Vietnam

We started the class evaluating the lyrics of "Blowin' in the Wind." We discussed the meaning of the song. The song was used as a transition from Civil Rights to Vietnam.

We are going to complete a small project over the next couple of class periods. We were given the option of having the project worth 5% or 25%. This provides those of us who need/want a last minute boost to grades to get it while also providing others who do not want to have the project impact their grade much at all.

The project will address five course standards and can be found here. We had today to work on it and we will have Wednesday as well. We will need to have the project submitted to this link before class on Friday so we can review the student work.

Other Activist Groups

Today we finished our comparisons of MLK jr. / Malcolm X / Cesar Chavez.

We also read about the activism of women, American Indians, Asian Americans, Disabled Americans, gays, and the elderly. After having explored the methods of gaining rights by these groups we compared their actions with the actions of MLK jr. / Malcolm X / Cesar Chavez. We then identified which of the three men's actions most closely resembled the actions of the other groups.

Civil Rights leaders Compared

Today we used the wiki pages for Martin Luther King jr, Malcolm X and Cesar Chavez. Working in groups of three, we recorded notes about their actions, inspirations and actions they inspired, as well as what similarities and differences we see in/between them? After a while we started creating a visual to compare these people and their actions. It was suggested that the groups make either a flow chart or triple venn diagram. However, groups could create any type of visual that showed the similarities and differences of these people.

Final Race

Today we reviewed the previous sessions and then finished our notes on "The House We Live In."

After the video, we continued our discussion. Once finished we took a quiz on the content. First we took the quiz individually and then took it a second time as a group.

slides 19-24

Still More Race

Today we created a line graph that reflected the changing views on "race" in the United States. We created these line graphs in the groups we created on Wednesday.

We also created two "quotes" that reflected US views on "race" at two points of time. The purpose of both these activities was to identify the ever changing views on "race" by the United States.

We finished the day by watching and collecting notes on the first part of the third episode of the video Race: The Power of an Illusion. There were note taking guides provided for this episode. We will complete this video on Tuesday.

We used slides 15-18 from this link. If you were not in class you should contact Mr. Williams and let him know. He can then get you access to the videos so you can come to class on Tuesday, fully prepared.

Race and History

Today we worked in groups as we recorded notes. We used these notes with the second portion of the documentary "Race: Power of an Illusion." We will continue with these groups on Friday.

The groups will work in cooperation on a couple assignments. We will have a quiz at the end of this sub-unit and each group is responsible for the success of all members of their group.

slides 12-14 from this link

More Race

Today we reflected on the quiz we took last Thursday. We used that quiz to help identify the assumptions we have about race and created a list of those assumptions. We shared our lists in small groups after discussing how to discuss this topic without judgement but instead through the lens that we all had/have flawed assumptions about race and that we need to allow ourselves to be open to changing our perception about race so as to eliminate these flawed or inaccurate assumptions.

We then watched "The Difference Between Us" which is a an episode of "Race: he Power of an Illusion" documentary. We then discussed our assumptions and identified which were incorrect and why.

We used slides 3-10 from this link.

Race

Today we shifted away from the cold war and into race. We worked in groups to take a quiz about race. The quiz had 20 questions and we discussed each question before coming to a response. After determining the answers for the questions Mr. Williams checked the answers and let us know how many we had correct. We then went through again and answered again trying to identify which questions we had correct and correcting the answer we thought we had wrong.

In the end we were given the correct answers and the explanations to the answers. It turned out that we had many flawed assumptions about race.

Chapter 57

Today we read chapter 57 and then used that content to align with eight cartoons from the era and key words for each.

For each cartoon we had to explain the historical events that it is in reference to and explain the cartoonists perspective on the issue. The resources (cartoons and key words) can be accessed through the slides we used in class 68-70. 

Chapter 40 quiz

Today we took a quiz on the content from chapter 40.

We also played another game that recreated the suspicion, mistrust and wild accusations that existed during the Cold War. We then discussed the parallels between the game and the Cold War.

Slides 65-67 

Oppenheimer and the Cold War

Last week and today we've been watching a documentary about Dr. J. Robert Oppenheimer. Before we began we reflected on the ideals of the Declaration of Independence and how they have shaped our actions as a nation. We then reflected on some of our actions during the Cold War and tried to identify the ideals that shaped those Cold War actions. Each person came up with their own Cold War ideals but when we discussed them it was agreed that the ideals were generally negative in nature (e.g. fear, intimidation, mistrust).

