mwhreflections1314

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 no longer update this page. Continue reviewing for the final. It has been a wonderful year!**
Examined the economic reforms of Deng Xiaoping.
 * Friday May 15, 2014**

UN simulation
 * Wednesday May 14, 2014**

Groups prepared for the UN simulation.
 * Tuesday May 13, 2014**

We went to the library to research for the United Nations simulation. See below
 * Friday May 9, 2014 and Monday May 12, 2014**

Wrapped up our discussion of the Cultural Revolution, then assigned our final project: a United Nations simulation on possible resolutions to the crisis in Ukraine. [|Find all the details to the assignment here]. Find a quick explanation on the background of the crisis here: media type="custom" key="25844296"
 * Wednesday May 7, 2014**

Continued our discussion of the Cultural Rev. HW: Continue studying for your final.
 * Tuesday May 6, 2014**

Started with a quiz on the HW and then continued our doc. on China under Mao HW: Review for the final. The study guide is below.
 * Monday May 5, 2014**

Reviewed HW. Then took the Asia Map quiz. Students also analyzed a doc on the Long March. I also passed out a study guide for the semester final, which you can download here: HW: Chapter 17.2 Notes--no guided notes. Take detailed notes the best you can.
 * Friday May 2, 2014**

Collected homework, then reviewed the results of the CW test. After that we examined the events leading up to the Chinese Revolution of 1949 and beyond. We wrapped up by reviewing for Friday's map test. HW: 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
 * Wednesday April 30, 2014**

Reviewed the Asia map assignment, then examined details of Peasant life in China before the revolution. HW: 1) Write a half-page comparison of peasant life in China before the revolution with life in France and Russia before their respective revolutions. 2) Complete the sheet "Whom will you support?" and 3) study for Friday's map quiz. There will NOT be a word bank; you must know geographical features, as well.
 * Tuesday April 29, 2014**

Started our China unit today with a brief intro lecture on Modern Chinese history. After that I assigned a map of Asia that students must master. HW: Complete your map of Asia, if you didn't do so in class. There will be a quiz next Wednesday. Study for your [|Asia map quiz here]
 * Friday April 25, 2014**

I was out at a district meeting. Students analyzed documents on the end of communism in East Germany and the Soviet Union--comparison.
 * Thursday April 24, 2014**

Students took the Cold War test
 * Wednesday April 23, 2014**

Reviewed for the Cold War test, which will now be tomorrow (Wednesday) as I will in a district meeting on Thursday.
 * Tuesday April 22, 2014**

Reviewed the end of the Cold War. Students worked on time lines. HW: Time line due tomorrow. Cold War test on Wednesday.
 * Monday April 21, 2014**

Groups presented info on their satellite state. We then reviewed the collapse of the Soviet Union. HW: Review for the Cold War Unit test, which will be next Wednesday Work on your Time line, which will be due on Tuesday.
 * Friday April 18, 2014**

Reviewed last night's homework, which was admittedly a bit confusing. After that, students analyzed events that led to the end of Soviet dominance in various satellite states (circa 1989), as well as the collapse of the Soviet Union. Groups presented on one country each. HW: Finish Chapter 19.3 notes.
 * Wednesday April 16, 2014**

Simulated life in a Soviet factory. Then discussed the reforms of Mikhail Gorbachev. HW: The Collapse of the Soviet Economy--Reflection 1. Create a simple comic strip of at least three panels depicting the failing Soviet economy based on your experience in today's activity. The comic strip must include these words: Productivity, quotas, motivation, food lines, glasnost, perestroika and democratzia.
 * Tuesday April 15, 2014**

Also, you can get ahead on Chapter 19 section 3 A, which won't be due until Friday. 1. Politburo 2. Gorbachev. Summarize his ideas, briefly. 3. New Foreign policy 4. Explain ethnic tensions in the Soviet Union 5. Explain Lithuania’s actions and Gorbachev’s responses 6. Boris Yeltsin. Who was he? What was his background? 7. What was Yeltsin’s response to Gorbachev? 8. August Coup: summarize what happened 9. End of the Soviet Union. By early December of 1991, most Republics in the Soviet Union did what? 10. Do the skillbuilder on page 615. 11. What “shock therapy” according to Yeltsin? 12. What were the negative effects? 13. What happened in parliament tin 1993? 14. What happened in Chechnya? Why? Do you think Russia’s response was wise?

I was out at a district meeting. Students read and took notes on Chapter 17 section 4.
 * Monday April 14, 2014**

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 next we meet--) 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 was this a change? 9. SALT II; what does it stand for? Why did it fail?
 * Friday April 11, 2014**

Reviewed HW responses and collected them, then analyzed two different primary sources (one Soviet, one American) that showed how each side viewed the other during the Cold War. Short period due to CST testing.
 * Wednesday April 9, 2014**

Examined the events of the Korean War and how it fit into the larger picture of the Cold War HW: Read the following [|article on the crisis in Korea, found here], and answer the questions below:
 * Tuesday April 8, 2014**

1. The article ends with the following two sentences: "Kim Jong-un and his advisers are relying on an old script to bolster their position at home and abroad. It is far from clear that this time they will succeed." What does the writer mean by this? Cite several examples of how North Koreans have managed to get what they want in the past.

