cpmwhreflections1011

See below for the latest review of our class's activities and, perhaps more importantly, our most recent homework assignment:
 * Class Reflections/Homework**

=**I will not be updating this site for the rest of the year. Study for your final!**=

Update. Here's a copy of the additional study guide terms that I mentioned in class (Holocaust):
 * Thursday May 19, 2011**

We finished viewing our final projects. HW: study for your final
 * Tuesday May 17, 2011**

Began viewing final projects. Assigned possible essay questions for final. Get them here: HW: Study for your final
 * Monday May 16, 2011**

Finished Tank Man
 * Friday May 13, 2011**

I was out sick today. Students read about current US-Chinese relations
 * Thursday May 12, 2011**

Continued our doc. on the Tiananmen Square Uprising/Massacre and contemporary China. HW: study for the final. Work on your project. Finish your questions for Tank Man (for what we've done thus far).
 * Wednesday May 11, 2011**

//Took a quiz on our homework and passed back notebooks. Then began a doc. on the Tiananmen Square Uprising/Massacre//. HW: study for the final. Work on your project.
 * Tuesday May 10, 2011**

Discussed the Economic Reforms of Deng Xiaoping (compared Deng to Mao) and then collected notebooks. HW: Be sure to finish chapter 19.5--big quiz tomorrow. Projects due on Monday next.
 * Monday May 9, 2011**

Students organized notebooks and began reading chapter 19 section 5 HW: notebooks due on Monday--get yours ready. Chapter 19 section due on Tuesday. Project due a week from Monday.
 * Friday May 6, 2011**

Examined events of the Cultural Revolution. HW: finish questions on the Cultural Revolution, particularly those on the clip we saw in class. Work on your project, which is due on May 16, and organize your notebook, which is now due on Monday of next week.
 * Thursday May 5, 2011**

Quiz on Chapter 17 section, finished doc on the Great Leap Forward, returned Cold Wart tests. HW: organize your notebooks. Get your semester final study guide here:
 * Wednesday May 4, 2011**

Began with a quick lecture on Mao's China. We then began a documentary on the topic. Finally, I passed back the results of our Cold War test. HW: Be sure to complete chapter 17 section 2, if you haven't already
 * Tuesday May 3, 2011**

Started with a map quiz of Asia, and then wrapped up by reviewing the final project and checking homework. HW: Chapter 17 section 2. There will be no more guided notes for the rest of the year. Do the best you can. Quiz tomorrow.
 * Monday May 2, 2011**

I was out with a sick family today. Students worked on chapter 14 section 3 and studied for Monday's map quiz: Chapter 14 section 3 1. Kuomintang 2. Sun Yixian 3. Three Principles of the People 4. What did Yuan Shikai do wrong? 5. May Fourth Movement: cause, concerns? 6. Mao Zedong 7. Lenin and China 8. Jiang Jieshi and his problems 9. Jiang's attacks on the communists in 1927 (shanghai) 10. Civil War 11. The Long March: causes, details, effects 12. Japanese invasion
 * Friday April 29, 2011**

We examined details of Peasant life in China before the revolution. HW: Complete the sheet "Whom will you support?" and study for tomorrow's map quiz. There will NOT a word bank and you must know geographical features, as well.
 * Thursday April 28, 2011**

Reviewed the Asia map from last night's homework and then I assigned our final project of the year. Download it here: HW: review for Friday's map quiz on Asia. Play some review games [|here] (choose geography).
 * Wednesday April 27, 2011**

Began our last unit of the year: Modern China. Hw: complete Asia map by tomorrow
 * Tuesday April 26, 2011**

Cold War test
 * Friday April 22, 2011**

6th period only.
 * Thursday April 21, 2011**

Reviewed for Friday's test
 * Wednesday April 20, 2011**

Back to normal for a day or two. Finished Goodbye Lenin and then compared present day Cuba with Gorbachev's Soviet Union HW: 1. Study for Friday's Cold War test.
 * Tuesday April 19, 2011**

Still in STAR testing mode. Saw period 3 today. See last Wednesday for details of what we did.
 * Monday April 18, 2011**

Odd STAR testing schedule. Began film on the end of the Cold War
 * Wednesday April 13, 2011-Friday April15**

HW: Cold War time line. Also, study for your Cold War test, which will be next Friday, April 22
Quiz on HW, checked HW and then did a STAR test review activity. HW: Work on your Cold War time line--due Friday for periods 1 and 3 and Tuesday for per. 6.
 * Tuesday April 12, 2011**

Worked on a review of Soviet history (entitled "Evolution of the Soviet Union) through a spoke diagram and I assigned a Cold War time line (to periods 1 and 3 only), which will be due on Tuesday for period 6 and Friday for periods 1 and 3. I was not here for 6th period, so they worked on something else. HW: Finish today's class activity and 19 section 3B (see below for details)
 * Monday April 11, 2011**

Finished our analysis of events leading to the end of the Cold War and the fall of the Soviet Union. HW: no homework over break, but if you want to get ahead read and take notes on Chapter 19 section 3B 13. CIS; dec. 25, 1991. What happened? 14. Do the skillbuilder on page 615. 15. What “shock therapy” according to Yeltsin? 16. What were the negative effects? 17. What happened in parliament tin 1993? 18. What happened in Chechnya? Why? Do you think Russia’s response was wise? 19. Describe Russia’s social problems from 1992 to 2002. There are plenty of statistics
 * Friday April 1, 2011**

Checked/discussed homework. We then began a discussion of the reforms of Mikhail Gorbachev. Students then began an analysis of events leading to the end of the Cold War in Eastern Europe. HW: 1. Chapter 19 section 3 A 1. Politburo 2. Gorbachev. His background and policies 3. Glastnost; responses/effects 4. Perestroika; responses/effects 5. Democratization of the Pol. System 6. New Foreign policy 7. Explain ethnic tensions in the Soviet Union 8. Explain Lithuania’s actions and Gorbachev’s responses 9. Boris Yeltsin. Who was he? What was his background? 10. What was Yeltsin’s response to Gorbachev? 11. August Coup: summarize what happened 12. End of the Soviet Union. By early December of 1991, most Republics in the Soviet Union did what?
 * Thursday March 31, 2011**

Started with a quiz, then examined the events of the Korean War. HW: **//Read chapter 17 section 3. First finish today's notes on Korea. Then, write a one-paragraph summary of the Vietnam war, explaining why the US got involved, whom we supported and whom we fought against. Also, explain how the war ended. Key terms to include in your paragraph (could be more than one paragraph, if you'd like)://** French communists Ho Chi Minh Dien Bien Phu Domino Theory Geneva Conference Viet Cong US departure Relationship with US today
 * Wednesday March 30, 2011**

Examined events of the Cold War around the world. HW: Chapter 17 section 4 Directions: Explain/list the significance of each of the following: 1. Three worlds: who was in each? 2. Causes for poverty in the Third World 3. what strategies did the US and the Soviet Union use to gain influence in the Third World. 4. Bandung Conference and nonaligned nations 5. What type of leaders did the US back in Latin America? Why? Why didn’t the people in Latin America like this? 6. Batista 7. Castro 8. Bay of Pigs 9. Cuban Missile Crisis. What happened? 10. Cuba in Angola 11. Castro and the Soviets 12. trade embargo 13. Somoza 14. Daniel Ortega 15. contras 16. elections in 1990, 1996, and 2001 17. Shah Mohammed Reza Pahlavi: why did Iranians dislike him? 18. Mossaddeq: why did Americans dislike him? 19. Ayatollah Khomeini and revolution of 1978-79; causes and effects 20 Seizure of American embassy in 1979 and hostage crisis 5. Resurgence of Islam in Iran 6. Iran-Iraqi war 1980 7. Soviet Invasion of Afghanistan in 1979 8. mujahideen—goals and support 9. US boycott of 1980 Olympics
 * Tuesday March 29, 2011**

Played an Arms Race simulation game. Then reviewed details of the Arms Race and detente. HW: do the reflection on the Kibbles and Bits game. Also, complete chapter 17 section 5 (guiding points on the sheet I handed out in class). Chapter 17 section 5 (quiz tomorrow) 1. Nikita Krushchev 2. Destalinization 3. what did krushchev call for? 4. Imre Nagy; what happened to him? What did he want? 5. Leonid Breshnev: how did he differ from Kruschev 6. Prague Spring 7. Causes for Soviet split with China; soviet punishment of china 8. détente and Nixon; how wa
 * Monday March 28, 2011**

Took the Cold War map quiz and then analyzed Cold War era propaganda from the US and the Soviet Union. HW: finish the propaganda analysis we started in class. Then organize your notebook. Propaganda questions: Red Shoes: 1. Which values are expressed? (think Cold War terms: Freedom, democracy, equality, socialism, etc. You can also discuss issues of race.) 2. How are people in the US portrayed? Give examples. 3. What do you think the primary purpose of this story was? Give two examples. This Godless Communism: 1. Which values are expressed? (same as above. You can also discuss issues of religious freedom.) 2. How are people in--or ideas of--the Soviet Union portrayed? Give examples. 3. What do you think the primary purpose of this story was? Give two examples.
 * Friday March 25, 2011**

Wrapped up documentary and passed back quizzes. Due to today's shortened minimum day schedule, the map quiz has been delayed until tomorrow.
 * Thursday March 24, 2011**

Wrapped up map events by reviewing a documentary on the Cold War from 1945-1961. HW: Make sure your map is ready for tomorrow's quiz
 * Wednesday March 23, 2011**

Continued examining Cold War events in Europe HW: Chapter 17.1B Define/explain the significance of the following: 1. Definition of Cold War 2. What methods did the two powers use in dealing with each other? 3. China and its view of the SU 4. H-bomb 5. John Foster Dulles and Brinkmanship 6. ICBMs 7. Sputnik 8. CIA 9. U-2 incident
 * Tuesday March 22, 2011**

