cpwhreflections1112

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

=**I will not update this page anymore. Good luck on your finals! Cheers!**= Reviewed for the final. HW: study for your final.
 * Thursday May 24, 2012**

Reviewed for the final. HW: Study for the final
 * Wednesday May 23, 2012**

I was out for jury duty today. Students reviewed for their final.Your responses to the review assignment are due tomorrow. HW: Complete your review assignment.
 * Tuesday May 22, 2012**

We reviewed the doc. Tank Man. I then assigned a mandatory finals review assignment--due Wednesday. Students will work on this in class tomorrow if I get called in for jury duty. HW: Study for the final. Complete the review assignment by Wednesday. If you were absent on Thursday and/or Friday, you must watch the [|Tank Man doc] online, and respond to the questions by Wednesday.
 * Monday May 21, 2012**

Students viewed a documentary on the Tiananmen Square uprising/massacre and current Chinese political/economic conditions.
 * Thursday and Friday May 17/18**

Finished viewing projects in class. I collected notebooks from periods 1 and 3. I'll collect them from period 6 on Monday. HW: Study for the final!
 * Wednesday May 16, 2012**

Viewed projects in class. We'll finish this up tomorrow. HW: Organize your notebook and study for the final.
 * Tuesday May 15, 2012**

Checked homework and then discussed the economic reforms of Deng Xiaoping. When compared his policies with those of Mao. HW: Complete your final project, which is due tomorrow. Organize your notebook (due on Wednesday) and study for the final.
 * Monday May 14, 2012**

I was out at a district meeting, again. Students read about modern China. HW: Chapter 19 section 5--finish notes or start and finish them if you haven't started yet. Also, organize your notebook (Cold War unit and below), which will be collected soon!
 * Friday May 11, 2012**

Finished the Great Leap Forward and began the Cultural Revolution. HW: Work on your project, organize your notebook and study for the final!
 * Thursday May 10, 2012**

Continued doc. on the Great Leap Forward. HW: Work on your project, Organize your notebook, and study for your final! Check out an example of a project here: media type="youtube" key="7d87kjI1tRc" height="124" width="293"
 * Wednesday May 9, 2012**

Checked hw, then wrapped up doc. on the Long March. We then viewed one on the Great Leap Forward after briefly reviewing the main events in China under Mao. HW: Finish Chapter 17 section 2 (no more guided notes). Work on your project!
 * Tuesday May 8, 2012**

Began with a homework quiz. We then reviewed the results of the Cold War test. We finished up by beginning a doc. on the Long March HW: Complete chapter 17 section 2. Also, be able to tell me your final project's topic tomorrow.
 * Monday May 7, 2012**

Started with a map quiz today. Then reviewed examples of foot binding and other things. 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
 * Friday May 4, 2012**

We 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 tomorrow's map quiz. There will NOT be a word bank; you must know geographical features, as well.
 * Thursday May 3, 2012**

Reviewed the Asia map from last night's homework and then I assigned our final project of the year. Download it here: HW: review for Friday's map quiz on Asia. Play some review games [|here] (choose geography).
 * Wednesday May 2, 2012**

May day! Began our last unit of the year: Modern China. Hw: complete Asia map by tomorrow If you're looking for the Semester Two final study guide, here it is:
 * Tuesday May 1, 2012**

Students took the Cold War unit test. HW: nothing new today.
 * Monday April 30, 2012**

I was out at yet another district meeting. Students analyzed documents on the end of the Cold War in East Germany and the Soviet Union. HW: Study for Monday's Cold War unit test.
 * Friday April 27, 2012**

Continuing STAR testing. Reviewed for Monday's Cold War test. HW: Study for Cold War unit test. It will definitely be on Monday.
 * Thursday, Wednesday, Tuesday April 24-26, 2012**

Continued film on the end of the Cold War, after STAR testing. HW: study for Mondays Cold War test. Study guide is here:
 * Monday April 23, 2012**

I was out sick today. Students watched a video on the Cold War in the US
 * Friday April 20, 2012**

STAR test schedule today. Period 6 did the same as period 1 yesterday.
 * Thursday April 19, 2012**

STAR test schedule today. Period 1 reviewed STAR practice test from yesterday. I also collected the time line.
 * Wednesday April 18, 2012**

I was out at a district meeting. Students reviewed for the STAR test in Modern World History. HW: See below for details
 * Tuesday April 17, 2012**

Finished Friday's activity. HW: complete your time line. Just to clarify, I will be out tomorrow for a district meeting, so your time line will be due the next time you see me. That's Wednesday for period 1, Thursday for period 6 and Friday for period 3. Also, by Friday you should complete the following: Chapter 19 section 5 (Breakup of Yugoslavia) 1. Major ethnic groups of Yugoslavia 2. Josip Tito 3. Steps toward independence (Slovenia and Croatia) 4. Divisions in Bosnia-Herzegovina (who supported independence? Who didn't?) 5. ethnic cleansing 6. How was the dilemma in Bosnia solved? 7. Kosovo--summarize the events. 8. Do the skillbuilder on page 623.
 * Monday April 16, 2012**

Checked/discussed homework. We then began a discussion of the reforms of Mikhail Gorbachev. Students then began an analysis of events leading to the end of the Cold War in Eastern Europe. HW: (Time line will due on Tuesday, instead of Monday.) 1. Chapter 19 section 3 A 1. Politburo 2. Gorbachev. His background and policies 3. Glastnost; responses/effects 4. Perestroika; responses/effects 5. Democratization of the Pol. System 6. New Foreign policy 7. Explain ethnic tensions in the Soviet Union 8. Explain Lithuania’s actions and Gorbachev’s responses 9. Boris Yeltsin. Who was he? What was his background? 10. What was Yeltsin’s response to Gorbachev? 11. August Coup: summarize what happened 12. End of the Soviet Union. By early December of 1991, most Republics in the Soviet Union did what? 13. CIS; dec. 25, 1991. What happened? 14. Do the skillbuilder on page 615. 15. What “shock therapy” according to Yeltsin? 16. What were the negative effects? 17. What happened in parliament tin 1993? 18. What happened in Chechnya? Why? Do you think Russia’s response was wise?
 * Friday April 13, 2012**

Started with a quiz, then simulated life in a Soviet factory. HW: 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 12, 2012**

Reviewed yesterday's lesson/HW, 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
 * Wednesday April 11, 2012**

Changed seats, started with a HW quiz and then examined the events of the Korean War. **//HW: Read chapter 17 section 3. First finish today's notes on Korea. Then, write a one-paragraph summary of the Vietnam war, explaining why the US got involved, whom we supported and whom we fought against. Also, explain how the war ended. Key terms to include in your paragraph (could be more than one paragraph, if you'd like)://** French communists Ho Chi Minh Dien Bien Phu Domino Theory Geneva Conference Viet Cong US departure Relationship with US today Played an Arms Race simulation game. Then reviewed details of the Arms Race and detente. HW: do the reflection on the Kibbles and Bits game. Also, complete chapter 17 section 5 (guiding points on the sheet I handed out in class). Chapter 17 section 5 (quiz tomorrow) 1. Nikita Krushchev 2. Destalinization 3. what did krushchev call for? 4. Imre Nagy; what happened to him? What did he want? 5. Leonid Breshnev: how did he differ from Kruschev 6. Prague Spring 7. Causes for Soviet split with China; soviet punishment of china 8. détente and Nixon; how was this a change? 9. SALT II; what does it stand for? Why did it fail?
 * Tuesday April 10**, **2012**
 * Monday April 9, 2012**

