World History Chapter 23 Section 5 Russia: Reform and Reaction
Ch. 23 Section 5
Russia: Reform and Reaction
1. Lesson Plan Focus
Russian czars recognized the need to reform Russia. However, they were reluctant to undermine absolutist rule, social stability, the Orthodox Church, and the dominant role of the Russian nationality. The emancipation of the serfs in 1861 and the development of industry in the 1890s failed to stem popular unrest. War with Japan, the events of Bloody Sunday, and long-term disaffection ignited a revolution in 1905. Promised reforms were abandoned soon after the revolution.
Guide for Reading
[Page numbers refer to the former text. (Questions, p. 598)]
Vocabulary
Zemstvo, pogrom, refugee
Captions, answer in your Notebook.
2. In-class Instruct
Assign groups of students to create an annotated timeline and list the important events in Russian history from 1800-1914. Be sure to include significant events having to do with the following:
Peter and Catherine
Alexander I
Nicholas I
Alexander II
Alexander III
Nicholas II
Write a descriptive or explanatory note for each event on the time line. Fill in details from the text describing these Russian czars and their policies.
3. Close
In conclusion, students should be able to generalize about this period in Russian history.
HW, Section 5 Review
#1, 2-5
Extra Credit #6-7
G. Mick Smith, PhD, Senior Educational Technology Executive: https://www.linkedin.com/in/gmicksmith/
Monday, November 13, 2006
AP Government Field Trip, 17 Nov. '06
17 November 2006
Election 2006: Where Do We Go From Here?
Holy Family University
9 am - Noon
Transportation Provided
1st - 3rd Period
Nominal Cost, TBA
Election 2006: Where Do We Go From Here?
Holy Family University
9 am - Noon
Transportation Provided
1st - 3rd Period
Nominal Cost, TBA
Sunday, November 12, 2006
AP Gov't, Assignment on Alleged Police Brutality
Read the CNN story:
(Please be advised that the video has content which may make some uncomfortable. This is a video of alleged police brutality).
FBI investigates taped LAPD beating
POSTED: 0249 GMT (1049 HKT), November 10, 2006
http://edition.cnn.com/2006/US/11/09/lapd.investigation/index.html
If you can not view the CNN clip: there is an alternative.
On YouTube view three clips of the LAPD. You can search for three short clips entitled LAPD police brutality.
These are 1 of 3 short clips of footage that a local community group claims is tape of the LAPD beating up an innocent man in Hollywood, CA a few months ago. On August 11th, 2006, William Cardenas, 24, from Hollywood, California was arrested. A neighbor video-taped the incident.
William Cardenas is being charged with two counts of violating Penal Code 69, which is a felony "use of violence or threat of violence to prevent an officer from performing their duty." The District Attorney's Office is also adding a one year "gang" enhancement, alleging that his conduct was intended to benefit his alleged gang membership.
Community groups are charging that the two white cops, Patrick Farrell and Alexander Schlege, are on top of William and while Schlege held William down, and held his hands while Farell choked William with his knee and punched him several times with a full fist into the side of his face. They also claim that Cardenas is struggling to get words out of his mouth, that he was choking and couldn't breathe yet the blows from Farrell continue.
Cop Watch Los Angeles is supporting William Cardenas, who is facing criminal charges; William is being defended, pro bono, by private attorney B. Kwaku Duren.
Action against the cops Pattrick Farell and Alexander Schlege will be taken as well.
The LAPD has commented which can be accessed at the police chief's blog:
http://lapdblog.typepad.com/lapd_blog/2006/11/chief_bratton_a.html
Contact:
- COPWATCH Los Angeles Voice Mail - (562) 252-8501;
website - http://www.copwatchla.org
Attorney B. Kwaku Duren (also Chair, New Black Panther Vanguard Movement) can be reached at kwaku@globalpanther.com or (323) 290-6146 [office] or (310) 780-6739 [cell phone]
COPWATCH Los Angeles Office - c/o Chuco's Justice Center 235 West Martin Luther King Blvd., L.A., CA 90037 ... (more) (less)
1) Your assignment is to evaluate whether Mr. Cardenas' civil rights have been violated. Did he violate Penal Code 69?
2) A second topic is to determine whether action should be taken against the LAPD cops. Did they use excessive force?
3) Be sure to include any relevant data you can find from the Wilson textbook. Feel free to refer to the Woll text also if germane.
Post your response on your YouthNoise blog.
Dr. G. Mick Smith
Lesson Plans, Homework, course information can always be found on my blogsite:
http://gmicksmithsocialstudies.blogspot.com/
Lesson Plans, Homework, course information can always be heard on my Podcast:
http://www.gcast.com/u/gmicksmith/
Grades can always be found on:
GradeConnect.com
(Please be advised that the video has content which may make some uncomfortable. This is a video of alleged police brutality).
FBI investigates taped LAPD beating
POSTED: 0249 GMT (1049 HKT), November 10, 2006
http://edition.cnn.com/2006/US/11/09/lapd.investigation/index.html
If you can not view the CNN clip: there is an alternative.
On YouTube view three clips of the LAPD. You can search for three short clips entitled LAPD police brutality.
These are 1 of 3 short clips of footage that a local community group claims is tape of the LAPD beating up an innocent man in Hollywood, CA a few months ago. On August 11th, 2006, William Cardenas, 24, from Hollywood, California was arrested. A neighbor video-taped the incident.
William Cardenas is being charged with two counts of violating Penal Code 69, which is a felony "use of violence or threat of violence to prevent an officer from performing their duty." The District Attorney's Office is also adding a one year "gang" enhancement, alleging that his conduct was intended to benefit his alleged gang membership.
