US+History+Announcements

Thursday May 21
1. The updated topic and debate schedule is posted here: Project & Class Activity Docs
 * // 1. Debate Update //**

2. Perhaps the most important announcement relating to the debates is this: **The 5 article summary requirement has been cancelled.** This means that (a) the 10 project points originally assigned to the article summaries will be assessed on the post-debate analysis paper and participation during the other debates and (b) the only assignments due Monday are finishing the online survey (US-A & US-C: see below) and being prepared for the debates. Also, each student using "Choices" for his/her debates must still show evidence of outside research during the debate.

3. Remember to have great opening speeches prepared to "electrify" the audience and start the debates on the right note.

1. Turn in the "Words of Wisdom" assignment at the beginning of class.
 * //2. US-A & US-C Class on Fri May 22 //**

2. Republican Dave K. & Democrat Peter W., friends of Mr. Duncan, spent some time answering some questions for the KIS US History classes. Most of US-A & US-C class on Friday will involve students reading their answers and filling out a survey based on those questions. Students should spend most of class filling out a survey based on their responses. Each student answer should be a few sentences (some require more than others). The questions are located on The 2 Americas? page under "A Conservative and Liberal Answer Some Questions for KIS US History!" Plan on spending approximately 1 hour to read the responses and answer the questions. *Note #1--it may be a good idea to copy/paste the questions into a separate document and answer them there just in case the internet crashes or if you run out of time. *Note #2--There are several difficult terms/phrases that you may not be familiar with: feel free to look them up, ask the sub, or save the questions for Mr. Duncan next week.

3. After 40 minutes, students, if they choose to wait to finish the survey over the weekend, may work on preparing for next week's debates. Otherwise, they should finish the survey.

Writing the research papers was hopefully a valuable learning experience for everyone. To further improve your writing, there will be an assignment due next week. So without further ado... 1. ASSIGNMENT: 3 parts: (A) Using bullet points, list the 15 most common and/or most important errors made in the paper. Little or no explanation is required. (B) In a 3/4 to 1 1/2 page essay (Times New Roman, 12 pt font, 1" margins), reflect on what strengths your paper had and the most important ways you can improve when writing in the future. If space allows, also comment on what lessons you learned from this proces. (C) Turn in your original paper with parts A & B! 2. DUE DATE: This will be due either on Wed 5/26, Thu 5/27, or Fri 5/28. It is due on whichever of those dates (a) your class meets AND (b) you are not debating. 3. POINTS: This is worth TWO homework grades.
 * //3. Research Paper Follow Up Assignment //**

1. During the final week, any student who would like to improve his or her project grade (combination of music project, research paper, and debates) and/or learn more about US History can earn some extra points by learning the meaning behind Billy Joel's classic song about the US 1949-1989, "We Didn't Start the Fire." On June 4 (US-C) or June 5 (US-G, US-A), Mr. Duncan will give students 10 terms from a section of the song for students to define. Students who correctly define 6-10 of the terms from the song will be able to add that number of points to a project grade. Students who get 0-5 terms correct will not have any points added (Mr. Duncan will explain why in class). The great news: (A) It is completely optional and (B) it cannot any way harm your grade. To learn more about the song, check out: We Didn't Start the Fire, or Did We?
 * //4. Extra Credit Opportunity (Optional) //**

Friday May 15
In addition to the assignments listed below in the Wed 5/13 announcement, several people have not completed all of their assignments for this week. Keep in mind the following: 1. Only 19 of 31 US History students have completed the [|Spring 2009 Music Project Survey]. I have already used the great feedback from the 19 to make helpful changes for next year and need to hear from the other 12 students to make next year's project the best it can be. 2. Many students have not given me their music project documents. Remember, this is a participation grade. 3. All debate groups need to finalize which position each student is arguing by the first class of next week. Communication via email this weekend would be a great way to do this. For the soccer athletes, be sure you have communicated with your groups before you leave about this.
 * // 1. Neglected Assignments //**

1. Our debates our happening during the seniors' last week. If any junior is taking an exam (for a class they are in with seniors) on the day of their scheduled debate, I may move around the debate schedule which would affect multiple people. It is important for you (as one student already has) to let me know that. There are no guarantees that the debate schedule will be altered, but there is a distinct possibility.
 * //2. Debate Schedule //**

