Strongverb - Mr Buchanan's Site for Hastings HS Please note: the "Check Your Progress" feature has been suspended until the fall! Have a great summer!
Regents Review Resources
- After-school Regents Review Sessions:
- Sample terms from Review Packet
- Th 5/31: World Religions (2:45PM - 4:00PM)
- Tu 6/5: Economic Systems and Political Systems (2:45PM - 4:00PM)
- We 6/6: Imperialism; Human Rights (2:45PM - 4:00PM)
- TBA: Conflict; Turning Points
- Mo 6/11: Nationalism and Nation-States (2:45PM - 4:00PM)
- Tu 6/12:
- Human and Physical Geography (11:00AM-12:00PM)
- Civilizations (2:45PM-3:30PM)
- Regents Review Live!
- Website contains Powerpoint files and a video of the TV broadcast that you can watch on your computer.
- If you would like a DVD copy of the broadcast, send me an e-mail.
- Regents Prep Online (Oswego City School District)
- Previous Regents Exams (NYSED)
- Your World History textbook - online!
Regents Review Assignments At a Glance
- Reminder: you must get better than 80% to get credit for these assignments, i.e., no random answers!
- Use this form to complete each review assignment.
- Due We 5/23: MC pp. 62-63 #1-11; DBQ pp. 64-65 1-4
- Due Fr 5/25: MC pp. 101-102 #1-15; DBQ pp. 103-104 1-3
- Due Tu 5/29: MC pp. 137-138 #1-12; DBQ pp. 140-141 #1-4
- Due Th 5/31: MC pp. 173-174 #1-15; DBQ pp. 176-177 #1-3
- Due Fr 6/1: MC pp. 227-228 #1-16; DBQ pp. 230-231 #1-4
- Due Tu 6/5: MC pp. 272-274 #1-19; DBQ pp. 275-277 #1-6
- Due We 6/6: MC pp. 324-326 #1-14; DBQ pp. 327-329 #1-5
- Due Fr 6/8: MC pp. 359-360 #1-11; DBQ pp. 361-362 #1-4
Your World History Textbook - Now Online!
- Due to overwhelming popular demand, I have placed the World History: Patterns of Interaction textbook online.
Global Themes (Mo 6/11)
Issues in Mideast (Fr 6/8)
- Lecture here.
- Notes sheet.
- video.
- How's this for timely: New York Times article from Sa 6/9, "Israelis Ask, What Have We Gained Since the ’67 War?"
- And while I'm at it...here's another NYT article on Americans' ignorance about world religions: "Knowing Not" Su 6/10.
- As you try to cram the differences between the 5 pillars and the 4 Noble Truths, know that your endeavor is not in vain!
African Independence Movements and South African Apartheid (We 6/6)
- videos
Indian Independence > Indian-Pakistani Relations (Fr 6/1, Tu 6/5)
- Lecture
- Notes sheet
- video Gandhi
Regents Review Assignment (Tu 6/5)
- MC pp. 272-274 #1-19; DBQ pp. 275-277 #1-6
Regents Review Assignment (Fr 6/1)
- MC pp. 227-228 #1-16; DBQ pp. 230-231 #1-4
Podcast Recording Sheet (Tu 6/5)
- Your notes sheet for recording information from the other podcasts.
- This assignment will be graded on the thoroughness of your notetaking.
- What you do not finish in class will be homework due Tuesday 6/5.
Podcast-apalooza (Th 5/31)
- Record notes from the podcasts of your classmates on topics of World History since 1945.
- Use this form to record notes [form available NOW!]
- Asia
- Africa
- Middle East
- Latin America
- Argentina (Matt, Al W) txt: 35.1
- Europe
- Czechoslovakia: Czech Republic and Slovakia (Alby, Jay) txt: 35.4
Regents Review Assignment (Th 5/31)
- MC pp. 173-174 #1-15; DBQ pp. 176-177 #1-3
Regents Review Assignment (Tu 5/29)
- MC pp. 137-138 #1-12; DBQ pp. 140-141 #1-4
Podcast Project - Final Day (Fr 5/25)
- Record and edit your podcast file.
- Make sure I have your prep file.
Regents Review Assignment (Fr 5/25)
- MC pp. 101-102 #1-15; DBQ pp. 103-104 1-3
China in the 20th c: Mao through the present (We 5/23, Tu 5/29)
Regents Review Assignment: Ancient World - Civilizations and Religions
- Due We 5/23: MC pp. 62-63 #1-11; DBQ pp. 64-65 1-4
- Assignment must be completed thoroughly
- DBQs must be in complete sentences.
- Use this form to complete the review assignment.
Finish up Podcasts (Tu 5/22)
- Record podcast.
- All components must be in place: images, music, voice recording.
Reading and writing assignment (due Tu 5/22)
- In World History: Patterns of Interaction, read pp. 862-865.
- Complete Mao's Portrait (assignment here):
- Given an assigned portion of the reading, complete the portrait of Mao with phrases that describe his and others' actions.
China in the 20th c: After Sun Yat-Sen (Fr 5/18)
- Lecture: After Sun Yat-Sen - Nationalists v. Communists AND the Japanese Occupation
- Notes sheet here.
