Week 3: September 17-20, 2018 Relationship-building and the beginning of Unit I: America as a World Power
Why are we here this week? Complete syllabus assessment via Conversation Piece, incl. Constitution Day. Explore opinions on political arguments (Ballooons!) via pair & share activity (honors). 3) Share & discuss American ideals via “4 corners” activity & worksheet completion. 4) Begin Unit I: America as a World Power via Ch. 10 & 11 “telescoping the times,” History Alive! notes, video clips, etc.
What will our year be like? Homework: American Ideals & Current Events worksheet Create “Top 7” list Who are we? Why are we here? What will our year be like? Monday, September 17, 2018 Conversation Piece Constitution Day…Survey Data…IdealsCurrent Events II. Syllabus Assessment Collaborative Course Activity with Notes
Let’s begin with a SILENT, personal OPPORTUNITY… Reflection Time Let’s begin with a SILENT, personal OPPORTUNITY… THINK about today’s lesson and homeworkagenda? READ question for the day WRITE?, date, preliminary answer Review last night’s homework Conference with teacher ??? THINK…relax…ENTER TO LEARN
Constitution Day September 17, 1787 Constitution Day and Citizenship Day is observed each year on September 17 to commemorate the signing of the Constitution on September 17, 1787, and “recognize all who, by coming of age or by naturalization, have become citizens.” This commemoration had its origin in 1940, when Congress passed a joint resolution authorizing and requesting the President to issue annually a proclamation setting aside the third Sunday in May for the public recognition of all who had attained the status of American citizenship. The designation for this day was “I Am An American Day.” In 1952 Congress repealed this joint resolution and passed a new law moving the date to September 17 to commemorate “the formation and signing, on September 17, 1787, of the Constitution of the United States.” The day was still designated as “Citizenship Day” and retained its original purpose of recognizing all those who had attained American citizenship. This law urged civil and educational authorities of states, counties, cities and towns to make plans for the proper observance of the day and “for the complete instruction of citizens in their responsibilities and opportunities as citizens of the United States and of the State and locality in which they reside.” In 2004 under Senator Byrd's urging, Congress changed the designation of this day to "Constitution Day and Citizenship Day" and added two new requirements in the commemoration of this Day. The first is that the head of every federal agency provide each employee with educational and training materials concerning the Constitution on September 17th. The second is that each educational institution which receives Federal funds should hold a program for students every September 17th. http://www.youtube.com/watch?v=FzAJyK0ovo8 http://www.loc.gov/law/help/commemorative-observations/constitution-day.php
SYLLABUS Have you READ it ALL? BOTH sides? Access BOTH textbooks & explore UNITS on teacher website! Each student will SKIM assigned chapters in BOTH textbooks & prepare 5+ notes for Monday’s group assessment. 7
Syllabus Collaborative Assessment will feature: Fill in the missing word(s) or phrase(s) or % of your grade 5 unit “wordles”…which UNIT is represented by WORDS? 5 unit “picture collections”…which UNIT is shown in historic IMAGES?
Unit I: America as a World Power What considerations should guide the development of American foreign policy? When should the United States go to war? What responsibilities do people with power have to those people who have less power? Our focus is our nation’s growth into a major world power. We’ll examine the roots of American global expansion, foreign policy ideologies (pragmatism, expansionism, isolationism, interventionism), the Open Door Policy, the Spanish-American War, the construction of the Panama Canal, and America's involvement in the “Great War.” Did our growth help or hinder the American ideals?
Unit II: Roaring 1920s, Great Depression, and New Deal What happens when traditional and modern cultures interact? What influences do economic excesses have on American society? What is the proper role of government in people’s lives? We’ll examine a variety of domestic issues in post-WW I America involving new economic, social, political, ideological, and cultural developments from the “roaring” decade of the 1920s and into the horrendous economic crisis of the 1930s. The presidencies of Harding, Coolidge, Hoover, and Roosevelt will be encountered, and finally, the lasting impact of the New Deal will be evaluated. Academic Essay: Did America move closer to or further from its founding ideals during the interwar period?
