Older Page from 2010-2011



Please access the calendar and announcements as listed below. Daily assignments, accompanying documents and presentations are listed below by date.




email mmlynde@henrico.k12.va.us or mlynde90@gmail.com

THE LAST FEW DAYS OF 2010-2011
As we wind down the year we will examine prejudice as seen in the larger global picture. There will be at least one more major assignment as we base our discussion around two films: Hotel Rwanda and My Name is Khan. I have listed the week of May 31- June 3 and will update the rest of the days as the week progresses.
May 31st
Tuesday
We discover the fact that we had a prejudice only after having to rid of it”
Karl R. Popper
Turn in: nothing
In class: We will be examining the Rwandan genocide
1. Background worksheet
2. Worksheet to accompany film
Homework:
none
June 1st
Wednesday
I am free of all prejudice. I hate everyone equally”
W.C. Fields - comedian
Turn in: nothing
In class: We will continue to examine the Rwandan genocide
1. Worksheet to accompany film
Homework:
none
June 2nd
Thursday
AND
June 3rd
Friday
You’ve got to be taught before it’s too late
Before you are six or seven or eight
To hat all the people your relatives hate
You’ve got to be carefully taught”
Oscar Hamnmerstein II. In the musical, South Pacific, 1949
Turn in: nothing


In class: We will continue to examine the Rwandan genocide


Homework:
The following assignment will be assigned to individual classes according to the movie completion. There will be a discussion/examination of issues component prior to the assignment.

*this completed assignment will not only count as a graded assessment but will also serve as a movie ticket to our watching My Name is Khan. If you don't complete the assignment you will not be watching the movie.

Period 4 - due Friday June 3rd.
Period 2, 3, 5, and 7 due Monday June 7th.


1. Visit site http://www.pbs.org/wgbh/pages/frontline/teach/divided/assignment3.html

2. Write a one-page reflection on: (12 times Times New Roman – double spaced)
a. Your choice from the list of what you see as the top 3, most effective, actions. Be sure to address, in detail, why you think those actions are the most effective.
b. Reviewing the list which action you think you might most effectively practice. Elaborate on how you can put that action into practice in Godwin or your personal life.





Early morning review sessions with Ms. Lynde or Mr. Lauder. It will last 7:45-8:30 according to the following schedule. Please join the teachers in their classrooms.

Lynde Mon: 5/16 - Geography, World Trade Routes and Empires (China/Japan/Mughal, etc) + Renaissance
Lauder Tue: 5/17 - Reformation and Scientific Rev + Absolutism and ECW?
Lynde Wed: 5/18 - Enlightenment and French Rev
Lauder Th: 5/19 - Industrial Rev, Economic Theories, and Turmoil in Europe (including nationalist Revs)
Lynde Fri: 5/20 - Imperialism and World War I (including Rus Rev)
Lauder Mon: 5/23 - Interwar Years and World War II
Lynde Tue: 5/24 - Cold War and Modern World

UNIT 16 REVIEW! (May 17th- May 23rd of 2011)

I've created a Google spreadsheet for everyone to contribute review questions. I will periodically alphabetize the categories. https://spreadsheets.google.com/ccc?key=0Ahs9WvLXX7NSdG1mbnJ2bTBiYTExOGFqazNPZUYyTXc&hl=en&authkey=CI2ItfsG
Tuesday
May 17
MAPS MAPS MAPS
we will go over the economic terms again
time to practice geography and identification skills
we might have a map quiz tomorrow; we'll see what the class votes for.
Wednesday
May 18
STANDARDS 2-4
worksheets, lectures, practice quizzes on Standards 2-4
Thursday
May 19
STANDARDS 5-7
worksheets, lectures, practice quizzes on Standards 5-7
Friday
May 20
STANDARDS 8-10
worksheets, lectures, practice quizzes on Standards 8-10
Monday
May 23
REVIEW OLD TESTS
review old tests
review old SOL
activities to foster group study


UNIT 15 Modern Day Issues (May 6th- May 16th (or so) of 2011)

Middle East
The Middle East Standard 14c: The student will demonstrate knowledge of political, economic, social, and cultural aspects of independence movements and development efforts by c) describing the end of the mandate system and the creation of states in the Middle East, including the role of Golda Meir and Gamal Abdul Nasser.
Friday
May 6
Directions: There are two parts to this assignment
Part 1: As a group:
You will be divided into 5 groups. Your assigned group will use the website http://www.regentsprep.org/regents/global/themes/nationalism/middleeast.cfm
Each group will be assigned one of the following topics:
1. Pan Arabism and Zionism
2. Arab Israeli Wars
3. Palestine Situation
4. Khomeini and Iranian Revolution
5. Kemal Ataturk and Westernization of Turkey
As a group, you will complete the following two tasks:
1. Create a study guide style summary, in your own words, of the information as found on your particular topic. Put your summary on the provided chart paper (title it!) and post your summary in the classroom. Make sure all group members’ names are listed. Make it clean, clear, colorful and effective!
2. Create 2 short questions classmates should be able to answer based on your summary information. Caution: make the questions purposeful; no easy questions! You will post your questions to the Google doc https://spreadsheets.google.com/ccc?key=0Ahs9WvLXX7NSdHY3VFZWOXBDYnpJZW5ocXBDVncyNGc&hl=en&authkey=CN_IiNAF
Remember to include your topic name on the spreadsheet.
Part 2: Each individual student
*you may turn in the individual portion either end of class or on Monday May 9th.
Neatly and on a clean sheet of paper, copy each topic summary including your own.
List any one question you wish to answer from each topic (that would mean 5 short answer questions in all) and provide your answer choice to each question in complete sentences and in its entirety.
Homework: complete the worksheet on the Middle East Mandate System. Copies given out in class or can be found here
Monday
May 9
"You can’t make war in the Middle East without Egypt and you can’t make peace without Syria."
Henry Kissinger, US Secretary of State
Turn in: Middle East review page The Mandate System
In class: We will be examining modern day issues of the Middle East.
Finish Friday’s examination of the Middle East. We were using the website
http://www.regentsprep.org/regents/global/themes/nationalism/middleeast.cfm
Posters of topics will be displayed.
1. Students will complete the following and turn it in for a class grade
Neatly and on a clean sheet of paper, copy each topic summary including your own.
List any one question you wish to answer from each topic (that would mean 5 short answer questions in all) and provide your answer choice to each question in complete sentences and in its entirety. Access questions on Google Doc https://spreadsheets.google.com/ccc?key=0Ahs9WvLXX7NSdHY3VFZWOXBDYnpJZW5ocXBDVncyNGc&hl=en&authkey=CN_IiNAF
2. Review material in preparation for quiz on Thursday May 12th
3. Access this website to practice Middle East geography skills – this too will be on Thursday’s quiz
http://www.rethinkingschools.org/just_fun/games/mapgame.html
Homework:
Come in with a global current event. Tomorrow we will discuss issues presented.
Please list the source of your global current event as well as a one paragraph summary of important details. You must also include a concluding statement as to why this event is important to Americans.

Tuesday
May 10
"An eye for an eye only ends up making the whole world blind."
Mahatma Gandhi
Turn in: Current event synopsis
In class: We will be examining current events
1. Examination of the post 9-11 world via website http://americanhistory.si.edu/militaryhistory/printable/section.asp?id=13 Create your own summary notes.
2. Class discussion images of war
3. exit ticket 3-2-1
Homework:
Quiz Thursday.
Wednesday
May 11
"Seeing is believing all the world over."
Cervantes Don Quixote
Turn in: nothing
In class: We will be examining modernization of India
1. Review British policies and India’s demand for self-rule
2. Scavenger hunt of facts
3. PPT on India
Homework:
Quiz tomorrow on Middle East and modern US wars
Study the following for Thursday's quiz
1. Access this website to practice Middle East geography skills – this too will be on Thursday’s quiz
http://www.rethinkingschools.org/just_fun/games/mapgame.html
2. http://www.regentsprep.org/regents/global/themes/nationalism/middleeast.cfm
3. http://americanhistory.si.edu/militaryhistory/printable/section.asp?id=13

Thursday
May 12
"A good head and a good heart are always a formidable combination."
Nelson Mandela
Turn in: nothing
In class: We will be examining modernization of Africa
1. Worksheet Jomo Kenyatta
2. ppt notes on Jomo Kenyatta and African nationalism in Kenya
3. ppt notes on African nationalism in Kenya and in South Africa
Homework:
none
Friday
May 13
//Globalization, as defined by rich people like us, is a very nice thing... you are talking about the Internet, you are talking about cell phones, you are talking about computers. This doesn't affect two-thirds of the people of the world.//
Jimmy Carter
Turn in: nothing
In class: We didn't follow the original plan - instead we focused on modern day Africa: Kenya, the Congo, and South African apartheid. We took notes on Kenyatta and Mandela and apartheid.
Homework:
none

Monday
May 16
Today we will catch up with what we didn't cover this past Friday: globalization issues , economic terms, and modern day China.
We will use the following worksheet

We will take notes form a PowerPoint lecture
We will use this http://www.forbes.com/2010/04/20/oil-energy-minerals-business-global-2000-10-china-investment-tracker.html
Homework: none but start reviewing for the SOLs! ULTIMATE REVIEW GUIDE!



UNIT 14 The Cold War (April 8th- May 5th, 2011)

The standards: 12c The student will demonstrate knowledge of worldwide impact of the Cold War by:
c) explain the terms of peace, the war crimes trials, the division of Europe, plans to rebuild Germany and Japan, and the creation of international cooperative organizations and the Universal Declaration of Human Rights (1948)
The standards: 13 a,b The student will demonstrate knowledge of major events in the second half of the twentieth century by
a) explaining key events of the Cold War, including the competition between the American and Soviet economic and political systems and the causes of the collapse of communism in the Soviet Union and Eastern Europe
b) assessing the impact of nuclear weaponry on patterns of conflict and cooperation since 1945

Things to study for the test on May 3rd and to check your understanding throughout the unit

1. Pretest on Cold War
2. Timeline of major Cold War events
3. What you should know documents and and
4. Basic Information on the Vietnam War and

Lecture Notes Used in Class









Daily agendas listed below

Date
Agenda
Friday
April 8
We helped keep the Cold War cold. . . .A war without casualties cannot be as famous as a horrible war, but it is preferable.
Edward Teller
Turn in: nothing
In class: Part I The Beginnings of the Cold War intro world after WWII, The Legacy: Japan, Germany, Israeli- Arab conflict
Who was to blame for the Cold War?
Focus Points
• Why did the USA-USSR alliance begin to break down in 1945?

• How had the USSR gained control of Eastern Europe by 1948?

• How did the USA react to Soviet expansionism?

• What were the consequences of the Berlin Blockade?

• Who was the more to blame for starting the Cold War: the USA or the USSR?
So what happened to Germany after WWII?
What about the Nuremberg Trials?
So what happened to Japan after WWII?
Homework:
Worksheet Legacy of Hitler the Arab Israeli conflict
Monday
April 11
From Stettin in the Baltic to Trieste in the Adriatic, an iron curtain has descended across the Continent.
Winston Churchill. (1946)
Turn in: Worksheet Legacy of Hitler the Arab Israeli conflict
In class: Part I The Beginnings of the Cold War: UN, Iron Curtain
United Nations
Universal Declaration of Rights
Worksheet: United Nations
The Iron Curtain: Stalin’s Takeover of Eastern Europe
Homework:
Worksheet Iron Curtain
Tuesday
April 12
Whether you like it or not, history is on our side. We will bury you.
Nikita Khrushchev (said to Western diplomats in 1956)
Turn in: Worksheet Iron Curtain
In class: Part I The Beginnings of the Cold War: Truman Doctrine, Marshal Plan, Creation of EU, Berlin Blockade, China Goes Communist
Truman Doctrine and Marshall Plan
The European Union (EU)
Berlin Blockade
China Goes Communist
Homework:
Worksheet: The Marshall Plan Aid
Wednesday
April 13
We had a wonderful record on the hydrogen bomb. We tested it, perfected it and never used it - and that served to win the Cold War.
Edward Teller
Turn in: Worksheet: The Marshall Plan Aid
In class: Part 2 Under Thermonuclear Shadow: What is so nifty about the 50s, McCarthyism, Nato, Warsaw and the Korean War, and the Berlin Wall
Bombs and more bombs
McCarthyism and the Red Scare
NATO/WARSAW
Korean War
Berlin Wall
Homework:
Quiz tomorrow.
Worksheet Cold War review document
You may wish to take an interactive quiz on Active History – Sign in then under the 3rd tab from the left (GCSE/IGSE History 14-16) and select the small arrow to drop down the menu. Choose number 11 The Cold War 1945-1949. Scroll down past B: (Yalta, Potsdam and the Atomic Bomb) to the interactive quizzes.
I am designing the quiz off lecture notes and these interactive quizzes…..
Thursday
April 14
We don't propose to sit here in our rocking chair with our hands folded and let the Communists set up any government in the Western Hemisphere.
Lyndon Baines Johnson
Turn in: nothing
In class: Part 3: The Nuclear Club Grows- Sputnik
Quiz
Look up nuclear ground zero. Google map your location with this link http://www.carloslabs.com/node/16
Sputnik
Space Race
Look up facts of U2 incident (not the band)
Discuss disinformation
Homework:
none
Friday
April 15
We're eyeball to eyeball, and I think the other fellow just blinked.
Dean Rusk
Turn in: nothing
In class: Part 4 At the Brink: Cuba
Bay of Pigs
Cuban Missile Crisis
Homework:
Worksheet: Cuban Missile Crisis causes. Due April 26th
Monday
April 25
By 1970, more bombs had been dropped on Vietnam than all targets in the whole of human history
Stephen Ambrose, historian
Turn in: nothing
In class: Part 4 At the Brink: Vietnam
We will cover Vietnam and finish the Movie 13 Days on Wed. April 27 and Thur. April 28th.
Lecture Part 4 At the Brink Vietnam
Homework:
Worksheet: Cuban Missile Crisis causes. Due April 26th
Tuesday
April 26
In the U.S. Army alone, over one thousand officers and NCOs (noncommissioned officers) were killed or wounded by their own men
Richard Gabriel
Turn in: Worksheet: Cuban Missile Crisis causes.
In class: Part 4 At the Brink: Vietnam
We will cover Vietnam and finish the Movie 13 Days on Wed. April 27 and Thur. April 28th.
Lecture Part 4 At the Brink Vietnam – Pol Pot and SALT Treaties
Homework:
Worksheet: Basic Summary of US Involvement reading and worksheet
Wednesday
April 27
It was a perfectly beautiful night, as fall nights are in Washington. I walked out of the president's Oval Office, and as I walked out, I thought I might never live to see another Saturday night.
Secretary of Defense Robert S. McNamara, recalling the Cuban Missile Crisis
Turn in: Worksheet: Basic Summary of US Involvement reading and worksheet
In class: Part 4 At the Brink: Cuban Missile Crisis
Movie: 13 Days
Homework:
none
Thursday
April 28
It is not hyperbolic to say, as many have, that the Cuban missile crisis was the single most dangerous episode in the history of mankind.
Barry Gewen
Turn in: none
In class: Part 4 At the Brink: Cuba
Movie: 13 Days and the Cuban Missile Crisis
Homework:
none
Friday
April 29
One member of the Joint Chief of Staffs…argued that we could use nuclear weapons, on the basis that our adversaries would use theirs against us in an attack. I thought, as I listened, of the many times that I had heard the military take positions which, if wrong, had the advantage that no one would be around at the end to know
Robert F. Kennedy
Turn in: none
In class: Part 4 At the Brink: Cuba
Movie: 13 Days and the Cuban Missile Crisis
Homework:
Review Item: Cold War Map and Review DUE MAY 3rd
Monday
May 2
We may be likened to scorpions in a bottle, each capable of killing the other, but only at the risk of his own life
J Robert Oppenheimer
Turn in: nothing
In class: Part 5 Hope, Fear, and the End of the Cold War: SALT treaties, Afghanistan War, Soviet Petrisoka, Fall of Wall
Did the USSR die a natural death?
USSR v US hockey game 1981
SALT treaties, Afghanistan War
Homework:
Review Item: Cold War Map and Review
Tuesday
May 3
President Reagan fuelled the spirit of America. His smile, his optimism, his total belief in the ultimate triumph of democracy and freedom, and his willingness to act on that belief, helped end the Cold War and usher in a new and brighter phase of history
Colin Powell
Turn in: Review Item: Cold War Map and Review
In class: Part 5 Hope, Fear, and the End of the Cold War: SALT treaties, Afghanistan War, Soviet Petrisoka, Fall of Wall
Fall of the Wall
Homework:
New World Order: read, summarize, and OUTLINE article (section 1-3) Who won the Cold War – Did the US beat the Soviet Union? – Did the USSR die of natural causes?
**http://history.howstuffworks.com/cold-war/who-won-cold-war3.htm**
Paper copy (no pictures):

