Friday, December 18, 2009

Today, the students and the instructor has discussions about the holidays and their significance in every one's lives (Christmas, Hanukkah and Kwanzaa). In addition, the instructor passed out the instructions for the Winter Break Extra Credit assignment.

WH Honors Homework: ENJOY YOUR WINTER BREAK AND COMPLETE WINTER BREAK EXTRA CREDIT IF YOU WISH...HAPPY HOLIDAYS!

WH Homework: ENJOY YOUR WINTER BREAK AND COMPLETE WINTER BREAK EXTRA CREDIT IF YOU WISH...HAPPY HOLIDAYS!

Thursday, December 17, 2009

Following a brief follow-up discussion of "Gallipoli" from the previous class period, the instructor continued with the lecture notes and discussion dealing with the introduction of new technologies into World War I (Machine Gun, Submarine, Tank, Airplane, and Poison Gas).

WH Honors Homework: Continue with reading in Chapter 13 and work on Political Cartoon assignment (The Crime of the Ages)...be sure to complete Question 5 (create own cartoon).

WH Homework: Continue reading in Chapter 13 and work on Political Cartoon assignment (The Crime of the Ages)...be sure to complete Question 5 (create own cartoon).

Wednesday, December 16, 2009

Today, the students began the period with their second Warm-Up for Unit 6 (World War I). Warm-Up Question #2: How did the Central Powers hope to avoid a "two-front war"? What was the plan called? What did the plan call for? What was significant about the developments at the first Battle of the Marne? What aspect of warfare developed as a result of the first Battle of the Marne? Explain.

Following the warm-up this morning, the students were exposed to a 35 minute clip and discussion regarding "trench warefare" using a segment from the hollywood movie "Gallipoli" starring Mark Lee and Mel Gibson from the 1980's. The film details the harshness of trench warfare as British and Australian forces face the Turkish forces in the Dardanelles.

WH Honors Homework: Continue reading in Chapter 13 and work on finishing Unit 6 Vocabulary.

WH Homework: Continue reading in Chapter 13 and work on finishing Unit 6 Vocabulary.

Tuesday, December 15, 2009

Today, the instructor continued with lecture and classroom discussion regarding World War I developments. The students and the instructor looked at the developments of new technologies and trench warfare, and how these developments contributed to the idea of Total War and the increase in soldier mortality during World War I.

WH Honors Homework: Reading in Chapter 13 and Unit 6 Vocabulary

WH Homework: Reading in Chapter 13 and Unit 6 Vocabulary

Monday, December 14, 2009

Today, the students continued with the identification of the countries that participated as part of the alliances during World War I. As an extension of the identifications dealing with the Triple Alliance and the Triple Entente, students identified the countries participating under the labels of the Central Powers and Allied Powers at the beginning of World War I, using a map activity. The students were asked to complete the map activity as homework if they didn't finish answering the questions and color coding of the countries under the alliances and neutrality.

WH Honors Homework: Finish Map Activity, continue reading in Chapter 13 and continue with Unit 6 Vocabulary.

WH Homework: Finish Map Activity, continue reading in Chapter 13 and continue with Unit 6 Vocabulary.

Friday, December 11, 2009

Today, the students began the period with Warm-Up #1 for Unit 6: Why did European countries begin to build standing armies during the Industrial Period? Why did these European countries choose to also form defensive alliances? What did they hope to achieve? What happened instead? How did Nationalism in Europe contribute to the "Powder Keg" in the Balkan Peninsula? EXPLAIN.

Following the warm-up question, the instructor discussed the implications for World War I and how the alliance system contributed to growing tensions and the rise of multiple countries participating in the World War (with total war). The students and the instructor evaluated the countries on both the Central and Allied Powers, as well as how each side viewed "who was to blame" for the outbreak. In addition, the students were introduced to the Schlieffen Plan and why Germany chose to implement this strategy to deal with Allied battle plans (two-front war).

WH Honors Homework: None

WH Homework: None

Thursday, December 10, 2009

Today, the students were introduced to the photographs, documentation and ultimatums associated with the assassination of Franz Ferdinand (the "spark" event of the European "powder keg" leading to World War I).

Following the visual presentation, the instructor discussed the implications of the assassination in conjunction to the four causes of WWI (nationalism, imperialism, militarism and alliances). Students were given the Unit 6 Timeline and Vocabulary Words, in addition to the Vocabulary Worksheet.

WH Honors Homework: Finish Unit 5 Notebook assembly, read the Scourge of War handout and begin working on Unit 6 Vocabulary (as you read in Chapter 13).

WH Homework: Finish Unit 5 Notebook assembly and read the Scourge of War handout.

Wednesday, December 9, 2009

Students were given a few minutes (5-10) at the beginning of the period to assemble their Unit 5 materials for their notebook collection on Friday (grading). Following this task, students were given instructions for starting their Unit 6 section in their notebooks (over World War I). The instructor posed the following question as a "Quickwrite" to help the students prepare to understand the issues present at the verge of World War I (1914): Suppose the President of the United States was on a peace mission to the Middle East (in Iraq) and during his trip, he were assassinated by a terrorist...do you blame the country for the assassination or the terrorist...and why? Justify your feelings and argument.

Following the Quickwrite...the instructor introduced some of the background on the Causes of World War I and the Unification of Germany (and its effects on the European community). The Quickwrite discussion and teacher lecture finished off the remainder of period time allotment.

WH Honors Homework: Assemble Unit 5 Notebook materials for Friday and read in Chapter 13

WH Homework: Assemble Unit 5 Notebook materials for Friday and read in Chapter 13

Tuesday, December 8, 2009

Today, all students took the Unit 5 Exam over Imperialism. The exam consisted of 3 sections...Vocabulary Matching, Using a Chart and Multiple Choice Questions over the content material. Students were striving to earn 32 points over better on the exam to demonstrate mastery of the content.

WH Honors Homework: Begin working on assembly of Unit 5 Course Notebook materials for Friday's collection (grading) and start reading in Chapter 13 (World War I).

WH Homework: Begin working on assembly of Unit 5 Course Notebook materials for Friday's collection (grading) and start reading in Chapter 13 (World War I).

Monday, December 7, 2009

"A Day Which Will Live in Infamy"...the famous words of Franklin Delano Roosevelt describing the events that took place 68 years ago today in Pearl Harbor.