Returned Cold War map quiz, examined propaganda from the Cold War, assigned the Cold War time line and collected notebooks from period 6. HW: Enjoy your break. Work on your Cold War time line, which will be due a week after we return from break.
 * Friday March 30, 2012**

Wrapped up doc, reviewed map and took a quiz on the Cold War map. HW: organize your history.
 * Thursday March 29, 2012**

I was out at a district meeting. Students organized info on the early events of the Cold War and analyzed a map related to the Cuban Missile Crisis. HW: prepare for tomorrow's map quiz.
 * Wednesday March 28, 2012**

Assembly schedule due to International week event. We reviewed Cold War events per the map and a fascinating documentary. HW: Be sure your map is complete and ready for Thursday's quiz.
 * Tuesday March 27, 2012**

Continued examining Cold War events in Europe HW: Chapter 17.1B Define/explain the significance of the following: 1. Definition of Cold War 2. What methods did the two powers use in dealing with each other? 3. China and its view of the SU 4. H-bomb 5. John Foster Dulles and Brinkmanship 6. ICBMs 7. Sputnik 8. CIA 9. U-2 incident
 * Monday March 26, 2012 (Teodoro's birthday)**

Checked homework, collected HW in periods 1 and 3, then began examining Cold War events in Europe. Students labeled a Cold War map with the events. HW: Chapter 17.1A 1. Yalta Conference: promises made by both sides. 2. United Nations 3. Security council. Who are the 5 permanent members? 4. How had the war affected the US and the Soviet Union differently? 5. Goal of the Soviet Union after WWII 6. Buffer states? 7. How did Stalin ignore the Yalta agreements? 8. What happened to Roosevelt? Who replaced him? What did Truman think about Stalin? 8. Stalin's declaration in 1946. 9. Iron Curtain 10. Truman Doctrine. Goals. Countries supported. 11. Marshall Plan 12. Why did the Soviets blockade West Berlin 13. What was the purpose and result of the Berlin Airlift. 14. Do the skillbuilder on page 534.
 * Friday March 23, 2012**

Began Cold War by discussing differences between the US and the Soviet Union. Students examined different "values" and decided which fit with the US and the USSR (Union of Soviet Socialist Republics--if you didn't know). HW: 1. Cold War terms spectrum: Place the cold war terms we covered in class in order of importance to you. The left side of the spectrum represents the worst thing for a society; the right side represents the best thing. Everything else falls in between. Remember, there are eight terms. Finally, explain why you think each term is more important than those to the left of it (ie explain your reasons for placement on the spectrum). Don't forget, your notebook is due tomorrow (periods 1 and 3. I'll collect period 6 on Monday). 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 22, 2012**
 * Wednesday March 21, 2012**

I was out at another district meeting. Students reviewed the Holocaust, studied for Wednesday's quiz and organized their notebooks HW: Study for the quiz and organize your notebook
 * Tuesday March 20, 2012**

Collected SL reflections. Reviewed post WW2 Europe with a brief lecture and an analysis of the Nuremberg Trials. HW: Study for the Holocaust and End of WWII quiz, which will be on Wednesday. Get the study guide here: Also, organize your notebook, which I will collect on Friday (all assignments for the WWII unit).
 * Monday March 19, 2012**

Minimum day schedule. Finished SL. HW: Schindler's List Reflection due on Monday. It should be typed or handwritten on a separate sheet of paper. You will turn it in on Monday.
 * Friday March 16, 2012**

Collected WWII paper and continued SL. Remember to post your paper on turnitin.com by tonight at 11:30 PM. See below for details.
 * Thursday March 15, 2012**

Reviewed the details of the WWII paper, which is due tomorrow. Get the rubric here: If you are sick, you still must send it to me. You can have someone bring it in for you or you can email it and bring a printed copy later. Also, you must submit your paper to t[|urnitin.com] by Thursday night at 11:30 PM. Period 1 ID is 4405716; the password is napoleon (not capitalized). Period 3 ID is 4408381; password: napoleon Period 6 ID is 4408383; password: napoleon HW: finish your WWII paper
 * Wednesday March 14, 2012**

I was out at a district meeting today. Students read Chapter 16 section 5 (32 section 5) at school and also completed (I hope) an assignment on the Stages of Genocide. HW: finish chapter 16 section 5 and the Stages of Genocide assignment. Also, your WWII paper is due on Thursday.
 * Tuesday March 13, 2012**

Collected rough drafts today and continued SL. Also, passed out a rubric for the paper. HW: work on the paper; it's now due on Thursday of next week. Lose your copy of the WWII paper directions? Get it here:
 * Friday March 9, 2012**

Began by reviewing a brief example of [|parenthetical citation]for the WWII paper (see below for info on source citation). Then continued Schindler's List HW: WWII paper rough draft due tomorrow--must be typed. Check out[| EasyBib] for info on how to set up a Works Cited page. Go [|here for a balanced article on Kony 2012.]
 * Thursday March 8, 2012**

Began the film Schindler's List today. HW: Work on Schindler's List reflection and your WWII paper rough draft. Check out this[| page for info on citation of sources.]
 * Wednesday March 7, 2012**

I was out at a district meeting today. Students read about the Holocaust and assessed levels of blame for various people in German society during WWII. HW: Finish chapter 16.3 and the "Who is to blame?" assignment. Rough draft for WWII paper due on Friday.
 * Tuesday March 6, 2012**

Finished analyzing events of the Holocaust and resistance to each. HW: Complete Holocaust Events chart/time line. Rough draft of WWII paper is due on Friday. Also, have your parent sign the Schindler's List permission slip. Reviewed an example of a good WWII essay/research paper. Then began analyzing events of the Holocaust. HW: Work on your WWII essay. A rough draft will be due on next Friday, March 9
 * Monday March 5, 2012**
 * Friday March 2, 2012**

Reviewed part of the WWII test, then began our mini-unit on the Holocaust with an introductory documentary. HW: Civilians at War Vignette Reflection
 * Thursday March 1, 2012**

Took the WWII test. HW: Work on your paper
 * Wednesday February 29, 2012**

Assigned our WWII research paper/essay assignment (due 3/15) and reviewed for tomorrow's test. HW: Review for the test. See Feb. 17 for electronic file of the unit overview/study guide.
 * Tuesday February 28, 2012**

Wrapped up WWII events in Asia with an analysis and discussion on Truman's decision to drop the atomic bomb on Japan. HW: Atomic Bomb Reaction (refer to sheet distributed in class) Study for Wednesday's test on WWII events.
 * Monday February 27, 2012**

Started with a HW quiz, then examined WWII events in Asia. HW: Finish your WW2 events in Asia chart by referring to the second half of Chapter 16.4. Remember, the WW2 test (Part 1) will on Wednesday now, instead of Tuesday.
 * Friday February 24, 2012**

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:[| http://www.nytimes.com/2006/03/15/international/asia/15letter.html] HW: Chapter 16 section 2B; Define/explain the significance of each: 1. . Doolittle Raid 2. Battle of Coral Sea 3. Battle of Midway 4. Island-hopping 5. MacArthur 6. Battle of Guadalcanal
 * Thursday February 23, 2012**

Debate on Japanese expansion prior to WWII. HW: 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 22, 2012**

Also, your WWII unit test will be on Tuesday, so start studying for that. Get the overview/study guide here (I'll pass it out in class tomorrow): 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 (Wednesday). That way you'd come prepared.
 * Tuesday February 21, 2012**



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

Took a brief quiz on Chapter 16.1. Then 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:
 * Friday February 17, 2012**

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.

