Vocabulary, "Napoleon," Due 24 September 2007, hand-in early for Extra Credit

Vocabulary, on "Napoleon," Due 24 September 2007, Monday;

based on: "Napoleon: The End, An Empires Special"

Look up and define these words: the easy way is using the Research Center on PearsonSuccessNet.

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

Chapter 18 The French Revolution and Napoleon

Chapter 18 The French Revolution and Napoleon

Ancien regime-p. 572

estate-p. 572

bourgeoisie-p. 573

deficit spending-p. 575

Louis XVI-p. 575

Jacques Necker-p. 575

Estates-General-p. 575

cahiers-p. 576

Tennis court oath-p. 576

faction-p. 579

Marquis de Lafayette-p. 579

Olympe de Gouges-p. 580

Marie Antoinette-p. 580

emigres-p. 582

sams-culottes-p. 583

republic-p. 583

Jacobins-p. 583

suffrage-p. 586

Robespierre-p. 587

Reign of Terror-p. 587

guillotine-p. 588

Napoleon-p. 589

Nationalism-p. 590

Marseilles-p. 590

plebiscite-p. 593

Napoleonic Code-p. 593

annexed-p. 594

Continental System-p. 594

guerrilla warfare-p. 597

scorched-earth policy-p. 597

abdicated-p. 598

Congress of Vienna-p. 599

legitimacy-p. 600

Concert of Europe-p. 600

Note Taking: Recognize Multiple causes- Create a chart to identify causes of the French Revolution. Add as many boxes as you need. pp. 572-573

Analyzing Political Cartoons: 1. how does the cartoonist portray the Third Estate? Explain why. p. 573 2. What were the differences among the social classes in pre-revolutionary France? p. 573

Thinking Critically : Identify Point of View According to the quote by Sieyes, why were the Third Estate ready to revolt? 2. Make Generalizations Why did Sieyes say the Third Estate was "nothing?" p. 574

Primary Source Why did the poor attack the noble's homes? p. 575

The Oath is Taken: What was the significance of the tennis court oath? p. 576

Check point What economic troubles did France face in 1789, and how did they lead to further unrest? p. 575

Checkpoint: What was the significance of the storming of the Bastille? p. 577

Check point: What actions did delegates of the Third Estate take when the Estates- General met in 1789? p. 577

Note Taking: Reading skill: Identify Supporting Details. As you read this section, prepare an outline like the one shown below. Remember to use numbers for supporting details. p. 578-579.

Checkpoint: What caused French peasants to revolt against nobles? p. 578-579.

Checkpoint How did the National Assembly react to peasant uprisings? p. 581.

Checkpoint What were the provisions of the Constitution of 1791? p. 582.

Checkpoint: How did the rest of Europe react to the French Revolution? p. 583.

French Reaction to the American Revolution: how did the American Revolution influence the French Revolution? p. 579.

Playing Dress-up Why did the French common people resent Marie Antoinette? p. 580.

Analyzing Visuals Why was Paris the revolutionary center in France? Why was Paris the revolutionary center in France? p. 581.

Analyzing Political Cartoons- 1. Why were European rulers against revolutionary ideas coming into their countries? 2. How does the cartoonist portray the "plagues?" p. 582.

Primary Source: Thinking critically-1. Summarize article Why is this article especially significant? 2. Identify Central Issues What central ideas does this Declaration share with the American Declaration of Independence? p. 584.

Note Taking Reading skill: Recognize Sequence Make a time line like the one shown here. Add dates and important events as you read this section. p. 585-586.

Comparing Viewpoints: Which of the two viewpoints makes a better case for or against the execution of King Louis XVI? Cite examples from both statements to support your argument.

Biography: How do you think Robespierre's early life might have influenced his political ideas? p. 587.

Thinking Critically 1. Identify Point of View What were the goals of the Committee of Public Safety? 2. Predict Consequences How do you think life in France changed after the Terror came to an end? p. 588-589.

