Day 135 - Friday - TGIF FOLKS!!!!

U.S. History II  - Period 1: 
Essential Questions:
- Should the U.S.A employ atomic weapons to defeat its enemies in war?
-How did World War II serve as catalyst for social change in America?

1. Prepare for your Debate on Monday by filling out an Atomic Bomb Debate Organizer. Just add your question above to it instead of the sample one that is presently there. Also, use the Atomic Bomb Debate Format doc that I shared with you yesterday to let me know what documents you will be using for the debate.

***The goal is that everyone can EXPLAIN 3 CLAIMS FOR YOUR VIEWPOINT ABOUT THE ATOMIC BOMB. 

Team 1: "Should the U.S.A employ atomic weapons to defeat its enemies in war?" 

Team 2: "How should we remember the dropping of the atomic bombs?"

*Please use the following resource below to organize a constructive debate. 

Photographs of Hiroshima and Nagasaki

Leo Szilard's Petition to The President (1945)

Leaflet dropped over Japan

U.S. Strategic Bomb Survey (1946)

Surviving the Atomic Bomb (1945)

Primary Sources - A collection of different sources for a Debate on the Dropping the Bombs

Primary Source Documents from the Harry S. Truman Library: On the Decision to Drop the Atomic Bombs

Debate Format

Debate Question 1(Team 1): "Should the U.S.A employ atomic weapons to defeat its enemies in war?" 

OPENING STATEMENTS with your arguments: (3 minutes EACH) 
-This means that 2 speakers will discuss - One Proposition and One Opposition.

1. Team  A STARTS

2. Team B  

CROSS DEBATE: 6 minutes of Open Debate (TOTAL) - One student speaks at a time and the other team has to listen.  No one can dominate or speak for more than 30 seconds at a time.

Summary speech: (TWO MINUTES EACH) One team speaks at a time to give their final statements to sway the decision of the Debate Judge (Mr. Parkin).  You may use this time to counterattack any arguments the other team made.

1. Team A

2. Team B

Debate Question 2 (Team 2) -"How should we remember the dropping of the atomic bombs?"

OPENING STATEMENTS with your arguments: (3 minutes EACH)
-This means that 2 speakers will discuss - One Proposition and One Opposition.

1. Team  A STARTS

2. Team B  

CROSS DEBATE: 6 minutes of Open Debate (TOTAL) - One student speaks at a time and the other team has to listen.  No one can dominate or speak for more than 30 seconds at a time.

Summary Speech: (TWO MINUTES EACH) One team speaks at a time to give their final statements to sway the decision of the Debate Judge (Mr. Parkin).  You may use this time to counterattack any arguments the other team made.

1. Team A

2. Team B

Homework:

1. Please prepare for your debate by filling out the Atomic Bomb Debate Organizer and utilize arguments after reading over and examining the sources above.  You should also fill the Atomic Bomb Debate Format doc by listing who is on what team and what documents you will be responsible for bringing up during the debate. 

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U.S. HISTORY I - Periods 4, 5, and 6:
Essential Questions:

-Does the United States have a mission in the mid-19th century? If so, was it expansion of freedom, economics, imperialism, etc? Why?
-Which reformer or individual played the biggest role leading up to America's Civil War?
-Can legislative compromises solve moral issues?
-Was slavery a humane or evil institution?

Themes: Sectionalism, Big Government vs. State Rights, Nationalism, Slavery, American Civil War

1. You will be finishing your Test today (20 minutes from the start of the bell) on the Causes of the American Civil War - Chapter 10 in your Textbook.

2. A quick review of what lead to the Southern States to succeed from the Union using pages 330-331 in your textbook, The Civil War Trust Group gives a few reasons, and a Primary Source on South Carolina Secession.

Homework:

1. Please read Chapter 11 - Section 1 - The Civil War Begins (pages 338-341 Stop at BULL RUN) and complete the handout titled The Civil War Begins.
 _______________________________________________________
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: PEGS (Political, Economic, Geographic, Social)

1. Can you explain the difference between National Security and Global Security?
-Israel and National Security - What are the keys to Israel providing National Security in this instance?
-Russian Destabilization near Ukraine Border - Do you think Russia's mobilization is a threat to global security?

2. What did you gather and think about the article and podcast (8.55 minutes) from National Public Radio (NPR) on "The Middle East and the West: World War I and Beyond."

