Day 72 - Friday...BEFORE THE BIG WINTER BREAK!!!

U.S. History I - Periods 1, 2 & 7: 
Essential Questions:

-What does it mean to have a representative government and live in a democratic society?

-What does it mean to be an "American"?
-What are the rights, liberties, and responsibilities of U.S. citizens?
-Is the U.S. Constitution a living document? If so, how is it a living document?
-Does our state government or federal government have a greater impact in our lives?
-Do separation of powers and checks and balances make our government work too slowly?

Themes: Balance of Powers, Federalism, Articles, Branches of Government, US Constitution as a Living Document, Bill of Rights

1. Quick feedback and evaluation of your 27 Amendments Project and Gallery Walk. What did you like or dislike?  What worked well and what was a struggle? What were you able to demonstrate? What would you do differently next time?  Is the U.S. Constitution a living document? If so, how is it a living document? Does our state government or federal government have a greater impact in our lives?

2. We will complete the rest of The US Government and what the Constitution says... - Slideshow #1 AND The National Government Organization and Constitution - Slideshow #2 as a wrap-up to the US Constitution and American Government unit.

3. The US Constitution Resources:
-Outline Notes - Review and let me know if you have any question.
-Easy-to-Follow US Constitution Guide
-The United State Government - Download this slideshow
-National Archives "America's Founding Fathers"
-USConstitution.net
-National Constitution Center
-The Constitutional Convention - The Ratification Process
-The U.S. Constitution: An Enduring Document - U.S. State Department
-The US Government and what the Constitution says... - Slideshow #1
-The National Government Organization and Constitution - Slideshow #2
-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"?)
Bill of Rights - TED-ED Video - will be watched today as well for some classes.

4. The George Washington Packet - I will introduce George Washington as our nation's first President.

Homework:
1. NO, enjoy your Winter Break and see you in 2017.
___________________________________________________


U.S. HISTORY II - Period 3:
Essential Questions:
-Was the decade of the 1920's a time of innovation or conservatism?

-Why did a national culture develop in the 1920's?

-How did trends in fashion and music reflect the spirit of the 1920's?

-Why did Prohibition lead to more crime?
-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. Quick feedback and evaluation of your Roaring 1920's Digital Project and Gallery Walk. What did you like or dislike?  What worked well and what was a struggle? What were you able to demonstrate? What would you do differently next time?  Was the decade of the 1920's a time of innovation or conservatism? Why did a national culture develop in the 1920's? Should the USA limit immigration?

2. We will complete The Presidents of the 1920's Video Questions - Harding, Coolidge, and Hoover

3. The Roaring 1920's Resources
"The Roaring Twenties" - Slideshow
The 1920's Unit Review - Slideshare and very powerful images and information
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
"The Roaring Twenties Overview Essay" by Professor Joshua Zeitz of Harvard University
The Roaring Twenties - Movie (1939)
   -Movie Review

4. On Friday, we will 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

5. 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

Homework:
1. NO, enjoy your Winter Break and see you in 2017.

_____________________________________________________

International Studies - Period 4
Essential Questions:

1. How do we think about POWER in the 21st Century?

2. How do we define our interest as a country?

3. What does "hard power" and "soft power" capability and how does it impact foreign policy?

4. How is power distributed?

Themes: War vs. Peace, Terrorism, National Security, Global Security

1. Kevin/Rolanda/Nick will be presenting their current event on Fidel Castro's recent death in Cuba.

2. Later this week or right when we get back from Winter Break: 

   A. Read American Public Radio's article "Why Are They So Angry with Us?" Please create a Two- Column Note illustrating the Main Ideas/Arguments and those details/development that support     them.

   B. Review and get familiar with the website, layout, and scope of what you will be diving into as we study The Middle East and the West, National Public Radio, 5-part series, December 2015

Homework:

1. NO, enjoy your Winter Break and see you in 2017.

Day 71 - Thursday

U.S. History I - Periods 1, 2 & 7: 
Essential Questions:

-What does it mean to have a representative government and live in a democratic society?

-What does it mean to be an "American"?
-What are the rights, liberties, and responsibilities of U.S. citizens?
-Is the U.S. Constitution a living document? If so, how is it a living document?
-Does our state government or federal government have a greater impact in our lives?
-Do separation of powers and checks and balances make our government work too slowly?

