AP Government
The Amendment Process
Informal Changes
Ch. 4 The Supreme Court and the Constitution
HW p. 70 #1-3
G. Mick Smith, PhD, Senior Educational Technology Executive: https://www.linkedin.com/in/gmicksmith/
Thursday, February 09, 2006
World History, Ch. 19 Sec. 3 Radical Days
Ch. 19, Section 3, Radical Days
Vocabulary
suffrage, nationalism
p. 491, Parallels Through Time
Linking Past and Present, p. 491
Possible answer: They are amazed at how life-like the wax figures appear. It is almost like coming face to face with famous people of the past and present.
Caption, p. 492
Answer to caption
Economics and Technology
Possible answer: lethal injection, electrocution, lethal gas
“Amazing Transformation”
1. Lesson Plan Focus
The French Revolution, driven by leaders determined to preserve and extend the revolution, entered a new and radical phase. During the Reign of Terror, thousands of French citizens were sent to their deaths by by Maximillien Robespierre and the Committee of Public Safety. Meanwhile, the revolution brought dramatic changes to many aspects of daily life.
2. In-class Instruct
Students will publish a newspaper chronicling the events of the French Revolution. Students need to write news articles about the invasion of the Tuilleries; the National Convention; the execution of the King and Queen; the Committee of Public Safety; the Reign of Terror; changes in daily life; and other significant developments. Other assignments might include an editorial on rights for women, a review of paintings by Jacques Louis David, and a feature on the popularity of “La Marseillaise.” Some students might also produce political cartoons and word puzzles. More research may be necessary. We will display the pages of the finished newspaper where other students can read them.
3. Close
Is a democratic government ever justified in using non-democratic means to protect itself and ensure its survival?
Background: Biography
Born Marie Grosholtz in Switzerland, Madame Tussaud learned the art of wax modeling from her uncle, from whom she inherited two wax museums in Paris. From 1780 until the start of the French Revolution, she served at Versailles as art tutor to the sister of Louis XVI. For a time, she was imprisoned as a royalist. During the Reign of Terror, the leaders of the revolution so admired her artistic skills that they commissioned her to make wax models of themselves and their victims.
When Maximillien Robespierre was executed and his head publicly displayed on a pole, Madame Tussaud used it as a model for a wax sculpture. When she moved to London in 1802, she took it and her entire collection with her. Other figures in her collection included Voltaire, Benjamin Franklin, Horatio Nelson, and Sir Walter Scott. Today, tourists from around the world continue to marvel at the realistic wax sculptures in Madame Tussaud’s museum in London.
Activity: Interdisciplinary Connections
Among the most famous film or novel that highlight this period include Charles Dicken’s “Tale of Two Cities.” Describe scenes that portray injustices in France before the French Revolution. Then describe three scenes that depict injustices that were carried out by the revolutionaries themselves. Finally, ask students to answer this question: Why do you think revolutions commonly go through a radical stage characterized by excessive cruelty, extreme violence, and denial of rights and freedoms?
Activity: Heterogeneous Groups
Creating Illustrations
As an enrichment activity, students can research the fashion changes that took place in France during the French Revolution. To illustrate these changes, students can draw or get sketches that show styles before and after the revolution. Illustrations should be accompanied by brief captions that explain the changes and any symbolic meaning that they might have had.
Background: Historical Evidence
The National Army
In early 1793, French armies were in retreat and on the verge of collapse. But revolutionary fervor and the spirit of nationalism transformed the military into a heroic force fighting for the survival of France and the revolution. In August, the government called up all able-bodied men for military service in a decree that used such stirring words as these:
“The young men shall go to battle and the married men shall forge arms. The women shall make tents and clothes, and shall serve in the hospitals; children shall tear rags into lint. The old men will be guided to the public places of the cities to kindle the courage of the young warriors and to preach the unity of the Republic and the hatred of kings.”
The French army was no longer a professional army; it was a national one. By the spring of 1794, French forces were repelling the enemy on all fronts.
HW, p. 494 #1-5, Extra Credit #6-7.
Vocabulary
suffrage, nationalism
p. 491, Parallels Through Time
Linking Past and Present, p. 491
Possible answer: They are amazed at how life-like the wax figures appear. It is almost like coming face to face with famous people of the past and present.
Caption, p. 492
Answer to caption
Economics and Technology
Possible answer: lethal injection, electrocution, lethal gas
“Amazing Transformation”
1. Lesson Plan Focus
The French Revolution, driven by leaders determined to preserve and extend the revolution, entered a new and radical phase. During the Reign of Terror, thousands of French citizens were sent to their deaths by by Maximillien Robespierre and the Committee of Public Safety. Meanwhile, the revolution brought dramatic changes to many aspects of daily life.
2. In-class Instruct
Students will publish a newspaper chronicling the events of the French Revolution. Students need to write news articles about the invasion of the Tuilleries; the National Convention; the execution of the King and Queen; the Committee of Public Safety; the Reign of Terror; changes in daily life; and other significant developments. Other assignments might include an editorial on rights for women, a review of paintings by Jacques Louis David, and a feature on the popularity of “La Marseillaise.” Some students might also produce political cartoons and word puzzles. More research may be necessary. We will display the pages of the finished newspaper where other students can read them.
3. Close
Is a democratic government ever justified in using non-democratic means to protect itself and ensure its survival?
Background: Biography
Born Marie Grosholtz in Switzerland, Madame Tussaud learned the art of wax modeling from her uncle, from whom she inherited two wax museums in Paris. From 1780 until the start of the French Revolution, she served at Versailles as art tutor to the sister of Louis XVI. For a time, she was imprisoned as a royalist. During the Reign of Terror, the leaders of the revolution so admired her artistic skills that they commissioned her to make wax models of themselves and their victims.
When Maximillien Robespierre was executed and his head publicly displayed on a pole, Madame Tussaud used it as a model for a wax sculpture. When she moved to London in 1802, she took it and her entire collection with her. Other figures in her collection included Voltaire, Benjamin Franklin, Horatio Nelson, and Sir Walter Scott. Today, tourists from around the world continue to marvel at the realistic wax sculptures in Madame Tussaud’s museum in London.
Activity: Interdisciplinary Connections
Among the most famous film or novel that highlight this period include Charles Dicken’s “Tale of Two Cities.” Describe scenes that portray injustices in France before the French Revolution. Then describe three scenes that depict injustices that were carried out by the revolutionaries themselves. Finally, ask students to answer this question: Why do you think revolutions commonly go through a radical stage characterized by excessive cruelty, extreme violence, and denial of rights and freedoms?
Activity: Heterogeneous Groups
Creating Illustrations
As an enrichment activity, students can research the fashion changes that took place in France during the French Revolution. To illustrate these changes, students can draw or get sketches that show styles before and after the revolution. Illustrations should be accompanied by brief captions that explain the changes and any symbolic meaning that they might have had.
Background: Historical Evidence
The National Army
In early 1793, French armies were in retreat and on the verge of collapse. But revolutionary fervor and the spirit of nationalism transformed the military into a heroic force fighting for the survival of France and the revolution. In August, the government called up all able-bodied men for military service in a decree that used such stirring words as these:
“The young men shall go to battle and the married men shall forge arms. The women shall make tents and clothes, and shall serve in the hospitals; children shall tear rags into lint. The old men will be guided to the public places of the cities to kindle the courage of the young warriors and to preach the unity of the Republic and the hatred of kings.”
The French army was no longer a professional army; it was a national one. By the spring of 1794, French forces were repelling the enemy on all fronts.
HW, p. 494 #1-5, Extra Credit #6-7.