Assembly schedule (yes, yet another alternative schedule with shortened class periods, but it's for a good cause). Checked homework, then began examining Cold War events in Europe. Students labeled a Cold War map with the events. HW: Chapter 17.1A 1. Yalta Conference: promises made by both sides. 2. United Nations 3. Security council. Who are the 5 permanent members? 4. How had the war affected the US and the Soviet Union differently? 5. Goal of the Soviet Union after WWII 6. Buffer states? 7. How did Stalin ignore the Yalta agreements? 8. What happened to Roosevelt? Who replaced him? What did Truman think about Stalin? 8. Stalin's declaration in 1946. 9. Iron Curtain 10. Truman Doctrine. Goals. Countries supported. 11. Marshall Plan 12. Why did the Soviets blockade West Berlin 13. What was the purpose and result of the Berlin Airlift. 14. Do the skillbuilder on page 534.
 * Monday March 21, 2011**

Minimum day schedule (Thanks to all of you parents who stopped by last night. It was a pleasure to chat with you.) Today students held mini Cold War "prevention" conferences. Reps from the US, France, GB, and the USSR met to find common ground on pressing post-WW2 issues. HW: Cold Conference Reflection: How could the Cold War have been prevented?
 * Friday March 18, 2011**

Reviewed HW from the past two nights. Then began a new activity: a conference between the Big Three Allies (and France) on early Cold War issues. HW: Complete questions to "Conference to Prevent the War" and log in your essay to turnitin.com. See below for details.
 * Thursday March 17, 2011**

Began Cold War by discussing differences between the US and the Soviet Union. Students examined different "values" and decided which fit with the US and the USSR (Union of Soviet Socialist Republics--if you didn't know). HW: 1. Cold War terms spectrum: Place the cold war terms we covered in class in order of importance to you. The left side of the spectrum represents the worst thing for a society; the right side represents the best thing. Everything else falls in between. Remember, there are eight terms. Finally, explain why you think each term is more important than those to the left of it (ie explain your reasons for placement on the spectrum).
 * Wednesday March 16, 2011**

Took a quiz on the End of World War II and the Holocaust. Assigned tonight's reading on the origins of the Cold War HW: Finish taking notes on the reading "Introduction: Meeting on the Elbe." Also, upload your WWII onto turnitin.com. Here are the directions 1. go to the following link: [|turnitin sign up] 2. sign in according to the directions. Our class ID is 3890600. Our password is "history" (no cap. and no quotation marks!). 3. once you sign in, go back to www.turnitin.com and log yourself in (it may already do this step for you). Choose my class (World History 2011). Then choose the assignment (WWII paper) and from there upload your work. 4. Let me know if you have any problems. I'll personally help anyone who can't get it to work on his or her own. :)
 * Tuesday March 15, 2011**

Collected SL reflections, reviewed Europe after WWII and the Nuremberg Trials. HW: Finish the questions from the Nuremberg documents if you didn't finish them in class. Also, study for tomorrow's quiz on the Holocaust and the End of WWII (as well as Europe after WWII). See Thursday's entry for the study guide.
 * Monday March 14, 2011**

If you're itching to upload your WWII paper onto turnitin.com, follow these directions: 1. go to the following link: [|turnitin sign up] 2. sign in according to the directions. Our class ID is 3890600. Our password is "history" (no cap. and no quotation marks!). 3. once you sign in, go back to www.turnitin.com and log yourself in (it may already do this step for you). Choose my class (World History 2011). Then choose the assignment (WWII paper) and from there upload your work. 4. Let me know if you have any problems. I'll personally help anyone who can't get it to work on his or her own. :)

Collected WWII papers, then wrapped up and reviewed SL. HW: Schindler's List Reflection due on Monday. There will be a quiz on the end of WWII and the Holocaust. I passed out this study guide in class:
 * Thursday March 10, 2011**

Wrapped up SL. Reviewed details of the paper one last time. HW: WW2 paper due tomorrow. Remember to cite your sources and create a proper bibliography. See the web link below for help on creating a bibliography. Schindler's List reflections are due on Monday. There will be a quiz on the end of WW2 and the Holocaust on Monday, as well.
 * Wednesday March 9, 2011**

Passed back notebooks, examined an example of an "A" quality WW2 paper from last year and almost finished Schindler's List. HW: WW2 paper due on Thursday. Check out[| EasyBib] for info on how to set up a bibliography. Schindler's List Reflection will be due on Monday. There will be a quiz on the Holocaust and the end of WW2 on Monday, perhaps Tuesday of next week.
 * Tuesday March 8, 2011**

Mr. Gnass is back and better. Continued Schindler's List and collected notebooks at the end of the period. HW: Finish your WW2 paper, which is due on Thursday.
 * Monday March 7, 2011**

I was out sick today. Students read and took notes on Chapter 16 section 5. HW: Finish the following: Chapter 16 section 5. Be sure to define and/or explain the significance (why it’s important) of the following: 1. How many people died in WWII? How many civilians in Europe? 2. Describe life in the worst cities after WWII. Compare say Paris and Berlin. How were they different? How many people died Berlin every day in August 1945? 3. Why do you think people in France and Italy liked the communists so much after the end of the war? 4. Summarize the Nuremburg Trials. Do you think there should have been a trial for American and British leaders who ordered the firebombing and atomic bombing of civilians? Why or why not? 5. Read the connections to today? What happened in Rwanda? Did anyone stand up for justice? 6. What did General MacArthur do when he and the American army occupied Japan. Be thorough. Demilitarization? 7. What happened to the Emperor of Japan? 8. Look at the photo on page 517. Why do you think they took it?. Does Hirohito look like a god? 9. Describe the new government and constitution of Japan. 10. What happened in September 1951? 11. Look a the chart on page 885 (515 at home) and answer the skillbuilder questions.
 * Friday March 4, 2011**

Part II Complete the both sides of the sheet “Who is Responsible for … the Holocaust?” It’s quite brief and easy to do quickly.

Checked rough drafts and returned them to students. Continued Schindler's List. HW: I'll collect your notebooks on Monday, for sure, so have yours ready. Final draft is due on Thursday next. Paper tips: 1. Be sure that you refer to your thesis in each subtopic. Do not include information that is not relevant to your thesis. 2. Regarding current events (last subtopic), be sure to discuss someone who is currently or who has currently stood up for a cause. While a soldier may courageously protect members of his platoon by taking a grenade, he's going above and beyond the call of duty, but he isn't really standing up for a cause. Focus on people who are working to correct injustices, who are helping those who can't help themselves, etc. 3. You must have two legitimate sources: books, newspaper articles (can be online), things that aren't something we have read in class already. Not websites. Must be articles from legitimate newspapers, etc. Discuss this with me if you're unsure.
 * Thursday March 3, 2011**

Cheers!

Continued //Schindler's List//. Checked homework in the process. HW: Work on your rough draft, which is due tomorrow.
 * Wednesday March 2, 2011**

Finished our analysis of Holocaust events. I assigned an activity in which students must connect events of the Holocaust to the Eight Stages of genocide. We then began viewing an abbreviated version of //Schindler's List.// HW: Eight Stages of Genocide. Notebook __**will not**__ be due tomorrow. I've decided to wait until Thursday or later so that you can use the info for your rough draft. Rough draft of your paper due on Thursday.
 * Tuesday March 1, 2011**

Checked homework, then continued our analysis of Holocaust events. HW: 1. Be sure to organize your notebook, which is due on Wednesday. Also, your rough draft for your WW2 paper is due on Thursday.
 * Monday February 28, 2011**

Analyzed events of the Holocaust and examples of resistance to each. HW: Chapter 16 section 3. Define/explain the significance of each of the following: Explain/define each of the following: 1. Aryans 2. Holocaust 3. Nuremberg Laws 4. Kristallnacht 5. Other countries’ responses to Jewish emigration. 6. Ghettos 7. Final Solution 8. Genocide 9. Final Stage 10. Auschwitz 11. number of Jews killed 12. Jewish Resisitance (You can find this in the box called “History in Depth” on page 504.) 13. Look at chart on top of page 505. Which country had the highest percentage of Jews killed? Notebook due on Wednesday. Rough Draft of essay due on Thursday.
 * Friday February 25, 2011**

Began the Holocaust with an introductory documentary. HW: Holocaust Intro Vignette Response (assigned in class) and work on your research paper. A rough draft of your paper (first two subtopics at least) is due next Thursday. It can be in outline or essay form.
 * Thursday February 24, 2011**

Took WW2 test today. HW: work on WW2 essay.
 * Wednesday February 23, 2011**

Revisited our research paper assignment, which I assigned on Friday (See below for electronic file--remember it is due on March 10), and reviewed for tomorrow's test. HW: Review for the test. See Feb. 17 for electronic file of the unit overview/study guide.
 * Tuesday February 22, 2011**

Finally finished our discussion of WWII in Asia. I introduced the WWII research paper, which is due on March 10. We then briefly discussed the Holocaust in preparation for for Tuesday's guest speaker. HW: Study for Wednesday's test (See below for unit overview) and begin working on your research paper. Also, don't forget that you get to hear from Holocaust Survivor[| Helen Farkas] on Tuesday during per. 4, if your teacher has approved it. [|Click here for information]on her experience.
 * Friday February 18, 2011**

Checked HW, then continued our discussion of WWII in Asia. HW: review for Wednesday's test on WWII. Get your unit overview/study guide here, if you lost the one I handed out in class:
 * Thursday February 17, 2011**

