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Friday, February 7, 2014

Day 96 - Friday

U.S. History II  - Period 1: 
Essential Questions:
-How did the Great Depression affect the lives of millions of Americans?
-What affect did the Dust Bowl have on Americans during the Great Depression?
-What was the New Deal and how did it affect the American people during the Great Depression?
-What affect did the Stock Market Crash of 1929 have on the American people during the Great Depression?
-What were the Civilian Conservation Corps (CCC), The Works Progress Administration (WPA), and the Tennessee Valley Authority (TVA) and how did the affect the American people during the Great Depression?
-Who was Herbert Hoover and how did his leadership affect the American people during the Great Depression?
-Who was Franklin Delano Roosevelt and how did his leadership affect the American people during the Great Depression?

1. Please review the DST Rubric and remember your Digital Story Telling Projects are going to be finalized TODAY! I hope you have hit some minimums of 8+ Primary Sources, 25 facts regarding your topic and subject (these could be connections you built based on causes and effects on your topic), and 3-4 minute movie that syncs your voice recording with the images/primary sources you are showing, and the presentation of your project.

Order of Projects:
Monday -
Franklin D. Roosevelt and Eleanor Roosevelt - Done
The New Deal Programs - Done
Crime during the Great Depression - Done

Tuesday -
Dust Bowl - Done
Music during the Great Depression - Done

Thursday -
Artwork and Entertainment - Done
Fashion in the Great Depression - Done
Literature during the Great Depression - Done
African-Americans during the Great Depression - Done

Friday -
Teenagers during the Great Depression
Racism during the Great Depression
Children of the Great Depression
Ordinary People during the Great Depression
Effects of the Great Depression

1. Here is your packet on the Great Depression.  As you read, review, and outline Chapters 22-23 you should complete the questions, graphic organizers, and I will provide you with a Presidential Video for the last few page.  This weekend, I am asking that you get pages 3, 4, 5, and 6 COMPLETED on the Great Depression packet, which will focus on the New Deal Programs and successes/failures. 

2. On Wednesday, (during the snow day) I asked you to please read the 2 short articles on "A Struggle to Survive" and "Population Change in the 1930's" and complete the 3 questions at the very end of the handout.  If you have not already done so, then please make sure you are outlining and reviewing Chapter 22 and Chapter 23 on the Great Depression and the New Deal.  Yesterday I asked you to review the Great Depression Causes Outline I did for you and the Great Depression Slideshow to help you get started on some of the major themes of the Great Depression.  We will of course review for a day or two, but then you will be getting your test next week. Once you have completed the outlining, readings, and review of Chapter 22 and Chapter 23, then please watch the Crash Course videos below to get your attention on the major themes of the Great Depression. I will give you a test next week on these chapters.

3. PLEASE MAKE SURE YOU SUBMIT - Once you have presented your Digital Story, please PRINT UP and FILL OUT your Self-Evaluation on your Digital Story Telling Project.

4. Crash Course Great Depression Video


Crash Course New Deal Video:

U.S. HISTORY I - Periods 4, 5, and 6:
Essential Questions:

-Why did Americans feel so compelled to expand the country westward?
-What might 19th century Native Americans have said about Manifest Destiny? 
-How might the country have developed differently if no gold or other precious minerals had been discovered in the West?
-Does war cause national prosperity?
-Is economic, social, or physical coercion an effective method of achieving our national interest in domestic affairs

Themes: Westward Expansion, Manifest Destiny, Expansionist Presidents, Nationalism, War with Mexico

1. Annexation of Texas - Questions and Outcomes? Slideshow on Texas Annexation will be reviewed in class.

2. Debate Questions on the Mexican-American War: Was the Mexican War an exercise of imperialism by America? MONDAY WILL BE DEBATE DAY!
  • Each Team of Pro-America versus Pro-Mexico will be asked to asked to come up with one argumentative question/Debate Question that will be included on a Google document shared to both teams and Mr. Parkin.  This question needs to be decided BEFORE Thursday's class. 
  • Additionally, BOTH teams will be able to utilize 2 more primary sources each plus the 2 I have given you below that will provide research and eye witness accounts of the Mexican-American War from 1846-1848. Which means will can have up to 6 total primary sources used for this debate (My two, Team 1's two, Team 2's two = 6) 
3. Students will use Primary Source Documents to help provide arguments and evidence for a class debate:
A. speech delivered by James K. Polk asking the United States Congress for a Declaration of War against the country of Mexico
B. Speech delivered by Congressman Joshua Giddings during a debate int the House of Representatives just prior to the vote on President James K. Polk's request that the United States Congress declare war against the country of Mexico. 