2. Do you think Kim Jong Un will be as successful as his father? Explain.

3. What do you think the US and the rest of the world's leaders should do in response to North Korea's threats?

Welcomed students back, returned corrected binder assignments and then I assigned a Cold War time line assignment that will be due in two weeks.
 * Monday April 7, 2014**

I collected the homework from Wednesday. Students then took a quiz based on their Cold War maps and notes.
 * Friday March 27, 2014**

I was out today. Students viewed a documentary on the first part of the Cold War. They then read and took notes on chapter 17.1. HW: Finish notes on 17.1Guiding points. Explain the significance of each: 1. Yalta Conference: promises made by both sides. 2. United Nations 3. Security council. Who are the 5 permanent members? 5. Goals of the Soviet Union after WWII versus the goals of the US--explain 7. How did Stalin ignore the Yalta agreements? 8. Stalin's declaration in 1946. 9. Iron Curtain 10. Containment—what was it? What did the US do? 11. Truman Doctrine. Goals. Countries supported. 12. Marshall Plan 13. What was the purpose and result of the Berlin Airlift. 14. Definition of Cold War 15. What methods did the two powers use in dealing with each other? 16. China and its view of the SU 17. H-bomb—why is it important? 18. John Foster Dulles and Brinkmanship 19. ICBMs 20. Sputnik 21. CIA—purpose? 22. U-2 incident
 * Wednesday March 26, 2014**

Students completed their analyses of Cold War events.
 * Tuesday March 25, 2014**

We examined early events of the Cold War and labeled them on a map of Europe.
 * Monday March 24, 2014**

We analyzed primary source documents on the beginning of the Cold War HW: Finish your comparison of the two documents from class.
 * Friday March 21, 2014**

Collected binder assignments, reviewed the results of the WWII test, discussed Cold War terms as we prepare to compare US and Soviet values. HW: Read and take notes on the handout "Meeting on the Elbe."
 * Wednesday March 19, 2014**

Took the WWII test. Collect your binder assignments, which are due tomorrow (WWII stuff).
 * Tuesday March 18, 2014**

Students worked on a practice quiz in anticipation for tomorrow's unit test.
 * Monday March 17, 2014**

Minimum day. Students read about the Nuremberg Trials
 * Friday March 14, 2014**

Reviewed for the WWII unit test.
 * Wednesday March 12, 2014**

Wrapped up WWII
 * Tuesday March 11, 2014**

Completed the Pianist. HW: Pianist Reflection
 * Friday March 7, 2014**

Collected WWII research papers, then began our viewing of the //Pianist//. HW: Work on //Pianist// reflections.
 * Wednesday March 5. 2014**

Reviewed events of the Holocaust HW: Final draft of paper due tomorrow. Holocaust Vignette Reflection and Time line due on Friday. Refer to Chapter 16.3 for information.
 * Tuesday March 4, 2014**

Wrapped up WWII in Asia. HW: Notes on WWII in Asia due tomorrow. Final draft of research paper due on Wednesday.
 * Monday March 3, 2014**

Peer edited rough drafts, wrote a thank you letter to Helen Farkas and began an assignment on WWII events in Asia. HW: Finish the notes and commentary on WWII in Asia--due Tuesday.
 * Friday February 28, 2014**

Debate on Japanese expansion prior to WWII. Then we examined the Massacre of Nanjing via documentary, book excerpts and a recent NY Times article. If you didn't have time to finish the NY Times article on John Rabe and the Nanjing Massacre, you can access it here: [] HW: 1. Debate Reflection: What interesting arguments did you hear in terms of Japanese aggression before WWII? How did this activity/debate help you understand the events that we discussed today? Was it a valuable experience?
 * Wednesday February 26, 2014**

2 Chapter 16 Part 2 Define/explain the significance of each: 1. Japanese expansion; 1931 and 1937 (list the major events from our debate in class--no need to describe them here). 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)--explain what happened in each. 5. Bataan Death March 6. . Doolittle Raid 7. Battle of Coral Sea 8. Battle of Midway 9. Island-hopping 10. MacArthur 11. Battle of Guadalcanal

3. Rough draft to WWII paper due this Friday. Be sure it's in good shape. Final draft due next Wednesday (3/5).

4. WWII test will be on Wednesday 3/12, so start studying your study guide/unit overview today.

We analyzed events of Japanese expansion in Asia before WWII. Students will debate these events tomorrow (Wednesday), 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 tomorrow (Friday). That way you'll come prepared. Also, complete the map portion. I'll collect all of this stuff from you tomorrow.
 * Tuesday February 25. 2014**

Finished WWII in Europe. HW: Chapter 16.4A Notes (very brief) Respond to each of the following prompts: A. Describe how the Allies (US, etc.) mobilized for war on the home front. B. Why did consumer goods become more expensive? C. Describe positive and negative effects of government propaganda. Give a few examples. Also, rough draft is now due on Friday. Be sure to have it close to final draft format by then. Check out the binder assignments link, for the items that you should have in your binder as of now (WWII part)
 * Monday February 24, 2014**

Students turned in their WWII thesis. I then distributed the rubric I will use to assess the WWII paper. Students then continued organizing notes on WWII events in Europe. Students also completed a map assignment on WWII in Europe. HW: Complete your notes on WWII events in Europe, as well as your map.
 * Friday February 21, 2014**

You can find information on each WWII event on the following pages of book at home: 1) Invasion of Soviet Union: 495-496 and 507 2) Fighting in Africa: 494 and 506 3) D-Day 509-510 4. Battle of the Bulge: 510 5. End of War in Europe (VE Day): 511 Get the WWII Paper Rubric here: Finished our evaluation of the Allies' Response to Hitler's aggression. Then students began organizing notes on WWII events in Europe. Period 4 went to listen a presentation by a Holocaust survivor.
 * Wednesday February 19, 2014**

HW: 1. Complete evaluation on the Allies' response to Hitler. 2. Also, complete notes on Chapter 16.1 (see below). 3. Write a response to the following question: How was Hitler's demand for land in Europe and his flagrant violation of the Treaty of Versailles similar to a spoiled kid in a candy shop? 4. Write the thesis (main argument, if you didn't already know) of your WWII paper and bring it to class on Friday. I've decided to delay the due date of the rough draft to next Wednesday 2/26 Collected annotated bibliography source sheets. If you didn't turn yours in today, get them to me soon. Then we discussed the Allies' response to Hitler's aggression prior to WWII and appeasement. HW: 1. For period 4, you will need to complete the evaluation activity we did in class by Friday. I will see you Wednesday, but we'll go straight to the theater to listen to the Holocaust survivor's presentation. Period 2, we will finish this in class tomorrow. Everyone must complete notes on Chapter 16.1 by Friday, as well: Define/explain the significance of each:
 * Tuesday February 18, 2014**

1. blitzkgrieg
2. Soviet invasion of Lithuania, Latvia, Estonia 3. phony war 4. Dunkirk 5. division of france: Vichy and German 6. Charles de Gaulle 7. Winston Churchill 8. Operation Sea Lion and the Battle of Britain and RAF response9 9. Italian and German invasion of Africa 0. Rommel the Desert Fox 11. Invasion of the Balkans 12. Operation Barbarossa 13. Battle of Leningrad 14. Lend-Lease Act and ship escort 15. Atlantic Charter 16. September 4, 1941

We went to the library to continue research for our WWII papers. Remember the annotated bibliography forms for your four sources are due Tuesday. You can [|download one here]. If you need directions for the assignment again, you can [|access them again her] [|e.]
 * Friday February 14, 2014**

HW: Annotated bibliography forms for your four sources are due. Also, remember to finish notes on Chapter 15.4A. See below for more details.

