WWI on the Homefront

Today we continued work on the WWI Homefront Web Activity that you began for homework. It should be submitted to turnitin when you are finished.

Wilson, Norris and Intro to Just War Theory

Today, we'll watch the next section of Shell Shock and take notes as we watch.  We'll then explore the words that Woodrow Wilson used to justify the war and examine how Sen. Norris responded by returning to notions of Just War Theory, specificall jus ad bellum.  We'll use this document to do our analysis: Wilson/Norris and JWT. Make a copy of the document and share it with your partner then work to complete your analysis.

The Road to World War One

We'll begin by introducing our ongoing current events project focusing on the statements and actions of the new Trump administration. Students will fill out their row in this chart and be responsible for commenting on another student's commentary every week. 

New Administration Current Events Chart.

Most often, class time will be set aside for students to comment on other articles but most of the original finding and responding to an article will take place at home.  Your first article is due next Thursday, 

Then, after Mr. Kramer does a quick review of the reading for today, identifying the MAIN causes of WWI, we'll use our best judgment and expertise to determine when (or if) the United States should get involved by taking a kahoot survey.
We'll then watch the first section of The Century: Shell Shock, (0:00-25:52) taking notes as we watch and listening for details that will determine if the images or information from the video influenced us to change our selections from the survey.

The Progressive Era

Today we'll start with a quiz. Here it is:
Choose 3 of the most important facts from your notes last night. Then, on a Google doc:
1) List each fact with enough detail to show your understanding of that fact.
2) For each, in a sentence or two describe what that fact tells you about the Progressive era.  In other words, what makes that detail/fact significant to the Progressive era?
Thus, your quiz will be a total of 6-12 sentences. For each detail you should have 1-2 sentences describing it and 1-2 sentences of significance.  Submit it to turnitin when you are finished.

Next, you'll have a few minutes to return to the New Nationalism Speech and finish the annotations of your highlights, with any remaining time given, you'll be encouraged to finish reading the speech.

We'll then shift our focus to one of the more significant progressive causes, women's suffrage.
We'll start by watching the Crash Course on Women's Suffrage. You should take notes as you watch.
Then we'll read these articles to work to make some links between the women's suffrage movement to the women's march that took place last weekend. We'll examine these two articles (click on some of the hyperlinks in the second article in order to learn more.

Woodrow Wilson's Woman Problem, a Case Study for the Trump Era
The Original Women's March on Washington and the Suffragists Who Paved the Way

In your notebooks, you'll do a response to the current connections we've been looking at over the last couple of days.  Which of the connections are most interesting to you? Why? Are there other connections that you see between the Progressive Era and today (consider your notes from Crash Course)? What are they? What lessons from the Progressive era do you hope to see our government learn? 

Populism, Progressivism and Presidents

Today, we'll continue our comparisons of Presidents Obama and Trump and also see how the words of Teddy Roosevelt are still relevant to their visions.
Here are your tasks for today:

1. Submit your Presidential Addresses Charts to turnitin.com.
2. Make a copy and share this chart with your group: Populism, Progressivism and Presidents Chart.
3. Read the overviews on Populism (review) and Progressivism (new):
   Overview 1:Populism
   Overvew 2:Progressivism
4. In your groups, identify 4 key ideas about each political movement and list them in the spaces provided in the chart.
5. In your groups, everyone should take one of these roles: Populism/Obama, Populism/Trump, Progressivism/Obama, Progressivism/Trump and then fill in the appropriate space in the chart.  In your space, you should put quotes from the respective speeches that represent either a populist ideal or a progressive one. You may copy and paste the quotes from the linked versions of the speeches you read last night. You should be prepared to discuss why you identified your quotes as populist or progressive respectively.
6. After individuals in your groups shared their work, everyone should make a copy of Teddy Roosevelt's New Nationalism and share it with the other members of your group.
7. Everyone should choose a different color to use as a highlighter and as you hear the speech read aloud, you should highlight ideas that have links to the current ideas that you explored in your chart. When the reading is paused, you should comment on the line(s) that you highlighted, identifying it as populist or progressive and noting why you highlighted that line.

NOTE: The new assignment sheet is posted.

Welcome Back! Presidents' Visions of America

Today in class, we'll start by talking about course recommendations for next year.
Then, your primary task is to compare the visions of America offered by President Obama in his farewell address and President Trump in his inaugural address.
Please use this chart for your analysis.
Presidential Addresses Comparison
Note: Fill out the first box for each speech prior to reading and then do the rest of each respective chart after reading and annotating. Whatever you don't finish in class today is your homework for tonight.

Last Notes Before Final

Tips for Successful Finals Writing

Inexcusables and Other Writing Tips

FINAL and OPTIONAL BRAINSTORMING SHEET DUE TO BE SUBMITTED TO TURNITIN.COM NO LATER THAN 10:40 AM on WEDNESDAY, JANUARY 18.

Continuing to Define America's Role in the World

Today we'll begin by discussing the choices you made in your groups yesterday. We'll continue by exploring the policy that was essentially changed by that choice (The Monroe Doctrine) as well as the policy that was created by that choice (The Roosevelt Corollary to the Monroe Doctrine).
We'll go on socrative.com (room 840139) to do a survey that will help us focus our thoughts and beliefs and then go back to our groups to try to develop our own foreign policy using the 2nd part of the chart from yesterday.

HW for the weekend is posted in the assignment sheet. You are to begin your finals preparation. At a minimum do steps 1 and 2 below (if you want to work ahead of pace, go on to step 3):

1. Read the document you've selected or been assigned once through, highlighting for difficult vocabulary and important language. 
2. Then, read it through again, annotating as you read. 
3. Begin section one of the Final Brainstorming Sheet.

Defining America's Role in the World

Today, we'll work to make some judgments about America's policy in regard to the end of the Spanish-American War. To do so, you'll each receive an option that America was considering at in the fall of 1898 as it was negotiating the treaty to end the war.
With your group, follow the instructions listed and fill out the chart below (each person should make their OWN chart (not shared):
Spanish-American War Options Chart

Final Exam and Imperialism Contd.

Yesterday in class students received their final exam:
Semester 1 Final Exam
The rest of class time was given to continue work in their Spanish-American War readings and study guides.