Day 112 - Tuesday

U.S. History II  - Period 1: 
Essential Questions:
- Did the United States foreign policy during the 1930's help promote World War II?  

- Could the United States have prevented the outbreak of World War II?

- Should the United States sell arms to other nations? OR: Should the United States have aided the Allies against the Axis Powers? OR: Does the American security depend upon the survival of its Allies?

-Was war between the United States and Japan inevitable in World War II?

1. Please complete the questions that are on the Whiteboard from yesterday's class on comparing and contrasting the two important speeches in American history on Pearl Harbor Attacks and September 11, 2001 Attacks.

2. Please finalize your paper.  You have the rest of the class period to effectively work on it and this is  INDIVIDUAL WORKING TIME.  EVERY STUDENT should be working on this 2-page paper and if I hear otherwise you will lose points on your paper. NO groups or PARTNERS.

3. Use the video resources, declaration or war speech by FDR, and "Tora, Tora, Tora!" video to complete your reaction paper in PRINT FORMAT (I will not accept it over email) is due this week on Wednesday, March 12th.class is to begin watching "Tora, Tora, Tora!"

FDR Speech to Declare War:

3. Declaration of War Speech Text + Student Reflection

4. "Tora, Tora, Tora!"


5. Reaction Paper Questions: (Pick any 2 Questions below and answer them effectively in an academic paper of 2 full pages in length.) Use a combination of "Tora, Tora, Tora: The Real Story of Pearl Harbor," and the FDR movie and Declaration of War Speech to complete an effective paper that can reference any of these sources.  You do NOT have to conduct extra research, but if you want too then you must cite your resource in a Work Cited page at the end of your reaction paper. DUE Date: Wednesday, March 12th.

A. What do you think were the various emotions of Americans in the first hours and days after they heard the news of the attacks?

B. How do you think young Americans your age reacted to the news of Pearl Harbor? In what ways did the coming of WWII to the United States affect students your age?

C. Most Americans who experienced the Pearl Harbor attack remember to this day where they
were when they heard the news. To them it is a shared generational moment. The same can
be said of people who experienced President John Kennedy or Rev. Martin Luther King, Jr.’s
assassinations. Do you think you have experienced a historical moment that you will always
remember? Do you think the September 11 terrorist attacks on the United States will be such
a memory?

D. After the attack on Pearl Harbor, life in America changed in many ways. Food and clothing
were rationed, some travel was restricted, more men were drafted into the military, and more
volunteered for military service. Even entertainment—movies, music, comic books—
changed, reflecting wartime moods and subjects. Compare and contrast how life in the
United States changed after Pearl Harbor with how it might change after the September 11
attacks. Compare and contrast those changes specifically for students your age.

E. Compare and contrast President Roosevelt and George W. Bush’s reactions to Pearl Harbor
and the September 11 attacks on the United States. What do you think were the biggest concerns of Americans following the attack on Pearl Harbor? What are your biggest concerns following the September 11 attacks?Use specific quotes to help emphasis key themes or points you are trying to make in relation to your argument.

F. The U.S. government, seeking internal security, responded to the Japanese attack on Pearl
Harbor by interning 110,000 Japanese Americans in relocation camps across the country for
the duration of the war. The U.S. government recently admitted that it had violated those
individuals’ civil rights and compensated those still living with $20,000 each. Can the
United States today maintain its security while ensuring its citizens their constitutional
rights? What are the dangers of overreacting and under reacting to the September 11 attacks?

G. Was war with Japan unavoidable in the mid-19th Century? Why or why not? Cite specific reasons.

6. U.S. in World War II resources:
U.S. Home-front During World War II
The National WWII museum - lots of images, primary sources, outline of WWII, and WWII by the numbers!
Library of Congress - World War II Primary Sources
American Women in World War II
America's WWII in Color - PBS special

Homework:

1. Pick any 2 Reaction Questions (A-G) above and answer them effectively in an academic paper of 2 pages in length.) Use a combination of "Tora, Tora, Tora: The Real Story of Pearl Harbor," and the FDR movie and Declaration of War Speech to complete an effective paper that can reference any of these sources.  You do NOT have to conduct extra research, but if you want too then you must cite your resource in a Work Cited page at the end of your reaction paper. DUE Date: Wednesday, March 12th.

2. Reaction Paper Requirements: 2 full pages minimum (no more than 3 total), 12 point font, 1 inch margins on all sides, double-spaced (BUT not your name and date in the top LEFT corner), A CREATIVE TITLE.
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U.S. HISTORY I - Periods 4, 5, and 6:
Essential Questions:

-Does the United States have a mission in the mid-19th century? If so, was it expansion of freedom, economics, imperialism, etc? Why?

-Can political freedom exist without an economic foundation?

-Has rapid industrialization been a blessing or curse for America?

Themes: Industrial Revolution, Transportation Revolution, Economic Revolution, Immigration, Regional Specialization, and Nationalism

1. Please make sure that you have seen BOTH Crash Course Videos on Reformers and Women.

2. Utilize the Slavery and Abolition page as part of the Smithsonian Institution in Washington, D.C.  to study Abolitionist Reformers. This exhibit will highlight the key abolitionist and the principles behind why people fought against slavery.

3. Please complete the Abolitionist section of your The Land of Reform, meaning pages 9, 10, and 11.

4. Form study small study groups of 3-4 people and study all the above information for your QUIZ tomorrow.

Homework:

1. Quiz tomorrow on ALL reformers and Chapter 8 - Sections 1-3. Study for this quiz.

2. Please research ONE primary source on the subject of "Slavery and Abolition" and complete the Primary Source Analysis Worksheet to break down an understanding of your primary source - I will collect a HARD PRINT COPY tomorrow in class while you take your Quiz!
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International Studies - Period 2 
Essential Questions:
1. What is peace building?
2. What is war?
3. Do UN peacekeeping forces manage to achieve their goals?
4. Does NATO have a new role in the order of international relations in Europe and the World in the 21st Century?
5. Was NATO just or unjust in participating and executing their mission in your post-Cold War scenario?
6. What does "hard power" and "soft power" capability and how does it impact foreign policy?

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

1. We are in the Library the next 2 days (Tuesday and Wednesday of this week) so you can complete your NATO/Peacekeeping Mission Project. Please execute a plan for today during LONG PERIOD and this weekend to make sure you can finalize your research and presentation of your mission.

2. Current and Past NATO missions? What is NATO's mission? Which decisions does it make and why would it be consulted? Wikipedia's NATO

Homework:

1. Your NATO or Peacekeeping Mission Project is DUE on Wednesday, March 11, 2014 @12:00 midnight - My suggestions:
A. Have an outline that continues to build upon the principles of "How effective was/is your mission?"

B. Provide PROOF and EVIDENCE that supports your thesis from the above question.

C. Have a checklist from the NATO or Peacekeeping Mission Project document.

D. Use VISUALS, PRIMARY SOURCES, VIDEO CLIPS to effectively ENGAGING your audience.

E. Become and EXPERT and be KNOWLEDGEABLE on your subject/mission. I can sniff out weakness and BS very quickly and will hold you accountable.