Reviewed and collected homework. Then discussed the Rise of Mussolini and Hitler and wrapped up by viewing a brief documentary on Germany under Hitler. HW: Chapter 15 section 4A (pages 482-485--you'll be jumping about a bit)--due tomorrow! I'll collect it in the lirbary. Define/explain the significance of each: 1. Mussolini’s invasion of Ethiopia. purpose. British/French response 2. Appeasement 3. Axis Powers 4.. Spanish Civil War 5. Francisco Franco 6. Do the Geography skillbuilder on pages 483 and do the Art skillbuilder on page 484 (I'll quiz you on these tomorrow) 7. Goals of isolationists in the US 8. Third Reich 9. Italy and Albania 10. Nonaggression pact
 * Wednesday February 12, 2014**

We reviewed the weekend's homework and then reviewed the results of the WWI test. After that, I assigned the homework.
 * Tuesday February 11, 2014**

HW: Complete the reading and questions on Niemoeller and Bonhoeffer (Conscience and the Patriot). On the back of the paper 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.//

We went to the library to conduct research on our WWII papers. Ms. Wardell, our librarian, helped us get started. HW: See Friday's listing below for details on the weekend's homework, which is due tomorrow. Also, keep researching for your paper.
 * Monday February 10, 2014**

Started off with a quiz on last night's homework, then reviewed and collected research paper proposals and questions. Next I assigned annotated bibliography source sheets. You can [|download one here]. You must turn in one for each source on February 18. You must find at least 4 sources, and one must be a book. If you have managed not to read carefully the directions for the assignment, you can [|access them again her] [|e.] Finally, we finished up by reviewing the homework reading for this weekend. Want some help starting your research? Go to [|this page]that Ms. Wardell, our librarian, helped create.
 * Friday February 7, 2014**

HW: Students must read Chapter 15.3, as well as a separate handout and create a venn diagram comparing Fascism and Communism. [|Click here more details]. Ignore the part on the spoke diagram. Instead just read Chapter 15 section 3 and Define/explain the significance of each of the following (due on Tuesday): 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.

We discussed of economic turmoil of Germany's Weimar Republic in the 1920s, particularly the causes and effects of hyper-inflation. HW: 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 February 6, 2014**

No class today, due to CAHSEE HW: Your research proposal and question are due Friday, 2/7.
 * Wednesday February 5, 2014**

No class today, due to CAHSEE.
 * Tuesday February 4, 2014**

Students met with a a counselor today to go over course options for next year. HW:. Research paper proposal and thesis are due on Friday. See below for details.
 * Monday February 3, 2014**

We reviewed the art between wars homework. I then collected previous homework assignments. After that I assigned the WWII research paper. [|You can access the page that has instructions and research options here].
 * Friday January 31, 2014**

HW: Your research proposal and question are due next Friday, 2/7.

Students took the WWI unit test. After that they interpreted several types of war before and after WWI. HW: Finish the "Art Between the Wars" activity, if you didn't do so in class. You can access it [|here]. if you didn't finish it in class. The directions for what to do can be found here:
 * Wednesday January 29, 2014**

Reviewed the details of the Versailles Conference and the map of Europe after WWI. HW: Be sure to study for your WWI unit test, which is tomorrow.
 * Tuesday January 28, 2014**

I was out at a school meeting today. Students worked on an assignment in which they compared maps of Europe before and after WWI. They also read a document on the Battle of the Somme. HW: Be sure to complete chapter 13.4 notes (see below) and review your map from today, especially the first one on Europe in 1914. You will need to know all the main countries (Big Three of Allies and Central Powers, as well as Bosnia and Serbia) for Wednesday's test.
 * Monday January 27, 2014**

Collected poetry homework. Then conducted a simulation of the Treaty of Versailles (after briefly reviewing the end of the war and Wilson's 14 Points). HW: Notes on Chapter 13 section 4: 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 15. What new countries were created from the old Austro-Hungarian Empire? 16. What happened to the Ottoman Empire? 17. What land did Russia lose? Which countries received their independence from this? 18. why was the Treaty of Versailles "A Peace Built on Quicksand"? Explain with examples. 19. Why were Germans angry? People in Africa and Asia? 20. How did Japan and Italy feel? Why? 21 . Do the skillbuilders on pages 426 and 427. Also, be sure to review for Wednesday's unit test on WWI. See below for the overview/study guide. Click [|here for an interactive overview/map] of the early events the war.
 * Friday January 24, 2014**

Began by collecting homework. We then watched a brief documentary on the trenches of WWI. After that, we interpreted poetry of WWI. Finally, we prepared for a simulation we will have on Friday on the Treaty of Versailles.
 * Wednesday January 22, 2014**

HW: 1. Poem Reflection: Choose ONE of the three poems that you interpreted in class. In one paragraph, explain the general story of the poem. Also, explained what you liked most about it. See below for more details. 2. Treaty of Versailles simulation preparation. Be sure to complete the questions I passed out in class today.

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 3): [|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 [| 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.