Thinking Critically 1. Compare Points of View What elements in each painting express the view point of the artist? How are the elements different? 2. How do you think the ideology of the French Revolution led to the scene Goya portrays here? p. 591.

Checkpoint: What occurred after radicals took control of the Assembly? p. 586.

Checkpoint: Why did Robespierre think the Terror was necessary to achieve the goals of the revolution? p. 588.

Checkpoint: What changes occurred after the Reign of Terror came to an end? p. 589.

Checkpoint: What changes occurred in France because of the French Revolution? p. 590.

Note Taking: Reading Skill: Identify Main Ideas as you read the section, use a flowchart to list the important events that led from Napoleon's rise to power to his defeat. Add boxes as you need them. pp. 592-59.

The Egyptian Campaign: The battle of the Pyramids, July 21, 1798, painted by Luis-Francois Lejeune. How did Napoleon hide the fact that the Egyptian campaign was a disaster? p. 593.

Map skills: 1. Locate: (a) French empire, (b) Russian empire, (c) Germany 2. Region locate the Confederation of the Rhine. What is this area called today? 3. Make Comparisons Compare Europe of Napoleon's empire to Europe of today on the maps above. How has Europe changed? p. 595.

Primary Source: What were the effects of this disaster in Russia? p. 596.

Biography: Why did Metternich's policies toward France change? p. 598.

Map Skills: 1. Locate (a) German Confederation, (b) Netherlands, (c) Vienna 2. Region Name three states that were in the German Confederation. 3. Recognize Cause and Effects Why did the Congress enlarge some of the countries around France? p. 599.

Checkpoint: How did Napoleon rise to power so quickly in France? p. 593.

Checkpoint What reforms did Napoleon introduce during his rise to power? p. 594.

Checkpoint How did Napoleon come to dominate most of Europe by 1812? p. 596.

Checkpoint: What challenges threatened Napoleon's empire and what led to the disaster in Russia? p. 597.

Checkpoint: How did Napoleon impact Europe and the rest of the world? p. 599.

Checkpoint: Explain the chief goal and outcome of the congress of Vienna. p. 600.

Thinking Critically 1. How have landforms and climate affected where people live? Explain your answer. 2. Connections to today Research online to find information on the tsunami that occurred in South Asia in 2004. Summarize the impact of geography. p. 601.

Answer these on the "wiki" site for Extra Credit.

Arab moderates interviewed and speak about geo-political conditions.

A series of videos from the Arab `person on the street' point of view. Write up a summary for Extra Credit.

Upcoming Attraction on Monday

The Test will be on Monday, 17 September 2007.

Ch. 17, Sec. 3 The Enlightenment and the American Revolution

Terms:

George III-p. 558

Stamp Act-p. 560

George Washington-p. 560

Thomas Jefferson-p. 560

Popular sovereignty-p. 560

Yorktown, Virginia-p. 561

Treaty of Paris-p. 561

James Madison-p. 562

Benjamin Franklin-p. 562

Federal republic-p. 562

Map Skills, p. 558

Cities in the English colonies were busy centers of trade and important to Britain's economy.

Locate (a) Find on the map (b) Massachusetts (c) Boston

Region: Which colony had two separate pieces of land?

Analyze Information: What do almost all the colonial cities have in common based on the map? Why was this important?

p. 559 Checkpoint: In what ways were the colonies already developing independence from Britain?

p. 560 checkpoint: What Enlightenment ideas are reflected in the Declaration of Independence?

p. 561 Checkpoint: What advantages did the colonists have in battling Britain for their independence?

p. 562 Checkpoint: Explain the influence of Enlightenment ideas on the United States Constitution and Bill of Rights.