Podcast Project (Mo 5/14, Tu 5/15, Th 5/17, Tu 5/21)
Reading and writing assignment (due Th 5/10)
- Read pp. 876-879 in World History: Patterns of Interaction.
- Explanation.
- PDF file model here.
- Outline the reading using four levels. This will get you started:
- I. The Cold War Thaws
- A. The Soviets Domination Eastern Europe.
- 1. Destalinization and rumblines of protest.
- a. After the death of Josef Stalin Khrushchev started to purge the Soviet Union of Stalin's memory.
- b. [second paragraph]
- 1. Destalinization and rumblines of protest.
- A. The Soviets Domination Eastern Europe.
- I. The Cold War Thaws
Post-Cold War (We 5/9, Th 5/10)
- Lecture here.
- Notes sheet here.
- film "Doctor Strangelove"
Reading and writing assignment (due We 5/9)
- Read pp. 871-875 in World History: Patterns of Interaction.
- Complete #3 "Comparing"
- What similarities do you see between US actions in Nicaragua, Cuba, and Iran?
- For better than 4.5, include all "think abouts":
- > The type of leader the US supported in each country.
- > US interests in these countries.
Cold War Highlights / Cold War artifacts (Mo 5/7)
Reading and writing assignment (due Mo 5/7)
- Read pp. 866-870 in World History: Patterns of Interaction.
- Complete #2 "Taking Notes":
- Using a Venn diagram like the one below, compare and contrast the causes and effects of the wars in Vietnam and Korea.
- For better than 4.5, include you answer to the following: "Do you think the similarities or the differences between the two wars are more striking? Why?"
Reading quiz (Fr 5/4)
- 9 multiple choice
- Based on reading: pp. 855-860 "Two Superpowers Face Off" AND pp. 876-879 "The Cold War Thaws".
- Don't forget to check out the corresponding sections of the online study site! (Click here to access.)
- Your notes from Wednesday may be useful.
Introduction to the Cold War (We 5/2, Fr 5/4, Mo 5/7)
- video "Duck and Cover"
- Lecture on Cold War
- Notes sheet here.
- other informative videos
Reading assignment and quiz (Fr 5/4)
- In World History: Patterns of Interaction read pp. 855-860 "Two Superpowers Face Off" AND pp. 876-879 "The Cold War Thaws".
- Prepare for a short quiz (9 points)
video "Hotel Rwanda" (Tu 5/1)
- After reviewing the 8 stages, we will examine the Hotel Rwanda in depth.
The Eight Stages of Genocide (Th 4/26, Tu 5/1)
- Activity on learning about genocide in the 20th century.
- What is "genocide"? Where does the word come from?
- Genocides in the 20th century:
- Internet resources:
- Several definitions of the word genocide.
- Where does the word "genocide" come from?
- Eight stages of genocide
- Genocides
- Armenian National Institute: Armenian Genocide
- Center for Holocaust and Genocide Studies, U Minnesota: Cambodian Genocide
- Yale University: The Cambodian Genocide Program
- Frontline: The Triumph of Evil
- BBC: Rwanda: How the Genocide Happened
- Genocide Watch: Sudan/Darfur
- Center for Holocaust and Genocide Studies, U Minnesota: Primary Sources
- Library of Congress, Ukrainian Famine
- United Human Rights Council
- Internet resources:
Reading and writing assignment (Th 4/26; Field trip students: due Fr 4/27)
- In World History: Patterns of Interaction read pp. 831-834. "The Holocaust"
- Complete #3 "Making Inferences" on p. 834.
- Why do you think German soldiers and the German people went along with the Nazi policy of persecution of the Jews?
- For better than 4.5, include the following "Think Abouts":
- > Nazi treatment of those who disagreed.
- > Nazi propaganda
- > the political and social conditions in Germany at the time.
Reading and writing assignment (Tu 4/24)
- In World History: Patterns of Interaction read pp. 842-845 "The Devastation of Europe and Japan"
- Complete #2 "Taking Notes" on p. 845
- Using a Venn Diagram like the one below, compare and contrast the aftermath of World War II in Europe and Japan.
- For better than 4.5, you must use a Venn diagram (no substitutes). Your diagram must contain at least 3 entries for each of the three sections of the diagram.
War breaks out (Mo 4/23)
- Short lecture on the course of the war.
- Selected clips from the video "The Century."
Allied Victory (Th 4/19)
- In-class assignment.
- The assignment must be completed by the end of the period for credit:
- Read the handout: pp. 835-841 from World History: Patterns of Interaction.
- Answer the two questions below on SEPARATE sheets of paper.
- Question: Was it absolutely necessary for the US to drop atomic bombs on Japan in order to win the war? Why or why not?
- Complete #2 "Taking Notes": create a chart like the one below listing outcomes of the following World War II battles:
-
BattleOutcome
Battle of El Alamein Battle of Stalingrad D-Day Invasion Battle of the Bulge
Reading and quiz - We 4/18
- Reading pp. 835-841 in World History: Patterns of Interaction.
- Prepare for a short quiz (9 questions). [quiz canceled]
Notebook Check for Extra Credit - 40 pts (due Fr 4/13)
- To qualify your notebook must...
- ...be a 3-ring binder.
- ...contain all work.
