Wednesday, October 13, 2010

Honors World History II: 14 October 2010

Prayer
Current Events:

Cf. http://abcnews.go.com/Politics/2010_Elections/abc-news-yahoo-pollanger-economy-fuels-republican/story?id=11826703


Preliminary Assessment, Quiz 2, Chapter 10 Section 2

Cf. http://gmicksmithsocialstudies.blogspot.com/2010/10/honors-world-history-ii-preliminary.html

Quiz tomorrow: Chapter 10 Section 3 The Impact of the Enlightenment.

Cf. http://shanawiki.wikispaces.com/Honors+World+History+II+Fall+2010+Chapter+10+Section+3+The+Impact+of+the+Enlightenment

HW Avatar is available below (per our usual procedure HW is also posted at the bottom of the daily blog post as well as being posted on GradeConnect):

The "Pop" Quiz will be returned and grades posted ASAP (once the Make-Ups are done); Quiz 1 can be reviewed. You can also compare your performance with your colleagues at the Preliminary Quiz Assessment Page.

Cf. http://shanawiki.wikispaces.com/Honors+World+History+II+Fall+2010+Chapter+10+Section+1+The+Scientific+Revolution+Quiz+KEY

If you did not put your name on the Quiz it will not be returned.

For review (5th Period):

Birth of the American Republic

Cf. http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=nba&wcsuffix=1731

Chapter 10 Section 4 Colonial Empires and the American Revolution

In the sixteenth century, Portugal came to control Brazil, while Spain established an empire in the Western Hemisphere that included parts of North America and most of Latin America. Portugal and Spain held onto their Latin American colonies for over 300 years. During that time, they profited richly by exporting Latin American gold, silver, and other natural resources and farm products. Spanish and Portuguese officials and Christian missionaries played important roles in Latin American societies. In North America, British control over its colonies began to unravel over issues of taxation. Multiple crises led the Americans to declare their independence in 1776 and to fight Britain until its defeat in 1783. The Articles of Confederation that formed the United States were soon replaced with a Constitution, which created a stronger central government. The Bill of Rights added important freedoms derived from the natural rights expressed by the philosophes.

Colonial Empires in Latin America

British and British North America

The American Revolution

The Birth of a New Nation

Benjamin Franklin

Benjamin Franklin (1706–1790) was a philosopher, scientist, publisher, legislator, and diplomat. Sent by Congress to France in 1776 to seek financial and military support for the war, he soon became popular in France because of his intellect and wit. Those who admired America’s goal of attaining freedom also admired Franklin. When Franklin returned to America after nine years, he served as a delegate to the Constitutional Convention as the eldest of the delegates.


"A Republic Madame, if you can keep it."


For 5th and 8th Periods:

As an exercise, we can play the part of an American spy as a Patriot working to free America from England's rule.

Cf. http://www.webrangers.us/activities/patriot/index.cfm

Was it dangerous to be a revolutionary during Revolutionary times? Were Americans dedicated to liberty?



Colonists Express Discontent (audio)
Biography

George Washington

When George Washington (1732–1799) was chosen to lead the American army, the British thought he would be a failure. Washington indeed faced many challenges, including an army that did not have weapons, uniforms, or bedding. He struggled to incorporate order and discipline and to instill pride and loyalty in his soldiers. Washington persevered to American victory. His success as a leader continued when he became the nation’s first President. How did Washington hold the army together through difficult times?
Lucius Quinctius Cincinnatus (519 BC – 438 BC) was an aristocrat and political figure of the Roman Republic, serving as consul in 460 BC and Roman dictator in 458 BC and 439 BC.

Cincinnatus was regarded by the Romans, especially the aristocratic patrician class, as one of the heroes of early Rome and as a model of Roman virtue and simplicity. Cincinnatus lived in humble circumstances, working on his own small farm, until an invasion caused him to be called to serve Rome as dictator, an office which he immediately resigned after completing his task of defeating the rivaling tribes of the Aequians, Sabinians and Volscians.

