Day 102 - Welcome Back from February Break!

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

-How revolutionary was the Market Revolution in the early 19th Century in American History?
-Why was Industrialization so complex and yet dynamic?

Themes:  Market Revolution, Industrialization, Cotton Gin, Transportation Revolution, Immigration, Population shifts

1. South Carolina Republican Primary and Nevada Democratic Caucus results.
-Who's STILL IN and who is now OUT?
-Photos, Scissors, Glue, String, and white paper - Let's have a political party!?!? We will put together our BIG PAPER collage of the 2016 Presidential Candidates using your clear color visuals, glue sticks, string and popsicle sticks.
-The Polls - RealClearPolitics
-Your guide to the 2016 presidential candidates - The Washington Examiner

2. Take a quick peek at the article on "The Market Revolution" and the resources below.
Industrialization Resources:
American population growth from 1820 to 1860

Cotton Production 1820 versus 1860

Map of USA expanding infrastructure - Roads and Canals
Maps of American Railroads expansion from East Coast to the West
Development of Railroads from 1830-1990's
Transportation Revolution

3. Let's share our ideas from the questions you completed right before the February Break in partners and then we will design thesis statements.

A. What are the factors that contributed to the Market Revolution?

B. How did the Market Revolution of the 19th Century radically shift commerce (trade) and a way of life for millions of Americans?



4.  The Agricultural Revolution Article VS. The New Agricultural Revolution - What is it? How does Agriculture impact societies?
-Population Density (Look at 1700 vs. 1950) What patterns do you see? What argument can these data charts provide us?
-Population Chart #2
-The Agricultural Revolution Slideshow

Economic Revolutions - Agricultural Revolution from Tim Bonnar

5. Francis Cabot Lowell Video - What was most significant about the Lowell Cotton Mills in New England?
-The Cotton Gin

6. Transportation and Industrial Revolution Slideshow

7. Immigration Percentage Charts
-Foreign Born Immigrants per state 2000
-Where were Immigrants coming from? Pie Charts
-Basic Immigration in American in the 1700-1850's Slideshow
-Immigration in America 1830-1860
-German and Irish Immigrant Chart in USA
-Chart #2 - Germans and Irish vs the rest of Immigrants

Homework:

1. Please make sure you have DOWNLOADED the Nationalism and Economic Development packet and save in your Binder. You should begin working on this first THREE pages tonight for homework please. I will collect this entire packet by Thursday on Google Classroom. 

___________________________________________________

U.S. HISTORY II - Period 1:
Essential Questions:
-Was war between the United States and Japan inevitable in World War II?
-How did the United States respond to the attack at Pearl Harbor?
 How does volunteerism demonstrate civic responsibility?
-How did America utilize it's home-front during World War II?
-How important was the home-front to the United States's victory in World War II? 
-How did World War II serve as catalyst for social change in America?

Themes:  Pearl Harbor Attack reaction, The American Homefront,

1. How does America react to Pearl Harbor
Headline News
Eye Witness Accounts of People's Reactions
Reactions/Headlines/Internment of Japanese-Americans

2. Let's discuss the fact that very few of you did the assignment!!
-The Century: America's Time - 1941-1945: The American Homefront. What were the three most interesting concepts you learned about the American Homefront from this video (4-6 sentence in total)

 


3. The Volunteer efforts of Americans and the Civil Responsibility of "Citizen Soldiers" during a period of National Emergency of World War II. As each group presents, students will be filling out their Citizen Soldiers Contribution Sheet, so please download this sheet.

4. WAR PRODUCTION, COMMUNICATION, CONTRIBUTIONS, CIVIL RIGHTS are the major themes. Over the next few days our focus is going to be how the National Government initiated War Productions and then communicated to the American citizen.  Additionally, we will discuss the individual groups that contributed to the war cause and the aftermath of civil rights movements based on major discrimination acts that took place during World War II in America.

-At home you should please continue researching on the Volunteer efforts of Americans and the Civil Responsibility of "Citizen Soldiers" during a period of National Emergency called World War II. Each of you will be assigned a group and you must be ready to present your case to the class on Wednesday.  As each group presents, students will be filling out their Citizen Soldiers Contribution Sheet - The other groups will teach you about the other topics and you will not have to fill them out until Wednesday's class presentations. Additionally, we will discuss the individual groups that contributed to the war cause and the aftermath of civil rights movements based on major discrimination acts that took place during World War II in America.

