WH, Chapter 17 The Enlightenment and the American Revolution
Section 2 Enlightenment Ideas Spread
[Page references are to the former textbook; for Extra Credit, post the page references and the HW to the "wiki" page listed on the "Guidelines" form.
Vocabulary, p. 451
Lesson Plan Focus
The ideas of the Enlightenment encouraged people to challenge existing ideas and to seek reform. Some rulers adopted Enlightenment ideas to make their countries more efficient and productive. New styles of art and music included baroque and rococo. New ideas, however, brought little change to the peasants who constituted the majority of the population.
Bell Ringer: Answer questions:
Caption, p. 451
Caption, p. 453
Did you know (Question)? p. 455
HW
p. 455
#1, 3-5.
Extra Credit
#6 & 7
G. Mick Smith, PhD, Senior Educational Technology Executive: https://www.linkedin.com/in/gmicksmith/
Monday, February 05, 2007
Wednesday, January 31, 2007
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
The Enlightenment and the American Revolution (1700–1800)
http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=naa&wcsuffix=1741
Tuesday, January 30, 2007
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.
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.
Monday, January 29, 2007
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: ____________________
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: ____________________
Thursday, January 25, 2007
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.
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.
powered by performancing firefox
YouTube - Ronald Reagan- "Tear Down This Wall"
YouTube has a clip of Reagan at the Berlin Wall marking the end of the Cold War.
Monday, January 22, 2007
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/
http://www.gcast.com/u/gmicksmith/
Wednesday, January 17, 2007
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.
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.
Tuesday, January 16, 2007
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.
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.
Monday, January 15, 2007
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?
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?
Sunday, January 14, 2007
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
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
Sunday, January 07, 2007
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
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
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
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.
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.
Saturday, January 06, 2007
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/
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/
Friday, January 05, 2007
AP Gov't & WH
ComputerWorld has an interesting article entitled: "The Boss Puts the iPod to Work."
http://www.computerworld.com/
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.
"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.
Monday, January 01, 2007
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. | |
Monday, December 18, 2006
WH, Chapter 26 Section 3 Self-Rule for Canada, Australia, and New Zealand
Chapter 26 Section 3 Self-Rule for Canada, Australia, and New Zealand
Guide for Reading [page references are to the old textbook, p. 667]
Vocabulary, p. 667
Indigenous
Penal colony
Caption, p. 668
Map, p. 669
Caption, p. 671
1. Lesson Plan Focus
In response to Canadian unrest and rebellion, the British Parliament gradually granted self-rule to the Dominion of Canada. Due to popular demand and fears of foreign interference, Britain also granted independence to Australia and New Zealand. In all three places, European settlers used force to displace and dominate native peoples.
2. In-class instruct
In three groupings—Canada, Australia, and New Zealand—students should prepare a time line and a flow chart focusing on imperialism and self-rule. The students should focus their presentations and in discussion bring out the facts of similarity and difference between the different areas.
3. Students should be able to summarize the results of their discussion in an outline or essay.
HW Section 3 Review
#1-5
Extra Credit #6-7
Guide for Reading [page references are to the old textbook, p. 667]
Vocabulary, p. 667
Indigenous
Penal colony
Caption, p. 668
Map, p. 669
Caption, p. 671
1. Lesson Plan Focus
In response to Canadian unrest and rebellion, the British Parliament gradually granted self-rule to the Dominion of Canada. Due to popular demand and fears of foreign interference, Britain also granted independence to Australia and New Zealand. In all three places, European settlers used force to displace and dominate native peoples.
2. In-class instruct
In three groupings—Canada, Australia, and New Zealand—students should prepare a time line and a flow chart focusing on imperialism and self-rule. The students should focus their presentations and in discussion bring out the facts of similarity and difference between the different areas.
3. Students should be able to summarize the results of their discussion in an outline or essay.
HW Section 3 Review
#1-5
Extra Credit #6-7
WH, Ch. 26 Sec. 2 Southeast Asia and the Pacific
Chapter 26 Section 2 Southeast Asia and the Pacific
Guide for Reading Questions [Page references are to the old textbook, p. 664]
Caption, p. 665
Map, p. 666
Lesson Plan Focus
Imperialist rivalries in Southeast Asia resulted in the colonization of many countries. Thailand, however, remained independent by avoiding conflicts and serving as a neutral zone between British and French colonies. The U.S. acquired the Philippines as a result of the Spanish-American War. In 1898, it also annexed Hawaii.
In-class Instruct
Students should produce radio broadcasts reporting from different parts of Southeast Asia and the Pacific during the 1800s. Each broadcast should focus on the impact of Western imperialism and includes newscasts from Vietnam, Indonesia, Burma, Thailand, the Philippines, Samoa, and Hawaii. The broadcasts should include facts about the advance of imperialism as well as interviews with national leaders (all contained in Section 2) and people on the street.
Each group should be prepared to handle questions about their area.
HW p. 667 #1-4
Extra Credit #5-6
Guide for Reading Questions [Page references are to the old textbook, p. 664]
Caption, p. 665
Map, p. 666
Lesson Plan Focus
Imperialist rivalries in Southeast Asia resulted in the colonization of many countries. Thailand, however, remained independent by avoiding conflicts and serving as a neutral zone between British and French colonies. The U.S. acquired the Philippines as a result of the Spanish-American War. In 1898, it also annexed Hawaii.
In-class Instruct
Students should produce radio broadcasts reporting from different parts of Southeast Asia and the Pacific during the 1800s. Each broadcast should focus on the impact of Western imperialism and includes newscasts from Vietnam, Indonesia, Burma, Thailand, the Philippines, Samoa, and Hawaii. The broadcasts should include facts about the advance of imperialism as well as interviews with national leaders (all contained in Section 2) and people on the street.
Each group should be prepared to handle questions about their area.
