http://www.ed.gov/admins/lead/safety/emergencyplan/crisisplanning.pdf
http://www.safeschools.info
G. Mick Smith, PhD, Senior Educational Technology Executive: https://www.linkedin.com/in/gmicksmith/
Wednesday, October 11, 2006
Tuesday, October 10, 2006
WH, Ch. 20 Sections 1-3
World History, Chapter 20 The Industrial Revolution Begins, Section 1 Dawn of the Industrial Age
Extra Credit:
p. 499 Changes in Agriculture?
What or who is Jethro Tull?
http://www.j-tull.com/
Ch. 20 The Industrial Revolution Begins (1750-1850)
pp. 496-497
Chapter Outline
1 Dawn of the Industrial Age
2 Britain Leads the Way
3 Hardships of Early Industrial Life
4 New Ways of Thinking
Section 1 Dawn of the Industrial Age
1. Lesson Plan Focus
Several factors triggered the Industrial Revolution. Improved farming methods and the enclosure movement created a revolution in agriculture. Due to increased food production and better living conditions, the population of Europe soared. The Industrial Revolution was driven by a growing labor force and by new sources of fuel and power.
Vocabulary p. 498
anesthetic
enclosure
smelt
Caption, p. 499
Biography, p. 500
2. In-class Instruct
Three groups can be assigned one of the following topics:
1. A New Agricultural Revolution
2. The Population Explosion
3. An Energy Revolution
Each group should work together on their topic to learn about changes that took place and the effects that those changes had on European life. Each group should have one “expert” on each of these three topics.
3. Close
Students should consider the many changes that are occurring in the world today. Is the world experiencing an agricultural revolution, population explosion, or energy revolution? Is there a combination of all three?
HW
Section 1 Review #1-5
Extra Credit #6-7
Chapter 20, Section 2 Britain Leads the Way
Vocabulary
Capital
Factory
Turnpike
Read intro, p. 501
1. Lesson Plan Focus
The Industrial Revolution began in Britain where there were favorable economic, political, and social conditions, a sufficient work force, and plentiful iron and coal. Iron was used to build the machines and coal was used to fuel them. As machinery took hold in the British textile industry, the factory system replaced the putting out system.
2. In-class Instruct
A museum exhibit is planned on the early years of the Industrial Revolution. The class is divided into groups and each group will detail a plan for part of the exhibit. Each group will be assigned one of the following topics:
Why the Industrial Revolution Began in Britain
The Importance of Iron and Coal
The Textile Industry
Changes in Transportation
Outside research can supplement the information in the text.
Students should list the objects, photographs, illustrations, diagrams, maps, and/or machines, etc., that they want to exhibit in their part of the exhibit.
Write a description of each item.
They should also create visual materials such as maps, graphs, charts, and posters for their exhibit.
3. Close
Consider how modern technology is used to facilitate transportation, communication, and education programs in museums of today.
British Cotton Trade About 1850, p. 502
Impact of the Railroad, p. 503
Geography and History, p. 504
[In the former version of the text we had:
Caption, Art History
Answer to Caption. . .
Art and Literature
Possible Answer:
They seem proud of the forge’s power and their father’s work.
Caption, Technology of the British Industrial Revolution
Answer to Caption. . .
Interpreting a Chart
All the inventions are complex machines that made human labor easier.
Background Historical Evidence
Britain’s Overseas Markets
The vast British Empire provided world-wide goods. In fact, during the 1700s, the overseas export market grew at a much faster rate than the domestic market. Between 1750 and 1770, for example, production for the export market increased by 80%, while production for the domestic market grew by only 7%. Although investing in new industries carried risks, the lucrative overseas trade made the gamble seem well worth taking.
Map,
Answers to. . .
Locations review together.
Possible answers: a) southern United States, India; b) British West Indies, Cape Colony.
Possible answer: Without this key source of cotton, development of the cotton industry might have been slowed. Britain would have had to seek other sources of raw cotton or pay more to the Indians for theirs. Britain might have even had to find a different product on which to concentrate its industry.
Graph,
Answer to Caption. . .