Wednesday
May 4
The Cold War began with the division of Europe. It can only end when Europe is whole.
George Bush
Turn in:
New World Order: read, summarize, and OUTLINE article (section 1-3) Who won the Cold War – Did the US beat the Soviet Union? – Did the USSR die of natural causes?
**http://history.howstuffworks.com/cold-war/who-won-cold-war3.htm**
In class:
Review - use the worksheet ( ) and find the answers in this review PowerPoint
Homework:
Test tomorrow
Thursday
May 5
TBA - TEST in class



UNIT 13 World War II (Mar 17th - April 6th, 2011)

The standards: 12a-c. The student will demonstrate knowledge of worldwide impact of World War II by:
a) explaining economic and political causes, describing major events, and identifying leaders of the war, with emphasis on Franklin Delano Roosevelt, Harry Truman, Dwight Eisenhower, Douglas MacArthur, George Marshall, Winston Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo and Hirohito
b) examine the Holocaust and other examples of genocide in the twentieth century
c) explain the terms of peace, the war crimes trials, the division of Europe, plans to rebuild Germany and Japan, and the creation of international cooperative organizations and the Universal Declaration of Human Rights (1948)

Things to study for the test on March 31st and to check your understanding throughout the unit

1. Contemporary's Review
2. Pretest on WWII
3. Standards or What You Should Know WWII , ,
4. A (not the) Study Guide

Lecture Notes and Major Worksheet Used in Class

1.Major Chart referencing all major events and people of WWII
2. Lectures:
WW2 Causes
WW2 Europe
WW2 Homefront and Voices
WW2 Holocaust
WW2 Pacific
WW2 Results

PROJECT INFORMATION: early bird due 4/1. Actual due date 4/4

local information WWII - check out the USS Henrico video http://henrico-va.granicus.com/MediaPlayer.php?view_id=4&clip_id=354

Daily Agendas Listed Below


Date
Agenda
March 17, 2011
The most persistent sound which reverberates through history is the beating of war drums.
Arthur Koestler
Turn in: Google flyover causes of WWII
In class
· Test
· Thank you notes for chaperones on field trip (use reissued comment cards from the field trip for inspiration)
· Copy the basic timeline of WWII found at http://www.bbc.co.uk/history/worldwars/wwtwo/
At the site choose the first arrowed tab World War II: Key Events. Copy, BY HAND, and neatly the complete timeline (yes, the bullets have to be copied.) Add illustrations. You may create a mind map or you may create an illustrated timeline. There are no specific amounts of illustrations required but I do expect considered, neat, well-created work. This is to be turned in tomorrow at the beginning of the class period.
Homework:
Copy the basic timeline of WWII found at http://www.bbc.co.uk/history/worldwars/wwtwo/
At the site choose the first arrowed tab World War II: Key Events. Copy, BY HAND, and neatly the complete timeline (yes, the bullets have to be copied.) Add illustrations. You may create a mind map or you may create an illustrated timeline. There are no specific amounts of illustrations required but I do expect considered, neat, well-created work. This is to be turned in tomorrow at the beginning of the class period.
March 18, 2011
They’ve got us surrounded again, the poor bastards!
Creighton Abrams. Colonel and later commander of U.S. forces in Vietnam. While leading a tank breakthrough to beleaguered American forces in Bastogne (France) during the Battle of the Bulge, December 1944
Turn in: Timeline or mind map of World War II Key Events
In class
· Review with chronological exercise
· Intro w standards and charts of what to know: you must keep, use, and refer to these charts of major events of WWII
, ,
MOST IMPORTANT - THE CHARTS -
· Lecture: World War II
Homework:
Read text 791-800. Answer all reading check questions
March 21, 2011
I have nothing to offer but blood, toil, tears, and sweat
Winston Churchill
Turn in: Text 791-800. Answer all reading check questions
In class
primary work in the library
Project direction
Project link http://godwinlibrarypathfinders.wikispaces.com/World+War+II+Primary+Sources--Ms.+Lynde
Homework: initial discovery worksheet due no later than Thurs Mar 24th
March 22, 2011
Two kinds of people are staying on this beach, the dead and those who are going to die
George Taylor. Army colonel on Omaha Beach in Normandy (France) during the D-Day invasion 6 June 1944
Turn in: you may turn in Initial Discovery document (WWII letters) but they aren't due until March 24th
In class:
PPT notes and research time for project.
Meet in the library!
Homework: work on WWII project due 4/4 and initial discovery worksheet is due Thursday
March 23, 2011
I came through and I shall return
Douglas MacArthur
Turn in: nothing
In class:
Lecture WWII
Homework:
return signed permission slip to watch HBO The Pacific
initial discovery worksheet due tomorrow
March 24, 2011
Among men who fought on Iwo Jima, uncommon valor was a common virtue
Chester W Nimitz
Turn in: permission slip to view Pacific and initial discovery worksheet
In class:
Lecture WWII
work on charts due 3/31
Homework:
return signed permission slip to watch HBO The Pacific
March 25, 2011
Nuts!
Anthony McAuliffe. Responding to a surrender demand after his unit was surrounded by German forces at Bastogne (France) during the Battle of the Bulge, 22 December 1944.
Turn in:permission slips to watch Pacific
In class:
Lecture WWII
Homework:
Work on the initial charts handed out at the beginning of this unit. Due Thursday March 31st
return signed permission slip to watch HBO The Pacific
March 28, 2011
And when he goes to heaven
To Saint Peter he will tell
Another Marine reporting, sir
I’ve served my time in hell
Anonymous (American) Epitaph on the grave marking of Marine Private First Class Cameron, Guadalcanal, 1942
Turn in: nothing
Permission slip to watch Victory in Pacific
In class:
Lecture WWII
Watch HBO production The Pacific
Work on The Pacific assignment due March 30th
Homework:
none - though you might want to work on the biography component of the WWII letters project due early bird 4/1 and standard 4/3
The WWII charts handed out at the beginning of this unit. Due Thursday March 31st
March 29, 2011
We sure liberated the hell out of this place
Anonymous (American) Soldier in the ruins of a Normandy village (France)
Turn in: The Pacific viewing guide
In class:
Lecture WWII
Watch HBO production The Pacific
Homework:
The Pacific Assignment due March 30
You might want to work on the biography component of the WWII letters project due early bird 4/1 and standard 4/3
The WWII charts handed out at the beginning of this unit. Due Thursday March 31st
March 30, 2011
They’re overpaid, overfed, oversexed, and over here
Anonymous (British) On American GIs stationed in England during WWII
Turn in: nothing
In class:
Lecture WWII
Watch HBO production The Pacific?
A (not the) Study guide
Homework:
Test tomorrow!
you might want to work on the biography component of the WWII letters project due early bird 4/1 and standard 4/3
The WWII charts handed out at the beginning of this unit. Due Thursday March 31st
March 31, 2011
This is a cold, cold war – do you know what you are fighting for?
Janelle Monae
Turn in: The WWII charts handed out at the beginning of this unit. Due Thursday March 31st
In class:
Test WWII
Complete readings and prep work for “oh yeah” debate on the decision to drop the atomic bomb
Homework:
Complete readings and prep work for “oh yeah” debate on the decision to drop the atomic bomb
you might want to work on the biography component of the WWII letters project due early bird 4/1 and standard 4/3

April 1
2011
What was gunpowder? Trivial. What was electricity. Meaningless. This Atomic Bomb is the Second Coming in Wrath
Winston Churchill
Turn in: nothing
In class:
Complete readings and prep work for “oh yeah” debate Resolved: The use of the atomic bombs caused Japan to surrender
Homework:
Complete readings and prep work for “oh yeah” debate Resolved: The use of the atomic bombs caused Japan to surrender
Access instructions on how to comment on our class VoiceThread. Uploaded commentary and written commentary due Thurssday April 7th
Actual link to VoiceThread discussion
http://voicethread.com/share/1880545/
April 4, 2011
Now, I want you to remember that no son of a bitch ever won a war by dying for his country. He won it by making the other poor son of a bitch die for his country
General Patton
Turn in:
In class:
Round robin of examining World War II era letters.
Completion of 1) round robin review document (provided as paper copy in class) AND 2) individual self assessment for
Homework:
Complete readings and prep work for “oh yeah” debate Resolved: The use of the atomic bombs caused Japan to surrender
Access instructions on how to comment on our class VoiceThread. Uploaded commentary and written commentary due Thursday April 7th
April 5- April 6,
2011
I’d do it again. I still feel that use of the weapon was justified. We were fighting a declared war started by the enemy. We had to make a total commitment to win. (After the attack we) went to the club and had a few snorts. Then I realized it was my birthday. I had really celebrated with a big bang.
Kermit Beahan. Nagasaki atom-bomb navigator
Turn in.
In class:
Video: Dance of the Fireflies. A anima type story of two Japanese children’s experiences in surviving the atomic bomb.
Homework:
Access instructions on how to comment on our class VoiceThread. Uploaded commentary and written commentary due Thursday April 7th



UNIT 12 The Interwar Years (between WWI and WWII) (Mar 3rd - Mar 17, 2011)

The standards: 11a-c. The student will demonstrate knowledge of the economic, social, and cultural developments of the Interwar Period by:
a) describing the League of Nations and the mandate system
b) citing causes and assessing the impact of the worldwide Great Depression
c) examining events relating to the rise, aggression, and human costs of dictatorial regimes in the Soviet Union, Germany, Italy, and Japan, and identifying their major leaders, i.e., Joseph Stalin, Adolf Hitler, Benito Mussolini, Hirohito and Hideki Tojo.

