Essential Questions:
-To what extend did Thomas Jefferson live up to his ideals and beliefs?
-Was the War of 1812 a "second American Revolution"?
-Was the War of 1812 a "second American Revolution"?
Themes: James Madison's Presidency, Legacy of the War of 1812
1. We will quickly review the James Madison Packet and the 23 video questions are at the end of the packet. How was the History Channel's The War of 1812: First Invasion??? Any concerns with the questions? What were the biggest takeaways from the War of 1812 Video?
Tecumseh's Confederation and more in Ohio History Connection (Tecumseh and Tenskwatawa joining forces)
The Star Spangled Banner Transcript
Andrew Lambert Perspective - Group B
*Activity - While in groups split again into partners. Each partner will read one paragraph out loud, while the other partner listens. The read is just reading, however the listener is writing down anything they belief is significant - key people, terms, questions they may have about the event/topic. After each paragraph the pair (reader and documented note-taker) should discuss the key aspects and summarize of information they just read/listened too. Then you and your partner should switch roles on an off every paragraph. There are a total of 10 paragraphs in BOTH articles, so everyone should read 5 and write notes on 5. Here is a graphic organizer for BOTH students to fill out while they read/take notes - The War of 1812 Perspectives Graphic Organizer
3. Additionally, the team will look at the key aspects of creating a clear, controversial, and provable thesis statement pertaining to War of 1812. Your thesis can focus on any aspect of the war - a major battle, the outcome, or any controversial issue.
4. We will take the last 5-10 minutes of class to have a class-wide discussion and our focus will be on perspective and key takeaways from the War of 1812.
5. War of 1812 Resources:
War of 1812 - PBS - American Perspective
British Perspective
Classroom version of War of 1812
War of 1812 Primary Sources - National Archives
Tecumseh's Confederation and more in Ohio History Connection (Tecumseh and Tenskwatawa joining forces)
The Star Spangled Banner Transcript
2. The class will be split into two major groups - Group A & Group B:
Donald Hickey Perspective - Group AAndrew Lambert Perspective - Group B
*Activity - While in groups split again into partners. Each partner will read one paragraph out loud, while the other partner listens. The read is just reading, however the listener is writing down anything they belief is significant - key people, terms, questions they may have about the event/topic. After each paragraph the pair (reader and documented note-taker) should discuss the key aspects and summarize of information they just read/listened too. Then you and your partner should switch roles on an off every paragraph. There are a total of 10 paragraphs in BOTH articles, so everyone should read 5 and write notes on 5. Here is a graphic organizer for BOTH students to fill out while they read/take notes - The War of 1812 Perspectives Graphic Organizer
3. Additionally, the team will look at the key aspects of creating a clear, controversial, and provable thesis statement pertaining to War of 1812. Your thesis can focus on any aspect of the war - a major battle, the outcome, or any controversial issue.
4. We will take the last 5-10 minutes of class to have a class-wide discussion and our focus will be on perspective and key takeaways from the War of 1812.
5. War of 1812 Resources:
War of 1812 - PBS - American Perspective
British Perspective
Classroom version of War of 1812
War of 1812 Primary Sources - National Archives
1. NO, enjoy your weekend!
___________________________________________________
U.S. HISTORY II - Period 3:
Essential Questions:
-Did the United States foreign policy during the 1930's help promote World War II?
-Could the United States have prevented the outbreak of World War II?
-Should the United States sell arms to other nations?
-Should the United States have aided the Allies against the Axis Powers?
-Does the American security depend upon the survival of its Allies?
-Was war between the United States and Japan inevitable in World War II?
Themes: Evaluation of the New Deal, Causes of WWII, Major Participants of WWII
1. Since I was absent the last two days, we will quickly review what are the Major Causes and America's Foreign Policy of the 1930's:
a. What were the major causes of World War II?
b. How did America respond in the early 1930's-mid-1930's? Meaning, what was our foreign policy plan in the 1930's to what Germans and the Japanese were during in Europe and Asia?
-As a class we will discuss and comprehend the MAJOR CAUSES of World War II
-Causes of World War II - read with a partner and write down your thoughts, key ideas, and reaction.
*Evaluation: Which cause of WWII was most important and why?
-Early Phases of the War - Europeans, Americans, and 1939-1941.
-World War II Leaders - The basics
-WWII Leaders - Aggressors, Defenders, Victims, etc - A MUST SEE!!!
