WH, India Vocabulary, China, Vocabulary (Chindia)

“Emerging Powers: India”

Two quotes to consider from the video:
“You can’t just sit on your backside.”
“Perform or fail.”

1. Enlightenment
2. state-controlled
3. capitalism
4. competitors
5. populism
6. socialism
7. free-market
8. ex-patriots
9. optimism
10. opportunity
11. nostalgia
12. Silicon Valley
13. manpower
14. bureaucracy
15. liberalized
16. restraints
17. independence
18. colony
19. Gandhi
20. licenses
21. complacent
22. crisis
23. radical
24. export
25. bankrupt
26. Nehru
27. barriers
28. investment
29. monopoly
30. gracious
31. satellite
32. realm
33. conceive
34. media
35. global economy
36. multi-nationals
37. horoscope
38. BBC
39. cricket
40. cobras
41. fermentation
42. kabobs
43. tandori
44. curry
45. upwardly mobile
46. executive
47. grooming
48. etiquette
49. living standards
50. commercial
51. microcosm
52. shack
53. vendor
54. rural
55. urban
56. enterprising
57. transistor
58. prototype
59. components
60. saris
61. Sikh
62. private sector
63. MBA
64. “red tape”
65. import duties
66. cottage industry
67. abject poverty
68. rupis
69. protectionism
70. regulation
71. brokerage
72. capitalization
73. Kashmir
74. Bangalore

China: Emerging Powers video

1. communist
2. capitalism
3. IBM
4. CPB
5. standing army
6. restrained
7. Beijing
8. modernization
9. represssion
10. contradiction
11. superpower
12. nuclear
13. Cultural Revolution
14. Mao
15. Red Guard
16. commune
17. peasant
18. will power
19. fortitude
20. endurance
21. social status
22. crux
23. wisdom
24. legacy
25. nostalgia
26. revolution
27. investment
28. Gobi Desert
29. backbone
30. destiny
31. Shanghai
32. cosmetics
33. corridors
34. skyscraper
35. country bumpkins
36. investors
37. chaos
38. commodity
39. aspirations
40. regulator
41. market economy
42. innovation
43. PhD
44. socialism
45. monument
46. assembly line
47. utopia
48. cradle to grave
49. "jumping into the sea"
50. pioneering
51. radical
52. reform
53. dislocation
54. private sector
55. state sector
56. abject poverty
57. enterprises
58. national college entrance exam
59. cropland
60. residency
61. migrants
62. harvest
63. defraud
64. insignia
65. racketeering
66. license
67. disparity
68. hazardous
69. structures
70. covenant
71. bankrupt
72. manufacturing
73. conglomerate
74. poultry
75. incubator
76. charcoal
77. mechanized
78. feed (for animals)
79. traitor
80. kilometers
81. ration
82. patriotic
83. undermining
84. uncensored
85. environmental protection
86. dialogue
87. ideology
88. disco
89. waltz
90. foxtrot
91. rock 'n' roll
92. decadent
93. dissidents
94. Tianamen Square
95. alienation
96. corruption
97. human rights
98. Gallup Poll
99. reverberate

In the light of tragedy: electronic messaging systems are essential tools of public safety

Messaging system companies offer effective electronic messaging systems that are essential tools of public safety on campus.

Mobile Campus Incorporated markets an advertiser-supported campus text-messaging system that is otherwise free to affiliated universities. This is a free service capable of immediately and simultaneously alerting students, university employees, and others via text messages on cell phones.

Netpresenter Incorporated is a XML-based screen-saver and pop-up notification service.

MIR3 provides emergency notification technology.

ClearTXT is a mobile messaging provider to keep students and faculty informed during emergencies.

AP Gov't, WH, Just in case, resources for a Uniform Disaster Plan, Lock Down Procedure

Uniform Disaster Plan
http://www.csd.k12.ca.us/personnel/personnel/Uniform_Disaster_Plan/uniform_disaster_plan.html

Lock Down Procedure
http://www.csd.k12.ca.us/personnel/personnel/Uniform_Disaster_Plan/Lockdown_Procedure/lockdown_procedure.html

AP Gov't & World History

How would you like to be a good citizen like students from over 110 Philadelphia schools during Election Day? Greater Philadelphia Cares has partnered with the Committee of Seventy to identify and engage students in volunteer action on Election Day, May 15. Students will receive a 60-minute training where they will learn everything they need to know about volunteering on Election Day. There are a variety of volunteer opportunities on the day ranging from Election Watchdog to Data Collector to Hotline Helper. A training session will be held, 18 April 2007, during 4th Period. Show you care; Why not be a part and volunteer?

