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LANGUAGE ARTS A,B                    WRITING                    LITERATURE                    GRAMMAR                    HISTORY LINKS               LA Block F

 

 

PLEASE RETURN YOUR TEXT BOOKS!

 

AUGUST 16 SUNDAY

First day of school.  Welcome!

 

AUGUST 18 TUESDAY  2E

1.  Students receive textbooks (The American Nation)

2.  students will work in groups to answer these five questions:

     a.  What is a government?

     b.  What does a government do?

     c.  What should a government NOT do?

     d.  Imagine life without any government.  Describe this situation.

     e.  What things must a government do in order to be considered a DEMOCRACY?

 

 

AUGUST 20 THURSDAY  4F

Continued discussion:  What things must a governmetn do to be considered a democracy?

Discussion in groups will focus on:

     1.  Regular, competitive, and fair elections

     2.  A government that works fairly and effectively for all citizens

     3.  A fair and impartial legal system

     4.  A system of free expression for all political ideas

     5.  A system of media that is open to all citizens and political ideas

     6.  A system of elections and participation that includes an extremely large portion of citizens

 

AUGUST 24 MONDAY 6G

Monarchy and Oligarchy:  Forms of unrepresentative and unfair government

1.  Before you come to class, view this cartoon:  The Trouble With Monarchy  This is a bitmap (.bmp) file which is a fairly simple image file.  Open it with your regular image viewer.  Answer:  a) What is the message of the cartoon?  b)  What is a method many modern countries have used to solve the problem indicated by the cartoon?

2.  PowerPoint Presentation:  "Monarchies"

 

AUGUST 26 WEDNESDAY 8H

Dictatorship topics

1.  PowerPoint presentation:  "Modern Kings: 20th Century Dictators"

2.  Homework:  Choose a dictator of the 20th Century.  Use books and other resources to learn something about them.

     a.  prepare a one-page summary of their life and career

     b.  include:  childhood origins (what kind of family did he come from?  A rich one?  An ordinary one?)

     c.  What were his special beliefs about the economy, or politics or something else?

     d.  What methods did the dictator use to control society and change things?

     e.  What were the results of his rule?

     f.  What was the fate of the dictator you chose?

     g.  Find an image of your dictator and include that as well.

DON'T SIMPLY COPY AND PASTE FROM THE INTERNET.  PUT THINGS IN YOUR OWN WORDS.

LIST THE SOURCE OR WEBSITE THAT PROVIDED YOUR INFORMATION AND IMAGE.

3.  Continue studying the QUIZLET.  The word list has been slightly changed to 25 words.  Graded quiz will be on Sept 1.

 

AUGUST 30 SUNDAY 2E

Democracy and Human Rights

1.  US Bill of Rights (document)

2.  French Declaration of the Rights of Man (document)

3.  UN Universal Declaration of Human Rights  (document)

4.  Watch this YouTube video about the Declaration of Human Rights (4 mins 30 sec).  http://www.youtube.com/watch?v=hTlrSYbCbHE

5.  Think about all the rights listed in these 3 documents.  FOR TODAY'S CLASS, WRITE A LIST OF THE FIVE MOST IMPORTANT ONES.  HAVE IT READY FOR WHEN CLASS BEGINS.

 

SEPTEMBER 1 TUESDAY 4F

Quizlet:  Systems of Government vocabulary:  Vocabulary Web page:  http://quizlet.com/1066530/systems-of-government-flash-cards/

Democracy topics

FOR TODAY'S CLASS:  Write an answer to this question:  "List three factors that make a country's government an effective democracy.  Describe each of the factors."  Bring it to class today AND HAVE IT READY AT THE BEGINNING OF CLASS.

 

SEPTEMBER 3 THURSDAY 6G

Democracy topics

As a way of preparing for the test, look at the document titled "Systems Of Government."  It is a summary of most of the information and concepts we have discussed so far.  We don't have a text book for this opening unit and this document has most things discussed as a review.  You can read it without printing it.

 

SEPTEMBER 7 MONDAY 8H

1.  Students get back their small research effort on a dictatorship of the 1900s.  We will discuss the research effort and possible topics for the next one.  It is probable that the next small research effort will be a World War One topic.  Think about this broad historical time period and see if there is some small aspect you want to study.  Examples of topics include:  "Use of Poison Gas in WW1," "Submarine Warfare in WW1," "Invasion of Turkey," and so on. 

2.  Democracy topics

"The American Model of Democracy." 

The PowerPoint and discussion will focus on the US system and its 5 principles.  Many of these principles have been included in other government systems around the world.

 

SEPTEMBER 9 WEDNESDAY 2E

IMPORTANT NOTE:  Test MOVED to NEXT WEEK.  Due to MAPS testing on Sunday, it will probably be on Tuesday or Thursday.

 

Democracy topics and review.

1.  Democracy topics

"The American Model of Democracy." 

The PowerPoint and discussion will focus on the US system and its 5 principles.  Many of these principles have been included in other government systems around the world.

 

2.  Test Review: 

 

VOCABULARY:  Study the same word list from quizlet.  The words will appear again on the test.

 

Here are some SAMPLE TEST QUESTIONS:

 

When you read questions like this, be sure to carefully break down the question.  DO NOT HURRY.  Look at each part of the question to be sure you answer it.

1.  List and describe three similarities between dictatorships and monarchies.  Explain one important difference between dictatorships and monarchies.  For top marks, provide some real historical examples from our discussions and presentations and research assignments.

2.  You have been sent to a country to evaluate their election system.  What are four things you would look for to see if their elections are "free and fair"?  Describe each thing.

3.  Succession is the transfer of power from one ruler to the next.  Explain how each of these systems of government transfers power:  Monarchy, Dictatorship, and Democracy.  What are the advantages of the Democratic system of succession? For top marks, provide some real historical examples from our discussions and presentations and research assignments.

4. Many countries of the world use the “separation of powers” design of government.  Define the term “separation of powers.” Explain the purpose of “separation of powers.”  List and describe the three branches and the function of each branch.   For top marks, provide real examples of powers or branches of the government.  These real examples were part of our regular discussions.

