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Wednesday, December 9, 2015

Day 64 - Wednesday

U.S. History I - Periods 2, 5, and 6: 
Essential Question:
-Did the Articles of Confederation provide the USA an effective government?
-Should the United States fear a national debt?
-What should an ideal government look like?

Themes: Republicanism, US Constitution, Bill of Rights

1.  We will complete the second slideshow and then have a review for your US Constitutional Convention and Ratification Quiz on Chapter 5:
-The US Government and what the Constitution says...
-The National Government Organization and Constitution

2. Using the Database research links below on the Electoral College (use the Databases Facts on File: Issues an Controversies) let's evaluate if the 2000 Election was "fair or stolen"? This will be apart of your Test on Wednesday:
(Username and password are reddevils)
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"?)
Quick review of the Election Process:





3. Resources on ratification of the U.S. Constitution
Chart - Anti-Federalist versus Federalist
Video -  Ratification and Constitution and New U.S. Government
Who were the Delegates at the Constitutional Convention?
The Convention - What was this meeting?
Republicanism - What is it and how did America's Founding Fathers decide it was best for America?
The Constitutional Convention - The Ratification Process
The U.S. Constitution: An Enduring Document - U.S. State Department

Homework:
1.  Your test IS DEFINITELY THURSDAY! Please prepare yourself to review Chapter 5 - All sections, but a focus on Section 2 and Section 3!
___________________________________________________

U.S. HISTORY II - Period 1:

Essential Questions:
-Was the decade of the 1920's a time of innovation or conservationism?
-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. Students will present their organized multi-media project on a variety of topics on the 1920's with a focus on the essential question: How did a war fought to "save the world for democracy" end up threatening civil rights in America? 

2. Order of the Presentations:
A. Quota System/Immigration Limitation
B. The Palmer Raids + FBI
C. Red Scare
D. Sacco and Vanzetti
E. KKK
F. Labor Unrest and Strikes
G. Consumerism

A. The Red Scare - Background + GREAT Digital Website on the Red Scare + Red Scare (pages 9-16) + The Reds + Red Scare Image Gallery

B. The Palmer Raids - background and primary source documents (pages 17-25) + Palmer Raids + FBI and Palmer Raids

C. Sacco and Vanzetti - Background and primary source documents + Great Website and primary sources on Sacco and Vanzetti excerpts from the trial

D. The 1921 Emergency Quota Act + Immigration restrictions +
Immigration Documents (pages 3-17) + Primary Sources on Immigration in the 1920's

E. KKK in the 1920's + The 1925 Klansman Manual + Weekly Klan Bulletin "The Imperial Nighthawk" + KKK primary Sources

F. Labor Unrest and Strikes + Why belong to a Labor Union? + Primary Sources on Laborers and Companies + Labor Strikes and primary sources + Labor Unions and primary sources + Work and Protest + Work and Protest Voices - Literally voices of those who support protest at work.


3. The Roaring 1920's Resources
"The Roaring Twenties"
New York as the Supreme Jazz Age City - Quick Video
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?
Primary Sources and Gilder Lehrman Overview
The Roaring Twenties - Movie (1939)
   -Movie Review
-The Jazz Age - PBS and Ken Burns
-More Jazz Music Links

4. The United States in the 1920's Unit Resources:

Homework:
1. All groups should be READY TO PRESENT their topics, with an emphasis on summary, a strong thesis statement, use at least 3 documents/evidence to support your thesis statement/the EQ, and have at least 10 slides for a presentation. There will be NO UPDATES to your presentation beyond 7:30AM on Tuesday, December 8, 2015.

2. Your CHICAGO-STYLE CITATIONS are due tomorrow morning (Wednesday, December 9th) by 7:30AM in the Google Folder.
_____________________________________________________

International Studies - Period 7
Essential Questions:
1. What does "hard power" and "soft power" capability and how does it impact foreign policy?
2. Should Europe and the United States accept more refugees from the Middle East and Africa? 