3. "The Middle East and the West: The U.S. Role Grows" - We will listen, read, and discuss about the U.S. Role in the Middle East.

Homework:

1. "The Middle East and the West: The Clash with Islam" - Please read, listen, and be ready to discuss some of the key points that were made in the article and Podcast.  You should bullet point the highlights and controversial element of why the U.S.A clashes with Islam.

2. DO NOT watch this yet on the Iranian Revolution: How did this help or strain relationships with the Middle East? We will watch in class on Friday. 

Day 134 - Thursday

U.S. History II  - Period 1: 
Essential Questions:
- Should the U.S.A employ atomic weapons to defeat its enemies in war?
-How did World War II serve as catalyst for social change in America?

1. Based off the two articles from last nights homework, please work with you groupmates to discuss the key elements of the Atomic Bombs - Hiroshima and Nagasaki

A. University of Illinois - Group 1 - Last names beginning with A-L

B. BBC Article - Professor Duncan Anderson of The Royal Military Academy at Sandhurst, England. - Group 2 - Last names beginning with M-Z

2. For the purpose of your 2 mini debates - Each large group above will split into 2 smaller groups and each group will cover ONE debate question below:

Team 1: "Should the U.S.A employ atomic weapons to defeat its enemies in war?" 

Team 2: "How should we remember the dropping of the atomic bombs?"

*Please use the following resource below to organize a constructive debate. 

Photographs of Hiroshima and Nagasaki

Leo Szilard's Petition to The President (1945)

Leaflet dropped over Japan

U.S. Strategic Bomb Survey (1946)

Surviving the Atomic Bomb (1945)

Primary Sources - A collection of different sources for a Debate on the Dropping the Bombs

Primary Source Documents from the Harry S. Truman Library: On the Decision to Drop the Atomic Bombs

2. Debate Due on Monday! Everyone MUST fill out an Atomic Bomb Debate Organizer. Just add your question above to it instead of the sample one that is presently there.
***The goal is that everyone can EXPLAIN 3 CLAIMS FOR YOUR VIEWPOINT ABOUT THE ATOMIC BOMB. 

Debate Format

Debate Question 1(Team 1): "Should the U.S.A employ atomic weapons to defeat its enemies in war?" 

OPENING STATEMENTS with your arguments: (3 minutes EACH) 
-This means that 2 speakers will discuss - One Proposition and One Opposition.

1. Team  A STARTS

2. Team B  

CROSS DEBATE: 6 minutes of Open Debate (TOTAL) - One student speaks at a time and the other team has to listen.  No one can dominate or speak for more than 30 seconds at a time.

Summary speech: (TWO MINUTES EACH) One team speaks at a time to give their final statements to sway the decision of the Debate Judge (Mr. Parkin).  You may use this time to counterattack any arguments the other team made.

1. Team A

2. Team B

Debate Question 2 (Team 2) -"How should we remember the dropping of the atomic bombs?"

OPENING STATEMENTS with your arguments: (3 minutes EACH)
-This means that 2 speakers will discuss - One Proposition and One Opposition.

1. Team  A STARTS

2. Team B  

CROSS DEBATE: 6 minutes of Open Debate (TOTAL) - One student speaks at a time and the other team has to listen.  No one can dominate or speak for more than 30 seconds at a time.

Summary Speech: (TWO MINUTES EACH) One team speaks at a time to give their final statements to sway the decision of the Debate Judge (Mr. Parkin).  You may use this time to counterattack any arguments the other team made.

1. Team A

2. Team B

Homework:

1. Please prepare for your debate by filling out the Atomic Bomb Debate Organizer as you review all of your resources. You should also fill the Atomic Bomb Debate Format doc by listing who is on what team and what documents you will be responsible for bringing up during the debate. 

__________________________________________________________
U.S. HISTORY I - Periods 4, 5, and 6:
Essential Questions:

-Does the United States have a mission in the mid-19th century? If so, was it expansion of freedom, economics, imperialism, etc? Why?
-Which reformer or individual played the biggest role leading up to America's Civil War?
-Can legislative compromises solve moral issues?
-Was slavery a humane or evil institution?

Themes: Sectionalism, Big Government vs. State Rights, Nationalism, Slavery, American Civil War

1. Does anyone have any questions on Harper's Ferry - John Brown or the The Election of 1860. /The Candidates of 1860?

2. Test today on the Causes of the American Civil War - Chapter 10 in your Textbook

Homework:

1. None!
 _______________________________________________________
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: PEGS (Political, Economic, Geographic, Social)

1. The class has to build a timeline and then I have shared my timeline.  Now I want you to pick out the the most influential event that jeopardized Global Security in the 20th Century. How about which event in the 20th Century impacted the 21st Century the most? Why? Do you think there is more of focus BEFORE or AFTER World War II? Explain you answer.