WH, Bismarck Vocabulary, due 30 March 2007

Bismarck Video Vocabulary

1. kaiser
2. Fatherland
3. imperial
4. balance of power
5. Iron & Blood
6. Hessians
7. Prussia
8. parliamentarian
9. statesman
10. chaos
11. economic
12. abdication
13. Queen Victoria
14. prime minister
15. order
16. profitable
17. unification
18. Germanic
19. Schleswig-Holstein
20. Denmark
21. embarked
22. Habsburgs
23. squandering
24. mobilizing
25. lurch
26. indissoluably
27. protector
28. exploit
29. rearguard
30. excellency
31. majesty
32. permeating
33. nationalism
34. Franz Joseph
35. Hohenzolleren
36. expediencies
37. reparations
38. relinquish
39. anarchy
40. insurrection
41. consent
42. yearned
43. unassailable
44. unfaltering
45. despotism
46. Sieg Heil

WH, Hear ye! Hear ye! Time to globally compete: Deadline 29 March 2007

http://www.j8summit.com/

Competition

Could you come up with a new way of approaching the most important global issues of our time? Do you think your ideas could help to fight climate change, poverty and diseases? Enter the Junior 8 Competition now!

By entering the Junior 8 (J8) Competition, you could win the chance to represent your country at the J8 Summit to present your ideas to eight of the most powerful leaders in the world.

To enter the competition, teams work together to come up with their own ideas on how to tackle the key issues being discussed by the G8. They submit these ideas online through the J8 website.

The entries are then judged by a specially selected panel in each country. The team with the best entry from each country is chosen to take part in the J8 Summit and to get the opportunity to meet the leaders of the G8.
Junior 8 Competition 2007

The 2007 Competition is now open

Entries must be received by March 29th 2007. The winners will attend the J8 Summit in June 2007 in Wismar, Germany.

WH, attend, report for Extra Credit

On behalf of the Beasley School of Law and the Young Lawyers
Division of the Philadelphia Bar Association, it is my
pleasure to invite you and your students to attend the final
round of the 2006-2007 John S. Bradway High School Mock Trial
Competition on Saturday, March 17, 2007.

Since January, over 450 Philadelphia area students from
nearly 50 high school teams, including your students competed
throughout various rounds to determine the City Champion.
The City Champion represents the region in the state
competition for a chance to advance to the national level.
This round will be judged by a panel of 13 or more
distinguished law and justice professionals and educators to
determine which team will be declared the Philadelphia
champion.

The Competition finals will be held at the National
Constitution Center located on Independence Mall at 525 Arch
Street, Philadelphia, PA. The trial begins promptly at
12:30 p.m. in the Kirby Auditorium. Please arrive early in
order to allow time to go through a security checkpoint.
Parking is available in the underground lot below the
National Constitution Center (entrance on Race Street).
The trial activities, including an awards ceremony and
reception, will conclude by 4:00 p.m.

I hope that you will join us on Saturday to celebrate all of
our teams. We encourage you to bring your students,
particularly those who competed in the competition to cheer
on their fellow competitiors and to see the distinguished
panel of Philadelphia attorneys and judges score the
competition. We will be acknowledging and awarding plaques
to the schools who competed in the competition, we especially
want those teams to join us.

If you have any questions, please call me directly at (215)
204-8948.


Sincerely,

Roberta West, Esquire

Program Director, Temple-LEAP

WH, Youth Leaders needed, Extra Credit assignment

We, the Young People of Philadelphia, in Order to form a more perfect City….

THE 2007 FUTURE LEADERS’
MAYORAL CANDIDATES FORUM


The 2007 Future Leaders’ Mayoral Candidates Forum, to be held on April 13, 2007 at the National Constitution Center, is a pro-active effort by Philadelphia's teens and young adults to ensure that their voices are heard in the upcoming mayoral election. Unique in this campaign season, the Forum will be designed, staffed and moderated by youth, ages 14-21. Organizing support is provided by the Greater Philadelphia Urban Affairs Coalition and the Philadelphia Youth Network.

YOUTH LEADERS NEEDED
We need 50 Youth Leaders from the ages of 14 and 21 to staff the event and to carry out a survey initiative. Youth can serve as…
¨ Spokespersons
¨ Hosts
¨ Researchers

Youth-serving organizations are asked to nominate an outstanding young person in your program who:
¨ Demonstrates strong interpersonal skills
¨ Speaks well in front of audiences
¨ Can attend two Trainings on March 10th and 24th 10 am to 1pm
There will be third training convened for those youth are selected to be spokespersons.

Please e-mail his/her name and address, the program they participate(d) in, and your organization’s name and a contact person to C. Kemal Nance at knance@pyninc.org.

WH, Vocabulary reference sites

http://www.hbcm.org.uk/ad/lord-shaftesbury.htm
http://www.cmj-israel.org/biographies_Lord_Shaftesbury.html

WH, "Working Lives," video, Vocab., due next Fri., 9 March 2007

Vocabulary List, "Working Lives," video

Name:___________________________________________________________ Per. ___

1. alter
2. continuity
3. jigsaw
4. labor-intensive
5. inefficient
6. Shropshire
7. crop rotation
8. fodder
9. breed
10. fertile
11. enclosure
12. uneven
13. crooked
14. inquiry
15. Parliament
16. compulsory
17. common land
18. hoeing
19. hedging
20. ditching
21. rural
22. flail
23. laborious
24. thresher
25. Captain Swain
26. curator
27. reenactment
28. piecework
29. mill
30. apprentice
31. crippling
32. degrading
33. "hurrying"
34. Lord Shaftsbury
35. 1833 Act
36. 1842, Factory and Mines Act
37. connived
38. livelihood
39. Ned Lud
40. Luddites
41. trade unions
42. tokens
43. cooperative movement
44. Chartist Movement
45. secret ballot
46. suffrage

WH, Vocab. on "Napoleon," Due 2 Mar. '07, Friday

Video Vocabulary: "Napoleon: The End, An Empires Special"

Look up and define these words as applied to Napoleon (if at all possible).