4. The Story of US - Westward Expansion - A must watch!!!

5.  Manifest Destiny Resources:
War with Mexico 1846-1848 - PBS special
Primary Sources from PBS - Using the timeline, explore the Primary sources on Texas Independence, The Whitman's exploration of the Oregon Trail, War with Mexico, Treaty of Guadelupe Hidalgo, The "Diggings" in California, Massacres of the West, and more.

The Gold Rush and the Donner Party - Powerful and impactful story about cannibalism in the West.

The Gold Rush - Great facts, maps, and timelines - Covers The Westward Expansion and has 9 videos on various topics as well.

Trails to Utah and the Pacific - How did people migrate out West + Primary Source/Interactive Maps

1. Prepare this weekend for the final preparation for your debate for the Mexican-American Debate.  If you are absent on Monday and miss the debate, then you will be writing me a 1 page minimum paper arguing your side's perspective utilizing the major arguments you would have used during the debates.  You should be sure to include the debate question, a thesis statement, and research that will help support your arguments using in-text citations and a Chicago Style Works Cited page.

My Tips for this Weekend...
A. Review the Debate Rubric
B. Review the Class Google Doc folder and make sure you know your role and the documents you will be using. 
C. Review your arguments and do they address and answer the Debate Question you have. The key to this debate is to find the arguments that support your team and then use them to logically beat the other team's.  So focus on your team's strength and then try to attack the other side's weaknesses.
D. Review the Debate Format on the Class Google Doc and be precise on your arguments because you only have a certain amount of time to get your arguments across. 

2. Finalize your review and analysis of your Primary Source documents and the ones I have shared with you on James K. Polk's speech to Congress and Congressmen's Joshua Giddings debate to the House of Representatives. You should use the graphic organizer or create your own to help your stay focused.

3. Finalize your research on the PBS Special on the Mexican-American War and use the table of contents on the left hand toolbar to help navigate through the website.  I would strongly suggest that you use the perspective of your team (Team Mexico or Team America) to finalize your key arguments that would support your reason to support the war or the opposition to the Mexican-American War.

4. You have this weekend to review the research, organize, and plan your team's execution of the arguments, debate question, and primary sources that will be used for this debate. Each team (Mexico or America) will be divided up into 3 smaller teams (Mexico Team A, Mexico Team B, Mexico Team C versus America Team A, America, America Team B, America Team C) and will have 5 minutes to present your arguments.  The team with the stronger arguments, debate presence, and support will win.  Your rubric will be posted in the Google Folder for your class period.  I have shared them all with you via Google Drive.

International Studies - Period 2 
Essential Questions:
1. What does international studies mean?
2. Should we enforce the Universal Declaration of Human Rights in countries not our own? If so, how? If not, why?
3. Is the world safer today with the United Nations than it was in 1945?
4. Is the United Nations an effective peace-keeping organization?
5. What should be done to improve the effectiveness of the United Nations?

Themes: PEGS (Political, Economic, Geographic, Social)

1. We will finalize our examination of the United Nations using the UN Website,  UN slideshow, UN Global Issues, and other UN Resources:
United Nations History
United Nations Multimedia Room
United Nations School bus Virtual Field Trip
United Nations Research Guide A-Z on EVERYTHING you can imagine!
United Nations Peacekeeping Missions
University of California organized a UN resources guide - Honestly, the BEST and more ORGANIZED I have seen yet on how to research issues concerning the United Nations.

2. Ban-Ki-Moon - Secretary-General of the United Nations

1. Plan for the implementation of "How can you promote International Awareness in our school?"  Brainstorm some ideas, include what is really going on the world today, and then let's talk about executing a plan in the next week or so.  I'm not looking for peace-keepers or to push an agenda on the BHS community, but I am looking for engaging opportunities that are meaningful.  I am strongly interested in connecting the Olympics into this theme as many student can get excited about this topic. Make a difference and make this count!


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