“Week” 21: February 3 & 7 2014Socratic Seminars on Chapters 14-15

Three days off, and two, 2-hour delays!

Great Depression, and New Deal

Americans, Ch. 14-15History Alive!, Ch. 30-33

Ch. 12-15 “ttt” answers and midterm essay guidelines are included near the end

Homework: Enhance Ch. 14 & Ch. 15 notes: complete “all” *study guide* sheets by Thursday (15 pts) Tests: 2/11 & 2/13* Per. 4 & 6: Continue midterm essay WORKThursday, 2/6

Tuesday, February 4, 2014I. FINISH Chapter 14: The Great Depression (Per. 3-6) Socratic Seminar #3 of 4 Americans, p. 462-485; Alive!, Ch. 30-32 Unit III study items/observation sheet…NOTES…ASK ?s

II. Chapter 15: The New Deal Socratic Seminar #4 of 4 Americans, p. 486-523; Alive!, Ch. 33, p. 412-427 Unit III study items/observation sheet…NOTES…ASK ?s

Midterm Essay: outline/worksheet: theme? 3 historic examples?

Bring your Ch. Test for trading!

Why are we here TODAY?

Students will complete Socratic Seminar #3 of 4 on the Great Depression, then begin Chapter 15: The New Deal. Student observers will complete their study guide/outline (by listening and examining PPT

slides & textbooks) in preparation for upcoming unit assessments.Periods 4 & 6: exhibit completed midterm essay planning

worksheet/outline.

FYI…all dates subject to change

• Socratic Seminars (Ch.12-15) Tues. 1/28Friday, 2/7

(3rd quarter 40-pt. major…self-reflection = 10 pts) DUE TODAY• MNR’s New Deal “game cards?” 0 for 15 points for some!• 1920s Celebrity “Dance Party” props & Charleston moves

required…Friday, 2/14th • Midterm essay academic Per. 4 & 6 ONLY Monday, Feb. 10th

• Unit III district assessment is Wednesday, February 12th

• Robinson’s Ch. 12-15 test will be Thursday, February 13th

Red ScareGreat MigrationHarlem RenaissanceScopes TrialRole of womenReemergence of the KKKMass MediaSuperficial wealth

Unit III District Exam ItemsThe 1920’s, Great Depression, New Deal

Great Depression Causes EffectsDust BowlHoover’s response to the Depression Philosophy TariffsNew Deal Philosophy Key programs (AAA, FDIC, Social

Security) Legacy Criticisms of the New Deal

Wednesday, 2/12

Chapter 12-15 Test Items

18th Amendment & effects of Prohibitionairplanes and automobilesanarchists, radicals (Sacco & Vanzetti) Black TuesdayBonus Army & the Patman BillBoulder Dam, Reconstruction Finance Corporation (RFC), & Federal Home Loan Bank ActCalvin Coolidge civil rights vs. support from southern whitesconservative vs. liberal ideologydirect reliefdouble standard Dust BowlEleanor RooseveltEmergency Quota Act 1921 & 1924FDR’s first important step as president fireside chats fundamentalismGlass-Steagall Act (1933)goals of the New Deal (3)Great MigrationHarlem RenaissanceHerbert Hooverinstallment plan & easy creditisolationismKu Klux Klan

long-lasting New Deal programs:social security & Tennessee valley authority

mass media (types)New Woman (flappers)Red Scare & communismScopes Trialshantytowns (Hoovervilles)speakeasies & bootleggers Teapot Dome Scandal & Alfred B. Fall

Great Depression: number of bank closures cities unemployment ratesView of the New Deal by: conservatives and the Supreme Court Congress and the majority of Americans “New Deal Coalition” women & minoritiesNew Deal effects on: unemployment rate size & power of the federal government labor unions natural environment retirees over age 65, unemployed or injured workers, and people with disabilities

Thursday, 2/13

Homework: Complete “all” *study guide* sheets & STUDY for upcoming tests: 2/12 & 2/13*

Per. 4 & 6: Continue midterm essay WORKMonday, 2/10

Friday, February 7, 2014I. FINISH Chapter 15: The New Deal (esp. Per. 3-6) Socratic Seminar #4 of 4 Americans, p. 486-523; Alive!, Ch. 33, p. 412-427 Unit III study items/observation sheet…NOTES…ASK ?s

Midterm Essay: outline/worksheet: theme? 3 historic examples? THESIS development and group “sharing?”

