High School Social Studies
– Okay. We’ve been working with the idea of
continuity and change. Okay,
what you see up here on the board, understand continuity and change. We are not letting go of that big idea yet. Okay,
we’re not letting go of that, but we are going to focus now not only on continuity and change but also on a big idea called beliefs. If you could please
go into your folders
and get your big idea sheet out. – The one that had all of the yup,
thank you Amanda. It looks like this.
If you could pull
that out please. And I’d like you to
take a look at beliefs. The big idea of beliefs, in the bottom left
hand corner of the chart. And feel free to
share on with another. You have it
It’s in there, I saw it. Feel free to share with
another person if
you don’t have the chart, okay? Take a look at beliefs. What are the
patterns that we say always repeat when
we have beliefs? Devon.
– Values. – Okay,
values. Give me another one please. – Influence. – Influence.
Another. – Ethics. – Ethics,
what’s good and bad. Give me another one. – Religion. – Religion. – Conformity. – Conform,
you do what
everybody else does. – Propaganda. – Propaganda,
that’s advertising. Remember what we said with Nike,
Just Do It, McDonald’s,
what’s their slogan? What’s McDonald’s? – We love it. – We love it.
All right. We’re looking at these patterns of beliefs. You know what I get a lot of times, you guys,
when we teach history, and we start looking at
this idea of changing
continuity and change, I get a lot of kids that say, “Why is America in everybody else’s business?” “Mrs.
Sett, I don’t get this.
You’ve been showing us things that America is doing now, today,
in the present, you’re showing us
companies like Wal-Mart and Nike, why are we up in everybody’s business?” – And I’m going to suggest to you that’s because of our belief system in this country. I’m going to suggest to you it’s because of our belief system. Remember this?
Remember that guiding question? I had you answer that,
and I said, “What happens when some things in a culture or society stay the same
and other things change?” And I asked you this in two parts. I said, “What’s some
good things about that?” – “What’s a good thing?
What’s an advantage about that change and what’s
a disadvantage?” And we had a
discussion on that in
class, okay? So here’s our change and continuity. I’m not getting away
from that question you guys. I’m not getting away from it. I’m going to introduce
you to two more
guiding questions, so please if you have
not done so take out
your notebooks as well, and keep your big rock
or idea sheet out
please. – Now,
you do not have to re-
answer this question,
okay? This guiding question, like I said,
is there, we’re not going to get
rid of it yet.
We’ve already answered it, but now we’re going to add on. Now we’re going to
look at something new. Okay, we’re going to
look at something new. Can you guys see the
board back behind you again? The target we’re going
to add is what? – To have that learning
what is it? Beliefs,
we’re going to focus
on beliefs. What are we going to do?
We’re going to evaluate. What does that mean?
What does evaluate mean? Value,
value, what’s a value?
If you value something, I value my family,
I love my family, I would die for my family.
What’s a value? Adeline. – Something that is important to you. – Something that’s so important to me. It’s a good or it’s a bad,
but it’s so important to me. I won’t give it up. Evaluate means that
you are going to look at
a piece of history, and tell me how it is led
to people buying into
how important it is. That importance idea.
Let me say that again. What you’re going to
do with this belief is
you’re going to evaluate a
time in history, dare I
say in 1622. Today we’re going to go
back to 1622,
oh boy. – Don’t you put your
heads down on me,
okay? We’re going to go back to 1622. We’re going to take a
look at a belief system
that was started and we’re going to take
a look at just how
important was it. How important was it?
Okay? I’m going to show you
two more questions. You do not have to
rewrite the question
but in your notebook, I’d like you to do a response to these questions and we’ll do
one at a time. – We’ll do one at a time. Is it possible for a
nation to exist without
a purpose? Is it possible for a nation,
a country, to exist without a purpose? This is a yes or no
answer but please tell
me why you say yes or no. Is it possible for a
nation to exist without
a purpose? Okay, I just want to do
a quick thumbs
with you and all I want you to do
is tell me yes or no to
this question. Yes, thumbs up, no, thumbs down. – Okay?
At least shoulder
height or higher
please. Is it possible for a
nation to exist without
Ready? Show me.
Hold them up, get them up a little higher this time. You guys take a look
around the room
please. Take a look, what are you seeing?
What are you seeing? Devon what are you seeing? – Most people are saying no. – Okay,
most people are saying no, but you don’t see everybody saying no
do you? – No. – Okay.
