World+History+1500+to+present

= = //Welcome to World History II and Geography for the academic year 2011-2012// our class polling site PollEv.com/mlynde ||
 * ====You can email M. Lynde at mlynde90@gmail or mmlynde@henrico.k12.va.us==== || our class blog www.edmodo.com
 * ====The Google Docs form to confidentially provide contact information can be found on====

http://mlynde.wikispaces.com/Forms+and+Surveys
Class syllabus || A running review of vocabulary and terms as determined by students. You can review the selection here: [] A GREAT WEBSITE FOR REVIEW http://mrgrayhistory.wikispaces.com/ ||

All daily assignments and accompanying documents can be found below the Google Calendar by date.

 * 5/15/12 SOL REVIEW || **Excellent review items can be found on our review page located here**

everything you want to know about maps.... and || // Horace Walpole //
 * 5/14/11 || // Money is freedom //


 * Turn In:** anagram


 * In Class:**
 * Examination of World Bank, International Monetary Fund, NAFTA
 * [[file:Global interdependence0.ppt]]

SITES OF INTEREST GDP 1.[] 2. [] 3.[] 4.[] 5. [] 6. []

SITE OF INTEREST GNP 1. []

EUROPEAN UNION @http://europa.eu/index_en.htm

GROWTH OF CHINA []

FLOWING DATA @http://flowingdata.com/2012/05/03/avengers-characters-first-appearances/

Economic Terms You Need To Know || // Benito Mussolini //
 * Homework:**
 * 5/11/12 || // Blood alone moves the wheels of history //


 * Turn In:** Using wiki link to google doc please read the information and answer the two questions on a separate piece of paper. **__Make sure to write out your question and your answers. Simply putting #1 the answer is b etc. will not earn a grade!__**


 * In Class:**
 * Examination of Independence Movts in Africa *apartheid
 * Examination of Rwandan genocide
 * [[file:Independence mov't Africa.ppt]] and [[file:Rwanda genocide.ppt]]

create an anagram using the word APARTHEID where you demonstrate your knowledge of South Africa and its independence movt - please use short sentences or phrases rather than 1 word. Using 1 word - you'll get a F on this assignment A P A R T H E I D || // Mohandas K Gandhi //
 * Homework:**
 * 5/10/12 || // I am an uncompromising opponent of violent methods even to serve the noblest of causes //


 * Turn In:**
 * In Class:**
 * Examination of Eastern Europe and India in the 20th and 21st century
 * Worksheet on Modern India to accompany lecture [[file:Refresher Modern India.docx]]
 * [[file:Rise of India.ppt]]

Using wiki link to google doc please read the information and answer the two questions on a separate piece of paper. **__Make sure to write out your question and your answers. Simply putting #1 the answer is b etc. will not earn a grade!__**
 * Homework:**

@https://docs.google.com/document/d/1KkILeKCCVHfdUbSxzJ5Oe4tq82LCuhNHQipHSDde3_g/edit || // Mohandas K Gandhi //
 * 5/9/12 || // Nothing enduring can be built on violence //
 * 5/9/12 || // Nothing enduring can be built on violence //


 * Turn In:**
 * In Class:**
 * Examination of violence and terrorism in the 20th and 21st century
 * [[file:Modern Issues- Terrorism violence.ppt]]

Complete 3-2-1 things I learned if not completed in class 3- items I remember 2- things I found interesting 1 – think I didn’t know before || // Benjamin Disraeli //
 * Homework:**
 * 5/8/12 || // The rarest and most admirable quality of public life, moral courage //


 * Turn In:**
 * In Class:**
 * Test cold war
 * Check computers for SOL preparations

none || // Edward Teller //
 * Homework:**
 * 5/7/12 || // 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. //


 * Turn In:**
 * In Class:**
 * Review the What You Should Know Sheets
 * Review with cold war time line activity
 * Review for test tomorrow with fill in the blanks worksheet and powerpoint to provide the answers
 * [[file:REVIEW The Cold War ppt wkst.doc]] and [[file:REVIEW The_Cold_War.ppt]]
 * In preparation for the short answer portion of the test please consider the following:
 * Was the Cold War inevitable? Can you assign blame? Why or why not?
 * Consider the ideologies and the foreign policies/philosophies/aid/military programs of the Cold War era

Test Cold War tomorrow || // Edward Teller //
 * Homework:**
 * 5/4/12 || // We helped keep the Cold War cold. . . .A war without casualties cannot be as famous as a horrible war, but it is preferable. //


 * Turn In:**s
 * In Class:**
 * TBA -Pancake Party and Project


 * Homework:** ||
 * LOOK! VoiceThread Link || PROPER LINK FOR VOICETHREAD COMMENT

@http://voicethread.com/share/3020959/ ||
 * 5/3/12 || “We are not going to send American boys nine or ten thousand miles away from home to do what Asian boys ought to be doing for themselves.”

**Lyndon B. Johnson**, October 21, 1964 on US involvement in the Vietnam War.


 * Turn In:**
 * In Class:**
 * End of cold war
 * work on project
 * work on project

Colin Powell
 * Homework:** ||
 * 5/2/12 || 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.
 * Turn In:** Worksheet American Involvement in Vietnam
 * In Class:**
 * Respond to Google Docs prompt
 * Lecture: Afghanistan – End of Cold War
 * work on project

none ||
 * Homework:**
 * 5/1/12 || We're eyeball to eyeball, and I think the other fellow just blinked. Dean Rusk


 * Turn In:** Worksheet Consequences of Cuban Missile Crisis
 * In Class:**
 * Respond to Google Docs prompt
 * Lecture: Vietnam to Pol Pot


 * Project – Double Test Grade – “What’s Going On” An examination of music as a social commentary in the Vietnam era and today [[file:Voice Thread Instructions Whats Going On Protest.doc]]
 * website used http://www.whatsgoingonnow.org/think/issues-songs#social-responsibility

Work on project. Due Monday May 7th but early bird is Friday May 4th ||
 * Homework:**
 * 4/30/12 || “In the simplest of terms, what we are doing in Korea is this: We are trying to prevent a third world war.”

**Harry S. Truman,** April 16, 1951


 * Turn In:**
 * In Class:**
 * Respond to Google Docs prompt
 * Review worksheet Review Cold War
 * Quiz beginnings of Cold War
 * Lecture: Cuban Missile Crisis- India

Worksheet Consequences of Cuban Missile Crisis ||
 * Homework:**
 * 4/27/12 || “Berlin is the testicles of the West, every time I want the West to scream, I squeeze on Berlin.”

**Nikita Khrushchev**, 1962.


 * Turn In:** Worksheet Truman and Marshall Plans


 * In Class:**
 * Respond to Google Docs prompt
 * Lecture: Communism Spreads, Korean War, Skies

Worksheet Review Cold War Quiz on Monday ||
 * Homework:**
 * 4/26/12 || “Nobody intends to put up a wall!”

**Walter Ulbricht**, Leader of the GDR, June 15, 1961 – 2 months before the Berlin Wall was erected.


 * Turn In:** Worksheet United Nations


 * In Class:**
 * Respond to Google Docs prompt Link to article needed for the Google prompt:
 * media type="custom" key="15469456"

BERLIN AIRLIFT PRIMARY SOURCE []
 * Lecture: Aid plans, Japan, Germany, Fears of the Cold War

GROUND ZERO NUCLEAR BOMB - MAP YOUR LOCATION []

Worksheet Truman and Marshall Plans- Note: if using wiki version do not do task 3 ||
 * Homework:**
 * 4/25/12 || “If you don’t like us, don’t accept our invitations and don’t invite us to come to see you. Whether you like it or not, history is on our side. We will bury you.”

Nikita Krushchev, Soviet Premier


 * Turn In:** Worksheet Arab Israeli Conflict

media type="custom" key="15430590" width="90" height="90"
 * In Class:**
 * EPAT – mandatory check of computers
 * United Nations - background on United Nations [[file:UNITED NATIONS background.pdf]]
 * other current news link to UN []
 * []
 * []

Worksheet United Nations * *complete then do not do extension task || Harry Truman Examination of Nuremberg Trials and Jewish Refugees/Legacy of Arab Israeli Conflict
 * Homework:**
 * 4/24/12 || “The seeds of totalitarian regimes are nurtured by misery and want.”
 * Turn In:**
 * In Class:**
 * Respond to Google Docs prompt
 * media type="custom" key="15406980" width="80" height="80"
 * Mapping the Cold War [[file:coldwarmapand review.pdf]]

Worksheet Arab Israeli Conflict * if using copy off wiki do not do task (d) || George H W Bush
 * Homework:**
 * 4/23/12 || The Cold War began with the division of Europe. It can only end when Europe is whole.


 * Turn In:**
 * In Class:**
 * Respond to Google Docs prompt
 * media type="custom" key="15402406" width="71" height="71"
 * review What You Should Know Sheets
 * [[file:12c (WWII Global Rebuild)0.doc]] and [[file:13ab (Cold War).doc]]
 * Brief descriptive overview where students note/doodle in overview timeline
 * [[file:Brief Listing of Cold War Events.pptx]]

none || What you should know worksheet and
 * Homework:**
 * Resources Cold War || Lecture powerpoint not available - sorry - its too big to upload

PRETEST answers  || N/A
 * 4/20/12 || Turn In:

In Class: - Finish //Grave of the Fireflies//

Homework: - None || N/A
 * 4/19/12 || Turn In:

In Class: - Continue //Grave of the Fireflies//

Homework: - None || N/A
 * 4/18/12 || Turn In:

In Class: - Round Robin and Self-Assessment of WWII postcards - Intro. to the //Grave of the Fireflies// //Round Robin:// //Self-Assessment://

Homework: - None || - N/A
 * 4/17/12 || Turn In:

In Class: - WWII test - After your test... ~ After the war, communities and towns had to rebuild, many families had to find one another, and refugees/veterans/survivors of bombings and concentration camps had to put the pieces of their lives back together. Find something online that is devoted to telling the story of life //after// World War Two. ~ I will give you a number when you turn in your test. Research the corresponding topic below. For instance, if I said you were #1, you will find a website that discusses the American G.I. Bill. 1) G.I. Bill 2) Aftermath of the bombing of Hiroshima and Nagasaki 3) Aftermath of the bombing of Dresden 4) French collaborators during the German occupation of France 5) Russian soldiers occupying Eastern Europe ~ Once you find your source, a) write a few sentences describing it, b) give the website address, and c) write 3 questions based on the site to give a student in the next class.