As we watched the documentary about Oppenheimer we took notes on how the Cold War ideals we created were impacting the life of Dr. Oppenheimer. We discussed some of our findings along the way.

Today we played a game that required us to identify students who were given slips with red dots. The games turned into accusations both false and true. This reflected the McCarthyism of the era.

With about fifteen minutes left in class we started reading Chapter 40. We worked through slide 65 from this link

The Cold War Expands

We continued using these slides. We worked through slides 44-52.

We finished our paired discussions about how the Cold War started (as the USSR and the US). We then wrote a very short piece with a thesis statement and at least two pieces of evidence to support the position. The support was to come from the note we took as we spoke to our US/USSR partner.

We finished the day by reading chapter 39 and then playing a Jeopardy style game about the content from chapter 39.

WWII ends Cold War begins

We continued using these slides. We progressed through slide 43.

We worked in pairs to respond to the questions listed. One person served as the voice of the USSR and the other was the voice of the US.

We asked each other the questions but we each had to record the answers on our own sheet of paper. We were instructed to record detailed answers because we will be using those details when we finish.

Quarter 3 make-up assignment

For students who want to redo or do their quarter three project they may do so. The criteria however is slightly different.

You will do the exact same project but you must apply what you should have learned from the experience we have completed with the project. Additional things you should have learned include but are not limited to the following:

• Waiting to the last minute is not good practice
• many who did, did not finish
• many who did could not resolve issues that arose
• many who did could not create a product at the level of quality that they could have
• many who did could not include as much as was necessary
• Choosing a good presentation method is critical
• what is easiest to create is not necessarily best for consumption (and this project is about having your views consumed)
• Utilizing the resources Mr. Williams makes available should make things easier
• if you do not have the tools you need, you should access the tools that others offer you.
• Have fun with it
• the students who applied their personal interests into their project made better presentations
• the students who had fun with the project made better presentation

Here is the handout that explains the details of the assignment.

Here is the link to submit the project once you are finished. Your bibliography needs to be at the top of the Google Doc that you have already shared with me (quarter 1).

Below is a few of links to projects that were examples of projects from both the Modern World History classes as well as the US History classes.

http://screencast.com/t/n8scVBhhK9Ch

http://www.youtube.com/watch?v=_73T3cM0RRE&context=C4a867f2ADvjVQa1PpcFNU44Xb6wY33cpEEu5M-lFBgCE4F-ziqq4=

http://www.youtube.com/watch?v=09K9Vl-pdws&feature=plcp&context=C4a9fe88VDvjVQa1PpcFOCKveIKhvoyYRBPHykm1SeuQ5hwa2ogyY%3D&safe=active

http://www.youtube.com/watch?v=9vD4Wh4tZNQ

http://www.youtube.com/watch?v=aKjMQU0uwNc&context=C4713921ADvjVQa1PpcFOmV5ch0VcvHD3TwxzPb9H4x8wNjv2XiQA%3D&safe=active

http://www.youtube.com/watch?v=bvbzrJK53Ic&feature=youtu.be&safe=active

http://www.youtube.com/watch?v=fgxaPdvzH18&feature=g-upl&context=G20f3318AUAAAAAAAAAA&safe=active

http://www.youtube.com/watch?v=GLC-Ay0s66E&feature=youtu.be

http://www.youtube.com/watch?v=Hgh-wOSLdfU&safe=active

http://www.youtube.com/watch?v=MY488qKKAWo&safe=active

http://www.youtube.com/watch?v=ncIHHiHIGb0&safe=active

http://www.youtube.com/watch?v=QWfrGG8_FBQ&list=HL1332740803&feature=mh_lolz

http://www.youtube.com/watch?v=rkQc2Mj8Mto&safe=active

http://www.youtube.com/watch?v=RwC433FK5cY&safe=active

http://www.youtube.com/watch?v=uJnAorVOhis&safe=active

http://www.youtube.com/watch?v=uwFqz26jkZQ&feature=youtu.be&safe=active

http://www.youtube.com/watch?v=Z4buxAggvtw&feature=youtu.be&safe=active

http://www.youtube.com/watchv=J7n4oqjSOVo&context=C4411b69ADvjVQa1PpcFONLG4xG60ohhXZVDoxCkDCHOVtPUG_7FA%3D

http://youtu.be/Z4buxAggvtw

http://www.youtube.com/watch?v=mBtU2SweR6Y&safe=active

Cuban Missile Crisis

Today we performed a roll play activity where we worked in a small group as either Cuba, the Soviet Union, and the United States. Through the activity we were given information about the Cuban Missile Crisis from the perspective of whichever country we were pretending to be. We then mixed our groups and worked with the other two countries to try and negotiate a peaceful conclusion to the crisis.