Wednesday, February 08, 2006
Back to School Night, 8 Feb. '06
Back to School Night, 8 February 2006
7-8:30 pm
Dr. G. Mick Smith
Room #267
1st Period AP Government
Homeroom
4th World History
Dr. Smith’s Brief Bio & Contact Information
Contact info:
Fastest means to contact me:
gmicksmith@muchomail.com
Slower way to reach me:
215.276.2300 (Main office)
Website for daily class notes, assignments, homework:
http://gmicksmithsocialstudies.blogspot.com/
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 100 mostly peer-reviewed publications in history, technology and education, and computing. Dr. Smith has been President of the American Association for History and Computing. Smith has also taught at Northeast Catholic High School, Lansdale Catholic, Villa Maria Academy, Phila Academy, and Hahnemann University. At Cardinal Daugherty Smith is Moderator of Mock Trial and Project Citizen. Dr. Smith is a full-time single parent and he is submitting his first novel to publishers.
Website for grades:
Grades are not posted; however, the following website will assist parents and students if Daugherty parents would be interested in such a service. A parent and/or a student require an account to obtain access.
A Parent Account requires a $4.95 yearly membership fee. A valid e-mail address is required.
http://www.gradeconnect.com/current/index.php
7-8:30 pm
Dr. G. Mick Smith
Room #267
1st Period AP Government
Homeroom
4th World History
Dr. Smith’s Brief Bio & Contact Information
Contact info:
Fastest means to contact me:
gmicksmith@muchomail.com
Slower way to reach me:
215.276.2300 (Main office)
Website for daily class notes, assignments, homework:
http://gmicksmithsocialstudies.blogspot.com/
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 100 mostly peer-reviewed publications in history, technology and education, and computing. Dr. Smith has been President of the American Association for History and Computing. Smith has also taught at Northeast Catholic High School, Lansdale Catholic, Villa Maria Academy, Phila Academy, and Hahnemann University. At Cardinal Daugherty Smith is Moderator of Mock Trial and Project Citizen. Dr. Smith is a full-time single parent and he is submitting his first novel to publishers.
Website for grades:
Grades are not posted; however, the following website will assist parents and students if Daugherty parents would be interested in such a service. A parent and/or a student require an account to obtain access.
A Parent Account requires a $4.95 yearly membership fee. A valid e-mail address is required.
http://www.gradeconnect.com/current/index.php
World History, Ch. 19 Sec. 2 Creating a New France
Ch. 19 Section 2, Creating a New France
1. Lesson Plan Focus
Popular uprisings encouraged the National Assembly to take swift action. It ended feudal privileges, issued a declaration of rights, reorganized the Church, and established a limited monarchy. Throughout Europe, the supporters of the Enlightenment applauded the reforms, while rulers and nobles denounced them. By 1792, revolutionary France was at war with much of Europe.
Vocabulary, p. 484
emigre, sans-culotte
Caption, p. 485, Answer to Caption. . . .
Religions and Value Systems
Possible answer: It uses classical, religious, and other symbolism to underline the importance of human rights.
Caption, p. 486, Answer to Caption. . . .
Art & Literature
Possible answer: Both rooms are decorated lavishly and luxuriously at great public expense.
Caption, p. 487, Answer to Caption. . . .
Continuity & Change
Possible answer: It was untraditional for women to use force to achieve political aims.
Caption, p. 489, Answer to Caption. . . .
Political and Social Systems
It shows the sans-culotte as being well-armed.
2. In-class Instruct
Write an eyewitness account of one of the following events:
peasants attacking the home of a nobleman;
the August 4 meeting of the National Assembly;
the women of Paris marching on Versailles;
the procession of the royal family from Versailles to Paris;
the writing of the Constitution of 1791;
the unsuccessful flight of the royal family;
an emigre describing events in France to the Austrian emperor.
Students' eyewitness accounts should include a vivid description of the event and the emotions of the people involved. Research in the library or the computer center will make your report more authentic. Volunteers can read their accounts to the class.
3. Close
Students can read Edmund Burke's prediction about the French Revolution quoted on p. 488.
"Plots and assassinations will be anticipated by preventive murder and preventive confiscation. . . . When ancient opinions and rules of life are taken away, the loss cannot possibly be estimated. From that moment we have no compass to govern us."
Discuss the meaning of this primary text. Do you agree or disagree with Burke's prediction. Offer reasons for your opinion.
Activity: Learning Styles
Constructing a Propaganda Poster
The women who marched on Versailles were driven not only by hunger, but also by the impassioned speeches and inflammatory editorials of revolutionary leaders. Jean Paul Marat, for example, proclaimed that, "The heir to the throne has no right to a dinner while you want bread." Marat also offered this simple bit of advice: `Put that Austrian woman [Marie Antoinette] . . . in prison.'"
Students will create posters that revolutionary leaders might have used to incite the women of Paris to march on Versailles. The posters should demonstrate an understanding of propaganda techniques and address the issues that were of most concern to the people of Paris at the time. Displays can be posted around the room.
Reading Strategy
Check Comprehension
From Section 2, recall as many facts as possible and list them on the board. Then, check the answers by skimming back over the text. Add ideas that are not on the board the first time. Correct any inaccurate points on the list.
Background
Perspectives
Catholic Protests
Many historians consider the Civil Constitution of the Clergy to be the first major blunder of the National Assembly. Less than half the French clergy and only 7 of the more than 100 French bishops took the oath to support the Civil Constitution. Though the government designated noncompliant clerics as "refractory" and removed them from office, they defiantly continued to perform the sacraments. Pope Pius VI condemned the Civil Constitution of the Clergy and declared all of its provisions void. French Catholics therefore faced a conflict between political loyalty and religious devotion. Thus, the French population was divided between those who supported the constitutional priests and those who followed the refractory clergy.
Background
Daily Life
Revolutionary Language
As part of the French Revolution, everyday language was altered to demonstrate the abolition of social ranks and privileges. For example people stopped using the formal vous for "you," which peasants had customarily used to address nobility or merchants, and instead used the informal tu, which in the past had been used only to address good friends. The titles Monsieur and Madame were also considered too formal. The proponents of social equality change the titles--by law--to "Citizen" and "Citizeness." In these ways, the leaders of the revolution attempted to erase the differences among social classes and create bonds of equality among all French citizens.
Activity
Heterogeneous Groups
Recognizing Viewpoints
As a reinforcement activity, students can write a paragraph about one of the events discussed in the section from the viewpoint of a person who supports the French Revolution. Then, write another paragraph that describes the same event from the viewpoint of a person who opposes the Revolution.
HW
p. 489, #1, 3-5, Extra Credit #6-7.
1. Lesson Plan Focus
Popular uprisings encouraged the National Assembly to take swift action. It ended feudal privileges, issued a declaration of rights, reorganized the Church, and established a limited monarchy. Throughout Europe, the supporters of the Enlightenment applauded the reforms, while rulers and nobles denounced them. By 1792, revolutionary France was at war with much of Europe.
Vocabulary, p. 484
emigre, sans-culotte
Caption, p. 485, Answer to Caption. . . .
Religions and Value Systems
Possible answer: It uses classical, religious, and other symbolism to underline the importance of human rights.
Caption, p. 486, Answer to Caption. . . .
Art & Literature
Possible answer: Both rooms are decorated lavishly and luxuriously at great public expense.
Caption, p. 487, Answer to Caption. . . .
Continuity & Change
Possible answer: It was untraditional for women to use force to achieve political aims.
Caption, p. 489, Answer to Caption. . . .
Political and Social Systems
It shows the sans-culotte as being well-armed.
2. In-class Instruct
Write an eyewitness account of one of the following events:
peasants attacking the home of a nobleman;
the August 4 meeting of the National Assembly;
the women of Paris marching on Versailles;
the procession of the royal family from Versailles to Paris;
the writing of the Constitution of 1791;
the unsuccessful flight of the royal family;
an emigre describing events in France to the Austrian emperor.
Students' eyewitness accounts should include a vivid description of the event and the emotions of the people involved. Research in the library or the computer center will make your report more authentic. Volunteers can read their accounts to the class.
3. Close
Students can read Edmund Burke's prediction about the French Revolution quoted on p. 488.
"Plots and assassinations will be anticipated by preventive murder and preventive confiscation. . . . When ancient opinions and rules of life are taken away, the loss cannot possibly be estimated. From that moment we have no compass to govern us."
Discuss the meaning of this primary text. Do you agree or disagree with Burke's prediction. Offer reasons for your opinion.
