Tuesday, June 8, 2010
6-9-10 and 6-10-10
In a democratic process on how students wanted to finish the year students have chosen to focus on the struggle of sub-saharan Africa faced with European imperialism and the "power vacuum" that is created in sub-saharan countries after the European imperial power has gone home. Portions of two motion pictures will hopefully represent these issues: Shaka Zulu and The Last King of Scotland which is a film in which Forrest Whitaker depicts a military officer taking power in Uganda.
6-07-10 (Contemporary Issues: The Roots of 9-11)
Journalist Thomas Friedman (The World is Flat) offers American students an Arab-Muslim view of America through the eyes of many stake-holders including teenage students. This balance and well done piece foucuses on the USA's perceived slight of the Arab world due to its support of a sovereign Israeli nation-state and support of dictators and monarchs of the region.
Friday, May 28, 2010
Wednesday, May 26, 2010
5-28-10
World War I Discovery Education video:http://player.discoveryeducation.com/index.cfm?guidAssetId=A1EDA1F3-8DB3-414D-ACC3-5D3B3BE753E4&blnFromSearch=1&productcode=US
Tuesday, May 25, 2010
Thursday, May 20, 2010
5-20-10
Lesson Overview
Students will review the premise of the Monroe Doctrine and how it came into play around the turn of the century as the United States became increasingly annoyed with the increased role Europe was playing in the Western Hemisphere. Students will also become familiar with the Panama Canal and it’s implications in changing the logistical patterns of sea commerce and how it affected relations. We will finish the hour with a timed Close and Critical Reading exercise on the ramifications of today on events of the 20th century.
Class Objectives
* Students will review the Monroe Doctrine and why it was needed from the USA perspective. (Class Notes and Discussion)
*Students will become familiar with how the USA resisted European fiscal control in Latin America and how it was not true violation of the Monroe Doctrine. (Graphic Organizer)
*Students will understand the causes and the results of the Spanish- American War and how it changed the balance of power for America in Cuba and Southeast Asia. (Graphic Organizer).
* Students will read about the Panama Canal from the textbook and watch the discovery education video as well.
Check for Understanding
Students will rank the importance of the events learned during the hour in relation to today.
Students will review the premise of the Monroe Doctrine and how it came into play around the turn of the century as the United States became increasingly annoyed with the increased role Europe was playing in the Western Hemisphere. Students will also become familiar with the Panama Canal and it’s implications in changing the logistical patterns of sea commerce and how it affected relations. We will finish the hour with a timed Close and Critical Reading exercise on the ramifications of today on events of the 20th century.
Class Objectives
* Students will review the Monroe Doctrine and why it was needed from the USA perspective. (Class Notes and Discussion)
*Students will become familiar with how the USA resisted European fiscal control in Latin America and how it was not true violation of the Monroe Doctrine. (Graphic Organizer)
*Students will understand the causes and the results of the Spanish- American War and how it changed the balance of power for America in Cuba and Southeast Asia. (Graphic Organizer).
* Students will read about the Panama Canal from the textbook and watch the discovery education video as well.
Check for Understanding
Students will rank the importance of the events learned during the hour in relation to today.
Wednesday, May 19, 2010
(5-19-10) Japan and the USA's role in imperializing South East Asia
Students will interpret the map on p. 488 in which the territory claimed in Southeast Asia in 1914. Students will the read and T-4 four pages of text from 484 (Japan's response to imperialism) to 488 (The USA's imperial role in the Pacific Islands) Students will then identify and become familiar with some of the key terminology before writing a two paragraph response on the postive and negative effects of imperialism in Southeast Asia.
(5-18-2010) Britain Imperializes India
Students will do a guided reading in the textbook on pp. 483-484 and answer question 1 in Section 4 of the Graphic Note Organizer. A class discussion will ensue on the positive and negative effects of the English colonizaion of India from an Indian perspective.
Students will then watch a 15 minute Discovery Education video on India's voyage into imperialization and their independence revolution. Copy and paste into your browser if you were absent.
http://player.discoveryeducation.com/index.cfm?guidAssetId=AD2EDB9D-ABA6-4E2B-BEE8-6A6B592453C6&blnFromSearch=1&productcode=US
Finally, students will construct a compare and contrast response comparing MLK's civil rights role to Gandi's role in India's independence movement.
Students will then watch a 15 minute Discovery Education video on India's voyage into imperialization and their independence revolution. Copy and paste into your browser if you were absent.
http://player.discoveryeducation.com/index.cfm?guidAssetId=AD2EDB9D-ABA6-4E2B-BEE8-6A6B592453C6&blnFromSearch=1&productcode=US
Finally, students will construct a compare and contrast response comparing MLK's civil rights role to Gandi's role in India's independence movement.
5-17-10 (Europe's colonization of Sub-Saharan Africa)
Students will answer 3 questions from Power Point Lecture: 1) What did Europe gain by colonizing Africa? 2)What was the pattern of colonization in Africa? 3)What was the cost of colonization to Sub Saharan Africa?
Students will then interpret maps of Africa at different stages of the 20th century. Finally, students will be introduced to the European perspective of "paternalism" as related to their imperial claims on Africa in regards to culture, government, and the economy.
Students will then interpret maps of Africa at different stages of the 20th century. Finally, students will be introduced to the European perspective of "paternalism" as related to their imperial claims on Africa in regards to culture, government, and the economy.
