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Monday, December 5, 2016

Day 58 - Monday

U.S. History I - Periods 1, 2 & 7: 
Essential Questions:
-When is revolutionary change justified?
-What does it mean to have a representative government and live in a democratic society?
-Why were states afraid of centralized authority and a strong central government post-American Revolution?
-What does every strong government need?

Themes: Federalist, Anti-Federalist, Balance of Powers, Federalism, Separation of Powers, Thomas Jefferson and John Adams.

1.  Two Videos:
Strong versus Weak Governments - Thomas Jefferson in John Adams, an HBO mini-series

Image result for Federalist states versus Anti-Federalist States

2.  Quick Understanding of Drafting the Constitution
-Who were the 55 delegates?
-Who were the key players?
-What was the biggest debate over Small States and Big States?
-Slavery in the U.S. Constitution - yah or nah?
***More on Slavery in the U.S. Constitution - please download and use the class worksheet to organize your ideas and answer the questions. "Why did the founding fathers keep slavery in the Constitution?"

3. Creating the New Constitution:
-Outline Notes
-The United State Government

1. Yes, check Google Classroom.

U.S. HISTORY II - Period 3:
Essential Questions:
-Should the United States fight wars to make the world safe for democracy?
-How did a war fought to 'save the world for democracy' end up threatening civil rights in America?
-What happens when individuals’ civil liberties are breached?
-How did World War I change America?
-Was the decade of the 1920's a time of innovation or conservationism?
-Should the USA limit immigration?
-Was the treaty of Versailles a fair and settlement for lasting world peace?

Themes: American Exceptionalism, Isolationism, Interventionism, Causes of World War I

1.  Your jigsaw activity and mini-presentations to each of your group mates will begin today. Everyone will have 10 minutes to organize their thoughts and ideas on how they will execute their presentation to the other groups, but remember you will need to show me that you have demonstrated clear understanding of your topic and can convey this message to others.

Group A - "Selling the War" - Was it just for the American government to "sell the war" to the American people? How supportive were Americans of selling the war?

Group B - "Attacks on Civil Liberties Increase" - How did a war fought to 'save the world for democracy' end up threatening civil rights in America? What happens when individuals' civil liberties are breached? 

Group C - "The War Encourages Social Change" - Did the social and economic changes that existed in the USA during WWI oppose or support American values? Who benefited and who struggled as a result of America's entry into WWI? 

2. The Homefront Resources:

A. Committee of Public Information:
Did the CPI undermine people's Civil Rights? How did it impact Private Businesses? Did it manipulate the minds of the American Public? Was it an effective use of government funds to sell the war to the nation?
CPI, Sedition Acts, and more - Slideshow
American Propaganda Machine - The CPI and George Creel
President Wilson, George Creel and Charles Gibson and the CPI
George Creel and CPI
Four-Minute Men
"Food will win the war" - Propaganda and the WIB

B. Civil Liberties/Immigration/Espionage and Sedition Acts:
Did the Espionage and Sedition Acts undermine people's Civil Rights? How? Should it have been overthrown by the U.S. Supreme Court?
CPI, Sedition Acts, and more - Slideshow
-Anti-immigrant hysteria
-Espionage and Sedition Acts
Espionage and Sedition Act of 1918
More on Espionage and Sedition Act from WWI
This has happened before, but 1918 was different!?!?!
Video on Alien-Sedition Acts of 1918
WWI and suppression of dissents

C. WWI - US Economy/Social Change
Social and Economic Changes - Maureen B. Fitzmahn, J.D., A Teacher's Blog
Social and Progressive Changes during WWI - Northern State University
How did the U.S. government gain control over the Economy?
Economics of WWI
War Finance Corp - William McAdoo
Detailed Essay on the War Finance Corp - Great introduction and Graphs/Charts at the end
WWI Era Economics and Transforming American Culture and Economy - Harvard Press

Weapons Americans produced
Shell-Shock in WWI - Video
More Shell-shock

3.  Great Migration - Tell me who, what, where, and why? + pages 598-600 in your Textbook

4. Read and review the website on the link on InfluenzaWhat impact did it have on Americans? Please watch the movie below to help you understand its impact.

5. Please review the resources below and answer the question: "Why didn't the Treaty of Versailles lay the foundation for a lasting peace in the world?"
Treaty of Versailles Political Cartoon Activity - Please Complete this in Class.
Treaty of Versailles Slideshow - Please download and review!
Woodrow Wilson Presidential Video - Please watch in class OR for homework.

5. The End of WWI 

1. Yes, check Google Classroom.

International Studies - Period 4
Essential Questions:
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

1. Zach will be presenting his current event on  Current Events format and Current Event Rubric should be reviewed CAREFULLY, which both should guide your lesson on Current Events.

2. What is Power? What events did you find online that represents Power Events of today?

"Ultimately, the only power to which man should aspire is that which he exercise over himself." 
                                                                   Elie Wiesel, prisoner at Buchenwald. 

"Simply put, power is the ability to effect the outcomes you want, and if necessary, to change the behavior of others to make this happen.
                                                       Joseph S. Nye Jr., 2002

3. Students will have a jigsaw activity where one member of the group becomes the "Captain" and the Captain will travel to other groups to explain their findings and then the remaining group members teach the "Captain" about their own topic on:

I. Student 1: Please read the Research Institute for European and American Studies (RIEAS) article "Being Hard on Soft Power" and answer the following questions:
A. Compare and contrast how this article views soft power and hard power? Which is it more critical of and why?
B. Summarize this articles' viewpoints on the United States Army in Iraq?

II. Student 2: Please read Hillary Clinton's perspective on Power
A. What is America's Role in the World?
B. What is critical for America, Europe and the World in the 21st Century?
C. Summarize this articles' viewpoints on global power, which countries are emerging?

III. Student 3: Please read Harvard Kennedy School and Joseph Nye article "Lesson's Learned Since 9/11: Narratives Matter"
A. How should we challenge terrorism according to Joseph Nye?
B. How did 9/11 change America's foreign policy approach?

4. Video on Joseph Nye: A TED Talk with Joseph Nye, July 2010

A portrait of Hillary Clinton at her desk

5. Hard Power and Soft Power Readings and Resources:
1. Yes, check Google Classroom. 

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