1. liberator
2. mentality
3. blockade
4. Iberian Peninsula
5. illiterate
6. resistance
7. retaliate
8. mutilate
9. atrocity
10. guerilla war
11. decisive
12. mobilize
13. Danube
14. Caesar (as a title)
15. Fontenbleu
16. Josephine
17. Marie Louise
18. Minotaur
19. conquer
20. venerable
21. transformed
22. bourgeois
23. repose
24. Czar Alexander
25. Cossacks
26. Borodino
27. strategic
28. subtlety
29. horrific
30. fatigue
31. flank
32. vial
33. coup
34. sublime
35. Talleyrand
36. Leipzig
37. invincibility
38. renounced
39. agitation
40. grieve
41. regimental
42. warship
43. Mediterranean
44. Corsica
45. villa
46. sovereign
47. isle
48. Elba
49. personified
50. meager
51. severed
52. Bourbon
53. Louis XVIII
54. floundering
55. eluded
56. steeple
57. abdication
58. tranquility
59. coalition
60. Waterloo
61. Duke of Wellington
62. disdainful
63. unflinching
64. idolize
65. intercept
66. braced
67. barrage
68. cavalry
69. "squares" (military tactic)
70. disengage
71. Imperial Guard
72. falter
73. catastrophe
74. futility
75. abdicated
76. exile
77. St. Helena
78. entourage
79. incessant
80. vestige
81. etiquette
82. retinue
83. retainers
84. dictated
85. memoirs
86. conveyed
87. delirium
88. martyrdom
89. infinite
90. tyrannical
91. tarnish
92. immortality
93. Ney

WH, Extra Credit Collaboration

Extra Credit Collaboration

Go to:

http://www.seedwiki.com/wiki/gmicksmith/gmicksmith.cfm

Where you will find:

"TEXTBOOK PAGE REFERENCES

Here below is where you should be adding page references for Extra Credit:

Chapter 17 Section 1, etc."

Type, "Terms," "Map," "Checkpoint," etc., and the corresponding page numbers in the textbook starting with Chapter 17 regardless of whether I assign it or not.

WH, Ch. 18 Sections 3 & 4

WH, Chapter 18 Section 4 The Age of Napoleon Begins (page references are to the former textbook).
p. 484, Vocab.
Fact Finder, p. 484
Caption, p. 485
Map, p. 486
Cause and Effect, p. 487
HW #1, 3-5 Extra Credit #6-7

WH, Ch. 18 Sec. 3 Radical Days

Section 3 Radical Days
Vocab. p. 478
Caption, p. 478
Analyzing Primary Sources, p. 479
Caption, p. 480
Caption, p. 481
Primary Source, p. 483
HW, p. 483, #1, 3-5, Extra Credit #6-7

WH, 2007 J8 Program Opportunity

2007 J8 Program*

Morgan Stanley and UNICEF have partnered to bring about the 2007 J8 Program, a global citizenship education program that enables young people, with guidance from a teacher, to learn more about major global issues, form their own ideas about these issues, and develop their group work skills.

As part of the J8 Program, students are encouraged to participate in a competition where groups of eight students (ages 13-17, working with a teacher) write a brief communiqué on the topics being discussed at the G8 Summit for a chance to earn a spot at the J8 Summit in Germany this June. At the Summit the students will have the opportunity to present their ideas directly to President George W. Bush and the other Heads of State from the G8 countries.

Entries must be received by March 29th 2007.

Questions?
Please contact the Morgan Stanley Community Affairs Department directly: Anna.Farber@morganstanley.com or visit the http://www.j8summit.com website.

WH, Test, Fri., Ch. 18 The French Revolution & Napoleon

Ch. 18 The French Revolution and Napolean

WH, Take the Self-quiz, print a hard copy, and bring it to class

Access the Pearson textbook site for:

The French Revolution and Napoleon (1789–1815)
On the Eve of Revolution
Self-quiz with Vocabulary Practice

WH, Ch. 18 The French Revolution and Napolean, Sec. 1 On the Eve of Revolution

World History
Chapter 18 The French Revolution and Napoleon (1789-1815)

Section 1 On the Eve of Revolution

Chapter Outline
1. On the Eve of Revolution
2. Creating a New France
3. Radical Days
4. The Age of Napoleon Begins
5. The End of an Era

[Page references are to the former textbook p. 466].