Community groups are charging that the two white cops, Patrick Farrell and Alexander Schlege, are on top of William and while Schlege held William down, and held his hands while Farell choked William with his knee and punched him several times with a full fist into the side of his face. They also claim that Cardenas is struggling to get words out of his mouth, that he was choking and couldn't breathe yet the blows from Farrell continue.
Cop Watch Los Angeles is supporting William Cardenas, who is facing criminal charges; William is being defended, pro bono, by private attorney B. Kwaku Duren.
Action against the cops Pattrick Farell and Alexander Schlege will be taken as well.
The LAPD has commented which can be accessed at the police chief's blog:
http://lapdblog.typepad.com/lapd_blog/2006/11/chief_bratton_a.html
Contact:
- COPWATCH Los Angeles Voice Mail - (562) 252-8501;
website - http://www.copwatchla.org
Attorney B. Kwaku Duren (also Chair, New Black Panther Vanguard Movement) can be reached at kwaku@globalpanther.com or (323) 290-6146 [office] or (310) 780-6739 [cell phone]
COPWATCH Los Angeles Office - c/o Chuco's Justice Center 235 West Martin Luther King Blvd., L.A., CA 90037 ... (more) (less)
1) Your assignment is to evaluate whether Mr. Cardenas' civil rights have been violated. Did he violate Penal Code 69?
2) A second topic is to determine whether action should be taken against the LAPD cops. Did they use excessive force?
3) Be sure to include any relevant data you can find from the Wilson textbook. Feel free to refer to the Woll text also if germane.
Post your response on your YouthNoise blog.
Dr. G. Mick Smith
Lesson Plans, Homework, course information can always be found on my blogsite:
http://gmicksmithsocialstudies.blogspot.com/
Lesson Plans, Homework, course information can always be heard on my Podcast:
http://www.gcast.com/u/gmicksmith/
Grades can always be found on:
GradeConnect.com
Wednesday, November 08, 2006
WH, Ch. 23, Sections 2-4
World History, Chapter 23
Section 2 Strengthening Germany
Guide for Reading (Questions)
Read intro
1. Lesson Plan Focus
The growth of German industry was based on ample resources and a highly skilled work force. To increase unity and devotion to the state, Bismarck applied the principles of Realpolitik toward socialists and Catholics. After asking Bismarck to resign, Kaiser William II limited democratic reform and increased the military power of Germany.
Answer Caption questions in your Notebook
2. Instruct, in-class
In two groups, the class is to imagine that they are newspaper editors who have been assigned to write an editorial on events in Germany between 1871 and 1890. One group will write editorials that generally support and praise German policies. The second group will write editorials that criticize those policies and express fears about the future. Both groups should include an appraisal of Bismarck’s style of leadership. Each group can discuss and then debate their points with the other group.
HW
Section 2 Review
#1-4
Extra Credit, #5-6
Chapter 23 Section 3 Unifying Italy
Vocabulary
Anarchist
Answer the Caption questions, Map questions, etc. in your Notebook.
1. Lesson Plan Focus
For centuries, Italy had been a collection of separate states ruled by foreign and local princes who competed with each other for power. In the 1800s, influential leaders such as Giuseppe Mazzini, Giuseppe Garibaldi, and Count Camillo Cavour helped to create a united Italy. However, Italy still faced regional differences, disputes between the Church and state, and opposition to a conservative government.
2. In-class Instruct
In small groups, each group should create a biographical profile of one of the following:
Mazzini
Victor Emmanuel II
Cavour
Garibaldi
Focus on how each of these contributed to Italy’s unification. Consider how the person rose to leadership, what the person’s ideals and goals were, what methods the person used, and the reasons for the person’s success or failure.
Each person in the group should assume responsibility for a different part of the profile. Each group can take a turn sharing their profile. As a game, one aspect of the Italian leaders can be profiled. Ask the other groups to identify the person being described.
3. Close
Play a game in which you describe some aspect of one or more of the Italian leaders who are profiled in this section. Ask the other students if they can identify the portrayed character.
HW
Section 3 Review
#1-5
Extra Credit #6-7
Chapter 23 Section 4 Nationalism Threatens Old Empires
Guide for Reading
Answer Captions, Map questions on your notebook.
1. Lesson Plan Focus
Desires for national independence threatened to break up the Austrian and Ottoman Empires. To appease Hungarian demands, Emperor Francis Joseph agreed to the creation of the Dual Monarchy of Austria and Hungary. As nationalism weakened the Ottoman Empire, the European powers competed for influence in the Balkan peninsula.
2. In-class Instruct
In two groups, one Austrian, and one Ottoman, assign each group to outline the conditions that existed in each empire during the mid-1800s. Compare the results between the two empires. Which of the two faced the greatest difficulty and why?
3. Close
Students should look for news articles about Eastern Europe and the Balkans.
HW
Section 4 Review #1-4Extra Credit, #5-6
Section 2 Strengthening Germany
Guide for Reading (Questions)
Read intro
1. Lesson Plan Focus
The growth of German industry was based on ample resources and a highly skilled work force. To increase unity and devotion to the state, Bismarck applied the principles of Realpolitik toward socialists and Catholics. After asking Bismarck to resign, Kaiser William II limited democratic reform and increased the military power of Germany.