Began with our first assessment/quiz of what we've studied thus far this semester. After that I wrapped up my lecture on the events of WWI. HW: Complete notes for Chapter 13 section 3 (see below for details)
 * Tuesday January 21, 2014**

Collected homework, then lecture on the main fronts and battles of WWI, as well as new weaponry. We'll wrap this up tomorrow. HW: Study for Tuesday's quiz. Again (from what I posted on Wednesday), **there will be a quiz on Tuesday** on everything we've studied thus far (Nationalism as a divider--Ottoman and A-H empires, nationalism as a unifier--Germany and Italy, and WWI through chapters 13.2. Review items 1 through 9 of the study guide/unit overview (found on entry for Jan 7). Also, review items 19, 24 and 25 and some of the key terms, particularly those we've discussed in class. Know the main language groups in Europe, as well. Also, you can get ahead on the homework that will be due on Wednesday, Chapter 13.3 Chapter 13 section 3 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. Total war (define); examples 9. rationing (define); examples 10. propaganda 11. Women in the war 12. Events surrounding the withdrawal of Russia; Brest-Litovsk 13. Second Battle of the Marne 14. number of Americans 15. fate of the Kaiser 16. Armistice; date 17. statistics; casualties, etc. 18. Cost of the war in dollars
 * Friday January 17, 2014**

Enhanced our understanding of the intricacies of WWI via a war game simulation of European domination, with varied results depending on the class. 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?
 * Wednesday January 15, 2014**

Also, **there will be a quiz on Tuesday** on everything we've studied thus far (Nationalism as a divider--Ottoman and A-H empires, nationalism as a unifier--Germany and Italy, and WWI through chapters 13.2. Review items 1 through 9 of the study guide/unit overview (found on entry for Jan 7). Also, review items 19, 24 and 25 and some of the key terms, particularly those we've discussed in class. Know the main language groups in Europe, as well.

I was out for Department Chair activities. Students read and took notes on Chapter 13 section 2. If you didn't complete this in class, be sure to do so by tomorrow. Chapter 13 section 2 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. . Eastern Front. Where? Who? 11. Tannenberg 12. General overview of the fighting. 13. Russia's problems 14. Why was it difficult for Russia to get supplies? 15. Russia's one asset. 16. Other places where fighting spread. 17. Read about military aviation on page 416. Compare the German and the British plane. Is this not interesting?
 * Tuesday January 14, 2014**

Concluded the doc. on the assassination of Franz Ferdinand. I then 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.
 * Monday January 13, 2014**

Reviewed last night's homework and wrapped up our discussion of the unification of Germany and Italy. We then did a quick lecture 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. Austria's ultimatum to Serbia. 11. July 28, 1914
 * Friday January 10, 2014**

Reviewed HW, then took a look at nationalism as a unifier in the cases of Italy and Germany. HW: 1. Finish today's maps on German and Italian Unification. 2. Chapter 8.3 Political Cartoon Analysis--p. 261. First, read the the second half of Chapter 8.3 and take notes on the following: 1. Garibaldi and the Red Shirts. What were his goals? What did he do? 2.. problems in Italy after unification--what were they? 3. How did Garibaldi and Cavour resolve their differences? Analyze the political cartoon on p. 261 according to the steps outlined last semester: 1) Describe any examples of caricature. 2) Identify the symbols in the cartoon. What do they represent? 3) Examine the language/caption—what is the artist trying to say? 4) Consider the subject—what topic is the cartoon about? An idea, and event, a law, a group a person? 5) What is the main point—what idea is the artist trying to convey?
 * Thursday January 9, 2014**

If you don't remember caricature, symbolism or other things in the directions, refer to the directions I passed out last semester:

Reviewed HW and then examined nationalism as a divisive force via a case study of the Ottoman and Austo-Hungarian Empires. HW: 1. Chapter 8 section 3A (Nationalism as a Divider) Define/write the significance of each 1. nationalists in the 1800s were loyal to whom? 2.Examine the chart on page 258. What's the difference between unification and state-building? Give examples of each. 3. How was nationalism a divider of the Austrian-Hungarian Empire. Explain in general terms. 4. What happened in 1866 in terms of the relationship between Austria and Hungary? 5. List at least 5 national groups ruled by the Russian czar. What was Russification and how did it affect the Russian empire? 6. Ottoman empire; Armenian massacre 7. List five similarities about the decline and break up of the Ottoman and Austro-Hungarian Empires
 * Wednesday January 8, 2014**


 * Tuesday January 7, 2014**

Beginning of Second Semester! Welcomed back students, 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. I also passed out the WWI unit overview: HW: Part I (World War I opener response--continue where you wrote in your notebook in class): Answer the following questions on a separate sheet of paper-one paragraph for each (due tomorrow): 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: Read, interpret and complete the questions on the handout "Languages Fuel Nationalism."


 * I will update this page no longer for this semester. Study for the final from here on out.**

Wrapped up Gandhi, then discussed Indian history, post-independence. HW: Gandhi reflection due on Friday. Study for the final.
 * Wednesday December 11**

Continued Gandhi.
 * Tuesday December 10, 2013**

It's the most wonderful time of the year... We continued Gandhi. HW: work on Gandhi film reflection and study for the final. Here's the study guide for the scrolling impaired:
 * Monday December 9, 2013**

Reviewed, discussed, celebrated and collected essay on British Imperialism in India. After that, reflected on the passing of Nelson Mandela. Then we started the film, //Gandhi//. HW: If you can, start working on your Gandhi reflection assignment and study for the final.
 * Friday December 6, 2013**

Had a great debate in each class and then collected binder assignments. HW: Complete your essay on British Imperialism in India. See below for details and handouts if you don't have them already. Also, submit your essay to [|turnitin.com]. Class ID and passwords are below: Period 2: Class ID: 7064048 Password: napoleon (no caps) Period 4: Class ID: 7064053 Password: napoleon (no caps)
 * Wednesday December 4, 2013**

Started with a map quiz of India and its surrounding countries.Then reviewed details of tomorrow's debate and the ensuing essay that will be due on Friday. We finished up by prepping for the debate. HW: Bring a typed outline of your main arguments of each of the three subtopics for tomorrow's debate. Also, be sure to organize your binder assignments (Russian Revolution through Imperialism) and have them ready to turn in after the debate.
 * Tuesday December 3, 2013**