Read intro
Using the Chapter Opener
Using the chapter opener story, map, picture, and time line to know responses to the following question words regarding the French Revolution and the Napoleonic Era: who, what, where, when, why, and how.
Graph p. 469
Political and Social Systems
Versailles represented the luxurious lives of the monarch and nobility. The Bastille represented the oppression of the people.
Storming the Bastille
When the crowd attempted to enter the Bastille, its commander, the Marquis de Launay, ordered his troops to open fire. In the ensuing four-hour battle, revolutionary fervor seized Paris. Some French soldiers joined the besiegers and turned their cannons against the fortress. Finally, after killing 98 of the attackers, de Launay surrendered. An angry mob beheaded him, stuck his head on a pike, and paraded it through the streets, foreshadowing the violent days that lay ahead.

Sec. 1, On the Eve of Revolution
Amazing Transformation (Listen to the podcast, or, from the blog bring into class proof that you have found the following code, i.e., tell me the following saying: "A stitch in time saves nine.").

1. Lesson Plan Focus
In 1789, French society consisted of three social classes: the clergy or First Estate; the nobility, or Second Estate; and the rest of the population, who comprised the Third Estate. The nation faced social unrest, enormous debt, and food shortages. When the king summoned the Estates General to carry out reforms, members of the Third Estate broke away and formed the National Assembly. On July 14, 1789, angry Parisians stormed the Bastille.

2. In-class Instruct
Work with a partner. Assign each partner to write brief profiles for three of the following:a nun,a priest,a nobleman,a banker,a manufacturer,a lawyer,a peasant,a member of the royal family,a journeyman,a servant girl.In your profiles, students should identify the estate to which the person belongs, privileges that the person might have had, complaints that the person might have had, and changes that the person might have desired. After you have finished your profiles, volunteer to read profiles to the class.

3. Close
Draw a political cartoon that represents the views of one or more of the persons profiled: nun, priest, nobleman, banker, manufacturer, lawyer, peasant, royal family member, journeyman, or servant.

Guide for Reading
Section 1
What is the social structure of the old regime? Why did France face an economic crisis by 1789? Why did efforts at reform fail?

p. 468, Vocabulary: bourgeoisie, deficit spending

Caption, p. 469 (Graph)
Answer to Graph
The First Estate had the fewest people. The Third Estate owned the most land. The Third Estate was discontented because the First and the Second Estates, though comprising only 2% of the population, owned 30% of the land.

Activity: Learning Styles (Visual)After you have studied the graphs on this page, create other visual means of looking at land ownership and the social structure of France in 1789. You might create a pyramid chart displaying the relative size and status of the three estates.

Activity: Learning Styles (Auditory)
The following excerpt is from Abbe Sieyes's pamphlet What is the Third Estate? Respond to the questions that follow. For extra help, read a copy of the excerpt and look up difficult vocabulary words." Thus, what is the third estate? Everything; but an everything shackled and oppressed. What would it be without the privileged order? Everything, but an everything free and flourishing. Nothing can progress without it; everything would proceed infinitely better without the others. . . . [The] nobility does not belong to the social organization at all; . . . indeed, it may be a burden upon the nation." 1. How would you feel and respond to these words if you were a member of the Third Estate? 2. What might your reaction be if you were a member of the nobility?

Caption, p. 469
Political and Social Systems
The cartoonist's message was that peasants lived in misery because of their responsibilities to the government, the nobility, and the clergy.

Background: Historical Evidence
Petitioning the King
The following excerpt is from a petition to King Louis XV from the village of Lion-en-Sullias, dated March 1, 1789. It reflects the popular feeling that government policies were responsible for the famine that afflicted the countryside." Relying on His Majesty's paternal goodness, they dare to hope that he will . . . exempt their sons and domestics from militia service in order to let them attend to the cultivation of the land and provide the kingdom with more grain, as useful to the State as military service and they ask this with all the more reason because hands are lacking in the countryside. What causes the countryside to be deserted is the too great misery that reigns over it. . . . a result of the extreme misery caused by the excessive burden of numerous taxes." This primary source can stimulate a class discussion about French peasant life and the policies of the French government.

Activity: Heterogeneous Groups (Enrichment)
As an enrichment activity, students can write an essay comparing the conditions in England in the 1600s with the conditions in France in the 1700s. Student essays should outline the complaints that caused popular unrest and should address the question of whether or not revolution was inevitable in each case.

Background, Daily Life
Life at the Bastille
The seven prisoners who were freed from the Bastille on July 14 may not have been as jubilant as their rescuers expected. Ironically, inmates at the Bastille were treated more as guests of the King than as criminals. If they desired, they were provided with furniture. Or, if they had the means, as many did, they were permitted to bring their own furnishings, including works of art and musical instruments. Meals at the Bastille consisted of several courses, and often catered to personal tastes. Prisoners could hire personal servants and could have parties attended by fellow prisoners as well as by outside guests.

HW
p. 472 #1, 3-6, Extra Credit #7-8

WH, Web Searches info

HELPFUL HINTS FOR SEARCHING THE WEB:

Academic Search Engines:

Power Library can be accessed from any computer in school. This is a super resource. You can search a particularly good magazine for articles on a specific topic. For example, having trouble finding information from people other than the Chinese on their space mission? In the box, plug in the years you want to search in The Economist, specifically.