5.  Civil rights are an important concept that many countries have adopted in their own systems of government.  In Democratic government, these civil rights play an important role in making the democracy STRONG.  List three of the civil rights that you think are important in making a STRONG democracy.  Explain how each of the rights helps to improve democracy.  Evaluate these rights by CHOOSING the ONE right you think is MOST important. Explain why you chose this one right above the others. 

 

SEPTEMBER 13 SUNDAY 4F

MAPS Testing in the computer lab.

 

SEPTEMBER 15 TUESDAY 6G

1.  Here is the text from the PowerPoint show:  "The American Model of Democracy."  The presentation file was too large to put on the wiki, so here are the words only.  Not as interesting without the pictures, but it can still be a method of reviewing your systems of government concepts.

2.  Look at this preliminary version of the test:  Test: Systems of Government

It is a good idea to print this out and practice in advance.  You should especially think about the answers to the final questions.

On the test, you won't have to do ALL five of the written questions.  I will probably choose 4 and you will answer 2 or 3 of them.

 

SEPTEMBER 17 THURSDAY 8H

TEST:  Systems of Government

 

1.  List and describe three similarities between dictatorships and monarchies.  Explain one important difference between dictatorships and monarchies.  For top marks, provide some real historical examples from our discussions and presentations and research assignments.

2.  You have been sent to a country to evaluate their election system.  What are four things you would look for to see if their elections are "free and fair"?  Describe each thing.

3.  Succession is the transfer of power from one ruler to the next.  Explain how each of these systems of government transfers power:  Monarchy, Dictatorship, and Democracy.  What are the advantages of the Democratic system of succession? For top marks, provide some real historical examples from our discussions and presentations and research assignments.

4. Many countries of the world use the “separation of powers” design of government.  Define the term “separation of powers.” Explain the purpose of “separation of powers.”  List and describe the three branches and the function of each branch.   For top marks, provide real examples of powers or branches of the government.  These real examples were part of our regular discussions.

5.  Civil rights are an important concept that many countries have adopted in their own systems of government.  In Democratic government, these civil rights play an important role in making the democracy STRONG.  List three of the civil rights that you think are important in making a STRONG democracy.  Explain how each of the rights helps to improve democracy.  Evaluate these rights by CHOOSING the ONE right you think is MOST important. Explain why you chose this one right above the others.

 

SEPTEMBER 20-21 SUNDAY-MONDAY

EID EL FITR HOLIDAY

 

SEPTEMBER 23 WEDNESDAY 2E

GO TO THE CONSTITUTION COMPARISON PAGE TO SEE THE ASSIGNMENT.

1.  Use the time at home to prepare a good powerpoint or a good poster.

2.  It will NOT be turned in until we resume classes after October 7.  Nothing will be due until the week of October 11-15.

3.  I am thinking we will present these during the week of October 11-15.

4.  When we return to school I will have a quick look at the projects and see what kind of product you have created.  If the projects are all looking close to the expectations then we will have presentations very quickly.

5.  Remember, you are presenting, so have a large poster sized paper if you want to make a Venn diagram.  Normal small pages of paper are NOT BIG ENOUGH.

6.  If you choose to do the PowerPoint assignment, I suggest that you have approximately 10-12 slides (do not include the title slide).

Click here to look at a PowerPoint Scoring Rubric and Checklist.

 

SEPTEMBER 27 SUNDAY 4F

1.  Hello students.  I hope you have made some progress on your Venn diagram that compares two governments. 

2.  IMMIIGRATION DAY OCTOBER 14 WEDNESDAY

Here is something to think about while you are working at home during this week.  Grade 8 will have it annual Immigration Day simulation on October 14.  On this day, all the grade 8 students will dress in some kind of costume to represent their national heritage.  People of multiple nationalities can choose the one they want to represent.  Students and teachers will then run a simulation to re-enact the entrance system used in the United States around the year 1900.  In this time, it was easy to get residency in the United States if you could just get there. 

Many millions of people took advantage of the lack of control and entered the US legally, just by showing up.  Most entered, some were refused because of health reasons or political reasons.  Our simulation will recreate a day in that immigration process where many people are lined up in New York hoping to pass through all the paperwork and get entrance in the United States.  You'll stand in line, you'll fill out forms, you'll answer questions to the immigration inspectors--and hopefully you'll get in!

 

For this activity, think about:

a.  What identity would you use?  You can become a fictitious person from your home country.  You can create a career and a family because you can pretend to be any age.

b.  What kind of costume would you create?

c.  What kinds of documents and paperwork would you need to get in?

I am telling you about this now because when we get back to school on October 7 we only have a week to prepare.  Be ready with some ideas.  Students in the past have shown great creativity in manufacturing documents and making costumes to look like someone from 1900.  It is great fun so look forward to it.  Your maximum effort determines much of your grade!

3.  In preparation for immigration day, look at these Quizlet terms for the concept of immigration. 

http://quizlet.com/1193167/immigration-flash-cards/

 

SEPTEMBER 29 TUESDAY 6G

I will be working on this assignment during the day today so expect it to change.

 

1.  Go to the "Images and Files" page and download/print the "World Map Outline."

2.  Your assignment will be to use colored pencils or some other pretty color making tool to color in colonial empires.  If you are skilled, you might even make it look ultra professional using photoshop!

 

World Colonial Map Activity:  1500-1960

 

Students will use an outline map of the world to label countries and color them according to their former status as colonies of Europe.  European countries once owned huge tracts of land in Asia, Africa, North America, South America, and Australia.

1.  Color the colonies that were once owned and controlled by:  FRANCE, BELGIUM, BRITAIN, GERMANY, NETHERLANDS, ITALY, SPAIN, AND PORTUGAL

2.  Create a MAP KEY that shows the country's name and what color represents this country's empire on the map.  

3.  Some colonies changed hands, especially African countries that were once German.  Britain took those away after World War One.  You can color them as part of a German Empire or you can color them as part of a British empire.  

4.  This Map Activity of Colonial Empires will be due on Sunday October 18.  This is the week AFTER school starts again.

 

 

WORLD COLONIAL MAPS

Here is a link to an interesting website that shows colored maps of the many different empires throughout history.  YOU MAY HAVE TO COPY AND PASTE THE LINK IF IT WON'T OPEN A WINDOW.