Reviewed homework and took a quiz. Then examined the War in the Pacific. HW: Chapter 16 section 4(all) Take notes on your own, defining key terms, noting cause and effect and stating the significance of each topic.
 * Wednesday February 16, 2011**

Examined the Massacre of Nanjing via documentary, book excerpts and a recent NY Times article. If you didn't have time finish the NY Times article on John Rabe and the Nanjing Massacre, you can access it here:[| http://www.nytimes.com/2006/03/15/international/asia/15letter.html] HW: Chapter 16 section 2B; Define/explain the significance of each: 1. . Doolittle Raid 2. Battle of Coral Sea 3. Battle of Midway 4. Island-hopping 5. MacArthur 6. Battle of Guadalcanal
 * Tuesday February 15, 2011**

Debate on Japanese expansion prior to WWII. Chapter 16 section 2 Part A Define/explain the significance of each: 1. Japanese expansion; 1931 and 1937 2. Roosevelt’s response to Japanese invasion of Indochina (Vietnam, etc) 3. Pearl Harbor: reason for attack; details of event; US response 4. Japanese victories after Pearl Harbor: Philippines, Hong Kong; Maylaya (Malaysia) 5. “Asia for Asians” 6. Bataan Death March
 * Monday February 14, 2011**

Finished WW2 in Europe battles/events. We then analyzed events of Japanese expansion in Asia before WWII. Students will debate these events on Monday, some critical of Japan's action and some defensive/supportive. HW: 1. finish taking notes on the events we covered in class. Get your note sheet and the readings here. If you were absent, download this stuff and do it before class on Monday. That way you'd come prepared.
 * Friday February 11, 2011**



Documents to read hear: 2. Chapter 16 section 2 Part A Define/explain the significance of each: 1. Japanese expansion; 1931 and 1937 2. Roosevelt’s response to Japanese invasion of Indochina (Vietnam, etc) 3. Pearl Harbor: reason for attack; details of event; US response 4. Japanese victories after Pearl Harbor: Philippines, Hong Kong; Maylaya (Malaysia) 5. “Asia for Asians” 6. Bataan Death March

Finished (or almost finished) WWII battles in Europe. 1.. WWII in Europe Event Metaphor/Illustration (due tomorrow). Choose two of the following events that we discussed in class yesterday and today (eg. Invasion of the USSR, Operation Overlord, etc.). For each event create a visual metaphor/political cartoon and a five sentence explanation of how this relates to the event. This should be done in your notebook. 3). Also, respond to the question on today's notes: What do you think should be done with Germany?
 * Thursday February 10, 2011**

I was out at a district meeting today. Students read about Hitler's Lightning War HW: Finish today's assignment. Chapter 16 section 1 (quiz tomorrow). Guiding notes are below: Define/explain the significance of each:
 * Wednesday February 9, 2010**

21. September 4, 1941
Finished examining the Allies' response to Hitler's expansion. HW: 1. Theo, Ikea and Hitler. Explain the similarities/differences between a kid screaming for something in a store and Hitler's demand for land prior to WWII. Be sure to consider the responses of the parents/Allies. .
 * Tuesday February 8, 2011**

Wrapped up Portrait of a Tyrant, reviewed homework and Axis Powers chart, discussed fascism in Italy and Spain, and then began an activity in which we are evaluating the Allies' response to Hitler's aggression. HW: Chapter 15.4B Define/explain the significance of each (include a lot of details!): 1. Goals of isolationists in the US 2. Third Reich 3. Anschluss 4. Sudenland 5. Munich Conference 6. Violation of the Munich Pact 7. Italy and Albania 8. Nonaggression pact
 * Monday February 7, 2011**

Finished our lecture on Hitler and then watched a captivating documentary on the enigmatic mind of the mad murderer Adolph. HW: Finish the Axis Powers chart. Due Monday. See below.
 * Friday February 4, 2011**

Checked/reviewed HW. Then we finished or at least continued our lecture on Hitler. HW: 1. Respond to the "First they Came..." quotation by Martin Niemoeller. What does it mean to you? How does it apply to your life today? //First They came//... - Pastor Martin Niemoller //First they came for the communists,// //and I didn't speak out because I wasn't a communist.// //Then they came for the trade unionists,// //and I didn't speak out because I wasn't a trade unionist.// //Then they came for the Jews// //and I didn't speak out because I wasn't a Jew.// //Then they came for me// //and there was no one left to speak out for me.// 2. Begin Chapter 15 section 4A--due tomorrow! Define/explain the significance of each: 1. Military’s independence in Japan. 2. What allowed the military gain control in Japan? 3. goals of the Japanese military (expansion, etc.) 4. Japanese invasion of Manchuria 5. League of Nations response to Manchuria 6. Japanese invasion of China (Nanjing, etc) 7. Mussolini’s invasion of Ethiopia. purpose. British/French response 8. Hitler’s violation of the Versailles Treaty’s army limitations 9. Hitler’s occupation of the Rhineland; how was it a turning point? 10. Appeasement 11. Axis Powers 12. Spanish Civil War 13. Francisco Franco 14. Do the Geography skillbuilder on pages 483 and do the Art skillbuilder on page 484 (I'll quiz you on these tomorrow) 3. Also, begin the Axis Powers chart. It will be due on Monday. Get it here (if you didn't receive it in class):
 * Thursday February 3, 2011** (Minimum day today)

CAHSEE schedule. See Monday for all homework, which is due on Thursday. Interested in learning more about Sophie and Hans Scholl and the White Rose?[| Click here].
 * Wednesday February 2 and Tuesday February 1**

Reviewed our findings from the doc. analysis. Then did a lecture on the Rise of Hitler. HW: Two parts: 1. Conscience and the Patriot (reading and questions passed out in class) and 2. Chapter 15 section 3. Define/explain the significance of each of the following: 1. fascism; definition and basic ideas 2. similarities and differences with communism 3. Mussolini; background; how did he gain support of middle class. 4. Victor Emmanuel III and Mussolini 5. Il Duce 6. Hitler; background; native country 7. Nazism 8. der Fuhrer 9. arrest in munich 10. Mein Kampf 11. lebenbsraum 12. economic conditions in Germany in the early 1930s 13. Hindenburg names Hitler Chancellor. Why? 14. Ludendorff’s prediction 15. Reichstag fire and communists 16. Enabling Act 17. Schutzstaffel 18. Gestapo 19. Nazi command of the economy; unemployment rates. 20. Hitler’s control of the media, books, etc. How was this totalitarian? 21. anti-Semitism; laws passed; Kristallnacht 22. other examples of dictatorship in Europe.
 * Monday January 31, 2011**

Took a quiz on the homework, then wrapped up yesterday's discussion on hyper-inflation in Weimar Germany. After that we began an analysis of primary documents in order to understand the rise of Nazism and Fascism HW: Finished Analysis of Fascism and Nazism questions.
 * Friday January 28, 2011**

We conducted a simulation of hyper-inflation and examined charts of the Germany's economy in the 1920s. HW: 1. Finish "From hyper-inflation to economic depression," if you didn't finish it in class. 3. Also, complete Chapter 15 section 2. Define/explain the significance of each of the following: 1. WWI’s effect on Europe vs. Japan and the US 2. Coalition governments; difficulties (france stats) 3. Weaknesses of the Weimar Republic 4. Whom did Germans blame for their problems? 5. Inflation problems. Why wheelbarrows? 6. Dawes Plan; explain how this temporarily solved the economic crisis in the early 1920s 7. “spirit of Locarno” 8. Kellogg-Briand Pact 9. Impact of the US's refusal to join the League of Nations 10. Read the rest of the section, but don't get bogged down by the details. Just be able to explain what the Great Depression was and read page 475 to explain the New Deal. Take notes on these two things (Great Depression and the New Deal). 11. Socialist Governments Find Solutions? Wow! Who and how?
 * Thursday January 27, 2011**

Collected notebooks and examined art between the wars: Dadaism and Surrealism HW: Answer the questions on the back of the sheet you used in class today. Part III is Chapter 15 section 1 (read only pages 464 to 467) Define/explain the significance of each of the following: 1. When TS Eliot said the world after WWI was a “Wasteland,” what did he mean? Would he say the same thing about our current society? Would you? Explain. 2. Nieztsche urged a return to what things? Why? How do you think his ideas may have influenced Hitler? Does he influence you? 3. Read about Cubism, Dadaism and Surrealism. Quickly describe. Which appeals most to you? Why? 4. Check the Dali painting on page 797 (yes, it adorns the walls of many a college dorm room every year): what do you think about? Describe it. 5. Where was jazz from? How is it similar to rap today? 6. How did women’s dress change after WWI? 7. What did Margaret Sanger and Emma Goldman want? 8. What did Charles Lindbergh do? (where did he go to the bathroom?) Amelia Earhart? 9. Stop here.
 * Wednesday January 26, 2011**

Took the WWI test today. HW: organize your notebook, which I'll be collecting tomorrow.
 * Tuesday January 25, 2011**

Checked HW and reviewed for tomorrow's test. Study for at least an hour tonight. Click [|here for an interactive overview/map] of the early events the war. See below (Jan 19) for a unit overview/study guide.
 * Monday January 24, 2011**

Finished up our discussion of WWI by examining the details of the Treaty of Versailles. Finished by examining the changing geography of Europe between the beginning and end of WWI. HW: Finish map and Study for the WWI test, which will be on Tuesday. See below for study guide (unit overview).
 * Friday January 21, 2011**

Finished simulation of the Treaty of Versailles conference. HW: 1. Chapter 13 section 4 part B 1. What new countries were created from the old Austro-Hungarian Empire? 2. What happened to the Ottoman Empire? 3. What land did Russia lose? Which countries received their independence from this? 4. why was the Treaty of Versailles "A Peace Built on Quicksand"? Explain with examples. 5. Why were Germans angry? People in Africa and Asia? 6. How did Japan and Italy feel? Why? 7. Do the skillbuilders on pages 426 and 427. Also, be sure to review for Thursday's unit test on WWI. See below for the overview/study guide.
 * Thursday January 20, 2011**

