Essential Questions:
-To what extend did James Madison became an American Hero?
-Was the War of 1812 a "second American Revolution"?
-Was the Monroe Doctrine a policy of expansion or self-defense?
-Was the Monroe Doctrine a disguise for American Imperialism?
-Was the War of 1812 a "second American Revolution"?
-Was the Monroe Doctrine a policy of expansion or self-defense?
-Was the Monroe Doctrine a disguise for American Imperialism?
Themes: James Madison's Presidency, Legacy of the War of 1812, James Monroe's Presidency, The American System
1. The class will be split into two major groups - Group A & Group B:
Donald Hickey Perspective - Group A
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
2. 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.
3. Quick wrap-up discussion - What was the legacy of the War of 1812?
4. We will have a very quick review of Chapter 7, but in the meantime please download the Themes from 1812-1860 Packet - Our focus will be Themes and James Monroe tomorrow. Chapter 7 - Section 1 Regional Economies Create Differences & Section 2 Nationalism at Center Stage and students will organize and document the major themes and then major events that happen by creating a TOP-DOWN WEB. Additionally, students will complete American System and James Monroe Handout.
Donald Hickey Perspective - Group A
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
2. 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.
3. Quick wrap-up discussion - What was the legacy of the War of 1812?
4. We will have a very quick review of Chapter 7, but in the meantime please download the Themes from 1812-1860 Packet - Our focus will be Themes and James Monroe tomorrow. Chapter 7 - Section 1 Regional Economies Create Differences & Section 2 Nationalism at Center Stage and students will organize and document the major themes and then major events that happen by creating a TOP-DOWN WEB. Additionally, students will complete American System and James Monroe Handout.
1. Yes, check Google Classroom.
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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. Quick recap from Friday's class - *Evaluation Skill: Which cause of WWII was most important and why?
2. We will review the following:
-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!!!
-Fascism versue Communism
-Maps of World War II
3. 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.
4. Be ready to share it with your classmates and Mr. Parkin today. 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 Thursday morning. 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!
6. World War II Resources:
Causes of World War II - already covered on Friday
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
Summary of WWII
7. How does America react to Pearl Harbor
Headline News
Eye Witness Accounts of People's Reactions
Reactions/Headlines/Internment of Japanese-Americans
1. Quick recap from Friday's class - *Evaluation Skill: 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!!!
-Fascism versue Communism
-Maps of World War II
3. 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.
4. Be ready to share it with your classmates and Mr. Parkin today. 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 Thursday morning. 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!
6. World War II Resources:
Causes of World War II - already covered on Friday
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
Summary of WWII
Headline News
Eye Witness Accounts of People's Reactions
Reactions/Headlines/Internment of Japanese-Americans
1. Yes, check Google Classroom.
_____________________________________________________
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. Does anyone have any questions on Current events - Dates you are assigned?
How about any questions on the current event format and the current event rubric? Who is going first this Friday?
How about any questions on the current event format and the current event rubric? Who is going first this Friday?
2. 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"
3. 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?4. Which country does the most good for the world?
Homework:
1. Yes, check Google Classroom!
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