cpmwhreflections1213

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

=**I will not update this page anymore. Good luck on your finals! Cheers!**=

We reviewed for the final as a class HW: complete your project, which will be due Tuesday.
 * Friday May 17, 2013**

Thursday May 16, 2013 Students reviewed for the final.

Students viewed a documentary on the Tiananmen Square uprising/massacre and current Chinese political/economic conditions. HW: Study for the final. If you were absent on Tuesday or Wednesday, you must watch the [|Tank Man doc] online, and respond to the questions by Friday. Also, complete your final project by next Tuesday, 5-21.
 * Tuesday May 14 and Wednesday May 15, 2013**

Discussed the economic reforms of Deng Xiaoping and thhen compared his policies with those of Mao. HW: Complete your final project, which is due next Tuesday. Review for the final.
 * Monday May 13, 2013**

Collected notebooks and students conducted peer evaluations of their DBQ essays. HW: Work on your final project and download the final study guide (see entry for May 3)}, if you haven't already. I know it's difficult to study while I have your notebook, so I'll get them back to you asap.
 * Friday May 10, 2013**

Examined the events of the Cultural Revolution. HW: organize your notebook (I'll be looking at stuff from the Cold War and China units). Also, complete your DBQ essay on Mao's appeal to the Chinese peasantry (see below).
 * Thursday May 9, 2013**

Wrapped up documentary on China under Mao. Then analyzed documents on Mao's appeal to the Chinese peasantry. Students began a document based question response in class. Check here for further directions on how to write the DBQ essay.
 * Tuesday May 7, 2013 and Wednesday May 8, 2013**

HW: Complete notes on chapter 17.2. Organize your notebook (due Friday). Complete your Document Based Question Essay, which will be due on Friday, as well.

Started with a map quiz today. Then reviewed examples of foot binding and other things.
 * Monday May 6, 2013**

HW: Complete notes on Chapter 17.2. No guided notes. Notebooks are due on Friday.

Reviewed the results of the Cold War test, which took most of the period. Also passed back Cold War time lines and discussed the basic details of our semester two final. You can download the study guide here: HW: Study for the Asia map quiz (including capitals). Also organize your notebook.
 * Friday May 3, 2013**

Reviewed final project and activities/assignments. HW: Periods 1 and 7 must read and take notes on Chapter 14. 3 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
 * Thursday May 2, 2013**

Also, study for your [|Asia map quiz, which will be on Monday, here.] Finally, start organizing your notebook, which I will collect for the last time, next Friday.

Started our China unit today with a brief intro lecture on Modern Chinese history. We then examined details of Peasant life in China before the revolution. After that I assigned a map of Asia that students must master. 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 Monday's map quiz. There will NOT be a word bank; you must know geographical features, as well. Note: I was out a District meeting on Wednesday, so periods 2 and 6 did slightly different activities--same homework though.
 * Tuesday April 30, 2013 and Wednesday May 1, 2013**

Took the Cold War unit test. HW: Enjoy the three day weekend.
 * Friday April 26. 2013**

Finished the unit today. HW: Study for tomorrow's unit test. See below for the study guide, if you didn't get it.
 * Thursday April 25, 2013**

Reviewed HW and then began a film on the end of the Cold War HW: Study for your Cold War unit test, which will be on Friday. Get the study guide here:
 * Tuesday April 23 and Wednesday April 24, 2013**

Collected time lines, then finished our analysis of independence movements in Easter Europe circa 1989, as well as the collapse of the Soviet Union. HW: Complete notes on chapter 19.3A (see below).
 * Monday April 22, 2013**

Reviewed last night's homework, then discussed the reforms of Mikhail Gorbachev and the fall of the Iron Curtain. Students analyzed details of events related to these topics. HW: 1. Finish your Cold War time line, which is definitely due on Monday. 2. Start reviewing for the Cold War test, which will be next Friday the 26th, 3. You can get ahead on Chapter 19 section 3 A, which won't be due until next Tuesday/Wednesday. 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?
 * Friday April 19, 2013**

Simulated life in a Soviet factory. Then discussed the reforms of Mikhail Gorbachev. HW: The Collapse of the Soviet Economy--Reflection 1. How was today’s activity similar to the collapse of the Soviet economy? Draw comparisons. One paragraph
 * Thursday April 18, 2013**

Your Cold War time line will not be due until Monday, as we haven't covered all the material.

Still STAR testing. Saw periods 1 and 2 today. I'll see periods 6 and 7 tomorrow. Started with a quiz on Chapter 17 section 5, then examined events of the Cold War around the world. HW: Chapter 17 section 4 Directions: Explain/list the significance of each of the following (quite a bit!): 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 21. Resurgence of Islam in Iran 22. Iran-Iraqi war 1980 23. Soviet Invasion of Afghanistan in 1979 24. mujahideen—goals and support 25. US boycott of 1980 Olympics
 * Monday April 15, 2013 and Tuesday April 16, 2013**

STAR schedule. Periods 1 and 2 on Thursday and periods 6 and 7 on Friday.. 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?
 * Thursday April 11, 2013 and Friday April 12, 2013**

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:
 * Wednesday April 10, 2013**

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?

