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Final

Page history last edited by Tom Armstrong 3 years, 4 months ago

 

 

 

American Issues 

U.S. History

Semester Final Activity

Mr. Armstrong

 

 

 

U.S. History Semester 1 Final Project

 

USHistoryFinalExamChart2015.docx  Use this chart Semester 1 to organize your topics and the information you want to present.

Final act. US history 2017.docx  Use these directions for the Semester 1 presentation to be completed on the exam day.

Rubric for ushistory exam 2015.docx  This is how the project will be assessed. Each person will be assessed individually. 

 

https://docs.google.com/presentation/d/1uooY7ht56JFPFO_T1qamMWcZsOk3d8mqrfK20-SOsnE/edit#slide=id.p Use this slide show

 

 

 

  

Citizenship Final Project

 

citizenshipexam2015 with organizer and rubric.docx Use this chart, rubric, and directions for the presentation. 

 

 

 

Sociology Final

Semester objective of what I wanted you to learn?    We live socially

 

Big Question of final: How is an individual's behavior influenced by a group (leaders) in a position of authority. 

 

Background: Following the atrocities of World War II and the unthinkable acts of violence against humanity, many social scientists had a hypothesis of what occurred and why. The Nuremburg Trials had many of the same defenses for the Nazi members on why they did what they did. They were told to do it. They followed orders. They had no choice but to do it. The sociologists and psychologists did thousands of experiments to try to prove or disprove hypotheses on the theories of why someone would go to any extent to obey authority.

 

What are we doing? Focusing on the conflict between obedience to authority and personal conscience.

Problem: Will we obey authority even though what we are doing is wrong?

 

 Final project: Zimbardo Prison Experiment and Milgram Shock Experiment 2016

Go to mrarmy.pbworks.com

Go to Sociology

Go to "final" on bottom of the units on the sociology Front Page

Click on final. It is the first activity. Use the directions and links to complete.

E-mail to  tarmstrongphs@gmail.com

 

 

Objectives:

1. Understands the concept of Sociology as a study of human interaction and patterns that can predicted and observed.

2. Demonstrates how Sociology is from multiple perspectives and theories.

3. Shows the ability to use the sociological imagination to discuss, listen, and defend a viewpoint. 

 

Directions: 

1. Open step one outline and paste in WORD.  Split the screen with step two.

2. As a group we go through step two and look at the background the set up and the questions. Do not go to step three till you are done with Step one and the background, questions, and hypothesis.

3. Finish your hypothesis,  go to step three to look at the data, analyze it, and make your own conclusions.

4. Apply the information to come up with other examples that may apply to the experiments.

5. Share your final conclusion about the validity of these works and how you interpret the results.

 

Zimbardo Prison Experiment 

Summary of the Experiment: To understand the development of norms and the effects of roles, labels, and social expectations in a simulated prison environment.

Problem defined:   Will a prison environment change a person’s personality if in a position of power and authority (guard) or in a position of weakness and dependence (prisoner)?

Step one:    American Issues Final Activity.docx This is the outline for the activity. Contains the Zimbardo and Milgram outlines.

Step two:   Background on the two experiments.docx  Zimbardo and Milgrams background and questions. We will start with the Zimbardo experiment from; define the problem, to its conclusion and then do Milgram's experiment. Stay on just one experiment at a time. Define the problems that Zimbardo's experiment tested.

Step three: Form a hypothesis about what you think Zimbardo's results will be. Write it on the WORD document.

Step four:   Zimbardo and milgram Links pages.docx These links are on both experiments for background and gathering data. Look at the Zimbardo links and collect data from the experiment. You will analyze these results and make a final conclusion.

Collect Data, Analyze data and, Make a conclusion.

Step five: Discuss your conclusion with group. Finish writing your conclusion.

Step six:    ZImbardo experiment reading 20140121142002399.pdf Read the conclusion of the experiment.

Step Seven: On paper present your conclusion to the class. Problem, hypothesis, analysis, conclusion on the problem. Work as a team, take turns presenting, label individual parts.

Step Eight: Final experiment assessment OnePointRubric.docx  

 

Additional resource 

https://www.youtube.com/watch?v=sZwfNs1pqG0 10 min. simulation of the Zimbardo prison experiment. Additional resource if time allows.

 

 Milgram's shock experiment

Summary of the Experiment: Focusing on the conflict between obedience to authority and personal conscience, will a naïve subject obey someone in a position of authority .

Problem defined:  Will we obey authority even though what we are doing is wrong?

