Day 51 - Thursday

U.S. History I - Periods 1, 5, and 6: 

Essential Questions:

-Is America a land of opportunity?
-Should the United States fear a national debt?
-Did the Articles of Confederation provide the USA an effective government?
-Did Daniel Shays cause permanent change in America?

 Themes: Self-government, Individualism, Equality/Liberty vs. Hierarchy/Order, Opportunity vs. Control

1. Period 6 ONLY will finish watching "Shay's Rebellion: America's First Civil War." As you watch the video below, please complete the Multiple Choice Test (66 questions = 1.5 point each = 66 total points. Mr. Parkin will hand out a paper-copy in class.

Period 1 Completed
Period 5 Completed.
Period 6 left off 26:16. 

 


2. Once you have finished the video on Shays' Rebellion - Please reflect with a small group and then get ready to discuss and answer the following questions with the entire class:
a. Was this video an effective representation of Shays' Rebellion?
b. What did you like or dislike about the video?
c. What happens when citizens feel like their government is no longer supporting them?
d. f. Do you think the government today supports the common man?

e. Do you think our nation could go through a Civil War again?

f. What issues today do you think could potential cause a Civil War?

3. Part I: Is Government Necessary?  - Discuss

4. Part II: What do we want from Government? - Discuss

5. What does every strong government need?  Come up with a list that is original and your own please. Think about visual representations for EACH of your themes. Directions for this activity of Is Government Necessary?, What Do We Want from Government?, Every Strong Governments Need?

Homework:

1. Directions: Is Government Necessary?, What Do We Want From Government? What does every strong government need? Come up with ideas and brainstorm how you can put your list into a visual account that CLEARLY represents a government that is build to be strong.  Things about themes or the pillars of which you government is supported from. It SHOULD not look exactly like the United States as we have some major flaws in our government that does not always work. a list that is original and your own please, which means you need to think outside the box and cannot model off all aspects of America's system of government. Think about visual representations for EACH of your themes. 

2. Rubric of "Is Government Necessary? ,What does every strong government need?, What Do We Want From Government?
__________________________________________________

U.S. HISTORY II - Period 4:

U.S. Curriculum Essential Questions:

-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?

-Was the decade of the 1920's a time of innovation or conservationism?

-Should the USA limit immigration?

Themes: Worker Unions, Red Scare, Nativism, Immigration, Jazz Age, Pop Culture, Consumerism

1. The Jazz Age hits Main Street
A brief Slideshow on The Jazz Age
The 1920's Slideshow

2. Exploring The Roaring 1920's with several different Resources: What was the GOOD, the BAD, and the Legacy?

Population Chart of the USA - Patterns from 1900 - 1920?

Primary Sources and Gilder Lehrman Overview

The Roaring Twenties - Movie (1939)

   -Movie Review

"The Roaring Twenties" - Slideshow of the 1920's Decade

3. Students will go off an explore the The Jazz Age by PBS and Ken Burns  - 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. In small groups please 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. Come back ready to discuss what you found about The Jazz Age Musicians - I want to know key musicians, style of music, types of instruments, did the music reflect the 1920's, what did the music reflect upon?

2. Due Monday, November 17th - Index Cards and 1920's Exploration Mini-Project - read, examine, and begin your research for this project that is due by Monday. 

_____________________________________________________

International Studies - Period 2

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. Your ROUND-TABLE DISCUSSION will continue today with ISIS as the main topic.  You have 5 minutes to review, organize and be strategic about asking good questions, preparing a strong thesis statement, and planning effective arguments on the ISIS crisis in Syria and Iraq and applying the use of HARD POWER, SOFT POWER, OR SMART POWER as a measure to achieving diplomatic relationships globally. Your actions will impact the world and you need to decide the course of action you would take.  

2. Students will have read the following articles in their particular groups. 

I. Group 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. Group 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. Group 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?