Biography p. 560: how did Washington hold the army together through difficult times? What did the Framers of the Constitution have in common? Why was Franklin admired in France?

p. 560 Primary Source: Drafting the Declaration Benjamin Franklin, John Adams, and Thomas Jefferson

Hero

Thinking Critically (two questions)

WH, Study Guide: "Marie Antoinette"

WH, Study Guide for "Marie Antoinette: The Tragic Queen," Due 17 September 2007

Define and/or identify the following items.

1. deficit

2. consumate

3. abdicate

4. manifesto

5. Versailles

6. bastille

7. liberte, egalite, fraternite

8. Charles I

9. guillotine

10. Necker, Jacques

11. Marat, Jean Paul

12. coup d'etat

13. placate

14. propaganda

15. tricolor

16. chemise

17. Dauphin

18. condescension

19. ostensible

20. muslin

21. extravagance

22. ingratiate

23. debauchery

24. cortege

25. veto

26. treason

27. tactful

28. farce

29. despotic

30. emasculate

31. oblivion

32. wretched

33. indulgence

34. reprieve

35. propitiate

36. dauntless

37. The Estates General and the Legislative Assembly

Agenda, Ch. 17 Sec. 2

Terms: p. 550
censorship-p.551
salons-p. 551
Baroque-p. 552
Rococo-p. 552
enlightened despot-p. 553
Frederick the Great-p. 553
Catherine the Great-p. 553
Joseph II-p. 553
Taking Notes p. 550
Reading Skills: Categorize on a sheet of paper, draw a concept web to help you record information from his section.
Focus Question: p. 550
As Enlightenment ideas spread across Europe, what cultural and political changes took place?
Satire by Swift p. 551
Why did writers hide their feelings about society?
p. 550 Checkpoint: What did those opposed to Enlightenment ideas do to stop the spread of information?
Checkpoint p. 552
How did the arts and literature change as Enlightnment ideas spread?
p. 553 Checkpoint: Why were the philosophes interested in sharing their beliefs with European rulers?
p. 555 Checkpoint: During this time, why did change occur slowly for most Europeans?
Thinking Critically p. 556
Draw Inference: how do you think composing an opera is different form composing a symphony?
Determine Relevance: Why did operas appeal to composers and musicians during the Enlightenment?
Map Skills p. 553
Although the center of the Enlightenment was in France, the ideas of reform spread to the rulers of Austria, Prussia, and Russia.
Locate: (a) Paris (b) Prussia (c) Austria
Location: Which enlightened despot ruled farthest from Paris?
Draw Conclusions: According to the map, approximately how much of Europe was affected by the Enlightenment?
p. 553 Note Taking Reading Skill: Summarize
Fill in a concept web like the one below with information about the enlightened despots and their contributions.

"Shift Happens," Globalization Video Report facts in this video for Extra Credit

This video summarizes some of the themes of the course.

WH Agenda, 7 September 2007

WH, Agenda, Background to WH II

Agenda

Background reading:

You may begin as background with Chapter 16 The Age of Absolutism (1550-1800), however, this will not be on any tests but I'm assuming your WH I class surveyed this chapter.

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:

This is the material where WH II actually begins; this is where we officially start.

Unit 4

Enlightenment and Revolution (1700-1850)

Ch. 17 The Enlightenment and the American Revolution (1700-1800)

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 Terms, etc.

Chapter 17

Terms:

Natural law-p. 545

social contract-p. 546

natural right-p. 546

philosophe-p. 547

laissez faire-p. 548

Thomas Hobbes-p. 546

John Locke-p. 546

Montesquieu-p. 547

Voltaire-p. 547

Diderot-p. 547

Rousseau-p. 547

Adam Smith-p. 548

pg.544 Reading Skills: draw a table like the one shown here. As you read the section, summarize each thinker's work and ideas.

pg. 544 Focus Question: What effects did Enlightenment philosophers have on government and society?

pg. 545 Check point: What convinced educated Europeans to accept the powers of reason?

pg. 546 Check point: How did Hobbes and Locke differ in their views on the role of government?

pg. 547 Check point: What topics were addressed by the philosophes in their Encyclopedia articles?

pg. 548 Check point: Why did Adam Smith support laissez faire?