Reviewed the homework. Then began a simulation activity of the Treaty of Versailles. We will complete it tomorrow. HW: 1. Finish the questions from the Treaty of Versailles activity we did in class 2. Chapter 13 section 4 part A Define/state the significance of each of the following: 1. The names of the leaders of each of the Big Four. 2. Fourteen points: a general summary of what they wanted. 3. Self-determination 4. "general association of nations" 5. Concerns of Britain and France 6. League of Nations 7. punishment of Germany 8. Article 231 9. Germany's loss of territories and mandates. 10. What countries achieved their independence from the A-H empire? 11. What happened to the Ottoman Empire? 12. What land did Russia lose? Which countries received their independence from this? 13. How as the Treaty of Versailles "A Peace Built on Quicksand"? Give some reasons. 14. Do the skillbuilders on pages 426 and 427 2. Study for the WWI test, which will be on Tuesday of next week. Get the unit overview/study guide here (if you lost the one I already gave you):
 * Wednesday January 19, 2011**

Interpreted poetry of WWI today. HW: Poem Reflection: Choose ONE of the four poems that you interpreted in class. In one paragraph, explain the general story of the poem. Also, explained what you liked most about it.
 * Tuesday January 18, 2011**

To finish the classwork, click on each link to read the poem: (Remember, you have to do those that are numbered. Choose one of the others. In total, you will respond to 4) [|1. In Flanders Fields] [|2. Dulce et Decorum Est] [|Munition Wages] [|Does it Matter] [|Requiem for the Dead of Europe Recitative (I)] Leaving for the Front [|3. Pro Patria] [|Argonne Forest, at Midnight]

Questions to answer for each poem: 1. What experiences are described? 2. When was the poem written? Does the year in which it was written affect the tone of the poem? 3. Is it pro-war or anti-war? How can you tell? 4. Do you find any evidence of disillusionment (not having faith or trust that things will be better)? Explain. 5. What examples, if any, of militarism and/or nationalism are in the poem?

Quiz on the homework. Finished the lecture/activity on WWI. HW: organize notebook.
 * Friday January 14, 2011**

Began a lecture on the events of WWI, enhanced with video clips and maps, among other sensational learning techniques. . HW: Chapter 13 section 3B Define/state the significance of each of the following: 1. Total war; examples 2. rationing; examples 3. propaganda 4. Women in the war 5. Events surrounding the withdrawal of Russia; Brest-Litovsk 6. Second Battle of the Marne 7. number of Americans 7. fate of the Kaiser 8. Armistice; date 9. statistics; casualties, etc. 10. Cost of the war in dollars
 * Thursday January 13, 2011**

Took a quiz on the homework, debriefed yesterday's simulation and geographically enlightened ourselves, geographically speaking (WWI map activity). Chapter 13 section 3 A Define/state the significance of each of the following: 1. Examples of the war as more than just a European conflict. 2. Strategy of attacking the Dardanelles. Why? What happened at Gallipoli? 3. details about Gallipoli. 4. Battles in Asia 5. Battles in Africa 6. Gandhi's reasoning 7. Reasons for America's entry into the war: Unrestricted Submarine Warfare, Lusitania, Zimmerman note. Give the details of each. America's bond with England. 8. Do the skillbuilder on page 418.
 * Wednesday January 12, 2011**

Finished the war game simulation. Intriguing results. HW: Two parts: 1.. “War Game Reflection” : 1. Did you obtain your vital interests? If so, was it because your allies helped you? 2. What would you do differently if we were to play this game again? 3. How has this game helped you better understand the way that alliances played a part in determining the events of WWI? 4. How has this game helped you better understand the way that geography played a part in determining the events of WWI?
 * Tuesday January 11, 2011**

2. Chapter 13 section 2B Define/state the significance of each of the following (quiz on Chapter 13.2 tomorrow): 1. Eastern Front. Where? Who? 2. Tannenberg 3. General overview of the fighting. 4. Russia's problems 5. Why was it difficult for Russia to get supplies? 6. Russia's one asset. 7. Other places where fighting spread. 8. Read about military aviation on page 416. Compare the German and the British plane. Is this not interesting?

Reviewed last night's homework and then began the war game of European domination. We'll continue it tomorrow. HW: Day 2. “War Game Update" Answer the following questions: 1. What vital interests have you obtained so far? 2. What is the most difficult part of this game? 3. What strategies will you try tomorrow?
 * Monday January 10, 2011**

Took a quiz on last night's homework, then finished the doc. on the assassination of Franz Ferdinand. Finally, I assigned the War Game simulation and assigned students into groups. HW: 1. Do day one assignments for the war game simulation. The entry should be "Info on my War Game Country." Take notes on the following while reading the handout I gave you in class today: --Name of your country --a list of your country’s allies and enemies --the vital interests of your country (what we you need to accomplish. Chapter 13 section 2 A Define/state the significance of each of the following: 1. Events that led the beginning of the war. Who mobilized against whom? 2. Central Powers and the Allies 3. What is the meaning of Sir Edward Grey's quotation? 4. Western Front 5. Schlieffen Plan 6. First Battle of the Marne; importance and effects 7. trench warfare 8. "no man's land" 9. New tools of war (Modern warfare) 10. Peak of death (Battle of Verdun and Battle of the Somme) Losses and gains. Stop here.
 * Friday January 7, 2011**

Reviewed, and took a quiz on, last night's homework. We then did a quick power point on the MAIN causes of WWI and began a documentary on the Assassination of Franz Ferdinand. HW: 1. Respond to question on sheet from class: Which of the four causes do you think was the greatest of the group? 2.Chapter 13 section 1 Define/state the significance of each of the following: 1. Rise of Nationalism 2. Rise of Militarism 3. Militarism 4. Triple Alliance (countries?) 5. Kaiser Wilhelm II: his new policies; challenge with Great Britain. Ship building program, etc. Attitude toward Bismarck. 6. Triple Entente (countries?) 7. Goals of Serbian leaders in the Balkans 8. Bosnia and Herzegovina 9. Assassination of Franz Ferdinand. Who, where, why? 10. Austriaπs ultimatum to Serbia. 11. July 28, 1914
 * Thursday January 6, 2011**

Reviewed homework. Students began reading on nationalism as a unifier (Germany and Italy) and a divider (Austro-Hungarian Empire and the Ottoman Empire). This will lead into our discussion of the causes of WWI. HW: 1. Finish chart/questions on Italy/Germany and Austro-Hungary and the Ottoman (Turkish) Empire. 2. Chapter 8 section 3 Define/write the significance of each (quiz tomorrow) 1. nationalists in the 1800s were loyal to whom? 2. How was nationalism a divider of the Austrian-Hungarian Empire. Explain in general terms. 3. Ottoman empire; Armenian massacre 4. piedmont-sardinia 5. Count Cavour: his goals. 6. Garibaldi and the Red Shirts 7. problems in Italy after unification 8. Do the Geography skillbuilder on page 260 9. Do the political cartoon skillbuilder on page 261 10. Goals of Wilhelm I 11. Junkers (pronounced Yunkers) 12. Otto von Bismarck and realpolitik 13. Seven Weeks war of 1866 (Austro-Prussian War) and results 14. Franco-Prussian War--results 15. Most powerful countries in Europe after 1871 16. Do the Geography skillbuilder on page 263
 * Wednesday January 5, 2011**

Beginning of Second Semester! Returned to school today. Rearranged the seating order and began our WWI unit with a little anticipatory activity, in which students explained why they agreed or disagreed with several statements related to war and conflict. HW: Part I: Answer the following questions in your notebook--one paragraph for each: 1. When is war ever justified? 2. After a war, how should the peace treaty be resolved? 3. If a country started a war, an then lost, should the people of that country be punished? Why or why not? Part II: complete the nationalism self-discovery sheet that I passed out in class.
 * Tuesday January 4, 2011**

End of First Semester Finished Gandhi, reviewed final details of the semester. I will not be updating this page again until next semester. HW: Gandhi reflection due tomorrow. Study for the final. See below for details.
 * Thursday December 9, 2010**

Finished Gandhi in some classes. HW: Chapter 18 section 1B will be due tomorrow. The Gandhi reflection will be due on Friday. Study for the final. See below for details.
 * Wednesday December 8, 2010**

Passed back map quiz results, continued Gandhi. Remember: tomorrow at lunch is the only time you can retake the map quiz. HW: study for your final (see entry from Nov. 24 for a study guide), read and take notes on Chapter 18 section 1B by tomorrow (see Nov. 2 entry for notes). and complete your Gandhi Film Response assignment by Thursday. See yesterday's entry if you lost the copy I gave you.
 * Tuesday December 7, 2010**

Took an India map quiz; continued Gandhi. HW: study for your final (see entry from Nov. 24 for a study guide), read and take notes on Chapter 18 section 1B by Wednesday (see Nov. 2 entry for notes) and complete your Gandhi Film Response assignment by Thursday. Here it is if you managed to lose the copy I gave you:
 * Monday December 6, 2010**

Collected British Imperialism in India position papers. Continued the film Gandhi HW: Study for your map quiz on the Indian subcontinent. It will be on Monday.
 * Friday December 3, 2010**

Debriefed the debate, reviewed our timeline for the end of the semester. Finally, we began the film Gandhi. HW:1. Complete your position paper on British Imperialism in India. 2. Study for Monday's map quiz on the Indian subcontinent and surrounding countries. 3. You must complete chapter 18 section 1B by next Wednesday. Define/explain each of the following 1. Jawaharal Nehru 2. Conflict over Kashmir 3. Things that Nehru did to move India forward. 4. Indira Gandhi 5. Sikh tensions 6. Assassination of Indira Gandhi 7. Rajiv Gandhi 8. 21st century challenges facing India 9. Division in Pakistan (civil war) and the creation of Bangladesh 10. Benazir Bhutto ([|go here and find out what happened to her recently. How and why was she killed]?) 11. Which nation is one of the poorest in the world? 11. Tamils and problems with Sri Lanka. What are the two groups in Sri Lanka?
 * Thursday December 2, 2010**

Also, remember to complete your Gandhi film reflection the day after we finish the film.

