Regents Preparation - Modern Presidents

Regents Preparation: Key terms

United States History Regents                                                                                                                                                 Key Terms

DEMOCRACY - Type of government that recognizes the people's right to take part directly or indirectly in controlling the government. Key idea: government must have consent of the governed.

CONSTITUTION - Term for a written plan of government. Establishes how the government works.

FEDERALISM - A system of government in which power is shared between state governments and a strong central/national government.

LEGISLATIV - Branch of government whose primary duty is to make the laws. Branch that Congress is.

EXECUTIVE - Branch of government whose primary duty is to enforce/carry out the laws. The President is the head of this branch.

JUDICIAL - Branch of government whose primary duty is to interpret the laws. The Supreme Court is the highest court in the nation performing this function.

SEPARATION OF POWERS - The division of government power into different branches with each branch having different duties/functions.

CHECKS AND BALANCES - A system that allows each branch of government to limit the power of the other branches. The Presidential veto and the Senate's power to reject Presidential treaties and appointments are key examples.

AMENDMENT - A formal change or addition to the Constitution. Allows the government to meet the changing needs of American society.

JUDICIAL REVIEW - The power of the Supreme Court to declare whether an action of the President or a law passed by Congress violates the Constitution. This is an example of checks and balances.

ELASTIC CLAUSE - Section of the Constitution that allows Congress to extend its powers/duties because it states that Congress may pass such other laws as may be "necessary and proper." Allows Congress to pass laws to meet the changing needs of American society.

ELECTORAL COLLEGE - Method of indirectly electing the President included in the Constitution because the writers of the Constitution did not trust the common people to choose the President.

IMPEACH - Power of the House of Representatives to formally accuse a public official such as the President of wrongdoing.

LOBBYIST - A person who is not an elected official who is a member of a special interest group that tries to influence what laws are passed.

UNWRITTEN CONSTITUTION - Political practices that are followed, but are not part of the actual Constitution. Examples include political parties, judicial review, and the Presidential Cabinet.

NEW IMMIGRANTS - Refers to the immigrants from southern and eastern Europe who came primarily during the age of Industrialization in the late 1800's and early 1900's.

NATIVISM - The belief in the U.S. that immigrants are inferior and should not be allowed into the U.S.

MELTING POT THEORY - The belief that different immigrant groups will assimilate into American society but in the process a new American identity will emerge from the blending of cultures.

CULTURAL PLURALISM - Belief that immigrants to the U.S. maintain their own cultural identity and thus the U.S. is a type of society in which diverse ethnic, racial, national groups go-exist while maintaining their own cultural heritage.

SOCIAL DARWINISM - Idea commonly held by the wealthy and big business in the late 1800's that the principle of survival of the fittest applies to humans.

MUCKRAKERS - American journalists/writers who tried to improve society by exposing corruption, health hazards, and other social problems.

CIVIL SERVICE - Reform movement which insisted that government jobs and promotions should be based on merit rather than on the spoils system/political patronage.

INITIATIVE/REFERENDUM - Key democratic reform of the Progressive Era which allowed citizens to vote directly on proposed laws.

PROGRESSIVE/GRADUATED - Type of tax in which incomes are taxed at a higher rate or percentage than lower incomes. Key reform of the Progressive Era.

JIM CROW - Term used for the segregation laws passed in the Southern states following the period of Reconstruction.

CIVIL DISOBEDIENCE - Nonviolent protest against unjust laws. This method was used by Martin Luther King, Jr. during the Civil Rights Movement of the 1950s and 1960s.

AFFIRMATIVE ACTION               - Actions taken by businesses, colleges, the government, etc to increase the number of minorities and women in jobs and higher education. Critics of this call it reverse discrimination.

SUFFRAGETTES - People who campaigned for women's right to vote in the late 1800's and early 1900's.

FEMINIST MOVEMENT - The struggle of women starting in the 2nd half of the 1900's for equality. Key concerns included equal pay for equal work and the passage of an Equal Rights Amendment.

ISOLATIONISM                - Foreign policy begun by Washington in which the U.S. avoiding forming alliances with other nations of the world.

MANIFEST DESTINY - Idea commonly held by Americans that the U.S. had the God given right to expand westward across the entire North American continent.

IMPERIALISM - Foreign policy U.S. began in the late 1800's in which the U.S. believed that it could take control of other countries either directly or through economic or political dominance.

YELLOW JOURNALISM - Sensational style of reporting used by newspapers in which the newspaper uses dramatic pictures and language to attract the attention of readers. Considered one of the causes of the Spanish American War.