Thinking Critically: 1. Draw Inferences-According to Locke, how should a land be governed? Why do you think this is the case?

2. Identify Central Issues: What does Locke say can happen if a government fails to protect the rights of its people?

pg. 547 Biography:

Voltaire

What did Voltaire attacked in his writings?

Montesquieu

What did Montesquieu think was necessary to protect liberty?

pg. 547 Heated Debate: Compare the Beliefs of Rousseau and Voltaire.

Homework (hereafter HW)
p. 450 1, 3-5.
EC, Writing About History

Course Guidelines and Information

Welcome!

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

Class/Group and Student Information

Be sure to enter the correct class access code provided:

Period 1:
1FC504FC82A190D3D6F0

Period 2:
A1A4B660F80C62499BEC

Period 4:
B30280F36307C8E635E7

Be sure you are enrolled in the correct class: Period 1, Period 2, or Period 4.

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

You need to have a user name that I can identify so that I know who you are or you will not receive any credit for your work.

Your User name is something identifiable from your actual, student name.

Your password is something you make up to have access to your account.

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.

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Mock Trial

On behalf of the entire Harvard Mock Trial Association, I would like to invite you and your team to the Harvard Mock Trial High School Training Seminar. Held on the historic Harvard campus, this special event is designed to enhance the skills of mock trialers of all levels of experience through a two-day program of extensive presentations, one-on-one preparation sessions, and scrimmages, all led by members of the Harvard Mock Trial Team.



The Harvard Mock Trial Association is currently recognized as one of the most competitive mock trial programs in the country. This spring, the HMTA performed better than any school in college mock trial history. After months of training and competition, our A-team and B-team outranked over 500 teams in the country to win first and second place in their division at the National College Championship Tournament. The Harvard team currently has the most college mock trial "All-Americans" in the country, with five attorneys and eight witnesses winning this prestigious award at the national competition.



We continue to excel in competition despite the fact that every year, we bring new members onto our team, many of whom have no prior experience in mock trial. Every year, we watch as our new members consistently outperform and outrank even the most experienced competition. We know that this success is a result of the training techniques that we use to teach our new members, and last year we decided that it was time to start sharing some of our training methods, which is why we organized this seminar. By working directly with students, teaching them the very process that has allowed our witnesses and attorneys to excel in national competition, the members of Harvard Mock Trial are confident that they can teach absolutely anyone how to be better, teaching new skills and refining technique for even the most successful mock trialer. Many of the members of the Harvard Mock Trial Team competed at the national level in high school, and after joining our program have excelled at the national level in college. We believe our collective experience competing in countless rounds of mock trial can provide a wealth of benefits to even the most successful high school program. We were thrilled with the positive response our seminar got from all 100 participants last year, and this year we plan to make it even better.



Attached is a document with more information regarding our program, including dates, a sample weekend schedule, and costs. You can also find more information on our website, www.harvardmocktrial.org. Online registration is also available on our website.



Please don't hesitate to email us at seminars@harvardmocktrial.org with any questions you may have. From all of us on the team, we hope to see you at Harvard this December!



Sincerely,



Carolina Lescano




Co-Director, Harvard Mock Trial Training Seminars

seminars@harvardmocktrial.org

Cell: 203.253.1265

www.HarvardMockTrial.org




Harvard Mock Trial
www.harvardmocktrial.org


--
Harvard Mock Trial
www.harvardmocktrial.org

Declaration of Independence

World Population Growth History

Local Democracy Resources

Student Voices

Great Expectations: Citizen Voices on Philadelphia's Future

The War on Democracy, Film Trailer

Rich Media, Poor Democracy, Part 3

Rich Media, Poor Democracy, Part 2

Rich Media, Poor Democracy

Killing Joke, Democracy

Introduction to Democracy School

LEONARD COHEN

LEONARD COHEN

"Democracy"



