World+History+II

= 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. Tuesday || // “ We discover the fact that we had a prejudice only after having to rid of it”// // Karl R. Popper // 1. Background worksheet 2. Worksheet to accompany film none || Wednesday || // “ I am free of all prejudice. I hate everyone equally”// // W.C. Fields - comedian // 1. Worksheet to accompany film none || 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 //
 * May 31st
 * Turn in ** : nothing
 * In class: ** We will be examining the Rwandan genocide
 * Homework: **
 * June 1st
 * Turn in ** : nothing
 * In class: ** We will continue to examine the Rwandan genocide
 * Homework: **
 * June 2nd
 * Turn in ** : nothing


 * In class: ** We will continue to examine the Rwandan genocide

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.
 * Homework:**


 * 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 []

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 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. || May 18 || STANDARDS 2-4 worksheets, lectures, practice quizzes on Standards 2-4 || May 19 || STANDARDS 5-7 worksheets, lectures, practice quizzes on Standards 5-7 || May 20 || STANDARDS 8-10 worksheets, lectures, practice quizzes on Standards 8-10 || May 23 || REVIEW OLD TESTS review old tests review old SOL activities to foster group study ||
 * Tuesday
 * Wednesday
 * Thursday
 * Friday
 * Monday

= UNIT 15 Modern Day Issues (May 6th- May 16th (//or so//) of 2011)= May 6 || ** Directions: ** There are two parts to this assignment You will be divided into 5 groups. Your assigned group will use the website [] 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: 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.// 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 // Finish Friday’s examination of the Middle East. We were using the website [] 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 [] 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 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. ||
 * 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
 * Part 1: As a group: **
 * 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 []
 * Homework:** complete the worksheet on the Middle East Mandate System. Copies given out in class or can be found here [[file:middle east mandate to today.pdf]] ||
 * Monday
 * Turn in ** : Middle East review page //The Mandate System//
 * In class: **We will be examining modern day issues of the Middle East.
 * Homework: **

May 10 || // "An eye for an eye only ends up making the whole world blind." // // **Mahatma Gandhi** // 1. Examination of the post 9-11 world via website [] Create your own summary notes. 2. Class discussion //images of war// 3. exit ticket 3-2-1 Quiz Thursday. || May 11 || // "Seeing is believing all the world over." // // **Cervantes** Don Quixote // 1. Review British policies and India’s demand for self-rule 2. Scavenger hunt of facts 3. PPT on India 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. [] || May 12 || // "A good head and a good heart are always a formidable combination." // // Nelson Mandela // 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 none || 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 // none ||
 * Tuesday
 * Turn in ** : Current event synopsis
 * In class: **We will be examining current events
 * Homework: **
 * Wednesday
 * Turn in ** : nothing
 * In class: **We will be examining modernization of India
 * Homework: **
 * Thursday
 * Turn in ** : nothing
 * In class: **We will be examining modernization of Africa
 * Homework: **
 * Friday
 * 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: **

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 []
 * Monday
 * Homework**: none but start reviewing for the **SOLs! ULTIMATE REVIEW GUIDE!** ||

UNIT 14 The Cold War (April 8th- May 5th, 2011)
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) 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
 * The standards:** 12c The student will demonstrate knowledge of worldwide impact of the Cold War by:
 * The standards:** 13 a,b The student will demonstrate knowledge of major events in the second half of the twentieth century by