Proquest
History Study Center
A collection of primary and secondary sources on global history from ancient times to the present day. Contents include reference books, essays, journal articles, historical newspaper and magazine articles, maps, rare books, government documents, transcripts of historical speeches, images and video clips. Study Units offer editorially selected material on over 500 historical topics.

Learning Literature
A comprehensive resource including 3,000+ author biographies; 40 searchable full-text literature journals; full-text literary works; and other key criticism and reference sources.

Opposing Viewpoints
Gathers essays, statistics, articles, and primary source documents supporting opposing sides of topics. Great resource for debate research.

Newsbank
NewsBank World Wide provides access to current and archived content from more than 2,000 newspaper titles, as well as newswires, transcripts, business journals, periodicals, government documents and other publications. Included also is America's News Magazines, providing access to popular journals in the areas of news, sports, entertainment and lifestyle. Current Events and Special Reports gather articles on issues such as the environment, global terrorism, and world economics.

Nettrekker : Nettrekker is an academic search engine with over 160,000 teacher-reviewed websites. When you arrive at this site you have to create a "NEW USER ACCOUNT" by typing in a USER NAME and PASSWORD. It will also ask you for an IU KEYWORD which is EAGLES. When you get to the " Welcome to Nettrekker Page" you can do a keyword search. If you are having problems setting up you account check out more detailed instructions at http://www.phila.k12.pa.us/offices/ptrn_nettrekker_info.html

Free Library of Philadelphia: On the home page, in the blue box labeled FIND look for the word Databases and click
Enter your search term and scroll through the resources, clicking those you want
The Gov't. Documents and Magazines and Newspapers bring up the best sources.
This process will get you into many of the data bases available in the library.
You will need to enter your library card # and pin to open the found documents.

More general search engines:
To use search engines well, be as specific as you can with your question, using Boolean terms, of full sentences

http://scholar.google.com/

www.google.com
Particularly good if you know what you are looking for. By using good search terms and Boolean terms, you can narrow responses quickly.Tag “news” to cut out games, and “images” to get pictures.

www.google.com/help/features.html
Helps you understand what google can do, with a more sophisticated search, using Boolean terms

www.google.com/help/interpret.html
Helps you interpret your results

www.google.com/help/refinesearch.html
Helps you refine your search

www.teoma.com
Excellent, particularly when you’re not sure what you’re looking for. The clusters of “Refine Your Search” and “Resources” are very useful.

www.altavista.com
Altavista often covers a broader slice of the Web than Google. Tools such as link: and host: make altavista powerful. They enable you to search for information only within a particular department of the government, for example.

www.alltheweb.com -A good all around search engine which usefully clusters devices. The standout feature on alltheweb is the url investigator which gives the owner, external links, and archived views of the site, helping to gain critical information about your website: Type the url of the site you’re checking, and press return. It takes you to a page that shows external links to the site, who owns the site, and what it used to look like.

www.dogpile.com
Combines a lot of other search engines. Good if you know what you are looking for more specific websites that produce a great deal of good information:

www.NYTIMES.com

www.PBS.org

www.nationalgeographic.com

www.Economist.com :Most Magazines have search engines, and charge money for full text.

www.Library.phila.gov The country links below are more specific in nature and may be valuable if your project deals with one of these areas.

G. Mick Smith, review of Armstrong, Karen, The Great Transformation, Choice, February 2007.

The following review appeared in the February 2007 issue of CHOICE.

44-3239 BL430 2005-47536 CIP
Armstrong, Karen. The great transformation: the beginning of our
religious traditions. Knopf, 2006. 469p bibl index ISBN 0375413170,
$30.00

In this current age of "the great transformation," independent scholar
Armstrong postulates how the sages of the foundational Axial Age would
address unspeakable horror, violence, and desperation. The distinctive
and historic Axial Age faiths announced the abandonment of selfishness
and a spirituality of compassion. They stated that first must come
personal responsibility and self-criticism, and that practical,
effective action must follow. Herein lie the problematic aspects of
Armstrong's work and the reasons why this book can be misleading. Its
most serious flaw is its finding evidence for ethical behavior in almost
all religious behavior and ritual. Armstrong seems to miss the insights
of René Girard and Walter Burkert, who have demonstrated how violence and the sacred are inextricably linked. Another problem is that, oddly, she states that Hitler expressed a "militant exclusion of religion from public policy." In fact, Hitler divided German Christians by founding the Patriotic Church in contrast to the Confessing Church. One other interesting side note is that Armstrong's research is based on older published works (only 36 of 284 works cited in the bibliography were
published in 2000 or later). Summing Up: Optional. Lower-/upper-level
undergraduates; general readers.

G. Mick Smith, PhD

http://www.familywatchdog.us/

http://www.familywatchdog.us/

About us

1 of 5 girls and 1 of 6 boys will be molested before their 18th birthday.
90% of all sexual assaults against children are committed by someone whom the victim knew.
The typical sexual predator will assault 117 times before being caught.
The re-arrest rate for convicted child molesters is 52%.