UNRESTRICTED SUB WARFARE - Policy followed by Germany during W.W. I in which they sunk merchant and passenger without warning. Main cause of U.S. entry into W.W. I.

COLLECTIVE SECURITY - System in which member nations agree to take joint action to meet threats to international peace. League of Nations and United Nations are examples.

COLD WAR - State of tension and conflict between the U.S. and Soviet Union that lasted from the end of W.W. II in 1945 until the collapse of communism in the Soviet Union in 1991.

DOMINO THEORY - The idea commonly held in the U.S. during the Cold WAr that if one country in an area became communist, other neighboring countries would also fall to communism.

CONTAINMENT - The U.S. policy during the Cold War of trying to stop the spread of communism.

RED SCARE  - Term used to describe periods in the 1920's and 1950's when American fear of the communist threat within the U.S. was at its height. In both periods it led to the violations of people's rights.

DÉTENTE - Term associated with the easing of tensions between the U.S. and Soviet Union in the early 1970's.

INTERDEPENDENCE - The idea that technology in the late 1900's has created a situation in which the countries of the world are reliant upon each other.

CAPITALISM - Economic system in which businesses are privately owned and operated for profit. Competition is necessary for this system to work.

LAISSEZ-FAIRE - Noninterference - a policy by which the government does not regulate business and does not interfere with the economy.

CORPORATION  - Type of business organization developed in the U.S. during the late 1800's in which a business is begun by selling shares of stock to investors to raise the venture capital to begin the business.

MONOPOLY/ TRUST - Business that eliminates competition and thus gains total or near total control of an entire market for a particular good or service.

COLLECTIVE BARGAINING - Process in which a union negotiates with management (business owners) for a contract.

INJUNCTION - A court order prohibiting a certain action - in the late 1800's these were used to stop or limit strikes showing that government favored the businesses over the workers.

TARIFF - Tax on imported goods designed to discourage Americans from buying foreign goods so as to promote the development of American industry and products.

CENSUS - Requirement of the Constitution that the population of the United States be counted every ten years so as to determine how many representatives each state should have in the House of Representatives.

SUPPLY-SIDE ECONOMICS - Economic policy that tries to stimulate the economy by cutting taxes, especially for the wealthy and businesses. Policy is connected with Presidents Hoover and Reagan.

Extra Credit for test on Friday

Homework 4/19/2012 - Due 4/19/2012 by 11:59 PM

Learning Objective: You will be able to describe why the United States contributed to the completion of WWII.

Homework:
Go to this website, you will create one post that contains one sentence describing why you believe the war was won on either the European front in Germany or the Asian front in Japan. With this, please accompany your statement with an image, video, or audio clip. Be sure to put your name and period of your class.

4/17/2012 - Computer Lab - Aftermath of World War II

Topic: Aftermath of World War II

Learning Objective: You will be able to determine the impact the United States had on the completion of WWII.

Review: Watch the following video and begin your Do Now.
(Four Minutes)

Do Now: (Ten Minutes)
Click on the following link and use the internet to answer the following questions

Do Now Questions

Direct Instruction: (Ten Minutes)
I - Cost of War: 

Examine the following chat and click on the link directly below the chart and use the internet and the chart to answer the questions.

Chart Analysis

II - Ending the War: (Eight Minutes)
 
Watch the following clip and answer the following questions using the information from the clip and the Internet as a source.

Click on the following link, answer the following questions using the the Internet as a source.

WWII Casualties

Exit Ticket: (Eight Minutes)

Question

4/16/2012 - United States History - US Enters WWII

Learning Objective: You will be able to determine the reason the United States enter the Second World War.

 

Topic: Causes of the US WWII

Task:

 

You will click on the following link. Once you entered the link you will use the internet to answer the questions on the page. In the first Question, please provide your first and last name and then answer the question.

United States Enters World War II

Some websites you may want to use to compile your answers are the following:

Google

Yahoo

Ask

Bing

Be sure to work on your own, the information found today will count as classwork and the knowledge gathered will be what you use to prepare yourself for a future exam.

If you think the link you are using is not creditable please use another to help provide your answer.

Webquest 4/5/2012

Classwork

Project Assignments: Vietnam

Project Activities

Choose one of the following activities due before March 2^nd 2012

1. Reader’s Log Assignment

For each of the five “Reader’s Log” you will focus on tracing the theme of peace, struggle or conflict. Each of your entries must include the following components:

1. A quote about peace, struggle or conflict with the page number cited in MLA format.
2. A comment in complete sentences on what the author is saying about loss.
3. A connection to your own life, again in complete sentences.