3. We will finish the video on Joseph Nye: A TED Talk with Joseph Nye, July 2010




4. 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"
• 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"
• "Get Smart" by Joseph Nye
• The Effectiveness of Hard and Soft Power in Contemporary International Relations
• The Washington Post Article "What Putin gets about Soft Power"
• "A Hard look at Soft Power in East Asia" by Gary Schmitt of American Enterprise Institute
• Soft Power and using other Powers - A collection of CURRENT ARTICLE from the Huffington Post
• Foreign Policy Journal "What China and Russia don't get about Soft Power" from Joseph Nye
• The Brookings Institute "Continuity and Change: China's Attitude Toward Hard and Soft Power"
• Asia Times Online "China Swims Against Soft Power Tide" by Tim Kumpe

Homework:

1. Complete your a student grade for one individual in another group by filling out a Round-Table Rubric.

2. Please answer the following questions:
Why is it difficult for world leaders to make decisions about Hard Power, Soft Power and Smart Power? Why is it difficult for world leaders (US included) to solve the Hong Kong Protest Issue and ISIS terrorism issue?  Should the US be involved? Why or why not?

3. For Next Monday - What is Diplomacy? - Explore, learn, and examine this website and then discuss with your classmates on Google Classroom - Due by Tuesday, November 18th.
Diplomacy Videos 

Day 50 - Wednesday - Awesome to start the week on Hump Day!!

U.S. History I - Periods 1, 5, and 6: 

Essential Questions:

-Is America a land of opportunity?
-Should the United States fear a national debt?
-Did the Articles of Confederation provide the USA an effective government?

 Themes: Self-government, Individualism, Equality/Liberty vs. Hierarchy/Order, Opportunity vs. Control

1. We will finish watching "Shay's Rebellion: America's First Civil War." As you watch the video below, please complete the Multiple Choice Test (66 questions = 1.5 point each = 66 total points. Mr. Parkin will hand out a paper-copy in class.

Period 1 left off at 13.45
Period 5 left off at 22:59
Period 6 needs to start the video. 

 


2. Once you have finished the video on Shays' Rebellion - Please reflect with a small group and then get ready to discuss and answer the following questions with the entire class:
a. Was this video an effective representation of Shays' Rebellion?
b. What did you like or dislike about the video?
c. What happens when citizens feel like their government is no longer supporting them?
d. f. Do you think the government today supports the common man?

e. Do you think our nation could go through a Civil War again?

f. What issues today do you think could potential cause a Civil War?

3. What does every strong government need?  Come up with a list that is original and your own please. Think about visual representations for EACH of your themes. Directions for this activity of Strong Governments Need.

Homework:

1. Directions: What does every strong government need?  Come up with a list that is original and your own please. Think about visual representations for EACH of your themes. 

2. Rubric of "What does every strong government need?
__________________________________________________

U.S. HISTORY II - Period 4:

U.S. Curriculum Essential Questions:

-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?

-Was the decade of the 1920's a time of innovation or conservationism?

-Should the USA limit immigration?

Themes: Worker Unions, Red Scare, Nativism, Immigration, Jazz Age, Pop Culture, Consumerism

1. Skit Review and Pass back the rubrics.

2. Write a reflective response to the following ESSENTIAL QUESTIONS: What happens when individuals’ civil liberties are breached? How did your trials fundamentally change the attitudes of Americans in the 1920's?

3. Exploring The Roaring 1920's with several different Resources: What was the GOOD, the BAD, and the Legacy?

Population Chart of the USA - Patterns from 1900 - 1920?

Primary Sources and Gilder Lehrman Overview

The Roaring Twenties - Movie (1939)

   -Movie Review

"The Roaring Twenties" - Slideshow of the 1920's Decade

4. The Jazz Age hits Main Street
A brief Slideshow on The Jazz Age
The 1920's Slideshow

5. Students will go off an explore the The Jazz Age by PBS and Ken Burns  - 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

6. In small groups please 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

7. 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. Come back ready to discuss what you found about The Jazz Age Musicians - I want to know key musicians, style of music, types of instruments, did the music reflect the 1920's, what did the music reflect upon?

2. Due Monday, November 17th - Index Cards and 1920's Exploration Mini-Project - read, examine, and begin your research for this project that is due by Monday. 

_____________________________________________________

International Studies - Period 2

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. Your ROUND-TABLE DISCUSSION will begin today.  You have 20 minutes to review, organize and be strategic about asking good questions, preparing a strong thesis statement, and planning effective arguments on the Hong Kong Protests and The Islamic State In Syria organization and applying the use of HARD POWER, SOFT POWER, OR SMART POWER as a measure to achieving diplomatic relationships globally. Your actions will impact the world and you need to decide the course of action you would take.  