Interpreting a Graph
In 1750, it took about 48 hours to travel between London and Birmingham. In 1830, it took only about 12 hours. The invention of the steam-powered locomotive made this increased speed possible.]
HW
Section 2 Assessment
#1, 3-5, Extra Credit #6-7
Chapter 20 Section 3 Hardships of Early Industrial Life
Vocabulary, p. 505
Urbanization
tenement
labor unions
1. Lesson Plan Focus
Factory work meant long hours, backbreaking jobs, unsafe conditions, and low pay. Many women worked both at home and in the factories. Child labor was a common practice. In the cities, working class families endured filthy and overcrowded living conditions. At the same time, however, the Industrial Revolution gradually brought more jobs, higher pay, and other material benefits.
2. In-class Instruct
Students are to imagine that they are living during the early years of the Industrial Revolution. Each student (and a partner) should assume one of the following roles:
a miner
a factory worker
a child laborer
a working class mother
a factory owner
a government inspector
a Luddite
a middle-class woman
Students are to write a diary entry in the role of their assumed character. Record the events of a complete day and include specific details of the person’s life. In your diary, include not only their activities and observations, but also your feelings and emotions. These diary entries will be shared with the class.
3. Close
List three or four ways that life today would be different for the person whose role you assumed.
Virtual Field Trip, p. 506
You Are There. . ., p. 507
Worker Protests, p. 508
Primary Source, p. 509
[In the former textbook we had:
Parallels Through Time, p. 519]
HW
p. 509, Section 3 Review
#1, 3-5, Extra Credit 6-7.
Extra Credit:
p. 499 Changes in Agriculture?
What or who is Jethro Tull?
http://www.j-tull.com/
Ch. 20 The Industrial Revolution Begins (1750-1850)
pp. 496-497
Chapter Outline
1 Dawn of the Industrial Age
2 Britain Leads the Way
3 Hardships of Early Industrial Life
4 New Ways of Thinking
Section 1 Dawn of the Industrial Age
1. Lesson Plan Focus
Several factors triggered the Industrial Revolution. Improved farming methods and the enclosure movement created a revolution in agriculture. Due to increased food production and better living conditions, the population of Europe soared. The Industrial Revolution was driven by a growing labor force and by new sources of fuel and power.
Vocabulary p. 498
anesthetic
enclosure
smelt
Caption, p. 499
Biography, p. 500
2. In-class Instruct
Three groups can be assigned one of the following topics:
1. A New Agricultural Revolution
2. The Population Explosion
3. An Energy Revolution
Each group should work together on their topic to learn about changes that took place and the effects that those changes had on European life. Each group should have one “expert” on each of these three topics.
3. Close
Students should consider the many changes that are occurring in the world today. Is the world experiencing an agricultural revolution, population explosion, or energy revolution? Is there a combination of all three?
HW
Section 1 Review #1-5
Extra Credit #6-7
Chapter 20, Section 2 Britain Leads the Way
Vocabulary
Capital
Factory
Turnpike
Read intro, p. 501
1. Lesson Plan Focus
The Industrial Revolution began in Britain where there were favorable economic, political, and social conditions, a sufficient work force, and plentiful iron and coal. Iron was used to build the machines and coal was used to fuel them. As machinery took hold in the British textile industry, the factory system replaced the putting out system.
2. In-class Instruct
A museum exhibit is planned on the early years of the Industrial Revolution. The class is divided into groups and each group will detail a plan for part of the exhibit. Each group will be assigned one of the following topics:
Why the Industrial Revolution Began in Britain
The Importance of Iron and Coal
The Textile Industry
Changes in Transportation
Outside research can supplement the information in the text.
Students should list the objects, photographs, illustrations, diagrams, maps, and/or machines, etc., that they want to exhibit in their part of the exhibit.
Write a description of each item.
They should also create visual materials such as maps, graphs, charts, and posters for their exhibit.
3. Close
Consider how modern technology is used to facilitate transportation, communication, and education programs in museums of today.
British Cotton Trade About 1850, p. 502
Impact of the Railroad, p. 503
Geography and History, p. 504
[In the former version of the text we had:
Caption, Art History
Answer to Caption. . .
Art and Literature
Possible Answer:
They seem proud of the forge’s power and their father’s work.
