cpmwhreflections0910

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

We finished viewing student projects. HW: study for your final.
 * Tuesday May 18, 2010**

=I WILL MAKE NO FURTHER UPDATES TO THIS SITE. WE WILL BE REVIEWING FOR THE FINAL FOR THE REST OF THE WEEK. GOOD LUCK! :)=

Watched some wonderful video productions as students presented their projects on human rights abuses Asia. HW: 1. Finish the Tank Man questions, especially the final reflection question on the back of the sheet. 2. Study for your final!
 * Monday May 17, 2010**

Wrapped up discussion of China today. HW: finalize your project, which is due on Monday. Details for it are here: Tank Man reflection question due on Tuesday. See the back of your questions sheet for this final question.
 * Friday May 14, 2010**

Continued discussion of Tiananmen Square and contemporary issues in China. HW: work on your project.
 * Thursday May 13, 2010**

Passed back notebooks, reviewed final project guidelines, and continued our doc. on the Tiananmen Square Massacre. HW: Work on your project, which is due on MONDAY. Here is a useful link. Also, study for you final. Get your study guide here, if you haven't already: whsem2studyguide.pdf
 * Wednesday May 12, 2010**

//Collected notebooks. Then began a doc. on the Tiananmen Square Massacre//. HW: study for the final. Work on your project.
 * Tuesday May 11, 2010**

Took a quiz on Friday's reading, then examined the Economic Reforms of Deng Xiaoping. HW: Organize your notebook. It's due tomorrow.
 * Monday May 10, 2010**

I was out sick today. Students worked on Chapter 19 section 5. There will be a quiz on Monday.
 * Friday May 7, 2010**

Examined events of the Cultural Revolution. HW: finish questions on the Cultural Revolution, particularly those on the clip we saw in class. Work on your project, which is due on May 17, and organize your notebook, which is due on Tuesday of next week.
 * Thursday May 6, 2010**

Quiz on Chapter 17 section, finished doc on the Great Leap Forward, returned Cold Wart tests. HW: organize your notebooks.
 * Wednesday May 5, 2010**

Note: Today is the 91st anniversary of the May 4th movement in China. Checked homework, took notes on life under Mao, and then read primary source documents on life in a commune. HW: Commune political cartoons: Create two political cartoons, one that shows the positive features of life in a commune, the other that shows the negative. Prepare for tomorrow's quiz on Chapter 17 section 2
 * Tuesday May 4, 2010**

Be prepared: tomorrow (which is today in China) is the 91st anniversary of the May 4th movement? Took a quiz on the HW, reviewed topics for the final project, and began a doc. on the rise of Mao and Post-Revolution China. HW: Chapter 17 chapter 2. There will be no more guiding notes this year. Take the best notes you can. There will be a quiz tomorrow! :) Oh, download your very own copy of the Semester Two Final Study Guide here: whsem2studyguide.pdf
 * Monday May 3, 2010**

Took a map quiz of Asia, reviewed last night's homework and then began a documentary on the rise of Mao. 1. Kuomintang 2. Sun Yixian 3. Three Principles of the People 4. What did Yuan Shikai do wrong? 5. May Fourth Movement: cause, concerns? 6. Mao Zedong 7. Lenin and China 8. Jiang Jieshi and his problems 9. Jiang's attacks on the communists in 1927 (shanghai) 10. Civil War 11. The Long March: causes, details, effects 12. Japanese invasion
 * Friday April 30, 2010**
 * Chapter 14 section 3**

We examined details of Peasant life in China before the revolution. HW: Complete the sheet "Whom will you support?" and study for tomorrow's map quiz. I'll provide a word bank for the capitals only. You need to remember the countries and the geogpraphy.
 * Thursday April 29, 2010**

Reviewed the Asia map from last night's homework and then I assigned our final project of the year: Human Rights issues in Asia. Download it here:
 * Wednesday April 28, 2010**

Began our last unit of the year: Modern China. Hw: complete Asia map by tomorrow
 * Tuesday April 27, 2010**

I was at a district meeting. Students took their Cold War unit test.
 * Monday April 26, 2010**

I was out sick today. Students read a comparison of how the Cold War ended in East Germany and the Soviet Union.
 * Friday April 23, 2010**

Reviewed the Cold War unit with a game. HW: study for the Cold War test, which will be on Monday. The study guide is below.
 * Thursday April 22, 2010**

STAR testing is over and we're back to normal. We finished Goodbye Lenin. Then we reviewed the evolution of the Soviet Union HW: Review for the Cold War test, which will be Monday. The study guide is below. Also, complete your overview of the evolution of the Soviet Union.
 * Wednesday April 21, 2010**

No class today due to STAR testing.
 * Thursday April 15, 2010**

On an abnormal STAR test schedule today. Periods 1 and 2 only. We reviewed HW, began a film on the end of the Cold War and returned WWII papers. I also passed out the Cold War study guide. Review it for the unit test, which will be on Friday the 23rd.
 * Wednesday April 14, 2010**

Wrapped our analysis of the end of the Cold War. HW: 1. Chapter 19 section 4. Take notes on your own. :)
 * Tuesday April 13, 2010**

Welcome back from Spring Break. I reminded some students to post their WW2 papers on turnitin.com. We then began a discussion of the reforms of Mikhail Gorbachev. Students then began an analysis of events leading to the end of the Cold War in Eastern Europe. HW: 1. Finish Cold war time line (see below if you didn't receive one before break). 2. Chapter 19 section 3 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? 19. Describe Russia’s social problems from 1992 to 2002. There are plenty of statistics
 * Monday April 12, 2010**

Homework quiz, discussed the Cuban Missile Crisis and the Iran-Contra scandal. I then assigned the Cold War timeline project and passed back papers. HW: work on your Cold War time line. It will be on Tuesday after break (the 13th). If you were "sick" today, get it here:
 * Friday April 2, 2010**

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
 * Thursday April 1, 2010**

Began a review of Cold War events around the world. HW: Chapter 17 section 4B Directions: Explain/state the significance of each of the following: 17. Shah Mohammed Reza Pahlavi: why did Iranians dislike him? 18. Mossaddeq: why did Americans dislike him? 19. Ayatollah Khomeini and revolution of 1978-79; causes and effects 20 Seizure of American embassy in 1979 and hostage crisis 5. Resurgence of Islam in Iran 6. Iran-Iraqi war 1980 7. Soviet Invasion of Afghanistan in 1979 8. mujahideen—goals and support 9. US boycott of 1980 Olympics Quiz tomorrow on the above reading and on the Cold War events in El Salvador,
 * Wednesday March 31, 2010**

Reviewed yesterday's reading, took a quiz. Then took a quiz using our Cold War maps. HW: Chapter 17 section 4A Directions: Explain/list the significance of each of the following: 1. Three worlds: who was in each? 2. Causes for poverty in the Third World 3. what strategies did the US and the Soviet Union use to gain influence in the Third World. 4. Bandung Conference and nonaligned nations 5. What type of leaders did the US back in Latin America? Why? Why didn’t the people in Latin America like this? 6. Batista 7. Castro 8. Bay of Pigs 9. Cuban Missile Crisis. What happened? 10. Cuba in Angola 11. Castro and the Soviets 12. trade embargo 13. Somoza 14. Daniel Ortega 15. contras 16. elections in 1990, 1996, and 2001
 * Tuesday March 30, 2010**