Took our Cold War map quiz, then reviewed for the STAR test. HW: Work on your Cold War time line. See you all tomorrow (no block).
 * Tuesday April 9, 2013**

Welcomed students back, then I assigned a Cold War time line assignment that will be due next Monday. After that students read examples of Soviet and American propaganda during the Cold War.
 * Monday April 8, 2013**

HW: Work on Cold War time line. No block schedule tomorrow.

I was out for religious observance. Students read a section on the Cold War in class. Notes were due at the end of the period.
 * Friday March 29, 2013**

We reviewed notebooks and the results of the end of WWII and the Holocaust quiz.
 * Thursday March 28, 2013**

Collected notebooks and completed our map of Cold War events.
 * Tuesday March 26 and Wednesday March 27, 2013**

Reviewed homework. Then began examining Cold War events in Europe. Students labeled a Cold War map with the events. HW: Organize notebook. Periods 1 and 7 due Tuesday and Periods 2 and 6 due Wednesday.
 * Monday March 25, 2013**

Began Cold War by reviewing HW and 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). 2. Don't forget, your notebook is due next week (periods 1 and 7 on Tuesday; periods 2 and 6 on Wednesday). Check out the updated list here. You need to have all assignments for WWII and the Cold War completed.
 * Friday March 22, 2013**

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."
 * Wednesday March 21, 2012**

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."
 * Thursday March 21, 2013**

Collected the Pianist reflection homework. We then examined documents on the Nuremberg Trials. After that we looked at the reconstruction of Europe despues de WWII. Finally students matched up Holocaust events with various stages of genocide. HW: Finish work not completed in class. Study for Thursday's quiz on the Holocaust and the end of WWII.
 * Tuesday March 19 and Wednesday March 20, 2013**

Finished the Pianist, then reviewed the reflection assignment, which is due tomorrow (typed). After that we reviewed post-WW2 Europe with a brief lecture and a short documentary clip on the Nuremberg Trials. HW: Study for the Holocaust and End of WWII quiz, which will be on Thursday. Get the study guide here:
 * Monday March 18, 2013**

Minimum day today. Almost done with the film. HW: Pianist reflection won't be due until Tuesday/Wednesday, but you should be able to complete most of it this weekend. Also, review the study guide I passed out in class.
 * Friday March 15, 2013**

Collected the WWII research paper and continued the Pianist, which we will conclude tomorrow. HW: Work on your Pianist reflection questions (due Monday) and relax. You can also review the study guide on the Holocaust and the End of WWII.
 * Thursday March 14, 2013**

Reviewed the details of the WWII paper. I encouraged students to bring an updated copy of the WWII paper to my class during office hours tomorrow for me to review. We then continued the Pianist. HW: Complete the WWII paper, which is due on Thursday. Don't forget to submit your essay to [|turnitin.com]
 * Tuesday March 12, 2013 and Wednesday March 13, 2013**

Period 1 Class code: 5558393 Password: napoleon (no caps) Period 2 Class code: 5558397 Password: napoleon (no caps) Period 6 Class code: 5558400 Password: napoleon (no caps) Period 7 Class code: 5558408 Password: napoleon (no caps)


 * Friday September 22, 2012**

Wrapped up our discussion of Holocaust events.Collected rough drafts of WWII paper. Began the film The Pianist. HW: Final draft of WWII paper is due on Thursday 3/14. You should be working on that for the next few days. See previous days' notes for helpful information and links.
 * Friday March 7, 2013**

Continued yesterday's activity. HW: Rough draft of WII paper is due tomorrow. See below for details.
 * Thursday March 6, 2013**

Began by reviewing the WWII paper, which is due next Thursday. A partially completed rough draft (see below for details) is due this Friday. After that we watched a brief introductory documentary on the Holocaust and then began a more detailed analysis of events related to the subject. HW: Complete the Holocaust reflection assigned in class and work on your WWII paper rough draft. Check out this helpful resource page organized by BHS librarian Ms. Wardell.
 * Tuesday March 5, 2013 and Wednesday March 6, 2013**

Took the WWII unit test.
 * Monday March 4, 2013**

HW: You must complete a rough draft of your WWII paper by Friday. It must include an introduction, with thesis, as well as sections 1 and 2 (Hitler's expansion and Japanese expansion).

Wrapped up the war in Asia and reviewed for Monday's test. Study for the WWII test on Monday. Refer to the unit overview (posted on Feb. 8) for study guide material. It's also here:
 * Friday March 1, 2013**

Analyzed Truman's decision to drop the bomb. After that, I assigned the WWII paper. Download the details here: HW: Review for Monday's test on our WWII
 * Thursday February 28, 2013**

Reviewed Nanjing Massacre and then examined WWII events in Asia. HW: Finish your WW2 events in Asia chart by referring to the second half of Chapter 16.4.
 * Tuesday February 26 and Wednesday February 27, 2013**

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: 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 Also, get your //Pianist// permission ship signed, one way or the other. And don't forget that our WWII unit TEST is scheduled for this FRIDAY.
 * Monday February 25, 2013**

Debate on Japanese expansion prior to WWII. 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?
 * Friday February 22, 2013**

2 Chapter 16 Part 2 A 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

3. We will have our WWII test next Friday, that's right a week from today, 3/22. Start reviewing the unit study guide/unit overview that I handed out in class way back when.