__** 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

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 // **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? Worksheet //Legacy of Hitler the Arab Israeli conflict // || April 11 || //From Stettin in the Baltic to Trieste in the Adriatic, an iron curtain has descended across the Continent.// //Winston Churchill. (1946)// United Nations Universal Declaration of Rights Worksheet: United Nations The Iron Curtain: Stalin’s Takeover of Eastern Europe Worksheet //Iron Curtain // || 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)// Truman Doctrine and Marshall Plan The European Union (EU) Berlin Blockade China Goes Communist Worksheet: //The Marshall Plan Aid // || 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// Bombs and more bombs McCarthyism and the Red Scare NATO/WARSAW Korean War Berlin Wall 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….. || 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// Quiz Look up nuclear ground zero. Google map your location with this link [] Sputnik Space Race Look up facts of U2 incident (not the band) Discuss disinformation none || April 15 || //We're eyeball to eyeball, and I think the other fellow just blinked.// //Dean Rusk// Bay of Pigs Cuban Missile Crisis Worksheet: //Cuban Missile Crisis causes.// **Due April 26th ** || April 25 || //By 1970, more bombs had been dropped on Vietnam than all targets in the whole of human history// //Stephen Ambrose, historian// 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// Worksheet: //Cuban Missile Crisis causes.// **Due April 26th ** || 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// 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// Worksheet: //Basic Summary of US Involvement reading and worksheet // || 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// Movie: 13 Days none || 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// Movie: 13 Days and the Cuban Missile Crisis none || 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// Movie: 13 Days and the Cuban Missile Crisis Review Item: Cold War Map and Review **DUE MAY 3rd ** || 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// Did the USSR die a natural death? USSR v US hockey game 1981 SALT treaties, Afghanistan War Review Item: Cold War Map and Review || 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// Fall of the Wall 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): ||
 * **Date** || **Agenda** ||
 * Friday
 * Turn in**: nothing
 * In class:** // Part I The Beginnings of the Cold War intro world after WWII, The Legacy: Japan, Germany, Israeli- Arab conflict //
 * Homework:**
 * Monday
 * Turn in**: Worksheet //Legacy of Hitler the Arab Israeli conflict//
 * In class:** // Part I The Beginnings of the Cold War: UN, Iron Curtain //
 * Homework:**
 * Tuesday
 * 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 //
 * Homework:**
 * Wednesday
 * 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 //
 * Homework:**
 * Thursday
 * Turn in**: nothing
 * In class:** // Part 3 // : //The Nuclear Club Grows- Sputnik//
 * Homework:**
 * Friday
 * Turn in**: nothing
 * In class:** // Part 4 At the Brink: Cuba //
 * Homework:**
 * Monday
 * Turn in**: nothing
 * In class:** // Part 4 At the Brink: Vietnam //
 * Homework:**
 * Tuesday
 * Turn in**: Worksheet: //Cuban Missile Crisis causes.//
 * In class:** // Part 4 At the Brink: Vietnam //
 * Homework:**
 * Wednesday
 * Turn in**: Worksheet: //Basic Summary of US Involvement reading and worksheet//
 * In class:** // Part 4 At the Brink: Cuban Missile Crisis //
 * Homework:**
 * Thursday
 * Turn in**: none
 * In class:** // Part 4 At the Brink: Cuba //
 * Homework:**
 * Friday
 * Turn in**: none
 * In class:** // Part 4 At the Brink: Cuba //
 * Homework:**
 * Monday
 * 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//
 * Homework:**
 * Tuesday
 * 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//
 * Homework:**

May 4 || //The Cold War began with the division of Europe. It can only end when Europe is whole.// //George Bush// 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**] Review - use the worksheet and find the answers in this review PowerPoint Test tomorrow || May 5 || TBA - TEST in class ||
 * Wednesday
 * Turn in**:
 * In class:**
 * Homework:**
 * Thursday

UNIT 13 World War II (Mar 17th - April 6th, 2011)
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)
 * The standards:** 12a-c. The student will demonstrate knowledge of worldwide impact of World War II by:

__** 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

local information WWII - check out the USS Henrico video @http://henrico-va.granicus.com/MediaPlayer.php?view_id=4&clip_id=354
 * PROJECT INFORMATION: ** early bird due 4/1. Actual due date 4/4