2. Students will have read the following articles in their particular groups. 

I. Group 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. Group 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. Group 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?

3. We will finish the video on Joseph Nye: A TED Talk with Joseph Nye, July 2010




4. 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"
• 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"
• "Get Smart" by Joseph Nye
• The Effectiveness of Hard and Soft Power in Contemporary International Relations
• The Washington Post Article "What Putin gets about Soft Power"
• "A Hard look at Soft Power in East Asia" by Gary Schmitt of American Enterprise Institute
• Soft Power and using other Powers - A collection of CURRENT ARTICLE from the Huffington Post
• Foreign Policy Journal "What China and Russia don't get about Soft Power" from Joseph Nye
• The Brookings Institute "Continuity and Change: China's Attitude Toward Hard and Soft Power"
• Asia Times Online "China Swims Against Soft Power Tide" by Tim Kumpe

Homework:

1. Complete your a student grade for one individual in another group by filling out a Round-Table Rubric.

2. Please answer the following questions:
Why is it difficult for world leaders to make decisions about Hard Power, Soft Power and Smart Power? Why is it difficult for world leaders (US included) to solve the Hong Kong Protest Issue and ISIS terrorism issue?  Should the US be involved? Why or why not?

3. What is Diplomacy? - Explore, learn, and examine this website and then discuss with your classmates on Google Classroom - Due by Friday, November 14th.
Diplomacy Videos 

Day 49 - Happy Friday Everyone and enjoy your long weekend!!

U.S. History I - Periods 1, 5, and 6: 

Essential Questions:

-Is America a land of opportunity?
-Should the United States fear a national debt?
-Did the Articles of Confederation provide the USA an effective government?

 Themes: Self-government, Individualism, Equality/Liberty vs. Hierarchy/Order, Opportunity vs. Control

1. We will watch "Shay's Rebellion: America's First Civil War." As you watch the video below, please complete the Multiple Choice Test (66 questions = 1.5 point each = 66 total points. Mr. Parkin will hand out a paper-copy in class.

 

Homework:

1. None, enjoy your long weekends and be prepared to work hard next Wednesday. 

__________________________________________________

U.S. HISTORY II - Period 4:

U.S. Curriculum Essential Questions:

-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?

-Was the decade of the 1920's a time of innovation or conservationism?

-Should the USA limit immigration?

Themes: Worker Unions, Red Scare, Nativism, Immigration, Jazz Age, Pop Culture, Consumerism

1. Your skits will be completed today in class.  You have the first 5-10 minutes to prepare and practice your skits. The idea is that you will utilize your 2 teams that represent the Trials of the 1920's, either Sacco and Vanzetti OR The Scopes Trial to demonstrate to the rest of the class why these two trials signaled a change in the culture of the 1920's.  Group #1 will take Sacco and Vanzetti, Group 2 will take The Scopes Trial.  Your skit must be 3 minutes in length, include props, everyone plays a part in the skit and you may NOT hide.  Skits are due on Thursday in the beginning of class. Here is the Skit Rubric - I STRONGLY SUGGEST you review with your team. 

2. Write a reflective response to the following ESSENTIAL QUESTIONS: What happens when individuals’ civil liberties are breached? How did your trials fundamentally change the attitudes of Americans in the 1920's?

3. Exploring The Roaring 1920's with several different Resources: What was the GOOD, the BAD, and the Legacy?

Population Chart of the USA - Patterns from 1900 - 1920?

Primary Sources and Gilder Lehrman Overview

The Roaring Twenties - Movie (1939)

   -Movie Review

"The Roaring Twenties" - Slideshow of the 1920's Decade

4. 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. In small groups please 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

6. 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. None, enjoy the long weekend - I will guarantee that next week you have some work to catch up on though.  

_____________________________________________________

International Studies - Period 2

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. Research the Hong Kong Protests and The Islamic State In Syria organization and applying the use of HARD POWER, SOFT POWER, OR SMART POWER as a measure to successfully correct these important current events. 

2. Students will have read the following articles in their particular groups. 

I. Group 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. Group 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. Group 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?