There’s a couple of
yeses in here that it’s
possible. All right,
go ahead and put your
hands down. All right. Why don’t we have everybody in
agreement on this? Tyler.
– Because other people
see other reasons. – Okay.
Other reasons for what? – Because we don’t
have to agree on the
same thing. – We don’t have to
agree on the same
thing, what do you mean by that? – What I mean by that is
people will think that a nation couldn’t exist
without purpose and other people think
they should have if we want to be a part of each other. – All right,
we can agree to disagree. Okay. Do you think that
happens pretty well
here in America that we can agree to disagree without getting in into
too much conflict? – It depends. – It depends,
globally, I don’t know about that.
Internally? We’ll see.
We’ll see if you guys are right. We’ll see what we’re thinking here. Let’s move on to the
last question. Should a powerful
nation be the world’s
protector? Again it’s another yes
or no question and I’d
like you to explain why you say yes or no. I want to do another
thumb statement please. – I want to see,
again, yes or no to that question. Hold them up shoulder
height or higher please. Should a powerful
nation be the world’s
Show me. Again,
take a look. Some yeses and some nos.
All right, go ahead and put them down. We’re going to see if
you actually have
different responses to those
questions towards the
end of this. – Because remember
when we started
Effective Teaching and Learning,
that unit, when we started
Continuity and Change, what did we always
begin with? Questions. Questions to get this going.
Questions that you could all relate to, that you could
understand or have
some kind of response to. These questions are
going to guide us now into why is America in
everybody’s business? – Why?
Why is that? And we’re going to take
a look at beliefs. Do you think it’s
possible that our government has acted upon a belief on
a set of false knowledge? Do you think it’s
possible that the United States government has acted
on a false set of beliefs? Do you think that’s possible?
Tyler. – Yes. – You think it’s possible? – Yes. – Okay,
can you tell me why
you think so? Gut reaction. – World War II with the atomic bomb. – Okay,
can you explain? – How we just acted on [Inaudible] and used the atomic bomb on Japan, and didn’t think of
what could happen. – And so what was the
false set of knowledge
that we had? I agree with you. Can you- – The false of knowledge would be
we weren’t thinking what the consequences
would be for Japan. – Oh,
so we weren’t thinking
of all of the effects. Okay,
so all right. Good.
Kayla, please. – I think that,
because like, at first I thought of like
the Iraq war and like
how it’s going and the government
believes that all Iraq is
just like Bin Laden and everything. – Okay.
Okay. So right now your
opinion on the Iraq war
is that we’re acting on a false
set of knowledge? – Like that they’re just
believing everybody is
the same stereotyping. – Oh.
Okay. So that all Muslims are
evil and you think that
is a stereotype and we’re acting up on
that. Okay? All right?
So can we make a
belief off of one piece
of proof? We could. And what are the
dangers Devon if I act upon a very small set
of knowledge? – It could be false. – It could be a false set
of knowledge. How many of you think
we’re going to find this
out? How many of you think
we’re going to get a set
of knowledge that we can all agree
upon about these kinds of issues that
we’re dealing with with conflict. How many of you think
we’re going to get that? You can all raise your
hands because we’re
going to. Remember I said I had
a lot of kids that’s saying, “Mrs. Sett,
why is America always
up in everyone else’s business?” – “Why don’t we just
keep our nose out of affairs?” Because America’s
belief is not at all about
getting out of other people’s business.
It’s about getting in. It is just the opposite.
It is just the opposite. Tyler. – We want to know
what’s going on in
other countries, what their plans are for war. – Why would we want to know, why would I care about
what’s going on in
another country? Stephen? – Because America is
trying to be like the
protector of the world? – Did I not ask you a
question at the
beginning of class
about that? Are we a powerful nation? – Yes. – We’re a powerful nation, and aren’t we kind of
looked upon the
world’s protector? – Yes. – Okay.
Aren’t we like, I mean if you could
take a map of the
United States, and you could take a
sheriff badge and you could pin it on the
United States, we kind of are
protect the world. How did we get that?
We’re going to talk
about our beliefs. Please. -But not everybody likes us. – Not everybody,
not everybody, other countries,
yeah, we’re having issues aren’t we?
