For Tuesday Drill

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.

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

Chapter 22 Nationalism Triumphs in Europe (1800-194)

Otto von Bismarck (center), chancellor of Germany, meets with European and Turkish leaders at the Congress of Berlin. Graphic source: Pearson Success Net.

Chapter 22 Nationalism Triumphs in Europe (1800-1914)

Section 1 Building a German Nation
Objectives

*

Identify several events that promoted German unity during the early 1800s.
*

Explain how Bismarck unified Germany.
*

Analyze the basic political organization of the new German empire.

Terms, etc.
Otto von Bismarck - came from Prussia’s Junker class, made up of conservative landowning nobles. Bismarck first served Prussia as a diplomat in Russia and France. In 1862, King William I made him prime minister. Within a decade, the new prime minister had become chancellor, or the highest official of a monarch, and had used his policy of “blood and iron” to unite the German states under Prussian rule. p. 694

chancellor- the highest official of a monarch; prime minister p.694

Realpolitik- realistic politics based on the needs of the state p. 694

annex- add a territory to an existing state or country p. 694

kaiser- emperor of Germany p. 694

Reich- German empire p. 694

In the early 1800s, people living in German-speaking states had local loyalties. By the mid-1800s, however, they were developing a national identity.

1. Locate:

(a) Prussia (b) Silesia (c) Bavaria (d) Schleswig

2. Region

What area did Prussia add to its territory in 1866? p. 694

Analyzing Information

Why do you think Austrian influence was greater among the southern German states than among the northern ones? p. 694

War and Power

In 1866, Field Marshal Helmuth von Moltke analyzed the importance of Prussia’s war against Austria. Why, according to von Moltke, did Prussia go to war against Austria? p. 694

Checkpoint

What was the German Confederation? p. 693

What techniques did Bismarck use to unify the German states? p. 694

How was the new German government, drafted by Bismarck, structured? p. 695

Section 2 Germany Strengthens
Objectives

*

Describe how Germany became an industrial giant.
*

Explain why Bismarck was called the Iron Chancellor.
*

List the policies of Kaiser William II.

Terms, etc.
Kulturkampf- a name, given to a struggle between the the Roman Catholic Church and the German government, chiefly over the latter's efforts to control educational and ecclesiastical appointments in the interest of the political policy of centralization. p. 698

William II- the second son of William the Conqueror who succeeded him as King of England; The new emperor was supremely confident in his abilities and wished to put his own stamp on Germany. In 1890, he shocked Europe by asking the dominating Bismarck to resign. “There is only one master in the Reich,” he said, “and that is I.” p. 699

social welfare- programs to help certain groups of people p. 699

Checkpoint

What factors did Germany possess that made industrialization possible there? p. 697

Why did Bismarck try to crush the Catholic Church and the Socialists? p. 698

Why did William II ask Bismarck to resign in 1890? p. 699

Political Cartoon
A Political Game of Chess

This political cartoon shows Otto von Bismarck and Pope Pius IX trying to checkmate each other in a game of chess.

1. How does this cartoon reflect the relationship between Bismarck and the Catholic Church? p. 698

2. How did the conflict between church and state affect German politics in the 1870s? p. 698

Biography
Otto von Bismarck
Otto von Bismarck (1815–1898) spent his early years on his father’s country estate. He worked briefly as a civil servant, but found the work boring. At 24, Bismarck resigned his post as a bureaucrat. “My ambition strives more to command than to obey,” the independent-minded young man explained.

The resignation did not end his career in government. While he was a delegate to a United Diet that was called by Prussian King Frederick William IV, Bismarck’s conservative views and passionate speeches in defense of government policies won him the support of the king. He then served as a diplomat to the German Federation. He became chancellor of the German empire in 1871, a position he held for 19 years. What path did Bismarck take to win political power? p. 698

Section 3 Unifying Italy
Objectives

*

List the key obstacles to Italian unity.
*

Understand what roles Count Camillo Cavour and Giuseppe Garibaldi played in the struggle for Italy.
*

Describe the challenges that faced the new nation of Italy.