 

http://www.tv.com/users/AllKnowingBeing/profile.php?action=show_blog&entry=m-100-25420981

 

 

MAPS OF COLONIAL AFRICA

 

http://users.erols.com/mwhite28/afri1914.htm

http://commons.wikimedia.org/wiki/Image:Colonial_Africa_1913_map.svg

http://exploringafrica.matrix.msu.edu/students/curriculum/m10/activity3.php  SCROLL DOWN TO FIND THE MAP!

 

 

MAP OF THE COLONIAL MIDDLE EAST

Sorry, this map is not in this location any more.  The professor who had posted it has changed the website.  I will find an alternative map of the colonial Middle East.  Until I find a better internet map, please use this Colonial Middle East map as a way to complete your own colonial map.  The map shows colors for British colonies and British control.  You do not have to worry about this difference.  Color them both the same.

 

YOU MUST FOLLOW MY DIRECTIONS OR YOU WILL NOT FIND THIS MAP!

http://ocw.nd.edu/arabic-and-middle-east-studies/islamic-societies-of-the-middle-east-and-north/Lecture%204.html

Directions:

1.  Click on the link.

2.  You will get what looks to be an error page.  it says that the page does not exist.  But it does exist! 

3.  Look further down and in tiny letters you will see "Lecture 4"

4.  Click on "Lecture 4" and it will take you to a page with a Middle East Map

 

MAP OF COLONIAL ASIA

 (This document is on the images and files page and should download to your computer)

Asia Colonization Map

 

 

MAPS OF COLONIAL LATIN AMERICA

Link to map of Colonial Latin America 1500-1750

http://en.wikipedia.org/wiki/Latin_American_culture  SCROLL DOWN TO FIND THE MAP!

http://go-kids.grolier.com/atlas?id=mh00086

 

Notice that Britain and France both had small colonies in the northern part of South America.

This Map Activity of Colonial Empires will be due on Sunday October 18.  This is the week AFTER school starts again.

 

OCTOBER 1 THURSDAY 8H

1.  Begin studying the quizlet terms for the Colonialism/Spanish-American War unit.

Here is the web address:  http://quizlet.com/458892/american-expansion-overseas-1860-1914-flash-cards/

2.  The quizlet for this is some time off.  I will wait for MAPS testing to be over and I am going to schedule it for Tuesday, October 20. 

OCTOBER 4-6

HOLIDAY

 

OCTOBER 8 THURSDAY 2E

1.  Discussion of the Online learning process.

2.  Discussion of the Venn Diagram project.  Remember, this is NOT due today.

3.  PowerPoint:  Ellis Island and US Immigration policy

 

OCTOBER 12 MONDAY 4F

1.  Quizlet:  Immigration Vocabulary

2.  To prepare for IMMIGRATION DAY, please download and print this immigration form.    Fill it out to create your identity for immigration day.  If you choose a false name, be sure to put your real name on the page somewhere because you will turn  this form in as part of your grade.

3.  Use this IMMIGRATION REFLECTION form to comment on the activity after you have finished the similation.  It is part of your grade.

 

OCTOBER 14 WEDNESDAY 6G 

IMMIGRATION DAY SIMULATION!

Create a good identity and costume!

1.  To prepare for IMMIGRATION DAY, please download and print this immigration form.    Fill it out to create your identity for immigration day.  If you choose a false name, be sure to put your real name on the page somewhere because you will turn  this form in as part of your grade.

2. Use this IMMIGRATION REFLECTION form to comment on the activity after you have finished the similation.  It is part of your grade.

 

OCTOBER 18 SUNDAY 8H

The Map Activity of Colonial Empires will be due today October 18. 

 

OCTOBER 20 TUESDAY 2E

1.  Quizlet:  Colonialism/Spanish-American War

 

OCTOBER 22 THURSDAY

NO SCHOOL

PARENT/TEACHER CONFERENCES

 

OCTOBER 25 SUNDAY 4F

1.  Map due "Caribbean Map Exercise"

2.  PowerPoint show on US Imperialism

3.  Finish student presentations on comparing constitutions

 

OCTOBER 27 TUESDAY 6G

1.  Study Questions Due:   # 1-24

Have the study questions in your packet answered.  Try to give a thoughtful answer.  One-word answers are not thoughtful.  

2.  In class I will check each student's packet for completeness, and then we will discuss the questions and answers thoroughly to make sure everyone understands. 

Attention:  A very observant student has noticed that the page numbers in the packet are not correct for his book.  It made me realize that there are two versions of the book and the page numbers are slightly different in the newer version.  I will have to go through the packet and check all the page numbers and correct them to match the other version of the book that some of you might be using.  I will post the corrected version here on the WIKI.

 

OCTOBER 29 THURSDAY 8H

1.  The class will go to the computer lab #66 to take a survey about student opinions.  It should take about 15 minutes.

2.  After we return from the survey, we will look over the study questions # 12-23.

3.  We'll watch a PowerPoint presentation about the Spanish-American War.

 

NOVEMBER 2-5

PRIME TRIPS

Everyone should have fun in the Big Sandy.

 

NOVEMBER 5 THURSDAY 5C

END OF 1st TRIMESTER

 

NOVEMBER 10 TUESDAY 8H

1.  PowerPoint show on the Spanish-American War

 

NOVEMBER 12 THURSDAY 2E

1.  Small group activity:  Interpreting and analyzing political cartoons

2.  Homework:  Answer all of the remaining study questions for the next class, Monday November 16.

3.  Begin studying for the test on the Spanish-American War.  The test is next Wednesday November 18.

 

NOVEMBER 16 MONDAY 4F

REPORT CARD DISTRIBUTION

1.  Complete discussion of study questions

2.  Review for Spanish-American War test

 

NOVEMBER 18 WEDNESDAY 6G

1.  Spanish-American War Test.  Study notes are allowed as an aid.

2.  The test will have a variety of questions:  True-False, Multiple-Choice, Blanks and matching.  There will also be an essay section.  Essay questions will be chosen from the five essay questions at the end of the study question packet.  The most likely thing is that I will choose three of the five questions.  You will have to choose two of the three and answer them in full sentences.