His abandoning of his work to serve Rome, and especially his immediate resignation of his absolute authority with the end of the crisis, has often been cited as an example of outstanding leadership, service to the greater good, civic virtue, and modesty. As a result, he has inspired a number of organizations and other entities, a number of which are named for him.

Washington was often compared to Cincinnatus for his willingness to give up near-absolute power once the crisis of the American Revolution had passed and victory had been won, and the Society of the Cincinnati is a historical association founded in the aftermath of the American Revolutionary War to preserve the ideals of the military officer's role in the new American Republic.

James Madison

James Madison (1751–1836) arrived at the Constitutional Convention in Philadelphia in May 1787 with his thick notebooks on history and government. Madison chose a seat in front of the president’s chair and kept detailed notes of the debates. Madison was greatly respected and quickly became the Convention’s floor leader. His notebooks remained unpublished for more than 50 years, but they are now our main source of information about the birth of the Constitution. What did the Framers of the Constitution have in common?

The Constitution

The Articles of Confederation was the nation’s first constitution. It proved to be too weak to rule the new United States effectively. To address this problem, the nation’s leaders gathered once more in Philadelphia. Among them were George Washington, James Madison, and Benjamin Franklin. During the hot summer of 1787, they met in secret to redraft the articles of the new constitution. The result was a document that established a government run by the people, for the people.

The Bill of Rights

The Framers of the Constitution had studied history and absorbed the ideas of Locke, Montesquieu, and Rousseau. They saw government in terms of a social contract into which “We the People of the United States” entered. They provided not only for an elective legislature but also for an elected president rather than a hereditary monarch. For the first President, voters would choose George Washington.

The Constitution created a federal republic, with power divided between the federal, or national, government and the states. A central feature of the new federal government was the separation of powers among the legislative, executive, and judicial branches, an idea borrowed directly from Montesquieu. Within that structure, each branch of government was provided with checks and balances on the other branches.

The Bill of Rights, the first ten amendments to the Constitution, was important to the passage of the Constitution. It recognized the idea that people had basic rights that the government must protect, such as freedom of religion, speech, and the press. The Bill of Rights, like the Constitution, put the philosophes’ Enlightenment ideas into practice. In 1789, the Constitution became the supreme law of the land, which means it became the nation’s fundamental law. This remarkable document has endured for more than 200 years.

The Constitution of the United States created the most freest government of its day, and most likely for all time. From the start, the new republic was a symbol of freedom to European countries and reformers in Latin America. Its constitution would be copied or adapted by many lands throughout the world. The Enlightenment ideals that had inspired American colonists brought changes in Europe too. In 1789, a revolution in France toppled the monarchy in the name of liberty and equality. Before long, other Europeans would take up the cry for freedom as well.

Reading Check

Contrasting

What was the main difference between the Articles of Confederation and the Constitution?

Eyewitness to History

The Mission

Pearson Success Net has an interesting note on a "Witness History" feature.

Cf. References and exercises on Sec. 4.

As an exercise, we can play the part of an American spy as a Patriot working to free America from England's rule.

We can view an online exhibit about the Revolutionary War.

Also, we can view newspaper accounts of the American Revolution with a time line and quiz.

We might also explore an interactive portrait of George Washington.

I had asked you to consider other references and exercises on Sec. 4.

Of the three I had you to take a look at, which was the class favorite?

1. We can view an online exhibit about the Revolutionary War.

2. Also, we can view newspaper accounts of the American Revolution with a time line and quiz.

3. We might also explore an interactive portrait of George Washington.

And now we can consider the situation of the 13 colonies.

Cf. http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=nap&wcsuffix=1731

Visit: PHSchool.com

Web Code: nap-1731

Map Skills

1. Locate
a) Philadelphia
b) Massachusetts
c) Boston

2) Which colony had two pieces of land?

3) What do almost all the colonial cities have in common based on the map?