Answer Caption questions in your Notebook
2. Instruct, in-class
In two groups, the class is to imagine that they are newspaper editors who have been assigned to write an editorial on events in Germany between 1871 and 1890. One group will write editorials that generally support and praise German policies. The second group will write editorials that criticize those policies and express fears about the future. Both groups should include an appraisal of Bismarck’s style of leadership. Each group can discuss and then debate their points with the other group.
HW
Section 2 Review
#1-4
Extra Credit, #5-6
Chapter 23 Section 3 Unifying Italy
Vocabulary
Anarchist
Answer the Caption questions, Map questions, etc. in your Notebook.
1. Lesson Plan Focus
For centuries, Italy had been a collection of separate states ruled by foreign and local princes who competed with each other for power. In the 1800s, influential leaders such as Giuseppe Mazzini, Giuseppe Garibaldi, and Count Camillo Cavour helped to create a united Italy. However, Italy still faced regional differences, disputes between the Church and state, and opposition to a conservative government.
2. In-class Instruct
In small groups, each group should create a biographical profile of one of the following:
Mazzini
Victor Emmanuel II
Cavour
Garibaldi
Focus on how each of these contributed to Italy’s unification. Consider how the person rose to leadership, what the person’s ideals and goals were, what methods the person used, and the reasons for the person’s success or failure.
Each person in the group should assume responsibility for a different part of the profile. Each group can take a turn sharing their profile. As a game, one aspect of the Italian leaders can be profiled. Ask the other groups to identify the person being described.
3. Close
Play a game in which you describe some aspect of one or more of the Italian leaders who are profiled in this section. Ask the other students if they can identify the portrayed character.
HW
Section 3 Review
#1-5
Extra Credit #6-7
Chapter 23 Section 4 Nationalism Threatens Old Empires
Guide for Reading
Answer Captions, Map questions on your notebook.
1. Lesson Plan Focus
Desires for national independence threatened to break up the Austrian and Ottoman Empires. To appease Hungarian demands, Emperor Francis Joseph agreed to the creation of the Dual Monarchy of Austria and Hungary. As nationalism weakened the Ottoman Empire, the European powers competed for influence in the Balkan peninsula.
2. In-class Instruct
In two groups, one Austrian, and one Ottoman, assign each group to outline the conditions that existed in each empire during the mid-1800s. Compare the results between the two empires. Which of the two faced the greatest difficulty and why?
3. Close
Students should look for news articles about Eastern Europe and the Balkans.
HW
Section 4 Review #1-4Extra Credit, #5-6
AP Gov't, Safe, Anonymous
Safe, Anonymous, User name, created for pedagogical purposes
Your user name, in order to protect your safety and anonymity, must be totally random. The way you create an arbitrary user name is for me to assign a random number that I can identify you with. I will provide a number to be included in your user name and thereafter you must be vigilant to never identify yourself in any way, e.g., you must never hint or suggest your name, address, phone number, location, school, or anything that may possibly reveal your location or identity. No one outside our class should ever be able to identify you in any way.
User
Your user name, in order to protect your safety and anonymity, must be totally random. The way you create an arbitrary user name is for me to assign a random number that I can identify you with. I will provide a number to be included in your user name and thereafter you must be vigilant to never identify yourself in any way, e.g., you must never hint or suggest your name, address, phone number, location, school, or anything that may possibly reveal your location or identity. No one outside our class should ever be able to identify you in any way.
User
Monday, November 06, 2006
WH, Subscribe to Dr. Smith's Podcast
What do I have to do?
Subscribe to Dr. Smith's Podcast at:
http://www.gcast.com/u/gmicksmith/
How do I do that?
Scroll down to Option 3 and enter your email address. You will be sent an alert when my Podcast is updated. Then you can
listen to relevant information based on your interests.
Podcasting 101
How do I listen and subscribe to podcasts?
There are many options. I am recommending that you first subscribe to my Podcast through email.
* Subscribe via email alerts
This is the simplest way to subscribe to a podcast. GCcast enables listeners to subscribe for email alerts and whenever
a podcast channel is updated, you'll automatically receive email with links to download the new audio file(s).
There are some other ways to subscribe though:
* Click & play on the web
If your web browser is enabled with Flash, you can listen to podcasts embedded in web pages (such as the one on the
Gcast home page). This is enabled by Gcast's embeddable player technology, which allows anybody to embed a podcast in any web
page.
* Download MP3 files
Many podcast channels are also available as individual MP3 files which you can download to your computer and listen on
your media player of choice.
* Subscribe via iTunes for automatic downloads
If you have iTunes (version 4.9 or later), you can use it to subscribe to any podcast channel, and all past, present,
and future audio files in that channel will be automatically downloaded to your computer (and to your iPod, when you connect
it). To do this, simply select the "Subscribe to Podcast" option from the "Advanced" menu in iTunes.
* Subscribe for automatic downloads if you don't have iTunes
If you don't have iTunes, there are plenty of other software products that will work with your media player of choice.
Each of these products allows you to subscribe to podcast channels, and audio files will be automatically downloaded and
added to your media library. The most popular software seems to be iPodder. Here's a list of other podcasting software.
* Subscribe via MyYahoo or MyMSN
If you have a MyYahoo or MyMSN account, you can easily add any podcast channel to that account. The podcast channel
will simply appear as a new module, and each new "post" will appear as a new "headline" on your personalized page.
Subscribe to Dr. Smith's Podcast at:
http://www.gcast.com/u/gmicksmith/
How do I do that?
Scroll down to Option 3 and enter your email address. You will be sent an alert when my Podcast is updated. Then you can
listen to relevant information based on your interests.