 * Daily Agendas Listed Below**

// Arthur Koestler // · 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 [] 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. Copy the basic timeline of WWII found at [] 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. || // 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 · 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// Read text 791-800. Answer all reading check questions || // Winston Churchill // primary work in the library Project direction Project link http://godwinlibrarypathfinders.wikispaces.com/World+War+II+Primary+Sources--Ms.+Lynde // George Taylor. // Army colonel on Omaha Beach in Normandy (France) during the D-Day invasion 6 June 1944 PPT notes and research time for project. Meet in the library! // Douglas MacArthur // Lecture WWII return signed permission slip to watch HBO The Pacific initial discovery worksheet due tomorrow || // Chester W Nimitz // Lecture WWII work on charts due 3/31 return signed permission slip to watch HBO The Pacific || // 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. Lecture WWII 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 || // 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 Permission slip to watch //Victory in Pacific// Lecture WWII Watch HBO production //The Pacific// Work on The Pacific assignment due March 30th 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 || // Anonymous // (American) Soldier in the ruins of a Normandy village (France) Lecture WWII Watch HBO production //The Pacific// 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 || // Anonymous // (British) On American GIs stationed in England during WWII Lecture WWII Watch HBO production //The Pacific?// 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 || // Janelle Monae // Test WWII Complete readings and prep work for “oh yeah” debate on the decision to drop the atomic bomb 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 ||
 * Date || Agenda ||
 * March 17, 2011 || // The most persistent sound which reverberates through history is the beating of war drums. //
 * Turn in:** Google flyover causes of WWII
 * In class**
 * Homework:**
 * March 18, 2011 || // They’ve got us surrounded again, the poor bastards! //
 * Turn in:** Timeline or mind map of World War II Key Events
 * In class**
 * Homework:**
 * March 21, 2011 || // I have nothing to offer but blood, toil, tears, and sweat //
 * Turn in:** Text 791-800. Answer all reading check questions
 * In class**
 * Homework:** initial discovery worksheet due no later than Thurs Mar 24th [[file:Letters from WWII Initial Discovery.docx]] ||
 * March 22, 2011 || // Two kinds of people are staying on this beach, the dead and those who are going to die //
 * Turn in:** you may turn in Initial Discovery document (WWII letters) but they aren't due until March 24th
 * In class:**
 * Homework:** work on WWII project due 4/4 and initial discovery worksheet is due Thursday [[file:Letters from WWII Assignment and Rubric.docx]] [[file:Letters from WWII Initial Discovery.docx]] ||
 * March 23, 2011 || // I came through and I shall return //
 * Turn in:** nothing
 * In class:**
 * Homework:**
 * March 24, 2011 || // Among men who fought on Iwo Jima, uncommon valor was a common virtue //
 * Turn in:** permission slip to view Pacific and initial discovery worksheet
 * In class:**
 * Homework:**
 * March 25, 2011 || // Nuts! //
 * Turn in:**permission slips to watch Pacific
 * In class:**
 * Homework:**
 * March 28, 2011 || // And when he goes to heaven //
 * Turn in:** nothing
 * In class:**
 * Homework:**
 * March 29, 2011 || // We sure liberated the hell out of this place //
 * Turn in:** The Pacific viewing guide
 * In class:**
 * Homework:**
 * March 30, 2011 || // They’re overpaid, overfed, oversexed, and over here //
 * Turn in:** nothing
 * In class:**
 * A** (not //the//) Study guide [[file:Study Guide WWII_WorksheetQUESTIONS.doc]]
 * Homework:**
 * March 31, 2011 || // This is a cold, cold war – do you know what you are fighting for? //
 * Turn in:** The WWII charts handed out at the beginning of this unit. Due Thursday March 31st
 * In class:**
 * Homework:**

2011 || // What was gunpowder? Trivial. What was electricity. Meaningless. This Atomic Bomb is the Second Coming in Wrath // // Winston Churchill // Complete readings and prep work for “oh yeah” debate //Resolved: The use of the atomic bombs caused Japan to surrender // 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/ || // General Patton // 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 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 || 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 // Video: Dance of the Fireflies. A anima type story of two Japanese children’s experiences in surviving the atomic bomb. Access instructions on how to comment on our class VoiceThread. Uploaded commentary and written commentary due Thursday April 7th ||
 * April 1
 * Turn in:** nothing
 * In class:**
 * Homework:**
 * 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 //
 * Turn in:**
 * In class:**
 * Homework:**
 * April 5- April 6,
 * Turn in**.
 * In class:**
 * Homework:**

UNIT 12 The Interwar Years (between WWI and WWII) (Mar 3rd - Mar 17, 2011)
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.
 * The standards:** 11a-c. The student will demonstrate knowledge of the economic, social, and cultural developments of the Interwar Period by:

__** 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
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
 * not fully updated as of Mar 3rd but here's a start