Started with a quick quiz on the HW. Then finished (or almost finished) WWII battles in Europe. 1.. WWII in Europe Event Metaphor/Illustration (due tomorrow). Choose two of the following events that we discussed in class yesterday and today (eg. Invasion of the USSR, Operation Overlord, etc.). For each event create a visual metaphor/political cartoon and a five sentence explanation of how this relates to the event. This should be done in your notebook. 3). Also, respond to the question on today's notes: What do you think should be done with Germany? 4. There will be a CLOSED note quiz on chapter 16.1 tomorrow. Come to class prepared. Checked HW, prepared first and third periods for a our guest speaker and Holocaust survivor, Helen Farkas. Reviewed Helen Farkas's presentation with period 6. We finished with a look at WWII in Europe. HW: 1. Helen Farkas presentation summary. What points stood out most? What did you take home from this experience? How does her experience relate to our unit question: "What are the responsibilities of the individual to stand up for what is right?" 2. HW: Finish today's assignment. Chapter 16 section 1 (quiz tomorrow). Guiding notes are below: Define/explain the significance of each:
 * Thursday February 16, 2012**
 * Wednesday February 15, 2012**

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1. Hitler’s demand for the Polish corridor======

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3. Invasion of Poland and world’s response======

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4. blitzkgrieg======

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5. Soviet invasion of Lithuania, Latvia, Estonia======

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6. phony war======

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7. Getting past the Maginot Line======

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8. Dunkirk======

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9. Fall of france======

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10. division of france: Vichy and German======

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11. Charles de Gaulle======

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12. Winston Churchill======

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13. Operation Sea Lion and the Battle of Britain and RAF response======

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14. Italian and German invasion of Africa======

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15. Rommel the Desert Fox======

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16. Invasion of the Balkans======

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17. Operation Barbarossa======

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18. Battle of Leningrad======

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19. Lend-Lease Act and ship escort======

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20. Atlantic Charter======

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21. September 4, 1941======

Finished examining the Allies' response to Hitler's expansion. HW: 1. 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. .
 * Tuesday February 14, 2012**

Wrapped up Portrait of a Tyrant, reviewed homework and Axis Powers chart, discussed fascism in Italy and Spain, and then began an activity in which we are evaluating the Allies' response to Hitler's aggression. HW: Chapter 15.4B Define/explain the significance of each (include a lot of details!): 1. Goals of isolationists in the US 2. Third Reich 3. Anschluss 4. Sudenland 5. Munich Conference 6. Violation of the Munich Pact 7. Italy and Albania 8. Nonaggression pact
 * Monday February 13, 2012**

Reviewed HW and a famous quotation by Martin Neimoeller. Then watched a captivating documentary on the enigmatic mind of the mad murderer Adolph. (Lock down during period 6 prevented all of this.) HW: 1. Finish the Axis Powers chart. Due Monday. See below. 2. 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.//
 * Friday February 10, 2012**

Started with a quick quiz on the HW, then wrapped up the lecture on the rise of Hitler. HW: Two Parts 1. Military’s independence in Japan. 2. What allowed the military gain control in Japan? 3. goals of the Japanese military (expansion, etc.) 4. Japanese invasion of Manchuria 5. League of Nations response to Manchuria 6. Japanese invasion of China (Nanjing, etc) 7. Mussolini’s invasion of Ethiopia. purpose. British/French response 8. Hitler’s violation of the Versailles Treaty’s army limitations 9. Hitler’s occupation of the Rhineland; how was it a turning point? 10. Appeasement 11. Axis Powers 12. Spanish Civil War 13. Francisco Franco 14. Do the Geography skillbuilder on pages 483 and do the Art skillbuilder on page 484 (I'll quiz you on these tomorrow) 2. Also, begin the Axis Powers chart. It will be due on Monday. Get it here (if you didn't receive it in class): The Axis Powerschart
 * Thursday February 9, 2012**
 * 1.** Begin Chapter 15 section 4A--due tomorrow! Define/explain the significance of each:

CAHSEE schedule. See Monday for all homework, which is due on Thursday. Interested in learning more about Sophie and Hans Scholl and the White Rose?[| Click here].
 * Wednesday February 8 and Tuesday February 7**

Reviewed our findings from the doc. analysis. Then did a lecture on the Rise of Hitler. HW: Two parts: 1. Conscience and the Patriot (reading and questions passed out in class) and 2. Chapter 15 section 3. Define/explain the significance of each of the following: 1. fascism; definition and basic ideas 2. similarities and differences with communism 3. Mussolini; background; how did he gain support of middle class. 4. Victor Emmanuel III and Mussolini 5. Il Duce 6. Hitler; background; native country 7. Nazism 8. der Fuhrer 9. arrest in munich 10. Mein Kampf 11. lebenbsraum 12. economic conditions in Germany in the early 1930s 13. Hindenburg names Hitler Chancellor. Why? 14. Ludendorff’s prediction 15. Reichstag fire and communists 16. Enabling Act 17. Schutzstaffel 18. Gestapo 19. Nazi command of the economy; unemployment rates. 20. Hitler’s control of the media, books, etc. How was this totalitarian? 21. anti-Semitism; laws passed; Kristallnacht 22. other examples of dictatorship in Europe.
 * Monday February 6, 2012**

Started off with a quiz on the homework, then passed back notebooks to periods 1 and 3. After that we began an analysis of primary source documents in order to understand the rise of Nazism and Fascism. I collected notebooks from period 6. HW: reflect on what you've learned thus far.
 * Friday February 3, 2012**

We conducted a simulation of hyper-inflation and examined charts of the Germany's economy in the 1920s. HW: 1. Finish "From hyper-inflation to economic depression," if you didn't finish it in class. 3. Also, complete Chapter 15 section 2. Define/explain the significance of each of the following: 1. WWI’s effect on Europe vs. Japan and the US 2. Coalition governments; difficulties (france stats) 3. Weaknesses of the Weimar Republic 4. Whom did Germans blame for their problems? 5. Inflation problems. Why wheelbarrows? 6. Dawes Plan; explain how this temporarily solved the economic crisis in the early 1920s 7. “spirit of Locarno” 8. Kellogg-Briand Pact 9. Impact of the US's refusal to join the League of Nations 10. Read the rest of the section, but don't get bogged down by the details. Just be able to explain what the Great Depression was and read page 475 to explain the New Deal. Take notes on these two things (Great Depression and the New Deal). 11. Socialist Governments Find Solutions? Wow! Who and how?
 * Thursday February 2, 2012**

Examined art between the wars: Dadaism and Surrealism (with a brief introduction on modern art) HW: Answer the questions on the back of the sheet you used in class today. Part III is Chapter 15 section 1 (read only pages 464 to 467) Define/explain the significance of each of the following: 1. When TS Eliot said the world after WWI was a “Wasteland,” what did he mean? Would he say the same thing about our current society? Would you? Explain. 2. Nieztsche urged a return to what things? Why? How do you think his ideas may have influenced Hitler? Does he influence you? 3. Read about Cubism, Dadaism and Surrealism. Quickly describe. Which appeals most to you? Why? 4. Check the Dali painting on page 797 (yes, it adorns the walls of many a college dorm room every year): what do you think about? Describe it. 5. Where was jazz from? How is it similar to rap today? 6. How did women’s dress change after WWI? 7. What did Margaret Sanger and Emma Goldman want? 8. What did Charles Lindbergh do? (where did he go to the bathroom?) Amelia Earhart? 9. Stop here.
 * Wednesday February 1, 2012**