Step one:   Background on the two experiments.docx   Milgrams background and questions. We will begin Milgram's experiment from define the problem to its conclusion

Define the problem.

Step two:   Go over the set up of the room. final Milgram Shock Experiment setup.docx

Step three:     20140121141701627 Milgram blank experiment.pdf  Blank Milgram Experiment sheet 

Step four:  Form a hypothesis about what you think Milgram's results will be. Write it on the WORD document.

Step five:   Zimbardo and milgram Links pages.docx These links are on both experiments for background and gathering data. You will analyze these results and make a final conclusion. Collect Data, Analyze Data, Make a conclusion

Step six:     Milgram final results and reading 20140121141908296.pdf Look at the filled out chart on the results following the first 5 Milgram tests. Read the conclusion of Milgrams experiment.

Step Seven: On paper present your conclusion to the class. Problem, hypothesis, analysis, conclusion on the problem of the experiments. Work as a team, take turns presenting, label individual parts,

Step eight: Final experiment assessment OnePointRubric.docx For success see what you need to understand.

 

Additional resource

http://www.simplypsychology.org/milgram.html simple psychology on Milgram experiment. Reading and video.

 

 

 

 

U.S. History Second Semester Final Activity

5 themes of major changes that have affected the U.S. in the last 3 centuries

Directions: Brainstorm, research, discuss the 5 areas of major changes in U.S. history. Use specific details, generalizations, or big picture summaries that identify the 5 areas and how each affected changing history in America. Write the best answers in the Chart below showing these changes by century.

US history Semester 2 final activity.docx

Themes:

1. The changing face of America- Immigration, Age, migration, race.

2. Technology- How we communicate, get information, and have gone digital.

3. Industry- Products and employment changes.

4. Economics- Local to global economy.

5. Civics- Laws and actions that reflect the changing behaviors of our country.

 

 

 

 

 

U.S. History final project on the movie Far and Away 2013

Far and Away final Activity

Rubric below

 

We are going to watch the movie Far and Away and answer questions about how the movie applies to units from the first semester of U.S. History.

 

Objectives:

1. Recognize the movie Far and Away parallels to units we studied in U.S. History.

2. Analyze how events and circumstances changed the U.S. back then and could change the U.S. today as depicted in the movie.

3. Understand how push and pulls move large poulations and result in changes.

4. Predict whether or not the American dream is still similar to events from the movie.

 

Directions:

1. Go to mrarmy.pbworks.com   Go to U.S. history, and go to the first final after World War I unit.

2. It is the second Activity after Zimbardo and milgram experiments.

3. Go over the background of the movie

4. Do the introduction guide by clicking on link.

5. Watch the movie and do the questions on the movie.

6. Participate in the final discussion on the movie.

 

Background of Movie

http://www.imdb.com/title/tt0104231/plotsummary   Plot summary for the movie "Far and Away."

 

Introduction guide using

Far and Away Intro guide.doc

 

Questions for movie

Far and Away final paper.docx

 

Final discussion

 

 

Far and Away Rubric 

1 point  2 point   3 point  4 point 
 one strong example of American dream  and how it still exists today  A couple examples of American dream  and how it still exists today  Some examples of American dream  and how it still exists today  Many examples of American dream  and how it still exists today
Understand how 1 push and pulls moved large populations and result in changes   Identify a couple push and pulls that move large populations and result in changes   Identify a few push and pulls that move large populations and result in changes   Identify multiple examples of how push and pulls move large populations and result in changes 
Analyze one event and circumstance that changed the U.S. back then and could still change the U.S. today.   Analyze a couple events and circumstances changed the U.S. back then and could still change the U.S. today.   Analyze a few couple events and circumstances changed the U.S. back then and could still change the U.S. today.   Analyze many events and circumstances changed the U.S. back then and could still change the U.S. today. 
Recognize at least one event in the movie Far and Away and its parallels to units we studied in U.S. History. Recognize a couple events in the movie Far and Away and its parallels to units we studied in U.S. History. Recognize a few events in the movie Far and Away and its parallels to units we studied in U.S. History. Recognize multiple events in the movie Far and Away and its parallels to units we studied in U.S. History.

 

 

 

 

 

 

 

Online Story Telling Activity

Objectives to demonstrate:

  1. Create a capzle and demonstrate your knowledge of each unit covered this semester. It is an on line story telling tool so use it to tell me what you learned.
  2. Present how various events and circumstances in the units covered have influenced your life and society in the 21st century.
  3. Compare and contrast the knowledge learned, detailing how history has influenced progression and thinking of our country.