Thursday || // Governments keep their promises only when they are forced to do so, or when it will be to their advantage. // // Napoleon // 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?// //What Problems Confronted the Big Three in 1919?// Friday || // Promises and pie crusts are made to be broken // // Jonathon Swift // Lecture: //League of Nations// Activity: Decision Making Game//. League of Nations Theory// and //League of Nations Practice// Go to [] 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 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 || Monday || // We promise according to our hopes and perform according to our fears // // La Rochefoucauld // 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 , ,, ,  , 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* Tuesday || // Contract: an agreement that is binding on the weaker party. // // Frederick Sawyer // Turn in: In class Homework: (thanks to CJ) 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 || 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. // 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 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. || Thursday || // No appeasement will avoid necessary battles. It only makes them more costly and lengthy. // // Gustave Le Bon // Lecture: //Communism and Fascism// Handout: Weimar Source Packet Activity Weimar Germany Go to [] 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. Tomorrow: Field Trip! 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 || Friday || Field Trip to Virginia Museum of Fine Art to see Picasso's work 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 || Monday || // Appeasement does not always lead to war; sometimes it leads to surrender // // William Safire // Lecture: //War approaches// Activity **1) Decision Making Simulation //Hitler’s Foreign Policy// (interactive).** Go to [] 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 Finish the class activity || Tuesday || // I have nothing to offer but blood, toil, tears, and sweat. // // Winston Churchill // Lecture: War Approaches Go to [] 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 Test Thursday. Complete today’s activities if need be || 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 // · 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
 * Daily Agendas Below**
 * Date || Agendas ||
 * March 3rd
 * Turn in:** nothing
 * In class**
 * Homework:**
 * turn in paper copy at beginning of the bell ||
 * March 4th
 * Turn in:** paper copy of //What Problems Confronted the Big Three in 1919?//
 * In class**
 * Homework:**
 * March 7th
 * 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**
 * Homework:**
 * 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
 * Turn in:** //Attacking the Great Depression// T-chart as directed. Turn in printed copy of Middle East Mandate questions answered.
 * 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 [] **
 * 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**
 * 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 ***
 * March 9th
 * 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**
 * Homework:**
 * March 10
 * 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**
 * Homework:**
 * Due Monday March 14th** – completely printed, labeled and ready to turn in at the beginning of the bell
 * March 11
 * Due Monday March 14th** – completely printed, labeled and ready to turn in at the beginning of the bell
 * March 14
 * Turn in:** nothing
 * In class**
 * Homework:**
 * March 15th
 * Turn in:** Print copy of Hitler's Foreign Policy
 * In class**
 * 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**
 * Homework:**
 * March 16th
 * Turn in:** Google Earth flyover causes of WWII if not completed in class on Tues 3/15
 * In class**

· Copy the basic timeline of WWII found at []

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. Copy the basic timeline of WWII found at [] 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:**

UNIT 11 World War I, The Russian Revolution, & The Armenian Genocide (Feb 22nd- Mar 3rd, 2011)
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
 * The standards:** 10a-c. The student will demonstrate knowledge of the worldwide impact of WWI by

__** 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

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 // Test Imperialism Handout: What You Should Know WWI,  , Handout/Download: WWI Causes document Handout in class: Basic Map of Alliances and Battles 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// || Wednesday || // Come on, you sons of bitches! Do you want to live forever? // // Dan Daly, Marine sergeant // 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. //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// || 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 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: 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 || 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 // Submit either paper or to [|www.dropitto.me/mlynde] (password //Godwin//) with the naming protocol //classperiod, last name, first initial, BattleGallopoli// or //Battle Somme.// 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…… Quiz Monday! Why not access study guide now? Test on March 3rd,  ,  || Monday || // Communism is a religion, and none the less potent for being a secular one // // J.F. C. Fuller // Quiz on WWI Classwork/homework: complete worksheet //RussRev// using outline document //RussianRevolutionOutline// as found on wiki and 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 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? Students read American government is reluctant to recognize the Armenian Genocide. [] Students listen to this story about President Obama's Town Hall visit in Turkey last year [] ** 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? 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 || Wednesday || // Peace, n. In international affairs, a period of cheating between two periods of fighting // // Ambrose Bierce // 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)// Test tomorrow. Review session in afternoon 3/2 and 8:00 a.m. 3/3 ||
 * Daily Agendas Below**
 * **Date** || **Daily Agenda Details** ||
 * Feb 22nd
 * Turn in:** packet either paper or to [|www.dropitto.me/mlynde] (password //Godwin//) with the proper naming protocol as listed on packet
 * In class**
 * Homework:**
 * Feb 23rd
 * 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**
 * Homework:**
 * Feb 24th
 * Turn in:** nothing
 * In class**
 * Homework:**
 * Feb 25th
 * Turn in:** Homework: which was either //Battle of Gallopoli// or //Battle of Somme//
 * __Keep in your notes the WWI map__**
 * In class**
 * Homework:**
 * Feb 28th
 * Turn in:** nothing
 * In class**
 * Homework:**
 * Bring headphones to class** ||
 * Mar 1st
 * Are the Armenian massacres acknowledged today as a Genocide according to the United Nations Genocide Convention?
 * Homework:**
 * Mar 2nd
 * 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**
 * Homework:**