Winter Sports Rally Schedule (Modified Periods Today)

Today, the instructor went over the Unit 5 Exam Study Guide with students to prepare them for tomorrow's exam over Unit 5 (Imperialism). The exam will consist of 3 sections (Vocabulary Matching, Multiple Choice using a Chart, and straight Multiple-Choice. The exam is worth 45 points and students should strive to earn 32 points or better to demonstrate mastery of the content.

WH Honors Homework: Study for the Unit 5 Exam (Imperialism)

WH Homework: Study for the Unit 5 Exam (Imperialism)

Friday, December 4, 2009

The instructor was out today due to Professional Development. Along with the substitute, the students were given an opportunity to Peer-to-Peer review for next Tuesday's exam over Unit 5 (Imperialism) using their Unit 5 Exam Study Guide. The students were asked to work together to jointly answer the questions and complete the Study Guide exercises (Vocabulary and Critical Thinking Questions). The students were given the opportunity to use their books to assist them with their review. The instructor will go over the questions during a final review during Monday's class period.

WH Honors Homework: Finish Unit 5 Exam Study Guide for Monday's review session in class.

WH Homework: Finish Unit 5 Exam Study Guide for Monday's review session in class.

Thursday, December 3, 2009

Today, the instructor and the students held a discussion about the long term effects of Imperialism. The students first watched a video segment about the politics and economics within India today and how their democratic (parliamentary) society functions in dealing with simple things like starting a business. Students were surprised to see the extreme levels of poverty and the amount of government restrictions present within such a "free society".

WH Honors Homework: Continue working on your Unit 5 Exam Study Guide (exam will be next Tuesday, December 8, 2009).

WH Homework: Continue working on your Unit 5 Exam Study Guide (exam will be next Tuesday, December 8, 2009).

Wednesday, December 2, 2009

Today, the instructor and the students worked through a lecture and group discussion on the history of India and the impact of Imperialism (from the British) on their politics, economics and culture. During the lecture and discussion, the instructor answered questions pertaining to the the Choices Program reading materials and their accompanying study guides.

WH Honors Homework: Review your Choices Program materials and make corrections to your research questions. Continue working ahead on your Unit 5 Exam Study Guide.

WH Homework: Review your Choices Program materials and make corrections to your research questions. Continue working ahead on your Unit 5 Exam Study Guide.

Tuesday, December 1, 2009

Instructor out today due to Professional Development/Personal Business. Along with the substitute, the students work on the Choices Program on India. In the Honors course 9period Zero)...students worked on finishing up Study Guide Questions Part 1 and began working on the Advanced Study Guide questions (critical thinking). In the regular college prep course (periods 1, 4, and 5)...students worked on finishing up Study Guide Part 1 and working ahead on their Unit 5 Exam Study Guide.

WH Honors Homework: Finish up any remaining questions on Choices Study Guide Part 1 and the Advanced Study Guide from the Choices Program. Bring any questions you have about India to tomorrow's class period.

WH Homework: Finish up any remaining questions on Choices Study Guide Part 1 and bring any questions you have about India to tomorrow's class period.

Monday, November 30, 2009

Welcome back from your Thanksgiving Break...hope you enjoyed the time with your family and friends! Today, we started a new section on Imperialism using the Choices Program on India (from Brown University/Watson Institute for International Studies). Students were given the reading materials and the supplemental reading study guides to perform research on how Imperialism began in India (with the British).

WH Honors Homework: Begin Unit 5 Exam Study Guide. Continue working ahead on Choices Study Guide Part 1 using your Modern World History textbook. Choices Reading Materials will be provided again tomorrow in class.

WH Homework: Begin Unit 5 Exam Study Guide. Continue working ahead on Choices Study Guide Part 1 using your Modern World History textbook. Choice Reading Materials will be provided again tomorrow in class.

Friday, November 20, 2009

Today, the students began the class period with their third warm-up question for Unit 5. The prompt for Warm-Up #3 was the following: Why was India described as "The Jewel in the Crown" for the British Empire? During the Raj Dynasty, Mountstuart Elphinstone said, "the Sepoy are a delicate and dangerous machine." What was the Raj Dynasty and what did Mr. Elphinstone mean by his statement? How was the Sepoy Mutiny in 1857 a confirmation of Elphinstone's statement? EXPLAIN.

Following the Warm-Up question, the instructor lead a discussion and fun activity about the myths and facts behind our "American" celebration of Thanksgiving. The students learned some interesting information about religion, food, football, parades and the traditions that have become a staple of the "fourth Thursday of November".

WH Honors Homework: Complete the Extra Credit Opportunity if you wish. HAVE A WONDERFUL THANKSGIVING BREAK WITH YOUR FAMILY AND FRIENDS!

WH Homework: Complete the Extra Credit Opportunity if you wish. HAVE A WONDERFUL THANKSGIVING BREAK WITH YOUR FAMILY AND FRIENDS!

Thursday, November 19, 2009

Today, the instructor and the students went over Unit 5 Vocabulary terms and finished off the lecture notes and discussion dealing with the elements of Imperialism (Colonialism, Economic Development, Ethnocentric views, Social Darwinism and Competition). Students were asked to see the issues that stem from competition in the 1800's and how the relationships between colonizers and natives were strained.

WH Honors Homework: Read in Section 4 of Chapter 11 about India for tomorrow's warm-up and finish completing Question #2 from the "Burial" worksheet about Cecil Rhodes (Kipling Poem/Eulogy).

WH Homework: Read in Section 4 of Chapter 11 about India for tomorrow's warm-up and finish completing Question #2 from the "Burial" worksheet about Cecil John Rhodes (Kipling Poem/Eulogy)

Wednesday, November 18, 2009

Today, the students were given some Primary and Secondary sources dealing with the life and times of Cecil Rhodes...a notable industrialist and questionable figure from the era of Imperialism. Students were asked to read the background information and excerpts from the literary works provided and construct some thoughts about his impact on Imperialism and Colonialism.

Following the silent reading period, students were asked to provide an answer to the following posed question in their Course Notebooks (under lecture notes): Was Cecil Rhodes an "enigmatic" industrialist/hero...or was he a practicing Social Darwinist/thief? EXPLAIN with examples from your sources.

WH Honors Homework: Finish your response to today's posed question and finish Unit 5 Vocabulary. Finish reading Section 1 and Section 2 of Chapter 11 dealing with Imperialism in Africa.

WH Homework: Finish your response to today's posed question and finish Unit 5 Vocabulary. Finish reading Section 1 and Section 2 of Chapter 11 dealing with Imperialism in Africa.