I was out at another district meeting. Students read about the Korean and Vietnam wars. HW: Finish what was assigned in class (quite a bit!): 1 . 38th parallel. Significance and results of division. 2. Who invaded whom? 3. Why couldn’t the Soviet Union veto the UN’s plan to send a force to defend South Korea? 4. Douglas MacArthur 5. UN forces were mostly from which country? 6. What did the Chinese do in October of 1950? Why? 7. Jan. 1951. What happened? What did MacArthur call for? Do agree or do you think he was crazy? 8. What did Truman say? How did Truman deal with MacArthur? 9. Terms of ceasefire of July 1953? Results of the war? 10. Describe the aftermath of the war in great detail. 11. What happened in South Korea in 1987? Vietnam 1. Who controlled Vietnam in the early 1900s? 2. What did Ho Chi Minh want? 3. What did France do after WWII? Do you think this was appropriate? 4. Who fought against the French? 5. What happened at Dien Bien Phu? 6. Why did the US get involved in Vietnam? Explain the Domino Theory. Do you think this theory was wise? 7. How was Vietnam divided after the Geneva conference? 8. Who was Ngo Dinh Diem? 9. Who were the Viet Cong? 10. What happened at the Gulf of Tonkin? What was the result? 11. What two difficulties did the US face in Vietnam? 12. Explain Vietnamization. 13. When did US troops leave Vietnam. How did the conflict end? 14. What happened in Cambodia with Pol Pot and the Khmer Rouge? 15. What happened in Vietnam after 1975? 16. How are US-Vietnamese relations today Skill builders: Do the skill builders on pages 543 and 545 in your text at home.
 * Monday March 29, 2010**

Reviewed Cold War map events. HW: review map; there will be a quiz on Tuesday.
 * Friday March 26, 2010**

Finished Cold War maps (at least most students did), then began to review the events. HW: 1. Finish Cold War maps (I'll post a doc of the events later tonight) 2. 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
 * Thursday March 25, 2010**

Collected notebooks and began examining Cold War events in Europe. Students labeled a Cold War map with the events. 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. Stop.
 * Wednesday March 24, 2010**

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 SU. 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.)
 * Tuesday March 23, 2010**

Collected papers, then showed students how to use turnitin.com. HW: upload your paper onto turnitin.com Directions 1. go to the following link: [|turnitin sign up] 2. sign in according to the directions. Our class ID is 3195722. Our password is burlingame (no cap.). 3. once you sign in, go back to www.turnitin.com and log yourself in (it may already do this step for you). Choose my class (Modern World History 09). Then choose the assignment (WWII paper) and from there upload your work. 4. Let me know if you have any problems. I'll personally help anyone who can't get it to work on his or her own. :)
 * Monday March 22, 2010**

Minimum day. Took a quiz on the Holocaust and the End of WWII. HW: Complete your WWII paper. Don't forget the quotations and your bibliography. Due on Monday! :)
 * Friday March 19, 2010**

Took a quiz, wrapped up notes on post war Europe and Japan, and reviewed the stages of genocide as they relate to the Holocaust. HW: Study for tomorrow's Holocaust quiz. What to study: Events of the Holocaust, post-war Europe and Japan (from today's notes and chapter 16 section 5), and review the stages of genocide
 * Thursday March 18, 2010**

We finished Schindler's List. HW: Chatper 16 section 5 for period 1 (See below--Monday); Schindler's List reflection due tomorrow. Work on your paper, which is due on Monday and organize your notebook.
 * Wednesday March 17, 2010**

I was out today at a district meeting, again. Students compared events of the Holocaust to Stages of Genocide. HW: see below
 * Tuesday March 16, 2010**

Continued SL. Reviewed schedule for the week HW: many options to work on: 1) Chapter 16 section 5 (due on Wednesday) 1. How many people died in WWII? How many civilians in Europe? 2. Describe life in the worst cities after WWII. Compare say Paris and Berlin. How were they different? How many people died Berlin every day in August 1945? 3. Why do you think people in France and Italy liked the communists so much after the end of the war? 4. Summarize the Nuremburg Trials. Do you think there should have been a trial for American and British leaders who ordered the firebombing and atomic bombing of civilians? Why or why not? 5. Read the connections to today? What happened in Rwanda? Did anyone stand up for justice? 6. What did General MacArthur do when he and the American army occupied Japan. Be thorough. Demilitarization? 7. What happened to the Emperor of Japan? 8. Look at the photo on page 517. Why do you think they took it?. Does Hirohito look like a god? 9. Describe the new government and constitution of Japan. 10. What happened in September 1951? 11. Look a the chart on page 515 and answer the skillbuilder questions.
 * Monday March 15, 2010**

2) work on your paper 3) work on your Schindler's List Reflection 4) organize your notebook

Checked rough drafts, continued SL. HW: 1.. Chapter 16 section 5 (due Wednesday) 1. How many people died in WWII? How many civilians in Europe? 2. Describe life in the worst cities after WWII. Compare say Paris and Berlin. How were they different? How many people died Berlin every day in August 1945? 3. Why do you think people in France and Italy liked the communists so much after the end of the war? 4. Summarize the Nuremburg Trials. Do you think there should have been a trial for American and British leaders who ordered the firebombing and atomic bombing of civilians? Why or why not? 5. Read the connections to today? What happened in Rwanda? Did anyone stand up for justice? 6. What did General MacArthur do when he and the American army occupied Japan. Be thorough. Demilitarization? 7. What happened to the Emperor of Japan? 8. Look at the photo on page 517. Why do you think they took it?. Does Hirohito look like a god? 9. Describe the new government and constitution of Japan. 10. What happened in September 1951? 11. Look a the chart on page 515 and answer the skillbuilder questions.
 * Thursday March 11, 2010**

2) keep working on your paper and your SL reflection

3) organize your notebook.

4) work on your paper

Continued SL today. HW: 1. Rough draft of your paper (first three parts: introduction with thesis, supporting subtopic about Hitler's expansion before the war, and supporting subtopic about Japanese expansion before the war) is due tomorrow. 2. Work on your Schindler's List reflection (though there's not much you can do right now). 3. Bring back the Schindler's List reflection tomorrow.
 * Wednesday March 10, 2010**

Also, begin organizing your notebook, which I will collect next week.