Themes: Humanitarianism, World Peace, War vs. Peace, Sustainable Change, Non-Government Organizations

EQ for the Debate - How your power will have the most impact as a method to stopping EBOLA as an infectious disease from spreading into a global epidemic?

1.  Your debate will finish today with Smart Power on the hot-seat, but Soft Power and then Hard Power will be asking the questions. Please be aware you are responsible for individually doing your part in understanding the background, controversies, countries involved, and potential outcomes of the EBOLA CRISIS of 2014. Your ability to make clear and effective connection to HARD, SOFT, AND SMART POWER that would result in solutions are crucial for the debate. Your debate is continuing TODAY!  You must all complete 2-column chart notes on the debate with a focus on the main arguments being made during the debate and the details each team provides.

2. Read a contemporary debate issue on refugees from Facts on File: Controversial Issues titled Should Europe and the United States accept more refugees from the Middle East and Africa? 

3. Hard Power and Soft Power Readings and Resources:
Homework:
1. Read and highlight the main arguments and ideas that MOST INTEREST YOU in "Refugee Crisis: Should Europe and the United States accept more refugees from the Middle East and Africa?" (Password is reddevils).
Posted by at No comments:

Tuesday, December 8, 2015

Day 63 - Tuesday

U.S. History I - Periods 2, 5, and 6: 
Essential Question:
-Did the Articles of Confederation provide the USA an effective government?
-Should the United States fear a national debt?
-What should an ideal government look like?

Themes: Republicanism, US Constitution, Bill of Rights

1.  Slideshows on the U.S. Constitution:
-The US Government and what the Constitution says...
-The National Government Organization and Constitution

2. Research the Electoral College (use the Databases Facts on File: Issues an Controversies)
Here are two database articles I want you to read and evaluate they will be a big part of your Test on Wednesday:
(Username and password are reddevils)
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. Resources on ratification of the U.S. Constitution
Chart - Anti-Federalist versus Federalist
Video -  Ratification and Constitution and New U.S. Government
Who were the Delegates at the Constitutional Convention?
The Convention - What was this meeting?
Republicanism - What is it and how did America's Founding Fathers decide it was best for America?
The Constitutional Convention - The Ratification Process
The U.S. Constitution: An Enduring Document - U.S. State Department

Homework:
1.  Your test HAS BEEN MOVED TO THURSDAY! Please prepare yourself to review Chapter 5 - All sections, but a focus on Section 2 and Section 3!
___________________________________________________

U.S. HISTORY II - Period 1:

Essential Questions:
-Was the decade of the 1920's a time of innovation or conservationism?
-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. Students will present their organized multi-media project on a variety of topics on the 1920's with a focus on the essential question: How did a war fought to "save the world for democracy" end up threatening civil rights in America? 

2. Documents for group work:
A. The Red Scare - Background + GREAT Digital Website on the Red Scare + Red Scare (pages 9-16) + The Reds + Red Scare Image Gallery

B. The Palmer Raids - background and primary source documents (pages 17-25) + Palmer Raids + FBI and Palmer Raids

C. Sacco and Vanzetti - Background and primary source documents + Great Website and primary sources on Sacco and Vanzetti excerpts from the trial

D. The 1921 Emergency Quota Act + Immigration restrictions +
Immigration Documents (pages 3-17) + Primary Sources on Immigration in the 1920's

E. KKK in the 1920's + The 1925 Klansman Manual + Weekly Klan Bulletin "The Imperial Nighthawk" + KKK primary Sources

F. Labor Unrest and Strikes + Why belong to a Labor Union? + Primary Sources on Laborers and Companies + Labor Strikes and primary sources + Labor Unions and primary sources + Work and Protest + Work and Protest Voices - Literally voices of those who support protest at work.