Right. And I would also tell you that we’re going to find out why that is by focusing on our beliefs. Should we be the
world’s protector or
This is going to be, and actually,
I’m going to wait for that response. This is going to be a guiding question; should we be the
world’s protector or not? – And we’re going to
answer that question
along with the idea of what does it mean
to be a nation with a purpose by looking at our beliefs? Notice that the cycle that’s on the board, the words knowledge,
belief cause action and effects, notice you have that in front of you. I’ve also found in the past that if I just jump into this cause and effect wheel
with using history
content right now, I’ve had major issues. I’ve had kids that go,
“Wait a minute Mrs. Sett,
I can’t see it.” – Why? Because they didn’t use
their own example to
relate. The strategy to the content. So what I need you to
do right now is by belief, I would like you to put
down a belief that you
currently have. So right under belief,
which is number two
on the cause and effect wheel, I would like you to
write a belief that you
currently have. And you will not sharing this with the class. – Okay,
this will be to help you
learn this cycle, okay? So write down a belief
that you currently have. I want you to tell me a
minimum of two actions that either, A) you have not done
but you know that
that’s a choice you have, or maybe one that you have done. You need a minimum of two. What choices do you
have and at least list
two under the cause
action. What actions can you take?
What actions can you take? You want to do your
own now and you will
not be sharing with the class because in order for
you to see how this works, I’ve found that it’s best
that you relate to an
example in your own life to figure this out, okay? – So I want you to put
kind of belief that you
currently have. Like do you have a
belief that you need to
do well in school? That’s what I asked before.
So you write your belief
down and then you put down at least two things that you two choices that you have
that you can act on
that belief. Right,
that’s what I’m talking
about. Get it?
under effects, please put that T-chart
like I have on the board by effects with the plus
and the minus and tell me choose one of the
actions that you put down. – And tell me what’s a
good thing you’re going to get from doing it and a bad
thing. So now I want you to
take a look at your belief and I want you to tell
me under the knowledge part, what set of knowledge
led you to form that belief? What led you to form that belief? Try and get as many as
you can. At least two.
I hate to limit you with
the numbers here. It’s not about quantity
but I would say at least two for right now and
just let me see your process. – So,
wait so I’m getting. So what is this getting
look like? -By doing it. – So by doing your
Okay, so what’s a positive
thing you’re going to
get from doing your
homework and what’s a negative
thing you would get
from doing your
homework. -Doing your homework, if you don’t do it then you have limited
education. – Right.
So you’d want to put
that down as a
negative thing, but if you do do it then
you get grades and you get it and that possibly could
an employer look at you as being someone who’s responsible. -Slash college focus is like – Yes. -Okay. – Yes.
And then and what right, right.
You know what I’m seeing you guys? And this is so typical
and this is why I have
you work through it. This is why I have you
work through it. I want you right now by
the word knowledge; you see what the
question is after
knowledge? See that question? It says,
helps you form the
belief?” – I want you to write
above the word
evidence, evidence. Write evidence above
the word information. That body of evidence
is our knowledge that helps us go, okay, 2+2=4. If I believe that 2+2=4,
where in my lifetime have I learned or gained a set
of knowledge that gets
me to that simple belief? Did I sit in first grade
and learn that? – Did I pair up shapes
to equal four? Do you see what I’m
saying to you? Look at your
knowledge and in your
if you have verbs, those are supposed to
be in your action part. That’s you acting on
your belief. So take a look at your
knowledge, does your knowledge
lead up to the creation
of your belief? Take a look at that right
now. Does your knowledge
lead to your belief
system? – Okay.
statement please, thumbs.
Yes, I understand the cause
and effect. Not yet, wait for my response. Yes, I do understand it
Mrs. Sett, I’m a little fuzzy and I
need a little more work with it, I’m completely
lost. Response statement.
I understand the cause and effect wheel and
I’m ready to put it to
use with US history. I understand the cause
and effect wheel and I’m ready to put it to
use for US history. – Yes I am.
I need a little help. Not at all,
not ready. Ready?
Show. I need everybody.
I need to see where
you are. Yes,
Is that a thumbs up
Emily or it’s a side? So you’re a side? Okay.
Where are you honey? All right,
Evelyn, where are you?
Where are you? Why are you kind of- – I’m not sure. – Why not you’re sure about? Who thinks they can
explain this better than
I can? Because you know how
sometimes when I talk,
you guys might look at
me, I can tell you get kind
of glazed over and you’re like I need to
hear it in kids’ words. Sometimes I need to
talk it out with
someone else. So who thinks they
could explain this that
might help a couple of other
people understand what’s going on with
the cause and effect wheel. – Who thinks they get
Because you were all
like this. You’re ready to do it.
