Day 42 - HAPPY HOLLOWEEN

U.S. History II  - Period 1: 
Essential Questions:

-Were railroads and banks doing what was best for America in the late 19th century?
-Has rapid industrial development been a blessing or a curse for Americans?
-Were big business leaders "captains of industry" or "robber barons?"

1. Quarter 1 Binder Checks - Go on aspen to see all the assignments and please make sure you are organized by subject matter (The West, Industrialization, Immigration and Urbanization) or type of work (HW, Handouts, Projects, Graded Work, etc).  ALL FILES/Photos should be named properly if you are doing an electronic binder.

2. Immigration DBQ is due! The Writing Rubric will be reviewed AND scored (in pencil) as you read over your final draft on Should the U.S. "golden door" remain open? Or should the United States restrict and limit future immigration by allowing entry only to those who are educated?

3. We will very quickly discuss Angel Island (pg 463) and the Melting Pot (pg 464).

4. We will watch Urbanization in American - Effects and Problems
   A. What were 3 positive themes and 3 problems that took place in cities
   B. Give 3 facts that interested you during this video.
   C. Was the United States a "melting pot"? Why or why not?

5. Review the American Cities in the late 1800's slideshow.

6. Urbanization at the turn of the nineteenth century:
City Life in the late 19th Century
Industrialization and Urbanization Overview - Terrific graphs and info
Urbanization during the Progressive Era
Urbanization/Immigration Outline
Urbanization and Immigration Slideshow
Chicago "The City of the Century" - A PBS special
Urbanization in American - Effects and Problems

7. America - The Story of US - Growth of Cities


8. The story of Urbanization - TedTalk


Homework:
1. Read Chapter 15 - Section 2 - "The Challenges of Urbanization" textbook pages 468-472
Questions -
A. What are the themes?
B. Did cities create opportunities or problem? Cite specific evidence.
C. What was the cities greatest enemy? Why did this happen so often?
D. Who and what did the reformers do?

__________________________________________________
U.S. HISTORY I - Periods 4, 5, and 6:
Essential Questions:

-How do you think like an Historian?
-Were the colonists justified in resisting British policies after the French and Indian War?
-Was the American War for Independence inevitable?
-Would you have been a revolutionary in 1776? 

Themes: Mercantilism, Independence, Revolutions

1.  Quarter 1 Binder Checks

2. Pop Quiz

3. Shay's Rebellion: America's First Civil War: As you watch the video below, please complete the Multiple Choice Test (66 questions = 1 point each = 66 total points & ONE essay question worth 34 points). Mr. Parkin will hand out a paper-copy in class.

 
Homework:
1. For Thursday Night - ALL PERIODS- Please finish "Shays' Rebellion: America's First Civil War video test and tomorrow you will write one of the essay question from Shays' Rebellion: America's First Civil War" questions #5, #9, and #12 in class.  You may use the Test and notes on the side margins to help you prepare to write about ONE of these questions for your in-class written essay.

__________________________________________________________

International Studies - Period 3 
Essential Questions:
1. Does NATO have a new role in the order of international relations in Europe and the World in the 21st Century?

2. Was NATO just or unjust in participating and executing their mission in your post-Cold War scenario?

3. What does "hard power" and "soft power" capability and how does it impact foreign policy?

Themes:  Global Awareness, Global cooperation, Foreign Policy, Soft Power, Hard Power

1. Hard Power vs. Soft Power - After reading the article from South Asia Global Affairs and watching Joseph Nye Jr. short video clip last night, what did you discover about "hard power" and "soft power"?

A. What is "Hard Power"?
B. What is "Soft Power?"
C. How do they impact foreign policy (the relationships between countries)?
D. Give examples of both Soft Power and Hard Power by making a T-chart comparing and contrasting.

"Ultimately, the only power to which man should aspire is that which he exercise over himself." 
                                                                   Elie Wiesel, prisoner at Buchenwald. 

"Simply put, power is the ability to effect the outcomes you want, and if necessary, to change the behavior of others to make this happen.
                                                       Joseph S. Nye Jr., 2002

5. Hard Power and Soft Power Readings and Resources:

• Strategic Studies Institute article "Hard Power and Soft Power: The utility of Military Force..."
• The American Academy of Political and Social Sciences article "Hard Power, Soft Power, and Smart Power"
• Robert Cooper's "Hard Power, Soft Power and the Goals of Diplomacy"
• Research Institute for European and American Studies (RIEAS) "Being Hard on Soft Power"
• An insightful College Paper written by Tim Quirk that gives good perspective on Hard Power vs. Soft Power.
• Soft Power and China in the 21st Century
• Hillary Clinton and the Art of Smart Power
• Harvard Kennedy School and Joseph Nye article "Lesson's Learned Since 9/11: Narratives Matter"

Homework:

1. Please read Robert Cooper's "Hard Power, Soft Power and the Goals of Diplomacy".  You should finish the rest of Mr. Cooper's article by reading the last 8 pages (Questions G-N).  It's a good read and one that will easily spark debate - hint we are going to debate soft power and hard power in this class!!  Here is what I want you to analyze about the article:

A. Is Robert Cooper a reliable source? What is the author's point of view? Proof it please!
B. What are his views on America and Europe regarding hard power and soft power?
C. What does America want to maintain in the 21st Century?
D. What do you think Robert Cooper means when he says "[The European Union] It relies on law, on negotiation, on multilateral organisation."?
E. Who are the "Realists"?
F. What spreads American values? Why?
G. What cases or claims (situation/country study) do you think is the most important Robert Cooper makes? Do you support it or disagree with it? Why
H. What is the most important form of legitimacy in International relations?
I. What does the European Union (EU) offer for soft power?
J. What should all governments do in order to be legitimate?
K. Does Robert Cooper support hard power or soft power? Cite SPECIFIC evidence!
L. Why do you think Robert Cooper wrote this article?
M. Is the source believable? What pieces of evidence are most believable or not believable?
N. What words or phrases does Robert Cooper use to convince me that he or she is right?

Day 41 - Wednesday

U.S. History II  - Period 1: 
Essential Questions:

-Were railroads and banks doing what was best for America in the late 19th century?
-Has rapid industrial development been a blessing or a curse for Americans?
-Were big business leaders "captains of industry" or "robber barons?"

1. Quarter 1 Binder Checks will be tomorrow - Go on aspen to see all the assignments and please make sure you are organized by subject matter (The West, Industrialization, Immigration and Urbanization) or type of work (HW, Handouts, Projects, Graded Work, etc).  ALL FILES/Photos should be named properly if you are doing an electronic binder.

2. We will watch 30 minute video on Ellis Island's Virtual Field Trip.

3. Use the remainder of the class to complete your readings, note-taking, and ask me questions on the  Immigration DBQ.

Homework:
1. Binder Checks will be tomorrow. Go on aspen to see all the assignments and please make sure you are organized by subject matter (The West, Industrialization, etc) or type of work (HW, Handouts, Projects, Graded Work, etc).

2. Please read over the 7 documents of the Immigration DBQ and organize your thoughts, highlights, statistics, notes, and please write or type out highlight or take notes/ask questions in the margins on the background.  Your notes should focus on what will help you form your thesis statement and support it with topic sentences.  You should be looking for information that you can paraphrase, cite in quotes, statistics that would support your thesis statement.  You should  focus on highlighting and note-taking on the document-based question: Should the U.S. "golden door" remain open? Or should the United States restrict and limit future immigration by allowing entry only to those who are educated?