Here is a sample entry from the book Night:

1. Quotation:  “All those things that people had thought of taking with them, and which in the end they had left behind.  They had lost all value” (15).
2. Comment:  Here, Wiesel seems to be commenting on how quickly things people own lose their value when they are facing other more serious losses, like the loss of their freedom.
3. Connection:  I remember last year when mom didn’t have enough money to pay the bills.  That was really bad, I guess.  But we didn’t think all about it at the time all that much because Dad was still in the hospital trying to get better.

Criteria for success a Reader’s Log includes. . .

Ø  At least five entries.

Ø  at least five quotes done in MLA format

Ø  At least five connections to your life.

Ø  Sentences that are complete.   

Ø  Responses that are relevant to the theme of loss, struggle or conflict.

Ø  Fully developed ideas.

Rubric for Reader’s Log

Ø  4:  All work is complete.  Responses are relevant to the theme of loss, struggle or conflict and are fully developed.

Ø  3:  Most of the entries are complete and / or relevant to the theme of loss, struggle or conflict.  Most responses are fully developed.

Ø  2:  Some of the entries are complete and / or relevant to the theme of loss, struggle or conflict.  Some responses are fully developed.

Ø  1:  Entries are missing, are poorly developed and / or irrelevant to the theme of loss, struggle or conflict.

2. Book Report

Use this format for the book report.

You may use the program "Microsoft Word" to write your report.
The book report should be about 2 to 3 pages long and be written in a simple, concise, clear style. It may be shorter if your ideas are complete and longer if you are not too wordy. Don't simply copy pages out of the book or quotes from the cover or pages from an internet web page, as some students have in the past. I prefer the work to be typed, double-spaced with writing on only one side of the paper, but your neat handwriting or printing in black or blue ink is acceptable.

You should thoroughly answer these questions:
1. What is the name of the book? Who is the author? Who is the publisher? How many pages are in the book? These questions should be answered in one or two complete sentences. You don't need to rewrite the question; simply number the answer.

2. What kind of book is it? Fiction? Non-fiction? Biography? Argumentation? This is a couple of sentences long. Say what makes it "fiction" or "non-fiction".

3. How many days did it take you to read this book? This is about one sentence.

4. Who are the top three or four characters? Tell me about them. Why are they important? List them and say a little about each one. This could be about a half a page to over a page long.

5. Tell me what the book is about. Summarize the plot. Use your own words and ideas to describe the story. If the book is a collection of short stories, pick the three best and explain their plots. If the book is not fiction, explain the main idea and the supporting details or arguments. If it is organized historically, give a list of the important events in the text. This could run from one and a half pages to several pages. Don't make it too long or too short; you don't need to explain every little detail in the plot).

6. Now give me some analysis of the book. Tell me why you liked or did not like it. Was it too hard or easy to understand? Was the vocabulary too hard? Would you recommend it to a friend? Did you see a movie or video of the book? How is it different from the real book? How would you judge the author? Was the story something you could relate to or was it not connected to your real life? This could be one to several pages. Don't forget this part:  Most students do well on the summary of the book (question#5) but only write a few sentences for this question. Do a good analysis!

Criteria for success a Book Report includes. . .

Ø  At least 3 pages in length.

Ø  Writing in your own words.

Ø  Writing that contains complete sentences.

Ø  Writing that is typed or neatly hand-written in blue or black ink.

Ø  Detailed answers to no less than the 6 questions provided.

Ø  Writing that shows clear organization.

Ø   Ideas that are fully developed.

Rubric for Book Report

Ø  4:  All work is complete. The book report is more three pages long and written in a simple, concise, clear style. Isn’t simply copied pages out of the book or quotes from the cover or pages from an internet web page. It is typed, double-spaced with writing on only one side of the paper or your neat handwriting or printing in black or blue ink is acceptable. All six questions are answered in detail with an introduction and a conclusion. The writing shows clear organization and is fully developed.

Ø  3:  Most the work is complete.  The book report is less than three pages long and mostly written in a simple, concise, clear style. It is mostly not simply copied pages out of the book or quotes from the cover or pages from an internet web page. It is mostly typed, double-spaced with writing on only one side of the paper or your mostly neat handwriting or printing in black or blue ink is acceptable. Less than six questions are answered in detail with an introduction and a conclusion. The writing mostly shows clear organization and most ideas are fully developed.