So who would like to
try and explain it? Devon,
do you want to give it a
shot and see if you
could explain this? – Like you pick a belief,
like what you believe
in, and then you pick what
you would do to, and like go forth with
your beliefs. – Okay,
stop right there. I love the words he
“You pick what you
would do to go forth.” What you would do. If it’s your belief,
everybody look at that, if it’s your belief,
the cause action then is
what you would do. Okay,
so Devon, you said,
we go forth and we do. Pick up from there please. – After you choose
what you would do
then you pick one of them,
and then choose the positives and the
negatives of what you chose, and then after that
then the knowledge is what you’re seeing or been a
part of to know what will help you achieve your belief. – What you’ve seen or
what you’ve been a
Okay, do you think Devon
gets this? – Yes. – All right,
show of thumbs, he does or he doesn’t?
Yes. What’s in front of you?
Travis, tell me again.
Travis, what’s in front of you? – Big paragraphs. – Big paragraphs.
Amanda, what does it say? – Manifest destiny: An introduction. – Okay,
an introduction to
manifest destiny. Manifest destiny.
What’s destiny? What is destiny?
Hold on, hold on.
You two have answered a lot. What is destiny?
Ashley, please. – Something that’s bound to happen? – Something that’s just
bound to happen,
it’s your destiny. Tyler,
it’s your destiny that
you’re going to make
the NFL. It’s bound to happen.
What does that say
though? Does Tyler control it?
If it’s bound to happen, if it’s inevitable,
is it bound to happen
or can Tyler control that? Not according to the
definition of destiny.
You’re correct. – He cannot control it.
It’s going to happen. Another word for
everybody right now, right now,
above the word destiny
write fate. F-A-T-E,
fate. It’s fate.
This is the belief that
our country operates on. Manifest destiny.
Manifest. Manifest means that it
is part of you.
You can’t get rid of it. It’s meant to be without a doubt.
Manifest destiny. Is it possible that the
United States has operated under the idea that we
are destined for
greatness? – So that’s going to be
statement and we’re going to go
from one to five this time. 1) Absolutely disagree
with your statement Mrs. Sett.
I absolutely disagree
with it. 2) Somewhat disagrees,
3) You’re kind of neutral, 4) You somewhat agree,
5) You really agree. Work your way up the
Response statement. I believe that the United States, Americans feel that we
are destined for greatness. Ready?
Show me. Show me.
Ashley is pondering. Take a minute,
I’m going to look
around the room, I’ll come back.
Five. One John,
ooh, all right.
I got some variance here. – He’s going with the no.
I’m not doing any of them. It was a one to five option. So you either strongly
disagree or you really, really agree or you’re
somewhere in between. You strongly disagree
with that statement. Manifest destiny is a
belief that has driven
America’s actions. So let’s figure out what it is. Everybody follow along
with me for a moment
please. – No nation ever existed without some sense of national destiny or purpose. Ooh, this author
answered our guiding
question. No nation has ever
existed without a
purpose. Do you think that this
author means purpose
is a belief? Okay. We’ll find that out.
Or goals, okay? Goals and that could
be the actions that
come out of our beliefs, okay? – Manifest destiny.
Here it is. I want you to underline
this because here is
your formal definition that
you’re going to start to
work with. A phrase used by
leaders and politicians
in the 1840s to explain continental
expansion of the US. That is expanding our
boundaries revitalized or brought back again a
sense of mission or national destiny for Americans. So,what’s our destiny?
What’s our destiny? – According to this definition, what is our destiny? I would like you to do
something for me,
okay? First of all,
you’ve been sitting for
some time. I’m going to ask you to
get up out of your desks. So stand up please. Stand up,
stand up. Okay,
partner, what are we destined
to do according to this
definition? What is our destiny? What is it?
You got 30 seconds. Talk it out with your partner. – I’m going to time you.
Go. [Students discussing] -I think it means, right. Our destiny can be like, what do you think your
destiny could be? You think as a nation? Yeah,
as a nation or like what
is our destiny as a
nation? – All right.
What is our destiny? What is our mission? – Expansion,
to expand. – To expand.
That is the first part of
manifest destiny. That’s the first part.
America has the right
to expand. Read along with me on
the third paragraph
because you know what,
that’s not it completely. There’s another piece
to this definition that’s
also our destiny. Read along please. “The people of the
United States felt it was
their mission,” who said mission?
Tyler, you said mission,
right? – There we go.
Felt it was their mission, their purpose to
extend the boundaries
of freedom to others.