- You must create digital content on your own topic with your groupmates and present it in class on WEDNESDAY!  Over the next few days our focus is going to be:

A. How the National Government initiated War Productions and then communicated to the American citizen?   and

B. Pick one other essential question above and how it applies to your specific group.

C. PLEASE Find a song from World War II on your topic and include it for your presentation on WWII home-front contributions. Please bring in the hard copy and a electronic soundbite of that song to share with your classmates (I will set up a Google Document for your guys to put it all together in one document for the class.  We will explore the most popular songs and themes found within those songs after the presentations.

5. *Group Categories:

1. Contributions and conservation
-Focus on Large corporations, volunteer groups, etc (NOT on Women!!)

2. Communication
-How did the US government communicate the message of volunteerism and selling the war to America?

3. Women
-What did women do to contribute to the war effort, both at home and abroad?

4. African Americans AND Mexican-Americans and any other minority groups
-What did African Americans and other minority groups do to contribute to the war effort? What was their experience like during the war, both at home and abroad?

6. World War II Homefront Resources:
Please read, analyze, watch, and discuss as a group the following resources - You must use them in FOR YOUR RESEARCH AND PRESENTATIONS:

   A. American Troops in World War II

   B. America's Home-front during World War II - Pages 769-774 AND 796-801

   C.The Smithsonian - Home front Propaganda  - What are the main ideas of the posters use pages 4-9?

   D. Home front Documents - Photographs and Various Documents
- Each group must take ONE photograph and ONE document to analyze.
-How did WWII affect the lives of women and African Americans?
-Explain the meaning of Executive Order 8802?
-How did Executive Order 8802 lay the foundation for the upcoming civil rights movement in the years after WWII?

   E. A series of short video clips on various topics involving Women, Food, Investments, and other subject. Look at the title of the "Playlist" and click on the video that would apply to your subject.



World War II Photography Gallery from Time Magazine:
U.S. Home-front During World War II
The National WWII museum - lots of images, primary sources, outline of WWII, and WWII by the numbers!
Library of Congress - World War II Primary Sources
American Women in World War II
America's WWII in Color - PBS special

Homework:
1. Please read (Chapter 25 - Section 1 "Mobilizing for Defense" pages 768-774 AND the resources ABOVE) and do your very best to learn the material to become an EXPERT on the Volunteer efforts of Americans and the Civil Responsibility of "Citizen Soldiers" during a period of National Emergency called World War II.
-Each of you will be assigned a group and you must be ready to present your case to the class on Wednesday.  As each group presents, students will be filling out their Citizen Soldiers Contribution Sheet - The other groups will teach you about the other topics and you will not have to fill them out until Wednesday's class presentations. Additionally, we will discuss the individual groups that contributed to the war cause and the aftermath of civil rights movements based on major discrimination acts that took place during World War II in America.

- You must create a brief digital content (Slideshow with just a few slides with content and photos on your own topic) with your group-mates and be prepared to present it in class on WEDNESDAY!  
_____________________________________________________

International Studies - Period 7
Essential Questions:
1. What does international studies mean?
2. Should we enforce the Universal Declaration of Human Rights in countries not our own? If so, how? If not, why?
3. Is the world safer today with the United Nations than it was in 1945?
4. Is the United Nations an effective peace-keeping organization?
5. What should be done to improve the effectiveness of the United Nations?

Themes:  United Nations, Peacekeeping, Universal Declaration of Human Rights, Globalization

1. You will  finish your test on the United Nation's history, principles, organization, and Peacekeeping Missions.

2. We will watch the Human Rights video and then make sure you can answer "What are Human Rights and how are they coded?" and "When in history have Human Rights been threatened or violated?" An awesome video on the 30 Articles of Human Rights under the Universal Declaration of Human Rights and answer the question "How do Human Rights build more equitable and good in a global society?"



3. Peacekeeping Missions - You the link to examine where and why peacekeeping missions are currently happening?
UN Peacekeeping Operations - Additionally, check out the data/facts on current Peacekeeping Missions - please look at the tabs on the right hand side as well that share Troops, Fatalities, Gender, Reports, and the actual data-maps on the right hand side of this website.
-What statistics/facts pop out the most to you?  Why?
-What evaluations can we make from this data?

3. Peacekeeping Resources:
-United Nations Peacekeeping Missions
-University of California organized a UN resources guide - Honestly, the BEST and most ORGANIZED I have seen yet on how to research issues concerning the United Nations.
-An impressive viewing of MANY UN Peacekeeping videos - Nearly 5 hours worth of short clips from many Peacekeeping Operations.

Homework:
1. Universal Declaration of Rights + Outline of the Universal Declaration of Rights
-Summarize the key points of the UN's preamble, purpose, and principles using the above links. You should do this by creating a Two-Column Chart, which gives the details/development of the preamble, then purpose, and then principles on the right hand side and then on the left side create the SO WHAT FACTOR based on your summary of the details/developments.