2. Your DBQ will count as ONE test grade, and for many of you it's redemption time based off those first essays from the Battle of Little Big Horn.  This is your first graded assignment for Quarter 2. Your DBQ is DUE ON THURSDAY WHEN YOU COME TO CLASS...NO exceptions or excuses!
__________________________________________________
U.S. HISTORY I - Periods 4, 5, and 6:
Essential Questions:

-How do you think like an Historian?
-Were the colonists justified in resisting British policies after the French and Indian War?
-Was the American War for Independence inevitable?
-Would you have been a revolutionary in 1776? 

Themes: Mercantilism, Independence, Revolutions

1.  Your final Quarter 1 Binder Checks will be tomorrow - Go on aspen to see all the assignments and please make sure you are organized by subject matter (13 Colonies, The American Revolution, The New Nation) or type of work (HW, Handouts, Projects, Graded Work, etc).  ALL FILES/Photos should be named properly if you are doing an electronic binder.

2. A quick warm up with Experimenting with the Confederation Handout Activity

3. Pop Quiz (We did NOT get to this quiz yet, so study for it tonight on Chapter 5 - Section 1 - "Experimenting with a Confederation") - Period 6 did not get to this today.

4. Shay's Rebellion: America's First Civil War: As you watch the video below, please complete the Multiple Choice Test (66 questions = 1 point each = 66 total points & ONE essay question worth 34 points). Mr. Parkin will hand out a paper-copy in class.

 
Homework:
1. Periods 4, 5, and 6 - Pop Quiz (We did NOT get to this quiz yet, so study for it tonight on Chapter 5 - Section 1 - "Experimenting with a Confederation") - I PROMISE the quiz will be tomorrow!

2. ALL U.S. HISTORY I CLASSES - Your final Quarter 1 Binder Checks will be tomorrow - Go on aspen to see all the assignments and please make sure you are organized by subject matter (13 Colonies, The American Revolution, The New Nation) or type of work (HW, Handouts, Projects, Graded Work, etc).  ALL FILES/Photos should be named properly if you are doing an electronic binder.

3. For Thursday Night - ALL PERIODS- Please finish "Shays' Rebellion: America's First Civil War video test and tomorrow you will write one of the essay question from Shays' Rebellion: America's First Civil War" questions #5, #9, and #12 in class.  You may use the Test and notes on the side margins to help you prepare to write about ONE of these questions for your in-class written essay.

__________________________________________________________

International Studies - Period 3 
Essential Questions:
1. Does NATO have a new role in the order of international relations in Europe and the World in the 21st Century?

2. Was NATO just or unjust in participating and executing their mission in your post-Cold War scenario?

3. What does "hard power" and "soft power" capability and how does it impact foreign policy?

Themes:  Global Awareness, Global cooperation, Foreign Policy, Soft Power, Hard Power

1. Students will finish their jigsaw activity where one member of the group becomes the "Captain" and the Captain will travel to other groups to explain their findings and then the remaining group members teach the "Captain" about their own topic on:

I. Group 1: Please read the Research Institute for European and American Studies (RIEAS) article "Being Hard on Soft Power" and answer the following questions:
A. Compare and contrast how this article views soft power and hard power? Which is it more critical of and why?
B. Summarize this articles' viewpoints on the United States Army in Iraq?

II. Group 2: Please read Hillary Clinton's perspective on Power
A. What is America's Role in the World?
B. What is critical for America, Europe and the World in the 21st Century?
C. Summarize this articles' viewpoints on global power, which countries are emerging?

III. Group 3: Please read Soft Power and China in the 21st Century
A. What is soft power according to this article?
B. Why are we concerned and skeptic of China's power?
C. Why does China and it's foreign policy matter?

IV. Group 4: Please read Harvard Kennedy School and Joseph Nye article "Lesson's Learned Since 9/11: Narratives Matter"
A. How should we challenge terrorism according to Joseph Nye?
B. How did 9/11 change America's foreign policy approach?

2. Hard Power vs. Soft Power - After reading the article from South Asia Global Affairs and watching Joseph Nye Jr. short video clip last night, what did you discover about "hard power" and "soft power"?

A. What is "Hard Power"?
B. What is "Soft Power?"
C. How do they impact foreign policy (the relationships between countries)?
D. Give examples of both Soft Power and Hard Power by making a T-chart comparing and contrasting.

"Ultimately, the only power to which man should aspire is that which he exercise over himself." 
                                                                   Elie Wiesel, prisoner at Buchenwald. 

"Simply put, power is the ability to effect the outcomes you want, and if necessary, to change the behavior of others to make this happen.
                                                       Joseph S. Nye Jr., 2002

5. Hard Power and Soft Power Readings and Resources:

• Strategic Studies Institute article "Hard Power and Soft Power: The utility of Military Force..."
• The American Academy of Political and Social Sciences article "Hard Power, Soft Power, and Smart Power"
• Robert Cooper's "Hard Power, Soft Power and the Goals of Diplomacy"
• Research Institute for European and American Studies (RIEAS) "Being Hard on Soft Power"
• An insightful College Paper written by Tim Quirk that gives good perspective on Hard Power vs. Soft Power.
• Soft Power and China in the 21st Century
• Hillary Clinton and the Art of Smart Power
• Harvard Kennedy School and Joseph Nye article "Lesson's Learned Since 9/11: Narratives Matter"

Homework:

1. Please read Robert Cooper's "Hard Power, Soft Power and the Goals of Diplomacy".  You should read at least the first 8 pages (Questions A - G) and then we can finish the next 8 pages in class tomorrow.  It's a good read and one that will easily spark debate - hint we are going to debate soft power and hard power in this class!!  Here is what I want you to analyze about the article:

A. Is Robert Cooper a reliable source? What is the author's point of view? Proof it please!
B. What are his views on America and Europe regarding hard power and soft power?
C. What does America want to maintain in the 21st Century?
D. What do you think Robert Cooper means when he says "[The European Union] It relies on law, on negotiation, on multilateral organisation."?
E. Who are the "Realists"?
F. What spreads American values? Why?
G. What cases or claims (situation/country study) do you think is the most important Robert Cooper makes? Do you support it or disagree with it? Why
H. What is the most important form of legitimacy in International relations?
I. What does the European Union (EU) offer for soft power?
J. What should all governments do in order to be legitimate?
K. Does Robert Cooper support hard power or soft power? Cite SPECIFIC evidence!
L. Why do you think Robert Cooper wrote this article?
M. Is the source believable? What pieces of evidence are most believable or not believable?
N. What words or phrases does Robert Cooper use to convince me that he or she is right?

Day 40 - Tuesday

U.S. History II  - Period 1: 
Essential Questions:

-Were railroads and banks doing what was best for America in the late 19th century?
-Has rapid industrial development been a blessing or a curse for Americans?
-Were big business leaders "captains of industry" or "robber barons?"

1. Group 1 will quickly finish their teaching/sharing of ideas with the rest of us. You were on Stop #6 -"The Medical Room"- Interactive Tour of Ellis Island.  What did you find that was interesting or unusual? What did you like or dislike? What did you learn about immigration? Is this a credible source, why or why not? Be ready to present your findings and interest to your classmates.

2. Group 2 - will have 5 minutes to present the numbers of Immigration Data by decade, region, and by 50-year periods. Your job is to study the numbers and charts to learn more about the history of immigration and let us know about any patterns or events that impacted Immigration in America. You must answer any 4 questions on the Immigration Questions and present your findings to the rest of your classmates.