3.  HOMEWORK:  Read pages 1-13 in the photocopied booklet titled "Modern World History."  Look to analyze the several causes of the First World War.  There will be a discussion and a check for understanding on Sunday. 

4.  Begin working on the Map Assignment titled "Europe 1914."  One of the purposes of this assignment is that you notice the countries of 1914 and how the settlement of the war changed the borders.  Later, you will do a map assignment titled "Europe 1924" and you should notice how much was different after just 10 years.  This map assignment is due on Tuesday, November 24.  If you want to use a computer to color the map, click here for a Europe 1914.jpg that you can modify.  I recommend that you do NOT use the "paint" program to do the coloring and labelling.  Only do this if you are used to Photoshop or some similar program.

 

NOVEMBER 22 SUNDAY 8H

1.  Begin World War One Unit

2.   Read pages 1-13 in Modern World History for today's discussion.

3.  PowerPoint presentation on Warfare. 

4.  Homework:  Begin studying Quizlet terms:  "First World War"  http://quizlet.com/640932/first-world-war-flash-cards/

5.  The quiz for this set of terms will be in the week following the weekend holidays of Nov. 26-29.  I will schedule it for Wednesday Dec.2

 

NOVEMBER 24 TUESDAY 2E

1.  Map assignment due: Europe 1914

2.  PowerPoint presentation on the Causes of World War One.

 

NOVEMBER 26 THURSDAY

US THANKSGIVING HOLIDAY

 

NOVEMBER 30 MONDAY 4F

Hello Virtual Learners!

Unfortunately, health considerations have briefly closed our school.  However, learning does not stop and we will work on two small tasks to increase understanding about the The Great War of 1914-1918.

 

 

World War One Jigsaw

The first assignment has already been explained in class.  Here is a copy of the World War One Jigsaw Assignment just in case you do not have it at home.  This assignment page has been modified and improved compared to the assignment page I handed out in class last week.  I have added some topics and some guiding questions to help you work at home.  You can work from either assignment page--this newer one simply contains more topics and assistance.  The rubric is the same for either one.  

1.  There was originally a requirement to have one of the three sources be a BOOK.  This is NOT a requirement because it may not be easy for some families to get to the CAC library or any other library during this week.

2.  The puzzle size should be 40 cm wide by 25 cm long.  Unfortunately, since we are out of school it won’t be easy to make them interlocking puzzle pieces.  Instead, we will put the posters on the wall and pretend they are puzzle pieces.

3.  Use any paper you like, but you can choose colors for artistic purposes.

4.  If you are looking for information about the role of women in the war effort, page 76 in your photocopied book, GCSE Modern World History, has a number of fine illustrations and sources.

 

When you have questions, put them in the box at the bottom of the page so other students can see your question and my answer.

 

This assignment should be ready to hand in on SUNDAY, DECEMBER 6.

 

You have been able to work on it already, but I estimate from start to finish that this assignment would take approximately 2 hours.  It could take longer if you are a careful worker who enjoys creating a detailed appearance.

 

Click here for an example of a WW 1 Jigsaw poster.  If you evaluate it, this sample poster does not meet all the requirements.  It has too few images.  It does not have 10 facts.  It contains information about too many topics (tank, grenade, machine gun) instead of focusing on just one.  But the appearance is good and the neatness and layout are good.  The information is accurate, but it is not focused on one small topic.

This example is to give you an idea of what your poster might look like.

 

World War One Reading Questions

1.  These questions are for the photocopied and bound handout titled:  GCSE Modern World History.

2.  These questions are to be ready for discussion on TUESDAY, DECEMBER 8. 

3.  Read Pages 14-29.  In a few cases, I ask you to look to further sources in pages beyond page 29.  Just use the source, you do not have to read the entire page.

4.  Answer these questions on a page of paper.  Be prepared to bring the document to class when you return.  It will be valuable to show your effort and to assist you in class discussions.

5.  Working on these questions should take probably between 1 and 2 hours.  You have more than a week to complete them.

 

Questions:

a.  What was the original mood of the citizens and soldiers about warfare and The Great War?  Which sources support this idea?

b.  What is a stalemate?  What weapons and tactics made the war on the Western Front become a stalemate?

c.  A "bayonet" is a long knife attached to the end of a rifle to make it into a spear for close fighting.  SOURCE 24 explains what generals WANTED their soldiers to do in an attack against an enemy trench.  Describe the "ideal" attack.  What were the soldiers expected to do?

d.  Read SOURCES 13, 39, 51, and 56.  How did soldiers of both armies describe the experience of charging/running at the enemy?

e.  The trenches were a horrible place for the soldiers.  Look at the illustrations of SOURCES 20 and 41.  Compare these to the images in SOURCES 21, 22, 23, 27, and 28.  List the ways the  "perfect" trenches in SOURCES 20/41 were different from the reality of the other images.  What makes images 21, 22, 23, 27, 28 more accurate as historical evidence of the reality of the trenches?

 

DECEMBER 2 WEDNESDAY 6G

1.  Continue working on WW1 jigsaw and reading questions for pages 14-29.

2.  Remember to continue to prepare for the WW1 Quizlet that we had to postpone.

http://quizlet.com/640932/first-world-war-flash-cards/

 

DECEMBER 6 SUNDAY 8H

1.  Presentation of WW 1 Jigsaw puzzles

 

DECEMBER 8 TUESDAY 2E

1.  Final 4-5 presentations of WW 1 Jigsaws

2.  Study Questions a-e due today for discussion.

 

DECEMBER 10 THURSDAY 4F

Quizlet: WW One Vocabulary

http://quizlet.com/640932/first-world-war-flash-cards/

 

DECEMBER 14 MONDAY 6G

 

DECEMBER 16 WEDNESDAY 8H

WINTER BREAK

Enjoy your holiday!

 

JANUARY 11 MONDAY 2E

Welcome back!

1.  The class will watch a 30 minute video "When the Guns Stopped Firing."

2.  Homework:  Read the text Modern World History by Ben Walsh.  Respond to these questions:

 

The War in the Air

pages 46-49

a)  Describe early aircraft technology

b)  Describe the various uses of aircraft in warfare.

c)  Evaluate the use of aircraft as "bombers."  Judge the effectiveness of how they did their job.