Themes: Balance of Powers, Federalism, Articles, Branches of Government, US Constitution as a Living Document, Bill of Rights

1.  We will begin our Gallery Walk Activity for your multimedia projects on the 27 Amendments will continue for about 30 minutes of class today.  Directions will be on the board and I will help guide you all to complete Student Rubrics while you watch your peers digital stories. 

2. The US Constitution Resources:
-Outline Notes - Review and let me know if you have any question.
-Easy-to-Follow US Constitution Guide
-The United State Government - Download this slideshow
-National Archives "America's Founding Fathers"
-USConstitution.net
-National Constitution Center
-The Constitutional Convention - The Ratification Process
-The U.S. Constitution: An Enduring Document - U.S. State Department
-The US Government and what the Constitution says... - Slideshow #1
-The National Government Organization and Constitution - Slideshow #2
-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"?)
Bill of Rights - TED-ED Video - will be watched today as well for some classes.

3. We will complete The US Government and what the Constitution says... - Slideshow #1 AND
The National Government Organization and Constitution - Slideshow #2 as a wrap-up to the US Constitution and American Government.

4. The George Washington Packet - I will introduce George Washington as our nation's first President.

Homework:
1. Yes, check Google Classroom.
___________________________________________________


U.S. HISTORY II - Period 3:
Essential Questions:
-Was the decade of the 1920's a time of innovation or conservatism?

-Why did a national culture develop in the 1920's?

-How did trends in fashion and music reflect the spirit of the 1920's?

-Why did Prohibition lead to more crime?
-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. Gallery Walk Activity for your multimedia projects on the Roaring 1920's will continue today for 1/2 the period.  Directions will be on the board and I will help guide you all to complete Student Rubrics while you watch your peers digital stories.

2. Quick feedback and evaluation of your Roaring 1920's Digital Project and Gallery Walk. What did you like or dislike?  What worked well and what was a struggle? What were you able to demonstrate? What would you do differently next time?  Was the decade of the 1920's a time of innovation or conservatism? Why did a national culture develop in the 1920's? Should the USA limit immigration?

3. We will finish the completion of The Presidents of the 1920's Video Questions - Harding, Coolidge, and Hoover

4. The Roaring 1920's Resources
"The Roaring Twenties" - Slideshow
The 1920's Unit Review - Slideshare and very powerful images and information
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
"The Roaring Twenties Overview Essay" by Professor Joshua Zeitz of Harvard University
The Roaring Twenties - Movie (1939)
   -Movie Review

5. On Friday, we will 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

6. 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

Homework:
1. Yes, check Google Classroom.

_____________________________________________________

International Studies - Period 4
Essential Questions:

1. How do we think about POWER in the 21st Century?

2. How do we define our interest as a country?

3. What does "hard power" and "soft power" capability and how does it impact foreign policy?

4. How is power distributed?

Themes: War vs. Peace, Sustainable Change, Hard Power, Soft Power, Smart Power, North Korea, Kim Jong-Un, Nuclear Crisis in the 21st Century

1. Aashay and Henry will continue presenting their Current Event on the Black Market and the Shadow Economy

2. Kevin/Rolanda/Nick will be presenting their current event on Fidel Castro's recent death in Cuba.

3. Later this week or right when we get back from Winter Break: 

   A. Read American Public Radio's article "Why Are They So Angry with Us?" Please create a Two- Column Note illustrating the Main Ideas/Arguments and those details/development that support     them.

   B. Review and get familiar with the website, layout, and scope of what you will be diving into as we study The Middle East and the West, National Public Radio, 5-part series, December 2015

Homework:

1. Yes, check Google Classroom

Day 70 - Wednesday

U.S. History I - Periods 1, 2 & 7: 
Essential Questions:

-What does it mean to have a representative government and live in a democratic society?

-What does it mean to be an "American"?
-What are the rights, liberties, and responsibilities of U.S. citizens?
-Is the U.S. Constitution a living document? If so, how is it a living document?
-Does our state government or federal government have a greater impact in our lives?
-Do separation of powers and checks and balances make our government work too slowly?

