Class 12/17 - 12/18

In class on Tuesday, you should complete the Imperialism in Africa DBQ packet and the chart that goes with it.  Not every document has a pro/con for each topic - just fill in what's there.  If you do not finish your packets/chart in class you need to finish it for homework. 

Wednesday in class we will have a free-write using the DBQ documents/questions and your chart to answer the  following question:

Evaluate the positives and negative effects of imperialism for the colonized or the colonizers. 

The purpose/goal of the activity is to use evidence (found in the documents) to support your argument.  

In Class and Homework for 12/13

Homework:  Read the excerpt from 'Things Fall Apart' by Chinua Achebe - 'actively' read it (comments, questions you have (why did that happen?  who is he? ).  We'll talk about it Monday!

Imperialism Primary Sources

Berlin Conference - Day One and Day Two

Day One -

You've been invited to a party at Otto von Bismarck's!  This party is called the 'Berlin Conference' and you will be hanging out with the 'who's who' of Europe.  Your goal at the party is to discuss the division of Africa.

Your Invitation - in class -> research your country's global position in 1880s..are they wealthy? influential?  territories? political structure?  what are they making?

Reference Maps 

Day Two - Scrambling for Africa Activity

11/25 Homework

1) Complete the Group Evaluation Form - linked up HERE

2)  On your blog, create a post where you reflect on the Child Labor project - how did your opinions or belief change (or maybe they didn't).  Any striking ideas or facts that you found interesting - why?

Industrial Revolution Study Guide

Child Labor Project

We know that during the Industrial Revolution children were subjected to long hours of work in horrible conditions, often for very little amounts of money.  As countries like the US and England became more industrialized, groups like unions developed and helped create reforms to protect people working in factories, especially children.  However, in countries that have recently industrialized child labor is still a very real issue.

Objectives

• Students will work in groups to research instances of Child Labor in developing countries and apply current policies in rectifying those issues.  

As a group, you will present a newscast of your research, which will be presented to the class on Thursday, November 21st.  Students will have several days in class, and a weekend to collaborate on this project.  Your research must be submitted with a fully citated bibliography in Turabian format.  

Links to help you: 

What is child labor?

Per Capita Income Defined

How to Create your Bibliography - Check 'Turabian' as your option to the right for the correct format.

World Factbook - Website maintained by the CIA that will give you all the info you need about your country.  

News Report on Child Labor - In case you've never seen a news report and don't know what they look like 

Map of Child Labor Infractions around the World

Questions you are researching: 

About your Country Specifically:

• What is the literacy rate of your country?
• What is the average age of marriage for males and for females?
• What is the life expectancy there?  What is the infant mortality rate? 
• What is the average size of families/how many children do most women give birth to? 
• What is the per capita income for your country?
• What type of government does your country have? (Be careful and precise here).

About Child Labor in general:

• What are the typical jobs that children work?  What products are they making? 
• What is the average age for starting work? 
• Why are children used for this work? 
• Why do families send their kids to work? 
• How does this violate the UN's Convention of the Rights of the Child?  
• did your country sign the Convention?  Why or why not?  
• What would have to happen for child labor to end in this country?  

Digital Presentations will be done using Touchcast (download it ASAP) 

Countries:  Myanmar (Burma), Pakistan, Bangladesh, Brazil, South Africa, Indonesia, Philippines, North Korea

RUBRIC FOR THIS PROJECT - Worth 70pts!   

Steps

1 - Research to answer al of your group's question.  Keep a bibliography of your sources!  Download Touchcast from the app store (free).  Utilize GoogleDocs and the idea that everyone can edit/add from where ever.  Decide what needs to be done, who's going to do what, and why is it going to be done by.  Own it - its yours.  Let me know if anyone is uncooperative.  

2.  Write a script for your newscast that answers the above questions.  The questions can be answered in any order - your goal is to create a smooth, cohesive report that makes sense to your viewers.  

3.  Copy and paste your script into TouchCast with your group.  It acts as a teleprompter for you to read! 

4.  Video record yourselves (you choose what configurations, but everyone must be in it in some way if you want a grade). 

Class Work 11/13

Click the link to the right to go to the British National Archives WEBSITE about the push to reform factories in the 1800s.