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.
 * Thursday February 21, 2013**

HW: Finished WW2 in Europe battles/events. In some classes we started our analysis of Japanese expansion/aggression in Asia. HW:Chapter 16 section 4A Define/explain the significance of each: 1. Create a chart that describes the location, details and outcome of the following battles/events:
 * Tuesday February 19, 2013 and Wednesday February 20, 2013**
 * Finished our discussion of WWII battles in Europe.**

El Alamein, Stalngrad, Invasion of Italy, Surrender of Italy,D-Day, Battle of the Bulge, V-E Day

2. Describe how the Allies (US, etc.) mobilized for war on the home front. 3. Why did consumer goods become more expensive? 4. Describe positive and negative effects of government propaganda. Give a few examples.

Late start due to course preview day. Discussed Spanish Civil War and events in WWII leading through the fall of France HW: Chapter 16 section 1. Guiding notes are below: Define/explain the significance of each:
 * Friday February 15, 2013**

16. September 4, 1941
Reviewed homework. Then began an activity in which we are evaluating the Allies' response to Hitler's aggression. HW (Three parts): 1. First, finish up the evaluation of the Allies' response to Hitler that we stared in class. You'll be examining chapter 15 section 4 and 16 section 1 for this.
 * Thursday February 14, 2013**

2 .Chapter 15 section 4A (pages 482-485--you'll be jumping about a bit)--due tomorrow! 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

3. A kid, 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.

Reviewed yesterday's activity on Communism versus Fascism. Then examined the rise of Mussolini and Hitler. Wrapped up by examining two examples of resistance against Nazism in Germany. HW: 1, Complete the reading and questions on Niemoeller and Bonhoeffer. 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.//
 * Tuesday February 12 and Wednesday February 13, 2013**

I was out at a district meeting today. Students compared communism and fascism and organize notes on German Nazism and Italian fascism. HW: Finish chapter 15 section 3 notes by Tuesday/Wednesday. See below for details.
 * Monday February 11, 2013**

We started with a review quiz of yesterday's lesson politics and economics between the wars. We then discussed the WWII unit overview (get it here). After that we reviewed the results of the WWI test. HW: 1. Finish your Fascism-Communism Venn diagram 2. Chapter 15 section 3 (this will be due on Tuesday/Wednesday next week). 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.
 * Friday February 8, 2013**

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 7, 2013**

No class more many students due to CAHSEE testing. Afternoon classes reviewed WWI. HW: rest
 * Tuesday February 5 and Wednesday February 6, 2013**

Examined art between the two World Wars HW: Organize notebooks. I'll collect period 7 notebook on Tuesday and period 6 notebooks on Wednesday.
 * Monday February 4, 2013**

I was out with a bad a case of the flu for the past two days. I'm still sick as of Saturday, but I hope to return on Monday. HW: Organize your notebooks. I'll collect notebooks for periods 1 and 2 on Monday. I'll collect notebooks from period 7 on Tuesday and period 6 on Wednesday.
 * Thursday January 31, 2013 and Friday February 1, 2013**

Students took the WWI unit test, analyzed statistics of WWI and organized their notebooks.
 * Tuesday January 29, 2013 and Wednesday January 30, 2013**

HW: Organize your notebook. I will collect notebooks from periods 1 and 2 on Friday and periods 6 and 7 on Monday.

Reviewed the details of the Treaty of Versailles and Europe after WWI. We then reviewed for the test, which will be on Tuesday/Wednesday (depending on which period you're in). HW: Study for the WWI unit test. See Friday's entry below for details.
 * Monday January 28, 2013**

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 Tuesday'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. See below for a unit overview/study guide. Also, start organizing your notebook, which I'll collect on Thursday and Friday.
 * Friday January 25, 2013**

I was out sick today. Students prepared for a simulation on the Treaty of Versailles and completed a map of Europe before and after the war. HW: 1. finish the WWI map, if you didn't do so 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
 * Thursday January 24, 2013**

3. Study for the WWI test, which will be on Tuesday/Wednesday of next week. Get the unit overview/study guide here (if you lost the one I already):

Reviewed homework and finished the lecture on WWI. After that we watched a brief documentary on the trenches of WWI. We finished up by interpreting poetry of WWI. then 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 22 and Wednesday January 23, 2013**

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.

Started off 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) if you haven't already done so. Enjoy the Niners game and ponder the significance of MLK Jr. Give back to your community, while you're at it.
 * Friday January 18, 2013**

Reviewed the homework, debriefed yesterday's simulation and started a lecture on WWI events, which we'll finish tomorrow. We concluded by reviewing for tomorrow's quiz. HW: study for tomorrow's quiz; as I've stated below it will be 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. 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. You should also know the four MAIN causes of WWI that I lectured on in class last Friday. What was Alsace-Lorraine, and why did France and Germany both care about it?
 * Thursday January 17, 2013**

Also, if you want to get ahead and have no homework over the weekend, then read and take notes on Chapter 13.3 tonight: 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

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?
 * Tuesday January 15 and Wednesday January 16, 2013**

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?