Caption, Technology of the British Industrial Revolution
Answer to Caption. . .
Interpreting a Chart
All the inventions are complex machines that made human labor easier.
Background Historical Evidence
Britain’s Overseas Markets
The vast British Empire provided world-wide goods. In fact, during the 1700s, the overseas export market grew at a much faster rate than the domestic market. Between 1750 and 1770, for example, production for the export market increased by 80%, while production for the domestic market grew by only 7%. Although investing in new industries carried risks, the lucrative overseas trade made the gamble seem well worth taking.
Map,
Answers to. . .
Locations review together.
Possible answers: a) southern United States, India; b) British West Indies, Cape Colony.
Possible answer: Without this key source of cotton, development of the cotton industry might have been slowed. Britain would have had to seek other sources of raw cotton or pay more to the Indians for theirs. Britain might have even had to find a different product on which to concentrate its industry.
Graph,
Answer to Caption. . .
Interpreting a Graph
In 1750, it took about 48 hours to travel between London and Birmingham. In 1830, it took only about 12 hours. The invention of the steam-powered locomotive made this increased speed possible.]
HW
Section 2 Assessment
#1, 3-5, Extra Credit #6-7
Chapter 20 Section 3 Hardships of Early Industrial Life
Vocabulary, p. 505
Urbanization
tenement
labor unions
1. Lesson Plan Focus
Factory work meant long hours, backbreaking jobs, unsafe conditions, and low pay. Many women worked both at home and in the factories. Child labor was a common practice. In the cities, working class families endured filthy and overcrowded living conditions. At the same time, however, the Industrial Revolution gradually brought more jobs, higher pay, and other material benefits.
2. In-class Instruct
Students are to imagine that they are living during the early years of the Industrial Revolution. Each student (and a partner) should assume one of the following roles:
a miner
a factory worker
a child laborer
a working class mother
a factory owner
a government inspector
a Luddite
a middle-class woman
Students are to write a diary entry in the role of their assumed character. Record the events of a complete day and include specific details of the person’s life. In your diary, include not only their activities and observations, but also your feelings and emotions. These diary entries will be shared with the class.
3. Close
List three or four ways that life today would be different for the person whose role you assumed.
Virtual Field Trip, p. 506
You Are There. . ., p. 507
Worker Protests, p. 508
Primary Source, p. 509
[In the former textbook we had:
Parallels Through Time, p. 519]
HW
p. 509, Section 3 Review
#1, 3-5, Extra Credit 6-7.
8 Days a Week
After 8 days, I have access to the Internet again from the faculty lounge. Didn't the Beatles write a song about this? Thanks for your patience and understanding.
Monday, October 02, 2006
AP Gov't, 6 October
Finish the Hand-out, Ch. 3, Federalism
Read the Woll text, Ch. 2, Federalism, be prepared to present and respond to the readings.
Read the Woll text, Ch. 2, Federalism, be prepared to present and respond to the readings.
WH, Assignment for Friday, 6 October
World History, 3rd & 4th Period
Ch. 20 The Industrial Revolution Begins (1750-1850), Section 1 Sec. 1 Dawn of the Industrial Age
Class assignments: read Section 1 and do the Homework.
For Extra Credit, look up online: Improved Farm Machinery?
What or who is Jethro Tull? http://www.j-tull.com/
Chapter Outline
1 Dawn of the Industrial Age
2 Britain Leads the Way
3 Hardships of Early Industrial Life
4 New Ways of Thinking
Read and answer the Captions in Sec. 1 Dawn of the Industrial Age
1. Lesson Plan Focus
Several factors triggered the Industrial Revolution. Improved farming methods and the enclosure movement created a revolution in agriculture. Due to increased food production and better living conditions, the population of Europe soared. The Industrial Revolution was driven by a growing labor force and by new sources of fuel and power.
Define the Vocabulary word, enclosure
Homework
Section 1 Assessment #1-5, Extra Credit #6-7
Ch. 20 The Industrial Revolution Begins (1750-1850), Section 1 Sec. 1 Dawn of the Industrial Age
Class assignments: read Section 1 and do the Homework.