Had a debate on the merits of British Imperialism in India. HW: Chapter 18 section 1A Chapter 18 section 1 Part A. Define/State the significance/Answer each of the following: 1. British commitment of Indian troops to WWII; Indian Response; British promise. 2. population of India; how many Hindus and Muslims? 4. Congress Party: Muslims and Hindus 5. Concerns of Jinnah. What did Hindus have in common with Muslims? 6. Riots in Calcutta August 1946 7. British encouragement of religious division/ Partition. Which two countries emerged? 8. 1947 movement of Muslims, Hindus and Sikhs. How many died? 8. Gandhi’s view of division of India 8. Battle of Kashmir 10. Do the Geography Skillbuilder on page 564
 * Wednesday December 1, 2010**

Your position paper/essay will be due on Friday now. Your map quiz has been moved back to Monday.

Completed yesterday's document analysis of British Imperialism in India. We also reviewed some of the details for tomorrow's debate. HW: prepare for tomorrow's debate. You must have a TYPED outline of your main arguments according to the categories identified on the assignment sheet I passed out last week. You can find more debate-relevant facts on page 358 of your text. See below, as well, for a use page of links.
 * Tuesday November 30, 2010**

Started with a HW quiz, discussed the final briefly, discussed our upcoming debate (it will be on Wednesday), then reviewed documents on British Imperialism on India HW: Prep for the debate; go to this [|this page] for useful links that will help you with your research. Also, review for the map quiz, which will be on Friday
 * Monday November 29, 2010**

Started with a quiz on chapter 11.4, reviewed a few details about the upcoming semester final, and then did a quick lecture on British imperialism in India. I passed out a map of the Indian Subcontinent that students must master. HW: Label your map and label your map. See yesterday's homework for the directions. Define and explain the significance of each of the following: (Chapter 14 section 4 to page 456) 1. Indian National Congress and the Muslim League 2. Why did Indians help Britain in WWI? 3. Rowlatt Act and response 4. Amritsar Massacre and response 5. Mohandas Gandhi; his strategy. 6. satyagraha and civil disobedience 7. give examples of Gandhi’s s civil disobedience 8. Salt March 9. Government of India Act 10. Do the "analyzing primary sources" questions on page 454. 11. Don't forget to use info from this reading for your debate prep. Take note of things that were beneficial and harmful to India and use them for your position.
 * Wednesday November 24, 2010**

Also, if you want your semester final study guide, get it here:

We discussed the caste system and the practice of sati in India. I then explained and assigned sides for our upcoming debate on British Imperialism in India. (If you've been absent this week, be sure to download the debate sheet and prepare for your side.)
 * Tuesday November 23, 2010**

HW: Study for your map quiz and answer the following question: Were the British morally responsible to limit the caste system (they didn't really limit it much) and sati?

Began our study of India with an opening lecture and then took a quick Africa map quiz. Finished up by collecting notebooks. HW: Chapter 11 section 4 Define/ explain the significance of each of the following: 1. East India Company 2. Mughal Empire 3. Battle of Plassey 4. Sepoys 5. “jewel in the crown” 6. Population of India 7.. British restrictions on the Indian economy 8. railroad in India 7. types of raw materials 8. positives and negatives of colonialism. Make a T-chart 9. causes of famines 10. hands off towards religion and culture? 11. Resentment toward the English 12. cause and effects of the Sepoy Rebellion (mutiny) 13. Differences between Hindus, Muslims and Sikhs 13. raj 14. racist attitudes 15. Ram Mohun Roy and his ideas (adopt Western ways) 16. Indian resentment toward inequalities. 17. Indian National Congress
 * Monday November 22, 2010**

Started with a HW quiz, then wrapped up our analysis of European imperialism in East Asia. HW: Study for your Africa map quiz. Also, prepare your notebook. I'll be collecting it on Monday. I'll grade everything from our Industrial Revolution, Russian Revolution, and Imperialism units.
 * Friday November 19, 2010**

Factory Boy: media type="file" key="Factory boy.mp3" width="240" height="20"

Reviewed our debate on Belgian Congo, returned Russian Revolution test (in periods 1 and 6) then analyzed examined European imperialism in East Asia. HW:Two parts: Period 3: If you didn't complete today's activity, please do so tonight (period 3 only). You will find info in Chapter 12 section 1. Also.... (All classes): Chapter 11 section 5 Define/explain the significance of each of the following: 1. Pacific Rim (define) Why was it desired by westerners? 2. Dutch imperialism. Areas controlled; natural resources? 3. Contrast Dutch and English views of their colonies. 4. Britain and Malaysia/Singapore 5. the French and Vietnam. Rice consumption? 6. Colonial impact 7. Why did Siam remain independent? 8. Modernization of King Mongkut? 9. American supporters of imperialism. Who and why? 10. Colonies gained after the Spanish-American war. 11. Emilio Aguinaldo and the Philippine-American war. 12. Which industry dominated in Hawaii? 13. Why was Queen Liliuokalani overthrown in 1893? 14. Sanford Dole?
 * Thursday November 18, 2010**

Simulated a British debate over the issues of the Belgian Congo Free State. HW: 1. Congo Debate Reflection: In one paragraph summarize the arguments you heard (good or bad) for and against Leopold's actions in the "Congo Free State."
 * Wednesday November 17, 2009**

Checked homework; did a quick lecture on the Belgian Congo and then assigned role's for tomorrow's debate on the Belgian Congo. HW: Tomorrow we're going to have a simulated debate, as if it were held in Hyde Park, London. The purpose of the debate is to argue over whether the British government should criticize King Leopold of Belgium for his practices in the Belgian Congo (Congo Free State). You have been assigned one person from the reading I handed out in class. Hopefully you remember who you are. Here's what you're to do: Read about your person's argument (critical of Leopold and the Belgian Congo or supportive? Why? ) and answer the following questions in your notebook 1. What is your name? 2. What is your concern about the Congo Free State and the Press reports about it? 3. What do you think the British Parliament (elected government of Great Britain) should do about the Congo Free State? (Remember, the Congo Free State is controlled by King Leopold of Belgium, not Britain.) 4. What are the strongest justifications you have for you arguments? (that is, what evidence do you have to suppport your view?) Be prepared to BE this person tomorrow and to argue your opinion. You will be graded on your mastery of your person and on your participation.
 * Tuesday November 16, 2010**

Reviewed homework reading and conducted a map analysis of imperialism in Africa HW: Chapter 11 section 2 Define/explain the significance of each of the following: 1.Contrast (show differences) the old and new forms of imperialism 2. Define and give an example of each of the following forms of control: Colony, Protectorate, Sphere of Influence, Economic Imperialism.(see page 346 for this.) 3. What is paternalism, and how was it an example of direct control? 4. Assimilation? 5. Compare the resistance of Africans in German East Africa to Africans in Ethiopia. What happened it each? Which side was successful? 5. Menelik II 6. Battle of Adowa 7. Explain negative effects of imperialism 8. Explain positive effects of imperialism 9. Answer the three document based questions on page 351
 * Monday November 15, 2010**

Started with a HW quiz, then reviewed the motives of European imperialism and analyzed primary sources that showed examples of each. HW: read the handout of the short story "[|Gentlemen of the Jungle]." Answer the questions provided in your notebook, not on the papers I passed out. I need them back! :) If you didn't get questions for "Gentlemen of the Jungle," here they are: 1. In general terms, how is this an allegory ( a story in which people/characters are direct symbols for something else) for European Imperialism in Africa? 2. Who does the “man” in the hut represent, symbolically? 3. Who do the different animals, or “gentlemen” of the jungle represent? 4. How is the Commission of Enquiry similar to the Berlin Conference? 5. What arguments do the animals use for talking the man’s hut? 6. How did man finally resolve things? How could this be a prediction for how things would end up in Africa? (High level thinking required here ☺)
 * Friday November 12, 2010**

Refer to your text, Chapter 11 section 1, for info on the Berlin Conference.