Themes: Balance of Powers, Federalism, Articles, Branches of Government, US Constitution as a Living Document, Bill of Rights

1.  We will begin our Gallery Walk Activity for your multimedia projects on the 27 Amendments.  Directions will be on the board and I will help guide you all to complete Student Rubrics while you watch your peers digital stories. 

2. The US Constitution Resources:
-Outline Notes - Review and let me know if you have any question.
-Easy-to-Follow US Constitution Guide
-The United State Government - Download this slideshow
-National Archives "America's Founding Fathers"
-USConstitution.net
-National Constitution Center
-The Constitutional Convention - The Ratification Process
-The U.S. Constitution: An Enduring Document - U.S. State Department
-The US Government and what the Constitution says... - Slideshow #1
-The National Government Organization and Constitution - Slideshow #2
-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"?)

3. Bill of Rights - TED-ED Video - will be watched today as well for some classes.

Homework:
1. Yes, check Google Classroom.
___________________________________________________


U.S. HISTORY II - Period 3:
Essential Questions:
-Was the decade of the 1920's a time of innovation or conservatism?

-Why did a national culture develop in the 1920's?

-How did trends in fashion and music reflect the spirit of the 1920's?

-Why did Prohibition lead to more crime?
-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. Gallery Walk Activity for your multimedia projects on the Roaring 1920's.  Directions will be on the board and I will help guide you all to complete Student Rubrics while you watch your peers digital stories.

2. The Roaring 1920's Resources
"The Roaring Twenties" - Slideshow
The 1920's Unit Review - Slideshare and very powerful images and information
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
"The Roaring Twenties Overview Essay" by Professor Joshua Zeitz of Harvard University
The Roaring Twenties - Movie (1939)
   -Movie Review

3. Later this week we will 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

Homework:
1. Yes, check Google Classroom.

_____________________________________________________

International Studies - Period 4
Essential Questions:

1. How do we think about POWER in the 21st Century?

2. How do we define our interest as a country?

3. What does "hard power" and "soft power" capability and how does it impact foreign policy?

4. How is power distributed?

Themes: War vs. Peace, Sustainable Change, Hard Power, Soft Power, Smart Power, North Korea, Kim Jong-Un, Nuclear Crisis in the 21st Century

1. We will finalize what your Final Exam will look like on Global Terrorism and National Security. Everyone's input is vital for me to organize and execute your exam, so please participate in the class discussion. 

2. Aashay and Henry will begin presenting their Current Event on the Black Market and the Shadow Economy

Homework:

1. Yes, check Google Classroom

Day 69 - Tuesday

U.S. History I - Periods 1, 2 & 7: 
Essential Questions:

-What does it mean to have a representative government and live in a democratic society?

-What does it mean to be an "American"?
-What are the rights, liberties, and responsibilities of U.S. citizens?
-Is the U.S. Constitution a living document? If so, how is it a living document?
-Does our state government or federal government have a greater impact in our lives?
-Do separation of powers and checks and balances make our government work too slowly?

Themes: Balance of Powers, Federalism, Articles, Branches of Government, US Constitution as a Living Document, Bill of Rights

1.  We will be in the Library for Day 3 and the final day of your multimedia projects on the 27 Amendments.  At this point you should be finishing up your outlines, working on a final script, ensuring you have met all the requirements on "Tasks/Objectives" doc, and putting together the production phase of your multi-forms of media for your final product. 

2. The US Constitution Resources:
-Outline Notes - Review and let me know if you have any question.
-Easy-to-Follow US Constitution Guide
-The United State Government - Download this slideshow
-National Archives "America's Founding Fathers"
-USConstitution.net
-National Constitution Center
-The Constitutional Convention - The Ratification Process
-The U.S. Constitution: An Enduring Document - U.S. State Department
-The US Government and what the Constitution says... - Slideshow #1
-The National Government Organization and Constitution - Slideshow #2
-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"?)

3. Bill of Rights - TED-ED Video - will be watched today as well for some classes.

Homework:
1. Yes, check Google Classroom.
___________________________________________________


U.S. HISTORY II - Period 3:
Essential Questions:
-Was the decade of the 1920's a time of innovation or conservatism?

-Why did a national culture develop in the 1920's?

-How did trends in fashion and music reflect the spirit of the 1920's?