- ...be sorted categorically, chronologically, or reverse chronologically or a combination of categorical and some chrono order.
- ...NOT have anything tucked into folders.
Homework: Reading and writing assignment (due Fr 4/13) - 10 pt [4th Q marking period]
- In World History: Pattern of Interaction read pp. 811-815.
- Complete No. 2 "Taking Notes"
(5 points)
- Trace the movement of Japan from democratic reform in the 1920s to military aggression in the 1930s by supplying tthe events following the dates show on the timeline.
- 1922, 1928, 1930, 1931, 1936, 1937
- For better than 4.5, answer: Which event was the most significant and why?
- Complete No. 3 " Drawing Conclusions"
(5 points)
- Review Germany's aggressive actions after Hitler defied the Versailles Treaty by rebuilding Germany's armed forces. At what point do you think Hitler concluded that he could take any territory without being stopped? Why?
- For better than 4.5, explain: (1) Hitler's goals, (2) responses of the democracies to his statements and actions, (3) the role of the League of Nations.
Next test date: We 4/11
- Topics:
- Imperialism (general concepts)
- Imperialism in Africa
- Imperialism in India
- Imperialism in China
- Meiji Restoration in Japan
- World War I
- Russian Revolution through Stalin
- Format (45 points total):
- 25 Multiple Choice (1 point each)
- 10 DBQ Short answer (1 point each)
- 1 Thematic Essay (10 points)
- Study tips
- Review the Jeopardy questions and answers. PDF version here.
- Go through online study site
- Review past homeworks (see below)
- DBQ Short answer and essay will be about Imperialism
- Review Essay Brainstorm; correct as needed! (I'm providing this "as is": verify that the brainstorm is correct!) PDF version here.
- Three thematic essays posted below.
- Two will be on the test.
- Of the two you will choose one to write about.
- Essay 1:
- > Theme: Throughout global history, there have been major political, economic, social, and cultural revolutions. The Russian Revolution has had complex causes and left lasting impacts on people's lives.
- > Tasks:
- * Define the term revolution. Explain how it applies to the Russian Revolution.
- * Describe three factors that helped to bring the Russian Revolution about.
- * Identify and explain at least one immediate effect and at least one long-term effect of this revolution on people's lives.
- > Keep in Mind:
- * Distinguish between the actual revolution that removed the Russian Tsar in Feb/Mar of 1917 and the Bolshevik coup that occured in Oct/Nov of that year.
- * Consider economic, social, and political events that contributed to the Revolution.
- * Examine how the revolution affected Russian society from an economic, social and political perspective.
- Essay 2:
- > Theme: Imperialism has had a profound impact on the lives of people living in non-industrialized parts of the world.
- > Tasks:
- * Define the term imperialism. Explain who practiced it, how they justified it, and in what ways it impacted people living in colonial areas.
- * Choose one area of the world where imperialism occurred: South Africa, West Africa, or East Africa; China, or India.
- * Describe how the imperialist power(s) operated in that region.
- * Identify and explain the ways that imperialism impacted that region positively and negatively.
- * Describe how people dominated by imperialism responded.
- > Keep in Mind:
- * Use specific examples in a region; incorporate relevant facts and dates in your answer.
- * Don't dwell on the negative. Imperialists brought positive changes in some societies despite the many negative changes.
- Essay 3:
- > Theme: World War I altered the map of Europe, destroying the Austro-Hungarian Empire, the German Empire, and the Russian Empire.
- > Tasks:
- * Identify and explain the causes of WWI.
- * Identify the "trigger" for the war.
- * Describe and explain why the war was unique in human history.
- * Discuss the role of nationalism in the destruction of the old empires and the creation of new countries in Europe.
- > Keep in Mind:
- * There is a difference between causes and triggers.
- * Be specific about the changes in warfare: trench, mobile, Schlieffen plan, use of technology.
- * Examine the role of self-determination as promoted by Woodrow Wilson before the war ended and at the Versailles Conference.
Interwar Europe (Mo 4/9)
- Brief lecture on Europe in the interwar period (1919-1939)
- Notes sheet here (if you find it helps you).
- Video: Leni Riefenstahl, Triumph of the Will
- Laws during the Hitler regime
- Activity here.
Friday 3/30 is the last day to turn in back missing work without a late penalty.
- If you turn it in after break, it will only be worth 85% of what you could have got.
Homework: New Soviet Man/Woman (due Th 3/29)
- You are working for the Commissariat of Enlightenment and Education in the Soviet government. Comrade Stalin has just consolidated power in the Soviet Union as the General Secretary of the Communist Party.
- Comrade Stalin would like you to come up with a new propaganda poster promoting what he calls the "New Soviet Man"
- Your task: incorporate any of his ideas in a draft poster (8 1/2 x 11 ' paper; with COLOR!)
- Central planning - 5 year plans
- Industrialization: bringing electricity to the countryside, building dams for hydroelectric power
- Collectivization: farms with several hundred workers; use of tractors
- Health care for all individuals
- Education for everyone
- Class-less society
- Physical strength of men and women
- Big families
- Need a model? Download this PDF file with pictures of actual Stalin-era propaganda.