Briefly began Schindler's List. We'll continue it on Thursday. HW: 1. Rough draft of your paper (first three parts: introduction with thesis, supporting subtopic about Hitler's expansion before the war, and supporting subtopic about Japanese expansion before the war) is due on Thursday. 2. Work on your Schindler's List reflection (though there's not much you can do right now). 3. Bring back the Schindler's List reflection tomorrow.
 * Tuesday March 9, 2010**

Wrapped up events of the Holocaust. HW: 1. Rough draft of your paper (first three parts) due on Thursday. 2. Notes on Holocaust event (if you didn't finish in class) due tomorrow.
 * Monday March 8, 2010**

Continued analyzing events of the Holocaust. HW: Work on the rough draft of your paper. It will be due on Thursday of Next week (everything except the part on the Holocaust).
 * Friday March 5, 2010**

I assigned (period 1) or finished assigning (periods 2 and 3) the World War II essay.(Get it here: . ) Then, we analyzed details and examples of resistance of various events of the Holocaust. HW: begin working on your WWII paper.
 * Thursday March 4, 2010**

Began our study of the Holocaust today. Watched an intro doc. HW: Chapter 16 section 3. Define/explain the significance of each of the following: Explain/define each of the following: 1. Aryans 2. Holocaust 3. Nuremberg Laws 4. Kristallnacht 5. Other countries’ responses to Jewish emigration. 6. Ghettos 7. Final Solution 8. Genocide 9. Final Stage 10. Auschwitz 11. number of Jews killed 12. Jewish Resisitance (you can find this in the box called “History in Depth” on page 504. 13. Look at chart on top of page 505. Which country had the highest percentage of Jews killed?
 * Wednesday March 3, 2010**

Reviewed WWII for a few minutes and the took the WWII test. HW: organize your notebook
 * Tuesday March 2, 2010**

I'm out at another district contract meeting. Students watched a short clip on the end of WWII in Asia and beyond and then reviewed for the test. HW: study for the test. See Thursday for the unit overview/study guide if you lost it.
 * Monday March 1, 2010**

Checked HW, then finished our discussion of WWII in Asia. HW: review for Tuesday's test on WWII.
 * Friday February 26, 2010**

Checked homework and reviewed map of Japanese expansion. Then began discussing events of the war in Asia Chapter 16 section 4B.; Define/explain the significance of each: 1. Battle of Leyte Gulf 2. Kamikazes 3. Reasons to drop the bomb 4. Hiroshima 5. Nagasaki 6. Japan's surrender
 * Thursday February 25, 2010**

Also, if you're in period 3 or you didn't do this yesterday, be sure to read the article (and answer the questions) on John Rabe and the Nanjing Massacre. Get it here:[| http://www.nytimes.com/2006/03/15/international/asia/15letter.html] Finally, don't forget there's a test on Tuesday. Get the unit overview/review sheet here: [|ww2unitoverivew.doc]

I was out today at a district meeting (there will be a lot of these this month). Students read about the Rape of Nanjing (Nanjing Massacre) and the hero of Nanjing: John Rabe.
 * Wednesday February 24, 2010**

Debate on Japanese expansion prior to WWII. HW: Chapter 16 section 2B; Define/explain the significance of each: 1. . Doolittle Raid 2. Battle of Coral Sea 3. Battle of Midway 4. Island-hopping 5. MacArthur 6. Battle of Guadalcanal
 * Tuesday February 23, 2010**

Don't forget to take notes on Helen Farkas's presentation tomorrow during period 3.

Took a quiz on 16 section 1. Then reviewed Friday's classwork. Students finished and prepared for tomorrow's debate. Students will debate these events on Monday, some critical of Japan's action and some defensive/supportive HW: 1. finish taking notes on the events we covered in class. Get your note sheet and the readings here. If you were absent all week, why not download this stuff and do it before class on Monday. That way you'd come prepared. (Per. 1 Last names A to L are critical of Japan and last names M to Z are supportive of Japan). (Per 2. Last names A to M are critical of Japan and N to Z are supportive of Japan.) (Per. 3. Last names M to Z are critical of Japan and A to L are supportive of Japan.) World War II-Asia2.doc ww2asiaevents09.doc
 * Monday February 22, 2010**

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

I was out at a district meeting, again. Many more to come. Students analyzed events of Japanese expansion for WWII. We'll finish this tomorrow. Students will debate these events on Tuesday, some critical of Japan's action and some defensive/supportive. HW: finish 16 section 1 if you haven't already. We'll have quiz on Monday.
 * Friday February 19, 2010**

Finished WWII battles in Europe HW: 1) Finish Chapter 16 section 1. 2) 1.. WWII in Europe Event Metaphor/Illustration (due tomorrow). Choose two of the following events that we discussed in class yesterday and today (eg. Invasion of the USSR, Operation Overlord, etc.). For each event create a visual metaphor/political cartoon and a five sentence explanation of how this relates to the event. This should be done in your notebook. 3). Also, respond to the question on today's notes: What do you think should be done with Germany?
 * Thursday February 18, 2010**

Finished examining the Allies' response to Hitler's expansion. HW (two parts): 1. Theo, Ikea and Hitler. Explain the similarities/differences between a kid screaming for something in a store and Hitler's demand for land prior to WWII. Be sure to consider the responses of the parents/Allies. (Due Thursday). 2. Chapter 16 section 1 (Due Friday) Define/explain the significance of each: 1. Hitler’s demand for the Polish corridor 2. Nonagression Pact (public and secret) 3. Invasion of Poland and world’s response 4. blitzkgrieg 5. Soviet invasion of Lithuania, Latvia, Estonia 6. phony war 7. Getting past the Maginot Line 8. Dunkirk 9. Fall of france 10. division of france: vichy and german 11. Charles de Gaulle 12. Winston Churchill 13. Operation Sea Lion and the Battle of Britain and RAF response 14. Italian and German invasion of Africa 15. Rommel the Desert Fox 16. Invasion of the Balkans 17. Operation Barbarossa 18. Battle of Leningrad 19. Lend-Lease Act 20. Atlantic Charter
 * Wednesday February 17**

Reviewed homework and Axis Powers chart. We 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
 * Tuesday February 16**

Checked homework, then wrapped up Portrait of a Tyrant. After that we discussed Mussolini's Italy. HW: Finish Chapter 15 section 4A (See below for details). There will be a quiz on Wednesday for everything we've studied in class at home (the left hand column of the first page of the unit overview).
 * Friday February 12, 2010**

Finished our lecture on Hitler and then began a captivating documentary on the enigmatic mind of the mad murderer Adolph. HW: 1. Finish Chapter 15 section 3 (see below)--due tomorrow! 2. Begin Chapter 15 section 4A--due Tuesday! Define/explain the significance of each: 1. Military’s independence in Japan. 2. What allowed the military gain control in Japan? 3. goals of the Japanese military (expansion, etc.) 4. Japanese invasion of Manchuria 5. League of Nations response to Manchuria 6. Japanese invasion of China (Nanjing, etc) 7. Mussolini’s invasion of Ethiopia. purpose. British/French response 8. Hitler’s violation of the Versailles Treaty’s army limitations 9. Hitler’s occupation of the Rhineland; how was it a turning point? 10. Appeasement 11. Axis Powers 12. Spanish Civil War 13. Francisco Franco 14. Do the Geography skillbuilder on pages 483 and do the Art skillbuilder on page 484 (I'll quiz you on these tomorrow) 3. Also, begin the Axis Powers chart. It will be due on Tuesday. Get it here (if you didn't receive it in class): The Axis Powerschart
 * Thursday February 11, 2010** (Tickets for Winter Formal are sold out!)