3. We will watch 30 minute video on Ellis Island's Virtual Field Trip.

4. Use the remainder of the class to complete your readings, note-taking, and ask me questions on the  Immigration DBQ.

Homework:
1. Please read over the last 3 documents of the Immigration DBQ and highlight or take notes/ask questions in the margins on the background.  Your notes should focus on what will help you form an argument.  You should be looking for information that you can paraphrase, cite in quotes, statistics that would support your thesis statement.  You should  focus on highlighting and note-taking on the document-based question: Should the U.S. "golden door" remain open? Or should the United States restrict and limit future immigration by allowing entry only to those who are educated?

2. Your DBQ will count as ONE test grade, and for many of you it's redemption time based off those first essays from the Battle of Little Big Horn.  This is your first graded assignment for Quarter 2. Your DBQ is DUE ON THURSDAY WHEN YOU COME TO CLASS...NO exceptions or excuses!
__________________________________________________
U.S. HISTORY I - Periods 4, 5, and 6:
Essential Questions:

-How do you think like an Historian?
-Were the colonists justified in resisting British policies after the French and Indian War?
-Was the American War for Independence inevitable?
-Would you have been a revolutionary in 1776? 

Themes: Mercantilism, Independence, Revolutions

1.  We will quickly review the Paris Peace Treaty of 1783 and it's terms, impacts on Great Britain and America.

2. Experimenting with the Confederation Handout Activity + Video for the Articles of Confederation (if you are at all confused you should watch this video!)

3. Pop Quiz (We did NOT get to this quiz yet, so study for it tonight on Chapter 5 - Section 1 - "Experimenting with a Confederation")

4. Shay's Rebellion: America's First Civil War: As you watch the video below, please complete the Multiple Choice Test (66 questions = 1 point each = 66 total points & ONE essay question worth 34 points). Mr. Parkin will hand out a paper-copy in class.


Homework:
1. Please review "Shays' Rebellion: America's First Civil War" questions #5, #9, and #12 and be prepared to write about ONE of these questions for your in-class written essay.

2. Pop Quiz tomorrow (We did NOT get to this quiz yet, so study for it tonight on Chapter 5 - Section 1 - "Experimenting with a Confederation")
__________________________________________________________

International Studies - Period 3 
Essential Questions:
1. Does NATO have a new role in the order of international relations in Europe and the World in the 21st Century?

2. Was NATO just or unjust in participating and executing their mission in your post-Cold War scenario?

3. What does "hard power" and "soft power" capability and how does it impact foreign policy?

Themes:  Global Awareness, Global cooperation, Foreign Policy, Soft Power, Hard Power

1. What is Power? Let's finish our discussion and interpretation through class participation.

2. Students will have a jigsaw activity where one member of the group becomes the "Captain" and the Captain will travel to other groups to explain their findings and then the remaining group members teach the "Captain" about their own topic on:
I. Group 1: Please read the Research Institute for European and American Studies (RIEAS) article "Being Hard on Soft Power" and answer the following questions:
A. Compare and contrast how this article views soft power and hard power? Which is it more critical of and why?
B. Summarize this articles' viewpoints on the United States Army in Iraq?

II. Group 2: Please read Hillary Clinton's perspective on Power
A. What is America's Role in the World?
B. What is critical for America, Europe and the World in the 21st Century?
C. Summarize this articles' viewpoints on global power, which countries are emerging?

III. Group 3: Please read Soft Power and China in the 21st Century
A. What is soft power according to this article?
B. Why are we concerned and skeptic of China's power?
C. Why does China and it's foreign policy matter?

IV. Group 4: Please read Harvard Kennedy School and Joseph Nye article "Lesson's Learned Since 9/11: Narratives Matter"
A. How should we challenge terrorism according to Joseph Nye?
B. How did 9/11 change America's foreign policy approach?

"Ultimately, the only power to which man should aspire is that which he exercise over himself." 
                                                                   Elie Wiesel, prisoner at Buchenwald. 

"Simply put, power is the ability to effect the outcomes you want, and if necessary, to change the behavior of others to make this happen.
                                                       Joseph S. Nye Jr., 2002

5. Hard Power and Soft Power Readings and Resources:

• Strategic Studies Institute article "Hard Power and Soft Power: The utility of Military Force..."
• The American Academy of Political and Social Sciences article "Hard Power, Soft Power, and Smart Power"
• Robert Cooper's "Hard Power, Soft Power and the Goals of Diplomacy"
• Research Institute for European and American Studies (RIEAS) "Being Hard on Soft Power"
• An insightful College Paper written by Tim Quirk that gives good perspective on Hard Power vs. Soft Power.
• Soft Power and China in the 21st Century
• Hillary Clinton and the Art of Smart Power
• Harvard Kennedy School and Joseph Nye article "Lesson's Learned Since 9/11: Narratives Matter"

Homework:

1. Hard Power vs. Soft Power - After reading the article from South Asia Global Affairs and watching Joseph Nye Jr. short video clip below please answer the following questions:

A. What is "Hard Power"?
B. What is "Soft Power?"
C. How do they impact foreign policy (the relationships between countries)?
D. Give examples of both Soft Power and Hard Power by making a T-chart comparing and contrasting.

Day 39 - Monday's Fun Day

U.S. History II  - Period 1: 
Essential Questions:

-Were railroads and banks doing what was best for America in the late 19th century?
-Has rapid industrial development been a blessing or a curse for Americans?
-Were big business leaders "captains of industry" or "robber barons?"

1. Group 1 - will go and explore the Interactive Tour of Ellis Island.  What did you find that was interesting or unusual? What did you like or dislike? What did you learn about immigration? Is this a credible source, why or why not? Be ready to present your findings and interest to your classmates.

2. Group 2 - will go and explore the Immigration Data by decade, region, and by 50-year periods. Your job is to study the numbers and charts to learn more about the history of immigration. You must answer any 4 questions on the Immigration Questions.

3. We will watch 30 minute video on Ellis Island's Virtual Field Trip.

Homework:
1. Please read over the first 3 pages of the Immigration DBQ and highlight or take notes/ask questions in the margins on the background . On page 3 you will find "Directions" and you should complete Directions 1-4 (I am fine with you all reading over the first 4 Documents tonight and finishing up the last 3 documents in class tomorrow.  However, you should review the documents very carefully while taking effective notes (highlighting + notes in the margins or on the document) with the focus of your highlighting and note-taking on the document-based question: Should the U.S. "golden door" remain open? Or should the United States restrict and limit future immigration by allowing entry only to those who are educated?

2. Your DBQ will count as ONE test grade, and for many of you it's redemption time based off those first essays from the Battle of Little Big Horn.  This will NOT count toward Quarter 1, but will count toward Quarter 2. Your DBQ is DUE ON WEDNESDAY WHEN YOU COME TO CLASS.
__________________________________________________
U.S. HISTORY I - Periods 4, 5, and 6:
Essential Questions:

-How do you think like an Historian?
-Were the colonists justified in resisting British policies after the French and Indian War?
-Was the American War for Independence inevitable?
-Would you have been a revolutionary in 1776? 

Themes: Mercantilism, Independence, Revolutions

1.  My reflections and comments from your Presentation Rubrics will be passed back to you all.  Do you think your presentations were ENGAGING or NOT SO ENGAGING presentation?  Did you all get the highlights and the SO WHAT FACTOR?  Here is a document that reviews "What makes an A+ Presentation?"

2. We will quickly review the Paris Peace Treaty of 1783 and it's terms, impacts on Great Britain and America.  Are there any questions on the wrap-up of the American Revolution Battles or Outcomes???

3. Homework Check from Wednesday's questions on Paris Peace Treaty of 1783/John Green's video questions and Thursday/Friday night's outline on America's New Confederation.

4. Experimenting with the Confederation Handout Activity + Video for the Articles of Confederation (if you are at all confused you should watch this video!)

