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Week 7 : October 16-20, 2017

Week 7 : October 16-20, 2017. Unit I: America as a World Power. Why are we here this week?. Participate in Conversation Piece Research Oral History Project topic & continue interview plans 3-paragraph summary due Friday, 10/20 .

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Week 7 : October 16-20, 2017

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  1. Week 7: October 16-20, 2017 Unit I: America as a World Power

  2. Why are we here this week? Participate in Conversation Piece Research Oral History Project topic & continue interview plans3-paragraph summary due Friday, 10/20. 3) Reading assigned chapter of History Alive in preparation for Socratic Circle (Ch. 22, 23, 24, or 24; also section of Ch. 11 The Americans) 4) Honors: begin Imperialism DBQ; Academic: begin study guide

  3. Homework: OHP research & biographical summary due F/10/20 Academic: Begin Unit I Study Guide HONORS: Begin imperialism DBQ READ Ch. 22, 23, 24, or 25, and matching section of Ch. 11 in The Americans Monday, October 16, 2017 • Conversation Piece OHP…proposal (10 pts) Trench Day…10 pts. “Lost Battalion”…10 pts. Panama Canal & Open Door Policy Videos Unit I Exam study guide ORImperialism DBQ II. World War I History Alive! Ch. 22-25, Ch. 11 The Americans Who are you? Why are you here? What matters most? What matters least?

  4. Four Questions: ANSWER any TWO! Who are you? Why are you here? What matters most? What matters least?

  5. What is Oral History? • http://youtu.be/6sOmEpj2STM(For HOME use ONLY) • ALL the videos are saved in OHP file in Robinson SHARES folder • Continue your OHP preliminary research and planning worksheet… 2-paragraph research summary & 1-paragraph biographical description of your narrator is due Wednesday, 10/18

  6. OHP is a GREAT & CHALLENGING project! OHP proposal is a MINOR grade, but a “MAJOR misstep” if NOT completed THOUGHTFULLY!

  7. What is the thesis (point) of this political cartoon?

  8. Regarding war & expansionism, what would you do?

  9. Unit I Exam is coming in about two weeks!

  10. (Imperialism practice DBQ)

  11. Ch. 23: The Course and Conduct of World War I How was World War I different from previous wars? Ch. 22: From Neutrality to War Was it in the national interest of the US to stay neutral or declare war in 1917? Ch. 24: The Home FrontHow did Americans on the home front support or oppose WW I? Ch. 25: Treaty of Versailles: Ratify or Reject? Should the US have ratified or rejected the Treaty of Versailles?

  12. History Alive! The AmericansCh. 11: The First World Warpgs. 370-407 Section 1: World War I Begins p. 372-380 Section 2: American Power Tips the Balance p. 381-387 Section 3: The War at Home p. 388-397 Section 4: Wilson Fights for Peace p. 398-403 Ch. 22: From Neutrality to War p. 283-291 “Was it in the national interest of the US to stay neutral or declare war in 1917?” Ch. 23: Course & Conduct of the War p. 293-301 “How was World War I different from previous wars?” Ch. 24: The Home Front p. 303-313 “How did Americans on the home front support or oppose WW I?” Ch. 25: The Treaty of Versailles: Ratify or Reject? p. 315-323 “Should the US have ratified or rejected the Treaty of Versailles?”

  13. Socratic-like Circle Preparations 1. HIGHLIGHT chapter, then WRITE & EXPLAIN your “decision” (ANSWER) to the focus question. Ch. 22: Neutrality to War (p. 283-291) “Was it in the US national interest to stay neutral or declare war in 1917?” Ch. 23: Course & Conduct of the War (p. 293-301) “How was World War I different from previous wars?” Ch. 24: The Home Front (p. 303-313) “How did Americans on the home front support or oppose WW I?” Ch. 25: Versailles: Ratify or Reject? (p. 315-323) “Should the US have ratified or rejected Treaty of Versailles?" 1. My initial response & reasoninginterpretations, opinions, & ideas: What do you THINK is the “RIGHT” answer to the question? WHY? Do you have examples and explanations for your written answer? 2. What issues, concepts, conflicts, or debatable topics do you wish to DISCUSS?List ??s What do you want to TALK about? What questions will you ask your inner circle peers? 3a. CausesEffects(Past, Present, and/or Future)3b. Applications for Today & Tomorrow Examples/events (stimuli) & HOW they changed life? What “life lessons” (+ or -) or conclusions do you observe?

