-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. We will finalize our study and class discuss the Progressive Era (1900-1920) utilizing your outlines/our class Progressive outline, Chapter 17 - Section 1 (pg 512 - 518) and our Class Progressive Slideshow. Our focus today will be on LOCAL and STATE government reform measures that help Americans and then the muckraker efforts of Jacob Riis and Lewis Hines.
2. Questions about Jacob Riis' photographs
- What do you see in these pictures? What do the captions try to explain?
- Do you think these photographs are trustworthy accounts of what life was like in American cities during the Industrial era? Why or why not?
- Does the fact that these photographs are posed take away some of their trustworthiness about how poor, urban Americans lived?
- What do you think Riis wanted to communicate to his audience?
- What might these photographs tell you about the middle class Americans who bought Riis' books and attended his lectures? What did his audience believe about children? About photographs?
- What do these photographs tell you about life in cities at the turn of the century?
3. Muckraker Resources:
Jacob Riis and Immigrants and answer the 5 questions + 2 photographs +More Jacob Riis Photography
Jacob Riis Photo comparison
Jacob Riis Biography and AWESOME VIDEO
Lewis Hine + Child Labor Video
Lewis Hine "Against Child Labour" - A BBC Special
Lewis Hine's Slideshow of Photos
Ida Tarbell's "No Man More Dangerous"
Excerpts from "The Jungle" - A History Teacher video
1. Please read Chapter 17 - Section 2 - "Women in Public Life" (pages 519-522) and answer the following questions:
A. What generalizations or stereotypes can you make about women workers at this time period in history? (Make at least 3)
B. Create a T-chart on your own and develop an awareness and description of what women (Left side of your T-chart) and movements (Right-side of your T-chart) contributed to the Progressive Movement? Please list and explain 4 women and movements and if they were successful or not.
C. Did colleges help or hurt women's opportunities? Explain please.
D. In the following political cartoons: WHO is involved and WHAT is going on in the political cartoons?:
U.S. HISTORY I - Periods 4, 5, and 6:
-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: U.S. Constitution, State Rights vs. Federal Rights, Bill or Rights, Checks and Balances, Amendments 11-27
1. Utilize this class period to complete THE FINAL STAGES OF YOUR RESEARCH and your DIGITAL STORY topic using the Digital Storytelling Project as a checklist. Due on TUESDAY, November 19th for Periods 4 & 5 (Period 6 is due on Wednesday, November 20th). Your U.S. Constitution 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. Please review Digital Storytelling Rubric.
2. Please complete this entire U.S. Constitution Packet (Pages 6 - 11) 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
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. I highly recommend you do one page a day to complete by the deadline date above. The entire packet will take you approximately 2-4 hours to complete.
2. Finalize your research and execution of a digital story-telling project and check the Digital Storytelling Project doc one more time to ensure you have completed the entire project. 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.
International Studies - Period 3
1. How do we think about POWER in the 21st Century?
2. How do we define our interest as a country?
3. What is "hard power" and "soft power" capability and how does it impact foreign policy?
4. How is power distributed?
1. Topic: Middle East Foreign Policy
Date: Present Day
Focus: War on the Taliban - Afghanistan, Pakistan 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 back in the library putting the final touches on your CASE STUDY and DEBATE PREPARATION for your research on the Taliban Debate/Google Docs Worksheet. You guys need to PROOFREAD YOUR case study (identifying a problem in American Foreign Policy regarding the Taliban Operations in the Middle East) and support your mini-debate team for the debate. You may want to cross-check the other team to see if everyone understands their role and responsibility in the first day of debating on Wednesday.
3. Remember your case-study will be based on your research, development of an argument, evidence to support your claims/arguments, analysis of content and the ability to make critical connections. Your case-study will count as 50% 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!
4. Debate Format -
Mini-Debate Sequence of Activities—Mini-debate activities include presentations (thesis arguments) 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.
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
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
Soft Power - 2 minutes, 1 student
Hard Power - 2 minutes, 1 student
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. Make sure you spend tonight putting the final touches on your CASE STUDIES, which will be a group grade and count as 50% of your grade for this project. Remember that the Taliban Debate/Google Docs Worksheet has lots of resources and the debate question, as well as the debate format. At this point, everyone should be contributing to the CASE STUDY, which will provide you with evidence and support during your debate. If you are unsure of what exactly is a case study then please click on the link in order to find support. 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!