Terms, etc.
Camillo Cavour-was a leading figure in the movement toward Italian unification. He was Prime Minister of the Kingdom of Piedmont-Sardinia, and ruled it throughout the Second Italian War of Independence and Garibaldi's campaigns to unite Italy (besides a small six-month resignation from the post). Cavour died only three months after the declaration of a united Kingdom of Italy, and thus did not live to see Venetia or Rome included in the kingdom. p. 702

Giuseppe Garibaldi- Italian patriot whose conquest of Sicily and Naples led to the formation of the Italian state p. 702

anarchist- someone who wants to abolish all government p. 703

emigration- migration from a place; movement away from their homeland p. 703

Checkpoint

What forces hindered Italian unity? p. 701

What steps did Camillo Cavour take to promote Italian unity? p. 702

What problems did Italians experience after unification? p. 703

Section 4 Nationalism Threatens Old Empires
Objectives

*

Describe how nationalism contributed to the decline of the Hapsburg empire.
*

List the main characteristics of the Dual Monarchy.
*

Understand how the growth of nationalism affected the Ottoman empire.

Francis Joseph- inherited the Hapsburg throne. He would rule until 1916, presiding over the empire during its fading days into World War I. p. 706

Ferenc Deák-a moderate Hungarian leader, helped work out a compromise that created a new political power known as the Dual Monarchy of Austria-Hungary p. 707

Dual Monarchy- the monarchy of Austria-Hungary p. 707

Checkpoint

What actions did Francis Joseph take to maintain power? p. 706

How did Hungarians and Slavic groups respond to the Dual Monarchy? p. 707

How did the European powers divide up Ottoman lands? p. 708

Map Skills
In the late 1800s, the Balkans had become a center of conflict, as various peoples and empires competed for power.

1. Locate
(a) Black Sea (b) Ottoman empire (c) Serbia (d) Greece (e) Austria-Hungary

2. Place
Which four large seas border the Balkan Peninsula? p. 707

3. Identify Central Issues
Why do you think competing interests in the Balkans led the region to be called a powder keg? p. 707

Thinking Critically
1. (a) Is nationalism a positive force? Explain your answer. (b) What event or events in recent years brought out nationalistic feelings among Americans? Why? p. 709

2. Connections to Today
Do library research to identify an example of nationalism today. p. 709

Section 5 Russia: Reform and Reaction
Objectives

*

Describe major obstacles to progress in Russia.
*

Explain why tsars followed a cycle of absolutism, reform, and reaction.
*

Understand why the problems of industrialization contributed to the outbreak of revolution.

Terms, etc.
colossus- giant p. 711
Alexander II- came to the throne in 1855 during the Crimean War. His reign represents the pattern of reform and repression used by his father and grandfather, Alexander I and Nicholas I. The Crimean War had broken out after Russia tried to seize Ottoman lands along the Danube River. Britain and France stepped in to help the Ottoman Turks, invading the Crimean peninsula that juts into the Black Sea. The war, which ended in a Russian defeat, revealed the country’s backwardness. Russia had only a few miles of railroads, and the military bureaucracy was hopelessly inefficient. Many felt that dramatic changes were needed pg. 712
Crimean War- war fought mainly on the Crimean Peninsula between the Russians and the British, French, and Turks from 1853–1856 p. 712
emancipation- granting of freedom to serfs or slaves p. 712
zemstvo- local elected assembly set up in Russia under Alexander II p. 712
pogrom- violent attack on a Jewish community p. 712
refugees- a person who flees from home or country to seek refuge elsewhere, often because of political upheaval or famine p. 712
Duma- elected national legislature in Russia p. 714
Peter Stolypin-Stolypin soon realized that Russia needed reform, not just repression. To regain peasant support, he introduced moderate land reforms. He strengthened the zemstvos and improved education. Unfortunately, these reforms were too limited to meet the broad needs of most Russians, and dissatisfaction still simmered. Stolypin was assassinated in 1911. Several more Dumas met during this period, but new voting laws made sure they were conservative. By 1914, Russia was still an autocracy, but one simmering with unrest.
p. 714

Checkpoint
Describe the social structure that existed in Russia during the 1800s. p. 711
How did Alexander III respond to the murder of his father? p. 712
How did Russia industrialize? p. 713
Why was Bloody Sunday a turning point for the Russians? p. 714

Is Turkey Looking West, or, Towards the Middle East?

