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U. S. History
HELLO TO ALL VIRTUAL STUDENTS -
Alternative Assessment: For Virtual students or for those who want a challenge
If you feel like you would like to take on a more challenging deeper look at these questions, you may do the following as an alternative activity:
Write a multipage (at least 2-3 pages) essay answering one of the following questions:
1. What can Egypt learn from the past (choose on of the other revolutions)?
2. What can Egypt learn from Lord of the Flies
Once you written the essay, you must attempt to have your essay published (talk to Mr. Rucki about this).
March 15 - in class - finished the French Revolution Simulation - passed out the following handout;
Cycle of Democracy
"A democracy cannot exist as a permanent form of government. It can only exist until the voters discover they can vote themselves largess from the public treasury.
"From that moment on, the majority always votes for the candidates promising them the most benefits from the public treasury, with the result that a democracy always collapses over loose fiscal policy, always followed by a dictatorship.
"The average age of the world's greatest civilizations has been 200 years. These nations have progressed through this sequence:
"From bondage to spiritual faith;
from spiritual faith to great courage;
from courage to liberty;
from liberty to abundance;
from abundance to selfishness;
from selfishness to apathy;
from apathy to dependence;
from dependency back again into bondage."
Does this cycle fit the revolution you have chosen to compare?
Where does it differ?
What can we learn from the quotations on Democracy?
Where is your home country on this cycle?
What can you do to keep your government as it is or to change it to what you want?
Why is the article important to understand in terms of revolutions?
Where and Why do you agree/disagree with the article?
Revolution Vocabulary – Be able to match to correct definition
Despot Monarchy Proletariat
Bourgeoisie Tyranny Enlightenment
Estates-General Abolition inalienable
Bastille Feudal Dictatorship
Ideology guillotine Constitutional Monarchy
March 14 -
Please find and read Time Magazine - March 7, 2011 - article on page 22 by Michael Elliott entitled "Learn to Love The Revolution"
Here are the instructions for our Project;
“You Say You Want a Revolution…”
Rationale: Events in Egypt have been an inspiration to many people around
the world; the people have spoken. However, the process of change is clearly
not over yet. Given this hopeful, yet uncertain time your teachers have decided
take a closer look at what the past has to say about revolution in hopes of finding
important lessons for Egypt’s future.
Essential Questions: During this unit we’ll attempt to answer the following
questions:
1) How and why do people revolt?
2) How can Egypt learn from past revolutions?
In addition, you’ll be expected to understand important vocabulary dealing with
revolutions and other supporting questions.
Project: Working with a team of 3-4 you’ll be asked to do the following:
1) Research a revolution from the 20th Century.
2) Compare it to the Egyptian Revolution, answer the essential questions,
supporting questions, and important vocabulary
3) Create an interesting and provocative IMOVIE that demonstrates your
answers and understanding of the essential questions. IMOVIE should
a. Be 8-12 minutes long
b. Star all members of your team
c. Be creative and interesting (see Rubrics)
Revolutions: You will be asked to research ONE of the following revolutions/
events:
1. The Bolshevik Revolution of Russia (1917)
2. The Chinese War of Liberation (1949)
3. The July 23rd Revolution of Egypt (1952)
4. The Cuban Revolution (1956-1959)
5. The Islamic Revolution in Iran (1978-1979)
6. The Carnation Revolution of Portugal (1974)
7. The Solidarity Movement in Poland (1987)
8. The Chilean Coup (1973)
9. India (1947)
10. Zimbabwe (1980)
Timeline: Though there may be some variation, we will follow the schedule below:
Assessment Criteria: You will receive feedback in the following grading areas: Content, Oral Communication, Media Literacy, and Inquiry/Investigation. See Rubrics on the following pages for more explanation.