3. The Roaring 1920's Resources
"The Roaring Twenties"
New York as the Supreme Jazz Age City - Quick Video
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?
Primary Sources and Gilder Lehrman Overview
The Roaring Twenties - Movie (1939)
   -Movie Review
-The Jazz Age - PBS and Ken Burns
-More Jazz Music Links

4. The United States in the 1920's Unit Resources:

Homework:
1. All groups should be READY TO PRESENT their topics, with an emphasis on summary, a strong thesis statement, use at least 3 documents/evidence to support your thesis statement/the EQ, and have at least 10 slides for a presentation. There will be NO UPDATES to your presentation beyond 7:30AM on Tuesday, December 8, 2015.

2. Your CHICAGO-STYLE CITATIONS are due tomorrow morning (Wednesday, December 9th) by 7:30AM in the Google Folder.
_____________________________________________________

International Studies - Period 7
Essential Questions:
1. What does "hard power" and "soft power" capability and how does it impact foreign policy?
2. Should Europe and the United States accept more refugees from the Middle East and Africa? 

Themes: Humanitarianism, World Peace, War vs. Peace, Sustainable Change, Non-Government Organizations

EQ for the Debate - How your power will have the most impact as a method to stopping EBOLA as an infectious disease from spreading into a global epidemic?

1.  Your debate will finish today with Smart Power on the hot-seat, but Soft Power and then Hard Power will be asking the questions. Please be aware you are responsible for individually doing your part in understanding the background, controversies, countries involved, and potential outcomes of the EBOLA CRISIS of 2014. Your ability to make clear and effective connection to HARD, SOFT, AND SMART POWER that would result in solutions are crucial for the debate. Your debate is continuing TODAY!  You must all complete 2-column chart notes on the debate with a focus on the main arguments being made during the debate and the details each team provides.

2. Read a contemporary debate issue on refugees from Facts on File: Controversial Issues titled Should Europe and the United States accept more refugees from the Middle East and Africa? 

3. Hard Power and Soft Power Readings and Resources:
Homework:
1. Read and highlight the main arguments and ideas that MOST INTEREST YOU in "Refugee Crisis: Should Europe and the United States accept more refugees from the Middle East and Africa?" (Password is reddevils).
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Monday, December 7, 2015

Day 62 - Monday

U.S. History I - Periods 2, 5, and 6: 
Essential Question:
-Did the Articles of Confederation provide the USA an effective government?
-Should the United States fear a national debt?
-What should an ideal government look like?

Themes: Republicanism, US Constitution, Bill of Rights

1.  Only Period 1 needs to finish up a couple of presentations  for "What does every strong government need?"  Here is the Rubric

2. Monday's in-class assignment - Please use your homework on the Constitutional Convention from last Thursday to briefly remind and help you complete a Top-Down Web on Federalism (pages 142- 143).  Federalism is a division of power between the federal government and state governments. Please be sure to focus on the main ideas and the details that support those main ideas. Be prepared to take a quiz on Wednesday on Chapter 5 - All sections, but this section 2 on the Constitutional Convention is very important!
-The US Government and what the Constitution says...
-The National Government Organization and Constitution

3. Research the Electoral College (use the Databases Facts on File: Issues an Controversies)
Here are two database articles I want you to read and evaluate:
(Username and password are reddevils)
The Electoral College Explained
2000 Presidential Election: Fair or 'Stolen'?

4. Resources on ratification of the U.S. Constitution
Chart - Anti-Federalist versus Federalist
Video -  Ratification and Constitution and New U.S. Government
Who were the Delegates at the Constitutional Convention?
The Convention - What was this meeting?
Republicanism - What is it and how did America's Founding Fathers decide it was best for America?
The Constitutional Convention - The Ratification Process
The U.S. Constitution: An Enduring Document - U.S. State Department

Homework:
1.  Research the Electoral College (use the Databases Facts on File: Issues an Controversies)
Here are two database articles I want you to read and evaluate they will be a big part of your Test on Wednesday:
(Username and password are reddevils)
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"?)

