Day 62 - 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: Republicanism, US Constitution, Bill of Rights

1.  Only Period 1 needs to finish up a couple of presentations  for "What does every strong government need?"  Here is the Rubric

2. Monday's in-class assignment - Please use your homework on the Constitutional Convention from last Thursday to briefly remind and help you complete a Top-Down Web on Federalism (pages 142- 143).  Federalism is a division of power between the federal government and state governments. Please be sure to focus on the main ideas and the details that support those main ideas. Be prepared to take a quiz on Wednesday on Chapter 5 - All sections, but this section 2 on the Constitutional Convention is very important!
-The US Government and what the Constitution says...
-The National Government Organization and Constitution

3. Research the Electoral College (use the Databases Facts on File: Issues an Controversies)
Here are two database articles I want you to read and evaluate:
(Username and password are reddevils)
The Electoral College Explained
2000 Presidential Election: Fair or 'Stolen'?

4. Resources on ratification of the U.S. Constitution
Chart - Anti-Federalist versus Federalist
Video -  Ratification and Constitution and New U.S. Government
Who were the Delegates at the Constitutional Convention?
The Convention - What was this meeting?
Republicanism - What is it and how did America's Founding Fathers decide it was best for America?
The Constitutional Convention - The Ratification Process
The U.S. Constitution: An Enduring Document - U.S. State Department

Homework:

1.  Research the Electoral College (use the Databases Facts on File: Issues an Controversies)
Here are two database articles I want you to read and evaluate they will be a big part of your Test on Wednesday:
(Username and password are reddevils)
The Electoral College Explained - 3-2-1 Activity (see Google Classroom)
2000 Presidential Election: Fair or 'Stolen'? (write a paragraph arguing a thesis to support "Fair or Stolen"?)

2. Your test will be Wednesday.  Please prepare yourself to review Chapter 5 - All sections, but a focus on Section 2 and Section 3!

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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, Limitations on Immigrants, Consumerism

1.  Today is your LAST DAY in the LIBRARY to put the final touches on your topics below.  YOU MUST HAVE A THESIS STATEMENT!  Students will FINALIZE THEIR RESEARCH and have a completely organized multi-media project on a variety of topics on the 1920's with a focus on the essential question: How did a war fought to "save the world for democracy" end up threatening civil rights in America? 

2. 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.


3. 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
-The Jazz Age - PBS and Ken Burns
-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
-Red Scare Packet and Visual DBQ's

Homework:
1. 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. Your PROJECT IS DUE TUESDAY, DECEMBER 8, 2014.
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International Studies - Period 7
Essential Questions:
1. What does "hard power" and "soft power" capability and how does it impact foreign policy?
2. Should Europe and the United States accept more refugees from the Middle East and Africa? 

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

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.  Your debate will continue in the same format as Friday, but Soft Power and then Smart Power will be on the hot-seat for the debate. Please be aware 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 is continuing TODAY!  You must all complete 2-column chart notes on the debate with a focus on the main arguments being made during the debate and the details each team provides.

2. Read a contemporary debate issue on refugees from Facts on File: Controversial Issues titled Should Europe and the United States accept more refugees from the Middle East and Africa? 

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. None, finalize your college applications, essays, etc.