HW p. 667 #1-4
Extra Credit #5-6
Sunday, December 17, 2006
AP Gov't, Thomas P.M. Barnett, on National Security
Thomas P.M. Barnett, who is a strategic planner, who has worked in national security affairs since the end of the Cold War and has operated his own consulting practice, New Rule Sets Project since 1998. A New York Times best-selling author, Dr. Barnett is a forecaster of global conflict and an expert on military transformation and on issues relating to international security and economic globalization. He is the author of The Pentagon's New Map and a contributing editor to Esquire magazine.
http://globetrotter.berkeley.edu/people5/Barnett/barnett-con0.html
http://globetrotter.berkeley.edu/people5/Barnett/barnett-con0.html
AP Gov't, Current American Military Policy
Conversations host Harry Kreisler welcomes Andrew J. Bacevich for a discussion of the new American militarism. Bacevich discusses his career as a military officer and as a Princeton trained historian. He traces his intellectual odyssey and offers insights into the forces shaping current high expectations about the military's role in international politics. Series: "Conversations with History"
http://globetrotter.berkeley.edu/people5/Bacevich/bacevich-con0.html
http://globetrotter.berkeley.edu/people5/Bacevich/bacevich-con0.html
WH, Ch. 26 New Global Patterns, Sec. 1 Japan Modernizes
Chapter 26 New Global Patterns (1800-1914)
Sec. 1 Japan Modernizes
[page numbers refer to the former textbook]
Caption, p. 657
Caption, p. 659
Caption, p. 660
Caption, p. 661
Caption, p. 663
Vocabulary
Zaibatsu
Homogeneous society
Section 1 Japan Modernizes
1. Lesson Plan Focus
To avoid domination by the West, Japan opened its doors to foreign influences and transformed itself into a modern industrial power. The change occurred rapidly due to Japan’s homogeneous society, great determination, and experience in cultural adaptation. Because it was a small island nation with few natural resources, Japan began building an empire to feed its industrial growth.
2. In-class Instruct
Construct a Cause and Effect chart on the Meiji restoration. Use the chart in the section as a model. Students should indicate the factors that led to the overthrow of the shogun and restoration of the Emperor in 1868. Then identify the major changes that occurred as a result of the restoration. Identify long-term effects as well.
3. Close
Compare the different ways that Japan and China responded to the growing power of the West. Which policy was wiser? Explain your answer.
HW
Section 1 Review
#1-5, Extra Credit #6-7
Sec. 1 Japan Modernizes
[page numbers refer to the former textbook]
Caption, p. 657
Caption, p. 659
Caption, p. 660
Caption, p. 661
Caption, p. 663
Vocabulary
Zaibatsu
Homogeneous society
Section 1 Japan Modernizes
1. Lesson Plan Focus
To avoid domination by the West, Japan opened its doors to foreign influences and transformed itself into a modern industrial power. The change occurred rapidly due to Japan’s homogeneous society, great determination, and experience in cultural adaptation. Because it was a small island nation with few natural resources, Japan began building an empire to feed its industrial growth.
2. In-class Instruct
Construct a Cause and Effect chart on the Meiji restoration. Use the chart in the section as a model. Students should indicate the factors that led to the overthrow of the shogun and restoration of the Emperor in 1868. Then identify the major changes that occurred as a result of the restoration. Identify long-term effects as well.
3. Close
Compare the different ways that Japan and China responded to the growing power of the West. Which policy was wiser? Explain your answer.
HW
Section 1 Review
#1-5, Extra Credit #6-7
Tuesday, December 12, 2006
AP Gov't, Failures Form
From: Dr. Smith
To: Parents
Date: 12 December 2006
Re: Failures
I understand that my daughter/son failed the Test on Chapters 9 & 10 in AP Government.
Parent: ___________________________________________
Date: ______________________________________
To: Parents
Date: 12 December 2006
Re: Failures
I understand that my daughter/son failed the Test on Chapters 9 & 10 in AP Government.
Parent: ___________________________________________
Date: ______________________________________
Sunday, December 10, 2006
WH, Ch. 25 Sec. 5 China and the New Imperialism
Chapter 25 Section 5 China and the New Imperialism
Vocabulary
trade surplus
trade deficit
indemnity
extraterritoriality
Taking Notes
1. Lesson Plan Focus
During the 1800s, western powers used diplomacy and war to win favorable trade agreements in China. The Qing dynasty suffered from a pooor economy, a corrupt bureaucracy, and the devastating Taiping Rebellion. Reformers sought to modernize China by importing technology and ideas from the West. In 1911, China was declared a republic with Sun Yixian as its president.
2. In-class Instruct
Students will assume the role of one of the following historical characters:
a) a British diplomat in China;
b) a peasant in the Taiping Rebellion;
c) a sympathizer with the "self-strengthening movement;
d) emperor Guang Xu;
e) a participant in the Boxer rebellion;
f) a member of the imperial court of Ci Xi;
g) a member of the Righteous Harmonious Fists;
h) Sun Yixian
Students will write a speech, in the role of the assigned character, addressing the following question: What is the best course of action for China? This should be a persuasive speech. You are to convince others of your point of view.
The Opium War
Primary Source
Meeting the Emperor
Imperialism in China to 1914
Biography
Vocabulary
trade surplus
trade deficit
indemnity
extraterritoriality
Taking Notes
1. Lesson Plan Focus
During the 1800s, western powers used diplomacy and war to win favorable trade agreements in China. The Qing dynasty suffered from a pooor economy, a corrupt bureaucracy, and the devastating Taiping Rebellion. Reformers sought to modernize China by importing technology and ideas from the West. In 1911, China was declared a republic with Sun Yixian as its president.
2. In-class Instruct
Students will assume the role of one of the following historical characters:
a) a British diplomat in China;
b) a peasant in the Taiping Rebellion;
c) a sympathizer with the "self-strengthening movement;
d) emperor Guang Xu;
e) a participant in the Boxer rebellion;
f) a member of the imperial court of Ci Xi;
g) a member of the Righteous Harmonious Fists;
h) Sun Yixian
Students will write a speech, in the role of the assigned character, addressing the following question: What is the best course of action for China? This should be a persuasive speech. You are to convince others of your point of view.
The Opium War
Primary Source
Meeting the Emperor
Imperialism in China to 1914
Biography
WH, Ch. 25 Sec. 4 The British Take Over India
Chapter 25 Section 4 The British Take Over India
Notebook Material
Vocabulary
sati
sepoy
viceroy
deforestation
purdah
Taking Notes
Global Connections
Imperialism in India to 1858
Cotton: A Valuable Cash Crop
Geography and History
1. Lesson Plan Focus
British rule and policies that were insensitive to Indian culture led to the Sepoy Rebellion in 1857. After the failed rebellion, the British government increased its control, bringing both benefits and injustice to the people of India. Indians resisted by forming the Indian National Congress and the Muslim League.
2. In-class Instruct
Write an address or a speech to Parliment
a) Assume the role of a British entrepreneur with a variety of investments in India
b) Take the role of an upper-class Indian who supports British rule
c) Assume the role of an Indian who resents British domination
Each student will address Parliament commenting on British policies in India during the 1800s. The letter should reflect the probable interests and attitudes of their assigned character.
3. Write three policies that Britain could have followed to reduce Indian resentment and opposition.
HW
#1, 3-6
Extra Credit #7 & 8.
Notebook Material
Vocabulary
sati
sepoy
viceroy
deforestation
purdah
Taking Notes
Global Connections
Imperialism in India to 1858
Cotton: A Valuable Cash Crop
Geography and History
1. Lesson Plan Focus
British rule and policies that were insensitive to Indian culture led to the Sepoy Rebellion in 1857. After the failed rebellion, the British government increased its control, bringing both benefits and injustice to the people of India. Indians resisted by forming the Indian National Congress and the Muslim League.