====Also, **there will be a quiz on Frida**y 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. 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.====

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. 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)
 * Monday January 14, 2013**

Reviewed last night's homework and wrapped up our discussion of the unification of Germany and Italy. 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
 * Friday January 11, 2013**

Reviewed HW, then took a look at nationalism as a unifier in the cases of Italy and Germany. HW: Finish today's maps on German and Italian Unification. 2. Chapter 8 section 3BDefine/write the significance of each 1. Count Cavour: his goals. 2. Garibaldi and the Red Shirts 3. problems in Italy after unification 4. Do the Geography skillbuilder on page 260 5. Do the political cartoon skillbuilder on page 261 6.. Goals of Wilhelm I 7. Junkers (pronounced Yunkers) 8. Otto von Bismarck and realpolitik 9. Seven Weeks war of 1866 (Austro-Prussian War) and results 10. Franco-Prussian War--results 11. Most powerful countries in Europe after 1871 12. Do the Geography skillbuilder on page 263
 * Thursday January 10, 2013**

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 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 9, 2013**

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:
 * Tuesday January 9. 2013**

HW: Part I (World War I opener response--continue where you wrote in your notebook in class): 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. Part III: Read, interpret and complete the questions on the handout "Languages Fuel Nationalism."
 * [|Details]
 * [[file:historymatters/ww1unitoverview.doc|Download]]
 * 58 KB

**I will not update this site again this semester. Study for your final! Holiday cheer to you all, each and every one!**
Here's another review guide:

Reviewed history of post-independence India. Reviewed and collected study guides. HW: study for the final.
 * Thursday December 13, 2012**

Finished Gandhi. I passed out a final review sheet that is homework tonight. It will be due tomorrow. HW: 1. Gandhi Reflection due tomorrow 2. Final Review Sheet Part 1 3. Study for the final from here on out.
 * Wednesday December 12, 2012**

Almost concluded Gandhi. We'll do so tomorrow. HW: finish chapter 34 section 1 (18 section 1 at home) if you didn't on Friday, work on your Gandhi reflection and study for your final (exactly the same thing that I wrote yesterday).
 * Tuesday December 11, 2012**

Continued Gandhi. HW: finish chapter 34 section 1 (18 section 1 at home) if you didn't on Friday, work on your Gandhi reflection and study for your final.
 * Monday December 10, 2012**

I was out at a district meeting. Students read about India after independence. HW: Hopefully you finished everything in class. Work on your Gandhi reflection and study for the semester final.
 * Friday December 7, 2012**

Collected Imperialism essays and continued Gandhi HW: study for the final
 * Thursday December 6, 2012**

Had a debate on British imperialism in India. After that we began watching the film Gandhi. HW: Position paper on British Imperialism in India is due tomorrow. See the debate handout for details. The grade rubric is here:
 * Tuesday December 4, 2012 and Wednesday December 5, 2012**

Began with a quick map quiz on India and surrounding countries. Followed that with a brief lecture on India's demands for independence from Great Britain; then students continued analyzing documents on preparation of Tuesday's/Wednesday's debate. HW:m1. Bring a typed, detailed outline for Monday'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 position paper will be due on Thursday. If you're completely lost due to inadequate attendance, please refer to this document:
 * Monday December 3, 2012**

We reviewed the details of our debate that we will have on next week's block days (Tuesday and Wednesday, depending on the period). Students then analyzed documents in order to prepare their individual debate outlines of arguments. HW: 1. Complete notes on Chapter 14 section 4 (see below). 2. Study for Monday's map quiz 3. Work on your debate outline. You'll have to do this in class on Monday, as well. 3. Go to this this page for useful links that will help you with your research
 * Friday November 30, 2012**

Reviewed and collected homework. Also, reviewed the map. After that we examined the details of the Caste System in India. Finally, I introduced the debate assignment. HW:1. Review for map quiz, which will be on Monday. 2. Prepare for the debate; have an outline TYPED and ready by Tuesday (we will also work on this in class on Friday and Monday). 2. Chapter 14 section 4 (to page 456) This will be due Monday. 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. 3. Go to this this page for useful links that will help you with your research . Started with a brief quiz, then reviewed and collected homework. After that we analyzed a document on the British opium trade in China. We continue by viewing a few interactive maps on the topic of late 19th-century imperialism in Asia. 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 on Monday. 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
 * Thursday November 29, 2012**
 * Tuesday November 27 and Wednesday November 28, 2012**

3. Get your semester final study guide here: Reviewed info from chapter 11.3, particularly the Suez Canal. We then examined aspects of imperialism in East Asia.
 * Monday November 26, 2012**

HW: Finish today's activity if you didn't in class (you can find the info in Chapter 12 section 1 of your book at home. Also, Chapter 11 section 5 Define/explain the significance of each of the following (on a separate sheet of paper that I will be collecting tomorrow): 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?