Things to study for the test on March 17th and to check your understanding throughout the unit

1. Pretest
2. Contemporary's Review
3. Textbook pages
4. What you should know and end of unit review , , ,

Lecture Notes and Major Worksheet Used in Class

*not fully updated as of Mar 3rd but here's a start
1. League of Nations
2. The Interwar Years: Mandate System and Great Depression
3. The Interwar Years: USSR, Spain, Italy, China, Japan
4. Interwar Years: Nazi Aggression Leads to WWII
5. An explanation of totalitarianism

Daily Agendas Below
Date
Agendas
March 3rd
Thursday
Governments keep their promises only when they are forced to do so, or when it will be to their advantage.
Napoleon
Turn in: nothing
In class
Test WWI, Russian Revolution
Handout: What You Should Know 11a (League of Nations, Mandate System) 11b (Interwar Years Global Depression) and 11c (Rise of Dictators)
Handout Homework: What Problems Confronted the Big Three in 1919?
Complete the worksheet What Problems Confronted the Big Three in 1919?
Homework:
What Problems Confronted the Big Three in 1919?
*turn in paper copy at beginning of the bell
March 4th
Friday
Promises and pie crusts are made to be broken
Jonathon Swift
Turn in: paper copy of What Problems Confronted the Big Three in 1919?
In class
Lecture: League of Nations
Activity: Decision Making Game. League of Nations Theory and League of Nations Practice
Go to http://www.activehistory.co.uk/
Log in as user name Molly and password Lynde
Click on the dropdown menu arrow found on the third tab from the left (GCSE/IGSE History 14-16yrs)
Choose the League of Nations in the 1920s You will play Decision Making Game 1 The League in Theory - complete assignments.
Follow directions to play Decision Making Game 2 The League in Practice- complete assignments
Homework:
Complete classwork begun above
Alternative assignment for teacher specified students: Read text pp. 718-723 Answer 1) All reading checks, 2) Define and identify words as listed on p 718, 3) Answer Read to Discover questions listed on p. 718, and 4) answer Main Idea questions found on p. 723
Create your Picasso head. Go to www.picassohead.com.
1. Create your design.
2. Save – provide email and save to gallery
3. Go to gallery and find your creation. Print. Bring to class
March 7th
Monday
We promise according to our hopes and perform according to our fears
La Rochefoucauld
Turn in: Make sure you have completed the Decision Making Games as listed under Friday Mar. 4th date or, if specifically assigned, you have turned in text reading assignment.
In class
Lecture: League of Nations specifically: The Mandate System
Activity: Answer questions as found on Mid East Explanation regarding Mandate System of the Interwar years. Use four pages of primary sources as found on wiki
, ,, , ,
Homework:
Read, carefully, and complete the worksheet Attacking the Great Depression, and create the T-chart as directed
Please complete the following: (thanks to CJ)
1. Create your Picasso head at: Picassohead.com
2. Click Save/Email this painting
3. Open “Snipping tool” (Start menu-> All programs-> accessories-> snipping tool)
4. Click-and-drag the pointer so that your Picasso head is inside the box*
5. Save picture to your desktop
6. Go to picture
7. Right click on picture file and roll mouse over “Open with”
8. Click on Paint
9. Click resize (Ctrl + W)
10. Click resize by pixels
11. Set the first number to 800 (do not touch the second number)
12. Click okay
13. Save the picture
14. Print the picture
March 8th
Tuesday
Contract: an agreement that is binding on the weaker party.
Frederick Sawyer
Turn in:
Turn in: Attacking the Great Depression T-chart as directed. Turn in printed copy of Middle East Mandate questions answered.
In class
Lecture: Economic Woes of the World in the 1920s and the Great Depression
Activity: Game: Can you survive the Wall Street Crash ads Decision Making Game Wall Street Crash
Go to http://www.activehistory.co.uk/
Log in as user name Lynde and password Godwin
Click on the dropdown menu arrow found on the third tab from the left (GCSE/IGSE History 14-16yrs)
Choose the Wall St. Crash and the Great Depression. You will play: Can you survive the Wall Street Crash and complete the worksheet - Turn it in
Then go to the Decision Making Game Wall Street Crash - try to pass the game
Homework: (thanks to CJ)
1. Create your Picasso head at: Picassohead.com
2. Click Save/Email this painting
3. Open “Snipping tool” (Start menu-> All programs-> accessories-> snipping tool)
4. Click-and-drag the pointer so that your Picasso head is inside the box*
5. Save picture to your desktop
6. Go to picture
7. Right click on picture file and roll mouse over “Open with”
8. Click on Paint
9. Click resize (Ctrl + W)
10. Click resize by pixels
11. Set the first number to 800 (do not touch the second number)
12. Click okay
13. Save the picture
14. Print the picture
March 9th
Wednesday
Appeasement: An infallible method of conciliating a tiger is to allow oneself to be swallowed
Ronald Adeneuer
Absent due to testing? It is your responsibility to do the following. All printed material must be printed and turned in IMMEDIATELY when the bell rings for your class tomorrow March 1oth
1. worksheet from 3/8 (see below)
2. access ppt on Interwar Years Spain etc (see top of this unit where all lecture notes are posted)
3. Complete the worksheet on Manchuria and Spain and turn in beginning of class tomorrow March 10th.
Turn in: your worksheet from yesterday's Wall St Crash - task 1 and 2 (you didn't have to do #3 the flow chart).
In class
Lecture: The Effectiveness of the LoN: Manchuria, Nanking, and the Abyssinia crisis
Handout: Interwar Years Japan and Italy and a little Spain. Complete using text or Internet research. Turn in printed copy at beginning of class tomorrow Mar. 10
Homework:
Handout: Interwar Years Japan and Italy and a little Spain. Complete using text or Internet research. Turn in printed copy at beginning of class tomorrow Mar. 10.
March 10
Thursday
No appeasement will avoid necessary battles. It only makes them more costly and lengthy.
Gustave Le Bon
Turn in: Have your Picasso Head print out. Turn in printed copy at beginning of class Handout: Interwar Years Japan and Italy and a little Spain
In class
Lecture: Communism and Fascism
Handout: Weimar Source Packet
Activity Weimar Germany
Go to http://www.activehistory.co.uk/
Log in as user name Lynde and password Godwin
Click on the dropdown menu arrow found on the third tab from the left (GCSE/IGSE History 14-16yrs)
Choose the Weimer Germany You will play Decision Making Game Weimar Germany - complete assignments
I have included the worksheet for the Weimer Republic here - note: I do not expect you to do the extension task in pt 1 or pt 3 and I have crossed them out accordingly on this worksheet.
Download the audio description of the Picasso show for tomorrow- you can listen on your phones as your tour the galleries tomorrow.

Homework:
Tomorrow: Field Trip!
Due Monday March 14th – completely printed, labeled and ready to turn in at the beginning of the bell
1. Weimer Germany worksheet (listed above)
2. Wall Street Crash worksheet – pt 1 and pt 2 – given in class Tues 3/8. Due 3/14 with proper labeling of SOL student testing
3. Spain, Italy worksheet given in class Wed 3/9. Due 3/14 labeled SOL student testing
March 11
Friday
Field Trip to Virginia Museum of Fine Art to see Picasso's work
Due Monday March 14th – completely printed, labeled and ready to turn in at the beginning of the bell
1. Weimer Germany worksheet (listed above)
2. Wall Street Crash worksheet – pt 1 and pt 2 – given in class Tues 3/8. Due 3/14 with proper labeling of SOL student testing
3. Spain, Italy worksheet given in class Wed 3/9. Due 3/14 labeled SOL student testing
March 14
Monday
Appeasement does not always lead to war; sometimes it leads to surrender
William Safire
Turn in: nothing
In class
Lecture: War approaches
Activity 1) Decision Making Simulation Hitler’s Foreign Policy (interactive).
Go to http://www.activehistory.co.uk/
Log in as user name Lynde and password Godwin
Click on the dropdown menu arrow found on the third tab from the left (GCSE/IGSE History 14-16yrs)
Choose #6 the League of Nations 1930s.
Scroll down to the second unit: Germany, Britain, and France: Appeasement
Choose #4 Decision Making Simulation Hitler’s Foreign Policy (interactive).
Complete and turn in the worksheet #1 available at the top of the introduction to the decision making game. The same worksheet is posted on this wiki.
Worksheet #1 Hitler's Foreign Polic
Homework:
Finish the class activity
March 15th
Tuesday
I have nothing to offer but blood, toil, tears, and sweat.
Winston Churchill
Turn in: Print copy of Hitler's Foreign Policy
In class
Lecture: War Approaches
Activity 2) Causes of WWII A Google Earth Flyover. You will use the worksheet Causes of WWII Google Earth and you will use the Google Earth link to download the .kmz Google flyover file
Go to http://www.activehistory.co.uk/
Log in as user name Lynde and password Godwin
Click on the dropdown menu arrow found on the third tab from the left (GCSE/IGSE History 14-16yrs)
Choose the Appeasement Depth Study
Read the brief introduction: To What Extent Did The Policy of Appeasement Cause the Second World War?
Scroll down to Stage 1
Look t the 3rd bullet Google Earth Tour. You will need to access the Causes of World War Two, 1919-39: An animated flyover. This will provide you the .kmz Google Earth file to begin the fly over. Complete the worksheet. and
Homework:
Test Thursday.
Complete today’s activities if need be
March 16th
Wednesday
Teacher work day - test tomorrow!
March 17th
Thursday
The most persistent sound which reverberates through history is the beating of war drums.
Arthur Koestler
Turn in: Google Earth flyover causes of WWII if not completed in class on Tues 3/15
In class
· Test
· Thank you notes for chaperones on field trip (use reissued comment cards from the field trip for inspiration)
Directions and How To's are here

· Copy the basic timeline of WWII found at http://www.bbc.co.uk/history/worldwars/wwtwo/

At the site choose the first arrowed tab World War II: Key Events. Copy, neatly, and with your own symbolic illustrations the timeline. You may create a mind map or you may create an illustrated timeline. There are no specific amounts of illustrations required but I do expect considered, neat, well-created work. This is to be printed and turned in tomorrow at the beginning of the class period.
Homework:
Copy the basic timeline of WWII found at http://www.bbc.co.uk/history/worldwars/wwtwo/
At the site choose the first arrowed tab World War II: Key Events. Copy, neatly, and with your own symbolic illustrations the timeline. You may create a mind map or you may create an illustrated timeline. There are no specific amounts of illustrations required but I do expect considered, neat, well-created work. This is to be printed and turned in tomorrow at the beginning of the class period.


UNIT 11 World War I, The Russian Revolution, & The Armenian Genocide (Feb 22nd- Mar 3rd, 2011)

The standards: 10a-c. The student will demonstrate knowledge of the worldwide impact of WWI by
a) explaining economic causes, political causes, and major events and identifying major leaders of the war, with emphasis on Woodrow Wilson and Kaiser Wilhelm II
b) explaining the outcome and global effects of the war and the Treaty of Versailles
c) citing causes and consequences of the Russian Revolution

Things to study for the test on March 3rd and to check your understanding through the unit

1. Pretest WWI
2. Contemporary's Review WWI
3. Basic notes
4. Basic notes Russian Rev
5. Study guides and
6. What You Should Know review sheet(s) , ,

Lecture Notes and Major Worksheet Used in Class

1. Lecture WWI The War To End All Wars
2. Lecture Russian Revolution
3. Lecture League of Nations and Treaty of Versailles
4. Main map used for WWI Alliances and Battles

Daily Agendas Below
Date
Daily Agenda Details
Feb 22nd
Tuesday
I see trees of green, red roses too,
I see them bloom for me and you.
And I think to myself,
What a wonderful world
George David Weiss and Bob Thiele – Louis Armstrong
Turn in: packet either paper or to www.dropitto.me/mlynde (password Godwin) with the proper naming protocol as listed on packet
In class
Test Imperialism
Handout: What You Should Know WWI , ,
Handout/Download: WWI Causes document
Handout in class: Basic Map of Alliances and Battles
Homework:
WWI Causes document. Submit tomorrow either paper or to www.dropitto.me/mlynde (password Godwin) with the naming protocol classperiod, last name, first initial, WWI causes
Feb 23rd
Wednesday
Come on, you sons of bitches! Do you want to live forever?
Dan Daly, Marine sergeant
Turn in: WWI Causes document. Submit either paper or to www.dropitto.me/mlynde (password Godwin) with the naming protocol classperiod, last name, first initial, WWI causes
In class
Review MAIN
Lecture: WWI The War to End All Wars – individuals, powder keg, strategies, weapons
Classwork/Homework: ALERT! UPDATE! no homework- the original assigned work has a broken link/password. Enjoy the evening.
Homework:
Life In The Trenches Activity. Submit tomorrow either paper or to www.dropitto.me/mlynde (password Godwin) with the naming protocol classperiod, last name, first initial, Lifeinthetrenches
Feb 24th
Thursday
This war, like the next war, is a war to end war
David Lloyd George, British prime minister
Soulful Celebration – class time is shortened
Turn in: nothing
In class
Lecture: WWI The War To End All Wars - battles
Classwork/Homework: assigned either Battle of Gallopoli or Battle of Somme ,
Completion of 2nd half of WWI map – label battle sites.
Homework:
Homework: assigned either Battle of Gallopoli or Battle of Somme
Completion of 2nd half of WWI map – label battle sites.
Submit tomorrow either paper or to www.dropitto.me/mlynde (password Godwin) with the naming protocol classperiod, last name, first initial, BattleGallopoli or Battle Somme.
Keep in your notes the WWI map
Feb 25th
Friday
Over there, over there,
Send the word, send the word, over there,
That the Yanks are coming, the Yanks are coming…
And we won’t be back till its over, over there
George M Cohan. “Over There” song 1917
Turn in: Homework: which was either Battle of Gallopoli or Battle of Somme
Submit either paper or to www.dropitto.me/mlynde (password Godwin) with the naming protocol classperiod, last name, first initial, BattleGallopoli or Battle Somme.
Keep in your notes the WWI map
In class
Lecture: WWI The War To End All Wars – America enters the war, the homefront, the Spanish flu of 1918
Entry/Exit ticket: How is a tank like a doughnut……
Homework:
Quiz Monday!
Why not access study guide now? Test on March 3rd , ,
Feb 28th
Monday
Communism is a religion, and none the less potent for being a secular one
J.F. C. Fuller
Turn in: nothing
In class
Quiz on WWI
Classwork/homework: complete worksheet RussRev using outline document RussianRevolutionOutline as found on wiki and
Homework:
Complete worksheet RussRev using outline document RussianRevolutionOutline as found on wiki.
SUBMIT PAPER COPY AS SOON AS CLASS BEGINS - NO PRINTING FROM CLASS. IF HOMEWORK ISN'T READY THEN THE GRADE WILL BE ZERO
*Bring headphones to class
Mar 1st
Tuesday
Communism was overthrown by life, by thought, by dignity
Vaclav Havel
Turn in:SUBMIT PAPER COPY AS SOON AS CLASS BEGINS - NO PRINTING FROM CLASS. IF HOMEWORK ISN'T READY THEN THE GRADE WILL BE ZERO
In class**
Review of yesterday’s classwork/homework via Lecture: The Russian Revolution 1917
Students read about the Armenian Genocide: http://www.armenian-genocide.org/genocidefaq.html#What Please write concise Answers (Title the document "Period, Lastname. First Initial, ArmenianGenocide") to the following Questions:
* What is the Armenian Genocide?
* Who was responsible for the Armenian Genocide?
* How many people died in the Armenian Genocide?
* Were there witnesses to the Armenian Genocide?
* What was the response of the international community to the Armenian Genocide?
* Why is the Armenian Genocide commemorated on April 24?
  • Are the Armenian massacres acknowledged today as a Genocide according to the United Nations Genocide Convention?
Students read American government is reluctant to recognize the Armenian Genocide.
http://news.bbc.co.uk/2/hi/programmes/correspondent/2572667.stm
Students listen to this story about President Obama's Town Hall visit in Turkey last year http://www.npr.org/templates/story/story.php?storyId=102821470
What to know? What factors led to the massacre of Armenians? What methods were used to carry out the genocide? How did Hitler later use the Armenian Genocide to further his own goals? What is the Turkish government’s position on the genocide today?
Homework:
Quiz tomorrow on Russian Revolution and Armenian genocide
Complete any class activities not finished in class.
SUBMIT PAPER COPY AS SOON AS CLASS BEGINS - NO PRINTING FROM CLASS. IF HOMEWORK ISN'T READY THEN THE GRADE WILL BE ZERO
Mar 2nd
Wednesday
Peace, n. In international affairs, a period of cheating between two periods of fighting
Ambrose Bierce
Turn in: SUBMIT PAPER COPY AS SOON AS CLASS BEGINS - NO PRINTING FROM CLASS. IF HOMEWORK ISN'T READY THEN THE GRADE WILL BE ZERO
In class
Review Armenian Genocide
Quiz Russian Rev/Armenian genocide
Brief Lecture: Treaty of Versailles
Treaty of Versailles using worksheet The Treaty of Versailles
Test tomorrow
Study guides available on wiki (top of the unit with Things to Study)
Homework:
Test tomorrow. Review session in afternoon 3/2 and 8:00 a.m. 3/3




UNIT 10 Imperialism (Jan 8th- Feb 22nd, 2011)

The standards: 9d-e. The student will demonstrate knowledge of the effects of the Industrial Revolution during the 19th century by
a) explaining the rise of industrial economies and their link to nationalism and imperialism
b) assessing the impact of European economic and military power on Asia and Africa, with emphasis on the competition for resources and the responses of colonized peoples.