Jeopardy...sort of (Th 3/29)
- Randomly-selected Jeopardy
- PDF version: contains both questions and answers
Reading and writing assignment: Russian Revolution (due Tu 3/27)
- Read pp. 769-774, World History: Patterns of Interaction, "Revolutions in Russia."
- Your choice of either of the two following assignments:
- Complete #1 - Terms & Names on p. 774
- or
- Design a tatoo for Lenin's arm: use the slogan "Peace, Land and Bread" Depict how this would be Lenin's most important meaningful slogan for the Russian Revolution. Use color and appropriate symbols to convey the meaning.
Lectures: Russian Revolution; Soviet Union becomes Authoritarian (Fr 3/23, Tu 3/27)
- Debrief Study Guide - Epilogue
- Lecture: Russia through the Revolution and Civil War
- Notes sheet here.
- Lecture: Soviet Union becomes Authoritarian.
- Notes sheet here.
- Videos on Stalin
Reading and writing assignment: Study Guide - Epilogue; Which option best?(due Fr 3/23)
- Read handout pp. 39-45.
- Complete the Study Guide. This must be completed by the beginning of class Friday!
- Epilogue assignment group activity
- 2nd assignment: which option from the role play would you have chosen and why? 1 page.
Role Playing: Russian Political Parties and Undecided Citizens (We 3/21)
- Role playing activity
- Half the class will form political parties and present their platforms to the other half of the class who represent the undecided citizens of Petrograd.
- Undecided Citizens sheet here.
- Short video on the events of October (November) 1917.
Note! Check your current progress ASAP
- I've been remiss in posting current grade status. As of today, I'm caught up.
- Since I have not been timely in posting grades, I am suspending late penalties through March 30. You must get any missing work to me before March 30. After that, late penalties will go into effect again.
Primary Source Reading: New York Times articles on events during the Russian Revolution (Mo 3/19)
- In-class activity: read the handout; complete the questions at the end of the handout by the end of the period. Assignment here.
- You may work with ONE other person in the class to complete the assignment.
- Total points: 5
Reading and writing homework (Mo 3/19)
- Read handout "Spring 1917: Russia Debates its Future" and "Options in Brief"
- Bring the handout to class on We 3/21
- Symbols of Revolution (10 points):
- Imagine you are leading a revolution.
- Come up with 3 goals of your revolution.
- On an 81/2x 11 in sheet, design a symbol that represents your goals. Include your 3 goals as bullet points. Fill the entire sheet.
Symbols of the Revolution (We 3/14)
Understanding Political Parties in Russia (Mo 3/12)
- Group activity on political parties in Russia.
Geography of Russia (Fr 3/9, Mo 3/12)
Reading and writing assignment (due Tu 3/13)
- Read the handout, pp. 13-22 on political, economic and social conditions in Russia between 1905 and 1917.
- Complete the Study Guide "Part II"
- Note: you will not be able to access these materials online. You must get them from me in order to complete the assignment.
Russian Revolution - Peasants (Th 3/8)
- Review assignment due today.
- Group Activity: analyze a document about Russian peasants.
- Videos on the Romanov family
Reading and writing assignment (due Th 3/8)
- Read the handout, pp. 1-12 on Russia before the revolution and the period from 1861 to 1905.
- Complete the Study Guide "Part I"
- Note: you will not be able to access these materials online. You must get them from me in order to complete the assignment.
- Supplemental reading: World History: Patterns of Interaction pp. 612, 769-770.
Great War - Outcome (Tu 3/6)
- Activity on the outcome of WWI.
- Short video segment.
Reading and writing assignment (due Tu 3/6)
- Read pp. 760-763 in World History: Patterns of Interaction.
- Complete #2 "Taking Notes" on p. 763.
- Using a web diagram like the one depicted in your textbook on p. 763, show the effects of World War I. To get better than 4.5, address the following questions: Which effect do you think was most signficant and why?
Great War - The Fronts (Mo 3/5)
- Activity on the fronts.
- Short video segment on weaponry.
- Complete the poem: Dulce et decorum est
Reading and writing assignment (Mo 3/5)
- Read pp. 747-751 in World History: Patterns of Interaction.
- Write out no. 3 on p. 751 "Comparing and Contrasting": How was the war on the Western front different from the war on the Eastern front? How was it the same? In your answer be sure to mention how there came to be a "two-front war" (that is, mention who came up with it.) To do better than 4.5, consider the following in your answer: trench warfare, which nations fought on each front, war casualties.
Great War - Causes (We 2/28)
- Activity on the causes of the Great War
- Notes sheet on causes
EC Opportunity: Women's History Month Poster (10 points)
- From a note circulating among the faculty:
- "March is Women's History Month and as you have learned in your social studies classes, women have played a remarkably significant role in shaping the society we have today. As politicians, mothers, soldiers, social reformers, and lovers, women's influence onthe world is worth celebrating. in order to commemorate their individualistic and social impac, you are being given the option of extra credit by your history teacher by creating a 22" by 28" poster about an influential woman of your choice in history. Your poster should include but it not limited to the following:
- Picture of subject
- Biography/Background
- Impact and influence
- Short timeline
- Significant quotations
- Creativity
Reading and writing assignment - WWI Causes (due We 2/28)
- Read pp. 743-746 in World History: Patterns of Interaction.
- Outline the reading.