UNIT 10 Imperialism (Jan 8th- Feb 22nd, 2011)
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.
 * The standards:** 9d-e. The student will demonstrate knowledge of the effects of the Industrial Revolution during the 19th century by

__** 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

Feb 8 || // Imperialism is absolutely necessary to a people which desires spiritual as well as economic expansion // // Benito Mussolini // **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. Get packet on Imperialism for use in class || Feb 9 || // Imperialism: The aims of our neighbor; opposite of your own aims, which is called Foreign Policy // // Leo Rosten // **In class** Lecture Notes : Imperialism or //Everybody Wants to Rule the World// Introduction notes and introduction video pp. 1-2 //Looking Into Imperialism A Little Deeper// packet pp. 3-5 || Feb 10 || // I would annex the planets if I could // // Cecil Rhodes // **In class** Lecture Notes : Imperialism or //Everybody Wants to Rule the World// Some facts and details and video //Scramble for Africa// pp 6-7 //Africa Map// packet p. || Feb 11 || // Colonialism only loosens its hold when the knife is at its throat // // National Liberation Front, Algeria // **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 none || Feb 14 || // All mankind love a lover // // Ralph Waldo Emerson // **In class** We continue the movie //When We Were Kings// use p 11 in packet to record impression none || Feb 15 || // The first of earthly blessings, independence // // Edward Gibbon // **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// none || 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 // **In class** Lecture: Imperialism or //Everybody Wants To Rule The World// In packet p. 13 Middle East Answer //White Man’s Burden// questions #1-5 **__only__** as found on packet pp. 13-14 || Feb 17 || // We should keep the Panama Canal. After all, we stole it fair and square // // S. I. Hayakawa // **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 Quiz tomorrow on Africa, India, Egypt, US Imperialism || 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 // **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 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. ||
 * Tues
 * Turn in:** Industrial Revolution packet- paper copy!
 * Homework:**
 * Wed
 * Turn in:** nothing
 * Homework:**
 * Thur
 * Turn in:** nothing
 * Homework:**
 * Fri
 * Turn in:** nothing
 * Homework:**
 * Mon
 * Turn in:** nothing
 * Homework:**
 * Tues
 * Turn in:** nothing
 * Homework:**
 * Wed
 * Turn in:** nothing
 * Homework:**
 * Thurs
 * Turn in:** nothing
 * Homework:**
 * Fri
 * Turn in:** nothing
 * Homework:**

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.

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.
 * Homework:**

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//

//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!
 * Homework:**

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//

//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** media type="custom" key="8222928"
 * Homework:**

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 [] Wildlife threatened [] Polluting Trucks [] Fish Farms [] Exporting Industry []

__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

//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!**
 * Homework:**

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 Source 1: [] Source 2: [] Source 3: [] Source 1: [] Source 2: [] Source 3: [] Source 4: [] Source 1: [] Source 2: [] Source 3: [] Source 1: [] Source 2: [] Source 3: [] Source 1: [] Source 2: [] Source 1: [] Source 2: []
 * Child Labor in China**
 * Child Labor in India**
 * Child Labor in West Africa**
 * Child Labor in Zambia**
 * Child Labor in El Salvador **
 * Child Labor in Peru**