Reviewed our findings from the doc. analysis. Then did a lecture on the Rise of Hitler. 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.
 * Wednesday February 10, 2010**

Took a quiz on the homework, then wrapped up yesterday's discussion on Weimar inflation. AFter that we began an analysis of primary documents in order to understand the rise of Nazism and Fascism HW: Finished Analysis of Fascism and Nazism questions.
 * Tuesday February 9, 2010**

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," 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?
 * Monday February 8, 2010**

Welcome back! Took a quiz on 15 section 1, then went over the graded notebooks and grades for WWI test. HW: relax
 * Friday February 5, 2010**

No class today due to CAHSEE (exit exam testing). HW: see below.
 * Tuesday February 2, 2010**

Examined art between the wars: Dadaism and Surrealism HW: Three parts, as stated on the last sheet of your packet 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.
 * Monday February 1, 2010**

I was out at a district meeting today. Students learned about the rise of Nazism from a guest speaker. HW: Organize your notebook. It's due on Monday. I'll be grading everything from our WWI unit.
 * Friday January 29, 2010**

Took the WWI test. We'll have a guest speaker tomorrow. Should be fun. HW: get that notebook in order. I'm collecting it on Monday. :)
 * Thursday January 28, 2010**

Reviewed for the test. HW: study for test.
 * Wednesday January 27, 2010**

Wrapped up WWI with a overview of the Treaty of Versailles.
 * Tuesday January 26, 2010**

HW: Review for the WWI unit test, which will be on Thursday! See below for a unit overview/study guide

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.
 * Monday January 25, 2010**

Reviewed the homework. Then began a simulation activity of the Treaty of Versailles. We will complete it tomorrow. HW: 1. 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 Thursday of next week. Get the unit overview/study guide here (if you lost the one I already gave you): [|ww1unitoverivew.doc]
 * Friday January 22, 2010**

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.
 * Thursday January 21, 2010**

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?

Finished the WWI lecture, reviewed the notebook and then had students review WWI terms in pictowords (pictures in a word) or metaphors HW: for each word, create a pictogram or metaphor that clearly shows your mastery of the its meaning. Words: Stalemate, alliance, mobilization, militarism, attrition, total war, propaganda,.
 * Wednesday January 20, 2010**

Started with a quiz on the homework. Finished the lecture from last week with a few documentary enhancements. HW: Complete the map I passed out in class, by Thursday. Use the maps in Chapter 13 of your text as you do this.
 * Tuesday January 19, 2009**

Began a lecture on the events of WWI, enhanced with video clips and maps, among other sensational learning techniques. . HW: Chapter 13 section 3B Define/state the significance of each of the following: 1. Total war; examples 2. rationing; examples 3. propaganda 4. Women in the war 5. Events surrounding the withdrawal of Russia; Brest-Litovsk 6. Second Battle of the Marne 7. number of Americans 7. fate of the Kaiser 8. Armistice; date 9. statistics; casualties, etc. 10. Cost of the war in dollars
 * Friday January 15, 2010**

Wrapped up the war game with one final move. The ending was different in each class. We also took a quiz on Chapter 13 section 2. HW: Two parts 1) War Game Reflection (new entry in notebook) 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? 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.
 * Thursday January 14, 2010**

Continued the war game We'll finish it at the beginning of the period tomorrow. the war game. HW:: Chapter 13 section 2B Define/state the significance of each of the following: 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?
 * Wednesday January 13, 2010**

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?
 * Tuesday January 12, 2010**

Took a quiz on last night's homework, then finished the doc. on the assassination of Franz Ferdinand. Finally, I assigned the War Game simulation and assigned students into groups. HW: 1. Do day one assignments for the war game simulation. The entry should be "Info on my War Game Country." Take notes on the following while reading the handout I gave you in class today: --Name of your country --a list of your country’s allies and enemies --the vital interests of your country (what we you need to accomplish. Chapter 13 section 2 A Define/state the significance of each of the following: 1. Events that led the beginning of the war. Who mobilized against whom? 2. Central Powers and the Allies 3. What is the meaning of Sir Edward Grey's quotation? 4. Western Front 5. Schlieffen Plan 6. First Battle of the Marne; importance and effects 7. trench warfare 8. "no man's land" 9. New tools of war (Modern warfare) 10. Peak of death (Battle of Verdun and Battle of the Somme) Losses and gains. Stop here. 11. Say "What's up?" to Ms. Murphy.
 * Monday January 11, 2010**

We 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 8, 2010**

Took a quiz on last night's homework, then reviewed yesterday's assignment on nationalism as a unifier and divider. No homework.
 * Thursday January 7, 2010**

I was out today at a district meeting (last minute). Students began reading on nationalism as a unifier (Germany and Italy) and a divider (Austro-Hungarian Empire and the Ottoman Empire). This will lead into our discussion of the causes of WWI. HW: 1. Finish chart/questions on Italy/Germany and Austro-Hungary and the Ottoman (Turkish) Empire. 2. Chapter 8 section 3 Define/write the significance of each (quiz tomorrow) 1. nationalists in the 1800s were loyal to whom? 2. How was nationalism a divider of the Austrian-Hungarian Empire. Explain in general terms. 3. Ottoman empire; Armenian massacre 4. piedmont-sardinia 5. Count Cavour: his goals. 6. Garibaldi and the Red Shirts 7. problems in Italy after unification 8. Do the Geography skillbuilder on page 260 9. Do the political cartoon skillbuilder on page 261 10. Goals of Wilhelm I 11. Junkers (pronounced Yunkers) 12. Otto von Bismarck and realpolitik 13. Seven Weeks war of 1866 (Austro-Prussian War) and results 14. Franco-Prussian War--results 15. Most powerful countries in Europe after 1871 16. Do the Geography skillbuilder on page 263
 * Wednesday January 6, 2010**

Returned to school today. Rearranged the seating order and began our WWI unit with a little anticipatory activity, in which students explained why they agreed or disagreed with several statements related to war and conflict. HW: Part I: Answer the following questions in your notebook--one paragraph for each: 1. When is war ever justified? 2. After a war, how should the peace treaty be resolved? 3. If a country started a war, an then lost, should the people of that country be punished? Why or why not? Part II: complete the nationalism self-discovery sheet that I passed out in class.
 * Tuesday January 5, 2010**

Reviewed for final. Scroll down to Nov. 25 for the study guide, if you haven't downloaded it yet. I won't be updating this page for the rest of the semester. Study on!
 * END OF SEMESTER ONE**
 * Monday December 12, 2009**

Reviewed for final, discussed current issues in India.
 * Friday December 11, 2009**

Finished the film, then discussed post-independence India. HW: Finish Gandhi film reflection. Due tomorrow.
 * Thursday December 10, 2009**

Almost finished Gandhi. We'll do that tomorrow HW: Gandhi reflection due on Friday. Study for the final!
 * Wednesday December 9, 2009**

Quiz on chapter 18 1A. We then continued Gandhi. HW: work on your Gandhi reflection and review for the semester final
 * Tuesday December 8, 2009**

I was out today at a district meeting. Students continued Gandhi
 * Monday December 7, 2009**