Reviewed the history of the Congo after King Leopold. We then examined various forms of imperial rule and looked at examples of each. Students then studied the impact of imperialism on Egypt. HW: Finish chapter 11.3, if you didn't do so in class. Three Parts. Part I Cause and Effect 1. Explain how the following led to the decline of Egypt. A. Construction of the Suez Canal 2. Explain how the following led to the decline of Peria. A. Discovery of oil 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?
 * Tuesday November 20, 2012**

The semester final is only three weeks away. Download the study guide here and start preparing! Collected notebooks from periods 2 and 6. Debated the issues of the Belgian Congo Free State and what should be done. 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."
 * Monday November 19, 2012**

First we reviewed homework, including our interpretation of Gentlemen of the Jungle. I then introduced background info on the Belgian Congo. After that, I assigned roles and information on a class debate on the Belgian Congo that we will have on Monday. I collected notebooks from periods 1 and 2. I'll collect notebooks from periods 6 and 7 on Monday.
 * Friday November 16, 2012**

HW: On Monday 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 formally 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. Feel free to go above and beyond the call of duty and conduct further research on your historical person over the weekend. Also, periods 6 and 7, don't forget to organize your notebooks, which I'll collect on Monday.

Started with a brief Africa map quiz. Then read about the Berlin Conference. After that we interpreted an allegorical short story about European imperialism in Africa. HW: 1. 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
 * Thursday November 15, 2012**

2. Organize your notebook. I'll be collecting notebooks from periods 1 on 2 tomorrow. I'll collect them from periods 6 and 7 on Monday. If you are going to be absent next week, you must turn in your notebook on Friday, no matter which period you're in.

3. If you didn't do so in class (especially if you were absent), read the handout of the short story " [|Gentlemen of the Jungle] ." Answer the questions provided in your notebook, or on the paper I passed out, which you can then past in your notebook.. 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

Finished discussing motives of new imperialism in African and Asia and then examined primary source documents of each type. After that we reviewed the results of the Russian Revolution test and organized our notebooks (due Friday). HW: There will be an Africa map quiz on Thursday, so study diligently. Go here for an [|interactive map of Africa].
 * Tuesday November 13, 2012 and Wednesday November 14, 2012**

Period 1, 2 and 6 reviewed homework responses and then examined the motives of the era of New European Imperialism. Period 7 visited with a counselor for college planning stuff. HW: Chapter 11 section 1 notes (see below)
 * Friday November 9, 2012**

Periods 1, 2 and 6 visited with a counselor for college/career planning stuff. In period 7 we reviewed homework responses and then examined the motives of the era of New European Imperialism. HW: (Due on Monday) 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
 * Thursday November 8, 2012**

Happy Election day! Get out and vote, parents! We took took our test on the Russian Revolution. After that students responded to some questions related to our new unit on Imperialism and completed a political map of Africa. HW: Finish your Imperialism intro questions and be sure to label your map of Africa.
 * Tuesday November 6, 2012 and Wednesday November 7, 2012**

Collected propaganda projects and then reviewed for tomorrow's test. Get the unit overview/study guide here if you failed to receive it in class: HW: study for tomorrow's test
 * Monday November 5, 2012**

Started off by reviewing the details of the Propaganda project, which is due on Monday. We then wrapped up the mesmerizing documentary on Stalin. I naturally checked for understanding through a brief formative assessment, the results of which will now inform my future instruction. HW: 1. Finish your propaganda project. 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?
 * Friday November 2, 2012**

Started with a HW quiz. I then passed out the unit overview to classes that hadn't received it yet. We then reviewed information on life in the SU under Stalin. After that I assigned the Propaganda project and we finished up by watching part of a documentary on Stalin. HW: 1). Chapter 14 section 2B (very short) Chapter 14 section 2B (finish the section). Define/explain the significance of each of the following:
 * Thursday November 1, 2012**

1. . Pravda and its view on art (go back to page 442 for this) 2. collective farms. purpose. kulaks and their fate (back to 444) 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? 2). Work on your propaganda project

Reviewed reading on the transition from Lenin to Stalin. I then briefly introduced the concept of the USSR (name, years, location). We finished by analyzing information on life in the Soviet Union under Stalin. I passed out the unit overview. HW: 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
 * Tuesday October 30 and Wednesday October 31**

Briefly reveled in the Giants' WS victory, then completed the doc. on the Russian Rev. After that we compared the economic philosophies of Lenin and Marx. I finished up by assigning a brief reading on the transition in Soviet leadership from Lenin to Stalin. HW: 1.) Finish the Lenin to Stalin reading and questions. 2.) Also, be sure to have finished chapter 14 section 1, which you should have completed already.
 * Monday October 29, 2012**

Reviewed and collected the HW, reviewed the results of the Industrial Revolution test, and then viewed a compelling documentary on the Russian Revolution. HW: Watch the Giants sweep the Tigers.
 * Friday October 26, 2012**

I was out on a department chair day today. STudents read and took notes on Chapter 14 section 1 HW: 1. Finish notes from today in class, if you didn't finish them in class. 2. Finish the French and Russian Revolutions comparison--see yesterday's entry for details.
 * Thursday October 25, 2012**