Ø  2:  Some of the work is complete and / or relevant. The book report is less than two pages long and somewhat written in a simple, concise, clear style. Some isn’t simply copied pages out of the book or quotes from the cover or pages from an internet web page. It is not typed, double-spaced with writing on only one side of the paper or not neat handwriting or printing not in black or blue ink. Less than six questions are answered in some detail with an introduction or a conclusion. The writing shows no clear organization and is somewhat developed.

Ø  1:  Most of the report is missing, is poorly developed and / or irrelevant or unreadable.

3. Letter to the Author

Create at least a 5 paragraph letter to the author of the book you read.  Explain your opinion on a theme, the characters and the setting (including time period) of the book. Be sure to include what this book taught you.

Criteria for Success for a “Letter to the Author” includes:

Ø  At least five paragraphs specific to the theme, the characters and the setting (including time period) of the book.

Ø  A clear explanation of what the book has taught you.

Ø  Fully developed ideas in complete sentences.

Rubric for Letter to the Author

Ø  4:  All work is complete. Letter is five or more paragraphs, relevant to the theme, the characters and the setting (including time period) of the book. A clear explanation of what the book has taught you has been fully developed.

Ø  3:  Most of the letter is complete with five or less paragraphs relevant to the theme, the characters and the setting (including time period) of the book.  A clear explanation of what the book has taught you was provided and most ideas are fully developed.

Ø  2:  Some of the letter is complete and / or relevant and contains five or less paragraphs appropriate to the theme, the characters and the setting (including time period) of the book. A somewhat clear explanation of what the book has taught you was provided. Some ideas are fully developed.

Ø  1:  Most of the letter is missing, is poorly developed and / or irrelevant. 

                                                                                                      

4. Children's Storybook

Write a children's storybook based on the book you read; complete with five or more color illustrations or computer graphics. Choose four or five of the most important scenes and retell the story in simple language.

Criteria for Success for the “Children’s storybook” includes:

Ø  A storybook based on the book you read.

Ø  A cover with a title, your name, and an illustration.

Ø  At least five color illustrations or computer graphics.

Ø  A retelling of at least five of the most important scenes.

Ø  A beginning, middle, and an end.

Rubric for Children’s Storybook

Ø  4:  All work is complete.  The storybook is based on the book you read and contains five or more color illustrations or computer graphics. Five of the most important scenes are retold in simple language and is fully developed with a beginning, middle and an end.

Ø  3:  Most of the storybook, based on the book you read, is complete and contains five or less color illustrations or computer graphics. Five or less of the most important scenes are included and retold in simple language. The story is almost fully developed with a beginning, middle and an end.

Ø  2:  Some of the storybook, based on the book you read, is complete.  Five or less color illustrations or computer graphics are provided. Five or less of the most important scenes are included and retold in simple language.  The story is somewhat fully developed with a beginning, middle and/or an end.

Ø  1: Most of the storybook is missing, is poorly developed and / or irrelevant.

5. News Story

Write a front-page (5-6 paragraph) news story about an important incident from your book. Remember to answer: WHO? WHAT? WHEN? WHERE? WHY? HOW? Draw or reproduce from the internet at least two pictures with a caption for each underneath to accompany your story.

Criteria for Success for the “News Story” includes:

Ø  At least 6 paragraphs about an important incident from your book.

Ø  Complete sentences that answer: WHO? WHAT? WHEN? WHERE? WHY? HOW?

Ø  At least two pictures, with a caption for each underneath, to accompany your story.

Ø  Details are fully developed.

Rubric for News Story

Ø  4:  All work is complete. The news story contains at least 6 paragraphs about an important incident from your book. The news story answers: WHO? WHAT? WHEN? WHERE? WHY? HOW? At least two pictures are included, with a caption for each underneath, to accompany your story. Details are fully developed.

Ø  3:  Most of the work is complete. The news story contains less than 6 paragraphs about an important incident from your book.  The news story does not address all of the following: WHO? WHAT? WHEN? WHERE? WHY? HOW? Less than two pictures, with a caption for each underneath, to accompany your story are provided. The news story is mostly developed.

Ø  2: Some of the work is complete. The news story contains less than 6 paragraphs about an important incident from your book.  The news story does not address all of the following:  WHO? WHAT? WHEN? WHERE? WHY? HOW? Less than two pictures, with a caption for each underneath, to accompany your story are provided. The news story is somewhat developed.

Ø  1:  Most of the news story is missing, is poorly developed and / or irrelevant. 