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!**
 * Homework:**

UNIT 8 Nationalism Latin American Revolutions, 1848 French Revolutions, Great Britain 1830s, Unification of Italy and Germany (Jan 11- Jan 20, 2011)
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
 * The Standards:** 7a-7d The student will demonstrate knowledge of the Latin American Revolutions by the nineteenth century by

describing unsuccessful revolutions on the continent and political reform in the United Kingdom
 * 8b** The student will demonstrate knowledge of the political and philosophical developments in Europe during the nineteenth century by
 * 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

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?
 * The essential questions:**

__** 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 **__//

// 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. · Quiz on Napoleon and Congress of Vienna · Lecture Latin American Revolutions: intro - Haiti Worksheet handout in class Identifications and Preknowledge (this is only available from teacher - no digital version)
 * January 12th, Wednesday**
 * In class**
 * Homework:**

// 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 · Lecture Latin American Revolutions: Central America none
 * January 13th, Thursday**
 * In class**
 * Homework:**

// 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 · 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 media type="file" key="common craft example.flv" width="229" height="229"
 * January 14th, Friday**
 * In class**

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

// 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//
 * January 18th, Tuesday**

**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 Worksheet//: Fill in notes on German and Italian Unification //
 * Homework:**

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

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

media type="file" key="common craft example.flv" width="218" height="218" align="center"

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

Thursday Jan 20th
// What one is, why may not millions be? // // William Wordsworth // **Turn in:** nothing

**In class** · Complete common craft assignments none
 * Homework:**

**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

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?
 * The focus questions:**

__** 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//

// 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 // · 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
 * Monday Jan 3rd**
 * Turn in:** nothing
 * In class**

· 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? 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
 * Homework:**

// True heroism consists in rising superior to misfortune // // Napoleon // · 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
 * Tuesday Jan 4th**
 * Turn in:** illustrated time line for up to 3 extra credit points on the Fr. Revolution test
 * In class**

Complete worksheet //Napoleon Russian Campaign and //
 * Homework:**

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

// In China the sovereign is worshipped as a god. That I think is how it ought to be // // Napoleon // · We will continue with notes on lecture //Napoleon Hero or Tyrant// discussing the great military campaigns of Napoleon as well as his demise. none
 * Thursday Jan 6th**
 * 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**
 * Homework:**

// They think I am stern, even hard-hearted. So much the better- this makes it unnecessary for me to justify my reputation // // Napoleon // · 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
 * Friday Jan 7th**
 * Turn in:** nothing
 * In class**

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 11t//h//
 * Homework:**

// 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
 * Monday Jan 10th**
 * In class**

media type="custom" key="8004986"
 * 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**: media type="custom" key="8005150"

And the rest is listed below

Exit ticket: placing statements in correct heading 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:**

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

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

UNIT 6 French Revolution (Dec. 7th, 2010- Dec. 16th, 2010)
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? 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?
 * 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:**
 * Focus Questions:**

__** 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

A revolution (is)…an act of violence whereby one class shatters the authority of another James MacGregor Burns • 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? • HW- answer How did the Enlightenment ideas lead to the American Revolution - 1/2 to 1 page double spaced
 * Tues Dec. 7, 2010**
 * Turn in:** study guide for 2 extra points on the Enlightenment Test.
 * In class**
 * Homework:**

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

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

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

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

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

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

· 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 __
 * Homework:**

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

// 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 // · 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// · Complete Worksheet //Review: The Ultimate Fr. Rev. illustrated// for 3 points on test tomorrow Test tomorrow Thursday Dec. 16th
 * Wed. Dec 15, 2010**
 * 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
 * in class worksheet: //The Directory of 1795 [[file:france1795.pdf]]//
 * Homework:**

// Confront boldness by being still more bold // // Napoleon // · 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//
 * Thur. Dec 16th**
 * Turn in:** //Review: Fr Rev Illustrated Time Line// for 3 extra points on the test
 * In class**

Worksheet//: Rise of Napoleon //
 * Homework:**

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

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

__**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// [[file:Enlightenment Artists- You Say You Want a Revolution]]
 * The Dailies**

// The enlightened are involved without being attached // // Anonymous // · 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
 * Monday Nov. 29th**
 * Turn in:** nothing
 * In class**

· *basic summary document (Just the Facts) available on wiki under this dailies date * sample historical resume * rubric for grading of assignment · 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.
 * Homework:**

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

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

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

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

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

p:// godwinlibrarypathfinders. wikispaces.com/Influence+of+ the+Enlightenment

· 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
 * Homework:**


 * Mon Dec 6th**
 * Turn in:** Basic Review Worksheet on Enlightenment
 * In class**student 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.....