Who do you think
others are? Everyone in the world,
right? It’s anyone besides
America because America has already got the freedom, right? – Yeah. – Okay,
so look at what that says, the people in the US
felt it was their mission to extend the boundaries
of freedom to others. Is that good? – No. – Well,
but don’t you want to be free? – Yeah but some people
might like the way they already are like some
people in England like to have the king and stuff
and would rather be under the influence of the king
instead of being on their own. – But our government
is better. – To us.
Not to other people
where everybody has
their own opinions. – But we’re destined for
greatness. – We are,
not everybody else. – Beautiful Devon.
Let’s read on. Boundaries of freedom
to others by imparting,
giving, their idealism and
belief in democratic
institutions.” That’s saying the belief
that we, our government should
support freedom. “To those who are
capable of self-
government.” Well, whoa. Hold on,
let’s look at that again. “It was our mission to
extend our belief about freedom to those who
were capable of self-
government.” – What is that
suggesting about some
countries? Is it possible that there
are people in this world
that America has thought
about imposing our
ideas of freedom upon and
they’ve said, “Stop?” Yes,
it is. We’re going to prove
that and I’m going to
show you instances of
that. Is it possible that we’ve
used our sense of
freedom on countries where they said, “Please,
we need you. We need your help?” – Yes,
it is and we’re going to
show that but we’ve done it to those we believed
have been able to self-
govern. So that’s suggesting
that we have a belief about some countries that
just don’t have the
power to do it themselves,
therefore, they will be
uncivilized. Do we have the right to
say that someone else
is uncivilized? – No. – But if we’re destined
for greatness, and
world power, and we’re the nation’s
protector or the
world’s protector, do we? – No.
That’s why we’re
making more enemies now. – But what about the
people who say, “We need you?” -They might ask someone else. – Okay,
we’ll see. We’ll see if you’re right.
How powerful can a
belief system be? As powerful as you
want it to be, if you buy
into it, right? So can there be
negative effects from a
belief system? Yes.
It depends on how we
Okay, let’s finish off then. Who gave the puritans the right to believe that we are
destined to be great? King George. – Not the king. -Themselves. – Not themselves.
God given. You see, we’re founded
on a religious principle
in this country. We were founded on
the belief that God, this
Supreme Being, gave us the right to
expand. Go to the very first
I’m sorry, the second one.
My bad, the second wheel.
In the center of that
wheel I’d like you to write the
destiny, manifest destiny. – And by the belief,
I would like you to
write as a full sentence, “America has the God
given right to expand. America has the God
given right to expand.” Here’s what I need you
to do. I don’t want you to
write anything down yet. I want you now, if that
is what was believed, predict for me some of the actions that happened
based on that belief. – I’m going to give you
30 seconds to meet
with the same people you just
had just a discussion
with to come up with one or
two actions that
happened based on
that belief. Ready?
Go. [Students discussing] – What kinds of actions
did you predict
possibly happened based off of
this belief? – Colonies. – What about colonies? – Making a new country,
nation. – All right. So we were starting to
group people together
to make a United Nation,
okay? So the formation of
Devon. – Had to like kick the
Indians out of their
land with violence. – So,
Thank you. Tyler. – We have a question. – Okay. – How we say that the
Indians are smart
enough to make the
how is that they were
the ones to find a land
bridge through Alaska? – So was it fair that that
was the belief at the
time? Because how do we get
our beliefs out there? How does Nike put
their belief out there? How does McDonald’s? How do we know about this? Observation. – Commercials. – Commercials. Can you read a newspaper? Okay.
How do we get that
belief out there? We published it.
We wrote about it. Okay?
You’re right Tyler. That’s a very good question. And we’re going to
leave so is it possible
then that one of the action was
prejudice? How many of you think
that at least these
three are correct? How many of you think
these three are
correct? – Okay.
What I would like you to do now is I’d like you to
rate your answer based
on how well you think you’re
understanding this. If your answer has
something to do with
beliefs, where do you fall on that scale? Are you hitting that
You’re getting beliefs. You understand what beliefs are,
you understand that
beliefs drive our actions. Does your response say,
“I’m not quite seeing how belief drives our
actions but I’m kind of
getting there.” – Does your response say,
“I need more help?” And does your response say, “I am really lost Mrs. Sett? Please help,
I’m really lost.” So right now, in the margin,
next to your response, I would like you to rate
it based on the
learning targets. Where are you with
understanding of beliefs? Are you getting it? Is it going?
Is it working for you? Because then you’re at four.
All right, thank you guys. – Go ahead and put your folders away and I’ll be taking a look at your responses tonight.