6. Music Review Assignment

For each of the ten “Music Reviews” you will listen to the ten tracks CD that will be distributed in class. For each of the song write a paragraph, each paragraph must meet the following criteria.

Ø  The Title and Artist.

v  What you think the title means.

Ø  Year it was published.

v  During a war or not, if so which war?

Ø  A quote from the song

v  What you think the quote means.

Ø  If you liked the song, why or why not.

Criteria for success a Music Review includes. . .

Ø  at least ten entries.

Ø  at least ten quotes

Ø  at all the names of the artist.

Ø  sentences that are complete.   

Ø  responses that are relevant to the topic of war.

Ø  fully developed ideas.

Rubric for Music Review

Ø  4:  All work is complete.  Responses are relevant to the topic of anti-war/ pro-war and are fully developed.

Ø  3:  Most of the entries are complete and / or relevant to the topic of anti-war/ pro-war.  Most responses are fully developed.

Ø  2:  Some of the entries are complete and / or relevant to the topic of anti-war/ pro-war.  Some responses are fully developed.

Ø  1:  Entries are missing, are poorly developed and / or irrelevant to topic of anti-war/ pro-war.

7. Anti-War/Pro-War Song

Listen to all ten of the songs that are featured on the CD. After listening to the CD write a one page summary and analysis on the view of the Anti-War songs. Cite a quote from at least two of the songs you have listened to, to better help support your response. After this you will Independently or with the help of friends create your own Anti-War or Pro-War song. This song may be from any genre of music. You may post this song on Youtube, provide me an MP3 or Video file. The song must be at least 2 minutes long and consist of an actual musical effort, not just you speaking while you randomly play an out of tune guitar. You must also supply a copy of the lyrics to your song.

Criteria for success Anti-War/Pro-War Song includes. . .

Ø  A summary of the theme of the songs from the CD

Ø  at least two quotes from the songs

Ø  include those artists names or any other you discuss

Ø  sentences that are complete.

Ø  responses that are relevant to the task.

Ø  fully developed ideas.

Rubric for Anti-War/Pro-War Song

Ø  4:  All work is complete.  Responses are relevant to the topic of anti-war/ pro-war and are fully developed. Written response is 1 or more full pages long and the song is 2 or more minutes long. The lyrics are also supplied on another sheet.

Ø  3:  Most of the entries are complete and / or relevant to the topic of anti-war/ pro-war. Written response is almost 1 page long and the song is just under 2 long. Most responses are fully developed.

Ø  2:  Some of the entries are complete and / or relevant to the topic of anti-war/ pro-war. Written response is less than half a page long and the song is under 1 minute long.  Some responses are fully developed.

Ø  1:  Entries are missing, are poorly developed and / or irrelevant to topic of anti-war/ pro-war.

8. The ‘Nam Summaries

For each of the ten issues of The ‘Nam you will read the whole issue that will be distributed in class as a digital copy. Each CD will include each issue as well as a program that you will install in order to be able to read the comic book. For each of the comic books write a paragraph, each paragraph must meet the following criteria.

Ø  Write the “Who? What? Where? When? And Why?” For all the issues combined

(5 Sentence s)

v  This may be written in bullet form

Ø  A sentence describing what you liked from each issue (10 Sentences)

Ø  A quote from the text (10 Sentences)

v  What you think the quote means.

v  Who said it?

Ø  If you liked the comic book, why or why not. (1 Sentence)

Ø  One sentence describing your opinion of selective service (the Draft) after having read this. (1 Sentence)

Criteria for success a Comic Book Summary includes. . .

Ø  at least ten entries.

Ø  at least ten quotes

Ø  at all the names of the artist and writer.

Ø  sentences that are complete.   

Ø  responses that are relevant to the topic of war.

Ø  fully developed ideas.

9. Create a Comic Book

Read all Issues, 1-10 of the Comic Book The’Nam. After completing the readings you will draw and write your own Issue #11. This issue will continue the story of the previous comic books. The issue must include a main character, a problem he faces in the war, and one battle. The Issue must be 11 pages long and a cover (12 pages). It may be done on the computer or by hand, it must be done in color. In addition to the Comic Book, please provide a plain text document that is just the dialog used in your comic book. This may be typed or hand written. Your comic book must meet these criteria.

Criteria for Success for the “Comic Book” includes:

Ø  A storybook based on the Comic Book you read.

Ø  A cover with a title, your name, and an illustration.

Ø  At least eleven pages with color illustrations or computer graphics.

Ø  A continuing of the story of the comic book you have read.