Began our Imperialism by reviewing the opener questions that I assigned for homework. We then discussed the era of New European imperialism--motives, etc. I handed out a political map of Africa for students to label. HW: 1. Imperialism Opener Response. Respond to the following question (about 1/2 a page in your notebook): When is it justifiable for one country to intervene in the affairs of another country? Give a thoughtful explanation with choice examples. 2. HW: chapter 11 section 1 Define/explain the significance of each of the following: 1. Imperialism 2. Africa before European domination; how much of Africa was controlled by Europe in 1880? What type of Europeans penetrated the interior of Africa first? 3. Henry Stanley 4. The Congo and King Leopold of Belgium 5. Contrast Leopold's claims about the Congo with what actually happened. 6. Suffering in the Congo? 7. What happened in 1908? 8. Social Darwinism. How did it affect Imperialism? Cecil Rhodes' opinion 9. factors promoting Imperialism in africa. 10. Division of Africa and the Berlin Conference 11. Demand for Raw materials 12. Shaka and the Zulus; fight against the British; Battle of Ulandi 11. Boers and the Boer War 3. Also, label your Africa map quiz that I handed out.
 * Wednesday November 10, 2010**

Took the Russian Rev test. HW: Imperialism Opener Scenarios Imperialism Opener Scenarios Directions: In your notebook, write a brief, thoughtful response to each of the following scenarios. Final question: When is it justifiable (ok) for one country to intervene in the affairs of another country?
 * Tuesday November 9, 2010**
 * 1) As you’re walking in a residential neighborhood, you pass by an open gate and notice a couple yelling at each other in their back yard. Suddenly, the man hits the woman in the face. What do you do?
 * 2) You notice two poor, hungry children huddled in a sidewalk alley with their mother. They are not begging; should you offer them any assistance for just walk on by? Explain.
 * 3) Two ethnic groups are fighting each other in their country, which is located in central Asia. Each ethnic group is convinced that they must eliminate the other in order to survive. Thousands are being killed each month. Should a western power such as the US intervene militarily to ensure peace?
 * 4) Haiti is one of the poorest countries on Earth. It does have a rich supply sugar, however. If the US were to conquer Haiti, it would be able to benefit economically from the sugar crop. In exchange, the US could make Haiti a commonwealth (like Puerto Rico) and provide much needed funds to improve the living conditions in Haiti. The Haitian government objects to this plan. Is the US justified in conquering Haiti? Should we do it? Why or why not? Explain

Collected propaganda projects and then reviewed for tomorrow's test. See below for the study guide/unit overview. HW: study for tomorrow's test
 * Monday November 8, 2010**

Finished documentary on Stalin. HW: finish propaganda project; due Monday. Study for Tuesday's test. If you lost it, or you never got one due to reasons inexplicable, get your unit overview with study terms here:
 * Friday November 5, 2010**

Reviewed HW, reviewed our analysis of Soviet Life under Stalin. Then we quickly reviewed the concept of the Soviet Union (USSR), name, map, etc. Finally, we finished up by starting a documentary on Stalin. HW: work on your propaganda project, due Monday.
 * Thursday November 4, 2010**

Started with a HW quiz. Then completed our analysis of Soviet Life under Stalin. HW: 1. Work on your propaganda project, due Monday. 2. Propaganda of the Soviet Union Analysis. Examine the propaganda on pages 446-447 of your text and answer the following questions: 1. Posters (page 446): What message was Stalin sending through the posters? How could these posters achieve Stalin's goals for agriculture and Industry? 2. Photos (page 447): Explain how the photographs change from numbers 1 to 3. Why does this happen? Also, of the examples on this page, which do you think would have been most effective as propaganda art? Why?
 * Wednesday November 3, 2010**

Collected French and Russian Revolution comparison assignment. Then began analyzing information on life in the Soviet Union under Stalin. Finished by assigning the Soviet Propaganda Project. HW: Chapter 14 section 2B (finish the section). Define/explain the significance of each of the following: 1. examples of the police state under Stalin (children turning in parents, etc.) 2. Great Purge (what happened, who was killed, why, results) 3. Stalin and creativity 4. Pravda and its view on art 5. Education under Stalin 6. examples of religious persecution 7. Command economy 8. Five-year plans; results 9. collective farms. purpose. kulaks and their fate 10. deaths due to collectivization 11. Women's roles 12 women and medicine. percentage of doctors? 13. look at the altered photographs on page 447. What happened?
 * Tuesday November 2, 2010**

I was out sick today. Students read Chapter 14 section 2 Part A HW: Finish Chapter 14 section 2 Part A 1. What was Stalin’s real name? What did his new name mean? 2. Methods Stalin used to get to top. 3. Socialism in One Country 4. Totalitarianism 5. List and explain the four methods of control use by totalitarian leaders (this must de done with the book at home). 6. Look at the circle diagram on page 776 (441 at home). Answer the two skillbuilder questions. 441. Also, list the 7 key traits of Totalitarianism. Do you see any of these in our society today? Explain your response. 7. What other totalitarian regimes have there been in history? 8. Compare Lenin’s NEP and Stalin’s Command Economy 9. Command Economy 10. Five-Year plans 11. Statistics of improvements under 5-year plans
 * Monday November 1, 2010**

Discussed the transition from Lenin to Stalin. Compared the ideologies of Trotsky and Stalin. HW: Comparing the French and Russian Revolutions: **On a separate piece of paper** (NOT IN YOUR NOTEBOOK), compare each of the 6 parts of the Russian Revolution that we discussed with stages/events of the French Revolution. Typed, double-spaced, 12 point font. You will need to look back at your French Revolution notes for this. Each part should be a paragraph, thus this should be 6 paragraphs. You don't need an introduction or conclusion. It should be typed, and it will be turned in on Monday. You
 * Friday October 29, 2010**

Statue of Liberty Day! Finished our doc. on the Russian Rev and then went over a quick lecture on the event. HW: relax and ponder the significance of the Statue of Liberty.
 * Thursday October 28, 2010**

Started with a HW quiz, then began or continued a doc. on the Russian Rev. Passed out unit overviews, as well. Explain/ define each of the following: 1. Red Guard’s overthrow of the Provisional Government. 2. Lenin’s actions once he became the leader (peasant lands, etc.) 3. Treaty of Brest-Litovsk 4. Leon Trotsky 5. Reds v. Whites in the Civil War 6. New Economic Policy as small-scale capitalism 7. USSR 8. Dictatorship of the Communist Party? 8. power of the Communist Party 9. Stalin (Real name?) v. Trotsky: who won the struggle? When? 10. What happened to Lenin?
 * Wednesday October 27, 2010** (1 more day until Statue of Liberty Day!)

Reviewed homework comparisons of late 18th-century France and late 19th-century Russia, then I passed out our unit overview. We participated in a school-wide mock election and completed our maps from yesterday. Finally, we discussed the events of the Russian Rev., enhanced with a doc. HW: Chapter 14 section 1 part B (434-436) Explain/define each of the following: 1. Russo-Japanese War 2. Bloody Sunday 3. Duma 4. WWI; its effect on Russia 5. Rasputin 6. March (also known as February) Revolution 7. Provisional Government 8. Alexander Kerensky 9 . Soviets 8. Lenin’s return
 * Tuesday October 26, 2010**

HW: Comparing Pre-revolutionary France and Pre-revolutionary Russia: 1. Given the conditions of Tsarist Russia, what changes do ou think might occur in the 20th century (1900s)? 2. How was 19th century Russia similar and different to 18th Century France?
 * Monday October 25, 2010**
 * D**iscussed late 19th-century Russian society with several surprise guests.

Also, Chapter 14 section 1A Explain the importance of each of the following: 1. Alexander III's methods of maintaining order and control 2. pogroms 3. Nicholas II 4. Industrialization and Nicholas's minister's programs 5. Trans-Siberian Railway 6. problems with industrialization 7. dreams of Marxists? What did they think would happen? 8. Bolsheviks and Mensheviks; what's the difference? 9. Lenin 10. Russo-Japanese War

Took the Industrial Revolution test. HW: Relax!
 * Friday October 22, 2010**

Reviewed for tomorrow's test. It was a minimum day. HW: study for tomorrow's test on the Industrial Revolution.
 * Thursday October 21, 2010**

Examined Neoclassical, Romantic, and Realist types of art. Realist art emerged as a response to the Industrial Revolution. HW: Chapter 8 section 4 Define/explain the significance of each of the following: 1. Romanticism 2. ideas of Romanticism 3. Goethe and the //Sorrow of Young Werther// 4. Beethoven 5. Realism 6. Charles Dickens 7. Goal of realist writers stop here. Also, study for Friday's unit test on the Industrial Revolution. Here's the unit overview, if you lost yours:
 * Wednesday October 20, 2010**

Reviewed last night's homework, discussed the Industrial Rev. project, which is due tomorrow, and watched a brief clip from a British miniseries set in a factory town during the English Industrial Revolution. HW: Industrial Revolution project
 * Tuesday October 19, 2010**

Started with a HW quiz, then we reviewed the economic theory of Karl Marx, functions of unions as a response to the working conditions of the Industrial Revolution, etc.. Students evaluated (or began to evaluate) their own economic viewpoints, as well. We looked at an example of strikes and worker organizations today (pension reform in France). HW: 1. Read Chatper 9 section 4 Part B (last page or two) Take notes on all the salient features. 2. Do the skillbuilder on page 303 3. Finish the "What are your economics?" sheet I handed out in class. 3. Work on your Industrial Revolution project, which is due on Wednesday. 4. Study for Thursday's unit test.
 * Monday October 18, 2010**

Played a game of Rock, papers, scissors to simulate the communist theory of Karl Marx as a response to the Industrial Revolution. We began a discussion of the differences between capitalism, socialism, and communism. HW: Chapter 9 section 4 Part A (300-304) Define/explain the significance of each of the following: 1. Laissez faire 2. beliefs of enlightenment philosophers 3. Adam Smith and Wealth of Nations 4. capitalism 5. Thomas Malthus 6. David Ricardo 7. Utilitarianism 8. Jeremy Bentham: goals 9. John Stuart Mills: goals 10. Socialism; definition and goals. Compare with capitalism. Role of government? 11. Karl Marx; communist manifesto; his predictions of the future 12. Proletariat 13. unions and collective bargaining 14. goals of unions 15. combination acts 16. success of British unions by 1875 17. Reform Laws 18 Factory Act of 1833 19. Mines Act
 * Friday October 15, 2010**

