, describe, justify, determine, etc.?A. They contain common root words.B. They are frequent in more complex literary texts.C. They will be equally important to general writing and reading comprehension.D. They are critical across content areas in order to demonstrate understanding of content.
- A fifth-grade teacher wants to design small group fluency remediation activities. The teacher would like to group students based on their current needs and skill levels. Which of the following would be the most efficient way to gather data for grouping students?A. independent readingB. choral readingC. supervised oral readingD. partner or small group reading
- Students have been directed to write a 10 sentence response to a short story the class just read. The teacher provides some guiding questions, but allows the students to write whatever comes to mind. She informs the class that she will be assessing the writing for correct grammar and punctuation usage. While assessing the writing, the teacher should:A. indicate where students have misspellingsB. choose one main grammar or punctuation error to assess.C. comment on how well the student summarized the story.D. indicate in red pen every grammar and punctuation error made by the student.
- As a community building and fundraising event, a teacher would like to host an after school movie night. In addition to movie viewing and popcorn eating, the teacher should include what aspect below to promote media literacy?A. have students research local charities and write a paragraph explaining which charity deserves the funds raisedB. ask students to write a summary of the film in classC. host a small group parent/child discussion after the movieD. have students create flyers promoting the event to hang up around town
- A fourth-grade student loves to read, but typically only picks graphic novels that are written below grade level. Which of the following best explains one reason the teacher might suggest more variation in his independent reading?A. Greater variety in reading level and genre will support greater vocabulary development.B. Reading genres other than graphic novels will increase the student's ability to recognize plot and character development techniques.C. The student is unlikely to develop strong inferencing skills by only reading graphic novels.D. The student should be reading more text dense material to improve prosody.
- Before starting a new unit, a teacher has students complete a short writing assignment in which they share what they know about the topic and predict what might be learned during the unit. Once the unit is finished, the teacher would like to have students revisit their essays. What step could the teacher take next that would allow students to expand on their new vocabulary knowledge?A. Assign students a new essay to compare what they knew to what they know now.B. Have students reread the essay and highlight any statements that turned out to be false.C. Ask students to revise the essay to include newly learned vocabulary termsD. Ask students to illustrate what they wrote to reflect their new knowledge.
- Which of the following would be an appropriate question to ask when viewing and analyzing thematic elements of entertainment media?A. Who are the main characters in this show?B. In what way did the director support his argument?C. How does the director use the contrast of light and dark to influence the mood of this scene?D. In what way does this show demonstrate the author's bias and point of view?
- Mrs. Wright is reading a fiction story aloud to her class. She stops throughout to model the think-aloud strategy. In her think-aloud moments, she makes predictions about what will happen next and reflects on what the characters learn throughout each plot event. What level of reading comprehension is she modeling for her students?A. literal comprehensionB. circumstantial comprehensionC. evaluative comprehensionD. inferential comprehension
- A teacher has reorganized the classroom library to make it easier for students to browse and select texts to read during silent reading time. In addition to this reorganization, the teacher decided to conduct a reading interest survey, so that she can be of assistance when students need prompting. After assessing the results of students' reading interest surveys, the teacher should:A. provide students with a variety of titles across genres related to the students' interests.B. redesign the year's reading curriculum to mirror the interests of the class.C. assign students to homogenous reading groups and pick what each group reads.D. show students how to use the library's database to find their own reading materials.
- Who was the first to industrialize in New England?
- What was the battle between the natives and Americans that forced the natives to go west?