Activity: Learning Styles
Constructing a Propaganda Poster
The women who marched on Versailles were driven not only by hunger, but also by the impassioned speeches and inflammatory editorials of revolutionary leaders. Jean Paul Marat, for example, proclaimed that, "The heir to the throne has no right to a dinner while you want bread." Marat also offered this simple bit of advice: `Put that Austrian woman [Marie Antoinette] . . . in prison.'"
Students will create posters that revolutionary leaders might have used to incite the women of Paris to march on Versailles. The posters should demonstrate an understanding of propaganda techniques and address the issues that were of most concern to the people of Paris at the time. Displays can be posted around the room.
Reading Strategy
Check Comprehension
From Section 2, recall as many facts as possible and list them on the board. Then, check the answers by skimming back over the text. Add ideas that are not on the board the first time. Correct any inaccurate points on the list.
Background
Perspectives
Catholic Protests
Many historians consider the Civil Constitution of the Clergy to be the first major blunder of the National Assembly. Less than half the French clergy and only 7 of the more than 100 French bishops took the oath to support the Civil Constitution. Though the government designated noncompliant clerics as "refractory" and removed them from office, they defiantly continued to perform the sacraments. Pope Pius VI condemned the Civil Constitution of the Clergy and declared all of its provisions void. French Catholics therefore faced a conflict between political loyalty and religious devotion. Thus, the French population was divided between those who supported the constitutional priests and those who followed the refractory clergy.
Background
Daily Life
Revolutionary Language
As part of the French Revolution, everyday language was altered to demonstrate the abolition of social ranks and privileges. For example people stopped using the formal vous for "you," which peasants had customarily used to address nobility or merchants, and instead used the informal tu, which in the past had been used only to address good friends. The titles Monsieur and Madame were also considered too formal. The proponents of social equality change the titles--by law--to "Citizen" and "Citizeness." In these ways, the leaders of the revolution attempted to erase the differences among social classes and create bonds of equality among all French citizens.
Activity
Heterogeneous Groups
Recognizing Viewpoints
As a reinforcement activity, students can write a paragraph about one of the events discussed in the section from the viewpoint of a person who supports the French Revolution. Then, write another paragraph that describes the same event from the viewpoint of a person who opposes the Revolution.
HW
p. 489, #1, 3-5, Extra Credit #6-7.
Tuesday, February 07, 2006
Guidelines for Oral Presentations
Guidelines for Oral Presentations
Presentations are brief discussions of a focused topic delivered to a group of listeners in order to impart knowledge or to stimulate discussion. They are similar to short papers with an introduction, main body and conclusion. The ability to give brief presentations is a learned skill and one that is called on frequently in the workplace.
Preparation
Preparation is the key to giving an effective presentation and to controlling your nervousness. Know your topic well. You will be the expert on the topic in the classroom. Good preparation and the realization that you are the expert will boost your self-confidence. After your research, you will find that you know much more about your topic than you will have time to present. That is a good thing. It will allow you to compose a good introduction, to distill out the main, most important points that need to be made, and to finish with a strong conclusion.
Know your topic – become an expert
Learn as much about the topic as you can to boost your self-confidence
Have an idea what the background is of your audience is so you will know how much detail to go into and what kinds of things you may have to define
Prepare an outline of topic. Bullet or number the main points
An 8-minute talk is roughly equivalent to 4 double spaced pages in 12-pt. font and 1” margins - however, never read a presentation. Write out your presentation if you need to organize your thoughts, but then outline this text for the actual presentation.
Visual aids
Visual aids (maps, photos, film clips, graphs, diagrams, and charts) can enhance a presentation.
Keep visual aids simple and uncluttered.
Use color and contrast for emphasis but use them in moderation
Use a font large enough to be seen from the back of the room
A rule of thumb: slides are readable from the back of a room if they are readable at a distance of 9 feet from a 15” monitor
For an 8-10 minute talk use no more than 10 slides or overheads
If using PowerPoint, strongly resist the temptation to use sound effects and dramatic slide transitions
Important! If you use PowerPoint or other equipment, you should provide advance notice, at least two days notice in advance of your presentation.
Handouts
Handouts provide structure. They can provide supplemental material, references, a glossary of terms, and serve as a record of the presentation. The handout should be attractively laid out and inviting to read. Leave enough “white space” on the handout for the listener to take notes.
A handout should be 1-2 pages long and consist of:
Your name
Title of course
Date of presentation
Title of your presentation
Brief abstract (50 word summary of your presentation)
A brief outline of your presentation including the major points
A bibliography of references used to inform the presentation
Important! A handout is optional for the presentation but it may be helpful. If you would like to provide a handout, I can arrange for duplicating but you must provide it at least 48 hours in advance of your presentation.
Practice
Practice giving your presentation to yourself. Speak out loud and time yourself. Practice using your visual aids. It is absolutely important that you adhere to your time limit. Your professor knows that you know more about your topic than you will have time to share. Your goal is to inform, not overwhelm. In this case, less can be more.
Delivery
To deliver your presentation you will have to overcome your nervousness and deal with room conditions. Good preparation should allay most of your nervousness; realizing that everyone feels nervous before a presentation should also help. Your presentation will never go exactly as you think it will – fortunately, they usually go better than you expect. However, if you are using any kind of technology (overhead projector or PowerPoint) be prepared for something to go wrong and have a backup plan.
Equipment tips:
· Workout details with equipment before the day of your presentation
· Know how to operate the equipment you choose to use
· If you are using PowerPoint, have a backup copy on a disk
· Consider making overhead transparencies of your PowerPoint slides in case there is a problem with the technology
· Consider making print duplicates of your slides or transparencies in case there is a problem with electricity or bulbs
· Do not expect a network connection to work when you need it. Have any web sites you hope to show available as offline copies on a disk. Work offline whenever possible to avoid slow network response
Delivery tips:
Begin your presentation by telling your audience what your topic is and what you will be covering. Audiences like to have a guidepost.
Avoid reading your remarks
Dress neatly and appropriately. The rule of thumb is to dress one level nicer than the audience will be dressed.
Do not wear a hat of any kind
Speak in a clear, audible voice – loud enough to be clearly heard in the back row. Never, ever mumble
Stand up straight, don’t slouch or drape yourself around the podium. Don’t be afraid to move around the room – moving around is good, it causes the audience to pay attention
Don’t rock back and forth on your heels, don’t tap a pencil or play with pencil or pointer – don’t do things that will distract from your content.
Never apologize to your audience for the state of your knowledge or your degree of preparation. The audience wants to have confidence in you – you are the authority, do nothing to undermine your authority.
Never mention anything that could have been in your talk but wasn’t
Make frequent eye contact with the audience. Really look at the audience as you talk to them. Engaging them directly with your eyes transfers a bit of your energy to them and keeps them focused on your content. Making eye contact says that you are in charge of the room and for a presentation – that’s what you want.
If you use slides or PowerPoint avoid the tendency to speak to the screen instead of to the audience. Be so familiar with your visual aids that the only reason you look at them is to point something out.
Never turn your back on the audience and try to avoid walking in front of the projector
Adhere strictly to your time limit. Organize your main points and rate of speech so that you speak for your eight minutes. You will be surprised how quickly the time goes.
At the conclusion of your presentation ask for questions. Encourage questions with your eyes and your body language. Respond to questions politely, good-humoredly, and briefly. Take a quick moment to compose your thoughts before responding if you need to – but do not fill the moment with uh….
At the end of your presentation, summarize your main points and give a strong concluding remark that reinforces why your information is of value.
Show some enthusiasm
A note on fear and nervousness
Accept nervousness for what it is – part of the preparation for speaking and it is a good thing. It heightens your senses and gets your blood pumping. You will think clearly and move faster. Everyone will feel nervous. A good preparation will increase your self-confidence. Once you get going, your good preparation will kick in and before you know it, your presentation will be over.