Continued the film. Passed back some notebooks, etc. HW: see below.
 * Friday December 4, 2009**

Collected essays and notebooks. Began the film Gandhi. HW: you must complete chapter 18 section 1B by next tuesday. Define/explain each of the following 1. Jawaharal Nehru 2. Conflict over Kashmir 3. Things that Nehru did to move India forward. 4. Indira Gandhi 5. Sikh tensions 6. Assassination of Indira Gandhi 7. Rajiv Gandhi 8. 21st century challenges facing India 9. Division in Pakistan (civil war) and the creation of Bangladesh 10. Benazir Bhutto ([|go here and find out what happened to her recently. How and why was she killed]?) 11. Which nation is one of the poorest in the world? 11. Tamils and problems with Sri Lanka. What are the two groups in Sri Lanka?
 * Thursday December 3, 2009**

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

Quiz on the homework, debriefed yesterday's debate and reviewed the requirements for tomorrow's essay. HW: Position paper on British Imperialism in India.
 * Wednesday December 2**

Had a debate on the merits of British Imperialism in India. The pro side triumphed in periods 1 and 2, the anti-imperialism side triumphed in period 3. HW: Chapter 18 section 1A Chapter 18 section 1 Part A. Define/State the significance/Answer each of the following: 1. British commitment of Indian troops to WWII; Indian Response; British promise. 2. population of India; how many Hindus and Muslims? 4. Congress Party: Muslims and Hindus 5. Concerns of Jinnah. What did Hindus have in common with Muslims? 6. Riots in Calcutta August 1946 7. British encouragement of religious division/ Partition. Which two countries emerged? 8. 1947 movement of Muslims, Hindus and Sikhs. How many died? 8. Gandhi’s view of division of India 8. Battle of Kashmir 10. Do the Geography Skillbuilder on page 564
 * Tuesday December 1, 2009**

and work on Position Paper on British Imperialism in India (due Thursday)

Reviewed a few details about the upcoming semester final, then finished a lecture on British imperialism in India. Finally, we reviewed some of the details for tomorrow's debate. HW: prepare for tomorrow's debate. See below for a use page of links.
 * Monday November 30, 2009**

Took a HW quiz, discussed British Imperialism a little more and reviewed for the debate (it will be on Tuesday). HW: Prep for the debate; go to this [|this page] for useful links that will help you with your research. Get the Semester 1 final study guide here:
 * Wednesday November 25, 2009**

Took the India Map quiz, then assigned the debate on British Imperialism in India. After that we examined documents that revealed the British influence on India during the era of colonialism. HW: Define and explain the significance of each of the following: (Chapter 14 section 4 to page 456) 1. Indian National Congress and the Muslim League 2. Why did Indians help Britain in WWI? 3. Rowlatt Act and response 4. Amritsar Massacre and response 5. Mohandas Gandhi; his strategy. 6. satyagraha and civil disobedience 7. give examples of Gandhi’s s civil disobedience 8. Salt March 9. Government of India Act 10. Do the "analyzing primary sources" questions on page 454. 11. Don't forget to use info from this reading for your debate prep. Take note of things that were beneficial and harmful to India and use them for your position.
 * Tuesday November 24, 2009**

Quiz on the homework, then we discussed the caste system and the practice of sati in India. HW: Study for your map quiz and answer the following question: Were the British justified in limiting the caste system (they didn't really limit it much) and sati?
 * Monday November 23, 2009**

Reviewed the Opium War in China, began our study of India with an opening lecture and then worked on our India (Central Asia) political map. Quiz on Tuesday. :) HW: Chapter 11 section 4 Define/ explain the significance of each of the following: 1. East India Company 2. Mughal Empire 3. Battle of Plassey 4. Sepoys 5. “jewel in the crown” 6. Population of India 7.. British restrictions on the Indian economy 8. railroad in India 7. types of raw materials 8. positives and negatives of colonialism. Make a T-chart 9. causes of famines 10. hands off towards religion and culture? 11. Resentment toward the English 12. cause and effects of the Sepoy Rebellion (mutiny) 13. Differences between Hindus, Muslims and Sikhs 13. raj 14. racist attitudes 15. Ram Mohun Roy and his ideas (adopt Western ways) 16. Indian resentment toward inequalities. 17. Indian National Congress
 * Friday** **November 20, 2009**

Examined patterns of European colonization in East Asia. HW: If you didn't complete today's activity, please do so tonight. You will find info in Chapter 12 section 1 Reviewed history of the Belgian Congo, then analyzed a map of European expansion in Africa. 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? 15. When was Hawaii annexed?
 * Thursday November 19, 2009**
 * Wednesday November 18, 2009**

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

Took a quiz on the weekend's homework, did a quick lecture on the Belgian Congo and then assigned role's for tomorrow's debate on the Belgian Congo. HW: Tomorrow we're going to have a simulated debate, as if it were held in Hyde Park, London. The purpose of the debate is to argue over whether the British government should criticize King Leopold of Belgium for his practices in the Belgian Congo (Congo Free State). You have been assigned one person from the reading I handed out in class. Hopefully you remember who you are. Here's what you're to do: Read about your person's argument (critical of Leopold and the Belgian Congo or supportive? Why? ) and answer the following questions in your notebook 1. What is your name? 2. What is your concern about the Congo Free State and the Press reports about it? 3. What do you think the British Parliament (elected government of Great Britain) should do about the Congo Free State? (Remember, the Congo Free State is controlled by King Leopold of Belgium, not Britain.) 4. What are the strongest justifications you have for you arguments? (that is, what evidence do you have to suppport your view?) Be prepared to BE this person tomorrow and to argue your opinion. You will be graded on your mastery of your person and on your participation.
 * Monday November 16, 2009**

Reviewed homework readings, passed back Russian Rev. tests, and conducted a map analysis of imperialism in Africa HW: Chapter 11 section 2 Define/explain the significance of each of the following: 1.Contrast (show differences) the old and new forms of imperialism 2. Define and give an example of each of the following forms of control: Colony, Protectorate, Sphere of Influence, Economic Imperialism.(see page 346 for this.) 3. What is paternalism, and how was it an example of direct control? 4. Assimilation? 5. Compare the resistance of Africans in German East Africa to Africans in Ethiopia. What happened it each? Which side was successful? 5. Menelik II 6. Battle of Adowa 7. Explain negative effects of imperialism 8. Explain positive effects of imperialism 9. Answer the three document based questions on page 351
 * Friday November 13, 2009**

Took a quiz, reviewed motives of Imperialism and then examined primary sources that depicted the various motives of imperialism. HW: read the handouts on the Berlin Conference and the short story "Gentlemen of the Jungle." Answer the questions provided in your notebook, not on the papers I passed out. I need them back! :) If you didn't get questions for "Gentlemen of the Jungle," here they are: 1. In general terms, how is this an allegory ( a story in which people/characters are direct symbols for something else) for European Imperialism in Africa? 2. Who does the “man” in the hut represent, symbolically? 3. Who do the different animals, or “gentlemen” of the jungle represent? 4. How is the Commission of Enquiry similar to the Berlin Conference? 5. What arguments do the animals use for talking the man’s hut? 6. How did man finally resolve things? How could this be a prediction for how things would end up in Africa? (High level thinking required here ☺)
 * Thursday November 12, 2009**