Began with quick overview of this week's timeline. Then delivered a brief lecture on India's demands for independence from Great Britain. After that, students continued analyzing documents on preparation of Wednesday's debate. HW: 1. Study for tomorrow's map quiz. 2. Bring a typed, detailed outline for Wednesday's debate. Be sure to have your info organized into the three different subtopics that I specified in class and on the assignment handout. Your essay will be due on Friday.. If you're completely lost due to inadequate attendance, please refer to the documents I handed out on Friday November 22 (see below).
 * Monday December 2, 2013**

Review Caste System reflection and then analyzed documents to prepare for the debate. HW: Complete notes on Chapter 14 section 4 (see below for details). Also, review for next Tuesday's map quiz, and feel free to prepare more for the debate, which will be next Wednesday. Click here for a page of useful links. Happy Thanksgiving. Get the semester study guide, here:
 * Tuesday November 26, 2013**

Reviewed homework with a brief quiz.. Also, reviewed the map. After that we examined the details of the Caste System in India. Finally, we reviewed the details of the Imperialism debate. HW:1**. Caste system reflection question from class--due tomorrow.** 2. Review for **map quiz**, which will be on **Tuesday** 3. Chapter 14 section 4 (to page 456) This will be **due Monday, after Thanksgiving,** but I'm putting this up here now if you want to get ahead. . Define and explain the significance of each of the following: 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.
 * Monday November 25, 2013**

3. Prepare for the debate; have an outline TYPED and ready by Wednesday (we will also work on this in class on Friday and Monday). Go to this this page for useful links that will help you with your research.

Wrapped up with our discussion of late 19th/early 20th-century imperialism in China (Open Door Policy and the Boxer Rebellion) with a quick quiz. After that I introduced our new focus on British imperialism in India with a brief lecture. I then assigned a map of central Asia and introduced students to our India debate, which we'll be having after the Thanksgiving break. Here are the documents, if you didn't get them in class or you want to take notes on your computer: HW: 1. complete your map. 2. 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
 * Friday November 22, 2013**

Reviewed yesterday's activity, then reviewed the process of analyzing political cartoons. Students interpreted the point of view of two political cartoons on imperialism. Next we discussed the causes and effects of the Opium War in China (Imperialism in China). We examined to two different primary sources on the Opium trade (British and Chinese point of views) and students compared the two. We wrapped up by discussing later imperialism in China. HW: Finish notes from class, examining information found in chapter 12 section 1 of the textbook at home.
 * Wednesday November 20, 2013**

Reviewed last night's homework, specifically the development of the Suez canal. We then examined the impact of imperialism in Southeast Asia. HW: Complete today's classwork (see chapter 11 section 5 of the text).
 * Tuesday November 19, 2013**

We reviewed the basic aspects of imperialism, as well as various types of colonial control. HW: Chapter 11.3 Three Parts. Part I Cause and Effect 1. Explain how the following led to the decline of Egyptian independence: A. Construction of the Suez Canal 2. Explain how the following led to the decline of Peria: A. Discovery of oil and the sale of tobacco. Part II. Main Ideas 1. Why did Great Britain want to control the Suez Canal? 2. Why did the Persian people oppose their ruler's policy of selling business concessions to Europeans? Part III. Critical Thinking A. What were the results of Muhammad Ali's economic reforms in Egypt?
 * Monday November 18, 2013**

I returned. We debriefed what happened in my absence. We then reviewed the results of the Russian Revolution test and began a review of Imperialism (stuff learned last year, etc). It was a rally schedule so we didn't get very far, but lest you think I was derelict of duty, I quickly checked for understanding at the very end of the period in order to inform future instruction. HW: nothing new--catch up with all work from this week if you haven't completed it.
 * Friday November 15, 2013**

I've been away in Salt Lake City at a conference. Today students responded to a few opening questions for our new unit on imperialism. After that they read a short story called "Gentlemen of the Jungle" and compared it to events of European imperialism in Africa. They also worked on their next text book assignment (chapter 11 section2) HW: Finish notes on chapter 11 section 2, if you didn't do so in class 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
 * Wednesday November 13, 2013**

A counselor visit my places today to assist in their future course scheduling options.
 * Tuesday November 12, 2013**

Took the Russian Rev. test and collected the propaganda projects. HW: none I'll away at a conference in Salt Lake City next week, so I'll see you on Friday.
 * Friday November 8, 2013**

We reviewed the stages of the Russian Revolution and then wrapped up a documentary on Stalin. After that we reviewed for Friday's test. HW: study for Friday's Russian Revolution test and complete your propaganda project. See below for details.
 * Wednesday November 6, 2013**

Here we are, back to learning once again. Today we wrapped up our investigation into life in Stalin's Soviet Union. I then assigned the unit's Propaganda Project.
 * Tuesday November 5, 2013**

HW: Propaganda Project (due Friday) and unit test (Friday, as well). Not bad, considering this weekend will be one of the three-day variety.

Can you believe it's already November. I suppose I should have considered this on Friday, but that was at the end of the week, so it just didn't feel like November. Now it feels like a new month. Hmm. Anyway, today students investigated documents on life under Stalin. Before that, I passed out the unit overview/study guide. HW: Study for the Russian Revolution unit test, which will be this Friday.
 * Monday November 4, 2013**

I returned graded results of yesterday's work. We then reviewed the homework comparison of Lenin and Marx. After that I reviewed the rise of the USSR after the Russian Revolution. We wrapped up by reviewing the results of the Industrial Revolution unit test. I gathered data to inform future instruction. Feeling good.
 * Friday November 1, 2013**

I was out today for department business. Students read a document on Lenin and then took notes on Chapter 14,2 (Russia under Stalin). HW: Complete your Russian and French Revolution comparison essay and the comparison of Marx and Lenin (see below for more details).
 * Wednesday October 30, 2013**

We reviewed last night's homework and then watched a documentary on the Russian Revolution. I checked for understanding throughout the period and modified my instruction as a result of the data that I collected from students. HW: Comparison of Lenin and Marx: Directions: Do the skillbuilder activity on page 438 of your text. Be sure to explain the similarities and differences between Marx's and Lenin's views. What would Marx think of Lenin?
 * Tuesday October 29, 2013**

Also, finish your comparison of the French and Russian Revolutions by Friday. See below for more details.