3. We will finish the video on Joseph Nye: A TED Talk with Joseph Nye, July 2010




4. 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"
• 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"
• "Get Smart" by Joseph Nye
• The Effectiveness of Hard and Soft Power in Contemporary International Relations
• The Washington Post Article "What Putin gets about Soft Power"
• "A Hard look at Soft Power in East Asia" by Gary Schmitt of American Enterprise Institute
• Soft Power and using other Powers - A collection of CURRENT ARTICLE from the Huffington Post
• Foreign Policy Journal "What China and Russia don't get about Soft Power" from Joseph Nye
• The Brookings Institute "Continuity and Change: China's Attitude Toward Hard and Soft Power"
• Asia Times Online "China Swims Against Soft Power Tide" by Tim Kumpe

Homework:

1. Complete your preparation for your ROUND-TABLE DISCUSSION on YOUR ASSIGNED POWER: SOFT POWER, HARD POWER or SMART POWER and why this power is the best course of action for the 21st century, especially The Hong Kong Protest and ISIS organization. You need to be persuasive and have to stick to your assigned power.  Tomorrow we will complete a round-table discussion/debate. Here is your Round-Table Rubric.

Day 48 - Thursday

U.S. History I - Periods 1, 5, and 6: 

Essential Questions:

-Is America a land of opportunity?
-Should the United States fear a national debt?
-Did the Articles of Confederation provide the USA an effective government?

 Themes: Self-government, Individualism, Equality/Liberty vs. Hierarchy/Order, Opportunity vs. Control

1. The Articles of Confederation - Summary and Primary Source Analysis

2. Quiz on Republicanism, The Continental Congress, and Articles of Confederation.  

3. Shay's Rebellion: America's First Civil War: As you watch the video below, please complete the Multiple Choice Test (66 questions = 1.5 point each = 66 total points. Mr. Parkin will hand out a paper-copy in class.

 

Homework:

1. Please read and highlight the summary on Shays Rebellion and have a cause-and-effect graphic organizer that illustrates an effective understanding. 

2. Please review the Shays Rebellion Questions and let me know if you don't understand any of the questions. 

__________________________________________________

U.S. HISTORY II - Period 4:

U.S. Curriculum Essential Questions:

-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?

-Was the decade of the 1920's a time of innovation or conservationism?

-Should the USA limit immigration?

Themes: Worker Unions, Red Scare, Nativism, Immigration, Jazz Age, Pop Culture, Consumerism

1. You will need to organize your 2 teams that represent the Trials of the 1920's, either Sacco and Vanzetti OR The Scopes Trial.  Group #1 will take Sacco and Vanzetti, Group 2 will take The Scopes Trial.  Your jobs are to COMPARE AND CONTRAST the effective research on your trial from last night and then your group will plan and create a skit to illustrate your understanding of your trial. Your skit must be 3 minutes in length, include props, everyone plays a part in the skit and you may NOT hide.  Skits are due on Thursday in the beginning of class. Here is the Skit Rubric - I STRONGLY SUGGEST you review with your team. 

2. Exploring The Roaring 1920's with several different Resources: What was the GOOD, the BAD, and the Legacy?

Population Chart of the USA - Patterns from 1900 - 1920?

Primary Sources and Gilder Lehrman Overview

The Roaring Twenties - Movie (1939)

   -Movie Review

"The Roaring Twenties" - Slideshow of the 1920's Decade

3. 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. In small groups please 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. Your skit must be 3 minutes in length, include props, everyone plays a part in the skit and you may NOT hide.  Skits are due on Thursday in the beginning of class. Here is the Skit Rubric - I STRONGLY SUGGEST you review with your team.  SKITS ARE DUE TOMORROW!

***Plan accordingly for the Trials of the 1920's - Sacco and Vanzetti AND The Scopes Trial.  Group will take Sacco and Vanzetti, Group 2 will take The Scopes Trial.  Your jobs are to effective illustrate you have become an expert and understanding of your trial by conducting a team-lead skit for your classmates and I.   

_____________________________________________________

International Studies - Period 2

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. Research current events online and compile a list of 25 as a class and then go through the list eyeballing and then giving a one to two sentence explaination as to why the event is HARD POWER, SOFT POWER, OR SMART 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

2. Students will have read the following articles in their particular groups. 

I. Group 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. Group 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. Group 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?