Friday, May 14, 2010
Monday, May 10, 2010
Monday, May 3, 2010
5-7 and 5-8 Oliver Twist Movie and Corresponding Questions
Oliver Twist
Life during the industrial revolution (6.2.3)
Oliver Twist is notable for Dickens' unromantic portrayal of criminals and their sordid lives. The book also exposed the cruel treatment of many a waif-child in London, which increased international concern in what is sometimes known as "The Great London Waif Crisis". This was the astounding number of orphans in London in the Dickens era. The book's subtitle, The Parish Boy's Progress alludes to Bunyan's The Pilgrim's Progress and also to a pair of popular 18th-century caricature series by William Hogarth, "A Rake's Progress" and "A Harlot's Progress".
An early example of the social novel, the book calls the public's attention to various contemporary evils, including the Poor Law that stated that poor people should work in workhouses/poorhouses, child labour and the recruitment of children as criminals. Dickens mocks the hypocrisies of the time by surrounding the novel's serious themes with sarcasm and dark humour. The novel may have been inspired by the story of Robert Blincoe, an orphan whose account of his hardships as a child labourer in a cotton mill was widely read in the 1830s. Obviously, Dickens' own early youth—he was vulnerable, and a child labourer—must have also entered.
Directions: Use the information above and what you observe to answer the following questions.
Chapter 2
1. The movie was based off a book by which famous author?
a) Mark Twain c) Richard Wright e) none of the choices
b) Charles Dickens d) Martin Hemingway
2. Who runs the home for young orphans where Oliver lives for nine years?
a) Mr. Bumble b) Mrs. Mann c) Agnes Fleming d) Miss Hannigan
3. As the movie starts, Oliver Twist lets us know….
a) about his interest in a job
b) about his displeasure concerning his parents
c) that he is an orphan
d) that he is on vacation
e) none of the choices
4. How does Oliver violate the rules of the workhouse?
a) By asking for more gruel d) By taking the Lord's name in vain
b) By running a pick pocketing ring e) none of the choices
c) By spreading revolutionary ideology among the paupers
5. To who does the dog Bull's-eye belong?
a) Bill Sikes b) Oliver c) Monks d) Mr. Brownlow e) none of the choices
Chapter 4
6. The man interested in Oliver had the occupation of a…
a) carpenter c) attorney e) none of the choices
b) plumber d) chimney sweep
7. Did the chimney sweep get to keep Oliver Twist? A = Yes B = No
Chapter 6
8. The purpose of a workhouse was to….
a) give orphans training for work d) educate orphans
b) introduce orphans to religion e) none of the choices
9. What is Nancy's profession?
a) Flower-seller b) Nurse c) store keeper d) Con artist e) none of the choices
Chapter 7
10. Where did Oliver Twist run away to?
a) Paris c) Lansing e) none of the choices
b) London d) Dublin
Chapter 9
11. Oliver is brought to another place that houses orphans. Who runs this place?
a) Queen Elizabeth c) Henry VIII e) none of the choices
b) King George III d) Fagan
Chapter 11
12. The boys could stay as long as they…
a) cooked and cleaned c) tended to their behavior e) none of the choices
b) stole from people d) respected each other
13. Who taught them how to steal?
a) Queen Elizabeth c) Henry VIII e) none of the choices
b) King George III d) Fagan
Chapter 15
14. When Oliver is taken in after his run in with the law, a careful watcher notices…
a) the differences between those of wealth and the many who survived in poverty
b) the poor treatment of orphans during the late 1700s
c) the legal system of historic England
d) none of the choices
Chapter 16
15. Does Oliver get stay with the wealthy family? A = yes or B = no
Chapter 18 & 19
16. What crime is Oliver exposed to next?
a) hoarse steeling c) burglary e) none of the above
b) prostitution d) drug dealing
Chapter 21
17. Does Oliver survive the wound? A = yes or B = no
Chapter 25
18. Nancy rats out Fagan and in return is….
a) she is killed by Bill c) paid off by Oliver Twist
b) she is killed by Fagan d) the main suspect in the disappearance of Oliver
Chapter 27
19. How does William finally get caught?
a) by the police b) by one of the orphans c) by the rope of a pulley
Chapter 28
20. What time period does this story take place?
a) The American Civil War c) The English Revolution e) none of the choices
b) The Napoleonic Wars d) The Industrial Age
21. Where does Oliver last see Fagin?
a) In a courtroom c) In the West Indies e) none of the choices
b) Underneath London Bridge d) In a jail cell
22. Fagan would later meet his fate by….
a) being released on bail c) death in jail e) none of the choices
b) being hanged for his crime d) death from old age
23. What am I describing? Stated that poor people should work in workhouses/poorhouses…
a) Labor laws c) Poor codes e) none of the choices
b) Child labor laws d) Workhouse rules
Life during the industrial revolution (6.2.3)
Oliver Twist is notable for Dickens' unromantic portrayal of criminals and their sordid lives. The book also exposed the cruel treatment of many a waif-child in London, which increased international concern in what is sometimes known as "The Great London Waif Crisis". This was the astounding number of orphans in London in the Dickens era. The book's subtitle, The Parish Boy's Progress alludes to Bunyan's The Pilgrim's Progress and also to a pair of popular 18th-century caricature series by William Hogarth, "A Rake's Progress" and "A Harlot's Progress".
An early example of the social novel, the book calls the public's attention to various contemporary evils, including the Poor Law that stated that poor people should work in workhouses/poorhouses, child labour and the recruitment of children as criminals. Dickens mocks the hypocrisies of the time by surrounding the novel's serious themes with sarcasm and dark humour. The novel may have been inspired by the story of Robert Blincoe, an orphan whose account of his hardships as a child labourer in a cotton mill was widely read in the 1830s. Obviously, Dickens' own early youth—he was vulnerable, and a child labourer—must have also entered.
Directions: Use the information above and what you observe to answer the following questions.