We first watched a brief documentary on the assassination of Alexander II. After that I lectured on the Russian Rev. We wrapped up with my assigning HW and checking for understanding. HW: Chapter 14.1B (define and explain the significance--that is the importance--of each of the following terms/events): 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 10. Red Guard’s overthrow of the Provisional Government. 11. Lenin’s actions once he became the leader (peasant lands, etc.) 12. Treaty of Brest-Litovsk 13. Leon Trotsky 14. Reds v. Whites in the Civil War 15. New Economic Policy as small-scale capitalism 16. USSR (what does the acronym stand for? 17. Dictatorship of the Communist Party? 18. power of the Communist Party 19. Stalin (Real name?) v. Trotsky: who won the struggle? When? 20. What happened to Lenin?
 * Monday October 28, 2013**

Also, __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 in the lecture (Reign of Nicholas II, 1905 Revolution, Russia in WWI, February Revolution, etc.)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 Friday.

We started off by reviewing the homework. I then collected binder assignments from students. After that we I returned the DBQs, and I reviewed info on the Russian Rev. HW: nothing this weekend.
 * Friday October 25, 2013**

We discussed late 19th-century Russian society with several surprise guests. HW: Comparing Pre-revolutionary France and Pre-revolutionary Russia: 1. Given the conditions of Tsarist Russia, what changes do you think might occur in the 20th century (1900s)? 2. How was 19th century Russia similar and different to 18th Century France?
 * Wednesday October 23, 2013**

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

Also, organize your binder. I will collect the latest assignments on Friday.

Students took the Industrial Revolution test. HW: organize your binder.
 * Tuesday October 22, 2013**

Reviewed homework, discussed new movements in art during the Industrial Revolution and reviewed for tomorrow's test. HW: Review for tomorrow's test (see below for details)
 * Monday October 21, 2013**

Finished our analysis of the Communist Manifesto and then examined three alternative solutions to the problems of the Industrial Revolution. HW: 1) Finish the activity "Responding to the Industrial Revolution." You can do the second part with your family. If you weren't in class, I've attached the document here: 2) Study for the Industrial Revolution test, which is on Tuesday. The unit overview/study guide is here:
 * Friday October 18, 2013**

I collected the final drafts of the DBQ essays today. Then we played a game of Rocks, Paper and Scissors as a way of understanding the communist theory of Karl Marx. We then analyzed an excerpt from the Communist Manifesto, itself. HW: Chapter 9.4 notes--I handed out a sheet of key points and ideas to cover, as well as a brief paragraph to write on labor unions. If you were absent, you should stop by and visit me on Thursday.
 * Wednesday October 16, 2013**

Also, we are going to have a test on the Industrial Revolution next Tuesday. Be sure to start studying!

We reviewed the DBQ essay on the impact of the Industrial Revolution on the people of England. Students peer-edited the paper of a partner. HW: Complete final draft of the Industrial Revolution DBQ. See below for details.
 * Tuesday October 15, 2013**

We wrapped up our analysis of the positive and negative effects of the Industrial Revolution. I then assigned a Document Based Question essay based on the documents we have been analyzing. HW: Write the rough draft for your DBQ essay by Tuesday. The directions can be found here: Get the documents here:
 * Friday October 11, 2013**

We continued our analysis of the positive and negative effects of the Industrial Revolution. We then stopped and transitioned to a simulation of work in a factory, HW: Complete documents from packet on "Working in the Industrial World"
 * Wednesday October 9, 2013**

We took and quiz on chapter 9.2, as well as one on the geography of Europe. No HW.
 * Tuesday October 8, 2013**

Began by reviewing the beginning of the Industrial Revolution, then watched a brief documentary on its impact on the people of England. We wrapped up by analyzing the positive and negative effects of the revolution. HW: Review for tomorrow's Europe map test and Chapter 9.2B Define/explain the significance of each of the following: 1. Luddites 2. Positive effects of the Industrial Rev. 3. other benefits 4. look at the chart on p. 293. Which social class benefited the most and which suffered the most from industrialization? 5. Read the case study "The Mills of Manchester" beginning on page 292. Who benefited most from child labor? What are some other examples of the 6. Look at the growth of cities graphs on page 293. Which city's population in 1870 was the greatest number of times its population in 1800? 7. 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? 8. Read about child labor in the “Connect to Today” section. What startling facts did you learn?
 * Monday October 7, 2013**

I was out sick today. Students interpreted documents and primary sources on the Industrial Revolution. HW: Chapter 9 section 2A. 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
 * Friday October 4, 2013**

Also, review your Europe map test, as there will be a quiz on Tuesday.

We began an activity on the beginning of the Industrial Revolution in England. HW: Be sure to complete the review questions of today's activity:
 * Wednesday October 2, 2013**

What happened in the Enclosure movement, and how did it impact the Agricultural and Industrial Revolutions? What happened in the Agricultural Revolution? How did the Agricultural Revolution make the Industrial Revolution possible? Why did the Industrial Revolution begin in England, and why didn't it spread so quickly? What what are the factors of production that are necessary for an industrial revolution?

Reviewed Europe maps. We then reviewed the results of the French Revolution test. After that, I collected binder assignments from my students.
 * Tuesday October 1, 2013**

HW: Review your map. There will be a quiz on Monday. Check it [|this site to practice].

