Today you will begin working with a new team in preparation for the upcoming Summative Debate on authoritarian regimes. Your team will be assigned to represent the proposition or opposition of a statement on an authoritarian regime.  Once you know your topic, you and your group will begin research and discuss the role each of you will play in the debate.  A DBQ packet has been provided to you to begin your initial research and learning of your topic. It is recommended you do additional research on your own and find additional evidence (and sources) to help you in preparation.

You are ready for this! You've been preparing for this!!!
Good luck!!!
Helpful Resources:

• Link to Summative Debate Task Instructions
• Link to information on roles within a classroom debate team
• Link to Summative Debate Presentation Slides (Instructions, Helpful Links, Rubric, Examples, etc.)
  

DBQ Packets for your Team’s Research:

• Authoritarian Regimes: Communist Russia (DBQ)
• Authoritarian Regimes: Nazi Germany (DBQ)
• Authoritarian Regims: Fascist Japan (DBQ)

While the DBQ packet is provided to you for use, groups & individuals are encouraged to use additional evidence and sources you find on your own to prepare for your role in the debate.  

Please work on the formative reflection on your strengths and areas for improvement on constructing arguments. It is important that you identify a goal and area to focus on for improving your argumentative skills prior to next week's summative debate.

Today students will present their 1 minute/1-slide presentations to their peers. While they are presenting, the audience will be watching and providing constructive feedback to help students identify their strengths and weaknesses with presenting historical information while using supporting evidence in their speech. This is a chance to practice the skills needed in "constructing arguments" and also public speaking skills.

• Formative Presentation - Peer Feedback Form - Google Survey
• ​Peer Review Feedback (Google Spreadsheet)

Be sure when you arrive to the next scheduled class you are ready to present.
Presentation Tips:
If you look at the rubric you will see that it is important that your presentation topic addresses the question in some part and that you provide evidence to support your idea(s) and reference your source(s). You should also be sure the image you select for your slide is relevant to the ideas you discuss. Your image can be used as a piece of evidence. You should reference your image in some way (could take a few seconds or longer--if it is an important piece of evidence you will use). Be sure your image also has the source listed.
Speech Tips:
You are allowed to have notes (note card, sheet of paper) with you when you present. Try to avoid reading from your notes the whole time or reading from your slide (your audience is capable of reading the text on your slide).

The Social Studies Department is looking at extending our non-AP/AT course offerings in 2019-2020. Based on this, we would like to see what interest you have in current and potential regular course listings.
Survey: here is the link to the survey

Today in class you will finish writing your formative argumentative essay on WWI.

Just a reminder that this is practice and you will receive feedback on your claim (& the evidence you provide to support your claim) and on your counterclaim (& strategy of using both logos and ethos) to discount and refute other viewpoints while continuing to support your claim. 

While you will not be writing a summative argumentative essay in this unit, this formative essay is important practice in the skill in developing balanced historical arguments, and will help prepare you for the summative debate later in this unit--and for the summative argumentative essay you will be writing in the next unit (Unit 4).  This will also be used for an upcoming Summative Reflection on your ability to develop historical arguments.
For this reason, you are asked to do your best on this formative. 

Helpful resources for today's class: 

• What is an argumentative essay? (OWL Purdue University website)
• Argumentative speech/writing Rubric
• Organizing an Argument (OWL Purdue University website)
• Formal Tone resource here.
• Text Integration resource  here.
• Supporting transitional phrases
• Formative Debate: Causes of WWI Presentation (Google Slides)
• Main Causes of WWI  (Google Slides Presentation)
• WWI - Short and Long-term Causes (PDF Doc)

HW: Pick and read ONE of the following articles:

• "The Great Myth: WWI Was No Accident", published by TheDiplomat.com, Aug. 30, 2014
• "WWI: The War That Changed Everything", published by The Wall Street Journal, June 20, 2014

​We will use these for a discussion at the start of next class before we begin taking a look at how WWI ended and the turn of events that led to a failed peace plan.  These articles, while they are editorial opinion pieces marking the 100-year anniversary of the start of WWI, they have some rather provocative ideas and makes predictions and warnings about turbulent times we see in the world today to remind us that the lessons of WWI are still relevant to our lives today.

Do you agree or disagree with these articles' views?

Today you will be working with a partner. Using the argumentative writing/speech rubric, you and your partner will evaluate a few samples of claims and counterclaims (file is in your WH Drop folder).  This will help you become more familiar with the assessment rubric, as well as see various ways to effectively write claims and counterclaims and see how the 2 are linked together to support the claim while also providing a more neutral tone in an argument as this will appeal to an audience or reader's logos.
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You will provide peer feedback to your partner on their outlines, using the handout provide. Afterwards you will continue to improve your outline and get assistance from the teacher, as needed. When you are ready, begin drafting the essay.
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