 

The Home Front

pages 66-81

List the way civilians contributed to the war.  It should be a LONG list!

 

 

 

JANUARY 13 WEDNESDAY 4F

1.  Image presentation:  Development of aircraft in the 1900s.

2.  Group work:  Total War and Air War.

 

JANUARY 17 SUNDAY 6G

Communism and Capitalism

JANUARY 19 TUESDAY 8H

1.  Discussion of essay question:

“Explain how militarism, alliances, rivalry, and nationalism (MARN) helped start the Great War of 1914-1918.  Evaluate which of the MARN factors was MOST important in expanding the war beyond just Serbia and Austria.”

 

Write a response to this prompt.  You should expect to write it in paragraph form.  Use transition words and phrases to link ideas.  Do not use the First Person ("I believe that...).  Use a word processor.  Discuss each of the four MARN factors.  Define each and give some details and some examples.  Choose ONE of the MARN factors and explain why it is the MOST important.  Provide three reasons to be most convincing.By the time you answer the first and second parts of the question, you should have at least 20-25 sentences.  It will be due on Wednesday January 27.

2.  Map assignment:  "Europe in 1924"  This map shows how the borders of many countries changed after the war.  Many of the losers had territory taken away and new countries were created.  Click here to get a jpeg map that you can color using your computer.  It is the MAP only, and not the instructions.  You have to use the instructions from the printed map I gave you in class.

 

JANUARY 21 THURSDAY 2E

MAPS testing.  Go directly to Room 65.  

Study Questions for the next unit:    "THE US IN THE 1920s AND 1930s"

ANSWER THE FIRST 8 QUESTIONS.

 

 

JANUARY 25 MONDAY 4F

1.  Introduction of new unit:  1920s1930s--Social, Political, and Economic CHANGE.

2.  Map due:  "Europe 1924"

3.  Discussion:  Study Questions 1-8.  The USA, the Treaty of Versailles and the League of Nations.

4.  Begin studying for 1920s vocabulary quizlet.  Web address:  http://quizlet.com/1730563/1920s-vocabulary-flash-cards/

Quiz will on Sunday, January 31 in Lab 65.

5.  Here is a website that could be helpful in writing your essay:  http://www.johndclare.net/index.htm

6.  For next class, answer questions 9-13 in the study notes.

 

JANUARY 27 WEDNESDAY 6G

1.  Essay due:  "Causes of The Great War"

2.  Discussion:  Left Wing, Right Wing, and everything in between!

3.  Homework:  Answer the questions of CHAPTER 1,2,3,4, PART TWO for Tuesday, February 2.  Use the booklet titled, Weimar Germany 1918-1933.  YOU WILL ANSWER THE QUESTIONS FOR CHAPTERS 5--11 FOR MONDAY FEB 8.

 

     CHAPTER 1

     a)  What do the sources tell us about conditions for German civilians and soldiers in 1918?

     b)  Give examples and quotes from the sources.

     CHAPTER 2

     a)  Why did the German people rebel in 1918?

     b)  Describe the results.

     CHAPTER 3

     a)  Germany had two socialist groups competing to lead the government.  Describe the different goals of the Spartacists and the Social Democrats.

     b)  Which of these two ideas sounds more unusual and radical?

     c)  How were the Spartacists defeated?

     CHAPTER 4

     a)  Describe the communist actions in the German state of Bavaria in 1919. 

     b)  How were the Bavarian communists defeated?

     c)  Why did the German government have no choice but to accept the Versailles Treaty?

     PART TWO

     (page 13)

     a)  Why did Germans fear Communism (Bolshevism)?

     b)  Why did Germans not trust Socialists, either?

     CHAPTER 6

     a)  What were the goals of Wolfgang Kapp? 

     b)  Why did he fail?

     CHAPTER 7

     a)  Why did France invade the Ruhr area in 1921?

     b)  How did Germans in the area react?

     c)  In what ways did the currency inflation of 1923 harm citizens and their welfare?

     CHAPTER 8

     a)  Why was the German "right wing" so unhappy in 1925?  Provide a list of complaints.

     b)  Which political part hoped to represent people opposed to the changes?

     c)  What was the function of the Stormtroops or "Brownshirts" of the Nazi Party?

     CHAPTER 9

     a)  Why was Hitler arrested in 1923?

     b)  Look at the photo and read the text.  Describe the conditions for Hitler in prison.

     c)  Why did he have such treatment?

     CHAPTER 10

     a)  What things did G. Stresemann do to improve Germany's quality of life and politics?

     b)  Describe relations between the Communists and the Nazis.

     CHAPTER 11

     a)  What were the bad effects of the economic depression that began in 1929?

     b)  What happens to the popularity of the Nazi Party during the Depression?

 

JANUARY 31 SUNDAY 8H

1.  Quizlet:  1920s Vocabulary

 

FEBRUARY 2 TUESDAY 2E

1.  QUESTIONS DUE:  CHAPTERS 1-"PART TWO."  Weimar Germany 1918-1933.

 

FEBRUARY 4 THURSDAY 4F

 

FEBRUARY 8 MONDAY 6G

1.  QUESTIONS DUE:  CHAPTERS 5--11  Weimar Germany 1918-1933.

 

2.  Video:   "The Invention of Cinema"  This documentary film shows how many different inventors were racing to make a camera and projection system that would show moving pictures.  Thomas Edison gets named as a major inventor, but he was only one of many inventors on a team.

3.  After the video:  Watch a silent film from the 1920s.  Stan Laurel and Oliver Hardy were a comedy team who specialized in physical humor during the years of silent film.  When sound was added, they successfully made the transition and continued their success.  We will watch a 25 minute film ("Two Tars") that is a good example of silent film.  As you watch, observe the things filmmakers did to compensate for the lack of a soundtrack.

4.  The 1920s were a time of enormous growth in the craft of making films. The cinema became so popular that film stars became idolized and  film became a huge, money-making industry.  For homework, choose a silent film star and find some of their work on YouTube.  Watch the video and write some notes about the film and what you observe.  Also write a small biography of theiir accomplishments and what made their work successful.  Some examples of silent film stars include:  Harold Lloyd, Charlie Chaplain, Stan Laurel, Oliver Hardy, Roscoe "Fatty" Arbuckle, The Keystone Cops, Buster Keaton, Chester Conklin, Ben Turpin, Rudolph Valentino, Mary Pickford, etc. 