· 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.
 * Homework:**

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

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

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

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

· Quiz on Scientific Explorers on Monday
 * Homework:**

// 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 //
 * Monday Nov. 15th**

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

· None –
 * Homework:**

// 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// · None –
 * Tuesday Nov. 16th**
 * Homework:**

// 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 [] · Complete to turn in the worksheet 20.1 English Civil War. ***You will need a textbook to complete the worksheet **
 * Wednesday Nov. 17th**
 * Homework:**

// 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// · Complete worksheet 20.2 //Constitutional Monarchy in England// ***You will need a textbook to complete the worksheet ** · Quiz tomorrow - study your "pod-peer" packet
 * Thursday Nov. 18th**
 * Homework:**

// 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 · Test Tuesday · One page study guide will be worth extra credit (3 points)
 * Friday Nov.19th**
 * Homework:**

// 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 · Complete //Wrap Up// worksheet- it will be turned in tomorrow. · Test tomorrow. Study guide worth 3 points.
 * Monday Nov. 22nd**
 * Homework:**

// 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. · none
 * Tuesday Nov. 23rd**
 * Homework:**

// 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 · none
 * Wednesday Nov. 24th**
 * Homework:**

= 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__ 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?
 * In what ways did European exploration transform global interactions between 1450 and 1700?**

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__ 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?
 * In what ways did European exploration transform global interactions between 1450 and 1700?**

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?

// 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//
 * Thursday Oct. 28th**

// 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 __
 * Friday Oct 29th**

// 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?
 * Monday Nov 1st**

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

// 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
 * Wednesday Nov 3rd**

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

__ 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)

// 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
 * Friday Nov 5th**

· 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)

// 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)
 * Monday Nov 8th**

// 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
 * Tuesday Nov 9th**

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

· 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

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 //
 * Study this for the test:**

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? //
 * Lectures follow:**

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:**
// Corruption is like a ball of snow, when once set a rolling it must increase // // C. C. Colton // · What you should know: Reformation · Problems in the Catholic Church worksheet · __ 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
 * October 14**
 * Handouts:**
 * Class/INB Activities**

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

// Everybody is negotiable // // Muhammad Ali // · // Martin Luther Effects // worksheet · ** Test questions for this unit so that students may know what they need to learn ** · 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?// · Make sure to have worked on the worksheet: //Martin Luther Effects//
 * October 15**
 * Handouts:**
 * Class/INB Activities**
 * Homework****:**

// 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 // · 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 // 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 18**
 * Handouts:**
 * Class/INB Activities**
 * Homework****:**

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

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
 * Homework****:**

// Societies, like individuals, have their crises and their spiritual revolutions. // // R. H. Tawney // · Teacher will returned review sheet on Spain I and Germany · 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 // media type="file" key="HORRIBLE HISTORIES - The Wives of Henry VIII (Terrible Tudor.flv" width="258" height="258"
 * October 20**
 * Handouts:**
 * Class/INB Activities**

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
 * Homework****:**

// On the outside of things seek the differences; on the inside, for likenesses. // // J. C. Hare // · Teacher will returned review sheet on Switzerland, France, Anabaptists, Spain II  Religious wars chart · 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
 * October 21**
 * Handouts:**
 * Class/INB Activities**

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

// Doubt is the vestibule which all must pass before they can enter into the temple of wisdom. // // C. C. Colton // · Teacher will returned review sheet on Germany II and England · 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
 * October 22**
 * Handouts:**
 * Class/INB Activities**

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

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

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

// Setting too good an Example is a Kind of Slander seldom forgiven // // Benjamin Franklin // · 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 Test on Thursday 10/28
 * October 26**
 * Class/INB Activities/Handouts**
 * Homework****:**

