(12-16-09) Essay Quiz over Protestant Reformation and Catholic Reformation)

Essay Quiz is worth 20 points with 5 points of potential extra credit for outstanding responses.

1) List 5 factors that led to the Protestant Reformation and briefly explain the role each played?

2) Briefly explain who Martin Luther was and how he protested the practices of the Catholic church?

3) Explain how the Catholic Church responded to Luther and the protestant reformation in general?

4) Explain the results of either the reformation or counter reformation?

(12-15-09) Martin Luther's role in Protestant Reformation

http://player.discoveryeducation.com/index.cfm?guidAssetId=E890C63F-12BD-4C6F-AE36-DD598D341D97&blnFromSearch=1&productcode=US

Students will focus on the results of the Protestant Reformation and the new Christian sects that emerged. The roots of the Anglican, Lutheran, and Calvinism, will be understood via video, classroom discussion, and text.

Homework: The Catholic Counter Reformation (Read pp. 176-179..take notes...20 point quiz tomorrow)

(12-15-09) Reasons for Reformation

Today we will go over in detail what led to the Protestant Reformation. The base reasons we will cover include the following: Students will have a full concept of how each of these 10 factors played a vital role in the break up of Western Europe into several Christian religions.
Name________________

World History
Ch 6-3
Protestant Reformation
Explain how each of the following helped lead to the Protestant Reformation.

1. Printing Press

2. Babylonian Captivity

3. Great Schism

4. Worldliness (concern about things other than spirituality) of Catholic Church

5. Teaching and writings of Huss, Wycliffe, and Erasmus

6. Sale of indulgences

7. 95 Thesis

8. Luther’s denial of pope’s authority

Accomplishments and People of The Renaissance Overview

Today is a test make-up day for students absent yesterday and and introductory exploration of the more influential people of the Renaissance and their accomplishments.

6-1+2people of the Ren Org

Due to a compromise in Academic Integrity a Form A or B will not be posted on the blog.

Please utilize the study guide, and all hand written notes will be allowed on EXAM.

Study Guide for The Crusades all of Chapter 5

Study Guide
Chapter 5
Test on Monday December 7, 2009
Know why Universities formed in the Middle Ages
Know how Medieval merchants achieved financing for their business
Know the purpose of Medieval Banks
Know what Domestic means in terms of business
Know what a Barter Economy refers to
Know which crusade the Europeans took control of Constantinople.
Know which ethic group Pope Urban II called the First Crusade against
Know how what Science focused on in the Middle Ages
Know the main style of architecture of the later Middle Ages
Know what happened to the Monarchs power in the 100 years war
Know what resulted from the War of the Roses
Know what Pope Boniface VIII and Philip IV fought over

Did the Byzantine Empire REGAIN POWER in the Fourth Crusade?
Did The Crusades MAKE Italy into a TRADING POWER?
Did the use of banks HELP INTERNATIONAL TRADE?
Is the use of investment capital PART of a market economy?
Did Dante Alighieri and Geoff Chaucer WRITE IN LATIN?
Did the Hapsburg family gain its power by UNIFIYING GERMANY?

Know the most important goal of the Crusades was to control what city?
Know the first step it took to be a member of a guild?
Know the role Joan of Arc played in French History
Know what the Great Schism caused problems about?

Know what caused The Black Death
Know what language Vernacular language was written in?
Know why the 100 years war started?
Know what defined the Great Schism
Know how The Hapsburgs gained power?
Know what John Wycliffe wanted to do?

November 24th and 25th

Movie on the Crusades:Kingdom of Heaven

In a movie that created the largest movie sets in the History of Film students will watch selected scenes from the movie: Kingdom of Heaven

Students will due 3 column notes:

"Oh yeah!" "A-ha" "Huh?"
(Facts already knew) (Facts I didn't know) (Questions I have????)

11/23/09 The Revival of Trade after The Crusades

Last weeks students were introduced to the actors, events, and results of the Four major Crusades and the Children's Crusade. Today we will focus one of the major results of the The Crusade; The Revival of Trade and the subsequent growth of towns. Students will be given some of the major effects of this time period on today, for instance, why do countries enter trade agreements and what are there effects on prices and taxes that we pay today as Americans? After a brief review of last weeks lessons we will focus our exploration ont he text pp. 131-136 stopping at The Black Death which we learned about earlier in the year.