  14. Use articles to help you with 3a & 3b http://articles.mcall.com/2014-06-25/opinion/mc-lessons-wwi-fisher-yv--20140625_1_self-determination-world-war-i-yugoslavia http://articles.mcall.com/2014-07-21/opinion/mc-world-war-i-anniversary-lessons-largay-yv-0722-20140721_1_black-soldiers-great-war-wwi

  15. Completing your Alive! Chapter Reflection 4. What NEW ideas, insights, opinions, points of view, “facts” or perspectives did your peers share? -Are multiple perspectives & opposing points of view described in writing? 5. What did you DISCERN, or perceive to be “true,” as a result of your Socratic-Circle performance? EXPLAIN • Did you show written evidence of growth and/or a deepening of thought? • Have you shown what you LEARNED from Socratic-like Circle? • Your chapter “preparation & reflection” is worth 20 major points! • DUE the day after you “perform” in the inner circle Self-evaluate on your ACADEMIC CONVERSATION place mat: How well did you do? 6=below basic EFFORT and CONTRIBUTIONS 7=basic EFFORT and/or CONTRIBUTIONS 8=proficient EFFORT and CONTRIBUTIONS 9/10=advanced CONTRIBUTIONS and EFFECTIVENESS!

  16. Homework: OHP research & biographical summary due F/10/20 Academic: Continue Unit I Study Guide HONORS: imperialism DBQ READ Ch. 22, 23, 24, or 25, and matching section of Ch. 11 in The Americans Tuesday, October 17, 2017 Oral History Project WORK DAY Secondary OPTIONS: Unit I Exam study guide ORImperialism DBQ World War I: “Great War” video, read textbooks What is most important for your OHP success?

  17. Tuesday, October 17, 2017 WATCH first three videos about OHP (Robinson SHARES) Continue preliminary RESEARCH summary* with 2-4+ sources Begin biographical description of interviewee Begin interview questions (3 types? 6 of the final 10-15 ?s for interview script due) OHP work due Friday: TWO printed copies, plus DROPPED or EMAILED attachment of research with sources, biography & preliminary interview script

  18. Components of the OHP Product • Introduction (give detailed background info of the time period: Cold War, WW II, 1950’s culture, Vietnam, etc. …include timelines, maps, images, video clips, etc.) • I. Body: Explain person’s experiences related to time period (era or event) in detail (results of most of your interview questions should be included) • II. Analysis: Compare interview responses to your research information on the topic. Historical details expected, including citations of sources. *Demonstrate understanding of interviewee’s experience in historical context. • V. Conclusion: Summarize the effect(s) that era/event had on your interviewee’s life (Write a thank you letter to you interviewee (consider sharing a copy of your product) Monday through Friday (research & interview prep) Friday is OHP Progress “check”PRINTtwo copies of file containing 2-paragraph RESEARCH summary (2-4+ sources of minimum 5-7+ req’d.), 1-paragraph biography of interviewee, and 6+ interview questions (of 10-15 ? script) Interview “season” opens next week…10/27! Interview should be “done” no later than 11/19! OHP product due on or before Tuesday, 11/28!

  19. Create a “research file” today!Open ROBINSON Shares folder and find OHP research WORD fileCollect images & text as you VISIT these websites*…collect things that might be HELPFUL for OHP • Textbooks? History Alive!and/orThe Americans • Reliable & suggested sites…Schoolwires *Lenape Library research databases *ABC-CLIO most .org, .edu, and .gov sites are OK! *http://www.history.com/*Flow of History *CHECK OUT THESE THREE today! • Copy, paste, and SAVE “anything” that looks useful or interesting HUNT & GATHER…then write a 2-paragraph research summary, including two specific sources, TODAY!

  20. OPEN Robinson “Shares” Folder: OHP Preliminary research and planning file ADD your name OHP & Period # and SAVE file TODAY! SAVE this file to your network space AND Office 365 TODAY with your name, OHP & Period # This file will include: Two carefully TYPED paragraphs about your era or event. (cite two or more sources…NoodleTools?) 1-paragraph biographical summary of interviewee 6+ interview questions, 2 of each type The file with 3 total paragraphs, 6+ interview questions, plus 3 or more research sources will be PRINTED (2x)andDROPPED or EMAILED on Friday, 10/20.

