Essential Questions:
- Who is responsible for starting the Cold War?
-Why didn't the Cold War ever turn "hot"?
-How did the Cold War challenge American values, at home and abroad?
-Is the Cold War still going on? How?
Themes: House Un-American Activities Committee (HUAC), Blacklist, Alger Hiss, The Rosenbergs, The Hollywood Ten
1. You need 1 PRINT COPY...NO ELECTRONIC COPIES of your first draft!! The idea is that students will be editing, commenting, and giving you advice on how to make your paper better based off my peer editing form.
2. Joseph MacArthur DBQ will be partnered up and completed in the form of a mini-debate.
3. Cold War Slideshow #1 1945-1960 - We will explore the concepts and events surround the The Cold War at Home in America from 1947-1951.
4. Cold War Slideshow #2 1960-Present day
5. Other Cold War Resources:
The Cold War Museum
All sort of Cold War resource - videos, primary sources, etc
The Miller Center - University of Virginia - Cold War Era - Lots of Primary Sources
Timeline of the Cold War
Homework:
1. Your RESEARCH PAPER IS DUE TOMORROW - ON THURSDAY, MAY 22nd. You have 1 evening left to complete a minimum of a 5 page paper with an updated annotated bibliography. You should be putting the final touches on your research and then formatting your paper. Below are your Rubrics for Quality of Argument and then Documentation/Editing:
Quality of Argument
Documentation/Editing
2. Please REVISE your Outlines if needed for your Research Paper. If you outline is completed and satisfactory, then please begin working on your final draft of your paper. All OUTLINES should include the following:
I. Introduction Paragraph - 4-6 sentences minimum that has a "hook" to get the reader interested, background information that allows the reader to imagine the setting, perspective on the theme and why it is or was important during the Cold War Era, and finally a VERY CLEAR THESIS STATEMENT.
II. At least 3 Topic Sentences - which include A. B. C. (3 pieces of evidence to help prove your argument/support your thesis/topic sentence. A, B, and C can be quotes, statistics, expert opinions/paraphrased information, and primary source evidence.
III. Closing Paragraph - Which summaries your main points, analyzes your proven thesis statement, and indicates any relationship between your event/crisis/theme to today's world we live in. What were the implication of your theme and how has it impacted today's world.
__________________________________________________________
U.S. HISTORY I - Periods 4, 5, and 6:
Essential Questions:
--Has the West been romanticized?
-Does racial equality depend on government action?
-Can the "white man's conquest" of Native Americans be justified?
Themes: The Wild West, Native American Culture, Assimilation, Dawes Act, Custer's Last Stand, and Cattle Ranching
1. A recap using the Presidential videos of the American Presidents during Reconstruction.
Presidential Reconstruction Questions
2. Using your textbooks - We are going to look at some background knowledge of the Great Plains using pages 408 - 411. Guiding questions:
A. What was the culture of the Great Plains Indians?
B. Which settlers pushed westward?
C. How did the U.S. Government restrict Native Americans?
3. Romanticizing the West Activity (20 minutes).
The class will break up into different groups of student in a jigsaw group and they will investigate specific website that I have selected to build an understanding of Romanticizing the West. Everyone in the group must pick ONE primary source from the link below once you have been put into groups. Then every individual in the group will be responsible for filling out the Images of the West analysis and then compare and contrast all of the images the entire group has collected within the group. The group will then pick one of the primary sources that you all feel has the best potential to illustrate a clear perspective of what the West was supposed to look like for the entire class and the GROUP WILL be responsible for presenting that primary source image on the big screen using the projector.
Group A - http://library.bbhc.org
Group B - http://www.hrc.utexas.edu/educator/modules/teachingthetwenties/gallery.php?theme=culture§ion=cowboy
Group C - http://memory.loc.gov/ammem/award97/ndfahtml/ngphome.html
Group D - http://www.theatlantic.com/infocus/2012/05/the-american-west-150-years-ago/100304/
4. Using Maps to identify the West:
Early Indian West
Santa Fe Trail - Transportation to the West
The Trans-Mississippi West
American-Indian Territorial Losses
Homework:
1. Please watch The Story of US - Heartland. You have 2 days to watch this video...it's about as good as you get in watching a great movie about America. Please answer the questions below and write them out or print them out.