Took the WWI test today. HW: organize your notebook, which I'll be collecting Thursday (periods 1 and 3) and Friday (period 6).
 * Tuesday January 31, 2012**

Checked HW and reviewed for tomorrow's test. Study for at least an hour tonight. Click [|here for an interactive overview/map] of the early events the war. See below for a unit overview/study guide. Also, start organizing your notebook, which I'll collect on Thursday and Friday.
 * Monday January 30, 2012**

Extended lunch schedule today. Finished up our discussion of WWI by examining the details of the Treaty of Versailles. Also, watched a brief clip the trenches of WWI. HW: Study for the WWI test, which will be on Tuesday. See below (Wednesday) for study guide (unit overview).
 * Friday January 27, 2012**

Finished simulation of the Treaty of Versailles conference. HW: 1. Chapter 13 section 4 part B 1. What new countries were created from the old Austro-Hungarian Empire? 2. What happened to the Ottoman Empire? 3. What land did Russia lose? Which countries received their independence from this? 4. why was the Treaty of Versailles "A Peace Built on Quicksand"? Explain with examples. 5. Why were Germans angry? People in Africa and Asia? 6. How did Japan and Italy feel? Why? 7. Do the skillbuilders on pages 426 and 427. Also, be sure to review for Thursday's unit test on WWI. See below for the overview/study guide.
 * Thursday January 26, 2012**

Reviewed the homework. Then began a simulation activity of the Treaty of Versailles. We will complete it tomorrow. HW: 1. Finish the questions from the Treaty of Versailles activity we did in class 2. Chapter 13 section 4 part A Define/state the significance of each of the following: 1. The names of the leaders of each of the Big Four. 2. Fourteen points: a general summary of what they wanted. 3. Self-determination 4. "general association of nations" 5. Concerns of Britain and France 6. League of Nations 7. punishment of Germany 8. Article 231 9. Germany's loss of territories and mandates. 10. What countries achieved their independence from the A-H empire? 11. What happened to the Ottoman Empire? 12. What land did Russia lose? Which countries received their independence from this? 13. How as the Treaty of Versailles "A Peace Built on Quicksand"? Give some reasons. 14. Do the skillbuilders on pages 426 and 427 2. Study for the WWI test, which will be on Tuesday of next week. Get the unit overview/study guide here (if you lost the one I already):
 * Wednesday January 25, 2012**

Quick HW quiz, 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 24, 2012**

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

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

Reviewed the weekend's homework, then wrapped up our lecture on WWI. HW: Chapter 13 section 3B Define/state the significance of each of the following: 1. Total war; examples 2. rationing; examples 3. propaganda 4. Women in the war 5. Events surrounding the withdrawal of Russia; Brest-Litovsk 6. Second Battle of the Marne 7. number of Americans 7. fate of the Kaiser 8. Armistice; date 9. statistics; casualties, etc. 10. Cost of the war in dollars
 * Monday January 23, 2012**

Took a quiz on the homework, debriefed yesterday's simulation and started a lecture on WWI events, which we'll finish tomorrow. We concluded by geographically enlightened ourselves, geographically speaking (WWI map activity). HW: 1. Finish your map (see page 426 in your book for help). 2. Chapter 13 section 3 A Define/state the significance of each of the following: 1. Examples of the war as more than just a European conflict. 2. Strategy of attacking the Dardanelles. Why? What happened at Gallipoli? 3. details about Gallipoli. 4. Battles in Asia 5. Battles in Africa 6. Gandhi's reasoning 7. Reasons for America's entry into the war: Unrestricted Submarine Warfare, Lusitania, Zimmerman note. Give the details of each. America's bond with England. 8. Do the skillbuilder on page 418.
 * Friday January 20, 2012**

Finished the war game simulation 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?
 * Thursday January 19, 2012**

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

Reviewed last night's homework and then began the war game of European domination. We'll continue it tomorrow. HW: Day 2. “War Game Update" Answer the following questions: 1. What vital interests have you obtained so far? 2. What is the most difficult part of this game? 3. What strategies will you try tomorrow?
 * Wednesday January 18, 2012**

Finished 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)
 * Tuesday January 17, 2012**

Reviewed, and took a quiz on, last night's homework. We then did a quick power point on the MAIN causes of WWI and began a documentary on the Assassination of Franz Ferdinand. HW: 1. Respond to question on sheet from class: Which of the four causes do you think was the greatest of the group? 2.Chapter 13 section 1 Define/state the significance of each of the following: 1. Rise of Nationalism 2. Rise of Militarism 3. Militarism 4. Triple Alliance (countries?) 5. Kaiser Wilhelm II: his new policies; challenge with Great Britain. Ship building program, etc. Attitude toward Bismarck. 6. Triple Entente (countries?) 7. Goals of Serbian leaders in the Balkans 8. Bosnia and Herzegovina 9. Assassination of Franz Ferdinand. Who, where, why? 10. Austriaπs ultimatum to Serbia. 11. July 28, 1914
 * Friday January 13, 2012**

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 12, 2012**

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 11, 2012**

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: 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."
 * Tuesday January 10, 2012**

**I will not update this site any more this semester. Be sure to study for your final. Get the study guide here, if you haven't already:** [[file:cpwhsem1finalstudyguide.doc]]
Finished Gandhi. Hw: complete the Gandhi film response by tomorrow. There will be a chapter 18.1 quiz for periods 1 and 6, as well.
 * Tuesday December 13, 2011**

Students interpreted primary source documents on British Imperialism in India. HW: Definitely be sure to finish Chapter 18 section 1 (all of it). We will have a quiz on it first thing tomorrow.
 * Monday December 12, 2011**

Continued Gandhi. Rewarded debate victors. HW: see below. Here's the Gandhi Reflection assignment:
 * Friday December 9, 2011**

Continued Gandhi. HW: Also, post your British Imperialism in India essay on [|turnitin.com]
 * Thursday December 8, 2011**

Period 1 ID is 4405716; the password is napoleon (not capitalized). Period 3 ID is 4408381; password: napoleon Period 6 ID is 4408383; password: napoleon You should be studying for your final. Get the study guide here, if you haven't already:

Continued Gandhi. HW: see below
 * Wednesday December 7, 2011**

Debriefed the debate, collected essays on British Imperialism in India and took the India map quiz. We then reviewed our timeline for the end of the semester. Finally, we began the film Gandhi. HW: You must complete chapter 18 section 1B by next Monday. Define/explain each of the following 1. Jawaharal Nehru 2. Conflict over Kashmir 3. Things that Nehru did to move India forward. 4. Indira Gandhi 5. Sikh tensions 6. Assassination of Indira Gandhi 7. Rajiv Gandhi 8. 21st century challenges facing India 9. Division in Pakistan (civil war) and the creation of Bangladesh 10. Benazir Bhutto ([|go here and find out what happened to her recently. How and why was she killed]?) 11. Which nation is one of the poorest in the world? 11. Tamils and problems with Sri Lanka. What are the two groups in Sri Lanka?
 * Tuesday December 6, 2011**

Also, work on your Gandhi reflection assignment, which I passed out in class.