-Maps of World War II
-Summary of WWII
2. How did America respond in the early 1930's-mid-1930's? Meaning, what was our foreign policy plan in the 1930's to what Germans and the Japanese were during in Europe and Asia?
-American Foreign Policy from 1920 - 1941 slideshow - please download to your device and be able to take some notes.
3. Your job is to do your research on finding political cartoons and picking ONE political cartoon that depicts the causes of World War II or the spirit of American's foreign policy in the 1930's and everyone will walk the gallery and analyze the different pieces of cartoons. Check out Google Classroom for the specific details and links I have provided you with.
4. Be ready to share it with your classmates and me tonight and tomorrow you must have a printed up hard copy! Everyone must have a HARD COPY of their political cartoon!
Things to look for:
Themes?
Cause?
Personnel?
Symbolism?
Caption messages/ A Hook?
Perspective?
Why was the document created?
Questions raised?
Whose perspective is NOT shown?
5. Please begin working on the World War II packet, which is due by Friday. It will take you about 1.5 hours to complete the whole packet which includes identify key people/terms, creating student timelines, and understanding America's role in World War II. Do NOT wait until the last minute!
1. Since I was absent the last two days, we will quickly review what are the Major Causes and America's Foreign Policy of the 1930's:
a. What were the major causes of World War II?
b. How did America respond in the early 1930's-mid-1930's? Meaning, what was our foreign policy plan in the 1930's to what Germans and the Japanese were during in Europe and Asia?
-As a class we will discuss and comprehend the MAJOR CAUSES of World War II
-Causes of World War II - read with a partner and write down your thoughts, key ideas, and reaction.
*Evaluation: Which cause of WWII was most important and why?
-Early Phases of the War - Europeans, Americans, and 1939-1941.
-World War II Leaders - The basics
-WWII Leaders - Aggressors, Defenders, Victims, etc - A MUST SEE!!!
-Maps of World War II
-Summary of WWII
2. How did America respond in the early 1930's-mid-1930's? Meaning, what was our foreign policy plan in the 1930's to what Germans and the Japanese were during in Europe and Asia?
-American Foreign Policy from 1920 - 1941 slideshow - please download to your device and be able to take some notes.
3. Your job is to do your research on finding political cartoons and picking ONE political cartoon that depicts the causes of World War II or the spirit of American's foreign policy in the 1930's and everyone will walk the gallery and analyze the different pieces of cartoons. Check out Google Classroom for the specific details and links I have provided you with.
4. Be ready to share it with your classmates and me tonight and tomorrow you must have a printed up hard copy! Everyone must have a HARD COPY of their political cartoon!
Things to look for:
Themes?
Cause?
Personnel?
Symbolism?
Caption messages/ A Hook?
Perspective?
Why was the document created?
Questions raised?
Whose perspective is NOT shown?
5. Please begin working on the World War II packet, which is due by Friday. It will take you about 1.5 hours to complete the whole packet which includes identify key people/terms, creating student timelines, and understanding America's role in World War II. Do NOT wait until the last minute!
1. NO, enjoy your weekend!
_____________________________________________________
International Studies - Period 4
Essential Questions:
1. What does international studies mean and how do we define Internationalism?
2. How do we form and shape our identities?
3. Is mankind inherently good or evil? How do different cultures shape the definitions of good and evil?
4. Have the forces of good and evil changed overtime, and if so, how and why?
3. Is mankind inherently good or evil? How do different cultures shape the definitions of good and evil?
4. Have the forces of good and evil changed overtime, and if so, how and why?
Themes: PEGS, International Studies, Global Awareness, Current Events and finding News.
1. Make sure you have a HARD COPY of the Quote Activity for TODAY's class. Please do NOT forget this!! You all will be presenting your quotes today to your classmates and I.
2. Yesterday, you were asked to look at Current Events on the BHS Database and to get a better idea of what event you might decide upon for our weekly student-led discussion topics. Today we will take a closer look at your responsibilities and examine what the weekly student-led discussions will look like. Current events - Dates you are assigned and your responsibilities. Also, here is the current event format and the current event rubric.
3. If time permits, we will look at an Global Exceleration article call Humans and Humans - The accelerated rate of history from 1945-Present day (well closer to 2007).
*Everyone reads the beginning together
Group Breakout
Group A - "Humans and their environment"
Group B - "Humans and other Humans"
Group C - "Humans and ideas"
4. Response to Humans and Humans:
What is your reaction? What did you find as the biggest takeaways? Are human beings causes solutions or problems? If you were to write a fourth section, what would it be called and what would the major topics and takeaways?
Homework:
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