2. In-class Instruct
Write an address or a speech to Parliment
a) Assume the role of a British entrepreneur with a variety of investments in India
b) Take the role of an upper-class Indian who supports British rule
c) Assume the role of an Indian who resents British domination
Each student will address Parliament commenting on British policies in India during the 1800s. The letter should reflect the probable interests and attitudes of their assigned character.
3. Write three policies that Britain could have followed to reduce Indian resentment and opposition.
HW
#1, 3-6
Extra Credit #7 & 8.
Saturday, December 09, 2006
WH, India Ad - British Airways
| India - British Airways advertisement demonstrating the traditional Indian greeting of namaste. | |
Friday, December 08, 2006
WH, Ch. 25 Sec. 3 European Challenges to the Muslim World
Chapter 25 Section 3 European Challenges to the Muslim World
Vocabulary
pasha
genocide
concession
Taking Notes
Caption, p. 628
Skills Assessment, p. 629
Connections to Today, p. 630
1. Lesson Plan Focus
During the 1800s, the Ottoman empire was threatened by economic decline, political corruption, nationalism, and the ambitions of European powers. In Egypt, Muhammad Ali hoped to modernize his country through political and economic reforms. Russia and Britian battled for influence in Iran, especially after the discovery of oil there.
2. In-Class Instruct
As a government official of Egypt, Iran, or the Ottoman Empire of the 1800s, you are aware of the declining power of the state. You are on special assignment. Outline the problems that are causing the state to decline and describe some actions that we can take to slow or reverse this trend.
HW
1, 3-6 Extra Credit 7 & 8.
Vocabulary
pasha
genocide
concession
Taking Notes
Caption, p. 628
Skills Assessment, p. 629
Connections to Today, p. 630
1. Lesson Plan Focus
During the 1800s, the Ottoman empire was threatened by economic decline, political corruption, nationalism, and the ambitions of European powers. In Egypt, Muhammad Ali hoped to modernize his country through political and economic reforms. Russia and Britian battled for influence in Iran, especially after the discovery of oil there.
2. In-Class Instruct
As a government official of Egypt, Iran, or the Ottoman Empire of the 1800s, you are aware of the declining power of the state. You are on special assignment. Outline the problems that are causing the state to decline and describe some actions that we can take to slow or reverse this trend.
HW
1, 3-6 Extra Credit 7 & 8.
Mock Trial
Hello from the University of Pittsburgh's Mock Trial Organization! For the 3rd year in a row, we are hosting an invitational tournament for schools from around the country. You all should have gotten a regular mailing with information a few weeks ago, but if not, here is the basic information. This year we are hoping to expand the tournament even further to make it a more statewide competition. It will be held on January 6th and 7th, mostly in the Cathedral of Learning. Teams will compete using your official case for this year, competing twice as the plaintiff and twice as the defense. We will use the high school rules and case, but will follow the college tournament procedures, meaning teams will each compete 4 times against other schools. We will again be holding some "How To" sessions with some of Pitt's most experienced members, as we started last year. The tournament will begin at 10 a.m. on Saturday, and closing ceremonies will end at 3:30 on Sunday. If you would like a more detailed schedule, official registration form, or any other information, please contact us ASAP at pittmocktrial.org. The cost is $85 per team, and each school will be limited to bringing 3 teams. Spaces are limited and filling up, so let us know if you are interested. Thanks, and we hope to see you all in January!
-Keaton Carr
Tournament Chair
Pitt Mock Trial
-Keaton Carr
Tournament Chair
Pitt Mock Trial
Wednesday, December 06, 2006
AP Gov't & WH Iraq Study Group Report
"There is no magic formula to solve the problems of Iraq."
The Iraq Study Group Report
Click this to read the Iraq Study Group Report in pdf format.
The Iraq Study Group Report
Click this to read the Iraq Study Group Report in pdf format.
Tuesday, December 05, 2006
AP Gov't, Theodore Roosevelt, Progressive Party candidate for the Presidency, 1912.
Click this to hear Theodore Roosevelt in a speech running for the Presidency.
Theodore Roosevelt, Presidential Candidate, Progressive Party, "The Right Of The People To Rule", Oyster Bay, New York, c. August, 1912 - "The great fundamental issue now before our people can be stated briefly. It is, "Are the American people fit to govern themselves, to rule themselves, to control themselves?"... A historic audio document, originally recorded on an Edison Blue Amberol Cylinder and available here in .mp3 format.
Theodore Roosevelt, Presidential Candidate, Progressive Party, "The Right Of The People To Rule", Oyster Bay, New York, c. August, 1912 - "The great fundamental issue now before our people can be stated briefly. It is, "Are the American people fit to govern themselves, to rule themselves, to control themselves?"... A historic audio document, originally recorded on an Edison Blue Amberol Cylinder and available here in .mp3 format.
AP Gov't, LibriVox » The Constitution of the United States of America, 1787
This is a free site in which to hear a reading of the U.S. Constitution.
LibriVox » The Constitution of the United States of America, 1787
LibriVox » The Constitution of the United States of America, 1787
Monday, December 04, 2006
WH, Ch. 25 Sec. 2 The Partition of Africa
Ch. 25 Section 2 The Partition of Africa
Guide for Reading [page references to the old textbook, Questions, p. 635)]
Caption, p. 636 (ditto)
Map, p. 638 (ditto)
HW: Section 2 Review
#1-4, Extra Credit, #5-6.
Guide for Reading [page references to the old textbook, Questions, p. 635)]
Caption, p. 636 (ditto)
Map, p. 638 (ditto)
HW: Section 2 Review
#1-4, Extra Credit, #5-6.
Sunday, December 03, 2006
WH & AP Gov't
Supplemental listening material for the text is available: http://www.gcast.com/u/gmicksmith/.
WH, Ch. 25 The New Imperialism, Sec. 1 A Western-Dominated World
World History, Chapter 25 The New Imperialism (1800-1914)
Section 1 A Western-Dominated World
Captions, [page references to the old text p. 631, p. 633].
Vocabulary, [ditto p. 633]
imperialism
protectorate
sphere of influence
1. Lesson Plan Focus
Economic, political, and military interests spurred European imperialism in the 1800s. Other motivating factors included humanitarianism, religious fervor, and racism. Europeans of all classes supported imperialism. The imperialist powers of Europe established colonies, protectorates, and spheres of influence all around the world.
2. In-class Outline
You should write a three-part outline:
Reasons for Imperialism
Reasons for European Success
Forms of Imperial Control
Use the bold face headings for guidance in finding the major ideas for each part of the outline.