Homework: - NONE! || - Major WWII leaders chart if you didn't finish in class before spring break.
 * 4/16/12 || Turn In:

In Class: - WWII Vocab. Quiz (appeasement, genocide, pacifism, anti-Semitism, isolationism) - Review for WWII test

Homework: - Study for WWII test tomorrow || - Postcards and biographies
 * 4/05/12 || Turn In:

In Class: - 3rd period will have a guest speaker - Major leaders chart



Homework: - We will review for the WWII test the Monday (April 16) we come back from break. - There will be a vocab. quiz on these terms (appeasement, genocide, pacifism, anti-Semitism, isolationism) on Mon. (April 16) - The WWII test will be Tuesday, April 17 || - Early bird postcards and biographies - Paragraph explaining your chosen representation of WWII.
 * 4/04/12 || Turn In:

In Class: - //The Pacific//

Homework: - FINAL due date for postcards and biographies TOMORROW (Thursday, April 5) || N/A
 * 4/03/12 || Turn In:

In Class: - The war in the Pacific - Vocab. to know 1) appeasement 2) genocide 3) anti-Semitism 4) pacifism 5) isolationism - Lecture



Homework: - Find a poem, video clip, piece of art, song, rap, etc. that represents WWII (or perhaps war in general) to you and write a paragraph describing what you chose and why you think it represents/symbolizes WWII. - Keep working on postcards and biographies (early bird date: tomorrow, 4/4, FINAL due date: Thursday, 4/5) || - Permission Slips
 * 4/02/12 || Turn In:

In Class: - War in Europe - Holocaust - Lecture



Homework: - Postcards and biography due Wednesday (early bird) and Thursday (**final** due date) || a) explaining economic and political causes, describing major events, and identifying leaders of the war, with emphasis on Franklin D. Roosevelt, Harry Truman, Dwight D. Eisenhower, Douglas MacArthur, George C. Marshall, Winston Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo, and Hirohito.
 * 3/30/12 || WHII.12 The student will demonstrate knowledge of the worldwide impact of World War II by

In Class: - Major events of WWII - How would your country respond?



Homework: - Work on your WWII letters and biographies (due Wed. 4/4 and Thurs. 4/5) - Permission slips (there are 2, one for //The Pacific// and one to be videotaped) due Monday || a) explaining economic and political causes, describing major events, and identifying leaders of the war, with emphasis on Franklin D. Roosevelt, Harry Truman, Dwight D. Eisenhower, Douglas MacArthur, George C. Marshall, Winston Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo, and Hirohito.
 * 3/29/12 || WHII.12 The student will demonstrate knowledge of the worldwide impact of World War II by

In Class: - Major events of WWII - How would your country respond?



Homework: - Work on WWII postcards and biographies - Get //The Pacific// permission slip signed (due Monday, April 2) - Get the videotaping permission slip signed (due Monday, April 2)

|| a) explaining economic and political causes, describing major events, and identifying leaders of the war, with emphasis on Franklin D. Roosevelt, Harry Truman, Dwight D. Eisenhower, Douglas MacArthur, George C. Marshall, Winston Churchill, Joseph Stalin, Adolf Hitler, Hideki Tojo, and Hirohito.
 * 3/28/12 || WHII.12 The student will demonstrate knowledge of the worldwide impact of World War II by

Turn In: N/A

In Class: - Intro. to WWII - WWII TImeline - Assigned to countries

Websites and Document to Help with Timeline:

http://www.nationalww2museum.org/see-hear/world-war-ii-history/timeline.html

http://www.scholastic.com/teachers/article/world-war-ii-timeline



Homework: - Read your assigned countries background to prepare for tomorrow. Highlight main points and make notes in the margins. - Finish your WWII timeline if you didn't finish in class (*Remember that it should be neat, thoughtful, include at least two illustrations, and around 8-10 specific events)

||
 * Resources for WWII Unit || What You Should Know:



Pretest:



Pretest Answer Key



Textbook-like Notes:



PowerPoints:













WWII Letters Project Information:

__* **Early Bird Due Date**: April 4, **Final Due Date**: April 5__





|| - Test on the Interwar Period
 * 03-27-12 || In Class:

Homework:

- None || a) describing the League of Nations and the mandate system; b) citing causes and assessing the impact of worldwide depression in the 1930s; c) examining events related 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.
 * 03-26-12 || WHII.11 The student will demonstrate knowledge of political, economic, social, and cultural developments during the Interwar Period by

Turn In: TBA

In Class: - Review for the Interwar Period Test tomorrow

Homework: - Study for test! Along with the "What You Should Know" sheets this "End of the Unit" review (also under "Resources") is helpful

||
 * 03-23-12 || Library Day - reading WWII letters

Basic Overview the WWII letters assignment:

Directions and rubric for WWII letters assignment:

Initial Discovery Worksheet:

Homework:

- Answer the "Essential Questions" on the "What You Should Know" handout (I gave you a copy in class, but it is also posted under "Resources" for this unit) and use it as a study guide this weekend. Think of any questions you'd like to ask me during the review session in class on Monday. ||
 * 03-22-12 || Library Day - reading WWII letters

Homework: None || a) describing the League of Nations and the mandate system; b) citing causes and assessing the impact of worldwide depression in the 1930s; c) examining events related 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. Turn In: In Class:
 * 03-21-12 || WHII.11 The student will demonstrate knowledge of political, economic, social, and cultural developments during the Interwar Period by
 * N/A
 * Intro. to WWII letters
 * "Dear Mrs. Roosevelt"
 * Write your own letter to Mrs. Roosevelt from the perspective of a young person living through the Great Depression

Use these tow websites to help you research more about the Depression's impact on families and children. Using these websites will help you to make your letter historically accurate.:

1) http://www.digitalhistory.uh.edu/learning_history/children_depression/depression_children_menu.cfm

2) http://newdeal.feri.org/eleanor/er2a.htm

3) http://www.allabouthistory.org/life-during-the-great-depression.htm





Homework: c) examining events related 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. Turn In: In Class:
 * None ||
 * 03-20-12 || WHII.11c The student will demonstrate knowledge of political, economic, social, and cultural developments during the Interwar Period by
 * Answer to the "Focus Your Reading" and Vocab. for the three sections on totalitarianism in Italy, Russia, and Germany
 * Rise of totalitarianism in Interwar Years
 * Examples of totalitarianism in Italy, Germany, Russia, and Japan



Homework: a) describing the League of Nations and the mandate system. Turn In: In Class: Homework: a) describing the League of Nations and the mandate system; b) citing causes and assessing the impact of worldwide depression in the 1930s. Turn In: In Class: Homework: - Using [], read about two instances where the League of Nations failed and write a summary of the stories of Abyssinia and Manchuria in your own words using the storyboard worksheet I gave you in class. - A hard copy of the information will be provided to students without internet access at home. || a) describing the League of Nations and the mandate system. Turn In: N/A In Class: media type="custom" key="13172284" Homework: ||
 * None ||
 * 03-19-12 || NO SCHOOL! ||
 * 03-16-12 || WHII.11 The student will demonstrate knowledge of political, economic, social, and cultural developments during the Interwar Period by
 * Summaries of Manchurian and Abyssinian crises
 * Manchuria, Nanking, and the Abyssinia crisis
 * Lecture
 * Read the first three sections ("Totalitarianism in Italy," "Stalin and the Soviet Union," and "Hitler and Nazi Germany") of "Textbook-like notes" posted under "Resources for the Interwar Period" and complete the "Focus Your Reading" questions and "Vocabulary" for each section. ||
 * 03-15-12 || WHII.11The student will demonstrate knowledge of political, economic, social, and cultural developments during the Interwar Period by
 * “Attacking the Great Depression” assignment
 * The Great Depression
 * 03-14-12 || WHII.11a The student will demonstrate knowledge of political, economic, social, and cultural developments during the Interwar Period by
 * Introduction to the Interwar Period
 * Mandate System
 * Feedback Form:**
 * Worksheet on the mandate system:**
 * Sources on the mandate system:**
 * “Attacking the Great Depression” worksheet and make T-chart on your own paper
 * Resources for the Interwar Period || **Pretest**