These shocking statistics come from recent studies on the epidemic of sexual assaults that plagues our society today. Our goal at Family Watchdog is to provide you with the information you need to protect your loved ones. Our service allows you to view known registered offenders and predators in your area. Knowing who these people are and what they've done provides you with your best defense to protect your family - awareness.

We invite you to use our free service to locate registered sex offenders in your area. Just enter an address and we'll show a map. You can click on the squares that appear and see photos (where available) addresses, convictions and other information about the offender.

Our notification service is very simple. You specify up to three addresses that you want to watch and the distance around those addresses. We do the rest. We update our data daily from multiple state sex offender registries. As soon as a convicted sex offender registers an address in your area, we will alert you. It's that easy.

Sources:

Russell, D.E.H. and Bolen, R.M., 2000. The Epidemic of Rape and Child Sexual Abuse in the United States. Newbury Park, California: Sage Publications.

Snyder, H.N., U. S. Department of Justice Statistics, 2000. Sexual Assault of Young Children as Reported to Law Enforcement: Victim, Incident, and Offender Characteristics.

Center for Sex Offender Management, (2001). Recidivism of Sex Offenders, Full Report and Statistics.

WH, Study Guide for "Marie Antoinette,: Due 16 Feb. '07

Study Guide for "Marie Antoinette: The Tragic Queen"
Define and/or identify the following items.

1. def•i•cit

2. consumate

3. ab•di•cate

4. man•i•fes•to

5. Ver•sailles

6. bas•tille

7. li•ber•té, é•ga•li•té, fra•ter•ni•té

8. Charles I

9. guil•lo•tine

10. Necker, Jacques

11. Marat, Jean Paul

12. coup d'é•tat

13. plac•ate

14. prop•a•gan•da

15. tri•col•or

16. che•mise

17. Dauphin

18. con•de•scen•sion

19. os•ten•si•ble

20. mus•lin

21. ex•trav•a•gance

22. in•gra•ti•ate

23. de•bauch•er•y

24. cor•tege

25. ve•to

26. trea•son

27. tact•ful

28. farce

29. des•pot•ic

30. e•mas•cu•late

31. ob•liv•i•on

32. wretch•ed

33. in•dul•gence

34. re•prieve

35. pro•pi•ti•ate

36. daunt•less

37. The Estates General and the Legislative Assembly

WH, Test, The Enlightenment and the American Revolution,

WH, The Enlightenment and the American Revolution Test today.

WH, The Enlightenment and the American Revolution, Study Guide Test

Test A

A. Terms, People, and Places
1. g
2. j
3. f
4. d
5. i
6. a
7. c
8. h
9. b
10. e
11. b
12. a
13. b
14. a
15. b
16. c
17. b
18. c

Test B
A. Terms, People, and Places
1. g
2. j
3. f
4. d
5. i
6. a
7. c
8. h
9. b
10. e
11. c
12. b
13. a
14. b
15. a
16. d
17. c
18. d
19. b
20. c

AP Gov't, Back to School Night

Back to School Night, 7 February 2007

Dr. G. Mick Smith, Room #267, Contact info: gmicksmith@gmail.com, 215.276.2300

Blogsite:
http://gmicksmithsocialstudies.blogspot.com/

Podcast:
http://www.gcast.com/u/gmicksmith/

The AP Government course, at the level of college teaching, provides instruction in each of the following six topics outlined in the Course Description:
· Constitutional Underpinnings of United States Government
· Political Beliefs and Political Behaviors
· Political Parties, Interest Groups, and Mass Media
· Institutions of National Government
· Public Policy
· Civil Rights and Civil Liberties
The course provides students with practice in analyzing and interpreting data and other information relevant to U.S. government and politics.
The course includes supplemental readings, including primary source materials (such as The Federalist Papers) and contemporary news analyses that strengthen student understanding of the curriculum.
The course requires students to answer analytical and interpretive free-response questions on a frequent basis.

Resource Requirements
The school ensures that each student has a college-level U.S. government and politics textbook (supplemented when necessary to meet the curricular requirements) as well as copies of primary sources for individual use inside and outside of the classroom.



Brief Biography
Dr. Smith earned his PhD in History at the University of California, Los Angeles. He was also awarded a Masters degree in History from UCLA, and he obtained a second Masters in Theology. Smith was a Johannes Quasten Scholar in Patristics at The Catholic University of America and he holds a Distance Learning Administrator’s Certificate from Texas A&M University and the Center for Distance Learning Research. He has published over 100 mostly peer-reviewed publications in history, technology and education, and computing. Dr. Smith has been President of the American Association for History and Computing. Smith has also taught at Northeast Catholic High School, Lansdale Catholic, Villa Maria Academy, Phila Academy, and Hahnemann University. At Cardinal Dougherty Smith is Assistant Chair of the Technology Committee and Moderator of Mock Trial. Dr. Smith is a full-time single parent of the best daughter ever born and he is submitting his first novel to publishers.

