Day 58 - Monday

U.S. History I - Periods 2, 5, and 6: 
Essential Question:

-Did the Articles of Confederation provide the USA an effective government?
-Should the United States fear a national debt?
-What should an ideal government look like?

Themes: Patriotism, Dawn of the Revolution, Propaganda, Revolution

1.  Helpful Resources on New Challenges and Articles of Confederation:
Mr. Parkin's Notes - Review guide on Chapter 5 - Section 1

New Challenges facing the NEW United States of America?

Quick Article - Differences between Federalists and Anti-Federalist
Chart - Anti-Federalist versus Federalist
Video - Weaknesses of the Articles of Confederation and Shays Rebellion + Ratification and Constitution and New U.S. Government
 Critical Periods in the American Revolution, You should explore slides #17-34

-While we review the slideshow, please complete two-column notes organizing the key details and connections needed to evaluate the major ideas the fledgling America faced after the American Revolution.

Homework: 
1. Individually Please brainstorm using thought-bubbles on the question "What does every strong government need?"

2. Directions for this activity of Strong Governments Need - IGNORE the Due Date on here - The DUE DATE IS ACTUALLY Wednesday, December 2nd for your group to execute and then present your illustration. 

***What does every strong government need - mini-project - group activity - Here is the Rubric

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U.S. HISTORY II - Period 1:

Essential Questions:
-Was the decade of the 1920's a time of innovation or conservationism?
-Should the USA limit immigration?

Themes: Getting back to Normalcy, Pop Culture, The Jazz Age, The Red Scare, Consumerism

1. Reflection on WWI essay and WWI Test.

2. We will finish watching The History Channel's The Decades: 1920-1929; Rumrunners, Moonshiners and Bootleggers - with a focus on "Mob City: Detroit"

3. The Roaring 1920's Resources
"The Roaring Twenties"
Five Jazz Sides for the Age of Prohibition - NPR article
How Bessie Smith Ushered in the Jazz Age - NPR article
Population Chart of the USA - Patterns from 1900 - 1920?
Primary Sources and Gilder Lehrman Overview
The Roaring Twenties - Movie (1939)
   -Movie Review

3. In small groups please explore the The Jazz Age - PBS and Ken Burns - Go off an explore The Jazz Age - what do you notice about the style of different Jazz Musicians? Who are these musicians? Where do they originate from? What is Jazz Music? What instruments are being used? What do you all like or dislike about this age of music? Does this music help or hurt the African-American communities? How and why?
-More Jazz Music Links

4. The United States in the 1920's Unit Resources:

-1920’s unit review and Slideshow - Essential questions and major themes from Terryl Meador
-GREAT Digital Website on the Red Scare - Red Scare Image Gallery
-The Red Scare, Palmer Raids and Sacco and Vanzetti Case - Slideshow and Primary Sources from Sanger Unified
-Emma Goldman resources

5. Red Scare Packet and Visual DBQ's

Homework:
1. Please read Chapter 20 - Section 1 - "Americans Struggle with Postwar Issues" - pages 618-624 and complete a thorough 2-column chart notes USING YOUR OWN WORDS for the MAIN IDEAS and PARAPHRASING the details/development side.
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International Studies - Period 7
Essential Questions:
1. Does NATO have a new role in the order of international relations in Europe and the World in the 21st Century?
2. Was NATO just or unjust in participating and executing their mission in your post-Cold War scenario?
3. What does "hard power" and "soft power" capability and how does it impact foreign policy?

Themes: Humanitarianism, World Peace, War vs. Peace, Sustainable Change, Non-Government Organizations

1. Mr. Parkin picked your Debate Team groups, but you all need to pick your FINAL DEBATE topic.  I am looking for each group to research a current event/topic and then propose ONE event.  We should have a list of 3 events in total, and your job will be to VOTE on which event you want to debate by Monday when we return!

2. You will begin researching your topic today in class.  You are responsible for individually doing your part in understanding the background, controversies, countries involved, and potential outcomes of the topic. Your ability to make clear and effective connection to HARD, SOFT, AND SMART POWER that would result in solutions are crucial for the debate. I will be sharing a rubric with you shortly. Your debate will be Wednesday, December 2nd.

3. Hard Power and Soft Power Readings and Resources:

• Hard Power, Soft power, and perhaps Compromise - Robert Cooper in "The Breaking of Nations" 
• "Why Europe Needs Hard Power - Reality Check" - Soeren Kern in Atlantic-Community.org
• "Smart Power" - Suzanne Nossel in Foreign Affairs
• "Selling War as Smart Power" - Colleen Rowley in OpEdNews.com
• 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
• Why we should pursue Soft Power - Ted Talk
• 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. Create your Folders in my Google Folder I shared with you and develop a working outline for your group of three and the power position your group was assigned. ALL members of the group will be graded on their ability to contribute to an outline that displays organization, an effective thesis statement, cause-effect analysis, evidence to support your thesis, potential outcomes, and counter-arguments. Your DEBATE is Wednesday, December 2, 2015.