II. Preparations for Upcoming Tests Skills-based Questions? MNR New Deal cards (review game)?

Bring your Ch. Test for trading!

Why are we here TODAY?

Students will complete Socratic Seminar #4 of 4 on Chapter 15: The New Deal. Student observers will complete their study guide/outline (by listening and examining PPT slides & textbooks) in preparation for

upcoming unit assessments.Periods 4 & 6: exhibit completed midterm essay planning

worksheet/outline, then group

Chapter 12-15 Test Items

18th Amendment & effects of Prohibitionairplanes and automobilesanarchists, radicals (Sacco & Vanzetti) Black TuesdayBonus Army & the Patman BillBoulder Dam, Reconstruction Finance Corporation (RFC), & Federal Home Loan Bank ActCalvin Coolidge civil rights vs. support from southern whitesconservative vs. liberal ideologydirect reliefdouble standard Dust BowlEleanor RooseveltEmergency Quota Act 1921 & 1924FDR’s first important step as president fireside chats fundamentalismGlass-Steagall Act (1933)goals of the New Deal (3)Great MigrationHarlem RenaissanceHerbert Hooverinstallment plan & easy creditisolationismKu Klux Klan

long-lasting New Deal programs:social security & Tennessee valley authority

mass media (types)New Woman (flappers)Red Scare & communismScopes Trialshantytowns (Hoovervilles)speakeasies & bootleggers Teapot Dome Scandal & Alfred B. Fall

Great Depression: number of bank closures cities unemployment ratesView of the New Deal by: conservatives and the Supreme Court Congress and the majority of Americans “New Deal Coalition” women & minoritiesNew Deal effects on: unemployment rate size & power of the federal government labor unions natural environment retirees over age 65, unemployed or injured workers, and people with disabilities

Friday, 2/13

Socratic Seminar

MNR’s New Deal: A challenging cranial endeavor!

OBJECTS of the GAMEDemonstrate your understanding of *UNIT III by CONSTRUCTING game cards,* then PLAYING a fast-paced, competitive game that tests your ability to score points by drawing, recalling, acting, deciphering, etc. *THREE, chapter-specific CARDS will be created by each student from the Americans and/or History Alive!

MATERIALSEach chapter group will "equitably" divide the chapters from The Americans and History Alive! so that each

student has 3 unique & specific CONCEPTS: vocabulary terms, people, events, laws, etc. Each individual student will construct 3 playing cards (on 3 x 5 index cards) in three different styles described below:

sketcher: list SIMPLE, easy-to-draw things, followed by 3 "clues" or drawing ideas….like Pictionary (players will DRAW and their teammates will try to GUESS what you have listed)

actor: list any specific person, event, or concept that could be dramatized (with or without words)….like charades(you must list a few suggested actions, phrases, or hints…your may have forbidden words if you choose

no-know?: list concept, esp. challenging ones, followed by 5 obvious related words that cannot be said…like CAT cannot say feline, mouse, dog, kitty, or furry…bulleted list of prohibited wordsTaboo

orwd: scramble the letters of a fairly challenging concept, then write a definition beneath it…who/what am I? dunsternadgin Ability to know and appreciate wise & important things

imagine: draw or arrange picture(s) or clip art representing a specific concept, then EXPLAIN…who/what am I?(during game teams try to GUESS what your picture represents…”fill” white side of card)

INCLUDE your NAME, Period #, and CHAPTER (12,13,14, or 15) on your cards!!!

Unit III: 1920s, Great Depression, & New Deal

Essential Questions

What happens when traditional and modern cultures interact?

What influences do economic excesses have on American society?

What is the proper role of the government in people’s lives?

Did America move closer to or further away from its founding ideals during the interwar period?

Enduring Understandings

Cultural patterns established between the world wars are still relevant today.

Conflict occurs when people perceive that traditional values and culture are threatened by modern

changes.

Economic excess and the unequal distributions of wealth can lead to instability in society.

Liberals and Conservatives have different beliefs about individual responsibility and the proper role of

the government.

As a result of the New Deal, the United States government took on greater responsibilities for

promoting the general welfare.