Each major idea should be supported by specific facts or examples.
3. Close
Do you agree or disagree with this statement:
“Western nations continue to exert some imperialistic control over some parts of the world.”
HW
Section 1 Review
#1-4
Extra Credit, #5-6.
Section 1 A Western-Dominated World
Captions, [page references to the old text p. 631, p. 633].
Vocabulary, [ditto p. 633]
imperialism
protectorate
sphere of influence
1. Lesson Plan Focus
Economic, political, and military interests spurred European imperialism in the 1800s. Other motivating factors included humanitarianism, religious fervor, and racism. Europeans of all classes supported imperialism. The imperialist powers of Europe established colonies, protectorates, and spheres of influence all around the world.
2. In-class Outline
You should write a three-part outline:
Reasons for Imperialism
Reasons for European Success
Forms of Imperial Control
Use the bold face headings for guidance in finding the major ideas for each part of the outline.
Each major idea should be supported by specific facts or examples.
3. Close
Do you agree or disagree with this statement:
“Western nations continue to exert some imperialistic control over some parts of the world.”
HW
Section 1 Review
#1-4
Extra Credit, #5-6.
Monday, November 27, 2006
WH, Home rule and Parnell
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.
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.
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.
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
I am interested in mock trial:
Name (Please print) Grade Student #
1.______________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
4. _____________________________________________________________________
5. _____________________________________________________________________
6. _____________________________________________________________________
7. _____________________________________________________________________
8. _____________________________________________________________________
9. _____________________________________________________________________
10. ____________________________________________________________________
11. ____________________________________________________________________
12. ____________________________________________________________________
13. ____________________________________________________________________
14. ____________________________________________________________________
15. ____________________________________________________________________
16. ____________________________________________________________________
17. ____________________________________________________________________
18. ____________________________________________________________________
19. ____________________________________________________________________
20. ____________________________________________________________________
21. ____________________________________________________________________
22. ____________________________________________________________________
23. ____________________________________________________________________
24. ____________________________________________________________________
25. ____________________________________________________________________
26. ____________________________________________________________________
27. ____________________________________________________________________
28. ____________________________________________________________________
29. ____________________________________________________________________
30. ____________________________________________________________________
31. ____________________________________________________________________
32. ____________________________________________________________________
33. ____________________________________________________________________
34. ____________________________________________________________________
35. ____________________________________________________________________
36. ____________________________________________________________________
37. ____________________________________________________________________
38. ____________________________________________________________________
39. ____________________________________________________________________
40. ____________________________________________________________________
Dr. Smith, Room #267
I am interested in mock trial:
Name (Please print) Grade Student #
1.______________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
4. _____________________________________________________________________
5. _____________________________________________________________________
6. _____________________________________________________________________
7. _____________________________________________________________________
8. _____________________________________________________________________
9. _____________________________________________________________________
10. ____________________________________________________________________
11. ____________________________________________________________________
12. ____________________________________________________________________
13. ____________________________________________________________________
14. ____________________________________________________________________
15. ____________________________________________________________________
16. ____________________________________________________________________
17. ____________________________________________________________________
18. ____________________________________________________________________
19. ____________________________________________________________________
20. ____________________________________________________________________
21. ____________________________________________________________________
22. ____________________________________________________________________
23. ____________________________________________________________________
24. ____________________________________________________________________
25. ____________________________________________________________________
26. ____________________________________________________________________
27. ____________________________________________________________________
28. ____________________________________________________________________
29. ____________________________________________________________________
30. ____________________________________________________________________
31. ____________________________________________________________________
32. ____________________________________________________________________
33. ____________________________________________________________________
34. ____________________________________________________________________
35. ____________________________________________________________________
36. ____________________________________________________________________
37. ____________________________________________________________________
38. ____________________________________________________________________
39. ____________________________________________________________________
40. ____________________________________________________________________
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.
Friday, October 20, 2006
WH, Ch. 20 Sec. 2 up to Ch. 21 Sec. 3
Note: p. numbers may refer to the old text; the work, however, is basically the same.
World History, Ch. 20, Sec. 2 Britain Leads the Way
Ch. 20, Section 2 Britain Leads the Way
Vocabulary
Factory
Turnpike
Read intro, p. 510
1. Lesson Plan Focus
The Industrial Revolution began in Britain where there were favorable economic, political, and social conditions, a sufficient work force, and plentiful iron and coal. Iron was used to build the machines and coal was used to fuel them. As machinery took hold in the British textile industry, the factory system replaced the putting out system.
2. In-class Instruct
A museum exhibit is planned on the early years of the Industrial Revolution. The class is divided into groups and each group will detail a plan for part of the exhibit. Each group will be assigned one of the following topics:
Why the Industrial Revolution Began in Britain
The Importance of Iron and Coal
The Textile Industry
Changes in Transportation
Outside research can supplement the information in the text.
Students should list the objects, photographs, illustrations, diagrams, maps, and/or machines, etc., that they want to exhibit in their part of the exhibit.
Write a description of each item.
They should also create visual materials such as maps, graphs, charts, and posters for their exhibit.
3. Close
Consider how modern technology is used to facilitate transportation, communication, and education programs in museums of today.
Caption, p. 511 Art History
Answer to Caption. . .
Art and Literature
Possible Answer:
They seem proud of the forge’s power and their father’s work.
Caption, p. 512 Technology of the British Industrial Revolution
Answer to Caption. . .
Interpreting a Chart
All the inventions are complex machines that made human labor easier.
Background Historical Evidence
Britain’s Overseas Markets
The vast British Empire provided world-wide goods. In fact, during the 1700s, the overseas export market grew at a much faster rate than the domestic market. Between 1750 and 1770, for example, production for the export market increased by 80%, while production for the domestic market grew by only 7%. Although investing in new industries carried risks, the lucrative overseas trade made the gamble seem well worth taking.
Map, p. 514
Answers to. . .
Locations review together.
Possible answers: a) southern United States, India; b) British West Indies, Cape Colony.
Possible answer: Without this key source of cotton, development of the cotton industry might have been slowed. Britain would have had to seek other sources of raw cotton or pay more to the Indians for theirs. Britain might have even had to find a different product on which to concentrate its industry.
Graph, p. 515
Answer to Caption. . .
Interpreting a Graph
In 1750, it took about 48 hours to travel between London and Birmingham. In 1830, it took only about 12 hours. The invention of the steam-powered locomotive made this increased speed possible.
Section 2 Review, p. 515
#1, 3-5, Extra Credit #6-7.