Things to study
1. pretest
2. Lots of Contemporary's Review packets , , , ,
3. Focus questions
4. very basic, very limited outline notes

5. map review for test

Lecture Notes Used in Class
1. Lecture; Imperialism or Everybody Wants To Rule The World
2. Packet use for this unit

Dailies listed below


Tues
Feb 8
Imperialism is absolutely necessary to a people which desires spiritual as well as economic expansion
Benito Mussolini
Turn in: Industrial Revolution packet- paper copy!
In class
Test: Industrial Revolution
Collect next unit’s What You Should Know – Imperialism
Download copy of Packet Imperialism for use in the next unit. I will not provide a print copy so you will need to print it yourself if you want one. We will be using it in class tomorrow, Wed. , Feb. 8th.
Homework:
Get packet on Imperialism for use in class
Wed
Feb 9
Imperialism: The aims of our neighbor; opposite of your own aims, which is called Foreign Policy
Leo Rosten
Turn in: nothing
In class
Lecture Notes : Imperialism or Everybody Wants to Rule the World
Introduction notes and introduction video pp. 1-2
Homework:
Looking Into Imperialism A Little Deeper packet pp. 3-5
Thur
Feb 10
I would annex the planets if I could
Cecil Rhodes
Turn in: nothing
In class
Lecture Notes : Imperialism or Everybody Wants to Rule the World
Some facts and details and video Scramble for Africa pp 6-7
Homework:
Africa Map packet p.
Fri
Feb 11
Colonialism only loosens its hold when the knife is at its throat
National Liberation Front , Algeria
Turn in: nothing
In class
Lecture Notes : Imperialism or Everybody Wants to Rule the World
General info on African imperialism p 10
We begin the movie When We Were Kings use p 11 in packet to record impressions
Homework:
none
Mon
Feb 14
All mankind love a lover
Ralph Waldo Emerson
Turn in: nothing
In class
We continue the movie When We Were Kings use p 11 in packet to record impression
Homework:
none
Tues
Feb 15
The first of earthly blessings, independence
Edward Gibbon
Turn in: nothing
In class
We finish the movie When We Were Kings use p 11in packet to record impression
We begin notes, p12, on India from lecture: Imperialism or Everybody Wants To Rule The World
Homework:
none
Wed
Feb 16
The problem is a world problem. No nation can find its own salvation by breaking away from others. We must all be saved or we must all perish together
Mohandas Gandhi
Turn in: nothing
In class
Lecture: Imperialism or Everybody Wants To Rule The World
In packet p. 13 Middle East
Homework:
Answer White Man’s Burden questions #1-5 only as found on packet pp. 13-14
Thurs
Feb 17
We should keep the Panama Canal. After all, we stole it fair and square
S. I. Hayakawa
Turn in: nothing
In class
Lecture: Imperialism or Everybody Wants To Rule The World
Review White Man’s Burden, review Black Man’s Burden, and add caption to editorial cartoon. P 14
Begin notes p. 15 on U.S. Imperialism
For review for test on Tues Feb 22 - there will be a map component. Here is a review list
Homework:
Quiz tomorrow on Africa, India, Egypt, US Imperialism
Fri
Feb 18
Imperialism first makes its subject ill, and then it constructs the hospital in which the patient lies imprisoned and without any possibility of being cured
Eduardo Galeano
Turn in: nothing
In class
Quiz on Imperialism
Lecture Imperialism or Everybody Wants To Rule The World
Japan and China pp 15-1
Identify similarity and differences b/w concepts of manifest destiny and imperialism
Homework:
No school Monday
Test Tuesday Feb 22nd
Submit packet by Tues Feb 22nd either paper or by naming protocol (Period #, last name, first initial.Imperialism) and droptito.me/mlynde as listed on packet. Password Godwin.


UNIT 9 Industrial Revolution (Jan 31- Feb 8, 2011)

The essay question you are focusing on throughout this unit and answering on the test is: What is the legacy of the Industrial Age as seen in modern times?
The Standards: 9a-9c,d The student will demonstrate knowledge of the Industrial Revolution during the nineteenth century

Things to study
1. pretest
2. Contemporary's summary
3. very basic summary notes
4.What You Should Know
5. Focus questions to review with


Lecture Notes Used in Class
1. Industrial Revolution: Leave the wide open spaces for dark, dirty places (technological difficulties...)
2. Darwinism and Arts of the Industrial Revolution
3. THE PREP SHEET used in class to which counts for 2 homework grades and helps with your test essay about the Legacy of the Industrial Revolution as seen in modern society.

The Dailies are listed below by date


Tuesday January 31
Hard work never killed anybody, but why take the chance?

In class
Handout: Prep Sheet: The Legacy of the Industrial Revolution in the Modern World. This packet will constitute 2 of the 3 homework grades for this unit. In addition it will prepare you for your successful completion of the essay question on the test to be given Tuesday Feb. the 8th.

Lecture Notes: The Industrial Age or Leave your wide open spaces for dark and dirty places

Complete graphic organizer handout as given in class.

Homework:
1. complete worksheet on basics of Industrial Revolution using chp. 22
2. answer class feedback survey as found directly under Google calendar on wiki.
3. Quiz tomorrow on basics of Industrial Revolution in England.


Wednesday Feb. 2
There is no substitute for hard work
Thomas Alva Edison
Turn in: worksheet on basics of Industrial Revolution using chp. 22

In class

Quiz on Industrial Revolution begins in England
Continue using handout: Prep Sheet: The Legacy of the Industrial Revolution in the Modern World. This packet will constitute 2 of the 3 homework grades for this unit. In addition it will prepare you for your successful completion of the essay question on the test to be given Tuesday Feb. the 8th.

Activity: Understanding the -isms

Lecture Notes: The Industrial Age or Leave your wide open spaces for dark and dirty places

Homework:
1. Read the handout/link on Marxism
2. Answer the Marxism reading questions and submit to www.dropitto.me./mlynde using the naming protocol: Last name, first initial, period, Marxism
3. Quiz tomorrow on Marxism * it will come from the reading!


Thursday Feb 3
Industry need not wish
Ben Franklin
Turn in: should have answered the Marxism reading questions and submit to www.dropitto.me./mlynde using the naming protocol: Last name, first initial, period, Marxism

In class

Quiz on Marxism
Continue using handout: Prep Sheet: The Legacy of the Industrial Revolution in the Modern World. This packet will constitute 2 of the 3 homework grades for this unit. In addition it will prepare you for your successful completion of the essay question on the test to be given Tuesday Feb. the 8th.

Lecture Notes: The Industrial Age or Leave your wide open spaces for dark and dirty places.

Lecture Notes: Darwin and art of the Industrial Revolution

Intro topic: Industrial Pollution in Modern Day China

Homework:
1. Use worksheet on topic assignment on pollution in modern day China
2. Answer on Prep Sheet: The Legacy of the Industrial Revolution in the Modern World
3. Submit the two required video questions to the survey link as listed under the dailies Thursday Feb. 3rd or as listed in the Google Calendar items on Thursday Feb 3rd. *Note – these questions must be submitted by 11 pm on Thursday Feb 3rd.
use this form



Friday Feb 4
Nothing ever comes to one, that is worth having, except as a result of hard work
Booker T Washington
Turn in: nothing

In class
Continue using handout: Prep Sheet: The Legacy of the Industrial Revolution in the Modern World. This packet will constitute 2 of the 3 homework grades for this unit. In addition it will prepare you for your successful completion of the essay question on the test to be given Tuesday Feb. the 8th.

Today we watch videos on pollution in China and how it is a result of rapid industrialization. Use your packet to answer the questions.
The links to the articles are here:
Energy rules
http://www.nytimes.com/interactive/2007/11/24/world/asia/choking_on_growth_5.html
Wildlife threatened
http://www.nytimes.com/interactive/2007/12/05/world/asia/choking_on_growth_6.html
Polluting Trucks
http://www.nytimes.com/interactive/2007/12/08/world/asia/choking_on_growth_7.html
Fish Farms http://www.nytimes.com/interactive/2007/12/15/world/asia/choking_on_growth_8.html
Exporting Industry
http://www.nytimes.com/interactive/2007/12/21/world/asia/choking_on_growth_9.html

The link for a pool of video questions from which you can answer https://spreadsheets.google.com/ccc?key=0Ahs9WvLXX7NSdC1pQlR1TXZPVkp0V285ZzdyUi1JYlE&hl=en&authkey=CMOe_ugL


Homework:
1. Answer on Prep Sheet: The Legacy of the Industrial Revolution in the Modern World the questions concerning child labor. Go to site hrw.org and search child labor. Write down any three facts you discover
2. Then go to this link to watch a video and write down three words that come to your mind http://www.ilo.org/public/english/bureau/inf/wdacl/english.htm
3 Test Tuesday and it includes an essay based on the prep sheet.
4. Prep sheet will be due the day of the test – 2 homework grades!

Monday Feb 7
We live in the age of the overworked and the under-educated; the age in which people are so industrious that they become absolutely stupid.
Oscar Wilde
Turn in: nothing

In class

Finish using handout: Prep Sheet: The Legacy of the Industrial Revolution in the Modern World. This packet will constitute 2 of the 3 homework grades for this unit. In addition it will prepare you for your successful completion of the essay question on the test to be given Tuesday Feb. the 8th.

Answering questions on child labor and development of thesis statement
Examination of last of the modern day legacies of the Industrial Revolution

CHILD LABOR

From Human rights watch: "In subsequent reports, we have examined other forms of child labor that amount to economic exploitation and hazardous work in violation of the Convention on the Rights of the Child, and those that rank among the worst forms of child labor as identified in the ILO’s Worst Forms of Child Labour Convention. To date, we have investigated bonded child labor in India and Pakistan, the failure to protect child farmworkers in the United States, child labor in Egypt’s cotton fields, abuses against girls and women in domestic work in Guatemala, the use of child labor in Ecuador’s banana sector, child trafficking in Togo, the economic exploitation of children as a consequence of the genocide in Rwanda, and abuses against child domestic workers in El Salvador. In addition, we have published fourteen reports on the forced or compulsory recruitment of children for use in armed conflict, a practice the Worst Forms of Child Labour Convention includes among the worst forms of child labor,24 documenting such abuses in Angola, Burma, Colombia, the Democratic Republic of Congo, Liberia, Sudan, and Uganda."

Links for Research on Child Labor
Child Labor in China
Source 1: http://www.china-labour.org.hk/public/contents/article?revision_id=18577&item_id=15889
Source 2: http://www.dol.gov/ilab/media/reports/iclp/sweat/china.htm
Source 3: http://ihscslnews.org/view_article.php?id=57
Child Labor in India
Source 1: http://www.oxfam.org.uk/coolplanet/kidsweb/world/india/indioxf3.htm
Source 2: http://www.csmonitor.com/2006/1010/p07s02-wosc.html
Source 3: http://hrw.org/english/docs/2006/10/04/india14264.htm
Source 4: http://news.bbc.co.uk/2/hi/south_asia/5059106.stm
Child Labor in West Africa
Source 1: http://news.bbc.co.uk/2/hi/programmes/correspondent/1519144.stm
Source 2: http://hrw.org/english/docs/2003/04/01/togo5489.htm
Source 3: http://www.un.org/ecosocdev/geninfo/afrec/vol15no3/153chil4.htm
Child Labor in Zambia
Source 1: http://www.nytimes.com/packages/khtml/2006/08/23/world/20060824_ZAMBIA_FEATURE.html
Source 2: http://travel2.nytimes.com/2006/08/24/world/africa/24zambia.html?fta=y
Source 3: http://pangaea.org/street_children/africa/zambia.htm
Child Labor in El Salvador
Source 1: http://hrw.org/english/docs/2004/06/10/elsalv8772.htm
Source 2: http://hrw.org/reports/2004/elsalvador0604/3.htm
Child Labor in Peru
Source 1: http://www.bbc.co.uk/worldservice/people/highlights/010517_girls.shtml
Source 2: http://www.ilo.org/public/english/protection/safework/cis/oshworld/news/chlb-pe.htm

Homework:
1. Test tomorrow and it includes an essay based on the prep sheet.
2. Prep sheet will be due the day of the test – 2 homework grades!