 * Answers to Pretest**



|| - None In Class: - WWI Unit Test Homework: - NONE! || - Study guides (we will check and go over these together as a class) In Class: - TEST REVIEW Homework: - Study for test tomorrow || In Class: Use his document to complete the worksheet: Homework: - Complete both of the Study Guides posted under "Resources for WWI unit" on the Wiki (you may need to write your answers on your own paper because there isn't much space on the worksheet) - Complete League of Nations worksheet (this will count as a **QUIZ** grade) if you didn't finish in class In Class: Homework: - TBD || In Class: - Students will watch a segment of //All Quiet on the Western Front// and use it as a primary source. - Students will determine whether they believe the movie is an accurate representation of WWI. Homework: - Finish //All Quiet on the Western Front// worksheet || In Class: - WWI and women's suffrage movement - clip from //Iron Jawed Angels// http://www.awesomestories.com/assets/alice-paul-10 Here is a written summary of what is happening in this clip: - Students will think about what we've learned so far in this unit on WWI. On their own sheet of paper, students will make a list of what they believe to be the 10 most important facts from this unit so far Homework: - Think about what we've learned so far about WWI and the early 20th century. On your own sheet of paper, make a list of what you believe to be the 10 most important facts from this WWI unit. || In Class: Websites for today: - [] - [] Worksheet for today: Homework: In Class: Websites to use for group work: Homework: NONE || In Class: Homework: In Class: Homework: || In Class: Homework: || In Class: Homework: || WWI unit || PowerPoint: Textbook-like Notes on WWI "What You Should Know" Worksheets Study Guides: Pretest: || Homework: - No homework || d) explaining the rise of industrial economies and their link to imperialism and nationalism. e) 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. In Class: Homework: d) explaining the rise of industrial economies and their link to imperialism and nationalism. e) 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. In Class: Homework: - Take home QUIZ || d) explaining the rise of industrial economies and their link to imperialism and nationalism. e) 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. In Class: Homework: d) explaining the rise of industrial economies and their link to imperialism and nationalism. e) 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. In Class: Major Points of Imperialism in Middle East: Homework: || [] || d) explaining the rise of industrial economies and their link to imperialism and nationalism. e) 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. In Class: Homework: || d) explaining the rise of industrial economies and their link to imperialism and nationalism. e) 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. In Class: Homework: || d) explaining the rise of industrial economies and their link to imperialism and nationalism. In Class: Homework: media type="custom" key="12415880" || d) explaining the rise of industrial economies and their link to imperialism and nationalism. In Class: Homework: || Textbook-like Notes: Pretest: PowerPoint: Imperialism Graphic Organizer || No homework. || ** [|Andre Norton] ** Tomorrow Thursday Feb 9th- Test on Industrial Revolution || > > //Examining Pollution in China and Global Issues in Child Labor // Test tomorrow on Industrial Revolution || // Theodore Roosevelt // Finish worksheet: //Examining Pollution in China and Global Issues in Child Labor// Test next Thursday! – get pretest off wiki and practice! media type="custom" key="12363572" || // Booker T. Washington // Turn In: In Class:** Quiz next Monday *you may use a one page handwritten study sheet on the quiz Finish worksheet: //Industrial Age 2 isms and economics// //TEST next Thur Feb 9th// || // John Locke // Quiz next Monday *you may use a one page handwritten study sheet on the quiz || // Ben Franklin // Finish worksheet labeled //IR Day 1: Great Britain// || // Ben Franklin // Review DBQ of midterm – //laying out methods and meeting superstars// Introduction Industrial Revolution Unit , . Brief textbook like notes Lecture ppt //Leaving wide open spaces for tight dirty places // || media type="custom" key="12174220" || Review quizzes from unit on France, UK, Italy, Germany Review for midterm Review for midterm || ,, , , and the oh-so-important key NOTE: The essay on the midterm will be a DBQ (Document Based Question). We have practiced these so don't worry: you will look for context, author, etc. You will use at least 3 of the documents for supporting evidence. The prompt you will address: Discuss the conflict between the desire to control people and people's desire to be free of control in the first global age. The context is Martin Luther, church power, John Locke, Magna Carta, Machiavelli (you will do fine - we've already covered all of these topics.....) || Review for midterm MAPS and Study guide Review for midterm || // Goethe // Activity: Reform and Revolution in France, UK, Italy, and Germany Educate your pod peers Your assigned section of the quiz. Must be completed and turned in tomorrow || France 1848, UK, Italy, and Germany || , The Basic Notes The whole quiz:, , and  || // Samuel Johnson // Road Mapping the next unit Timeline Activity Aims and Goals Activity: Reform and Revolution in France, UK, Italy, and Germany France link @https://docs.google.com/spreadsheet/ccc?key=0Ahs9WvLXX7NSdDNxNy16ZTIxY2xORktzRmZBSWlnTHc Great Britain Link @https://docs.google.com/spreadsheet/ccc?key=0Ahs9WvLXX7NSdFZzSVdOVEs1U2ZWRW03UGZYTnVubnc Italy Link @https://docs.google.com/spreadsheet/ccc?key=0Ahs9WvLXX7NSdGpnQXZ3em5VMmJfMEZZUG1Nc0ljWHc Germany Link @https://docs.google.com/spreadsheet/ccc?key=0Ahs9WvLXX7NSdGVXVTRCZUJtUjFuM0tZSVZlc1pjcEE France Link @https://docs.google.com/spreadsheet/ccc?key=0Ahs9WvLXX7NSdGRSS3ZoNXphZUNnbVFGR3J3NHd5SXc Great Britain Link @https://docs.google.com/spreadsheet/ccc?key=0Ahs9WvLXX7NSdFF6UzBpR3dXTWZoMl9GZTNzWU83Znc Italy @https://docs.google.com/spreadsheet/ccc?key=0Ahs9WvLXX7NSdHoxTzVVOGJZZ3Rhb05RLV9oaXNOcUE Germany @https://docs.google.com/spreadsheet/ccc?key=0Ahs9WvLXX7NSdFhnSy1BWHc4d0h6WDZEVVJpS0tWVUE France link @https://docs.google.com/spreadsheet/ccc?key=0Ahs9WvLXX7NSdFF3MU1xTGthZkZSbF8xTlE5cThpaGc Great Britain link @https://docs.google.com/spreadsheet/ccc?key=0Ahs9WvLXX7NSdFlPWEk3MmRfTHc2TG90Q0xtdzhGcFE Italy @https://docs.google.com/spreadsheet/ccc?key=0Ahs9WvLXX7NSdHNabkdsNlY0RG01TkVBb0xLdlUxeGc Germany @https://docs.google.com/spreadsheet/ccc?key=0Ahs9WvLXX7NSdFY2SkRQVXktNWxaa010bmJjS3JtX0E Make sure you are THE expert on your assigned topic! Tomorrow you share with your peer pod || // C. Wright Mills //__ The Causes of World War III __ (1958) Lecture: South American Revolutions – envelope game Polish those 1 page notes Quiz on Latin and South American revolutions – open note (1 page, handwritten only) Continue investigation: //The Monroe Doctrine: It’s Not Just An American Thing// [] none || // Napoleon // Lecture: Latin American Revolutions – envelope game // Lenin // Quiz on Napoleon and Congress of Vienna Handout: //What You Should Know// pages, , , Handout: //Latin American Revolutions// worksheet to introduce you to basics of Latin American Revolutions Handout: //Latin American Revolutions// worksheet to introduce you to basics of Latin American Revolutions || Resources || Standards:, , , Basic storyline: Lecture Notes: || // Napoleon // Lecture Review //Congress of Vienna- A Backlash to Napoleon// Worksheet: Multiple Choice Napoleon and Congress of Vienna Quiz on Napoleon and Congress of Vienna tomorrow Thursday Jan 12th. || // Napoleon // Lecture //Congress of Vienna- A Backlash to Napoleon // Self paced worksheet: //Congress of Vienna A Backlash Against Napoleon // Quiz on Napoleon and Congress of Vienna on Thursday Jan 12th. || // Napoleon // Review Worksheet //How France Changed Under Napoleon// Lecture Notes //Napoleon// paying particular attention to //Military Campaigns and Waterloo// (slides 33-49) Online posting: //Napoleon’s Military Genius and Tactics – The World’s First Modern Army// none || // Napoleon // Worksheet //Rise of Napoleon// and yes, you do have to do the timeline! Access Lecture Notes //Napoleon// paying particular attention to slides 14-33 //How France Changed Under Napoleon// Worksheet //How France Changed Under Napoleon// Worksheet //How France Changed Under Napoleon// **__YES, YOU DO HAVE TO DO THE ESSAY AT THE END OF THE WORKSHEET!__** || // Machiavelli // Consider //Destiny// and influence of life experiences Review 1795 worksheet Consider term //Nationalism// and what that means in regards to Napoleon’s influence; is it divisive or a unifying force? Short video on Napoleon [|http://www.history.com/videos/the-french-revolution#napoleon] Lecture: Napoleon Worksheet: Napoleon and Russian Campaign  || Resources Pretest and other study aids posted here || Lecture on Napoleon updated 1-5-12 Lecture || // Victor Hugo // Test on French Revolution Handout: What You Should Know: Napoleon and Congress of Vienna Handout: 1795 worksheet 1795 Worksheet || // American Saying // Short video recap [|http://www.history.com/videos/the-french-revolution#the-french-revolution] Worksheet: French Revolution Study Guide KEY Reminder: For 5 points extra credit on the test to be given Wed Jan 4th, complete the document //Review: Illustrated Fr. Rev. Study Guide// Complete Worksheet //Review: The Ultimate Fr. Rev. illustrated// for 5 points on French Revolution test Test tomorrow || *Note- French Revolution Powerpoint is posted here.... || // The final end of every political institution is the preservation of the natural and imprescriptible rights of man. These rights are those of liberty, property, security and resistance to oppression. // // The Declaration of the Rights of Man and the Citizen // Maybe finishing Fr Revolution video Lecture: French Revolution powerpoint Reminder: For 5 points extra credit on the test to be given Wed Jan 4th, complete the document //Review: Illustrated Fr. Rev. Study Guide// Complete Worksheet //Review: The Ultimate Fr. Rev. illustrated// for 5 points on French Revolution test Test Wed Jan 4th || 2 important images 1 fantastic link to a clear, concise summary of all our recent units Lecture notes Other review items || ==If you want a clear, concise explanation of Absolute Rulers, The Enlightenment, and the French Revolution then go to this website (I couldn't say it better myself than Mr. Gray does on his wiki...)