March 11 - start of "Revolution" unit
Please take a look at the following and begin to think how to compare these revolutions to what is happening in the Middle East right now.
http://learning.blogs.nytimes.com/2011/02/08/revolt-comparing-historical-revolutions/#more-54933
French Revolution - great interactive site that I’ve used before:
http://chnm.gmu.edu/revolution/
Complete Guide to Egyptian Revolution- http://www.huffingtonpost.com/2011/01/30/egypt-revolution-2011_n_816026.html
More info to come - we are currently doing a class activity simulating the French Revolution. We will then post full instructions for you to select a past revolution, study and evaluate it, and then compare it to the current situation. Hope you are all well and hope to see you soon.
Mr. McGuigan
- PLEASE CLICK ON THE PAGE THAT REFERS TO ONLINE EDUCATION FOR INSTRUCTIONS, ADVICE, ASSIGNMENTS, DISCUSSION QUESTIONS, ETC. WE DO HOPE TO ALL RETURN TO CAIRO SOON.
DAY 1 - February 8, 2011
EQ: Why did the Twenties "Roar" and what made the depression "great"?
This is for students who are not at CAC currently and are completing the Virtual Learning process.
STEP ONE:
Send me an email that informs me of the following:
All of you will continue to work on your 1920s and 1930s projects. You will also have a few online lessons to complete and video clips to watch throughout the next two weeks.
Students who are continuing their work virtually will need to make the following adjustments to their projects:
1. You will still need to have the same amount of resources used for research however a book will not be required, unless you have access to a library. All resources will be online.
2. Both your visual and oral will have to be submitted digitally. Due to the circumstances you will be allowed to use PowerPoint/Keynote, but you will need to include a JING or a voicethread as your oral. Other options would be an iMovie or video uploaded to either YouTube or another format. If you have questions please email me, as we figure out what is the best way to share this with your teachers and classmates. Some will be able to email their final project and others may upload it to Moodle or through another format.
3. You will still need to submit two multiple choice question related to your topic on the shared class Google Doc titled "Roaring 20s and Great Depression Questions".
4. The final DUE DATE is Sunday, February 20, 2011.
ONLINE RESEARCH RESOURCES:
1. To find credible resources use the CAC WebPath Express located in the Library Catalog - http://library.cacegypt.org/cataloging/servlet/presentwpesearchform.do?l2m=WebPath%20Express
Type in your topic and a list of good internet websites will come up that you can use for research.
2. To use the CAC Databases follow the link http://www.cacegypt.org/academics/library/links.html and use the Britannica Online and EBSCO Student Research Center to search your topic. Username: cacegypt, Password: cacegypt. We have used these before in class for research.
Download this copy of the original project guidelines and description - changes have been made to this document to reflect new dates and requirements for online learners - Docx format: The Roaring 20s and The Great Depression and Doc format: The Roaring 20s and The Great Depression
Feb. 14
EQ: How did the U.S. economy go from "boom" to "bust"?
1. To help you better understand some elements of the 1920s in the United States watch the following video clips from "America: The Story of US"; each clip is about 8-10 minutes. If the YouTube clip does not appear here, you will need to copy and paste the URL into a web browser.
7-9 The Automobile and the Growth of LA:
http://www.youtube.com/v/quztJALT-Jk&feature=related<\/a>
8-9 Race Issues in the 1920s:
http://www.youtube.com/v/quztJALT-Jk&feature=related<\/a>
8-9 Race Issues in the 1920s:
<http://teacher.scholastic.com/scholasticnews/indepth/upfront/features/index.asp?article=f092109_Crash" class="mediaplugin mediaplugin_youtube" type="application/x-shockwave-flash" data="http://www.youtube.com/watch?v=ezSuieZq0cI&feature=related\">http://www.youtube.com/v/ezSuieZq0cI&feature=related<\/a>>
<\/font>http://www.youtube.com/v/ezSuieZq0cI&feature=related<\/a>>
<\/font> <http://teacher.scholastic.com/scholasticnews/indepth/upfront/features/index.asp?article=f092109_Crash>
Read the following article, "Echos of 1933?", comparing the current economic crisis to the Great Depression.