Tuesday, November 17, 2009

Unit 5 Warm-Up #2: Why did the colonization of Africa begin in the "Congo"? What event pushed the colonization to start (or develop) here? Later, what was the main purpose of the Berlin Conference? Why were no African rulers invited? As a result, how did African economies change? EXPLAIN.

Following today's warm-up question, the students worked with the instructor to evaluate and dissect the meaning behind the following literary works (in relation to Imperialism): John Conrad's Heart of Darkness and Rudyard Kipling's White Man's Burden.

WH Honors Homework: Finish analysis of literary works from today's exercises and continue with Unit 5 Vocabulary. Read about Cecil Rhodes in Chapter 11, section 1.

WH Homework: Finish analysis of literary works from today's exercises and continue with Unit 5 Vocabulary. Read about Cecil Rhodes in Chapter 11, section 1.

Monday, November 16, 2009

Today, the instructor opened the class period with a geographic activity dealing with the Imperialist Exploration of Africa (David Livingstone/Henry Stanley). Following the geographic activity, students worked with the instructor going through a section of lecture notes on specific Imperialistic activities in Africa following the initiation of the Berlin Conference (division of Africa by European powers).

WH Honors Homework: Continue reading Chapter 11 of Modern World History and continue with Vocabulary Development for Unit 5.

WH Homework: Continue reading in Chapter 11 of Modern World History and continue with Vocabulary Development for Unit 5.

Friday, November 13, 2009

Students turned in their completed notebook materials for Unit 4 at the beginning of the class period.

For the remainder of the period, students began working on their Unit 5 Tri-Fold Advertising Assignment (Imperialism) where they offer either a Service or Good as a Church Missionary, Steel Corporation Owner, Business Trader or Investment Banker. In class, the students worked on formulating their ideas and structure for their Tri-Fold advertisement to entice a native person to purchase their goods or services.

WH Honors Homework: Finish Tri-Fold Advertising Assignment for Unit 5 notebook. Continue reading in Chapter 11 and finish Unit 5 Vocabulary.

WH Homework: Finish Tri-Fold Advertising Assignment for Unit 5 notebook. Continue reading in Chapter 11 and finish Unit 5 Vocabulary.

Thursday, November 12, 2009

Began Unit 5 today (Imperialism and Colonization)...the students began the period with their first Warm-Up question for this unit of study: What is Imperialism? What continent was first exploited through Imperialism in the 1800's? What did imperialists exploit this continent for? What caused Imperialism to occur in the first place? EXPLAIN.

Following the warm-up question, the instructor went over the background notes on Imperialism from a political and economic standpoint (reasoning). Before moving on to the response questions on the Age of Imperialism (from Tuesday's assignment), the instructor talked with the students about their Tri-Fold Advertisement homework assignment.

WH Honors Homework: Finish Unit 4 Notebook (due tomorrow). Continue reading in Chapter 11 and working on Unit 5 Vocabulary. Brainstorm your ideas for your Tri-Fold Advertising Assignment (Imperialism) for tomorrow's in-class activity.

WH Homework: Finish Unit 4 Notebook (due tomorrow). Continue reading in Chapter 11 and working on Unit 5 Vocabulary. Brainstorm your ideas for your Tri-Fold Advertising Assignment (Imperialism) for tomorrow's in-class activity.

Wednesday, November 11, 2009

Veteran's Day Holiday Observance

ENJOY YOUR DAY OFF...SEE YOU ON THURSDAY!

Tonight's Homework: Take the time and remember all the men and women that have served our armed forces on behalf of the United States since its inception.

Tuesday, November 10, 2009

The instructor was out today due to a Collaboration Meeting with RUSD Secondary Schools (with Principal). The students were provided with Unit 5 materials (on Chapter 11-Imperialism) and a backgrounder activity to build their knowledge of the practice of Imperialism and colonization during the 19th century (1800's). The instructor will go over this information through lecture and discussion on Thursday (when he returns).

WH Honors Homework: Begin reading in Chapter 11 and start Unit 5 Vocabulary. Finish the Age of Imperialism worksheet from classroom activity (if not fully completed during class time).

WH Homework: Begin reading in Chapter 11 and start Unit 5 Vocabulary. Finish the Age of Imperialism worksheet from classroom activity (if not fully completed during class time).

Monday, November 9, 2009

The students took their Unit 4 exams today over the Industrial Revolution (Chapters 9 and 10).

WH Honors Homework: Unit 4 Notebook Materials due on Friday for collection (finish the assembly of the information and self-grade prior to submission). Skim and preview Chapter 11 in Modern World History in preparation for tomorrow's classroom activity dealing with Imperialism.

WH Homework: Unit 4 Notebook materials due on Friday for collection (finish the assembly of the information and self-grade prior to submission). Skim and Preview Chapter 11 in Modern World History in preparation for tomorrow's classroom activity dealing with Imperialism.

Friday, November 6, 2009

Today, the instructor worked with the students on the Unit 4 Exam Study Guide. Students were given an opportunity to ask questions about the Unit 4 study guide and vocabulary as the classes reviewed the material with the instructor (in preparation for Monday's exam).

WH Honors Homework: Finish the Unit 4 Study Honors Guide and place it in your Unit 4 notebook materials. Study for Monday's Unit 4 Honors exam over Chapters 9 and 10 (Industrial Revolution)

WH Homework: Finish the Unit 4 Study Guide and place it in your Unit 4 notebook materials. Study for Monday's Unit 4 Exam over Chapters 9 and 10 (Industrial Revolution).

Thursday, November 5, 2009

Today, the students started the period with the following Warm-Up Question...What is the worldwide (long term) social impact of Industrialization? Why does this social element grow from industrialization? What does this element force countries to do economically and geographically? How dies it change how human beings view each other (in relation to their value)? EXPLAIN.

Following the discussion of the warm-up, the instructor led students through the remainder of the visual representation of the Industrial Revolution (photographs depicting the Leisure and Social activities of the social class structure (seeing the similarities and differences to today).

WH Honors Homework: Bring vocabulary tomorrow to go over in class...along with your Study Guide for the test on Monday.

WH Homework: Bring vocabulary tomorrow to go over in class...along with your Study Guide for the test on Monday.

