-How do we think like an Historian?
-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. Mini-Project Preparation for Presentations: You all will have 10 minutes in class to organize and execute any last minute preparations. I hope you all have review the Presentation Rubric.
- The entire class will break into 3 groups - See my email from Friday on who is in what group or see below.
- Each group was assigned ONE question below in the "Thought Questions" Section
- Your goal is to work together to find the answer (you should use the resources below, but you can do extended research if you want), BUT you must provide an argument (thesis) AND provide EVIDENCE to support your argument.
- Create a GOOGLE DOC so that you all can contribute to answering this question and please share me as an editor on this doc. You are a team so act like one and work like one please.
- The group will present TUESDAY (5 minutes minimum and 10 minutes maximum).
- Consider it a GROUP GRADE!!! Here is your Presentation Rubric
- Use the following resources to answer these 3 questions below:
Railroad Thought Questions - You may use the textbook as well as the links above to help you develop your answers.
- What role did railroads play in U.S. economic development?
- Why did railroad construction boom after the American Civil War?
- How did men like Vanderbilt come to control the nation's rail lines?
Group 1 - Railroad Thought Question 1 - Kiran Churchill, Cam DeChiara, Raybien Felizardo, Natasha Mupenzi, Blake Redfern, Nat Siket, and Kailey Sparks.
Group 2 - Railroad Thought Question 2 - Jason Clark, Brendan Corsino, Kaili Flanagan, Josh Goldstein, Bryanna Norden, Allison Murphy, Delaney O'Toole, and Katrina Radice.
Group 3 - Railroad Thought Question 3 - Gaby Goulette, Jed Lee, John Lumenello, Angela Mastracci, Ashley Poland, Dan Sherry, and Zachary Taylor.
Homework:1. Please complete the Group Learning Self-Evaluation form I passed out today in class. All group members should be listed (see above if you need help), all questions should be circled based on a 1-4 rating, a reflective piece should be filled out at the very end, and use the back of the this form to inform me of any issues or concerns that came up in the group that I should be aware of or take into consideration when I am tallying up the group grade.
U.S. HISTORY I - Periods 4, 5, and 6:
-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. I will be checking all work from yesterday and we will utilize today for review of all causes, but a great deal of focus will be put on the Declaration of Independence:
A. Please use the Causes of the American Revolution slideshow and A Timeline and Key Terms and the textbook (pages 97-108) to complete all of the acts/events/terms found on pages 1 & 2 of the Causes of the American Revolution Packet.
B. Please complete the Major American Petitions for Independence (pages 105-112 in your textbook) packet for tomorrow's class. You must work independently on this packet in class and what you do not finish you should finish for homework. This packet will cover the Olive Branch Petition, Common Sense, and The American Declaration of Independence.
C. How much was the Tea worth debate?
D. Interesting facts about the Declaration of Independence
E. Battle of Concord and Lexington
1. Please watch John Green's Crash Course on the Causes of the American Revolution and answer the following questions:
Did you learn anything new? If so, what? Which action or tax do you think played the most important role in the American Revolution? Why?
2. You will have a QUIZ on Thursday or Friday on Chapter 4 - Sections 1 & 2 - pages 94-112. A binder check will also happen.
International Studies - Period 3
1. Is peace sustainable?
2. What are Human Rights?
3. Can the United Nations enforce international policy of human rights?
Themes: Global Awareness, Global cooperation, United Nations, Human Rights
1. We will discuss your findings and analyze of the UN in the news today. Yesterday you were asked to examine the UN Website and a major news network to research a major crisis that the United Nations is working on currently and complete with developed thoughts, complete sentences and critical thinking the UN Article Analysis form.
2. UN slideshow - We will finish today.
3. Ban-Ki-Moon - Secretary-General of the United Nations - We will watch tomorrow.
3. Peacekeeping Operations - Current operations
Peacekeeping Website - To explore and understand what Peacekeepers do on a regular basis.
Main Website for the UN Peacekeeping
4. United Nation Resources:
United Nations History
United Nations Multimedia Room
1. Please examine the Peacekeeping Missions and then review the UN Peacekeeping Missions through video (most of the videos are between 1.30 minutes to 4.30 minutes). Select one of the videos and please do an analysis:
A. What is the video about?
B. How truthful is the author/interviewee?
C. Do you believe these Peacekeepers are making a difference after watching this video?
D. Your analysis should be in a paragraph format and should provide me with clarity on the subject you choose.
2. We will talk about this previous homework below on Tuesday! From Thursday and Friday: You should finalize what is in the news today on the United Nations? Go out and find UN related websites that will help you fully understand the role it plays in the world. What major meetings are going on at the UN today and who is speaking? Why is this meeting very necessary in the world right now? Be prepared to present this information tomorrow in a round-table discussion.