Essential QuestionsWhat happens when traditional and modern cultures interact?What influences do economic excesses have on American society? What is the proper role of the government in people’s lives?Did America move closer to or further away from its founding ideals during the interwar period?

What happens when traditional and modern cultures interact?• The clash between traditional moral values and changing ideas were exemplified in the controversy

over Prohibition, the Scopes trial, and the emergence of the “New Woman.”• Rising tensions including, the resurgence of the Ku Klux Klan, and the rise of socialism/communism. • How different forms of mass media created consumerism and mass culture.• Contributions of artists and writers of the Harlem Renaissance

What influences do economic excesses have on American society? • Impact of the economic policies of the Harding and Coolidge administrations on wealth distribution,

investment, and taxes.• Basic operation of the stock market.• Causes and consequences of the Great Depression and Dust Bowl.

What is the proper role of the government in people’s lives?• Effectiveness of presidential responses of the Hoover and Roosevelt administrations.• Opponents of New Deal policies and their arguments.

Socratic SeminarScoring Rubric (40 major points)

Content (Verbal)

Advanced (10-9) -displays an extensive command of accurate historic information-answers, examples, comparisons, & “connections” to EUs & EQs are detailed & relevant -analysis of issues and events, plus their effects, show a high level of thought/insight Proficient (8.5-7) -displays an adequate command of mostly accurate historic information-answers, ex., comparisons, & “connections” to EU/EQs are somewhat detailed or relevant-analysis of issues, events, or their effects, show evidence of thought/insight Basic (<7 pts) -displays limited command of accurate historic information-answers, ex., comparisons, & “connections” to EU/EQs are NOT detailed and/or relevant-analysis of issues, events, and/or their effects, show little evidence of thought/insight

Socratic SeminarScoring Rubric (40 major points)

Speaking & Listening Skills

Advanced (10-9) -contributions are delivered efficiently with highly effective volume and clarity-eye contact and body language show excellent engagement and active listening-verbal contributions address others’ points of view and reflect awareness of time limits Proficient (8.5-7) -contributions are delivered with acceptable efficiently with effective volume and clarity-eye contact and body language show some engagement and active listening-verbal contributions may reflect awareness of others’ points of view and/or time limits Basic (<7 pts) -contributions are not delivered efficiently; volume and/or clarity are ineffective-eye contact and/or body language show little or no engagement/active listening-verbal contributions do not reflect awareness of others’ points of view and/or time limits

Socratic SeminarScoring Rubric (40 major points)

Visual Aid (PowerPoint slides)

Advanced (10-9) -precise and highly effective verbiage displayed in questions and “answers” or prompts-images, text, & effects utilized effectively to create content-filled & appealing slide(s)-highly effective utilization of slide(s) during performance exhibit mastery of EUs and EQs Proficient (8.5-7) -acceptable verbiage displayed in questions and “answers” or prompts-images, text, & effects create acceptable slide(s); content and/or appeal may be lacking-utilization of slide(s) during performance exhibit familiarity with EUs and EQs Basic (<7pts) -verbiage displayed in questions and “answers” or prompts is confusing or ineffective-images, text, and/or effects not utilized effectively to create detailed or appealing slide(s)-slide(s) not used much or at all during performance; does not exhibit awareness of EU/EQs

Self-Reflection (CIRCLE 10 or 9 for “advanced;” 8 or 7 for “proficient;” or 6 for “basic.”

10…9…8…7…6 I spoke with accuracy & confidence using detailed historical info to explain the EUs & EQs.

10…9…8…7…6 My contributions were insightful & often expanded/enhanced or challenged other’s ideas.

10…9…8…7…6 My slide(s) were detailed, creative, error-free, and used effectively to share my thoughts.

10…9…8…7…6 I participated respectfully and enhanced the group’s effectiveness through my actions.

Describe your performance, including your best contribution(s) and area(s) that need(s) improvement. /10 (??/40)

Unit III: Roaring 1920s, Great Depression, and New Deal

• What happens when traditional and modern cultures interact?

• What influences do economic excesses have on American society?

• What is the proper role of government in people’s lives?We’ll examine a variety of domestic issues in post-WW I America involving new economic, social, political, ideological, and cultural developments from the “roaring” decade of the 1920s and into the horrendous economic crisis of the 1930s. The presidencies of Harding, Coolidge, Hoover, and Roosevelt will be encountered, and finally, the lasting impact of the New Deal will be evaluated.