== http://mrgrayhistory.wikispaces.com then look on left column and choose Unit 14- scroll through to French Revolution 2 minute fun video recap [|http://www.history.com/videos/the-french-revolution#the-french-revolution] || // Adolf Hitler // Maybe finishing Fr Revolution video For 5 points extra credit on the test to be given Wed Jan 4th, complete the document //Review: Illustrated Fr. Rev. Study Guide// Complete Worksheet //Review: The Ultimate Fr. Rev. illustrated// for 5 points on French Revolution test Test Wed Jan 4th || // Mohandas K. Gandhi // Activity All This Week: Watch French Revolution video and complete video worksheets. Today Part 3 and *key video worksheet 2 || // If liberty means anything at all, it means the right to tell people what they do not want to hear // // George Orwell // Activity All This Week: Watch French Revolution video and complete video worksheets. Today Part 2 *Key video worksheet 1 || // For God’s sake, let us freely hear both sides! // // Thomas Jefferson // Intro Video clip on Fr Rev Activity All This Week: Watch French Revolution video and complete video worksheets. Today Part 1 *** French Revolution pretest posted here** *French Revolution lecture notes posted here **Absence this week? your activities posted here** || // The right to speak out is also the duty to speak out // // Vladimir Pozner // Turn In: **French Rev. causes pt 1 and 2** In Class Homework: // John Kennedy // Turn In: In Class Homework: // James MacGregor Burns // Turn In: In Class Homework: Here is the essay prompt (I expect you to use at least 3 people for examples) Mini Essay: Thoroughly elaborate (in detail) how the philosophers and artists of the Enlightenment Age shifted the thinking of mankind. Be sure to address accepted standards before the Enlightenment as well as the new ways of thinking brought about by the Enlightenment Age. || *lecture notes on Enlightenment artists posted here || // 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: In Class Homework: *lecture notes on Enlightenment posted here || // Man is an imitative animal // // Thomas Jefferson // Turn In: In Class Homework: *enlightenment pretest posted here || // We use ideas merely to justify our evil, and speech merely to conceal our ideas // // Voltaire // Turn In: In Class Homework: // Rousseau // Turn In: In Class Homework: // Anonymous // Turn In: In Class Homework: // Hermann Hesse // Turn In: In Class Homework: // Will Rogers // Turn In: In Class Homework: * lecture ppt || // 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: **completion check on Glorious Revolution student fill in notes** In Class Homework: Glorious Revolution || // It is legal because I wish it so. // // Louis XIV // Turn In: In Class Homework: // Napoleon // Turn In: **check if completion of student fill in notes on Age of Absolutism** In Class Homework: Age of Absolutism *Pretest posted on this date *Lecture ppt || // The greatest slave in a kingdom is generally the king of it. // // Fulke Greville // Turn In: In Class Homework:** Continue to work on student fill in notes on Age of Absolutism – use textbook Work will be checked for grade tomorrow ||
 * What You Should Know**
 * Textbook-like Notes**
 * 1)**
 * 2)**
 * 3)**
 * 4)**
 * PowerPoints (I will add one or two more as we get further in this unit)**
 * 03-13-12 || Turn in:
 * 03-12-12 || Turn In:
 * 03-09-12 || Turn In:
 * **All work missed because of SOL testing is due today.**
 * "Making the Peace" worksheet if you didn't complete it in class yesterday
 * League of Nations
 * Worksheet (this will count as a **QUIZ** grade):
 * take note that I also recently posted a short pretest under "Resources for WWI unit" as well if you'd like to use that to help you study ||
 * 03-08-12 || Turn In:
 * //All Quiet on the Western// Front worksheet.
 * Armenian Genocide worksheet, if you haven't already.
 * **All work missed because of SOL testing is due tomorrow, Friday, March 9.**
 * Fourteen Points and Treaty of Versailles
 * Read "Making the Peace" chapter posted under WWI Resources on the Wiki
 * Complete Making the Peace worksheet
 * 03-07-12 || **Absent due to SOL testing? You are still responsible for what we do in class. You will find everything you need here on the Wiki. For today, you need to open the document below to read a plot summary of //All Quiet on the Western Front// and answer the accompanying questions. This worksheet is due by Thursday, March 8.**
 * 03-06-12 || **Absent due to SOL testing? You are still responsible for what we do in class. You will find everything you need here on the Wiki. For today, you need to read the transcript excerpt from //This American Life// and answer the two questions. You will find the transcript and the questions in the document posted below. This worksheet is due by Thursday, March 8.**
 * 03-05-12 || SNOW DAY! ||
 * 03-02-12 || Turn In:
 * None
 * Armenian Genocide
 * Activity
 * None ||
 * 03-01-12 || Turn In:
 * Russian Revolution cause and effect assignment
 * Russian Revolution
 * Group work Activity
 * 1) []
 * 2) []
 * 3) []
 * 4) []
 * 02-29-12 || Turn In:
 * Propaganda assignment
 * Impact of the war at home
 * Zimmerman note
 * Wilfred Owen’s poem, “Dulce et Decorum Est.”
 * Students will read “Russian Revolution” (posted under WWI resources) from //Contemporary’s World History// and list **AT LEAST 3** main causes and **AT LEAST 3** effects of the Russian Revolution. ||
 * 02-28-12 || Turn In:
 * Battle of the Somme graphic organizers.
 * Battle of the Somme
 * Read two accounts of the Somme and compare/contrast
 * Intro. to propaganda
 * WWI Propaganda Analysis ***You can print out your answers to the poster analysis or handwrite them on a sheet of paper.
 * 02-27-12 || Turn In:
 * M.A.I.N. worksheet
 * WWI timeline
 * Strategies and weapons and WWI – how this war was different
 * First-hand accounts of trench warfare
 * Read two accounts of the Battle of the Somme and take notes on each author's report of the battle by filling out the accompanying graphic organizer. Your notes will include quotations you find interesting from each document, questions you have about each document, and what you think the main points of each document are.
 * 02-24-12 || Turn In: N/A
 * Introduction to causes of WWI
 * WebQuest in groups for causes of WWI and make group poster
 * Read “War Breaks Out” from //Contemporary’s World History//
 * After reading this chapter, make timeline of the sequence of events that led to war, fighting the war, and the war’s end. Include what you believe to be the main events and dates.
 * Fill out the “M.A.I.N.” worksheet
 * Resources for
 * 02-23-12 || IMPERIALISM TEST!
 * 02-22-12 || SOL: WHII.9d The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by
 * Review Game
 * Study for test tomorrow ||
 * 02-21-12 || SOL: WHII.9d The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by
 * Turn in U.S. Imperialism Worksheet
 * Imperialism in Japan and China
 * Complete Japan/China worksheet in class
 * 02-17-12 || SOL: WHII.9d The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by
 * Turn in Ottoman Empire/Egypt Worksheet
 * Social Darwinism
 * U.S. Imperialism in Latin America
 * Lecture and “White Man’s Burden” Activity
 * Finish activity
 * U.S. Imperialism worksheet
 * [[file:U.S. Imp. Worksheet.docx]] ||
 * 02-16-12 || SOL: WHII.9d The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by
 * Turn in India Worksheet
 * Imperialism in Ottoman Empire and Egypt
 * Lecture and Activity
 * Ottoman Empire/Egypt worksheet
 * Resources for Young Turks Exercise || [|http://www.newworldencyclopedia.org/entry/Young_Turk_Revolution#Legacy]
 * 02-15-12 || SOL: WHII.9d The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by
 * Turn in African Colonialism Worksheet
 * Colonialism in India
 * Lecture and analysis of Gandhi photograph
 * India worksheet
 * 02-14-12 || SOL: WHII.9d The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by
 * Imperialism in Africa
 * Lecture and Activity on types of colonialism
 * African colonialism worksheet, *ignore #8, 9, and the question on Nelson Mandela
 * 02-13-12 || SOL: WHII.9d The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by
 * Introduction to Imperialism in Africa
 * Lecture and “Scramble for Africa” game
 * 3-2-1 response (3 things you learned, 2 things that surprised you, 1 thing you still have questions about or want to know more about)
 * 02-10-12 || SOL: WHII.9d The student will demonstrate knowledge of the effects of the Industrial Revolution during the nineteenth century by
 * Introduction to Imperialism
 * Handout: “What You Should Know About Imperialism”
 * Lecture
 * 1) Go to YouTube, 2) Search “European Imperialism in Africa,” 3) Watch the "European Imperialism in Africa" video (by: HistoryTubeTV), 4) complete accompanying worksheet (don't forget the back of the worksheet!)
 * Resources for unit on Imperialism || [[file:WH WHAT YOU SHOULD KNOW Imperialism.doc]]
 * 02-09-12 || TEST!!!
 * 02-08-12 || I think the human race made a big mistake at the beginning of the industrial revolution, we leaped for the mechanical things, people need the use of their hands to feel creative.
 * Turn In:** worksheet: Day 4 //Examining Pollution in China and Global Issues in Child Labor//
 * In Class:**
 * Review quiz taken on Monday
 * Review for test tomorrow [[file:WHAT YOU SHOULD KNOW Industrial Revolution.doc]]
 * Return to road map
 * Homework:**
 * 02-07-12 || //I just think we're living in a time of massive, amazing change, like the Industrial Revolution on acid.//  [|Kelly Lynch] **Turn In:** worksheet: //Examining Pollution in China and Global Issues in Child Labor//
 * In Class:**
 * Activity: Day 4 //Industrial Revolution Legacies//
 * here is yesterday's Day 3 worksheet which has the hyperlinks to the China pollution articles [[file:Day 3 IR Legacies China and Child Labor.docx]]
 * go to this site to pick your questions to answer about pollution in china
 * @https://docs.google.com/spreadsheet/ccc?key=0Ahs9WvLXX7NSdHlHd2EwRkRVazVONmRwVUVoQTRONmc
 * Homework:**
 * Homework:**
 * 02-06-12 || // Far and away the best prize that life offers is the chance to work hard at work worth doing //
 * Turn In:** worksheet //Industrial Age 2 isms and economics//
 * In Class:**
 * Review benchmarks used on midterm
 * Quiz – you may use your 1 page handwritten study sheet
 * Activity: Day 3 Examining Pollution in China and Global Issues in Child Labor [[file:Day 3 IR Legacies China and Child Labor.docx]]
 * For those given China technology here is your link []
 * Homework:**
 * 02-03-12 || // Nothing ever come to one, that is worth having, except as a result of hard work //