- revolution-a revolution is an event or course of events that results in complete change-revolutions can:-establish or modify political systems-transform economic and social structures -be sudden and violent-be slow and peacefulrevoultion in russia-in the early 1900s russia faced political and social unrest bc of-wars-famines-class struggles-this unrest led to the Russian revolution life in russia-by the early 1900s russia had fallen behind the rest of the industrialized world-russia had:-an agricultural economy based on subsistence farming-no modern transportation system-a large peasant class and a small wealthy classRussias tsar-russias tsar Nicholas II led an autocratic monarchy-there was no representative parliament-he used a secret police force to enforce his rule-he was a weak ruler who was out of touch with his people unrest in st petersburg-in 1905 workers marched in st petersburg demanding reforms-they wanted -more personal freedoms -better working conditons-an elected legislature-soldiers fired on the crowd killing ant 1000 people 1905 revolution-millions of workers went on strike-the tsar promised reforms -he created and elected legislature the duma-reforms were short lived-he used the army to put down the rebellion effects of ww 1-conditons in russia worsened during the war -peasents were forced into the army leaving farms unattended -food became scare and people died of starvation-millions of soldiers were killed or wounded-the tsar took personal command of the army Rasputin's influence-the tsar placed his wife Tsarnina Alexandra in charge of the government-she didn't turn to the duma or the nobility for advice-her closest advisor was the faith healer and mystic rasputin-the tsar's popularity continued to fallthe February revolution-by February 1917 unrest was growing in Russia's cities-protests-people protested food and coal shortages-riots -the protests turned violent-untrained soldiers joined. the riots instead of stopping them-a new government -the tsar was forced to step down-a provisional govt took over vladimir llich lenin-opposed the tsar and was exiled for his opposition to the govt-supported the idealogy of marxism-spoke out against class inequality -returned to russia after the February revolution -led the bolsheviks the provisional govt-the leaders of the provisional govt were unable to win the support of the people-they didn't institute land reform angering the peasents-they decided to continue the fight against germany-support for the bolsheviks grewthe October revolution-in October the bolsheviks led by lenin launched a coup d etat against the govt-they controlled the St. Petersburg soviet-they used loyal troops to seize important govt buldings-they faced little opposition from the provisional govt lenin in power -lenin took swift action after seizing power-he set up a dictatorship-he set up a secret police force that was loyal to the bolsehviks-he issued a decree giving the govt the right to seize privately owned land and church property -he began to negotiate Russia's withdraw from the warrussia's exit from ww 1-in 1918 the bolsheviks signed the treaty of Brest litovsk -russia gave up valuable territory including coal and iron mines-60 million people were no longer part of russia-unhappy Russians revolted against the bolsheviks the Russian civil war-the conflict between bolsheviks and their opponents resulted in a civil war-wealthy landowners religious leaders and royalists opposed the bolsheviks-the US and Western European nations provided aid to the white army the execution of the tsar-after war broke out the bolsheviks arrested tsar Nicholas II and his family-the bolsheviks-moved the family to siberia-executed the family in 1918 and buried their bodies in a secret location effects of the civil war-the civil war ended with a bolshevik victory-industry and farmland was destroyed-over 14 million people had been killed from the fighting and famine1914-1918- ww 11917- the Russian revolution 1922- establishment of the USSR
- MC #5"What fault has there been on the part of the General Government of the United States? Why break up this Union? Will any gentleman be so kind as to particularize a single instance worthy of debate, in which the Federal Government has been - derelict [negligent] in the discharge of its duty, or has failed to accomplish the purposes of its organization? . . ."I am not here . . . to defend the election of Abraham Lincoln. I believe that his election was virtually a fraud upon the people of the United States . . . nominated, as he was, by a sectional party, and upon a sectional platform, with no representation in the body which nominated him from the South; but he was nominated and elected according to the forms of law. . . ."Let us look . . . at the evils that must result from secession. The first, in my opinion, would be that our country would not only be divided into a Northern Confederacy and into Southern Confederacy, but, soon or later it would be divided into sundry [several] petty Confederacies. We would have a Central Confederacy, a Confederacy of the States of the Mississippi Valley, a Pacific Confederacy, a Western Confederacy, an Eastern Confederacy, a Northern and a Southern Confederacy.". . . It is easy perhaps to break down this Government; but, sir, when we break it down it will not be so easy a matter to build it up. . . . Gentlemen cry out against the tyranny of their own government, and yet denounce [those opposed to secession] because we hesitate to allow ourselves to be thrust into the embraces of such a military dictatorship."Waitman T. Willey, addressing the Virginia State Secession Convention, March 4, 1861