Unit III: World War II and early Cold War When should the United States go to war? What is required to achieve victory in war? What impact do challenges abroad have on Americans at home? Did America’s development as a super power move it closer or further away from its founding ideals? America's participation in the second global conflict of the 20th century had profound international & domestic effects. Our focus is on decisions & actions related to the origins of WW II; the actual fighting & human effects of war (esp. atomic bomb & Holocaust); lastly, the post-WW II world & nation in the early stages of the mostly ideological “Cold War” (formation of UNCuban Missile Crisis ). Honors DBQ: Was the threat of a global communist revolution real or mostly exaggerated?
Unit IV: Decades of Change How does suburban life shape the individual? How can people change society? How far should the government go to promote equality and opportunity? What happens when the government loses the support of the public? Following WW II, America experienced great domestic changes in the 1950s, a “second Civil War” for equal rights for African-Americans, and tremendous fighting abroad and at home over Vietnam. Assassinations (JFK, MLK, & RFK), racial tensions, and Watergate are troublesome lows in this tumultuous time, but suburban life, the New Frontier, Great Society, & “New Left” make some noteworthy changes during this three-decade era (1950s-1970s). Did America move closer or further from its founding ideals in the three decades after World War II?
Unit V: End of the Cold War & Contemporary America What effect does a changing economy have on American society? What is the proper role of the government in people’s lives? How did the end of the Cold War alter U.S. security & its position in the world? U.S. History II ends with a look at some of America’s most recent & noteworthy developments, including the presidencies of Ronald Reagan, George. H.W. Bush, & Bill Clinton, the fall of the Berlin Wall & end of the Cold War, and finally the terrorist attacks on September 11th, 2001. To what extent has America lived up to its founding ideals as our nation (and the world) transitioned from the 20th into the 21st century?
What do we study? Course title? Units of study? Time periods? Standards addressed? Textbooks used? EUs and EQS? Besides history, what else do we study?
How do students EARN grades? What single grade will represent your learning & achievement this year? What is each marking period worth toward final transcript grade?
What is the “ONE” rule?
Where should students go for help?
What will our year be like? Homework: NONE Who are we? Why are we here? What will our year be like? Tuesday, September 18, 2018 Syllabus Assessment Collaborative, open-notesthinking as a TEAM? II. Pair & Share (Honors ONLY) Socrative.com OpinionsAmerican IdealsTop 7??
7 SYLLABUS DO what is necessary? Possible? Impossible? Have you READ it ALL? BOTH sides? Access BOTH textbooks & explore UNITS on teacher website! Did you LISTEN & TRY to understand WHAT is expected of you? DO what is necessary? Possible? Impossible? Each student will SKIM assigned chapters in BOTH textbooks & prepare 5+ notes for Monday’s group assessment. 7
Pair & Share Socrative.com Opinions READ each other’s reaction…star “best” part, circle question (from last Thursday, 9/13/18) (Pair up quickly, cut as directed) DISCUSS perspectives, ANSWER questions (SIGN names after conversation) Rotate (and/or submit) slips as directed
Pair & Share Socrative.com Opinions The articles were very factual and I agree with them. They made me realize that opinions can't be wrong, but you can say something that is "factually incorrect." My question is: what inspired the two authors to write their articles? Oh, really? Eureka! Interesting idea! Why do you feel this way?
What do most Americans value? What are the five American Ideals? Students @ table area #1 = Equality #2=Rights #3=Liberty #4=Opportunity #5=Democracy Ch. 2 History Alive! homework
What will our year be like? Homework: NONE Today WE write! Who are we? Why are we here? What will our year be like? Thursday, September 20, 2018 Social Studies: Relationships Class-building culminationTOP 7? II. American Ideal “4 Corners” Socrative.com OpinionsAmerican IdealsTop 7??