Began our Imperialism unit with some opener questions. We then discussed the era of New European imperialism--motives, etc. HW: 1. Imperialism Opener Response. Respond to the following question (about 1/2 a page in your notebook): When is it justifiable for one country to intervene in the affairs of another country? Give a thoughtful explanation with choice examples. 2. HW: chapter 11 section 1 Define/explain the significance of each of the following: 1. Imperialism 2. Africa before European domination; how much of Africa was controlled by Europe in 1880? What type of Europeans penetrated the interior of Africa first? 3. Henry Stanley 4. The Congo and King Leopold of Belgium 5. Contrast Leopold's claims about the Congo with what actually happened. 6. Suffering in the Congo? 7. What happened in 1908? 8. Social Darwinism. How did it affect Imperialism? Cecil Rhodes' opinion 9. factors promoting Imperialism in africa. 10. Division of Africa and the Berlin Conference 11. Demand for Raw materials 12. Shaka and the Zulus; fight against the British; Battle of Ulandi 11. Boers and the Boer War
 * Tuesday November 10, 2009**

Took our test on the Russian Rev and the early Soviet Union HW: relax
 * Monday November 9, 2009**

Collected HW, changed seats and reviewed for the Russian Rev. test. HW: Review for Monday's test
 * Friday November 6, 2009**

Reviewed the Russian Rev and life under Stalin with a documentary. HW: Propaganda project, due tomorrow. Review for Monday's test.
 * Thursday November 5, 2009**

Took a quiz, discussed Socialist Realism as a form or art and then reviewed the Industrial Rev. test results. HW: Complete the propaganda project, which is due Friday. Also, study for Monday's test.
 * Wednesday November 4, 2009**

Finished analyzing information on life under Stalin. Reviewed the Propaganda Project, and finished by passing back the Industrial Revolution test. HW:. Chapter 14 section 2B (finish the section). Define/explain the significance of each of the following: 1. examples of the police state under Stalin (children turning in parents, etc.) 2. Great Purge (what happened, who was killed, why, results) 3. Stalin and creativity 4. Pravda and its view on art 5. Education under Stalin 6. examples of religious persecution 7. Command economy 8. Five-year plans; results 9. collective farms. purpose. kulaks and their fate 10. deaths due to collectivization 11. Women's roles 12 women and medicine. percentage of doctors? 13. look at the altered photographs on page 447. What happened?
 * Tuesday November 3, 2009**

Collected French and Russian Revolution comparison assignment. Then began analyzing information on life in the Soviet Union under Stalin. Finished by assigning the Soviet Propaganda Project. HW: chapter 14 section 2A (440-442 stop at "Stalin Builds a Totalitarian State) Define/explain the significance of each of the following: 1. Totalitarianism 2. List and explain the four methods of control use by totalitarian leaders. 3. Do you see any of these in our society today? Explain your response. 4. Look at the circle diagram on page 441. List the 7 key traits of Totalitarianism. 5. What five regimes were listed at totalitarian regimes in 2000? (under the column, Data File)
 * Monday November 2, 2009**

Discussed the transition from Lenin to Stalin. Compared the ideologies of Trotsky and Stalin. HW: Comparing the French and Russian Revolutions: On a separate piece of paper, compare each of the 6 parts of the Russian Revolution that we discussed with stages/events of the French Revolution. You will need to look back at your French Revolution notes for this. Each part should be a paragraph, thus this should be 6 paragraphs. You don't need an introduction or conclusion. It should be typed, and it will be turned in on Monday. You
 * Friday October 30, 2009**

Wrapped up the lecture on the Russian Rev and began to look at the transition from Lenin to Stalin. HW: 1. Finish "Lenin to Stalin" if you didn't finish it in class (first and third periods didn't start this, so you'll do it in class tomorrow). 2. Comparing the French and Russian Revolutions: On a separate piece of paper, compare each of the 6 parts of the Russian Revolution that we discussed with stages/events of the French Revolution. You will need to look back at your French Revolution notes for this. Each part should be a paragraph, thus this should be 6 paragraphs. You don't need an introduction or conclusion. It should be typed, and it will be turned in on Monday. You can start it tonight! ☺ Statue of Liberty Day! Wrapped up our doc. on the Russian Rev. and then began a overview lecture of the events. HW: HW: Complete chapter 14 section 1 (last part will be called 14.1C). 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?
 * Thursday October 29, 2009**
 * Wednesday October 28, 2009**

Reviewed homework comparisons of late 18th-century France and late 19th-century Russia, then I passed out our unit overview. Finally, we discussed the events of the Russian Rev., enhanced with a doc. HW: Chapter 14 section 1 part B (434-436) Explain/define each of the following: 1. Russo-Japanese War 2. Bloody Sunday 3. Duma 4. WWI; its effect on Russia 5. Rasputin 6. March (also known as February) Revolution 7. Provisional Government 8. Alexander Kerensky 9 . Soviets 8. Lenin’s return
 * Tuesday October 27, 2009**

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 26, 2009**
 * D**iscussed late 19th-century Russian society.

I was out on Friday. Students worked on a reading. If you were absent too, you'll have to do this upon you're return. HW (If you didn't finish in class): Chapter 14 section 1A 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
 * Friday October 23, 2009**

Took the Industrial Rev. test HW: relax. I've posted the latest hit single "Factory Boy," due to popular demand. Don't worry, I've been granted permission by the artist. media type="file" key="Factory boy.mp3" width="240" height="20"
 * Thursday October 22, 2009**

Checked HW and collected Industrial Rev. projects. Good stuff. We then reviewed for tomorrow's test. HW: Study for tomorrow's test!
 * Wednesday October 21, 2009**

Took and quiz, checked homework, discussed examples of capitalistic and socialistic tendencies in our society today, then took a look at 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. Don't forget, your PROJECT is due tomorrow.
 * Tuesday October 20, 2009**

Started with a HW quiz, then we reviewed the economic theory of Karl Marx. Students evaluated their own economic viewpoints, as well. 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. Work on your Industrial Revolution project, which is due on Wednesday. 4. Study for Thursday's unit test.
 * Monday October 19, 2009**

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 16, 2009**

Passed out Industrial Revolution Unit overview, and we then finished our analysis of the positive and negative effects of the Industrial Revolution. Lastly, I returned the French Revolution Essay. HW: 1. Read the hand out "Dickens and the Working Class" and answer the questions (we began this in class). 2. 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 15, 2009**

Quiz on last night's homework, then continued our analysis of the positive and negative effects of the Industrial Rev. HW: start working on your enrichment project.
 * Wednesday October 14, 2009**