Steps:

  1. Read though the objectives at the beginning of each unit on the wiki. (mrarmy.pbworks.com)
  2. Upload past assessments, assignments or present research from your p:drive that will help you demonstrate your knowledge of the objectives.
    1. You will need to convert your Word documents into PDF format prior to uploading to your capzle.
  3. Register for a capzle account (if you don’t have one already). (www.capzles.com)
  4. Create slides for each unit covered in the order they were presented.
  5. Review the rubric and include all the objectives listed.
  6. Self assess the project using the rubric, include your self assessment as the final slide.
  7. Present to me when finished.  The project must be done by the end of class. 
    1. DO NOT print the project- you will need to show me your completed project on the computer.
    2. Include your self assessment as the final slide.

 

 

 

 

 

 

 

 

 

Rubric                                      1                                2                                  3                            4

Analysis

2 compare and contrast unit and how it has changed our thinking.

3 compare and contrast unit and how it has changed thinking today

4 compare and contrast unit and how it has changed our thinking into the 21st century

5>Compared and contrasted unit ideas we learned about and how they have changed thinking and continue to influence our thinking into the 21st century.

Elaboration

2 examples of events and circumstances

3 examples of events and circumstances that influence you

4 Examples given of various events and circumstances related to topics that influence you.

5>Examples given of various events and circumstances related to topics that you studied and how they have influenced you and your country in the 21st century.

synthesis

1 combination of topics and how they relate to an issue.

1  combination of topics that are combined to show what you learned.

2  topics with some factual material and how they combine into what you learned as a whole.

2  combinations of separate topics, in depth, supported by research, to combine what you learned collectively as a whole.

product

Capsul is turned in with effort being shown to get some credit.

Capsul is complete partially with little research

Capsul is organized with many plates that could use more research.

Capsul is complete and organized with multiple plates that were properly researched and tell a story.

 

 

 

 

 

 

 

Alternative exam                              Bowling for Columbine

Statements for inferences from the video: Inference is document.docx

Use the questions or statements below to watch the movie and make some inferences on why the U.S. is prone to violence.

 1. Why are two countries so close together so different in social issues?

 2. What are the Inferences that Michael Moore suggests for the violence difference between the U.S. and other cultures?

90% of canada's population lives within 100 miles of the U.S. border so why is the culture so different?

What are the roots of some American issues compared to Canadian ones?

 

Bowling for Columbine                             Assessment                      Mr. Armstrong

Objectives:
Students will:
1. Explore their beliefs about the relationships between the cultures of neighboring countries.
2. Consider the social views of Canada and the United States by reading and researching about the two countries. Use some information from the movie, Bowling for Columbine.
3.  Research a particular characteristic for both Canada and the United States in order to create a corresponding Venn Diagram.
4. Synthesize your knowledge by presenting Venn Diagrams that highlight any similarities and differences between cultures of Canada and the United States.

http://www.imdb.com/title/tt0310793/plotsummary     Plot summary for "Bowling for Columbine"

Activities / Procedures:
1. Answer this in a word document using inferences about “What type of relationship should countries have with their neighbors? What responsibilities, if any, do they have towards each other? What issues may matter most to neighboring nations? Why?”
a. Which continent is Canada beginning to resemble?
b. What stance has Canada taken in the war against Iraq?
c. According to Gil Troy, what event increased the differences between Canada and the United States?
d. For each country, what is the social “center of gravity”?
e. How could the decriminalization of marijuana in Canada affect the United States?
f. What political stance have American leaders taken towards same-sex marriages?
g. What makes Vancouver different from a typical American city?
h. What type of program is being launched in Toronto, Montreal and Vancouver in 2004?
i. What economic roles did each country play during the Depression?

2. You will be conducting research on a country characteristic that relates to both Canada and to the United States. Your findings will be used to create a Venn Diagram or chart and information illustrating the similarities and differences between the two countries. Pick one of the following characteristics (same topic assignments as necessary due to class size): Health Care, Government, Same-Sex Marriage, Drug Usage, Military, Economics, Political Parties, Education, Geography/Environment, and History. Using all available resources, research and answer some of the corresponding questions for each country.
HEALTH CARE
–What kind of system is it?
–How is this system funded?
–What organizations or people are in charge of this system?
–How are the following issues addressed: prescription drugs, care for the elderly, personal medical costs, hospital care?
–What opinions do citizens have regarding their health care system?
GOVERNMENT
–What kind of system is it?
–What are the major divisions (branches)?
–What are the major political parties?
–Who are the major leaders for each party?
–How is the country organized for political purposes (states vs. provinces)?
–How are leaders chosen for office?