After the roll play, we discussed as a class what we each lost through the crisis as well as what was motivating our actions.


We worked with the this slide presentation and went through slide 21. This activity cannot be done individually and students who missed class will need to see Mr. Williams to get an alternative.

Students who did not complete a quarter 3 project will need to come and see Mr. Williams during non-instructional time. He will provide those who come and see him to an option to do the project. It will be slightly different than the original project so do NOT work on it without first speaking to Mr. Williams.

More project presentations

Same as Monday

Link to projects being evaluated by classes. (This will change from one class to the next)

Link to the online evaluation form for US History presentations.

Each group of students will watch/listen to a presentations and then discuss the evaluation. Each group will have a hard copy of the evaluation for reference. Once the group reaches a consensus on the evaluation one person from the group will complete the online form.

WWII ends

We went through slides 77-87 today. We talked about how many of the actions that followed the end of WWII were influenced by the mistakes from the past.

Mr Williams collected the forms used to self-evaluate our projects that were assigned on Tuesday.

People who have not turned in projects will have until Friday at 3:15 to do so. The projects must be turned in as explained before. Project that have been properly submitted are listed on this spreadsheet. We were instructed to check that our project is on this spreadsheet and that the link works. If it is not listed here it has not been turned in. If we think we have turned it in and it is not listed then we are mistaken and must remedy that mistake before Friday at 3:15.

WWII Atrocities

Today we discussed the projects that have been turned in and we were assigned the task to evaluate our projects.

We were also instructed to test the link and have others test the link (others who are on computers that are never signed into our accounts). Some of us submitted links that do not work so we need to test them so that our projects can be viewed. Many of these problems are because we have the videos set to private which means only the video owner can view the video when they are signed into their account. To test the link we need to find our project on this list and make sure the link works both on our computer as well as other computers that do not have our account information already recorded.

We also returned to our content of the war crimes of WWII. Today we examined the psychology behind obedience and collective behavior as a means of understanding how humans can engage in such atrocities. We did not use this as justification but instead as understanding of what normal humans are possible of and why. We went through slides 70-75 today.

Internment continued

We completed the readings about WWII Japanese Internment. We worked through slides 53-59. The video links were used to identify some of the news from Asia People were learning about that helped to perpetuate the fears of invasion.

Reminder that once you are finished with your quarter 3 project, you must submit it online.
 THIS LINK will take you to the form that will be used to turn in your project. Check the web address to your project before you submit it.

Japanese Internment

Today we explored Japanese internment during WWII. As we entered class we were given a collection of questions that we read before starting class.

We were then given a set of readings that we shared ind discussed in groups of four. We completed slides 39-52. After which we discussed creativity and our projects and then had a little time to work on our WWII propaganda posters.

WWII Propaganda

Today we finished our Propaganda assignment. We went through slide 38 in this presentation.

WWII Propoganda

We used slides 10-17 in this presentation .

Today we looked at one fake and a few real US propaganda videos. We also discussed rationing systems.

The purpose of the fake video was to explain how the stamp system worked to control rationing in the US and to show how a hardship such as rationing can be turned into propaganda that makes the viewer not only accept rationing systems but to proudly support them. The other videos were further examples of how hardships can be presented in such a manner as to be seen as patriotic and something for which we should embrace with pride.

We then started working on a propaganda assignment. Each student will create two pieces of propaganda. One will highlight the opportunities associated with a particular group of people in the United states and the second will address the hardships of the same group. The hardships one will be more challenging because the propaganda's purpose is to make the people who are dealing with the hardship to feel good about it and embrace with pride (not in a sarcastic way).

The steps are outlined in the slides, but the critical portion of this assignment is the paired discussions. Each person will read an additional section and then engage the student assigned that section in discussion about the content and how it can be presented in propaganda. Skipping or only addressing this step in a superficial manner will cause us to miss an opportunity to check that our ideas and possibly get better ideas through the peer or inspired by the peer. For those who focus on the end rather than the process, skipping this step will produce less than ideal results.

Last of the Pearl

Today we finished the Pearl Harbor Attack. We watched and discussed three more short segments of the Tora Tora Tora video. We then summarized our thoughts on the elements of Pearl harbor and wrote Haiku about Pearl Harbor. Our Haiku can be read from this link here. Mr Williams read the Haiku.