- Use at least 4 levels of outlining.
- Bring your outline to class on Wednesday!
Meji Japan: Video refresher (Mo 2/26)
- Several clips on the "opening" of Japan.
Reading Quiz (Fr 2/16)
- On pp. 720-723 in World History: Patterns of Interaction: Japan in the Age of Imperialism
- 9 Multiple Choice questions.
Japan: Meiji Restoration (Fr 2/16)
- Short lecture here.
- Notes sheet for lecture.
Reading and writing assignment (due Fr 2/9)
- Read pp. 715-719 in World History: Patterns of Interaction.
- Define thoroughly (who, what, where, when, why) the list of terms and names in No. 1 on page 719. Pay attention to the significance of these terms and names. Don't just look them up in the glossary!
- Write out No. 3 "Recognizing Effects": Do you think the opium trade was finally more harmful or beneficial to China? Explain. For better than 4.5, incorporate the "Think Abouts" into your answer: (1) effects of Opium War, (2) other Chinese responses to foreign influence, (3) aftermath of Boxer Rebellion.
China in the 19th Century: Imperialism destroys an Empire? (Th 2/8, Fr 2/9, Tu 2/13)
- Lecture on China in the 19th century.
- Notes sheet for taking notes.
- History Channel documentary on the Boxer Rebellion
Reading and writing assignment: British Imperialism in India (due Tu 2/6)
- Read pp. 701-705 in World History: Patterns of Interaction.
- Complete #3: How did imperialism contribute to unity and the growth of nationalism in India? For better than 4.5, include in your answer the two "think abouts": the benefits of imperialism and the negative effects of imperialism.
Quiz / Video on the British in India (Mo 2/5, We 2/6)
- 9-question multiple-choice quiz
- video: Queen Victoria's Empire: Passage to India
- Notes sheet to be completed for 10 point participation grade
- Mini-lecture: the Raj
Reading Assignment: Imperialism - Case Study: Nigeria (due Mo 2/5)
- Read pp. 690-695 in World History: Patterns of Interaction.
- Be prepared for a short 9 question reading quiz.
- Hints: pay attention to the charts on pp. 690-691, know about the Hausa, Yoruba, and Igbo peoples (p. 693), be able to list the unsuccessful movements and the successful ones!
Motives of Imperialists (Th 2/1)
- What motivated imperialists to conquer the world!
In-Class Activity: Scramble for Africa (We 1/31)
- Groups compete for territory in the classroom.
Writing Assignment (due We 1/31)
- Based on the handout reading (which you can find in your textbook), complete #3 "Making Inferences ." For better than 4.5, incorporate all the "think abouts" in your answer.
In-class Activity (Mo 1/29)
- Read the textbook excerpt "Imperialists Divide Africa” from World History: Patterns of Interaction.
- In class, complete the terms and names on the last page of the handout. Hand in at the end of the period to the sub.
- The sub has been instructed to pass back your graded work and midterm exams.
3rd Quarter begins on Monday 1/29
- Everything above this text pertains to 3rd Quarter.
Midterm Exams and Final Grades have been posted.
- You will receive your midterms back on Monday 1/29. I will not be in on that day. The sub should pass them back to you as well as assignments that I have finished grading.
- Here's the formula I used to calculate your midterm:
- Grade = (MultipleChoiceScore * 30/25) + (DBQShortAnswerScore * 20/12) + ThematicEssaySccore + DBQEssayScore
- Multiple choice is weighted 30%
- DBQ short answer is weighted 20%
- Thematic Essay: 25%
- DBQ Essay: 25%
- You can check your final 2nd quarter grade online by 2:00PM Thursday.
Midterm Review (Fr 1/20, Mo 1/23)
- Fr, Mo - Resource tables for preparing for the midterm; Activity
- Fr - practice Midterm exam
The Arts during the Industrial Revolution (Tu 1/16, We 1/17)
- Analysis of several pieces of art from the neoclassical, romantic, and realist periods.
- For good measure: impressionism!
- Activity here.
- Additional optional lecture here.
In-class Activity (Th 1/11) - 5 points Participation grade
- Read article from the BBC "EU Plans Industrial Revolution"
- In class, write a short essay comparing the Industrial Revolution of the 19th century with the new industrial revolution planned by the EU.
Reading and writing assignment (due We 1/10)
- Read pp. 619-623 in World History: Patterns of Interaction.
- Complete no. 2 "Taking Notes"
- Using a chart, contrast romanticism, realism, and impressionism. For each movement, provide a brief description, the social conditions that each reflects, and representative artists.
- For better than 4.5, include two examples of each.
Reforms and Political Ideologies in the Industrial Revolution (Mo 1/8)
Reading Quiz (Fr 1/5) - An Age of Reforms (pp. 647-652)
- 9 Multiple Choice questions.
- If you know the Terms and Names on page 652, you will have no problem with the quiz.
Reading and writing assignment (Fr 1/5)
- Read pp. 647-652 in World History: Patterns of Interaction.
- Complete No. 2 "Taking Notes," p. 652
- Compare capitalism with Marxism using a Venn diagram such as the one on page 652.
- For better than 4.5, write a paragraph comparing and contrasting capitalism and Marxism.