Colonists Express Discontent (audio)

Primary Source

Audio


What we did on our summer vacation, Summer 2009



USS Constitution is the oldest commissioned warship afloat in the world. It was first launched in 1797. Constitution is one of six ships ordered for construction by George Washington to protect America's growing maritime interests. The ships greatest glory came during the war of 1812 when she defeated four British frigates which earned her the nickname "Old Ironsides," because cannon balls glanced off her thick hull. The ship was restored in 1927 with contributions from the nation's school children.

The Charlestown Navy Yard was built on what was once Mouton's or Morton's Point, the landing place of the British army prior to the Battle of Bunker Hill. It was one of the first shipyards built in the United States. During its 174 year history, hundreds of ships were built, repaired and modernized, including the World War II destroyer USS Cassin Young. Today, thirty acres of the Navy Yard are preserved by the National Park Service as part of Boston National Historical Park.

Checkpoint:

Do research on the U.S.S. Constitution. What can you find out about this remarkable ship, nicknamed "Old Ironsides?"





Map Skills

Be sure to detail where the cities are located, e.g., state whether they are in the North, South, Mid-Atlantic, etc.

1. Locate
a) Philadelphia
b) Massachusetts
c) Boston

2) Which colony had two pieces of land?

3) What do almost all the colonial cities have in common based on the map?


Preview

Chapter 11 The French Revolution and Napoleon, 1789–1815

Chapter Overviews

Poverty, social divisions, and economic crisis led to the French Revolution and a reign of terror. Napoleon Bonaparte took power in a coup d'etat and tried to overthrow Europe's old order. After his costly military campaigns, he was defeated at Waterloo, Belgium, and exiled.

Section 1 The French Revolution Begins

Poverty and deep social divisions were the backdrop of the French Revolution. On the eve of the revolution, financial crisis gripped the government of Louis XVI. Rather than accept higher taxes, the commoners in France's legislative body, the Estates-General, broke off to form a National Assembly. Anticipating an attack by the king's forces, commoners then stormed the Bastille prison, marking the start of the Revolution. The new Assembly took control of the Catholic Church and adopted the Declaration of the Rights of Man and the Citizen. The document was inspired in part by the American Declaration of Independence and Constitution. The Assembly then wrote a constitution establishing a limited monarchy and a Legislative Assembly. France was soon at war with Austria, where some feared the revolution might spread. Louis XVI was taken captive by the Paris Commune. The Commune called for a National Convention and forced the revolution into a more violent phase.


References:

Abuses inherited as a result of a controlling aristocracy may be seen clearly in this work.

Whigs and Hunters: The Origin of the Black Act by E.P. Thompson
Events That Changed the World

For: Interactive map, audio, and more
Visit: PHSchool.com
Web Code: nap-1733

http://www.phschool.com/atschool/dsp_swf.cfm?pathname=/atschool/worldhistory/events_that_changed_the_world/&filename=nap-1733.swf&w=720&h=500

For review:

The Enlightenment and the American Revolution (1700–1800)

Cf. http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=nba&wcsuffix=1711

The Enlightenment and the American Revolution (1700–1800)
Philosophy in the Age of Reason

Results of the quiz.
1. Who were the physiocrats?

* CORRECT: French thinkers who focused on economics
EXPLANATION: The physiocrats claimed that their ideas about economic reforms were based on the natural laws of economics.

2. According to laissez-faire economist Adam Smith, a government should

* CORRECT: let free market forces drive the economy.
EXPLANATION: In The Wealth of Nations, Smith tried to show how manufacturing, trade, wages, profits, and economic growth were all linked to the market forces of supply and demand.

3. Physiocrats rejected mercantilism in favor of a policy of

* CORRECT: laissez faire.
EXPLANATION: Physiocrats urged a policy of laissez faire, allowing business to operate with little or no government interference.

4. How did Jean-Jacques Rousseau's beliefs differ from many Enlightenment thinkers?

* CORRECT: Rousseau believed the good of the community as a whole was most important.
EXPLANATION: Rousseau believed in the "general will" or best conscience of the people, and that community should be placed above individual interests.