Chapter 2
1. The movie was based off a book by which famous author?
a) Mark Twain c) Richard Wright e) none of the choices
b) Charles Dickens d) Martin Hemingway
2. Who runs the home for young orphans where Oliver lives for nine years?
a) Mr. Bumble b) Mrs. Mann c) Agnes Fleming d) Miss Hannigan
3. As the movie starts, Oliver Twist lets us know….
a) about his interest in a job
b) about his displeasure concerning his parents
c) that he is an orphan
d) that he is on vacation
e) none of the choices
4. How does Oliver violate the rules of the workhouse?
a) By asking for more gruel d) By taking the Lord's name in vain
b) By running a pick pocketing ring e) none of the choices
c) By spreading revolutionary ideology among the paupers
5. To who does the dog Bull's-eye belong?
a) Bill Sikes b) Oliver c) Monks d) Mr. Brownlow e) none of the choices
Chapter 4
6. The man interested in Oliver had the occupation of a…
a) carpenter c) attorney e) none of the choices
b) plumber d) chimney sweep
7. Did the chimney sweep get to keep Oliver Twist? A = Yes B = No
Chapter 6
8. The purpose of a workhouse was to….
a) give orphans training for work d) educate orphans
b) introduce orphans to religion e) none of the choices
9. What is Nancy's profession?
a) Flower-seller b) Nurse c) store keeper d) Con artist e) none of the choices
Chapter 7
10. Where did Oliver Twist run away to?
a) Paris c) Lansing e) none of the choices
b) London d) Dublin
Chapter 9
11. Oliver is brought to another place that houses orphans. Who runs this place?
a) Queen Elizabeth c) Henry VIII e) none of the choices
b) King George III d) Fagan
Chapter 11
12. The boys could stay as long as they…
a) cooked and cleaned c) tended to their behavior e) none of the choices
b) stole from people d) respected each other
13. Who taught them how to steal?
a) Queen Elizabeth c) Henry VIII e) none of the choices
b) King George III d) Fagan
Chapter 15
14. When Oliver is taken in after his run in with the law, a careful watcher notices…
a) the differences between those of wealth and the many who survived in poverty
b) the poor treatment of orphans during the late 1700s
c) the legal system of historic England
d) none of the choices
Chapter 16
15. Does Oliver get stay with the wealthy family? A = yes or B = no
Chapter 18 & 19
16. What crime is Oliver exposed to next?
a) hoarse steeling c) burglary e) none of the above
b) prostitution d) drug dealing
Chapter 21
17. Does Oliver survive the wound? A = yes or B = no
Chapter 25
18. Nancy rats out Fagan and in return is….
a) she is killed by Bill c) paid off by Oliver Twist
b) she is killed by Fagan d) the main suspect in the disappearance of Oliver
Chapter 27
19. How does William finally get caught?
a) by the police b) by one of the orphans c) by the rope of a pulley
Chapter 28
20. What time period does this story take place?
a) The American Civil War c) The English Revolution e) none of the choices
b) The Napoleonic Wars d) The Industrial Age
21. Where does Oliver last see Fagin?
a) In a courtroom c) In the West Indies e) none of the choices
b) Underneath London Bridge d) In a jail cell
22. Fagan would later meet his fate by….
a) being released on bail c) death in jail e) none of the choices
b) being hanged for his crime d) death from old age
23. What am I describing? Stated that poor people should work in workhouses/poorhouses…
a) Labor laws c) Poor codes e) none of the choices
b) Child labor laws d) Workhouse rules
(5-5-10) Chapter 15 Section 2
You make the read
Ch. 15 sec. 2
1. Is this a true statement: As America grew so to did the problem of slavery .
2. In 1788 the United States only consisted 13 states. Was the population of the United states approx. 2 million?
3. Did the Emancipation Proclamation guarantee that settlers would receive the same rights as the citizens in the original 13 states?
4. Is this the correct recipe for statehood? 1- 5,000 males living in territory allow territory to start its own legislature
2 - when population hit 60,000 it could adopt a constitution
3 – apply for statehood
5. Did the Gadsden Purchase increase the size of the United States as much as the Louisiana Purchase?
6. If you secede do you withdraw or leave.
7. Is this a true statement: As America grew so did immigration.
8. Were American farms growing faster than cities between 1865 and 1900?
9. If slaves were free to vote after the Civil War, did that inspire women to ask for the same right?
10. As it was mentioned in this section, did suffrage deal with pain and misery?
Students will be taking a quiz today over Sections 1 and 2 and will be able to use their notes, charts, and essay questions.
Ch. 15 sec. 2
1. Is this a true statement: As America grew so to did the problem of slavery .
2. In 1788 the United States only consisted 13 states. Was the population of the United states approx. 2 million?
3. Did the Emancipation Proclamation guarantee that settlers would receive the same rights as the citizens in the original 13 states?
4. Is this the correct recipe for statehood? 1- 5,000 males living in territory allow territory to start its own legislature
2 - when population hit 60,000 it could adopt a constitution
3 – apply for statehood
5. Did the Gadsden Purchase increase the size of the United States as much as the Louisiana Purchase?
6. If you secede do you withdraw or leave.
7. Is this a true statement: As America grew so did immigration.
8. Were American farms growing faster than cities between 1865 and 1900?
9. If slaves were free to vote after the Civil War, did that inspire women to ask for the same right?
10. As it was mentioned in this section, did suffrage deal with pain and misery?
Students will be taking a quiz today over Sections 1 and 2 and will be able to use their notes, charts, and essay questions.
5/3 and 5/4
Students will turn in their Chapter 15 card sort at the beginning of the hour. At that point students will answer the following question in essay form regarding the Chapter 15 Section 1: How was the social and political situation in Great Britain from 1829-1928 different from the one a typical law abiding citizen of United States would experience today?
