Home rule & Parnell
This part deals with the home rule movement of the late 1800s and early 1900s with a particular emphasis on the influence of Parnell and the land league.
G. Mick Smith, PhD, Senior Educational Technology Executive: https://www.linkedin.com/in/gmicksmith/
Monday, November 27, 2006
WH, Ch. 24 Sections 2-4
World History, Chapter 24 Section 2 A Century of Reform
Lesson Plan Focus
During the 1800s, Britain passed laws to bolster free trade, abolish slavery, reduce capital offenses, and improve working conditions. The government improved health care and education and enacted social welfare laws. Women used both peaceful and violent protest to gain the right to vote. Meanwhile, Irish nationalists struggled for self-rule.
Instruct
Write an editorial discussed in this section. One advocates the status quo and another calls for reform. The purpose of an editorial is to express an opinion and to persuade others to share that opinion. Use persuasive and emotional arguments in your editorials.
The editorials should address the current status of women in various parts of the world. To what degree have women in various parts of the world achieved political, social, and economic equality? In what ways is the role of women still limited?
Guide for Reading (Questions)
Vocabulary
Home rule
Chart: Nineteenth Century Reforms in Great Britain
Caption
HW, Section 2 Review
#1-5, Extra Credit 6-7
World History Chapter 24 Section 3 Division and Democracy in France
1. Lesson Plan Focus
Ruling France much like a dictator, Napoleon III limited liberties, encouraged economic growth, and pursued imperialistic ventures. After his fall from power, the Third Republic arose. Its coalition governments regulated working conditions, limited the power of the Church, and gradually extended suffrage. The Dreyfus affair split France and reflected anti-Semitism in Europe. It also helped give birth to the Zionist movement.
Read intro
The Dreyfus Affair
Calls for a Jewish State
2. In-class Instruct
Divided into groups each group will be assigned one of the following topics:
a) Napoleon III;
b) The Events of 180-1871;
c) Coalition Governments and Scandals;
d) The Dreyfus Affair;
e) Reforms in France.
Work together to define the topic. Describe three or more ways in which their topic affected the people of France or other areas of the world. Each group will present their findings.
3. Close
Five or more statements can be written: How was France in the early 1900s different from France in the 1860s?
HW
#1-4
Extra Credit
#5-6
World History Chapter 24 Section 4 Expansion of the U.S.
Guide for Reading
Vocabulary
Segregation
Isolationism
Map
Caption
Caption
Caption
1. Lesson Plan Focus
During the 1800s, the U.S. expanded across the continent to the Pacific Ocean. The slavery issue, economic differences between the North and South, and the election of Abraham Lincoln in 1860 brought about the Civil War. Though slavery ended after the war, African Americans faced difficult times ahead. Starting in the late 1800s, reformers campaigned to extend suffrage to women and to protect the rights of workers.
2. In-Class Instruct, Archaeological teams of the 23rd Century
As a member of the archaeological team centuries down the road, your task is to uncover items that can be traced to the U.S. in the 1800s. As a member of a group assigned to the following areas, you are to find objects that fit in these categories:
1) From Sea to Sea
2) Expanding Democracy
3) Civil War and After
4) Economic Successes
5) Seeking Reform
Each group should list at least two items that it might find for their assigned topic. Then, the group is to write a descriptive paragraph for each item. The paragraphs should explain how each item is important for understanding life in the U.S. during the 1800s.
3. Close
Students should be able to generalize how the U.S. of 1900 was different from the U.S. of 1800.
HW
Section 4 Review
#1-5
Extra Credit #6-7
Lesson Plan Focus
During the 1800s, Britain passed laws to bolster free trade, abolish slavery, reduce capital offenses, and improve working conditions. The government improved health care and education and enacted social welfare laws. Women used both peaceful and violent protest to gain the right to vote. Meanwhile, Irish nationalists struggled for self-rule.
Instruct
Write an editorial discussed in this section. One advocates the status quo and another calls for reform. The purpose of an editorial is to express an opinion and to persuade others to share that opinion. Use persuasive and emotional arguments in your editorials.
The editorials should address the current status of women in various parts of the world. To what degree have women in various parts of the world achieved political, social, and economic equality? In what ways is the role of women still limited?
Guide for Reading (Questions)
Vocabulary
Home rule
Chart: Nineteenth Century Reforms in Great Britain
Caption
HW, Section 2 Review
#1-5, Extra Credit 6-7
World History Chapter 24 Section 3 Division and Democracy in France
1. Lesson Plan Focus
Ruling France much like a dictator, Napoleon III limited liberties, encouraged economic growth, and pursued imperialistic ventures. After his fall from power, the Third Republic arose. Its coalition governments regulated working conditions, limited the power of the Church, and gradually extended suffrage. The Dreyfus affair split France and reflected anti-Semitism in Europe. It also helped give birth to the Zionist movement.
Read intro
The Dreyfus Affair
Calls for a Jewish State
2. In-class Instruct
Divided into groups each group will be assigned one of the following topics:
a) Napoleon III;
b) The Events of 180-1871;
c) Coalition Governments and Scandals;
d) The Dreyfus Affair;
e) Reforms in France.
Work together to define the topic. Describe three or more ways in which their topic affected the people of France or other areas of the world. Each group will present their findings.
3. Close
Five or more statements can be written: How was France in the early 1900s different from France in the 1860s?
HW
#1-4
Extra Credit
#5-6
World History Chapter 24 Section 4 Expansion of the U.S.