5. Which phrase best describes the concept of natural law?

* CORRECT: rules discoverable by reason
EXPLANATION: Natural law, or rules discoverable by reason, govern scientific forces such as gravity and magnetism.

6. Which term describes the love of, or the search for, wisdom or knowledge?

* CORRECT: philosophy
EXPLANATION: Philosophy, is the love of, or the search for, wisdom or knowledge.

7. What event revolutionized thinking and led to the Enlightenment?

* CORRECT: the Scientific Revolution
EXPLANATION: The scientific discoveries of the 1500s and 1600s led Europeans to believe in the power of reason. Science was transforming how people looked at the world.

8. Who is the author of Leviathan?

* CORRECT: Thomas Hobbes
EXPLANATION: Thomas Hobbes outlined his ideas in a work titled Leviathan.

9. "My trade is to say what I think." Who said this?

* CORRECT: Voltaire
EXPLANATION: Voltaire, probably the most famous of the philosophes, used biting wit to expose the abuses of his day.

10. Who described the era of the 1700s as "enlightened"?

* CORRECT: Immanuel Kant
EXPLANATION: The German philosopher Immanuel Kant, author of Critique of Pure Reason, was one of the first to describe his times as "enlightened."


The Enlightenment and the American Revolution (1700–1800)
Enlightenment Ideas Spread

Cf. http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=naa&wcsuffix=1729

The Enlightenment and the American Revolution (1700–1800)
Philosophy in the Age of Reason

Cf. http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=naa&wcsuffix=1719


HW: email (or hard copy) me at gmsmith@shanahan.org.

1. Monday HW

p. 324, Reviewing Key Facts, #17-20

Email only if you answer (i.e., you voluntarily choose to participate):

Last week what I liked least about the class was . . .
Last week what I enjoyed most about the class was . . .


Get a Voki now!

1. Tuesday HW
p. 324, Critical Thinking, #22, p. 325, Writing About History, #23


Get a Voki now!

If you already did Wednesday's HW, you should just do Thursday's HW, otherwise, do both.

1. Wednesday HW
p. 325, Analyzing Sources, #24-25, p. 329, Preview Questions, #1-2

1. Thursday HW
p. 330, Graph Skills, #1
p. 331, Reading Skills, Identifying, What groups were part of the Third Estate?
p. 331, Picturing History, Would this market have been quieter or busier twenty years before the Revolution? Why?

Just a reminder: Quiz tomorrow: Chapter 10 Section 3 The Impact of the Enlightenment.

Cf. http://shanawiki.wikispaces.com/Honors+World+History+II+Fall+2010+Chapter+10+Section+3+The+Impact+of+the+Enlightenment


Get a Voki now!

Honors Business Economics Chapter 2 Section 1, 14 October 2010

Prayer:

Current Events:

How Do You Create a Job? Richard Blumenthal vs. Linda McMahon in Connecticut’s U.S. Senate race.

Assessment: how do the entrepreneurs we have seen hope to create jobs? Discuss price, profit, demand, and the market.


Debates in Economics

Should the Minimum Wage Be Increased?

In-class assignment: list at least three bullet points in favor of each side of the question, pro or con, then, conclude whether or not you think the minimum wage should be increased.

The Minimum Wage: Campaign 2010 version



Chapter 2 Economic Systems and Decision Making

Section 1 Economic Systems

Chapter Overviews

Section 1: Economic Systems

Economic systems help societies provide for the wants and needs of their people. Three major economic systems have evolved over the years: traditional, command, and market economies. In the traditional economy, the WHAT, HOW, and FOR WHOM questions are answered by tradition, customs, and even habits handed down from generation to generation. In a command economy, a central authority answers the three basic questions. In a market economy, decision making is decentralized with consumers and entrepreneurs playing a central role. Most economies in the world today feature some mix of traditional, command, and market economies.


May 2009 cover of the American magazine, Newsweek:


BULGARIA - From a Command to a Market Economy, 4:43

Cf. http://learnecon.info/moodle/mod/resource/view.php?id=11

1.1 Quiz

Cf. http://learnecon.info/moodle/mod/quiz/attempt.php?id=137

IBM Corp. has launched CityOne, an online interactive simulation game designed to enable local government officials find innovative solutions for energy, water, traffic, banking and retail problems in their communities.

