Mr. Laughlin's World History Class

6-9-10 and 6-10-10

2010-06-08T05:03:00.000-07:00

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)

2010-06-08T04:59:00.000-07:00

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.

Week of June 1, 2010 (World War I Ends/The Treaty of Versailles)

2010-05-28T11:24:00.000-07:00

Students will T-4 Sections 4 and 5 in Chapter 18.

18-4

5-28-10

2010-05-26T05:02:00.000-07:00

World War I Discovery Education video:http://player.discoveryeducation.com/index.cfm?guidAssetId=A1EDA1F3-8DB3-414D-ACC3-5D3B3BE753E4&blnFromSearch=1&productcode=US

World War I Power Point for 5-27

2010-05-25T12:45:00.001-07:00

World War I

5-27 and 5-28 Russian Revolution and Peace in Europe

2010-05-25T12:39:00.000-07:00

5-26-10

2010-05-25T12:34:00.000-07:00

May 26 T-4 506 to 518 Discuss the concepts of nationalism, militarism, mobilization, and imperialism as causations for WWI.

ch 18 1-2

Week of 5/25 thru 5/28 World War I

2010-05-25T12:21:00.000-07:00

5-25 World War I geo-political causes
Graphic Org

5-23-10

2010-05-25T12:05:00.000-07:00

Exam covering European Imperialization of Africa, Latin American, and South-east Pacific, and India.

5-20-10

2010-05-20T09:33:00.001-07:00

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.

(5-19-10) Japan and the USA's role in imperializing South East Asia

2010-05-19T05:22:00.000-07:00

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

2010-05-19T05:04:00.000-07:00

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.

5-17-10 (Europe's colonization of Sub-Saharan Africa)

2010-05-19T04:55:00.000-07:00

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.

Chapter 17 Europe's Imperialization of Africa

2010-05-14T11:52:00.000-07:00

Ch 17 Grapic Org.

5/10 and 5/11 Conclude Oliver Twist and Scored Discussion Follow Up

2010-05-10T06:10:00.001-07:00

5-7 and 5-8 Oliver Twist Movie and Corresponding Questions

2010-05-03T12:06:00.001-07:00

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

(5-5-10) Chapter 15 Section 2

2010-05-03T12:02:00.000-07:00

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.

5/3 and 5/4

2010-05-03T11:54:00.000-07:00

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?

4/29 and 4/30 Chapter 15 Word Sort Activity

2010-04-29T11:43:00.000-07:00

Wordsort Activity - Ch 15 - Political Revolutions

(4-27 and 4-28) Current Events, 60 mins, Field Trip Details, and Mosaic Day

2010-04-28T04:52:00.000-07:00

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.

(4-26-10) Industrial Revolution and Socialism Exam

2010-04-23T12:00:00.000-07:00

4-23-10 (Jeopardy Review Game)

2010-04-22T10:27:00.000-07:00

CHAPTER 13 Jeopardy Review Game!!!

Industrial Revolution Origins The Factory System A New Economy Living in the IR Socialism

100
200
300
400
500

4-22-10 Socialism Read pp. 372-375

2010-04-22T10:23:00.000-07:00

Socratic Circle Capitalism vs. Socialism

Sec 5

4-21 Industrial Revolution Economic Theories Read p. 367-371

2010-04-22T10:10:00.000-07:00

Sec 4

Week of ( 4-19-10) The Industrial Revolution

2010-04-12T05:32:00.000-07:00

Industrial Revolution

(Week of 3-29-10) Part II of The Patriot

2010-03-30T04:34:00.000-07:00

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

Week of 3-29-10 (Part II of The Patriot)

2010-03-30T04:33:00.000-07:00

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

Week of 3-29-10 (The American Revolution)

2010-03-30T04:29:00.000-07:00

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

(Week of 3-15-10) Napoleonic Era

2010-03-12T11:07:00.000-08:00

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.

Week of 3/8/10

2010-03-05T12:12:00.000-08:00

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

(3-5-10) Close and Critical Reading (+T4) (Timed Reading)

2010-03-05T05:28:00.000-08:00

"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

Chapter 12 Orientation Note Organizer and Class Discussion

2010-03-04T12:37:00.001-08:00

Ch 12 Note Organizer

(3-4-10) 1/2 Day 30 minute class

2010-03-04T12:35:00.000-08:00

Today we will go over the exam and watch a segment from 60 minutes on Chinese espionage int he United States.

(3-3-10) Chapter 11 Exam

2010-03-03T04:56:00.000-08:00

http://www.scribd.com/full/27764517?access_key=key-17ejf8ly3lk0mbnowsih

Please click on the link above to take a practice examination

Semester 2 Day 2 (2-3-10)

2010-02-03T15:06:00.000-08:00

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

Semester 2 Day:1 (2-2-10)

2010-02-02T14:44:00.000-08:00

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.

1/15/10 Study Guide and Jeopardy Classroom Review Game!

2010-01-15T06:14:00.000-08:00

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

1/14 & 1/15 2010 (Competition between the Spanish and Dutch Empires

2010-01-15T06:00:00.000-08:00

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)

2010-01-15T05:34:00.000-08:00

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.

12/8/10 Socratic Circle (Colombus letter to Spanish Treasurer)

2010-01-08T12:00:00.000-08:00

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

2010-01-08T11:54:00.001-08:00

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.

1/05/10

2010-01-06T11:19:00.000-08:00

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

1/06/10 (Chapter 7 Preview Note Organizer) Fill in Note Organizer from Prior Knowlege, todays class discussion, orText Investigation

2010-01-06T11:12:00.000-08:00

Ch 7 Note Organizerr

Day 2 of 2 (Historical Poster Project)

2010-01-04T05:18:00.000-08:00

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.

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

2009-12-17T04:50:00.001-08:00

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

2009-12-17T04:27:00.000-08:00

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

2009-12-17T04:22:00.000-08:00

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

2009-12-08T06:13:00.000-08:00

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.

2009-12-04T15:08:00.001-08:00

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

Study Guide for The Crusades all of Chapter 5

2009-12-04T15:05:00.000-08:00

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

2009-11-30T06:43:00.000-08:00

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

2009-11-23T04:50:00.000-08:00

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

2009-11-23T04:45:00.000-08:00

CH 5-1 Crusades

(11-17-09)

2009-11-16T06:28:00.000-08:00

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)

2009-11-16T06:25:00.000-08:00

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

2009-11-09T04:13:00.000-08:00

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

2009-11-03T09:15:00.000-08:00

The Vikings

Mongols, China, Japan, and Korea

2009-10-29T11:14:00.000-07:00

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

2009-10-26T05:32:00.000-07:00

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

2009-10-19T05:09:00.000-07:00

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

2009-10-12T07:31:00.000-07:00

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

10/15/09 Discovery Education Video and Review

2009-10-12T07:29:00.000-07:00

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

2009-10-12T07:22:00.000-07:00

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

2009-10-12T05:29:00.000-07:00

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

2009-10-12T04:47:00.000-07:00

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~!!!

2009-10-02T10:21:00.001-07:00

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

2009-10-02T10:18:00.000-07:00

World History Study Guide for First Exam!

2009-10-02T05:21:00.000-07:00

Zz Test One World History!

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

2009-09-24T05:59:00.000-07:00

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

2009-09-24T05:11:00.000-07:00

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!)

2009-09-24T05:00:00.000-07:00

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)

2009-09-24T04:52:00.001-07:00

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

2009-09-24T04:41:00.000-07:00

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!!!!!!!!!

2009-06-09T05:30:00.000-07:00

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)

2009-06-04T07:07:00.000-07:00

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 W.H. 2nd Sem Study Mr.Laughlin

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

2009-05-28T11:05:00.000-07:00

Ch 18 test B Ch 18 test B Mr.Laughlin

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5-26-09

2009-05-27T04:29:00.000-07:00

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 18-4 Mr.Laughlin

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18-5 18-5 18-5 Mr.Laughlin

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5-20-09 (The Russian Revolution)

2009-05-20T13:03:00.000-07:00

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)

2009-05-20T13:00:00.000-07:00

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

5-18-09 (World War I)

2009-05-20T12:55:00.000-07:00

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. Ch 18 Geographic Act. Mr.Laughlin

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5-14-09

2009-05-14T11:36:00.000-07:00

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

2009-05-13T06:40:00.000-07:00

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

2009-05-11T04:35:00.000-07:00

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)

2009-05-11T04:26:00.000-07:00

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)

2009-05-07T05:00:00.000-07:00

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 Africa (Ch 25) Worksheets Mr.Laughlin

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5-06-09 (Imperialism in Latin America)

2009-05-06T04:53:00.000-07:00

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.

2009-05-04T04:34:00.000-07:00

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)

2009-04-30T05:09:00.000-07:00

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)

2009-04-30T05:05:00.000-07:00

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!

2009-04-30T05:03:00.000-07:00

4-23-09 (Essay Preparation Day)

2009-04-23T09:24:00.000-07:00

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 Ch 15 Note Organizer Mr.Laughlin

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

2009-04-22T11:16:00.000-07:00

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.

2009-04-21T09:27:00.000-07:00

15-3 15-3 Mr.Laughlin

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Monday's Slave Trade Geography Activity Worksheet

2009-04-20T05:20:00.000-07:00

ch 15 geo act ch 15 geo act Mr.Laughlin

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

2009-04-20T05:13:00.000-07:00

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)

2009-04-09T05:49:00.001-07:00

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

2009-04-06T04:47:00.000-07:00

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

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

2009-04-06T04:45:00.000-07:00

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

2009-03-27T15:16:00.001-07:00

A Wind of Peace Rises Over Northern Ireland A Wind of Peace Rises Over Northern Ireland Mr.Laughlin

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

2009-03-27T15:12:00.000-07:00