Had a debate on British imperialism in India. HW: Position paper on British Imperialism in India is due tomorrow. See the debate handout for details. Also, you will have your India map quiz tomorrow. Study hard!
 * Monday December 5, 2011**

I was out at a meeting today. Students prepared for Monday's debate. See below for details. HW: 1. 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 Tuesday. You will have India Map quiz on Tuesday, as well.
 * Friday December 2, 2011**

Began with a quick lecture on India's demands for independence from Great Britain, then students continued analyzing documents in preparation of Monday's debate. Remember, you must have a typed outline with your side's main arguments for the debate. Get the directions here, if you've been absent: You can find more debate-relevant facts on page 358 of your text. See below, as well, for a use page of links. HW: Debate preparation. Work on your outline. You will receive some time in class to do this tomorrow. Also, review your India map. You will have a test on Tuesday.
 * Thursday December 1, 2011**

Started off by introducing the India Debate assignment. Students then analyzed various documents to prepare for the debate. HW: 1. Prepare for the debate; have an outline TYPED and ready by Monday. 2. Chapter 14 section 4 (to page 456) 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. Also, review for the map quiz, which will be on Friday
 * Wednesday November 30, 2011**

Took a quiz and then compared the system of school in Nor Cal to the caste system in India. HW: Caste System Value Question: Did the British have a right or responsibility to abolish the discriminatory aspects of the caste system - a system deeply rooted in Hinduism? What do you think they did? In other words, should one nation impose their "better" values on another society if that first nation believes they are "improving" the other society? at least a half page (but more is better). Should represent deep thought not just surface skimming banter Be prepared to share your thoughts with the class
 * Tuesday November 29, 2011**

Began our mini-unit on British Imperialism with a brief opening lecture and then I assigned a small political map of the Indian sub-continent region. I also spoke briefly about the semester final. You can download the study guide here:
 * Monday November 28, 2011**

HW: 1. finish labeling your map (map quiz on 12/6) 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

Finished our examination of Imperialism in China; read and discussed a primary source on the British Opium Trade prior to the Opium War. HW: none
 * Tuesday November 22, 2011**

Started with a quiz, passed back some notebooks and then began an examination of Imperialism in East Asia. HW: none.
 * Monday November 21, 2011**

Started with an Africa Map quiz. Then discussed the importance of the Suez Canal. Finished up by collecting notebooks in periods 3 and 6. HW: Chapter 11 section 5 Define/explain the significance of each of the following: 1. Pacific Rim (define) Why was it desired by westerners? 2. Dutch imperialism. Areas controlled; natural resources? 3. Contrast Dutch and English views of their colonies. 4. Britain and Malaysia/Singapore 5. the French and Vietnam. Rice consumption? 6. Colonial impact 7. Why did Siam remain independent? 8. Modernization of King Mongkut? 9. American supporters of imperialism. Who and why? 10. Colonies gained after the Spanish-American war. 11. Emilio Aguinaldo and the Philippine-American war. 12. Which industry dominated in Hawaii? 13. Why was Queen Liliuokalani overthrown in 1893? 14. Sanford Dole?
 * Friday November 18, 2011**

Students organized notebooks and reviewed for tomorrow's map quiz. HW: Study for tomorrow's Africa map quiz. Review here: [|interactive map of Africa]
 * Thursday November 17, 2011**

I was out sick. Students worked on a case study of the effects of Imperialism in Africa. HW: Finish Chapter 11 section 3 (see below)
 * Wednesday November 16, 2011**

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." 2. chapter 11 section 3 (this is not due until Thursday) Three Parts. Part I Cause and Effect 1. Explain how each of the following led to the decline of the Ottoman Empire: A.Death of Suleyman I and the Ottoman Empire B. Greek Nationalism C. Geopolitics (why did Europeans want Ottoman and Persian land?) D. Crimean War (note who fought on each side) 2. Explain how the following led to the decline of Egypt. A. Construction of the Suez Canal 3. Explain how the following led to the decline of Peria. A. Discovery of oil
 * Tuesday November 15, 2011**

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?

Did a quick lecture on the Belgian Congo and then assigned role's for tomorrow's debate on the Belgian Congo. HW: Tomorrow we're going to have a simulated debate, as if it were held in Hyde Park, London. The purpose of the debate is to argue over whether the British government should criticize King Leopold of Belgium for his practices in the Belgian Congo (Congo Free State). You have been assigned one person from the reading I handed out in class. Hopefully you remember who you are. Here's what you're to do: Read about your person's argument (critical of Leopold and the Belgian Congo or supportive? Why? ) and answer the following questions in your notebook 1. What is your name? 2. What is your concern about the Congo Free State and the Press reports about it? 3. What do you think the British Parliament (elected government of Great Britain) should do about the Congo Free State? (Remember, the Congo Free State is controlled by King Leopold of Belgium, not Britain.) 4. What are the strongest justifications you have for you arguments? (that is, what evidence do you have to suppport your view?) Be prepared to BE this person tomorrow and to argue your opinion. You will be graded on your mastery of your person and on your participation. I'm currently not feeling well, so if I'm sick at home tomorrow, we'll delay the debate until I return (hopefully Wednesday). Also, in case you want to review for this Friday's map quiz, go here for an [|interactive map of Africa]. I will be collecting notebooks from periods 3 and 6 on Friday.
 * Monday November 14, 2011**

Started with a quiz, then conducted a map analysis of imperialism in Africa. HW: organize notebook, relax, respectfully observe Veterans Day
 * Thursday November 10, 2011**

We read a short story and interpreted as an allegory for imperialism in Africa. HW: Chapter 11 section 2 Define/explain the significance of each of the following: 1.Contrast (show differences) the old and new forms of imperialism 2. Define and give an example of each of the following forms of control: Colony, Protectorate, Sphere of Influence, Economic Imperialism.(see page 346 for this.) 3. What is paternalism, and how was it an example of direct control? 4. Assimilation? 5. Compare the resistance of Africans in German East Africa to Africans in Ethiopia. What happened it each? Which side was successful? 5. Menelik II 6. Battle of Adowa 7. Explain negative effects of imperialism 8. Explain positive effects of imperialism 9. Answer the three document based questions on page 351
 * Wednesday November 9. 2011**

Started with a HW quiz, then analyzed motives of imperialism as depicted in primary sources documents. HW: organize your notebook; review your Africa map.
 * Tuesday November 8, 2011**

Began our Imperialism by reviewing the opener questions that I assigned for homework. We then discussed the era of New European imperialism--motives, etc. I handed out a political map of Africa for students to label. HW: 1. Imperialism Opener Response. Be sure to complete last weekend's homework, if you haven't done it already.See Friday's entry. 2. HW: chapter 11 section 1 Define/explain the significance of each of the following: 1. Imperialism 2. Africa before European domination; how much of Africa was controlled by Europe in 1880? What type of Europeans penetrated the interior of Africa first? 3. Henry Stanley 4. The Congo and King Leopold of Belgium 5. Contrast Leopold's claims about the Congo with what actually happened. 6. Suffering in the Congo? 7. What happened in 1908? 8. Social Darwinism. How did it affect Imperialism? Cecil Rhodes' opinion 9. factors promoting Imperialism in africa. 10. Division of Africa and the Berlin Conference 11. Demand for Raw materials 12. Shaka and the Zulus; fight against the British; Battle of Ulandi 11. Boers and the Boer War 3. Also, label your Africa map quiz that I handed out.
 * Monday November 7, 2011**