"Echos of 1933?":
http://teacher.scholastic.com/scholasticnews/indepth/upfront/features/index.asp?article=f031609_FDR
After reading both articles answer the following questions in paragraph form. Complete your questions in a Google Doc and share the document with Ms. Torky. Title the Document "1920s and 1930s - your name" eg. "1920s and 1930s - Tai Torky" Due date Wednesday, Feb 16, 2011.
Using both articles answer the following questions:
Welcome to Mr. McGuigan's U.S. History site. I hope you find the information helpful, that you add intelligent prose when the opportunity arises, and supply pictures and ideas for others to enjoy.
MIDDLE SCHOOL
SOCIAL STUDIES
PHILOSOPHY
The social studies program at CAC prepares students for the twenty-first century by developing the cognitive and affective domains of learning. Teachers facilitate the acquisition of knowledge, skills and intellectual foundations, which will encourage personal responsibility in a pluralistic and democratic society. Moving from self through interaction in family and community toward global awareness, the curriculum focuses on the critical and analytical understanding of historical, geographical and cultural characteristics of different civilizations. Special attention is given to the study of Egypt and the Mid-East region. The diverse selection of social studies courses at CAC provides a broad spectrum of opportunities for students to develop an appreciation of forces that have shaped the past and are affecting the contemporary world.
THE TWENTIETH CENTURY AND BEYOND: A GLOBAL PERSPECTIVE
This course is intended to familiarize students with the history of the 20th Century. It is designed to help students understand the interconnectedness of the world today by using culture, society, conflict, technology, politics, and economics as thematic threads. The examination of global issues and problems from multiple perspectives broadens the focus to include history relevant to all students and special emphasis will be placed on the key role the United States played in world affairs during this time. Academic skills emphasized throughout the year include distinguishing between fact and opinion, recognizing propaganda, analyzing and evaluating historical documents, interpreting and creating political cartoons, exploring political processes and beliefs, and organizing information in the form of notes and outlines. Students will practice forming rational personal opinions and supporting their viewpoints through respectful debate. All instruction is aimed at teaching students to think critically in order to make informed decisions that guide social and civic action in an increasingly interdependent world.
MAJOR UNITS of STUDY:
Constitution, Expansion, WW1, Depression, WW2, Civil Rights, Cold War, Globalization.
GRADING POLICY :
Projects and Tests = 45% Daily Assignments and Quizzes = 45% Habits of Work = 10%
CLASS MATERIALS:
The course will utilize an eclectic assortment of information sources. These sources include: History Alive!,the Internet, current periodicals, The American Nation, Don’t Know Much About History, as well as other library resources.Text: Davidson and Stoff. The American Nation. Needham, MA: Prentice Hall, Inc., 1998.
Online daily class information = http// machistory.wetpaint.com
INSTRUCTOR: Dan McGuigan dmcguiga@cacegypt.org
Alternative Assessment: For Virtual students or for those who want a challenge
If you feel like you would like to take on a more challenging deeper look at these questions, you may do the following as an alternative activity:
Write a multipage (at least 2-3 pages) essay answering one of the following questions:
1. What can Egypt learn from the past (choose on of the other revolutions)?
2. What can Egypt learn from Lord of the Flies
Once you written the essay, you must attempt to have your essay published (talk to Mr. Rucki about this).
March 15 - in class - finished the French Revolution Simulation - passed out the following handout;
Cycle of Democracy
"A democracy cannot exist as a permanent form of government. It can only exist until the voters discover they can vote themselves largess from the public treasury.
"From that moment on, the majority always votes for the candidates promising them the most benefits from the public treasury, with the result that a democracy always collapses over loose fiscal policy, always followed by a dictatorship.