Podcasting 101
How do I listen and subscribe to podcasts?
There are many options. I am recommending that you first subscribe to my Podcast through email.
* Subscribe via email alerts
This is the simplest way to subscribe to a podcast. GCcast enables listeners to subscribe for email alerts and whenever
a podcast channel is updated, you'll automatically receive email with links to download the new audio file(s).
There are some other ways to subscribe though:
* Click & play on the web
If your web browser is enabled with Flash, you can listen to podcasts embedded in web pages (such as the one on the
Gcast home page). This is enabled by Gcast's embeddable player technology, which allows anybody to embed a podcast in any web
page.
* Download MP3 files
Many podcast channels are also available as individual MP3 files which you can download to your computer and listen on
your media player of choice.
* Subscribe via iTunes for automatic downloads
If you have iTunes (version 4.9 or later), you can use it to subscribe to any podcast channel, and all past, present,
and future audio files in that channel will be automatically downloaded to your computer (and to your iPod, when you connect
it). To do this, simply select the "Subscribe to Podcast" option from the "Advanced" menu in iTunes.
* Subscribe for automatic downloads if you don't have iTunes
If you don't have iTunes, there are plenty of other software products that will work with your media player of choice.
Each of these products allows you to subscribe to podcast channels, and audio files will be automatically downloaded and
added to your media library. The most popular software seems to be iPodder. Here's a list of other podcasting software.
* Subscribe via MyYahoo or MyMSN
If you have a MyYahoo or MyMSN account, you can easily add any podcast channel to that account. The podcast channel
will simply appear as a new module, and each new "post" will appear as a new "headline" on your personalized page.
AP Government, Subscribe to Dr. Smith's Podcast
What do I have to do?
Subscribe to Dr. Smith's Podcast at:
http://www.gcast.com/u/gmicksmith/
How do I do that?
Scroll down to Option 3 and enter your email address. You will be sent an alert when my Podcast is updated. Then you can
listen to relevant information based on your interests.
Podcasting 101
How do I listen and subscribe to podcasts?
There are many options. I am recommending that you first subscribe to my Podcast through email.
* Subscribe via email alerts
This is the simplest way to subscribe to a podcast. GCcast enables listeners to subscribe for email alerts and whenever
a podcast channel is updated, you'll automatically receive email with links to download the new audio file(s).
There are some other ways to subscribe though:
* Click & play on the web
If your web browser is enabled with Flash, you can listen to podcasts embedded in web pages (such as the one on the
Gcast home page). This is enabled by Gcast's embeddable player technology, which allows anybody to embed a podcast in any web
page.
* Download MP3 files
Many podcast channels are also available as individual MP3 files which you can download to your computer and listen on
your media player of choice.
* Subscribe via iTunes for automatic downloads
If you have iTunes (version 4.9 or later), you can use it to subscribe to any podcast channel, and all past, present,
and future audio files in that channel will be automatically downloaded to your computer (and to your iPod, when you connect
it). To do this, simply select the "Subscribe to Podcast" option from the "Advanced" menu in iTunes.
* Subscribe for automatic downloads if you don't have iTunes
If you don't have iTunes, there are plenty of other software products that will work with your media player of choice.
Each of these products allows you to subscribe to podcast channels, and audio files will be automatically downloaded and
added to your media library. The most popular software seems to be iPodder. Here's a list of other podcasting software.
* Subscribe via MyYahoo or MyMSN
If you have a MyYahoo or MyMSN account, you can easily add any podcast channel to that account. The podcast channel
will simply appear as a new module, and each new "post" will appear as a new "headline" on your personalized page.
Subscribe to Dr. Smith's Podcast at:
http://www.gcast.com/u/gmicksmith/
How do I do that?
Scroll down to Option 3 and enter your email address. You will be sent an alert when my Podcast is updated. Then you can
listen to relevant information based on your interests.
Podcasting 101
How do I listen and subscribe to podcasts?
There are many options. I am recommending that you first subscribe to my Podcast through email.
* Subscribe via email alerts
This is the simplest way to subscribe to a podcast. GCcast enables listeners to subscribe for email alerts and whenever
a podcast channel is updated, you'll automatically receive email with links to download the new audio file(s).
There are some other ways to subscribe though:
* Click & play on the web
If your web browser is enabled with Flash, you can listen to podcasts embedded in web pages (such as the one on the
Gcast home page). This is enabled by Gcast's embeddable player technology, which allows anybody to embed a podcast in any web
page.
* Download MP3 files
Many podcast channels are also available as individual MP3 files which you can download to your computer and listen on
your media player of choice.
* Subscribe via iTunes for automatic downloads
If you have iTunes (version 4.9 or later), you can use it to subscribe to any podcast channel, and all past, present,
and future audio files in that channel will be automatically downloaded to your computer (and to your iPod, when you connect
it). To do this, simply select the "Subscribe to Podcast" option from the "Advanced" menu in iTunes.
* Subscribe for automatic downloads if you don't have iTunes
If you don't have iTunes, there are plenty of other software products that will work with your media player of choice.
Each of these products allows you to subscribe to podcast channels, and audio files will be automatically downloaded and
added to your media library. The most popular software seems to be iPodder. Here's a list of other podcasting software.
* Subscribe via MyYahoo or MyMSN
If you have a MyYahoo or MyMSN account, you can easily add any podcast channel to that account. The podcast channel
will simply appear as a new module, and each new "post" will appear as a new "headline" on your personalized page.
Public Opinion Survey, 7 Nov. '07
Public Opinion Survey, 7 November 2006
You want to elicit answers that can not be answered by just "yes," or "no."