5. Pop Quiz.

Homework:
1. Please read Chapter 5 - Section 2 - pages 140-141.  Your focus should be on Daniel Shays and the rebellion he causes and then the Convention that James Madison and Alexander Hamilton coordinate in 1786. Please highlight and outline the major aspects of these two events.

2. Please review "Shays' Rebellion: America's First Civil War" and you will be watching this tomorrow in class with Multiple Choice and Essay questions that will count as your last TEST grade for the quarter.
__________________________________________________________

International Studies - Period 3 
Essential Questions:
1. Does NATO have a new role in the order of international relations in Europe and the World in the 21st Century?

2. Was NATO just or unjust in participating and executing their mission in your post-Cold War scenario?

3. What does "hard power" and "soft power" capability and how does it impact foreign policy?

Themes:  Global Awareness, Global cooperation, Foreign Policy, Soft Power, Hard Power

1. The NATO PROJECT was due yesterday and several groups (Bosnia/Herzegovina, Iraq, and Afghanistan) did not bother to share their presentation with me, those groups will lose one letter grade. I have received the following presentations: Kosovo, Libya, Somalia

2. Here are the order of the presentations and what is left:

Bosnia & Herzegovina - Done
Kosovo -  Done
Afghanistan - Done
Iraq - Done
Somalia - Done
Libya - Friday and Finish on Monday

3. What is Power? Discussion and interpretation through class participation.

"Ultimately," Elie Wiesel--who was imprisoned at Buchenwald--has written, "the only power to which man should aspire is that which he exercise over himself."

"Simply put, power is the ability to effect the outcomes you want, and if necessary, to change the behavior of others to make this happen.
                                                       Joseph S. Nye Jr., 2002

4. Hard Power vs. Soft Power - After reading the article from South Asia Global Affairs and watching Joseph Nye Jr. video above please answer the following questions:

A. What is "Hard Power"?
B. What is "Soft Power?"
C. How do they impact foreign policy (the relationships between countries)?
D. Give examples of both Soft Power and Hard Power by making a T-chart comparing and contrasting.

5. Hard Power and Soft Power Readings and Resources:

• Strategic Studies Institute article "Hard Power and Soft Power: The utility of Military Force..."
• The American Academy of Political and Social Sciences article "Hard Power, Soft Power, and Smart Power"
• Robert Cooper's "Hard Power, Soft Power and the Goals of Diplomacy"
• Research Institute for European and American Studies (RIEAS) "Being Hard on Soft Power"
• An insightful College Paper written by Tim Quirk that gives good perspective on Hard Power vs. Soft Power.
• Soft Power and China in the 21st Century
• Hillary Clinton and the Art of Smart Power
• Harvard Kennedy School and Joseph Nye article "Lesson's Learned Since 9/11: Narratives Matter"

Homework:

1. Group 1: Please read the Research Institute for European and American Studies (RIEAS) article "Being Hard on Soft Power" and answer the following questions:
A. Compare and contrast how this article views soft power and hard power? Which is it more critical of and why?
B. Summarize this articles' viewpoints on the United States Army in Iraq?

2. Group 2: Please read Hillary Clinton's perspective on Power
A. What is America's Role in the World?
B. What is critical for America, Europe and the World in the 21st Century?
C. Summarize this articles' viewpoints on global power, which countries are emerging?

3. Group 3: Please read Soft Power and China in the 21st Century
A. What is soft power according to this article?
B. Why are we concerned and skeptic of China's power?
C. Why does China and it's foreign policy matter?

4. Group 4: Please read Harvard Kennedy School and Joseph Nye article "Lesson's Learned Since 9/11: Narratives Matter"
A. How should we challenge terrorism according to Joseph Nye?
B. How did 9/11 change America's foreign policy approach?

Day 38 - Friday

U.S. History II  - Period 1: 
Essential Questions:

-Were railroads and banks doing what was best for America in the late 19th century?
-Has rapid industrial development been a blessing or a curse for Americans?
-Were big business leaders "captains of industry" or "robber barons?"

1. How did you guys like John Green's video last night on "Growth of Cities and Immigration"?  Did anyone have any trouble on the 6 questions?

A. Why AND where was there a population growth in America? Give 3 significant reasons for why and 2 places for where please.

B. What was interesting about Chicago during the growth years?

C. How many immigrants came to America from 1900-1914?

D. Why did immigrants come to America? How did American companies help immigrants?

E. What were tenements?

F. How did Americans respond to the growth of cities?



2. Group 1 - will go and explore the Interactive Tour of Ellis Island.  What did you find that was interesting or unusual? What did you like or dislike? What did you learn about immigration? Is this a credible source, why or why not? Be ready to present your findings and interest to your classmates.

3. Group 2 - will go and explore the Immigration Data by decade, region, and by 50-year periods. Your job is to study the numbers and charts to learn more about the history of immigration. You must answer any 4 questions on the Immigration Questions.

4. We will watch 30 minute video on Ellis Island's Virtual Field Trip.

Homework:
1. Please finish watching the Ellis Island Immigration Video and write a detailed paragraph arguing why Immigration was important to America using the facts, people, and information from the video ONLY please. Due on Monday!
__________________________________________________
U.S. HISTORY I - Periods 4, 5, and 6:
Essential Questions:

-How do you think like an Historian?
-Were the colonists justified in resisting British policies after the French and Indian War?
-Was the American War for Independence inevitable?
-Would you have been a revolutionary in 1776? 

Themes: Mercantilism, Independence, Revolutions

1.  Here is your Battles Project Rubric and the ORDER OF YOUR PROJECTS:

New York/New Jersey Campaign - Monday - Done

Philadelphia Campaign - Tuesday - Done

Saratoga Campaign - Wednesday - Done

The Southern Campaign  - Thursday - Done

Yorktown Campaign - Started Thursday/Finish Friday

2. My reflections on your ENGAGING or NOT SO ENGAGING presentation.  Did you all get the highlights and the SO WHAT FACTOR!  Here is a document that reviews "What makes an A+ Presentation?"

3. We will quickly review the Paris Peace Treaty of 1783 and it's terms, impacts on Great Britain and America.  Are there any questions on the wrap-up of the American Revolution Battles or Outcomes???

4. Homework Check from Wednesday's questions on Paris Peace Treaty of 1783/John Green's video questions and last night outline on America's New Confederation.

5. Experimenting with the Confederation Handout.

Homework:
1. Compare your outline to my outline on Experimenting with Confederation and make sure you are crystal clear about this content as you will be getting a "pop quiz" very early next week! (NOT PERIOD 6 - You guys will be doing Thursday Night - Day 37's homework assignment please on carefully read
Chapter 5 - Section 1 "Experimenting with Confederation" - pages 132-137 and complete a detailed outline (you will have a competition tomorrow so be prepared please) highlighting the following:

A. Why Americans strongly debate Republicanism (focus on the Republic and what did the states want/fear)
B. What the Continental Congress Debates (focus on representation/state rights/central gov/a confederation, Western Land settlements, and the Land Ordinances of 1785 and
C. What Problems the Confederation faces (focus on the political and economic issues, borrowing $ problems, and foreign-relationships, also the chart on page 137 is pretty awesome!)
__________________________________________________________

International Studies - Period 3 
Essential Questions:
1. Does NATO have a new role in the order of international relations in Europe and the World in the 21st Century?