Took the Russian Rev test. HW: Imperialism Opener Scenarios Imperialism Opener Scenarios Directions: In your notebook, write a brief, thoughtful response to each of the following scenarios. Final question: When is it justifiable (ok) for one country to intervene in the affairs of another country?
 * Friday November 4, 2011**
 * 1) As you’re walking in a residential neighborhood, you pass by an open gate and notice a couple yelling at each other in their back yard. Suddenly, the man hits the woman in the face. What do you do?
 * 2) You notice two poor, hungry children huddled in a sidewalk alley with their mother. They are not begging; should you offer them any assistance or just walk on by? Explain.
 * 3) Two ethnic groups are fighting each other in their country, which is located in central Asia. Each ethnic group is convinced that they must eliminate the other in order to survive. Thousands are being killed each month. Should a western power such as the US intervene militarily to ensure peace?
 * 4) Haiti is one of the poorest countries on Earth. It does have a rich supply sugar, however. If the US were to conquer Haiti, it would be able to benefit economically from the sugar crop. In exchange, the US could make Haiti a commonwealth (like Puerto Rico) and provide much needed funds to improve the living conditions in Haiti. The Haitian government objects to this plan. Is the US justified in conquering Haiti? Should we do it? Why or why not? Explain

Collected propaganda projects and then reviewed for tomorrow's test. See below for the study guide/unit overview. HW: study for tomorrow's test
 * Thursday November November 3, 2011**

Finished Stalin doc. HW: finish your propaganda project
 * Wednesday November 2, 2011**

Reviewed HW, then began a doc. on life under Stalin. HW: Propaganda project due Thursday (see below for details). Russian Rev test on Friday, so study on comrades!
 * Tuesday November 1, 2011**

Started with a spooky HW quiz. Then completed our review of Soviet Life under Stalin. I then assigned the Soviet Union propaganda project, which is due on Thursday. We will have our Russian Revolution test on Friday. HW: 1. Work on your propaganda project, due Wednesday: 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?
 * Monday October 31, 2011**

Continued analyzing information on life in the Soviet Union under Stalin. HW: Chapter 14 section 2B (finish the section). Define/explain the significance of each of the following: 1. examples of the police state under Stalin (children turning in parents, etc.) 2. Great Purge (what happened, who was killed, why, results) 3. Stalin and creativity 4. Pravda and its view on art 5. Education under Stalin 6. examples of religious persecution 7. Command economy 8. Five-year plans; results 9. collective farms. purpose. kulaks and their fate 10. deaths due to collectivization 11. Women's roles 12 women and medicine. percentage of doctors? 13. look at the altered photographs on page 447. What happened?
 * Friday October 28, 2011**

I was out sick today. Students read and took notes on Chapter 14.2A HW: Finish Chapter 14 section 2 Part A 1. What was Stalin’s real name? What did his new name mean? 2. Methods Stalin used to get to top. 3. Socialism in One Country 4. Totalitarianism 5. List and explain the four methods of control use by totalitarian leaders (this must de done with the book at home). 6. Look at the circle diagram on page 776 (441 at home). Answer the two skillbuilder questions. 441. Also, list the 7 key traits of Totalitarianism. Do you see any of these in our society today? Explain your response. 7. What other totalitarian regimes have there been in history? 8. Compare Lenin’s NEP and Stalin’s Command Economy 9. Command Economy 10. Five-Year plans 11. Statistics of improvements under 5-year plans
 * Thursday October 27, 2011**

Reviewed French-Russian Revolutions comparison, which is due tomorrow. 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, as well. HW: complete "Comparing the French and Russian Revolutions." See below for details.
 * Wednesday October 26, 2011**

Reviewed HW. Discussed the transition from Lenin to Stalin. Compared the ideologies of Trotsky and Stalin. Analyzed primary sources on the cause of the Revolution. 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 Thursday.
 * Tuesday October 25, 2011**

Reviewed homework, then viewed a compelling documentary on the Russian Revolution. HW: Comparison of Marx and Lenin. 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?
 * Monday October 24, 2011**

Started with a homework quiz, then finished our lecture on the Russian Rev. HW: Chapter 14 section 1 part c (436 to end) Explain/define each of the following: 1. Red Guard’s overthrow of the Provisional Government. 2. Lenin’s actions once he became the leader (peasant lands, etc.) 3. Treaty of Brest-Litovsk 4. Leon Trotsky 5. Reds v. Whites in the Civil War 6. New Economic Policy as small-scale capitalism 7. USSR 8. Dictatorship of the Communist Party? 8. power of the Communist Party 9. Stalin (Real name?) v. Trotsky: who won the struggle? When? 10. What happened to Lenin?
 * Friday October 21, 2011**

Reviewed homework comparisons of late 18th-century France and late 19th-century Russia. I then passed back Industrial Rev. tests. After that we examined the events of the Russian Revolution, via a quick lecture. Finally, we discussed the events of the Russian Rev., enhanced with a doc. on the assassination of Alexander II. HW: Chapter 14 section 1 part B (434-436) Explain/define each of the following: 1. Russo-Japanese War 2. Bloody Sunday 3. Duma 4. WWI; its effect on Russia 5. Rasputin 6. March (also known as February) Revolution 7. Provisional Government 8. Alexander Kerensky 9 . Soviets
 * Thursday October 20, 2011**

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?
 * Wednesday October 19, 2011**
 * D**iscussed late 19th-century Russian society with several surprise guests.

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

Began our Russian Revolution by analyzing/documenting a physiographic map of the Russian Empire before 1917. HW: organize your notebook
 * Tuesday October 18, 2011**

Took the Industrial Revolution test. HW: Do something creative.
 * Monday October 17, 2011**

Reviewed HW, then reviewed for Monday's test. HW: Study for the Industrial Revolution test. Get the unit overview/study guide here, if you haven't already received it:
 * Friday October 14, 2011**

Collected Industrial Revolution projects; then finished yesterday's activity. Finally, we examined Neoclassical, Romantic, and Realist types of art. Realist art emerged as a response to the Industrial Revolution. HW: Chapter 8 section 4 Define/explain the significance of each of the following: 1. Romanticism 2. ideas of Romanticism 3. Goethe and the //Sorrow of Young Werther// 4. Beethoven 5. Realism 6. Charles Dickens 7. Goal of realist writers stop here.
 * Thursday October 13, 2011**

Reviewed last night's homework, discussed the Industrial Rev. project, which is due tomorrow, and watched a brief clip from a British miniseries set in a factory town during the English Industrial Revolution. HW: Industrial Revolution project; Study for Monday's test.
 * Wednesday October 12, 2011**

Started with a HW quiz, then we reviewed the responses to the Industrial Revolution, functions of unions as a response to the working conditions of the Industrial Revolution, etc.. Students evaluated (or began to evaluate) their own economic viewpoints, as well. We looked at an example of strikes and worker organizations today (miners' strike in Indonesia). HW: 1. Read Chatper 9 section 4 Part B (last page or two) Take notes on all the salient features. 2. Do the skillbuilder on page 303 3. Finish the "What are your economics?" sheet I handed out in class. 3. Work on your Industrial Revolution project, which is due on Thursday. 4. Study for Monday's unit test.
 * Tuesday October 11, 2011**