Wednesday, November 4, 2009

Today, the students started the period with the following Warm-Up question (pertaining to last night's reading assignments...handouts): Warm-Up Question...How did the Industrial Revolution lead to the birth of Socialism? How did French socialist thinkers believe people should act in an "economically-patterned" society? How did Karl Marx (Communist Manifesto) change the French socialist ideas? According to Marx, who should be in control of the Industrial Power? EXPLAIN.

Following the discussion of the warm-up, the instructor led students through a visual representation of the Industrial Revolution (looking at the Artistic changes brought about by Romanticism, Realism, Impressionism and Post-Impressionism art. In addition, the students looked at photographs depicting the Leisure and Social activities of the social class structure (seeing the similarities and differences to today).

WH Honors Homework: Finish reading in Chapter 10 (Modern World History). Bring vocabulary tomorrow to go over in class.

WH Homework: Finish reading in Chapter 10 (Modern World History). Bring vocabulary tomorrow to go over in class.

Tuesday, November 3, 2009

Today, students were introduced to the economic pattern known as Socialism and the root of its development in Utopian Thought (Post-Napoleonic French Theory). They were exposed to some of the early Utopian philosophers and their thoughts about "community living" including the extension of that Socialist thought through Karl Marx and the Communist Manifesto. Following the lecture notes, students were given two handouts to read for homework on Socialism and the further expansion of Industrialism in Europe. In class, the instructor and the students analyzed a political cartoon on Industrial Social Ills (Poverty, Pollution, etc) and the impact that literary writers had on the Industrial Movement (Charles Dickens in Hard Times [1854]).

WH Honors Homework: Read the Birth of Socialism and the Industrialization of Europe handouts in preparation for tomorrow's warm-up. Finish Unit 4 Vocabulary.

WH Homework: Read the Birth of Socialism and the Industrialization of Europe handouts in preparation for tomorrow's warm-up. Finish Unit 4 Vocabulary.

Monday, November 2, 2009

PARENT-TEACHER CONFERENCES TODAY IN THE MPR/GYM

Hope to see you and your parents at Parent-Teacher Conferences today. I am available at my assigned table from 11:30am-3:00pm and from 4:30pm-7:00pm.

WH Honors Homework: Finish Unit 4 Vocabulary

WH Homework: Finish Unit 4 Vocabulary

Friday, October 30, 2009

In the spirit of Halloween, the instructor went through a PowerPoint presentation about the History of Halloween and its impact on American culture and our Hollywood film genre. Students were exposed to information talking about Samhein (Celtic Festival), the introduction of Halloween to America (through the Irish Potato Famine immigrants) and some of the customs and practices we have adopted (and altered) for our "Americanization holiday". In addition, students were introduced to the history behind some of our greatest horror icons and the real people that inspired their stories.

HAVE A VERY SAFE YET SCARY HALLOWEEN...hope to see you at Parent-Teacher Conferences (with Mom or Dad) on Monday.

WH Honors Homework: Finish Unit 4 Vocabulary by Tuesday. Continue reading in Chapters 9 and 10 in textbook.

WH Homework: Finish Unit 4 Vocabulary by Tuesday. Continue reading in Chapters 9 and 10 in textbook.

Thursday, October 29, 2009

Today, the students worked on an in-class reading activity together that focus on the development of mechanized factories in England and their social impact on cities and their populations (urbanization, sanitation, pollution, housing shortage, etc). The materials were used in class to answer the posed questions from the readings (materials should be saved for class notebook in Unit 4).

WH Honors Homework: Finish classroom activity and finish work on Unit 4 Vocabulary for next week (complete before Monday's class).

WH Homework: Finish classroom activity and finish work on Unit 4 Vocabulary for next week (complete before Monday's class)

Wednesday, October 28, 2009

Today, the instructor continued with the lecture notes and classroom discussion dealing with the Industrial Revolution (focusing on the effects of the Post-Napoleonic Era and the development of Nationalism as a political practice).

WH Honors Homework: Read in Modern World History (Chapter 9) and focus on the development of factories for tomorrow's in-class activity. Continue with Unit 4 Vocabulary.

WH Homework: Read in Modern World History (Chapter 9) and focus on the development of factories for tomorrow's in-class activity. Continue with Unit 4 Vocabulary.

Tuesday, October 27, 2009

Warm-Up Question: Why might it have been easier for large farms to experiment with the enclosure movement and crop rotation than the small family farmer? How did population growth spur (accelerate) the Industrial Revolution to begin and expand? EXPLAIN.

Following the warm-up question in class today, the students were given two readings on the birth of the Industrial Revolution in England and supporting questions to help synthesize their thoughts with the lecture notes from Monday. They were given a chance to read the materials in class and complete the worksheet as part of an activity with their peers. If they finished early, they were able to get a jump on their Unit 4 vocabulary.

WH Honors Homework: Finish Great Britain Leads the Way/The Industrial Revolution Begins Questions and continue with Unit 4 Reading (Chapters 9 and 10) and Vocabulary.

WH Homework: Finish Great Britain Leads the Way/The Industrial Revolution Begins Questions and continue with Unit 4 Reading (Chapters 9 and 10) and Vocabulary.

Monday, October 26, 2009

Today, the students were introduced to the curriculum in Unit 4 (The Industrial Revolution). The material from this unit can be found in Chapters 9 and 10 in the Modern World History textbook. In class, the the instructor introduced the background notes and preconditions that contributed to the birth of the Industrial Revolution in England, and that influence eventually spread to the Americas through immigration. The students received the Unit 4 timeline, vocabulary words and vocabulary worksheet as part of their new materials for the unit.

WH Honors Homework: Begin reading in Chapters 9 and 10 and start working on the Unit 4 Vocabulary Worksheet...be prepared for a Warm-up question tomorrow!

WH Homework: Begin reading in Chapters 9 and 10 and start working on the Unit 4 Vocabulary Worksheet...be prepared for a Warm-up question tomorrow!

Friday, October 23, 2009

MODIFIED SCHEDULE: HOMECOMING, SPORTS ASSEMBLY AND API CARNIVAL
In celebration of our school's great achievement in API (802), the students are having a carnival today (in addition to the Fall Sports Rally). In today's class, the students were given a fun activity in recognition of their achievement in API from last school year.

WH Honors Homework: None

WH Homework: None

SEE YOU AT THE HOMECOMING GAME!!!

Thursday, October 22, 2009

Today, the students took their Quarter One RUSD District Assessment over Historical Thinking and the California State Standards (Standard 1 and 2) in World History (40 multiple-choice questions dealing with Unit 1-3 materials).

