A Motivated 17 Year Old

Meet Your Future Employee
Beth Stackpole

October 23, 2007 (Computerworld) Whatever you do, please don't call Stephanie Lee a geek. Sure, she's majoring in information technology and marketing at Marquette University in Milwaukee, where she's a senior.

But she doesn't write code, she isn't gadget-crazed or Internet-obsessed, and she positively isn't interested in a career as a programmer or tech support jockey.

What Lee is interested in is strategy. During a high school summer internship, she was charged with finding a way for a manufacturing company to more efficiently track packages overseas. Lee combed the Web for research. She chatted up employees to understand the process and the pain points. She even came up with an ROI strategy that convinced upper management to adopt her technology choice to fix their problem.

The experience ignited a passion in Lee to pursue a career in IT. "I've known ever since I was 17 that IT is for me," says Lee. "Most people assume that IT [people are] stuck in front of a computer the entire time, coding away. They don't understand that that's only one small component to our tool set -- our role is so much broader than that."

Dream employee? Absolutely. Does that mean hiring managers can expect Lee's contemporaries to enter the workforce equipped with a similar grasp of the big-picture concepts of a career in IT?

Well, no, say IT executives, human resource professionals and computer science professors.

Members of Generation Y -- roughly, the group born between the early 1980s and the late 1990s -- are arriving on the job market armed with up-to-the-minute technology skills, but they're lacking in other areas, such as business communication skills, employers say. Moreover, many are wary of IT as a viable career choice.

Tech lifestyle or tech career?

Certainly, when it comes to considering a career in technology, Generation Y is more jaded than generations past. The number of freshmen pursuing a computer science track has fallen by 70% since 2000, according to the Computing Research Association. The reasons are myriad.

Would-be technologists are turned off by the tech crash of the early '00s, the shift of jobs overseas to outsourcing providers, and an overall perception of IT as a go-nowhere, nuts-and-bolts profession, observers say.

And the up-and-coming generation puts a premium on work/life balance, having seen firsthand the toll working around-the-clock took on its parents. As a result, they tend to shy away from jobs that demand the 40-hour-plus workweeks typical of IT.

This is the group that simultaneously IMs, blogs, surfs the Web and downloads podcasts. In the end, ironically, it might be this extreme comfort with technology that most deters these young people from pursuing IT as a favorable, even desirable, career.

"To another generation, IT was cool because no one else knew much about it," notes Kate Kaiser, associate professor of IT (and one of Lee's instructors) at Marquette. "This generation is so familiar with technology, they see it as an expected part of life" -- and therefore not worthy of consideration as a full-time career.

When she's not teaching, Kaiser is an academic liaison with and charter member of the Society for Information Management (SIM). One of her responsibilities there is to work with other universities, technology companies and IT professionals to try to alter the perceptions today's youth have of technology careers.

Another of Kaiser's responsibilities is to work with other SIM members and peer professors to modify the IT curriculum nationwide. The goal is to reflect the need for up-and-comers to have stronger business, communication and project management skills -- all areas where this latest generation comes up short. "People in IT today have to be more well rounded -- they can't just have technical expertise," Kaiser says.

Web-ready collaborators

Technical proficiency is an area where newbies certainly aren't lacking. While they may not possess the tech skills of old -- expertise in outdated areas like NetWare, Cobol, even ColdFusion programming -- this new generation packs a punch with mastery of things like HTML programming and a complete comfort level with business basics like Microsoft PowerPoint and Excel, not to mention Web 2.0 advances like blogging and social networking.

Today's young workers are far more likely than their older counterparts to try using these new social and Web-based tools to solve old business problems, and they have a strong team orientation, which lends itself to the virtual collaboration so vital for today's global economy.

"By and large, this generation is very fluent with technology and with a networked world," notes James Ware, executive producer at The Work Design Collaborative LLC, a Berkeley, Calif., consortium exploring workplace values and the future of the workforce. "They're comfortable working with people in remote locations, they're comfortable multitasking, and they're not afraid to go looking for stuff. They have a sense of all things possible."

IM-speak in an IT world

Communication and basic math and writing skills, on the other hand, are not Gen Y's strong suit. According to a survey of 100 human resource professionals by outplacement firm Challenger, Gray & Christmas Inc., although only 5% of college graduates overall were judged to be lacking in basic technical skills, more than half of entry-level workers possessed deficient writing skills and 27% were underperforming in critical thinking.

Some managers and academics attribute the skills gap to this generation's proclivity for cell-phone- and instant-messaging-induced "textspeak," regardless of whether it's for business or personal communication.

Other industry watchers view Generation Y's preference for virtual interaction in the digital world as a hindrance to developing face-to-face communications skills, a critical asset for a modern IT career. (See this article for more on what today's managers say are the hottest skills right now.)