2. Your test will be Wednesday.  Please prepare yourself to review Chapter 5 - All sections, but a focus on Section 2 and Section 3!
___________________________________________________

U.S. HISTORY II - Period 1:

Essential Questions:
-Was the decade of the 1920's a time of innovation or conservationism?
-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.  Today is your LAST DAY in the LIBRARY to put the final touches on your topics below.  YOU MUST HAVE A THESIS STATEMENT!  Students will FINALIZE THEIR RESEARCH and have a completely organized multi-media project on a variety of topics on the 1920's with a focus on the essential question: How did a war fought to "save the world for democracy" end up threatening civil rights in America? 

2. Documents for group work:
A. The Red Scare - Background + GREAT Digital Website on the Red Scare + Red Scare (pages 9-16) + The Reds + Red Scare Image Gallery

B. The Palmer Raids - background and primary source documents (pages 17-25) + Palmer Raids + FBI and Palmer Raids

C. Sacco and Vanzetti - Background and primary source documents + Great Website and primary sources on Sacco and Vanzetti excerpts from the trial

D. The 1921 Emergency Quota Act + Immigration restrictions +
Immigration Documents (pages 3-17) + Primary Sources on Immigration in the 1920's

E. KKK in the 1920's + The 1925 Klansman Manual + Weekly Klan Bulletin "The Imperial Nighthawk" + KKK primary Sources

F. Labor Unrest and Strikes + Why belong to a Labor Union? + Primary Sources on Laborers and Companies + Labor Strikes and primary sources + Labor Unions and primary sources + Work and Protest + Work and Protest Voices - Literally voices of those who support protest at work.


3. The Roaring 1920's Resources
"The Roaring Twenties"
New York as the Supreme Jazz Age City - Quick Video
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?
Primary Sources and Gilder Lehrman Overview
The Roaring Twenties - Movie (1939)
   -Movie Review
-The Jazz Age - PBS and Ken Burns
-More Jazz Music Links

4. The United States in the 1920's Unit Resources:

Homework:
1. All groups should be able to summarize their topic, create a thesis statement, use at least 3 documents/evidence to support your thesis statement/the EQ, and have at least 10 slides for a presentation. ORGANIZE a working outline by completing research and documenting your supporting evidence. Your PROJECT IS DUE TUESDAY, DECEMBER 8, 2014.
_____________________________________________________

International Studies - Period 7
Essential Questions:
1. What does "hard power" and "soft power" capability and how does it impact foreign policy?
2. Should Europe and the United States accept more refugees from the Middle East and Africa? 

Themes: Humanitarianism, World Peace, War vs. Peace, Sustainable Change, Non-Government Organizations

EQ for the Debate - How your power will have the most impact as a method to stopping EBOLA as an infectious disease from spreading into a global epidemic?

1.  Your debate will continue in the same format as Friday, but Soft Power and then Smart Power will be on the hot-seat for the debate. Please be aware you are responsible for individually doing your part in understanding the background, controversies, countries involved, and potential outcomes of the EBOLA CRISIS of 2014. Your ability to make clear and effective connection to HARD, SOFT, AND SMART POWER that would result in solutions are crucial for the debate. Your debate is continuing TODAY!  You must all complete 2-column chart notes on the debate with a focus on the main arguments being made during the debate and the details each team provides.

2. Read a contemporary debate issue on refugees from Facts on File: Controversial Issues titled Should Europe and the United States accept more refugees from the Middle East and Africa? 

3. Hard Power and Soft Power Readings and Resources:
Homework:
1. None, finalize your college applications, essays, etc. 
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Friday, December 4, 2015

Day 61 - Friday

U.S. History I - Periods 2, 5, and 6: 
Essential Question:
-Did the Articles of Confederation provide the USA an effective government?
-Should the United States fear a national debt?
-What should an ideal government look like?