Overview Power Point for Crusades

CH 5-1 Crusades

(11-17-09)

Today students will be taking the Clintondale High School Social Studies Department 10 week exam. This exam is done as an indicator of "best practice" instruction in our department. Students will have not be receiving a study guide and will not receive a grade that will influence their actual grade.

(11-16-09)

World History students will be taking the assessment covering the Rise of the Middle Ages in Europe. The test is worth 50 points and is the first grade of the 2nd 10 week marking period.

Week of 11-09-09

This week we will finish our investigation and exploration of the role of the The Catholic Church in Mid-evil Europe and the societal structure of Feudalism and the Manorial System of Mid-evil Europe. We will start the week by finishing a Discovery Education video on the Germanic tribes expansion southward into France and then East into England. At this time students will understand the what is meant by Anglo Saxson.

The Struggle for Power in England in France (p.112-117)will be studied via the text with an emphasis on the Magna Carta's influence on our own U.S.A. constitution. In order to utilize critical thinking skills th class will imagine what life must have been life to live under the policies of The Norman Conquest and William the Conqueror and write letters to "students of the future" about the virtures of freedom and a republic style government. Major actors of this era in history will be identified and students will also be able to sequence major events. Finally, a general understanding of how the Kingdom of England formed will be reviewed and deepened.

Starting on Wednesday and part of the class on Thursday students will be able to explain how the Holy Roman Emperors uded their power. The struggle for power between the Church and the Emperors will be examined. Throughout the year thus far and continuing theme of the course has been the concept and utilization of power, this entity of the lesson will be elevated.

On Thursday students will review Chapter 4 and receive a study guide. An exam will be given on Friday.

(11-03-09) Charlemagne, The Vikings, and Feudalism Discover Education Video's

The Vikings

Mongols, China, Japan, and Korea

Students will listen and watch two power point presentations and work in pairs to investigate the history of East Asia from 522-1573 A.D. Students will compare and contrast elements of the history. We will do a special investigation on the life of Gehghis Khan.

10/26/09 (Mongols influence The Black Death) Video w/questions

The Curse of the Rat
The Story of the Bubonic Plague *The Black Death*
*Fill in the questions…. don’t trip if you miss one…just get most of them….be quiet and learn something….get your name left for talking and you will get a referral….please be cooperative!

1) The story begins with what group we are studying invading a town/city?
2) Why are the Mongols using catapults to launch dead people into the village?
3) What role do rats and fleas play in this disease?

4) Why do the men that escape the Mongols by the small boats bring death to so many other Europeans?

5) Do the Italian people know whose “fault” it is or are they at a time in history where “blaming God” is the primary idea?

6) Why don’t they know that it’s a disease spreading?

7) What did the Black Death do to families?

8) Where did people in the city’s “try” and escape to?

9) What symptoms would someone have who was engaged in the “Black Death”?

10) How is the Dr trying to treat it? Does it work?

11) How long does it take to literally destroy Europe?

12) How many people died out of the 75 million pop?

13) If you were alive in Europe at his time would you think the world was coming to an end? How scared would you be?

(10-19-09) Islamic Empire Test #2

Students will take test # 2 today....they we're given a study guide and the weekend to study. The test will consist of selected response and short essay questions.

10/16/09 World History Test # 2

Islamic Empire Test (Study Guide availible online starting Wednesday Oct.12)

10/15/09 Discovery Education Video and Review

Students will watch a 25 minute Discovery Education Video on the expansion and domination of the Islamic Empire. Students will then complete a review and study guide. The review is on page 62 of the textbook.

(10/14/09) The Division and Expansion of Islam

By utilizing inference techniques students will utilize the talking to the text method on the spread and expansion of Islam. The text we will be focusiong on range between 51 and 57. The big picture for today's class involves two questions.

1) How did Muslims expand their empire?
2)Why did the Islamic community divide?

(10-13-09) The Expansion and Achievements of Islam

A classroom lecture and socratic circle will breakdown the Islamic Empire's triumph in trade, culture, government, science, and medicine.

(10-12-09)Discovery Education: Islam reigns over Byzantine

A discovery education video will be shown that fuses the transition from the Byzantine Empire to the rise and triumph of Islamic Empire. We will then read 48 to 52 in our textbooks and then take a check for understanding quiz.

10-5-09 World History Test Monday~!!!

(10/5/09) World History Test Today!!!

World History Study Guide for First Exam!

Zz Test One World History!

The 60 minutes Broadcast will be done on Friday 9/25

60 Minutes..........Edition #3

Students will listen to Audio Tunes version of the most recent 60 minutes broadcast. Students will respond to the broadcast by identifying bites they "connected to" and "new information they learned" about each current event presentd.

9-24-09 (BE LIKE PLATO....MAKE YOUR OWN GOVERNMENT!)

Students will become familar with Plato's Republic. Plato was one of the Big Three Greek Philosophers who designed a "perfect government". After engaging some of the premise of Plato's Republic students will design their own government based upon their values.

Students must answer five questions with thought.

1) What is your governments main purpose?
2) Who gets the power?
3) Who enforces the power?
4) Who pays for it?
5) How long do you think it could last?

A dynamic class discussion will follow!

9-23-09 (Inter-comparison of Major Religions)

At this point in the course several of the worlds major religions have been briefly introduced. Hindusim, Buddhism, and Judaism (Confucianism, a life philosophy, is also included in this exercise) are already becoming a significant part of the human experiece. I would like to spend today inter-comparing the three that have introduced with two that wil soon come into the students studies, those of Islam and Christianity.

Students will work in partners,divide the six religions and engage the text, their own background knowlege, and the instructor, in attaining a "C-town Lowdown" on each of the six areas. The students will then make a graphic organizer that will be utilized on a later assessment. That assessment will be part of their first exam.

(9-22-09) Earliest Civilizations using World Map Exercise

As an application exercise students will participate in a mapping exercise in which they use a blank world map that only has the land and water forms as "markers". Students will then trace in the major rivers that played a key role in all of the earliest civilizations. After tracing the key rivers students will then attatch the early civilization. At this point student will be familiar with the role that rivers played in allowing for modern civilization to explode. Using their text and a Discovery Education streaming video students will the provide the key characteristics that make each civilization unique. This is called "The C-Town Lowdown". The civilizations that the students will be accountable for are the Kingdoms of the Nile, The Kingdoms of the Fertile Crescent, The Kingdoms of Ancient India, and those of early China.

FINALS WEEK!!!!!!!!!

Monday will be dedicated to a some sort of "study game" that the students will have input on. Additionally, students will have ample opportunity to ask for any clarifications on language or any specific questions on the study guide.

World History Second Semester Final Exam (Part 1)

Yesterday students received Part 1 of the World History Study Guide. Today and Tomorrow we will be reviewing some strategies in which students will be able to use some notes on the test utilizing the front of the study guide; additionally we will be playing some review games for extra credit. The test will consist of 65 multiple choice questions and 35 map and graph interpretation questions. Based on student feedback the amount of questions and the make up of the test was aggreed upon. The study guide is posted to help the students on the multiple choice which provides 45 quaility "hints" as to what questions will be asked. The "other" part of the study guide will be handed out tomorrow and will provide hints for the other approximately 20 questions.
W.H. 2nd Sem Study

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5-28-09 (Chapter 18 WORLD WAR 1 Review)

Ch 18 test B

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5-26-09

Students will review 18-4 and preview 18-5 by utilizing the guided reading worksheets that will basically serve as a note-taking system that they will be able to use on the their test on Friday.

18-4
18-4

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18-5 18-5

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5-20-09 (The Russian Revolution)

Students will focus on three main objectives as they are exposed to the Russian Reolution. 1) Why were Russians so mad? Second, what would be the potential causations be for Americans to ever revolt and successfully overthrow our sitting government.? 2)What was in Lenin's message that gave it so much resonation? Secondly, did Obama's election head off a potential revolution if the economy would have systematically collapsed in the Summer and Fall of 2008? 3) Why did Russia pull out of World War I?

5-19-09 (Students will comprehend role technology played in World War I along with a focus on the events that lead up to the United States entrance)

Class lecture and reading of pp. 512-518. Please answer 1, 4 on p. 518

5-18-09 (World War I)

Students will complete a geography and a literature activity regarding World War I. I will not be in the building today due to a family medical situation.
Ch 18 Geographic Act.

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5-14-09

Students will be introduced to the "ingredients" that started World War I. We will read 506-510 and answer a few guided reading questions.
Name ___________________

Ch 18-1+2
World War I

List four ingredients that lead to WWI and explain how it sends the continent to war.

1.


2.


3.


4.


5. What event was the spark to start the actual fighting?





6. Austria declared war first on July 28, which country was the first to start fighting?




7. Why do Japan and Italy join the war on the side of Great Britain and France?






8. If the problem is between Austria and Serbia, what brings the rest of the countries into the war?






Section 2
9. Why was the North Sea so important to Germany?







10 How did new technology change the way the war was fought?

(5-13-09) Chapter 18 Preview

Students will preview Chapter 18 by constructing a simple timeline in which they will note 10 events, people, or significan dates. They will then focus on three events they find a personal connection to and elaborate on them.

Students will then identify 10 terms found on p. 532

5-12-09

Students will be assessed on their knowlege of Chapter 17 via a written test. The test questions can be found under Monday's journal entry.

5-11-09 (Second Day of Chapter 17 Test Preparation on Western and Japanese Imperialism)

Today we will continue the second part of a two day test preparation (the test is tomorrow: 5-12-09) over Chapter 17 Western Imperialism. The test will focus on undertanding 15 terms related to imperialism.
Part One
Indirect rule, paternalism, scramble for Africa, Direct Rule, Colony, assimilation, imperialism, sphere of infuence, cash crop, protectorate, Fashoda Ciris, Leopld II, Boers, and Meiji Restoration.

Part Two
A combination fo the following questions will appear on the test in a short answer/paragraph response. All questions can be found on p. 496.
Understanding Main Ideas: Questions 1,3,5,7,8
Reviewing Themes: 1,2,3
Thinking Critically: 1,3,4

5-07-09 (Continue Imperialization of Latin America and compare to Africa)

Please disregard the first worksheet entitled "African Project"! Today we will be completing the second worksheet in the packet but we will be comparing and contrasting imperial cause and affect with Latin America and Africa. One student will do one continent and one will do the other. We will then collaborate the information and at that point be able to make some inter-comparisons between the imperialization of both continents.

The third worksheet also does not apply to today but will apply to tomorrows lesson plan.

Africa (Ch 25) Worksheets

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5-06-09 (Imperialism in Latin America)

Students will engage in a a text related activity on Imperialism in Latin America. Today is the last day of "new material" for Chapter 17. In a combination of class and silent reading students will read p. 490-495. We will stop during the reading at several times to check for understanding. Students will then work individually or in teams of two and answer questions 1-4 on p. 495.

5-04-09 (Imperialism in Southeast Asia) Read Text:487-89. Answer questions 2,3,4 due on Cinco de Mayo.

As a review students will be given a quick non graded review of England's imperialization of India and Japan's imperialization of Japan.

Students will then be introduced to the imperial pursuits of England, France, and Dutch in Southeast Asia.

4-28-09 (European Claims North Africa)

Students will complete a chart in which they distinguish the characteristics of five seperate colonizations of Africa by Western Europe. Students will receive this information in a class lecture and also read section 17-2. Absent students must answer questions 1-3 on p. 477.

4-27-09 (Roots of Western Imperialism Lecture)

Students will listen and take notes on the motivations and execution of Western Europes imperialization of Africa. Students will also read Section 17-1 p.470-473. Absent students must complete section 17-1 section review 1-3 as a make up assignment.

4-24-09 (Take Chapter 15 Essay Test) Best of Luck!

4-23-09 (Essay Preparation Day)

Today students will prepare for an essay exam test tomorrow. Students will pick one question out of three for all four sections of Chapter 15. Today they will receive the questions and be allowed to take notes and prepare for each of the four questions they choose.

Pick One Question to prepare for essay test tomorrow of your choice from each section!

Ch 15 Note Organizer

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4-22-09 (Today we will introduce the struggle for independence of Latin America from European Cololnial Powers)

We will begin class by reading two pages from the book by the catholic priest Bartolome De Las Casas regarding the Spanish treatment of natives. We will then use the textbook to give an overview of the latin american struggle. Reading pages 429-435 and answering questions 1,2,4 on p. 435. We will begin class with a class discussion of # 3 on p. 435 tomorrow.

Students will become familiar with the Revolution and Reform Movements in France by completing a Guided Reading Worksheet and answering questions.

15-3

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Monday's Slave Trade Geography Activity Worksheet

ch 15 geo act

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4-20-09 (The Slave Trade in the United States)

Students will complete a Geography Activity worksheet on the slave trade in the United States. The chapter on The Age of Reform will then continue with section 15-3 Revolution and Refrom in France. Students will read the section while answering Guided Reading Questions that are written on the board.

4-09-09 (Trans-atlantic Slave Trade Movie)

4-7-2009 (Expansion and Reform in the United States)

Students are to read Chapter 15 Section 2 417-422 answer questions 3,4,5 on page 422

4-6-2009 (GO STATE!!!!)

All three world history classes will be going down to the Santilli Library Computer Lab to register for their 2009-10 school year classes.

April 3rd, 2009 (Ireland vs. England) Class Lecture and Activity

A Wind of Peace Rises Over Northern Ireland

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April 2nd, 2009 (Great Britain's Liberal Reformation) Answer questions (1-4) p.416

April 1st, 2009 ***PREVIEW AGE OF REFORM*** (1791-1911)

Ch 15 Note Organizer

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3-31-09 (Take Exam on Chapter 14, Life in the Industrial Age)

Monday, March 30th Review Day for Chapter 14 (practice test below)

Ch 14 Test B

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CHANGE OF PLANS FOR 3-26-09

All World History students will be heading to the Santilli Library today to do a contructive independent study on Romanticism, Emerging Fields of study in the 1800's, Authors of the 1800's, and the emergence of Photo Journalism. Students will be given class time on 3-27 to present their findings and do "Thursday"s Guided Reading Worksheet.

Section 3 Guided Reading (Life in Industrial Revolution)

14-3

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Begin Section 3 (Life in Industiral Revolution) Guided Reading Worksheet and Section Review Questions (Thursday April, 26)

Read, take notes, and lecture over Section 2 (Life in the Industrial Revolution) after quiz over Section 1 (Due Wed. April 25th)

Quiz over Section 1 on Tuesday, April 24 (Worksheet used as make-up for Absent Students)

14-1

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3-19-08 (Please See 3-18-08)

3-18-08 (Inventions and Inventors)

Ch. 14 Inventors and Inventions

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"IMAGINE LIFE WITHOUT CLASS WORKSHOP" (Friday, March 20th)

Absent students must see Mr. Laughlin

Life in Industrial Revolution Section1 (Thursay, March 19th)

Make 10 "Yes or No" Questions on Chapter 14 and do Section 1 Worksheet

Industrial Revolution Test (Wednesday, March 18th)

Industrial Revolution "practice " Test (March 17th)

Ch 13 test B

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Please Do Section 3 on 3/10, Section 4 on 3/11, Section 5 on 3/12

Section 5: Socialism (Thursday March 12th)

Sec 5

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Section 4 Guided Reading Industrial Revolution

Sec 4

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Section 3 Guided Reading Industrial Revolution

Sec 3

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Industrial Revolution Organizer

Indus Rev Organiz

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Sec 1

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French Revolution Timeline

ORGANIZE THESE GOVERNMENTS, EVENTS AND DATES
ESTATES GENERAL
1789
TENNIS COURT OATH
STORM THE BASTILLE
NATIONAL ASSEMBLY
789-91
CONSTITUTION OF 1791
DECLARATION RIGHTS OF MAN
LEGISLATIVE ASSEMBLY
1791-92
WAR WITH AUSTRIAL AND PRUSSIA
NATIONAL CONVENTION
1792-95
FIRST FRENCH REPUBLIC
LOUIS XVI EXECUTED
REIGN OF TERROR
COMMITTEE OF PUBLIC SAFTY
THE DIRECTORY
1795-99
INEFFECTIVE AND CORRUPT
CONSULATE EMPIRE
1799-1815
COUP D’ETAT
NAPOLEON IS DICTATOR
NAPOLEONIC CODE
FRENCH DEFEAT IN RUSSIA
CONCORDAT OF 1801
BOURBON MONARCHY
ONE HUNDRED DAYS
DEFEAT AT WATERLOO

FRENCH REV TIMELINE.doc