Players can explore more than 100 simulated crisis scenarios in CityOne. The solutions must balance various financial, environmental, social and budgetary goals. The solutions include technologies such as business process management, service reuse, cloud computing and collaborative technologies.

Cf. http://www-01.ibm.com/software/solutions/soa/innov8/cityone/index.jsp

Class Quiz

Chapter 2: Economic Systems and Decision Making

Cf. http://glencoe.mcgraw-hill.com/sites/0078747643/student_view0/unit1/chapter2/self-check_quizzes.html

Drag and Drop

Cf. http://www.glencoe.com/sec/socialstudies/tutor/economics/econprinciples2005/puzzles/epp2005_02.html

Flashcards

Cf. http://www.glencoe.com/qe/efcsec.php?qi=15412

Preview

Section 2 Evaluating Economics Performance

The seven major economic and social goals used to evaluate the performance of an economic system are economic freedom, economic efficiency, economic equity, economic security, full employment, price stability, and economic growth. If the system does not perform as people would like, people can lobby for laws to achieve their goals. One example would be the Social Security program that was enacted to achieve the goal of economic security.

Guide to Reading, p. 43

Section Preview

Content Vocabulary

minimum wage

Social Security

inflation

fixed income

Academic Vocabulary

adverse

accommodate

Reading Strategy (Graphic Organizer)


Companies in the News

Economic and Social Goals, p. 44

Economists normally measure growth as the annual percentage change in either real GDP or real per capita GDP. (The latter measure is a better measure of how growth affects a typical individual in the economy.) While a small difference in growth rates will have a small effect on output in a given year, the cumulative effects of differences in growth rates is rather dramatic as a result of compound growth. This result can be seen quite easily by examining the rule of 72.

Rule of 72

The rule of 72 states that:


approximate number of years for a balance to double = 72 / growth rate (as a percentage)

Suppose, for simplicity that an individual lives for 72 years. If he or she resides in an economy in which per capita real GDP grows by 2% per year, output will double in approxmately 36 (=72/2) years. This means that per capita output at the time of a typical person's death will be approximately 4 times as large as it was at that person's birth. If the economy grows at an annual rate of 4%, however, output will double in 18 years. In this case, per capita output will double by the time this person turns 18, double again by age 36, again by age 54, and again by the time this typical person dies at age 72. This means that output will be 16 times as large at the time of a typical person's death as it would be if per capita output grew at an annual rate of 2%. The difference becomes even more pronounced over longer time periods. In the long run, the most important determinant of the standard of living for a typical person is the rate of economic growth. For this reason, economists devote a great deal of effort to an analysis of the factors that influence economic growth.

Problems with using economic growth as a measure of economic welfare

There are, of course, a number of problems with using real GDP growth as a measure of social welfare. Among the problems are:
  • the distribution of income also matters,
  • per capita real GDP does not measure the quality of life,
  • it does not take leisure time into account, and
  • it does not take externalities into account.
(These topics were discussed earlier in the module on national income accounting.)

Determinants of growth

Economic growth is affected by:
  • changes in the quantity and quality of available resources, and
  • changes in technology
Less developed economies generally have relatively high rates of fertility (and mortality). This results in a relatively large growth in the quantity of labor available in such economis. Industrialized economies, on the other hand, tend to experience relatively low rates of growth in the labor force (since birth rates are lower in countries at higher levels of economic development). The quality of the labor force may be enhanced by investments in human capital (through investments in health care, education, and training programs).

Developing economies tend to lag behind industrialized economies in access to capital and in technological development. Foreign direct investment and international aid programs that provide technological assistance, though, help to provide a technology transfer from industrialized to developing nations.