  21. Weiderhold’s Question Matrix http://www.ltag.education.tas.gov.au/effectteach/Thinking/matrix.htm The Question Matrix is a set of 36 question starters that ask what, where, which, who, why and how. The questions in the top rows of the matrix are knowledge and information questions. The lower rows are questions that require analysis, synthesis and evaluation. C:\Documents and Settings\Educator\My Documents\ICTPD\Questioning\Weiderhold Question Matrix.doc

  22. Q-Matrix Event Person/GroupReasonsResults What is ...? Who is...? Why is...? How is...? What did...? Who did...? Why did...? How did...? What will...? Who will...? Why will...? How will...? What might...? Who might...? Why might...? How might...?

  23. Research & Interview Script REMINDERSCarefully read important expectations below • All questions should be short, easy-to-understand, open-ended, & neutral (AVOID one-word answer ?s, leading questions, and overly complex ?s) • 2-3 “intro” questions…biographical ?s…do NOT start with a historical question! • You MUST include 2+ questions that are based directly on your research! (Advanced OHP products have at least 5 direct quotes/comparisons (person’s testimonyresearch) • 6-8 “body” questions about the historical era or event are expected • Arrange ALL questions in chronological order • 2-3 “thought” questions are required (compare to today?) • ASK, “What would you like my classmates to remember about this event/era?” • 10-15 TOTAL (TYPED) questions…SEND to interviewee BEFORE interview…ADD topic and person’s name on the top of your interview script…TRIPLE space between questions (answer spaces for her/him…space for notes & follow-up questions for you)

  24. Homework: OHP research & biographical summary due F/10/20 Academic: Complete first part of Unit I Study Guide HONORS: Complete imperialism document analysis for DBQ Prepare for Socratic Circle! Worksheet due Monday, 10/23 Wed.-Thursday, Oct 18-19, 2017 • Unit I WORK Study Guide or Imperialism DBQ II. World War I History Alive! Ch. 22-25, Ch. 11 The Americans “The Great War”…video What matters least, in terms of your SUCCESS?

  25. DBQ instructional videos • https://www.youtube.com/watch?v=2tGjAZ-670M • 3 min…powtoon • https://www.youtube.com/watch?v=se3dTqrnTec 5min…1 of 8 https://www.youtube.com/watch?v=se3dTqrnTec&list=PLjP9rrrxOupdpfsZRcoCoI1dl8oL-VCWX

  26. The. U.S. & the World 1865-1917From Safari Montage

  27. The. U.S. & the World 1865-1917From Safari Montage

  28. The. U.S. & the World 1865-1917From Safari Montage

  29. U.S. & the World (1867-1917) Time Line 1867 — Secretary of State Seward negotiates the purchase of Alaska. 1869 — The transcontinental railroad is completed. 1883 — The United States begins constructing a powerful naval fleet. 1887 — Congress passes the Dawes Act. 1890 — Hundreds of Sioux are massacred at Wounded Knee. 1890 — Alfred Mahan publishes The Influence of Sea Power upon History. 1898 — The American battleship Maine explodes, killing over two hundred sailors. 1898 — The United States defeats Spain in the Spanish-American War. 1898 — Hawaii is annexed by the United States. 1901 — President McKinley is assassinated; Theodore Roosevelt becomes president. 1902 — The Philippine-American War ends; America controls the Philippines. 1903 — President Roosevelt issues his Corollary to the Monroe Doctrine. 1914 — The Panama Canal opens. 1914 — The Mexican Revolution begins. 1916 — Pancho Villa attacks the U.S.; General Pershing’s expedition into Mexico begins.

  30. http://safari.bucksiu.org/?a=25736&ch=1&d=02233AAU.S. & the World (1865-1917): An Introduction http://safari.bucksiu.org/?a=25736&ch=3&d=02233AAU.S. History: From Isolation to Empire

  31. http://safari.bucksiu.org/?a=25736&ch=3&d=02233AAU.S. History: From Isolation to Empire

  32. :http://safari.bucksiu.org/?a=25736&ch=5&d=02233AAThe American Empire

  33. http://safari.bucksiu.org/?a=25736&ch=6&d=02233AAAmerica in the Caribbean http://safari.bucksiu.org/?a=25736&ch=7&d=02233AAThe Panama Canal

  34. http://safari.bucksiu.org/?a=25736&ch=8&d=02233AAThe United States and Latin America