It's coming through a hole in the air,
from those nights in Tiananmen Square.
It's coming from the feel
that this ain't exactly real,
or it's real, but it ain't exactly there.
From the wars against disorder,
from the sirens night and day,
from the fires of the homeless,
from the ashes of the gay:
Democracy is coming to the U.S.A.
It's coming through a crack in the wall;
on a visionary flood of alcohol;
from the staggering account
of the Sermon on the Mount
which I don't pretend to understand at all.
It's coming from the silence
on the dock of the bay,
from the brave, the bold, the battered
heart of Chevrolet:
Democracy is coming to the U.S.A.

It's coming from the sorrow in the street,
the holy places where the races meet;
from the homicidal bitchin'
that goes down in every kitchen
to determine who will serve and who will eat.
From the wells of disappointment
where the women kneel to pray
for the grace of God in the desert here
and the desert far away:
Democracy is coming to the U.S.A.

Sail on, sail on
O mighty Ship of State!
To the Shores of Need
Past the Reefs of Greed
Through the Squalls of Hate
Sail on, sail on, sail on, sail on.

It's coming to America first,
the cradle of the best and of the worst.
It's here they got the range
and the machinery for change
and it's here they got the spiritual thirst.
It's here the family's broken
and it's here the lonely say
that the heart has got to open
in a fundamental way:
Democracy is coming to the U.S.A.

It's coming from the women and the men.
O baby, we'll be making love again.
We'll be going down so deep
the river's going to weep,
and the mountain's going to shout Amen!
It's coming like the tidal flood
beneath the lunar sway,
imperial, mysterious,
in amorous array:
Democracy is coming to the U.S.A.

Sail on, sail on ...

I'm sentimental, if you know what I mean
I love the country but I can't stand the scene.
And I'm neither left or right
I'm just staying home tonight,
getting lost in that hopeless little screen.
But I'm stubborn as those garbage bags
that Time cannot decay,
I'm junk but I'm still holding up
this little wild bouquet:
Democracy is coming to the U.S.A.

Cold War Showdown, Bay of Pigs Mod, based on Sid Meire's Civilization IV game

WH, Tuesday, 5 June 2007 Assignment (while my daughter graduates)

Tuesday, 5 June 2007
Dr. Smith

HR B-4, 2nd/4th Periods, Room #267

Assignment:

Bell Ringer (in NB):
Chapter 29 Section 4 Victory in Europe and the Pacific
Terms, etc., p. 948
Note Taking, p. 948
Checkpoint (3 in section)
World War II in the Pacific, 1941-1945, p. 949
Nuclear Blast, p. 950

HW (on loose leaf)
p. 951 #2-4
EC, Writing About History
Post Bell Ringer material to class “wiki” site.
Handout, Section 4

WH, The Cold War Vocabulary: due 1 June 2007

1945-1989: The Cold War
vocabulary

1. Cold War
2. detente
3. glasnost
4. Iron curtain
5. Marshall Plan
6. peaceful coexistence
7. perestroika
8. sovietization
9. strategic weapons
10. Truman Doctrine

WH, Election Assignment

Election Day, 15 May 2007


How is the turnout at the polls? (This information may be gathered from the poll workers).
a) hardly anyone voting; b) about average; c) heavy turnout; d) most people will probably vote later or, after work.


Which candidate for mayor are people voting for? (Try to ask ten people if possible to obtain a representative number).


In which party are people registered?


The information needed to answer the questions (below) is available by calling: 1.866.268.8603, or, is accessible online at: www.seventy.org/cg2007.pdf. The information is also contained in the “2007 Citizen’s Guide,” produced by the Committee of 70.

What four political parties may you register for in Pennsylvania?

What are the minimum requirements to run for mayor in Philadelphia?