-Why did Prohibition lead to more crime?
-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. We will be in the Library for Day 3 and the final day of your research on the various 1920's topics.  At this point you should be finishing up your outlines, working on a final script, ensuring you have met all the requirements on "Tasks/Objectives" doc, and putting together the production phase of your multi-forms of media for your final product.

2. The Roaring 1920's Resources
"The Roaring Twenties" - Slideshow
The 1920's Unit Review - Slideshare and very powerful images and information
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
"The Roaring Twenties Overview Essay" by Professor Joshua Zeitz of Harvard University
The Roaring Twenties - Movie (1939)
   -Movie Review

3. Later this week we will 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

Homework:
1. Yes, check Google Classroom.

_____________________________________________________

International Studies - Period 4
Essential Questions:

1. How do we think about POWER in the 21st Century?

2. How do we define our interest as a country?

3. What does "hard power" and "soft power" capability and how does it impact foreign policy?

4. How is power distributed?

Themes: War vs. Peace, Sustainable Change, Hard Power, Soft Power, Smart Power, North Korea, Kim Jong-Un, Nuclear Crisis in the 21st Century

1. We need to decide what your Final Exam will look like on Global Terrorism and National Security. Please begin brainstorming ideas and be specific. 

2. Please work on your current events for later this week.

Homework:

1. Yes, check Google Classroom. 

Day 68 - Monday

U.S. History I - Periods 1, 2 & 7: 
Essential Questions:

-What does it mean to have a representative government and live in a democratic society?

-What does it mean to be an "American"?
-What are the rights, liberties, and responsibilities of U.S. citizens?
-Is the U.S. Constitution a living document? If so, how is it a living document?
-Does our state government or federal government have a greater impact in our lives?
-Do separation of powers and checks and balances make our government work too slowly?

Themes: Balance of Powers, Federalism, Articles, Branches of Government, US Constitution as a Living Document, Bill of Rights

1.  We will be in the Library for Day 2 of your multimedia projects on the 27 Amendments.  At this point you should be finishing up your outlines, working on a final script, ensuring you have met all the requirements on "Tasks/Objectives" doc, and putting together the production phase of your multi-forms of media for your final product. 

2. The US Constitution Resources:
-Outline Notes - Review and let me know if you have any question.
-Easy-to-Follow US Constitution Guide
-The United State Government - Download this slideshow
-National Archives "America's Founding Fathers"
-USConstitution.net
-National Constitution Center
-The Constitutional Convention - The Ratification Process
-The U.S. Constitution: An Enduring Document - U.S. State Department
-The US Government and what the Constitution says... - Slideshow #1
-The National Government Organization and Constitution - Slideshow #2
-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"?)

3. Bill of Rights - TED-ED Video - will be watched today as well for some classes.

Homework:
1. Yes, check Google Classroom.
___________________________________________________


U.S. HISTORY II - Period 3:
Essential Questions:
-Was the decade of the 1920's a time of innovation or conservatism?

-Why did a national culture develop in the 1920's?

-How did trends in fashion and music reflect the spirit of the 1920's?

-Why did Prohibition lead to more crime?
-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. We will be in the Library for Day 2 of your research on the various 1920's topics.  At this point you should be finishing up your outlines, working on a final script, ensuring you have met all the requirements on "Tasks/Objectives" doc, and putting together the production phase of your multi-forms of media for your final product.

2. The Roaring 1920's Resources
"The Roaring Twenties" - Slideshow
The 1920's Unit Review - Slideshare and very powerful images and information
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
"The Roaring Twenties Overview Essay" by Professor Joshua Zeitz of Harvard University
The Roaring Twenties - Movie (1939)
   -Movie Review

3. Later this week we will 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

Homework:
1. Yes, check Google Classroom.

_____________________________________________________

International Studies - Period 4
Essential Questions:

1. How do we think about POWER in the 21st Century?

2. How do we define our interest as a country?

3. What does "hard power" and "soft power" capability and how does it impact foreign policy?

4. How is power distributed?

Themes: War vs. Peace, Sustainable Change, Hard Power, Soft Power, Smart Power, North Korea, Kim Jong-Un, Nuclear Crisis in the 21st Century

1. Students have decided to go with NORTH KOREA's Kim Jong-Un Regime AND have picked a question to discuss/debate "How should the International community ensure victory, stability, and end the Kim Jong Un regime in North Korea without further global consequences?