WH Honors Homework: None

WH Homework: None

Wednesday, October 21, 2009

Students turned in their Unit 3 Notebook materials this morning for grading by the instructor before the close of the quarter on Friday. Following the notebooks being turned-in, the instructor worked with the students on the review of Historical Thinking skills using a fun activity about self-discovery (self-identity).

WH Honors Homework: Review Historical Thinking definitions and terms

WH Homework: Review Historical Thinking definitions and terms

Tuesday, October 20, 2009

Today, the students took their Unit 3 Exam over the Era of Enlightenment and Revolution. The exam was 30 multiple-choice questions over the Unit 3 material (35 multiple-choice questions for the Honors class).

WH Honors Homework: Unit 3 Notebook materials due tomorrow...finish assembly tonight

WH Homework: Unit 3 Notebook materials due tomorrow...finish assembly tonight

Monday, October 19, 2009

Today, the instructor reviewed Unit 3 materials for tomorrow's test...the Unit 3 Study Guide was discussed and the students' questions and concerns were addressed in relation to the posed questions and the people of significance during the Enlightenment era.

WH Honors Homework: Study for the Unit 3 Exam

WH Homework: Study for the Unit 3 Exam

Friday, October 16, 2009

Today, students were given an opportunity to Peer-to-Peer review for Tuesday's exam over Unit 3 (Enlightenment Thought and Revolution). They worked on their Unit 3 Exam Study Guides while also compiling their handouts and assignments for their Unit 3 Notebook (due on Wednesday). Each student was provided with the notebook order/grade sheet. In addition, students were notified that they will be taking a RUSD World History District Assessment over the information covered in Units 1-3 on Thursday.

WH Honors Homework: Finish the Unit 3 Honors Study Guide and begin reviewing for Tuesday's exam (70 Points possible...35 multiple-choice questions).

WH Homework: Finish the Unit 3 Study Guide and begin reviewing for Tuesday's exam (60 Points possible...30 multiple-choice questions).

HAVE A GOOD WEEKEND!!!

Thursday, October 15, 2009

Modified Schedule due to Earthquake Drill. Today, the students began the period with their final warm-up question for Unit 3 (Number 5 of 5). The following was the posed Warm-Up question: What effects did Napoleon hope the Louisiana Purchase would have for France and America? By 1805, how successful had Napoleon been in building a "dictatorial empire" What conquest (takeover) was missing? How did European Nationalism hurt Napoleon's later military efforts? Where did Napoleon finally lose everything? EXPLAIN.

Following the warm-up discussion, the students worked with the instructor to finish the final lecture notes and details of the French Revolution.

WH Honors Homework: Finish reading the last segments of Chapter 7 and 8 and finish the Unit 3 Study Guide for Tuesday's test. Bring your materials for Friday's Peer-to-Peer work session. Monday will be the review session for the Unit test and next week's District Assessment for 1st quarter.

WH Homework: Finish reading the last segments of Chapter 7 and 8 and finish the Unit 3 Study Guide for Tuesday's test. Bring your materials for Friday's Peer-to-Peer work session. Monday will be the review session for the Unit 3 test and next week's District Assessment for 1st quarter.

Wednesday, October 14, 2009

The instructor was out today due to Professional Development with the school district. With the substitute, students had the following Warm-Up question: How did France's Estate System violate the principle of Equality? Why did the 3rd Estate insist to changes in voting practices in the Estates General? Finally, what did the people (especially in the 3rd Estate) feel they had to do to find Liberty, Equality and Fraternity? EXPLAIN.

Following the warm-up question, students were given class time to read the handouts labeled "The Age of Napoleon" and then, complete the attached question handout for their notebook. If the students finished early, they were given an opportunity to work on their Unit 3 Study Guide for next week's exam.

WH Honors Homework: Finish the Age of Napoleon assignment and work on Unit 3 (Honors) Study Guide

WH Homework: Finish the Age of Napoleon assignment and work on Unit 3 Study Guide

Tuesday, October 13, 2009

Today, students watched the 45 minute segment on the French Revolution from the History Channel to help synthesize (visually) the notes and information about the French Revolution from the previous two days of classroom lecture and discussion. There will be a warm-up question on the movie and the notes tomorrow before the start of the classroom activity on Napoleon.

WH Honors Homework: Read the information on the Reign of Terror and the rise of Napoleon in Modern World History for tomorrow's warm-up question and classroom activity.

WH Homework: Read the information on the Reign of Terror and the rise of Napoleon in Modern World History for tomorrow's warm-up question and classroom activity.

Monday, October 12, 2009

Today, the instructor continued with the notes on the French Revolution. The notes focused on the establishment of the French Constitution, the fall of Louis XVI and the rise of Robespierre (Reign of Terror). Tomorrow, students will see a movie on the French Revolution that will help synthesize the notes with the visual aspects of the timeperiod.

WH Honors Homework: Read the elements on the French Revolution in Modern World Hsitory for tomorrow's movie.

WH Homework: Read the elements on the French Revolution in Modern World History for tomorrow's movie.

Friday, October 9, 2009

Today, the students started the class with the following Warm-Up question: How does John Locke's view of the "state of nature" differ from Thomas Hobbes? What element could be used (according to Jean Jacques Rousseau) to balance power between ruling body and the people? What serves as America's element? EXPLAIN.

Following the warm-up, the teacher discussed the Primary Source documents of Rousseau's The Social Contract and the English Bill of Rights (1689) before transitioning to the opening of the issues with the Estate System in France and how Enlightenment ideas helped influence the peasants to revolt against Louis XVI.

WH Honors Homework: Continue reading in Chapters 6, 7 and 8 and HAVE A GREAT WEEKEND!

WH Homework: Continue reading in Chapters 6, 7 and 8 and HAVE A GREAT WEEKEND!

Thursday, October 8, 2009

Today's class started with this Warm-Up question: What advantages did Baron de Montesquieu see in creating a "Separation of Powers"? What three principles did John Locke deem essential for the "state of nature (society)"? How were Enlightenment philosophies spread throughout Europe and Colonial America? EXPLAIN.

Following the discussion of the warm-up, students finished the lecture notes on the Enlightenment with the instructor before transitioning to a Primary Source reading on Thomas Hobbes (Leviathan). Before departing for the period, the instructor went over the Unit 3 Vocabulary with students.