Graphic source: Ibrahim Usta/AP.

Turkish university students chant slogans as they carry a banner that reads: "Murderer of Mehmetcik is America" during a protest against recent attacks by Kurdish rebels, Istanbul, Turkey, Tuesday, Oct. 9, 2007. Turkey said Tuesday it had given instructions to prepare for a possible cross-border military operation into Iraq to chase separatist Kurdish rebels. Kurdish rebels have killed 15 soldiers in separate attacks in the past two days, increasing anger in the country over the insurgents' ability to find refuge in neighboring Iraq.

As Turkey goes so goes the moderate Middle East. Turkey is ready to send troops into Iraq now that Ankara approves possible cross-border military operations to chase Kurds.

In an action that is not going to please the U.S. and will not help lead the Middle East towards stability, the Turkish government is poised to cross the border into Iraq now that Turkish military troops have been killed.

The decision came in a meeting between Prime Minister Recep Tayyip Erdogan and officials from his ruling party.

It is possible that the United States and Iraqi Kurds could take definitive action against the Kurdistan Workers’ Party, or PKK.

In the last 10 days, more than two dozen people — including soldiers and civilians — were killed in southeastern Turkey in attacks by PKK rebels. Labeled a terrorist group by the U.S. and the European Union, it has fought government forces since 1984 in clashes that have claimed tens of thousands of lives.

The decision of Turkey is key because if they act hastily this will jeopardize ties with Western allies.

Turkish soldiers targeted suspected escape routes used by fighters and tracked rebels in the Gabar, Cudi, Namaz and Kato mountains in operations that began after 13 soldiers were killed in an ambush Sunday. Two more soldiers died in explosions Monday.

Turks are naturally furious that PKK rebels, labeled a terrorist organization by the U.S., can carry out attacks on Turkish soil and then slip across the border to mountain hideouts in the predominantly Kurdish region of northern Iraq. Turkey can retaliate by closing the border with northern Iraq, hurting the economy of the landlocked region.

Internal Turkish debates center on the problematic relationship that Erdogan’s party has with its opponents. Erdogan has a situation with his own military, which has put the Islamic-rooted government on notice it will not tolerate any effort to undermine Turkey’s secular traditions.

The PKK is branded a terrorist organization by the U.S. and the European Union. Its war with Turkey has claimed tens of thousands of lives.

Chapter 21 Life in the Industrial Age 1800-1914

World History, Chapter 21 Life in the Industrial Age 1800-1914

Section 1 The Industrial Revolution Spreads

Terms
Dynamo
Interchangeable parts
Assembly line
stock
Corporation
cartel

Note Taking
Checkpoint (s)

Lesson Plan Focus

During the 1800s, the US, Japan, and several European countries joined Britain in the Industrial Revolution. New machines and scientific advances helped business grow. Large companies developed new ways to get the capital that they needed. The leaders of big business created monopolies and trusts that controlled entire industries.

In-class Instruct


In small groups students should imagine that they are living in the 1800s and are members of a commission that will decide the contents of a time capsule. The time capsule, scheduled to be opened by people of the twenty-first century, should reveal the changes that the industrialized world experienced in the 1800s. The time capsule should include about 15 items. It may include artifacts, maps, graphs, photographs, art works, and documents. Each commission should list the contents of its time capsule. They should also write a clear description of the nature and significance of each item. Then, each group can present their list to the larger group.

As an exercise, write potential test questions based on the information included in this section.

HW, Section 1 Review

World History, Chapter 21 Section 2 The World of Cities
Terms

Lesson Plan Focus
Advances in medicine raised life expectancy in the 1800s. The population of cities oared as people flocked to urban centers for jobs. New wealth enabled cities to provide improved living conditions and cultural opportunities. For the poor, however, life in urban slums remained
harsh. Conditions for workers gradually improved as the efforts of labor unions and government leaders brought reforms.

In-class Assignment
Students are divided into groups. Outlining the information in Section 2, students are to imagine that they are tour guides in a city of the time. Their assignment is to plan a tour of a typical city of the late 1800s. Make the tour as realistic and interesting as possible. Note the
place to visit and an accompanying script (text) telling them what to say about each place visited. The tour should visit both rich and poor areas.

