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.
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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.

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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.