World History, Ch. 20 Sec. 3 Hardships of Early Industrial Life
World History, Ch. 20 The Industrial Revolution Begins,
Section 3 Hardships of Early Industrial Life
Vocabulary, p. 516
Urbanization
1. Lesson Plan Focus
Factory work meant long hours, backbreaking jobs, unsafe conditions, and low pay. Many women worked both at home and in the factories. Child labor was a common practice. In the cities, working class families endured filthy and overcrowded living conditions. At the same time, however, the Industrial Revolution gradually brought more jobs, higher pay, and other material benefits.
2. In-class Instruct
Students are to imagine that they are living during the early years of the Industrial Revolution. Each student (and a partner) should assume one of the following roles:
a miner
a factory worker
a child laborer
a working class mother
a factory owner
a government inspector
a Luddite
a middle-class woman
Students are to write a diary entry in the role of their assumed character. Record the events of a complete day and include specific details of the person’s life. In your diary, include not only their activities and observations, but also your feelings and emotions. These diary entries will be shared with the class.
3. Close
List three or four ways that life today would be different for the person whose role you assumed.
Caption, p. 517
Caption, p. 518
Parallels Through Time, p. 519
HW
Section 3 Review
#1, 3-5, Extra Credit 6-7.
WH, Ch. 20 Sec. 4 New Ways of Thinking
World History, Ch. 20, Sec. 4, New Ways of Thinking
Ch. 20, Section 4, New Ways of Thinking
What economic ideas helped shape the industrial age?
What reforms did individual thinkers urge?
How was socialism linked to the Industrial Revolution?
Vocabulary, p. 530
Utilitarianism
Socialism
Communism
Proletariat
Read intro, p. 520
1. Lesson Plan Focus
The Industrial age gave rise to economic philosophies such as Utilitarianism, Socialism, and Communism. Individual thinkers offered a variety of opinions on what government should do to improve social and economic conditions. Socialists condemned the evils of industrial capitalism and urged radical changes in the way the economy operated.
2. In-class Instruct
Choose one of the following and write a position paper in which you explain that thinker’s point of view:
Adam Smith
Thomas Malthus
David Ricardo
Jeremy Bentham
John Stuart Mill
Robert Owen
Karl Marx
Students should use the text and library resources to set forth the philosophy of the person assigned. Be prepared to read your papers to the class and to answer any question that you or the other students might have.
3. Close
Illustrate the viewpoint of the chosen philosopher in a cartoon or a poster.
Caption, p. 521
Answer to Caption. . .
Political and Social Systems
Malthus believed in the unrestricted “laws of the free market.” He urged families to have fewer children. He also felt that war, disease, and famine would check population growth.
Caption, p. 523
Answer to Caption. . .
Global Interaction
Possible Answer: In London’s urban slums, Marx may have witnessed the poverty and hardships endured by the working class. In London’s better neighborhoods, he may have witnessed the wealth and luxuries of the bourgeoisie. The unequal conditions may have influenced his philosophy.
Activity
Cooperative Groups
Debating
In the United States today, people continue to debate the degree to which government should intervene to alleviate social and economic problems. The debate touches upon such specific issues as social security, welfare programs, environmental protection laws, affirmative action laws, school lunch programs, and the like.
One of these issues or one of your own choosing can be the focus for a debate on how much government should intervene to improve social and economic conditions. The class can be divided into two groups. One group will argue in favor of government intervention and the other group will argue against it. Time can be allotted to develop and organize arguments. Before the debate, the rules of debate will be covered.
Activity
Heterogeneous Groups
Writing a Letter
Imagine that you are an English textile worker who has just finished reading The Communist Manifesto. Write a letter to a co-worker in which you describe Marx’s ideas. In your letter, explain whether you agree or disagree with Marx’s theories.
Section 4 Review
1. a) Malthus, p. 520
b) “iron law of wages, p. 521
c) John Stuart Mill, p. 522
d) Utopians, p. 522
e) The Communist Manifesto, p. 522
3. a) Successful businesspeople of the middle and upper classes supported free market ideas; b) Since they were successful, they saw no need for government intervention in the economy.
4. Utopian socialist proposed the creation of self-sufficient communities in which all work was shared and all property was owned in common.
5. a) Marx believed that economics was the driving force in history and that history was a continuous struggle between the “haves” and the “have nots.” b) Marx underestimated the powerful influence of national loyalties on the working class. As the standard of living rose, class conflict lessened.
Extra Credit
6. Answers will vary. Student’s answers should reflect an understanding of the theory that they select.
7. Students’ work should reflect an ability to compare perspectives and to organize ideas in a concise format.
WH, Ch. 21 Revolutions in Europe and Latin America, Sec. 1 An Age of Ideologies, Sec. 2 To The Barricades!
World History, Ch. 21 Revolutions in Europe and Latin America, Sections 1-2
Ch. 21 Revolutions in Europe and Latin America
(1790-1848)
Caption, p. 527
Section 1 An Age of Ideologies
Vocabulary
Ideology
Universal manhood suffrage
Autonomy
1. Lesson Plan Focus
After 1815, conservatives called for a return to the political and social structure that existed before 1789. Liberals embraced the ideas of the Enlightenment and wanted to limit the power of monarchs. Nationalists, by urging national independence, threatened the powerful empires of Europe. Conflicts emerged as conservative leaders opposed liberal and nationalist demands.
Caption, p. 528
Caption, p. 530
2. In-class Instruct
Divide the class into three groups: conservatism, liberalism, and nationalism. Assign each group to outline its political movement by listing its attitudes, goals, policies, and actions. Each group should have an expert to summarize the main points of the assigned viewpoint.
3. Close
Describe any characteristic of liberalism, conservatism, or nationalism. Then, ask volunteers to name the political philosophy that included that characteristic.
HW
Section 1 Review
#1-4, Extra Credit #5-6.
Section 2 To the Barricades!
Guide for Reading
Why did revolts break out in France in 1830 and 1848?
How did revolutions in France affect other parts of Europe?
Why did the revolts of 1830 and 1848 generally fail to achieve their goals?
1. Lesson Plan Focus
Charles X’s attempt to restore absolutism in France resulted in the July revolution of 1830. An economic slump, coupled with discontent over social and political issues, sparked revolution again in 1848. These French uprising inspired revolts in other parts of Europe. Many of the revolutions failed because they were put down by military force and because they did not have mass support.
Caption, p. 532
Map, p. 533
Caption, p. 535
2. In-class Instruct
Construct a chart that profiles the revolutions that occurred in Europe between 1800 and 1848. There should be six columns for each:
1. Country;
2. Date;
3. Goals;
4. Opponent;
5. Outcome;
6. Reasons for Success or Failure
Use the info from Sections 1 and 2 of this chapter to fill in the chart. Students should fill in the chart under the appropriate headings.
3. Close
The students should use the chart to write generalizations about this period in Europe.