Guide for Reading
Vocabulary
Segregation
Isolationism
Map
Caption
Caption
Caption
1. Lesson Plan Focus
During the 1800s, the U.S. expanded across the continent to the Pacific Ocean. The slavery issue, economic differences between the North and South, and the election of Abraham Lincoln in 1860 brought about the Civil War. Though slavery ended after the war, African Americans faced difficult times ahead. Starting in the late 1800s, reformers campaigned to extend suffrage to women and to protect the rights of workers.
2. In-Class Instruct, Archaeological teams of the 23rd Century
As a member of the archaeological team centuries down the road, your task is to uncover items that can be traced to the U.S. in the 1800s. As a member of a group assigned to the following areas, you are to find objects that fit in these categories:
1) From Sea to Sea
2) Expanding Democracy
3) Civil War and After
4) Economic Successes
5) Seeking Reform
Each group should list at least two items that it might find for their assigned topic. Then, the group is to write a descriptive paragraph for each item. The paragraphs should explain how each item is important for understanding life in the U.S. during the 1800s.
3. Close
Students should be able to generalize how the U.S. of 1900 was different from the U.S. of 1800.
HW
Section 4 Review
#1-5
Extra Credit #6-7
Saturday, November 25, 2006
Brief biography of Richard Nixon
I podcasted a brief biography of Richard Nixon which is available at my podcast homepage.
http://www.gcast.com/u/gmicksmith/main
http://www.gcast.com/u/gmicksmith/main
Nixon beats Senator Helen Gahagan Douglas
Nixon beats Senator Helen Gahagan Douglas
Early in his career, Nixon was seen as a "Red-bater," or one who was virulently anti-Communist. Nixon won.
Early in his career, Nixon was seen as a "Red-bater," or one who was virulently anti-Communist. Nixon won.
Nixon vs Kennedy, 1960 Presidential Election
Nixon vs Kennedy, 1960 Presidential Election
In one of the closest elections ever, Nixon ran against John Kennedy in the '60 election. He lost.
In one of the closest elections ever, Nixon ran against John Kennedy in the '60 election. He lost.
The Checker's Speech
Nixon - The Checker's Speech
Nixon ran into difficulties early on in his career. In this speech, he defends his integrity against accusations of financial wrong doing.
Nixon ran into difficulties early on in his career. In this speech, he defends his integrity against accusations of financial wrong doing.
Richard Nixon's remarkable comeback
Richard Nixon's remarkable comeback
As background on Nixon, view this video which features how Nixon came back from crushing political defeats.
As background on Nixon, view this video which features how Nixon came back from crushing political defeats.
Who was Richard Nixon? 'I am not a crook'
nixon 'i am not a crook'
| View on Grouper.com | Add to Blogger Blog |
This is a short clip of Nixon's famous "I am not a crook" press conference.
Add a video comment to this video
The U.S. vs John Lennon - Film Trailer
The U.S. vs John Lennon - Film Trailer
| View on Grouper.com | Add to Blogger Blog |
This video is the precursor for a film review for discussion.
Add a video comment to this video
AP Gov't, and WH classes: The U.S. vs John Lennon - Film Trailer
The U.S. vs John Lennon - Film Trailer
Thursday, November 16, 2006
WH, Ch. 24 Sec. 1 Britain Becomes More Democratic
World History, Chapter 24 Growth of Western Democracies (1815-1914), Section 1 Britain Becomes More Democratic
Define the Vocabulary words
Answer all the Caption questions
[In the old text, the caption questions included:
Caption, p. 607
Caption, p. 609
Parallels Through Time, p. 610
Read, pp. 606 ff.]
Section 1 Britain Becomes More Democratic
1. Lesson Plan Focus
As the 1800s began in Britain, wealthy landowners dominated government, and most people still could not vote. Then, political parties competed for the support of the British working class by backing democratic reforms. By the end of the century, universal male suffrage and many other democratic measures had been achieved. In Britain, political change came through gradual reform rather than violent revolution.
2. Instruct
1) Identify the undemocratic conditions that existed in Britain in the 1800s.
2) List and describe the reforms that made British government more democratic.
3) Explain how Chartism, the Victorian Age, and British political parties all contributed to peaceful, gradual change in Britain.
2.a) Activity The Big Picture
In regards to Britain, France, and the U.S., in a chart list the following conditions during the 1800s:
Political Conditions
Social Conditions
Economic Conditions
3. Close
Students will need to identify areas in which reforms were still needed in Britain at the close of the 1800s.
HW
Section 1 Review
#1, 2-4, Extra Credit 6-7.
Define the Vocabulary words
Answer all the Caption questions
[In the old text, the caption questions included:
Caption, p. 607
Caption, p. 609
Parallels Through Time, p. 610
Read, pp. 606 ff.]
Section 1 Britain Becomes More Democratic
1. Lesson Plan Focus
As the 1800s began in Britain, wealthy landowners dominated government, and most people still could not vote. Then, political parties competed for the support of the British working class by backing democratic reforms. By the end of the century, universal male suffrage and many other democratic measures had been achieved. In Britain, political change came through gradual reform rather than violent revolution.
2. Instruct
1) Identify the undemocratic conditions that existed in Britain in the 1800s.
2) List and describe the reforms that made British government more democratic.
3) Explain how Chartism, the Victorian Age, and British political parties all contributed to peaceful, gradual change in Britain.
2.a) Activity The Big Picture
In regards to Britain, France, and the U.S., in a chart list the following conditions during the 1800s:
Political Conditions
Social Conditions
Economic Conditions
3. Close
Students will need to identify areas in which reforms were still needed in Britain at the close of the 1800s.
HW
Section 1 Review
#1, 2-4, Extra Credit 6-7.
Monday, November 13, 2006
WH, Ch. 23 Sec. 5 Russia: Reform and Reaction
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
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
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.
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