Assignment: You are to interview voters on election day. Identify yourself as a student in the CD AP Government class and that you are conducting
a research assignment.
Briefly, you will ask if they have time for a few questions including, but not limited to:
How often do you vote?
What is the biggest issue or issues in this campaign?
Do you vote according to party? The individual candidate? Whether you think the candidate will win or not? Based on issues that you feel strong about?
What party, if any, do you identify with?
Do you consider yourself politically a green? liberal? conservative, libertarian?
Thank them for their time and for helping you with your research.
Then, post your impressions of your interviewees, how many you interviewed, their demographics, their party and/or political affiliation, frequency of voting, etc., on
your "youthnoise" blog.
You want to elicit answers that can not be answered by just "yes," or "no."
Assignment: You are to interview voters on election day. Identify yourself as a student in the CD AP Government class and that you are conducting
a research assignment.
Briefly, you will ask if they have time for a few questions including, but not limited to:
How often do you vote?
What is the biggest issue or issues in this campaign?
Do you vote according to party? The individual candidate? Whether you think the candidate will win or not? Based on issues that you feel strong about?
What party, if any, do you identify with?
Do you consider yourself politically a green? liberal? conservative, libertarian?
Thank them for their time and for helping you with your research.
Then, post your impressions of your interviewees, how many you interviewed, their demographics, their party and/or political affiliation, frequency of voting, etc., on
your "youthnoise" blog.
WH, Ch. 23 Nationalism Triumphs in Europe Sec. 1 Building a German Nation
World History Chapter 23 Nationalism Triumphs in Europe (1800-1914)
Section 1 Building a German Nation
Read Chapter Outline
Read and answer Captions, Maps, etc.
(In the old textbook, these were on: Caption, p. 583Caption, p. 585Map, p. 586Caption, p. 587)
1. Lesson Plan FocusDuring the early 1800s, the rise of German nationalism fueled desires for a strong united German state. As chancellor Prussia, Otto von
Bismarck led the drive for German unity. Following his ideas of realpolitik and “blood and iron,” Bismarck used a minor dispute to create war
between France and the German states. As a result of the Franco-Prussian War, France was defeated and a powerful German state, the Second
Reich, was born.
2. In-class InstructActivityThe Big PictureWriting a SpeechSelect three influential leaders (listed below) of three different nationalities. For each leader, students will write a six-minute speech that
summarizes the person’s goals and policies. Each speech should also attempt to justify and win support for the leader’s views. Students will
then deliver the speeches.
Leaders:BismarckMazziniFrancis Joseph
3. Close
Outline and QuestionEach group should outline the information on their assigned leader, then they can ask two questions of the other groups. The other group
members must be able to answer the questions.
HWSection 1 Review#1-4Extra Credit#5-6
Section 1 Building a German Nation
Read Chapter Outline
Read and answer Captions, Maps, etc.
(In the old textbook, these were on: Caption, p. 583Caption, p. 585Map, p. 586Caption, p. 587)
1. Lesson Plan FocusDuring the early 1800s, the rise of German nationalism fueled desires for a strong united German state. As chancellor Prussia, Otto von
Bismarck led the drive for German unity. Following his ideas of realpolitik and “blood and iron,” Bismarck used a minor dispute to create war
between France and the German states. As a result of the Franco-Prussian War, France was defeated and a powerful German state, the Second
Reich, was born.
2. In-class InstructActivityThe Big PictureWriting a SpeechSelect three influential leaders (listed below) of three different nationalities. For each leader, students will write a six-minute speech that
summarizes the person’s goals and policies. Each speech should also attempt to justify and win support for the leader’s views. Students will
then deliver the speeches.
Leaders:BismarckMazziniFrancis Joseph
3. Close
Outline and QuestionEach group should outline the information on their assigned leader, then they can ask two questions of the other groups. The other group
members must be able to answer the questions.
HWSection 1 Review#1-4Extra Credit#5-6
Friday, November 03, 2006
Notes from presentation on United Streaming, 31 Oct. '06
The usefulness of United Streaming is demonstrated once you understand the "power" of using short video segments.
Using short segments:Create a video library
What reasons are there to use a video in class?survival, take up timefinish gradingprogress reports duetest in class yesterdayIt's Fridayi.e., these are the bad reasons
Why really is streaming video worthwhile?Enhances understanding and retentionEngages and motivates studentsSwitching from VHS, to digital increases the flexibility of using video clipsKey strategy for integrating video: short segments
What is Visual Literacy?According to Wikipedia:"Visual literary is the set of skills involved in the interpretation and criticism of images. The concept of visual literary is also the ability to create/use images to communicate. Visual literacy is a field of study in academia, drawing on art history, criticism, etc."
Website interfaceCosmeo is a homework helper for which parents can subscribe at $9.99 a month. This helper can be used by up to 4 students. Perhaps most importantly, this can be a fundraising activity by the feeder schools. Parents can get up to 25% of their money returned.
Learning Adds Up: is the site at cosmeo.com.90% of the content is not created by Discovery but is purchased. The video segments are divided into clips that are analogous to chapters and paragraphs as in a book.
Some of the videos are modifiable, thus, they can be incorporated and re-used for student editing. In fact, this adding to, and editing feature is a component of what analysts are now describing as a crucial to Web 2.0 (Cf. http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html).
There is closed captioning in the streaming for challenged students.
The BI on United is that science and health are United's strengths, their major competitor, PowerMediaPlus, is strongest in Language, Social Studies, and Business.