- Joseph stalin-became the leader of the USSR following Lenin's death in 1924-was politically ruthless-held absolute power as a totalitarian dictator -restricted individual freedoms the first 5 year plan-stalin established a command economy to modernize the soviet economy-believed the USSR could outproduce capitalist nations-set unreasonably high quotas for production-shifted resources away from producing necessities to creating steeleffects of the 5 year planspositive effects-industrialization and modernization-growth of infrastructure -negative effects- extremely inefficient and wasteful-few consumer goods produced resulting in shortages-high human cost including the use of slave laborcollectivization-in 1929 stalin seized millions of privately held farms and combined them into collective farms-reasons for collectivization -soviet farming was inefficient and most people farmed at the substance level-residents of cities needed food-there were too many farmworkers and not enough industrial workers-cash crops were needed results of resistance-the peasants resisted collectivization-the army was sent in to force the peasants to submit-many especially the wealthier kulak class was imprisoned-millions of peasants died severe famine-the resistance to collectivization resulted in widespread famine-peasants couldn't keep any food until their government quota had been met the great terror -dictators of totalitarian states use terror and violence to control their population-stalin believed the country had to be united with him as absolute authority-stalin believed that war with germany was coming and that the nation had to be prepared-stalin became increasingly paranoid Stalin's secret police-the NKVD was part of the secret police force of stalinist russia-could arrest and hold anyone for any reason-used torture to interrogate suspects-targeted anyone suspected of being disloyalthe great purge-the great purge- a campaign of terror against members of the communist party-during "show" trials suspects confessed to impossible crimes-thousands of government officials and military leaders were executed -millions of others were sent to labor camps called gulags persecution of othersreligious persecution-sent orthodox clergy to labor camps-forced catholic leaders to leave the USSR-abolished the practice of Judaism and prohibited islam cultural persecution -targeted those of non-russian descent-arrested and imprisoned thousands of writers, scholars and scientists Stalin's cult of personality -stalin wanted to be viewed as a godlike figure to the soviet people techniques used-widespread propaganda -strict censorship-revison of history books and photographs women enter the workforce-under stalin large numbers of women entered the workforce-by 1935 2 in 5 factory workers were women-other women worked in health care, education and service industries value of motherhood-stalin's government promoted and placed a high value on motherhood-women were encouraged to produce more workers for the nationsoviet education-soviet education expanded under stalin and schools were reformed-schools emphasized soviet ideology -children joined the "young pioneers" a communist youth organization -students learned skills necessary to contribute to industrialization-the number of citizens able to obtain university educations increased 1924-start of Stalin's rise of power1928- first 5 year plan1929- start of forced collectivization 1934-1939- the great purge1953- stalin's death
- MC #6"There are those who are dissatisfied with me. To such I would say: You desire peace; and you blame me that we do not have it. But how can we attain it? . . ."But to be plain, you are dissatisfied with me about the Negro. . . . You dislike the emancipation proclamation; and, perhaps, would have it retracted. You say it is unconstitutional—I think differently. I think the Constitution invests its commander-in-chief, with the law of war, in time of war. The most that can be said, if so much, is, that slaves are property. Is there—has there ever been—any question that by the law of war, property, both of enemies and friends, may be taken when needed? And is it not needed whenever taking it, helps us, or hurts the enemy? . . ."You say you will not fight to free Negroes. Some of them seem willing to fight for you. . . . I issued the proclamation on purpose to aid you in saving the Union. . . . Why should they do anything for us, if we will do nothing for them? If they stake their lives for us, they must be prompted by the strongest motive—even the promise of freedom. And the promise being made, must be kept."President Abraham Lincoln, letter to James Conkling explaining why he issued the Emancipation Proclamation, 1863