Read each of the documents and answer the questions that follow (for document two, scroll down to read a transcript that is more clear).  You'll have to write the answers to the questions on another sheet of paper (there is lined paper to the left of Mr. Whitten's desk on the back table)

For tomorrow's homework - read 25.3 in your book.  

Homework 11/6

Read Section 25.4 (We'll come back to 25.3)..possible DIRT Quiz tomorrow!

Online PDF Section for Chapter 25

25.1 
25.2
25.3
25.4

Homework 11/5

• For tonight, read section 25.2 (Case Study about Manchester) - We talked about lots of this in class today. 

• As a factory worker, write a letter home to your parents about what it is like working in a factory in a big city.  Use information from class and the factory rules here - Post on blog! 

Happy November! - Homework for the Weekend

On your blog, post answers to the following questions:

1)  Look at the individual roller blades..what observations can you make about them?

2)  How did your group decide to mass-produce the roller blades?  Did you split up your roles/how did you split it up?

3)  What was your role?  How did you do your job efficiently?

4)  What did your group do well/ what could you have done better?

5)  Look at the pictures below of the roller blades from the first activity and compare it to the roller blades you made in groups.  What differences do you notice?  Why do you think these differences occur?

6)  As a consumer of products, which group (first activity vs. second activity) would you buy roller blades from?  Why?

Round One 

Round 2

Homework 10/30

Goodbye Nationalism, Hello Industrial Revolution!  But as always, don't let nationalism fall out of your brain - you'll need it again later in the year!

Tonight:

1) read Section 25.1 The Beginnings of Industrialization (That links to an online section of the Chapter)
2) For each of the vocabulary words (there are 7) write two definitions.  The first one should be the definition from the book, the second is YOUR version written in your own words.
3)  Write your prediction about the Industrial Revolution you made in class ("I believe the Industrial Revolution will be ________ for Europe in the world because...")

Your homework must be posted to the blog.  Anyone having blog issues that they haven't resolved yet need to see me ASAP.

This is the first homework for Term Two..if Term One didn't go as planned, this is your fresh start! :)

Plan for the rest of the week...

Wednesday: Complete nationalism study guide in class

Thursday:  Review for test, discussion about Armenian Genocide

Friday:  Nationalism Test, Essay due Monday

Monday:  Armenian Genocide Notes

Tuesday:  Begin Industrialism, Speaker during Long 1st

Culture During Nationalism

Culture  1
Culture  2
Culture  3

Participation Form and Essay Question

Google Form for Participation

Essay Question
Evidence Packet
How to Footnote

Rubric

Understanding Unique Identities

I forgot to mention this in class today!  We're going to start talking about the effects of modern day nationalism next week and to do that I wanted to demonstrate to you that part of the issue with nationalism today is that it doesn't mean the same thing to everyone.  This weekend, interview two adults about their perceived identities, in terms of nationality, ethnicity, race, and religion.  Do not define these terms for them.  Use the charts in the form below to collect your data.

**remember to mention their answers will be confidential (known as subjects A and B) and you do not need to ask people from the United States.  It might be interesting if you ask a parent, neighbor, etc. from a different country about their views on the subject- it may be very different than ours!

Here is the form for the data collection assignment this weekend.  Remember to ask TWO adults (over 18)!

Understanding Unique Identities

Evaluating Bismarck

Otto von Bismarck Documents

What makes a good leader?  It is getting things done or is there more to it than that?  In your small group, you're going to evaluate Bismarck based on the sources provided to you, as well as the information in the text book/notes we've taken in class.  For each group, grab markers and a big piece of paper in which you will outline your argument.

We will share the posters in class and you will post a picture of your groups poster on your blog, with an answer to the following question:

In your opinion, was Otto von Bismarck a good leader?  What are your qualifications of a good leader?  Support your answer with evidence. 

In Class 10/17

Nationalism in Fairytales?  You betcha.  This ain't your Disney Cinderella story...

Read about the Grimm Brothers HERE and choose a story to read (also linked up HERE.)  Once you've read your story, think about the message you would take from it if you were a child hearing it during its time period (1914ish).

What's the moral of the story?  Who are the bad guys?  Who are the good guys?  Who might the bad/good guys represent?  

Homework: None

Homework 10/15

Read Section 24.3 (Case Study: Italy and Germany)

23.4 Italy and Germany

Homework 10/7

For your homework tonight:

- Complete your maps of Latin America (pg 685 I believe) 

- Listen to this podcast from 15 Minute History Episode 11 - the Haitian Revolution

On your blog, post 3 'need to know pieces of info' about the Haitian Revolution that you learned from the Podcast and think are important.  