WH Honors Homework: Continue with reading in Chapters 7 & 8 in Modern World History

WH Homework: Continue with reading in Chapters 7 & 8 in Modern World History

Wednesday, October 7, 2009

Following the introduction (yesterday) dealing with the main ideas of John Locke...today, students got an opportunity to read some of his thoughts in the Primary Source Document "The Second Treatise of Civil Government". The instructor and the students had a discussion about his influences on the ideas of "Life, Liberty and Property" in relation to monarchies and democratic republic. As an additional segment, students read through the "Spirit of Laws" by Baron de Montesquieu and his contributions to Constitutional Theory.

WH Honors Homework: Finish the Enlightenment Ideas Worksheet (handed out in class today) and finish the Unit 3 Vocabulary Builder Worksheet

WH Homework: Finish the Enlightenment Ideas Worksheet (handed out in class today) and finish the Unit 3 Vocabulary Builder Worksheet

Tuesday, October 6, 2009

Today, we continue with lecture notes and discussion dealing with the Catholic Reformation, the Scientific Revolution and their impact leading into the Enlightenment Era. Students were exposed to the early challengers to the State of Nature (society) and the authrity of the Roman Cathlic Church's laws (interpretations of societal laws).

WH Honors Homework: Continue with your textbook reading in Modern World History (Chapters 6, 7 and 8) and finish up your Unit 3 Vocabulary Builder Worksheet before Thursday's class period.

WH Homework: Continue with your textbook reading in Modern World History (Chapters 6, 7 and 8) and finish up your Unit 3 Vocabulary Builder Worksheet before Thursday's class period.

Monday, October 5, 2009

Finished up the movie "Luther" about the life and times of Martin Luther during the Reformation Period. Students received their graded Unit 2 Notebooks back from the instructor.

WH Honors Homework: Finish up your readings in Chapters 6, 7 and 8...we will begin with Scientific Revolution and Enlightenement tomorrow. Try and finish Vocabulary worksheet for Unit 3 by Wednesday.

WH Homework: Finish up your readings in Chapters 6, 7 and 8...we will begin with Scientific Revolution and Enlightenment tomorrow. Try and finish Vocabulary worksheet for Unit 3 by Wednesday.

Friday, October 2, 2009

Began the class period discussing the Niccolo Machiavelli Worksheet (homework) and working through the answers to the posed questions (as a group). Following the worksheet discussion, students turned in their Unit 2 notebooks for collection and grading (will be returned Monday). For the remainder of the period, students watched the movie "Luther" about the life and times of Martin Luther during the Reformation period...the remainder of the movie will be finished on Monday during the period.

WH Honors Homework: Continue with reading in Chapters 6, 7 and 8 and work on the Unit 3 Vocabulary sheet.

WH Homework: Continue with reading in Chapters 6, 7 and 8 and work on Unit 3 Vocabulary worksheet. SPECIAL NOTE (PERIOD 5)...be prepared for Monday's Pop Quiz on Martin Luther and the Reformation!!!

Thursday, October 1, 2009

Today, students started with the following Warm-Up question: Who were the Medici? What were some of the positive and negative elements of their leadership? What is Patronage? What did the Medici use patronage to achieve? EXPLAIN.

Following the discussion of the warm-up question, the instructor introduced the lecture notes dealing with the Reformation and Martin Luther's teachings. Near the end of the period, students were given an excerpt from Niccolo Machiavelli's The Prince...they were asked to read the passage and answer some of the critical thinking questions related to the reading. The instructor will discuss at the beginning of Friday's class period.

WH Honors Homework: Unit 2 Notebook due tomorrow for grading...continue with Unit 3 reading (Chapters 6, 7 and 8) and Unit 3 Vocabulary

WH Homework: Unit 2 Notebook due tomorrow for grading...continue with Unit 3 reading (Chapters 6, 7 and 8) and Unit 3 Vocabulary

Wednesday, September 30, 2009

Students watched a documentary about the influence of the Medici family on the Italian Renaissance (Banking, Credit, Patronage, and Art). Students were asked to pay attention to the facts dealing with the ideas of Patronage (Political and Social implications) plus the impact of their relationship to the Roman Catholic Church. Tomorrow...there will be a Warm-Up question dealing with the ideas raised in the film (review the textbook for additional information).

WH Honors Homework: Review the Medici in Chapter 6 and continue with Unit 3 Vocabulary

WH Homework: Review the Medici in Chapter 6 and continue with Unit 3 Vocabulary

Tuesday, September 29, 2009

The instructor introduced the lecture notes and PowerPoint dealing with the Renaissance, Reformation and Enlightenement Thought. Students learned about the impact of the "rebirth" in classical literature, thought and art and its impact on society.

WH Honors Homework: Continue reading in the textbook (Chapters 6, 7 and 8) and continue with Vocabulary for Unit 3.

WH Homework: Continue reading in the textbook (Chapters 6, 7 and 8) and continue with Vocabulary for Unit 3.

Monday, September 28, 2009

Students were introduced to information in Unit 3 and given an opportunity to work on Unit 3 Vocabulary and the background information dealing with the philosophy of the "Renaissance Man" and "Renaissance Woman" using excerpts from Baldassarre Castiglione and Isabella D-Este from the Renaissance.

WH Honors Homework: Finish the Renaissance Man-Renaissance Woman worksheet and begin reading in Chapters 6, 7 and 8 (while working on your Vocabulary development).

WH Homework: Finish the Renaissance Man-Renaissance Woman worksheet and begin reading in Chapters 6, 7, and 8 (while working on your Vocabulary development).

Friday, September 25, 2009

UNIT 2 EXAM TODAY on the ROOTS OF WESTERN THOUGHT (Prologue Chapter)...Unit 2 Studu Guide will be collected as part of the Unit 2 Notebook grade next Friday (October 2, 2009). Begin to assemble your Unit 2 Materials for collection.

WH Honors Homework: Begin chapter reading in Modern World History for Unit 3 (Chapters 6, 7, and 8) over the Renaissance, Reformation and Enlightenment. HAVE A GOOD WEEKEND!

WH Homework: Begin chapter reading in Modern World History for Unit 3 (Chapters 6, 7 and 8) over the Renaissance, Reformation and Enlightenment. HAVE A GOOD WEEKEND!

Thursday, September 24, 2009

Today in class, students were given 30 additional minutes to Peer-Peer review for tomorrow's exams on Unit 2 (The Roots of Western Thought). Following the Peer-Peer review session, the instructor spent 20 minutes dealing with questions about the Study Guide for the exam. Tomorrow's exam will feature 8-10 Matching over Vocabulary and Key Figures plus an additional 12-14 multiple-choice questions.

