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Thursday, December 15, 2016

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"
-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.

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:

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:
1. Yes, check Google Classroom. 

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