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World History 9: Daily Agenda

Mar. 3/4: Prep for Summative Debate Speeches

2/28/2020

 

First, decide on roles.

Consider which group member has the strongest counterclaim -- they should probably take that speaking role. Then make decisions for the other roles (based on the number of people in your team--seed slides below).  Any other members not presenting their counterclaim in the speech can potentially use their counterclaim (evidence, reasoning, etc.) for one of the rebuttals--each team members' counterclaim can still be of use in the debate.

Next, work on your speech.

Again, see the slides for speaking roles and focus on what needs to be accomplished for your role.  Also, remember to look at the rubric (see below).  This is important so that you remember what you are specifically being summatively assessed on.  Every speaking role is required to use evidence --both verbally as well as incorporating an image as a form of evidence; the visual will be on your slide and you are required to reference it in your speech. You need to appeal to logos and ethos.

Be aware of the importance of engaging with your audience (eye contact, tone, speaking in a cadence/speed that allows them to follow your speech as well as projecting your voice that allows even those in the back of the room to hear you). This is also something that factors into your overall grade for your speech.

Then, develop your slide.

Remember, the slide is meant to enhance your speech--not compete with it.

Choose an image that you can easily work into your speech and reference it--this is not just pointing to it but using it to help emphasize a point you want to make or help your audience see something you are trying to make a point about in your speech.
​
Choose an image that works well. Primary source images are generally best.
Please, no memes or clipart.


Links for Team Slide Deck Presentations:
  • Link to Debate Slide Template (1 group member makes a copy & shares)
  • Google Form Link to submit Group's Presentation

HW: Prepare for next Class' Debate

Tips for preparation:
  • Focus on ensuring you have strong evidence to back up your argument (claim and reason(s) you are presenting and/or defending.  
  • Practice your presentation. Focus on good presentation skills of voice projection, cadence and a tone that appeals to logos and ethos. Avoid being too overly emotional or overly dramatic in your mannerisms; practice a calm composure that exudes a persona of credible, logical, and sound, rational judgement).
  • Prepare a speech for up to 2 minutes (+/- 10% rule)--this gives you some cushion so that your speech doesn't go over, and allows you to be able to pause for emphasis (...dramatic pause...), allows time to make more eye contact, reference an image on a slide, and/or add to your speech last minute if a new idea or strategic statement occurs to you.
  • Know thy enemy!!! Anticipate what your opposing team will say and have all of your team members' prepared counterclaim statements available for your team to see. Consider having a list of additional evidence and reasoning/analysis you can use against them in your rebuttals.

​Helpful Videos for Preparing For Your Speaking Role in a Debate:
  • Tutorial for Role of First Affirmative (Proposition) Speaker (Speaker #1)
  • Sample Debate: Opposition Speaker #1
  • Sample Debate Affirmative (Proposition) Rebuttal (Proposition Speaker #2)
  • Sample Debate Negative (Opposition) Rebuttal (Opposition Speaker #2)
  • Debating Rebuttals Tutorial​
  • Sample Debate: Television is a bad influence
  • Sample Debate: School Uniforms
  • Debate Tips
  • Why Debate is Important: “Debating Can Change Your Life” TEDTalk​​


Feb. 28/Mar. 2: Prep for Summative Debates: Rise of Authoritarian Regimes

2/27/2020

 

Revise Your Counterclaim...

Resources to help you with this summative task:
Philosophy and Ethics of Leadership and Governance (Russia Debate):
  • Leadership Expert: A Political Leader (leadershipexpert.co.uk)
  • How can we measure political leadership? (Oxford University Press, 2017
  • 10 Unique Perspectives on What Makes a Great Leader (Forbes, 2016)​

Philosophy of Historical Causation (Germany and Japan Debates):
  • Inevitability in History (Philosophic Exchange, Temple University, 1971; DigitalCommons)
  • Are Historic Event Inevitable? (Journal of Thought, 1973; JSTOR)
  • Causation in History (Stanford Encyclopedia of Philosophy, Philosophy of History; Stanford University, 2007)
  • The Size of History: Coincidence, Counterfactuality and Questions of Scale in History (The Challenge of Chance, The Frontiers Collection, 2016)
Resources to help you with developing a counterargument and writing a Counterclaim paragraph: 
  • Link to exemplar claims and counterclaims (collection of samples from SAS World History students)

HW: Continue Research and Find Supporting Evidence. Take Notes (in group document). 