2. Was NATO just or unjust in participating and executing their mission in your post-Cold War scenario?

Themes:  Global Awareness, Global cooperation, United Nations, Human Rights

1. The NATO PROJECT was due yesterday and several groups (Bosnia/Herzegovina, Iraq, and Afghanistan) did not bother to share their presentation with me, those groups will lose one letter grade. I have received the following presentations: Kosovo, Libya, Somalia

2. Here are the order of the presentations:

Bosnia & Herzegovina - Done
Kosovo -  Done
Afghanistan - Done
Iraq - Done
Somalia - 1/2 Done
Libya - Friday

3. What is Power? Discussion and interpretation through class participation.

"Simply put, power is the ability to effect the outcomes you want, and if necessary, to change the behavior of
others to make this happen.
                                                       Joseph S. Nye Jr., 2002

4. Hard Power vs. Soft Power - After reading the article from South Asia Global Affairs and watching Joseph Nye Jr. video above please answer the following questions:

A. What is "Hard Power"?
B. What is "Soft Power?"
C. How do they impact foreign policy (the relationships between countries)?
D. Give examples of both Soft Power and Hard Power by making a T-chart comparing and contrasting.

5. Hard Power and Soft Power Readings and Resources:

• Strategic Studies Institute article "Hard Power and Soft Power: The utility of Military Force..."
• The American Academy of Political and Social Sciences article "Hard Power, Soft Power, and Smart Power"
• Robert Cooper's "Hard Power, Soft Power and the Goals of Diplomacy"
• Research Institute for European and American Studies (RIEAS) "Being Hard on Soft Power"
• An insightful College Paper written by Tim Quirk that gives good perspective on Hard Power vs. Soft Power.

Homework:

1. None, work on your college applications and essays.

Day 37 - Thursday

U.S. History II  - Period 1: 
Essential Questions:

-Were railroads and banks doing what was best for America in the late 19th century?
-Has rapid industrial development been a blessing or a curse for Americans?
-Were big business leaders "captains of industry" or "robber barons?"

1. Your mini-project will finalize today with Group 2 highlight their major historical event and figure of The Pullman Strike and Eugene Debs.

2. Judging Group 2's Presentation—Students not participating in the presentation (Group 1) will be used and be active in judging the presentation to determine the effectiveness of their teaching methods based on a Historical Event/Thinking Like a Historian Rubric.

3. Group 2 - Jason Clarke, Cam DeChiara, Raybien Felizardo, Joshua Goldstein, Jed Lee, Angela Mastracci, Allison Murphy, Delaney O'Toole, Katrina Radice, Dan Sherry, and Kailey Sparks.  Please click on  Unions and Strikes in the Second Industrial Revolution folder - You all will have the Pullman Strike of 1894.  How did the Pullman Strike divide the Nation?  How did Chicago newspapers cover the Pullman strike? Would you support the Pullman Car Company or the workers?  Using the Pullman Strike Slideshow I provided and the Documents Sets A-D.  You guys need to illustrate to the class which newspapers supported the Pullman Car Company and which ones supported the workers?  You need to be prepared to explain your reasons using the Document Sets and illustrate and teach these perspectives to your classmates.  Your group should break-down into smaller partners or threes and take a Document Set to examine together and once you are done you need to figure out how you will teach these Document Sets to the rest of class, specifically the "other" team that is working on the Albert Parsons Case of 1886. You may use other primary and secondary sources, in fact, I would strongly encourage you guys to use Primary Source Images/Cartoons, or secondary sources that will help enhance your knowledge of the subject and effective teach this topic to the rest of your classmates. At the end of the day, your entire group should be able to clearly answer question "How did Chicago newspapers cover the Pullman strike?" and provide clear evidence of this.  If you want to add resources such as Political Cartoons or Primary Source images then by all means you may do this.  You all should be using ONE device so that we are not switching iPads and waiting for a delay time. Your group will effectively present this material and additionally resources on Tuesday. 

4. Each group will be graded as a Project Grade and need to be effective as good debaters or history teachers.  Remember we are always trying to SEEK THE TRUTH!  The "other" group that is not live in the debate or teaching their subject will be learning from your experience and potentially asking you questions so you need to be knowledgeable on your subject.  Everyone will have 2 days of preparation (Tuesday and Wednesday) and then 1 day of execution (Thursday for Group 1 and Friday for Group 2). Any questions then ask me please.

5. Your rubrics can be found in the Unions and Strikes in the Second Industrial Revolution folder

6. Resources:
Haymarket Riot - History Channel
Haymarket Riot on PBS.org
The Dramas of Haymarket 
Chicago Historical Society on Haymarket Riot

Pullman Strike - Ohio State University research
The Pullman Strikes - University of Virginia - A MUST SEE!!
Informative video on Pullman Strikes

Homework:
1. Please watch John Green's Crash Course video on the "Growth of Cities and Immigration" below and answer the following 6 questions:

A. Why AND where was there a population growth in America? Give 3 significant reasons for why and 2 places for where please.

B. What was interesting about Chicago during the growth years?

C. How many immigrants came to America from 1900-1914?

D. Why did immigrants come to America? How did American companies help immigrants?

E. What were tenements?

F. How did Americans respond to the growth of cities?

___________________________________________________
U.S. HISTORY I - Periods 4, 5, and 6:
Essential Questions:

-How do you think like an Historian?
-Were the colonists justified in resisting British policies after the French and Indian War?
-Was the American War for Independence inevitable?
-Would you have been a revolutionary in 1776? 

Themes: Mercantilism, Independence, Revolutions

1.  Here is your Battles Project Rubric and the ORDER OF YOUR PROJECTS:

New York/New Jersey Campaign - Monday - Done

Philadelphia Campaign - Tuesday - Done

Saratoga Campaign - Wednesday - Done

The Southern Campaign  - Wednesday and Thursday finish

Yorktown Campaign - Thursday start and Friday finish (except Period 5 will finish today)

2. MUST HAVES for the Battles Project
A. Dump and share your notes and projects in your class folders in the American Revolution Project Folder as a home-base to post your classes projects.

B. You are doing research, so you need to have a working Works Cited Page.  Please use the APA - Turabian/Chicago Style Research.
-Straight from the University of Chicago - A sample guide to Chicago-Style Citations
-A Turabian Generator - It will do a works cited for you!
-Another Turabian Citation Machine
-A Guide to Turabian Works Citation

C. Be ENGAGING and give a presentation that highlights the SO WHAT FACTOR!  Do NOT get bogged down in the little details, but give us the BIG PICTURE! Here is a document that reviews "What makes an A+ Presentation?"

3. You should definitely use the Critical Periods in the American Revolution slideshow as a MAJOR RESOURCE to help you understand the sequence and major themes of the War for Independence.
Other Resources:
Overviews and National Park Services Battlefields:
A really nice overview/timeline - History Place
National Parks Services Overview
An absolute goldmine of information: primary sources, battlefields, art, timelines, and pictures, etc.
PBS.org - Lots of information and good perspective of the soldiers/colonist
National Parks Tour the American Revolution Battlefields
More National Park Resources

Primary Sources and the American Revolution:
National Archives and Military Records - Pictures of the American Revolution
Massachusetts Historical Society - Primary Sources - American Revolution
Gilder Lehrman - American History Learning - One of the very best online collection of Primary Sources
U.S. Constitution Organization - Primary Sources - American Revolution

Art and the American Revolution:
Art and Primary Sources - A teacher's web
American Revolutionary Art
British Perspective of Art during the American Revolution

Random Sites with good American Revolution Resources:
http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/amrev/amrev.html
http://score.rims.k12.ca.us/resources/grades/?u=67

Homework:
1. Please carefully read Chapter 5 - Section 1 "Experimenting with Confederation" - pages 132-137 and complete a detailed outline (you will have a competition tomorrow so be prepared please) highlighting the following:

A. Why Americans strongly debate Republicanism (focus on the Republic and what did the states want/fear)
B. What the Continental Congress Debates (focus on representation/state rights/central gov/a confederation, Western Land settlements, and the Land Ordinances of 1785 and
C. What Problems the Confederation faces (focus on the political and economic issues, borrowing $ problems, and foreign-relationships, also the chart on page 137 is pretty awesome!)