Back to School Night, 7 Feb. '07

Back to School Night, 7 February 2007

Dr. G. Mick Smith, Room #267, Contact info: gmicksmith@gmail.com, 215.276.2300

Blogsite:
http://gmicksmithsocialstudies.blogspot.com/

Supplemental text material:
http://www.pearsonsuccessnet.com/

Podcast:
http://www.gcast.com/u/gmicksmith/

Collaboration:
http://www.seedwiki.com/wiki/gmicksmith/gmicksmith.cfm

Grades:
http://www.gradeconnect.com/front/

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 guidelines.

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

The course is graded using a straight point based calculation.

Each assessment is assigned points (ex. 18/22) and the student's score is simply calculated by dividing the total points they earned by the total points possible. (ex. Test 1 - 15/20, Test 2 - 17/18 - Current student score is 32/38 or 84%).

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.


Brief Biography
Dr. Smith earned his PhD in History at the University of California, Los Angeles. He was also awarded a Masters degree in History from UCLA, and he obtained a second Masters in Theology. Smith was a Johannes Quasten Scholar in Patristics at The Catholic University of America and he holds a Distance Learning Administrator’s Certificate from Texas A&M University and the Center for Distance Learning Research. He has published over 100 mostly peer-reviewed publications in history, technology and education, and computing. Dr. Smith has been President of the American Association for History and Computing. Smith has also taught at Northeast Catholic High School, Lansdale Catholic, Villa Maria Academy, Phila Academy, and Hahnemann University. At Cardinal Daugherty Smith is Assistant Chair of the Technology Committee and Moderator of Mock Trial. Dr. Smith is a full-time single parent of the best daughter ever born and he is submitting his first novel to publishers.

WH, "How To Direct Your Future," Carl Schramm

Sun, Feb. 04, 2007

"How to direct your future"

Carl Schramm
president and CEO of the Ewing Marion Kauffman Foundation in Kansas City

First things first: Remember that how much money you have is not the measure of success. Ultimately, as Thomas Jefferson suggested, life is connected to the liberty to pursue happiness. And your pursuit may or may not require a lot of money.

Economic success, like happiness, is different for each person, because we all have different aspirations and hopes. And indeed you may conclude that "psychic income," the joy that comes from doing something you love, is far more important than what you earn.

You should appreciate the value of family and strive to create a family supportive of your children - it is the best inheritance you can leave.

You also want to blend the right amount of income with the special sense of fit that comes from doing the things that might make you happy. This might be building bridges, coaching kids, being a journalist, making money by managing money, or being an entrepreneur and starting a business.

That brings us to the discussion of the other kind of income: the tangible kind. When one of you was very small, you said that firewood was the stored-up heat of the sun. That's a perfect analogy for wealth. At the right time, it gives back the heat of hard work.

Financial wealth is created by effective (often hard) work and successful investing. To make money by working requires skills, and to make money by investing requires money. That starting point is to gain the education and expertise that permit you to become smarter, wiser, and increasingly more valued participants in labor markets.

Investment in your schooling and in all kinds of enriching experiences that permit you to develop a deeper context for understanding the world around you is the way in which you become equipped to enter the market ready to make wealth. Your ideas, knowledge, and ability to work are your security

Now, all of this is really a prelude to more practical advice. The question is: How should you deal with the economic world ahead of you?

We live in the most entrepreneurial time in history, giving us continuous innovation and an extremely dynamic U.S. economy.

But with those changes comes another change: A relatively predictable career with certain expectations of security and stability has become a thing of the past.

You are competing not only with American kids, but also with more and more kids from other countries whose parents have worked hard to prepare them for what is now a worldwide market for talented and skilled workers.

So what should you do to control your future? You had better be ready to be entrepreneurial either on your own or inside an organization that has an entrepreneurial culture. Today, most new jobs created every year are in firms less than five years old.

You will be successful only to the extent that you can handle innovation and change. Make uncertainty your friend. See the opportunity. Take your classes as if you were preparing for life as an entrepreneur. Recognize that American history is a story of entrepreneurship and that individual risk-taking is the central theme of our history.

Second, choose the right partner. Your choice of a spouse is the most important decision you will make, and it involves a lot of risk. If it is the right choice, the returns will be extraordinary.

Third, build a financial reserve, because this will be critical to achieving a comfortable life. This means denying yourselves the things young adults all want in exchange for the cold comfort of a bank account.

Fourth, understand the importance of science and technology. You do not need to become a scientist or an engineer, but you really must understand the logic of science and its processes to know how science gets into the stream of practical ideas and how it shapes commerce.

Finally, practice being an inventor. We used to think that inventors were born, not made. Some are. But everyone can be much more creative with a little practice. The more you work on creating new ideas, the faster they will come.

I hope when you are a great success - however you choose to measure success - you can look back on a happy life of entrepreneurial success in helping others. That is a special kind of wealth. As soon as you can, you should give back to your community by giving your time or your money to your schools, to organizations that advance the community welfare, to your house of worship, and perhaps to your political party.

Every one of us has benefited from the generosity of others, people who have given of themselves or their treasure. Their gifts have helped pave the way for you, and you should, if you can afford it, make the way smoother for someone who will come after you.