Top 7 “things” in 2018-19? What matters MOST for OUR success? Factors, influences, behaviors, variables, questions, “realities,” etc. QUICKLY read individual lists…RECORD up to 7 “things” per GROUP in 7 MINUTES or LESS! 1. You, as a teacher 2. Teaching style 3. Effective seating arrangements 4. Not stacking assignments, especially big assignments 5. Talking to students from time to time 6. Interesting topics of study/ discussion 7. Having understandable and reasonable rules within the class What matters MOST for OUR success? (in terms of having a great & productive year)
7…notes? 7 Minutes? Syllabus Assessment RESULTS DO what is necessary? Possible? Impossible? (25 possible points) grade is NOT %...scaled? (rank?) 0-1 =25 pts -2 or 3 = 24 -4 or 5 = 23 -6 or 7 = 22 -8 or 9 = 21 -10 or 11 = 20 -12-13 = 19 -14-15 = 18 -16-17 = 17 -18-19 = 16 -20-21 = 15 -22 or more? 14/25…F 7…notes? 7 Minutes?
What was, is, and ought to be America’s role in the world? Informal “Socratic Circle” coming soon!
American founding ideals Essential Question: What are the founding ideals and why are they important?
What is an ideal? -A principle or standard of perfection that we are always trying to achieve. -Since the creation of United States, our country has rested upon 5 IDEALS that have made it what it is today. -At times our nation has lived up to these ideals and other times our nation has blatantly been in contradiction with them.
Where did the founding ideals come from? “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness. – That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed.”
American founding ideals Essential Question: What are the founding ideals and why are they important?
What is an ideal? -A principle or standard of perfection that we are always trying to achieve. -Since the creation of United States, our country has rested upon 5 IDEALS that have made it what it is today. -At times our nation has lived up to these ideals and other times our nation has blatantly been in contradiction with them.
Where did the founding ideals come from? “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness. – That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed.”
The condition of being equal EQUALITY The condition of being equal “ All men are created equal.” ex: equality in jobs ex: equality in school ex: must be treated by government as equals
Basic conditions guaranteed to each person RIGHTS Basic conditions guaranteed to each person “They are endowed by their Creator with certain unalienable Rights.” ex: right to free speech ex: right to bear arms ex: right to worship freely
The freedom to think or act without being limited by unnecessary force LIBERTY The freedom to think or act without being limited by unnecessary force “That among these rights are Life, Liberty, and the pursuit of Happiness.” ex. The ability to speak your mind freely ex: a slave owner forcing one to work (opposite of) ex. To eat a chocolate for breakfast
OPPORTUNITY The promise that people should have the chance to attain their hopes & dreams “that among these rights are Life, Liberty, and the pursuit of Happiness.” Ex. Coming to America to farm your own land. Ex. The son of a farmer practicing law and becoming President. Ex. Beating that final level in Call of Duty 5.
A form of government that places power in the hands of the people DEMOCRACY A form of government that places power in the hands of the people “…That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed.” ex: elected representatives voted to office by the people ex: US government = republic ex: opposite of a monarchy
Got plans? Tuesday, October 23, 2018
9/11 Memorial & Museum Tuesday, Oct. 23, 2018 (6:45 AM ~4 PM) $50 Approximately 90 qualified & interested students* Coach bus & Staten Island Ferry Lower Manhattan: One World Trade Center, Oculus, Wall St. & Battery Park * Parental permission/payment? Academic standing? Schedule? Announcements will be forthcoming, and a meeting is possible!
Watch OUTLOOK email for FORMS surveys, permission slips, etc. (See S.S. teacher with questions)
Homework: Ch. 10 & 11 “ttt” & HA notes Ch. 19-25 due Wed. 9/26 Friday, September 21, 2018 I. Opening Acts: America as a World Power (Unit I) NOTES…Enduring Understandings (EUs) Ch. 10 “ttt” & HA notes 19-21 Ch. 11 “ttt” & HA notes 22-25 American Ideals & Current Events “4 Corners” III. Top 7? What was America’s role in the world? ENTER TO LEARN
What was, is, and ought to be America’s role in the world? 9/21/18: What was America’s role in the world? Warm Up ? Expectations SIT and write daily questions upon arrival…list preliminary answer/reaction…use space WISELY, draw lines or separate writings with colors, etc. (Minor grade category) *Include DATES for all prompts & your PERSONALIZED reflections…you should return & add info or review answers “later”…it’s your “warm up”…make it your own!