We then discussed three of the US mainland attacks attacks. We used slides 1 - 9 of this presentation.

A little more Pearl Harbor

Today we continued with a couple more video segments of Tora Tora Tora and discussions about the content.

We also also watch the first 20 minutes of the Kony 2012 video. The purpose of this was as a current example of the importance of considering one's audiences when preparing to share a message. This was presented to reinforce the importance of not only the content of our 3rd quarter projects but the methods we use to share that content. The idea being reinforced is that simply having information or a good idea is not enough. If you cannot express the idea in a manner people will receive it then the information or idea has little value.

Mr. Williams also reminded us that if we are expecting to have him help us with the project we should consider scheduling time now rather than later. The closer we get to spring break the more people will be requesting his time and he will be available only as a first come first served basis on days when he has no conflicts. So we should get our work done now.

He also reminded the class that the project is simply a 7 paragraph essay (introduction with thesis, five body - one for each of the five ideals- and a conclusion). The thesis will be simple because it is either going to be Americans have (or have not) lived up to the ideals outlined in the US Declaration of Independence. Each body paragraph will include your view on each of the ideals and evidence to support your view. And then a standard  conclusion paragraph that wraps everything up (and is the best paragraph of them all). Once that is done then the paper will need to be revised for ease of speaking it and then put into a digital format (see earlier posts). While the content should be easy to work with, the project on the whole will take time. Students who have not yet started may find that they are not allowing themselves enough time to finish. Mr. Williams would expect it to take three weeks total.

Pearl Harbor and Naviance

Today we watched a couple sections of Tora,Tora, Tora (not the 1970 movie but the PBS documentary). While watching we would identify a line or word that is used that either best describes the significance of the section or struck a chord with use. We then shared our selections and discussed the content.

Halfway through we went to the lab where we worked on our four year plans in Naviance. 

Silent films

Mr. Williams reminded us the importance of selecting/using visuals for our quarter 3 projects that support our message and do not distract the audience away from our message. To reinforce this purpose, he showed us two video clips (one  & two) from which we observed a portion of a story which we understood despite there being no dialogue.

We then returned to the groups of three that we started with last session. In these groups we shared our portion of the content with the other group members in a manner to ensure they understood (practicing presenting in a manner that is appropriate to our audience). If our group members struggled with understanding our portion we need to put more thought into how to present content in a manner that is best consumed by our audience.

Once our group knew the content we had to create a brief silent "film" (really a skit) that covered the content from chapters 31, 32, and 33. The silent skit needed to address:

• How did the federal government respond to the economic collapse that began in 1929?
• How did ordinary Americans endure the hardships of the Great Depression?
• How did the expansion of government during the New Deal affect the nation?

We then presented to classmates in a traditional bracket. The two finalist groups presented before the whole class.

Links to these videos will be added to this post soon.
period 6
period 7
period 8

Before we left class, Mr Williams collected responses we wrote to the three questions from above. 

Depression Prep

We discussed the causes of the Great Depression for the first part of class. We then looked at a few videos about how our minds can be troubled or tricked by what we see. We watched these videos to reinforce the importance of careful creation of our quarter 3 projects.

With the discussion about the projects we even drew comparisons between how producers of a number of consumer products in the late 1920's neglected to consider their consumers AND how we need to avoid making that mistake on our projects. We need to carefully consider our audience so we can be certain that our content will be effectively consumed.

We finished the day preparing for an in class activity. We will be working in groups of three. Each person needs to carefully consider how the other two members could best "consume" information. We each are responsible for a single chapter of content about the depression. On Thursday we will need to share our chapter with our other two group members in a manner that allows them to effectively understand the content.

We used slides 29-31 for todays class

This activity is meant to reinforce the expectation of the quarter 3 project that we should be working on at home.  

Crash

Today we aligned the content from the prohibition with our course standards by responding to at least eight of the standards.

We then played a game that simulated the Stock market crash of 1929 and then followed it up with a discussion. This link contains what we did in class including the game and the discussion questions.

Substitute

Yesterday there was a substitute. As best as I can tell he did not follow the instructions nor did he have the student read the instructions on the board and as a result Mr. Williams is not really sure what all happened.

One certain thing is that we watched the third segment of Jim Crow documentary.

