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Tuesday, October 15, 2013

Day 30 - Tuesday - Only 33 weeks left of school!!

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. What makes an A+ Paper? Do you guys want to go over and review your papers with your peer groups or do you want to wait until next time? Our Google Notebook on "What makes an A+ Paper?"
How to write an A+ introduction and conclusion?
How to write an effective essay?
How to write an A+ thesis statement?
How to write a good history paper?

2. Would you argue that Andrew Carnegie was a "Captain of Industry" or "Robber Baron"? Here is a helpful slideshow on the Robber Barons and Samuel Gompers, which we will utilize for 5-10 minutes at the beginning of class as a resource to help broaden your knowledge of this subject.

3. Group 1 - Unions and Strikes in the Second Industrial Revolution folder - You will have the Albert Parsons Case of 1886. 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.  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!

4. Group 2 - 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. 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. 

5. Each group will be graded as a Test 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.

1. 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. Day 3 you are in the Library - We are in the Library today, off Wednesday for the field trip (IF you are NOT a freshmen (Eric N, Malika, and Zaeda) you can report to the Library and tell the librarian you are in my class working on research for your American Revolutionary Battles Project) Thursday.  Please review the Project on the American Revolution Battles and use it as a checklist for what you need.

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?"

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

New York/New Jersey Campaign

Philadelphia Campaign

Saratoga Campaign

The Southern Campaign

Yorktown Campaign

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. - 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:

1. Please continue your research, you have 2 days left until your project is due BEFORE class on Friday, October 18th.  Please use the Project on the American Revolution Battles handout as a checklist and know YOU SHOULD BECOME AN EXPERT!

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. We will be in the Library today (Day 4 in the library) and then again next week on Tuesday, Wednesday, and Thursday  The NATO PROJECT will be due on Friday, October 18th.  In groups, students will examine a scenario/event/ involving a post-Cold War NATO action from 1992-current day. If you are totally unhappy with your event, you may pick another one, but the research is all on your group.

2. All groups should being their management and research of their NATO PROJECT.  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 Friday, October 18th.


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

1. The NATO PROJECT.  Please continue researching, reading, and analyzing your scenario for this PROJECT GRADE as you have 2 days left to finalize your NATO project! Your project is due BEFORE CLASS on Friday, October 18, 2013. 

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