WH, Sample Online Self-test, The Enlightenment and the American Revolution

Take the sample online Self-test with Vocabulary Practice:

The Enlightenment and the American Revolution (1700–1800)

http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=naa&wcsuffix=1741

WH, Agenda, 31 January 2007, Ch. 17 The Enlightenment and the American Revolution

WH, 31 January 2007

Agenda

Background reading:

Begin with Chapter 16 The Age of Absolutism (1550-1800), [page references are to the former textbook unless otherwise noted, p. 410-411; however, for Extra Credit, revise all page references in favor of the correct page references in the new textbook.]

Introduction
During the 1500s and 1600s, several European monarchs became absolute rulers. In England, Parliament gained control. After the Thirty Years' War, Prussia emerged as a strong Protestant state. In Austria, the Hapsburgs expanded their territory. Peter the Great gained land and brought reforms to Russia but worsened the condition of the serfs.

Background: About the Pictures

Section 2 France Under Louis XIV

Bell Ringer
I draw your attention to the quotation from Louis XIV ('L'etat, c'est moi.) on p. 417. For Extra Credit, what kind of government do you think France had at this time? How do you feel the French people felt about such a government?

Lesson Plan Focus
Violent warfare between Catholics and Protestants divided France for a time. Cardinals Richelieu and Mazarin increased royal power at the expense of nobles and Huguenots, or French Protestants. Under the absolutist rule of Louis XIV, France became the leading state of Europe. But costly wars and religious persecution undermined French power.

p. 419, You Are There. . .
Living at Versailles

Section 3 Triumph of Parliament in England, p. 421.

Lesson Plan Focus
The Stuart kings clashed with Parliament over money, foreign policy, and religion. A civil war erupted when Charles I tried to arrest the radical leaders in the House of Commons. Parliament's triumph led to the execution of the kin
g, the abolition of the monarchy, and the creation of a republic headed by Oliver Cromwell. After the monarchy was restored, the Glorious Revolution limited royal power and protected the rights of English citizens.

Synthesizing Information
The Struggle Between King and Parliament, p. 425.

The material for World History II actually begins here:
Enlightenment and Revolution (1707-1850)

Ch. 17 The Enlightenment and the American Revolution (1707-1800)

Summary

The Enlightenment, sometimes called the Age of Reason, sought to shine the "light" of reason on traditional ideas about government and society. Enlightenment thinkers promoted goals of material well-being, social justice, and worldly happiness. Their ideas about government and society stood in sharp contrast to the old principles of divine-right rule, a rigid social hierarchy, and the promise of a better life in heaven. Since the 1700s, Enlightenment ideas have spread, creating upheaval as they challenge established traditions around the world.

Section 1 Philosophy in the Age of Reason

Lesson Plan Focus
Enlightenment thinkers tried to apply the laws of nature to human society. Their political ideas included the concepts of natural rights, separation of power, checks and balances, and freedom of thought. Their economic ideas included the policies of laissez faire and a free market.

Define the Vocabulary words
p. 446

Answer the Captions p. 446, 450.

Homework (hereafter HW)
p. 450 1, 3-5.
Extra Credit
#6 & 7.

WH, Course Guidelines and Information

Welcome! 30 January 2007

COURSE GUIDELINES AND INFORMATION

Dr. G. Mick Smith, gmicksmith@gmail.com, Cardinal Dougherty High School, World History II

Lesson Plans, Homework, course information can always be found on my blogsite:
http://gmicksmithsocialstudies.blogspot.com/

Register for supplemental textbook material:
http://www.pearsonsuccessnet.com/authoring/login/login.jsp

Class/Group and Student Information

Be sure to enter the correct class access code:

Period 2 Track 3, Class/Group name, World History II: (Enter class access code:

C313F3D2A010E2FF0239)

Period 4 Track 2, Class/Group name, World History II: (Enter class access code:
B56DDFA0E860BBC32390)

When you enroll or register, type the access code exactly as shown above.
Use all uppercase letters.