2. What did you gather and think about the article and podcast (8.55 minutes) from National Public Radio (NPR) on "The Middle East and the West: World War I and Beyond."

3. "The Middle East and the West: The U.S. Role Grows" - We will listen and discuss tomorrow in class. Don't listen to for homework

Homework:

1. "The Middle East and the West: The Clash with Islam" - Please read, listen, and be ready to discuss some of the key points that were made in the article and Podcast.  You should bullet point the highlights and controversial element of why the U.S.A clashes with Islam.

2. DO NOT watch this yet on the Iranian Revolution: How did this help or strain relationships with the Middle East? We will watch in class on Friday. 

Day 133 - Wednesday

U.S. History II  - Period 1: 
Essential Questions:
- How does volunteerism demonstrate civic responsibility?
-How did America utilize it's home-front during World War II?
-How important was the home-front to the United States's victory in World War II? 
-How did World War II serve as catalyst for social change in America?

1. You will take your TEST today on World War II - European Theater, Holocaust, and the Pacific Theater.

Homework:

1. Please review World War II Slideshow "The Road to War"  - slides #102-110

2. The Atomic Bombs - Hiroshima and Nagasaki: Please read based off what your last name starts with
University of Illinois - Group 1 - Last names beginning with A-L
BBC Article - Professor Duncan Anderson of The Royal Military Academy at Sandhurst, England. - Group 2 - Last names beginning with M-Z

__________________________________________________________
U.S. HISTORY I - Periods 4, 5, and 6:
Essential Questions:

-Does the United States have a mission in the mid-19th century? If so, was it expansion of freedom, economics, imperialism, etc? Why?
-Which reformer or individual played the biggest role leading up to America's Civil War?
-Can legislative compromises solve moral issues?
-Was slavery a humane or evil institution?

Themes: Sectionalism, Big Government vs. State Rights, Nationalism, Slavery, American Civil War

1. I will check that you completed the Presidential Video Questions on Presidents Millard Fillmore, Franklin Pierce, and James Buchanan. Additionally, did you complete the primary sources on excepts from the DBQ on The Dred Scott Decision justify the opinions of Chief Justice Taney and another Supreme Court Justice Curtis?  Who gave a more convincing argument on the court case? Which Justice would you agree with and why? Any concerns with the 2 questions you had to complete?

2 ONLY period 6 - How did Lincoln make his mark during the Lincoln-Douglas Debates in 1858? watch the quick clip on the Lincoln-Douglas Debates Video, START AT THE 1:58 MARK:

3. We will discuss Slavery and It's Defenders - Get into 3 groups (Group 1 - Docs 1-3, Group 2 - Docs 4-5, Group 3 - Docs 6-8): What were the major arguments employed by the Southern supports of slavery to defend slavery?

4. All Periods will discuss the Questions from Monday's class when the sub was here:
A. Why did the Dred Scott Decision and John Brown's raid at Harper's Ferry INCREASE tensions between the North and South?

B. How did slavery impact the U.S. political parties in 1860?

C. Review the political cartoon on page 329 in your textbook - "A Political Race" and answer the 2 skill-builder questions.


5. Harper's Ferry - John Brown

6. The Election of 1860. + The Candidates of 1860

Homework:

1. STUDY for your Chapter 10 test (pages 302-335) organize your notes, review your packet on the Causes of the American Civil War, and the Dred Scott handouts, and finally be ready for your TEST on THURSDAY (Tomorrow)!
 _______________________________________________________
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: PEGS (Political, Economic, Geographic, Social)

1. You guys will be working in groups to share your ideas on events, people, moments in history and era's that were included on your list of 10 Global security risks that did jeopardized the Global Security of the world.

2. The class has to build a timeline and then decide on the most influential event that jeopardized Global Security in the 20th Century. How about which event in the 20th Century impacted the 21st Century the most?

Homework:

1. Please Read the Article and Listen to the Podcast (8.55 minutes) from National Public Radio (NPR)  on "The Middle East and the West: World War I and Beyond."