HW
Section 2 Review
#1-5
Extra Credit
#6-7
WH, Ch. 21 Sec. 3 Latin American Wars of Independence
World History, Ch. 21 Revolutions in Europe and Latin America, Section 3
Ch. 21 Revolutions in Europe and Latin America
(1790-1848)
Section 3 Latin American Wars of Independence
1. Lesson Plan Focus
Enlightenment ideas, revolutions in other lands, and dissatisfaction with European rule caused revolutions in Latin America. In Haiti, an army of former slaves ended French rule in a struggle that cost more lives than any other Latin American revolution. As a result of revolutions in Mexico, Central America, and South America, independent Latin American nations emerged.
Caption, p. 537
Caption, p. 538
Parallels Through Time, p. 540
Cause and Effect, p. 541
Map, p. 542
2. In-class Instruct
Students will work in groups to write a “how-to” manual for carrying out a successful revolution in Latin America. Each group’s manual should include the following information:
A profile of a successful leader;
Ways to gain followers;
The steps for carrying out a revolution;
Recommended actions for the post-revolutionary period;
The mistakes to avoid.
Students should write their manuals on their study of the revolutions that are
discussed in this section.
3. Close
A class discussion will examine how Latin American revolutions were both successful and unsuccessful.
HW Section 3 Review
#1-5
Extra Credit #6-7
World History, Ch. 20, Sec. 2 Britain Leads the Way
Ch. 20, Section 2 Britain Leads the Way
Vocabulary
Factory
Turnpike
Read intro, p. 510
1. Lesson Plan Focus
The Industrial Revolution began in Britain where there were favorable economic, political, and social conditions, a sufficient work force, and plentiful iron and coal. Iron was used to build the machines and coal was used to fuel them. As machinery took hold in the British textile industry, the factory system replaced the putting out system.
2. In-class Instruct
A museum exhibit is planned on the early years of the Industrial Revolution. The class is divided into groups and each group will detail a plan for part of the exhibit. Each group will be assigned one of the following topics:
Why the Industrial Revolution Began in Britain
The Importance of Iron and Coal
The Textile Industry
Changes in Transportation
Outside research can supplement the information in the text.
Students should list the objects, photographs, illustrations, diagrams, maps, and/or machines, etc., that they want to exhibit in their part of the exhibit.
Write a description of each item.
They should also create visual materials such as maps, graphs, charts, and posters for their exhibit.
3. Close
Consider how modern technology is used to facilitate transportation, communication, and education programs in museums of today.
Caption, p. 511 Art History
Answer to Caption. . .
Art and Literature
Possible Answer:
They seem proud of the forge’s power and their father’s work.
Caption, p. 512 Technology of the British Industrial Revolution
Answer to Caption. . .
Interpreting a Chart
All the inventions are complex machines that made human labor easier.
Background Historical Evidence
Britain’s Overseas Markets
The vast British Empire provided world-wide goods. In fact, during the 1700s, the overseas export market grew at a much faster rate than the domestic market. Between 1750 and 1770, for example, production for the export market increased by 80%, while production for the domestic market grew by only 7%. Although investing in new industries carried risks, the lucrative overseas trade made the gamble seem well worth taking.
Map, p. 514
Answers to. . .
Locations review together.
Possible answers: a) southern United States, India; b) British West Indies, Cape Colony.
Possible answer: Without this key source of cotton, development of the cotton industry might have been slowed. Britain would have had to seek other sources of raw cotton or pay more to the Indians for theirs. Britain might have even had to find a different product on which to concentrate its industry.
Graph, p. 515
Answer to Caption. . .
Interpreting a Graph
In 1750, it took about 48 hours to travel between London and Birmingham. In 1830, it took only about 12 hours. The invention of the steam-powered locomotive made this increased speed possible.
Section 2 Review, p. 515
#1, 3-5, Extra Credit #6-7.
World History, Ch. 20 Sec. 3 Hardships of Early Industrial Life
World History, Ch. 20 The Industrial Revolution Begins,
Section 3 Hardships of Early Industrial Life
Vocabulary, p. 516
Urbanization
1. Lesson Plan Focus
Factory work meant long hours, backbreaking jobs, unsafe conditions, and low pay. Many women worked both at home and in the factories. Child labor was a common practice. In the cities, working class families endured filthy and overcrowded living conditions. At the same time, however, the Industrial Revolution gradually brought more jobs, higher pay, and other material benefits.
2. In-class Instruct
Students are to imagine that they are living during the early years of the Industrial Revolution. Each student (and a partner) should assume one of the following roles:
a miner
a factory worker
a child laborer
a working class mother
a factory owner
a government inspector
a Luddite
a middle-class woman
Students are to write a diary entry in the role of their assumed character. Record the events of a complete day and include specific details of the person’s life. In your diary, include not only their activities and observations, but also your feelings and emotions. These diary entries will be shared with the class.
3. Close
List three or four ways that life today would be different for the person whose role you assumed.
Caption, p. 517
Caption, p. 518
Parallels Through Time, p. 519
HW
Section 3 Review
#1, 3-5, Extra Credit 6-7.
WH, Ch. 20 Sec. 4 New Ways of Thinking
World History, Ch. 20, Sec. 4, New Ways of Thinking
Ch. 20, Section 4, New Ways of Thinking
What economic ideas helped shape the industrial age?
What reforms did individual thinkers urge?
How was socialism linked to the Industrial Revolution?
Vocabulary, p. 530
Utilitarianism
Socialism
Communism
Proletariat
Read intro, p. 520
1. Lesson Plan Focus
The Industrial age gave rise to economic philosophies such as Utilitarianism, Socialism, and Communism. Individual thinkers offered a variety of opinions on what government should do to improve social and economic conditions. Socialists condemned the evils of industrial capitalism and urged radical changes in the way the economy operated.
2. In-class Instruct
Choose one of the following and write a position paper in which you explain that thinker’s point of view:
Adam Smith
Thomas Malthus
David Ricardo
Jeremy Bentham
John Stuart Mill
Robert Owen
Karl Marx
Students should use the text and library resources to set forth the philosophy of the person assigned. Be prepared to read your papers to the class and to answer any question that you or the other students might have.
3. Close
Illustrate the viewpoint of the chosen philosopher in a cartoon or a poster.
Caption, p. 521
Answer to Caption. . .
Political and Social Systems
Malthus believed in the unrestricted “laws of the free market.” He urged families to have fewer children. He also felt that war, disease, and famine would check population growth.
Caption, p. 523
Answer to Caption. . .
Global Interaction
Possible Answer: In London’s urban slums, Marx may have witnessed the poverty and hardships endured by the working class. In London’s better neighborhoods, he may have witnessed the wealth and luxuries of the bourgeoisie. The unequal conditions may have influenced his philosophy.