- the Russian revolution-vladimir lenin and the bolsheviks seized power in russia in 1917-the tsar was executed-lenin and the bolsheviks established communismnew ideas about govt-lenin was influenced by the socialist thinkers of the 1800s-socialism-societies should own property and resources for the betterment of everyone marxism-workers should establish a classless societycommunism- the govt should control the economy-private property should be abolisheda new form of govt-lenin and the bolsheviks created a single party state-the communist party was the only political party allowedthe communists in power-the communist party was ruled as a dictatorship-lenin stated that this was a "transitional stage"-he promised that it would last only until communism could be established the Cheka -to enforce his rule lenin created a secret police group nicknames the cheka-he launched a plan called the red terror in 1918-more than 50 thousand opponents of communism were arrested and executedthe formation of the USSR-in 1922 the party took more steps to promote loyalty -russia was divided into 12 republics all under the control of lenin -russia was renamed the union of soviet socialist republics or the soviet union-st petersburg was renamed Leningrad cause and effect land reform and its effects-cause- communists seized land from wealthy landowners and the church-the land was redistributed among peasant councils-surplus grain was taken from rural areas to feed citieseffect- production began to decline-industry suffered-a servere famine struck the country in 1921cause- the government instituted economic changes -it took control of the factories -it set wages and prices-it prohibited strikes-it rationed food and consumer goods-effect- the polices were unpopular-wealthy people fled the country-riots, strikes and unrest increased the new economic policy-to improve the economy lenin established the new economic policy-reserved many communist changes-allowed some private ownership of land and small businesses-allowed peasants to own their land and sell their surplus crops-these changes were temporary and would be reverse in the 1930scensorship and propaganda-the communist party took control of the press to silence opposition to its polices-all newspapers were censored-the party's official newspaper Pravda became the voice of the partychanges to education-the communists made significant changes to education-schools were constructed especially in rural areas-a literarcy campaign was instituted -science was encouraged-other subjects including latin and history were bannedchanges for women-communist policies encouraged increased equality for women-woman could obtain a divorce more easily-women were expected to enter the labor market-young women were encouraged to seek an education disagreement and discussion within the party-under lenin people were still able to show disagreement within the communist party-Leon Trotsky publicly disagreed-with other party and committee members-with some of Lenin's actions and decisions a shift in party power-in 1922 Lenin's health began to deteriorate and his death seemed imminent-Joseph stalin was appointed general secretary of the communist party-stalin began to appoint his allies to govt positions Joseph stalin-became the leader of the USSR following Lenin's death in 1924-was politically ruthless-held absolute power as a totalirain dictator a power vacuum-after Lenin's death the party planned to be led by a troika of leaders-instead a power struggle ensued between 2 groupstrotsky- had more liberal ideas-wanted soviet states to maintain power and controlStalin-had more conservative ideas-wanted a strong central govt-pursued an authorian govtstalins rise to power-stalin gradually increased his influence in party by:-moving his supporters into positions of power-pushing opponents out of powerful political roles-in 1927 stalin removed trotsky from the party and established totalitarian ruleeliminating opponents and enemies-stalin began to eliminate anyone who threatened his power-trotsky and other members were expelled exiled or executed-stalin also targeted ethnic groups whom he distrusted 1924- lenin died1922- the USSR was formed1927- stalin seized power
- authoritarian leaders-these nations established authoritarianism between ww 1 and ww 2 facism-after an economic and political crisis italy adopted a new ideology called fascism-according to fascist principles-the nation is more important than the individual-1party needs to rule the state-citizens must support nationalism-the govt should indoctrinate citizens and censor the pressBenito mussolini-is known as the creator of fascism-emphasized loyalty and obedience to the state-promised to solve Italys economic problems-was called "II Duce"Mussolini's rise to power-mussolini's supporters were called blackshirts-they included army officers, wealthy landowners and industrialists-they used violence and intimidation to win a new govt-mussolini seized power and abolished democracy in 1925freedoms in fascist italy-under mussolini citizens' rights and freedoms were restricted-freedom of speech was limited-extreme nationalism was enforced-a secret police was createdfamilies in fascist italy -families were taught that they were responsible for serving italy-boys were trained for future military service-girls were taught to be good wives and mothers-adults were encouraged to have more childrenItalian expansionism-mussolini implemented an aggressive foreign policy to expand Italian territory-he suppressed rebellions in libya-he used his growing