UNIT 8 Nationalism Latin American Revolutions, 1848 French Revolutions, Great Britain 1830s, Unification of Italy and Germany (Jan 11- Jan 20, 2011)

The Standards: 7a-7d The student will demonstrate knowledge of the Latin American Revolutions by the nineteenth century by
a) describing the colonial system as it existed by 1800
b) identifying the impact of the American and French Revolutions on Latin America
c) explaining the contributions of Toussaint L'Ouverture and Simon Bolivar
d) assessing the impact of the Monroe Doctrine

8b The student will demonstrate knowledge of the political and philosophical developments in Europe during the nineteenth century by
describing unsuccessful revolutions on the continent and political reform in the United Kingdom
8c explain events related to the unification of Italy and the role of Italian nationalists
8d explain events related to the unification of Germany and the role of Bismark

The essential questions:
1. What defines a turning point?
2. How do physical and human geography affect people, places, and regions?
3. To what extent is life a constant struggle between continuity and change?
4. What assumptions to different groups hold about power, authority, governance, and law?
5. How does the individual influence world events?

Things to study
Note: pretest will be posted shortly
2. What to know:
, , , , , ,
3. Contemporary's Review of Latin American Revolutions

Lectures Used in This Unit
1. Latin America Failed Revolutions
2. Lecture notes on Nationalism: France 1848, Great Britain, Unification of Italy and of Germany......



















































Please see dailies below for specific, daily details, worksheets, assignments



January 12th, Wednesday
History does not move in a straight line, but by zigzags
Lenin
Turn in: Worksheet Hero or Tyrant. This will count as a test grade.
In class
· Quiz on Napoleon and Congress of Vienna
· Lecture Latin American Revolutions: intro - Haiti
Homework:
Worksheet handout in class Identifications and Preknowledge (this is only available from teacher - no digital version)


January 13th, Thursday
Don Corleone: A lawyer with his briefcase can steal more than a hundred men with guns
Mario Puzo..The Godfather
Turn in: Worksheet handout in class Identifications and Preknowledge
In class
· Lecture Latin American Revolutions: Central America
Homework:
none



January 14th, Friday
Who ever walked behind anyone to freedom? If we can’t go hand in hand, I don’t want to go
Hazel Scott
Turn in: nothing
In class
· Lecture Nationalism – France 1848
· Back of the napkin quick draw – illustrate the revolution of 1848 and events that followed as seen in previous lecture
· Lecture Nationalism – Great Britain
Assigned groups for common craft film assignment. VIDEO Worksheet:
Example

Homework:
Worksheet: Oddball questions of the Revolutions in the time of the Congress of Vienna
and



January 18th, Tuesday
The masses are governed more by impulse than conviction
Wendell Phillips
Turn in: Worksheet: Oddball questions of the Revolutions in the time of the Congress of Vienna

In class
· Quick quiz to review 1848 France/Great Britain notes from last Friday 1/14
· Handout: End of Unit German Italian Unification

· Lecture Nationalism – German unification
· 3-2-1 activity – 3 names, 2 events, 1 memorable fact
· Lecture Nationalism – Italian unification
Homework:
Worksheet: Fill in notes on German and Italian Unification



January 19th, Wednesday
Ultimately a great nation is a compassionate nation
Martin Luther King
Turn in: Worksheet: Terms and Things To Know German Italian Unification

In class
· Review Italian and German Unification
· Work on common craft assignments

example













































































































































Homework:
Tomorrow we film common craft assignments – have all technology ready please


Thursday Jan 20th

What one is, why may not millions be?
William Wordsworth
Turn in: nothing

In class
· Complete common craft assignments
Homework:
none

Friday Jan 21st and Monday Jan. 24th - Review for midterm


Serious study guide and map PowerPoint are on review page



UNIT 7 Napoleon and Congress of Vienna (Jan 3- Jan 11, 2011)

The Standards: 8a The student will demonstrate knowledge of political and philosophical developments in Europe during the nineteenth century by assessing the impact of Napoleon and the Congress of Vienna, including changes in political boundaries in Europe after 1815

The focus questions:
1. What is meant by the term nationalism?
2. How can nationalism be considered both a unifying and divisive force in global history?
3. How did the Napoleonic Code and Napoleon’s revision of political, economic, and educational organizations provide greater centralization of authority?
4. What were the lasting effects of the French Revolution and the Napoleonic Empire on global history?

Things to study for the quiz on Jan. 11th

1. What you should know: Napoleon and Congress of Vienna

2. Pretest

3. Very basic notes on Napoleon


Lectures used in class
1. Napoleon: Hero or Tyrant

2. Congress of Vienna

Dailies follow below


Monday Jan 3rd
A consecutive series of great actions is never a result of chance and luck; it is always the product of planning and genius…. Is it because they are lucky that they become great? No, but being great, they have been able to master luck
Napoleon
Turn in: nothing
In class
· Consideration of destiny: Students will consider what influences their own lives and whether they believe in destiny.
· Consider the following quotes:
"The longest journey
Is the journey inwards
Of him who has chosen his destiny"
—Dag Hammarskjold (1905-1961)
"Sow a habit, and you reap a character,
Sow a character, and you reap a destiny"
—Anon.
"'Tis all a Checkerboard of Nights and Days
Where Destiny with Men for Pieces Plays."
—Edward FitzGerald (1809-1883)
· In class consideration of Napoleon with focus question: Can a person determine his/her own destiny?
· Worksheet: Rise of Napoleon – due end of class. Do task on first page and tasks on the back page but DO NOT do bonus questions

· Exit Ticket: looking at above quotes answer the following:
1. Which view of destiny do you feel most applies to Napoleon? WHY?
2. With which of these three quotes do they think Napoleon himself would have most agreed? WHY?
Homework:
Short test on French Revolution tomorrow. Well done illustrated time line will bring up to 3 points extra credit on the test.
Fr Rev Illustrated Time line

Tuesday Jan 4th
True heroism consists in rising superior to misfortune
Napoleon
Turn in: illustrated time line for up to 3 extra credit points on the Fr. Revolution test
In class
· In secure testing take the French Revolution Test 1 unless told otherwise. Password: Guillotine
· Once you have completed the test, tell me, shut your computer, and on a separate piece of paper tell me one thing, IN DETAIL, which you learned in this unit that was not on the test. Turn in for 1 extra credit point
· We will begin notes on lecture Napoleon Hero or Tyrant
Today's lecture


Homework:
Complete worksheet Napoleon Russian Campaign and


Wednesday Jan 5th
In my youth, I had illusions. I got rid of them fast.
Napoleon (deathbed statement)
Turn in: Complete worksheet Napoleon Russian Campaign
In class
· We will continue with notes on lecture Napoleon Hero or Tyrant discussing the changes that occurred under Napoleon’s rule.
Homework:
Complete worksheet How France Changed Under Napoleon- *note: DO NOT do the Big Question essay but DO COMPLETE activities #1-12

Thursday Jan 6th
In China the sovereign is worshipped as a god. That I think is how it ought to be
Napoleon
Turn in: Complete worksheet How France Changed Under Napoleon- *note: DO NOT do the Big Question essay but DO COMPLETE activities #1-12
In class
· We will continue with notes on lecture Napoleon Hero or Tyrant discussing the great military campaigns of Napoleon as well as his demise.
Homework:
none

Friday Jan 7th
They think I am stern, even hard-hearted. So much the better- this makes it unnecessary for me to justify my reputation
Napoleon
Turn in: nothing
In class
· Discussion of hero v tyrant.
· Worksheet Hero or Tyrant. This will count as a test grade. Will be due Tues Jan 11th but early bird will be accepted Mon Jan 10th

Homework:
Worksheet Hero or Tyrant. This will count as a test grade. Will be due Tues Jan 11th but early bird will be accepted Mon Jan 10th
Quiz on Napoleon and Congress of Vienna will be Tues Jan 11th


Monday Jan 10th
Nations. like men, have their various ages- infancy, maturity, old age
Napoleon
Turn in: early bird: Worksheet Hero or Tyrant. This will count as a test grade. Will be due Tues Jan 11th but early bird will be accepted Mon Jan 10th
In class

Now that Napoleon is dead, see if you can predict the answers to these questions




·
Self paced review of Congress of Vienna

· Completion of summary notes on Congress of Vienna




AFTER NOTES PLEASE COMPLETE THE FOLLOWING:


And the rest is listed below


Exit ticket: placing statements in correct heading
Homework:
Worksheet Hero or Tyrant. This will count as a test grade. Will be due Tues Jan 11th but early bird will be accepted Mon Jan 10th

Quiz on Napoleon and Congress of Vienna will be tomorrow Tues Jan 11th


Tuesday Jan 11th (not complete as will need further update on next unit Latin American Revolutions)
Quiz on Napoleon and Congress of Vienna
Worksheet Napoleon Hero or Tyrant due today for Test grade





UNIT 6 French Revolution (Dec. 7th, 2010- Dec. 16th, 2010)

The Standards: The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by e) describing the French Revolution.
The Essential Understanding: The ideas of the Enlightenment and French participation in the American Revolution influenced the French people to view their gov't in new ways. They overthrew the absolute monarchy and established a new gov't.
The Essential Questions:
1. What defines a turning point?
2. What assumptions do different groups hold about power, authority, governance, and law?
3. How does the individual influence world events?
Focus Questions:
1. How did Enlightenment ideas lead to the:
American Revolution? French Revolution? political revolutions throughout Latin America?
2. What were the long-range economic causes of both the American and the French Revolutions?
3. What were the long-range political causes of both the American and the French Revolutions?
4. How did the feudal social class system, in place since the Middle Ages, contribute to the storming of the Bastille on July 14, 1789?
5. What is meant by the term nationalism?
6. How can nationalism be considered both a unifying and divisive force in global history?

Things to study for the test on Dec. 16th
1. Contemporary's Summary of the French Revolution
2. What You Should Know: French Revolution
3. Pretest
4.Summary notes

5. Video worksheet keys (remember we are only testing up to Robespierre's death- Napoleon is just a military commander at this point)
, ,and

Lectures used in class
* not too much lecture here as we will rely more on video but here is a basic PowerPoint on French Revolution


The dailies are listed below by date


Tues Dec. 7, 2010
A revolution (is)…an act of violence whereby one class shatters the authority of another
James MacGregor Burns
Turn in: study guide for 2 extra points on the Enlightenment Test.
In class
• Test Enlightenment. For one extra point tell me one thing you learned, in detail, about this unit which was not on this test
• Brief review of American Revolution. Lecture : The American Revolution: what were they thinking?
Homework:
• HW- answer How did the Enlightenment ideas lead to the American Revolution - 1/2 to 1 page double spaced



Wed Dec 8, 2010
Those who make peaceful revolution impossible will make violent revolutions inevitable
John Kennedy
Turn in: How did the Enlightenment ideas lead to the American Revolution - 1/2 to 1 page double spaced
In class
· Handout WH What You Should Know: French Revolution
· Handout The French Revolution Outline students fill out details
· Handout French Webquest
Homework:
· Complete French Webquest


Thur Dec 9, 2010
The right to speak out is also the duty to speak out
Vladimir Pozner
Turn in: nothing. Turn in webquest
In class
· Complete handout French Revolution Video Worksheet Part 1

Homework:
· Complete HW portion of French Revolution Video Worksheet Part 1

Fri Dec 10, 2010
For God’s sake, let us freely hear both sides!
Thomas Jefferson
Turn in: French Revolution Video Worksheet Part 1
In class
· Note: posted to website answer key to French Revolution Video Worksheet Part 1
· Continue video and complete worksheet French Revolution Video Worksheet Part 2

Homework:
· Complete HW portion of French Revolution Video Worksheet Part 2 *you will need a textbook

Mon Dec 13, 2010
If liberty means anything at all, it means the right to tell people what they do not want to hear
George Orwell
Turn in: French Revolution Video Worksheet Part 2
In class
· Note: posted to website answer key to French Revolution Video Worksheet Part 2
· Continue video and complete worksheet French Revolution Video Worksheet Part 3

Homework:
· Complete HW portion of French Revolution Video Worksheet Part 3 *you will need a textbook. NOTE: DO NOT do the essay questions listed at the back of the video worksheet
Quiz tomorrow- some multiple choice and you will have to know dates. Use this for dates

Tue Dec 14, 2010
Terrorism and deception are weapons not of the strong but of the weak
Mohandas K. Gandhi
Turn in: French Revolution Video Worksheet Part 3
In class
· Quiz
· Worksheet Review: The Ultimate Fr. Rev. Study Guide
Homework:
Complete Worksheet Review: The Ultimate Fr. Rev. Study Guide
Test Thursday Dec. 16th

Wed. Dec 15, 2010
Terror is the most effective political instrument. I shall not permit myself to be robbed of it simply because a lot of stupid, bourgeois mollycoddles choose to be offended by it.
Adolf Hitler
Turn in: Complete Worksheet Review: The Ultimate Fr. Rev. Study Guide
In class
NOTE: Answers to Review: The Ultimate Fr. Rev. Study Guide posted to wiki under daily Wed. Dec 15
· For 3 points extra credit on the test given tomorrow Dec 16th, complete the document Review: Illustrated Fr. Rev. Study Guide
· Worksheet Review: The Ultimate Fr. Rev. Illustrated
Homework:
· Complete Worksheet Review: The Ultimate Fr. Rev. illustrated for 3 points on test tomorrow
Test tomorrow Thursday Dec. 16th


Thur. Dec 16th
Confront boldness by being still more bold
Napoleon
Turn in: Review: Fr Rev Illustrated Time Line for 3 extra points on the test
In class
· In secure testing take the French Revolution Test 1 unless told otherwise. Password: Guillotine
· Once you have completed the test, tell me, shut your computer, and on a separate piece of paper tell me one thing, IN DETAIL, that you learned in this unit which was not on the test. Turn in for 1 extra point
· Begin homework worksheet: Rise of Napoleon

Homework:
Worksheet: Rise of Napoleon

Friday Dec. 17th
Few men are brave by nature, but good discipline and experience make may so
Machiavelli
Turn in: Worksheet: Rise of Napoleon
In class
· In class viewing of Napoleon with focus question: Can a person determine his/her own destiny?
· Worksheet: Destiny Reflection – due Wed Jan 5th
Homework:
Worksheet: Destiny Reflection – due Wed Jan 5th


UNIT 5 Enlightenment and the Arts of the Revolutions (Nov. 29th - Dec. 7th, 2010)

Essential Information and Standards: Dramatic change in the Age of Enlightenment. Enlightenment thinkers believed that human progress was possible through the application of scientific knowledge and reason to issues of law and gov't. Enlightenment ideas influenced the leaders of the American Revolution and the writing of the Dec of Independence. These ideas also heavily influenced the French Revolution as well as influencing the Latin American Revolution.
Standard 6d The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by
d) explaining the political, religious, and social ideas of the Enlightenment and the ways in which they influenced the founders of the United States.
Standard 6f The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by:
f) describing the expansion of the arts, philosophy, literature, and new technology.

