Day 50 - Happy 50 Days into school and 130 more to go!

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

-Has rapid industrial development been a blessing or a curse for Americans?
-Did America fulfill the dreams of immigrants?
-Can reform movements improve American society and politics?

1. Katrina and Zack still owe me a Test because you were absent last Friday, please come see me ASAP to schedule when you will be taking it. Your Test was on Immigration, Urbanization and the Gilded Age today.

2. We are going to review a few more picture and the legacy of Chicago and the World's Fair at the turn of the nineteenth century: What did the Chicago Fair of 1893 illustrate about America at this time period?
The World's Colombian Exposition - Chicago's World Fair 1893
Chicago's World Fair - Why racial prejudice existed and Africans did not wish to attend the World's Fair in 1893
Check out this Flickr Account on - The Chicago Fair of 1893 - Some of the BEST photographs I have seen on The World's Colombian Exposition
The Legacy of the Chicago Fair
Chicago "The City of the Century" - A PBS special
Urbanization in American - Effects and Problems

3. We will introduce the Progressive Era (1900-1920) utilizing your homework from over the weekend and our Class Progressive Slideshow +

4. Muckraker Resources:
Jacob Riis and Immigrant and answer the 5 questions + 2 photographs +More Jacob Riis Photography

Ida Tarbell's "No Man More Dangerous"
Jacob Riis Biography and AWESOME VIDEO
Meatpacking Jungle
Excerpts from "The Jungle" - A History Teacher video
Lewis Hine + Child Labor Video
Lewis Hine "Against Child Labour" - A BBC Special

Jacob Riis

Homework:
1. Please Watch the Progressive's Crash Course with John Green below:


A. What were some of the acts AND solutions that Progressive fought for?

B. Who are "muckrakers"? Name 2 muckrakers and WHAT METHODS did use to contribute to the Progressive Movement?

C. Was Henry Ford a good employer?  Why or why not?

D. Was the Progressive Era a success or not? Why or why not?
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U.S. HISTORY I - Periods 4, 5, and 6:
Essential Questions:

-Does state or federal government have a greater impact in our lives?
-Does the system of checks and balances provide us with an effective and efficient government? 
-Is a strong federal system the most effective government for the United States? Which level of government, federal or state, can best solve our nation's problems? 

Themes: Mercantilism, Independence, Revolutions

1. Periods 4 & 5 - You must FINALIZE your creative visual on "What does every STRONG gov’t NEED?" Be sure to make clear connections to what methods do governments use to get these strengths in your visual and be able to support these connection verbally. Finally, how are the citizens of your country affected? How would YOU be affected?
-Brainstorm
-Think about successful governments or an ideal government
-Make connections to what every government SHOULD have
-Create a visual representation that illustrates how an ideal government works.

2. Please complete this entire U.S. Constitution Packet by Thursday, November 21st.  It will be absolutely necessary as a key study guide and perhaps an outline used for a test.

3. U.S. Constitution Resources:
Anti-federalist vs. Federalist Chart
United States Government Brief Slideshow
Current U.S. Government Slideshow

Branches of Government + U.S. Constitution Outline

4. PROJECT TIME!  Due on TUESDAY, November 19th (Period 6 is due on Tuesday, November 19th)Your new Project will be a Digital Story on a specific branch, Bill of Right, or Amendment.  Please review and ask questions on the Digital Storytelling Project. Digital Storytelling Rubric.

Homework:
1. Please complete this entire U.S. Constitution Packet by next Thursday, November 21st.  It will be absolutely necessary as a key study guide and perhaps an outline used for a test.  The entire packet will take you approximately 2-4 hours in length so the idea is that you will be completing a little bit every few nights.

2. Continue researching and planning for your Digital Storytelling Project with your partner(s).  Here is your Digitial Storytelling Rubric to review for understanding my expectations.  You should create a google doc and share it with me in the Digital Storytelling Project Folder. I would HIGHLY RECOMMEND you read and review pages 152-175 in your Textbook, which thoroughly reviews the U.S. Constitution.

