Today, you will participate in an informal practice debate. This is NOT graded and there will be no comments added to Powerschool for this (not this time).
Helpful links for today's class:
Informal Debate on WWI Presentation (with links)
Debate Planning document ​ (one member of your group needs to make a copy of this)

After the debates...and after your research on WWI...Let's find out which cause YOU personally believe was the most significant underlying cause of WWI...

Your homework is to prepare a 1-page outline for an argumentative essay to respond to the following essay prompt:
"What was the most significant underlying cause of World War I?"
​
You may select any one of the 5 causes: (it does not have to be --but can be -- the one you were assigned to within your group for debate)
Militarism
Alliances
Imperialism
Nationalism
Assassination
Use the outline template provided (in your WH Drop folder). There are helpful links within the template to help guide you for outlining an argumentative essay.
This outline is due next class and you will write a 4-paragraph formative argumentative essay next class period.
A Blocks: Outline due Thurs., Jan. 26 @ start of class
B Blocks: Outline due Wed., Feb. 1 @ start of class

Today you will work to improve the DBQ packet. You will complete task #1. 

Helpful resources for today's class.

1. Mini-DBQ on WWI - Presentation (Google Slides)
   
2. MAIN Causes of WWI Presentation (Google Slides)

Complete the table in your Unit 3 notes document (in your WH Drop folder). You may use any resource to help you answer this question.
​Many resources will be provided to you within the MAIN Causes of WWI Presentation (articles, videos, presentations, websites)--which ones you use are up to you. In your notes, be sure to include the MAIN causes and some information on each one of them--your notes should be organized in a way that allows you to easily see details for each of the main causes: Militarism, Alliances, Imperialism, Nationalism. 

• You should have a minimum of 2 sources used for notes (you decide which sources to use)
• You should have enough notes to answer the question. 
• Answer the question using text evidence from your sources (and notes) to support your response.  
• Response to the question should be at least 2 paragraphs and address all 4 MAIN causes.

A Blocks: Due Tuesday, Jan. 24th
B Blocks: Due Wednesday, Jan. 25th

• In today's class we will be discussing human nature, the history of human behavior with regards to whether we behave more warlike or more peaceful. 

Today's tasks:

• You will be reading an article "War or Peace" and discussing the article.
• You will discuss within your small group after you've had a chance to form your own ideas.
• You will use text evidence from the article to form a an argumentative position (viewpoint) about human nature and whether we tend to be more warlike or peaceful.
• You will conduct a brief Google search for any articles, quotes or sources that help support your viewpoint
• You will spend 15 minutes in a writing exercise to explain your viewpoint and use text evidence to support your ideas. This will be typed in Schoology.

Helpful Links for Today's Class:

• ​War or Peace? Class Presentation (Google Slides)

"Everyone has an opinion about whether we are peaceful or warlike. It matters." - David Barash
After reading and discussing the article "War or Peace" by David Barash, and after a brief search for any further examples that support your own viewpoint on this topic, please spend 15 minutes summarizing your view on whether we (humans) are indeed more warlike -- or more peaceful.  Use text evidence from the article (and any other information you find in your brief search) to support your views. You may also use any other examples (personal, current events, historical) to support your views as well.
Afterwards, you will be asked to read through other students' responses and before next class, respond to at least 2 other student's responses: 1 follow up response to a student that has a similar viewpoint to yours and 1 follow up response to a student that has an either an opposing viewpoint to your own views--or a different degree of opinion (think of the spectrum/line activity in class).  
Remember, we learn both from those who share our viewpoints as well as learn from others with different viewpoints