  35. Use articles to help you with 3a & 3b http://articles.mcall.com/2014-06-25/opinion/mc-lessons-wwi-fisher-yv--20140625_1_self-determination-world-war-i-yugoslavia http://articles.mcall.com/2014-07-21/opinion/mc-world-war-i-anniversary-lessons-largay-yv-0722-20140721_1_black-soldiers-great-war-wwi

  36. Completing your Alive! Chapter Reflection 4. What NEW ideas, insights, opinions, points of view, “facts” or perspectives did your peers share? -Are multiple perspectives & opposing points of view described in writing? 5. What did you DISCERN, or perceive to be “true,” as a result of your Socratic-Circle performance? EXPLAIN • Did you show written evidence of growth and/or a deepening of thought? • Have you shown what you LEARNED from Socratic-like Circle? • Your chapter “preparation & reflection” is worth 20 major points! • DUE the day after you “perform” in the inner circle Self-evaluate on your ACADEMIC CONVERSATION place mat: How well did you do? 6=below basic EFFORT and CONTRIBUTIONS 7=basic EFFORT and/or CONTRIBUTIONS 8=proficient EFFORT and CONTRIBUTIONS 9/10=advanced CONTRIBUTIONS and EFFECTIVENESS!

  37. Socratic-like Circle • An informal discussion arrangement with a small inner CIRCLE of students, surrounded by the rest of the remaining class. • ALL students should be prepared to enter the INNER circle and participate by asking and/or answering questions, while the larger population also participates by observing & taking “note”of what is being discussed • Prepare by reviewing & organizing notes, re-reading texts, watching videos, etc…THINK about what you want to say and LISTEN to what is being said by your fellow “student teachers.” *Planning WORKSHEET (questions 1-3) should be “FILLED” by Monday, 10/23/17! Socratic Circle Performances begin Wednesday, 10/25/17!

  38. Homework: OHP research & biographical summary due F/10/20 Academic: Complete first part of Unit I Study Guide HONORS: Complete imperialism document analysis for DBQ Prepare for Socratic Circle! Worksheet due Monday, 10/23 Wed.-Thursday, Oct 18-19, 2017 • Unit I WORK Study Guide or Imperialism DBQ II. World War I History Alive! Ch. 22-25, Ch. 11 The Americans “The Great War”…video What matters least, in terms of your SUCCESS?

  39. Socratic-like Circle Scoring Rubric Content(Verbal) Advanced (10-9)-displays an extensive command of accurate historic information -answers, examples, comparisons, & “connections” to EUs & EQs are detailed & relevant -analysis of issues and events, plus their effects, show a high level of thought/insight Proficient (8.5-7) -displays an adequate command of mostly accurate historic information -answers, ex., comparisons, & “connections” to EU/EQs are somewhat detailed or relevant -analysis of issues, events, or their effects, show evidence of thought/insight Basic (<7 pts) -displays limited command of accurate historic information -answers, ex., comparisons, & “connections” to EU/EQs are NOT detailed and/or relevant -analysis of issues, events, and/or their effects, show little evidence of thought/insight Speaking & Listening Skills Advanced (10-9) -contributions are delivered efficiently with highly effective volume and clarity -eye contact and body language show excellent engagement and active listening -verbal contributions address others’ points of view and reflect awareness of time limits Proficient (8.5-7) -contributions are delivered with cceptable efficiently with effective volume and clarity -eye contact and body language show some engagement and active listening -verbal contributions may reflect awareness of others’ points of view and/or time limits Basic (<7 pts) -contributions are not delivered efficiently; volume and/or clarity are ineffective -eye contact and/or body language show little or no engagement/active listening -verbal contributions do not reflect awareness of others’ points of view and/or time limits Content(Verbal)Advanced (10-9) -displays an extensive command of accurate historic information -answers, examples, comparisons, & “connections” to EUs & EQs are detailed & relevant -analysis of issues and events, plus their effects, show a high level of thought/insight Speaking & Listening SkillsAdvanced (10-9) -contributions are delivered efficiently with highly effective volume and clarity -eye contact and body language show excellent engagement and active listening -verbal contributions address others’ points of view and reflect awareness of time limits Self-EvaluationEffort and Contributions (up to 10 pts) DUE the day AFTER your chapter is shared with the class!