Played a game of Rock, papers, scissors to simulate the communist theory of Karl Marx as a response to the Industrial Revolution. We began a discussion of the differences between capitalism, socialism, and communism. HW: Chapter 9 section 4 Part A (300-304) Define/explain the significance of each of the following: 1. Laissez faire 2. beliefs of enlightenment philosophers 3. Adam Smith and Wealth of Nations 4. capitalism 5. Thomas Malthus 6. David Ricardo 7. Utilitarianism 8. Jeremy Bentham: goals 9. John Stuart Mills: goals 10. Socialism; definition and goals. Compare with capitalism. Role of government? 11. Karl Marx; communist manifesto; his predictions of the future 12. Proletariat 13. unions and collective bargaining 14. goals of unions 15. combination acts 16. success of British unions by 1875 17. Reform Laws 18 Factory Act of 1833 19. Mines Act
 * Friday October 7, 2011**

Reviewed the effects of the Industrial Rev on society. Interpreted primary source documents from the era, then I collected notebooks from period 6 and returned French Rev. tests to periods 1 and 3. HW: Chapter 9 section 3 (Read only pages 297-299, starting at "Continental Europe Industrializes." Define/explain the significance of each of the following: 1.reasons for Europe's failure to keep up with England 2. Belgium as leader in Europe. William Cockerill 3. What factors slowed industrialization in Germany? 4. How did Germany successfully copy the British model. Examples. 5. Examples of regional industrialization in Europe (Catalonia, Bohemia, etc) 6 Reasons for France's delayed industrialization 7. Reasons that some European countries never fully industrialized. 8. How did the Industrial Revolution shift the world's balance of power? 8. Why did imperialism grow out of industrialization?
 * Thursday October 6, 2011**

Finished analyzing the effects of the Industrial Rev on society. Collected notebooks in periods 1 and 3; returned French Rev. tests to period 6 HW: (quiz tomorrow) Chapter 9.2B Define/explain the significance of each of the following: 8. Luddites 9. Positive effects of the Industrial Rev. 10. other benefits 11. look at the chart on p. 293. Which social class benefited the most and which suffered the most from industrialization? 12. Read the case study "The Mills of Manchester" beginning on page 292. Who benefited most from child labor? What are some other examples of the 14. 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? 15. Read about “The Day of a Child Laborer, William Cooper” What are the worst things about his schedule, in your opinion? Are you thankful for the life you have? 16. Read about child labor in the “Connect to Today” section. What startling facts did you learn?
 * Wednesday October 5, 2011**

Reviewed Industrial Revolution project, then began analyzing positive and negative effects of the event. 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 Also, organize your notebook, which I will be collecting from periods 1 and 3 tomorrow.
 * Tuesday October 4, 2011**

If you want to see how a steam engine works, check out t[|his link]. Want to see a steam engine in action? media type="youtube" key="1ODOwhxHW5M" height="110" width="143"

Started with a quiz on the homework. Then watched two brief documentaries on the Industrial Revolution (textile manufacturing and steam power). I then assigned the Industrial Revolution project and shared past examples with the class. HW: reflect on what you want to do for the Industrial Revolution project (due October 13)
 * Monday October 3, 2011**

Continued our lecture on the Industrial Revolution. Passed out Industrial Rev. unit overview: 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.
 * Friday September 30, 2011**

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
 * Thursday September 29, 2011**

American/French Revolution test today. HW: Post French Rev. paper on turnitin.com (see below for details) and organize your notebook.
 * Wednesday September 28, 2011**

Collected essays and reviewed for test. HW: Study for tomorrow's test! Also, post your French Revolution essay on [|turnitin.com]
 * Tuesday September 27, 2011**

Period 1 ID is 4405716; the password is napoleon (not capitalized). Period 3 ID is 4408381; password: napoleon Period 6 ID is 4408383; password: napoleon

Go here to get the list of assignments for your notebook, which I'll be collecting next week.

Checked outlines/rough drafts, reviewed events of the French Revolution and rated whether they were more autocratic or democratic. We also reviewed and example of a model essay. HW: Write your French Revolution Essay: Due Monday. Don't forget, your French Rev. test will be on Tuesday.
 * Monday September 26, 2011**

Quiz on the homework, then finished documentary on Napoleon's failed invasion of Russia. Also wrapped up the French Rev. lecture. Get your essay rubric here: HW: Outline/Rough draft for the French Revolution. Due Monday Final draft of the essay due on Tuesday. Test Wednesday.
 * Friday September 23, 2011**

Took map quiz, began documentary on Napoleon 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?
 * Thursday September 22, 2011**

__**Don't forget: The essay outline is due Monday (yes, I keep delaying this so as not to overwhelm you with HW), the essay on Tuesday. The unit test will be on Wednesday.**__

Checked HW, continued lecture on French Rev (rise of Napoleon), reviewed for tomorrow's map quiz. HW: Chapter 7 section 4 Define/Explain the significance of the following: 1. Napoleon’s three major mistakes: Continental System, Peninsular Campaign, Invasion of Russia. (there’s a lot here, so take a lot of notes.) 2. Battle of Leipzig 3. Waterloo 4. What were Napoleon’s greatest achievements?
 * Wednesday September 21, 2011**

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?

Also, don't forget to review for tomorrow's Europe map quiz!

Started with a quiz, then continued our discussion of the French Rev. with a documentary clip for enhancement. HW: Chapter 7 section 3 Explain/cite the significance of each of the of the following: 1. Napoleon's background 2. success against Austria and Sardinia 3. Coup d'etat and the three consuls 4. plebiscite of 1800 5. List ways that Napoleon restored order at home 6. lycees 7. Concordat 8. Napoleonic Code: details and limitations 9. Napoleon crowned as emperor 1804 10. Purposes of the Louisiana purchase 11. Napoleon's battlefield successes 12. Battle of Trafalgar 13. Areas in Europe not under Napoleon's control
 * Tuesday September 20, 2011**

Map quiz has been pushed back to Thursday. The essay outline/rough draft won't be due until Friday.

Analyzed the Declaration of the Rights of Man HW: Be sure to complete Chapter 7.2B by tomorrow (see below). Also, prepare for Wednesday's map quiz. Work on your French Rev. Essay.
 * Monday September 19, 2011**

Reviewed geography of Europe (map), assigned the French Revolution essay (due 9/26). 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
 * Friday September 16, 2011**

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.