3rd quarter presentation ideas

drawing
dance
slide presentation
reenactment
With digital overlay (not realistic for most)
Plain English Video



We've mentioned other ideas, but I have not found any praise worthy examples that meet our needs. As I find more I will post them here. If you find one, please send me a link to it.

Remember we need to maintain audience engagement, and clearly present orally - examples must include both.

Prohibition's end

Today we watched our last four video segments of the Prohibition documentary. We watched, Roy Olmstead, A Genuine American, Fiorello La Guardia, and Pauline Sabin. During the videos we continued to apply the course standards to the content.

After the videos we were instructed to bring these notes to class for use next Wednesday.

We ended class with a thirty minute discussion about effective communication via online resources. We identified what cause us to engage with online content, what keeps us engaged with online content as well as what causes us to disengage with online content. Because our third quarter project is about effectively communicating with our audience via online oral presentation, we need to make certain that we apply these ideas to whatever product we create so as to ensure our audience receives what we deliver.

We used the ideas at the bottom of this link to guide our project and the link were used as examples of what not to do in our presentations. We were encouraged to think beyond the slide presentation and instead create a product based on our interests (because if it is something we are interested in we are more likely to better engage our audience).

Mr. Williams also showed us how to capture video of what we see on our computer screens. The resource he used was Jing and it can be downloaded for free here.

More Prohibition

We continued the discussion, viewing and note-taking on prohibition.

We watched the following segments: Retribution, Terribly Wonderful, German-American Alliance, The Time is Now, and William Jenning Bryan.

Prohibition

Today we started the class by reflecting on our work from last week. We reviewed our notes and wrote a single paragraph explaining which of the people from the 1920s we studied has had the greatest impact on our current pop culture. This paragraph was turned in.

We then looked over and discussed the quarter 3 project which is explained in the previous post.

We once again examined the course standards. We put them into our own words so we could more easily apply them to the history. We were again encouraged to not simply consume history but to use these objectives as a means to interact with history.

We applied these objectives to a few videos about prohibition. While watching the segments we applied the content to some of the standards and discussed our responses between segments. We watched: A Nation of Drunkards, Brewers, Eliza Jane Thompson, and Hatchetation. 

Quarter 3 Project

In a nutshell, the 3rd Quarter project is to research the Ideals of the Declaration of Independence so as to determine whether or not they have been upheld by the United States, create a digital oral presentation of the researched materials, and post the digital oral presentation online for student review. The presentation must be posted online and shared before 10 p.m. April 1. (To avoid having last minute computer or internet issues from causing you to be late, it is strongly suggested that you post your presentation a few days ahead of time so as to give you time to work out a solution to whatever problems you might encounter.)

While we will spend some time in class working on this project, a bulk of it will need to be done on the student's own time. Some students will opt to use resources found in the classroom and they will need to arrange times after school to use them.

If you are worried about posting it online and you think you will want help from Mr. Williams with that portion of the task, then you should plan on finishing a couple of weeks early and then scheduling time after hours to have Mr. Williams work with you on it.

If you are not going away or you are planning on being busy over spring break, you should plan on finishing the project before spring break so that you can enjoy your week without the project hanging over your head. ("I was busy" or "I went out of town" will not be excuses for not having the project posted and submitted. Please organize the next six weeks in such a manner to meet your own personal needs - including the completion of this project.)

For more details about this project, you should take a look at the information found on the hand out which can be accessed from this link.

This link here will take you to the form that you will complete to submit your project.

DO NOT email the project. Sending the project via e-mail will not constitute a completed project. Mr. Williams will not be uploading projects for individuals. If this is a new skill for someone, they must arrange time with Mr. Williams or any number of their peers to learn how to do this routine 21st century task. (Mr. Williams assumes some students will need to learn how to do this so please do not wait to ask about it if you need to know.)

If you opt to use a resource that you are not familiar with, please make sure you include in your scheduling the time needed to learn how to use the new resource, as well as time for unknown problems to arise and be resolved.


Here is the link to download Jing.

Pop Culture Players of the 1920's

Today we each took on the role of one of sixteen significant pop culture icons from the 1920s. We then mingled with each other collecting notes on each other. The people we took notes on were: Amelia Earheart, Gertrude Ederle, Jim Thorpe, F. Scott Fitzgerald, Langston Hughes, Louis Armstrong, Margaret Sanger, Alice Paul, Charlie Chaplin, David Sarnoff, Henry Ford, Bessie Smith, Charles Lindberg, George Washington Carver, and Bruce Barton.