  40. Effort & Contribution(Participation SELF-EVALUATION) Advanced (10-9) -I spoke with accuracy, good details, and confidence throughout the performance. -My analysis & contributions were insightful & often expanded or challenged other ideas. -I participated respectfully and enhanced the group’s effectiveness through my actions. Proficient (8.5-7) -I spoke w/ limited accuracy or specific details; effectiveness varied during performance. -My analysis/contributions were somewhat insightful, but did little to expand/challenge ideas. -I participated respectfully and my actions contributed to an effective performance. Basic (6.5-6 pts) -I spoke inaccurately or with only vague details during most of the performance. -My analysis & contributions were lacking (participation did little to expand/challenge ideas). -My actions impaired the group’s effectiveness; disrespectful performance (unintentional). Below Basic (<6) -I displayed little knowledge during most of the performance. -My analysis & contributions were virtually non-existent. -My disrespectful actions hurt my group’s effectiveness. What was your best contribution?What area needs the most improvement? Effort & Contribution(Participation SELF-EVALUATION) Advanced (10-9) -I spoke with accuracy, good details, and confidence throughout the performance. -My analysis & contributions were insightful & often expanded or challenged other ideas. -I participated respectfully and enhanced the group’s effectiveness through my actions. What was your best contribution?REQUIRED!!! What area needs the most improvement?“day after”

  41. Academic Conversation Placemat with Prompts

  42. History Alive!Introductions & Summaries Ch. 22: From Neutrality to War p. 283-291 “Was it in the national interest of the US to stay neutral or declare war in 1917?”

  43. History Alive!Introduction & Summary Ch. 22: From Neutrality to War p. 283-291 “Was it in the national interest of the US to stay neutral or declare war in 1917?”

  44. Ch. 22: From Neutrality to War: Was it in the national interest of the US to stay neutral or declare war in 1917? In 1914, during a visit to Sarajevo, Archduke Franz Ferdinand of Austria-Hungary and his wife with their children in 1909 were gunned down by a terrorist. Although this assassination sparked the outbreak of World War I, the conflict had deeper causes. In the spring of 1914, President Woodrow Wilson sent "Colonel" Edward House, his trusted adviser, to Europe. House's task was to learn more about the growing strains among the European powers. After meeting with government officials, House sent Wilson an eerily accurate assessment of conditions there. "Everybody's nerves are tense," he wrote. "It needs only a spark to set the whole thing off." That spark was not long in coming. On June 28, 1914, Archduke Franz Ferdinand and his wife, Sophie, made an official visit to Sarajevo, the capital of Austria-Hungary's province of Bosnia. Ferdinand was heir to the throne of the Austro-Hungarian Empire. A few years earlier, Bosnia had been taken over by Austria-Hungary, a move that angered many Bosnians who wanted closer ties to nearby Serbia and other Slavic ethnic groups. On the day of the visit, several terrorists, trained and armed by a Serbian group, waited in the crowd. Early in the day, as the royal couple rode through the city in an open car, a terrorist hurled a bomb at their car. The bomb bounced off the hood and exploded nearby. Unharmed, the couple continued their visit. Another terrorist, GavriloPrincip, was waiting farther down the route. When the car came into view, Princip fired several shots into the car, killing the royal couple. Their murders set off a chain reaction. Within weeks, Austria-Hungary declared war on Serbia. When the Russian foreign minister learned that Austrian soldiers had begun shelling the Serbian capital of Belgrade, the stunned diplomat warned the Austrian ambassador, "This means a European war. You are setting Europe alight." He was right. A local quarrel in the Balkans quickly became far more dangerous. Russia sided with Serbia and declared war on Austria-Hungary. To help Austria-Hungary, Germany declared war on Russia and its ally France. Britain came to France's defense and declared war on Germany. Dozens of countries took sides.

  45. Ch. 22 SummaryThe assassination of Archduke Franz Ferdinand sparked the outbreak of World War I. However, the war had many underlying causes, including the European alliance system and the growth of nationalism and imperialism, which led to military buildups. The United States remained neutral until events in 1917 convinced Americans to fight on the side of the Allies. The Allied and Central powers When World War I began, the nations of Europe divided into two alliances—the Allied powers (Great Britain, France, & Russia) and the Central powers (Germany, Austria-Hungary, & the Ottoman Empire (Turkey). U-boats The war at sea started with a British blockade of German ports. Germany fought back by introducing a new weapon called a U-boat, or submarine. German U-boats sank both neutral and enemy vessels, often without warning. Lusitania The German sinking of the British ship the Lusitania killed 128 Americans. The United States strongly protested U-boat attacks on merchant ships carrying American passengers.

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