Close
Write two paragraphs describing life in a European city of the late 1800s. One paragraph should be from the perspective of a middle-class/upper-class person, and the second paragraph from the perspective of a working-class person.

HW
Section 2 Review

Chapter 21 Section 3 Changing Attitudes and Values
Terms

Lesson Plan Focus
During the 1800s, wealthy industrialists and the old nobility comprised the upper class. The influential middle class consisted of professionals, shop owners, and office workers. Peasants and industrial workers made up the lower class. A strict code of behavior guided middle-class life. Women, meanwhile, struggled to gain political and economic rights. During this era, scientific advances challenged traditional beliefs.

In-class Instruct
Students are to imagine that they are reporters for a newspaper or magazine of the 1800s that is devoting a special issue to the changing attitudes and values in society. There will be four groups:a) Write advice columns telling readers how to act, dress, and speak in middle-class society;b) Write editorials defending or opposing women’s efforts at social reform;c) Write articles about the many changes taking place in education;d) Debate the issues between science and religion.
Each group may read their articles aloud to the class.

Close
Students should be able to discuss how the attitudes and values of the late 1800s have survived or changed in Western society.

HW
Section 3 Review

Chapter 21 Section 4 A New Culture
Terms

Lesson Plan Focus
In the 1800s, the arts were dominated by two very different movements. Reacting against the rationalism of the Enlightenment, the romantic movement embraced vibrant emotions, heroism, and glorification of the past. Realism, meanwhile, emerged as an attempt to show the harsh
realities of the real world. In the visual arts, impressionists and post-impressionists presented their own views of the world.

In-class Instruct
Today’s group activities are for the purpose of creating a festival that celebrates the arts of the 1800s. Each group will assume responsibility for one art genre. Romantic literature, art, and/or music, Realistic literature or art, Women’s literature, Impressionism, Post-Impressionism.

Each group should write a general introduction for the genre that they will present. Also, each item in their collection should be preceded with an oral introduction.

Close
Students should write responses: Which of the artists, writers, and musicians presented in the festival affected me most? Why?

HW Section 4

Special Edition

A special edition of Under the Hood that some of you may be interested in. Check it out if you like bikes and technology.

Globalization references for research

Here are four sources to help understand global forces at work:
http://www.theglobalist.com/
http://www.brookings.edu/global/
http://www.worldbank.org/
http://econpapers.repec.org/

Upcoming Attraction

Chapter 20 Test is on Tuesday.

Father-Daughter Day

My annual day off to support the best daughter in the universe is tommorrow. I will be attending her annual Father-Daughter Day at her school.

You can work on a packet of hand-outs to be turned in at the end of the period.

Series by Chalmers John

This is the first part, well worth viewing, from a series by the historian Chalmers Johnson. This would be a terrific series to view, summarize, and define vocabulary terms.

Anti-Phishing for Extra Credit

Play Anti-Phishing Phil for Extra Credit. Bring in the results to class and share what you learned about Phishing.

Digital Photo Contest

BE A DIGITAL HOT SHOT!

Technology & Learning's Digital Photo Contest for Kids
Sponsored by Adobe Digital Kids Club

DEADLINE: OCT. 19

Technology & Learning invites K-12 students to participate in the sixth annual digital photography contest. The competition, open to all K-12 students, challenges you to capture - and share - your unique vision of the world in a "Digital Diary - Through My Lens." If you have an artistic side, you also have the option to digitally enhance your photos with your favorite imaging software. The best digitally enhanced photo wins a special prize from Adobe. Other prizes include a digital camera, Adobe Photoshop Elements, and more!

Students are welcome -- and encouraged -- to enter as many photos as they wish.

For more information, such as rules, guidelines, tips and to view last year's winners visit:
Portraits of Learning.

