AP Gov't, Social Security Forum

"Educational Forum: panel discussion: Kurt Czarnowski, Regional Administrator and Regional Communications Director for the Social Security Administration in New England since 1991; Charles E. Rounds, Jr., Professor at Suffolk Law School since 1983, and publisher of various books and articles regarding Social Security; Michael Tanner, Director of Health and Welfare Studies for the CATO Institute. He launched the "Project on Social Security Choice", and has written numerous articles; and Deborah Banda, State Director of AARP

WH & AP Gov't, U.S. Navy video hit and "All Quiet On The Western Front."

U.S. Navy video a hit on YouTube

Blogger Victoria Revay writes:
"The U.S. Navy's latest propaganda video on YouTube was the third most watched video last week on the popular video site. It even beat out videos of Lonelygirl15, Britney and Donald Trump. But what is more surprising is the debate these series of videos have started. Since the U.S. government posted an anti-drug campaign video in September, debates about terrorism, the war in Iraq, the U.S. and Europe have been left in over 1,600 comments attached to the videos."
http://www.nowpublic.com/u_s_navy_video_a_hit_on_youtube

However, this video is not as prominent as she suggests since I had difficulty finding the original in a search on YouTube. In any case, I seek feedback on the question of comparing "All Quiet On The Western Front," and this more recent Navy video.

What is the view of the military that emerges in each visual presentation?

WH, Ch. 30 Sec. 1 The Western Democracies

World History, Chapter 30 Crisis of Democracy in the West (1919-1939), Sec. 1 The Western Democracies

Caption, p. 763 [page references are to the former textbook]
Caption, p. 765
Graph, p. 766
Caption, p. 767
Cause & Effect, p. 768

Section 1 The Western Democracies
Guide for Reading (Questions, p. 764)

Vocabulary
General strike

1. Lesson Plan Focus
Following WW I, diplomats tried to ensure a lasting peace. They drafted treaties that renounced war and they encouraged international cooperation in the League of Nations. Britain, France, and the U.S., the leading democratic countries, faced difficult political and economic challenges both at home and abroad. When the Great Depression struck, businesses closed, global trade declined, and unemployment and poverty grew.

2. In-class Instruct
Postwar Problems, Recovery, and Collapse
Pursuing Peace
Britain in the Postwar Era
France in the Postwar Era
The U.S. in the postwar Era
Outline the main ideas of your topic. Then, list five key points pertaining to the ideas in your outline.

3. Close
In a closed ballot, students will vote for the most important areas in this section. The chosen areas should be the most interesting, pertinent, and significant.

HW
Section 1 Review, p. 769
#1-5
Extra #6-7

WH Unit 7 World Wars and Revolution Ch. 27 WW I and Its Aftermath Sec. 1 The Stage Is Set

WH Unit 7 World Wars and Revolution Ch. 27 WW I and Its Aftermath Sec. 1 The Stage Is Set

Read #1-5, [p. references are to the former textbook pp. 690-691.]

Chapter 27 World War I and Its Aftermath

Caption, p. 693

Section1 The Stage Is Set

Caption, p. 695
Parallels, p. 696
Vocabulary, p. 694

Lesson Plan Focus

After a century of relative peace in Europe, many felt optimistic about the future. However, aggressive nationalism, economic and imperial rivalries, militarism, and other forces pushed Europe toward war. By forming alliances to protect themselves, countries actually made war more likely.

In-class Instruct

Use the boldface heading to construct an outline. Identify the major causes of international tension in the early 1900s. Under each major cause, leave space to fill in supporting details. Write specific examples and supporting details under the appropriate head.

Close

Review the outline and rank the causes of international tension from the most significant to the least significant.

HW
Section 1 Review #1-5
Extra Credit #6-7

WH, Chapter 26 Section 5 Impact of Imperialism

WH, Chapter 26 Section 5 Impact of Imperialism

Guide for Reading (p. references are to the former textbook, Questions, p. 678)
Cause & Effect Chart, p. 679
Caption, p. 681

1. Lesson Plan Focus
The Age of Imperialism produced a global economy in which industrialized nations provided machine-made goods, investment capital, and technology, and the rest of the world provided agricultural produce, natural resources, and cheap labor. The influence of Western culture was both disruptive and beneficial to traditional cultures. Meanwhile, competition for colonies threatened to embroil the leading powers in a major war.

2. In-class Instruct: Imperialism Concept Chart:

Construct a concept chart illustrating the impact of imperialism. The chart should show the effects of imperialism on both the colonies and the Western powers that ruled them. First, draw the skeleton of the concept chart. At the center, in a circle or box, write “Impact of Imperialism.” Draw several lines leading away from the central box or circle. Label a circle or box at the end of the line with each of the following categories.

Economics
Culture
Politics
International Relations
Others?

Write out additional lines from each of the concepts or branches and write in specific effects that pertain to each category.

3. Close
Write generalizations about the impact of imperialism.

HW
Section 5 Review
#1-3
Extra Credit
#4-5

WH, Ch. 26 Sec. 4 Economic Imperialism in Latin America

WH, Chapter 26 Section 4 Economic Imperialism in Latin America

Guide for Reading (Questions), [p. references to former textbook, p. 673]
Vocabulary
Regionalism
Caudillo
Economic dependence
Peonage

Caption, p. 673
Parallels, p. 675
Map, p. 676

Lesson Plan Focus

Social conflicts, economic dependence, rule by caudillos, and the legacy of colonialism posed serious problems for Latin America. The economy of the region became dependent on industrial countries for investment, technology, and manufactured goods. The U.S. used its political and military power to gain significant influence in the region.

In-class Instruct

Outline the general problems that hindered the development of Latin America. Make reference to political problems, economic problems, social problems, the effects of past colonialism, and the influence of the U.S. Use Mexico as a case study. Find specific examples in Mexican history of the general problems that are cited in outline form.

Close

Students should be able to describe a problem that Latin American nations faced in the 1800s. Mexico is the best test case.

HW
Section 4 Review
#1-5
Extra Credit #6-7

WH, Self-quiz for Extra Credit, World War I and the Russian Revolution (1914–1924)

At the Pearson Prentice Hall homepage:

http://www.phschool.com/

Enter the Web code listed below in the two appropriate boxes in the upper left of your browser:
naa-2611

This will re-direct you to the Self-quiz, World War I and the Russian Revolution (1914–1924)
The Great War Begins, at:
http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode

Take the Self-quiz, print out a hard copy, and bring it to class for extra credit.

AP Gov't & WH, Human-age free game of history

Discover a long lost world!

Do you want to know how history can be fun? Do you want to learn how to hunt the biggest animals the world has ever seen? Have you retained your sense of fun?

Human age simulation game / free virtual management game where you adopt a human being and help him or her through various ages of mankind, from prehistory to the 21st century, from learning how to use a club to your driver's license.

Luckily, with the help of your wolf, family and friends, your life is much more than just work, it's a real game. But before you can become the king of France in medieval times or a pharaoh, you will be a caveman or woman and hunt dinosaurs.

If 10,000 years of history and mayhem don't scare you, register now and join the many players who are already rewriting history!

http://www.human-age.com/

AP Gov't & WH

ComputerWorld has an interesting article entitled: "The Boss Puts the iPod to Work."

http://www.computerworld.com/

WH, "All Quiet on the Western Front," Film Worksheet

Name: ____________________________________________________ Per.: _____

"All Quiet on the Western Front"
Film Worksheet
The film "All Quiet on the Western Front" is a classic Hollywood adaptation of Erich Remarque's novel. It takes a hard look at the tragedy of war using World War I as its backdrop. You may use the back of this sheet to answer the questions.

As you watch the movie, please answer the following questions:

1. What is the title of this film? When was it made? Who wrote the original novel?
2. Why did the students join the Army?
3. What role did the mailman (Himmelstoess) have? Was he particularly mean to these recruits? Give an example.
4. How were conditions at the Western Front different from their expectations in training camp?
5. What was the impact of the shelling on the new recruits?
6. What happened after the bombardment?
7. In the attack, what did the machine gun do to the glory of war and individual heroism?
8. How many of the company died in this first battle? How do you know? Why were they able to eat so well finally?
9. Who did they blame for this war? Who did they omit in their list of potential villains?
10. What happened to Kemmerich's boots? How did the doctors' react to Kemmerich's plight?
11. How was Sgt. Himmelstoess received when he arrived at the front?
12. What was the pattern of a battle? What preceded the attack? What followed it?
13. What happened to Paul Baumer when he found himself in a shellhole in No Man's Land with the French soldier?
14. Why did the French girls - ostensibly the enemy - accept the German soldiers?
15. After four years of war, how has the German homefront been affected? Were there still the parades, crowded streets, and joyous sounds of going off to war?
16. What were the attitudes of the men in the beer hall? Were they willing to listen to what Paul had to say?
17. How does Paul Baumer confront his former teacher? How do the young students react to his vision of the war?
18. How has the company changed during Paul's absence?
19. What is ironic about Kat's and Paul's deaths? [Note: The war ended on November 11, 1918.]
20. Describe the attitude of this movie towards World War I and all wars.

Extra Credit
Design a German WW I propaganda poster. Examples may be found at: http://www.worldwar1.com/posters.htm.

WH, Samoan Fire Knife Dancer

Siva Naifi Afi Samoan warrior shows courage, strength, and bravery as he performs the traditional Samoan fire knife dance. Award-wining show... HORIZONS: Where The Sea Meets The Sky @ the Polynesian Cultural Center in Laie, Hawai'i (north shore of O'ahu). Recorded on Monday, May 8, 2006. This performance is similar to the act performed by the brother of my Samoan girlfriend, Sa. Her brother, Evan, made his living as the headliner in a Samoan review consisting of a fire and knive show. Traditionally, a Samoan young man would learn and perform these acts of daring to demonstrate his preparation as a warrior. On the other hand, the young ladies would learn the intricate figure-eight dance moves to accompany the young men. Sa performed in this act on stage with her brother, as did some of her cousins and other members of the family. Actually, I saw the act in this video at the same location when I was in Hawaii in 1988. Samoan Factoid There are about 500,000 Samoans in the world and more than 200 play Division I football. A Samoan boy, according to estimates, is 40 times more likely to make it to the NFL than a boy from the mainland.

WH, Chapter 26 Section 3 Self-Rule for Canada, Australia, and New Zealand

Chapter 26 Section 3 Self-Rule for Canada, Australia, and New Zealand

Guide for Reading [page references are to the old textbook, p. 667]
Vocabulary, p. 667
Indigenous
Penal colony

Caption, p. 668
Map, p. 669
Caption, p. 671

1. Lesson Plan Focus

In response to Canadian unrest and rebellion, the British Parliament gradually granted self-rule to the Dominion of Canada. Due to popular demand and fears of foreign interference, Britain also granted independence to Australia and New Zealand. In all three places, European settlers used force to displace and dominate native peoples.

2. In-class instruct

In three groupings—Canada, Australia, and New Zealand—students should prepare a time line and a flow chart focusing on imperialism and self-rule. The students should focus their presentations and in discussion bring out the facts of similarity and difference between the different areas.

3. Students should be able to summarize the results of their discussion in an outline or essay.

HW Section 3 Review
#1-5
Extra Credit #6-7

AP Gov't Test Wed.

AP Gov't Test Wed. 100 multiple choice questions, Chs. 11 &12.

WH, Ch. 26 Sec. 2 Southeast Asia and the Pacific

Chapter 26 Section 2 Southeast Asia and the Pacific

Guide for Reading Questions [Page references are to the old textbook, p. 664]
Caption, p. 665
Map, p. 666

Lesson Plan Focus

Imperialist rivalries in Southeast Asia resulted in the colonization of many countries. Thailand, however, remained independent by avoiding conflicts and serving as a neutral zone between British and French colonies. The U.S. acquired the Philippines as a result of the Spanish-American War. In 1898, it also annexed Hawaii.

In-class Instruct

Students should produce radio broadcasts reporting from different parts of Southeast Asia and the Pacific during the 1800s. Each broadcast should focus on the impact of Western imperialism and includes newscasts from Vietnam, Indonesia, Burma, Thailand, the Philippines, Samoa, and Hawaii. The broadcasts should include facts about the advance of imperialism as well as interviews with national leaders (all contained in Section 2) and people on the street.

Each group should be prepared to handle questions about their area.

HW p. 667 #1-4
Extra Credit #5-6

AP Gov't, Thomas P.M. Barnett, on National Security

Thomas P.M. Barnett, who is a strategic planner, who has worked in national security affairs since the end of the Cold War and has operated his own consulting practice, New Rule Sets Project since 1998. A New York Times best-selling author, Dr. Barnett is a forecaster of global conflict and an expert on military transformation and on issues relating to international security and economic globalization. He is the author of The Pentagon's New Map and a contributing editor to Esquire magazine.


http://globetrotter.berkeley.edu/people5/Barnett/barnett-con0.html

AP Gov't, Current American Military Policy

Conversations host Harry Kreisler welcomes Andrew J. Bacevich for a discussion of the new American militarism. Bacevich discusses his career as a military officer and as a Princeton trained historian. He traces his intellectual odyssey and offers insights into the forces shaping current high expectations about the military's role in international politics. Series: "Conversations with History"

http://globetrotter.berkeley.edu/people5/Bacevich/bacevich-con0.html

WH, Ch. 26 New Global Patterns, Sec. 1 Japan Modernizes

Chapter 26 New Global Patterns (1800-1914)
Sec. 1 Japan Modernizes

[page numbers refer to the former textbook]
Caption, p. 657
Caption, p. 659
Caption, p. 660
Caption, p. 661
Caption, p. 663

Vocabulary
Zaibatsu
Homogeneous society

Section 1 Japan Modernizes

1. Lesson Plan Focus

To avoid domination by the West, Japan opened its doors to foreign influences and transformed itself into a modern industrial power. The change occurred rapidly due to Japan’s homogeneous society, great determination, and experience in cultural adaptation. Because it was a small island nation with few natural resources, Japan began building an empire to feed its industrial growth.

2. In-class Instruct

Construct a Cause and Effect chart on the Meiji restoration. Use the chart in the section as a model. Students should indicate the factors that led to the overthrow of the shogun and restoration of the Emperor in 1868. Then identify the major changes that occurred as a result of the restoration. Identify long-term effects as well.

3. Close

Compare the different ways that Japan and China responded to the growing power of the West. Which policy was wiser? Explain your answer.

HW
Section 1 Review
#1-5, Extra Credit #6-7

AP Gov't, Failures Form

From: Dr. Smith
To: Parents
Date: 12 December 2006

Re: Failures




I understand that my daughter/son failed the Test on Chapters 9 & 10 in AP Government.


Parent: ___________________________________________
Date: ______________________________________

WH, Ch. 25 Sec. 5 China and the New Imperialism

Chapter 25 Section 5 China and the New Imperialism

Vocabulary
trade surplus
trade deficit
indemnity
extraterritoriality

Taking Notes

1. Lesson Plan Focus
During the 1800s, western powers used diplomacy and war to win favorable trade agreements in China. The Qing dynasty suffered from a pooor economy, a corrupt bureaucracy, and the devastating Taiping Rebellion. Reformers sought to modernize China by importing technology and ideas from the West. In 1911, China was declared a republic with Sun Yixian as its president.

2. In-class Instruct
Students will assume the role of one of the following historical characters:
a) a British diplomat in China;
b) a peasant in the Taiping Rebellion;
c) a sympathizer with the "self-strengthening movement;
d) emperor Guang Xu;
e) a participant in the Boxer rebellion;
f) a member of the imperial court of Ci Xi;
g) a member of the Righteous Harmonious Fists;
h) Sun Yixian

Students will write a speech, in the role of the assigned character, addressing the following question: What is the best course of action for China? This should be a persuasive speech. You are to convince others of your point of view.


The Opium War
Primary Source
Meeting the Emperor
Imperialism in China to 1914
Biography

WH, Ch. 25 Sec. 4 The British Take Over India

Chapter 25 Section 4 The British Take Over India

Notebook Material
Vocabulary
sati
sepoy
viceroy
deforestation
purdah

Taking Notes
Global Connections
Imperialism in India to 1858
Cotton: A Valuable Cash Crop
Geography and History

1. Lesson Plan Focus
British rule and policies that were insensitive to Indian culture led to the Sepoy Rebellion in 1857. After the failed rebellion, the British government increased its control, bringing both benefits and injustice to the people of India. Indians resisted by forming the Indian National Congress and the Muslim League.

2. In-class Instruct
Write an address or a speech to Parliment
a) Assume the role of a British entrepreneur with a variety of investments in India
b) Take the role of an upper-class Indian who supports British rule
c) Assume the role of an Indian who resents British domination

Each student will address Parliament commenting on British policies in India during the 1800s. The letter should reflect the probable interests and attitudes of their assigned character.

3. Write three policies that Britain could have followed to reduce Indian resentment and opposition.

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