2.  Today will be Day 3 of our FISHBOWL ACTIVITY and Hard Power will be on the hot seat. Once on the hot seat, each team will have 5 minutes to present their power technique on the debate question above.  Additionally, the hot seat team will have 5 minutes to give their statements, evidence and counter-argue other teams. Next, the other power #1 will have 5 minutes to ask questions, debate, and counter your team's arguments. The last component will be the other power #2 will continue another 5 minutes to ask questions, debate, and counter your team's arguments. You ability to clarify your power diplomacy strategy, conduct a class discussion, debate, and defend your power diplomacy for 15 minutes will be essential toward your grade. Here is your Fishbowl Rubric.

3. Hard Power and Soft Power Readings and Resources:

• 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" (We will use this one in class!)
• 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
• Hillary Clinton and the Art of Smart Power
• Harvard Kennedy School and Joseph Nye article "Lesson's Learned Since 9/11: Narratives Matter"
• "Smart Power Initiatives" - Center for Strategic and International Studies

Homework:

1. Yes, check Google Classroom. 

Day 67 - Friday

U.S. History I - Periods 1, 2 & 7: 
Essential Questions:

-What does it mean to have a representative government and live in a democratic society?

-What does it mean to be an "American"?
-What are the rights, liberties, and responsibilities of U.S. citizens?
-Is the U.S. Constitution a living document? If so, how is it a living document?
-Does our state government or federal government have a greater impact in our lives?
-Do separation of powers and checks and balances make our government work too slowly?

Themes: Balance of Powers, Federalism, Articles, Branches of Government, US Constitution as a Living Document, Bill of Rights

1.  Please come to class first so that I can show you a sample of a multimedia project and how an organized outline looks. Then we will head to the Library. 

2. The US Constitution Resources:
-Outline Notes - Review and let me know if you have any question.
-Easy-to-Follow US Constitution Guide
-The United State Government - Download this slideshow
-National Archives "America's Founding Fathers"
-USConstitution.net
-National Constitution Center
-The Constitutional Convention - The Ratification Process
-The U.S. Constitution: An Enduring Document - U.S. State Department
-The US Government and what the Constitution says... - Slideshow #1
-The National Government Organization and Constitution - Slideshow #2
-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"?)

3. Bill of Rights - TED-ED Video - will be watched today as well for some classes.

Homework:
1. Yes, check Google Classroom.
___________________________________________________


U.S. HISTORY II - Period 3:
Essential Questions:
-Was the decade of the 1920's a time of innovation or conservatism?

-Why did a national culture develop in the 1920's?

-How did trends in fashion and music reflect the spirit of the 1920's?

-Why did Prohibition lead to more crime?
-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. We will be in the Library to work on your multimedia projects. Please meet me there!

2. The Roaring 1920's Resources
"The Roaring Twenties" - Slideshow
The 1920's Unit Review - Slideshare and very powerful images and information
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
"The Roaring Twenties Overview Essay" by Professor Joshua Zeitz of Harvard University
The Roaring Twenties - Movie (1939)
   -Movie Review

3. Next week we will 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

Homework:
1. Yes, check Google Classroom.

_____________________________________________________

International Studies - Period 4
Essential Questions:

1. How do we think about POWER in the 21st Century?

2. How do we define our interest as a country?

3. What does "hard power" and "soft power" capability and how does it impact foreign policy?

4. How is power distributed?

Themes: War vs. Peace, Sustainable Change, Hard Power, Soft Power, Smart Power, North Korea, Kim Jong-Un, Nuclear Crisis in the 21st Century

1. Students have decided to go with NORTH KOREA's Kim Jong-Un Regime AND have picked a question to discuss/debate "How should the International community ensure victory, stability, and end the Kim Jong Un regime in North Korea without further global consequences?

2.  Today will be continue our FISHBOWL ACTIVITY - Once on the hot seat, each team will have 5 minutes to present their power technique on the debate question above.  Additionally, the hot seat team will have 5 minutes to give their statements, evidence and counter-argue other teams. Next, the other power #1 will have 5 minutes to ask questions, debate, and counter your team's arguments. The last component will be the other power #2 will continue another 5 minutes to ask questions, debate, and counter your team's arguments. You ability to clarify your power diplomacy strategy, conduct a class discussion, debate, and defend your power diplomacy for 15 minutes will be essential toward your grade. Here is your Fishbowl Rubric.