Effects of the Industrial Revolution (Tu 1/2, We 1/3)
- Activity: Investigate the effects of the Industrial Revolution on individuals and society.
- In groups of 3, work as journalists examining 10 sets of written and visual information.
- Make illustrated and written notes on the positive and negative effects of each aspect of the Industrial Revolution as well as recommendations for fixing the problems.
- Write an editorial about your findings and recommendations.
- Deliverables:
- Student Handout 2.2C
(checked at end of class on We 1/3)
- Must be fully completed.
- Editorial
(due Mo 1/8)
- 2 pages, double-spaced, typed!
- Must have headline
- Student Handout 2.2C
(checked at end of class on We 1/3)
Industrial Revolution (Mo 12/18, We, 12/20, Fr 12/22)
- Note-taking exercise on the Industrial Revolution
- Seating arrangement: pairs
- Deliverable: Visual Flow Charts - 5 pt participation grade
Reading and Writing Assignment (due Mo 12/18)
- Read pp. 633-637 in World History: Patterns of Interaction.
- Complete #3 Making Inferences: What effect did entrepreneurs have upon the Industrial Revolution?
- For better than 4.5, include all three Think Abouts
- New technological developments
- business opportunities
- increase in prosperity
- For better than 4.5, include all three Think Abouts
5-Week Test (Th 12/14)
- 20 Multiple Choice
- 3 DBQ Scaffolding questions
- 1 DBQ essay
- 1 Thematic essay
- Topics:
- Congress of Vienna
- Latin American Independence movements
- Political Ideologies: Radicalism, Liberalism, Conservatism, Nationalism
- Revolutions Disrupt Europe
- Unification Movements: Italy and Germany
Italian Unification / Rise of Prussia (Mo 12/4; We 12/6; Fr 12/8, Tu 12/12)
- In-class activity on Italian unification movement (We 12/6)
- Short lecture on Italian unification and Rise of Prussia (Fr 12/8)
- Activity on Bismarck (Fr 12/8)
- Create a wanted poster for Otto von Bismarck or Garibaldi
- In your poster consider who would want Bismarck or Garibaldi removed and why?
- Create a fan magazine cover for Otto von Bismark or Garibaldi.
- Who would consider this person a hero and why?
- Create a wanted poster for Otto von Bismarck or Garibaldi
Revolutions Galore and Political Ideologies (Mo 11/27; We 11/29; Fr 12/1)
- In-class activity / lecture.
- Revolutions disrupt Europe
- Pair-work: creating a brochure about a political ideology in the nineteenth century.
Napoleon News Casts (Mo 11/27)
- As you watch the newscasts, jot down 3 things you liked about the newscasts, 3 things you didn't like about the newscasts, 3 things to make it better. Hand it in. Critique sheet here.
Reading and Writing Assignment (due We 11/22)
- Read Simon Bolivar's address to the Congress of Angostura.
- Answer the questions based on the text.
- 16 questions; 1/2 point each; 8 points total.
Reading Quiz: Congress of Vienna, Latin American Revolutions, Revolutions in Europe (Mo 11/20)
- Covers the following:
- "The Congress of Vienna" pp. 593-596.
- "Latin American Peoples Win Independence" pp. 603-608
- "Revolutions Disrupt Europe" pp. 609-612.
- 12 questions, Multiple Choice
- After you complete your quiz, start on the assignment due We 11/22.
Reading and Writing Assignment (due Fr 11/17)
- Read pp. 609-612 in World History: Patterns of Interaction, "Revolutions Disrupt Europe."
- There is no writing assignment, but this topic will be included in your reading quiz on Friday.
Reading and Writing Assignment (due We 11/15)
- Read pp. 603-608 in World History: Patterns of Interaction, "Latin American Peoples Win Independence."
- Complete no. 2 "Taking Notes": create a chart that compares independence movements in Latin America.
- Column 1 Heading: Where?
- Row 1: Haiti
- Row 2: Spanish South America
- Row 3: Mexico
- Row 4: Brazil
- Column 2 Heading: Who Rebelled?
- Column 3 Heading: Why did they rebel?
- Column 4 Heading: What happened?
- Column 1 Heading: Where?
- For better than 4.5, answer the additional question: "Explain whether you agree or disagree with the following statement: 'Through its policies, Spain gave up its right to rule in South America.'"
Congress of Vienna (Tu 11/14, We 11/15, Fr 11/17)
- Activity: Redesign Europe after Napoleon.
- Project here.
- In groups of 3, you will be assigned to one of the five "great powers" present at the Congress of Vienna. Directions here. Diplomatic instructions here.
- Several people will be assigned to the historian team. Your job will be to reveal the final map created and explain the consequences to the congress participants.
- Given certain objectives, design a map that will meet your goals.
Reading and Writing Assignment (due Tu 11/14)
- In World History: Patterns of Interaction read pp. 593-596.
- Complete no. 2 "Taking Notes": Think about ways in which the three main goals of Metternich's plan at the Congress of Vienna solved a political problem.
- For better than 4.5 also explain the overall effect of Metternich's plan on France.
5-week Test (Th 11/9)
- 25 Multiple Choice (1 point per question; 25 points total)
- Covers:
- American Revolution
- French Revolution
- Napoleonic Era
Reading and Writing Assignment (due We 11/8)
- In World History: Patterns of Interaction read pp. 589-592.