3. We will finish the video on Joseph Nye: A TED Talk with Joseph Nye, July 2010




4. 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"
• 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"
• "Get Smart" by Joseph Nye
• The Effectiveness of Hard and Soft Power in Contemporary International Relations
• The Washington Post Article "What Putin gets about Soft Power"
• "A Hard look at Soft Power in East Asia" by Gary Schmitt of American Enterprise Institute
• Soft Power and using other Powers - A collection of CURRENT ARTICLE from the Huffington Post
• Foreign Policy Journal "What China and Russia don't get about Soft Power" from Joseph Nye
• The Brookings Institute "Continuity and Change: China's Attitude Toward Hard and Soft Power"
• Asia Times Online "China Swims Against Soft Power Tide" by Tim Kumpe

Homework:

1. Complete your preparation for your ROUND-TABLE DISCUSSION on YOUR ASSIGNED POWER: SOFT POWER, HARD POWER or SMART POWER and why this power is the best course of action for the 21st century.  You need to be persuasive and have to stick to your assigned power.  Tomorrow we will complete a round-table discussion/debate. Here is your Round-Table Rubric.

Day 47 - Wednesday - Holy Hump Day

U.S. History I - Periods 1, 5, and 6: 

Essential Questions:

-Is America a land of opportunity?
-Should the United States fear a national debt?
-Did the Articles of Confederation provide the USA an effective government?

 Themes: Self-government, Individualism, Equality/Liberty vs. Hierarchy/Order, Opportunity vs. Control

1. Any Questions on the Treaty of Paris, Social and Economic Impact of the American Revolution, and Creating State Constitutions - After the War.

2. The Articles of Confederation - Summary and Primary Source Analysis

3. Quiz on Republicanism, The Continental Congress, and Articles of Confederation.  

3. Using the slideshow Critical Periods in the American Revolution, we will explore slides #17-34
-While we review the slideshow, please complete Experimenting with the Confederation Handout. 

Homework:

1. Please read and highlight the summary on Shays Rebellion and have a cause-and-effect graphic organizer that illustrates an effective understanding. 

2. Please review the Shays Rebellion Questions and let me know if you don't understand any of the questions. 

__________________________________________________

U.S. HISTORY II - Period 4:

U.S. Curriculum Essential Questions:

-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?

-Was the decade of the 1920's a time of innovation or conservationism?

-Should the USA limit immigration?

Themes: Worker Unions, Red Scare, Nativism, Immigration, Jazz Age, Pop Culture, Consumerism

1. We will finish the last two images/political cartoons in Red Scare Packet and Visual DBQ's 

2. You will need to organize your 2 teams that represent the Trials of the 1920's, either Sacco and Vanzetti OR The Scopes Trial.  Group #1 will take Sacco and Vanzetti, Group 2 will take The Scopes Trial.  Your jobs are to COMPARE AND CONTRAST the effective research on your trial from last night and then your group will plan and create a skit to illustrate your understanding of your trial. Your skit must be 3 minutes in length, include props, everyone plays a part in the skit and you may NOT hide.  Skits are due on Thursday in the beginning of class. Here is the Skit Rubric - I STRONGLY SUGGEST you review with your team. 

3. Exploring The Roaring 1920's with several different Resources: What was the GOOD, the BAD, and the Legacy?

Population Chart of the USA - Patterns from 1900 - 1920?

Primary Sources and Gilder Lehrman Overview

The Roaring Twenties - Movie (1939)

   -Movie Review

"The Roaring Twenties" - Slideshow of the 1920's Decade

4. 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. In small groups please 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. Your skit must be 3 minutes in length, include props, everyone plays a part in the skit and you may NOT hide.  Skits are due on Thursday in the beginning of class. Here is the Skit Rubric - I STRONGLY SUGGEST you review with your team. 

***Plan accordingly for the Trials of the 1920's - Sacco and Vanzetti AND The Scopes Trial.  Group will take Sacco and Vanzetti, Group 2 will take The Scopes Trial.  Your jobs are to effective illustrate you have become an expert and understanding of your trial by conducting a team-lead skit for your classmates and I.   