 * Lecture notes: Industrial Revolution
 * worksheet Industrial Age 2 isms and economics [[file:Day 2 Industrial Age isms and economics.docx]]
 * Homework:**
 * 02-02-12 || // When there is no Desire; there will be no Industry //
 * Turn In:**
 * In Class:**
 * Activity: Discovering different types of -isms- Communist, Socialist, Capitalist
 * Lecture: //Trading Your Wide Open Spaces for Concrete and Stone//
 * Homework:**
 * 02-01-12 || // Plow deep while Sluggards sleep //
 * Turn In:**
 * In Class:**
 * Lecture: //Trading Your Wide Open Spaces for Concrete and Stone//
 * Activity: Discovering different types of economies- Command, Market, and Mixed
 * Discussion of focus questions of Industrial Revolution
 * Homework:**
 * 01-31-12 || // Diligence overcomes Difficulties; Sloth makes them //
 * Turn In:**
 * In Class:**
 * Essential question: //How might poverty threaten liberty?// And //Can dependence be a danger?//
 * Intro read []
 * Roadmap Industrial Revolution
 * o Outline (also in resources posted below) [[file:Outline Industrial Revolution.docx]]
 * o SOL //What You Should Know [[file:WHAT YOU SHOULD KNOW Industrial Revolution.doc]]//
 * Lecture: //Trading Your Wide Open Spaces for Concrete and Stone//
 * Class time to begin worksheet labeled //IR Day 1: Great Britain [[file:Day 1 Legacy of IR Day 1 Great Britain.docx]]//
 * Homework:** ||
 * Resources for unit on Industrial Revolution (IR) ||, [[file:Outline Industrial Revolution.docx]], [[file:Focus questions IR.docx]],[[file:9a (Industrial Rev).doc]],[[file:9b (Socialism Communism).doc]],[[file:9c (Ind Rev labor, child, women).doc]]
 * FEEDBACK || Please provide feedback on this form (thank you)
 * 01-23-12 || // Stress is basically a disconnection from the earth, a forgetting of the breath. Nothing is that important. Just lie down~ //
 * Turn In:**
 * In Class:**
 * Homework:**
 * MIdterm Review Resources || look to the sidebar for the WH review page for great resources to study with but here are a few basics
 * 01-20-12 || // Stress is the trash of modern life – we all generate it but if you don’t dispose of it properly, it will pile up and overtake your life~ //
 * Turn In:** quiz section
 * In Class:**
 * Homework:**
 * 01-19-12 || // It happens to be the destined lot of the Germans to emerge as the representative of all the citizens of the world //
 * Turn In:**
 * In Class:**
 * Homework:**
 * Resources for Reform and Revolution
 * 01-18-12 || // A man who has not been in Italy is always conscious of an inferiority //
 * Turn In:**
 * In Class:**
 * PERIOD 2:**
 * PERIOD 3:**
 * PERIOD 4;**
 * Homework:**
 * 01-17-12 || // Nationalism is today the world’s idolatrous religion //
 * Turn In:**
 * In Class:**
 * Homework:**
 * 01-13-12 || // Nations. like men, have their various ages- infancy, maturity, old age //
 * Turn In:** Handout: //Latin American Revolutions// worksheet to introduce you to basics of Latin American Revolutions
 * In Class:**
 * Homework:**
 * Quiz on Latin American Revolutions upon return!** ||
 * 01-12-12 || // History does not move in a straight line, but by zigzags //
 * Turn In:**
 * In Class:**
 * Homework:**
 * Latin American Revolutions
 * 01-11-12 || // In China the sovereign is worshipped as a god. That I think is how it ought to be //
 * Turn In:**
 * In Class:**
 * Homework:**
 * 01-10-12 || // They think I am stern, even hard-hearted. So much the better- this makes it unnecessary for me to justify my reputation //
 * Turn In:**
 * In Class:**
 * Homework:**
 * 01-09-12 || // True heroism consists in rising superior to misfortune //
 * Turn In:** Worksheet //How France Changed Under Napoleon//
 * In Class:**
 * Homework:**
 * 01-06-12 || // 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 //
 * Turn In:** Worksheet: Napoleon and Russian Campaign
 * In Class:**
 * Homework:**
 * 01-05-12 || // Few men are brave by nature, but good discipline and experience make may so //
 * Turn In:** 1795 Worksheet
 * In Class:**
 * Homework:**
 * *Napoleon and Congress of Vienna
 * || We begin a new unit on Napoleon and the Congress of Vienna (a backlash against Napoleon) ||
 * 01-04-12 || // Close by the rights of Man, side by side with them, at least, are the rights of the Soul //
 * Turn In:** Complete Worksheet //Review: The Ultimate Fr. Rev. illustrated// for 5 points on French Revolution test
 * In Class:**
 * Homework:**
 * 01-03-12 || // The right to wave your fist ends where your neighbor’s nose begins //
 * Turn In:** nothing
 * In Class:**
 * Homework:**
 * 01-02-12
 * Turn In:** nothing
 * In Class:**
 * Homework:**
 * French Revolution Resources
 * 12-16-11 || // 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. //
 * Turn In:**
 * In Class**
 * Homework:**
 * 12-15-11 || // Terrorism and deception are weapons not of the strong but of the weak //
 * Turn In:**
 * In Class**
 * Homework:** ||
 * 12-14-11
 * Turn In:**
 * In Class**
 * Homework:** ||
 * 12-13-11
 * Turn In:** Worksheet //The French Revolution Begins//
 * In Class**
 * Homework:** ||
 * 12-12-11
 * Handout: What You Should Know //French Revolution [[file:WH What You Should Know French Revolution.doc]]//**
 * Review Causes of French Revolution**
 * Activity: copy French Revolution timeline**
 * Complete worksheet: //The French Revolution Begins [[file:frenchrevbegin.pdf]]//**
 * //PRETEST [[file:fr rev pretest 2.pdf]]//**
 * //LECTURE NOTES [[file:French Revolution 2010.ppt]]//**
 * //EXTENDED ABSENCE WORK [[file:contemporarys-french rev -napo.pdf]], [[file:frenchrevbegin.pdf]], [[file:reignofterror.pdf]], [[file:france1795.pdf]], [[file:fr rev 21-1.pdf]], [[file:fr rev 21.2 .pdf]], [[file:fr rev 21-3.pdf]],//** extra credit on test Jan 4th [[file:Review Fr Rev by Illustration.doc]] ||
 * 12-09-11 || // Those who make peaceful revolution impossible will make violent revolutions inevitable //
 * Test on Enlightenment**
 * Turn in mini project**
 * Complete pt 1 and pt 2 Causes of the French Revolution. DO NOT DO #10 ON PT 1 NOR THE EXTENSION TASKS ON PT 2**
 * [[file:causesoffrenchrev1.pdf]] and [[file:causesoffrenchrev2.pdf]]** ||
 * 12-08-11 || // A revolution (is)…an act of violence whereby one class shatters the authority of another //
 * Intro: one day project: Blabbercize or Common Craft style video. Due at beginning of class tomorrow. Quiz grade**
 * Test Friday Dec 9th**
 * 12-07-11
 * Lecture: The Enlightenment Artists or //You Say You Want A Revolution [[file:Enlightenment Artists- You Say You Want a Revolution]]//**
 * Posted – excellent summary of all material Absolutism, Enlightenment [[file:The Enlightenment summary.docx]]**
 * Intro: one day project: Blabbercize or Common Craft style video. In class tomorrow. Quiz grade**
 * Prep one day quiz project to be completed in class tomorrow**
 * Test Friday Dec 9th** ||
 * 12-06-11
 * Lecture: The Enlightenment or //You Enlighten My Life [[file:WH Enlightenment you enlighten my life.ppt]]//**
 * Activity: Who Am I?**
 * Review worksheets ; Locke dilemma and basic study guide**
 * Review worksheets ; Locke dilemma and basic study guide**
 * Test Friday Dec 9th** ||
 * 12-05-11
 * Lecture: The Enlightenment or //You Enlighten My Life//**
 * Activity: Natural World Dilemmas**
 * Test Friday Dec 9th**
 * enlightenment pretest [[file:pretest enlightenment.pdf]]** ||
 * 12-02-11 || // Were there a people of gods, their government would be democratic //
 * Test on Scientific Revolution, Absolutism, and Glorious Revolution tomorrow!**
 * none** ||
 * 12-01-11 || // The enlightened are involved without being attached //
 * Intro to Enlightenment artists and thinkers**
 * Identification worksheet using state standards provided documents.**
 * [[file:Identification Enlight think and art.docx]] using the following documents: [[file:6f (18th c Arts).doc]], [[file:What You Should Know Arts of 18th c.doc]], [[file:What You Should Know Enlightenment.doc]], [[file:End of Unit Review- Enlightenment.doc]]**
 * Test on Scientific Revolution, Absolutism, and Glorious Revolution tomorrow!** ||
 * 11-30-11 || // Those who cannot think or take responsibility for themselves need, and clamor for, a leader. //
 * Activity: Id the quotes [[file:Absolutism Interest Survey .doc]]**
 * Continue to work on Review Packet [[file:Wrap Up worksheet- Absolutism Glorious Rev.doc]]**
 * individual class work - review of Glorious Revolution and Constitutional Monarchy [[file:WH English Revolution.doc]]**
 * Now would be the time to start reviewing that posted pretest on this unit. Test will be Friday Dec 2nd** ||
 * 11-29-11 || // A king can stand people’s fighting, but he can’t last long if people start thinking //
 * Lecture: Glorious Revolution**
 * Handout: Review Document on Age of Absolutism and Glorious Revolution [[file:Wrap Up worksheet- Absolutism Glorious Rev.doc]]**
 * review poll:**
 * PollEv.com/mlynde **
 * Now would be the time to start reviewing that posted pretest on this unit. Test will be Friday Dec 2nd** ||
 * 11-28-11
 * Lecture: Glorious Revolution [[file:WH 20.1 & 20.ppt]]**
 * Now would be the time to start reviewing that posted pretest on this unit. Test will be Friday Dec 2nd** ||
 * 11-23-11
 * Quiz on Age of Absolutism – you may use your HANDWRITTEN one page one side review**
 * Begin Glorious Revolution with student fill in notes using textbook [[file: Student Civil War Glorious RevNotes.doc]]**
 * Complete for grade check Monday Nov 28: Glorious Revolution with student fill in notes using textbook** ||
 * 11-22-11 || // In China the sovereign is worshipped as a god. That I think is how it ought to be //
 * Lecture: Age of Absolutism or //It Is Good To Be// //King//**
 * Examination of Palace of Versailles [] [[file:Intro again and day in life of Louis XIV.ppt]] **
 * Examination of Peter the Great [[file:Peter the Great and Westernization 1 of 2.pdf]], [[file:Peter the Great and Westernization pg 2 of 2.pdf]]**
 * Work on creating a one page, one side HANDWRITTEN review to use on tomorrows Absolutism quiz**
 * Work on creating a one page, one side HANDWRITTEN review to use on tomorrows Absolutism quiz** ||
 * 11-21-11
 * Lecture: intro into the age of absolutism or //It Is Good To Be King [[file:Absolutism.2011.ppt]]//**
 * Handout: student fill in notes on Age of Absolutism – use textbook [[file: Student AbsolutismNotes.doc]]**
 * Handout: combo What You Should Know – Scientific Revolution and Age of Absolutism [[file:6b (Age of Absolutism).doc]] and [[file:6a (Scientific Rev).doc]]**
 * Note: Pretest on Age of Absolutism available on wiki for you to use as we progress on this unit. Test will be Dec. 2nd**