The role of the audience
Presentations involve both a speaker and the audience. People in the audience play a role in how well a presentation goes. People in the audience have an obligation to:
Listen politely
Make occasional eye contact with speaker
Take notes or jot down interesting facts
Control negative facial expressions
Control bored body language
Do not put your head down on the desk or tilt your head back to sleep
Control the impulse to constantly check watch
Expect a Question & Answer period to be part of the presentation
Participate in Question & Answer period – either by listening or by posing a question.
Prepare to remain attentive throughout the Q&A – speakers will dismiss their audience
Remain seated until the speaker is finished
Evaluation
Presentations always undergo some type of evaluation. You may receive a grade, you may “make the sale”, or your performance may be reviewed by your colleagues. The following is a set of evaluation criteria (D'Arcy, 1998) that are commonly used. Keeping a possible evaluation in mind is a good way to prepare for your presentation. Your goal is to be effective and evaluation criteria can give you a roadmap for measuring your effectiveness.
A. Organization and Development of Content
Opening statement gained immediate attention? Purpose of presentation made clear? Previewed contents of speech? Main ideas stated clearly and logically? Organizational pattern easy to follow? Main points explained or proved by supporting points? Variety of supporting points (testimony, statistics, etc.) Conclusion adequately summed up main points, purpose?
B. Delivery
Presenter “owned the space” and was in control? Held rapport with audience throughout speech? Eye contact to everyone in audience? Strong posture and meaningful gestures?
C. Visuals
Visuals clear and visible to entire audience? Creative and emphasized main points? Presenter handled unobtrusively and focused on audience?
D. Voice
Volume Rate (pacing) Pitch Quality Energetic and included everyone in dialogue?
E. Comments
Evaluation criteria from: D'Arcy, Jan. 1998. Technically speaking: a guide for communicating complex informaton. Columbus: Battelle Press, p. 160.
Presentations are brief discussions of a focused topic delivered to a group of listeners in order to impart knowledge or to stimulate discussion. They are similar to short papers with an introduction, main body and conclusion. The ability to give brief presentations is a learned skill and one that is called on frequently in the workplace.
Preparation
Preparation is the key to giving an effective presentation and to controlling your nervousness. Know your topic well. You will be the expert on the topic in the classroom. Good preparation and the realization that you are the expert will boost your self-confidence. After your research, you will find that you know much more about your topic than you will have time to present. That is a good thing. It will allow you to compose a good introduction, to distill out the main, most important points that need to be made, and to finish with a strong conclusion.
Know your topic – become an expert
Learn as much about the topic as you can to boost your self-confidence
Have an idea what the background is of your audience is so you will know how much detail to go into and what kinds of things you may have to define
Prepare an outline of topic. Bullet or number the main points
An 8-minute talk is roughly equivalent to 4 double spaced pages in 12-pt. font and 1” margins - however, never read a presentation. Write out your presentation if you need to organize your thoughts, but then outline this text for the actual presentation.
Visual aids
Visual aids (maps, photos, film clips, graphs, diagrams, and charts) can enhance a presentation.
Keep visual aids simple and uncluttered.
Use color and contrast for emphasis but use them in moderation
Use a font large enough to be seen from the back of the room
A rule of thumb: slides are readable from the back of a room if they are readable at a distance of 9 feet from a 15” monitor
For an 8-10 minute talk use no more than 10 slides or overheads
If using PowerPoint, strongly resist the temptation to use sound effects and dramatic slide transitions
Important! If you use PowerPoint or other equipment, you should provide advance notice, at least two days notice in advance of your presentation.
Handouts
Handouts provide structure. They can provide supplemental material, references, a glossary of terms, and serve as a record of the presentation. The handout should be attractively laid out and inviting to read. Leave enough “white space” on the handout for the listener to take notes.
A handout should be 1-2 pages long and consist of:
Your name
Title of course
Date of presentation
Title of your presentation
Brief abstract (50 word summary of your presentation)
A brief outline of your presentation including the major points
A bibliography of references used to inform the presentation
Important! A handout is optional for the presentation but it may be helpful. If you would like to provide a handout, I can arrange for duplicating but you must provide it at least 48 hours in advance of your presentation.
Practice
Practice giving your presentation to yourself. Speak out loud and time yourself. Practice using your visual aids. It is absolutely important that you adhere to your time limit. Your professor knows that you know more about your topic than you will have time to share. Your goal is to inform, not overwhelm. In this case, less can be more.
Delivery
To deliver your presentation you will have to overcome your nervousness and deal with room conditions. Good preparation should allay most of your nervousness; realizing that everyone feels nervous before a presentation should also help. Your presentation will never go exactly as you think it will – fortunately, they usually go better than you expect. However, if you are using any kind of technology (overhead projector or PowerPoint) be prepared for something to go wrong and have a backup plan.
Equipment tips:
· Workout details with equipment before the day of your presentation
· Know how to operate the equipment you choose to use
· If you are using PowerPoint, have a backup copy on a disk
· Consider making overhead transparencies of your PowerPoint slides in case there is a problem with the technology
· Consider making print duplicates of your slides or transparencies in case there is a problem with electricity or bulbs
· Do not expect a network connection to work when you need it. Have any web sites you hope to show available as offline copies on a disk. Work offline whenever possible to avoid slow network response
Delivery tips:
Begin your presentation by telling your audience what your topic is and what you will be covering. Audiences like to have a guidepost.
Avoid reading your remarks
Dress neatly and appropriately. The rule of thumb is to dress one level nicer than the audience will be dressed.
Do not wear a hat of any kind
Speak in a clear, audible voice – loud enough to be clearly heard in the back row. Never, ever mumble
Stand up straight, don’t slouch or drape yourself around the podium. Don’t be afraid to move around the room – moving around is good, it causes the audience to pay attention
Don’t rock back and forth on your heels, don’t tap a pencil or play with pencil or pointer – don’t do things that will distract from your content.
Never apologize to your audience for the state of your knowledge or your degree of preparation. The audience wants to have confidence in you – you are the authority, do nothing to undermine your authority.
Never mention anything that could have been in your talk but wasn’t
Make frequent eye contact with the audience. Really look at the audience as you talk to them. Engaging them directly with your eyes transfers a bit of your energy to them and keeps them focused on your content. Making eye contact says that you are in charge of the room and for a presentation – that’s what you want.
If you use slides or PowerPoint avoid the tendency to speak to the screen instead of to the audience. Be so familiar with your visual aids that the only reason you look at them is to point something out.
Never turn your back on the audience and try to avoid walking in front of the projector
Adhere strictly to your time limit. Organize your main points and rate of speech so that you speak for your eight minutes. You will be surprised how quickly the time goes.
At the conclusion of your presentation ask for questions. Encourage questions with your eyes and your body language. Respond to questions politely, good-humoredly, and briefly. Take a quick moment to compose your thoughts before responding if you need to – but do not fill the moment with uh….
At the end of your presentation, summarize your main points and give a strong concluding remark that reinforces why your information is of value.
Show some enthusiasm
A note on fear and nervousness
Accept nervousness for what it is – part of the preparation for speaking and it is a good thing. It heightens your senses and gets your blood pumping. You will think clearly and move faster. Everyone will feel nervous. A good preparation will increase your self-confidence. Once you get going, your good preparation will kick in and before you know it, your presentation will be over.
The role of the audience
Presentations involve both a speaker and the audience. People in the audience play a role in how well a presentation goes. People in the audience have an obligation to:
Listen politely
Make occasional eye contact with speaker
Take notes or jot down interesting facts
Control negative facial expressions
Control bored body language
Do not put your head down on the desk or tilt your head back to sleep
Control the impulse to constantly check watch
Expect a Question & Answer period to be part of the presentation
Participate in Question & Answer period – either by listening or by posing a question.
Prepare to remain attentive throughout the Q&A – speakers will dismiss their audience
Remain seated until the speaker is finished
Evaluation
Presentations always undergo some type of evaluation. You may receive a grade, you may “make the sale”, or your performance may be reviewed by your colleagues. The following is a set of evaluation criteria (D'Arcy, 1998) that are commonly used. Keeping a possible evaluation in mind is a good way to prepare for your presentation. Your goal is to be effective and evaluation criteria can give you a roadmap for measuring your effectiveness.