- Complete no. 4 "Theme Activity: Power and Authority"
- Part I: Using information from section 3 (pp. 584-588) and section 4 (pp. 589-592), create a chart, sketch or drawing to show what positive and negative effects Napoleon's rule had on France. [You should have at least 3 each for a 4.5]
- Part II: Next, judge Napoleon's use of power, showing your judgment in a visual way. Be prepared to defend your opinion.
Extra Credit Opportunity: Veterans' Day Project (due Mo 11/6)
- To commemorate Veterans' Day, the Social Studies Department invites you to bring in a photograph of a family member or friend of the family. Here are the guidelines:
- Get a "commemoration" form from a Social Studies Dept faculty member.
- Bring in a photocopy of a photograph of the veteran. (It does NOT have to be a picture of the veteran in uniform, although it would be preferably.)
- Note: if you do not have access to a copy machine, you may bring it to me and I'll scan/photocopy the picture for you.
- Other ways to commemorate the veteran in your life: bring in artifacts for display such as medals, diaries, memorabilia, etc.
- EC for my classes: 10 points per commemoration form and picture; 10 points per artifact.
Reading and Writing Assignment (due Th 11/2)
- Read pages 584-588 in World History: Patterns of Interaction.
- Answer question 3 Forming an Opinion on page 588: "There is an old question: 'Do the times make the man, or does the man make the times?' In your opinion, was Napoleon the creator of or the creation of his times?"
- For 4.5 out of 5, answer the question as is, using your reading as your source and the 3 "think abouts": the government after the Terror, Napoleon's defense of France, Napoleon's popularity.
- For better than 4.5, include a timeline of major events that show "his times."
Napoleon Era News Broadcast (Mo 10/30, Tu 10/31, Th 11/2, Fr 11/3, We 11/8)
- As you watch the groups, use this critique sheet to offer criticism.
- Work in groups of 4.
- Each group has an anchor and three correspondents.
- Find a graphic background for each of the three news segments.
- Create a news broadcast name and logo.
- Need a model? Here are links to the CBS Evening News
- Groups:
- Napoleon Grasps Power
- Alby
- Claire
- Vanessa
- Al Walton
- Napoleon Rules France
- Ian
- Tony
- Jason
- Carly
- Napoleon Creates an Empire
- Rob Simmonds
- Alex Torke
- Erika
- Zoey
- Napoleon's Three Costly Mistakes
(up to "Invasion of Russia")
- Craig
- Marilyn
- Margot
- Remy
- Napoleon's Downfall
- Al Indig
- Lil' Rob
- Dan
- Jay
- Bianca
- Invasion of Russia
- Marina
- Matt
- Becca
- Greg
- Napoleon Grasps Power
Lecture and Introduction to Napoleon Activity (Mo 10/30)
- Short lecture showing transition from end of reign of terror to ascent of Napoleon in political process.
- Introduction to in-class activity: Newscast on the Napoleonic Era.
Journal Entry Assignment (due Tu 10/31)
- Use this handy guide to find textbook entries for completing your Journal.
- 5 points per journal entry; 4 journal entries; 20 points total.
- Using your textbook, the activity, and the video (and any other resource you like), record four journal entries that correspond to the time periods listed.
- Your journal entries should be historically accurate, that is, reflect the time period given.
- Using your textbook, ensure that you mention a date that corresponds to the topic.
- The entries should be written in the 1st person. They should describe events as your character sees them.
French Revolution - Activity 2: Meeting of the Estates General (We 10/25)
- Maintain the same role you had in the previous activity.
- Get a role card. Follow instructions on role card.
French Revolution - video (Mo 10/23)
- Video on French Revolution in class.
Reading Assignment (Mo 10/23)
- Read pp. 577-583 "Revolution brings reform and terror"
French Revolution - Activity 1 - Introduction (Fr 10/20)
- Activity: France during the Reign of Louis XVI
- Video: The French Revolution
Reading Assignment (Fr 10/20)
- Read pp. 573-576 in World History: Patterns of Interaction, "Revolution Threatens the French King"
Assignment: Children's Version of Declaration (Fr 10/20) - 15 points
- Work in pairs.
- Create a large scrolled version of the Declaration.
- Rubric here.
Declaration of Independence (Tu 10/17)
- In-class activity: rephrase the Declaration of Independence (16 points)
American Revolution in a Nutshell (Fr 10/13) - X Day (30 minutes)
- Lecture on American Revolution
- Be prepared to take notes!
Reading and Writing Assignment (due Tu 10/17) - 5 points
- Read in World History: Patterns of Interaction pages 563-567.
- Complete no. 4 "Analyzing Themes" on page 567.
- To obtain 4.5, answer the question as presented.
- To obtain greater than 4.5, incorporate the "Think Abouts"
- How did John Locke impact the American government?
- What was happening in other British colonies?
- What Enlightenment ideas specifically influenced the Americans
5-Week Test (Th 10/12)
- 20 Multiple Choice
- 3 DBQ Scaffolding questions
- 1 DBQ essay
- 1 Thematic essay
- Topics:
- Absolutism
- Limited Absolutism / English Civil Wars
- Scientific Revolution
- Enlightenment
- 1 Thematic essay (I will give you 3 essay questions to prepare in advance; 2 will be listed on the test; you will respond to 1 of the 2)
- Study Tips
- Know ALL "Terms & Names" from your readings!