What City Council do you live in?
Don't know your City Council District?
Find out by visiting www.seventy.org/map or by calling 1.866.268.8603.

Which Ward do you live in?
Don't Know which Ward you live in?
Find out by visiting www.seventy.org/map or by calling 1.866.268.8603.

Do you live in the Suburbs?
If so, your representatives will be different than those individuals in the city.
Don't know who your representatives are?
Find out by visiting www.seventy.org/map or by calling 1.866.268.8603. You may also log on to www.pavoterservices.state.pa.us/pollingplaceinfo/.

WH, Blog on Democracy in Nepal

http://drdulal.blogspot.com/

WH, Info on Influenza pandemic, as a follow-up to the one mentioned in the textbook in 1918

http://en.wikipedia.org/wiki/Influenza_pandemic

Winrot

Winrot - the creeping, pernicious degradation of the integrity of Windows systems to the point where they run slowly, behave erratically, stop working altogether, or all of the above.

It just sounds like the end of the year blues or Senioritis to me.

Or, maybe its more like cruft.

In hacker jargon, cruft describes areas of something which are badly designed, poorly implemented, or redundant.

AP Gov't, WH

Cardinal Dougherty High School
6301 N 2nd St, Philadelphia, PA 19120

Winmont Apartments
2100 Tremont St. Apartment C-14, located in the rear of the third floor
Philadelphia, PA 19115-5031, US

Total Est. Time: 14 minutes

Total Est. Distance: 7.60 miles

WH, 4th Period, 7 May 2007; 8 May 2007 2nd/4th Period Assignments

4th Period World History 7 May 2007
Dr. Smith

Terms, p. 829
Note Taking, p. 829
Checkpoint (4 in section)
A German submarine Sinks the Lusitania, p. 830
Biography, p. 831
American Troops, “Over There,” p. 832

Homework, p. 833 #2-6
Extra Credit, Writing About History, p. 833
Handout, Chapter 26 Section 3

2nd Period/4th Period World History 8 May 2007

Terms, p. 834
Note Taking, p. 834
Checkpoint (4 in section)
Thinking Critically, p. 835
Note Taking, p. 836
Map, p.837
Analyzing Political Cartoons, p. 838

Homework, p. 838, #2-5
Extra Credit, Writing About History, p. 838
Handout Chapter 26 Section 4

Anti-Plagiarism

WCopyfind (plagiarism.phys.virginia.edu), developed by University of Virginia Physics Professor Louis Bloomfield, compares a suspect document against a select list of documents. It's available at no charge.

Sprawl

**YOUNG INVOLVED PHILADELPHIA READING GROUP**

Robert Bruegmann's ‘Sprawl: A Compact History’
Monday, April 30th, 6:15-8:00 pm
Brew Haha! (212 S. 12th Street - 12th and Locust)

What's so bad about the suburbs? Perhaps the urban hipsters who condemn them as socially- isolating, culturally-homogenous, environmental wastelands are just narrow-minded snobs? Perhaps they are jealous?

Robert Bruegmann argues in Sprawl: A Compact History that the suburbs are part of a healthy, growing metropolis, and represent the ideal living space for most people around the world. His arguments and his book have been the battle-flag of many pro-suburban planners.

A challenge to this controversial argument can be found in the Brookings Institution report, ‘Back to Prosperity,’ which argues that Pennsylvanians should invest in older and urban communities rather than pay the hidden costs of sprawl. It can be found online at www.brookings.edu/es/urban/pa/executivesummary.pdf.

Join other civic-minded young folks to discuss these two points of view, and to hash out the value and cost of the suburbs in the warm embrace of an urban, independent coffee shop.

**Joseph Fox Booksellers, 1724 Sansom Street, will be offering a 10% discount to YIP members on ‘Sprawl.’

Just in case you don’t have time to read the whole book, you should know that our discussion will focus on the introduction, and chapters 1, 10, and 13.