Scientific Revolution || //The great tragedy of Science – the slaying of a beautiful hypothesis by an ugly fact// //T.H. Huxley// Activity: Recap summary on blog. Using posted recap article, you and a partner must create a new, improved, global introduction paragraph which might be properly used in new 4th grade history textbooks. go to www.edmodo.com none ||
 * 11-18- 11
 * 11-18- 11
 * Turn In:**
 * In Class**
 * Homework:**

// Robert G. Ingersoll // Activity: Scientific Revolution challenge cards Lecture: Scientific Revolution //none// || Explorers || //The greatest obstacle to discovery is not ignorance- it is the illusion of knowledge// // Daniel J. Boorstin // You will receive a classmate’s Explorers DBQ packet in order to write your evidence-supported claim as to whether the explorers did more harm than good Reflection piece on this explorer’s primary source exercise ||
 * 11-17-11 || //Reason, Observation, and Experience – the Holy Trinity of Science//
 * 11-17-11 || //Reason, Observation, and Experience – the Holy Trinity of Science//
 * Turn In:** Reflection piece on this explorer’s primary source exercise
 * In Class**
 * Homework:**
 * 11-16-11
 * Turn In:** printed copy of the //people of the scientific revolution//
 * In Class**
 * Homework:**

Explorers || //Education is a progressive discovery of our own ignorance.// [|**//Will Durant//**] Complete worksheet //People of the Scientific Revolution // Use the textbook as indicated on the worksheet but you can also use the accompanying PowerPoint to help If not completed in class then you need to turn in a printed copy of the worksheet at the beginning of class tomorrow Wed. Nov 16th || // Desiderius Erasmus // Godwin library: 1) proper MLA citation 2) continue researching and collecting the 5 documents for your own Explorer’s Document Collection- due Monday 14th – end of class // Claude Bernard // Godwin library: 1) proper MLA citation 2) begin researching and collecting the 5 documents for your own Explorer’s Document Collection- due Monday 14th – end of class Work on document collection || // Benjamin Franklin // topic – the Castillo diaries
 * 11-15-11
 * 11-15-11
 * Turn In:**
 * In Class**
 * Homework:**
 * 11-14-11 || // In the country of the blind, the one-eyed man is king //
 * Turn In:**
 * In Class**
 * Homework:** ||
 * 11-11-11 || // The Scientific Revolution: It put a scientific criterion in the place of personal authority //
 * Turn In:** Worksheet: Worksheet: Digging Deeper in the Castillo diaries
 * In Class**
 * Homework:**
 * 11-10-11 || // There are two passions which have a powerful influence on the affairs of men. These are ambition and avarice. //
 * Turn In:** Worksheet: Digging Deeper in the Santangel letter
 * Class Activities**:
 * worksheet – Analysis of primary source: Castillo diaries

Worksheet: Digging Deeper in the Castillo diaries || // James Howell // Godwin Library: topic – Columbus’ letter to finance minister Santangel In library: worksheet – Analysis of primary source: Santangel Worksheet: Digging Deeper in the Santangel letter || // William H. Ginsburg // Introduce DBQ Explorers – test grade – all components due Nov 17th Handout: explanation and rubric of DBQ Explorers unit Worksheet: Introduction DBQ worksheet and Worksheet: //Identify and define terms explorers// Finish worksheet //Identify and define terms explorers-// Due Nov 9 || Quiz explorers Worksheet: //Identify and define terms explorers // Finish worksheet //Identify and define terms explorers// || // Harold Nicolson // Lecture: New world societies Quiz tomorrow *you may use a one page study guide you have created but it is not simply to be your class notes printed out in smaller font! || Lecture: it is all about the economics Reading: Post to blog: 1) According to prompt: post an item from the Columbian Exchange. Offer your commentary. 2) comment on a peer’s discovery. (stay in character role of the time) || // H.L. Mencken // Lecture: Read //When World Collide// Answer worksheet questions: Columbus none || // Thomas Fuller // Blog: www.edmodo.com 1) read article So Began The Great Exploration 2) make comment on blog Lecture: //Will The Real Columbus Please Stand Up?// none ||
 * Homework:**
 * 11-09-11 || // A fool and his money are soon parted //
 * Turn In:** worksheet //Identify and define terms explorers//
 * Class Activities**:
 * Homework:**
 * 11-07-11 || // No one ever lies. People often do what they have to do to make their story sound right. //
 * Turn In:**
 * Class Activities**:
 * Homework:**
 * 11-04-11 || // All domination involves invasion- at times physical and overt, at times camouflaged with the invader assuming the role of a helping friend. Paulo Freire //
 * Turn In:**
 * Class Activities**:
 * Homework:**
 * 11-03-11 || // We are all inclined to judge ourselves by our ideals: others by their acts //
 * Turn In:**
 * Class Activities**:
 * Homework:**
 * 11-02-11 || // Your greatness does not depend on the size of your command, but on the manner in which you exercise it. Ferdinand Foch //
 * Turn In:** HW on Columbus
 * Class Activities**:
 * Homework:**
 * 11-01-11 || // Whoever has gold must have an army to guard it, or resign himself to losing it. //
 * Turn In:**
 * Class Activities**:
 * Homework:**
 * 10-31-11 || // A Deluge of Words and a Drop of Sense //
 * Turn In:** check if explorers’ map completed
 * Class Activities**:
 * Homework:**