A. Organization and Development of Content
Opening statement gained immediate attention? Purpose of presentation made clear? Previewed contents of speech? Main ideas stated clearly and logically? Organizational pattern easy to follow? Main points explained or proved by supporting points? Variety of supporting points (testimony, statistics, etc.) Conclusion adequately summed up main points, purpose?
B. Delivery
Presenter “owned the space” and was in control? Held rapport with audience throughout speech? Eye contact to everyone in audience? Strong posture and meaningful gestures?
C. Visuals
Visuals clear and visible to entire audience? Creative and emphasized main points? Presenter handled unobtrusively and focused on audience?
D. Voice
Volume Rate (pacing) Pitch Quality Energetic and included everyone in dialogue?
E. Comments
Evaluation criteria from: D'Arcy, Jan. 1998. Technically speaking: a guide for communicating complex informaton. Columbus: Battelle Press, p. 160.
Monday, February 06, 2006
World History, Ch. 18 Sec. 4 Birth of the American Republic
World History Agenda, 14 September 2005
Chapter 18
HW review p. 469, #1-4
Section 4, Birth of the American Republic
"Amazing Transformation"
1. Lesson Plan Focus
Colonists in the 13 English colonies opposed British taxes and trade restrictions, especially since they had no representation in Parliament. Enlightenment ideas influenced the American Declaration of Independence and the framing of the United States Constitution. The successful American Revolution helped inspire future revolutions in Europe and Latin America.
Caption p. 471
Map p. 472
2. In-class assignment
The class is divided into cooperative learning groups and students will work together to plan a television documentary on the birth of the American republic. The twenty minutes-long program will consist of four segments addressing the following topics:
a) American Discontent
b) The American Revolution Begins
c) The Long Struggle to Victory
d) A New Constitution
These segments will be assigned. Use the text to plan your documentary segment.
You should produce a script outline, a list of visuals, and a list of interview subjects. This will be presented in class. Each group should produce a five-minute segment.
3. Close
Your documentary is being sold as a videotape. Descreibe the documentary in afive-sentence summary that could appear on the videotape box.
HW
Section 4 Review
#1-5
Extra Credit
#6-7
Chapter 18
HW review p. 469, #1-4
Section 4, Birth of the American Republic
"Amazing Transformation"
1. Lesson Plan Focus
Colonists in the 13 English colonies opposed British taxes and trade restrictions, especially since they had no representation in Parliament. Enlightenment ideas influenced the American Declaration of Independence and the framing of the United States Constitution. The successful American Revolution helped inspire future revolutions in Europe and Latin America.
Caption p. 471
Map p. 472
2. In-class assignment
The class is divided into cooperative learning groups and students will work together to plan a television documentary on the birth of the American republic. The twenty minutes-long program will consist of four segments addressing the following topics:
a) American Discontent
b) The American Revolution Begins
c) The Long Struggle to Victory
d) A New Constitution
These segments will be assigned. Use the text to plan your documentary segment.
You should produce a script outline, a list of visuals, and a list of interview subjects. This will be presented in class. Each group should produce a five-minute segment.
3. Close
Your documentary is being sold as a videotape. Descreibe the documentary in afive-sentence summary that could appear on the videotape box.
HW
Section 4 Review
#1-5
Extra Credit
#6-7
Friday, February 03, 2006
Gov't, 3 February 2006
Gov’t
HW
Presenter/Response, prepare for
Abortion Discussion (American Government text)
Friday, 10 February 2006
Rest of the class read through and be prepared to discuss after the Presenter/Response.
Ch. 3 in “Constitution” begin on Monday
HW
Presenter/Response, prepare for
Abortion Discussion (American Government text)
Friday, 10 February 2006
Rest of the class read through and be prepared to discuss after the Presenter/Response.
Ch. 3 in “Constitution” begin on Monday
World History, Chapter 18 Section 3, Britain at Mid-Century
World History, Chapter 18 Section 3, Britain at Mid-Century
"Amazing transformation"1. Lesson Plan Focus
Britain's island location, colonial possessions, favorable business climate, and powerful navy contributed to its rise to world power. Britain's constitutional government, with political parties, a prime minister, and a cabinet, was more democratic than other European governments. Still, most political and economic power was still held by a ruling class of landowning aristocrats.
Guide for Reading, p. 466Vocabulary, p. 466constitutional governmentprime ministerChart p. 466Map p. 467Parallels p. 468
2. In-class Instruct
Organize students into small groups and assign them to outline the major ideas of this section. Advise them to make good use of the boldface heads an structure of the section. Each group can make up five questions that cover the content of the section. Encourage students in the other groups to answer the questions.
3. Close
Choose several of the questions for use of the next quiz/test.
HW
Section 3 Review, p. 469 #1-4
Extra Credit 5-6
"Amazing transformation"1. Lesson Plan Focus
Britain's island location, colonial possessions, favorable business climate, and powerful navy contributed to its rise to world power. Britain's constitutional government, with political parties, a prime minister, and a cabinet, was more democratic than other European governments. Still, most political and economic power was still held by a ruling class of landowning aristocrats.
Guide for Reading, p. 466Vocabulary, p. 466constitutional governmentprime ministerChart p. 466Map p. 467Parallels p. 468
2. In-class Instruct
Organize students into small groups and assign them to outline the major ideas of this section. Advise them to make good use of the boldface heads an structure of the section. Each group can make up five questions that cover the content of the section. Encourage students in the other groups to answer the questions.
3. Close
Choose several of the questions for use of the next quiz/test.
HW
Section 3 Review, p. 469 #1-4
Extra Credit 5-6
Thursday, February 02, 2006
World History, Ch. 18, Sec. 2 Enlightenment Ideas Spread
Chapter 18 The Enlightenment and the American Revolution (1715-1800)
Section 2 Enlightenment Ideas Spread
1. Lesson Plan Focus
The ideas of the Enlightenment encouraged people to challenge existing ideas and to seek reform. Some rulers adopted Enlightenment ideas to make their countries more efficient and productive. New Styles of art and music included rococo and baroque. New ideas, however, brought little change to the peasants who constituted the majority of the population.
2. In-class Instruct
Write important terms on the board:
salons
enlightened despots barogque rococo
novels
peasants
Circle each term. Now, ask students to list brief facts about each. These facts are then a summary of the Enlightenment.
Guide for Reading, p. 461Vocabulary, p. 461
Caption, p. 461Caption, p. 462Caption, p. 464
Caption, p. 465
3. Close
For each circled term, have students identify and briefly profile an individual somehow associated with each.
HW Section 2 Review
p. 465 #1-6.
Extra Credit #7-8
Section 2 Enlightenment Ideas Spread
1. Lesson Plan Focus
The ideas of the Enlightenment encouraged people to challenge existing ideas and to seek reform. Some rulers adopted Enlightenment ideas to make their countries more efficient and productive. New Styles of art and music included rococo and baroque. New ideas, however, brought little change to the peasants who constituted the majority of the population.
2. In-class Instruct
Write important terms on the board:
salons
enlightened despots barogque rococo
novels
peasants
Circle each term. Now, ask students to list brief facts about each. These facts are then a summary of the Enlightenment.
Guide for Reading, p. 461Vocabulary, p. 461
Caption, p. 461Caption, p. 462Caption, p. 464
Caption, p. 465
3. Close
For each circled term, have students identify and briefly profile an individual somehow associated with each.
HW Section 2 Review
p. 465 #1-6.