Student Name:
User Name:

Registration/Enrollment Instructions
First time users:
To register in SuccessNet:

1. Go to www.pearsonsuccessnet.com
2. Click Register
3. On the first screen, type the class access code above in the access code field.
4. Follow the instructions to register, and write your user name on the blank line above exactly as you typed it.
5. At the end of registration process, the SuccessNet login page appears.
6. Log in by typing your user name and password.

Course information and additional content can always be heard on my Podcast:
http://www.gcast.com/u/gmicksmith/
Go to this site and enter your email address; you will be notified every time a new podcast is available.

Page for collaboration:
http://www.seedwiki.com/wiki/gmicksmith/gmicksmith.cfm

Grades can always be found on:
GradeConnect.com

Dear Parents/Guardians, and Students:

Welcome! This information guide emphasizes that a participating student will be successful by completing assignments and positively interacting in class. Above all, I hope that students will enjoy the class but will also grow in their knowledge level and increase their life skills which apply after graduation. Listed below are expectations for the class.

Please review these and sign below.

1. Be in your seat and prepared for class when the bell rings with pencil/pen, notebook, and textbook(s), or any other assigned materials.
2. Obtain permission by raising your hand before speaking, or leaving your seat for any reason once the bell rings.
3. Follow directions and complete all assignments on time.
4. Remain alert, awake, and on task during the entire class period.
5. Above all, respect yourself, your teacher, and others and their possessions.

Grading Calculation: (at least three major grades are in each quarter) a total accumulation of points per grading period based on the following.

Task & Weight
1. Tests, 2. Homework/Presentations/Projects/Worksheets, 3. Quizzes

I adhere to a policy of PDP (Positive Daily Performance) which is based on my understanding that lifetime success arises out of what you do, day in and day out. Being prepared and ready to apply yourself with your school materials everyday is crucial.

Absence on Test or Quiz Day
If you are absent for a test/quiz it is your responsibility to make arrangements with me to take it. This is scheduled the day after you return to school. Points will be deducted each day you fail to do make up work.

Signing this form acknowledges receipt of the information. I ask that this form is signed and returned by the following school day. Please feel free to contact me for any questions or concerns regarding your child. I will return the email (quick response) or call ASAP.

Thank you for your assistance in making the class a positive learning experience.

Parent/Guardian (Please print name): ______________________________________________________
Signature of Parent/Guardian
______________________________________________________
Date: ____________________
Student: (Please print) ____________________________________________________________
Date: ____________________

WH, Questions on Final?

Are the vocab words from the 4 chapters going to be on there? and is their any advice u can give to help please !

You should know the vocabulary and important persons for the matching portion. Otherwise, the chapters on the Enlightenment, WW I, and the four new sections are key.

I am monitoring the blog site to answer any questions: gmicksmith@muchomail.com.

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YouTube - Ronald Reagan- "Tear Down This Wall"

YouTube has a clip of Reagan at the Berlin Wall marking the end of the Cold War.

WH, Final Assessment materials and study assistance

Course information and additional content can always be heard on my Podcast:
http://www.gcast.com/u/gmicksmith/

eLearning Resource

http://www.e-learningguru.com/default.asp

WH, Final Assessment Prep material, NB: this is a comprehensive test

Ch. 28 Sec. 2 From Lenin to Stalin
Lesson Plan Focus
Lenin directed the establishment of the Soviet Union under the supreme authority of the Communist Party. In economics he mixed capitalism with socialism. After Lenin's death, Joseph Stalin gained power through ruthless measures. His economic goals were industrialization and collectivization. By launching the Great Purge and other acts of terror, Stalin gained absolute power.