Topic-Specific Resources: 
(note: Some of these are credible, reliable sources and others are less scholarly and credible. Use good judgement in which additional sources you use for building your background information vs. using for a source for evidence)

Rise of Authoritarianism - Pre-World War II
  • Dictators, Tyrants, Authoritarian Government: Despotism (1946 Encyclopedia Britannica Films; credible source)
  • Crash Course World History: WWII (Crash Course w/ John Green - use for familiarity--not as a scholarly/credible source of evidence)
  • Crash Course WWII: A War for Resources (Crash Course w/ John Green - use for familiarity--not as a scholarly/credible source of evidence)
  • How Dictators Come to Power in Democracy (OpEd piece, Forbes 2013)

Rise of Communism in Russia:
  • Joseph Stalin: National Hero or Cold-blooded Murderer? (BBC Teach; credible source)
  • Stalin: Inside the Terror  (BBC; credible source)
  • Understanding Stalin (The Atlantic, Nov. 2014)
  • The World Wars: Mini Bio Joseph Stalin (History Channel; credible but non-scholarly source; avoid using as your source of evidence if possible)

Rise of Nazism in Germany:
  • The Rise of Fascism and Nazism in Europe  (ABC-CLIO; credible source)
  • The Treaty of Versailles and the Rise of Nazism (The New AmericanVol. 34 Issue 21, Gale Academic database; you can access via Schoology Library Resources)
  • The Rise of the Nazi Party (FacingHistory.org; credible source)
  • How did the Nazis Rise to Power? (TheHolocaustExplained.org; credible source)
  • Was Hitler’s Seizure of Power on January 30, 1933, Inevitable? (German Historical Institute, 1997)
  • Podium: The Rise of Hitler was not Inevitable (Independent.UK.co; credible but not scholarly)
  • TEDEd: How Did Hitler Rise to Power? (TED Ed; credible source; log in through Schoology Library Resources)​

Rise of Fascism in Japan:
  • What is Fascism? (NowThisWorld video - - use for familiarity--not as a scholarly/credible source of evidence)
  • Japanese Fascism (HistoryToday.com)
  • Fascism in Japan, 1926-1945 (ABC-CLIO; credible source; log in through Schoology Library Resources)
  • Fascism and the History of Pre-War Japan: The Failure of a Concept (The Journal of Asian Studies; JSTOR)
  • 'The Fascist Effect: Japan and Italy, 1915-1952': A look at the rise of fascism in Japan (Book review in JapanTimes.co)
  • Japanese Fascism Revisited (Stanford Journal of East Asian Affairs, 2005)
  • History Brief: The Rise of Imperial Japan (Reading Through History)

You are welcome to do your own additional research and use sources you find on your own. Please be sure to use CREDIBLE/SCHOLARLY sources (e.g., ABC-CLIO, Encyclopedia Britannica, published government documents, primary sources, etc.).

Do not use non-scholarly sources for your evidence in your counterclaim or in your speech (e.g. History.com, Crash Course videos, Ducksters, AlphaHistory, Quora, Wikipedia, etc.)

Rise of Authoritarian Regimes

2/26/2020

 

Day 1: Work with your group to take notes.

Today, your task is to begin working with your group to take notes and find evidence that will help support the position your team has been assigned to.

Step 1:  Create a group shared document.   
You will use this document to collectively add notes and evidence that helps support your position.  Use the same strategy as you did with your formative debate group and formative speech group-- use a strategy such as creating a table, using color-coding, etc. to differentiate where within the document each person is contributing notes and to help track and hold each member accountable for contributing notes.  Use the DBQ packets 
Jigsaw this out-- assign each team member a different job or section of the DBQ to take notes from. Divide and conquer!


Resources to help you research your assigned topic:

​DBQ Packets for your Team’s Research:
  • ​Authoritarian Regimes: Communist Russia (DBQ)
  • Authoritarian Regimes: Nazi Germany (DBQ)
  • Authoritarian Regims: Fascist Japan (DBQ)

Topic-Specific Videos:
(note: Some of these are credible, reliable sources and others are less scholarly and credible. Use good judgement in which additional sources you use for building your background information vs. using for a source for evidence)

Rise of Authoritarianism - Pre-World War II
  • Dictators, Tyrants, Authoritarian Government: Despotism (1946 Encyclopedia Britannica Films; credible source)
  • Crash Course World History: WWII (Crash Course w/ John Green - use for familiarity--not as a scholarly/credible source of evidence)
  • Crash Course WWII: A War for Resources (Crash Course w/ John Green - use for familiarity--not as a scholarly/credible source of evidence)

Rise of Communism in Russia:
  • Joseph Stalin: National Hero or Cold-blooded Murderer? (BBC Teach; credible source)
  • Stalin: Inside the Terror  (BBC; credible source)
  • Understanding Stalin (The Atlantic, Nov. 2014)
  • The World Wars: Mini Bio Joseph Stalin (History Channel; credible but non-scholarly source; avoid using as your source of evidence if possible)

Rise of Nazism in Germany:
  • The Rise of Fascism and Nazism in Europe  (ABC-CLIO; credible source)
  • The Treaty of Versailles and the Rise of Nazism (The New AmericanVol. 34 Issue 21, Gale Academic database; you can access via Schoology Library Resources)
  • The Rise of the Nazi Party (FacingHistory.org; credible source)
  • How did the Nazis Rise to Power? (TheHolocaustExplained.org; credible source)
  • Was Hitler’s Seizure of Power on January 30, 1933, Inevitable? (German Historical Institute, 1997)
  • Podium: The Rise of Hitler was not Inevitable (Independent.UK.co; credible but not scholarly)
  • TEDEd: How Did Hitler Rise to Power? (TED Ed; credible source; log in through Schoology Library Resources)​