Reviewed last night's homework. Then I lectured on the Russian Revolution. After that, I returned Industrial Revolution projects and tests. Finally, students were able to work on our closure/homework activity, a comparison of the French and Russian Revolutions. = 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 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.
 * Tuesday October 23 and Wednesday October 24, 2012**

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 ou think might occur in the 20th century (1900s)? 2. How was 19th century Russia similar and different to 18th Century France?
 * Monday October 22, 2012**

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

We began our Russian Revolution unit by analyzing and interpreting a map of the Russian Empire before the Revolution (1917). HW: Period 1 must finish labeling the map of Russia. All other periods finished in class. Also, organize your notebook.
 * Friday October 19, 2012**

Took the Industrial Revolution test. HW: organize your notebook. Think of many things.
 * Thursday October 18, 2012**

Assembly schedule today. I collected extra credit debate notes and then reviewed for tomorrow's test. HW: Study for the Industrial Revolution test. Definitely review the study guide that I passed out in class. Get it here**:**
 * Wednesday October 17, 2012**

Collected Industrial Rev. projects. Then reviewed chapter 9.4 HW (responses to Industrialism--physiocrats, Marx, Unions, etc and reform movements). After that we analyzed three different types of art, particularly realism, which was in some ways a response to industrialism. 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.
 * Monday October 15 and Tuesday October 16** (Special Schedule this week--block days are Mon. and Tues.)

Also, review for Thursday's test. Study the unit overview that I passed out on 10/1. in

Primary source analysis of the Communist Manifesto as a response to the Industrial Revolution. HW: Complete 9.4 sheet I handed out yesterday. Also, your Industrial Revolution project is due on Monday/Tuesday.
 * Friday October 12, 2012**

Quickly reviewed HW, then played a game of Rochambeau to simulate the communist theory of Karl Marx as a response to and interpretation of the Industrial Revolution. We began a discussion of the differences between capitalism, socialism, and communism. HW: Complete the chapter 9.4 note sheet that I handed out in class. It is due on Monday/Tuesday, depending on your period. If yo didn't get the note sheet, just take notes on the key points on your own. Also, don't forget that your project is due on Monday/Tuesday and we'll have a test on the Industrial Revolution on Thursday of next week.
 * Thursday October 11, 2012**

Finished analyzing the positive and negative effects of the Industrial Revolution. Collected notebooks from periods 1, 7 and 2. 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?
 * Tuesday October 9, 2012 and Wednesday October 10, 2012**

I was out sick today. Students read and interpreted a primary source document and another on data related to the Industrial Revolution. HW: nothing new. I will collect notebooks from periods 1 and 7 on Tuesday. I will collect period 2's notebooks on Wednesday.
 * Friday October 5, 2012**

Started with a map quiz, assigned the Industrial Rev. project to students and began analyzing the positive and negative effects of the Industrial Revolution. HW: 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?
 * Thursday October 4, 2012**

Started with a quick homework quiz. Then we finished our lecture on the background of the Industrial Revolution. We then watched a brief documentary on the Industrial Revolution (Textile working conditions and steam power). After that, we reviewed the Europe map and I helped students organize their notebooks (periods 1, 7 and 2--I will collect/collected period 6's notebooks).
 * Tuesday October 2 an Wednesday October 3, 2012**

HW (three parts): 1. Review for Thursday's map quiz 2. Remember to organize your notebook (I'm collecting period 6 on Wednesday and period 7 on Thursday). Reviewed Industrial Revolution project, then began analyzing positive and negative effects of the event. 3. 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. Luddites4. Reflect on what you want to do for your Industrial Revolution project

Continued our lecture on the Industrial Revolution. Passed out Industrial Rev. unit overview:
 * Monday October 1, 2012**

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.

Also, organize your notebook, which I'll collect in the following order: Wednesday (Period 6), Thursday (Period 7), Friday (period 1) and next Monday (period 2).

Finally, there will be a quiz on your map of contemporary Europe on Thursday. Study!

First we reviewed the map of Europe. Then we 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
 * Friday September 28, 2012**

Also, work on mastering the political geography of Europe in anticipation of Thursday's map quiz. Go[| here] for practice.

Students took the French (and a little bit of the American) Revolution test. After that, they labeled a map of contemporary Europe. HW: Finish labeling your map and listing the capital for each country. There will be a quiz next week.
 * Thursday September 28, 2012**

Collected French Rev. essays. Then reviewed Europe after the French Revolution via an animated map. After that we watched a fun synopsis of the French Rev and then reviewed for the test. Finally, students reviewed events of the French Revolution and rated whether they were more autocratic or democratic. __HW: Study for the American and French (mostly French) Revolutions test. It will be on Thursday!__
 * Tuesday September 25 and Wednesday September 26, 2012**

Here's a good review video: media type="youtube" key="lTTvKwCylFY" height="91" width="168"

And here's a [|review map] on Europe after Napoleon. Watch the first 4 minutes or so.