// Life without friendship is no life at all. // // Cicero // · 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. 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.
 * October 27**
 * Class/INB Activities/Handouts**
 * Homework****:**

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__**
 * Lecture 1 //Location Is Everything: Silk Road and the Birth of the Renaissance [[file:WH Renaissance Location is Everything.ppt]]//
 * Lecture 2 //Necessity is the Mother of Invention// or //Leo, Leo, How Many Seeds Did You Plant? [[file:WH Renaissance Neccessity Mother Invention or Leo How Many Seeds Did You Plant.ppt]]//
 * Lecture 3 //Spread of Renaissance Ideas North [[file:WH Renaissance Spread North.ppt]]//
 * Lecture 4 //Mack Attack: Machiavelli- Is It Better To Be Loved or Feared? [[file:Mack Attak Ultimate Gangster.ppt]]//
 * Lecture 4 //Mack Attack: Machiavelli- Is It Better To Be Loved or Feared? [[file:Mack Attak Ultimate Gangster.ppt]]//

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


 * REVIEW**: this PowerPoint is a great review of The Renaissance [[file:Renaissance Review Packet.ppt]]


 * 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 · ** C ** omplete 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




 * 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 Everything// – //Silk Road and Birth of Renaissance.//

Homework

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: //N////ecessity Is The Mother of Invention or Leo, Leo How Many Seeds Did You Plant?// - Renaissance individuals

Homework



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. 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__
 * 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.


 * 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? 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
 * Homework****:** Please try to get a copy to Machiavelli’s __The Prince.__

October 4, 2010

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

· Parent/guardian invite for CoverItLive event to be held Oct. 13th 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__
 * Class/INB Activities**

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
 * Homework****:**


 * Tuesday Oct. 5, 2010**

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

Henry Kissinger · Vocabulary terms and definitions as found in __The Prince __ Parent/guardian invite for CoverItLive event to be held Oct. 13th Quiz Renaissance Read aloud, discuss __The Prince__ introduction, chapter 1 and chapter 2 Complete vocabulary terms worksheet on terms found in __The Prince__ 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"
 * Handouts:**
 * Class/INB Activities**
 * Homework****:**


 * Wednesday October 6**

Machiavelli wrote only for petty princes

Frederick II
 * Handouts:**

· Review chapters 8 and 15 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"
 * Class/INB Activities**
 * Homework****:**


 * Thursday October 7**

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

Machiavelli
 * Handouts:**

· Review chapters 16 and 17 · Review Machiavelli maxims 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"
 * Class/INB Activities**
 * Homework****:**


 * Friday October 8**

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

Walther Lippmann
 * Handouts:**

· Review chapters 18 and 19 · Activity: Machiavelli posters. 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.
 * Class/INB Activities**
 * Homework****: due 10/13 but no class time given *early bird points if completed by Oct 12**


 * 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. · Parent invite to tomorrow’s seminar conversation via [|www.coveritlive.com]
 * Handouts:**

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

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?
 * Homework****:**


 * 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 · Post seminar feedback formtest essay questions · Seminar: //Does the End Justify the Means? http://mlynde.wikispaces.com/Class+Events//
 * Handouts:**
 * Class/INB Activities**

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
 * Homework****:**

=Technology Day Friday Sept. 24th.= Topics covered: ==
 * How to use www.turnitin.com
 * Setting up a school email at gaggle
 * Setting up a google email to access Google docs
 * uploading your google email info. to the class spreadsheet. Link is here @https://spreadsheets.google.com/ccc?key=0Ahs9WvLXX7NSdGxySllhUnJWLVA5WlJOXzhCSExtSEE&hl=en&authkey=CLa5lGE
 * Facebook privacy settings [[file:Facebook privacy settings.docx]]

== 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. media type="custom" key="6846687" width="90" height="90" align="right"


 * 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** [[file:World at 1500 -INTRO empires and trade patterns.ppt]]
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** [[file:World in 1500 DETAILS 5 empires.ppt]]


 * 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 [[file:World Religion Today Post Version.ppt]]**

· 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 media type="file" key="01 Imagine.mp3" width="300" height="50"

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__