"Part of the IT job is to teach others how to use technology, and the patience level of this generation is less than that of other workers," says Stephen Pickett, a longtime IT executive and current chairman of the SIM Foundation, a philanthropic organization dedicated to promoting IT as a career option. "We need to teach them how to talk to a leader -- how to relate to someone who's not as technically savvy as they happen to be. But all of that is learned behavior that can be changed."

Marquette's Kaiser has experienced Gen Y's communication shortcomings firsthand. She says some of her technology students often hand in work that isn't written in complete sentences, and their inclination to give an instantaneous response means they're less interested developing in writing and presentation skills.

"I'm not sure a lot of the technology things kids are doing promote their listening skills -- with IM or even Facebook, it's cryptic one-liners where they respond right away," Kaiser says. "And when you're writing with all this Web 2.0 stuff, no one cares how well you spell a word. It's a very different way of communication."

Chris Dodge is one student who certainly has his tech credentials in line. Thanks to his parents, both of whom worked in the tech sector, Dodge has been exposed to PCs since birth and knows enough to design and launch a blog, produce a podcast, or shoot, edit and post a YouTube video.

Dodge, now a sophomore at Georgetown University majoring in international politics at the School of Foreign Service, doesn't deny that his generation spends hours online in chat rooms or e-mailing and texting. But he takes exception to the suggestion that his generation's communication skills are compromised.

"Five minutes after [students] write their one-line text messages, they go to class and take five pages of notes or go back to their rooms and write 10-page research papers," he says. "I think the world is absolutely valuing speed over quality, but that doesn't mean we're incapable of appropriately expressing ourselves."

Worker Bee 2.0

The Generation Y crowd also has a different take on what it means to be an employee. While their parents may be company loyalists willing to put in long hours or pack up and move for the good of the business, not so for Generation Y.

These young people have seen firsthand the physical and emotional damage that working long hours can have on family life and health, say human resource experts. They also came of age witnessing the trauma of corporate downsizing and the outsourcing of technology-oriented positions to low-cost labor regions like India.

The new generation, therefore, is a lot less willing to bend to corporate politics and policies and has a certain air of entitlement when it comes to employment.

Generation Y, for instance, expects to be handed state-of-the-art technology (read: smart phone, laptop and wireless) as soon as they come on board, and they are less willing to start at the bottom rung and work their way up the corporate ladder.

"Generation Y is interested in wrangling their way through an organization, testing the waters and moving here or there if it so suits them," explains Jeff Alderton, principal for human capital at Deloitte Consulting LLC. "They're eventually going to get where they want to go, but in their way, not in the traditional fashion."

The new generation is also far bolder in asking for entitlements, whether it's a pay raise, training on the company's dime or simply time off. "They ask questions I never would have asked," says Mark Banks, vice president of human resources at Sciele Pharma Inc., an Atlanta-based pharmaceuticals company. "It's not about what they can do for you, but what as a company can you do to develop them."

One of the primary concerns of Generation Y is a flexible schedule and healthy work/life balance. This is a generation raised in the era of 24/7 connectivity, of wireless access and of being able to work wherever and whenever it suits them. The idea of trading in that flexibility for a structured workplace doesn't sit well with them.

Technology, they reason, is the enabler for letting people get their work done independently, without having to be in a certain place for a certain period of time.

"We have different expectations about what a work environment should be like," says Dodge. "I think a lot of us hope the age of the daily commute, the 9-to-5 workday and the cubicle farm are in the past. Certainly, with new technology, there is less of a need for the centralization of work production in an office, so long as the work gets done."

The SIM Foundation's Pickett isn't the only IT executive to say that kind of thinking is much too optimistic, if not downright deluded. Anyone looking to eventually reach a high-level management job in IT or finance -- or nearly any field, for that matter -- needs to be in the office, Pickett says. A lot.

"You can't develop relationships from afar or show leadership from afar. If you want to learn about the business, you pretty much have to be there," Pickett says. "To develop relationships with key executives, you've got to be in front of them. And you can't learn leadership skills unless you're watching how others lead."

Still, smart companies are aware of the misalignment and, where possible, are beginning to implement new policies and procedures to bring their work environments more in line with Generation Y's expectations.

Give 'Em What They Want

That's not to say companies should kowtow to the unreasonable demands of a new generation. Rather, they need to be open to embracing new work styles and finding some sort of middle ground.

"Large organizations that simply try to maintain their way of doing things in a monolithic fashion and which don't listen to and learn from younger folks are going to have problems attracting, retaining and motivating talent," says The Work Design Collaborative's Ware. "Companies have to change a bit."

Sciele Pharma is taking that message to heart. The company, where the average worker is in his mid-20s, equips its employees with state-of-the-art laptops and cell phones and has also implemented a variety of flexible work programs.