_____________________________________________________

International Studies - Period 2

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. Research current events online and compile a list of 25 as a class and then go through the list eyeballing and then giving a one to two sentence explaination as to why the event is HARD POWER, SOFT POWER, OR SMART 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

2. Students will have read the following articles in their particular groups. 

I. Group 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. Group 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. Group 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?

3. We will finish the video on Joseph Nye: A TED Talk with Joseph Nye, July 2010




5. 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"
• 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"
• "Get Smart" by Joseph Nye
• The Effectiveness of Hard and Soft Power in Contemporary International Relations
• The Washington Post Article "What Putin gets about Soft Power"
• "A Hard look at Soft Power in East Asia" by Gary Schmitt of American Enterprise Institute
• Soft Power and using other Powers - A collection of CURRENT ARTICLE from the Huffington Post
• Foreign Policy Journal "What China and Russia don't get about Soft Power" from Joseph Nye
• The Brookings Institute "Continuity and Change: China's Attitude Toward Hard and Soft Power"
• Asia Times Online "China Swims Against Soft Power Tide" by Tim Kumpe

Homework:

1. Complete your preparation for your ROUND-TABLE DISCUSSION on YOUR ASSIGNED POWER: SOFT POWER, HARD POWER or SMART POWER and why this power is the best course of action for the 21st century.  You need to be persuasive and have to stick to your assigned power.  Next Wednesday 11/12 we will complete a round-table discussion/debate. Here is your Round-Table Rubric.

Day 46 - Monday...blah blah blah...wake up folks!

U.S. History I - Periods 1, 5, and 6: 

Essential Questions:

-Were the colonist justified in resisting British policies after the French-Indian War?

-Was the American War for Independence inevitable?

-Would you have been a revolutionary in 1776? 

 Themes: Self-government, Individualism, Equality/Liberty vs. Hierarchy/Order, Opportunity vs. Control

1. Students will share their responses and reflection on American Revolution questions:

A. What challenges did Americans face after the American Revolution?

2. Education Portal Video on the end of the American Revolution and the Treaty of Paris, Social and Economic Impact of the American Revolution, and Creating State Constitutions - After the War.

3. Using the slideshow Critical Periods in the American Revolution, we will explore slides #17-34
-While we review the slideshow, please complete Experimenting with the Confederation Handout. 

Homework:

1. Read Chapter 5 - Section 1 - "Experimenting with the Confederation" and CREATE and OUTLINE that represents How American Debate Republicanism (America's new form of government), What the Continental Congress Debates, and New Problems for the Confederation. 

2. You can expect a Quiz on this on Wednesday. 

__________________________________________________

U.S. HISTORY II - Period 4:

U.S. Curriculum Essential Questions:

-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?

-Was the decade of the 1920's a time of innovation or conservationism?

-Should the USA limit immigration?

Themes: Worker Unions, Red Scare, Nativism, Immigration, Jazz Age, Pop Culture, Consumerism

1. We will continue to analyze the images, content, and political cartoons in Red Scare Packet and Visual DBQ's - Review pages 9-11 and questions 1 and 2 and the rest of the DBQ's.

2. Exploring The Roaring 1920's with several different Resources: What was the GOOD, the BAD, and the Legacy?

Population Chart of the USA - Patterns from 1900 - 1920?

Primary Sources and Gilder Lehrman Overview

The Roaring Twenties - Movie (1939)

   -Movie Review

"The Roaring Twenties" - Slideshow of the 1920's Decade

3. 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. In small groups please 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. Trials of the 1920's - Sacco and Vanzetti AND The Scopes Trial.  Group #1 will take Sacco and Vanzetti, Group 2 will take The Scopes Trial.  Your jobs are to do effective research on your trial and then your group will create a skit to complete in class. Your skit must be 3 minutes in length, include props, everyone plays a part in the skit and you may NOT hide.  Skits are due on Thursday in the beginning of class. 

_____________________________________________________

International Studies - Period 2

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. 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

2. 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. Group 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. Group 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. Group 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




5. 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"
• 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"

Homework:

1. Complete your group assigned article and at least 2 articles under "The Hard Power and Soft Power Readings and Resources" and create an outline on YOUR ASSIGNED POWER: SOFT POWER, HARD POWER or SMART POWER and why this power is the best course of action for the 21st century.  You need to be persuasive and have to stick to your assigned power.  Tomorrow we will complete a round-table discussion/debate.