2. "The Middle East and the West: The U.S. Role Grows" - We will listen and discuss tomorrow in class. Don't listen to for homework

3. "The Middle East and the West: The Clash with Islam" - We will listen and discuss tomorrow in class. Don't listen to for homework.

4. DO NOT watch this yet on the Iranian Revolution: How did this help or strain relationships with the Middle East? We will watch in class on Friday. 

Day 132 - Tuesday

U.S. History II  - Period 1: 
Essential Questions:
- How does volunteerism demonstrate civic responsibility?
-How did America utilize it's home-front during World War II?
-How important was the home-front to the United States's victory in World War II? 
-How did World War II serve as catalyst for social change in America?

1. I am checking your 3-2-1 Activity and the War in the Pacific handout from last week.

2. Interactive Map - Island Hopping

3. What did you find as the most important battle and the turning point for Americans in the Pacific from the War in the Pacific article and Major Pacific Battles article. Other questions to discuss:
-When did we really begin Island Hopping in the Pacific?
-Based off the video from yesterday, what style of fighting took place in the Pacific for both the Americans and Japanese?
-What part of the U.S. military was MOST IMPORTANT for fighting the Japanese?
-How many men did we need to win the Pacific Theater?
-Did most of the fighting take place in Japan? Why or why not?

4. Quick review of the World War II Slideshow "The Road to War"  - slides #88-110

5. The Atomic Bombs - Hiroshima and Nagasaki - We will cover more after your test!!!
University of Illinois
BBC Article - Professor Duncan Anderson of The Royal Military Academy at Sandhurst, England.

6. Watch this video from The Story of US at the 37:54 minute to the end.  You can watch the whole thing on WWII if you want, but for all War in the Pacific purposes, I want you to watch the last 6 minutes or so.


7. Textbook/Chapter/Sections you will need for the rest of World War II - We will utilize some of this today.
-Chapter 24 - Section 2 - Yes, again!
-Chapter 24 - Section 3 - The Holocaust - We will begin the conditions of the Holocaust and how Americans stumbled upon these concentration camps. 
-Chapter 25 - Section 2 - The War for Europe and North Africa - We will finish this today and slides #63-#106 from World War II Slideshow "The Road to War" will cover the end of War in Europe (VE-Day) and into the War in the Pacific.
-Chapter 25 - Section 3 - The War in the Pacific

Homework:

1. Test on Wednesday!!! Please review your notes on - Chapter 24 - Section 2 - Yes, again!, Chapter 24 - Section 3 - The Holocaust - We will begin the conditions of the Holocaust and how Americans stumbled upon these concentration camps, Chapter 25 - Section 2 - The War for Europe and North Africa - We will finish this today and slides #63-#106 from World War II Slideshow "The Road to War" will cover the end of War in Europe (VE-Day) and into the War in the Pacific, and Chapter 25 - Section 3 - The War in the Pacific.  You will be tested on World War II battles (War in Europe and War in the Pacific) on Tuesday on these Chapters and sections.  I would also use the WWII slideshow (above) and the videos that have been on the blog the past few days. 

__________________________________________________________
U.S. HISTORY I - Periods 4, 5, and 6:
Essential Questions:

-Does the United States have a mission in the mid-19th century? If so, was it expansion of freedom, economics, imperialism, etc? Why?
-Which reformer or individual played the biggest role leading up to America's Civil War?
-Can legislative compromises solve moral issues?
-Was slavery a humane or evil institution?

Themes: Sectionalism, Big Government vs. State Rights, Nationalism, Slavery, American Civil War

1. I will check that you completed the Presidential Video Questions on Presidents Millard Fillmore, Franklin Pierce, and James Buchanan  We will have a very quick discussion and use a class-lead discussion on "The Birth of the Republican Party" using your completed pages 8-9 on "The Birth of the Republican Party" and page 10 on "Slavery and Secession" from your Causes of the American Civil War Packet.

2. Do the primary sources on excepts from the DBQ on The Dred Scott Decision justify the opinions of Chief Justice Taney and another Supreme Court Justice Curtis?  Who gave a more convincing argument on the court case? Which Justice would you agree with and why? Any concerns with the 2 questions you had to complete?

3. How did Lincoln make his mark during the Lincoln-Douglas Debates in 1858? watch the quick clip on the Lincoln-Douglas Debates Video, START AT THE 1:58 MARK:

4. Questions from yesterday:
A. Why did the Dred Scott Decision and John Brown's raid at Harper's Ferry INCREASE tensions between the North and South?