___________________________________________________

International Studies - Period 3 
Essential Questions:
1. Does NATO have a new role in the order of international relations in Europe and the World in the 21st Century?

2. Was NATO just or unjust in participating and executing their mission in your post-Cold War scenario?

Themes:  Global Awareness, Global cooperation, United Nations, Human Rights

1. The NATO PROJECT was due yesterday and several groups (Bosnia/Herzegovina, Iraq, and Afghanistan) did not bother to share their presentation with me, those groups will lose one letter grade. I have received the following presentations: Kosovo, Libya, Somalia

2. Here are the order of the presentations:

Bosnia & Herzegovina - Done
Kosovo -  Done
Iraq - Wednesday - Done
Afghanistan - Thursday
Somalia - Thursday
Libya - Friday

3. Look at your event critically and begin to analyze the crisis and determining whether the NATO's response was appropriate and within the original intent of the North Atlantic Treaty, students will present their scenario to classmates in a presentation style of their choice and highlight how it connects to NATO's mission both past or current on Sunday, October 20th at 2:00pm

4. The MUST HAVES:

A. NATO's past and present missions (NATO changed their mission statement in 2012.
B.  A Post-Cold War Events or Misson
C. A NATO slogan for that particular event/mission/summit - You must make an original slogan!
D. Primary and Secondary Sources - which include visuals, original eye-witness documents, legal document/resolutions, political cartoons, newspaper accounts.
E. Understand the NATO Rubric.
F. You are doing research, so you need to have a working Works Cited Page.  Please use the APA - Turabian/Chicago Style Research.
-Straight from the University of Chicago - A sample guide to Chicago-Style Citations
-A Turabian Generator - It will do a works cited for you!
-Another Turabian Citation Machine


Homework:
1. Please make a spider chart for "What is Power?"

2. Analyze this Political Cartoon by giving at least 3 complete sentences:

Day 36 - Wednesday - Enjoy your Hump Day!

U.S. History II  - Period 1: 
Essential Questions:

-Were railroads and banks doing what was best for America in the late 19th century?
-Has rapid industrial development been a blessing or a curse for Americans?
-Were big business leaders "captains of industry" or "robber barons?"

1. Your mini-project continues today on Unions and Strikers, but Group 2 gets a chance to highlight their major historical event - The Pullman Strike and Eugene Debs.

2. Judging Group 2's Presentation—Students not participating in the presentation (Group 1) will be used and be active in judging the presentation to determine the effectiveness of their teaching methods based on a Historical Event/Thinking Like a Historian Rubric.

3. Group 2 - Jason Clarke, Cam DeChiara, Raybien Felizardo, Joshua Goldstein, Jed Lee, Angela Mastracci, Allison Murphy, Delaney O'Toole, Katrina Radice, Dan Sherry, and Kailey Sparks.  Please click on  Unions and Strikes in the Second Industrial Revolution folder - You all will have the Pullman Strike of 1894.  How did the Pullman Strike divide the Nation?  How did Chicago newspapers cover the Pullman strike? Would you support the Pullman Car Company or the workers?  Using the Pullman Strike Slideshow I provided and the Documents Sets A-D.  You guys need to illustrate to the class which newspapers supported the Pullman Car Company and which ones supported the workers?  You need to be prepared to explain your reasons using the Document Sets and illustrate and teach these perspectives to your classmates.  Your group should break-down into smaller partners or threes and take a Document Set to examine together and once you are done you need to figure out how you will teach these Document Sets to the rest of class, specifically the "other" team that is working on the Albert Parsons Case of 1886. You may use other primary and secondary sources, in fact, I would strongly encourage you guys to use Primary Source Images/Cartoons, or secondary sources that will help enhance your knowledge of the subject and effective teach this topic to the rest of your classmates. At the end of the day, your entire group should be able to clearly answer question "How did Chicago newspapers cover the Pullman strike?" and provide clear evidence of this.  If you want to add resources such as Political Cartoons or Primary Source images then by all means you may do this.  You all should be using ONE device so that we are not switching iPads and waiting for a delay time. Your group will effectively present this material and additionally resources on Tuesday. 

4. Each group will be graded as a Project Grade and need to be effective as good debaters or history teachers.  Remember we are always trying to SEEK THE TRUTH!  The "other" group that is not live in the debate or teaching their subject will be learning from your experience and potentially asking you questions so you need to be knowledgeable on your subject.  Everyone will have 2 days of preparation (Tuesday and Wednesday) and then 1 day of execution (Thursday for Group 1 and Friday for Group 2). Any questions then ask me please.

5. Your rubrics can be found in the Unions and Strikes in the Second Industrial Revolution folder

6. Resources:
Haymarket Riot - History Channel
Haymarket Riot on PBS.org
The Dramas of Haymarket 
Chicago Historical Society on Haymarket Riot

Pullman Strike - Ohio State University research
The Pullman Strikes - University of Virginia - A MUST SEE!!
Informative video on Pullman Strikes

Homework:
1. Please read Chapter 15 - "Immigrants and Urbanization" pages 458-465.  As you read please begin to list the MAJOR THEMES of Section 1 - "The New Immigrants" Label these themes at the TOP of your outline. Your job is to create an outline from Section I - "The New Immigrants."  Your outline should NOT be a paragraph-format, but should be numbered, bullet-pointed, highlighted, bolded, and underlined words or phrases that highlight the key ideas from this section.   The idea here is can you take good notes on a section by recognizing what is important and what is not?  I am going to help you with this first one, but I want to see you guys build independent skills so that you can think for yourself and make good decisions on what is important and what is not.

Your outline should break into into three parts: 1. The New Immigrants that go through the "Golden Door"(So who are the new immigrants and why do they come to America?), 2. Life in the New Land for the Immigrants (in other words, what difficulties and effects did immigrants face in America and also how did they deal with the challenges they faced?), and 3. Immigrant restrictions (what were the effects of the massive influx of immigrants to the U.S. in the late 1900's?).
___________________________________________________
U.S. HISTORY I - Periods 4, 5, and 6:
Essential Questions:

-How do you think like an Historian?
-Were the colonists justified in resisting British policies after the French and Indian War?
-Was the American War for Independence inevitable?
-Would you have been a revolutionary in 1776? 

Themes: Mercantilism, Independence, Revolutions

1.  Here is your Battles Project Rubric and the ORDER OF YOUR PROJECTS:

New York/New Jersey Campaign - Monday - Done

Philadelphia Campaign - Tuesday - Done

Saratoga Campaign - Wednesday

The Southern Campaign  - Wednesday

Yorktown Campaign - Thursday

2. MUST HAVES for the Battles Project
A. Dump and share your notes and projects in your class folders in the American Revolution Project Folder as a home-base to post your classes projects.

B. You are doing research, so you need to have a working Works Cited Page.  Please use the APA - Turabian/Chicago Style Research.
-Straight from the University of Chicago - A sample guide to Chicago-Style Citations
-A Turabian Generator - It will do a works cited for you!
-Another Turabian Citation Machine
-A Guide to Turabian Works Citation

C. Be ENGAGING and give a presentation that highlights the SO WHAT FACTOR!  Do NOT get bogged down in the little details, but give us the BIG PICTURE! Here is a document that reviews "What makes an A+ Presentation?"