army to seize Ethiopia in 1935-the league of nations objected but its members did nothing to stop hima military govt-during the Great Depression the military took control of the Japanese govt-emperor Hirohito remained the head of state-military leaders planned a campaign of aggressive expansionhideki tojo-was a leading general in japan's military-was appointed Japans prime minister in 1941 and served during ww 1-led japans invasion of china and east asia propaganda in japan-military leaders used nationalist propaganda to win support for their actions-propaganda encouraged citizens to -be productive-serve in military-support the empereor and military leaders conscription in japan-all Japanese men were required to serve in the military at age 20-males under 20 were encouraged to volunteer-women and children were recruited and trained by militiasJapanese expansionism-Japan began a policy of aggressive expansion to solve its economic problems-wanted raw materials natural resources and new markets-invaded Manchuria in 1931the nanking massacre-in 1937 Japan invaded china again-troops killed hundreds of thousands of Chinese civilians in the city of nanking-commanders encouraged young soldiers to be as brutal as possiblemilitary alliances-Japan began to secure alliances with other authoritrian governments-signed agreements with germany and italy-encouraged citizens to see germany and italy as friendsrebellion in spain-spain faced many economic and social problems during the great depression-the republican govt had been founded in 1931 was unable to respond-the army led a rebellion against the govt Fransisco franco -was a general in the Spanish army-led a rebellion against Spain's elected govt-became the fascist dictator of spainthe Spanish civil war-the Spanish civil war was a battle between fascisim and elected rulers-the nationalists- led by military-supported by fascist govt's of germany and italy-won spanish civil warrepublicans- represented democratically elected govt-supported by USSR-had army of international volunteers -lost Spanish civil warchanges to society in spain-under Franco's dictatorship citizens' rights and freedoms were limited-all other political parties were banned-govt centralized-cultural diversity suppressed -nationlism and catholicism promoted-rights of women declined 1922- mussolini became Italy's prime minister1931- Japan invaded china1935- italy went to war with Ethiopia 1936-the Spanish civil war began1939-1945- ww II
- MC #4"I know not how to thank you for the deep and lively interest you have been pleased to take in the cause of . . . the emancipation of a people, who, for two long centuries, have endured, with the utmost patience, a bondage, one hour of which . . . is worse than ages of that which your fathers rose in rebellion to oppose."It is such indications on the part of the press—which, happily, are multiplying throughout all the land—that kindle up within me an ardent hope that the curse of slavery will not much longer be permitted to make its iron foot-prints in the lacerated [deeply cut] hearts of my . . . brethren. . . . I am called, by way of reproach, a runaway slave. As if it were a crime—an unpardonable crime—for a man to take his inalienable rights!"But why [you,] a New-York editor, born and reared in the State of Maine, far removed from the contaminated . . . atmosphere of slavery, should pursue such a course [supporting abolition], is not so apparent. I will not, however, stop here to ascertain the cause, but deal with fact. . . ."The object . . . is simply to give such an exposition of the degrading influence of slavery upon the master and his [supporters] as well as upon the slave—to excite such an intelligent interest on the subject of American slavery—as may react upon that country, and tend to shame her out of her adhesion to a system which all must confess to disagree with justice. . . ."I am earnestly and anxiously laboring to wipe off this foul blot from the . . . American people, that they may accomplish in behalf of human freedom that which their exalted position among the nations of the earth amply fits them to do."Frederick Douglass to New York Tribune editor Horace Greeley, 1846
- "If your [newspaper] columns are open to the women of Seneca county, we throw down the glove to any one who will meet us, in fair argument, on the great question of Woman's Rights. Depend upon it, this soon will be the question of the day. All other reforms, however important they may be, cannot so deeply affect the interests of humanity as this one. Let it [this challenge] therefore be fairly and candidly met. . . ."We have recently had the pleasure of listening to a sermon on this subject, and we feel truly grateful that the pulpit is, at length, calling public attention to this important question. In the course of this sermon the Bible argument was touched upon. We hope it may yet be gone into more fully: for the Bible is the great Charter of human rights when it is taken in its true spiritual meaning; though its great, immortal, life-giving truths can be perverted by narrow, bigoted, sectarian teachers so as to favor all kinds of oppression, and to degrade and crush humanity itself."Elizabeth Cady Stanton and Elizabeth W. McClintock, letter to the editor of the Seneca County Courier in New York State, 1848