Reviewed homework, then students worked on an organizational chart on Napoleon's domestic and foreign influences while I met with students individually and discussed their French Revolution essay rough draft. HW: 1. Complete your French Revolution Essay. You should have it stapled and ready to go at the beginning of the period tomorrow. Staple your papers together in the following order: 1) essay grading rubric 2) Final draft of the essay 3) stamped rough draft/outline 4) organizing notes chart. You will be deducted points if it is not stapled when you arrive.
 * Monday September 24, 2012**

2. Submit your essay to [|turnitin.com]

Period 1 Class code: 5558393 Password: napoleon (no caps) Period 2 Class code: 5558397 Password: napoleon (no caps) Period 6 Class code: 5558400 Password: napoleon (no caps) Period 7 Class code: 5558408 Password: napoleon (no caps)

Reviewed HW and all upcoming assignment/test dates. Then watched a brief documentary on Napoleon's failed invasion of Russia. HW: Chapter 7 section 5 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? Work on your essay and study for your test!
 * Friday September 22, 2012**
 * Due dates to remember: French Rev. essay rough draft/outline due Monday 9/24. Final draft of the essay is due on Tuesday 9/25.**
 * American and French Revolution unit test will be on Thursday 9/27.**

Checked HW, continued lecture on French Rev (rise of Napoleon), then reviewed French Revolution for the outline/rough draft of the French Revolution essay. I've delayed the essay, so your rough draft/outline won't be due until Monday. The final draft will be due on the block day next week (Tuesday or Wednesday depending on your class). 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? Also: 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?
 * Thursday September 20, 2012**

Continued our discussion the French Rev from the radical stage to Napoleon. 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
 * Tuesday September 18, 2012 and Wednesday September 19, 2012**

Analyzed the Declaration of the Rights of Man HW: Be sure to complete Chapter 7.2B by tomorrow (see below). Also, don't forget to study for the quiz we're having on Tuesday/Wednesday (depending on your block day). Work on your French Rev. essay, as well.
 * Monday September 17, 2012**

Reviewed homework and finished yesterday's lecture. I then assigned the French Revolution essay (due 9/24). Also, I passed out this organizing chart for you to use as you gather information for the essay.
 * Friday September 14, 2012**

=Don't forget, you have a quiz on Tuesday/Wednesday the first part of our American and French Revolutions unit. See the study guide I posted on Thursday the 13th.=

HW: 1. Chapter 7 section 2B (not due until Tuesday, but I say get it done this weekend) 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

2. Review Europe map (quiz on Wednesday). Check out [|this site for an interactive practice map]. 3. Start thinking about the French Rev. Essay--due 9/26.

Reviewed homework. I also passed out a study guide for the unit. We 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
 * Thursday September 13, 2012**

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). 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.
 * Tuesday September 11 and Wednesday September 12, 2012**

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 of John Locke's influence. HW: Read page 209 in the text, and, in a new notebook entry, summarize how the Enlightenment figures discussed on the page (Locke, Rousseau, etc) 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 Wednesday during office hours. There will be no exceptions. Thanks.
 * Monday September 10, 2012**

Minimum day. We began our new unit on Revolutions. I gave a quick lecture on the American Revolution today and then collected notebooks from periods 2 and 6. HW: Chapter 6 section 4. Define and/or explain the importance of each of the following: 1. New sense of colonists’ identity. 2. Stamp Act and colonists’ response 3. Boston Tea Party and British Response 4. Declaration of Independence and John Locke’s influence 5. Articles of Confederation: Type of government. 6. Format of Articles of Confederation; how laws were passed; amendments 7. Shays’s Rebellion and its impact 11. Purpose of the Constitutional Convention 12. montesquieu’s influences 13. federal system--describe the details (checks and balances; what is a federal system?) 14. Locke’s and Rousseau’s influence on the Constitution 15. Bill of Rights 16. Influences of Voltaire, Rousseau and Locke in the Bill of Rights. Explain briefly 16. The Constitution and the Bill of Rights both put Enlightenment ideas into practice. What does this mean?
 * Friday September 7, 2012**

Took our first unit test (Governing) today. HW: Period 2 and 6, organize your notebooks and have them ready to submit tomorrow. Period 7, your notebooks will be due on Monday.
 * Thursday September 6, 2012**

Reviewed the weekend's homework, then examined the life and ambitions of Catherine the Great (Enlightened Despot of the day). After that, we reviewed for Thursday's test via a game of Jeopardy and good, old-fashioned talking.
 * Tuesday September 4, 2012 and Wednesday September 5, 2012**

HW: Study for Thursday's test. Review your Governing Unit overview for terms and things to know. It's basically everything we've studied thus far this year.

Started off with a quiz on the philosophes we've been studying in class. Then we wrapped up our comparison of the English Bill of Rights and the US Constitution. After that students read about the spread of the Enlightenment.
 * Friday August 31, 2012**

HW: Finish today's activity on Chapter 6 section 3. If you weren't here, do the following over the THREE day weekend: Chapter 6.3. Part I: Explain how each of the following people reflected Enlightenment ideas: Denis Diderot, Franz Joseph Haydn, Wolfgang "Rock Me" Amadeus Mozart, Ludvig van Beethoven and Samuel Richardson. Also, Frederick the Great, Joseph II and Catherine the Great. Part II: Define the following terms: Salon, baroque, neoclassical, and enlightened despot.