You will find that this is an important part of developing the moral or ethical person you must become - someone who is not self-righteous, but rather privately comfortable for having quietly paid his or her dues along the way. In a strange way, this knowledge will prove a comparative advantage in many business situations.

I know you will do well.

Love, Dad

The Ewing Marion Kauffman Foundation Web site address is http://www.kauffman.org

WH, Ch. 17, Sec. 3 Birth of the American Republic

WH, Chapter 17 Section 3 Birth of the American Republic

"Amazing Transformation" [This is how the Lesson Plan Focus is read by someone who accessed the blog. Print it out, bring it into class and read it.]

[Also, page references are to the former textbook. For Extra Credit, get the proper page references from the new textbook and post them to the "wiki" page listed on the "Guidelines" sheet.]

1. Lesson Plan Focus
Colonists in the 13 English colonies opposed British taxes and trade restrictions, especially since they had no representation in Parliament. Enlightenment ideas influenced the American Declaration of Independence and the framing of the United States Constitution. The successful American Revolution helped inspire future revolutions in Europe and Latin America.

Caption p. 471
Map p. 472

2. In-class assignment

The class is divided into cooperative learning groups and students will work together to plan a television documentary on the birth of the American republic. The twenty minutes-long program will consist of four segments addressing the following topics:
a) American Discontent
b) The American Revolution Begins
c) The Long Struggle to Victory
d) A New Constitution

These segments will be assigned. Use the text to plan your documentary segment.
You should produce a script outline, a list of visuals, and a list of interview subjects. This will be presented in class. Each group should produce a five-minute segment.

3. Close

Your documentary is being sold as a videotape. Descreibe the documentary in afive-sentence summary that could appear on the videotape box.

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

WH, Ch. 17 Sec. 2 Enlightenment Ideas Spread

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

WH, Resource, Interactive Timeline

Interactive Timeline
http://www.phschool.com/

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

Take the sample online Self-test with Vocabulary Practice:

The Enlightenment and the American Revolution (1700–1800)

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

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

WH, 31 January 2007

Agenda

Background reading:

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

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

Background: About the Pictures

Section 2 France Under Louis XIV

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

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

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

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

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

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

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

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

Summary

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

Section 1 Philosophy in the Age of Reason

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

Define the Vocabulary words
p. 446

Answer the Captions p. 446, 450.

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

WH, Course Guidelines and Information

Welcome! 30 January 2007

COURSE GUIDELINES AND INFORMATION

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

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

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

Class/Group and Student Information

Be sure to enter the correct class access code:

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

C313F3D2A010E2FF0239)

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

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

Student Name:
User Name:

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

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

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

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

Grades can always be found on:
GradeConnect.com

Dear Parents/Guardians, and Students:

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

Please review these and sign below.

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

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

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

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

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

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

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

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

WH, Questions on Final?

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

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

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

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.

WH, Final Assessment materials and study assistance

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

eLearning Resource

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

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

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

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

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

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

WH, Final Assessment material

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

AP Gov't, Social Security Forum

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

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

U.S. Navy video a hit on YouTube

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

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

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

WH, Ch. 30 Sec. 1 The Western Democracies

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

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

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

Vocabulary
General strike

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

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

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

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

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

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

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

Chapter 27 World War I and Its Aftermath

Caption, p. 693

Section1 The Stage Is Set

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

Lesson Plan Focus

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

In-class Instruct

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

Close

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

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

WH, Chapter 26 Section 5 Impact of Imperialism

WH, Chapter 26 Section 5 Impact of Imperialism

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

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

2. In-class Instruct: Imperialism Concept Chart:

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

Economics
Culture
Politics
International Relations
Others?

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

3. Close
Write generalizations about the impact of imperialism.

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

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

WH, Chapter 26 Section 4 Economic Imperialism in Latin America

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

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

Lesson Plan Focus

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

In-class Instruct

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

Close

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

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

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

At the Pearson Prentice Hall homepage:

http://www.phschool.com/

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

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

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

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

Discover a long lost world!

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

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

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

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

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

AP Gov't & WH

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

http://www.computerworld.com/

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

Name: ____________________________________________________ Per.: _____

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

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

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

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

WH, Samoan Fire Knife Dancer

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

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

AP Gov't Test Wed.

AP Gov't Test Wed. 100 multiple choice questions, Chs. 11 &12.

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

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

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

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

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: ______________________________________

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

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.

WH, India Ad - British Airways

India - British Airways advertisement demonstrating the traditional Indian greeting of namaste.

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.

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

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.

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.

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

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.

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.

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.

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

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

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.

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.

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.

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.

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

View on Grouper.com

Add to Blogger Blog

Write a review of the film if you see it and note any references to Nixon, the '70s, and politics in America during the period. This is a good film to discuss in class.

Add a video comment to this video

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.

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

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

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

I had this picture forwarded to me from an attorney friend as we went to the polls last week; it seemed entirely appropriate.

Vote! This is a picture of our troops in Iraq. People have fought and died; and, people are putting their lives on the line for liberty. Let's not let them down.