We need to bring to class on Monday the notes we recorded. The notes need to include, for each person listed, the following: their name, two fun facts, their accomplishment and an explanation of the each person shaped the 1920's and beyond. (This last one needs to be show our own understanding of the person and not just what the person said).

Post WWI

Today we raced through two chapters of text.

We started with a reintroduction of the course objectives and encouraged to apply the questions to any and all historical content we are exposed to.

After reading the introduction of both chapter 26 and chapter 17 we shared what we expected to be the content of each of the chapters. We then were assigned a single subsection of text for which we were responsible for sharing. We had to read the entire section of text from which our subsection was a part. We then prepared a short presentation of that content and which question we thought the content would best serve as a response for.

At the end of the class we were given out final exams. Each of the exams were scored by two teachers. We will use the exam scores as a starting point for the remainder of the school year. Our objective will be to be able to respond to all of the course objectives clearly and with sound support from US History.

See this link for more details about today's class. This link also has instructions for those who missed class.

End WWI

This presentation is again what we used. We identified Woodrow Wilson's Fourteen Points and identified how they were designed to prevented future wars. We then discussed the Treaty of Versailles. We identified the groups in the US that supported it and opposed it by reading sections from the text. This was the handout we used. Once we finished we briefly discussed whether or not we supported the Treaty of Versailles or not.

We then completed the post test and turned in our notes for this unit.

After we finished WWI content we discussed the final exam. Mr. Williams distributed test questions that we can use for studying. (Note that there is a question on this handout that is duplicated which means there are some that are missing. I did not catch this, but the link that has been on the blog for months has all the questions).  These questions are linked to the right and can also be accessed here. 

Technology of WWI

Today we explored the technology of WWI. We continued using the presentation found at this link. We worked through slides 32 - 37.

In doing this we identified key new technologies of WWI, and determined the impact of the technology.

We finished reading and recording notes for chapter 23.

More WWI

Yesterday we read sections 1 and 2 from chapter 23. While reading we responded to some questions.

We were also provided a couple of songs about WWI that were popular at the time. We discussed the content of the songs and then tried to determine the tune associated with the songs. We worked in groups and performed what our group created. In the end we listened to the original tunes and discussed the mood of the tunes and why one was not consistent with the mood of the lyrics.

The notes can be found at this link and today's content began on slide 24. 

WWI

We explored the causes of World War I and then we read through Chapter 22 with a focus of why the US opted to stay out of the war and why and when the US decided to enter the war. See this presentation for assignment.

Foreign Policy

We took a quiz as soon as we walked in the door. This was a pre-quiz and most of the questions we could not answer.

We then read chapter 21 where we found the terms that were identified on the pre-quiz. We then identified metaphors and created metaphors that would explain US foreign policy of the early 20th century. We created metaphors that reflected both the view of the USA as well as countries where the USA intervened. The assignment can be accessed here.

What was not finished in class is homework and we need to bring the completed assignment to class on Wednesday.

Spanish American War

On Wednesday we completed the video, about the Spanish American War, that we started on Monday.

Spanish American War

Today we took notes from a video about the Spanish American War. We also discussed the content as we proceeded through the video. The note taking changed as we proceeded. You can access those notes from this link. We only worked through three segments and we might stop there.

More Foreign Policy

Today we finished the chapter 19 (19th century foreign policy) reading/notes/discussion.

We completed an in class assignment addressing policies of neutrality, unilateralism, the Monroe Doctrine, territorial expansion and imperialism. It also addressed reason for US imperialism (competing with Britain, set an example to the world, spread beliefs, to strengthen the navy.).

We also were assigned a short speech. the assignment is to present and explain our perspective on the motives behind 19th Century US foreign policy (whether it was more of a realist policy or a more idealist policy). The scoring guide for this speech can be found at this link (may not open in all browsers). The speech should be prepared and practiced before submitting it. The speech will not be presented before our classmates but will instead be presented at home and recorded for review.

After we are fully prepared to deliver a great speech, we will call 503-664-0231 and record the speech. We need to make certain we include our name and class period.

This "speech" is due before the day of our final. However, Mr. Williams encouraged us to complete it within the next week while the information is still fresh in our minds.

Foreign Policy

Today we started looking at Foreign Policy.

We defined Idealism and Realism as they can be used in reference to US Foreign Policy. We then read a portion of Chapter 19 and determined if the policies mentioned reflected either a more idealist or a more realist policy. We discussed the War of 1812 and the Monroe Doctrine. We will continue with the assignment in class on Thursday.

Link to in class assignment