"The average age of the world's greatest civilizations has been 200 years. These nations have progressed through this sequence:
"From bondage to spiritual faith;
from spiritual faith to great courage;
from courage to liberty;
from liberty to abundance;
from abundance to selfishness;
from selfishness to apathy;
from apathy to dependence;
from dependency back again into bondage."
Does this cycle fit the revolution you have chosen to compare?
Where does it differ?
What can we learn from the quotations on Democracy?
Where is your home country on this cycle?
What can you do to keep your government as it is or to change it to what you want?
Why is the article important to understand in terms of revolutions?
Where and Why do you agree/disagree with the article?
Revolution Vocabulary – Be able to match to correct definition
Despot Monarchy Proletariat
Bourgeoisie Tyranny Enlightenment
Estates-General Abolition inalienable
Bastille Feudal Dictatorship
Ideology guillotine Constitutional Monarchy
March 14 -
Please find and read Time Magazine - March 7, 2011 - article on page 22 by Michael Elliott entitled "Learn to Love The Revolution"
Here are the instructions for our Project;
“You Say You Want a Revolution…”
Rationale: Events in Egypt have been an inspiration to many people around
the world; the people have spoken. However, the process of change is clearly
not over yet. Given this hopeful, yet uncertain time your teachers have decided
take a closer look at what the past has to say about revolution in hopes of finding
important lessons for Egypt’s future.
Essential Questions: During this unit we’ll attempt to answer the following
questions:
1) How and why do people revolt?
2) How can Egypt learn from past revolutions?
In addition, you’ll be expected to understand important vocabulary dealing with
revolutions and other supporting questions.
Project: Working with a team of 3-4 you’ll be asked to do the following:
1) Research a revolution from the 20th Century.
2) Compare it to the Egyptian Revolution, answer the essential questions,
supporting questions, and important vocabulary
3) Create an interesting and provocative IMOVIE that demonstrates your
answers and understanding of the essential questions. IMOVIE should
a. Be 8-12 minutes long
b. Star all members of your team
c. Be creative and interesting (see Rubrics)
Revolutions: You will be asked to research ONE of the following revolutions/
events:
1. The Bolshevik Revolution of Russia (1917)
2. The Chinese War of Liberation (1949)
3. The July 23rd Revolution of Egypt (1952)
4. The Cuban Revolution (1956-1959)
5. The Islamic Revolution in Iran (1978-1979)
6. The Carnation Revolution of Portugal (1974)
7. The Solidarity Movement in Poland (1987)
8. The Chilean Coup (1973)
9. India (1947)
10. Zimbabwe (1980)
Timeline: Though there may be some variation, we will follow the schedule below:
| Sunday | Monday | Tuesday | Wednesday | Thursday |
| 3/15: Cycles of Revolution article on Middle East | 3/17: Project Introduction | |||
| 3/21: Research | 3/23: Map Testing & additional research | |||
| 3/27: Last Day of Research | 3/29: How to make an IMOVIE | 3/31: Film Movie | ||
| 4/4 Wrap up filming and edit | 4/6 Last day of work | |||
| 4/10 Watch Movies | 4/12 Watch Movies |
Assessment Criteria: You will receive feedback in the following grading areas: Content, Oral Communication, Media Literacy, and Inquiry/Investigation. See Rubrics on the following pages for more explanation.
March 11 - start of "Revolution" unit
Please take a look at the following and begin to think how to compare these revolutions to what is happening in the Middle East right now.
http://learning.blogs.nytimes.com/2011/02/08/revolt-comparing-historical-revolutions/#more-54933
French Revolution - great interactive site that I’ve used before:
http://chnm.gmu.edu/revolution/
Complete Guide to Egyptian Revolution- http://www.huffingtonpost.com/2011/01/30/egypt-revolution-2011_n_816026.html
More info to come - we are currently doing a class activity simulating the French Revolution. We will then post full instructions for you to select a past revolution, study and evaluate it, and then compare it to the current situation. Hope you are all well and hope to see you soon.