3. You should definitely use the Critical Periods in the American Revolution slideshow as a MAJOR RESOURCE to help you understand the sequence and major themes of the War for Independence.
Other Resources:
Overviews and National Park Services Battlefields:
A really nice overview/timeline - History Place
National Parks Services Overview
An absolute goldmine of information: primary sources, battlefields, art, timelines, and pictures, etc.
PBS.org - Lots of information and good perspective of the soldiers/colonist
National Parks Tour the American Revolution Battlefields
More National Park Resources

Primary Sources and the American Revolution:
National Archives and Military Records - Pictures of the American Revolution
Massachusetts Historical Society - Primary Sources - American Revolution
Gilder Lehrman - American History Learning - One of the very best online collection of Primary Sources
U.S. Constitution Organization - Primary Sources - American Revolution

Art and the American Revolution:
Art and Primary Sources - A teacher's web
American Revolutionary Art
British Perspective of Art during the American Revolution

Random Sites with good American Revolution Resources:
http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/amrev/amrev.html
http://score.rims.k12.ca.us/resources/grades/?u=67

Homework:
1. Please review pages 118 - 123 and answer the following questions with developed thoughts.
A. Do you think the colonist could have won independence without aid from foreigners? Please explain in details why or why not and cite evidence.

B. What were the terms of the Paris Peace Treaty?

C. What effects did the Revolutionary War have on the American colonist politically, economically, and socially?

2. Please watch the Crash Course on America's Revolutionary War below and answer these 2 questions: 1. Was the American Revolution Revolutionary and if so what changed about America? 2. What is the controversy John Green states about "inalienable rights" that we fought for in the revolutionary war? (Hint: he mentions the "losers" of the war)

____________________________________________________

International Studies - Period 3 
Essential Questions:
1. Does NATO have a new role in the order of international relations in Europe and the World in the 21st Century?

2. Was NATO just or unjust in participating and executing their mission in your post-Cold War scenario?

Themes:  Global Awareness, Global cooperation, United Nations, Human Rights

1. The NATO PROJECT was due yesterday and several groups (Bosnia/Herzegovina, Iraq, and Afghanistan) did not bother to share their presentation with me, those groups will lose one letter grade. I have received the following presentations: Kosovo, Libya, Somalia

2. Here are the order of the presentations:

Bosnia & Herzegovina - Done
Kosovo -  Done
Afghanistan - Wednesday
Iraq - Wednesday - 3/4 done
Somalia - Wednesday
Libya - Thursday

3. Look at your event critically and begin to analyze the crisis and determining whether the NATO's response was appropriate and within the original intent of the North Atlantic Treaty, students will present their scenario to classmates in a presentation style of their choice and highlight how it connects to NATO's mission both past or current on Sunday, October 20th at 2:00pm

4. The MUST HAVES:

A. NATO's past and present missions (NATO changed their mission statement in 2012.
B.  A Post-Cold War Events or Misson
C. A NATO slogan for that particular event/mission/summit - You must make an original slogan!
D. Primary and Secondary Sources - which include visuals, original eye-witness documents, legal document/resolutions, political cartoons, newspaper accounts.
E. Understand the NATO Rubric.
F. You are doing research, so you need to have a working Works Cited Page.  Please use the APA - Turabian/Chicago Style Research.
-Straight from the University of Chicago - A sample guide to Chicago-Style Citations
-A Turabian Generator - It will do a works cited for you!
-Another Turabian Citation Machine


Homework:
1. Please watch the NATO Supreme Commander Admiral James Stavridis speak at this TED talk and then answer a few questions below:


A. What is "Open-Source Security"? Why does Admiral James Stavridis believe in this theory? Give 3 examples of "open-source security."

B. Based on your NATO projects and this video, do you believe NATO will play a greater role in Global Security?

C. What does Admiral James Stavridis suggest about creating effective security?

Day 35 - Tuesday

U.S. History II  - Period 1: 
Essential Questions:

-Were railroads and banks doing what was best for America in the late 19th century?
-Has rapid industrial development been a blessing or a curse for Americans?
-Were big business leaders "captains of industry" or "robber barons?"

1. Your mini-project starts today on Unions and Strikers.  Group 1 should be ready to go and I will quickly discuss the expectations and rules.  You will have 2 minutes to make sure the group is all on the same page and then the debate will begin.

Mini-Debate Activities Sequence and Time Limits 

Team A Speaker 2 -- 3 minute limit 
Team B Speaker 2 -- 3 minute limit 
Timeout – 1 minute 
Crossfire (between A2 & B2) 2 minute limit 

Timeout – 2 minutes 

A1 summary -- 1 minute limit 
B1 summary -- 1 minute limit 
Grand Crossfire (all speakers) -- 3 minute limit 

Timeout – 2 minutes 

A2 Last Shot -- 1 minute limit 
B2 Last Shot -- 1 minute limit 


Total Time Including Timeouts = 20 minutes left to finish the debate

Judging the Debate—Students in the class (Group 2) will be used and be active in judging the 

debate to determine a winning side based on a debate rubric scoring system.

2. Tips on Debates: The following are examples of evaluative criteria that the teacher can use to build a rubrics evaluation model for the mini-debate: 

Preparation: Preparation includes the research process and the organization of materials to 

make the presentation. 

1. Did the team use the student guided lesson plan and documents A-F to help organize their research? 

2. Did the team coordinate their team-led debate issues and organize themselves to minimize redundancy? 

3. Did the team prepare appropriate and organized materials to make their debate presentation? 

Evidence: Evidence refers not only to statistics, facts and references to authority, but also to 

items of common or general knowledge. 

1. Did the team show connections between particular events or issues and large social, 

economic, and/or political concerns, trends or developments? 

2. Did the team supply appropriate and sufficient evidence to support its arguments, and 

apply that evidence clearly and logically? 

3. Did the team adequately explain and/or analyze the evidence offered during the 

debate? 

Analysis and Argumentation: Did each team sufficiently address the topic in an organized 

and consistent manner? 

1. Did the team present logical, reasonable, and convincing arguments? 

2. Did the team clearly and effectively discuss, explain and evaluate the issues and 

arguments offered during the debate? 

3. Did the team respond directly to opposing arguments, interpretations, and/or analyses, 

with clear explanations of the weakness of opposing arguments? 

4. Did the team apply clear evaluative criteria to the arguments, interpretations, and/or 

analyses offered during the debate? 

5. Did the team demonstrate an understanding of the social, political, and/or economic 

issues involved in the debate? 

Crossfire: 

1. Did the debater provide relevant, focused and brief questions? 

2. Did the debater respond effectively to questions? 

3. Did the debater demonstrate respect for opponents by cooperating in a polite "give and take" without dominating the discussion? 

3. Group 1- Kiran Churchill, Brendan Corsino, Kali Flanagan, Gaby Goulette, John Lumenello, Natasha Mupenzi, Bryanna Norden, Ashley Poland, Blake Redfern, Nat Siket, and Zachary Tremblay will present the Albert Parson's Case of 1886-1887.  Please click on the Unions and Strikes in the Second Industrial Revolution folder. Your job as a group is to have debate on the Central Question: Was Albert Parsons a dangerous man? Your team should split in half: one side argues he was dangerous and the other side argues he was not dangerous.  Next, you will need to follow the directions of the "Albert Parson Lesson Plan" and read through Documents A-F and review the Haymarket Timeline.  Your ability to conduct a believable and realistic debate using evidence from documents A-F is what your grade will heavily depend upon. You may use other primary or secondary sources to help you "win" the debate, but you MUST SHARE THEM WITH THE OTHER SIDE ARGUING AGAINST YOU AND WITH ME! The "other" students who are working on a different scenario will be the judges of your debate and will be filling out rubrics helping me grade you all AND to determine the winning team! This will be a PROJECT GRADE and be ready to conduct your debate on MONDAY.