Ø  A beginning, middle, and an end.

Rubric for Comic Book

Ø  4:  All work is complete.  The comic book is based on the comic book you read and contains 11 or more pages with color illustrations or computer graphics.it is in simple language and is fully developed with a beginning, middle and an end.

Ø  3:  Most of the comic book, based on the comic book you read, is complete and contains 11 or less pages with color illustrations or computer graphics. The story is almost fully developed with a beginning, middle and an end.

Ø  2:  Some of the comic book, based on the comic book you read, is complete.  8 or less pages with color illustrations or computer graphics are provided.  The story is somewhat fully developed with a beginning, middle and/or an end.

Ø  1: Most of the comic book is missing, is poorly developed and / or irrelevant.

10. Movie Essay

Use this format for the book report.

You may use the program "Microsoft Word" to write your report.
The Movie Essay should be at least 3 pages long and be written in a simple, concise, clear style. Don't simply copy pages out of the book or quotes from the cover or pages from an internet web page, as some students have in the past. I prefer the work to be typed, double-spaced with writing on only one side of the paper, but your neat handwriting or printing in black or blue ink is acceptable.

You should thoroughly answer these questions:
1. What is the name of the movie? Who is the director? Who is tin the cast? How long was the movie? These questions should be answered in one or two complete sentences. You don't need to rewrite the question; simply number the answer. Or answer all the questions for each prompt in one paragraph.

2. What kind of movie is it? Fiction? Non-fiction? Comedy? Drama? Musical? This is a couple of sentences long. Say what makes it a "drama" or "comedy".

3. How many sittings did you watch the movie in? This is about one sentence.

4. Have you ever seen this movie before? This is about one sentence.

5. What decade was this movie made in and is that significant? This is about one to two sentences.

6. Who are the top three or four characters? Tell me about them. Why are they important? List them and say a little about each one. This could be about a half a page to over a page long.

7. Tell me what the movie is about. Summarize the plot. Use your own words and ideas to describe the story. If the movie is a collection of short stories, pick the three best and explain their plots. If the movie is not fiction, explain the main idea and the supporting details or arguments. If it is organized historically, give a list of the important events in the text. This could run from one and a half pages to several pages. Don't make it too long or too short; you don't need to explain every little detail in the plot.

8. Now give me some analysis of the movie. Tell me why you liked or did not like it. Was it too hard or easy to understand? Was the dialog too difficult? Would you recommend it to a friend? If the movie was based on a book, have you read it? How is it different from the actual war? How would you judge the writer of the script? Was the story something you could relate to or was it not connected to your real life? This could be one to several pages. Don't forget this part:  Most students do well on the summary of the movie (question#5) but only write a few sentences for this question. You watched the movie, I know you did. Do a good analysis!

Criteria for success a Movie Review includes. . .

Ø  At least 3 pages in length.

Ø  Writing in your own words.

Ø  Writing that contains complete sentences.

Ø  Writing that is typed or neatly hand-written in blue or black ink.

Ø  Detailed answers to no less than the 6 questions provided.

Ø  Writing that shows clear organization.

Ø   Ideas that are fully developed.

Rubric for Movie Review

Ø  4:  All work is complete. The movie review is more three pages long and written in a simple, concise, clear style. Isn’t simply copied off the cover of the DVD or pages the booklet or from an internet web page. It is typed, double-spaced with writing on only one side of the paper or your neat handwriting or printing in black or blue ink is acceptable. All six questions are answered in detail with an introduction and a conclusion. The writing shows clear organization and is fully developed.

Ø  3:  Most the work is complete.  The movie review is less than three pages long and mostly written in a simple, concise, clear style. It is mostly not copied off the cover of the DVD or pages the booklet or from an internet web page. It is mostly typed, double-spaced with writing on only one side of the paper or your mostly neat handwriting or printing in black or blue ink is acceptable. Less than six questions are answered in detail with an introduction and a conclusion. The writing mostly shows clear organization and most ideas are fully developed.

Ø  2:  Some of the work is complete and / or relevant. The movie review is less than two pages long and somewhat written in a simple, concise, clear style. Some isn’t simply copied off the cover of the DVD or pages the booklet or from an internet web page. It is not typed, double-spaced with writing on only one side of the paper or not neat handwriting or printing not in black or blue ink. Less than six questions are answered in some detail with an introduction or a conclusion. The writing shows no clear organization and is somewhat developed.

Ø  1:  Most of the review is missing, is poorly developed and / or irrelevant or unreadable.