In Class 10/4

National Anthem Lists
Star Spangled Banner <- and questions!

Homework 10/3

For tonights homework, please read section 24.1 Latin American Peoples Win Independence (there isn't an online version of this chapter, you'll need to use your textbook - or if you're better at the Internet than I am and you do find it, post it in the comments for everyone to enjoy)

Be ready for a Socrative DIRT quiz on the section!

In class 10/3

Good morning everyone..unfortunately I will not be in school today, but while I'm gone I'd like you to begin working on a crest for your (made up) country.

The link to the assignment is HERE, and you can download the PDF of the crest HERE if you need another one.

In short, this is what you need to accomplish:

• design a crest.  Must have color, and each box must be used somehow - it's up to you.  
• write a reflection that answers the questions on the assignment page (step three).  This will be posted on YOUR blog

You may print out / glue images if you'd like - drawing is totally cool too. As always, you won't be graded on drawing ability, but your ability to create a presentable piece of work.  Since you may not have the resources ideas you need today while I'm absent, some things you can be working on are the actual crest, researching what images you need/want to have on your crest and finding what they represent, or writing the post and filling in the crest later.

There is a link on the assignment page (linked above in this post) to a website that is a huge list of commonly used symbols in national crests throughout the world.  Futhermore, THIS online chapter (not your book, but similar) has really good examples on pg 602 of how countries like the US, Austria, and Zimbabwe use their crests to reflect their national identity. 

Your crest and post will be a 15pt homework grade, and the whole thing will be due Monday, October 7.  You should also be reading section 24.1 for homework tonight (see post below). 

Test Review

You can find the French Revolution Study Guide HERE.

If you have your study guide completed, you can use it to help your team on Monday when we play Bazinga.

Class Notes:
French Revolution
Napoleon Bonaparte

TEST TUESDAY!!! 
There will be review on class and after school on Monday for anyone who wants to come.


**Note - if you're coming to extra help, bring questions and concerns with you that I can help with.  I can't reteach the class to you..figure out your weak spot and how I can help you**

Snapshot of Syria

French Revolution Class Notes

French Revolution Class Notes

Homework 9/24

For tonight for homework, read section 23.3 Napoleon Forges an Empire in your book.  Be prepared for a reading quiz (know what happened and important vocab) and have the Socrative student app downloaded onto your iPads.

French Revolution Postcard Assignment

For each of the stages of the French Revolution, your task is to write a postcard from the action in Paris to a parent who lives out in the countryside.

How to complete the project:
1)  Decided your stance on the issue - do you want radical change, moderate change,  or for things to stay the same?  Perhaps your viewpoint will change as the events unfold.

2)  Create the written descriptions of the events in the three stages of the French Revolution.  The first stage should be on one card, the second on another, etc.  Your written descriptions must have the underlined vocab words included for that particular phase.

3)  Draw a picture that correlates to the written description.  You need to make sure your postcards are neat and in color (art skills don't matter!)

4)  Pass in your three postcards on Friday, September 20.  

Links to the assignment can be found below:
Postcards
Postcard Rubric

Homework 9/18

Using the hand outs from today's class, you should read the Declaration of Independence tonight for homework.  Once you have read the document (make sure you underline/highlight/pose questions) you should find five connections between the Declaration of the Rights of Man and Citizen and the Declaration of Independence.  POST THESE CONNECTIONS TO YOUR BLOG.

Bonus:  Pull out Enlightenment ideas from the documents and connect them to Enlightenment thinkers we discussed in class (2pts extra credit)

If you were absent, you can find the documents here:
Declarations!

Homework 9/16

Using a sheet of printer paper (handed out in class) you should create a visual representation of the Estates of the Old Regime.  This means symbols, pictures, but no words!

You should be able to explain your knowledge of who makes up each Estate and any relevant information having to do an Estate.

You can refer to the class notes or Section 23.1 in the book (online section here)

Notes from Class

Generally, I will post the class notes on to the blog when we have gone over them in class.  I don't do it before because I want people to still take notes in class, and then suppliment their own notes with the powerpoints and not the other way around.  Here are the class notes thus far:

The Rise of Absolute Rulers

Scientific Revolution and the Enlightenment

Note:  I applied a label to this post ('class notes').  When we have more class notes posted, you can click on the label and see everything under that category in one place - this will be helpful when studying!