SAME-SEX MARRIAGE
–What is the current national law regarding same-sex marriages?
–What other laws exist on local or state levels regarding same-sex marriages?
–What are the opinions of the government and of most citizens on this issue?
DRUG USAGE
–What recreational drugs are illegal? (List the most popular.)
–What laws or movements are currently underway to change established laws or beliefs about these drugs?
–What system is in place to deal with drug abuse? (Include legal ramifications as well as rehabilitation options.) More specifically, how do the penalties for possession or usage of drugs like marijuana compare to the penalties for “harder” drugs like cocaine or heroin?
MILITARY
–How is the military organized?
–Who is in charge?
–How many people are on active duty? Is there a reserve system? If so, how many people are involved?
–What is the process for enrolling soldiers?
–Where are troops currently deployed?
–How much of the national budget is devoted to the military? (Both percentage and total cost.)
ECONOMICS
–How would you describe the economic system in this country?
–What are the main industries?
–Which nations are most involved with this country for importation and exportation of goods?
–What is the currency value?
–What is the GNP?
–What is the country’s tax structure for its citizens?
POLITICAL PARTIES
–What are the major political parties?
–Which party, if any, has current control over the government?
–What are the platforms of each major political party regarding health care, abortion, education and the military?
–Who are the current leaders of each party? (How long have they been in office? What are they most known for?)
EDUCATION
–Who or what governs this aspect of society?
–What is the required amount of schooling for children?
–What is the structure of the school system?
–What options exist for continuing education?
–What are the major problems with the current system?
–How is education standardized? (Are tests used? If so, how?)
–Is there a national language?
GEOGRAPHY/ENVIRONMENT
–What are the most pressing environmental concerns?
HISTORY
–When was this nation founded?
–Under what circumstances or conditions was it founded?
–What indigenous populations were present at this time?
–What foreign nations, if any, were involved in the settling or creation of this country?
–What were the initial struggles or problems faced by this nation?
–In what major wars, events or movements was this nation involved? What was their role for each conflict? (Be sure to include the Great Depression and Vietnam War, as well as any other wars, events or movements mentioned in the article.)
Once research has been completed,  work to create your Venn Diagrams or chart to be shared in a future class. You may consult the VennDiagram.com Web site (http://www.venndiagram.com) if you need assistance in designing your diagrams.


3. Explain the similarities and differences between Canada and the United States regarding their assigned characteristic. In a future class, you will present your research and comparative analysis as it relates to your Venn Diagram.

Further Questions for Discussion:
–How has the North American Free Trade Agreement (NAFTA) affected the relationship between Canada and the United States?
–Which provinces legalized same-sex marriages?
–Why has Ottawa moved to decriminalize the use of small amounts of marijuana?
–Why do most citizens in Quebec speak French?
–Why does Vancouver practice such a relaxed policy towards drug use?
–What is the European culture alluded to in the article “Canada’s View on Social Issues Is Opening Rifts With the U.S.”?
–What are the benefits of dual citizenship for American-Canadians? For Canadian-Americans?

Evaluation / Assessment:
Students will be evaluated based on initial responses in group discussion, participation in class expected, completion of research and Venn Diagrams, and thoughtful creation of oral presentations comparing Canada and the United States in their particular area of research as inspired by the movie and your research.

Objectives

1. Explore their beliefs about the relationships between the cultures of neighboring countries.
2. Consider the social views of Canada and the United States by reading and researching about the two countries. Use some information from the movie, Bowling for Columbine.
3.  Research a particular characteristic for both Canada and the United States in order to create a corresponding Venn Diagram.
4. Synthesize your knowledge by presenting Venn Diagrams that highlight any similarities and differences between cultures of Canada and the United States.

 

Rubric 

Bowling for Columbine                                      1 each                                           2 each                                      3 each                                        4 each