Please RSVP for this event by contacting YIPReading@gmail.com.

WH, Mayor's Electoral Campaign

While issues of homelessness and poverty have barely been raised in the election campaign, they are the focus of the listed organizations. A Voter's Guide is currently being distributed to 25,000 voters. The Voter's Guide features responses by Mayoral candidates Queena Bass, Bob Brady, Dwight Evans, Chaka Fattah, Michael Nutter, Al Taubenberger, and Jesus White to a range of questions covering issues like affordable housing, homelessness, jobs, and meeting human needs.

There are approximately 900,000 potential voters in Philadelphia, almost 200,000 of whom live in poverty and are homeless or at the brink of homelessness, while this election will be decided by just a few thousand votes. The Vote for Homes! coalition has targeted 120 shelters, soup kitchens, health centers, jails, and probation offices in the City of Philadelphia to ensure that they are educated, addressed, and included in the electoral process. This collective voice will be key to moving the candidates to speak to the 25,000 homeless, the 150,000 uninsured, and the one in 12 unemployed Philadelphians who will be voting this May.

The Guide and Forum were produced by the Election 2007: Vote for Homes! coalition, a group of 60 organizations interested in issues of housing, jobs, and services for people living on low-incomes. The Coalition has registered nearly 1,200 people this election season, trained 100 volunteers, and will distribute 25,000 of the Voter's Guides to the public at large.

****
Vote for Homes! is a nonpartisan advocacy coalition that focuses on the issues of affordable housing, living wage jobs, and quality services in elections. Since 1999, the coalition has registered more than 10,500 homeless and low-income voters, convened several candidates' forums, hosted over one hundred voter education events, and distributed over 25,000 Voters Guides annually. As many as 70 different organizations have participated in the Vote for Homes! coalition.

AchieveAbility * ACORN-Philadelphia * Alpha Phi Alpha Fraternity, Inc., Zeta Omicron Lambda Chapter * American Friends Service Committee * Arch Street United Methodist Church * Bethesda Project * Catholic Social Services * Church of the Advocate * Civic House, University of Pennsylvania * Coalition Ingenu * Dignity Housing * Disabled in Action * Drueding Center Project Rainbow* Episcopal Community Services * Ex-Offenders Association of PA * Family Shelter Support Team (FaSST) * Homeless Advocacy Project * Horizon House * Housing Alliance of Pennsylvania * Impact Services Corporation * Institute for the Study of Civic Values * Interfaith Advocates * League of Women Voters-Philadelphia * Liberty Resources, Inc. * Lutheran Settlement House * Mental Health Association of Southeastern PA * Mercy Hospice * New Kensington CDC * Northwest Philadelphia Interfaith Hospitality Network * PathWaysPA * Pennsylvania Prison Society * People's Emergency Center * Philadelphia Association of Community Development Corporations * Philadelphia Beauty Showcase National Historic Museum * Philadelphia Committee to End Homelessness * Philadelphia Health Management Corporation * Philadelphia Higher Education Network for Neighborhood Development (PHENND) * Philadelphia Senior Center * Project H.O.M.E. * Ready, Willing, and Able * Resources for Human Development * RHD-Ridge Center * SELF Inc. * SHARE * St. John's Hospice * Temple Center for Nonprofits * Tenant Union Representative Network * The Salvation Army * Travelers Aid Philadelphia * United Communities Southeast Philadelphia * United Way Southeastern Pennsylvania * Visitation Homes * Women of Hope-Lombard * Women of Hope-Vine * Women's Community Revitalization Project * Women's Law Project * WOMEN'S WAY * WomenVote PA * X-Offenders for Community Empowerment * Young Involved Philadelphia

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.

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YouTube - Ronald Reagan- "Tear Down This Wall"

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

WH, Final Assessment materials and study assistance

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

eLearning Resource

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

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

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

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

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

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