2. Questions:
A. What were the greatest dangers Americans face in The West? List and describe at least 3.
B. What geographic challenges did settlers and workers face?
C. What were the settlers trying to complete within 15 years?
D. How did the U.S. government help get people to settled on the Great Plains?
E. What was America's "green gold"?
F. What did the Pioneers and Hunters do with the American Buffalo? How many did they kill a day? How did this impact the Native Americans?
G. What did Native Americans become experts at?
H. What is the spirit of the cowboy? Describe the life of Teddy Blue and other cowboys.
I. What surprised you the most about the cowboys?
J. What kind of relationship did Cowboy's and Homesteaders have in the 1870's-1880's? Please describe the impact of barbwire.
K. What was America's policy toward the Native Americans in the 1870 to 1900?
L. Who is George Custer and what is his story in the Great Plains?
M. What incident defeated the Sioux Indians?
N. Who was Richard Sears? What businesses was he apart of? How did he transform the U.S. and American business?
U.S. HISTORY I - Periods 4, 5, and 6:
Essential Questions:
--Has the West been romanticized?
-Does racial equality depend on government action?
-Can the "white man's conquest" of Native Americans be justified?
Themes: The Wild West, Native American Culture, Assimilation, Dawes Act, Custer's Last Stand, and Cattle Ranching
1. A recap using the Presidential videos of the American Presidents during Reconstruction.
Presidential Reconstruction Questions
2. Using your textbooks - We are going to look at some background knowledge of the Great Plains using pages 408 - 411. Guiding questions:
A. What was the culture of the Great Plains Indians?
B. Which settlers pushed westward?
C. How did the U.S. Government restrict Native Americans?
3. Romanticizing the West Activity (20 minutes).
The class will break up into different groups of student in a jigsaw group and they will investigate specific website that I have selected to build an understanding of Romanticizing the West. Everyone in the group must pick ONE primary source from the link below once you have been put into groups. Then every individual in the group will be responsible for filling out the Images of the West analysis and then compare and contrast all of the images the entire group has collected within the group. The group will then pick one of the primary sources that you all feel has the best potential to illustrate a clear perspective of what the West was supposed to look like for the entire class and the GROUP WILL be responsible for presenting that primary source image on the big screen using the projector.
Group A - http://library.bbhc.org
Group B - http://www.hrc.utexas.edu/educator/modules/teachingthetwenties/gallery.php?theme=culture§ion=cowboy
Group C - http://memory.loc.gov/ammem/award97/ndfahtml/ngphome.html
Group D - http://www.theatlantic.com/infocus/2012/05/the-american-west-150-years-ago/100304/
4. Using Maps to identify the West:
Early Indian West
Santa Fe Trail - Transportation to the West
The Trans-Mississippi West
American-Indian Territorial Losses
Homework:
1. Please watch The Story of US - Heartland. You have 2 days to watch this video...it's about as good as you get in watching a great movie about America. Please answer the questions below and write them out or print them out.
2. Questions:
A. What were the greatest dangers Americans face in The West? List and describe at least 3.
B. What geographic challenges did settlers and workers face?
C. What were the settlers trying to complete within 15 years?
D. How did the U.S. government help get people to settled on the Great Plains?
E. What was America's "green gold"?
F. What did the Pioneers and Hunters do with the American Buffalo? How many did they kill a day? How did this impact the Native Americans?
G. What did Native Americans become experts at?
H. What is the spirit of the cowboy? Describe the life of Teddy Blue and other cowboys.
I. What surprised you the most about the cowboys?
J. What kind of relationship did Cowboy's and Homesteaders have in the 1870's-1880's? Please describe the impact of barbwire.
K. What was America's policy toward the Native Americans in the 1870 to 1900?
L. Who is George Custer and what is his story in the Great Plains?
M. What incident defeated the Sioux Indians?
N. Who was Richard Sears? What businesses was he apart of? How did he transform the U.S. and American business?
_______________________________________________________
International Studies - Period 2
Essential Questions:
1. How do we think about POWER in the 21st Century?
2. What is "terrorism"?
3. How do you think the United States and other countries should work toward preventing terrorist from attacking again?
4. What do you believe is the role of the United States on an international level?
5. What do you think fuels anti-American sentiment?
6. Can the United States play a global role without fueling anti-American sentiment? If so, how?
Themes: Taliban Operations, Middle East Foreign Policy, Global cooperation/Global Diplomacy, Soft Power, Hard Power, Afghanistan War, Pakistan, Al-Qaeda Operations, National Security
1. Your project is due on Friday BEFORE CLASS. A reminder that it is worth 50% of your 4th Quarter Grade and Seniors need to keep an 87 average to avoid taking the final exam. Please make sure you drop all of your outlines, working Chicago-Style Citations, and case-studies should be in the Google Folder I shared with you titled "National Security and Terrorism - Student Folder"
2. Order of the Projects:
5/16 Friday - Kylie - Western Europe - Done
5/19 Monday - Frederick - South Asia - Done
5/19 Monday/Tuesday - Joanitah - Africa - Done
5/20 Tuesday/Wednesday - Kaitlyn - Central America - 1/2 Done will finish Today
* Push back 5/21 Wednesday - Adam - The Middle East
* changed to 5/21 Wednesday - Stephanie - South America
*Push back 5/22 Thursday - Hope - Eastern Europe
* Push back 5/23 Friday - Kara - East Asia
3. Resources for this Terrorism project to get you started...
A MUST READ ON TERRORISM TODAY - Council of Foreign Relations
Major Terrorist Attacks Since 9/11
The Evolution of Islamic Terrorism - A PBS Special
A list of Terrorist Groups according to many World Powers
Major Terrorist Attacks in Israeli
The Root Causes of Terrorism in the Middle East - US State Dept Report
Map of Terrorist Attacks and a World-wide List
Charts, Graphs, Data and a darn good article on Terrorism
U.S. Department of State - Counter-terrorism Page
University of Rutgers - Al-Qaeda's Survival and Success
War, Terror, U.S. Foreign Policy | Afghanistan History, Culture, Literature | The War in Afghanistan | The Course of the Iraq War |Debate About the Iraq War | Iraq and Democracy | Historical Parallels to Iraq | Iraq and the Media | The Soldiers | Times Topics and Resources
Homework:
International Studies - Period 2
Essential Questions:
1. How do we think about POWER in the 21st Century?
2. What is "terrorism"?
3. How do you think the United States and other countries should work toward preventing terrorist from attacking again?
4. What do you believe is the role of the United States on an international level?
5. What do you think fuels anti-American sentiment?
6. Can the United States play a global role without fueling anti-American sentiment? If so, how?
Themes: Taliban Operations, Middle East Foreign Policy, Global cooperation/Global Diplomacy, Soft Power, Hard Power, Afghanistan War, Pakistan, Al-Qaeda Operations, National Security
1. Your project is due on Friday BEFORE CLASS. A reminder that it is worth 50% of your 4th Quarter Grade and Seniors need to keep an 87 average to avoid taking the final exam. Please make sure you drop all of your outlines, working Chicago-Style Citations, and case-studies should be in the Google Folder I shared with you titled "National Security and Terrorism - Student Folder"
2. Order of the Projects:
5/16 Friday - Kylie - Western Europe - Done
5/19 Monday - Frederick - South Asia - Done
5/19 Monday/Tuesday - Joanitah - Africa - Done
5/20 Tuesday/Wednesday - Kaitlyn - Central America - 1/2 Done will finish Today
* Push back 5/21 Wednesday - Adam - The Middle East
* changed to 5/21 Wednesday - Stephanie - South America
*Push back 5/22 Thursday - Hope - Eastern Europe
* Push back 5/23 Friday - Kara - East Asia
3. Resources for this Terrorism project to get you started...
A MUST READ ON TERRORISM TODAY - Council of Foreign Relations
Major Terrorist Attacks Since 9/11
The Evolution of Islamic Terrorism - A PBS Special
A list of Terrorist Groups according to many World Powers
Major Terrorist Attacks in Israeli
The Root Causes of Terrorism in the Middle East - US State Dept Report
Map of Terrorist Attacks and a World-wide List
Charts, Graphs, Data and a darn good article on Terrorism
U.S. Department of State - Counter-terrorism Page
University of Rutgers - Al-Qaeda's Survival and Success
War, Terror, U.S. Foreign Policy | Afghanistan History, Culture, Literature | The War in Afghanistan | The Course of the Iraq War |Debate About the Iraq War | Iraq and Democracy | Historical Parallels to Iraq | Iraq and the Media | The Soldiers | Times Topics and Resources
Homework:
1. Prepare for your presentation and expertise on your Final Project for International Studies - Terrorism and National Security Threats - which is worth 50% of your Quarter 4 Grade.
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