Did America move closer to or further from its founding ideals during the interwar period?

Midterm Essay for Periods 4 & 69th Grade Midterm Essay Question Essay written in Lab 341 on Monday, 2/10/14 Students will write about one of the following themes & answer the prompt (BELOW):role of governmentAmerica's changing economyAmerica's role in the worldsocial equality in America

Explain how the development of one of the themes (above) has moved us closer to or further from America’s founding ideals (equality, rights, liberty, opportunity, & democracy). Answers should address the time period of 1890 to 1940. Students should use at least three specific examples from history to support their position.

An organizer/outline may be used, but no pre-written essays are allowed.

Paragraph 1

Paragraph 2

Paragraph 3

Introduction, including thesis & preview of three examples

Conclusion, reinforce thesis & summarize examples

Name:  How did (has) change(d) between 1890-1940?

Have our nation's ideals improved or worsened?

TRANSITION

SENTENCES?

9th Grade Midterm Essay QuestionEssay written in computer lab ??? on Monday, 2/10/14??

Students will write about a theme (role of government…America's changing economy…America's role in the world… OR…social equality in America) while answering the following prompt: Explain how the development of one of the themes (above) has moved us closer to or further from America’s founding ideals (equality, rights, liberty, opportunity, & democracy). Answers should address the time period of 1890 to 1940. Students should use at least three specific examples from history to support their position. An organizer/outline may be used, but no pre-written essays are allowed. a. How did the role of government change between 1890-1940? Have our nation's ideals improved or worsened? b. How did America's economy change between 1890-1940? Have our nation's ideals improved or worsened? c. How did America's role in the world change between 1890-1940? Have our nation's ideals improved or worsened? d. How has social equality changed in America between 1890-1940? Have our nation's ideals improved or worsened?

For 5 points, did you: SELECT a specific essay question/theme?(PAST DUE Tuesday, 2/4)

IDENTIFY 3 specific examples to write about?

Paragraph 1

Paragraph 2

Paragraph 3

Introduction, including thesis & preview of three examples

Conclusion, reinforce thesis & summarize examples

Name:  How did (has) change(d) between 1890-1940?

Have our nation's ideals improved or worsened?

TRANSITION

SENTENCES?

Write your THESIS statement and preview your 3 historic examples for HOMEWORK!!!

Groups based on essay choice…

• Review The Americans and/or History Alive! in search of additional FACTS & DETAILS about your 3 chosen historic examples…

organizer/outline?

• Now, let’s write a STRONG THESIS statement…

How to Tell a Strong Thesis Statement from a Weak One

1. A strong thesis statement takes some sort of stand.Remember that your thesis needs to show your conclusions about a subject. For example, if you are writing a paper for a class on fitness, you might be asked to choose a popular weight-loss product to evaluate. Here are two thesis statements:

There are some negative and positive aspects to the Banana Herb Tea Supplement.This is a weak thesis statement. First, it fails to take a stand. Second, the phrase negative and positive aspects is vague.

Because Banana Herb Tea Supplement promotes rapid weight loss that results in the loss of muscle and lean body mass, it poses a potential danger to customers.This is a strong thesis because it takes a stand, and because it's specific.

How to Tell a Strong Thesis Statement from a Weak One

While most American families would view consanguineal marriage as a threat to the nuclear family structure, many Iranian families, like my own, believe that these marriages help reinforce kinship ties in an extended family.This is a strong thesis because it shows how your experience contradicts a widely-accepted view. A good strategy for creating a strong thesis is to show that the topic is controversial. Readers will be interested in reading the rest of the essay to see how you support your point.

2. A strong thesis statement justifies discussion.Your thesis should indicate the point of the discussion. If your assignment is to write a paper on kinship systems, using your own family as an example, you might come up with either of these two thesis statements:

My family is an extended family.This is a weak thesis because it merely states an observation. Your reader won’t be able to tell the point of the statement, and will probably stop reading.

How to Tell a Strong Thesis Statement from a Weak One

3. A strong thesis statement expresses one main idea.Readers need to be able to see that your paper has one main point. If your thesis statement expresses more than one idea, then you might confuse your readers about the subject of your paper. For example:

Because the Internet is filled with tremendous marketing potential, companies should exploit this potential by using Web pages that offer both advertising and customer support.This is a strong thesis because it shows that the two ideas are related. Hint: a great many clear and engaging thesis statements contain words like because, since, so, although, unless, and however.

