Day 59 - Tuesday

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 building a New U.S. Government after the failure of the Articles of Confederation:

Quick Article - Differences between Federalists and Anti-Federalist
Chart - Anti-Federalist versus Federalist
Video -  Ratification and Constitution and New U.S. Government

2. Individually use your brainstorming thought-bubbles on the question "What does every strong government need?" to help your group collectively work toward a visual representation on your essential question above. The directions and rubric can be found in Google Classroom or below under homework. 

Homework: 
1. 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?
-How did a war fought to "save the world for democracy" end up threatening civil rights in America?
-Should the USA limit immigration?

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

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

2. A very quick overview of Chapter 20 - Section 1 - "Americans Struggle with Postwar Issues" - pages 618-624 - Turn and Talk to a partner about your 2-column chart notes USING YOUR OWN WORDS for the MAIN IDEAS and PARAPHRASING the details/development side.
=In groups of 4 you will discuss and answer the following question, How did a war fought to "save the world for democracy" end up threatening civil rights in America?

3. Documents for group work:
A. The Red Scare - Background + GREAT Digital Website on the Red Scare + Red Scare (pages 9-16) + The Reds + Red Scare Image Gallery

B. The Palmer Raids - background and primary source documents (pages 17-25) + Palmer Raids + FBI and Palmer Raids

C. Sacco and Vanzetti - Background and primary source documents + Great Website and primary sources on Sacco and Vanzetti excerpts from the trial

D. The 1921 Emergency Quota Act + Immigration restrictions +
Immigration Documents (pages 3-17) + Primary Sources on Immigration in the 1920's

E. KKK in the 1920's + The 1925 Klansman Manual + Weekly Klan Bulletin "The Imperial Nighthawk" + KKK primary Sources

F. Labor Unrest and Strikes + Why belong to a Labor Union? + Primary Sources on Laborers and Companies + Labor Strikes and primary sources + Labor Unions and primary sources + Work and Protest + Work and Protest Voices - Literally voices of those who support protest at work.


4. The Roaring 1920's Resources
"The Roaring Twenties"
New York as the Supreme Jazz Age City - Quick Video
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. Use the Google Folder I shared with all of you to complete your project and presentation on "How did a war fought to "save the world for democracy" end up threatening civil rights in America?  Student will use the links above to build a presentation with your group.  All groups should be able to summarize their topic, create a thesis statement, use at least 3 documents/evidence to support your thesis statement/the EQ, and have at least 10 slides for a presentation. ORGANIZE a working outline by completing research and documenting your supporting evidence.
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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

 HOW your power would be the most impactful method to stopping this infectious disease from spreading into a global epidemic.

EQ for the Debate - How your power will have the most impact as a method to stopping EBOLA as an infectious disease from spreading into a global epidemic?

1. You will continue researching your topic today in class with your group mates.  You are responsible for individually doing your part in understanding the background, controversies, countries involved, and potential outcomes of the EBOLA CRISIS of 2014. Your ability to make clear and effective connection to HARD, SOFT, AND SMART POWER that would result in solutions are crucial for the debate. Your debate HAS BEEN CHANGED to 
Friday, December 4th.

2. 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. Be prepared to debate the EBOLA CRISIS of 2014 tomorrow!  Update your Folders in my Google Folder I shared with you to have a finished outline of how you will support your power.  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 has been changed to Friday, December 4, 2015.