Themes: Patriotism, Dawn of the Revolution, Propaganda, Revolution

1.  Presentations will be completed today for "What does every strong government need?"
Directions for this activity of Strong Governments Need - IGNORE the Due Date on here - The DUE DATE IS ACTUALLY Wednesday, December 2nd for your group to execute and then present your illustration. 
*** Mini-project - group activity - Here is the Rubric

2. Friday and Monday's in-class assignment - Please complete a Top-Down Web on Federalism (pages 142- 143), which was a division of power between the federal government and state governments. Please be sure to focus on the main ideas and the details that support those main ideas. Be prepared to take a quiz on Tuesday on Chapter 5 - All sections.

3. Research the Electoral College (use the Databases Facts on File: Issues an Controversies)
Here are two database articles I want you to read and evaluate:
(Username and password are reddevils)
The Electoral College Explained
2000 Presidential Election: Fair or 'Stolen'?

 4. Resources on ratification of the U.S. Constitution
Chart - Anti-Federalist versus Federalist
Video -  Ratification and Constitution and New U.S. Government
Who were the Delegates at the Constitutional Convention?
The Convention - What was this meeting?
Republicanism - What is it and how did America's Founding Fathers decide it was best for America?
The Constitutional Convention - The Ratification Process
The U.S. Constitution: An Enduring Document - U.S. State Department

Homework: 
1.  Be prepared to take a test on Tuesday on Chapter 5 - All sections. So I would highly recommend you organize all your notes, handouts,
___________________________________________________

U.S. HISTORY II - Period 1:

Essential Questions:
-Was the decade of the 1920's a time of innovation or conservationism?
-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.  Students will be researching a variety of topics on the 1920's with a focus on the essential question: How did a war fought to "save the world for democracy" end up threatening civil rights in America? 

2. Documents for group work:
A. The Red Scare - Background + GREAT Digital Website on the Red Scare + Red Scare (pages 9-16) + The Reds + Red Scare Image Gallery

B. The Palmer Raids - background and primary source documents (pages 17-25) + Palmer Raids + FBI and Palmer Raids

C. Sacco and Vanzetti - Background and primary source documents + Great Website and primary sources on Sacco and Vanzetti excerpts from the trial

D. The 1921 Emergency Quota Act + Immigration restrictions +
Immigration Documents (pages 3-17) + Primary Sources on Immigration in the 1920's

E. KKK in the 1920's + The 1925 Klansman Manual + Weekly Klan Bulletin "The Imperial Nighthawk" + KKK primary Sources

F. Labor Unrest and Strikes + Why belong to a Labor Union? + Primary Sources on Laborers and Companies + Labor Strikes and primary sources + Labor Unions and primary sources + Work and Protest + Work and Protest Voices - Literally voices of those who support protest at work.


3. The Roaring 1920's Resources
"The Roaring Twenties"
New York as the Supreme Jazz Age City - Quick Video
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?
Primary Sources and Gilder Lehrman Overview
The Roaring Twenties - Movie (1939)
   -Movie Review
-The Jazz Age - PBS and Ken Burns
-More Jazz Music Links

4. The United States in the 1920's Unit Resources:

Homework:
1. Use the Google Folder I shared with all of you to complete your project and presentation on "How did a war fought to "save the world for democracy" end up threatening civil rights in America?  Student will use the links above to build a presentation with your group.  All groups should be able to summarize their topic, create a thesis statement, use at least 3 documents/evidence to support your thesis statement/the EQ, and have at least 10 slides for a presentation. ORGANIZE a working outline by completing research and documenting your supporting evidence. Your PROJECT IS DUE TUESDAY, DECEMBER 8, 2014.
_____________________________________________________

International Studies - Period 7
Essential Questions:
1. Does NATO have a new role in the order of international relations in Europe and the World in the 21st Century?
2. Was NATO just or unjust in participating and executing their mission in your post-Cold War scenario?
3. What does "hard power" and "soft power" capability and how does it impact foreign policy?