Rise of Fascism in Japan:
  • What is Fascism? (NowThisWorld video - - use for familiarity--not as a scholarly/credible source of evidence)
  • Japanese Fascism (HistoryToday.com)
  • Fascism in Japan, 1926-1945 (ABC-CLIO; credible source; log in through Schoology Library Resources)
  • Fascism and the History of Pre-War Japan: The Failure of a Concept (The Journal of Asian Studies; JSTOR)
  • 'The Fascist Effect: Japan and Italy, 1915-1952': A look at the rise of fascism in Japan (Book review in JapanTimes.co)
  • Japanese Fascism Revisited (Stanford Journal of East Asian Affairs, 2005)
  • History Brief: The Rise of Imperial Japan (Reading Through History)

You are welcome to do your own additional research and use sources you find on your own. Please be sure to use CREDIBLE/SCHOLARLY sources (e.g., ABC-CLIO, Encyclopedia Britannica, published government documents, primary sources, etc.).

Do not use non-scholarly sources for your evidence in your counterclaim or in your speech (e.g. History.com, Crash Course videos, Ducksters, AlphaHistory, Quora, Wikipedia, etc.)

​
Picture
Step 2:  Develop a claim statement.
Towards the end of class, your team members will need to draft a claim statement. Start with drafting this on the dry-erase board. After you have a claim statement + reasons that you all agree upon, it will be important to record this on the handout (salmon colored paper handout) so that you can refer to it when you need to draft a counterclaim statement for homework.  

​Note: The group claim statement is not for a grade but will be what you will most likely be using in your speech so it does matter.   It will be the job of whomever is assigned as the Opening Speaker to make the claim stronger and add the introduction and further reasoning and evidence. The group does not need to do anything more than draft the agreed upon claim statement and reasons (no evidence needed yet).


HW: Develop a Counterclaim Statement

Use the handout provided to draft your counterclaim.

Use the following document if you lost your copy of the handout:
  • Authoritarianism: Claim and Counterclaim Summative Task (Google Doc)
Please note the claim is something you will develop as a group. This is NOT scored for a summative grade. You are however expected to INDIVIDUALLY develop a counterclaim.

This counterclaim will be graded. This task is individual work--not group work.

​It is due at the start of next class. You will have an opportunity for feedback and then you will resubmit it for a SUMMATIVE score.

Exemplars to help you with this summative task:
  •  Link to exemplar claims and counterclaims​
Picture

Feb. 19/20: Interwar: 1-Minute Speeches

2/18/2020

 
Today you and your group will present your 1 minute/1-slide presentations to your peers. While you are presenting, the audience will be watching and providing constructive feedback to help you identify your strengths and weaknesses with public speaking and in presenting historical information while using supporting evidence in a speech. This is a chance to practice the skills needed in "constructing arguments" and also in your ability to capture and hold an audience attention through voice projection, tone, speech cadence, eye contact, visuals, etc. 

Link you will need for class today:
  • Formative Presentation - Peer Feedback Form (2020) - students submit this each time for groups other than their own


HW: Read "We Wage a Wider, Crueler War"

Read: The Human Story, CH. 20 “We wage a wider crueler war” (pp. 323-350) -- its a long chapter but this will help you with background information you will need for the summative tasks (summative claim and counterclaim and summative debate).  I recommend taking some notes in your Unit 3 notes document. Alternatively, you could make a copy of the PDF and add it to your own Google Drive folder and annotate the PDF by adding comments. 



Feb. 17/18: Prep for Persuasive Speeches

2/17/2020

 
Today you will work within your group to respond to one of the assigned DBQ questions. 
You will prepare your group's response in presentation format:
​
  • Template for presentations (1 group member makes a copy to share with the rest of the group)
  • Google Form for groups to submit their presentation slides (only 1 member needs to complete this)
  • ​Formative Presentation Skills - Rubric

Helpful Resources for Today's Class:​
  • ​Treaty of Versailles- Can peace lead to war? (DBQ Packet)
  • Germany Finishes PayingWWI Reparations, Ending Century of 'Guilt' (CSM, 2010)
  • The Treaty of Versailles was the cause of WWI - Debate (Debate.org)
  • “Did WW I lead to WW II?” (History.com video)
  • The Impact of the Paris Treaty: “Make Germany Pay” (BBC.com video)​

HW: Prepare a 1-minute speech + slide

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.
  • Avoid adding too much text. A phrase, short quoted passage or a couple of bullet-pointed ideas is plenty for your slide. You don't want your audience spending too much time reading your slide--instead they should be watching and listening to you.

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).
  • Focus on making eye contact and engaging with your audience.
  • Emphasize words or phrases that are important.
  • Pause for emphasis or dramatic effect. 
  • ​Ask a question of your audience to engage them.
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