WH Honors Homework: Review Study Guide and Primary Source Documents to prepare for tomorrow's Unit 2 Exam.

WH Homework: Review Study Guide and Primary Source Documents (and Unit Notes) to prepare for tomorrow's Unit 2 Exam

Wednesday, September 23, 2009

Today, the students were introduced to the Primary Source reading on the Magna Carta (Great Charter) of 1215. Students were asked to read the excerpt from the original document and answer some probing critical thinking questions on its impact on Western Thought (Constitutional Monarchy and Limiting Absolute Power). Following the Magna Carta activity, students were given a Peer-to-Peer opportunity to work on their Unit 2 Exam Study Guide.

WH Honors Homework: Complete Unit 2 Exam Study Guide and begin final review for Friday's Exam.

WH Homework: Complete Unit 2 Exam Study Guide and begin final review for Friday's Exam.

Tuesday, September 22, 2009

Today, the students started the period answering the following Warm-Up question from their Prologue Readings: What did the early Judeo-Christian prophets teach about injustice and oppression? How were these Judeo-Christian ideas spread throughout the Roman Empire? Later, how did the movements of the Renaissance and Reformation challenge (and shape) these ideas to Democracy? EXPLAIN.

When finished discussing the Warm-Up, the instructor discussed with students, the similarities and differences between the different forms of government in the ancient and modern world. During the course of the lecture and discussion with students, the instructor had the students complete their graphic organizer on the Forms of Government (Examples, Strengths, Weaknesses and Example Civilizations).

WH Honors Homework: Start final review for Unit 2 Exam using Forms of Government Worksheet and the Unit 2 Vocabulary. Study Guide will be available on Wednesday.

WH Homework: Finish any missing information on Unit 2 Vocabulary Worksheet and the Forms of Government worksheet. Using the Prologue Chapter reading in the Modern World History textbook, begin to review for the Unit 2 Exam on Friday. Study Guide will be available on Wednesday.

Monday, September 21, 2009

Today, the instructor finished the lecture notes on the development of Democracy in the Ancient World for Unit 2 (Roots of Western Thought). During the course of the lecture, students were asked to participate as the instructor helped identify questions (difficulties) on the Unit 2 Vocabulary Worksheet.

WH Honors Homework: Finish Forms of Government Worksheet for tomorrow's activity

WH Homework: Finish Forms of Government Worksheet for tomorrow's activity

Friday, September 18, 2009

Today in class, students began with a warm-up question on the philosophies of Aristotle: What did Aristotle mean when he said, "Man Is By Nature a Political Animal"? How does Aristotle's statement relate to these forms of government: Tyranny, Oligarchy, and Democracy? How do these ideas affect the idea of the "Common Good"? EXPLAIN.

After the period's warm-up question, the instructor continued with lecture notes and PowerPoint over the Forms of Government and their impact on the development of democracy in history (and throughout the Modern World).

WH Honors Homework: Finish Unit 2 Vocabulary and continue with the Forms of Government Worksheet.

WH Homework: Finish Unit 2 Vocabulary and continue with the Forms of Government Worksheet.

Thursday, September 17, 2009

Today in class, the students used Primary Source Documents (Plato's Republic & Aristotle's Politics) to further uncover the impact of Greek Philosophy on Modern Western Thought (European Ideals). Using the documents, the instructor led an exercise on uncovering the necessary structure of government and its application to control societies. Once finished with the reading of the documents, students were asked to complete the accompanying questions for classwork and homework.

WH Honors Homework: Finish answering the questions from Plato's Republic and Aristotle's Politics. Then, continue with the Unit 2 Vocabulary Worksheet and Forms of Government Worksheet.

WH Homework: Finish answering the questions from Plato's Republic and Aristotle's Politics. Then, continue with the Unit 2 Vocabulary Worksheet and Forms of Government Worksheet.

Wednesday, September 16, 2009

Today in class, the students had their first Warm-Up Question: Why is Cleisthenes regarded as the father of Athenian Democracy? What kinds of governmental issues did Athens face before the success of Cleisthenes? How did Athenian Democracy likely influence "White-European Political Thought"? EXPLAIN.

Following the Warm-Up Question discussion, the students continued working through the lecture notes/PowerPoint on the Greeks and Romans and their impact on Western Thought.

WH Honors Homework: Continue with Unit 2 Vocabulary and Forms of Government Worksheet

WH Homework: Continue with Unit 2 Vocabulary and Forms of Government Worksheet

Tuesday, September 15, 2009

Today, students viewed a documentary on the early traditions and government of the Greek Empire. In the video, students were exposed to the "visual story" of how Cleisthenes became the father of Athenian Democracy and his struggles to create voting rights and active participation for all Athenian citizens. Prior and after the video segment, the instructor talked with the students to tie the information together with yesterday's lecture information.

WH Honors Homework: Continue with Unit 2 Vocabulary and the Forms of Government Worksheet. In addition, review the first section of the Prologue Chapter in preparation for tomorrow's warm-up question on early Greek governments.

WH Homework: Continue with Unit 2 Vocabulary and the Forms of Government Worksheet. In addition, review the first section of the Prologue Chapter in preparation for tomorrow's warm-up question on early Greek governments.

Monday, September 14, 2009

Today in class, students received their course notebooks back (graded) as well as their results from their Unit 1 Quiz. The instructor started Unit 2 lecture on the Roots of Western Thought. Students organized their Unit 2 notebook structure and participated with the instructor on the PowerPoint lecture notes over Early Civilizations, the Greeks and the Romans. Before the students left, they received copies of the Unit 2 Timeline-Vocabulary, Unit 2 Vocabulary Worksheet and a Graphic Organizer on the various Forms of Government. They will be using these documents over the next two weeks as they progress through the instructional unit.

WH Honors Homework: Summer Work Packet will be collected tomorrow! (No Exceptions). Please begin working on the Unit 2 Vocabulary Worksheet and use the Forms of Government worksheet as you read and review the first few reading sections of the Prologue (Modern World History textbook).

WH Homework: Please begin working on the Unit 2 Vocabulary Worksheet and use the Forms of Government worksheet as you read and review the first few sections of the Prologue (Modern World History textbook).