Finished documentary on the Industrial Rev, collected notebooks and began examining the positive and negative effects of the Industrial Revolution. HW: Chapter 9 section 2. Define/explain the significance of each of the following: 1. urbanization: definition, causes and examples. 2. London 3. poor living conditions 4. effect on life span 5. working conditions/hours 6. rising middle class (who was in it?) 7. upper v. lower middle class 8. Luddites 9. Positive effects of the Industrial Rev. 10. other benefits 11. look at the chart on p. 640. 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 13.. look at the chart on p. 293. Which social class benefited the most and which suffered the most from industrialization? 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?
 * Tuesday October 13, 2009**

Passed out the Industrial Revolution enrichment project today, took a quiz on Chapter 9.1 and watched a video clip on the steam engine. HW: reflect on what you want to do for the Industrial Rev. project. Prepare your notebook; it's due tomorrow.
 * Monday October 12, 2009**

Finished lecture on the Industrial Revolution and passed back French Rev. tests. No homework. :)
 * Friday October 9, 2009**

Reviewed last night's homework and began a lecture on the Industrial Revolution. HW: Chapter 9 section 1 PART B Define/explain the significance of each of the following: QUIZ tomorrow on the entire section. 1. New Inventions in textiles: spinning jenny; water frame; power loom; 2. reasons for factories 3. factories by streams? Why? 4. cotton gin 5. Wattπs steam engine 6. canals 7. McAdamπs roads; turnpikes 8. Stephensonπs Rocket 9. four ways that railroads changed life in Britain.
 * Thursday October 8, 2009**

I was out sick today. In fact I'm writing this from home as I recover (hopefully). Students were to have completed a form entitled "Industrial Revolution Opener." Get it here: Students then read and took notes on Chapter 9 section 1A 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 HW: Make sure you get the above two things finished by tomorrow!
 * Wednesday October 7, 2009**

American and French Revolutions Test today.
 * Tuesday October 6, 2009**

We reviewed for tomorrow's test today. It was a minimum day schedule. HW: Study for the test!
 * Monday October 5, 2009**

Collected essays, reviewed the Revolution events chart (evaluating whether specific events were a step toward autocracy or democracy), and played a little game of Jeopardy to review for Tuesday's test. HW: STUDY with the intensity of a Jacobin during the Reign of Terror (but do it peacefully) over the weekend. The test will be on Tuesday. Check the entry for Weds. Sept 23 below for a copy of the unit overview/study guide.
 * Friday October 2, 2009**

Took the Europe map quiz, and then I checked in with students and counseled them on their essays. HW: 1. Finish your French Rev. essay, which is due tomorrow. 2. Study for your American Rev and French Rev test, which will be on Tuesday.
 * Thursday October 1, 2009**

Quiz on homework, reviewed how to prepare the outline for the essay and worked on an activity in which we evaluated various stages of the French Rev. HW: 1. Essay outline due tomorrow 2. Also, study for Europe map quiz, which will be tomorrow.
 * Wednesday September 30, 2009**

Quiz on last night's homework. Informed class of delayed due dates, test on Monday, etc. Discussed Napoleon's downfall, particularly his failed invasion of Russia. Viewed a brief doc. on the topic. 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?
 * Tuesday September 29, 2009**

Don't forget: The essay outline is due Thursday, the essay on Friday. The ap quiz is on Thursday, and the test will be on Friday.

Checked homework, then wrapped up the lecture on the French Revolution. HW: Chapter 7 section 4 Define/Explain the significance of the following: 1. Napoleon’s three major mistakes: Continental System, Peninsular Campaign, Invasion of Russia. (there’s a lot here, so take a lot of notes.) 2. Battle of Leipzig 3. Waterloo 4. What were Napoleon’s greatest achievements? 5. Take a look at the chart at the bottom of 585. Answer the two questions: 1. Which of the goals of the Revolution did Napoleon achieve? 2. If you had been a member of the bourgeoisie in Napoleon’s France, would you have been satisfied with the results of Napoleon’s actions? Why or why not?
 * Monday September 28, 2009**

Change of Plans (There's a one day delay of things, which you'll indubitably appreciate): 1. Essay outline due Thursday. See below. 3. Europe map quiz on Thursday 4. Do not forget, your essay will be due on Friday. 5. Don't forget, we'll have a unit test on Monday the 5th. :)

Started with a quiz, reviewed the Dec. of Rights of Man, and then continued our discussion of the French Rev. HW: Chapter 7 section 3; take notes and complete by Monday 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
 * Friday September 25, 2009**

I was out today. Students analyzed excerpts from the Declaration of the Rights of Man and answered questions. HW: 1. finish the questions from today 2. Label your Europe map 3. finish 7 section 2 B.
 * Thursday September 24, 2009**

Checked hw. I first passed out the French Rev. Unit overview. Get it here: I then assigned the French Revolution essay, which you can find here:  Finally, I assigned the Europe map, which students began labeling in class. HW: 1. Chapter 7 section 2B 1. Sans-culottes 2..War with Austria and Prussia: causes, effect on daily life. 3. September massacres (1792) 4. Creation of the National Assembly (what type of government?) Who could vote? Women? 5. Jacobins 6. Marat and Danton 7. Fate of Louis XVI 8. First Coalition and the National Convention’s response 9. Robespierre; his goals; methods of radicals; calendar? 10. committee of public safety 11. July 1793 to July 1794; Reign of Terror 12. “enemies of the Republic” 13. Most Reign of Terror victims came from which Estate? Ironic? 14. Robespierre’s fate
 * Wednesday September 23, 2009**

2. Label Europe map 3. Start thinking about the French Rev. Essay

Took a homework quiz. Then began a lecture on the French Revolution. HW: Complete Chapter 7 section 2A Explain/cite the significance of the following: 1. removal of noble privileges 2. Declaration of Rights of Man. Main points and limitations 3. Olympe de Gouges 4. control of Catholic church; reasons for land takeover. 5. control of the church. How did it divide peasants and bourgeoisie. 6. Louis’ failed escape 7. Basic features of government under the National Assembly. What were the roles of the king, the Assembly? 8. Legislative Assembly—what were it’s powers? 9. Three factions in the Leg. Assembly. 10. Emigres
 * Tuesday September 22, 2009**

Quiz on the weekend's homework followed by review We then watched an amazing documentary about the beginning of the French Revolution. HW: Chapter 7 section 1 B (finish the chapter) take notes on your own
 * Monday September 21, 2009**

We simulated life in pre-Revolutionary France. Students were introduced to the problems the country faced upon the eve of revolution.
 * Friday September 17, 2009**

HW: 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?