Companies need to exploit the marketing potential of the Internet, and Web pages can provide both advertising and customer support.This is a weak thesis statement because the reader can’t decide whether the paper is about marketing on the Internet or Web pages. To revise the thesis, the relationship between the two ideas needs to become more clear. One way to revise the thesis would be to write:

How to Tell a Strong Thesis Statement from a Weak One

4. A strong thesis statement is specific.A thesis statement should show exactly what your paper will be about, and will help you keep your paper to a manageable topic. For example, if you're writing a seven-to-ten page paper on hunger, you might say:

Hunger persists in Glandelinia because jobs are scarce and farming in the infertile soil is rarely profitable.This is a strong thesis statement because it narrows the subject to a more specific and manageable topic, and it also identifies the specific causes for the existence of hunger.

World hunger has many causes and effects.This is a weak thesis statement for two major reasons. First, world hunger can’t be discussed thoroughly in seven to ten pages. Second, many causes and effects is vague. You should be able to identify specific causes and effects. A revised thesis might look like this:

How to Tell a Strong Thesis Statement from a Weak One

1. A strong thesis statement takes some sort of stand. Remember that your thesis needs to show your conclusions about a subject. Ex. Because Banana Herb Tea Supplement promotes rapid weight loss that results in the loss of muscle and lean body mass, it poses a potential danger to customers.This is a strong thesis because it takes a stand, and because it's specific.

2. A strong thesis statement justifies discussion.Your thesis should indicate the point of the discussion. A good strategy for creating a strong thesis is to show that the topic is controversial. Readers will be interested in reading the rest of the essay to see how you support your point.

3. A strong thesis statement expresses one main idea.Readers need to be able to see that your paper has one main point. Hint: a great many clear and engaging thesis statements contain words like because, since, so, although, unless, and however. 4. A strong thesis statement is specific.A thesis statement should show exactly what your paper will be about, and will help you keep your paper to a manageable topic. A strong thesis statement narrows the subject to a more specific and manageable topic, and it also identifies the specific effects on American ideals between 1890-1940.

American Ideals (e,r,l,o,d): better or worse between 1890-1940?

Share & discuss your thesis statement in groups…

theme/question: role of government? changing economy? US role in the world? social equity?

3 demonstrative & detailed historic examples:explain how these support your thesis statement!

Paragraph 1

Paragraph 2

Paragraph 3

Introduction, including thesis & preview of three examples

Conclusion, reinforce thesis & summarize examples

Name:  How did (has) change(d) between 1890-1940?

Have our nation's ideals improved or worsened?

TRANSITION

SENTENCES?

SLOWLY read your THESIS statement and preview your 3 historic examples with your group.

historic example #1 explained with details that support & prove your thesis!

historic example #2 explained with details that support & prove your thesis!

historic example #3 explained with details that support & prove your thesis!

Reemphasize your THESIS statement & reiterate the value/meaning of your 3 historic examples

Charleston Video Tips & ClipsBessie Smith sings the blues…Louis Armstrong & his Hot Five!

Basic CharlestonThe British VersionBritish Version of the CharlestonAl and Leon’s VersionAl and Leon's CharlestonFunky tune versionFunky Tune for the Charleston

http://www.youtube.com/watch?v=meuwKhPGItk

http://www.youtube.com/watch?v=xKn-QVQzISo

http://www.youtube.com/watch?v=YtElKZHRISg

http://www.youtube.com/watch?v=JZEmJ_XEAoQ

Enduring Understandings: Students will understand that…

• Cultural patterns established between the world wars are still relevant today.

• Conflict occurs when people perceive that traditional values and culture are threatened by modern changes.

• Economic excess and the unequal distributions of wealth can lead to instability in society.

• Liberals and Conservatives have different beliefs about individual responsibility and the proper role of the government.

• As a result of the New Deal, the United States government took on greater responsibilities for promoting the general welfare.