A person using the streaming makes links and saves to: “My Content.”
Webinars are available for participants.
From the Teaching area, a student can access the writing center to take online quizzes:www.unitedstreaming.com/studentcentercode: randomly generated according to the quiz that is built.The student enters: first and last name with a space.
Using short segments:Create a video library
What reasons are there to use a video in class?survival, take up timefinish gradingprogress reports duetest in class yesterdayIt's Fridayi.e., these are the bad reasons
Why really is streaming video worthwhile?Enhances understanding and retentionEngages and motivates studentsSwitching from VHS, to digital increases the flexibility of using video clipsKey strategy for integrating video: short segments
What is Visual Literacy?According to Wikipedia:"Visual literary is the set of skills involved in the interpretation and criticism of images. The concept of visual literary is also the ability to create/use images to communicate. Visual literacy is a field of study in academia, drawing on art history, criticism, etc."
Website interfaceCosmeo is a homework helper for which parents can subscribe at $9.99 a month. This helper can be used by up to 4 students. Perhaps most importantly, this can be a fundraising activity by the feeder schools. Parents can get up to 25% of their money returned.
Learning Adds Up: is the site at cosmeo.com.90% of the content is not created by Discovery but is purchased. The video segments are divided into clips that are analogous to chapters and paragraphs as in a book.
Some of the videos are modifiable, thus, they can be incorporated and re-used for student editing. In fact, this adding to, and editing feature is a component of what analysts are now describing as a crucial to Web 2.0 (Cf. http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html).
There is closed captioning in the streaming for challenged students.
The BI on United is that science and health are United's strengths, their major competitor, PowerMediaPlus, is strongest in Language, Social Studies, and Business.
A person using the streaming makes links and saves to: “My Content.”
Webinars are available for participants.
From the Teaching area, a student can access the writing center to take online quizzes:www.unitedstreaming.com/studentcentercode: randomly generated according to the quiz that is built.The student enters: first and last name with a space.
Monday, October 30, 2006
Mock Trial Update
Attention!!!!! We have made the following corrections to the case materials: Stipulation, ¶ 10 (p. 17 of case materials). The stipulation has been corrected to reflect that the textbook depicted in Exhibit 8 was the Defendant's, not the Plaintiff's. This mistake of identification was repeated in the Table of Contents and Exhibit List (p. 36 of case materials). These pages have been corrected as well to identify the textbook as the Defendant’s, not Plaintiff Jamie Anderson’s. *There are no changes to Exhibit 8 (book cover scan) itself, only to how it is described in the Table of Contents and Exhibit list.
Exhibit 7: We have posted a new Exhibit 7 (school transcript) to correct an omission that occurred when we made changes to that Exhibit earlier this week. The newest version places back into Exhibit 7 the correct depiction of Jamie's class rank for sophomore and junior years. The updated version has Jamie ranked "T1/223" and "T1/224." The version posted earlier this week on October 24 omitted the "T" (indicating a tie in the rankings).
Please make sure to place these corrected pages in your case materials and dispose of the older versions. Please view the updated Case Materials at http://www.pabar.org/yldstatewidemock.shtml . If you have any questions please let me know.
Exhibit 7: We have posted a new Exhibit 7 (school transcript) to correct an omission that occurred when we made changes to that Exhibit earlier this week. The newest version places back into Exhibit 7 the correct depiction of Jamie's class rank for sophomore and junior years. The updated version has Jamie ranked "T1/223" and "T1/224." The version posted earlier this week on October 24 omitted the "T" (indicating a tie in the rankings).
Please make sure to place these corrected pages in your case materials and dispose of the older versions. Please view the updated Case Materials at http://www.pabar.org/yldstatewidemock.shtml . If you have any questions please let me know.
WH, Ch. 22 Sections 2-4
World History, Chapter 22 Section 2 The World of Cities
Home Work Review
1. Lesson Plan Focus
Advances in medicine raised life expectancy in the 1800s. The population of cities oared as people flocked to urban centers for jobs. New
wealth enabled cities to provide improved living conditions and cultural opportunities. For the poor, however, life in urban slums remained
harsh. Conditions for workers gradually improved as the efforts of labor unions and government leaders brought reforms.
2. In-class Assignment
Students are divided into groups. Outlining the information in Section 2, students are to imagine that they are tour guides in a city of the
time. Their assignment is to plan a tour of a typical city of the late 1800s. Make the tour as realistic and interesting as possible. Note the
place to visit and an accompanying script (text) telling them what to say about each place visited. The tour should visit both rich and poor
areas.
3. CloseWrite two paragraphs describing life in a European city of the late 1800s. One paragraph should be from the perspective of a
middle-class/upper-class person, and the second paragraph from the perspective of a working-class person.
HWSection 2 Review#1-5Extra Credit#5-6
Chapter 22 Section 3 Changing Attitudes and Values
Vocabulary, p. 555Did You Know? p. 556Primary Source, p. 558Public Education, p. 559Geography and History, p. 560Comfort for the Poor, p. 561
1. Lesson Plan Focus
During the 1800s, wealthy industrialists and the old nobility comprised the upper class. The influential middle class consisted of
professionals, shop owners, and office workers. Peasants and industrial workers made up the lower class. A strict code of behavior guided
middle-class life. Women, meanwhile, struggled to gain political and economic rights. During this era, scientific advances challenged
traditional beliefs.