3. Hard Power and Soft Power Readings and Resources:

• 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" (We will use this one in class!)
• 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
• Hillary Clinton and the Art of Smart Power
• Harvard Kennedy School and Joseph Nye article "Lesson's Learned Since 9/11: Narratives Matter"
• "Smart Power Initiatives" - Center for Strategic and International Studies

Homework:

1. Yes, check Google Classroom. 

Day 66 - Thursday

U.S. History I - Periods 1, 2 & 7: 
Essential Questions:

-What does it mean to have a representative government and live in a democratic society?

-What does it mean to be an "American"?
-What are the rights, liberties, and responsibilities of U.S. citizens?
-Is the U.S. Constitution a living document? If so, how is it a living document?
-Does our state government or federal government have a greater impact in our lives?
-Do separation of powers and checks and balances make our government work too slowly?

Themes: Balance of Powers, Federalism, Articles, Branches of Government, US Constitution as a Living Document, Bill of Rights

1.  Reflection/Feedback on Constitution USA - Forming a More Perfect Union???

2. Based off the Constitution USA - Forming a More Perfect Union video
   A. Does our state government or federal government have a greater impact in our lives?

   B. Is the U.S. Constitution a living document? If so, how is it a living document?

3. Many students will be on a field trip tomorrow for the English Honor's Program. Everyone else will have today to begin researching, organizing, and executing their multimedia project on the 27 Amendments. 

4. The US Constitution Resources:
-Outline Notes - Review and let me know if you have any question.
-Easy-to-Follow US Constitution Guide
-The United State Government - Download this slideshow
-National Archives "America's Founding Fathers"
-USConstitution.net
-National Constitution Center
-The Constitutional Convention - The Ratification Process
-The U.S. Constitution: An Enduring Document - U.S. State Department
-The US Government and what the Constitution says... - Slideshow #1
-The National Government Organization and Constitution - Slideshow #2
-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"?)

5. Bill of Rights - TED-ED Video - will be watched today as well for some classes.

Homework:
1. Yes, check Google Classroom.
___________________________________________________


U.S. HISTORY II - Period 3:
Essential Questions:
-Was the decade of the 1920's a time of innovation or conservatism?

-Why did a national culture develop in the 1920's?

-How did trends in fashion and music reflect the spirit of the 1920's?

-Why did Prohibition lead to more crime?
-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. We will continue watching The History Channel's The Decades: 1920-1929; Rumrunners, Moonshiners and Bootleggers - with a focus on "Mob City: Detroit" (Left off at 30:08 mark).

2. The Roaring 1920's Resources
"The Roaring Twenties" - Slideshow
The 1920's Unit Review - Slideshare and very powerful images and information
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
"The Roaring Twenties Overview Essay" by Professor Joshua Zeitz of Harvard University
The Roaring Twenties - Movie (1939)
   -Movie Review

3. Next week we will 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

Homework:
1. Yes, check Google Classroom.

_____________________________________________________

International Studies - Period 4
Essential Questions:

1. How do we think about POWER in the 21st Century?

2. How do we define our interest as a country?

3. What does "hard power" and "soft power" capability and how does it impact foreign policy?

4. How is power distributed?

Themes: War vs. Peace, Sustainable Change, Hard Power, Soft Power, Smart Power, North Korea, Kim Jong-Un, Nuclear Crisis in the 21st Century

1. Students have decided to go with NORTH KOREA's Kim Jong-Un Regime AND have picked a question to discuss/debate "How should the International community ensure victory, stability, and end the Kim Jong Un regime in North Korea without further global consequences?

2.  Today will be your FISHBOWL ACTIVITY - Once on the hot seat, each team will have 5 minutes to present their power technique on the debate question above.  Additionally, the hot seat team will have 5 minutes to give their statements, evidence and counter-argue other teams. Next, the other power #1 will have 5 minutes to ask questions, debate, and counter your team's arguments. The last component will be the other power #2 will continue another 5 minutes to ask questions, debate, and counter your team's arguments. You ability to clarify your power diplomacy strategy, conduct a class discussion, debate, and defend your power diplomacy for 15 minutes will be essential toward your grade. Here is your Fishbowl Rubric.