Unit I: America as a World Power Ch. 10 & 11 The Americans Ch. 19-21; 22-25 History Alive! In this era of national expansion, American influence stretched from sea to shining sea and beyond. For much of the 1800s, Americans focused their attention inward on continental expansion. Late in the century, people began looking outward for new territory to conquer and new markets for American goods. By 1900, the American eagle could spread its wings across a small empire. In 1917, U.S. troops crossed the Atlantic to fight in Europe’s first world war. As that war ended, Americans began to ponder a new question: "Should the United States take on the challenge of spreading its founding ideals around the globe?"
Unit I: America as a World Power Enduring Understandings EUs Students will understand that… 1. Since resources are unequally divided across the earth societies will either enter into or to secure them. 2. American foreign policy is motivated by both & . 3. The evolution of America’s role in the world has created divisive among American citizens and government(s). 4. The impact of American foreign policy has left a legacy. CONFLICT COOPERATION IDEALISM PRAGMATISM ARGUMENTS MIXED
Unit I: America as a World Power What considerations should guide the development of American foreign policy? When should the United States go to war? What responsibilities do people with power have to those people who have less power? Our focus is our nation’s growth into a major world power. We’ll examine the roots of American global expansion, foreign policy ideologies (idealism, pragmatism, realism, expansionism, interventionism, internationalism, and isolationism), the Open Door Policy, the Spanish-American War, the construction of the Panama Canal, and America's involvement in the “Great War.” Did our growth help or hinder the American ideals?
The Americans “Telescoping the Times” (2-page summary of “big story”) Ch. 10 & 11 Carefully READ the Chapter Overview, Main Ideas, & Review questions for each chapter. As you READ the condensed “ttt” summaries, ANSWER the Review questions: A) Highlight or underline specific ANSWERS in text, then LIST question # in margins OR B) WRITE responses in the space provided on the “ttt” summary pages History Alive! Summary “notes” (recap of image & question-filled “shorter story”) Ch. 19-21; 22-25 READ the BRIEF summary at the end of every chapter & complete the “missing” information. --In future units, you’ll write your own summary, draw pictures, & complete other thought-provoking exercises. FYI: The “ttt” and HA summaries contain nearly ALL the essential information for SUCCESS. These are GREAT study items! Your LEARNING & our classroom experiences will be greatly enhanced if everyone “masters the basics” & develops curiosity through reading and respectful dialogue about the “big ideas and themes” contained within each unit. Your TOP “7?” THINK and create a personal list of notes, questions, observations, IDEAS based on actual textbook reading and other class activities. These will be your chosen “facts,” examples, opinions, rhetorical questions, debatable issues, etc. that support your unique views & ideas, and help you search for the TRUTH!
Survey on American Ideals Four Corners Activity You will hear five different statements about the founding ideals. Go the corner that you feel best represents your viewpoint. Once everyone is at a corner, you will have one minute to talk to your group members to come up with a few arguments to support your viewpoint. C D FRONT strongly agree mildly agree A B BACK strongly disagree mildly disagree
All Americans are equal.
Some Americans have more rights than others.
Americans have all the freedoms they deserve.
All Americans have the same opportunities to succeed in life.
Wealthy people have a more powerful voice in American democracy than do others.
Top 7 “things” in 2018-19? ENTER TO LEARN Factors, influences, behaviors, variables, questions, “realities,” etc. QUICKLY read class lists…nominate up to 7 “things” per class…OR... 1. You, as a teacher 2. Teaching style 3. Effective seating arrangements 4. Not stacking assignments, especially big assignments 5. Talking to students from time to time 6. Interesting topics of study/ discussion 7. Having understandable and reasonable rules within the class ENTER TO LEARN What matters MOST for OUR success? (in terms of having a great & productive year)