1. Seniors--Be sure to bring in your textbooks next week. 2. Juniors--Bring in your textbooks on Mon-Tue Jun 1 & 2.
 * //3. Textbooks //**

Wednesday May 13
1. The Spring 2009 debate schedule is posted here: Project & Class Activity Docs. Specific arguments will be determined but the topics and dates are posted.
 * // 1. Debate Schedule //**

1. For Mon 5/18 (US-G, US-A) or Tue 5/19 (US-C), go to http://kis-ushistory.wikispaces.com/Reagan and be prepared to answer the following for a quiz: (a) the 12 questions on the wiki, (b) questions about Reagan’s beliefs on ideology/diplomacy/war/economy/race/culture. (The links to those questions are on the wiki). There could be a quiz that day followed by some video clips and discussion on Reagan as well as starting looking @ "The 2 Americas" section of the wiki: http://kis-ushistory.wikispaces.com/The+2+Americas%3F
 * //2. Homework/Classwork week of 5/18 to 5/22 //**

2. For Wed 5/20 (all classes), (a) work on preparing for the debates and (b) read the debate background information from the Choices packet. If your debate is not based on Choices, then be sure to have read some background information from some credible sources. There could be a quiz that day followed by much time spent on the http://kis-ushistory.wikispaces.com/The+2+Americas%3F for research, discussion, and perhaps a class activity.

3. For Thu 5/21 (US-G) or Fri 5/22 (US-A, US-C), be sure to have completed the "Words of Wisdom" quote reflection activity. This is my favorite assignment of the year--I have high expectations for it. In addition, students should be preparing for the debates. During class, we will spend the first part of class studying the "Demographic Shifts" and "Belts" part of http://kis-ushistory.wikispaces.com/Demographic+Changes. Following that, students will have the remainder of class to work on preparing for their debates.

4. For Mon 5/25 (US-G, US-A) or Tue 5/26 (US-C), have the 5 article summaries printed and ready to turn in and, if you are debating that day, be prepared for your debate.

Monday May 11
1. The Spring 2009 debates are fastly approaching! Unlike the fall debates, these debates will be individual with only a small group component. On Tue May 12 (US-G) or Wed May 13 (US-A & US-C), the debate topics and schedule will be finalized during class. For all information relating to the debates, please go to Project & Class Activity Docs. By late afternoon on Wednesday May 13, all students should have received all of the necessary debate documents. 2. The [|Opposing Viewpoints Website] may be able to help in your debate research. Password: Begins with a "w."
 * // 1. Debate Project Planning //**

1. The US History Through Music project is now complete. Mr. Duncan has already thought of many ways to make this project better for the future, but he will greatly benefit from getting student feedback. For Tue May 12 (US-G) or Wed May 13 (US-A, US-C), be sure to spend approximately 10 minutes filling out this short survey: [|Spring 2009 Music Project Survey] 2. Many of you put countless hours into preparing for the music project. As a result, Mr. Duncan would like to preserve the final results of those efforts. By Thu May 14 (US-G, US-A) or Fri May 15 (US-C), each student (or teaching group) should bring in, on a flash drive, all of the iMovies/Keynotes/etc used in the presentation. This will count as a participation grade.
 * // 2. Music Project Wrap-Up //**

Wednesday April 22
1. US History Through Music has four links. For US-G & US-A students, all 4 links are different now (2 were the same yesterday). The first one was used in class several weeks back. As for the others:
 * //<span style="background-color: rgb(255, 255, 0);"> 1. Test (4/22 for US-G, US-A; 4/23 for US-C) //**


 * 2nd link--Has key events from the Civil Rights Movement @ the top...at the bottom has several ways the legislative and judicial branches influenced the Civil Rights Movement.
 * 3rd link--Has some of the major events from the C.R.M. from 1954-1963. It mentions some ways whites in the South resisted the C.R.M., ways people protested, and also an action by the executive branch to help the C.R.M.
 * 4th link--Lists the major events of April 1968 in the U.S. These events relate to the Civil Rights Movement, the Vietnam War, the Hippie Counterculture, and more.

The test will be as follows: 3 map questions (2 pts each) 3 dates questions (2 pts each) 38 objective questions (1 pt each--Fill in the blank/multiple choice/etc) 4 music questions (5 pts each--2 w/lyrics printed, 2 w/music played) 3 essay questions (10 pts each)

All 3 classes will have different tests.