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International Studies - Period 3 
Essential Questions:
1. How do we think about POWER in the 21st Century?

2. How do we define our interest as a country?

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

4. How is power distributed?

Themes:  Taliban Operations, Middle East Foreign Policy, Global cooperation/Global Diplomacy, Soft Power, Hard Power, 

1. Topic: Middle East Foreign Policy

Date: Present Day

Focus: War on the Taliban - Iraq, Afghanistan, and the Middle East have been influenced by the Taliban and all the while America's national interest is in National Security, which is trying to prevent the Taliban from successfully spreading Terrorism in the 21st Century?

Student’s Debate Question: Should we use hard or soft power to control the Taliban in the Middle East?

2. We are in the Library.  Please use the Taliban Debate/Google Docs Worksheet as a home-base to understand the scope of this PROJECT. You guys need to work out a plan on how you will be completing a case study (identifying a problem in American Foreign Policy regarding the Taliban Operations in the Middle East) and supporting your teams cause in the debate. I have yet to see any google docs from EACH TEAM.  Your case-study will be based on your research and development of the case-study that everyone in the class has agreed too.  Your case-study will count as 25% of your grade as you need to create a Google doc that represents research, hard power or soft power approach/connections, and your ability to support the debate question. Please be sure to examine and review the Case Study Rubric. If you have any questions, then please email or ask me immediately!

3. Debate Format - 

Mini-Debate Sequence of Activities—Mini-debate activities include presentations by both you and your partner(s) and also the opposing partners. You and your partner must also be prepared for a series of 3 Crossfires that give you the opportunity to question each other between presentations. 

Opening Statements
A. Soft Power Opening Statement (One Student - 2 mins)
B. Hard Power Opening Statement (One Student - 2 minutes)

Round 1 - Hard Power Argument #1
 Team A Speakers  – 3-minute limit (make logical points for your side of the issue)
 Team B Speakers – 3-minute limit (your opponent makes opposing points)
 Each side makes notes to prepare questions for the first Crossfire
 Timeout – 1 minute (Create the questions for the Crossfire)
 Crossfire (between A's & B's) – 3-minute limit (use the questions you created from the Timeout)

Round 2 Soft Power Argument #1 - (Repeat the instructions for Round 1) 
 Team C Speakers– 3-minute limit
 Team D Speakers – 3-minute limit
 Timeout – 1 minute
 Crossfire (between C's & D's) 3-minute limit

Round 3 - Hard Power Argument #2
Team A Speakers -3 minute limit
Team B Speakers -3 minute limit
Timeout – 2 minutes (you and your partner should decide only the most important points to
present)
 C1 summary -- 1 minute limit
 D1 summary -- 1 minute limit
 Crossfire (all students) -- 3 minute limit 


Round 4 - Soft Power Arguement #2
Team C Speakers -3 minute limit
Team D Speakers -3 minute limit
Timeout – 2 minutes (you and your partner should decide on the most important point for your
side and any glaring weakness in your opponents’ arguments)
Grand Crossfire (all speakers) - 3 minute limit

Timeout for Closing statements - 3 minutes

Closing Statements
Soft Power - 2 minutes, 1 student
Hard Power - 2 minutes, 1 student

4. 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. Many of you guys are NOT spending time for working on the Taliban Debate/Google Docs Worksheet or your own specific google docs to contribute to this PROJECT. You guys need to contribute on a daily basis to complete a case study (identifying a problem in American Foreign Policy regarding the Taliban Operations in the Middle East) and supporting your teams cause in the debate. Your case study will be based on your research and development of the case-study that everyone in the class has agreed too.  Your case-study will count as 50% of your FINAL GRADE for the Taliban Debate Project as you need to create a Google doc that represents research, hard power or soft power approach/connections, and your ability to support the debate question.  Please be sure to examine and review the Case Study Rubric. If you have any questions, then please email or ask me immediately!

2. Joe C, you need to share a google doc immediately so I can see you paper or presentation being put together please.