Technology & Learning
NewBay Media LLC
1111 Bayhill Dr., Suite 125
San Bruno, CA 94066

Chapter 20 Revolutions in Europe and Latin America

Chapter 20 Revolutions in Europe and Latin America
(1790-1848)

Section 1 An Age of Ideologies
Terms:
Ideology
Universal manhood suffrage
Autonomy

1. Lesson Plan Focus

After 1815, conservatives called for a return to the political and social structure that existed before 1789. Liberals embraced the ideas of the Enlightenment and wanted to limit the power of monarchs. Nationalists, by urging national independence, threatened the powerful empires of Europe. Conflicts emerged as conservative leaders opposed liberal and nationalist demands.

Section 2 To the Barricades!

1. Lesson Plan Focus
Charles X’s attempt to restore absolutism in France resulted in the July revolution of 1830. An economic slump, coupled with discontent over social and political issues, sparked revolution again in 1848. These French uprising inspired revolts in other parts of Europe. Many of the revolutions failed because they were put down by military force and because they did not have mass support.

Section 3 Latin American Wars of Independence

1. Lesson Plan Focus

Enlightenment ideas, revolutions in other lands, and dissatisfaction with European rule caused revolutions in Latin America. In Haiti, an army of former slaves ended French rule in a struggle that cost more lives than any other Latin American revolution. As a result of revolutions in Mexico, Central America, and South America, independent Latin American nations emerged.

Chapter 20 this week

We will need collaboration on Chapter 20 since this has only been barely started at our knowledge base on seedwiki. Look at http://www.seedwiki.com/wiki/gmicksmith/gmicksmith.cfm and type in the Terms, Note Taking, Checkpoint (s), etc., answer and fill-in if you can.

EC, Review this article with a short written summary, report to the class about it in an oral summary, and turn in at least 3 defined vocabulary words

Treasury sees $13.6 trillion Social Security shortfall
Tuesday, September 25, 2007

By MARTIN CRUTSINGER
ASSOCIATED PRESS

WASHINGTON -- The Bush administration said in a new report Monday that Social Security is facing a $13.6 trillion shortfall and that delaying reforms is not fair to younger workers.

A report issued by the Treasury Department said that some combination of benefit cuts and tax increases will need to be considered to permanently fix the funding shortfall. But White House officials stressed that President Bush remains opposed to raising taxes.

Treasury Secretary Henry Paulson said he hoped the new report would help find common ground on the politically divisive issue, but a key Democrat charged that the administration will still try to fix Social Security by imposing sharp benefit reductions.

"The administration's new report is a reminder of President Bush's determination to not only privatize Social Security but to make deep cuts in the benefits that American workers have earned," said Senate Majority Leader Harry Reid, D-Nev. "Nobody should be fooled into believing that the only way to save Social Security is to destroy it with privatization or deep benefit cuts."

Bush had hoped to make Social Security reform the top domestic priority of his second term. He put forward a Social Security plan in 2005 that focused on creation of private accounts for younger workers, but that proposal never came up for a vote in Congress with Democrats heavily opposed and few Republicans embracing the idea.

The Treasury report put the cost of the gap between what Social Security is expected to need to pay out in benefits and what it will raise in payroll taxes in coming years at $13.6 trillion.

It said delaying necessary changes reduces the number of people available to share in the burden of those changes and is unfair to younger workers. "Not taking action is thus unfair to future generations. This is a significant cost of delay," the report said.

In another key finding, the report said: "Social Security can be made permanently solvent only by reducing the present value of scheduled benefits and/or increasing the present value of scheduled tax increases."

Copyright © 2007 North Jersey Media Group Inc.

Upcoming Attraction, Ch. 19 Test, Monday, 1 October 2007

An upcoming attraction, Ch. 19 Test, is scheduled for Monday, 1 October 2007

"Working Lives," Video Vocabulary, due Monday, 1 October 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

Hispanic Heritage Month

Submit your video, photos, and audio for Hispanic Heritage Month.

Auction of a Key English Legal Document

Graphic source: Getty Image File

NEW YORK (CNN) -- Just blocks from where U.N. diplomats debate their interpretations of tyranny and democracy, what may be the first document to articulate the difference is going up for sale. The version of the Magna Carta up for auction has been on display at the National Archives in Washington.

The version of the Magna Carta up for auction has been on display at the National Archives in Washington.

Sotheby's will auction off one of the earliest versions of the Magna Carta later this year, the auction house announced Tuesday.