5.  To find more comedians and their biographies, go to http://en.wikipedia.org/wiki/Category:Silent_film_comedians

6.  To find more actors (not always comedians) go to http://en.wikipedia.org/wiki/Category:Silent_film_actors

7.  Choose an actor/actress, read the biography, and see if you can find some of their work on YouTube.  Many short films and film segments are available. 

Have this ready for NEXT MONDAY, FEB 15

8.  For Wednesday, answer questions 9-26 in your handout titled, "USA in the 1920s and 1930s"

 

FEBRUARY 10 WEDNESDAY 8H

1.  Discussion on questions 9-26, "USA in the 1920s and 1930s"

2.  To Think about:  In the next POLAR report, I will use YOUR OWN personal statement in the comment box.  I may choose to add a comment of my own.  Begin reflecting on History class and what you have learned, what has been enjoyable, and how you have performed.  Think about your assignments and how well you have organized yourself to do them.  Describe the results that your organizational system has achieved.  What things can you do to improve?  In the next classes, we will take some time out to write these comments which I will then paste into the comment box on POLAR.  I will use your words exactly, so try to use good spelling and good grammar.

 

FEBRUARY 15 MONDAY 2E

 

1.  Discussion on Silent Film.  Maybe we can watch a few videos on YouTube... 

PowerPoint:  The 1920s and the Depression of the 1930s

2.  The different reactions of the USA and Germany

 

FEBRUARY 17 WEDNESDAY 4F

We will take this time to catch up on discussions of questions and readings:

1.  Discussion of questions 9-26 in the US History book, The American Nation

2.  Questions:   CHAPTERS 5--11  Weimar Germany 1918-1933.

 

 

FEBRUARY 21 SUNDAY 6G

 

Topic:  The rise of Nazism in Germany and "Racial Hygiene"

Nazism needed to have a harsh police state in order to enforce the changes the Nazi government wanted to make.  One of the changes was to begin a process of teaching Germans that it was necessary for the good of the country to identify and remove "undesireable" members of society.  Who was undesireable?  Hitler and the Nazis thought it was good health policy to remove chronic criminals, homosexuals, mixed-race individuals, mentally retarded citizens, mentally ill citizens, people with birth defects, and Jews.  That is not the complete list, but it includes most of them.  This campaign was called "Racial Hygiene," which implied "cleaning" the German racial population of these "bad" or "unhealthy" people.  These citizens were often described as "germs" infecting the German national "body."

"Cleaning" these people from the population meant identifying them and sterilizing some at first.  But later the Nazis moved to kill these people.  We will watch a film that shows some of the skillful propaganda movies Germany made to convince "healthy" German citizens that this was a good idea.  The documentary film is called:  "Selling Death."

There is no death in the documentary.  It is only about the films the Germans made.  These films show scientists and doctors as they discussed how weaker species do not survive in nature--therefore it was natural that weak humans should also not survive.

For next Class:

Questions for today's class:  Have these answered before you come to class.  Use the booklet, Hitler's Germany:  1933-1945

Chapter 1:

Give a brief sentence or two to summarize Hitler's ideas on:

     a.  Race

     b.  Living space

     c.  Jews

     d.  Communism

Chapter 2:

What kind of powers did these two laws give to Hitler that allowed him to gain total power?

     a.  Law for the Protection of the People and State

     b.  Enabling Law

     c.  What does the "Night of the Long Knives" indicate about Hitler's methods of dealing with critics?

Chapter 3

     a.  What is a "police state"?  Look for a definition on the internet.

     b.  Explain the role of each of these institutions in the Nazi Police state:  Gestapo, Concentration Camps, SS Death's Head Units

 

 

FEBRUARY 23 TUESDAY 8H

(LAST DAY OF TRIMESTER 2)

 

Questions for today's class:  Have these answered before you come to class.  Use the booklet, Hitler's Germany:  1933-1945

Chapter 1:

Give a brief sentence or two to summarize Hitler's ideas on:

     a.  Race

     b.  Living space

     c.  Jews

     d.  Communism

Chapter 2:

What kind of powers did these two laws give to Hitler that allowed him to gain total power?

     a.  Law for the Protection of the People and State

     b.  Enabling Law

     c.  What does the "Night of the Long Knives" indicate about Hitler's methods of dealing with critics?

Chapter 3

     a.  What is a "police state"?  Look for a definition on the internet.

     b.  Explain the role of each of these institutions in the Nazi Police state:  Gestapo, Concentration Camps, SS Death's Head Units

 

FEBRUARY 25 THURSDAY

NO SCHOOL CAC HOLIDAY

 

FEBRUARY 28 SUNDAY 2E

1.  Lesson:  Analyzing Historical Sources.  Click on here to download the document Tedi used in the lecture today.

Guest lecture by High School History student Tedi Qendro.

2.  Homework:  Read Pages 16-25 in the booklet titled:  Weimar Germany: 1918-1933.  There will be a multiple choice quiz on the reading selection.

 

MARCH 2 TUESDAY 4F

1.  Multiple choice quiz on the reading selection.

2.  Guest lecture by High School History student Tedi Qendro.

 

MARCH 4 THURSDAY 6G

 

MARCH 8 MONDAY 8H

 

MARCH 10 WEDNESDAY 2E

Cartoon Exercise:  Breakdown of World Peace

 

MARCH 14 SUNDAY 4F

Vocabulary quizlet on 1930s words and terms.

http://quizlet.com/1961432/1930s-vocabulary-flash-cards/

 

MARCH 16 TUESDAY 6G

Quiz:  Topic:  Outbreak of World War Two in Asia (1931) and Europe (1939)

To study, know the main international events of the 1930s associated with these nations:  Germany, Japan, Italy, USA, Czechoslovakia, USSR, League of Nations, China

 

MARCH 18 THURSDAY 8H

 

MARCH 22 MONDAY 2E

1.  Presentation:  Air War in World War Two

2.  Lesson in Computer lab:  Paraphrasing and editing

Download and look at this document about the US General Pershing of World War One.  I have taken the WIKI version and shortened it and changed the wording as an example.

