Thursday

1.Finish Concept Formation

1.Review Data Retrieval Chart

2.Differences, Similarities, Critical Attributes, oh my!

3.Definition

4.Label (The Big Reveal!)

2.Crash Course History #28

3.Let’s Practice

Wish-class-was-longer Wednesday

Today, we went over the responses to the data retrieval chart discussing similarities between US involvement in Hawaii, Cuba, and the Philippines.

EXAMPLES	FOCUS QUESTIONS
	What nations are involved?	How does the “superior” nation BELIEVE they are better, politically AND culturally/socially?	How does the “superior” nation establish political dominance?	How does the “superior” nation benefit economically AND  militarily?	What type of military/economic force is used to establish dominance?
HAWAII	Hawaii, U.S.	Politically because it is replacing a monarchy with a democracy; US vs island Culturally/Socially: Native Hawaiians need to be assimilated according to American and Christian values	U.S. supports American businessmen overthrowing  Queen, replacing her with Sanford B. Dole; U.S. annexes HI in 1898, HI becomes 50th state in 1959	Economically: Tax and profit from trade (sugar, pineapple, etc.) Militarily: naval bases in the Pacific	Threat of violence from U.S. marines
CUBA	Cuba, U.S., Spain	Politically: U.S. needs to spread democratic beliefs to colony; U.S. vs. island colony (inability for Cuba to control itself); Culturally/Socially: Fear of leadership by black population	U.S. “rescues” Cuba from Spain Teller Amendment Platt Amendment	Economically: trade, sugar, mining, iron, war supplies Militarily: Guantanamo Bay	Spanish American War
THE PHILIPPINES	Philippine Islands, U.S., Spain	Politically: U.S. needs to spread democratic beliefs to colony; U.S. vs. island colony (inability for PI to control itself) Culturally/Socially: White man’s burden, need to Christianize “children”	U.S. “rescues” PI from Spain Territorial Gov’t until 1946	Economically: door to China/Asia for trade; natural resources (wood, rice, coffee, hemp, tobacco, sugar, etc.) Militarily: Naval base	Philippine American War

NEW CONCEPT: NEW UNIT

We are beginning a new concept for our next unit.
We are going to play an educated guessing game to figure out what our next unit is.

This game (learning method) is called Concept Formation.

We examine examples of the concept and engage in various steps to understand the key ideas of this concept. These key ideas are called "critical attributes". Knowing these critical attributes allow us to identify the concept and identify subsequent examples of this concept.

With the attached chart,
preview the focus questions to help you focus on certain information located in the readings. These questions help to identify differences and similarities between the examples.

Then, in class on Wednesday, we will use the finished chart to discuss the most important similarities, which are the key ideas ("critical attributes").

HW: DATA RETRIEVAL CHART (CLICK HERE)
FINISH CHART for WEDNESDAY discussion

WILL POST READING/HW by 12pm today. CHECK BACK SOON!

BLOCK PERIODS 1+2

HW DUE ON WEDNESDAY...will post by 12pm today (Tuesday). Sorry!!

ISSUES NOW AND THEN

REMINDER: IF YOU'RE ABSENT, CHECK THIS CLASS SITE FOR HW/NOTES!

1.TURN IN TO TRAY:

1.Speech Research Packet

2.Peer Feedback

2.Reflect on project in notebook

3.Well…how was it?? (Seahawks Parade)

4.Final Presentations

5.HW: Progressive Era Reform (Ch. 9)

1.What is it?

2.Why did this occur? What is its purpose?

1.Initiative/Referendum/Recall

2.17th Amendment: EXAMPLE: Direct election of senators; gives or returns power/voice to the citizens in government, rather than allowing political bosses/machines and big business (e.g. Rockefeller, Vanderbilt, etc.) to control government

3.Child Labor Regulation

4.Federal Trade Commission (FTC)

5.16th Amendment

6.Federal Reserve System (The Fed)

7.19th Amendment

Teddy Roosevelt’s Square Deal:

1.Consumer Protection: Pure Food And Drug Act

2.Corporate Power: Trust-Busting

3.Conservation: National Parks, Gov’t Development

6.Tomorrow: QUIZ on 10 terms

SEAHAWKS Parade Wednesday

TODAY, 2/5 ONLY (Due TOMORROW @ the beginning of class)
For those of you who were not in class today, (here's a chance to earn the same credit that those who were present earned) refer to Ch. 9 to define/explain the purpose(s) of the following terms:

1.  Initiative/Referendum/Recall

2.  17^th Amendment

3.  Child Labor Regulation

4.  Federal Trade Commission (FTC)

5.  16^th Amendment

6.  Federal Reserve System (The FED)

7.  19^th Amendment

Teddy Roosevelt’s Square Deal:

8.  Consumer Protection: Pure Food And Drug Act (Truth In Advertising)

9.  Corporate Power: Trust-Busting

10. Conservation: National Parks, Gov’t Development/Agriculture

REFORM mini-PROJECT Presentations

SEATTLE SEAHAWKS ARE 2013 SUPER BOWL CHAMPIONS!!!

Day 3 of presentations

FOUR MAIN GOALS OF REFORM: Which issues correspond to which goal(s)?
Current vs. Progressive Era issues