Extra Credit #7-8
Wednesday, February 01, 2006
Gov't, 1 February 2006
Enlightenment
Deism
Plessy v. Ferguson
"Constitution: Study Guide"
Ch. 1
HW p. 10, #1-3
Deism
Plessy v. Ferguson
"Constitution: Study Guide"
Ch. 1
HW p. 10, #1-3
Tuesday, January 31, 2006
Martin Luther and Anti-Semitism
Martin Luther and Anti-Semitism
Reference: http://martin-luther.biography.ms/
Martin Luther and Judaism
Luther initially preached tolerance towards the Jewish people, convinced that the reason they had never converted to Christianity was that they were discriminated against, or had never heard the Gospel of Christ. However, after his overtures to Jews failed to convince Jewish people to adopt Christianity, he began preaching that the Jews were set in evil, anti-Christian ways, and needed to be expelled from the German body politic. In his On the Jews and Their Lies, he repeatedly quotes the words of Jesus in Matthew 12:34, where Jesus called the Jewish religious leaders (Pharisees) of his day "a brood of vipers and children of the devil". In the book written three years before his death, he listed seven recommendations to deal with the Jews:
I shall give you my sincere advice: First, to set fire to their synagogues or schools and to bury and cover with dirt whatever will not burn, so that no man will ever again see a stone or cinder of them.... Second, I advise that their houses also be razed and destroyed. For they pursue in them the same aims as in their synagogues. Instead they might be lodged under a roof or in a barn, like the gypsies.... Third, I advise that all their prayer books and Talmudic writings, in which such idolatry, lies, cursing, and blasphemy are taught, be taken from them. Fourth, I advise that their rabbis be forbidden to teach henceforth on pain of loss of life and limb. ... Fifth, I advise that safe-conduct on the highways be abolished completely for the Jews. ... Sixth, I advise that usury be prohibited to them, and that all cash and treasure of silver and gold be taken from them and put aside for safekeeping. ... Seventh, I recommend putting a flail, an ax, a hoe, a spade, a distaff, or a spindle into the hands of young, strong Jews and Jewesses and letting them earn their bread in the sweat of their brow, as was imposed on the children of Adam (Gen. 3:19). ...
In spite of these seven recommendations, he added:
But if we are afraid that they might harm us or our wives, children, - servants, cattle, etc., if they had to serve and work for us - for it is reasonable to assume that such noble lords of the world and venomous, bitter worms are not accustomed to working and would be very reluctant to humble themselves so deeply before the accursed Goyim - then let us emulate the common sense of other nations such as France, Spain, Bohemia, etc., compute with them how much their usury has extorted from us, divide this amicably, but then eject them forever from the country. For, as we have heard, God's anger with them is so intense that gentle mercy will only tend to make them worse and worse, while sharp mercy will reform them but little. Therefore, in any case, away with them!
Luther's harsh comments about the Jews are seen by many as a continuation of medieval Christian anti-Semitism, and as the above quote shows, reflects earlier anti-Semitic expulsions in the 14th century, when Jews from other countries like France and Spain were invited into Germany. When Luther writes that the Jews should be expelled from his homeland, he expresses widespread feelings of his times. Since Luther's statements were widely read at the time, it is possible that this tract fed anti-Semitism, leading to the Nazi era about four centuries later.
Luther was zealous toward the Gospel, and he wanted to protect the people of his homeland from the Jews who he believed would be harmful influences since they did not recognize Jesus as their Saviour. In Luther's time, parents had a right and a duty to direct their children's marriage choices in respect to matters of faith. Likewise, Luther felt a duty to direct his German people to cling to the Jesus the Jews did not accept. It should be noted that church law was superior to civil law in Luther's day and that law said the penalty of blasphemy was death. When Luther called for the deaths of Jews, he was asking that the laws that were applied to all other Germans also be applied to the Jews. Jews were exempt from the church laws that Christians were bound by, most notably the law against charging interest.
In 1983, the Lutheran Church - Missouri Synod made an official statement disassociating themselves from Luther's anti-Semitic statements.
In 1994, the Church Council of the Evangelical Lutheran Church in America publicly rejected the parts of Luther's writings that advocated government action against practitioners of Judaism.
Reference: http://martin-luther.biography.ms/
Martin Luther and Judaism
Luther initially preached tolerance towards the Jewish people, convinced that the reason they had never converted to Christianity was that they were discriminated against, or had never heard the Gospel of Christ. However, after his overtures to Jews failed to convince Jewish people to adopt Christianity, he began preaching that the Jews were set in evil, anti-Christian ways, and needed to be expelled from the German body politic. In his On the Jews and Their Lies, he repeatedly quotes the words of Jesus in Matthew 12:34, where Jesus called the Jewish religious leaders (Pharisees) of his day "a brood of vipers and children of the devil". In the book written three years before his death, he listed seven recommendations to deal with the Jews:
I shall give you my sincere advice: First, to set fire to their synagogues or schools and to bury and cover with dirt whatever will not burn, so that no man will ever again see a stone or cinder of them.... Second, I advise that their houses also be razed and destroyed. For they pursue in them the same aims as in their synagogues. Instead they might be lodged under a roof or in a barn, like the gypsies.... Third, I advise that all their prayer books and Talmudic writings, in which such idolatry, lies, cursing, and blasphemy are taught, be taken from them. Fourth, I advise that their rabbis be forbidden to teach henceforth on pain of loss of life and limb. ... Fifth, I advise that safe-conduct on the highways be abolished completely for the Jews. ... Sixth, I advise that usury be prohibited to them, and that all cash and treasure of silver and gold be taken from them and put aside for safekeeping. ... Seventh, I recommend putting a flail, an ax, a hoe, a spade, a distaff, or a spindle into the hands of young, strong Jews and Jewesses and letting them earn their bread in the sweat of their brow, as was imposed on the children of Adam (Gen. 3:19). ...
In spite of these seven recommendations, he added:
But if we are afraid that they might harm us or our wives, children, - servants, cattle, etc., if they had to serve and work for us - for it is reasonable to assume that such noble lords of the world and venomous, bitter worms are not accustomed to working and would be very reluctant to humble themselves so deeply before the accursed Goyim - then let us emulate the common sense of other nations such as France, Spain, Bohemia, etc., compute with them how much their usury has extorted from us, divide this amicably, but then eject them forever from the country. For, as we have heard, God's anger with them is so intense that gentle mercy will only tend to make them worse and worse, while sharp mercy will reform them but little. Therefore, in any case, away with them!
Luther's harsh comments about the Jews are seen by many as a continuation of medieval Christian anti-Semitism, and as the above quote shows, reflects earlier anti-Semitic expulsions in the 14th century, when Jews from other countries like France and Spain were invited into Germany. When Luther writes that the Jews should be expelled from his homeland, he expresses widespread feelings of his times. Since Luther's statements were widely read at the time, it is possible that this tract fed anti-Semitism, leading to the Nazi era about four centuries later.
Luther was zealous toward the Gospel, and he wanted to protect the people of his homeland from the Jews who he believed would be harmful influences since they did not recognize Jesus as their Saviour. In Luther's time, parents had a right and a duty to direct their children's marriage choices in respect to matters of faith. Likewise, Luther felt a duty to direct his German people to cling to the Jesus the Jews did not accept. It should be noted that church law was superior to civil law in Luther's day and that law said the penalty of blasphemy was death. When Luther called for the deaths of Jews, he was asking that the laws that were applied to all other Germans also be applied to the Jews. Jews were exempt from the church laws that Christians were bound by, most notably the law against charging interest.
In 1983, the Lutheran Church - Missouri Synod made an official statement disassociating themselves from Luther's anti-Semitic statements.
In 1994, the Church Council of the Evangelical Lutheran Church in America publicly rejected the parts of Luther's writings that advocated government action against practitioners of Judaism.
Gov't HW, 31 January 2006
Gov’t
HW 31 January 2006
http://usinfo.state.gov/usa/infousa/facts/democrac/33.htm
http://www.wordreference.com/definition/subversive
http://www.imdb.com/title/tt0070509/plotsummary
HW 31 January 2006
http://usinfo.state.gov/usa/infousa/facts/democrac/33.htm
http://www.wordreference.com/definition/subversive
http://www.imdb.com/title/tt0070509/plotsummary
Tuesday, January 24, 2006
World History Ch. 30 Sec. 3 Fascism in Italy: Sec. 4 Hitler & the Rise of Germany
Ch. 30 Section 4 Hitler and the Rise of Nazi Germany
Guide for Reading (Questions), p. 778
Vocabulary
Concentration camp
Caption, p. 779
Caption, p. 782
1. Lesson Plan Focus
Germany’s Weimar Republic was weakened by coalition government, opposition from both the left and the right, and economic crisis. Many Germans blamed it for the Versailles treaty. Under Adolf Hitler, the new Nazi government used terror, repression, and one-party rule to establish a totalitarian state. Poverty, ethnic conflicts, and lack of democratic traditions helped fascism gain inroads in Eastern Europe as well.