Activity
Cooperative Groups
Debating
In the United States today, people continue to debate the degree to which government should intervene to alleviate social and economic problems. The debate touches upon such specific issues as social security, welfare programs, environmental protection laws, affirmative action laws, school lunch programs, and the like.
One of these issues or one of your own choosing can be the focus for a debate on how much government should intervene to improve social and economic conditions. The class can be divided into two groups. One group will argue in favor of government intervention and the other group will argue against it. Time can be allotted to develop and organize arguments. Before the debate, the rules of debate will be covered.
Activity
Heterogeneous Groups
Writing a Letter
Imagine that you are an English textile worker who has just finished reading The Communist Manifesto. Write a letter to a co-worker in which you describe Marx’s ideas. In your letter, explain whether you agree or disagree with Marx’s theories.
Section 4 Review
1. a) Malthus, p. 520
b) “iron law of wages, p. 521
c) John Stuart Mill, p. 522
d) Utopians, p. 522
e) The Communist Manifesto, p. 522
3. a) Successful businesspeople of the middle and upper classes supported free market ideas; b) Since they were successful, they saw no need for government intervention in the economy.
4. Utopian socialist proposed the creation of self-sufficient communities in which all work was shared and all property was owned in common.
5. a) Marx believed that economics was the driving force in history and that history was a continuous struggle between the “haves” and the “have nots.” b) Marx underestimated the powerful influence of national loyalties on the working class. As the standard of living rose, class conflict lessened.
Extra Credit
6. Answers will vary. Student’s answers should reflect an understanding of the theory that they select.
7. Students’ work should reflect an ability to compare perspectives and to organize ideas in a concise format.
WH, Ch. 21 Revolutions in Europe and Latin America, Sec. 1 An Age of Ideologies, Sec. 2 To The Barricades!
World History, Ch. 21 Revolutions in Europe and Latin America, Sections 1-2
Ch. 21 Revolutions in Europe and Latin America
(1790-1848)
Caption, p. 527
Section 1 An Age of Ideologies
Vocabulary
Ideology
Universal manhood suffrage
Autonomy
1. Lesson Plan Focus
After 1815, conservatives called for a return to the political and social structure that existed before 1789. Liberals embraced the ideas of the Enlightenment and wanted to limit the power of monarchs. Nationalists, by urging national independence, threatened the powerful empires of Europe. Conflicts emerged as conservative leaders opposed liberal and nationalist demands.
Caption, p. 528
Caption, p. 530
2. In-class Instruct
Divide the class into three groups: conservatism, liberalism, and nationalism. Assign each group to outline its political movement by listing its attitudes, goals, policies, and actions. Each group should have an expert to summarize the main points of the assigned viewpoint.
3. Close
Describe any characteristic of liberalism, conservatism, or nationalism. Then, ask volunteers to name the political philosophy that included that characteristic.
HW
Section 1 Review
#1-4, Extra Credit #5-6.
Section 2 To the Barricades!
Guide for Reading
Why did revolts break out in France in 1830 and 1848?
How did revolutions in France affect other parts of Europe?
Why did the revolts of 1830 and 1848 generally fail to achieve their goals?
1. Lesson Plan Focus
Charles X’s attempt to restore absolutism in France resulted in the July revolution of 1830. An economic slump, coupled with discontent over social and political issues, sparked revolution again in 1848. These French uprising inspired revolts in other parts of Europe. Many of the revolutions failed because they were put down by military force and because they did not have mass support.
Caption, p. 532
Map, p. 533
Caption, p. 535
2. In-class Instruct
Construct a chart that profiles the revolutions that occurred in Europe between 1800 and 1848. There should be six columns for each:
1. Country;
2. Date;
3. Goals;
4. Opponent;
5. Outcome;
6. Reasons for Success or Failure
Use the info from Sections 1 and 2 of this chapter to fill in the chart. Students should fill in the chart under the appropriate headings.
3. Close
The students should use the chart to write generalizations about this period in Europe.
HW
Section 2 Review
#1-5
Extra Credit
#6-7
WH, Ch. 21 Sec. 3 Latin American Wars of Independence
World History, Ch. 21 Revolutions in Europe and Latin America, Section 3
Ch. 21 Revolutions in Europe and Latin America
(1790-1848)
Section 3 Latin American Wars of Independence
1. Lesson Plan Focus
Enlightenment ideas, revolutions in other lands, and dissatisfaction with European rule caused revolutions in Latin America. In Haiti, an army of former slaves ended French rule in a struggle that cost more lives than any other Latin American revolution. As a result of revolutions in Mexico, Central America, and South America, independent Latin American nations emerged.
Caption, p. 537
Caption, p. 538
Parallels Through Time, p. 540
Cause and Effect, p. 541
Map, p. 542
2. In-class Instruct
Students will work in groups to write a “how-to” manual for carrying out a successful revolution in Latin America. Each group’s manual should include the following information:
A profile of a successful leader;
Ways to gain followers;
The steps for carrying out a revolution;
Recommended actions for the post-revolutionary period;
The mistakes to avoid.
Students should write their manuals on their study of the revolutions that are
discussed in this section.
3. Close
A class discussion will examine how Latin American revolutions were both successful and unsuccessful.
HW Section 3 Review
#1-5
Extra Credit #6-7
Thursday, October 19, 2006
WH, Answers to Quiz, Ch. 20
Based on both your reading of the text and the film, answer the following questions.