3. Hard Power and Soft Power Readings and Resources:

• 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" (We will use this one in class!)
• 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
• Hillary Clinton and the Art of Smart Power
• Harvard Kennedy School and Joseph Nye article "Lesson's Learned Since 9/11: Narratives Matter"
• "Smart Power Initiatives" - Center for Strategic and International Studies

Homework:

1. Yes, check Google Classroom. 

Day 65 - Wednesday

U.S. History I - Periods 1, 2 & 7: 
Essential Questions:

-What does it mean to have a representative government and live in a democratic society?

-What does it mean to be an "American"?
-What are the rights, liberties, and responsibilities of U.S. citizens?
-Is the U.S. Constitution a living document? If so, how is it a living document?
-Does our state government or federal government have a greater impact in our lives?
-Do separation of powers and checks and balances make our government work too slowly?

Themes: Balance of Powers, Federalism, Articles, Branches of Government, US Constitution as a Living Document, Bill of Rights

1.  Today we will continue watching Constitution USA - Forming a More Perfect Union, a PBS film - check Google Classroom for the Outline Response Sheet.

2. The US Constitution Resources:
-Outline Notes - Review and let me know if you have any question.
-Easy-to-Follow US Constitution Guide
-The United State Government - Download this slideshow
-National Archives "America's Founding Fathers"
-USConstitution.net
-National Constitution Center
-The Constitutional Convention - The Ratification Process
-The U.S. Constitution: An Enduring Document - U.S. State Department
-The US Government and what the Constitution says... - Slideshow #1
-The National Government Organization and Constitution - Slideshow #2
-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"?)

3. Bill of Rights - TED-ED Video - will be watched today as well for some classes.

Homework:
1. Yes, check Google Classroom.
___________________________________________________


U.S. HISTORY II - Period 3:
Essential Questions:
-Was the decade of the 1920's a time of innovation or conservatism?

-Why did a national culture develop in the 1920's?

-How did trends in fashion and music reflect the spirit of the 1920's?

-Why did Prohibition lead to more crime?
-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. Your Roaring 1920's Multimedia Project will be examined today - See Google Classroom and the shared Google Folder - and begin working on it today and for the next 6 nights for homework. I will not give you any additionally homework and we will be in the Library on Friday, Monday, and Tuesday.

2. We will begin 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" - Slideshow
The 1920's Unit Review - Slideshare and very powerful images and information
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
"The Roaring Twenties Overview Essay" by Professor Joshua Zeitz of Harvard University
The Roaring Twenties - Movie (1939)
   -Movie Review

4. Next week we will 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

5. 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

Homework:
1. Yes, check Google Classroom.

_____________________________________________________

International Studies - Period 4
Essential Questions:

1. How do we think about POWER in the 21st Century?

2. How do we define our interest as a country?

3. What does "hard power" and "soft power" capability and how does it impact foreign policy?

4. How is power distributed?

Themes: War vs. Peace, Sustainable Change, Hard Power, Soft Power, Smart Power, North Korea, Kim Jong-Un, Nuclear Crisis in the 21st Century

1. Students have decided to go with NORTH KOREA's Kim Jong-Un Regime AND have picked a question to discuss/debate "How should the International community ensure victory, stability, and end the Kim Jong Un regime in North Korea without further global consequences?

2. Please take a look at Google Classroom as I have given you a few important aspects of this discussion that you really need to consider and work towards. Today will be you final day to prepare for your power technique of HARD, SOFT, or SMART POWER in order to determine the outcomes and consequences of which diplomatic technique you will use in a Round-Table Discussion format.  Remember the key is to utilize your power diplomacy techniques to decide what is the best course of diplomacy in order to find a solution. On Thursday you will have a round-table debate.

3. Hard Power and Soft Power Readings and Resources:

• 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" (We will use this one in class!)
• 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
• Hillary Clinton and the Art of Smart Power
• Harvard Kennedy School and Joseph Nye article "Lesson's Learned Since 9/11: Narratives Matter"
• "Smart Power Initiatives" - Center for Strategic and International Studies

Homework:

1. Yes, check Google Classroom.