For Extra Credit, look up online: Improved Farm Machinery?
What or who is Jethro Tull? http://www.j-tull.com/
Chapter Outline
1 Dawn of the Industrial Age
2 Britain Leads the Way
3 Hardships of Early Industrial Life
4 New Ways of Thinking
Read and answer the Captions in Sec. 1 Dawn of the Industrial Age
1. Lesson Plan Focus
Several factors triggered the Industrial Revolution. Improved farming methods and the enclosure movement created a revolution in agriculture. Due to increased food production and better living conditions, the population of Europe soared. The Industrial Revolution was driven by a growing labor force and by new sources of fuel and power.
Define the Vocabulary word, enclosure
Homework
Section 1 Assessment #1-5, Extra Credit #6-7
Friday, September 29, 2006
AP Government, Test
On Monday we will cover the first chapter of the Woll text.
On Tuesday, we will have a test on Chapter 2 in the Wilson text. It is a multiple guess format.
On Tuesday, we will have a test on Chapter 2 in the Wilson text. It is a multiple guess format.
Wednesday, September 27, 2006
WH Ch. 19 Sec. 5 The End of an Era
World History, Chapter 19, Section 5 The End of an Era
1. Lesson Plan Focus
“Amazing Transformation”
The Continental System and the spread of nationalism led to rebellions against French rule. After defeats in Russia and at Leipzig and Waterloo, Napoleon lost power. European leaders at the Congress of Vienna sought to restore stability and order based on the status quo of 1792. They redrew national boundaries, restored monarchs, established a balance of power, and created the Concert of Europe.
2. In-class Instruct
There are five generalizations in this section:
1) Other nations in Europe benefited from the reforms of the French Revolution.
2) Nationalism was a major reason for Napoleon’s downfall.
3) Geography played an important role in Napoleon’s defeat in Russia.
4) The French people supported Napoleon.
5) The Congress of Vienna in 1815 achieved its goals.
As you read this section, find evidence that supports or disputes each generalization. Then write a paragraph in response to each. Your paragraphs should agree or disagree with each statement and provide pertinent facts to support your opinion.
3. Close
Ask students to bring in news stories about nationalism and its influence on world events today. These can be displayed around the classroom.
Vocabulary, p. 488
Guerilla warfare
Abdicate
Legitimacy
Biography, p. 488
Caption, p. 489
Geography and History, p. 490
Disaster! P. 491
Map, p. 492
Biography, p. 493
Find the answers that fit the material.
Map
Review locations
Possible answer: Moscow was such a great distance from France that Napoleon would have trouble keeping his troops supplied.
Possible answer: Napoleon needed a navy to battle Britain and to defend French commerce.
Caption
Answer to Caption. . .
Art and Literature
Possible answer: The darkness adds to the horror and sadness of the scene. The lantern creates a glow around the victims of the firing squad, emphasizing their nobility and suffering.
Background
Interdisciplinary Connections
Artistic Protest
The Third of May, 1808 is one of the first paintings of social protest. Previously, artists portrayed war as a grand and glorious endeavor. Goya, however, emphasized the horror and inhumanity of war. His painting portrays Napoleon’s soldiers as a faceless and monstrous force shrouded in darkness. Light is used to focus attention on the victims of the war. The cruelty and horror of the mass execution are seen in the twisted and bloodied bodies of the dead. The terrible anticipation of imminent death is seen in outstretched arms and writhing, cowering bodies. In Goya’s painting, one sees the merciless nature of war.
Caption
Answer to Caption. . .
Global Interaction
Possible Answer: The cartoonist was British. Since Britain was at war with France, he had little sympathy for the French army.
Background
Perspectives
Napoleon on Napoleon
While on St. Helena, Napoleon reviewed his career in conversations with the Marquis Las Cases, who recorded them in Memorial. Napoleon believed that he had conquered Europe in self-defense. His conquests benefited those under his rule by bringing them his code of laws and other revolutionary reforms. If not for the jealousy of Britain and the hatred of the monarchs that he had overthrown, Europe under his guidance would have become a federation of free peoples, allied with enlightened France in eternal peace. Napoleon characterized Britain as a mischief-maker and pirate whose petty ambitions had destroyed a noble future for France and Europe.