Part III: In one paragraph, explain which of the three enlightened despots (Frederick, Joseph or Catherine) was most enlightened. This is your personal opinion.

Also, we will have a unit test (everything we've studied thus far) on Thursday of next week. So start studying!

Happy Labor Day!

Reviewed homework, then examined the excerpts of the Magna Carta and the English Bill Rights and compared them to the Bill of Rights in the US Constitution. HW: British Influences on our Ideas of Democracy (I handed this out in class.) Here it is if you were absent:
 * Thursday August 30, 2012**

Hosted the Enlightenment Salon. Reviewed ideas of each character. I then gave a brief overview lecture on the Enlightenment. HW: 1. Review info on Salon characters. There will be a brief quiz tomorrow. 2. Chapter 6.2B Define and explain the following: 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
 * Tuesday August 28 and Wednesday August 29, 2012**

Also, periods 1 and 7, I will be collecting your notebooks on Thursday. I will collect periods 2 and 6 notebooks on Friday. Go to the notebooks page to see the list or assignments.

Finished intro lecture on the Scientific Revolution and reviewed homework. Students then worked on character collages for tomorrow's salon activity: You can find info on each of the philosphe's (and more) in this file:
 * Monday August 27, 2012**

HW: 1. Be sure that your character collage is finished by tomorrow, especially the 5 questions. 2. Chapter 6.2A Define and/or explain the following: 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? Stop here

Started with our first quiz of the year. Then I lectured on the Scientific Revolution. Next, I assigned our project for the Enlightenment: The Character Collage/Salon activity.
 * Friday August 24, 2012**

HW: 1. Answer the questions on your philosophe (You should answer the 5 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:

Don't bother answering the questions that are on the reading. Just answer the five questions I mentioned above.

2. 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 16. Fahrenheit and Celsius 17. Jenner and inoculations 18. Robert Boyle and his accomplishments.

Minimum day schedule. Concluded the Reformation and moved into the Scientific Revolution with a brief lecture. HW: HW: Be sure to study for tomorrow's quiz (everything we've covered thus far from Ancient Greece/Rome and types of government through the Reformation).
 * Thursday August 23, 2011**

Here's Henry the VIII media type="youtube" key="-fadCAHjN-s" height="91" width="168"

We reviewed homework and discussed Friday's quiz. We then continued/concluded our lesson on the Reformation today. HW: 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. Remember, there's a brief quiz on Friday. It will cover everything we've studied thus far (Greece, Rome, types of government, Renaissance, and Reformation).
 * Wednesday August 22, 2012**

Compared and shared our responses to the Machiavelli/Erasmus documents. Then began our discussion of the Reformation. There will be a quiz on Friday (Greece through the Reformation). See the unit overview for terms. HW: Chapter 1 section 3 Define and/or explain the significance of 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?
 * Tuesday August 21, 2012**

Reviewed and checked HW, then watched a brief documentary on Florence and the Renaissance. Finished by assigning documents and perspectives of Machiavelli and Erasmus.
 * Monday August 20, 2012**

HW: 1. Finish your responses to the documents by Machiavelli and Erasmus. 2. Chapter 1 section 1 B (and page 51). Take notes on the following: 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 Legacy of the Renaissance. Break from medieval period. Emphasis on the dignity of the individual Influence on democracy Changes in print. How may that have affected our ideas of government? Guess here.

Reviewed homework on the Greeks (Athenians) and Romans and their contributions to our ideas of democracy/republicanism. hen we took our first map quiz of the year. We finished up by discussing the Renaissance and beginning a brief documentary on the topic. HW: Chapter 1 section 1A (pp. 36-41). Define and explain the significance of each of the following (you will not read the entire section) Stop here
 * Friday August 17, 2012**
 * 1) Renaissance; date and definition
 * 2) Greece and Rome?
 * 3) City-states
 * 4) Bubonic plague’s impact on Rennaisance
 * 5) Medicis; who were they? How did they maintain power?
 * 6) Why Greece and Rome?
 * 7) What is humanism?
 * 8) How was the spirt of Renaissance society more secular?
 * 9) Describe the Renaissance Man as discussed by Castiglione.
 * 10) Describe a few characteristics of Renaissance Art.
 * 11) List one famous work of art from each of the following: Donatello, Leonardo Da Vinci, Michelangelo, Raphael.

Reviewed last night's homework, then went over how to set up notebooks for this class. After that we discussed Greek and Roman influences on our ideas of democracy. I then assigned homework. HW: 1. Complete the assignment on Ancient Influences on our ideas of democracy, by reading Prologue section 1 and completing the sheet I gave you in class. Here's the file if you didn't get it: (Don't worry about section 2). 2. Review for tomorrow's map quiz.
 * Thursday August 16, 2012**

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. 
 * Wednesday August 15, 2012**



2. Study for your map quiz, which will be on Friday. There will be more homework tomorrow, so be sure to study for the map quiz tonight!

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 3. Find a notebook by Thursday.
 * Tuesday August 14, 2012**