 

MARCH 24 WEDNESDAY 4F

Prepare for quiz after Spring Break.  Review the Second World War powerpoint presentation to check your understanding.

 

MARCH 25

SPRING BREAK MARCH 26-APRIL 5!

 

APRIL 7 WEDNESDAY 6G

1.  Note-taking exercise:  "The two halves of WW2"

Today's half:  "The Axis Successes: 1931-1942"

 

2.  Go to the library to find a book about WW2 or its aftermath.  You will do a presentation about your book that will last no longer than 5 minutes.  You can present a poster, an oral report, or a PowerPoint.

 

APRIL 11 SUNDAY 8H

1.  Note-taking exercise:  "The two halves of WW2"

Today's half:  "The Allies Overwhelm the Axis:  1942-1945"

2.  PowerPoint Presentation:  "Civilian suffering in WW2"

 

APRIL 13 TUESDAY 2E

 

I have THREE of the powerpoints online for you to download, watch, and use as a study guide.  They are on last year's wiki, so just use this link to go to the "pages and files" section and find them.  The PowerPoints are:  "Air War," "Civilians in WW2," and "The Second World War." 

 

 

http://cacgrade8stav.pbworks.com/browse/#view=ViewAllFiles

Tell me if this link fails to work so I can fix it in time for the quiz.

 

Quiz The Second World War

Sample Questions:

 

1.  List FIVE countries in the ALLIED alliance;

     a.                              b.                         c.                         d.                         e.

 

2.  List FIVE countries conquered and controlled by Nazi Germany during the Second World War.

     a.                              b.                         c.                         d.                         e.

 

3.  War began in 1931 when

     a.   Japan invaded and occupied China

     b.  Germany invaded and occupied Poland

     c.  Germany Invaded and occupied the USSR

     d.  Japan attacked the US naval base at Pearl Harbor, Hawaii

 

4.  Germany and Japan's biggest error in the war was most likely to

     a.  attack the allies with aircraft instead of using land armies

     b.  use submarines to sink Allied ships

     c.  make war against too many powerful countries at the same time

     d.  attack the colonies of Britain and France 

 

5.  Two Parts:  A)  Write a definition of the word "atrocity" OR "atrocious."  B)  THEN, use the word correctly in a complete sentence that refers to something that happened during The Second World War.

 

6.  Which of these figures is the closest to the number of civilians killed in The Second World War?

     a.  3,000

     b.  3,000,000

     c.  30,000,000

     d.  50,000,000

     e.  100,000,000

 

7.   Which of the following created suffering for civilians during The Second World War?

     a.  Air attacks destroyed destroyed houses and apartments and millions had no shelter.

     b.  Battles in and around cities destroyed homes and killed people.

     c.  Agriculture was disrupted and ruined by warfare.

     d.  The Axis nations treated conquered nations brutally and murdered millions of civilians.

     e.  All of these things contributed to the terrible suffering during The Second World War. 

 

8. The idea of using aircraft to make long range attacks against an enemy was first used

     a.  at Rotterdam in 1940, when the German Air Force destroyed the Dutch city as punishment

     b.  at Shanghai in 1937, when Japanese planes set fire the city in a bombing raid.

     c.  at London, in 1915 when German zeppelins made bombing raids on Britain.

     d.  at Dresden (Germany) in 1945, when Allied raids set fire to nearly the entire city.

     e.  at Hiroshima (Japan), when US aircraft destroyed the city by atomic attack.

 

9.  Which of these is a description of a typical aircraft used for heavy bombing raids in World War Two :

     a.  Several engines, long range, incredibly fast speed, very large

     b.  One engine, extremely fast, armed with many machine guns

     c.  Two engines, rather slow, short range, can carry huge amounts of weight

     d.  Several engines, long range, rather slow, can carry large amounts of weight.

     e.  Shaped like a long cigar, extremely large, filled with hydrogen to make it float, very slow.

 

10.  In 1940, German bombers pounded Britain with attacks for several months but the bombing raids failed.  What explains the failure of these raids to defeat Britain?

     a.  The Germans did not have big enough airplanes to bomb Britain effectively

     b.  It was possible to defend a country from air attack with great determination, good training, and good equipment

     c.  Regular air attacks can destroy buildings, but civilian morale is harder to destroy

     d.  To defeat an enemy, it is also necessary to attack by land

     e.  All of these were lessons from the 1940 air attacks on Britain

 

 

11. At the end of The Second World War, the idea of destroying an enemy by long range attack was changed dramatically because of

     a.  the development of jet engines to make aircraft faster and harder to shoot down

     b.  the invention of the atomic bomb, which could destroy a city with one explosion

     c.  Germany's use of long-range ballistic rockets, which are nearly impossible to shoot down

     d.  All of these things made air attack dramatically different and more dangerous.

 

12.  What type of aircraft were used to defend a country's airspace against a bomber attack?

 

13.  Order these countries according to the amount of deaths and suffering inflicted on their civilian populations during the Second World War.

USA, USSR, China, Japan, Germany, Britain, Poland

MOST

a.

b.

c.

d.

e.

f.

g.

LEAST

 

14.  Place these battles/events in the correct theater of the Second World War:

Okinawa, Stalingrad, El Alamein, Dunkirk, Tarawa, Midway, Kursk, D-Day

ASIA/PACIFIC                    EUROPE

 

15.  According to Nazi racial ideology, the quality of the German population would be improved if certain groups of people were exterminated.  List three of these unwanted and “unhealthy” groups who were targeted to be wiped out.

a.                b.                c.

 

 

APRIL 15 THURSDAY 4F

1.  Civil Defense Film

2.  Discussion of the origins of the Cold War.  Have Study Questions #1-18 ready.

3.  For Homework:  Study Questions #19-34  Are Due on April 21 Wednesday

 

APRIL 19 MONDAY 6G

1.  Map Due:  The Map of Soviet-Controlled Europe

2.  Video:  "The Berlin Airlift"

3.  For Homework:  Study Questions #19-34

 

APRIL 21 WEDNESDAY 8H

1.  Civil Defense Film

2.  Study Questions # 19-34 DUE TODAY!

 

APRIL 25 SUNDAY 2E

1.  MAPS testing.  Report to room 65

2.  After MAPS testing, be prepared to hand in your World War 2 paraphrasing assignment.  Here are the guidlines:

     a.  word processed

     b.  full heading with name, date, block

     c.  title

     d.  the original text is included

     e.  the paraphrased text is included

     f.  ON TIME!

     g.  no images

     h.  The approximate amount of paraphrased text should be 1/2 page.  No more than that is necessary.

