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?
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.
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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 ProjectA. 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
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?
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.
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