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Thursday, November 21, 2013

Day 55 - Thursday

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. 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 - Theodore Roosevelt Number 26
Theodore Roosevelt: Progressive Crusader - The Heritage Foundation of American Leadership

Progressive Presidents: Crash Course with John Green


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.

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
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.

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?

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

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 StatementsStudent(s) ParticipatingTiming:
Opening Statement- Soft PowerKayla Clarke2 minutes
Opening Statement - Hard PowerAllie Minghella2 minutes
Round 1:
Hard Power Argument #1 - Past Relations with the USPast Relations with the US
Team A - Hard Power team - argues FOR argument #1Nicole Tsatsarones and Valentina Lopez3 minutes
Team B - Soft Power Team - argues AGAINST argument #1Thomas Lyons and Mohamed Khalifa3 minutes
Cross-Fire for Hard Power Argument #13-5 minutes
Round 2:
Soft Power Argument #1 - Stability of the CountryHow the hard power effects the Middle East today
Team C - Soft Power Team - argues FOR argument #1Kayla Clarke and Matt Frasier3 minutes
Team D - Hard Power Team - argues AGAINST argument #1Valentina Lopez and Meghan Winters3 minutes
Cross-Fire for Soft Power Argument #1Kayla Clarke and Matt Frasier3-5 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
 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

5. Hard Power and Soft Power Readings and Resources:
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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