Napoleon’s views can be contrasted with the view of the London Times, quoted in the following note.
Background
Perspectives
Wretch and Villain
As Napoleon was departing for exile on St. Helena, the London Times reviewed his career in these words:
“This wretch has lived in the commission of every crime so long, that he has lost all sight of and knowledge of the difference that exists between good and evil, and hardly knows when he is doing wrong, except to be taught by proper chastisement. A creature who ought to be greeted by a gallows as soon as he lands. . . . It has been the constant trick of this villain, whenever he had got his companions into a scrape, to leave them in it, and seek his own safety by flight. In Egypt, in the Moscow expedition, and at Waterloo, such was his conduct.”
Which view, Napoleon’s or the Times, is closer to the truth based on your reading of the textbook?
Map
Answers to. . .
Geography and History
Review locations
the Netherlands
the Netherlands, Piedmont, Parma-Modena, Lombardy-Venetia, Kingdom of Norway and Sweden, Denmark, Kingdom of the Two Sicilies.
Activity Learning Styles
Analyzing a Quotation
One of the most successful diplomats at the Congress of Vienna was Prince Maurice Talleyrand. His skillful maneuvering saved defeated France from harsh retribution and won it recognition as an equal among the powers of Europe. He was at Vienna, he said, ”not to collect trophies, but to bring the world back to peaceful habits.” Concerning the balance of power and the proper treatment of France, he said, “No arrangement could be wise that carried ruin to one of the countries between which it was concluded.”
After hearing these two quotations students should answer: 1) Why do you think Talleyrand was against the collecting of ”trophies?” 2) How was a balance of power in the best interests of France? 3) How might Talleyrand have felt and spoken differently if France had been one of the victorious countries?
HW, p. 493, #1, 3-4, Extra Credit #5-6.
Waterloo
Von Metternich
Concert of Europe
Napoleon’s armies spread nationalism to the lands that they defeated. People saw Napoleon’s armies as foreign oppressors and resented efforts to impose French culture on all of Europe. Revolts erupted in many areas.
a) They wanted to restore stability, order, and peace by establishing a balance of power and returning to the status quo of 1793.
b) They restored monarchs to power, ringed France with strong countries, and created the Concert of Europe as a peacekeeping organization.
Answers may vary, but students should recognize that Napoleon and his armies spread the ideas of the French Revolution to the lands that they conquered.
Student letters and diaries should reflect an ability to recognize and express a historical viewpoint.
1. Lesson Plan Focus
“Amazing Transformation”
The Continental System and the spread of nationalism led to rebellions against French rule. After defeats in Russia and at Leipzig and Waterloo, Napoleon lost power. European leaders at the Congress of Vienna sought to restore stability and order based on the status quo of 1792. They redrew national boundaries, restored monarchs, established a balance of power, and created the Concert of Europe.
2. In-class Instruct
There are five generalizations in this section:
1) Other nations in Europe benefited from the reforms of the French Revolution.
2) Nationalism was a major reason for Napoleon’s downfall.
3) Geography played an important role in Napoleon’s defeat in Russia.
4) The French people supported Napoleon.
5) The Congress of Vienna in 1815 achieved its goals.
As you read this section, find evidence that supports or disputes each generalization. Then write a paragraph in response to each. Your paragraphs should agree or disagree with each statement and provide pertinent facts to support your opinion.
3. Close
Ask students to bring in news stories about nationalism and its influence on world events today. These can be displayed around the classroom.
Vocabulary, p. 488
Guerilla warfare
Abdicate
Legitimacy
Biography, p. 488
Caption, p. 489
Geography and History, p. 490
Disaster! P. 491
Map, p. 492
Biography, p. 493
Find the answers that fit the material.
Map
Review locations
Possible answer: Moscow was such a great distance from France that Napoleon would have trouble keeping his troops supplied.
Possible answer: Napoleon needed a navy to battle Britain and to defend French commerce.
Caption
Answer to Caption. . .
Art and Literature
Possible answer: The darkness adds to the horror and sadness of the scene. The lantern creates a glow around the victims of the firing squad, emphasizing their nobility and suffering.