Mr. McGuigan
- PLEASE CLICK ON THE PAGE THAT REFERS TO ONLINE EDUCATION FOR INSTRUCTIONS, ADVICE, ASSIGNMENTS, DISCUSSION QUESTIONS, ETC. WE DO HOPE TO ALL RETURN TO CAIRO SOON.
DAY 1 - February 8, 2011
EQ: Why did the Twenties "Roar" and what made the depression "great"?
This is for students who are not at CAC currently and are completing the Virtual Learning process.
STEP ONE:
Send me an email that informs me of the following:
- Where are you and what are your plans.
- Do you have access to your BLUE textbook
- How much research do you have related to your topic?
- How much have you managed to complete from the 1920s and 1930s project?
All of you will continue to work on your 1920s and 1930s projects. You will also have a few online lessons to complete and video clips to watch throughout the next two weeks.
Students who are continuing their work virtually will need to make the following adjustments to their projects:
1. You will still need to have the same amount of resources used for research however a book will not be required, unless you have access to a library. All resources will be online.
2. Both your visual and oral will have to be submitted digitally. Due to the circumstances you will be allowed to use PowerPoint/Keynote, but you will need to include a JING or a voicethread as your oral. Other options would be an iMovie or video uploaded to either YouTube or another format. If you have questions please email me, as we figure out what is the best way to share this with your teachers and classmates. Some will be able to email their final project and others may upload it to Moodle or through another format.
3. You will still need to submit two multiple choice question related to your topic on the shared class Google Doc titled "Roaring 20s and Great Depression Questions".
4. The final DUE DATE is Sunday, February 20, 2011.
ONLINE RESEARCH RESOURCES:
1. To find credible resources use the CAC WebPath Express located in the Library Catalog - http://library.cacegypt.org/cataloging/servlet/presentwpesearchform.do?l2m=WebPath%20Express
Type in your topic and a list of good internet websites will come up that you can use for research.
2. To use the CAC Databases follow the link http://www.cacegypt.org/academics/library/links.html and use the Britannica Online and EBSCO Student Research Center to search your topic. Username: cacegypt, Password: cacegypt. We have used these before in class for research.
Download this copy of the original project guidelines and description - changes have been made to this document to reflect new dates and requirements for online learners - Docx format: The Roaring 20s and The Great Depression and Doc format: The Roaring 20s and The Great Depression
Feb. 14
EQ: How did the U.S. economy go from "boom" to "bust"?
1. To help you better understand some elements of the 1920s in the United States watch the following video clips from "America: The Story of US"; each clip is about 8-10 minutes. If the YouTube clip does not appear here, you will need to copy and paste the URL into a web browser.
7-9 The Automobile and the Growth of LA:
http://www.youtube.com/v/quztJALT-Jk&feature=related<\/a>
8-9 Race Issues in the 1920s:
http://www.youtube.com/v/quztJALT-Jk&feature=related<\/a>
8-9 Race Issues in the 1920s:
<http://teacher.scholastic.com/scholasticnews/indepth/upfront/features/index.asp?article=f092109_Crash" class="mediaplugin mediaplugin_youtube" type="application/x-shockwave-flash" data="http://www.youtube.com/watch?v=ezSuieZq0cI&feature=related\">http://www.youtube.com/v/ezSuieZq0cI&feature=related<\/a>>
<\/font>http://www.youtube.com/v/ezSuieZq0cI&feature=related<\/a>>
<\/font> <http://teacher.scholastic.com/scholasticnews/indepth/upfront/features/index.asp?article=f092109_Crash>
Read the following article, "Echos of 1933?", comparing the current economic crisis to the Great Depression.
"Echos of 1933?":
http://teacher.scholastic.com/scholasticnews/indepth/upfront/features/index.asp?article=f031609_FDR
After reading both articles answer the following questions in paragraph form. Complete your questions in a Google Doc and share the document with Ms. Torky. Title the Document "1920s and 1930s - your name" eg. "1920s and 1930s - Tai Torky" Due date Wednesday, Feb 16, 2011.