Ch. 30 Sec. 4 Hitler and the Rise of Nazi Germany
Lesson Plan Focus
Germany's Weimar Republic, hindered by coalition governments, opposition from both the left and right, and economic crisis, failed to achieve its goal as a functioning democracy. Many Germans blamed it for the Versailles treaty. Under Adolf Hitler, the new Nazi government used terror, repression, and one-party rule to establish a totalitarian state. Poverty, ethnic conflicts, and lack of democratic traditions helped fascism gain inroads in Eastern Europe as well.

Ch. 31 Sec. 3 The Holocaust
Lesson Plan Focus
The Axis powers treated the people they conquered as inferiors. In many cases, this meant torture, forced labor, or death. Both the Axis and Allied nations committed all their resources to the war effort. Allied victories in North Africa, Italy, and Russia, along with the successful invasion of France in 1944, were major turning points in the war.

Ch. 31 Sec. 5 From World War to Cold War
Lesson Plan Focus
The cost of World War II in both human and material losses was immense. With the old European powers exhausted, the United States and the Soviet Union emerged as dominant new superpowers. Their different goals in Europe helped bring about the cold War.

WH, Final Assessment material

For the final assessment, you will want to read and be prepared to answer multiple choice and essay questions in particular from:
Ch. 28 Sec. 2 From Lenin to Stalin;
Ch. 30 Sec. 4 Hitler and the Rise of Nazi Germany;
Ch. 31 Sec. 3 The Holocaust;
Ch. 31 Sec. 5 From World War to Cold War.

AP Gov't, Social Security Forum

"Educational Forum: panel discussion: Kurt Czarnowski, Regional Administrator and Regional Communications Director for the Social Security Administration in New England since 1991; Charles E. Rounds, Jr., Professor at Suffolk Law School since 1983, and publisher of various books and articles regarding Social Security; Michael Tanner, Director of Health and Welfare Studies for the CATO Institute. He launched the "Project on Social Security Choice", and has written numerous articles; and Deborah Banda, State Director of AARP

WH & AP Gov't, U.S. Navy video hit and "All Quiet On The Western Front."

U.S. Navy video a hit on YouTube

Blogger Victoria Revay writes:
"The U.S. Navy's latest propaganda video on YouTube was the third most watched video last week on the popular video site. It even beat out videos of Lonelygirl15, Britney and Donald Trump. But what is more surprising is the debate these series of videos have started. Since the U.S. government posted an anti-drug campaign video in September, debates about terrorism, the war in Iraq, the U.S. and Europe have been left in over 1,600 comments attached to the videos."
http://www.nowpublic.com/u_s_navy_video_a_hit_on_youtube

However, this video is not as prominent as she suggests since I had difficulty finding the original in a search on YouTube. In any case, I seek feedback on the question of comparing "All Quiet On The Western Front," and this more recent Navy video.

What is the view of the military that emerges in each visual presentation?

WH, Ch. 30 Sec. 1 The Western Democracies

World History, Chapter 30 Crisis of Democracy in the West (1919-1939), Sec. 1 The Western Democracies

Caption, p. 763 [page references are to the former textbook]
Caption, p. 765
Graph, p. 766
Caption, p. 767
Cause & Effect, p. 768

Section 1 The Western Democracies
Guide for Reading (Questions, p. 764)

Vocabulary
General strike

1. Lesson Plan Focus
Following WW I, diplomats tried to ensure a lasting peace. They drafted treaties that renounced war and they encouraged international cooperation in the League of Nations. Britain, France, and the U.S., the leading democratic countries, faced difficult political and economic challenges both at home and abroad. When the Great Depression struck, businesses closed, global trade declined, and unemployment and poverty grew.

2. In-class Instruct
Postwar Problems, Recovery, and Collapse
Pursuing Peace
Britain in the Postwar Era
France in the Postwar Era
The U.S. in the postwar Era
Outline the main ideas of your topic. Then, list five key points pertaining to the ideas in your outline.

3. Close
In a closed ballot, students will vote for the most important areas in this section. The chosen areas should be the most interesting, pertinent, and significant.