4. Group 2 - Jason Clarke, Cam DeChiara, Raybien Felizardo, Joshua Goldstein, Jed Lee, Angela Mastracci, Allison Murphy, Delaney O'Toole, Katrina Radice, Dan Sherry, and Kailey Sparks.  Please click on  Unions and Strikes in the Second Industrial Revolution folder - You all will have the Pullman Strike of 1894.  How did the Pullman Strike divide the Nation?  How did Chicago newspapers cover the Pullman strike? Would you support the Pullman Car Company or the workers?  Using the Pullman Strike Slideshow I provided and the Documents Sets A-D.  You guys need to illustrate to the class which newspapers supported the Pullman Car Company and which ones supported the workers?  You need to be prepared to explain your reasons using the Document Sets and illustrate and teach these perspectives to your classmates.  Your group should break-down into smaller partners or threes and take a Document Set to examine together and once you are done you need to figure out how you will teach these Document Sets to the rest of class, specifically the "other" team that is working on the Albert Parsons Case of 1886. You may use other primary and secondary sources, in fact, I would strongly encourage you guys to use Primary Source Images/Cartoons, or secondary sources that will help enhance your knowledge of the subject and effective teach this topic to the rest of your classmates. At the end of the day, your entire group should be able to clearly answer question "How did Chicago newspapers cover the Pullman strike?" and provide clear evidence of this.  If you want to add resources such as Political Cartoons or Primary Source images then by all means you may do this.  You all should be using ONE device so that we are not switching iPads and waiting for a delay time. Your group will effectively present this material and additionally resources on Tuesday. 

5. Each group will be graded as a Project Grade and need to be effective as good debaters or history teachers.  Remember we are always trying to SEEK THE TRUTH!  The "other" group that is not live in the debate or teaching their subject will be learning from your experience and potentially asking you questions so you need to be knowledgeable on your subject.  Everyone will have 2 days of preparation (Tuesday and Wednesday) and then 1 day of execution (Thursday for Group 1 and Friday for Group 2). Any questions then ask me please.

6. Your rubrics can be found in the Unions and Strikes in the Second Industrial Revolution folder

7. Resources:
Haymarket Riot - History Channel
Haymarket Riot on PBS.org
The Dramas of Haymarket 
Chicago Historical Society on Haymarket Riot

Pullman Strike - Ohio State University research
The Pullman Strikes - University of Virginia - A MUST SEE!!
Informative video on Pullman Strikes

Homework:
1. Please execute your preparation for the Group 2 presentation. Please use the following Google Folder - Unions and Strikes in the Second Industrial Revolution folder on Google Drive - to execute your research of the documents and execute your Group Goal, which should be to answer the Central Question (Albert Parsons Group - "Was Albert Parsons a dangerous man?" and for the Pullman Strike - "How did Chicago newspapers cover the Pullman strike?") and provide evidence of how you will answer this while teaching your classmates.
___________________________________________________
U.S. HISTORY I - Periods 4, 5, and 6:
Essential Questions:

-How do you think like an Historian?
-Were the colonists justified in resisting British policies after the French and Indian War?
-Was the American War for Independence inevitable?
-Would you have been a revolutionary in 1776? 

Themes: Mercantilism, Independence, Revolutions

1.  Here is your Battles Project Rubric and the ORDER OF YOUR PROJECTS:

New York/New Jersey Campaign - Monday - Done

Philadelphia Campaign - Tuesday

Saratoga Campaign - Tuesday (NOT PERIOD 6)

The Southern Campaign - Wednesday (Period 6 will present this today)

Yorktown Campaign - Wednesday

2. MUST HAVES for the Battles Project
A. Dump and share your notes and projects in your class folders in the American Revolution Project Folder as a home-base to post your classes projects.

B. You are doing research, so you need to have a working Works Cited Page.  Please use the APA - Turabian/Chicago Style Research.
-Straight from the University of Chicago - A sample guide to Chicago-Style Citations
-A Turabian Generator - It will do a works cited for you!
-Another Turabian Citation Machine
-A Guide to Turabian Works Citation

C. Be ENGAGING and give a presentation that highlights the SO WHAT FACTOR!  Do NOT get bogged down in the little details, but give us the BIG PICTURE! Here is a document that reviews "What makes an A+ Presentation?"

3. You should definitely use the Critical Periods in the American Revolution slideshow as a MAJOR RESOURCE to help you understand the sequence and major themes of the War for Independence.
Other Resources:
Overviews and National Park Services Battlefields:
A really nice overview/timeline - History Place
National Parks Services Overview
An absolute goldmine of information: primary sources, battlefields, art, timelines, and pictures, etc.
PBS.org - Lots of information and good perspective of the soldiers/colonist
National Parks Tour the American Revolution Battlefields
More National Park Resources

Primary Sources and the American Revolution:
National Archives and Military Records - Pictures of the American Revolution
Massachusetts Historical Society - Primary Sources - American Revolution
Gilder Lehrman - American History Learning - One of the very best online collection of Primary Sources
U.S. Constitution Organization - Primary Sources - American Revolution

Art and the American Revolution:
Art and Primary Sources - A teacher's web
American Revolutionary Art
British Perspective of Art during the American Revolution

Random Sites with good American Revolution Resources:
http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/amrev/amrev.html
http://score.rims.k12.ca.us/resources/grades/?u=67

Homework:
1. Please finalize your preparation of your project and be prepared to give an engaging debate.  Please use the Project on the American Revolution Battles handout as a checklist and know YOU SHOULD BECOME AN EXPERT!
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International Studies - Period 3 
Essential Questions:
1. Does NATO have a new role in the order of international relations in Europe and the World in the 21st Century?

2. Was NATO just or unjust in participating and executing their mission in your post-Cold War scenario?

Themes:  Global Awareness, Global cooperation, United Nations, Human Rights

1. The NATO PROJECT was due yesterday and several groups (Bosnia/Herzegovina, Iraq, and Afghanistan) did not bother to share their presentation with me, those groups will lose one letter grade. I have received the following presentations: Kosovo, Libya, Somalia

2. Here are the order of the presentations:

Bosnia & Herzegovina - Done
Kosovo - 3/4 Done
Afghanistan - Tuesday
Iraq - Wednesday
Somalia - Wednesday
Libya - Thursday

3. Look at your event critically and begin to analyze the crisis and determining whether the NATO's response was appropriate and within the original intent of the North Atlantic Treaty, students will present their scenario to classmates in a presentation style of their choice and highlight how it connects to NATO's mission both past or current on Sunday, October 20th at 2:00pm

3. The MUST HAVES:

A. NATO's past and present missions (NATO changed their mission statement in 2012.
B.  A Post-Cold War Events or Misson
C. A NATO slogan for that particular event/mission/summit - You must make an original slogan!
D. Primary and Secondary Sources - which include visuals, original eye-witness documents, legal document/resolutions, political cartoons, newspaper accounts.
E. Understand the NATO Rubric.
F. You are doing research, so you need to have a working Works Cited Page.  Please use the APA - Turabian/Chicago Style Research.
-Straight from the University of Chicago - A sample guide to Chicago-Style Citations
-A Turabian Generator - It will do a works cited for you!
-Another Turabian Citation Machine
-A Guide to Turabian Works Citation

4. What is NATO? What is NATO's mission?
NATO's mission according to the news
Wikipedia's NATO

Homework:
1. The NATO PROJECT should have been shared with me and if not then please do it immediately!  Please be prepared to give an engaging presentation to your fellow students.