Background
Interdisciplinary Connections
Artistic Protest
The Third of May, 1808 is one of the first paintings of social protest. Previously, artists portrayed war as a grand and glorious endeavor. Goya, however, emphasized the horror and inhumanity of war. His painting portrays Napoleon’s soldiers as a faceless and monstrous force shrouded in darkness. Light is used to focus attention on the victims of the war. The cruelty and horror of the mass execution are seen in the twisted and bloodied bodies of the dead. The terrible anticipation of imminent death is seen in outstretched arms and writhing, cowering bodies. In Goya’s painting, one sees the merciless nature of war.
Caption
Answer to Caption. . .
Global Interaction
Possible Answer: The cartoonist was British. Since Britain was at war with France, he had little sympathy for the French army.
Background
Perspectives
Napoleon on Napoleon
While on St. Helena, Napoleon reviewed his career in conversations with the Marquis Las Cases, who recorded them in Memorial. Napoleon believed that he had conquered Europe in self-defense. His conquests benefited those under his rule by bringing them his code of laws and other revolutionary reforms. If not for the jealousy of Britain and the hatred of the monarchs that he had overthrown, Europe under his guidance would have become a federation of free peoples, allied with enlightened France in eternal peace. Napoleon characterized Britain as a mischief-maker and pirate whose petty ambitions had destroyed a noble future for France and Europe.
Napoleon’s views can be contrasted with the view of the London Times, quoted in the following note.
Background
Perspectives
Wretch and Villain
As Napoleon was departing for exile on St. Helena, the London Times reviewed his career in these words:
“This wretch has lived in the commission of every crime so long, that he has lost all sight of and knowledge of the difference that exists between good and evil, and hardly knows when he is doing wrong, except to be taught by proper chastisement. A creature who ought to be greeted by a gallows as soon as he lands. . . . It has been the constant trick of this villain, whenever he had got his companions into a scrape, to leave them in it, and seek his own safety by flight. In Egypt, in the Moscow expedition, and at Waterloo, such was his conduct.”
Which view, Napoleon’s or the Times, is closer to the truth based on your reading of the textbook?
Map
Answers to. . .
Geography and History
Review locations
the Netherlands
the Netherlands, Piedmont, Parma-Modena, Lombardy-Venetia, Kingdom of Norway and Sweden, Denmark, Kingdom of the Two Sicilies.
Activity Learning Styles
Analyzing a Quotation
One of the most successful diplomats at the Congress of Vienna was Prince Maurice Talleyrand. His skillful maneuvering saved defeated France from harsh retribution and won it recognition as an equal among the powers of Europe. He was at Vienna, he said, ”not to collect trophies, but to bring the world back to peaceful habits.” Concerning the balance of power and the proper treatment of France, he said, “No arrangement could be wise that carried ruin to one of the countries between which it was concluded.”
After hearing these two quotations students should answer: 1) Why do you think Talleyrand was against the collecting of ”trophies?” 2) How was a balance of power in the best interests of France? 3) How might Talleyrand have felt and spoken differently if France had been one of the victorious countries?
HW, p. 493, #1, 3-4, Extra Credit #5-6.
Waterloo
Von Metternich
Concert of Europe
Napoleon’s armies spread nationalism to the lands that they defeated. People saw Napoleon’s armies as foreign oppressors and resented efforts to impose French culture on all of Europe. Revolts erupted in many areas.
a) They wanted to restore stability, order, and peace by establishing a balance of power and returning to the status quo of 1793.
b) They restored monarchs to power, ringed France with strong countries, and created the Concert of Europe as a peacekeeping organization.
Answers may vary, but students should recognize that Napoleon and his armies spread the ideas of the French Revolution to the lands that they conquered.
Student letters and diaries should reflect an ability to recognize and express a historical viewpoint.
Monday, September 25, 2006
AP Gov't, Use the News, HW
USE THE NEWS
People who follow their conscience and take independent or unpopular action often make news. In The Inquirer, find a story about a person standing up for something he/she feels is right. Write a paragraph describing why the person took the action and why it took courage.