1. Be sure to go over the rubric and paper requirements (1" margins, # and type of sources, etc) before you turn in the paper on Tuesday. 2. It is due at the beginning of class (8:00 am for US-G, 9:20 for US-A, and 1:30 for US-C) on Tuesday. Any paper turned in AFTER the beginning of class will result in a 20% deduction. After 24 hours of the original due date, an additional 20% will be subtracted for all tardy papers. Papers must be printed. Emailed versions of the paper are not acceptable. 3. Some good news: A "final outline" is no longer required. In the original research paper requirements, students were expected to turn in an updated outline on the due date. That is no longer true. Students should turn in the following on the due date (in this order): A. Title page B. Rough outline (if this has been lost, then students should print out an updated/edited version of their rough outline) C. Body of paper D. Works cited page 4. Students should also submit their papers to [|turnitin.com]
 * //<span style="background-color: rgb(255, 255, 0);">2. Research Paper Due Tue April 28 (all classes) //**

<span style="color: rgb(222, 13, 13);">Tuesday April 14
//<span style="background-color: rgb(255, 255, 0);"> 1. Research Paper Rough Draft // 1. Class Documents for Downloading has great information on the requirements, rubric, links, and writing tips (in the supplement) such as how to properly cite sources. 2. Bring TWO printed copies of the rough draft to class on Thursday.**
 * The research paper rough draft is due Thursday April 16. This draft should be as polished as possible. Please keep in mind the following:

<span style="color: rgb(222, 13, 13);">Thursday March 19
//<span style="background-color: rgb(255, 255, 0);"> 1. Research Paper Outline // 1. Revised thesis paragraph 2. Main arguments 3. Topic sentences for each paragraph 4. Main points for each paragraph
 * The research paper outline is due Tuesday 3/31 for US-A & US-C and Wednesday 4/1 for US-G. The outline should (a) be based on quality research, (b) be about 3-4 pages double-spaced in 12 pt Times New Roman font, and (c) have the following components:

[|Outline example] - This link shows an example outline. The main differences between this sample and the one due for US History are the KIS one will (a) be double-spaced, (b) include a complete thesis statement at the beginning, and (c) have complete topic sentences for each paragraph.

<span style="background-color: rgb(255, 255, 0);"> **//2. Music Project Schedule: Be sure to turn in a lesson plan at least 2 days in advance.//


 * 1) **Civil Rights I**
 * 2) **Wed 3/18: Andrew/Won Seok**
 * 3) **Civil Rights II**
 * 4) **Fri 3/20: Daniel, Ed, Chaeri**
 * 5) **Vietnam I**
 * 6) **Wed 4/1: Il-Min, Won-Jin Thu 4/2: Jane/Yeon Su**
 * 7) **Vietnam II**
 * 8) **Fri 4/3: Lindsay, Jennifer P/Yongmin Mon 4/6: Dongmin**
 * 9) **Peace, Love, Hippies**
 * 10) **Wed 4/8: Mike Thu 4/9: Sooyoung, Max/Tom**
 * 11) **Hippies Find Religion**
 * 12) **Fri 4/10: Stacy/Yura, Dayeon/Rachel Mon 4/13: Jung-Ah**
 * 13) **Inner City Blues**
 * 14) **Tue 4/14: Younsuk, Brenda Wed 4/15: Steven/Mina**
 * 15) **War on Terror**
 * 16) **Fri 5/1: Soo Min, Jennifer Y Wed 5/6: Sunny/Jongwook**

=<span style="color: rgb(222, 13, 13);">**Tuesday March 10** = <span style="font-family: Georgia,serif; text-align: left; display: block;">//<span style="background-color: rgb(255, 255, 0);">1. Test // The Cold War test for everyone is Wednesday March 11. ***For those missing for soccer on Wednesday--be prepared to take the test during class on Friday 3/13 AND be prepared to show your sources (see below)* <span style="font-family: Georgia,serif; text-align: left; display: block;"> **<span style="font-family: Georgia,serif; text-align: left; display: block;">//<span style="color: rgb(0, 0, 0); background-color: rgb(255, 255, 0);">2. Research Paper // <span style="color: rgb(0, 0, 255);">Homework for Thu 3/12 (US-G) or Fri 3/13 (US-A, US-C): Each student will need to bring the following sources to class the day after the test: 1. Two books 2. Two primary sources --- The books and primary sources should be directly related to your topic!
 * The only exceptions to actually bringing in 2+ books to class: (a) showing an order form from a bookseller, such as Whatthebook, that shows the book has been ordered under you or your parent's name; (b) bringing in 5+ pgs of photocopies from a book directly related to your topic.