HW
Section 1 Review, p. 769
#1-5
Extra #6-7

WH Unit 7 World Wars and Revolution Ch. 27 WW I and Its Aftermath Sec. 1 The Stage Is Set

WH Unit 7 World Wars and Revolution Ch. 27 WW I and Its Aftermath Sec. 1 The Stage Is Set

Read #1-5, [p. references are to the former textbook pp. 690-691.]

Chapter 27 World War I and Its Aftermath

Caption, p. 693

Section1 The Stage Is Set

Caption, p. 695
Parallels, p. 696
Vocabulary, p. 694

Lesson Plan Focus

After a century of relative peace in Europe, many felt optimistic about the future. However, aggressive nationalism, economic and imperial rivalries, militarism, and other forces pushed Europe toward war. By forming alliances to protect themselves, countries actually made war more likely.

In-class Instruct

Use the boldface heading to construct an outline. Identify the major causes of international tension in the early 1900s. Under each major cause, leave space to fill in supporting details. Write specific examples and supporting details under the appropriate head.

Close

Review the outline and rank the causes of international tension from the most significant to the least significant.

HW
Section 1 Review #1-5
Extra Credit #6-7

WH, Chapter 26 Section 5 Impact of Imperialism

WH, Chapter 26 Section 5 Impact of Imperialism

Guide for Reading (p. references are to the former textbook, Questions, p. 678)
Cause & Effect Chart, p. 679
Caption, p. 681

1. Lesson Plan Focus
The Age of Imperialism produced a global economy in which industrialized nations provided machine-made goods, investment capital, and technology, and the rest of the world provided agricultural produce, natural resources, and cheap labor. The influence of Western culture was both disruptive and beneficial to traditional cultures. Meanwhile, competition for colonies threatened to embroil the leading powers in a major war.

2. In-class Instruct: Imperialism Concept Chart:

Construct a concept chart illustrating the impact of imperialism. The chart should show the effects of imperialism on both the colonies and the Western powers that ruled them. First, draw the skeleton of the concept chart. At the center, in a circle or box, write “Impact of Imperialism.” Draw several lines leading away from the central box or circle. Label a circle or box at the end of the line with each of the following categories.

Economics
Culture
Politics
International Relations
Others?

Write out additional lines from each of the concepts or branches and write in specific effects that pertain to each category.

3. Close
Write generalizations about the impact of imperialism.

HW
Section 5 Review
#1-3
Extra Credit
#4-5

WH, Ch. 26 Sec. 4 Economic Imperialism in Latin America

WH, Chapter 26 Section 4 Economic Imperialism in Latin America

Guide for Reading (Questions), [p. references to former textbook, p. 673]
Vocabulary
Regionalism
Caudillo
Economic dependence
Peonage

Caption, p. 673
Parallels, p. 675
Map, p. 676

Lesson Plan Focus

Social conflicts, economic dependence, rule by caudillos, and the legacy of colonialism posed serious problems for Latin America. The economy of the region became dependent on industrial countries for investment, technology, and manufactured goods. The U.S. used its political and military power to gain significant influence in the region.

In-class Instruct

Outline the general problems that hindered the development of Latin America. Make reference to political problems, economic problems, social problems, the effects of past colonialism, and the influence of the U.S. Use Mexico as a case study. Find specific examples in Mexican history of the general problems that are cited in outline form.

Close

Students should be able to describe a problem that Latin American nations faced in the 1800s. Mexico is the best test case.

HW
Section 4 Review
#1-5
Extra Credit #6-7

WH, Self-quiz for Extra Credit, World War I and the Russian Revolution (1914–1924)

At the Pearson Prentice Hall homepage:

http://www.phschool.com/

Enter the Web code listed below in the two appropriate boxes in the upper left of your browser:
naa-2611

This will re-direct you to the Self-quiz, World War I and the Russian Revolution (1914–1924)
The Great War Begins, at:
http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode

Take the Self-quiz, print out a hard copy, and bring it to class for extra credit.