People who follow their conscience and take independent or unpopular action often make news. In The Inquirer, find a story about a person standing up for something he/she feels is right. Write a paragraph describing why the person took the action and why it took courage.
Thursday, September 21, 2006
Grading: Total Point Accumulation
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%). Note: does not allow for automatic dropping of lowest grade.
Wednesday, September 20, 2006
Back to School Night, 20 September 2006
Back to School Night, 20 September 2006
Dr. G. Mick Smith
Room #267
Contact info:
gmicksmith@muchomail.com
215.276.2300 (Main office)
Website for daily class notes, assignments, homework, and grades:
http://gmicksmithsocialstudies.blogspot.com/
http://www.gradeconnect.com/
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 that 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. Be dismissed in a timely manner by the teacher, not by the bell or clock.
6. Above all, respect yourself, your teacher, and others and their possessions.
Grading Calculation: (at least three major Test grades are in each quarter); I total the accumulation of points per grading period based on the following.
Task & Weight
1. Tests, 2. Homework/Presentations/Projects/Worksheets, 3. Quizzes
There are announced opportunities for Extra Credit on almost a daily basis; I use a system of Total Point Accumulation. The point tabulation results in an “A,” a “B,” etc.
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 Assistant Chair of the Technology Committee and Moderator of Mock Trial. Dr. Smith is a full-time single parent and he is submitting his first novel to publishers.
Dr. G. Mick Smith
Room #267
Contact info:
gmicksmith@muchomail.com
215.276.2300 (Main office)
Website for daily class notes, assignments, homework, and grades:
http://gmicksmithsocialstudies.blogspot.com/
http://www.gradeconnect.com/
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 that 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. Be dismissed in a timely manner by the teacher, not by the bell or clock.
6. Above all, respect yourself, your teacher, and others and their possessions.
Grading Calculation: (at least three major Test grades are in each quarter); I total the accumulation of points per grading period based on the following.
Task & Weight
1. Tests, 2. Homework/Presentations/Projects/Worksheets, 3. Quizzes
There are announced opportunities for Extra Credit on almost a daily basis; I use a system of Total Point Accumulation. The point tabulation results in an “A,” a “B,” etc.
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 Assistant Chair of the Technology Committee and Moderator of Mock Trial. Dr. Smith is a full-time single parent and he is submitting his first novel to publishers.
Choice: Current Reviews for Academic Libraries: Armstrong, Karen, The Great Transformation: The Beginning of Our Religious Traditions, Knopf, 2006.
In our current age of “The Great Transformation” Armstrong postulates how the sages of the foundational Axial Age would address unspeakable horror, violence, and desperation.The distinctive and historic Axial Age faiths announced the abandonment of selfishness and a spirituality of compassion. They stated that there must first be personal responsibility and self-criticism, and it must be followed by practical, effective action.Herein lie the problematic aspects of Armstrong’s work and why this book is not recommended. The most serious flaw of this work is in ascribing evidence for ethical behavior in almost all religious behavior and ritual (xiii, 35). Armstrong seems to miss the insight of Rene Girard and Walter Burkert who have demonstrated how violence and the sacred are inextricably linked. Other problems are that oddly, she states that Hitler expressed a “militant exclusion of religion from public policy” (395). In fact, Hitler divided German Christians by founding the Patriotic Church in contrast to the Confessing Church. One other interesting side note is that Armstrong’s research is based on out of date works; only 36 of 284 works cited in the bibliography were published in 2000 or later.
Tuesday, September 19, 2006
AP Gov't, Trial by jury
The U.S. Constitution guarantees the right to a jury trial in serious cases. Find a case in The Inquirer in which the decision is being made by a jury. Write a paragraph or short essay describing issues the jury should consider in making its decision.
Friday, September 15, 2006
Mock Trial
Moderator: G. Mick Smith, PhD
Mock Trial competition is one in which public, private and parochial high school students try a simulated case throughout various rounds to determine the City Champion. The City Champion then goes on to represent the region in the State competition for a chance to advance to the National level. This activity is coordinated with Temple University Beasley School of Law.