Themes: Humanitarianism, World Peace, War vs. Peace, Sustainable Change, Non-Government Organizations

EQ for the Debate - How your power will have the most impact as a method to stopping EBOLA as an infectious disease from spreading into a global epidemic?

1.  You are responsible for individually doing your part in understanding the background, controversies, countries involved, and potential outcomes of the EBOLA CRISIS of 2014. Your ability to make clear and effective connection to HARD, SOFT, AND SMART POWER that would result in solutions are crucial for the debate. Your debate is TODAY!  You must all complete 2-column chart notes on the debate with a focus on the main arguments being made during the debate and the details each team provides. 

2. Hard Power and Soft Power Readings and Resources:
Homework:
1. None, enjoy the weekend.
Posted by at No comments:

Wednesday, December 2, 2015

Day 60 - Wednesday

U.S. History I - Periods 2, 5, and 6: 
Essential Question:
-Did the Articles of Confederation provide the USA an effective government?
-Should the United States fear a national debt?
-What should an ideal government look like?

Themes: Patriotism, Dawn of the Revolution, Propaganda, Revolution

1.  Presentations will begin today for "What does every strong government need?"
Directions for this activity of Strong Governments Need - IGNORE the Due Date on here - The DUE DATE IS ACTUALLY Wednesday, December 2nd for your group to execute and then present your illustration. 
*** Mini-project - group activity - Here is the Rubric

2. Strong versus Weak Governments - Thomas Jefferson in John Adams, an HBO mini-series

3. Resources on ratification of the U.S. Constitution
Chart - Anti-Federalist versus Federalist
Video -  Ratification and Constitution and New U.S. Government
Who were the Delegates at the Constitutional Convention?
The Convention - What was this meeting?
Republicanism - What is it and how did America's Founding Fathers decide it was best for America?
The Constitutional Convention - The Ratification Process
The U.S. Constitution: An Enduring Document - U.S. State Department

Homework: 
1.Please read Chapter 5 - Section 2 - "Drafting the Constitution" pages 140-144 in your textbook. Once you complete this reading, go back and complete the worksheet Drafting the Constitution. A copy of it has been assigned to you in Google Classroom under "Student work"

2. Please go an explore "The Constitutional Convention" in the link below from Teaching American History Organization and HIGHLIGHT 3 NEW CONCEPTS you learned about the U.S. Constitution being drafting in this very important Philadelphia meeting in the Summer of 1787 after investigating all of the exhibits.
___________________________________________________

U.S. HISTORY II - Period 1:

Essential Questions:
-Was the decade of the 1920's a time of innovation or conservationism?
-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, Consumerism

1. We will finish watching The History Channel's The Decades: 1920-1929; Rumrunners, Moonshiners and Bootleggers - with a focus on "Mob City: Detroit"

2. A very quick overview of Chapter 20 - Section 1 - "Americans Struggle with Postwar Issues" - pages 618-624 - Turn and Talk to a partner about your 2-column chart notes USING YOUR OWN WORDS for the MAIN IDEAS and PARAPHRASING the details/development side.
=In groups of 4 you will discuss and answer the following question, How did a war fought to "save the world for democracy" end up threatening civil rights in America?

3. Documents for group work:
A. The Red Scare - Background + GREAT Digital Website on the Red Scare + Red Scare (pages 9-16) + The Reds + Red Scare Image Gallery

B. The Palmer Raids - background and primary source documents (pages 17-25) + Palmer Raids + FBI and Palmer Raids

C. Sacco and Vanzetti - Background and primary source documents + Great Website and primary sources on Sacco and Vanzetti excerpts from the trial

D. The 1921 Emergency Quota Act + Immigration restrictions +
Immigration Documents (pages 3-17) + Primary Sources on Immigration in the 1920's

E. KKK in the 1920's + The 1925 Klansman Manual + Weekly Klan Bulletin "The Imperial Nighthawk" + KKK primary Sources

F. Labor Unrest and Strikes + Why belong to a Labor Union? + Primary Sources on Laborers and Companies + Labor Strikes and primary sources + Labor Unions and primary sources + Work and Protest + Work and Protest Voices - Literally voices of those who support protest at work.


4. The Roaring 1920's Resources
"The Roaring Twenties"
New York as the Supreme Jazz Age City - Quick Video
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?
Primary Sources and Gilder Lehrman Overview
The Roaring Twenties - Movie (1939)
   -Movie Review
-The Jazz Age - PBS and Ken Burns
-More Jazz Music Links

5. The United States in the 1920's Unit Resources:

Homework:
1. Use the Google Folder I shared with all of you to complete your project and presentation on "How did a war fought to "save the world for democracy" end up threatening civil rights in America?  Student will use the links above to build a presentation with your group.  All groups should be able to summarize their topic, create a thesis statement, use at least 3 documents/evidence to support your thesis statement/the EQ, and have at least 10 slides for a presentation. ORGANIZE a working outline by completing research and documenting your supporting evidence. Your PROJECT IS DUE TUESDAY, DECEMBER 8, 2014.
_____________________________________________________

International Studies - Period 7
Essential Questions:
1. Does NATO have a new role in the order of international relations in Europe and the World in the 21st Century?
2. Was NATO just or unjust in participating and executing their mission in your post-Cold War scenario?
3. What does "hard power" and "soft power" capability and how does it impact foreign policy?

Themes: Humanitarianism, World Peace, War vs. Peace, Sustainable Change, Non-Government Organizations

EQ for the Debate - How your power will have the most impact as a method to stopping EBOLA as an infectious disease from spreading into a global epidemic?

1. You will continue researching your topic today in class with your group mates.  You are responsible for individually doing your part in understanding the background, controversies, countries involved, and potential outcomes of the EBOLA CRISIS of 2014. Your ability to make clear and effective connection to HARD, SOFT, AND SMART POWER that would result in solutions are crucial for the debate. Your debate HAS BEEN CHANGED to 
Friday, December 4th.

2. Hard Power and Soft Power Readings and Resources:
Homework:
1. Be prepared to debate the EBOLA CRISIS of 2014 tomorrow!  Update your Folders in my Google Folder I shared with you to have a finished outline of how you will support your power.  ALL members of the group will be graded on their ability to contribute to an outline that displays organization, an effective thesis statement, cause-effect analysis, evidence to support your thesis, potential outcomes, and counter-arguments. Your DEBATE has been changed to Friday, December 4, 2015.
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Tuesday, December 1, 2015

Day 59 - Tuesday

U.S. History I - Periods 2, 5, and 6: 
Essential Question:
-Did the Articles of Confederation provide the USA an effective government?
-Should the United States fear a national debt?
-What should an ideal government look like?

Themes: Patriotism, Dawn of the Revolution, Propaganda, Revolution

1.  Helpful Resources on building a New U.S. Government after the failure of the Articles of Confederation:

Quick Article - Differences between Federalists and Anti-Federalist
Chart - Anti-Federalist versus Federalist
Video -  Ratification and Constitution and New U.S. Government

2. Individually use your brainstorming thought-bubbles on the question "What does every strong government need?" to help your group collectively work toward a visual representation on your essential question above. The directions and rubric can be found in Google Classroom or below under homework. 