Thursday, April 29, 2010
Wednesday, April 28, 2010
(4-27 and 4-28) Current Events, 60 mins, Field Trip Details, and Mosaic Day
On Tuesday April 27th and Wednesday April 28 students will be involved in one of the following. 1) Making up Industrial Revolution/Socialism Test 2)Making up any missed assignments from Industrial Revolution/Socialism Unit 3) Receiving Information on Macomb County Democratic Society Luncheon 4)60 minutes segments on Hatian children slavery situation and Rahm Emanuel biography. 5) Macomb Daily 6) Mosaic Day (2 of the 3 classes will be involved in Mosaic Day opportunities on Wednesday.
Friday, April 23, 2010
Thursday, April 22, 2010
4-23-10 (Jeopardy Review Game)
CHAPTER 13 Jeopardy Review Game!!!
Industrial Revolution Origins The Factory System A New Economy Living in the IR Socialism
100
200
300
400
500
Industrial Revolution Origins The Factory System A New Economy Living in the IR Socialism
100
200
300
400
500
Monday, April 12, 2010
Tuesday, March 30, 2010
(Week of 3-29-10) Part II of The Patriot
The Patriot (6.2.1)
One can have some interesting thoughts about the “what ifs” in history. If the colonies did not win, the United States would not have materialized. Maybe would we still be governed by monarchy? It is difficult to same but fun thoughts to entertain.
When watching the presentation, choose the best answer. If you do not have a pencil today, write your answers on a sheet of paper and you can bubble them in when you come prepared.
Chapter 13
67. The fighting style for the militia was different that the traditional style of the British. What choice best describes the fighting style of the militia?
a) try to outflank the enemy c) go face to face with the enemy
b) hide, fight, then disappear d) none of the choices
Chapter 14
68. Gabriel was quoted, “if we win this war, a lot of things will change and the new world will see that all men are created equal under God.” With this quote in mind and what happens after the Revolution, does Gabriel’s prediction come true?
a) Yes b) No
Chapter 15
69. By order of George Washington and the Continental Congress, all slaves would receive all of the following after a year of service in the Army EXCEPT….
a) five shillings for each month served c) return to slavery
b) freedom d) free land to settle
Chapter 16
70. Is this a true statement? In this chapter, the British used a Patriot trick to fight against the Patriots.
Chapter 18
71. Who came out better in the prisoner exchange? a) British b) Patriots
Chapter 20
72. To catch Benjamin Martin, the British went after his….
a) dogs c) horses e) none of the choices
b) farm d) wife
73. Were they successful? a) Yes b) No
74. Did they go after the families of the other militiamen? a) Yes b) No
Chapter 21
75. Does Gabriel get married in this chapter? a) Yes b) No
Chapter 23
76. Why were the people in the church killed?
a) because they were practicing the wrong religion
b) because they were French
c) because they were helping Benjamin Martin
d) because they would not speak
e) none of the choices
77. Fighting for the rights of free people is a big motivating reason for the colonists; but, another reason one picks up as the movie plays is….
a) hatred of the British c) a strong bond with the French
b) desire for free trade d) revenge for personal loss
Chapter 24
78. How many sons does Benjamin lose?
a) one b) two c) three d) four e) none of the choices
79. What may have changed Benjamin’s mind and caused him to re-join the fight?
a) the flag c) his beliefs in freedom
b) the North Star necklace d) his daughter
Chapter 25 & 26
80. The battle in this chapter starts in the traditional way, one line facing the other. Despite this style giving the advantage to the stronger and better British, who wins?
a) French b) British c) Patriots
Chapter 27
81. How would you describe General Cornwallis’ reaction when he realized he had to surrender?
a) shocked that he was beat by the underdog
b) arrogant to the end
c) happy it was over
d) refused to acknowledge
82. The movie mentions that we should remember the _______________ made to establish this country.
a) memories c) death e) none of the choices
b) children d) sacrifices
83. A big advantage the militias had was they fact that they were hard to find. They could hide good and disappear fast. There fighting style became know as guerilla warfare and it allowed a less prepared Patriot to beat the strongest power in the world, British.) With their style in mind, I can tell you that it is still being used today. Unfortunately, it is being used against the United States by…
a) terrorists c) anarchists e) none of the choices
b) communists d) socialists
Special Features
84. What the movie (a) fictional or (b) non-fictional?
85. The guys with the funny-feathered hats were called….
a) British c) soldiers e) none of the choices
b) Dragoons d) militia
86. What other country helped make victory possible for the colonists?
a) China b) Australia c) Austria d) Germany e) none of the choices
87. African-Americans were fighting for freedom during the Revolution. What side offered freedom?
a) British b) colonists c) both
88. What did the unfinished house illustrate or symbolize?
a) nothing, it just was not done b) the unfinished job of the American Revolution c) both choices
One can have some interesting thoughts about the “what ifs” in history. If the colonies did not win, the United States would not have materialized. Maybe would we still be governed by monarchy? It is difficult to same but fun thoughts to entertain.
When watching the presentation, choose the best answer. If you do not have a pencil today, write your answers on a sheet of paper and you can bubble them in when you come prepared.