1. Where did the French Royalty live?
a) Simon Bolivar b) Maria Theresa c) Versailles d) London e) Paris
c) Versailles
2. Who reigned in Austria?
a) Neckar b) George III c) Thomas Paine d) Maria Theresa e)Simon Bolivar
d) Maria Theresa
3. What country elected kings?
a) France b) Britain c) Poland d) England e) Brazil
c) Poland
4. What is the vocabulary word for giving up the throne?
a) deficit spending b) émigré c) divine right of kings d) Neckar e) abdicate
e) abdicate
5. Who trampled on the Magna Carta?
a) Neckar b) Napoleon c) Maria Theresa d) George III e) Marie Antoinette
d) George III
6. Who wrote Common Sense?
a) Thomas Paine b) Napoleon c) Maria Theresa d) George III e) Marie Antoinette
a) Thomas Paine
7. In what year did the French Revolution occur?
a) 1789 b) 1848 c) 1805 d) 1815 e) 1917
a) 1789
8. In what battle was the French Navy destroyed?
a) Waterloo b) Trafalgar c) Battleship Potemkin d) Austerlitz e) Paris
b) Trafalgar
9. In what year did the previous battle occur?
a) 1805 b) 1815 c) 1905 d) 1789 e) 1848
a) 1805
10. Who came to power by forcing his way to power, otherwise known as a coup d’etat?
a) Trafalgar b) Napoleon c) Marx d) Waterloo e) Simon Bolivar
b) Napoleon
11. In what year was Napoleon’s last battle?
a) 1805 b) 1815 c) 1905 d) 1789 e) 1848
b) 1815
12. Revolution occurred in which of the following South American countries?
a) France b) London c) Neckar d) Brazil e) Russia
d) Brazil
13. In what year did the Russian Revolution occur?
a) 1917 b) 1815 c) 1905 d) 1789 e) 1848
a) 1917
1. Where did the French Royalty live?
a) Simon Bolivar b) Maria Theresa c) Versailles d) London e) Paris
c) Versailles
2. Who reigned in Austria?
a) Neckar b) George III c) Thomas Paine d) Maria Theresa e)Simon Bolivar
d) Maria Theresa
3. What country elected kings?
a) France b) Britain c) Poland d) England e) Brazil
c) Poland
4. What is the vocabulary word for giving up the throne?
a) deficit spending b) émigré c) divine right of kings d) Neckar e) abdicate
e) abdicate
5. Who trampled on the Magna Carta?
a) Neckar b) Napoleon c) Maria Theresa d) George III e) Marie Antoinette
d) George III
6. Who wrote Common Sense?
a) Thomas Paine b) Napoleon c) Maria Theresa d) George III e) Marie Antoinette
a) Thomas Paine
7. In what year did the French Revolution occur?
a) 1789 b) 1848 c) 1805 d) 1815 e) 1917
a) 1789
8. In what battle was the French Navy destroyed?
a) Waterloo b) Trafalgar c) Battleship Potemkin d) Austerlitz e) Paris
b) Trafalgar
9. In what year did the previous battle occur?
a) 1805 b) 1815 c) 1905 d) 1789 e) 1848
a) 1805
10. Who came to power by forcing his way to power, otherwise known as a coup d’etat?
a) Trafalgar b) Napoleon c) Marx d) Waterloo e) Simon Bolivar
b) Napoleon
11. In what year was Napoleon’s last battle?
a) 1805 b) 1815 c) 1905 d) 1789 e) 1848
b) 1815
12. Revolution occurred in which of the following South American countries?
a) France b) London c) Neckar d) Brazil e) Russia
d) Brazil
13. In what year did the Russian Revolution occur?
a) 1917 b) 1815 c) 1905 d) 1789 e) 1848
a) 1917
WH Ch. 20 Quiz on Revolution
Quiz “Revolution”
Ch. 20
Name: __________________________________________________ Period: ______
Based on both your reading of the text and the film, answer the following questions.
1. Where did the French Royalty live?
a) Simon Bolivar b) Maria Theresa c) Versailles d) London e) Paris
2. Who reigned in Austria?
a) Neckar b) George III c) Thomas Paine d) Maria Theresa e)Simon Bolivar
3. What country elected kings?
a) France b) Britain c) Poland d) England e) Brazil
4. What is the vocabulary word for giving up the throne?
a) deficit spending b) émigré c) divine right of kings d) Neckar e) abdicate
5. Who trampled on the Magna Carta?
a) Neckar b) Napoleon c) Maria Theresa d) George III e) Marie Antoinette
6. Who wrote Common Sense?
a) Thomas Paine b) Napoleon c) Maria Theresa d) George III e) Marie Antoinette
7. In what year did the French Revolution occur?
a) 1789 b) 1848 c) 1805 d) 1815 e) 1917
8. In what battle was the French Navy destroyed?
a) Waterloo b) Trafalgar c) Battleship Potemkin d) Austerlitz e) Paris
9. In what year did the previous battle occur?
a) 1805 b) 1815 c) 1905 d) 1789 e) 1848
10. Who came to power by forcing his way to power, otherwise known as a coup d’etat?
a) Trafalgar b) Napoleon c) Marx d) Waterloo e) Simon Bolivar
11. In what year was Napoleon’s last battle?
a) 1805 b) 1815 c) 1905 d) 1789 e) 1848
12. Revolution occurred in which of the following South American countries?
a) France b) London c) Neckar d) Brazil e) Russia
13. In what year did the Russian Revolution occur?
a) 1917 b) 1815 c) 1905 d) 1789 e) 1848
Ch. 20
Name: __________________________________________________ Period: ______
Based on both your reading of the text and the film, answer the following questions.
1. Where did the French Royalty live?
a) Simon Bolivar b) Maria Theresa c) Versailles d) London e) Paris
2. Who reigned in Austria?
a) Neckar b) George III c) Thomas Paine d) Maria Theresa e)Simon Bolivar
3. What country elected kings?
a) France b) Britain c) Poland d) England e) Brazil
4. What is the vocabulary word for giving up the throne?
a) deficit spending b) émigré c) divine right of kings d) Neckar e) abdicate
5. Who trampled on the Magna Carta?
a) Neckar b) Napoleon c) Maria Theresa d) George III e) Marie Antoinette
6. Who wrote Common Sense?
a) Thomas Paine b) Napoleon c) Maria Theresa d) George III e) Marie Antoinette
7. In what year did the French Revolution occur?
a) 1789 b) 1848 c) 1805 d) 1815 e) 1917
8. In what battle was the French Navy destroyed?
a) Waterloo b) Trafalgar c) Battleship Potemkin d) Austerlitz e) Paris
9. In what year did the previous battle occur?
a) 1805 b) 1815 c) 1905 d) 1789 e) 1848
10. Who came to power by forcing his way to power, otherwise known as a coup d’etat?
a) Trafalgar b) Napoleon c) Marx d) Waterloo e) Simon Bolivar
11. In what year was Napoleon’s last battle?
a) 1805 b) 1815 c) 1905 d) 1789 e) 1848
12. Revolution occurred in which of the following South American countries?
a) France b) London c) Neckar d) Brazil e) Russia
13. In what year did the Russian Revolution occur?
a) 1917 b) 1815 c) 1905 d) 1789 e) 1848
Friday, October 13, 2006
WH, Ch. 20 Sec. 1, Out of order for the time the 'Net was down
Ch. 20 Sec. 1 Dawn of the Industrial Age
HW Review
1a. Charles Townsend
b) Jethro Tull
c) Thomas Newcomen
d) James Watt
e) Abraham Darby
Vocab. p. 498
Caption, p. 499
Biography, p. 500
Sec. 2 Britain Leads the Way
Vocabulary p. 501
Map, p. 502
Impact of the Railroad, p. 503
Geography and History, p. 504
HW Review
1a. Charles Townsend
b) Jethro Tull
c) Thomas Newcomen
d) James Watt
e) Abraham Darby
Vocab. p. 498
Caption, p. 499
Biography, p. 500
Sec. 2 Britain Leads the Way
Vocabulary p. 501
Map, p. 502
Impact of the Railroad, p. 503
Geography and History, p. 504
Subscribe to:
Posts (Atom)