Using both articles answer the following questions:
- What caused the Stock Market Crash of 1929?
- Both articles draw connections between the Great Depression and the current economic recession; explain these connections. Are there similarities? What are the differences?
- How did the New Deal impact the Great Depression?
Welcome to Mr. McGuigan's U.S. History site. I hope you find the information helpful, that you add intelligent prose when the opportunity arises, and supply pictures and ideas for others to enjoy.
MIDDLE SCHOOL
SOCIAL STUDIES
PHILOSOPHY
The social studies program at CAC prepares students for the twenty-first century by developing the cognitive and affective domains of learning. Teachers facilitate the acquisition of knowledge, skills and intellectual foundations, which will encourage personal responsibility in a pluralistic and democratic society. Moving from self through interaction in family and community toward global awareness, the curriculum focuses on the critical and analytical understanding of historical, geographical and cultural characteristics of different civilizations. Special attention is given to the study of Egypt and the Mid-East region. The diverse selection of social studies courses at CAC provides a broad spectrum of opportunities for students to develop an appreciation of forces that have shaped the past and are affecting the contemporary world.
THE TWENTIETH CENTURY AND BEYOND: A GLOBAL PERSPECTIVE
This course is intended to familiarize students with the history of the 20th Century. It is designed to help students understand the interconnectedness of the world today by using culture, society, conflict, technology, politics, and economics as thematic threads. The examination of global issues and problems from multiple perspectives broadens the focus to include history relevant to all students and special emphasis will be placed on the key role the United States played in world affairs during this time. Academic skills emphasized throughout the year include distinguishing between fact and opinion, recognizing propaganda, analyzing and evaluating historical documents, interpreting and creating political cartoons, exploring political processes and beliefs, and organizing information in the form of notes and outlines. Students will practice forming rational personal opinions and supporting their viewpoints through respectful debate. All instruction is aimed at teaching students to think critically in order to make informed decisions that guide social and civic action in an increasingly interdependent world.
MAJOR UNITS of STUDY:
Constitution, Expansion, WW1, Depression, WW2, Civil Rights, Cold War, Globalization.
GRADING POLICY :
Projects and Tests = 45% Daily Assignments and Quizzes = 45% Habits of Work = 10%
CLASS MATERIALS:
The course will utilize an eclectic assortment of information sources. These sources include: History Alive!,the Internet, current periodicals, The American Nation, Don’t Know Much About History, as well as other library resources.Text: Davidson and Stoff. The American Nation. Needham, MA: Prentice Hall, Inc., 1998.
Online daily class information = http// machistory.wetpaint.com
INSTRUCTOR: Dan McGuigan dmcguiga@cacegypt.org
|
CoachMcGuigan |
Latest page update: made by CoachMcGuigan
, Mar 21 2011, 3:12 PM EDT
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About This Update
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| Started By | Thread Subject | Replies | Last Post | ||
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| lzaki | I was here | 0 | Aug 17 2010, 12:35 PM EDT by lzaki | ||
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Thread started: Aug 17 2010, 12:35 PM EDT
Watch
Hey Mr. McGuigan I wasn't sure if this was necessary but here's the proof that I was here.
Lara |
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| linaaboulfoutouh | Proof | 0 | Aug 16 2010, 1:38 PM EDT by linaaboulfoutouh | ||
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Thread started: Aug 16 2010, 1:38 PM EDT
Watch
This is me lina and i hope that this is proof that i visited the site .
Thank You |
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| phenix12 | proof i visited your site | 0 | Aug 16 2010, 1:23 PM EDT by phenix12 | ||
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Thread started: Aug 16 2010, 1:23 PM EDT
Watch
hi mr. micguigan
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S.S. Spring Project-Gotta Problem (Unknown File - 30k)
posted by CoachMcGuigan Apr 22 2008, 8:08 AM EDT
Spring Project
|