2. In-class Instruct
Outline in Groups
1. The Weimer Government and Hitler’s Rise to Power
2. Totalitarianism in the Third Reich
3. The Campaign against the Jews
4. Authoritarianism in Eastern Europe
HW Section 4 Review
#1-5
Extra #6-7
Nazi Genocide
pp. 799-800
Section 3 Fascism in Italy
Guide for Reading
Caption, p. 775
Caption, p. 777
Guide for Reading (Questions), p. 778
Vocabulary
Concentration camp
Caption, p. 779
Caption, p. 782
1. Lesson Plan Focus
Germany’s Weimar Republic was weakened by coalition government, opposition from both the left and the right, and economic crisis. Many Germans blamed it for the Versailles treaty. Under Adolf Hitler, the new Nazi government used terror, repression, and one-party rule to establish a totalitarian state. Poverty, ethnic conflicts, and lack of democratic traditions helped fascism gain inroads in Eastern Europe as well.
2. In-class Instruct
Outline in Groups
1. The Weimer Government and Hitler’s Rise to Power
2. Totalitarianism in the Third Reich
3. The Campaign against the Jews
4. Authoritarianism in Eastern Europe
HW Section 4 Review
#1-5
Extra #6-7
Nazi Genocide
pp. 799-800
Section 3 Fascism in Italy
Guide for Reading
Caption, p. 775
Caption, p. 777
Friday, January 20, 2006
Mock Trial meeting after school on Tues., 24 Jan. '06
The organizational meeting of Mock Trial will be held after school at 2:30 pm on Tuesday 24 January 2006. The meeting will take place in the Social Studies Department office.
Back!
After the site has not been accessible for some time from my location the blog is now up and running again.
Kudos to Sean!
Obliged,
Dr. G. Mick Smith
Kudos to Sean!
Obliged,
Dr. G. Mick Smith
Wednesday, December 07, 2005
Ch. 18 Section 4 America as a World Power, Geography Spotlight: The Panama Canal
Ch. 18 Section 4 America as a World Power
Overview
Objectives
1. To explain Roosevelt’s foreign policy promoted American power around the world.
2. To describe how Wilson’s missionary diplomacy ensured U.S. dominance in Latin America.
Focus & Motivate
Starting With the Student
· How do you resolve a conflict between friends?
· How might the U.S. try to resolve a conflict between two countries? What about a civil conflict within another country?
More About . . .
Joseph Bucklin Bishop
The N.Y. newspaper reporter Bishop spent a decade in Panama. He provided vivid, eyewitness accounts of life in the Canal Zone. At the end of the project, Bishop returned home and eventually became Roosevelt’s official biographer.
Objective 1 Instruct
Teddy and the World
Starting With the Student
Roosevelt was one of the most colorful figures who ever held the office of President. What is your impression of him or anecdotes you have heard about him?
Discussing Key Ideas
· President Roosevelt helps negotiate an end to the Russo-Japanese War.
· During Roosevelt’s administration, the U.S. begins constructing the Panama Canal.
· The Roosevelt Corollary strengthens U.S. dominance in Latin America.
Key Player
Roosevelt
Critical Thinking: Drawing Conclusions
What adjectives might describe Roosevelt?
Possible answers: energetic, outspoken, and confident.
How did Roosevelt’s personality and leadership style affect the image of the U.S.?
More About . . .
Roosevelt and the Canal
Roosevelt considered the Panama Canal the greatest accomplishment of his presidency. He denied any role in planning the revolution that freed Panama from Colombia. Yet he later claimed, “I took the canal zone and let Congress debate, and while the debate goes on the canal does also.”
Now & Then
U.S. Intervention
Starting With the Student
If you were president, under what circumstances would you send U.S. troops into a foreign country?
Discussing Key Ideas
· Although isolationism is a recurrent them in U.S. history, so too is intervention into the affairs of other nations.
· The overriding reasons for U.S. intervention abroad are to protect its economic interests, oppose aggression, and provide humanitarian relief.
· The U.S. intervened in Cuba to halt Spain’s aggression and expand its empire, while its main interest in sending troops to Nicaragua was economic.
· America acted in the Persian Gulf to protect its economic interests and stop aggression, while U.S. troops entered Somalia to provide humanitarian relief.
Objective 2 Instruct
Wilson’s Missionary Diplomacy
Discussing Key Ideas
· Wilson’s policy of missionary diplomacy pressures nations in the Western Hemisphere to establish democratic governments.
· Wilson refuses to recognize governments that come to power through violence.
· U.S. intervention in Mexico increases anti-American feelings there.
More About. . .
Wilson
President Wilson was less of an economic imperialist than his predecessors, stating that “The force of America is the force of moral principle. . . there is nothing that she loves, and . . . there is nothing else for which she will contend.” However, Wilson firmly believed in imparting his moral values to other countries, particularly in Latin America. He once declared, “I am going to teach the South American republics to elect good men.”
More About. . .
Wilson’s Foreign Policy
In addition to intervening in Mexico, Wilson dispatched U.S. troops to several other Latin American countries. In 1915, he sent U.S. marines to put down revolts in Haiti and the Dominican Republic. American forces controlled the Dominican Republic until 1924 and Haiti until 1934. However, President Wilson did not always seek solutions to foreign problems through military means. His administration also negotiated thirty treaties that promoted arbitration of international disputes.
More About. . .
Pancho Villa
Despite his disdain for the U.S., Villa was fond of American automobiles—and it was while driving one that the former rebel leader met his death. On a July day in 1923—three years after he “retired” from fighting—Villa was driving around his small town in his Dodge sedan. A pedestrian shouted his name, and Villa slowed down to acknowledge him. The shout was actually a signal to gunmen hiding in a house along the road. The assassins opened fire and gunned down Villa.
Another Perspective
Intervention in Mexico
Critical Thinking:
Evaluating
Why do you think Edith O’Shaughnessy’s opinion might be more valid than that of others?
Possible Response: Because she was an eye-witness to the effects of U.S. intervention in Mexico.
Close
Roosevelt defined America’s role as a world power by making the U.S. dominant in Latin America. Wilson added a moral dimension to American foreign policy by making the U.S. responsible for enforcing democratic values in other nations.
Geography Spotlight
The Panama Canal: Funnel for Trade
Objectives
1. To summarize the development of the Panama Canal.
2. To identify the benefits of building the Canal.
Focus & Motivate
What characteristics would a work need to do the work of digging the Canal?
Possible Responses: Patience, physical strength, the ability to work as a team.
More About. . .
The Panama Canal
In 1882, the French had tried to carve out a canal through Panama. Heading up the project was Ferdinand Marie De Lesseps, who had directed the construction of Egypt’s Suez Canal—which opened in 1869. The Panama endeavor quickly ran into problems. A group of dishonest politicians who supported De Lesseps stole large amounts of money from the canal company. French engineers lacked the proper tools to complete the huge digging job. In addition, scientists did not yet know how to combat the region’s deadly viruses. De Lessep’s company went bankrupt in 1889 and shortly thereafter abandoned the canal project.
Instruct
Discussing Key Ideas
· Cutting nearly 8,000 miles off the sea journey from N.Y. to San Francisco, the Panama Canal greatly enhanced world trade and America’s role in it.
· The difficult construction of the Canal took a decade and was completed in 1914.
History From Visuals
Reading the Images
· Are there alternative routes other than the Canal? Are they better routes?