<span style="color: rgb(0, 0, 255);">Homework for Mon 3/16 (US-G, US-A) or Tue 3/17 (US-C) : Each student will need to bring the following assignment, printed, to class: The finalized research question (otherwise known as the "narrowed topic") along with the introductory paragraph. This paragraph should contain a clear, quality thesis statement at the end of the paragraph.
 * The only exception to having 2+ primary sources printed off and brought to class: If it/they are easily seen online.

//<span style="background-color: rgb(255, 255, 0);">3. Music Project //
 * <span style="font-family: Georgia,serif; text-align: left; display: block;"> *Additional documents are now available on the wiki to help you prepare for the project. They include the lyrics of almost every singles song used for the music project. Other helpful documents include PowerPoints featuring images from each era, my lesson plan for the Cold War music plan, and the Cold War music handout for students. They can be found here: Project & Class Activity Docs**

1. Check the rubric before planning. 2. Turn in: (a) a list of which songs you plan on playing, (b) what you plan on before, during, and after each song (see Mr. Duncan's lesson for an idea), (c) the ideas for 2 creations, (d) the ideas for the attention-grabbing intro and summarizing conclusion, (e) the estimated time for each part of the lesson, (f) the plans for classroom interactivity, and (g) a list of the main historical events/ideas you are hoping to teach through the music. If you are in a group of two, include (h) a brief explanation of how your project will demonstrate work beyond a regular single person project.
 * When you turn in your lesson plan AT LEAST 2 DAYS in advance, be sure to do the following:

1. Civil Rights I - We Shall Overcome, Oxford Town, Blowin' in the Wind 2. Civil Rights II - The Times They are a Changin'; A Change is Gonna Come; Abraham, Martin, and John 3. Vietnam I - Fortunate Son, Give Peace a Chance 4. Vietnam II - Ohio, What's Goin' On 5. Hippie Counterculture - San Francisco (consider Haight/Ashbury when doing this song), Okie from Muskogee 6. Religion (late 1960s/early 1970s) - Turn, Turn, Turn; Imagine 7. Inner City Blues/Urban Poverty - Changes 8. War on Terror - Have You Forgotten?**
 * Some songs are required for each lesson. They are listed below:

1. YouTube can be used to play a song, but do not rely on this. Be sure to have some songs where students have nothing but the lyrics to consider. 2. Even though Mr. Duncan went first, your projects should NOT look exactly like his! Put your own signature on it! Performing songs, writing verses, conducting an "interview" with a historical figure or songwriter are some of many examples of ways your lesson can be unique. 3. Mr. Greenwood, the substitute for the last part of the week of March 9-13, is a wealth of music knowledge. Feel free to ask his advice if the timing is appropriate. 4. After approximately 2 months, there will be a test over the history and music from the projects. Please consider how students can best learn to make this a worthwhile experience for all! 5. Related to #4, notes may be handy. However, a handout is not required. Mr. Duncan just thought it would be the best way for his classes to learn. 6. If you have a great idea that allows time for only 3-4 songs, Mr. Duncan is open to the possibility. However, this must be cleared with him at least 2 days in advance! Otherwise, the 5-7 songs parameters still apply. (He is open to the possibility because of the experience of teaching his Cold War lesson. While it went well in many ways, he did not like the fast pace and how that took away from depth.) 7. For the Civil Rights & Vietnam groups, divide the list of possible songs in half (as it is written) to see what songs are available for you to teach. 8. Each lesson does not have to include humor. Each lesson should be engaging, but please only consider using humor when it is appropriate. 9. If you have any suggestions for music from an era, please let Mr. Duncan know. There is a strong chance it would not be allowed, but there is a definite chance that it would. Also, if there are any suggestions on how to make this project better, please notify your teacher! 10. Thank you for your patience in reading these announcements and your flexibility in adapting to what is mentioned above. As this is the first time for teaching this project, there is much to be learned on how to make it the best it can be.**
 * Some random notes to consider: