In the light of tragedy: electronic messaging systems are essential tools of public safety

Messaging system companies offer effective electronic messaging systems that are essential tools of public safety on campus.

Mobile Campus Incorporated markets an advertiser-supported campus text-messaging system that is otherwise free to affiliated universities. This is a free service capable of immediately and simultaneously alerting students, university employees, and others via text messages on cell phones.

Netpresenter Incorporated is a XML-based screen-saver and pop-up notification service.

MIR3 provides emergency notification technology.

ClearTXT is a mobile messaging provider to keep students and faculty informed during emergencies.

AP Gov't, WH, Just in case, resources for a Uniform Disaster Plan, Lock Down Procedure

Uniform Disaster Plan
http://www.csd.k12.ca.us/personnel/personnel/Uniform_Disaster_Plan/uniform_disaster_plan.html

Lock Down Procedure
http://www.csd.k12.ca.us/personnel/personnel/Uniform_Disaster_Plan/Lockdown_Procedure/lockdown_procedure.html

AP Gov't & World History

How would you like to be a good citizen like students from over 110 Philadelphia schools during Election Day? Greater Philadelphia Cares has partnered with the Committee of Seventy to identify and engage students in volunteer action on Election Day, May 15. Students will receive a 60-minute training where they will learn everything they need to know about volunteering on Election Day. There are a variety of volunteer opportunities on the day ranging from Election Watchdog to Data Collector to Hotline Helper. A training session will be held, 18 April 2007, during 4th Period. Show you care; Why not be a part and volunteer?

WH, Bismarck Vocabulary, due 30 March 2007

Bismarck Video Vocabulary

1. kaiser
2. Fatherland
3. imperial
4. balance of power
5. Iron & Blood
6. Hessians
7. Prussia
8. parliamentarian
9. statesman
10. chaos
11. economic
12. abdication
13. Queen Victoria
14. prime minister
15. order
16. profitable
17. unification
18. Germanic
19. Schleswig-Holstein
20. Denmark
21. embarked
22. Habsburgs
23. squandering
24. mobilizing
25. lurch
26. indissoluably
27. protector
28. exploit
29. rearguard
30. excellency
31. majesty
32. permeating
33. nationalism
34. Franz Joseph
35. Hohenzolleren
36. expediencies
37. reparations
38. relinquish
39. anarchy
40. insurrection
41. consent
42. yearned
43. unassailable
44. unfaltering
45. despotism
46. Sieg Heil

WH, Hear ye! Hear ye! Time to globally compete: Deadline 29 March 2007

http://www.j8summit.com/

Competition

Could you come up with a new way of approaching the most important global issues of our time? Do you think your ideas could help to fight climate change, poverty and diseases? Enter the Junior 8 Competition now!

By entering the Junior 8 (J8) Competition, you could win the chance to represent your country at the J8 Summit to present your ideas to eight of the most powerful leaders in the world.

To enter the competition, teams work together to come up with their own ideas on how to tackle the key issues being discussed by the G8. They submit these ideas online through the J8 website.

The entries are then judged by a specially selected panel in each country. The team with the best entry from each country is chosen to take part in the J8 Summit and to get the opportunity to meet the leaders of the G8.
Junior 8 Competition 2007

The 2007 Competition is now open

Entries must be received by March 29th 2007. The winners will attend the J8 Summit in June 2007 in Wismar, Germany.

WH, attend, report for Extra Credit

On behalf of the Beasley School of Law and the Young Lawyers
Division of the Philadelphia Bar Association, it is my
pleasure to invite you and your students to attend the final
round of the 2006-2007 John S. Bradway High School Mock Trial
Competition on Saturday, March 17, 2007.

Since January, over 450 Philadelphia area students from
nearly 50 high school teams, including your students competed
throughout various rounds to determine the City Champion.
The City Champion represents the region in the state
competition for a chance to advance to the national level.
This round will be judged by a panel of 13 or more
distinguished law and justice professionals and educators to
determine which team will be declared the Philadelphia
champion.

The Competition finals will be held at the National
Constitution Center located on Independence Mall at 525 Arch
Street, Philadelphia, PA. The trial begins promptly at
12:30 p.m. in the Kirby Auditorium. Please arrive early in
order to allow time to go through a security checkpoint.
Parking is available in the underground lot below the
National Constitution Center (entrance on Race Street).
The trial activities, including an awards ceremony and
reception, will conclude by 4:00 p.m.

I hope that you will join us on Saturday to celebrate all of
our teams. We encourage you to bring your students,
particularly those who competed in the competition to cheer
on their fellow competitiors and to see the distinguished
panel of Philadelphia attorneys and judges score the
competition. We will be acknowledging and awarding plaques
to the schools who competed in the competition, we especially
want those teams to join us.

If you have any questions, please call me directly at (215)
204-8948.


Sincerely,

Roberta West, Esquire

Program Director, Temple-LEAP

WH, Youth Leaders needed, Extra Credit assignment

We, the Young People of Philadelphia, in Order to form a more perfect City….

THE 2007 FUTURE LEADERS’
MAYORAL CANDIDATES FORUM


The 2007 Future Leaders’ Mayoral Candidates Forum, to be held on April 13, 2007 at the National Constitution Center, is a pro-active effort by Philadelphia's teens and young adults to ensure that their voices are heard in the upcoming mayoral election. Unique in this campaign season, the Forum will be designed, staffed and moderated by youth, ages 14-21. Organizing support is provided by the Greater Philadelphia Urban Affairs Coalition and the Philadelphia Youth Network.

YOUTH LEADERS NEEDED
We need 50 Youth Leaders from the ages of 14 and 21 to staff the event and to carry out a survey initiative. Youth can serve as…
¨ Spokespersons
¨ Hosts
¨ Researchers

Youth-serving organizations are asked to nominate an outstanding young person in your program who:
¨ Demonstrates strong interpersonal skills
¨ Speaks well in front of audiences
¨ Can attend two Trainings on March 10th and 24th 10 am to 1pm
There will be third training convened for those youth are selected to be spokespersons.

Please e-mail his/her name and address, the program they participate(d) in, and your organization’s name and a contact person to C. Kemal Nance at knance@pyninc.org.

WH, Vocabulary reference sites

http://www.hbcm.org.uk/ad/lord-shaftesbury.htm
http://www.cmj-israel.org/biographies_Lord_Shaftesbury.html

WH, "Working Lives," video, Vocab., due next Fri., 9 March 2007

Vocabulary List, "Working Lives," video

Name:___________________________________________________________ Per. ___

1. alter
2. continuity
3. jigsaw
4. labor-intensive
5. inefficient
6. Shropshire
7. crop rotation
8. fodder
9. breed
10. fertile
11. enclosure
12. uneven
13. crooked
14. inquiry
15. Parliament
16. compulsory
17. common land
18. hoeing
19. hedging
20. ditching
21. rural
22. flail
23. laborious
24. thresher
25. Captain Swain
26. curator
27. reenactment
28. piecework
29. mill
30. apprentice
31. crippling
32. degrading
33. "hurrying"
34. Lord Shaftsbury
35. 1833 Act
36. 1842, Factory and Mines Act
37. connived
38. livelihood
39. Ned Lud
40. Luddites
41. trade unions
42. tokens
43. cooperative movement
44. Chartist Movement
45. secret ballot
46. suffrage

WH, Vocab. on "Napoleon," Due 2 Mar. '07, Friday

Video Vocabulary: "Napoleon: The End, An Empires Special"

Look up and define these words as applied to Napoleon (if at all possible).

1. liberator
2. mentality
3. blockade
4. Iberian Peninsula
5. illiterate
6. resistance
7. retaliate
8. mutilate
9. atrocity
10. guerilla war
11. decisive
12. mobilize
13. Danube
14. Caesar (as a title)
15. Fontenbleu
16. Josephine
17. Marie Louise
18. Minotaur
19. conquer
20. venerable
21. transformed
22. bourgeois
23. repose
24. Czar Alexander
25. Cossacks
26. Borodino
27. strategic
28. subtlety
29. horrific
30. fatigue
31. flank
32. vial
33. coup
34. sublime
35. Talleyrand
36. Leipzig
37. invincibility
38. renounced
39. agitation
40. grieve
41. regimental
42. warship
43. Mediterranean
44. Corsica
45. villa
46. sovereign
47. isle
48. Elba
49. personified
50. meager
51. severed
52. Bourbon
53. Louis XVIII
54. floundering
55. eluded
56. steeple
57. abdication
58. tranquility
59. coalition
60. Waterloo
61. Duke of Wellington
62. disdainful
63. unflinching
64. idolize
65. intercept
66. braced
67. barrage
68. cavalry
69. "squares" (military tactic)
70. disengage
71. Imperial Guard
72. falter
73. catastrophe
74. futility
75. abdicated
76. exile
77. St. Helena
78. entourage
79. incessant
80. vestige
81. etiquette
82. retinue
83. retainers
84. dictated
85. memoirs
86. conveyed
87. delirium
88. martyrdom
89. infinite
90. tyrannical
91. tarnish
92. immortality
93. Ney

WH, Extra Credit Collaboration

Extra Credit Collaboration

Go to:

http://www.seedwiki.com/wiki/gmicksmith/gmicksmith.cfm

Where you will find:

"TEXTBOOK PAGE REFERENCES

Here below is where you should be adding page references for Extra Credit:

Chapter 17 Section 1, etc."

Type, "Terms," "Map," "Checkpoint," etc., and the corresponding page numbers in the textbook starting with Chapter 17 regardless of whether I assign it or not.

WH, Ch. 18 Sections 3 & 4

WH, Chapter 18 Section 4 The Age of Napoleon Begins (page references are to the former textbook).
p. 484, Vocab.
Fact Finder, p. 484
Caption, p. 485
Map, p. 486
Cause and Effect, p. 487
HW #1, 3-5 Extra Credit #6-7

WH, Ch. 18 Sec. 3 Radical Days

Section 3 Radical Days
Vocab. p. 478
Caption, p. 478
Analyzing Primary Sources, p. 479
Caption, p. 480
Caption, p. 481
Primary Source, p. 483
HW, p. 483, #1, 3-5, Extra Credit #6-7

WH, 2007 J8 Program Opportunity

2007 J8 Program*

Morgan Stanley and UNICEF have partnered to bring about the 2007 J8 Program, a global citizenship education program that enables young people, with guidance from a teacher, to learn more about major global issues, form their own ideas about these issues, and develop their group work skills.

As part of the J8 Program, students are encouraged to participate in a competition where groups of eight students (ages 13-17, working with a teacher) write a brief communiqué on the topics being discussed at the G8 Summit for a chance to earn a spot at the J8 Summit in Germany this June. At the Summit the students will have the opportunity to present their ideas directly to President George W. Bush and the other Heads of State from the G8 countries.

Entries must be received by March 29th 2007.

Questions?
Please contact the Morgan Stanley Community Affairs Department directly: Anna.Farber@morganstanley.com or visit the http://www.j8summit.com website.

WH, Test, Fri., Ch. 18 The French Revolution & Napoleon

Ch. 18 The French Revolution and Napolean

WH, Take the Self-quiz, print a hard copy, and bring it to class

Access the Pearson textbook site for:

The French Revolution and Napoleon (1789–1815)
On the Eve of Revolution
Self-quiz with Vocabulary Practice

WH, Ch. 18 The French Revolution and Napolean, Sec. 1 On the Eve of Revolution

World History
Chapter 18 The French Revolution and Napoleon (1789-1815)

Section 1 On the Eve of Revolution

Chapter Outline
1. On the Eve of Revolution
2. Creating a New France
3. Radical Days
4. The Age of Napoleon Begins
5. The End of an Era

[Page references are to the former textbook p. 466].

Read intro
Using the Chapter Opener
Using the chapter opener story, map, picture, and time line to know responses to the following question words regarding the French Revolution and the Napoleonic Era: who, what, where, when, why, and how.
Graph p. 469
Political and Social Systems
Versailles represented the luxurious lives of the monarch and nobility. The Bastille represented the oppression of the people.
Storming the Bastille
When the crowd attempted to enter the Bastille, its commander, the Marquis de Launay, ordered his troops to open fire. In the ensuing four-hour battle, revolutionary fervor seized Paris. Some French soldiers joined the besiegers and turned their cannons against the fortress. Finally, after killing 98 of the attackers, de Launay surrendered. An angry mob beheaded him, stuck his head on a pike, and paraded it through the streets, foreshadowing the violent days that lay ahead.

Sec. 1, On the Eve of Revolution
Amazing Transformation (Listen to the podcast, or, from the blog bring into class proof that you have found the following code, i.e., tell me the following saying: "A stitch in time saves nine.").

1. Lesson Plan Focus
In 1789, French society consisted of three social classes: the clergy or First Estate; the nobility, or Second Estate; and the rest of the population, who comprised the Third Estate. The nation faced social unrest, enormous debt, and food shortages. When the king summoned the Estates General to carry out reforms, members of the Third Estate broke away and formed the National Assembly. On July 14, 1789, angry Parisians stormed the Bastille.

2. In-class Instruct
Work with a partner. Assign each partner to write brief profiles for three of the following:a nun,a priest,a nobleman,a banker,a manufacturer,a lawyer,a peasant,a member of the royal family,a journeyman,a servant girl.In your profiles, students should identify the estate to which the person belongs, privileges that the person might have had, complaints that the person might have had, and changes that the person might have desired. After you have finished your profiles, volunteer to read profiles to the class.

3. Close
Draw a political cartoon that represents the views of one or more of the persons profiled: nun, priest, nobleman, banker, manufacturer, lawyer, peasant, royal family member, journeyman, or servant.

Guide for Reading
Section 1
What is the social structure of the old regime? Why did France face an economic crisis by 1789? Why did efforts at reform fail?

p. 468, Vocabulary: bourgeoisie, deficit spending

Caption, p. 469 (Graph)
Answer to Graph
The First Estate had the fewest people. The Third Estate owned the most land. The Third Estate was discontented because the First and the Second Estates, though comprising only 2% of the population, owned 30% of the land.

Activity: Learning Styles (Visual)After you have studied the graphs on this page, create other visual means of looking at land ownership and the social structure of France in 1789. You might create a pyramid chart displaying the relative size and status of the three estates.

Activity: Learning Styles (Auditory)
The following excerpt is from Abbe Sieyes's pamphlet What is the Third Estate? Respond to the questions that follow. For extra help, read a copy of the excerpt and look up difficult vocabulary words." Thus, what is the third estate? Everything; but an everything shackled and oppressed. What would it be without the privileged order? Everything, but an everything free and flourishing. Nothing can progress without it; everything would proceed infinitely better without the others. . . . [The] nobility does not belong to the social organization at all; . . . indeed, it may be a burden upon the nation." 1. How would you feel and respond to these words if you were a member of the Third Estate? 2. What might your reaction be if you were a member of the nobility?

Caption, p. 469
Political and Social Systems
The cartoonist's message was that peasants lived in misery because of their responsibilities to the government, the nobility, and the clergy.

Background: Historical Evidence
Petitioning the King
The following excerpt is from a petition to King Louis XV from the village of Lion-en-Sullias, dated March 1, 1789. It reflects the popular feeling that government policies were responsible for the famine that afflicted the countryside." Relying on His Majesty's paternal goodness, they dare to hope that he will . . . exempt their sons and domestics from militia service in order to let them attend to the cultivation of the land and provide the kingdom with more grain, as useful to the State as military service and they ask this with all the more reason because hands are lacking in the countryside. What causes the countryside to be deserted is the too great misery that reigns over it. . . . a result of the extreme misery caused by the excessive burden of numerous taxes." This primary source can stimulate a class discussion about French peasant life and the policies of the French government.

Activity: Heterogeneous Groups (Enrichment)
As an enrichment activity, students can write an essay comparing the conditions in England in the 1600s with the conditions in France in the 1700s. Student essays should outline the complaints that caused popular unrest and should address the question of whether or not revolution was inevitable in each case.

Background, Daily Life
Life at the Bastille
The seven prisoners who were freed from the Bastille on July 14 may not have been as jubilant as their rescuers expected. Ironically, inmates at the Bastille were treated more as guests of the King than as criminals. If they desired, they were provided with furniture. Or, if they had the means, as many did, they were permitted to bring their own furnishings, including works of art and musical instruments. Meals at the Bastille consisted of several courses, and often catered to personal tastes. Prisoners could hire personal servants and could have parties attended by fellow prisoners as well as by outside guests.

HW
p. 472 #1, 3-6, Extra Credit #7-8

WH, Web Searches info

HELPFUL HINTS FOR SEARCHING THE WEB:

Academic Search Engines:

Power Library can be accessed from any computer in school. This is a super resource. You can search a particularly good magazine for articles on a specific topic. For example, having trouble finding information from people other than the Chinese on their space mission? In the box, plug in the years you want to search in The Economist, specifically.

Proquest
History Study Center
A collection of primary and secondary sources on global history from ancient times to the present day. Contents include reference books, essays, journal articles, historical newspaper and magazine articles, maps, rare books, government documents, transcripts of historical speeches, images and video clips. Study Units offer editorially selected material on over 500 historical topics.

Learning Literature
A comprehensive resource including 3,000+ author biographies; 40 searchable full-text literature journals; full-text literary works; and other key criticism and reference sources.

Opposing Viewpoints
Gathers essays, statistics, articles, and primary source documents supporting opposing sides of topics. Great resource for debate research.

Newsbank
NewsBank World Wide provides access to current and archived content from more than 2,000 newspaper titles, as well as newswires, transcripts, business journals, periodicals, government documents and other publications. Included also is America's News Magazines, providing access to popular journals in the areas of news, sports, entertainment and lifestyle. Current Events and Special Reports gather articles on issues such as the environment, global terrorism, and world economics.

Nettrekker : Nettrekker is an academic search engine with over 160,000 teacher-reviewed websites. When you arrive at this site you have to create a "NEW USER ACCOUNT" by typing in a USER NAME and PASSWORD. It will also ask you for an IU KEYWORD which is EAGLES. When you get to the " Welcome to Nettrekker Page" you can do a keyword search. If you are having problems setting up you account check out more detailed instructions at http://www.phila.k12.pa.us/offices/ptrn_nettrekker_info.html

Free Library of Philadelphia: On the home page, in the blue box labeled FIND look for the word Databases and click
Enter your search term and scroll through the resources, clicking those you want
The Gov't. Documents and Magazines and Newspapers bring up the best sources.
This process will get you into many of the data bases available in the library.
You will need to enter your library card # and pin to open the found documents.

More general search engines:
To use search engines well, be as specific as you can with your question, using Boolean terms, of full sentences

http://scholar.google.com/

www.google.com
Particularly good if you know what you are looking for. By using good search terms and Boolean terms, you can narrow responses quickly.Tag “news” to cut out games, and “images” to get pictures.

www.google.com/help/features.html
Helps you understand what google can do, with a more sophisticated search, using Boolean terms

www.google.com/help/interpret.html
Helps you interpret your results

www.google.com/help/refinesearch.html
Helps you refine your search

www.teoma.com
Excellent, particularly when you’re not sure what you’re looking for. The clusters of “Refine Your Search” and “Resources” are very useful.

www.altavista.com
Altavista often covers a broader slice of the Web than Google. Tools such as link: and host: make altavista powerful. They enable you to search for information only within a particular department of the government, for example.

www.alltheweb.com -A good all around search engine which usefully clusters devices. The standout feature on alltheweb is the url investigator which gives the owner, external links, and archived views of the site, helping to gain critical information about your website: Type the url of the site you’re checking, and press return. It takes you to a page that shows external links to the site, who owns the site, and what it used to look like.

www.dogpile.com
Combines a lot of other search engines. Good if you know what you are looking for more specific websites that produce a great deal of good information:

www.NYTIMES.com

www.PBS.org

www.nationalgeographic.com

www.Economist.com :Most Magazines have search engines, and charge money for full text.

www.Library.phila.gov The country links below are more specific in nature and may be valuable if your project deals with one of these areas.

G. Mick Smith, review of Armstrong, Karen, The Great Transformation, Choice, February 2007.

The following review appeared in the February 2007 issue of CHOICE.

44-3239 BL430 2005-47536 CIP
Armstrong, Karen. The great transformation: the beginning of our
religious traditions. Knopf, 2006. 469p bibl index ISBN 0375413170,
$30.00

In this current age of "the great transformation," independent scholar
Armstrong postulates how the sages of the foundational Axial Age would
address unspeakable horror, violence, and desperation. The distinctive
and historic Axial Age faiths announced the abandonment of selfishness
and a spirituality of compassion. They stated that first must come
personal responsibility and self-criticism, and that practical,
effective action must follow. Herein lie the problematic aspects of
Armstrong's work and the reasons why this book can be misleading. Its
most serious flaw is its finding evidence for ethical behavior in almost
all religious behavior and ritual. Armstrong seems to miss the insights
of René Girard and Walter Burkert, who have demonstrated how violence and the sacred are inextricably linked. Another problem is that, oddly, she states that Hitler expressed a "militant exclusion of religion from public policy." In fact, Hitler divided German Christians by founding the Patriotic Church in contrast to the Confessing Church. One other interesting side note is that Armstrong's research is based on older published works (only 36 of 284 works cited in the bibliography were
published in 2000 or later). Summing Up: Optional. Lower-/upper-level
undergraduates; general readers.

G. Mick Smith, PhD

http://www.familywatchdog.us/

http://www.familywatchdog.us/

About us

1 of 5 girls and 1 of 6 boys will be molested before their 18th birthday.
90% of all sexual assaults against children are committed by someone whom the victim knew.
The typical sexual predator will assault 117 times before being caught.
The re-arrest rate for convicted child molesters is 52%.

These shocking statistics come from recent studies on the epidemic of sexual assaults that plagues our society today. Our goal at Family Watchdog is to provide you with the information you need to protect your loved ones. Our service allows you to view known registered offenders and predators in your area. Knowing who these people are and what they've done provides you with your best defense to protect your family - awareness.

We invite you to use our free service to locate registered sex offenders in your area. Just enter an address and we'll show a map. You can click on the squares that appear and see photos (where available) addresses, convictions and other information about the offender.

Our notification service is very simple. You specify up to three addresses that you want to watch and the distance around those addresses. We do the rest. We update our data daily from multiple state sex offender registries. As soon as a convicted sex offender registers an address in your area, we will alert you. It's that easy.

Sources:

Russell, D.E.H. and Bolen, R.M., 2000. The Epidemic of Rape and Child Sexual Abuse in the United States. Newbury Park, California: Sage Publications.

Snyder, H.N., U. S. Department of Justice Statistics, 2000. Sexual Assault of Young Children as Reported to Law Enforcement: Victim, Incident, and Offender Characteristics.

Center for Sex Offender Management, (2001). Recidivism of Sex Offenders, Full Report and Statistics.

WH, Study Guide for "Marie Antoinette,: Due 16 Feb. '07

Study Guide for "Marie Antoinette: The Tragic Queen"
Define and/or identify the following items.

1. def•i•cit

2. consumate

3. ab•di•cate

4. man•i•fes•to

5. Ver•sailles

6. bas•tille

7. li•ber•té, é•ga•li•té, fra•ter•ni•té

8. Charles I

9. guil•lo•tine

10. Necker, Jacques

11. Marat, Jean Paul

12. coup d'é•tat

13. plac•ate

14. prop•a•gan•da

15. tri•col•or

16. che•mise

17. Dauphin

18. con•de•scen•sion

19. os•ten•si•ble

20. mus•lin

21. ex•trav•a•gance

22. in•gra•ti•ate

23. de•bauch•er•y

24. cor•tege

25. ve•to

26. trea•son

27. tact•ful

28. farce

29. des•pot•ic

30. e•mas•cu•late

31. ob•liv•i•on

32. wretch•ed

33. in•dul•gence

34. re•prieve

35. pro•pi•ti•ate

36. daunt•less

37. The Estates General and the Legislative Assembly