B. How did slavery impact the U.S. political parties in 1860?

C. Review the political cartoon on page 329 in your textbook - "A Political Race" and answer the 2 skill-builder questions.

5. We will begin Slavery and It's Defenders - Get into 3 groups (Group 1 - Docs 1-3, Group 2 - Docs 4-5, Group 3 - Docs 6-8): What were the major arguments employed by the Southern supports of slavery to defend slavery?
Homework:

1. STUDY, organize your notes, review, be ready for your TEST on the causes of the American Civil War (Chapter 10) will be THURSDAY!
 _______________________________________________________
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: PEGS (Political, Economic, Geographic, Social)

1. What did you guys think of Admiral James Stavridis approach to Global Security and Power?  What kind of power does he propose we use?  According to Admiral Stavridis:
A. What is Global Security?
B. Who provides it?



2. Let's review your T-charts on the differences between National Security and Global Security from the "Global Security versus National Security?" What was your reaction to the article? What additional thoughts do you have?

Homework:

1. Take a good hard look at the 20th Century.  Give me a list of 10 Global security risks that did jeopardized the Global Security of the world. 

Day 131 - Monday

U.S. History II  - Period 1: 
Essential Questions:
- How does volunteerism demonstrate civic responsibility?
-How did America utilize it's home-front during World War II?
-How important was the home-front to the United States's victory in World War II? 
-How did World War II serve as catalyst for social change in America?

1. I am checking your 3-2-1 Activity from last night and the War in the Pacific handout from last week.

2. War in the Pacific - Please read, highlight and circle the key TURNING POINTS in this article that discusses Island hopping, Midway, Iwo Jima, Saipan, Okinawa, etc.
Major Pacific Battles - Please read this Quick overview and tell me which battle in the Pacific was the MOST IMPORTANT and why for Americans?
World War II Slideshow "The Road to War"  - Review slides #88-110

3. Please watch the video below in class or for homework and be ready to discuss tomorrow in class.


4. Textbook/Chapter/Sections you will need for the rest of World War II - We will utilize some of this today.
-Chapter 24 - Section 2 - Yes, again!
-Chapter 24 - Section 3 - The Holocaust - We will begin the conditions of the Holocaust and how Americans stumbled upon these concentration camps. 
-Chapter 25 - Section 2 - The War for Europe and North Africa - We will finish this today and slides #63-#106 from World War II Slideshow "The Road to War" will cover the end of War in Europe (VE-Day) and into the War in the Pacific.
-Chapter 25 - Section 3 - The War in the Pacific

4. U.S. in World War II resources:
World War II Slideshow "The Road to War"
World War II - American at Home - PBS special
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
America's Homefront in World War II
World War II - Poster's on the American Homefront
World War II and America's Civil Responsibilities

Homework:

1. Test on Wednesday!!! Please review your notes on - Chapter 24 - Section 2 - Yes, again!, Chapter 24 - Section 3 - The Holocaust - We will begin the conditions of the Holocaust and how Americans stumbled upon these concentration camps, Chapter 25 - Section 2 - The War for Europe and North Africa - We will finish this today and slides #63-#106 from World War II Slideshow "The Road to War" will cover the end of War in Europe (VE-Day) and into the War in the Pacific, and Chapter 25 - Section 3 - The War in the Pacific.  You will be tested on World War II battles (War in Europe and War in the Pacific) on Tuesday on these Chapters and sections.  I would also use the WWII slideshow (above) and the videos that have been on the blog the past few days. 

__________________________________________________________
U.S. HISTORY I - Periods 4, 5, and 6:
Essential Questions:

-Does the United States have a mission in the mid-19th century? If so, was it expansion of freedom, economics, imperialism, etc? Why?
-Which reformer or individual played the biggest role leading up to America's Civil War?
-Can legislative compromises solve moral issues?
-Was slavery a humane or evil institution?

Themes: Sectionalism, Big Government vs. State Rights, Nationalism, Slavery, American Civil War

1. I will check that you completed the Presidential Video Questions on Presidents Millard Fillmore, Franklin Pierce, and James Buchanan tomorrow when I am back in school.  We will have a very quick discussion and use a class-lead discussion on "The Birth of the Republican Party" using your completed pages 8-9 on "The Birth of the Republican Party" and page 10 on "Slavery and Secession" from your Causes of the American Civil War Packet.

