Dr.+Reed

4. What is the future of America's role in the world order?
=Dr. Reed's Presentations= == == ==


 * Day/Session || Topic || Pedagogy ||
 * == 24 ==

Session 1 TC
|| ==Just War theory and International Law== || = = =Spy Movie theme songs Entrance music= =Introduction= Spy v. Spy Cartoon Hook

In Love []

Blow Up Bridge []

Spy vs Spy Activity
Resources: [] [] || TC/SM || ==Just War theory and==
 * ==Session 2==

International Law
|| # ==Word Quilts: Weaving words into learning== Quizlet Vocabulary List - Terrorism Focus: SM || ==Early Cold War Recap== || ==Bitter Cold War Truth //-//==
 * 1) http://quizlet.com/24221585/post-cold-war-terrorism-flash-cards/ ||
 * == Session 3 ==

=**BLUFF - The Cold War Game: JFK v. Niki Kruschev http://www.youtube.com/watch?v=W50RNAbmy3M**=

Optional Videos for Teachers to use in the Cold War Unit:
=//- Fallout Video - Civil Defense Department Educational Film//= //http://www.youtube.com/watch?v=saLwgBKJT7o//

//Cold War Film: Bert the Turtle (1951)//
//http://www.youtube.com/watch?v=IKqXu-5jw60//

=**Student "JIGSAW" Activity:**=
 * 1) =**Teachers will form groups of two.**=
 * 2) **Each group will then choose one of the Document Packets which**
 * 3) **__#|study__ one of the key events of the Cold War**
 * 4) **Each group will __#|study__ the document packet and then write down a written response to 3 or more of the "DISCUSSION QUESTIONS" found in your instruction sheet**
 * 5) **__#|Students__ will __#|complete__ any other assignment materials that are included in your documents packet**
 * 6) **Each Group will then share (in two minutes time) the key points of their information about the Cold War**
 * 7) **Summary - __#|Students__ will Identify Causes and Consequences of the Cold War by answering questions directed by the teacher. (DBQ format)**

//Teacher Created Materials DBQ//
=//**Teacher Comments on the Value of a Jigsaw Activity**//= || TC || ==Niebuhr book== || ==[|RATT]ing on each other and [|High Fives]== Book in a minute || =**- Both "I survived" books**= =**- America's Struggle**= =**with Terrorism**=
 * == Session 4 ==
 * || =__**Homework reading -**__=
 * -- Group Assign to one chapter** ||  ||
 * == 25 ==

Session 1
TC || ==Lessons of Vietnam== || == == == ||
 * == Session 2 TC == || ==Counter insurgency efforts==

in Africa and Latin America
|| == - wrapping your head around an event in history: 911==

Osama Bin Laden Al Quaida CIA (trained Bin Laden) President George Bush New York Fire Fighter during 911 Afghani citizen witnessing a foreign power invading and looking for Osama New York City fence where people posted missing loved ones Air Traffic controller Pentagon employee Dan Rather Katie Curic Islamic Extremist A survivor A doctor/nurse in an hospital emergency room Blood donors from Hollywood A US citizen watching the news Tony Blair Muammar Gadafi Saddam Hussein Carl Rowe Wireless Telephone services Democractic Party Spokesperson || SM || == A History of Terrorism ==
 * == Session 3 ==

in the United States
|| =="America's Struggle with Terrorism"== Book in an Hour: Groups are teamed up by table. Each Table is assigned a chapter

**Part Three = each group will participate in the Oral Presentation**
=**Student Points Scoring Rubric for **= || SM || =Foreign Policy History Box= =**Answering Questions using**=
 * == Session 4 ==

= = || ==Foreign Policy - //Teacher Created Materials//==

**[[file:Terrrorism Quiz.docx|America's Struggle with Terrorism quiz]]**
=**//Bloom's Taxonomy key vocabulary guide//**= []

=****= ||
 * == 26 ==
 * == 26 ==

Session 1
SM || ==History Box Documents -== =**"Walk About" Activity &**= =**Written Response**= || ==National Archives Analysis Forms for the Classroom ---== []

"Walk About" using applicable N.A. forms
__#|Students__ will take 25 minutes to insightfully __#|answer questions__ which are asked about each of the documents posted in the classroom. The more you deduce from your documents, the more points you will __#|earn__. Leads to Document Analysis, [|Group Discussion], DBQ breakdown, each __#|student__ assesses at their level of ability... etc.

Teachers will break down the value of this activity for __#|student__ growth || SM/TC || ==Student read -==
 * == Session 2 ==

**The Bombing of Pearl Harbor**
|| ==I Survived Pearl Harbor/911==

**3. http://fpcbulldogs.com/sites/default/files/two_voice_poem_instructions_and_samples_copy.pdf**
Two Voice Poem demo by TC and SM =****= = =

=**Students will create and read aloud to the class.**= =**Follow the Poem Rubric.**= =For Poem Example, follow the Example 1 format for High School Social Studies.= =Examples 2 & 3 are good for other formats.= =**Two Voice Poem from the perspective of: Pearl Harbor, 9-11, .... American v. Terrorist, etc.**= =**or, choose your own idea topic following the format given above.**= || TC/SM || ==Iraq: Stalled, in further, and out== || ==The Oscar's...and the winner of best Two Voice Poem is.....== || TC || ==Threat of failed, porous borders and rogue states== || ==Stratego:==
 * == Session 3 ==
 * == Session 4 ==

//Taking Over the World One Question at a Time//

 * Vocabulary Review**
 * Dr. Reed Lectures**
 * Quizlet Vocabulary List**


 * Steps for using this pedagogy:**

http://www.worldatlas.com/aatlas/wrldnanb.htm
 * 1. Go to**

2. Copy map or save map as an image.

3. Open Microsoft paint program on your computer (it's accessories).

4. Paste or import the map from your downloads.

5. Use the paint can to fill in the areas you need.

http://www.worldatlas.com/aatlas/wrldnanb.htm || =Parting Challenge - ideas that can inspire and challenge our view of History... please watch these videos to increase you sense of "Why History is Important". Can be used as Hooks, Student Assigns, Extra Credit Opportunities, etc.=
 * The can be downloaded into the MS paint program from**