- Review past quizzes.
- Go through the online study site.
- Study Guides
Review for 5-week Test (Tu 10/10)
Enlightenment Salon Write-Up - 10 points (due Tu 10/10)
- Write one page about two thinkers at the salon.
- At least one paragraph for each thinker.
- Kudos for original bon mots: clever one-sentence remarks that sum up another person.
Enlightenment (Tu 10/3, We 10/4, Fr 10/6)
- Tu 10/3:
- We 10/4:
- Reading quiz
- Dedicated time for salon activity
- Fr 10/6:
- Enlightenment salon
Scientific Revolution leads to the Enlightenment (Th 9/28)
- Short lecture on the relationship between the Scientific Revolution and the Enlightenment.
- Introduce resume assignment / activity
Reading and Writing Assignment (due Tu 10/3)
- Read pp. 558-562 in World History: Patterns of Interaction, "The Spread of Enlightenment Ideas"
- Write out No. 3 "Drawing Conclusions"
- For 4.5 out of 5, answer just the question:
- "What advantages do you think salons had over earlier forms of communication in spreading new ideas? Justify your response with specific references to the text."
- For 5 out of 5, include thorough answers to the "Think Abouts"
- > "Who hosted the salons and where were they held?"
- > "Who was invited to the salons?"
- > "Church and state influence on publishing and education"
- For 4.5 out of 5, answer just the question:
Reading Assignment (due We 9/27)
- Read pp. 551-556 in World History: Patterns of Interaction, "The Enlightenment in Europe"
Scientific Revolution: Advertisements (Mo 9/25, We 9/27)
- Groups here.
- In pre-selected groups of 3, you will be responsible for creating an advertisement for one of the following discoveries/inventions during the Scientific Revolution.
- Your poster should address the following:
- A graphic of the invention/discovery
- A slogan for the product
- Usefulness of product.
- Who the audience is for the product
- How much it costs
- Where it can be purchased.
- Why the product is revolutionary
- Who endorses the product.
- Present the poster on Wednesday.
- Don't read it; pitch it.
- Include jingle.
- Worksheet: take notes on this sheet about the ad campaigns.
- Your poster should address the following:
Reading and Written Work Assignment (due Mo 9/25)
- Read pp. 545-550 in World History: Patterns of Interaction, "The Scientific Revolution."
- Complete No. 2 "Taking Notes"
- For 4.5 complete 5 spokes in the web.
- For greater than 4.5, explain what the Scientific Method is. (Do NOT just repeat what it says on page 545. Explain the process! )
Reading Assignment (due Fr 9/22)
- Read pp. 536-539 in World History: Patterns of Interaction on "Parliament Limits the English Monarchy"
Limited Absolutism | English Civil Wars (We 9/20)
Assignment (due Tu 9/19) - 5 pts
- Read pp. 531-535 in World History: Patterns of Interaction on "Russian Czars Increase Power "
- Hand in: No. 2: "Taking Notes"
- To get 4.5 out of 5 create a cluster diagram with 4 important events of the reign of Peter the Great
- To get 5 out of 5, create more than 4 important events
We're in Versailles (Th 9/14, Fr 9/15, Tu 9/19)
- Role playing exercise in Versailles.
- Students are given roles; they must write a short dialogue with another person that they are paired up with based on textbook reading.
- On Tu 9/19, students act out/present dialogues in class.
Assignment (due Th 9/14) - 5 pts
- Read pp. 518-523 in World History: Patterns of Interaction on "France's Ultimate Monarch"
- Hand in: No. 3 "Supporting Opinions"
- To get 4.5 out of 5 explain why or why not Louis XIV is a perfect example of an aboslute monarch.
- To get 5 out of 5, include all three "Think Abouts" in your answer.
Absolutism (Tu 9/12)
Assignment (due Tu 9/12)
- Read pp. 513-517 in World History: Patterns of Interaction on "Spain's Empire and European Absolutism"
- Create a classified ad in search of a monarch to rule Spain (5 pts).
- Your classfied ad must contain each of the following components:
- * qualifications for the position that are specific to Spain.
- * it should describe what Spain does well as well as what Spain could improve upon.
- * characteristics that could easily fit the specific monarch who actually did occupy the throne.
- * The ad must contain no fewer than five lines.
- * abbreviations are OK, but must be understandable.
- Your classfied ad must contain each of the following components:
WH1 Review (Mo 9/11)
- Distribute textbooks. Fill out cards.
- Review Activity - Part I - Identify the Civilization from WH1
- Break into small groups of three (your choice).
- Each person must fill out his/her own answer sheet.
- Review Activity - Part II - Create a clue for a given civilization
- Each group gets a civilization card. Create a clue that others must guess.
- Record the clues the other groups give you; guess the civilization.
Introduction (Th 9/7)
- Fill out biographical profile.
- Seating chart will be in place for two to three weeks...or until I memorize your names.
- Go over syllabus; discuss expectations for course.
- Demonstrate website.
- Distribute passwords for online gradebook access.