Collected French Revolution final drafts, rough draft and Debate and Essay Notes organizer. After that we began an Industrial Revolution opening activity (Agree/disagree). I also passed out a map of contemporary Europe. HW: Label your map. Also, work on mastering the political geography of Europe in anticipation of a future map quiz. Go[| here] for practice
 * Monday September 30, 2013**

Took French Revolution unit test. HW: organize binder.
 * Friday September 27, 2013**

Reviewed yesterday's debate and collected HW. Then reviewed the Congress of Vienna. After that students peer-edited the rough drafts of their French Revolution essay and reviewed stages of the revolution. We ended the class with a review for Friday's test. HW: Review for Friday's test. Refer to the French Revolution overview of the study guide questions (posted on 9/16)
 * Wednesday September 25, 2013**

Also, when you finish your final draft, be sure to post it on [|turnitin.com]. Class ID and passwords are below: Period 2: Class ID: 7064048 Password: napoleon (no caps) Period 4: Class ID: 7064053 Password: napoleon (no caps)

I first distributed a rubric to the French Revolution essay. The rough draft is due tomorrow. We then conducted a debate on the successes and failures of the French Revolution (same topic of the essay).
 * Tuesday September 24, 2013**

HW: Complete rough draft I of the French Revolution. Also, complete your debate reflection. Finally, read and take notes on Chapter 7 section 5 (first part only) Define/explain the significance of each of the following: 1. Congress of Vienna 2. Klemens von Metternich: What did he do? 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.

Started with a quick ranking of Napoleon's three mistakes. We then viewed a brief documentary on his failed invasion of Russia. After that we reviewed for tomorrow's debate. HW: come prepared to the debate with a detailed outline of arguments. Complete it tonight! Also, keep in mind the following due dates: French Revolution essay rough draft--due Wednesday 9/25. French Revolution unit test--Friday 9/27. Final draft of the French Revolution essay is due Monday 9/20.
 * Monday September 23, 2013**

We quickly reviewed details of the homework and then students completed their analyses of Napoleon's reforms. After that I discussed the debate in greater detail and assigned an outline assignment that must be completed by Tuesday, the day of the debate. Due dates to remember: French Revolution debate is on Tuesday, French Revolution essay rough draft is due Wednesday, French Revolution essay is due Friday 9/27. French Revolution test is on Friday 9/27.
 * Friday September 20, 2013**

HW: 1) work on debate outline, organize notes, etc. 2) Read Chapter 7 section 4 and answer the following questions: 1. What were Napoleon's three costly mistakes that led to his downfall? 2. Explain how each of his mistakes affected his empire. 3. How could the growing feelings of nationalism in European countries hurt Napoleon? Reflection: 1. Which of the goals of the Revolution did Napoleon achieve? Think Egalite (Equality), Fraternite (fraternity or brotherhood) and Liberte (liberty).

Today we started off with a review quiz of yesterday's activities and the homework. I then assigned the French Revolution essay, which will be due the day after our debate (next Tuesday, the debate is on Monday). We then discussed the French Revolution from the radical stage through Napoleon.
 * Wednesday September 18, 2013**

HW: 1. Chapter the rest of Chapter 7.2 and use the info from it, as well as the rest of the info we've reviewed so far to complete your debate organizational chart.

2. Also, read Chapter 7.3 Explain/cite the significance of each of the of the following: 1. List ways that Napoleon restored order at home 2. lycees 3. Napoleonic Code: details and limitations 4. List the areas in Europe not under Napoleon's control. ( there's not much you need take notes on as we've covered a lot of this in class--if you were absent, then you should take notes on the entire section)

3. Prepare for Monday's debate by working on your organizational chart.



Reviewed the events of the French Rev. that we've studied thus far. We then discussed the reforms of the National Assembly and viewed a brief video clip on the Declaration of the Rights of Man. After that we analyzed the Declaration of the Rights of Man.
 * Tuesday September 17, 2013**

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 Also, organize your notes for the debate on Monday and review for our French Revolution test which will be NEXT Wednesday the 25th.
 * HW:** : Complete Chapter 7 section 2A (Guided notes)

Started off by passing out the unit overview (period 2) and discussing it more (period 2 and 4). After that I assigned the French Revolution Debate and an organizational tool to prepare for it. We wrapped up by continuing our lecture on the French Revolution up until the reforms of the National Assembly. HW: Begin organizing your notes for the French Revolution debate.
 * Monday September 16, 2013**

Here are the documents I passed out in class:

Reviewed the ReQuest homework from Chapter 7.1 and then briefly lectured on the start of the French Revolution. I also passed out the French Revolution unit overview. We wrapped things up with a look at the results of the Governing unit summative assessment (in other words, test).
 * Friday September 13, 2013**

HW: Review unit overview and today's learning goals.

Started by letting students finish the written portion of the unit test (mostly period 2). We then opened our new unit on revolutions with a class discussion. After that, we simulated life in pre-Revolutionary France. Students were introduced to the problems the country faced upon the eve of revolution. After that we viewed a brief documentary on the beginning of the French Rev. 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? First, quickly take notes on 1780s France, if you didn't get to do this in class (separate notebook entry).
 * Wednesday September 11, 2013**

2. Chapter 7 section 1 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? Now take notes on the rest of the section on your own using the ReQuest method..

Students took the Governing unit test. No homework.
 * Tuesday September 10, 2013**

Discussed the Scientific Revolution and then reviewed for tomorrow's test. HW: study for tomorrow's test. See below (Wednesday, Sept. 4) for the study guide.
 * Monday September 9, 2013**

Reviewed homework and then analyzed the Magna Carta. HW: Finish up Magna Carta analysis and then study for the unit test, which will be on Tuesday of next week. See Wednesday's entry for the study guide.
 * Friday September 6, 2013**

I passed back graded binder packets. After that I distributed a revised version of the study guide for our Governing unit test, which will be next Tuesday. Next, we worked out a reading activity in groups on a secondary source. Students honed down their notes on a reading selection, in groups, into summary of no more than 25 words. After checking for understanding, I assigned a reading on the Magna Carta and the English Bill of Rights HW: Complete assignment on the British Influences on Our Ideas of Democracy: Also, review the revised study guide as you study for Tuesday's test:
 * Wednesday September 4, 2013**

Get review tips on the key philosophers we studied in class here:

I was out at a district meeting today. Students read about the spread of the Enlightenment. HW: Study for the Governing unit test, which will be next Tuesday.
 * Tuesday, September 3, 2013**

Took a review quiz of the Enlightenment Philosophers. Students then developed individual learning goals based on the results of their quiz. Next, I collected the first set of binder assignments, and then I assigned the HW. HW: Take notes on Chapter 6 section 1 (Below are guiding points for you to follow). 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 old and new science Stop here.
 * Friday August 30, 2013**


 * Wednesday August 28**

Reviewed the results of the most recent CFA. Then we conducted our Enlightenment salon activity. After that, we reviewed the ideas of the philosophes and wrapped up with a brief lecture on the Enlightenment. HW: Review the basic ideas of each of the philosophes discussed in class. We will have a brief quiz on them on Friday. Also, organize your binder, as I will collect assignments on Friday.