AP Gov't & WH, Human-age free game of history

Discover a long lost world!

Do you want to know how history can be fun? Do you want to learn how to hunt the biggest animals the world has ever seen? Have you retained your sense of fun?

Human age simulation game / free virtual management game where you adopt a human being and help him or her through various ages of mankind, from prehistory to the 21st century, from learning how to use a club to your driver's license.

Luckily, with the help of your wolf, family and friends, your life is much more than just work, it's a real game. But before you can become the king of France in medieval times or a pharaoh, you will be a caveman or woman and hunt dinosaurs.

If 10,000 years of history and mayhem don't scare you, register now and join the many players who are already rewriting history!

http://www.human-age.com/

AP Gov't & WH

ComputerWorld has an interesting article entitled: "The Boss Puts the iPod to Work."

http://www.computerworld.com/

WH, "All Quiet on the Western Front," Film Worksheet

Name: ____________________________________________________ Per.: _____

"All Quiet on the Western Front"
Film Worksheet
The film "All Quiet on the Western Front" is a classic Hollywood adaptation of Erich Remarque's novel. It takes a hard look at the tragedy of war using World War I as its backdrop. You may use the back of this sheet to answer the questions.

As you watch the movie, please answer the following questions:

1. What is the title of this film? When was it made? Who wrote the original novel?
2. Why did the students join the Army?
3. What role did the mailman (Himmelstoess) have? Was he particularly mean to these recruits? Give an example.
4. How were conditions at the Western Front different from their expectations in training camp?
5. What was the impact of the shelling on the new recruits?
6. What happened after the bombardment?
7. In the attack, what did the machine gun do to the glory of war and individual heroism?
8. How many of the company died in this first battle? How do you know? Why were they able to eat so well finally?
9. Who did they blame for this war? Who did they omit in their list of potential villains?
10. What happened to Kemmerich's boots? How did the doctors' react to Kemmerich's plight?
11. How was Sgt. Himmelstoess received when he arrived at the front?
12. What was the pattern of a battle? What preceded the attack? What followed it?
13. What happened to Paul Baumer when he found himself in a shellhole in No Man's Land with the French soldier?
14. Why did the French girls - ostensibly the enemy - accept the German soldiers?
15. After four years of war, how has the German homefront been affected? Were there still the parades, crowded streets, and joyous sounds of going off to war?
16. What were the attitudes of the men in the beer hall? Were they willing to listen to what Paul had to say?
17. How does Paul Baumer confront his former teacher? How do the young students react to his vision of the war?
18. How has the company changed during Paul's absence?
19. What is ironic about Kat's and Paul's deaths? [Note: The war ended on November 11, 1918.]
20. Describe the attitude of this movie towards World War I and all wars.

Extra Credit
Design a German WW I propaganda poster. Examples may be found at: http://www.worldwar1.com/posters.htm.

WH, Samoan Fire Knife Dancer

Siva Naifi Afi Samoan warrior shows courage, strength, and bravery as he performs the traditional Samoan fire knife dance. Award-wining show... HORIZONS: Where The Sea Meets The Sky @ the Polynesian Cultural Center in Laie, Hawai'i (north shore of O'ahu). Recorded on Monday, May 8, 2006. This performance is similar to the act performed by the brother of my Samoan girlfriend, Sa. Her brother, Evan, made his living as the headliner in a Samoan review consisting of a fire and knive show. Traditionally, a Samoan young man would learn and perform these acts of daring to demonstrate his preparation as a warrior. On the other hand, the young ladies would learn the intricate figure-eight dance moves to accompany the young men. Sa performed in this act on stage with her brother, as did some of her cousins and other members of the family. Actually, I saw the act in this video at the same location when I was in Hawaii in 1988. Samoan Factoid There are about 500,000 Samoans in the world and more than 200 play Division I football. A Samoan boy, according to estimates, is 40 times more likely to make it to the NFL than a boy from the mainland.