Started with a quiz on yesterday's homework. Then wrapped up our study of the positive and negative effects of the Industrial Revolution. Finally, I returned the French Revolution essays. HW: Chapter 9 section 3 (Read only pages 297-299, starting at "Continental Europe Industrializes." Define/explain the significance of each of the following: 1.reasons for Europe's failure to keep up with England 2. Belgium as leader in Europe. William Cockerill 3. What factors slowed industrialization in Germany? 4. How did Germany successfully copy the British model. Examples. 5. Examples of regional industrialization in Europe (Catalonia, Bohemia, etc) 6 Reasons for France's delayed industrialization 7. Reasons that some European countries never fully industrialized. 8. How did the Industrial Revolution shift the world's balance of power? 8. Why did imperialism grow out of industrialization?
 * Thursday October 14, 2010**

I was out today at a very fruitful (really) district meeting. Students read and took notes on chapter 9 section 2. There will be a quiz on this tomorrow. Chapter 9 section 2. Define/explain the significance of each of the following: 1. urbanization: definition, causes and examples. 2. London 3. poor living conditions 4. effect on life span 5. working conditions/hours 6. rising middle class (who was in it?) 7. upper v. lower middle class 8. Luddites 9. Positive effects of the Industrial Rev. 10. other benefits 11. look at the chart on p. 640 (293 at home). Which social class benefited the most and which suffered the most from industrialization? 12. Read the case study "The Mills of Manchester" beginning on page 641 (292 at home). . Who benefited most from child labor? What are some other examples of the 14. Look at the growth of cities graphs on page 641 (293 at home). Which city's population in 1870 was the greatest number of times its population in 1800? 15. Read about “The Day of a Child Laborer, William Cooper” What are the worst things about his schedule, in your opinion? Are you thankful for the life you have? 16. Read about child labor in the “Connect to Today” section. What startling facts did you learn?
 * Wednesday October 13, 2010**

Began examining the effects of the Industrial Revolution. HW: work on your Industrial Revolution project.
 * Tuesday October 12, 2010**

Watched two brief documentaries on the Industrial Revolution (textile manufacturing and steam power). I then assigned the Industrial Revolution project and shared past examples with the class. HW: reflect on what you want to do for the Industrial Revolution project (due October 20)
 * Monday October 11, 2010**

Finished Industrial Revolution lecture, collected notebook in period 3 and took HW quizzes in periods 1 and 6, passed back French Rev. tests and reviewed results. Also, passed out Industrial Revolution unit overview to all classes (passed it out to period 1 a few days prior). No HW this weekend!
 * Friday October 8, 2010**

Collected notebooks in periods 1 and 6. Took a homework quiz in period 3. Continued our lecture on the Industrial Revolution. HW: Chapter 9 section 1 PART B Define/explain the significance of each of the following: 1. New Inventions in textiles: spinning jenny; water frame; power loom; 2. reasons for factories 3. factories by streams? Why? 4. cotton gin 5. Watt's steam engine 6. canals 7. McAdam's roads; turnpikes 8. Stephensonπs Rocket 9. four ways that railroads changed life in Britain.
 * Thursday October 7, 2010**

Began our new unit on the Industrial Revolution with some agree/disagree questions--discussed. Then began a lecture on the Industrial Rev. HW: Chapter 9 section 1 A Define/explain the significance of each of the following: 1. Define the term, Industrial Revolution 1. Agricultural Revolution 2. Enclosure Movement 3. Crop Rotation 4. British Advantages (population and natural resources) 5. Industrialization. Define it. 6. Why did industrialization begin in England? There are many parts to this answer. 6. economic strength and political stability 7. factors of production
 * Wednesday October 6, 2010**

Also, I will collect notebooks from periods 1 and 6 tomorrow.

American/French Revolutions test today
 * Tuesday October 5, 2010**

Collected essays and reviewed for test. HW: Study for tomorrow's test! Go here to get the list of assignments for your notebook, which I'll be collecting on Thursday.
 * Monday October 4, 2010**

Checked outlines, reviewed events of the French Revolution and rated whether they were more autocratic or democratic. We also reviewed and example of a model essay. HW: Write your French Revolution Essay: Due Monday. Don't forget, your French Rev. test will be on Tuesday.
 * Friday October 1**

Quiz on the homework, then finished documentary on Napoleon's failed invasion of Russia. Also wrapped up the French Rev. lecture HW: Outline for the French Revolution. Due tomorrow. Essay due on Monday. Test Tuesday.
 * Thursday September 30**

Took map quiz, began documentary on Napoleon HW: Chapter 7 section 5 (if you didn't do Chapter 7 section 4 last night, you need to do that, as well.) Define/explain the significance of each of the following: 1. Congress of Vienna 2. Klemens von Metternich: what were his concerns? 3. Metternich's three goals and the details of each 4. "The Congress of Vienna was a victory of conservatives." Explain what this means. 5. Holy Alliance 6. Concert of Europe: what was the basic agreement? 7. How was France divided after 1815? 8. Effect on Latin America 9. Last paragraph: How did the French Revolution permanently change ideas about the basis of power and authority?
 * Wednesday September 29**

__**Don't forget: The essay outline is due Friday, the essay on Monday. The unit test will be on Tuesday.**__

Checked hw, continued lecture on French Rev (rise of Napoleon), reviewed for map quiz. HW: Chapter 7 section 4 Define/Explain the significance of the following: 1. Napoleon’s three major mistakes: Continental System, Peninsular Campaign, Invasion of Russia. (there’s a lot here, so take a lot of notes.) 2. Battle of Leipzig 3. Waterloo 4. What were Napoleon’s greatest achievements? 5. Take a look at the chart at the bottom of 585. Answer the two questions: 1. Which of the goals of the Revolution did Napoleon achieve? 2. If you had been a member of the bourgeoisie in Napoleon’s France, would you have been satisfied with the results of Napoleon’s actions? Why or why not?
 * Tuesday September 28, 2010**

Started with a quiz, then continued our discussion of the French Rev. with a documentary clip for enhancement. HW: Chapter 7 section 3 Explain/cite the significance of each of the of the following: 1. Napoleon's background 2. success against Austria and Sardinia 3. Coup d'etat and the three consuls 4. plebiscite of 1800 5. List ways that Napoleon restored order at home 6. lycees 7. Concordat 8. Napoleonic Code: details and limitations 9. Napoleon crowned as emperor 1804 10. Purposes of the Louisiana purchase 11. Napoleon's battlefield successes 12. Battle of Trafalgar 13. Areas in Europe not under Napoleon's control Map quiz on Wednesday, don't forget!
 * Monday September 27, 2010**

Reviewed geography of Europe (map) and analyzed the Declaration of the Rights of Man. HW: 1. Chapter 7 section 2B 1. Sans-culottes 2..War with Austria and Prussia: causes, effect on daily life. 3. September massacres (1792) 4. Creation of the National Assembly (what type of government?) Who could vote? Women? 5. Jacobins 6. Marat and Danton 7. Fate of Louis XVI 8. First Coalition and the National Convention’s response 9. Robespierre; his goals; methods of radicals; calendar? 10. committee of public safety 11. July 1793 to July 1794; Reign of Terror 12. “enemies of the Republic” 13. Most Reign of Terror victims came from which Estate? Ironic? 14. Robespierre’s fate
 * Friday September 24, 2010**

2. Review Europe map (quiz on Wednesday) 3. Start thinking about the French Rev. Essay

Checked hw. I first passed out the French Rev. Unit overview. Get it here: I then assigned the French Revolution essay, which you can find here: Finally, I assigned the Europe map, which students began labeling in class.
 * Thursday September 23, 2010**

Homework quiz--then began a lecture on the French Revolution. HW: Complete Chapter 7 section 2A Explain/cite the significance of the following: 1. removal of noble privileges 2. Declaration of Rights of Man. Main points and limitations 3. Olympe de Gouges 4. control of Catholic church; reasons for land takeover. 5. control of the church. How did it divide peasants and bourgeoisie. 6. Louis’ failed escape 7. Basic features of government under the National Assembly. What were the roles of the king, the Assembly? 8. Legislative Assembly—what were it’s powers? 9. Three factions in the Leg. Assembly. 10. Emigres
 * Wednesday September 22, 2010**

Reviewed yesterday's activity, checked HW. Passed back Governing unit exams. We then watched an amazing documentary about the beginning of the French Revolution. HW: Chapter 7 section 1 B (finish the chapter) take notes on your own
 * Tuesday September 21, 2010**

We simulated life in pre-Revolutionary France. Students were introduced to the problems the country faced upon the eve of revolution. HW:Two parts: 1. 1780s France Simulation Reflection: In one paragraph, summarize today's experience, from the perspective of your role. How might these conditions have led to a revolution in France? 2. Chapter 7 section 1 part A Explain the significance/define the following 1. Old Regime 2. 3 Estates and percentages of each; which had the most power and who was in each? 3. Third Estate: Bourgeosie, workers and peasants. Explain each. 4. Population of france 5. Explain the Three Forces of Change: Enlightenment Ideas; Economic Woes (crop failures), etc.; Annoying King Louis and his wife Marie Antoinette 6.Estates-General. Why did Louis call a meeting?
 * Monday September 20, 2010**

Began with a brief doc. video on the writing of the Dec. of Ind. Next, we analyzed the Dec. of Ind and answered questions in our search for John Locke's influence. It was a tough read. HW: Finish the Dec. of Ind. questions, if you didn't do it in class
 * Friday September 17, 2010**

Minimum day, again! Quick lecture on the American Revolution. That's all we had time for. HW: Read page 209 in the next, and in a new notebook entry, summarize how the Enlightenment figures (Locke, Rousseau, etc) mentioned influenced our Constitution. Title: the "Enlightenment and the Constitution." Also, if you haven't taken the Enlightenment unit test yet, you must make it up tomorrow (FRIDAY) before or after school. There will be no exceptions. Thanks.
 * Thursday September 16, 2010**