For instance, employees can adopt an alternative schedule, if approved by Banks and their managers, where they can work from home one day a week or come in between the hours of 6 a.m. and 9 a.m. and leave as early or late as they want, provided their work is done. Employees work 36.5-hour weeks, the company closes at 4 p.m. on Fridays, and workers are able to leave at noon the day before a holiday.

IT people in particular have the option of working from home. Those who have operational-type responsibilities -- monitoring and troubleshooting systems or doing EDI work, for example -- are encouraged to work at home a day or so a week and are given the equipment to make that happen, says David Bennett, IT director at Sciele Pharma. Those with development jobs are eligible to take advantage of flextime as well.

"Any job that lends itself to routine operations or where there is a need for a lot of solitary time to dig into a problem, [those employees] can work from home as long as it doesn't interfere with any planned meetings," Bennett says. "It creates benefits for the employee and the environment and makes for a better quality of life."

With quantifiable kinds of roles, Sciele can easily measure employees' results and hold them accountable, which in turn helps the company monitor whether its flextime arrangement is working, Bennett explains.

As progressive as Sciele Pharma may be, all of its work/life balance programs have essentially kept it in the hiring game but not necessarily given it an edge. "Employees today come in with these expectations," Banks says. "This has helped us retain our workforce, not attract a new workforce."

Stackpole has reported on business and technology for more than 20 years.

Bismarck Video Vocabulary: Due 24 October 2007, the printer has been down since last Thursday, you will need to print a copy yourself.

World History, Bismarck Vocabulary, due 24 October 2007
Bismarck Video Vocabulary

NAME:
PERIOD:

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

Current Events: Russia

by Olga Nedbayeva Sat Oct 20, 7:00 AM ET

MOSCOW (AFP) - Former Soviet leader Mikhail Gorbachev founded a new political movement on Saturday aimed at fighting democratic abuses in Russia, but not at challenging President Vladimir Putin's rule.
ADVERTISEMENT

"We are putting our hopes in the efforts that Putin is making" to reform Russia, Gorbachev told some 200 delegates at the founding congress of the Union of Social-Democrats in central Moscow.

But Gorbachev, 76, who will lead the movement, also highlighted "negative tendencies," including a lack of real political debate, pressure being put on non-governmental groups and high levels of corruption.

"We are fighting for power, but only for power over people's minds," said Gorbachev.

His new movement is not a political party and will therefore not take part in parliamentary elections in December.

United Russia, the dominant party in the Russian parliament, is set for a landslide victory in the elections after Putin announced earlier this month that he would run as its top candidate.

The deadline for parties to register for the elections passed on October 17.

A statement issued by the movement said that "the potential for free democratic choice and political competition is being limited.... This is why social-democrats are uniting to fight for the values of freedom and fairness."

Gorbachev was the last general secretary of the Communist Party and is generally unpopular in Russia as he is associated with a period of political upheaval and economic collapse.

After his attempts at reforming Communism fell through and the Soviet Union broke apart in 1991, he became head of the Russian Social-Democratic Party, which failed to win any seats in the 2003 parliamentary elections.

He has received numerous awards in the West and is a frequent speaker at international events. He has a more visible public role in Russia as head of the Gorbachev Foundation, which funds charity and education.

In his speech on Thursday, Gorbachev praised Putin for not changing the country's constitution to allow himself to run for a third consecutive term, when his period in office runs out next year.

"The president was under pressure and the fact that he did not give in to it is important from the point of view of democracy," Gorbachev said, referring to calls for Putin to change the constitution.

Putin, who came to power in 2000, remains very popular in Russia as he is credited with the country's economic revival and with boosting Russia's role in world affairs.

Russians are to elect a new president in March 2008 but there is still uncertainty about what role Putin could play in Russia's political future and who his favoured successor might be.

FAQ; How do I look up vocabulary words? (You may need a Period 1 or Period 2 Code but the procedure is the same)

http://www.pearsonsuccessnet.com/

If you have an account:
Type in your User name and password:

If you don't have an account, you will have to create one:

Be sure to enter the correct class access code provided:

Period 4:
B30280F36307C8E635E7

Once you accessed the Pearson success net site, scroll down the middle of the page to Research Center.

Once there, click on it, and you will have a dictionary, a thesaurus, etc. to look these terms up.

Try this and let me know how it goes, what you can't find, what questions you have etc.

Parent-Teacher Conferences: Did You Know?