This will be the first time any version of the Magna Carta has ever gone up for auction, according to David Redden, vice chairman of Sotheby's.

The Magna Carta is expected to fetch at least $20 million to $30 million, Redden said.

Redden, who has also sold dinosaur bones, space race artifacts and a first printing of the Declaration of Independence, called the Magna Carta "the most important document on earth."

The charter mandated the English king to cede certain basic rights to his citizens, ensuring that no man is above the law.

Many believe the Magna Carta was the first document to recognize the legal right to freedom from tyranny, an influential concept to American political philosophers -- from the founding fathers to the modern presidency.

The version to be auctioned is one of fewer than 20 known copies of the Magna Carta, which means "Great Charter" in Latin. The document was first devised in 1215, but not confirmed into English law until 1297 -- the year this version was issued and sealed by King Edward I.

The document is one of only two copies of the charter that exist outside of England, according to Sotheby's. This Magna Carta and another version in Australia are the only two ever to have been privately sold.

The version up for auction rested for six centuries with the Brundell family in Deene Park, England, until being bought in 1984 by businessman Ross Perot. Since then, the Perot Foundation has kept the copy on display at the National Archives in Washington.

The Perot Foundation plans to distribute the money from the auction to various causes such as medical research and helping wounded soldiers.

The Magna Carta will be coming up for auction during the week of December 10.

Homework Help: Children in Industrial Britain

What was life like for Children in Victorian Britain?

Need help with homework and studies?

HippoCampus is a great multimedia resource with course materials that can help you with your homework and studies.

The Monterey Institute of Technology and Education has launched HippoCampus, a website designed to supplement learning for high school and college students in order to assist with credit recovery and home schooling, as well as AP and general ed use. HippoCampus is an open education resource and is available free of charge to all users.

Back to School Night, 25 September 2007

Back to School Night: 25 September 2007


Dr. G. Mick Smith, Room #267, Contact info: gmsmith@cardinaldougherty.org (fastest contact), 215.276.2300 (slower contact)

World History II according to the Social Studies Standards of the Archdiocese of Philadelphia


COURSE GUIDELINES AND INFORMATION

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

Online textbook, notices, assignments:
http://www.pearsonsuccessnet.com/

Class/Group and Student Information
Period 1: 1FC504FC82A190D3D6F0; Period 2: A1A4B660F80C62499BEC; Period 4: B30280F36307C8E635E7

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

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

Grades can always be found on:
http://www.gradeconnect.com/


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.

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.

"Straight Point Based
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.

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.

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 110 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 widower and a full-time single parent; he wrote his first novel about parenting the greatest daughter ever born.

Chapter 19 Section 1 - 4

Chapter 19 The Industrial Revolution Begins (Check page references and accuracy of answers from the correct pages in the updated edition of the textbook).

Section 1

Terms:

anesthetic: drug that prevents pain during surgery p. 609

enclosure: the process of consolidating and taking over land formerly shared by peasant farmers p. 610

James Watt: looked at Newcomen’s invention in 1764 and set out to make improvements on the engine in order to make it more efficient. Watt’s engine, after several years of work, would become a key power source of the Industrial Revolution. p. 611

Smelt: melt in order to get the pure metal away from its waste matter. p. 611

Checkpoint: Why was the Industrial Revolution a turning point in world history? p. 608

Checkpoint: How did an agricultural revolution contribute to population growth? p. 609

Checkpoint: What new technologies helped trigger the Industrial Revolution? p. 611

Notetaking: Reading Skill: Recognize Multiple Causes several key events led to the Industrial Revolution. As you read the section, create a flowchart of these causes. Add categories as needed. pp. 608 - 611

Graph Skills: according to the graph, between which years was the largest percentage of land enclosured? What was the result of these land enclosures? p. 609

Biography: How might the Industrial Revolution have been different if Watt had not found a business partner? p. 610

Section 2

Terms:

capital: money or wealth used to invest in business or enterprise. p. 613

enterprise: a business organization in such areas as shipping, mining, railroads, or factories. p. 613

entrepreneur: person who assumes financial risks in the hope of making a profit. p. 613

putting-out system: a system developed in the eighteenth century in which tasks were distributed to individuals who completed the work in their own homes; also known as cottage industry. p. 614

