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. Today we are going to be visiting with a guest speaker in the library regarding Japanese-American relocation and internment during World War II. Although we will not be covering this in our curriculum until January or February, we have this amazing opportunity to meet David Sakura, who will bring primary knowledge and his own incredible accounts of what his family went through in being discriminated against by the American Government during World War II. You should have reviewed the David Sakura Google Doc resources last night for homework and have 2 questions ready to ask Mr. Sakura.
2. Friday of this week and Monday - We will finalize our study of the Progressive Slideshow.
3. Muckraker Resources:
Influential Muckrakers Video
New Work and Home Improvements during the Progressive Era
Triangular Shirtwaist Fire - PBS Special
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"
Meatpacking Jungle
Excerpts from "The Jungle" - A History Teacher video
3. Teddy Roosevelt Resources:
Teddy Roosevelt Association - Lots of pictures and stories of keeping his legacy alive.
Teddy Roosevelt's Broad Powers - A pretty darn good essay
Whitehouse.org - Theodore Roosevelt Number 26
Theodore Roosevelt: Progressive Crusader - The Heritage Foundation of American Leadership
Progressive Presidents: Crash Course with John Green
Homework:
1. Due tomorrow (Friday) - Read Chapter 17 - Section 4 - "Progressivism Under Taft" carefully (pages 534-537). Once you are done please look at the bottom of page 537 and complete
Question 1 (re-create the graphic organizer) and Question 4 in a paragraph format.
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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: U.S. Constitution, State Rights vs. Federal Rights, Bill or Rights, Checks and Balances, Amendments 11-27
1. Projects will continue today on the U.S. Constitution and your DIGITAL STORY topic using the Digital Storytelling Project. Projects will be presented, no more than 10 minutes in length in the following order today and tomorrow!
a. Article I
b. Article II
c. Article III
d. Articles IV-VII
e. Amendments 1-4
f. Amendments 5-10
g. Amendments 11-19
h. Amendments 20-27
2. U.S. Constitution Resources:
Anti-federalist vs. Federalist Chart
United States Government Brief Slideshow
Current U.S. Government Slideshow
Homework:
1. Please hand-in a hard-copy of your U.S. Constitution Packet by tomorrow, November 22nd. 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.
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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 is "hard power" and "soft power" capability and how does it impact foreign policy?
4. How is power distributed?
1. Student Debate Question: Should we use hard or soft power to control the Taliban in the Middle East?
2. Day 1 of your Debate will take place today as seen below:
| Topic Introduction/Open Statements | Student(s) Participating | Timing: |
| Opening Statement- Soft Power | Kayla Clarke | 2 minutes |
| Opening Statement - Hard Power | Allie Minghella | 2 minutes |
| Round 1: | ||
| Hard Power Argument #1 - Past Relations with the US | Past Relations with the US | |
| Team A - Hard Power team - argues FOR argument #1 | Nicole Tsatsarones and Valentina Lopez | 3 minutes |
| Team B - Soft Power Team - argues AGAINST argument #1 | Thomas Lyons and Mohamed Khalifa | 3 minutes |
| Cross-Fire for Hard Power Argument #1 | 3-5 minutes | |
| Round 2: | ||
| Soft Power Argument #1 - Stability of the Country | How the hard power effects the Middle East today | |
| Team C - Soft Power Team - argues FOR argument #1 | Kayla Clarke and Matt Frasier | 3 minutes |
| Team D - Hard Power Team - argues AGAINST argument #1 | Valentina Lopez and Meghan Winters | 3 minutes |
| Cross-Fire for Soft Power Argument #1 | Kayla Clarke and Matt Frasier | 3-5 minutes |
3. Remember your case-study is also DUE TODAY and 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 - Please double-check that you all have successfully completed the Google Spreadsheet on WHO is responsible for what part of the debate so that everyone has a very clear idea of what responsibilities are their own in this debate.
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.
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
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 day 2 of your Taliban Debate. Your case-study will count as 50% of your FINAL GRADE and your debate presence and skills count for 50% of your Project Grade for this Taliban Debate Project. Please be sure to examine and review the Case Study Rubric. If you have any questions, then please email or ask me immediately!
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