What You Should Study For The Test on Dec. 7th, 2010
1. What You Should Know and End of Unit Review Documents , and

2. The pretest

3. Contemporary's Basic Notes:

4. The Enlightenment: Just the Facts

Lecture Notes Used In This Unit

1.The Enlightenment: You Enlighten Up My Life

2. The Arts: You Say You Want A Revolution
The Dailies


Monday Nov. 29th
The enlightened are involved without being attached
Anonymous
Turn in: nothing
In class
· Enlightenment: assigned pairs
· Think pair share
· Introduction of tiered assignment: work on individual identification cards. Individual cards due tomorrow Tues Nov 30th. Part Two of tiered assignment due Tues Dec 7th with Early Bird points awarded if turned in Mon. Dec 6th

· *basic summary document (Just the Facts) available on wiki under this dailies date
* sample historical resume
* rubric for grading of assignment
Homework:
· Mind map assignment of Tue. Nov 23rd and Wed. Nov 24th due tomorrow
· Individual identification cards of Enlightenment individuals (as assigned in Part 1 of Tiered Assignment) due tomorrow.




Tuesday Nov. 30th
The body of an athlete and the soul of a sage – these are what we require to be happy
Voltaire
Turn in:
· Mind map assignment of Tue. Nov 23rd and Wed. Nov 24th
· Individual identification cards of Enlightenment as found in Part 1 in Tiered Assignment
In class
· Tiered assignment work
Homework:
·Tiered assignment work (Task Two) due Tues Dec 7th – Early Bird due Mon Dec 6th


Wed. Dec 1st
We use ideas merely to justify our evil, and speech merely to conceal our ideas
Voltaire
Turn in: nothing
In class
Lecture Notes on Enlightenment: You Enlighten Up My Life
Homework:
· Tiered assignment work (Task Two) due Tues Dec 7th, early bird due Mon Dec 6th.
Bring headphones to use in class on Friday


Thur Dec 2nd
Were there a people of gods, their government would be democratic
Rousseau
Turn in: nothing
In class
· Entry ticket: think pair share
· Lecture Notes: Enlightenment Artists: So You Say You Want A Revolution?
Homework:
· Basic Review Worksheet on Enlightenment due Mon. Dec 6th

· Tiered assignment work (Task Two) due Tues Dec 7th, early bird due Mon Dec 6th.
Bring headphones to use in class on Friday

Fri Dec 3rd
I swear to the Lord
I still can’t see
Why Democracy means
Everybody but me
Langston Hughes, “The Black Man Speaks” 1943
Turn in: nothing
In class

[[@http: godwinlibrarypathfinders. wikispaces.com/Influence+of+ the+Enlightenment|p: godwinlibrarypathfinders. wikispaces.com/Influence+of+ the+Enlightenment]]

Homework:
· Basic Review Worksheet on Enlightenment due Mon. Dec 6th
· Tiered assignment work (Task Two) due Tues Dec 7th, early bird due Mon Dec 6th.
· Test Tues Dec 7th


Mon Dec 6th
Turn in: Basic Review Worksheet on Enlightenment
In classstudent created FB page for review, study group info, etc http://www.facebook.com/pages/Mrs-Lynde-Fifth-Period/108551069217175

· Tweet off with students in Mr. Nicely's classes at Deep Run.
The prompt: Tweet from the Point of View of an Absolute Monarch or Enlightenment Thinker: How would Louis, Peter or Frederick respond to the ideas put forth by Locke, Rousseau, Voltaire or Montesquieu? What would the Enlightenment thinkers say back? - 160 characters Max, First Name, First letter of Last Name.
What do you do? Pick either the role of an enlightenment philosopher or that of an absolute ruler. Add to the general conversation. Speak, in role, about the whole debate of divine right of kings vs. the new philosophical ideas of man's natural rights.

Where to go? http://twiducate.com
User Name: socstunice10 Password: copper09

When complete take the survey at http://www.quia.com/sv/483090.html

we will review if time permits.....

Homework:
· Tiered assignment work (Task Two) due Tues Dec 7th, early bird due Mon Dec 6th.
· Test Tues Dec 7th. One page study guide worth 2 points.




UNIT 4 SCIENTIFIC REVOLUTION, ABSOLUTISM, AND THE GLORIOUS REVOLUTION (Nov. 12th- Nov. 24th, 2010)


Standard 6 The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by
a. describing the Scientific Revolution and its effects
b. describing the Age of Absolutism, including the monarchies of Louis XIV, Frederick the Great, and Peter the Great
c. assessing the impacts of the English Civil War and the Glorious Revolution on democracy.

Things to study for the test on Nov. 23rd:


1. The colored papers (the Unit Preview and the Unit Review) I pass out in class and

2. Contemporary's Absolutism, English Revolution, Scientific Revolution (basic info- Cliff Notes/Spark Notes like version). Warning: this piece does NOT address Absolutism. Look to your text chp 19. and the Contemporary's on The Scientific Revolution in a different version...
3. The pretest so that you might review as we progress in the material:
4. A review sheet (which we will use in class but here it is again) or this version

Lecture Notes Used In This Unit


1. Scientific Revolution

2. Absolutism: It is Good To Be King

3. English Civil War and Glorious Revolution: Change is Good or Can We Make Up Our Minds? King or No King?


The dailies are listed below by date


Friday Nov. 12th
The Scientific Revolution: It put a scientific criterion in the place of personal authority
Claude Bernard

Turn in: Essay (with checklist) addressing: In what ways did European exploration transform global interactions between 1450 and 1700?
In class:
· Complete worksheet and index cards People of the Scientific Revolution note: add William Harvey to the list of important people.

· Access the PowerPoint on the class wiki or the textbook to help answer the worksheet

Homework:
· Quiz on Scientific Explorers on Monday




Monday Nov. 15th
In the country of the blind, the one-eyed man is king
Desiderius Erasmus
Turn in: nothing
In class:
· Take Scientific Discoveries quiz
· Handout: What You Should Know: Absolutism, English Civil War, Glorious Revolution

· Begin paired assignments where a group finishes the document Student Absolutism Notes

Homework:
· None –


Tuesday Nov. 16th
The greatest slave in a kingdom is generally the king of it.
Fulke Greville
Turn in: nothing
In class:
· Finish paired assignments where a group finishes the document Student Absolutism Notes
Homework:
· None –

Wednesday Nov. 17th
We cannot all be kings here; and mob rule is a bad thing. Let there be one commander only, one King, set over us by Zeus.
Homer
Turn in: nothing
In class:
· Notes on Lecture: Its Good To Be King
· Tour Versailles on website http://www.ecliptique.com/
Homework:
· Complete to turn in the worksheet 20.1 English Civil War. *You will need a textbook to complete the worksheet


Thursday Nov. 18th
It is legal because I wish it so.
Louis XIV
Turn in: worksheet 20.1 English Civil War
In class:
· What is the difference between an absolute monarchy and a constitutional monarchy?
· In class: examine document Absolutism Myth or Reality?
· Political democracy rests on the principal that gov’t derives (gets) its power from the consent (the “OK”) of the governed. The foundations of English civil rights are: jury trial - the Magna Carta - common law. The English Civil War prompted further development of the rights of the common Englishman
· Lecture Notes: English Civil war and Glorious Revolution
Homework:
· Complete worksheet 20.2 Constitutional Monarchy in England *You will need a textbook to complete the worksheet
· Quiz tomorrow - study your "pod-peer" packet



Friday Nov.19th
In China the sovereign is worshipped as a god. That I think is how it ought to be
Napoleon
Turn in: worksheet 20.2 Constitutional Monarchy in England
In class
· Take Absolutism quiz
notes on 20.2
Homework:
· Test Tuesday
· One page study guide will be worth extra credit (3 points)


Monday Nov. 22nd
A king can stand people’s fighting, but he can’t last long if people start thinking
Will Rogers
Turn in: nothing In class· Handout: End of Unit Review: Absolutism
· Handout: Wrap up review sheet
Homework:
· Complete Wrap Up worksheet- it will be turned in tomorrow.
· Test tomorrow. Study guide worth 3 points.




Tuesday Nov. 23rd
Those who cannot think or take responsibility for themselves need, and clamor for, a leader.
Hermann Hesse
Turn in: study guide for 3 extra points on test AND turn in review sheet given in class yesterday
In class
· Using Secure Testing take Absolutism test. Password is Divine
· Go to the Unit Reviews link under the wikipage calendar.
o Download the End of the Unit Reviews: Empires of the 1500s, World Religions, Renaissance, Reformation, Explorers, and Absolutism.
o Save to a folder on your computer labeled WHII Review Information.
· Await further instructions on mind mapping.
Homework:
· none

Wednesday Nov. 24th
Gratitude is a sign of noble souls
Aesop
Turn in: nothing
In class
· Create (in groups if you’d like) a mind map illustrating previous units of study: Empires of 1500, World Religions, Renaissance, Reformation, Explorers, Scientific Revolution, Absolutism, English Civil War, and Glorious Revolution
Homework:
· none

Unit 3: The Explorers, the First Globalization of the World, The Age of Discovery (Oct. 28-Nov. 11)



The Essential, Main, Big Question to focus upon - students will answer in essay by unit's end
In what ways did European exploration transform global interactions between 1450 and 1700?
Module 1: Why did Europeans travel to North and South America? What did they find there? What were the results of contact with Native Americans?

Module 2: What were the features of the Sudanese Empires in West Africa? How did the Atlantic Slave trade evolve and how did it transform the lives of those involved?

Module 3: In what ways did the Columbian Exchange and the opening of trade passages across the Atlantic and Pacific Oceans shape globalization from 1450 – 1700?

Modules Primary Resources: , , , , , , ,
As usual notebook checklists, lecture notes, and major links will be listed directly below. Dailies follow with daily worksheets.
What this unit will cover:
WHII.4 The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the Americas, Africa, and Asia by
• explaining the roles of explorers and conquistadors;
• describing the influence of religion;
• explaining migration, settlement patterns, cultural diffusion, and social classes in the colonized areas;
• defining the Columbian Exchange;
• explaining the triangular trade;
• describing the impact of precious metal exports from the Americas

Things to study for the test:
1. The colored unit sheets: and
2. Study guide for the unit:

3. Basic PowerPoint Notes
4. Pretest
5. Contemporary's (like Cliff Notes) Explorers



Standard Lectures Used In Class and Notebook Page Listing
Notebook checklist
Explorers or Uh Oh, There Goes The Neighborhood
Will the Real Columbus Stand Up?

The Essential, Main, Big Question to focus upon - students will answer in essay by unit's end
In what ways did European exploration transform global interactions between 1450 and 1700?
Module 1: Why did Europeans travel to North and South America? What did they find there? What were the results of contact with Native Americans?

Module 2: What were the features of the Sudanese Empires in West Africa? How did the Atlantic Slave trade evolve and how did it transform the lives of those involved?

Module 3: In what ways did the Columbian Exchange and the opening of trade passages across the Atlantic and Pacific Oceans shape globalization from 1450 – 1700?


Thursday Oct. 28th
Although this work is a History, I believe it to be true
Mark Twain
Class/INB Activities/Handouts
· Test Unit 2 Reformation
· Unit 3: Explorers or Global Age of Discovery.
· Unit 3 What You Should Know
· Worksheet to be completed for homework: Explorers Maps and Basic Terms
Homework:
Worksheet to be completed for homework: Explorers Maps and Basic Terms


Friday Oct 29th
Men love to wonder, and that is the seed of our science
Ralph Waldo Emerson
Class/INB Activities/Handouts
· Pretest discovery of knowledge of Age of Discovery
· PowerPoint Age of Explorers is available on wiki- serves as excellent, basic, what-you-should-know source. Students advised to avail themselves of this information
· Begin notes on lecture: The Explorers: Uh Oh, There Goes the Neighborhood
· Exit ticket: list 2 factors unique to the Renaissance that helped propel the Great Age of Exploration -
Homework:
Complete Economics of Exploration worksheet. It will be turned in for credit on Monday


Monday Nov 1st
A Deluge of Words and a Drop of Sense
Thomas Fuller
Class/INB Activities/Handouts
· Turn in Economics of Exploration worksheet.
· Students will copy, discuss, and be aware of essential question and module questions they will answer as a final assessment in this unit.
In what ways did European exploration transform global interactions between 1450 and 1700?
Module 1: Why did Europeans travel to North and South America? What did they find there? What were the results of contact with Native Americans?