Productivity and economic growth

The rate of economic growth can be expressed as:

Economic growth = growth rate of TFP + Growth rate of resources

where: TFP = total factor productivity (a measure of the overall productivity of resources)

Changes in total factor productivity result from technological improvements. In industrialized countries, most growth is the result of increases in total factor productivity and in the quantity of capital.

Economic Freedom Economic Efficiency Economic Equity Economic Security, p. 45 Full Employment Price Stability Economic Growth Future Goals Reading Check Interpreting What major themes can you identify in the list of seven economic goals?

Did You Know?

Resolving Trade-Offs Among Goals, p. 46 Determining Cause and Effect: Graphic Organizer

Reading Check

Explaining

Why do trade-offs among goals exist?

Section 3 American Free Enterprise

Free enterprise, another term used to describe the American economy, refers to the competition that is allowed to flourish with a minimum of government interference. A capitalistic free enterprise economy has five important characteristics: economic freedom, voluntary exchange, private property rights, the profit motive, and competition. Another key component is the entrepreneur, who is the risk-taking individual in the economy that starts new businesses and undertakes new ways of doing things in search of profits. The consumer is sometimes thought of as being "king" or sovereign of the market, and government is involved in the economy primarily because people want it to be involved. Because of the government involvement as the protector, provider, regulator, and consumer, the American economy can also be described as a mixed economy, or a modified free enterprise economy.

Resources

Hayek's 'The Road to Serfdom' in Five Minutes, 5:01

In the 1940s, Look Magazine made a comic strip of Hayek's classic book 'The Road to Serfdom'. Hayek went on to win the Nobel Prize in Economics in 1974.

Cf. http://en.wikipedia.org/wiki/The_Road...

Hayek's central thesis is that all forms of collectivism lead logically and inevitably to tyranny, and he used the Soviet Union and Nazi Germany as examples of countries which had gone down "the road to serfdom" and reached tyranny. Hayek argued that within a centrally planned economic system, the distribution and allocation of all resources and goods would devolve onto a small group, which would be incapable of processing all the information pertinent to the appropriate distribution of the resources and goods at the central planners' disposal. Disagreement about the practical implementation of any economic plan combined with the inadequacy of the central planners' resource management would invariably necessitate coercion in order for anything to be achieved. Hayek further argued that the failure of central planning would be perceived by the public as an absence of sufficient power by the state to implement an otherwise good idea. Such a perception would lead the public to vote more power to the state, and would assist the rise to power of a "strong man" perceived to be capable of "getting the job done". After these developments Hayek argued that a country would be ineluctably driven into outright totalitarianism. For Hayek "the road to serfdom" inadvertently set upon by central planning, with its dismantling of the free market system, ends in the destruction of all individual economic and personal freedom. Hayek argued that countries such as the Soviet Union and Nazi Germany had already gone down the "road to serfdom", and that various democratic nations are being led down the same road. In The Road to Serfdom he wrote: "The principle that the end justifies the means is in individualist ethics regarded as the denial of all morals. In collectivist ethics it becomes necessarily the supreme rule."

Cf. http://www.youtube.com/watch?v=mkz9AQhQFNY

Activity: Interdisciplinary Connection

Read 19th-century short stories by Russian authors such as Anton Chekhov or Nikolay Gogal. As you read, list details that describe effects of the Soviet Union's command economy--for example, details about jobs, economic and social status, property rights, individual freedoms, and the government. Write a report summarizing the economic effects that you fin din the story.

MARKET AND COMMAND SYSTEMS, 12:44

Cf. http://learnecon.info/moodle/mod/resource/view.php?id=10

BULGARIA - From a Command to a Market Economy, 4:43

Cf. http://learnecon.info/moodle/mod/resource/view.php?id=11

1.1 Quiz

Cf. http://learnecon.info/moodle/mod/quiz/attempt.php?id=137

IBM Corp. has launched CityOne, an online interactive simulation game designed to enable local government officials find innovative solutions for energy, water, traffic, banking and retail problems in their communities.

Players can explore more than 100 simulated crisis scenarios in CityOne. The solutions must balance various financial, environmental, social and budgetary goals. The solutions include technologies such as business process management, service reuse, cloud computing and collaborative technologies.