I was out at a district meeting. Students read and took notes on Chapter 6 section 4 HW: finish chapter 6 section 4
 * Wednesday September 15, 2010**

Took our Enlightenment/Governing unit test. HW: none; relax.
 * Tuesday September 14, 2010**

Reviewed unit material and prepared for tomorrow's test. HW: Study for tomorrow's unit test. Consult the Governing unit overview for details. See the entry for Monday August 20 for details.
 * Monday September 13, 2010**

Reviewed and/or took a quiz on last night's homework; then reviewed info from yesterday's activity HW: study for the unit test, which has been moved to Tuesday
 * Friday September 10, 2010**

Students learned the varying ideas of government held by Enlightenment thinkers and their predecessors via a gallery walk. HW: Be sure to complete your notes on historical figures sheet. Download the document (philosopherkeypoints1) below if you need more info. Also, be sure to complete chapter 6 section 3 (see below). Finally, we will have unit test on Monday, so be sure to review your unit overview, which has all the terms you need to know.
 * Thursday September 9, 2010**

Collected notebooks in periods 1 and 3, and took a homework quiz in period 6. Groups then worked on their art/info piece on their historical figure for tomorrow's gallery lesson. HW: period 6, get your notebook ready. Download this form for specific info on each historical figure, if you want more details. Also, by Friday everyone must complete Chapter 6 section 3 Define/explain each of the following: 1. Salons; importance. Geoffrin 2. Diderot; Encyclopedia (importance/impact) 3. Baroque and neoclassical art; Bach; 4. classical music and Mozart and Beethoven 5. enlightened despots 6. Frederick the Great: his reforms and his limitations; his idea of his role as king (serve the state) 7. Joseph II: his reforms. 8. Catherine the Great: failed reform attempts 9. Partition of Poland
 * Wednesday September 8, 2010**

Reviewed homework, Influences on our Ideas of Democracy, then reviewed requirements for Thursday's "Gallery of the Minds." Students worked in groups for this.
 * Tuesday September 7, 2010**

HW: (TWO PARTS) First, Chapter 6 section 2 Define and/or explain the following (quiz tomorrow): 1. Enlightenment 2. Thomas Hobbes; Leviathan; reasons for his idea of government 3. Social contract 4. john Locke; his view of human nature. 5. three natural rights according to Locke; purpose of government 6. Two Treatises on Government 7. philosophes 8. Five important concepts of the philosophes. Which resonates most with you? Why? 9. Voltaire; his concerns. 10. Montesquieu; separation of powers; influences later. 11. Admiration for English government shared by Voltaire and Montesquieu 12. Rousseau; his fear of civilization 13. favorite type of government 14. general will 15. compare his social contract with that of Hobbes and Locke 16. Mary Wollstonecraft; A Vindication of the Rights of Woman—thesis 17. Salons and women 18. Three long-term effects of the Enlightenment

Also, periods 1 and 3, prepare your notebooks. I'll be collecting them tomorrow.

Quick quiz on last night's homework. I then assigned students a historical thinker for the Gallery of the Minds. We'll be examining the ideas of several Enlightenment era thinkers. HW: 1. Finish the reading on your historical figure: "Biographical Briefing on..." 2. Finish the influences on our ideas of government/democracy. See Thursday's homework.
 * Friday September 3, 2010**

We started with a quiz on last night's homework. I then gave a brief lecture on the Scientific Revolution. We finished up by reviewing tonight's homework and passing back papers. HW: Influences on our Ideas of Democracy. This is due on Tuesday, but you'll get a little more homework over the weekend, so do as much as you can today.
 * Thursday September 2, 2010**

Seventy-one years after the official beginning of WWII, we started with a quiz on the homework of the previous two days. We then reviewed major events of the Reformation via a documentary/discussion. HW: Take notes on Chapter 6 section 1 (Below are guiding points for you to follow). There will be an open-note quiz tomorrow! Define and/or explain the following: 1. Medieval View of the universe (geocentric) 2. Ptolemy 3. Scientific Revolution 4. Muslim influences on Scientific Revolution 5. Impact of Age of Exploration on scientific research 6. Copernicus and the heliocentric theory and his fears 7. Johannes Kepler 8. Galileo’s basic discoveries. 9. Galileo’s conflict with the church. 10. Scientific method 11. Francis Bacon and his criticism of past scholars. suggestions 12. Rene Descartes 13. “I think therefore I am” 14. Isaac Newton’s great discovery 15. Summarize differences between on and new science 16. Fahrenheit and Celsius 17. Jenner and inoculations 18. Robert Boyle and his accomplishments.
 * Wednesday September 1, 2010**

I was out today at another district meeting. Students read and took notes on events of the Reformation. HW: finish today's reading and notes. There will be a quiz tomorrow on Chapter 1 sections 3 and 4. Notes from today's reading are for **Chapter 1 section 4** Be sure to define and/or explain the significance (why it’s important) of the following: 1. Huldrych Zwingli—location and ideas 2. 1531 war 3. John Calvin and his Institutes of the Christian Religion 4. Basic ideas of Calvinism 5. Predestination 6. Geneva as a theocracy—describe 7. John Knox 8. Presbyterians 9. Huguenots 10. St. Bartholomew’s Day August 24, 1572 11. Do the geography skillbuilder in this section (map). Answer the questions. 12. Anabaptists 13. Marguerite of Navarre; Katherine Zell; Katherina von Bora 14. Catholic Reformation (Counter Reformation) 15. Ignatius of Loyola 16. Jesuits 17. Paul III: Four things he did 18. Inquisition 19. Council of Trent 20. Paul IV 21. Political Effects of the Reformation (Legacy of the Reformation)
 * Tuesday August 31, 2010**

Collected essays, reviewed governing terms, passed out the unit overview and opened up our Governing unit with an agree/disagree discussion.
 * Monday August 30, 2010**

HW: 1. Answer the unit question: Can people be trusted to govern themselves? Explain your reasoning in a few sentences. 2. Take notes on Chapter 1 section 3 in your textbook (Below are guiding points for you to follow). There will be an open-note quiz on Wednesday! (I won't be here tomorrow, as I'll in a meeting and the district office all day.) You'll have more homework tomorrow, so don't procrastinate (just taught my son that word)! :) Define and/or explain the following: Reformation Forces that weakened the church before the Reformation (causes) Briefly list the social, political, economic and religious causes of the Reformation Problems with Popes, such as Alexander VI John Wycliffe Jan Hus Purpose of Luther’s 95 Theses Reformation Luther’s main ideas Edict of Worms Lutherans Peasant revolt and Luther’s response Reasons that northern princes support Luther Protestants Peace of Augsburg Henry VIII: Reasons for why he broke from the Catholic Church Reformation Parliament What did Elizabeth do in 1559? Anglican--how did Elizabeth appease both sides?

Groups finished presenting; we then took a quiz on the World Problems we've reviewed. I then assigned homework, two parts: 1. World Problem solutions essay, due Monday. 2. Governing terms, also due Monday.
 * Friday August 27, 2010**

Groups presented info on their world problems research. We'll finish tomorrow. HW: review for tomorrow's quiz (on World Problems questions that we went over last week; click here for that info) and update your notebook.
 * Thursday August 26, 2010**

We reviewed my expectations and the grading process for tomorrow's presentation. I consulted with groups as they prepared. HW: Prepare to do a stellar job on tomorrow's presentation! I'm looking forward to it. If you are in charge of sharing a solution to the problem, [|check out this link. It's for a wonderfulnonprofit. http://www.mycommitment.org/] Also, if your topic is ethnic conflict, check out this organization: [|Crisis Group]. Finally, check out the [|United Nation's millennium program] We will also have a quiz on the World Problems on Friday, so study your World Problems question sheet.
 * Wednesday August 25, 2010**

We went to the computer lab to conduct research for our presentations. Students will present on Thursday and Friday. HW: Start preparing for your World Problem presentation.
 * Tuesday August 24, 2010**

I was out at a district meeting today. Students watched a documentary on Darfur.
 * Monday August 23, 2010**

Started with our first map quiz of the year, then reviewed the project I assigned yesterday. I modeled research and went over how to complete an article summary. We will go to IMAC city on Tuesday to do further research.
 * Friday August 20, 2010**

HW: 1. Complete your research for the first article, if you haven't already. By Wednesday, you'll need two articles and a printout of a web page belonging to an organization that is devoted to solving your World Problem. Read their site carefully, find out what they do, and most importantly, find out how students at BHS can help them if they want to do so (Here's an [|example for ethnic conflict]). Therefore, you need THREE things by Wednesday. You can wait until we go to IMAC city on Tuesday or you can get ahead at home.

Email me if you have any problems.

An administrator stopped by to discuss the school's Code of Conduct. We then wrapped our discussion of the World Problems, and I assigned the World Problems presentation. HW: Find an article of an example of your World Problem. Click here for a useful link on places to search. You should come to class with a printout of the article. We'll discuss how to use the article after tomorrow's **map quiz** (don't forget to study for this!). Email me if you have any problems.
 * Thursday August 19, 2010**

Continued readings on World Problems. Finished up with a little review game/quiz. HW: 1. Finish your notes on the World Problems, if you didn't finish them in class. Go hear for the readings.
 * Wednesday August 18, 2010**

Started by assigning seats; then checked map homework and began our first unit on World Problems. Groups read summaries of ten contemporary world problems, answering questions for each summary. We'll wrap this up tomorrow, hopefully. HW: 1. Be sure to have your signed syllabus tomorrow. 2. Also, review for Friday's map quiz.
 * Tuesday August 17, 2010**

First day of school, again! Welcomed back students, discussed the syllabus, and passed out a world map. HW: 1. Label world map with the terms passed out in class (this Friday) 2. Have parents sign the syllabus
 * Monday August 16, 2010**