2. In-class Instruct
Students are to imagine that they are reporters for a newspaper or magazine of the 1800s that is devoting a special issue to the changing
attitudes and values in society. There will be four groups:a) Write advice columns telling readers how to act, dress, and speak in middle-class society;b) Write editorials defending or opposing women’s efforts at social reform;c) Write articles about the many changes taking place in education;d) Debate the issues between science and religion.
Each group may read their articles aloud to the class.
3. Close
Students should be able to discuss how the attitudes and values of the late 1800s have survived or changed in Western society.
HW
Section 3 Review, #1, 3-5, Extra Credit, #6-7.
Chapter 22 Section 4 A New Culture
Biography, p. 562Realism in Art, p. 563Impressionism, p. 564Connections to Today, p. 565
1. Lesson Plan Focus
In the 1800s, the arts were dominated by two very different movements. Reacting against the rationalism of the Enlightenment, the romantic
movement embraced vibrant emotions, heroism, and glorification of the past. Realism, meanwhile, emerged as an attempt to show the harsh
realities of the real world. In the visual arts, impressionists and post-impressionists presented their own views of the world.
2. In-class Instruct
Today’s group activities are for the purpose of creating a festival that celebrates the arts of the 1800s.Each group will assume responsibility for one art genre.Romantic literature, art, and/or musicRealistic literature or artWomen’s literatureImpressionismPost-Impressionism
Each group should write a general introduction for the genre that they will present. Also, each item in their collection should be preceded
with an oral introduction.
3. CloseStudents should write responses:Which of the artists, writers, and musicians presented in the festival affected me most? Why?
HWSection 4 Review#1, 3-5Extra Credit, #6-7
Home Work Review
1. Lesson Plan Focus
Advances in medicine raised life expectancy in the 1800s. The population of cities oared as people flocked to urban centers for jobs. New
wealth enabled cities to provide improved living conditions and cultural opportunities. For the poor, however, life in urban slums remained
harsh. Conditions for workers gradually improved as the efforts of labor unions and government leaders brought reforms.
2. In-class Assignment
Students are divided into groups. Outlining the information in Section 2, students are to imagine that they are tour guides in a city of the
time. Their assignment is to plan a tour of a typical city of the late 1800s. Make the tour as realistic and interesting as possible. Note the
place to visit and an accompanying script (text) telling them what to say about each place visited. The tour should visit both rich and poor
areas.
3. CloseWrite two paragraphs describing life in a European city of the late 1800s. One paragraph should be from the perspective of a
middle-class/upper-class person, and the second paragraph from the perspective of a working-class person.
HWSection 2 Review#1-5Extra Credit#5-6
Chapter 22 Section 3 Changing Attitudes and Values
Vocabulary, p. 555Did You Know? p. 556Primary Source, p. 558Public Education, p. 559Geography and History, p. 560Comfort for the Poor, p. 561
1. Lesson Plan Focus
During the 1800s, wealthy industrialists and the old nobility comprised the upper class. The influential middle class consisted of
professionals, shop owners, and office workers. Peasants and industrial workers made up the lower class. A strict code of behavior guided
middle-class life. Women, meanwhile, struggled to gain political and economic rights. During this era, scientific advances challenged
traditional beliefs.
2. In-class Instruct
Students are to imagine that they are reporters for a newspaper or magazine of the 1800s that is devoting a special issue to the changing
attitudes and values in society. There will be four groups:a) Write advice columns telling readers how to act, dress, and speak in middle-class society;b) Write editorials defending or opposing women’s efforts at social reform;c) Write articles about the many changes taking place in education;d) Debate the issues between science and religion.
Each group may read their articles aloud to the class.
3. Close
Students should be able to discuss how the attitudes and values of the late 1800s have survived or changed in Western society.
HW
Section 3 Review, #1, 3-5, Extra Credit, #6-7.
Chapter 22 Section 4 A New Culture
Biography, p. 562Realism in Art, p. 563Impressionism, p. 564Connections to Today, p. 565
1. Lesson Plan Focus
In the 1800s, the arts were dominated by two very different movements. Reacting against the rationalism of the Enlightenment, the romantic
movement embraced vibrant emotions, heroism, and glorification of the past. Realism, meanwhile, emerged as an attempt to show the harsh
realities of the real world. In the visual arts, impressionists and post-impressionists presented their own views of the world.
2. In-class Instruct
Today’s group activities are for the purpose of creating a festival that celebrates the arts of the 1800s.Each group will assume responsibility for one art genre.Romantic literature, art, and/or musicRealistic literature or artWomen’s literatureImpressionismPost-Impressionism
Each group should write a general introduction for the genre that they will present. Also, each item in their collection should be preceded
with an oral introduction.
3. CloseStudents should write responses:Which of the artists, writers, and musicians presented in the festival affected me most? Why?
HWSection 4 Review#1, 3-5Extra Credit, #6-7
Sunday, October 29, 2006
AP Gov't, Tues. Assignment, Answer Ch. 6 Civil Rights Questions
For Tuesday, review and answer Ch. 6 Civil Rights Questions, before the Mid-Term on 6 November 2006.
Thursday, October 26, 2006
WH, Ch. 22 Sec. 1 The Industrial Revolution Spreads
WH, Unit 6, Industrialism and A New Global Age, Chapter 22
Life in the Industrial Age, Section 1, The Industrial Revolution Spreads
Unit 6 Industrialism and A New Global Age
Chapter 22 Life in the Industrial Age (1800-1910)
Section 1 The Industrial Revolution Spreads
Vocabulary, p. 544
Dynamo
Interchangeable parts
Assembly line
stock
Corporation
cartel
Map, p. 545
Connections to Today, p. 546
Comparing Viewpoints, p. 547
Caption, p. 548
Primary Source, p. 549
Caption, p. 550
Lesson Plan Focus
During the 1800s, the US, Japan, and several European countries joined Britain in the Industrial Revolution. New machines and scientific advances helped business grow. Large companies developed new ways to get the capital that they needed. The leaders of big business created monopolies and trusts that controlled entire industries.