Module 2: What were the features of the Sudanese Empires in West Africa? How did the Atlantic Slave trade evolve and how did it transform the lives of those involved?
Module 3: In what ways did the Columbian Exchange and the opening of trade passages across the Atlantic and Pacific Oceans shape globalization from 1450 – 1700?
· Discussion of Google Docs and use of One Note as class will create a primary resources binder addressing the essential question: In what ways did European exploration transform global interactions between 1450 and 1700?
· Activity: worksheet Guns, Ships, and Winds and
· Activity: using lecture PowerPoint Will The Real Columbus Please Stand and worksheet examining two secondary accounts of Christopher Columbus. Students will examine historical accounts of Columbus
Homework:
Quiz on Nov 3rd

Wednesday Nov 3rd
Whoever has gold must have an army to guard it, or resign himself to losing it.
H.L. Mencken
Class/INB Activities/Handouts
· Quiz
· Lesson in evaluating primary sources: Christopher Columbus
· Evaluation form for the Christopher Columbus primary documents
Homework:
none

Thursday Nov 4th
Your greatness does not depend on the size of your command, but on the manner in which you exercise it. Ferdinand Foch

Class/INB Activities/Handouts
· Explorers from this era, and from earlier eras (China, Persia) often took along someone whose job was to keep a journal, or diary, of all that happened on the journey. Today students will read a portion of a journal that was kept by a member of Cortez’ team that describes the first encounter between Cortes and Montezuma, the leader of the Aztec Empire in Mexico
· Reading Castillo diaries

· Evaluating the Castillo diaries
What does Castillo pay attention to?
What can we learn about Castillo from reading his journal?
What can we learn about the intentions of the Spanish conquistadors from reading this journal?
Homework:
quick write to address module 1 of our unit's essential question (which will be answered in an essay due 11/12)


Friday Nov 5th
We are all inclined to judge ourselves by our ideals: others by their acts
Harold Nicolson
Class/INB Activities/Handouts
Turn in quick write from last night: Why did Europeans travel to North and South America? What did they find there and what were the results of contact with Native Americans?Write at least a 1-page response to these two questions using evidence from t the following:- Two secondary sources on Columbus - Primary source on Columbus- Castillo diaries

· Module 2: What were the features of the Sudanese Empires in West Africa? How did the Atlantic Slave trade evolve and how did it transform the lives of those involved?
· Examine and complete chart on 3 African kingdoms
· Examine and answer questions Triangle Trade: Atlantic Slave Trade
Homework:
1. Read, evaluate, and answer questions regarding the Slave Account/Diaries of Equiano. This will be turned in for a homework grade.
2. Complete the outline to address module 2 of our unit's essential question (which will be answered in an essay due 11/12)





Monday Nov 8th
All domination involves invasion- at times physical and overt, at times camouflaged with the invader assuming the role of a helping friend. Paulo Freire
Class/INB Activities/Handouts
· Turn in Equiano reading evaluations
· According to what you have read from Equiano, What are the differences between African slavery and European slavery?
· Discussion of Columbian Exchange
· Module 3: In what ways did the Columbian Exchange and the opening of trade passages across the Atlantic and Pacific Oceans shape globalization from 1450 – 1700?
· Video: PBS When Worlds Collide
· Examine and answer reading Globalization Through Disease
Homework:
1. Read and answer questions on Globalization Through Fur and Tea Trade. This will be turned in tomorrow for homework grade.
2. Optional quick write to address module 3 of our unit's essential question (which will be answered in an essay due 11/12)



Tuesday Nov 9th
No one ever lies. People often do what they have to do to make their story sound right.
William H. Ginsburg
Class/INB Activities/Handouts
Turn in Globalization Through Fur and Tea Trade.
Review Activities:
Summary explanation:
Work to answer the unit’s essential question: In what ways did European exploration transform global interactions between 1450 and 1700? Using prewrite guiding worksheet. due 11/12
prewrite:
Rubric/checklist:
Homework:
· Note: test Thurs Nov 11th and essay due 11/12.
Note: 2 points extra credit if you get parents to read aloud your paper to your before you finalize it (this way you might correct mistakes) and you have them send me an email stating they did so or a written signed note may be sent in




Wednesday Nov 10th
A fool and his money are soon parted
James Howell
Class/INB Activities/Handouts


· Library. Research to find, read, and evaluate additional primary sources on our Exploration Unit. This resource and its evaluation will be uploaded by you to Google Docs so that we may create a class binder of resources.
Link to Google Folder to place your primary analysis page in: https://docs.google.com/leaf?id=0Bxs9WvLXX7NSY2Q2ZGQwOWQtNjFhMy00YzAyLWEzYTEtYTU3OGRlNmEzMzk3&hl=en
· Handout out: Study Guide for unit on Explorers
· Handout: End of Unit Review Document

Homework:
· Test tomorrow Thurs Nov 11th
Extra credit options: bring in one page, well-developed study guide for 2 pointsAND/ OR bring in 2 evaluated web sites on this unit for 2 point
















Unit 2: Renaissance and Reformation. Reformation Part. (Oct 14- Oct. 28)

As usual notebook checklists, lecture notes, and major links will be listed directly below. Dailies follow with daily worksheets.
Notebook checklist- pages 65-83

Study this for the test:
1. Pretest so students may discover what they have to learn
2.Basic "Cliff" style notes
3.What You Should Know: Reformation
4. End of Unit Review: Reformation
5. Review: Chp 15 or The Basic Essentials of the Reformation

Lectures follow:
Lecture # 1 Problems in the Catholic Church
Lecture # 2 Militant Catholicism
Lecture # 3 Twinkle, twinkle little star or Luther why did you stray so far?


Lecture #4 Eek! The Reformation spreads and some lose their heads

Lecture # 5 Henry VIII and As His World Turns
Lecture # 6 (in a Prezi format) Catholic Counter Revolution or Counter Reformation
Lecture # 7 Age of Religious Wars

Review: Chp 15 or The Basic Essentials of the Reformation

Dailies Below:



October 14
Corruption is like a ball of snow, when once set a rolling it must increase
C. C. Colton
Handouts:
· What you should know: Reformation
· Problems in the Catholic Church worksheet
Class/INB Activities
· Turn in notebooks for grade
· Essay test: respond to a modern day situation in Machiavellian manner p.65
· Pick up next piece of unit 2: What you should know: Reformation p.66
· Problems of the Catholic Church worksheet – access PowerPoint Problems of the Catholic Church to answer the worksheet p. 67

Homework:
· Problems of the Catholic Church worksheet – access PowerPoint Problems of the Catholic Church to answer the worksheet


October 15
Everybody is negotiable
Muhammad Ali
Handouts:
· Martin Luther Effects worksheet
· Test questions for this unit so that students may know what they need to learn
Class/INB Activities
· Review differences b/w Catholic and Protestant Church.
· Review Problems in the Catholic Church worksheet
· Lecture: Militant Catholicism w/ lecture notes
· Begin Martin Luther Effects worksheet
· View Lecture: Twinkle, twinkle little star or Luther why did you stray so far?
Homework:
· Make sure to have worked on the worksheet: Martin Luther Effects

October 18
I cannot and will not recant anything, for to go against conscience is neither right nor safe. Here I stand. I cannot do no other, so help me God. Amen.
Martin Luther
Handouts:
Class/INB Activities
· Finish Lecture: Twinkle, twinkle little star or Luther why did you stray so far? P.69
· Review worksheet: Martin Luther Effects p.70
· Lecture: Eek! The Reformation spreads and some will lose their heads! P.71
Homework:
10/18 This will be turned in for a homework grade and once returned is to be placed on the indicated page in your notebook. Make sure you label your notebook pages accordingly. Make a one page review sheet of the issues covered in lecture today (Spain I, Germany) This is to be a summary, or outline, or graphic organizer where you recap the important points of today’s lecture. This is not a copy of the class notes. p.72

October 19
I should have no compassion on these witches; I would burn all of them.
Martin Luther
Handouts:
Class/INB Activities
· Turn in Review sheet of notes yesterday 10/18 – on lecture
· Lecture: Eek! The Reformation spreads and some will lose their heads! P.71

Homework:
This will be turned in for a homework grade and once returned is to be placed on the indicated page in your notebook. Make sure you label your notebook pages accordingly. Make a one page review sheet of the issues covered in lecture today (Switzerland, France, Anabaptists, Spain II) This is to be a summary, or outline, or graphic organizer where you recap the important points of today’s lecture. This is not a copy of the class notes. p.73

October 20
Societies, like individuals, have their crises and their spiritual revolutions.
R. H. Tawney
Handouts:
· Teacher will returned review sheet on Spain I and Germany
Class/INB Activities
· Turn in Review sheet of notes yesterday 10/19 – on lecture Switzerland, France, Anabaptists, Spain II
· Lecture: Eek! The Reformation spreads and some will lose their heads! P.71
Henry VIII- divorced, beheaded, and died video


Homework:
This will be turned in for a homework grade and once returned is to be placed on the indicated page in your notebook. Make sure you label your notebook pages accordingly. Access the Facebook template found in SchoolSpace and create a Facebook for Henry VIII. Make sure to include not only his love life but why he made the changes he did and what the results were of his actions. p.74

October 21
On the outside of things seek the differences; on the inside, for likenesses.
J. C. Hare
Handouts:
· Teacher will returned review sheet on Switzerland, France, Anabaptists, Spain II
Religious wars chart
Class/INB Activities
· Turn in Facebook page for Henry VIII
· Lecture: Eek! The Reformation spreads and some will lose their heads! P.71
· Religious wars worksheet/chart to be completed using Age of Religious Wars PowerPoint. P. 75


Homework:
Complete worksheet/chart Age of Religious Wars using PowerPoint Age of Religious Wars. p.75

October 22
Doubt is the vestibule which all must pass before they can enter into the temple of wisdom.
C. C. Colton
Handouts:
· Teacher will returned review sheet on Germany II and England
Class/INB Activities
· Thirty years war questions
· Thirty years war chart
· Conclusion activities: 3 pages: cause and effect chart, details to go in chart, questions to answer
and and




























Homework:
Complete cause and effect chart on reformers, and answer the questions on conclusion statements of reformers


October 25
Great change dominates the world, and unless we move with change we will become its victims.
John F. Kennedy
Class/INB Activities/Handouts
· End of Unit Review
· Review: expansion reform worksheet

Quiz review found at " https://spreadsheets.google.com/embeddedform?formkey=dFlZTzl3NU8tdjFUcks2aVNKWWktSVE6MQ "
Homework:
Finish work given in class

October 26
Setting too good an Example is a Kind of Slander seldom forgiven
Benjamin Franklin
Class/INB Activities/Handouts
· Contemporary’s Review of Reformation is available for students needing a review
· Students will complete, in written essay format, to be turned in and returned later to be placed in notebooks (p.82) their answer to a Document Based question on the Reformation
Homework:
Test on Thursday 10/28

October 27
Life without friendship is no life at all.
Cicero
Class/INB Activities/Handouts
· Students will participate in review quiz
End of unit review sheet
· Students will make a study guide for test. Study guide will be turned in for extra 5 points on the test tomorrow 10/28. This document is to be on a separate piece of paper to be turned in and will be returned to be placed in student’s notebook on p. 83.
Homework:
Students will make a study guide for test. Study guide will be turned in for extra 5 points on the test tomorrow 10/28. This document is to be on a separate piece of paper to be turned in and will be returned to be placed in student’s notebook on p. 83.













Unit 2: Renaissance and Reformation. Renaissance Part. (Sept 27-Oct 14)
Notebook checklist - last pages (pp 33-35) of unit 1 as they should be numbered
Notebook checklist - beginning of Unit 2 (pp. 36-49)
Notebook Checklist - Unit 2 (pp 50-64)

The PowerPoint Lectures on the Renaissance

NOTE: Please get a paperback copy of Machiavelli's The Prince by Oct. 4th. Online versions:
http://www.constitution.org/mac/prince00.htm
http://ebooks.adelaide.edu.au/m/machiavelli/niccolo/m149p/

REVIEW: this PowerPoint is a great review of The Renaissance


September 27, 2010

Discovery consists of seeing what everybody has seen and thinking what nobody has thought
Albert von Szent-Gyorgyo

Handouts:
· daily agenda
· Unit 2 What You Should Know Renaissance
· Renaissance Review Worksheet and

Class/INB Activities
· Create a Unit 2 Renaissance and Reformation page –
· Glue in Unit 2: What You Should Know Renaissance
· Complete and glue in Renaissance Review

Note:

notebook page listing is available at top of unit on mlynde.wikispaces.com/World+History+II

Try to get a paperback copy of the book The Prince by Machiavelli. It will be needed by Oct 4th.

Homework

:
finish Renaissance Review if not completed in school


September 28, 2010

One can resist the invasion of armies; one cannot resist the invasion of ideas
Victor Hugo
Handouts:
daily agenda

Class/INB Activities
· Lecture: Location Is EverythingSilk Road and Birth of Renaissance.

Homework

:
Find one piece of Renaissance art not discussed in class. Either print a copy or attempt a drawing in your notebook. Provide the title and artist. Point out in a brief discussions how many of the five Renaissance Art identifying points of Renaissance art you can find in the piece you chose. You will turn this in for a homework grade so complete it on a separate piece of paper that you can later paste in your notebook .

Try to get a paperback copy of the book The Prince by Machiavelli. It will be needed by Oct 4th.


September 29, 2010

An idea that is not dangerous is unworthy of being called an idea
Oscar Wilde (1854-1900)

Handouts:
· daily agenda

Class/INB Activities
Lecture notes: Necessity Is The Mother of Invention or Leo, Leo How Many Seeds Did You Plant? - Renaissance individuals

Homework

:
copy the quote listed above by Oscar Wilde – respond using your notes for evidence

Try to get a paperback copy of the book The Prince by Machiavelli. It will be needed by Oct 4th.