Overview
Objectives
1. To explain Roosevelt’s foreign policy promoted American power around the world.
2. To describe how Wilson’s missionary diplomacy ensured U.S. dominance in Latin America.
Focus & Motivate
Starting With the Student
· How do you resolve a conflict between friends?
· How might the U.S. try to resolve a conflict between two countries? What about a civil conflict within another country?
More About . . .
Joseph Bucklin Bishop
The N.Y. newspaper reporter Bishop spent a decade in Panama. He provided vivid, eyewitness accounts of life in the Canal Zone. At the end of the project, Bishop returned home and eventually became Roosevelt’s official biographer.
Objective 1 Instruct
Teddy and the World
Starting With the Student
Roosevelt was one of the most colorful figures who ever held the office of President. What is your impression of him or anecdotes you have heard about him?
Discussing Key Ideas
· President Roosevelt helps negotiate an end to the Russo-Japanese War.
· During Roosevelt’s administration, the U.S. begins constructing the Panama Canal.
· The Roosevelt Corollary strengthens U.S. dominance in Latin America.
Key Player
Roosevelt
Critical Thinking: Drawing Conclusions
What adjectives might describe Roosevelt?
Possible answers: energetic, outspoken, and confident.
How did Roosevelt’s personality and leadership style affect the image of the U.S.?
More About . . .
Roosevelt and the Canal
Roosevelt considered the Panama Canal the greatest accomplishment of his presidency. He denied any role in planning the revolution that freed Panama from Colombia. Yet he later claimed, “I took the canal zone and let Congress debate, and while the debate goes on the canal does also.”
Now & Then
U.S. Intervention
Starting With the Student
If you were president, under what circumstances would you send U.S. troops into a foreign country?
Discussing Key Ideas
· Although isolationism is a recurrent them in U.S. history, so too is intervention into the affairs of other nations.
· The overriding reasons for U.S. intervention abroad are to protect its economic interests, oppose aggression, and provide humanitarian relief.
· The U.S. intervened in Cuba to halt Spain’s aggression and expand its empire, while its main interest in sending troops to Nicaragua was economic.
· America acted in the Persian Gulf to protect its economic interests and stop aggression, while U.S. troops entered Somalia to provide humanitarian relief.
Objective 2 Instruct
Wilson’s Missionary Diplomacy
Discussing Key Ideas
· Wilson’s policy of missionary diplomacy pressures nations in the Western Hemisphere to establish democratic governments.
· Wilson refuses to recognize governments that come to power through violence.
· U.S. intervention in Mexico increases anti-American feelings there.
More About. . .
Wilson
President Wilson was less of an economic imperialist than his predecessors, stating that “The force of America is the force of moral principle. . . there is nothing that she loves, and . . . there is nothing else for which she will contend.” However, Wilson firmly believed in imparting his moral values to other countries, particularly in Latin America. He once declared, “I am going to teach the South American republics to elect good men.”
More About. . .
Wilson’s Foreign Policy
In addition to intervening in Mexico, Wilson dispatched U.S. troops to several other Latin American countries. In 1915, he sent U.S. marines to put down revolts in Haiti and the Dominican Republic. American forces controlled the Dominican Republic until 1924 and Haiti until 1934. However, President Wilson did not always seek solutions to foreign problems through military means. His administration also negotiated thirty treaties that promoted arbitration of international disputes.
More About. . .
Pancho Villa
Despite his disdain for the U.S., Villa was fond of American automobiles—and it was while driving one that the former rebel leader met his death. On a July day in 1923—three years after he “retired” from fighting—Villa was driving around his small town in his Dodge sedan. A pedestrian shouted his name, and Villa slowed down to acknowledge him. The shout was actually a signal to gunmen hiding in a house along the road. The assassins opened fire and gunned down Villa.
Another Perspective
Intervention in Mexico
Critical Thinking:
Evaluating
Why do you think Edith O’Shaughnessy’s opinion might be more valid than that of others?
Possible Response: Because she was an eye-witness to the effects of U.S. intervention in Mexico.
Close
Roosevelt defined America’s role as a world power by making the U.S. dominant in Latin America. Wilson added a moral dimension to American foreign policy by making the U.S. responsible for enforcing democratic values in other nations.
Geography Spotlight
The Panama Canal: Funnel for Trade
Objectives
1. To summarize the development of the Panama Canal.
2. To identify the benefits of building the Canal.
Focus & Motivate
What characteristics would a work need to do the work of digging the Canal?
Possible Responses: Patience, physical strength, the ability to work as a team.
More About. . .
The Panama Canal
In 1882, the French had tried to carve out a canal through Panama. Heading up the project was Ferdinand Marie De Lesseps, who had directed the construction of Egypt’s Suez Canal—which opened in 1869. The Panama endeavor quickly ran into problems. A group of dishonest politicians who supported De Lesseps stole large amounts of money from the canal company. French engineers lacked the proper tools to complete the huge digging job. In addition, scientists did not yet know how to combat the region’s deadly viruses. De Lessep’s company went bankrupt in 1889 and shortly thereafter abandoned the canal project.
Instruct
Discussing Key Ideas
· Cutting nearly 8,000 miles off the sea journey from N.Y. to San Francisco, the Panama Canal greatly enhanced world trade and America’s role in it.
· The difficult construction of the Canal took a decade and was completed in 1914.
History From Visuals
Reading the Images
· Are there alternative routes other than the Canal? Are they better routes?
World History 7 December 2005 Agenda, Ch. 25 Section 2 The Partition of Africa
7 December 2005 World History Agenda
Section 1 Review, #1
Group work from yesterday
You should write a three-part outline:Reasons for ImperialismReasons for European SuccessForms of Imperial ControlUse the bold face headings for guidance in finding the major ideas for each part of the outline.Each major idea should be supported by specific facts or examples.
The U.S. & Imperialism
Ch. 25 Section 2 The Partition of Africa
Guide for Reading (Questions, p. 635)
Caption, p. 636
Map, p. 638
HW: Section 2 Review
#1-4, Extra Credit, #5-6.
Section 1 Review, #1
Group work from yesterday
You should write a three-part outline:Reasons for ImperialismReasons for European SuccessForms of Imperial ControlUse the bold face headings for guidance in finding the major ideas for each part of the outline.Each major idea should be supported by specific facts or examples.
The U.S. & Imperialism
Ch. 25 Section 2 The Partition of Africa
Guide for Reading (Questions, p. 635)
Caption, p. 636
Map, p. 638
HW: Section 2 Review
#1-4, Extra Credit, #5-6.
Thursday, December 01, 2005
World History Agenda, 1 December 2005
HW Review #1 Identify
Read “Ireland for the Irish”
Read intro, p. 611
Prison Reformer: Elizabeth Fry
An English Quaker and philanthropist, helped improve conditions for imprisoned women. In 1813, she began visiting jails to read the Bible to inmates. She was shocked by the conditions endured by female prisoners in London’s Newgate prison. She publicized conditions in her writings and called for reform by visiting monarchs in Europe.
Women Against Pankhurst
The women’s suffrage movement in Britain was not a unified force. Many women opposed Pankhurst and her tactics such as arson, window breaking and vandalizing postal boxes.
Another British leader, Millicent Fawcett, tried to convince Parliament through respectable and responsible political activity. In 1908, her National Union organized a rally that was attended by a half million women in London.
The Status of Women in the World Today
Read “Ireland for the Irish”
Read intro, p. 611
Prison Reformer: Elizabeth Fry
An English Quaker and philanthropist, helped improve conditions for imprisoned women. In 1813, she began visiting jails to read the Bible to inmates. She was shocked by the conditions endured by female prisoners in London’s Newgate prison. She publicized conditions in her writings and called for reform by visiting monarchs in Europe.
Women Against Pankhurst
The women’s suffrage movement in Britain was not a unified force. Many women opposed Pankhurst and her tactics such as arson, window breaking and vandalizing postal boxes.
Another British leader, Millicent Fawcett, tried to convince Parliament through respectable and responsible political activity. In 1908, her National Union organized a rally that was attended by a half million women in London.
The Status of Women in the World Today
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