Eli Whitney: invented a machine called the cotton gin that separated the seeds from the raw cotton at a fast rate. He finished the cotton gin in 1793, and cotton production increased exponentially. p. 614

turnpike: privately built road; owner of road charges a fee to travelers who use it.
p. 614

Liverpool: city and one of largest ports in England; first major rail line linked Liverpool to Manchester in 1830. p. 615

Manchester: city in England; one of leading industrial areas; example of an Industrial Revolution city; first major rail line linked Manchester to Liverpool in 1830. p. 615

Checkpoint: What conditions in Britain paved the way for the Industrial Revolution? p. 613

Checkpoint: What led to the advancement of the British textile industry? p. 614

Checkpoint: Why was the development of railroads important to industrialization? p. 615

Map Skills: 1. Locate: (a) London (b) Manchester (c) Thames River 2. Region Identify the centers of woolen industry in English. 3. Draw Inferences What were the industrial advantages of the rivers during this time? p. 613

British Textile Inventions: How did these inventions change the textile industry? p. 614

Section 3

Terms:

urbanization: movement of people from rural areas to cities p. 616

Tenement: multistory building divided into crowded apartments p. 618

Labor union: workers’ organization p. 618

Note taking: Reading skill: Understand Effects pp. 616- 617

Graph skills: How many more people were in London in 1900 than in 1750 according to th line graph? p. 617

Checkpoint: What led to the massive migration of people from farms to cities? p. 616

Checkpoint: How did members of the working class react to their new experiences in industrial cities? p. 618

Checkpoint: Why was the Industrial Revolution seen as both a blessing and a curse? p. 620

Checkpoint: How did the Industrial Revolution affect the lives of men, women, and children? p. 619

Primary Source: How was work in factories and mines different from work on the farm? p. 619

Section 4

Terms:

Thomas Malthus: an English economist who argued that increases in population would outgrow increases in the means of subsistence (1766-1834). p. 622

Jeremy Bentham: English philosopher and jurist; founder of utilitarianism. p. 623

utilitarianism- idea that the goal of society should be to bring about the greatest happiness for the greatest number of people. p. 623

socialism- system in which the people as a whole rather than private individuals own all property and operate all businesses; or a system in which the government controls part of the economy. p. 625

means of production- farms, factories, railways, and other large businesses that produce and distribute goods. p. 625

Robert Owen: Welsh industrialist and social reformer who founded cooperative communities; he campaigned vigorously for laws that limited child labor and encouraged the organization of labor unions. p. 625

Karl Marx: founder of modern communism; wrote The Communist Manifesto with Engels in 1848; wrote Das Kapital in 1867. p. 625.

communism: form of socialism advocated by Karl Marx; according to Marx, class struggle was inevitable and would lead to the creation of a classless society in which all wealth and property would be owned by the community as a whole. p. 625

proletariat- working class p. 625.

social democracy: p. 626.

note taking: pp. 622- 626.

Checkpoint: Explain the response to laissez-faire economics during the nineteenth century. p. 623.

Checkpoint: What did John Stuart Mill see as the proper role of Government? p. 624.

Checkpoint: What did early socialists believe? p. 625.

Checkpoint: What did Marx predict ws the future of the proletariat? p. 625.

Checkpoint: How accurate did Marx's predictions about social classes prove to be? p. 626.

Population Theory: What were the advantages of families with many children? p. 623.

Thinking Critically 1. Make Generalizations: How did life for children at New Lanark differ from those who lived in industrial cities? 2. Do you think Utopianism was an effective solution for the challenges of the Industrial Age? p. 624.

Ian Hunter, "When The World Was Round," Animated Video Release

Jerkin' Crocus in the UK will release the first single from Ian Hunter's critically acclaimed album Shrunken Heads on 29 Oct 2007. 'When The World Was Round' will be available in three formats: a 7 inch picture disc, a CD single, and a DVD single. Each format will be on sale for £1.99, or all three can be bought for £3.99. The 7 inch and CD will both include unreleased material, whilst the DVD will include an animated video. Pre-orders are available now from Townsend Records.

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:
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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:
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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.

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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

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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.

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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,



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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.