September 30, 2010

The better part of happiness is to wish to be what you are
Desiderius Erasmus (1466-1536) In Praise of Folly

Handouts:
· daily agenda

Class/INB Activities
Access Renaissance PowerPoint to review slides # 94- to the end. Take notes on Northern Art of the Renaissance as well as the writers/inventors of the era.
Complete Renaissance Review Document.
You do not have to write out the identifications but you do have to answer the questions.
Homework: Referencing the above quote and believing that happiness can come from a good book – on a piece of paper create the book cover of the source of your happiness. Create a title, add your name as author, include descriptions/illustrations of what makes you happy.
You will turn this in for a homework grade so complete it on a separate piece of paper that you can later paste in your notebook .
Also please try to get a copy to Machiavelli’s The Prince


October 1, 2010

The more ways a man is deluded, the happier he is
Desiderius Erasmus (1466-1536) In Praise of Folly

Handouts:
· daily agenda
· Renaissance Humanism

Class/INB Activities
Review Renaissance Review document
Collaborative drawing
Activity: Exactly Who Are The Humanists?
Homework: Please try to get a copy to Machiavelli’s The Prince.
Create a humanist superhero. Choose whether your hero can fly or be invisible. define why. needs special powers that reflect humanists - need villain? sidekick?
You will turn this in for a homework grade so complete it on a separate piece of paper that you can later paste in your notebook



October 4, 2010

Don Corleone: He’s a businessman. I’ll make him an offer he can’t refuse. Mario Puzo. The Godfather.
Handouts:
· Map of Machiavelli’s Italy


·Parent/guardian invite for CoverItLive event to be held Oct. 13th
Class/INB Activities
Using class period’s embedded microblog CoverItLive on http://mlynde.wikispaces.com/Class+Events students will discuss
1. How did humanism shape and define the Renaissance?
2. What contemporary cultural movements (such as psychology, the civil rights movement, or the women's movement) influence today's society in ways that are comparable to humanism's influence on the Renaissance?
Use Machiavelli Italy Map to take general background notes on The Prince


Homework:
Please try to get a copy to Machiavelli’s The Prince.
Quiz tomorrow on the Renaissance
Take home invite and explanation of Cover It Live



Tuesday Oct. 5, 2010

There is very little of Machiavelli that can be accepted or used in the modern world

Henry Kissinger
Handouts:
· Vocabulary terms and definitions as found in The Prince
Parent/guardian invite for CoverItLive event to be held Oct. 13th
Class/INB Activities
Quiz Renaissance
Read aloud, discuss The Prince introduction, chapter 1 and chapter 2
Complete vocabulary terms worksheet on terms found in The Prince
Homework:
Read The Prince chapter 8 and 15. Directions: Students are to: 1) number each paragraph (if book copy) and write titles or headings of each paragraph. Headings don't have to be elaborate - can use words in the paragraph where appropriate. They can identify the functions of the paragraphs to indicate which paragraphs summarize what had gone on before, which paragraphs provide examples, and which paragraphs defined terms. Ex: "summary of paragraphs 1-5" or "Examples of " or " Defined"


Wednesday October 6

Machiavelli wrote only for petty princes

Frederick II
Handouts:

Class/INB Activities
· Review chapters 8 and 15
Homework:
Read The Prince chapter 16 and 17. Directions: Students are to: 1) number each paragraph (if book copy) and write titles or headings of each paragraph. Headings don't have to be elaborate - can use words in the paragraph where appropriate. They can identify the functions of the paragraphs to indicate which paragraphs summarize what had gone on before, which paragraphs provide examples, and which paragraphs defined terms. Ex: "summary of paragraphs 1-5" or "Examples of " or " Defined"



Thursday October 7

When the act accuses him, the result should excuse him.

Machiavelli
Handouts:

Class/INB Activities
· Review chapters 16 and 17
· Review Machiavelli maxims
Homework:
Read The Prince chapter 18 and 19. Directions: Students are to: 1) number each paragraph (if book copy) and write titles or headings of each paragraph. Headings don't have to be elaborate - can use words in the paragraph where appropriate. They can identify the functions of the paragraphs to indicate which paragraphs summarize what had gone on before, which paragraphs provide examples, and which paragraphs defined terms. Ex: "summary of paragraphs 1-5" or "Examples of " or " Defined"

Friday October 8

Machiavelli has a worse name and more disciples than any political thinker that ever lived.

Walther Lippmann
Handouts:

Class/INB Activities
· Review chapters 18 and 19
· Activity: Machiavelli posters.
Homework: due 10/13 but no class time given *early bird points if completed by Oct 12
Work on posters: Directions: In groups create posters in which you show how your assigned leader (a school librarian, a small town mayor, a high school principle, a coach, a teacher, a dean, a history teacher, a parent, or a class president) would use Machiavellian principles to "effectively rule" their domain. Posters have to describe and illustrate the ruler's environment. Ex: What would a Machiavellian librarian emphasize in organizing the library? What type of monuments, posters, and technology would decorate the library? Posters will also have to provide at least two symbols of the ruler and his/her leadership style. Posters need to include at least three quotes or paraphrases from the text. Posters need to include 5 adjectives describing the ruler or the environment the ruler created.

Tuesday October 12

Never fight fair with a stranger, boy. You’ll never get out of the jungle that way.

Arthur Miller, Death of a Salesman.
Handouts:
· Parent invite to tomorrow’s seminar conversation via www.coveritlive.com

Class/INB Activities
· Simpsons: Bart The General. Students will create a film sheet where they record Machiavellian actions as found in the show

Homework:
Prepare text –supported comments to tomorrow’s seminar discussion: Does the End Justify the Means? Prompt to consider: Years ago, Berkeley Mayor Tom Bates destroyed thousands of copies of the Daily Cal (UC-Berkeley) student newspapers that did not endorse him. What would Machiavelli think of this and why?


Wednesday October 13

Peace has been completely restored in Cairo….The rebels have lost a couple thousand men. Every night we have about 30 heads cut off…. I think this will be a good lesson for them.

Napoleon. Letter to Gen. Reynier, 27 Oct, 1798
Handouts:
· Post seminar feedback formtest essay questions
Class/INB Activities
· Seminar: Does the End Justify the Means? http://mlynde.wikispaces.com/Class+Events

Homework:
Be prepared for test on Renaissance and a Machiavellian essay tomorrow. You may use your copy of The Prince to support your answers. If you prepare a prewrite and hand it in tomorrow you will receive 5 extra points. It will be returned to you to be placed in your notebook.Notebooks will be collected tomorrow for a grade













Technology Day Friday Sept. 24th.

Topics covered:
==

==
Unit 1: Introduction, Maps, Empires of the 1500s, and World Religions

(Sept. 7- Sept. 24)


September 7, 2010

Welcome

Historians…are the guardians of mankind’s collective memory.
Peter Geyl

Themes of class
: Man v. Man; Man v Environment, Man v Ideas.

Handouts:
· Daily agenda
· syllabus

Class Activities
:
· Class procedures and expectations: entrance and attendance, placement of work, no late work accepted, contact information, honor code, make-up work procedures
· Interactive Notebook: *Students will need to acquire a large spiral bound notebook. Mead 5 Star is well suited for this purpose. Purpose and process of interactive notebook will be explained.
· Technology: Use of class wiki page: www.mlynde.wikispaces.com, twitter, email addresses mlynde90@gmail.com or mmlynde@henrico.k12.va.us, Google accounts, Schoolspace and drop boxes.

Exit:
creation of name popsicle stick

Homework:
return signed last page of syllabus, get large spiral bound notebook, glue sticks, colored pencils. Complete learning styles questionnaire as handed out in class.


September 8, 2010

History is not contained in thick books but lives in our very blood
Carl G. Jung

Turn in:
signed syllabus last page,

Handouts:
· daily agenda
· projected schedule /content for WHII course of study
· Unit 1 What You Should Know
,
,

Class/INB Activities
Lecture: Learning Styles
Creation of anagram based on lecture and learning style questionaire
Creation of Title Page in INB – World History II, Full Name, Teacher Name, Academic Year

Homework:
none.
Extra for discussion: The amazing TED video of Dr. Jill Bolte's amazing experience as a cognizant stroke victim.















September 9, 2010

History is written by the winners
George Orwell

Handouts:
· daily agenda
· Two Maps: one for general broad labels, another for specific countries and regions to use as study guide




Homework:
quiz on maps tomorrow

Class/INB Activities
· Lecture: It is all about the bias – maps that changed the world
· General map identifications

Exit Ticket:
Label manila folder with last name, first name













September 10, 2010

The history of the world and its peoples in three words –“Born – troubled - died”
Carl Sandburg

Handouts:
· daily agenda
· quiz on maps
· notebook checklist

Class/INB Activities
· Map quiz 1
· Review map quiz.
* Create map page with top half containing response to prompt Maps are like a dog because… then bottom half create study aids for further areas need to study for map quiz
· Lecture: Broad, general overview of world at 1500
· Checklist for INB

Homework
:
1. prepare for another map quiz










Lecture notes Empires of 1500 - Broad General Ideas - Abridged




September 13, 2010

The empires of the future are empires of the mind
Winston Churchill

Handouts:
· daily agenda
· second quiz on maps
· INB Unit 1 notebook checklist

Homework
:
· complete INB assignment listed below

Consideration for today:
How could you measure how much the Europeans changed the world when they began to explore in 1500?

Class/INB Activities
· map quiz 2
· INB notebook checklist
· Complete basic intro notes on empires of 1500
· Begin - Lecture World at 1500: Empires of Ottoman and Mughal


Lecture notes on Empires of 1500 - Abridged and Detailed




September 14, 2010

An empire is founded by war has to maintain itself by war
Montesquieu

Handouts:
· daily agenda

Homework
:
· Art assignment listed in detail below (Islamic art does not contain any human representation of Allah; instead his glory is reflected in patterns. Using the style of modern artist Bridgette Riley, create your own representation of Islamic religion.)

Consider:
How could you measure how much the Europeans changed the world when they began to explore in 1500? What would that chart? graph? visual? look like....?

Class/INB Activities
· Revisit Lecture notes of Friday – Broad Review of Empires in 1500
· Lecture Notes: Details of 1500 Empires: Ottoman and Mughal
· 1500 Religion response page –Top half- respond to prompt The idea of separation of church and state in the empires of the 1500s would have been unimaginable and possibly foolish with supporting evidence from class notes
· 1500 Religion response page: Bottom Half -creation of patterned, geometric art in the style of Islamic art.



Lecture notes on Empires of 1500 - Abridged and Detailed





September 15, 2010

Great empires die of indigestion
Napoleon

Handouts:
· daily agenda
· Empires of 1500 map for labeling trade routes

Homework:
· Label global trade routes on provided map
· Divide one page into 5 “empire” squares. In each square summarize important notes about each empire (Ottoman, Mughal, Safavid, China, Songhai) include at least one quick draw in each square

Class/INB Activities
Peer review of homework: Islamic art
Lecture Notes: Lecture notes: The first great global stage of 1500; before Europeans. The scene on which they will have such a devastating impact: Safavid, China, Songhai (lecture notes found on link posted above)


September 16, 2010

Religion begins with a consciousness that something is asked of us
Abraham Heschel

Handouts:
· daily agenda
· clock agenda slip to be used in class and as an exit ticket
· World at 1500 review worksheet
· What You Should Know: World Religions

Homework
: none

Class/INB Activities
Complete World at 1500 Review Worksheet
Discuss predictions of European impact on this world of 1500
Intro: World Religions: students create why should we care statements - assess teacher statement - come up with class mission statement
Exit ticket – respond on back of clock agenda: In France it is illegal to publically demonstrate any religious affiliation. Citizens can’t wear crosses or the habib headdress. What is your opinion of such a governmental action?

September 17, 2010

It is conceivable for states to get together and have a United Nations but it is still inconceivable to have a United Religions
Abraham Heschel

Handouts:
· daily agenda
· World Map
· World Religions Chart

Homework:
finish world religion charts if need be

Class/INB Activities
· World religion identification maps
· World Religions Chart


Lecture Notes World Religions - Abridged


· world religions project assignment

· world religions project rubric





September 20, 2010

We have just enough religion to make us hate, but not enough to make us love one another
Jonathan Swift



Handouts:
· daily agenda
· article on current religious issue
* Project assignment (yes you can pair up with someone) and project rubric
and

Homework
: Read and review and mark up current event article provided.

Class/INB Activities
· Class discussion of current religious /political/social conflicts
o India/ Pakistan
o Lebanon/Isreal
o Business Culture Religious Sensitivity:
§ Microsoft
§ Capitol One
§ Henrico County
o Current event re: Mosque 9/11
· Exit ticket: Listen to ”Imagine” by John Lennon - why does John Lennon ask us to imagine a world without religion? Provide written response to the consideration of what would life be like without the concept/knowledge of a “heaven.” What would be the consequences? How would people act? What would be the restraints or incentives for people’s actions?
·
Imagine by John Lennon


If you missed class due to testing then here is your "to do" lis




September 21, 2010

Religion is a species of mental disease. It has always had a pathological reaction on mankind
Benito Mussolini

Handouts:
· daily agenda
· current event reading log

· world religions project assignment

· world religions project rubric


· available : INB master checklist

Class/INB Activities
· current event reading response
· pop quiz on religion
· discuss and brainstorm religion project- come up with a plan
· exit: watch clip of Baraka video for world religions

Of Note:
During these days of allotted project work, I will randomly grade the INB notebooks – make sure yours is ready! Use the available INB checklist to get it organized.

September 22, 2010

Religion is as necessary to reason as reason is to religion. The one cannot exist without the other
George Washington

Handouts:
· daily agenda
· returned pop quiz on religions

Class/INB Activities
· work time for religion project
· *early bird credit given if project turned in tomorrow the 23rd by the end of class

Of Note:
During these days of allotted project work, I will randomly grade the INB notebooks – make sure yours is ready!

September 23, 2010

Religion: A daughter of Hope and Fear, explaining to Ignorance the nature of the Unknowable
Ambrose Bierce (1842-1914)

Handouts:
· daily agenda

Class/INB Activities
· work time for religion project *early bird is due by end of this period!
· project must be turned in tomorrow – HAVE IT PRINTED, READY, and ON DESK when bell rings. Every minute late after bell is one point deducted from the grade

Of Note:
During these days of allotted project work, I will randomly grade the INB notebooks – make sure yours is ready!


September 24, 2010

To me, the computer is just another tool. It is like a pen. You have to have a pen, and to know penmanship, but neither will write the book for you.
Red Burns

Handouts:
· daily agenda
· technology lesson handouts
o how to sign up for a google email account
o privacy settings in facebook
o how to use www.turnitin.com

Class/INB Activities
· establishing a google gmail account
· uploading your gmail address on google spreadsheet
· how to use www.turnitin.com

Homework:
complete self assessment about world religions project.
Of Note: please try to secure your own copy of Machiavelli's The Prince