Cf. http://www-01.ibm.com/software/solutions/soa/innov8/cityone/index.jsp


HW email to gmsmith@shanahan.org or hand in hard copy.

1. Just as in the case of Home Depot that marketed towards women, and encouraged women to pursue careers with the company, consider television advertisements or other advertisements. Which gender do you feel marketers were targeting? Describe five products and the "hook" used to capture the consumer's attention.

Honors World History II, Preliminary Assessment, Quiz 2, Chapter 10 Section 2

Range of Grades for all three classes:(27% - 93%).

1st Period

Quiz Ch10 Sec 2

Number of Grades 32
Range of Grades (33% - 87%)
Mean 66.7%
Median 67%
Mode 60%

Grade Distribution by Grouping

%
0 - 9
10 - 19
20 - 29
30 - 39 1 Assessment(s) (1)
40 - 49 1 Assessment(s) (1)
50 - 59 4 Assessment(s) (4)
60 - 69 14 Assessment(s) (14)
70 - 79 3 Assessment(s) (3)
80 - 89 9 Assessment(s) (9)

Grade Distribution of each Grade

%
33 1 Assessment(s) (1)
34
35
36
37
38
39
40 1 Assessment(s) (1)
41
42
43
44
45
46
47
48
49
50
51
52
53 4 Assessment(s) (4)
54
55
56
57
58
59
60 9 Assessment(s) (9)
61
62
63
64
65
66
67 5 Assessment(s) (5)
68
69
70
71
72
73 3 Assessment(s) (3)
74
75
76
77
78
79
80 4 Assessment(s) (4)
81
82
83
84
85
86
87 5 Assessment(s) (5)

5th Period

Quiz Ch 10 Sec 2

Number of Grades 34
Range of Grades (27% - 93%)
Mean 70.1%
Median 73%
Mode 73%

Grade Distribution by Grouping

%
0 - 9
10 - 19
20 - 29 1 Assessment(s) (1)
30 - 39
40 - 49 2 Assessment(s) (2)
50 - 59 3 Assessment(s) (3)
60 - 69 8 Assessment(s) (8)
70 - 79 8 Assessment(s) (8)
80 - 89 9 Assessment(s) (9)
90 - 99 3 Assessment(s) (3)

Grade Distribution of each Grade

%
27 1 Assessment(s) (1)
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47 2 Assessment(s) (2)
48
49
50
51
52
53 3 Assessment(s) (3)
54
55
56
57
58
59
60 5 Assessment(s) (5)
61
62
63
64
65
66
67 3 Assessment(s) (3)
68
69
70
71
72
73 8 Assessment(s) (8)
74
75
76
77
78
79
80 6 Assessment(s) (6)
81
82
83
84
85
86
87 3 Assessment(s) (3)
88
89
90
91
92
93 3 Assessment(s) (3)

8th Period

Quiz Ch 10 Sec 2

Number of Grades 28
Range of Grades (40% - 93%)
Mean 73.3%
Median 76.5%
Mode 80%

Grade Distribution by Grouping

%
0 - 9
10 - 19
20 - 29
30 - 39
40 - 49 1 Assessment(s) (1)
50 - 59 2 Assessment(s) (2)
60 - 69 6 Assessment(s) (6)
70 - 79 6 Assessment(s) (6)
80 - 89 12 Assessment(s) (12)
90 - 99 1 Assessment(s) (1)

Grade Distribution of each Grade

%
40 1 Assessment(s) (1)
41
42
43
44
45
46
47
48
49
50
51
52
53 2 Assessment(s) (2)
54
55
56
57
58
59
60 3 Assessment(s) (3)
61
62
63
64
65
66
67 3 Assessment(s) (3)
68
69
70
71
72
73 6 Assessment(s) (6)
74
75
76
77
78
79
80 7 Assessment(s) (7)
81
82
83
84
85
86
87 5 Assessment(s) (5)
88
89
90
91
92
93 1 Assessment(s) (1)