Min. day. Checked hw then continued French Rev. lecture. After that I assigned the Europe map, which students began labeling in class. HW: Label your map. Keep your notebook organized
 * Thursday September 15, 2011**

Started with a HW quiz. 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
 * Wednesday September 14, 2011**

Reviewed yesterday's activity, checked HW. We then watched an amazing documentary about the beginning of the French Revolution. Passed back Governing unit exams in periods 1 and 3. HW: Chapter 7 section 1 B (finish the chapter) take notes on your own
 * Tuesday September 13, 2011**

Simulated life in pre-Revolutionary France. Students were introduced to the problems the country faced upon the eve of revolution. HW:Two parts: 1. 1780s France Simulation Reflection: In one paragraph, summarize today's experience, from the perspective of your role. How might these conditions have led to a revolution in France? 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 part A Explain the significance/define the following 1. Old Regime 2. 3 Estates and percentages of each; which had the most power and who was in each? 3. Third Estate: Bourgeosie, workers and peasants. Explain each. 4. Population of france 5. Explain the Three Forces of Change: Enlightenment Ideas; Economic Woes (crop failures), etc.; Annoying King Louis and his wife Marie Antoinette 6.Estates-General. Why did Louis call a meeting?
 * Monday September 12, 2011**

Began with a brief doc. video on the writing of the Dec. of Ind. Next, we analyzed the Dec. of Ind and answered questions in our search for John Locke's influence. HW: Read page 209 in the next, and in a new notebook entry, summarize how the Enlightenment figures (Locke, Rousseau, etc) mentioned influenced our Constitution. Title: the "Enlightenment and the Constitution." Also, if you haven't taken the Enlightenment unit test yet, you must make it up tomorrow (FRIDAY) before or after school. There will be no exceptions. Thanks.
 * Friday September 9, 2011**

Began our new unit on Revolutions. Quick lecture on the American Revolution today. HW: Chapter 6 section 4. Define and/or explain the importance of each of the following: 1. New sense of colonists’ identity. 2. Navigation Acts and colonists’ response 3. Costs of French and Indian War 4. Stamp Act and colonists’ response 5. Boston Tea Party and British Response 6. Declaration of Independence and John Locke’s influence 7. Four reasons for American success against the British. 8. Articles of Confederation: Type of government. 9. Format of Articles of Confederation; how laws were passed; amendments 10. Shays’s Rebellion and its impact 11. Format of the new Constitution. 12. montesquieu’s influences 13. federal system 14. Locke’s and Rousseau’s influence on the Constitution 15. Bill of Rights 15. Influences of Voltaire, Rousseau and Locke in the Bill of Rights. 16. The Constitution and the Bill of Rights both put Enlightenment ideas into practice. What does this mean?
 * Thursday September 8, 2011**

Took our unit 1 test today. I will collect notebooks from periods 3 and 6 tomorrow. No HW
 * Wednesday September 7, 2011**

Reviewed for tomorrow's test. HW: Study for tomorrow's test.
 * Tuesday September 6, 2011**

Minimum day schedule. Started with quiz on last night's homework. Students then completed their comparison of the Magna Carta, the English Bill of Rights and the US Bill of Rights. HW: Review for the unit test, which will be Wednesday (the day after we return). Notebooks due on Wednesday for periods 3 and 6, as well.
 * Friday September 2, 2011**

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: Chapter 6 section 3 Define/explain each of the following: 1. Salons; importance. Geoffrin 2. Diderot; Encyclopedia (importance/impact) 3. Baroque and neoclassical art; Bach; 4. classical music and Mozart and Beethoven 5. enlightened despots 6. Frederick the Great: his reforms and his limitations; his idea of his role as king (serve the state) 7. Joseph II: his reforms. 8. Catherine the Great: failed reform attempts 9. Partition of Poland
 * Thursday September 1, 2011**

Reviewed philosophes from the Salon activity, and took a short quiz on them. I then assigned tonights HW: British Influences on Our Ideas of Democracy. HW: 1 British Influences on our Ideas of Democracy. 2. Get your notebook in order. It's due TOMORROW
 * Wednesday August 31, 2011**

Hosted the Enlightenment Salon. Reviewed ideas of each figure. HW: 1. Be sure to review ideas of each of the figures discussed in class and complete your notes for each on your salon notes sheet. 2. Organize your notebook, as I'll collect it on Thursday.
 * Tuesday August 30, 2011**

Reviewed homework/quiz. Students then worked on character collages for tomorrow's salon activity: You can info on each of the philosphe's (and more) off this file: HW: 1. Be sure that your character collage is finished by tomorrow, especially the 5 questions 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
 * Monday August 29, 2011**

Checked HW, finished lecture on the Scientific Revolution and then I assigned our project for the Enlightenment: The Character Collage/Salon activity.
 * Friday August 26, 2011**

HW: 1. Finish questions on your philosophe (Biographical Info on ....) 2. Begin working on your character collage--it must be completed by the end of class on Monday. 3. Chapter 6.2A Define and/or explain the following (quiz tomorrow): 1. Enlightenment 2. Thomas Hobbes; Leviathan; reasons for his idea of government 3. Social contract 4. john Locke; his view of human nature. 5. three natural rights according to Locke; purpose of government 6. Two Treatises on Government 7. philosophes 8. Five important concepts of the philosophes. Which resonates most with you? Why? Stop here

Minimum day schedule. Concluded the Reformation and moved into the Scientific Revolution with a brief lecture. HW: HW: Take notes on Chapter 6 section 1 (Below are guiding points for you to follow). There will be an open-note quiz tomorrow! Define and/or explain the following: 1. Medieval View of the universe (geocentric) 2. Ptolemy 3. Scientific Revolution 4. Muslim influences on Scientific Revolution 5. Impact of Age of Exploration on scientific research 6. Copernicus and the heliocentric theory and his fears 7. Johannes Kepler 8. Galileo’s basic discoveries. 9. Galileo’s conflict with the church. 10. Scientific method 11. Francis Bacon and his criticism of past scholars. suggestions 12. Rene Descartes 13. “I think therefore I am” 14. Isaac Newton’s great discovery 15. Summarize differences between old and new science 16. Fahrenheit and Celsius 17. Jenner and inoculations 18. Robert Boyle and his accomplishments.
 * Thursday August 25, 2011**

Reviewed homework. I then passed our our Governing Unit overview (a study guide of sorts):. As of now, the unit exam is scheduled for Tuesday, September 6. We then continued/concluded (depending on the period) our lesson on the Reformation today.
 * Wednesday August 24, 2011**

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.

Compared and shared our responses to the Machiavelli/Erasmus documents. Took a quick quiz on Chapter 1 section 1, then began our discussion of the Reformation. 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 23, 2011**

Reviewed and checked HW, then watched a brief documentary on Florence and the Renaissance. Finished by assigning documents and perspectives of Machiavelli and Erasmus. HW: 1. Finish your responses the documents by Machiavelli and Erasmus. 2. Chapter 1 section 1 B (and page 51) Turn to page 51 and take notes on the Legacy of the Renaissance.
 * Monday August 22, 2011**
 * 1) Machiavelli’s The Prince—basic ideas; ideas of government
 * 2) Strong as a lion and as shrewd as a fox. What does this mean?
 * 1) Break from medieval period.
 * 2) Emphasis on the dignity of the individual
 * 3) Influence on democracy
 * 4) Changes in print. How may that have affected our ideas of government? Guess here.

Reviewed homework on the contributions of the three main monotheistic religions (Judaism, Christianity and Islam) and their contributions to our ideas of democracy. Then 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. Define and explain the significance of each of the following (you will not read the entire section) Stop here
 * Friday August 19, 2011**
 * 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.

Our school's dean paid his annual visit today to remind us all about school rules. We then reviewed homework (Greek and Roman contributions to our ideas of democracy. and took a quick quiz. HW: 1. Finish Ancient Influences on our ideas of democracy, by reading Prologue section 2 and completing the sheet I gave you in class (see the file I uploaded on Wednesday if you didn't get the sheet in class today). 2. Review for tomorrow's map quiz.
 * Thursday August 18, 2011**

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. 2. Also, read and take notes on Prologue section 1 of your books. I call this "Ancient influences on our ideas of democracy." Get your notes organizer for that section here, if you didn't get it in class: Section 1 is due tomorrow; section 2 will be due on Friday. 3. Study for your map quiz, which will be on Friday.
 * Wednesday August 17, 2011**

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 16, 2011**