2. In-class Instruct
In small groups students should imagine that they are living in the 1800s and are members of a commission that will decide the contents of a time capsule. The time capsule, scheduled to be opened by people of the twenty-first century, should reveal the changes that the industrialized world experienced in the 1800s. The time capsule should include about 15 items. It may include artifacts, maps, graphs, photographs, art works, and documents. Each commission should list the contents of its time capsule. They should also write a clear description of the nature and significance of each item. Then, each group can present their list to the larger group.
3. Write potential test questions based on the information included in this section.
HW
Section 1 Review
#1, 3-5
Extra Credit, #6-7
Life in the Industrial Age, Section 1, The Industrial Revolution Spreads
Unit 6 Industrialism and A New Global Age
Chapter 22 Life in the Industrial Age (1800-1910)
Section 1 The Industrial Revolution Spreads
Vocabulary, p. 544
Dynamo
Interchangeable parts
Assembly line
stock
Corporation
cartel
Map, p. 545
Connections to Today, p. 546
Comparing Viewpoints, p. 547
Caption, p. 548
Primary Source, p. 549
Caption, p. 550
Lesson Plan Focus
During the 1800s, the US, Japan, and several European countries joined Britain in the Industrial Revolution. New machines and scientific advances helped business grow. Large companies developed new ways to get the capital that they needed. The leaders of big business created monopolies and trusts that controlled entire industries.
2. In-class Instruct
In small groups students should imagine that they are living in the 1800s and are members of a commission that will decide the contents of a time capsule. The time capsule, scheduled to be opened by people of the twenty-first century, should reveal the changes that the industrialized world experienced in the 1800s. The time capsule should include about 15 items. It may include artifacts, maps, graphs, photographs, art works, and documents. Each commission should list the contents of its time capsule. They should also write a clear description of the nature and significance of each item. Then, each group can present their list to the larger group.
3. Write potential test questions based on the information included in this section.
HW
Section 1 Review
#1, 3-5
Extra Credit, #6-7
Tuesday, October 24, 2006
WH, Wednesday assignment
Chapter 22 Section 1
Answer all caption questions and answer the Assessment questions, #1, 3-5.
Answer all caption questions and answer the Assessment questions, #1, 3-5.
AP Gov't, Wednesday assignment
2nd Period Answer “blog” questions, group work is fine. Read Ch. 5, on Civil Liberties in the textbook and to the Woll text, on Civil Liberties and Civil Rights, be prepared to present and respond to the readings.
Mock Trial Sign up
MOCK TRIAL
Dr. Smith, Room #267
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Dr. Smith, Room #267
I am interested in mock trial:
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AP Gov't, Pending Supreme Court cases
How would you decide?
Review cases pending before the Supreme Court and select one for a moot court exercise. What are the strengths and weaknesses of each set of oral arguments? What are the implications for the Court's rulings?
http://www.supremecourtus.gov/oral_arguments/argument_transcripts.html
After "oral," there is an underscore ( _ ); and, after the singular word, argument, there is an underscore ( _ ) as well.
ARCHDIOCESE OF PHILADELPHIAINFORMATION TECHNOLOGY SERVICES
Access has been denied.
Access to the page:
http://www.supremecourtus.gov/oral_arguments/argument_transcripts.html
... has been denied for the following reason:
Banned Regular Expression URL found.
Review cases pending before the Supreme Court and select one for a moot court exercise. What are the strengths and weaknesses of each set of oral arguments? What are the implications for the Court's rulings?
http://www.supremecourtus.gov/oral_arguments/argument_transcripts.html
After "oral," there is an underscore ( _ ); and, after the singular word, argument, there is an underscore ( _ ) as well.
ARCHDIOCESE OF PHILADELPHIAINFORMATION TECHNOLOGY SERVICES
Access has been denied.
Access to the page:
http://www.supremecourtus.gov/oral_arguments/argument_transcripts.html
... has been denied for the following reason:
Banned Regular Expression URL found.
Monday, October 23, 2006
Mock Trial Boot Camp, Sat. 28 Oct. '06
The 2007 Mock Trial Case Materials, Rules of Competition, and Rules of Evidence have been posted to our website http://www.pabar.org/yldstatewidemock.shtml.
You can download the problem at. Click onto the Young Lawyers Section (left side) then click onto Mock Trial (at the top of page to the right). Go down to #1 Case Materials.
Students registered for the "Boot Camp" are to read the problem and be prepared to answer questions pertaining to it. The homework assignment will be posted on Monday by e-mail and the students will be responsible for turning it in at registration on Saturday the 28th.
MOCK TRIAL CAMP at Temple
Saturday, 28 October 2006, 7:30 am to 3:30 pm.
You can download the problem at. Click onto the Young Lawyers Section (left side) then click onto Mock Trial (at the top of page to the right). Go down to #1 Case Materials.
Students registered for the "Boot Camp" are to read the problem and be prepared to answer questions pertaining to it. The homework assignment will be posted on Monday by e-mail and the students will be responsible for turning it in at registration on Saturday the 28th.
MOCK TRIAL CAMP at Temple
Saturday, 28 October 2006, 7:30 am to 3:30 pm.
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