Text of Did You Know? 2.0

Did you know?
In the next 8 seconds . . .
34 babies will be born.
[graphic indicating India – 5, China – 4, U.S. – 1]
What will the world be like . . .
. . . for them?
Name this country . . .
· Richest in the world
· Largest military
· Center of world business and finance
· Strongest education system
· Currency the world standard of value
· Highest standard of living
Great Britain. In 1900.
2006 college graduates
[graphic indicating U.S. – 1.3 million, India 3.1 million, China – 3.3. million]
How many 2006 college graduates in India speak English?
[graphic indicating 100%]
In 10 years it is predicted that the number on English speaking country in the world will be . . .
China.
Who would have predicted this 60 years ago? (then 60 is replaced with 40, then 20]
Did you know?
According to the U.S. Department of Labor
1 in 4 workers has been with their current employer less than one year.
1 in 2 workers has been with their current employer less than five years.
The U.S. Department of Labor estimates that today’s learners will have . . .
10 to 14 jobs . . .
by their 38th birthday
Many of today’s college majors didn’t exist 10 years ago
New media
Organic agriculture
e-business
Nanotechnology
Homeland security
What will they study 10 years from now?
Today’s 21-year-olds have:
Watched 20,000 hours of TV
Played 10,000 hours of video games
Talked 10,000 hours on the phone
And they’ve sent/received 250,000 emails or instant messages
More than 50% of U.S. 21-year-olds have created content on the web
More than 70% of U.S. 4-year-olds have used a computer
Years it took to reach a market audience of 50 million
[graphic indicating Radio – 38 years, TV – 13 years, Internet – 4 years]
Number of Internet devices in 1984: 1,000
1992 – 1,000,000
2006 – 600,000,000
Did you know?
We are living in exponential times
The first commercial text message was sent in December 1992
The number of text messages sent and received today . . .
exceeds the population of the planet
The Internet started being widely used by the general public in early 1995
1 out of 8 couples married in the U.S. in 2005 . . .
met online
Revenue for eBay in 2006: $1.7 billion
eBay was founded in 1996
There were more than 2.7 billion searches performed on Google . . .
. . . this month
To whom were those questions directed B.G.?
(Before Google)
MySpace Visitors
[graphic from 0 in 2003 to almost 60,000,000 in 2006]
More than 230,000 new users signed up for MySpace . . .
today
If MySpace were a country . . .
it would be the 8th largest in the world
YouTube visitors since September 2005
[graphic from 0 in 2005 to well over 100,000,000 today]
Did you know?
There are more than 540,000 words in the English language . . .
about five times as many as during Shakespeare’s time
[graphic with the words: widget, web-surfer, blog, dot-commer, e-learner, Internet]
More than 3,000 books were published . . .
. . . today
The amount of technical information is doubling every two years
By 2010, it’s predicted to double . . .
every 72 hours
Third generation fiber optics has recently been tested that push 10 trillion bits per second down a fiber
That is 1,900 CDs or 150 million simultaneous phone calls every second
It’s currently tripling every six months
The fiber is already there, they’re just improving the switches on the end . . .
which means the marginal cost of these improvements is effectively . . .
zero
Nearly 2 billion children live in developing countries
One in three never completes fifth grade
In 2005 the One Laptop per Child Project (OLPC) set out to provide laptops to these children
The first shipments should be in mid-2007
Kids who have never held a textbook will now hold the world
And be connected . . .
to you
Predictions are that by the time
children born in 2007 are 6 years old,
a supercomputer’s computation capabilities
will exceed
that of the human brain
And while predictions further out than 15 years are hard to do . . .
[graphic indicating 2049]
a $1,000 computer
will exceed the computing capabilities
of the human race
what does this all mean?
[graphic indicating: shift happens]
We are currently preparing students for jobs and technologies that don’t yet exist . . . in order to solve problems we don’t even know are problems yet.
“We can’t solve problems by using the same kind of thinking we used when we created them.” – Albert Einstein
Did you know . . .
There are students in China, Australia, Austria, Bangladesh, and the USA who
[graphic switches from: remember, understand, apply, analyze, evaluate, create, communicate, collaborate]
on projects
every day
Ask Your Kids: Are you doing this in school?
Ask Your Principal: How are you helping my child become literate in the 21st century?
Ask Your School Board: Are you providing the resources and training necessary to prepare students to be successful in 21st century society?
Ask Your Elected Representatives: Now that you know all this, what changes should be made to current education legislation?
What’s your vision?
Did you know . . .
The original version of this presentation was created for a Colorado (USA) high school staff of 150 in August of 2006
to start a conversation about what our students need to be successful in the 21st century
By June 2007 it had started more than 5 million conversations around the world
And now that you know, we want you to join the conversation
Visit shifthappens.wikispaces.com
Did you know?
Developed by Karl Fisch
thefischbowl.blogspot.com
with assistance from Scott McLeod
dangerouslyirrelevant.org
Designed by XPLANE
xplane.com
shifthappens.wikispaces.com
[graphic with Creative Commons copyright notice]

http://thefischbowl.blogspot.com/2007/09/did-you-know-20-additional-quotes-and.html

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:
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