Explore their beliefs about the relationships between the cultures of countries and why they differ so greatly in issues that each country has..  2 examples that explore the movies beliefs about the relationships between the cultures of all countries and why they differ so greatly in issues that each country has..    3-4examples that explore the movies beliefs about the relationships between the cultures of all countries and why they differ so greatly in issues that each country has..    5-6examples that explore the movies beliefs about the relationships between the cultures of all countries and why they differ so greatly in issues that each country has..    7+ examples that explore the movies beliefs about the relationships between the cultures of all countries and why they differ so greatly in issues that each country has..  
Consider the social views of Canada and the United States by reading and researching about the two countries. Use some information from the movie, Bowling for Columbine.  2 social views about Canada and the United States by reading and researching about the two countries. Use some information from the movie, Bowling for Columbine.   3 social views about Canada and the United States by reading and researching about the two countries. Use some information from the movie, Bowling for Columbine.   4 social views about Canada and the United States by reading and researching about the two countries. Use some information from the movie, Bowling for Columbine.   5+ social views about Canada and the United States by reading and researching about the two countries. Use some information from the movie, Bowling for Columbine. 
Research particular social characteristics for any culture and how it influences the outcomes of behavior of its people. 4-5  social characteristics for any culture and how it influences the outcomes of behavior of its people.   6-7  social characteristics for any culture and how it influences the outcomes of behavior of its people.   8-9  social characteristics for any culture and how it influences the outcomes of behavior of its people.  10+ social characteristics for any culture and how it influences the outcomes of behavior of its people. 
Synthesize your knowledge of issues that highlights any similarities and differences between cultures of Canada and the United States.  2 issues that highlights any similarities and differences between cultures of Canada and the United States.   3 issues that highlights any similarities and differences between cultures of Canada and the United States.   4 issues that highlights any similarities and differences between cultures of Canada and the United States.   5+ issues that highlights any similarities and differences between cultures of Canada and the United States. 
Determine the central ideas of a primary source, Michael Moore and the Movie: Provide an accurate summary that makes clear the intent of the source.   Not a good reason to determine the central ideas of a primary source, Michael Moore and the Movie: Provide an accurate summary that makes clear the intent of the source.    1 good reason to determine the central ideas of a primary source, Michael Moore and the Movie: Notaccurate summary that makes clear the intent of the source.     2 good reasons to determine the central ideas of a primary source, Michael Moore and the Movie: Provide an accurate summary that makes clear the intent of the source.    2+reasons to determine the central ideas of a primary source, Michael Moore and the Movie: Provide an accurate summary that makes clear the intent of the source.  

                                                       

 

 

 

 

 

 

 

                                                        Mr. Armstrong U.S. History Final Discussion Final

Objectives:

  1. Demonstrate how computers can be used to help you learn. 
  2. Demonstrate how computers can be used to help you influence others 
  3. State, defend, and inquire theories on historical perspectives.

 

 

What is it?

History students will prepare, participate, inquire, and elaborate on what they have learned in U.S. History this semester. We have done a variety of methods for activities and assessments in class that should have influenced how you think, how you learned, and a hypothesis with inquiry into what you think. Use this final assessment to demonstrate how you can use these new methods to communicate how it has changed your ability to learn about different topics.

Title - U.S. history final discussion

Debate tags- u.s. history, mrarmy, final, phs

 

Directions:

  1. Go to http://mrarmy.createdebate.com/debate/show/US_History_Final_Discussion_6
  2.  Make sure you can get on before the exam period and write down all passwords and other information. I put a link on my last twitter tweet.
  3. Open this word document to outline your thoughts   us history final exam outline.docx
  4. On exam day, use your word document and your links to have an online discussion about what you learned this semester in U.S. History. 

 

                                                                                   Rubric

 

           1                                        2                                      3                                         4

Made less than 9 posts

Made 10-14 posts

Made 15-19 posts

Made 20 or more posts

Posted at least one link

Posted a couple links or quotes

Posted some links and quotes

Posted multiple links or quotes to advance your point of view

Defended at least one point of view

Justified a couple ideas and a hypothesis

Justified and defended a few topics hypothesis

Justified and defended multiple viewpoints and hypotheses on a variety of topics

No preparation or missing topics

Some preparation on most of the topics

 

Prepared but with a minimal amount of information on some or all of the topics

Prepared for the debate with a word document and multiple examples of each discussion question.

                                                                                                                               16 total points

 

Discuss the "5" following areas on line:

---------Make a hypothesis

---------Find supporting evidence, primary sources, secondary sources.

---------state, elaborate, defend, reevaluate hypothesis.

 

1. Hypothesize how different history would be if not for any part of any of the units that we went over. State your reasons and elaborate on what others say.

2. Inquire into an issue your passionate about or one above that we went over and try to change someones hypothesis to more support what you think instead of what they thought happened.

3. Post and defend a link you found to one of your best thought out statements of opinion on any one of the unit topics. Post a statement or hypothesis and defend its validity from others.

4. Justify a person or event and the importance it had to influence our history. State and defend your choice. Share links or parts of links that support and defend your choice.

5. Elaborate on any book, movie, current event, or story and how it was influenced by your learning this semester by anything we did in class.

 

 

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