Homework 9/13

This weekend for homework, please read the following section in your textbook: 23.1 The French Revolution Begins  (this is a link to an online pdf file, but it is obviously in your book as well)

Because it's the first one of the year, I will tell you that you will have a D.I.R.T. quiz in class on Monday.  It is not a major quiz and if you read the section (and take some notes/vocab) you should do fine!

Salon Rubric

Just so you guys are aware, this is the rubric that will be used to grade your participation during the Salon today.  Take a look and if you have any questions, please let me know! 

	5-4	3-2	1-0
Preparation ______ / 5	Student cames to the activity prepared (notes,  attire, etc) and has done extensive research on their topic.	Student is somewhat prepared (may have incomplete notes, etc) and has done some research on their topic.	Student is not prepared for the discussion (missing notes) and has done little research on their topic.
Participation _____ / 5	Student offers thoughtful commentary and ideas to the discussion.  Student poses questions to others and challenges ideas civilly.  Student does not dominate conversation.	Student offers information and ideas to the conversation.  Student questions ideas discussed.  Student may add ‘extra’ commentary to the conversation that does not work with topic.	Little to no participation by the student.  The student dominates conversation and does not allow others to share ideas.  Student is hostile and argumentative.  Student discusses off-topic issues.
Content _____ / 5	Student provides valuable, correct information to the discussion.  Student is knowledgeable about Enlightenment ideas.  Student can provide evidence to back up his/her statements	Student provides correct information to the discussion.  Student has difficulty connecting Enlightenment ideas to the questions being asked.  Student can sometimes provide evidence to back up his/her statements.	Student provides content that is not within character or is incorrect.  Student has difficulty incorporating Enlightenment ideas to the discussion.  Student cannot provide evidence to back up his/her statements .

Extra Points = Student provided a snack for the class ________

Student dressed up in character appropriate attire ________

Homework 9/12

Final night to prepare for the in class Salon discussion.  Get your notes, your outfits, and your snacks ready for some Enlightenment goodtimes (snacks/costumes optional).

I'll see you first period!

You are cordially invited...

to our Enlightenment salon! We will be disscussing pressing issues of the 18th century, such as the role of the monarchy and slavery.

When: 1st Period on Friday
Where: Room 222
What to bring: notes for the possession, a costume if you'd like, a snack to share (optional)

Salon Assignment
You will be expected to participate in the discussion, by asking questions and by answering them.

Remember S,P,I,C,E when you're researching!

Getting to Know The Absolute Rulers Project

You can find a copy of the assignment I handed out in class HERE

Homework for Thursday, September 5 - Begin researching your absolute ruler.  You will need to use the book or online sources (NOT WIKIPEDIA) to find what you're looking for.  You will need to keep research notes of the information you're learning and the places they're coming from.

You must create a bumper sticker for/about your Absolute ruler, which will be due in class on Friday.

In Class Friday, September 6 - We will share our bumper stickers in class along with information about your absolute ruler.  Check your assignment sheet/grading rubric for specifics.

 Homework for the weekend - You will be writing a written response to the question 'Why would anyone want this person to be their leader'?  See the assignment sheet about what content you MUST have in your response, as well as format requirements.  Response due on Monday, September 9 - PRINT IT OUT! :)

Where in the world... & Homework 9/4

Where in the world...?

Be honest with yourself, how well do you know the world?  Maybe you’re an expert, but probably not so well.  

With one partner (or by yourself), your task is to draw a map of the world.  You may use any visual aid you want, but you may not trace your map.  Make sure you include continents and oceans!  

Once you have drawn your map, brainstorm any historical events you can think of.  A freebie example of an event you might consider placing on your map: “In fourteen hundred and ninety-two, _______________________________”.  Draw this voyage on your map and label it!  Can you add any others?  You may also add modern events that are relevant to the world today.  

Homework: Blog post!  Assess your ability to draw your map.  How would you grade yourself?    Was it easier than you thought it would be?  Harder?  What does this say about your knowledge of the world?  We will do this activity again at the end of the year..what actions can you take to do better next time?  

Syllabus

WHII Period 5 Syllabus