2. Please read the two primary source excepts from the DBQ on The Dred Scott Decision on the opinions of Chief Justice Taney and another Supreme Court Justice and COMPLETE the 2 Question at the bottom of this document.

3. 1. Read textbook pages 325 (Starting at Lincoln-Douglas Debates) to the top of page 330 (stop at Southern Secession).  Then watch the quick clip on the Lincoln-Douglas Debates Video, START AT THE 1:58 MARK:

2. Please answer the following questions:
A. Why did the Dred Scott Decision and John Brown's raid at Harper's Ferry INCREASE tensions between the North and South?

B. How did slavery impact the U.S. political parties in 1860?

C. Review the political cartoon on page 329 in your textbook - "A Political Race" and answer the 2 skill-builder questions.

Homework:

1. What you do not finish in class you should complete for homework. I will check tomorrow.

2. On Tuesday, we will begin Slavery and It's Defenders - Get into 3 groups (Group 1 - Docs 1-3, Group 2 - Docs 4-5, Group 3 - Docs 6-8): What were the major arguments employed by the Southern supports of slavery to defend slavery?
 _______________________________________________________
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: PEGS (Political, Economic, Geographic, Social)

1. Please watch the video below on Former NATO Admiral James Stavridis.  As you watch this video please answer the following questions:

A. What is Global Security?
B. Who provides it?



3. Read this article titled "Global Security versus National Security?" and create a T-chart illustrating the differences between these two securities. Then write a ONE paragraph reaction to the article on your thoughts about the contents of the article.

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"

Homework:

1. Complete the class work for the day if you do NOT finish in class. 

Day 130 - Friday

U.S. History II  - Period 1: 
Essential Questions:
- How does volunteerism demonstrate civic responsibility?
-How did America utilize it's home-front during World War II?
-How important was the home-front to the United States's victory in World War II? 
-How did World War II serve as catalyst for social change in America?

1. I am checking your 3-2-1 Activity from last night and the War in the Pacific handout from Tuesday evening.

2. The War for Europe - World War II American Joined Forces - Our focus today will be on:

A. Yalta Conference


B. The Battle of Berlin/Race to Berlin



C. War in the Pacific - Island hopping, Midway, Iwo Jima, Saipan, Okinawa, etc.



4. Textbook/Chapter/Sections you will need for the rest of World War II - We will utilize some of this today.
-Chapter 24 - Section 2 - Yes, again!
-Chapter 24 - Section 3 - The Holocaust - We will begin the conditions of the Holocaust and how Americans stumbled upon these concentration camps. 
-Chapter 25 - Section 2 - The War for Europe and North Africa - We will finish this today and slides #63-#106 from World War II Slideshow "The Road to War" will cover the end of War in Europe (VE-Day) and into the War in the Pacific.
-Chapter 25 - Section 3 - The War in the Pacific

5. U.S. in World War II resources:
World War II Slideshow "The Road to War"
World War II - American at Home - PBS special
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
America's Homefront in World War II
World War II - Poster's on the American Homefront
World War II and America's Civil Responsibilities

Homework:

1. Please review your notes on - Chapter 24 - Section 2 - Yes, again!, Chapter 24 - Section 3 - The Holocaust - We will begin the conditions of the Holocaust and how Americans stumbled upon these concentration camps, Chapter 25 - Section 2 - The War for Europe and North Africa - We will finish this today and slides #63-#106 from World War II Slideshow "The Road to War" will cover the end of War in Europe (VE-Day) and into the War in the Pacific, and Chapter 25 - Section 3 - The War in the Pacific.  You will be tested on World War II battles (War in Europe and War in the Pacific) on Tuesday on these Chapters and sections.  I would also use the WWII slideshow (above) and the videos that have been on the blog the past few days. 

__________________________________________________________
U.S. HISTORY I - Periods 4, 5, and 6:
Essential Questions:

-Does the United States have a mission in the mid-19th century? If so, was it expansion of freedom, economics, imperialism, etc? Why?
-Which reformer or individual played the biggest role leading up to America's Civil War?
-Can legislative compromises solve moral issues?
-Was slavery a humane or evil institution?

Themes: Sectionalism, Big Government vs. State Rights, Nationalism, Slavery, American Civil War

1. We will continue to watch the President's video on Zachary Taylor, Millard Fillmore, Franklin Pierce, and James Buchanan. For those of you guys who are on the Field Trip or absent, below you will find the History Channel Video on Presidents Fillmore, Pierce, and Buchanan.  Please complete pages 14-16 on your Causes of the American Civil War Packet and start the video at the 7:27 mark.