I was out a district meeting today. Students read and took notes on the Enlightenment. HW: Complete today's activity. If you were not present today, you can find the assignment here:
 * Tuesday August 27, 2013**

Also, complete your character collage for tomorrow's salon activity. Come prepared to participate.

Started with our first Common Formative Assessment (Quiz) of the year. After that students broke into groups based on their philosophes and reviewed information. We finished with a brief lecture on the Scientific Revolution.
 * Monday August 26, 2013**

HW: Prepare for Wednesday's salon activity. See Friday's reflection and homework for more details. Remember, your character collage will be due. Also, check your binder to ensure it is properly organized with the assignments that I have on my binder assignment list page. I will be collecting those assignments on Friday.

Finished our lesson on the Reformation.Next, I assigned our project for the Enlightenment: The Character Collage/Salon activity.
 * Friday August 23, 2013**

HW: 1. Answer the questions on your philosophe (You should answer the 6 questions found on "Day 1" of the directions sheet I passed out in class ( eg. "What is your favorite type of government? What are your main reasons for liking this type of government most?", etc) The title of the assignment should be "Information on my Philosophe __" Also, consider working on the character collage if you have time. If you lost the handout, get it here:

Also, don't forget to study for Monday's quiz (Greece and Rome, Governing Terms, Renaissance, and Reformation) A few things to study: US's government day--which type? Secular--define it. Legacy of the Romans, Protestants, and other things from those units.

We started with a quick review of HW and the Renaissance. We then analyzed primary sources on government by Machiavelli and Erasmus. After that, the class broke up into two sides and debated the ideas of the aforementioned thinkers. . After the debate, we transitioned into a study of the Reformation. We watched a brief documentary on the topic. I then returned papers and we finished class reviewing what we learned today. HW: 1. Study the first part of the Unit overview/study guide that I passed in class for a quiz we will have on Monday (Greece, Rome,types of government, Renaissance and Reformation). 2. Chapter 1 section 4 sure to define and/or explain the significance (why it’s important) of the following: 1. John Calvin and his Institutes of the Christian Religion 2. Basic ideas of Calvinism 3. Predestination 4. Geneva as a theocracy—describe 5. Catholic Reformation (Counter Reformation) 6. Ignatius of Loyola 7. Jesuits 8. Paul III: Four things he did 9. Inquisition 10 Council of Trent 11. Political Effects of the Reformation (Legacy of the Reformation): THIS IS VERY IMPORTANT, especially the political part. 3. Complete your response on Machiavelli and Erasmus.
 * Wednesday August 21 and Thursday August 22, 2013**

Reviewed HW responses. I then delivered a brief intro lecture on the Renaissance followed up by a brief documentary on art in the city of Florence. After that I assigned the HW.
 * Tuesday August 20, 2013**

HW: Chapter 1 sections 1 and Guided Notes. Define and explain the significance of each of the following (you will not read the entire section): Read from pages 37-39 for the following notes: Now skip to page 42 and take notes on the following: 9. . Machiavelli’s The Prince—basic ideas; ideas of government Strong as a lion and as shrewd as a fox. What does this mean? Turn to page 51 and take notes on the following parts of the Legacy of the Renaissance: 10. Break from medieval period. 11. Emphasis on the dignity of the individual 12 Influence on democracy 13. Changes in print. How may that have affected our ideas of government? Guess here.
 * 1) Renaissance; date and definition
 * 2) Greece and Rome?
 * 3) City-states
 * 4) Medicis; who were they? How did they maintain power?
 * 5) Why Greece and Rome?
 * 6) What is humanism?
 * 7) How was the spirit of Renaissance society more secular?
 * 8) Describe the Renaissance Man as discussed by Castiglione.

Started with a quiz on our World Map assignment, then reviewed the ReQuest questions for the homework (textbook prologue section 1). After that we analyzed a primary source (Plato on government). HW: Answer questions 1 and 2 to the primary source we analyzed in class (Plato's Republic). Also do the following: //Characteristics of an Effective Political Leader//: Write a half-page response to the following question: What characteristics does an effective political leader in our society need to have? Include reasons to support your ideas.
 * Monday August 19, 2013**

Reviewed last night's homework.. After that we discussed a method of reading and taking notes called ReQuest. We worked on this method in class while reading our first section of the text, which is on the Greek and Roman influences of our ideas of democracy.
 * Friday August 16, 2013**

HW: 1. Finish your ReQuest note taking for Prologue section 1 (pages 5-9 of the book). After that complete the assignment on Ancient Influences on our ideas of democracy, by reviewing Prologue section 1 (and your notes!) and completing the sheet I gave you in class. If you weren't here, I've attached the files I gave it in class.

(do only section 1)

2. Review for tomorrow's map quiz.

Assigned seats, checked map homework, collected signed syllabi, and began our first unit on ideas of government with an agree/disagree discussion. HW: 1. Complete the governing terms sheet I assigned in class.
 * Thursday August 15, 2013**


 * [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" caption="governingterms.doc" link="file:historymatters/governingterms.doc"]] ||
 * governingterms.doc ||

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 (Quiz on Monday) 2. Have parents sign the syllabus 3. Find a binder by Friday..
 * Wednesday August 14, 2013**