// Ralph Waldo Emerson // Use blog to answer poll and map routes of explorers www.edmodo.com - codes are found in specified class documents listed here:, , Handout: The Explorers: What You Should Know Finish map of explorers if necessary || REFORMATION UNIT LISTED BELOW Reformation || // Although this work is a History, I believe it to be true // // Mark Twain // Document based question and essay answer based on Reformation // Cicero // Reformation test You will be assigned a character Facebook page for selected Reformation individual-template is in in schoolspace. Include details such as appropriate friends, groups, messages, etc. Make sure to have latest postings as the top of the page and earlier postings below (just like a real facebook page) Have at least 2 comments on a posting from other reformation individuals Make sure your page reflects the power struggles and religious issues demonstrating your knowledge of the impact of the reformation || // Setting too good an Example is a Kind of Slander seldom forgiven // // Benjamin Franklin // Handout End Of Unit Review: Reformation Activity: Reformation Conclusion charts, , TEST TOMORROW You will be assigned a character Facebook page for selected Reformation individual-template is in in schoolspace. Include details such as appropriate friends, groups, messages, etc. Make sure to have latest postings as the top of the page and earlier postings below (just like a real facebook page) Have at least 2 comments on a posting from other reformation individuals Make sure your page reflects the power struggles and religious issues demonstrating your knowledge of the impact of the reformation || // Great change dominates the world, and unless we move with change we will become its victims. // // John F. Kennedy // Religious Wars: worksheet Thirty Years War questions Religious Wars: Thirty Years War chart TEST WEDNESDAY 10/26 Review Reformation expansion Religious Wars: worksheet 18 Examining Religious Wars Religious Wars: age of religious wars chart using PowerPoint and You will be assigned a character Facebook page for selected Reformation individual-template is in in schoolspace. Include details such as appropriate friends, groups, messages, etc. Make sure to have latest postings as the top of the page and earlier postings below (just like a real facebook page) Have at least 2 comments on a posting from other reformation individuals Make sure your page reflects the power struggles and religious issues demonstrating your knowledge of the impact of the reformation || // C. C. Colton // lecture notes Lecture: //Henry VIII as the World Turns // Religious Wars: age of religious wars chart using PowerPoint You will be assigned a character Facebook page for selected Reformation individual-template is in in schoolspace. Include details such as appropriate friends, groups, messages, etc. Make sure to have latest postings as the top of the page and earlier postings below (just like a real facebook page) Have at least 2 comments on a posting from other reformation individuals Make sure your page reflects the power struggles and religious issues demonstrating your knowledge of the impact of the reformation || // J. C. Hare // Lecture: //Eek! The Reformation spreads and some will lose their heads // Pop quiz Luther and Catholic Church You will be assigned a character Facebook page for selected Reformation individual-template is in in schoolspace. Include details such as appropriate friends, groups, messages, etc. Make sure to have latest postings as the top of the page and earlier postings below (just like a real facebook page) Have at least 2 comments on a posting from other reformation individuals Make sure your page reflects the power struggles and religious issues demonstrating your knowledge of the impact of the reformation || // R. H. Tawney // Lecture: //Eek! The Reformation spreads and some will lose their heads // Make review page || // Martin Luther // Lecture: //Twinkle twinkle little star or Luther, why did you stray so far? // // Martin Luther // Check comprehension of differences between Catholic and Protestant Discuss militant Catholicism Handout: test example for studies Handout: worksheet Martin Luther Revolutionary or Reformer? Accompanying Powerpoint and IGNORE: WE DECIDED IN CLASS NOT TO DO THIS FOR HOMEWORK: Finish worksheet Martin Luther Revolutionary or Reformer? Accompanying Powerpoint ||
 * 10-28-11 || // Men love to wonder, and that is the seed of our science //
 * 10-28-11 || // Men love to wonder, and that is the seed of our science //
 * Turn In:** DBQ of yesterday if necessary
 * Class Activities**:
 * Homework:**
 * 10-27-11
 * 10-27-11
 * 10-27-11
 * Turn In:**
 * Class Activities**:
 * Homework:** ||
 * 10-26-11 || // Life without friendship is no life at all. //
 * Turn In:** Facebook assignment
 * Class Activities**:
 * Homework:**
 * Facebook assignment due Friday 10/28 – early bird before – quiz grade**
 * 10-25-11 || **10-25-11**
 * Turn In:** Reformation expansion
 * Class Activities**:
 * Homework:**
 * Facebook assignment due Friday 10/28 – early bird before – quiz grade**
 * 10-24-11 || **10-24-11**
 * Turn In:** religious wars chart
 * Class Activities**:
 * Homework:**
 * Facebook assignment due Friday 10/28 – early bird before – quiz grade**
 * 10-21-11 || // Doubt is the vestibule which all must pass before they can enter into the temple of wisdom. //
 * Turn In:** one page summary of spread of Protestantism
 * Class Activities**:
 * Homework:**
 * Facebook assignment due Friday 10/28 – early bird before – quiz grade**
 * 10-20-11 || // On the outside of things seek the differences; on the inside, for likenesses. //
 * Turn In:**
 * In Class**
 * Homework: due Wednesday 10/25 – early bird before – quiz grade**
 * 10-19-11 || // Societies, like individuals, have their crises and their spiritual revolutions. //
 * Turn In:**
 * Class Activities**:
 * Homework:**
 * 10-18-11 || // I should have no compassion on these witches; I would burn all of them. //
 * Turn In:** worksheet Martin Luther Revolutionary or Reformer?
 * Class Activities**:
 * Homework:** ||
 * 10-17-11 || // 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. //
 * Turn In:** worksheet Problems in the Catholic Church worksheet
 * Class Activities**:
 * Homework:**

Machiavelli || // Everybody is negotiable // // Muhammad Ali // Test on Machiavelli Due to PSAT testing on Wed Oct 12th: classes may be off step. All World History students need to have completed problems in the Catholic Church worksheet by using the posted PowerPoint labeled Problems in the Catholic Church. and || // Napoleon. Letter t Gen. Reynier, 27 Oct, 1798 // Cover It Live Event: Does //The End Justify The Means?// //click on this link and enter your comments in the dialogue box labeled for your class period// Tomorrow - Essay Test on Machiavelli – ESSAY! || // Arthur Miller, Death of a Salesman. // Whoops! Schedule Change- today is PSAT day at Godwin. We will hold our Cover It Live Discussion tomorrow Cover It Live Event: Does //The End Justify The Means?// student prompt and invitation to parents for seminar discussion to be held Thur. Oct 13th 2nd period and 3rd period should complete the following worksheet using the PowerPoint and || // Walther Lippman // Work on Machiavelli posters. Due Wed Oct 12th. Early Bird counts Oct 11th Discuss and demonstrate Cover It Live in preparation for our live discussion tomorrow: //Does the End Justify The Means//? Continued emphasis on asking parents to participate Provide prompt and background for tomorrow’s open discussion Work on Machiavelli posters due tomorrow! If you are PSAT student you still must turn in your poster - turn it in before the end of the day for credit! student prompt and invitation to parents for seminar discussion to be held Thur. Oct 13th ||
 * || ===NEW UNIT: REFORMATION - Test Wednesday Oct 26, 2011=== ||
 * 10-14-11
 * Turn In:**
 * Class Activities**:
 * Homework:**
 * 10-13-11 || // 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. //
 * Turn In:**
 * Class Activities**:
 * Homework:**
 * 10-12-11 || // Never fight fair with a stranger, boy. You’ll never get out of the jungle that way. //
 * Turn In:**
 * Class Activities**:
 * 10-11-11 || // Machiavelli has a worse name and more disciples than any political thinker that ever lived. //
 * Turn In:**
 * Class Activities**:
 * Homework:**

=//Study Materials and Lectures:// Unit 2 Renaissance - Machiavelli (Mack Attack)=

PLEASE NOTE: YOU WILL NEED A COPY OF //THE PRINCE// - YOU MAY DOWNLOAD A FREE DIGITAL VERSION FROM ITUNES
LECTURES:

What You Should Know: Renaissance

Renaissance Review Questions

End of Unit Review; Renaissance

Mack Attack intro

=//Daily Agendas:// Unit 2: Renaissance and Machiavelli=

// Discovery consists of seeing what everybody has seen and thinking what nobody has thought // Albert von Szent-Gyorgyo Renaissance || **Turn In:** project Complete Student Self Assessment re: religions project Complete worksheet //Renaissance Review, // Complete worksheet //Renaissance Review// || // One can resist the invasion of armies; one cannot resist the invasion of ideas // Victor Hugo || **Turn In:** Review worksheet //Renaissance Review// Handout: //Renaissance What you should know // // The better part of happiness is to wish to be what you are // Desiderius Erasmus (1466-1536) __In Praise of Folly__ || **Turn In:** Lecture: Renaissance Review ppt respond to quote// An idea that is not dangerous is unworthy of being called an idea // Oscar Wilde (1854-1900) || // An idea that is not dangerous is unworthy of being called an idea // Oscar Wilde (1854-1900) || **Turn In:** response to quote// An idea that is not dangerous is unworthy of being called an idea // Oscar Wilde (1854-1900) Lecture: Renaissance Review ppt Complete worksheet //Renaissance Review notes // Handout: End Unit Renaissance Trade Collaborative Drawing Complete worksheet //Renaissance Review notes // || // The more ways a man is deluded, the happier he is // Desiderius Erasmus (1466-1536) __In Praise of Folly__ || **Turn In:** Complete worksheet //Renaissance Review notes// Begin Mack Attack Prep chp 8 and 15 as modeled in class. 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" || // Don Corleone: He’s a businessman. I’ll make him an offer he can’t refuse. // // Mario Puzo. __The Godfather.__ // || **Turn In:** Mack Attack review chp 8, 15 Prep chp 16 and 17 as modeled in class. (if not completed in class) 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" || // There is very little of Machiavelli that can be accepted or used in the modern world // // Henry Kissinger // || **Turn In:** Mack Attack- review chp16, 17 Activity: Maxims Prep chp 18 and 19 as modeled in class.(if not completed in class) 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" || // Machiavelli wrote only for petty princes // // Frederick II // || **Turn In:** Mack Attack- review chp 18-19 Handout: Project Poster of Machiavelli in current issues In class: students will watch The Simpsons in order to students to look carefully for events and dialogue that enhance their understanding of //The Prince// - on paper they will note quotes/issues from Machiavelli that seemed to describe the circumstances of the show student prompt and invitation to parents for seminar discussion to be held Thur. Oct 13th || // When the act accuses him, the result should excuse him. // // Machiavelli // || **Turn In:** Work on Machiavelli posters. Due Wed Oct 12th. Early Bird counts Oct 11th Work on Machiavelli posters student prompt and invitation to parents for seminar discussion to be held Thu. Oct 13th || // Machiavelli has a worse name and more disciples than any political thinker that ever lived. // // Walther Lippmann // || **Turn In:** Work on Machiavelli posters. Due Wed Oct 12th. Early Bird counts Oct 11th Discuss and demonstrate Cover It Live in preparation for our live discussion tomorrow: //Does the End Justify The Means//? Continued emphasis on asking parents to participate Provide prompt and background for tomorrow’s open discussion Work on Machiavelli posters due tomorrow! If you are PSAT student you still must turn in your poster - turn it in before the end of the day for credit! student prompt and invitation to parents for seminar discussion to be held Thur. Oct 13th || // Never fight fair with a stranger, boy. You’ll never get out of the jungle that way. // // Arthur Miller, Death of a Salesman. // || **Turn In:** Whoops! Schedule Change- today is PSAT day at Godwin. We will hold our Cover It Live Discussion tomorrow Cover It Live Event: Does //The End Justify The Means?// student prompt and invitation to parents for seminar discussion to be held Thur. Oct 13th // 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 t Gen. Reynier, 27 Oct, 1798 // || **Turn In:** Cover It Live Event: Does //The End Justify The Means?// Tomorrow - Essay Test on Machiavelli – ESSAY! || //Test// Handout What You Should Know About the Reformation Handout: Worksheet: //Problems in the Catholic Church// ||
 * ~ Date ||~ Agenda ||
 * **09-27-11**
 * Class Activities**:
 * Homework:**
 * **09-28-11**
 * Class Activities**:
 * Homework:** ||
 * **09-29-11**
 * Class Activities**:
 * Homework:**
 * **09-30-11**
 * Class Activities**:
 * Turn In:** Complete worksheet //Renaissance Review notes//
 * Class Activities**:
 * Homework:**
 * **10-03-11**
 * Class Activities**:
 * Homework:**
 * **10-04-11**
 * Class Activities**:
 * Homework:**
 * **10-05-11**
 * Class Activities**:
 * Homework:**
 * **10-06-11**
 * Class Activities**:
 * Homework:**
 * **10-07-11**
 * Class Activities**:
 * Homework:**
 * **10-11-11**
 * Class Activities**:
 * Homework:**
 * **10-12-11**
 * Class Activities**:
 * Homework:** ||
 * **10-13-11**
 * Class Activities**:
 * Homework:**
 * **10-14-11** || **Turn In:**
 * Class Activities**:
 * Homework:**