Chapter 13
67. The fighting style for the militia was different that the traditional style of the British. What choice best describes the fighting style of the militia?
a) try to outflank the enemy c) go face to face with the enemy
b) hide, fight, then disappear d) none of the choices
Chapter 14
68. Gabriel was quoted, “if we win this war, a lot of things will change and the new world will see that all men are created equal under God.” With this quote in mind and what happens after the Revolution, does Gabriel’s prediction come true?
a) Yes b) No
Chapter 15
69. By order of George Washington and the Continental Congress, all slaves would receive all of the following after a year of service in the Army EXCEPT….
a) five shillings for each month served c) return to slavery
b) freedom d) free land to settle
Chapter 16
70. Is this a true statement? In this chapter, the British used a Patriot trick to fight against the Patriots.
Chapter 18
71. Who came out better in the prisoner exchange? a) British b) Patriots
Chapter 20
72. To catch Benjamin Martin, the British went after his….
a) dogs c) horses e) none of the choices
b) farm d) wife
73. Were they successful? a) Yes b) No
74. Did they go after the families of the other militiamen? a) Yes b) No
Chapter 21
75. Does Gabriel get married in this chapter? a) Yes b) No
Chapter 23
76. Why were the people in the church killed?
a) because they were practicing the wrong religion
b) because they were French
c) because they were helping Benjamin Martin
d) because they would not speak
e) none of the choices
77. Fighting for the rights of free people is a big motivating reason for the colonists; but, another reason one picks up as the movie plays is….
a) hatred of the British c) a strong bond with the French
b) desire for free trade d) revenge for personal loss
Chapter 24
78. How many sons does Benjamin lose?
a) one b) two c) three d) four e) none of the choices
79. What may have changed Benjamin’s mind and caused him to re-join the fight?
a) the flag c) his beliefs in freedom
b) the North Star necklace d) his daughter
Chapter 25 & 26
80. The battle in this chapter starts in the traditional way, one line facing the other. Despite this style giving the advantage to the stronger and better British, who wins?
a) French b) British c) Patriots
Chapter 27
81. How would you describe General Cornwallis’ reaction when he realized he had to surrender?
a) shocked that he was beat by the underdog
b) arrogant to the end
c) happy it was over
d) refused to acknowledge
82. The movie mentions that we should remember the _______________ made to establish this country.
a) memories c) death e) none of the choices
b) children d) sacrifices
83. A big advantage the militias had was they fact that they were hard to find. They could hide good and disappear fast. There fighting style became know as guerilla warfare and it allowed a less prepared Patriot to beat the strongest power in the world, British.) With their style in mind, I can tell you that it is still being used today. Unfortunately, it is being used against the United States by…
a) terrorists c) anarchists e) none of the choices
b) communists d) socialists
Special Features
84. What the movie (a) fictional or (b) non-fictional?
85. The guys with the funny-feathered hats were called….
a) British c) soldiers e) none of the choices
b) Dragoons d) militia
86. What other country helped make victory possible for the colonists?
a) China b) Australia c) Austria d) Germany e) none of the choices
87. African-Americans were fighting for freedom during the Revolution. What side offered freedom?
a) British b) colonists c) both
88. What did the unfinished house illustrate or symbolize?
a) nothing, it just was not done b) the unfinished job of the American Revolution c) both choices
Week of 3-29-10 (Part II of The Patriot)
The Patriot (6.2.1)
As you remember, the last unit stressed the importance of the Revolutionary War. Not only did it embrace the thoughts of the Enlightenment, but it also became an inspiration and model for other revolutions as countries struggled to establish the fact that the “little people” did matter and monarchy had to end.
When watching the presentation, choose the best answer. If you do not have a pencil today, write your answers on a sheet of paper and you can bubble them in when you come prepared.
Chapter 1
51. What state/colony does the movie start in?
a) Michigan c) South Carolina e) None of the choices
b) Ohio d) New York
52. What year is it?
a) 1896 c) 1492 e) None of the choices
b) 1787 d) 1776
53. What was used to light the family house?
a) electricity c) oil e) None of the choices
b) candles d) gas
54. The Continentals were soldiers that fought….
a) for the British b) against the British
55. The family was leaving for what major city?
a) Charlestown c) Philadelphia e) None of the choices
b) Detroit d) New Jersey
56. How did they get to the city…
a) car c) train e) None of the choices
b) carriage d) bicycle
57. Who were they burning in protest?
a) King Louis XVI c) Queen Elizabeth e) None of the choices
b) King George d) King Henry VIII
58. What is being threatened?
a) rights c) religion e) none of the choices
b) commerce d) monarchy
59. Benjamin Martin mentions several colonial grievances as he speaks to the assembly. Select two choices (that means two letters) that accurately describe the colonist’s grievances.
a) taxation without representation c) high price of tea
b) the ability to govern themselves d) religious restrictions
Chapter 2
60. Charlestown fell to the British during the Revolution. The British were led by which English general?
a) Cornwallis c) Brock e) none of the choices
b) Gauge d) Ward
As you remember, the last unit stressed the importance of the Revolutionary War. Not only did it embrace the thoughts of the Enlightenment, but it also became an inspiration and model for other revolutions as countries struggled to establish the fact that the “little people” did matter and monarchy had to end.
When watching the presentation, choose the best answer. If you do not have a pencil today, write your answers on a sheet of paper and you can bubble them in when you come prepared.
Chapter 1
51. What state/colony does the movie start in?
a) Michigan c) South Carolina e) None of the choices
b) Ohio d) New York
52. What year is it?
a) 1896 c) 1492 e) None of the choices
b) 1787 d) 1776
53. What was used to light the family house?
a) electricity c) oil e) None of the choices
b) candles d) gas
54. The Continentals were soldiers that fought….
a) for the British b) against the British
55. The family was leaving for what major city?
a) Charlestown c) Philadelphia e) None of the choices
b) Detroit d) New Jersey
56. How did they get to the city…
a) car c) train e) None of the choices
b) carriage d) bicycle
57. Who were they burning in protest?
a) King Louis XVI c) Queen Elizabeth e) None of the choices
b) King George d) King Henry VIII
58. What is being threatened?
a) rights c) religion e) none of the choices
b) commerce d) monarchy
59. Benjamin Martin mentions several colonial grievances as he speaks to the assembly. Select two choices (that means two letters) that accurately describe the colonist’s grievances.
a) taxation without representation c) high price of tea
b) the ability to govern themselves d) religious restrictions
Chapter 2
60. Charlestown fell to the British during the Revolution. The British were led by which English general?
a) Cornwallis c) Brock e) none of the choices
b) Gauge d) Ward
Week of 3-29-10 (The American Revolution)
The American Revolution: Students will begin the week watching the movie: The Patriot. Students will follow an alligned "Guided Watching" created by master teacher Mr. Ward. This is a three class period assignment. In a survey of 65 students only five have seen this classic film.