The Americans Unit 4, p. 408-409: The 1920s and the Great Depression

Ch. 12 (p. 410-431)The Politics of the Roaring Twenties

Ch. 14 (p. 462-485)The Great Depression

Ch. 15 (p. 486-523)The New Deal

READINGS for Unit III: The Roaring 20s, The Great Depression, and the New Deal

History Alive! Era 4, p. 326-327: The Roaring Twenties and Great Depression Unit 8: The Twenties Ch. 26 (p. 330-341)Understanding Postwar TensionsCh. 27 (p. 342-351)The Politics of NormalcyCh. 28 (p. 353-367)Popular Culture in the Roaring TwentiesCh. 29 (p. 369-379)Clash Between Traditionalism & Modernism Unit 9: Great Depression and the New DealCh. 30 (p. 382-391)The Causes of the Great DepressionCh. 31 (p. 392-399)The Response to the Economic Collapse Ch. 32 (p. 400-411)Human Impact of the Great DepressionCh. 33 (p. 412-427)The New Deal and its Legacy

Ch. 12: Politics of the Roaring Twenties(p. 410-431)

1. Americans’ dislike of foreigners in the 1920s was revealed by the Red Scare, by the rise of the Ku Klux Klan, by a trend towards isolationism and by lawslimiting immigration.

2. The labor movement in the 1920s had some successes but mostly went into aperiod of declining membership, in part because unions were labeled asradicals.

3. Five nations, including the UnitedStates, signed an agreement to dismantle parts of their navies. Also, 64 nations signed the Kellogg-BriandTreaty promising to give up war as an instrument of foreign policy.

4. He made poor choices, whichbrought incidents of bribery and corruption such as the Teapot DomeScandal and Elk Hills.

5. The business boom was stimulated by rise in productivity and by the growth of buying on credit.

Chapter 13:The Roaring Life of the 1920s(p. 432-461)

1. Prohibition—the attempt to make the sale of alcohol illegal—and the conflict between fundamentalism and science symbolized in the Scopes trial both reveal the clash between new and traditional values in the 1920s.

2. There were more work opportunities for women in the 1920s than in prior years, but they faced discrimination and unequal treatment. Women were becoming more independent and assertive. In their home lives, women more often were free to choose their own husbands, although the divorce rate increased. They had fewer children.They enjoyed many conveniences that made housework easier.

3. Through national magazines, radio, and movies, the mass media helped create a national culture.

4. Among the personal achievements of the Harlem Renaissance were the writings of Claude McKay, Langston Hughes, and Zora Neale Hurston; the acting of Paul Robeson; and the music of Louis Armstrong, “Duke” Ellington, and Bessie Smith.

Ch. 14: The Great Depression

1. The Great Depression was caused by problems in some major industries such as low demand overseas, weakness of agriculture, the problem of easy credit, and the unequal distribution of income.

2. People in cities suffered greatly asone quarter of the workforce losttheir jobs. Farmers suffered as well;low demand kept food prices low, and many farmers lost their farms. African Americans and Hispanic Americans had a higher unemployment rate; those with jobs often had lower-paying jobs.

3. Many men felt devastated by their inability to support their families. Some left home. Many women tried to find work, although they were paid less than men. Many children suffered from lack of food and medical care; many were forced to get jobs.

4. At first Hoover did not believe that the government should play anactive role in combating the Depression. While he never had the government give direct aid to people, he did institute projects to create jobs.

Ch. 15: The New Deal1. In the first New Deal, PresidentRoosevelt tried to reform the banking system, helped farmers by raising food prices, hired jobless workers for building and conservation work, passed the NIRA to promote growth, and created the Tennessee Valley Authority.

2. In the Second New Deal, Rooseveltwon passage of new laws conservingsoil, providing loans, and offeringmortgage relief. The Works ProgressAdministration gave jobs to millionsof workers. Other laws set a nationalminimum wage, recognized workers’right to organize, and created thesocial security system.

3. Women played a greater role in thegovernment, but still faced discriminationin the workplace. African Americans and Hispanic Americans supported the New Deal but did not receive support for full equality. Native Americans benefited from New Deal policies that recognized their land claims. Unions grew greatly in the New Deal years.

4. Hollywood and the radio offered popular entertainment and escape to millions. Serious artists and writers offered probing critiques of American society or celebrated the virtues of the people. Many writers & artists received funds to work from New Deal programs.

5. The New Deal expanded the powerof the federal government. It alleviatedthe suffering of millions ofAmericans. It created the social securitysystem and the Tennessee ValleyAuthority, still around today.