Mock Trial competition is one in which public, private and parochial high school students try a simulated case throughout various rounds to determine the City Champion. The City Champion then goes on to represent the region in the State competition for a chance to advance to the National level. This activity is coordinated with Temple University Beasley School of Law.
Thursday, September 14, 2006
AP Gov't, Test #1 Monday
There will be no Essay questions on the first Test, however, you will have Essays on some Tests. For the time being, just review Chapter 1 Handout ( we will cover it in class) to prepare. The Test is Monday.
WH, Ch. 18, Sec. 4 Birth of the American Republic
World History, Ch. 18 Sec. 4 Birth of the American Republic
World History Agenda
"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.
Vocabulary, p. 460
Caption, p. 460
Primary Source, p. 461
Map, p. 462
Caption, p. p. 463
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 programs 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. Describe the documentary in a five-sentence summary that could appear on the videotape box.
HW
Section 4 Review
#1-5
Extra Credit
#6-7
World History Agenda
"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.
Vocabulary, p. 460
Caption, p. 460
Primary Source, p. 461
Map, p. 462
Caption, p. p. 463
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 programs 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. Describe the documentary in a five-sentence summary that could appear on the videotape box.
HW
Section 4 Review
#1-5
Extra Credit
#6-7
Wednesday, September 13, 2006
WH, Ch. 18, Sec., 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.
Vocabulary, p. 466
constitutional government
cabinet
prime minister
oligarchy
Caption, p. 456
Map, p. 457
Caption, p. 458
Caption, p. 459
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 and 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 Assessment, p. 459 #1, 3-5
Extra Credit 6-7
"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.
Vocabulary, p. 466
constitutional government
cabinet
prime minister
oligarchy
Caption, p. 456
Map, p. 457
Caption, p. 458
Caption, p. 459
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 and 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 Assessment, p. 459 #1, 3-5
Extra Credit 6-7
"Evolutionary Scheduling: A Review," Hart, E., Ross P., Corne D. Genetic Programming and Evolvable Machines 6(2): 191-220.
ComputingReviews.com
Review Number: 54703
Evolutionary Scheduling
“Evolutionary Scheduling: A Review” Hart E., Ross P., Corne D. Genetic Programming and Evolvable Machines 6(2): 191-220.
This review article is of substantial value for those who need an update on research material that applies evolutionary computing methods to scheduling problems. The last major survey has not been performed since 1999, when a major statement emerged from the European Network of Excellence on Evolutionary Computing (EVONET). The three co-authors here have done an admirable overview and report on “current trends, achievements, and suggesting the way forward” (191) in this regard. In particular, this article is of wide interest since the ideas can be applied to many common scheduling issues such as job-shop scheduling problems, an area much discussed in academic literature. The authors point out that algorithms today are capable of tackling enormous and difficult real-world problems, a major advance over earlier surveys such as the EVONET report.
Review Number: 54703
Evolutionary Scheduling
“Evolutionary Scheduling: A Review” Hart E., Ross P., Corne D. Genetic Programming and Evolvable Machines 6(2): 191-220.
This review article is of substantial value for those who need an update on research material that applies evolutionary computing methods to scheduling problems. The last major survey has not been performed since 1999, when a major statement emerged from the European Network of Excellence on Evolutionary Computing (EVONET). The three co-authors here have done an admirable overview and report on “current trends, achievements, and suggesting the way forward” (191) in this regard. In particular, this article is of wide interest since the ideas can be applied to many common scheduling issues such as job-shop scheduling problems, an area much discussed in academic literature. The authors point out that algorithms today are capable of tackling enormous and difficult real-world problems, a major advance over earlier surveys such as the EVONET report.
Monday, September 11, 2006
WH, Agenda, 11 Sept. 06
Unit 5
Enlightenment and Revolution (1707-1850)
Ch. 18 The Enlightenment and the American Revolution ( 1707-1800)
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.
HW
1) Define the Vocabulary words
p. 446
2) Answer the Caption Questions, pp. 446, 450.
Enlightenment and Revolution (1707-1850)
Ch. 18 The Enlightenment and the American Revolution ( 1707-1800)
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.
HW
1) Define the Vocabulary words
p. 446
2) Answer the Caption Questions, pp. 446, 450.
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