Part I of THE PATRIOT
The Patriot (6.2.1)
As you remember, the last unit stressed the importance of the Revolutionary War. Not only did it embrace the thoughts of the Enlightenment, but it also became an inspiration and model for other revolutions as countries struggled to establish the fact that the “little people” did matter and monarchy had to end.
When watching the presentation, choose the best answer. If you do not have a pencil today, write your answers on a sheet of paper and you can bubble them in when you come prepared.
Chapter 1
51. What state/colony does the movie start in?
a) Michigan c) South Carolina e) None of the choices
b) Ohio d) New York
52. What year is it?
a) 1896 c) 1492 e) None of the choices
b) 1787 d) 1776
53. What was used to light the family house?
a) electricity c) oil e) None of the choices
b) candles d) gas
54. The Continentals were soldiers that fought….
a) for the British b) against the British
55. The family was leaving for what major city?
a) Charlestown c) Philadelphia e) None of the choices
b) Detroit d) New Jersey
56. How did they get to the city…
a) car c) train e) None of the choices
b) carriage d) bicycle
57. Who were they burning in protest?
a) King Louis XVI c) Queen Elizabeth e) None of the choices
b) King George d) King Henry VIII
58. What is being threatened?
a) rights c) religion e) none of the choices
b) commerce d) monarchy
59. Benjamin Martin mentions several colonial grievances as he speaks to the assembly. Select two choices (that means two letters) that accurately describe the colonist’s grievances.
a) taxation without representation c) high price of tea
b) the ability to govern themselves d) religious restrictions
Chapter 2
60. Charlestown fell to the British during the Revolution. The British were led by which English general?
a) Cornwallis c) Brock e) none of the choices
b) Gauge d) Ward
Part I of THE PATRIOT
The Patriot (6.2.1)
As you remember, the last unit stressed the importance of the Revolutionary War. Not only did it embrace the thoughts of the Enlightenment, but it also became an inspiration and model for other revolutions as countries struggled to establish the fact that the “little people” did matter and monarchy had to end.
When watching the presentation, choose the best answer. If you do not have a pencil today, write your answers on a sheet of paper and you can bubble them in when you come prepared.
Chapter 1
51. What state/colony does the movie start in?
a) Michigan c) South Carolina e) None of the choices
b) Ohio d) New York
52. What year is it?
a) 1896 c) 1492 e) None of the choices
b) 1787 d) 1776
53. What was used to light the family house?
a) electricity c) oil e) None of the choices
b) candles d) gas
54. The Continentals were soldiers that fought….
a) for the British b) against the British
55. The family was leaving for what major city?
a) Charlestown c) Philadelphia e) None of the choices
b) Detroit d) New Jersey
56. How did they get to the city…
a) car c) train e) None of the choices
b) carriage d) bicycle
57. Who were they burning in protest?
a) King Louis XVI c) Queen Elizabeth e) None of the choices
b) King George d) King Henry VIII
58. What is being threatened?
a) rights c) religion e) none of the choices
b) commerce d) monarchy
59. Benjamin Martin mentions several colonial grievances as he speaks to the assembly. Select two choices (that means two letters) that accurately describe the colonist’s grievances.
a) taxation without representation c) high price of tea
b) the ability to govern themselves d) religious restrictions
Chapter 2
60. Charlestown fell to the British during the Revolution. The British were led by which English general?
a) Cornwallis c) Brock e) none of the choices
b) Gauge d) Ward
Friday, March 12, 2010
(Week of 3-15-10) Napoleonic Era
http://www.youtube.com/watch?v=HBxbVPERZuU&feature=related
http://player.discoveryeducation.com/index.cfm?guidAssetId=39AEC1A2-9052-41D3-8BF8-804F645C0630&blnFromSearch=1&productcode=US
We will continue our investigation of the French Revolution. We will focus our efforts this week on the Napoleonic Era. We will T-4 in small groups 316-341. We will also watch two videos from Discovery Education on Napoleon, his domination, his Reign of Terror, and the mistake of his invasion of Russia. Students will engage a geographic activity regarding the Russian invasion.
We will discuss in a Socratic Circle the impact of the political thought that was in France at the time including Conservatism, Radicalism, and Moderation and discover if Americans today exhibit similar ideology.
http://player.discoveryeducation.com/index.cfm?guidAssetId=39AEC1A2-9052-41D3-8BF8-804F645C0630&blnFromSearch=1&productcode=US
We will continue our investigation of the French Revolution. We will focus our efforts this week on the Napoleonic Era. We will T-4 in small groups 316-341. We will also watch two videos from Discovery Education on Napoleon, his domination, his Reign of Terror, and the mistake of his invasion of Russia. Students will engage a geographic activity regarding the Russian invasion.
We will discuss in a Socratic Circle the impact of the political thought that was in France at the time including Conservatism, Radicalism, and Moderation and discover if Americans today exhibit similar ideology.
Friday, March 5, 2010
Week of 3/8/10
This week students will be exposed to the French Revolution and the Napoleonic Era in France. Utilizing the textbook (Chapter 12), T-4 activities, handouts, direct lecture, co-op activities, and discovery education students will have a deep appreciaion for how the events of 1789-1815 France influence our founding fathers in their construct of our government.