 

APRIL 27 TUESDAY 4F

1.  The Arms Race:  Study Question #36 is due today.

2.  YouTube Videos about the various weapons systems that the USA and the USSR built so they could blow each other up 3000 times.  (because once is never enough!)

3.  Work on Study questions # 37-41 Due next class

 

APRIL 29 THURSDAY 6G

1.  Discussion:  goals and methods of the US civil rights movement of the 1950s.

2.  Various videos from YouTube and other sources that show how these methods worked.

 

 

MAY 3 MONDAY 8H

WW2 book reports begin.  Your place in the order of presentation will be chosen by chance.

Outline of the report requirements:

A.  If your book is fiction, have accurate information about the characters, plot, setting, point of view, conflict, and theme.

B.  If your book is a factual book, have accurate information about the:  1.  main idea  2.  supporting facts and points  C.  be well organized

 

D.  Show good public speaking skills:

     1.  Make eye contact with the audience

     2.  Use a fluid speaking voice with few unplanned pauses or hesitations

     3.  Keep the audience's attention

     4.  use a good speaking voice:  loud enough, enunciate clearly

     5.  stay within the time limit

 

MAY 5 WEDNESDAY 2E

WW2 book reports finish.  Your place in the order of presentation will be chosen by chance.

 

MAY 9 SUNDAY 4F

1.  The Cold War:  War by proxy in Vietnam.

2.  Prepare for next Quizlet on Monday, May 17:  The Cold War  http://quizlet.com/238462/cac-cold-war-flash-cards/

3. 

 

MAY 11 TUESDAY 6G

The Cold War:  War by proxy in Afghanistan.

A Comparison of the Vietnam War and the Afghanistan war of 1979-1988

 

Vietnam  1946-1975

 

Agricultural

Non-Industrial economy (few factories)

Country with a large rural population

Country with rugged terrain

Population dedicated to fighting against outsiders

Occupied by a high-tech, powerful military (France, then USA)

WILLING to fight for many years (30)

WILLING to sustain loss of life and suffering (55,000 US deaths vs 3,000,000 Vietnamese)

Chose a strategy of guerrilla warfare

It was frequently difficult or impossible to tell the difference between a civilian and a soldier—this frustrated the superpower army.

The occupying army controlled the cities and the guerrillas controlled the countryside.

The North Vietnamese and guerrilla forces avoided large military confrontations with the superpower (USA)

North Vietnamese and guerrillas received assistance from the other superpower (USSR)

North Vietnamese and guerrillas received assistance from a neighboring country (China)

The superpower army (USA) had many young soldiers who were conscripted into the army (average age was 19 yrs)

After time, the American army suffered issues with low morale and drug use.

After time, the American public became very unhappy with the war.  

The US government often provided false or misleading information to the public about the war.

 

The war ended when the war dragged on for years and the superpower took enough losses to cause the government to give up the fight and leave.

 

 

Afghanistan  (1979-1988)

 

Agricultural

Non-Industrial economy (few factories)

Country with a large rural population

Country with rugged terrain

Population dedicated to fighting against outsiders

Occupied by a high-tech, powerful military (USSR)

WILLING to fight for many years (9)

WILLING to sustain loss of life and suffering (15,000 Soviet deaths vs 1,000,000 Afghans)

Chose a strategy of guerrilla warfare

It was frequently difficult or impossible to tell the difference between a civilian and a soldier—this frustrated the superpower army.

The occupying army controlled the cities and the guerrillas controlled the countryside.

The Afghan guerrillas avoided large military confrontations with the superpower (USSR)

Guerrillas received assistance from the other superpower (USA)

The superpower army (USSR) had many young soldiers who were conscripted into the army.

After time, the Soviet army suffered issues with low morale and drug use.

After time, the Soviet public became very unhappy with the war.  

Guerrillas received assistance from a neighboring country (Pakistan)

Received assistance and fighters from other Islamic countries

Used religion (Islam) as a motivating force to form opposition.

The Soviet government often provided false or misleading information to the public about the war.

 

The end came when the war continued for years and the superpower took enough losses to cause the government to give up the fight and leave.  By prolonging the war and

 

 

 

 

 

MAY 13 THURSDAY 8H

The End of the Cold War

 

MAY 17 MONDAY 2E

1.  Quizlet

2.  Cold War review

a.  What are the main causes of the Cold War?  List and explain three reasons why the conflict began.

b.  What kinds of nuclear weapons and weapons systems made the Cold War so dangerous?  What weapons made it impossible to completely stop a nuclear attack?

c.  What is "War by Proxy"?  Choose one of these examples and explain the reasons that one of the superpowers intervened.  What was the result of the intervention?  Examples:  Korea (1950-1953), Vietnam (1945-1975), Afghanistan (1979-1988)

d.  What factors made the Cold War come to an end?  List and explain three reasons.

e.  The two superpowers (USA-USSR) never fought each other because of the chance that the war would become nuclear.  Instead, list and explain four other ways the two sides competed with each other.  Give real examples and details.

 

MAY 19 WEDNESDAY 4F

Cold War Test is moved to Sunday May 23 so we can watch the visiting singer, Marc Heller.

 

MAY 23 SUNDAY 6G

Cold War Test

 

MAY 25 TUESDAY 8H

Cold War Movie:  "The Russians Are Coming!"

 

MAY 27 THURSDAY 2E

EARLY RELEASE DAY

Finish the Cold War Movie:  "The Russians Are Coming!"

PLEASE RETURN YOUR TEXT BOOKS!

 

MAY 31 MONDAY 4F

Distribution of cash prizes to top students.  Bring a backpack to carry your money.

 

FINAL DAY OF SCHOOL JUNE 2!

SPECIAL SCHEDULE