Homework: 
1. Directions for this activity of Strong Governments Need - IGNORE the Due Date on here - The DUE DATE IS ACTUALLY Wednesday, December 2nd for your group to execute and then present your illustration. 
***What does every strong government need - mini-project - group activity - Here is the Rubric
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U.S. HISTORY II - Period 1:

Essential Questions:
-Was the decade of the 1920's a time of innovation or conservationism?
-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, Consumerism

1. We will finish watching The History Channel's The Decades: 1920-1929; Rumrunners, Moonshiners and Bootleggers - with a focus on "Mob City: Detroit"

2. A very quick overview of Chapter 20 - Section 1 - "Americans Struggle with Postwar Issues" - pages 618-624 - Turn and Talk to a partner about your 2-column chart notes USING YOUR OWN WORDS for the MAIN IDEAS and PARAPHRASING the details/development side.
=In groups of 4 you will discuss and answer the following question, How did a war fought to "save the world for democracy" end up threatening civil rights in America?

3. Documents for group work:
A. The Red Scare - Background + GREAT Digital Website on the Red Scare + Red Scare (pages 9-16) + The Reds + Red Scare Image Gallery

B. The Palmer Raids - background and primary source documents (pages 17-25) + Palmer Raids + FBI and Palmer Raids

C. Sacco and Vanzetti - Background and primary source documents + Great Website and primary sources on Sacco and Vanzetti excerpts from the trial

D. The 1921 Emergency Quota Act + Immigration restrictions +
Immigration Documents (pages 3-17) + Primary Sources on Immigration in the 1920's

E. KKK in the 1920's + The 1925 Klansman Manual + Weekly Klan Bulletin "The Imperial Nighthawk" + KKK primary Sources

F. Labor Unrest and Strikes + Why belong to a Labor Union? + Primary Sources on Laborers and Companies + Labor Strikes and primary sources + Labor Unions and primary sources + Work and Protest + Work and Protest Voices - Literally voices of those who support protest at work.


4. The Roaring 1920's Resources
"The Roaring Twenties"
New York as the Supreme Jazz Age City - Quick Video
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?
Primary Sources and Gilder Lehrman Overview
The Roaring Twenties - Movie (1939)
   -Movie Review

3. 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

4. The United States in the 1920's Unit Resources:

Homework:
1. Use the Google Folder I shared with all of you to complete your project and presentation on "How did a war fought to "save the world for democracy" end up threatening civil rights in America?  Student will use the links above to build a presentation with your group.  All groups should be able to summarize their topic, create a thesis statement, use at least 3 documents/evidence to support your thesis statement/the EQ, and have at least 10 slides for a presentation. ORGANIZE a working outline by completing research and documenting your supporting evidence.
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International Studies - Period 7
Essential Questions:
1. Does NATO have a new role in the order of international relations in Europe and the World in the 21st Century?
2. Was NATO just or unjust in participating and executing their mission in your post-Cold War scenario?
3. What does "hard power" and "soft power" capability and how does it impact foreign policy?

Themes: Humanitarianism, World Peace, War vs. Peace, Sustainable Change, Non-Government Organizations

 HOW your power would be the most impactful method to stopping this infectious disease from spreading into a global epidemic.

EQ for the Debate - How your power will have the most impact as a method to stopping EBOLA as an infectious disease from spreading into a global epidemic?

1. You will continue researching your topic today in class with your group mates.  You are responsible for individually doing your part in understanding the background, controversies, countries involved, and potential outcomes of the EBOLA CRISIS of 2014. Your ability to make clear and effective connection to HARD, SOFT, AND SMART POWER that would result in solutions are crucial for the debate. Your debate HAS BEEN CHANGED to 
Friday, December 4th.

2. Hard Power and Soft Power Readings and Resources:
Homework:
1. Be prepared to debate the EBOLA CRISIS of 2014 tomorrow!  Update your Folders in my Google Folder I shared with you to have a finished outline of how you will support your power.  ALL members of the group will be graded on their ability to contribute to an outline that displays organization, an effective thesis statement, cause-effect analysis, evidence to support your thesis, potential outcomes, and counter-arguments. Your DEBATE has been changed to Friday, December 4, 2015.
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