Ch 12 Worksheets
Ch 12 Worksheets
(3-5-10) Close and Critical Reading (+T4) (Timed Reading)
"Today students will improve their ability to comprehend information, analyze how it is presented, dtermine the purpose and perspective of the author, establish what it means, and apply to their life." Dr. Elaine Weber
The Enlightenment T4CCR Atricle
The Enlightenment T4CCR Atricle
Thursday, March 4, 2010
(3-4-10) 1/2 Day 30 minute class
Today we will go over the exam and watch a segment from 60 minutes on Chinese espionage int he United States.
Wednesday, March 3, 2010
(3-3-10) Chapter 11 Exam
http://www.scribd.com/full/27764517?access_key=key-17ejf8ly3lk0mbnowsih
Please click on the link above to take a practice examination
Please click on the link above to take a practice examination
Wednesday, February 3, 2010
Semester 2 Day 2 (2-3-10)
Classroom Warm-up- Would the USA be a "better" nation if they became a country that eliminated all foreign trade and put a halt to all immigration?
This is to inspire a debate about isolationism vs. open markets and immigration contols.
After the warm-up will receive a 10-12 minute lecture focusing on the Mongol invasion of China, including the influence of Gehngis Khan. Next an understanding of Mongol led Yuan dynasty will lead into today's lesson.
The Ming and Qing Dynasty: Students will follow "White-Board Overview" as a guided reading for the Ming Dynasty and the Qing Dynasty.
The Ming Guidelines involve: A) The Qing foreign policy outlook
B)Attitudes toward trade
C) Their fear of the Norther Frontier
The Qing Guidelines involve: X) The Economy
Y) Qing Culture
Z) The Decline of their empire
For homework students must complete the ASIA in TRANSITION worksheet which is going to be used as an overview for Section 2 (225-229.
Ch 8 Homework
This is to inspire a debate about isolationism vs. open markets and immigration contols.
After the warm-up will receive a 10-12 minute lecture focusing on the Mongol invasion of China, including the influence of Gehngis Khan. Next an understanding of Mongol led Yuan dynasty will lead into today's lesson.
The Ming and Qing Dynasty: Students will follow "White-Board Overview" as a guided reading for the Ming Dynasty and the Qing Dynasty.
The Ming Guidelines involve: A) The Qing foreign policy outlook
B)Attitudes toward trade
C) Their fear of the Norther Frontier
The Qing Guidelines involve: X) The Economy
Y) Qing Culture
Z) The Decline of their empire
For homework students must complete the ASIA in TRANSITION worksheet which is going to be used as an overview for Section 2 (225-229.
Ch 8 Homework
Tuesday, February 2, 2010
Semester 2 Day:1 (2-2-10)
All students who had Mr. Laughlin for an instructor last semester will take an 18 question Social Studies Department assessment convering material from the second 10 weeks. Those students who did not have Mr. Laughlin 1st semester will receive their textbook and course outline.
The assessment will be valued at 11.5 points and is the first mark of the 3rd 10 weeks.
The assessment will be valued at 11.5 points and is the first mark of the 3rd 10 weeks.
Friday, January 15, 2010
1/15/10 Study Guide and Jeopardy Classroom Review Game!
On Wednesday students will receive a study guide and on Friday students will play the much anticipated Jeopardy review game admistered by Mr. Trebekalin. The test will be Friday 1/15/10.
Chapter 7 Study Guide
Test on 1/15/10
Terms to know: Scientific Method***, Columbian Exchange, Triangular Trade, Subsidies, and Mercantilism**
Know what Natural Philosophers believed
Know what is referred to by a geocentric universe
Know Kepler and Copernicus role in the heliocentric universe
Know some of the basic works of Sir Isaac Newton**
Know some of the main beliefs of Rene Descartes
Know what colonies were used for by Europe***
Know the Treaty of Tordesillas
Know the Triangular** trade and the Middle Passage**
Know what the main asset of Spain in the Americas
Know why Phillip II lost the Netherlands
Know what Francis Bacon argued
Know what the Colombian Exchange resulted in
Know what Amerigo Vespucci and Columbus disagreed on
Know how the Portuguese established early advantages
Know if some African tribes participated in the slave trade
Know how Spain defeated the Aztecs even though outnumbered
Know if Phillip the II ruled as an “absolute monarch”
Know how the Dutch interacted with Japan
Know the role the compass and the astrolabe played in navigation
Know what country Bartolemeu Dias and Vasco de Gama from
Know that Portugal was once controlled by Spain
Know with what instrument Galileo proved Copernicus correct
Know which famous tribe Hernado Cortes defeated
Know what the Dutch East India Company to make it important
Know what Columbus true navigational intention
Know how countries could develop exports for other countries
Chapter 7 Study Guide
Test on 1/15/10
Terms to know: Scientific Method***, Columbian Exchange, Triangular Trade, Subsidies, and Mercantilism**
Know what Natural Philosophers believed
Know what is referred to by a geocentric universe
Know Kepler and Copernicus role in the heliocentric universe
Know some of the basic works of Sir Isaac Newton**
Know some of the main beliefs of Rene Descartes
Know what colonies were used for by Europe***
Know the Treaty of Tordesillas
Know the Triangular** trade and the Middle Passage**
Know what the main asset of Spain in the Americas
Know why Phillip II lost the Netherlands
Know what Francis Bacon argued
Know what the Colombian Exchange resulted in
Know what Amerigo Vespucci and Columbus disagreed on
Know how the Portuguese established early advantages
Know if some African tribes participated in the slave trade
Know how Spain defeated the Aztecs even though outnumbered
Know if Phillip the II ruled as an “absolute monarch”
Know how the Dutch interacted with Japan
Know the role the compass and the astrolabe played in navigation
Know what country Bartolemeu Dias and Vasco de Gama from
Know that Portugal was once controlled by Spain
Know with what instrument Galileo proved Copernicus correct
Know which famous tribe Hernado Cortes defeated
Know what the Dutch East India Company to make it important
Know what Columbus true navigational intention
Know how countries could develop exports for other countries
1/14 & 1/15 2010 (Competition between the Spanish and Dutch Empires
By the end of the today students will understand the differences between the Spanish and Dutch in the methods they used to extend power abroad. Students will also be able to draw conclusions as to why the Dutch were able to have such successful "two way win" relationships with some of their colonies while Spanish Empire would attempt to dominate their colonial possessions. Finally, students will be able to draw conclusions as to which style was more successful. Students will answer the questions found on page 208 while they read.
1/11/10 (Discovery Education Video)
Today we will be taking notes and answering "as you watch" questions on the Triangle Trade including an investigation of what made up the middle passage and the revolt of the African Slaves and theie triumph in U.S. Supreme court on the Amistad. The reasons for the demand of African slave labor in the New World was addressed on Friday.
Friday, January 8, 2010
12/8/10 Socratic Circle (Colombus letter to Spanish Treasurer)
IntroductionAfter sailing across the Atlantic Ocean, Christopher Columbus spent the fall of 1492 exploring a number of the islands of the West Indies. He reported his impressions of the land and people in a February 1493 letter to the secretary of the Spanish treasury. The passages that follow relate Columbus’s experiences and impressions as he met peoples, such as the Taino, who were previously unknown to him. _____________________ Sir,—Believing that you will take pleasure in hearing of the great success which our Lord has granted me in my voyage, I write you this letter, whereby you will learn how in thirty-seven days’ time I reached the Indies with the fleet which the . . . King and Queen . . . gave to me, where I found very many islands thickly peopled, of all which I took possession without resistance for their Highnesses by proclamation [declaration] made and with the royal standard unfurled. . . . When I reached Juana [Cuba], I followed its coast to the westward, and found it so large that I thought it must be the mainland, —the province of Cathay [China]; and, as I found neither towns nor villages on the sea–coast, but only a few hamlets [small villages], with the inhabitants of which I could not hold a conversation because they all immediately fled, I kept on the same route, thinking that I could not fail to light upon some large cities and towns. At length . . . I . . . returned to a certain harbour which I had remarked, and from which I sent two men ashore to ascertain [learn] whether there was any king or large cities in that part. They journeyed for three days and found countless small hamlets with numberless inhabitants, but with nothing like order; they therefore returned. In the meantime I had learned from some other Indians whom I had seized, that this land was certainly an island. . . . The lands are high and there are many very lofty mountains. . . . [The islands] are all most beautiful, of a thousand different shapes, accessible, and covered with trees of a thousands kinds of such great height that they seemed to reach the skies. The nightingale was singing as well as other birds of a thousand different kinds; and that, in November. . . . There are palm–trees of six or eight kinds, wonderful in their beautiful variety; but this is the case with all the other trees and fruits and grasses; trees, plants, or fruits filled us with admiration. It contains extraordinary pine groves, and very extensive plains. There is also honey, a great variety of birds, and many different kinds of fruits. In the interior there are many mines of metals and a population innumerable. . . . The inhabitants of this and of all the other islands I have found or gained intelligence of, both men and women, go as naked as they were born. . . . They have neither iron, nor steel, nor arms, nor are they competent [able] to use them, not that they are not well–formed and of handsome stature [build], but because they are timid to a surprising degree. On my reaching the Indies, I took by force, in the first island that I discovered, some of these natives that they might learn our language and give me information in regard to what existed in these parts; and it so happened that they soon understood us and we them, either by words or signs, and they have been very serviceable to us. They are still with me, and, from repeated conversations that I have had with them, I find that they still believe that I come from heaven. And they were the first to say this wherever I went, and the others ran from house to house and to the neighbouring villages, crying with a loud voice: "Come, come, and see the people from heaven!" And thus they all, men as well as women, after their minds were at rest about us, came, both large and small, and brought us something to eat and drink, which they gave us with extraordinary kindness. They assure me that there is another island larger than [Hispaniola] in which the inhabitants have no hair. It is extremely rich in gold; and I bring with me Indians taken from these different islands, who will testify to all these things. Finally, . . . their Highnesses may see that I shall give them all the gold they require, if they will give me but a little assistance; spices also, and cotton, as much as their Highnesses shall command to be shipped; and mastic [a tree used to make varnish], . . . slaves, as many of these idolators [non-Christians] as their Highnesses shall command to be shipped. I think also I have found rhubarb and cinnamon, and I shall find a thousand other valuable things.
(12-07-10) The Explorers: Portugal and Spain
Students will become familiar with significant "discoveries" and accomplishments of some of the major European Exploration and explorers. We will complete a note taking chart to help the students identify the timeline of the "discovery" of the Western Hemisphere.
Wednesday, January 6, 2010
1/05/10
We will be watching two videos from Discovery Education on The Scientific Revolution and then Sir Issac Newton. After completing the video's and engaging in a Socratic Circle on the amazing 18 months of Newtons life in which he formulated some of the greatest accomplishments in human history.
Finally, we will be answering questions 1 and 2 from the textbook, p. 195
Finally, we will be answering questions 1 and 2 from the textbook, p. 195
Monday, January 4, 2010
Day 2 of 2 (Historical Poster Project)
Using the last day before Winter Break and the first day back students will pick anything they learned in World History this year and make a poster. There is a considerable amount of latitude for this project in order to tap the students creativity. Posters are due at the end of the hour 1/4/10.
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