Reviewed/discussed yesterday's homework. Then began with a brief doc. video on the writing of the Dec. of Ind. Next, we analyzed the Dec. of Ind and answered questions in our search for John Locke's influence. It was a tough read. HW: Finish the Dec. of Ind. questions, if you didn't do it in class.
 * Thursday September 16, 2009**

Quiz on yesterday's classwork/homework. Quick lecture on the American revolution. 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."
 * Wednesday September 15, 2009**

I was out at a district meeting. Students read and took notes on Chapter 6 section 4 HW: finish chapter 6 section 4
 * Tuesday September 14, 2009**

Took our Governing Unit test. No homework tonight.
 * Monday September 14, 2009**

Reviewed for the unit test on Monday.HW: Review for the test. Get the unit overview here, if you didn't get it in class.
 * Friday September 11, 2009**

Took a quiz on last night's homework. Reviewed for the Governing Unit test, which has been delayed until Monday, due to tomorrow's shortened schedule and my enlightened generosity.
 * Thursday September 10, 2009**

Passed back grades from the Meeting of the Minds and the World Problems solution essay. Reviewed philosophers from the Meeting of the Minds. We'll finish this tomorrow, as well as continue to review for Friday's test. HW: 1. Review for the test. 2.HW: 1. Chapter 6 section 3 Define/explain each of the following: 1. Salons; importance. Geoffrin 2. Diderot; Encyclopedia (importance/impact) 3. Baroque and neoclassical art; Bach; 4. classical music and Mozart and Beethoven 5. enlightened despots 6. Frederick the Great: his reforms and his limitations; his idea of his role as king (serve the state) 7. Joseph II: his reforms. 8. Catherine the Great: failed reform attempts 9. Partition of Poland
 * Wednesday September 9, 2009**

Conducted the Meeting of the Minds. It went well in all three classes. HW: Begin reviewing for Friday's test. Also, complete the following by Thursday:
 * Tuesday September 8, 2009**

Reviewed homework, passed out unit overview and discussed the Meeting of the Minds one last time HW: Be sure you're prepared for the Meeting of the Minds :) Cheers!
 * Friday September 4, 2009**

Started with a quiz in last night's homework. Then collected the notebooks. I passed out part of tonight's homework after that. Finally, groups worked together on their visual aide for Tuesday's Meeting of the Minds. HW: 1. Textbook reading, "Influences on Government." This is the assignment I handed out in class. You can find it here: 2. Also, prepare for the Meeting of the Minds. The following are due tomorrow, depending on your role: 1. Investigative Reporters must have 3 thoughtful questions for each of the other philosophers (27 in all). 2. Press Agent: Typed, one-page biographical background of your person. 3. Philosopher: Typed, one-page summary of your views of government. You should answer the following questions: 1) What is your favorite type of government? 2) What are your main reasons for liking this type of government most? 3) Can people be trusted to govern themselves? Why or why not? 4) what interesting beliefs/ideas do you have?
 * Thursday September 3, 2009**

Checked last night's homework, passed back acticles from the WP presentations, and assigned the meeting of the minds.
 * Wednesday September 2, 2009**

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

Also, prepare for the Meeting of the Minds. Investigative Reporters (and anyone else who's interested), get summaries of each person here: philosopherskeypoints1.doc Due Friday: 1. Investigative Reporters must have 3 thoughtful questions for each of the other philosophers (27 in all). 2. Press Agent: Typed, one-page biographical background of your person. 3. Philosopher: Typed, one-page summary of your views of government. You should answer the following questions: 1) What is your favorite type of government? 2) What are your main reasons for liking this type of government most? 3) Can people be trusted to govern themselves? Why or why not? 4) what interesting beliefs/ideas do you have?

Seventy years after the official start of WWII, we started with a quiz on last night's homework. I then gave a brief lecture on the Scientific Revolution. We finished up by focusing on different Enlightenment era thinkers. HW: Read the biographical briefing on the historical individual I assigned you today. Be sure to answer the questions provided. We'll discuss this further tomorrow.
 * Tuesday September 1, 2009**

Collected essays, reviewed governing terms, and opened up our Governing unit with an agree/disagree discussion. HW: 1. Answer the unit question: Can people be trusted to govern themselves? Explain your reasoning in a few sentences. 2. Take notes on Chapter 6 section 1 (Below are guiding points for you to follow). There will be an open-note quiz tomorrow! Define and/or explain the following: 1. Medieval View of the universe (geocentric) 2. Ptolemy 3. Scientific Revolution 4. Muslim influences on Scientific Revolution 5. Impact of Age of Exploration on scientific research 6. Copernicus and the heliocentric theory and his fears 7. Johannes Kepler 8. Galileo’s basic discoveries. 9. Galileo’s conflict with the church. 10. Scientific method 11. Francis Bacon and his criticism of past scholars. suggestions 12. Rene Descartes 13. “I think therefore I am” 14. Isaac Newton’s great discovery 15. Summarize differences between on and new science 16. Fahrenheit and Celsius 17. Jenner and inoculations 18. Robert Boyle and his accomplishments.
 * Monday August 31, 2009**

Groups finished presenting. I then assigned homework, two parts 1. World Problem solutions essay, due Monday. 2. Governing terms, also due Monday.
 * Friday August 28, 2009**

Groups began presenting. We'll finish tomorrow.
 * Thursday August 27, 2009**

We reviewed my expectations and the grading process for tomorrow's presentation. I consulted with groups as they prepared. HW: Prepare to do a stellar job on tomorrow's presentation! I'm looking forward to it. If you are in charge of sharing a solution to the problem, [|check out this link. It's for a wonderfulnonprofit. http://www.mycommitment.org/] Also, if your topic is ethnic conflict, check out this organization: [|Crisis Group]. Finally, check out the [|United Nation's millennium program]
 * Wednesday August 26, 2009**

We started with our first map quiz. We then broke into our groups and prepared for our World Problems presentation. HW: 1. continue to plan with your groups. 2. If you're having a difficult times finding articles, go HERE for details on how to conduct research.:) 3. Also, remember that your description of the solution must be detailed. Don't simply refer to a website. Investigate and be able to share your findings. :)
 * Tuesday August 25, 2009**

I was out today; students watched a documentary on human rights abuses in Darfur, Sudan. HW: keep conducting research. Get your project description here, if you lost it:
 * Monday August 24, 2009**

Went to IMAC city to conduct further research on our topic.
 * Friday August 21, 2009**

HW: 1. Complete your research. You should come to class tomorrow with 2 articles on examples of your World Problem. You should complete an article summary for each. Also, you should come to class with a printout of a web page belonging to an organization that is devoted to solving your World Problem. Read their site carefully, find out what they do, and most importantly, find out how students at BHS can help them if they want to. Therefore, you need THREE things by the beginning of class tomorrow:). Here's an [|example for ethnic conflict]. Email me if you have any problems.

Wrapped up reading on World Problems, and I assigned the World Problems presentation. Find an article of an example of your World Problem. You should complete an article summary for this article Also, you should come to class with a printout of the article. Email me if you have any problems.
 * Thursday August 20, 2009**

The Dean stopped by to remind students about rules and regulations at BHS (Code of Conduct, etc.). We then continued reading about World Problems. HW: map review.
 * Wednesday August 19, 2009**

Assigned seats, checked map homework and began our first unit on World Problems. Groups read summaries of nine contemporary world problems, answering questions for each summary. Get our unit overview here: We'll wrap this up tomorrow, hopefully. HW: 1. Be sure to have your signed syllabus tomorrow. 2. Also, review for next week's map quiz.
 * Tuesday August 18, 2009**

First day of school, again! Welcomed back students with a quick international word scramble game, discussed the syllabus, and passed out a world map. HW: 1. Label world map with the terms passed out in class (quiz next Tuesday) 2. Have parents sign the syllabus
 * Monday August 17, 2009**