2. We will discuss and use a class-lead discussion on "The Birth of the Republican Party" using your completed pages 8-9 on "The Birth of the Republican Party" and page 10 on "Slavery and Secession" from your Causes of the American Civil War Packet.

3. On Monday we will examine the 4 questions on Dred Scott vs. Sanford in class and on two excepts from the DBQ on The Dred Scott Decision on the opinions of Chief Justice Taney and another Supreme Court Justice.

4. On Monday we will begin Slavery and It's Defenders.

Homework:

1.  Please complete pages 14-16 on your Causes of the American Civil War Packet and start the video above on The Presidents at the 7:27 mark. All questions should be answered!

2. Over the weekend please review "The Dred Scott Decision" on pages 10 and 11 on "Slavery and Secession" from your Causes of the American Civil War Packet and Dred Scott vs. Sanford handout.
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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: PEGS (Political, Economic, Geographic, Social)

1. What is security? -Students who were absent yesterday, please check it out.

2. We will continue the Big Paper Brainstorm and ideas on "How does a nation provide security? Why do you need national security? What is a good national security policy?"

3. What is Global Security? Who provides it?



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"

Homework:

1. None

Day 129 - Thursday

U.S. History II  - Period 1: 
Essential Questions:
- How does volunteerism demonstrate civic responsibility?
-How did America utilize it's home-front during World War II?
-How important was the home-front to the United States's victory in World War II? 
-How did World War II serve as catalyst for social change in America?

1. The War for Europe - World War II American Joined Forces - Our focus today will be on:
A. Invasion of France/Operation Overlord, ]
B. Battle of the Bulge
C. The Yalta Conference
D. The Race to Berlin

 2. Textbook/Chapter/Sections you will need for the rest of World War II - We will utilize some of this today.
-Chapter 24 - Section 2 - Yes, again!
-Chapter 24 - Section 3 - The Holocaust - We will begin the conditions of the Holocaust and how Americans stumbled upon these concentration camps. 
-Chapter 25 - Section 2 - The War for Europe and North Africa - We will use this today and slides #63-#80 from World War II Slideshow "The Road to War"
-Chapter 25 - Section 3 - The War in the Pacific

3. U.S. in World War II resources:
World War II Slideshow "The Road to War"
World War II - American at Home - PBS special
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
America's Homefront in World War II
World War II - Poster's on the American Homefront
World War II and America's Civil Responsibilities

Homework:

1. Please outline pages 791-793 by completing a 3-2-1 Activity. (Main Focus on Yalta Conference, The Nuremberg Trials, and Occupation of Japan by General MacArthur. 

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U.S. HISTORY I - Periods 4, 5, and 6:
Essential Questions:

-Does the United States have a mission in the mid-19th century? If so, was it expansion of freedom, economics, imperialism, etc? Why?
-Which reformer or individual played the biggest role leading up to America's Civil War?
-Can legislative compromises solve moral issues?
-Was slavery a humane or evil institution?

Themes: Industrial Revolution, Transportation Revolution, Economic Revolution, Immigration, Regional Specialization, and Nationalism

1. We will continue our study and review of The Tension in Kansas-Nebraska, and "Bleeding Kansas"

2. We will watch the President's video on Zachary Taylor, Millard Fillmore, Franklin Pierce, and James Buchanan.

3. The 4 questions on Dred Scott vs. Sanford will be analyzed in class and an except DBQ Scott v. Sanford on the opinions of Chief Justice Taney and another Supreme Court Justice.

4. If time permits, we will begin Slavery and It's Defenders.

5. Tomorrow we will review "The Birth of the Republican Party" complete pages 8-9 on "The Birth of the Republican Party" and page 10 on "Slavery and Secession" from your Causes of the American Civil War Packet.

Homework:

1. Tomorrow we will review "The Birth of the Republican Party," so please read over and review  pages 8-9 on "The Birth of the Republican Party" and page 10 on "Slavery and Secession" from your Causes of the American Civil War Packet.
_______________________________________________________
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: PEGS (Political, Economic, Geographic, Social)

1. What is security?

2. Big Paper Brainstorm and ideas on "How does a nation provide security? Why do you need national security? What is a good national security policy?"

3. What is Global Security? Who provides it?

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"

Homework:

1. None