=

= =//Study Materials and Lectures:// Unit 1: Maps, World Empires of 1500, and World Religions=

**LECTURES**
Ottoman Empire 1500 Lecture Ottoman Empire Visual Review media type="custom" key="10421374"

Mughal Empire in 1500

@http://prezi.com/usegp9sitqtf/mughal-empire-1500/

A review of Ottoman, Mughal, Safavid, and Songhai empires

The Mighty Asian Empires 1500

Trade Routes 1500

Lecture: World Religions Basic Review

Lecture: World Religions Current Events

WORLD RELIGIONS PROJECT AND RUBRIC and

**Study Aids**
,, , , , ,

One Great Master Review:

What 2 Know in World Religions

World Religions Current Events Google Docs link to spreadsheet (good for review...) []

=//Daily Agendas:// Unit 1: Maps, World Empires of 1500, and World Religions=

//Historians…are the guardians of mankind’s collective memory.// Peter Geyl || **Turn In:** //History is not contained in thick books but lives in our very blood// Carl G. Jung || **Turn In:** return signed syllabus page or digitally sign at http://mlynde.wikispaces.com/Forms+and+Surveys Presentation: Brain Rules //History is written by the winners// George Orwell || **Turn In:** return signed syllabus page or digitally sign at http://mlynde.wikispaces.com/Forms+and+Surveys //Repeat to Remember- Remember to Repeat// Discovering Maps Handout: World Map worksheet return signed syllabus page or digitally sign at http://mlynde.wikispaces.com/Forms+and+Surveys A fun map site for the Middle East is [] || //The history of the world and its peoples in three words –“Born – troubled - died”// Carl Sandburg || **Turn In:** return signed syllabus page or digitally sign at http://mlynde.wikispaces.com/Forms+and+Surveys Map quiz Lecture: //World in 150: Ottoman Empire// Handout to accompany: blank world map return signed syllabus page or digitally sign at http://mlynde.wikispaces.com/Forms+and+Surveys HW Worksheet: //Ottoman Empire: Art and Religion *NOTE- due to scheduling this assignment is cancelled// || //The empires of the future are empires of the mind// Winston Churchill || **Turn In:** Review Ottoman Empire Lecture: //Mughal Empire// Activity: Review Top Ten Ottoman and Mughal Empires - due Wednesday 9-14 Substitute teacher tomorrow || //An empire is founded by war has to maintain itself by war// Montesquieu || **Turn In:** Review Safavid and Songhai Empires with worksheet Make 4 flashcards: one each for Ottoman, Mughal, Safavid and of Songhai Empire. 1 card each empire. Must include map of region. || //Great empires die of indigestion// Napoleon || **Turn In:** Review Top Ten Ottoman and Mughal Empires Dance lesson Who has the smarts? Examining Mogadishu [] Examine Iran’s current relationships with other nations Lecture: //China and Japan: Empires of 1500// Make flashcard of Chinese and of Japanese Empire. 1 card each empire. Must include map of region ||
 * ~ Date ||~ **Agenda** ||
 * 09-06-11
 * Class Activities**:
 * Syllabus [[file:WH M Lynde syllabus 2011-2012.doc]]
 * Class procedures and expectations: entrance and attendance, placement of work, **no late work accepted,** contact information, honor code, make-up work procedures
 * Technology: Use of class wiki page: www.mlynde.wikispaces.com, twitter, email addresses mlynde90@gmail.com or mmlynde@henrico.k12.va.us, Google accounts, and Schoolspace
 * Handout: WHII Unit Directory 2011-2012
 * [[file:WHII Unit Directory 2011.docx]]
 * Exit:** creation of name popsicle stick
 * Homework:** return signed syllabus page or digitally sign at http://mlynde.wikispaces.com/Forms+and+Surveys ||
 * 09-07-11
 * Class Activities**:
 * Homework:** return signed syllabus page or digitally sign at http://mlynde.wikispaces.com/Forms+and+Surveys ||
 * 09-08-11
 * Class Activities**:
 * Homework:**
 * Map Quiz tomorrow**
 * 09-09-11
 * Class Activities**:
 * Homework:**
 * 09-12-11
 * Class Activities**:
 * Homework:**
 * 09-13-11
 * Class Activities**:
 * Homework:**
 * 09-14-11
 * Class Activities**:
 * Homework:**

Number of Avon ladies in China: 15, 000 “Harper’s Index” //Harper’s// May 1993 || **Turn In:** Review Ottoman and Mughal Top Ten – one more time Present China and Japan In class worksheet //World in Review 1500// Ottoman – Mughal – Safavid – Songhai – China - Japan || Civilization and profits go hand in hand Calvin Coolidge. U.S. President. Speech 1920 || **Turn In:** Quiz where students may use flashcards Mapping global trade routes Time spent examining class wiki
 * ~ Date ||~ Agenda ||
 * 09-15-11
 * Class Activities**:
 * Homework:** by now students should have 1 flashcard with details and maps for each of the following:
 * **09-16-11**
 * Class Activities**:
 * Homework:** none ||

Trade knows no flag Andrew Carnegie Trade follows the flag James A. Froude || **Turn In:** nothing Mapping global trade routes Lecture Class activity (graded) add vocabulary items, terms, concepts, etc. to our shared Google Doc spreadsheet None BUT 10th grade HATS writing test tomorrow. Should you miss my class YOU will be responsible for tomorrow’s assignments which include mapping world religions and completing a world religions review chart. || Religion: A daughter of Hope and Fear, explaining to Ignorance the nature of the Unknowable. Ambrose Bierce //The Devil’s Dictionary// || **Turn In:** nothing Mapping world religions //Lecture//: World Religions Basic Review Complete world religions review chart Complete world religions review chart || Religion is as necessary to reason as reason is to religion. The one cannot exist without the other. George Washington || **Turn In:** world religion review charts //Lecture: current events in world religion // Group activity: find a current event which discusses some issue of a world religion. Go to the daily agenda under the calendar and unit study aids. Here is the embedded form on which your group will respond. media type="custom" key="10504866" Handout for review: //What to know: World Religions // || Politics and science beat the path religion walks on Anonymous || **Turn In:** nothing Flash review: multiple choice world religion questions Review class generated current event issues as found @https://docs.google.com/spreadsheet/ccc?key=0Ahs9WvLXX7NSdGN5dFhJNWhBNVFSa19hc1FFVFA5U0E&hl=en_US Introduce World Religions Project. Counts as test grade. Due Sept.27th. Work days Friday Sept 23rd and Monday Sept. 26th. and 5 extra points of project credit if discussion is held with parents, comments and signatures collected – as indicated on the bottom of project worksheet || We have just enough religion to make us hate, but not enough to make us love one another Jonathon Swift || **Turn In:** nothing World Religions Project. Counts as test grade. Due Sept.27th. Work days Friday Sept 23rd and Monday Sept. 26th. and Quiz tomorrow on World Religions review spreadsheet of current event issues as generated by classmates. Can be found at [] 5 extra points of project credit if discussion is held with parents, comments and signatures collected – as indicated on the bottom of project worksheet longer multiple choice religion quiz on Monday || Religion begins with a consciousness that something is asked of us Abraham Joshua Heschel || **Turn In:** nothing Quiz: World Religions Activity: match countries with dominant religions (maybe....?) World Religions Project. Counts as test grade. Due Sept.27th. Work days Friday Sept 23rd and Monday Sept. 26th. and 5 extra points of project credit if discussion is held with parents, comments and signatures collected – as indicated on the bottom of project worksheet ||
 * ~ Date ||~ Daily Agenda ||
 * **09-19-11**
 * Class Activities**:
 * Homework:**
 * **09-20-11**
 * Class Activities**:
 * Homework:**
 * **09-21-11**
 * Class Activities**:
 * Homework:**
 * **09-22-11**
 * Class Activities**:
 * Homework:**
 * **09-23-11**
 * Class Activities**:
 * Homework:**
 * **09-26-11**
 * Class Activities**:
 * Homework:**