Friday, September 11, 2009

OBSERVANCE OF PATRIOT DAY!!! (NEVER FORGET 9-11)

Today, students turned in their course notebooks for grading of the Unit 1 Materials and Basic Organization. Notebooks will be returned on Monday as we press forward into new material. Following the collection of the course notebooks, students took the Unit 1 Quiz. Following the quiz, the instructor and the students graded the quiz and discussed the material.

WH Honors Homework: Finish Summer Work Packet (Due on Monday) and Read in Modern World History (First 2 sections of Prologue Chapter)

WH Homework: Read in Modern World History (First 2 sections of Prologue Chapter)

Thursday, September 10, 2009

Today in class, students were a few minutes together to Peer Review before joining the instructor in a full review session of the Unit 1 Study Guide. In addition, students were given a few minutes to final assemble their course notebooks for collection in the morning for grading of the Unit 1 Materials and Basic Organization. The Unit 1 Quiz will be given tomorrow (40 Points). The quiz will be over Unit 1 Vocabulary and Study Guide Questions.

WH Honors Homework: Finish Unit 1 Study Guide and study for the Unit 1 Quiz. Bring completed Unit 1 Notebook for collection and grading by the instructor tomorrow.

WH Homework: Finish Unit 1 Study Guide and study for the Unit 1 Quiz. Bring completed Unit 1 Notebook for collection and grading by the instructor tomorrow.

Wednesday, September 9, 2009

Today, students received a copy of the Unit 1 Study Guide over Historical Thinking and Current Events (Iraq). The students were given an opportunity to work together to finish up their vocabulary, start the study guide together, as well as begin final assembly of the course notebook (due Friday prior to the Unit 1 Quiz). The instructor walked the room assisting small groups with review information and questions pertaining to the course notebook and quiz review.

WH Honors Homework: Complete Study Guide questions, assemble course notebook and review Unit 1 Vocabulary and Choices Study Guide Part 1 (in Course Notebook assignments). Course Notebook will be due Friday prior to Unit 1 Quiz

WH Homework: Complete Study Guide questions, assemble course notebook and review Unit 1 Vocabulary and Choices Study Guide Part 1 (in Course Notebook assignments). Course Notebook will be due Friday prior to Unit 1 Quiz.

Tuesday, September 8, 2009

Today in class, student viewed a video segment from CBS 60 Minutes dealing with the Conflicts in Afghanistan. Following the video segments, students engaged in a discussion with the instructor about the similarities and differences between Iraq and Afghanistan and their impact on US Domestic and Foreign Affairs. Near the end of the class period, the instructor went over the remaining vocabulary for Unit One.

WH Honors Homework: Review the Vocabulary for Unit One and the questions from the Choices Reading Materials (Study Guide-Part One) in your course notebook.

WH Homework: Review the Vocabulary for Unit One and the questions from the Choices Reading Materials (Study Guide- Part One) in your course notebook.

Monday. September 7, 2009

LABOR DAY HOLIDAY OBSERVANCE...hopefully, you are all catching up on sleep or enjoying some time with your family...SEE YOU TUESDAY!!!

Friday, September 4, 2009

Today, students were provided with the ordering for their World History Course Notebook (Unit 1). After a teacher-led-discussion and explanation of how to assemble the information and materials in the World History Course Notebook, students were given 15-20 minutes to begin organization and semblance of the material in their binders. After completion of the organization and semblance time allotment, students worked with the instructor to identify some of the correct meanings of the Unit One Vocabulary (Conflict in Iraq). Besides identifying the correct answers, the students and instructor discussed their meanings in context of recent events over the previous 4-6 years.

WH Honors Homework: Finish completing the Unit One Vocabulary and Assemble Unit One Course Notebook...Notebook will be collected before Unit One Quiz (Friday)...ENJOY YOUR 3-DAY WEEKEND!!!

WH Homework: Finish completing the Unit One Vocabulary and Assemble Unit One Course Notebook...Notebook will be collected before Unit One Quiz (Friday)...ENJOY YOUR 3-DAY WEEKEND!!!

Thursday, September 3, 2009

Today in class, students were introduced to the Historical Thinking Skill of analyzing Political Cartoons. As a practice exercise, students were given a set of Level One, Level Two and Level Three Critical Thinking Questions related to cartoon graphics. Using the established questions, students were asked to complete the worksheet using a cartoon from a historical event (familiar to them already from 7th and 8th grade study...The Great Depression). Upon completing the practice exercise, students were then given two cartoons dealing with the Conflict in Iraq and thus, given time to identify and comprehend their overall messages. Prior to the close of the period, the teacher and students discussed the cartoon messages together.

WH Honors Homework: Unit One Vocabulary (Iraq) and Bring Course Notebook Materials Tomorrow for Ordering and Assembly

WH Homework: Unit One Vocabulary (Iraq) and Bring Course Notebook Materials Tomorrow for Ordering and Assembly

Wednesday, September 2, 2009

Today in class, students viewed the Discovery Education Video Segment dealing with Operation Iraqi Freedom. The students were introduced to a series of posed questions from the video about the role of the United States in World Diplomacy and its impact on domestic and international affairs. During segments of the video, the instructor stopped the presentation and the class had a discussion on how the actions of the United States government and its representatives has an impact on Iraqis and Americans (domestic and foreign). In relation, the discussion led to the impact of the media and American morale on political decisions.

WH Honors Homework: Continue working on Unit One Vocabulary (Iraq)

WH Homework: Continue working on Unit One Vocabulary (Iraq)

Tuesday, September 1, 2009

Students were introduced to using the Choices Program materials from Brown University (International Relations). The unit of study we focused on was the Conflict in Iraq. Using the Choices Reading Materials, students gathered some basic background information on the beginnings of the conflict (Pre-Saddam Hussein & after). Using the reading materials, students worked together to complete the Part One Study Guide...answering the key questions on the development of Saddam Hussein's oppressive regime. Towards the end of the class period...the students and instructor discussed their findings and their meaning in relation to the current events of our world.

WH Honors Homework: Continue working on the Unit One Vocabulary (Iraq)

WH Homework: Continue working on the Unit One Vocabulary (Iraq)

Monday, August 31, 2009

Today in class...Curriculum Instruction began! Students were exposed to the current event of Iraq and the Middle East. Through a classroom discussion, students identified the components of U.S.-Middle East relations they were already familiar with and uncovered additional information [(public myth vs. reality (with the instructor)]. Students were exposed to some of the early history and elements (related to the PRICETAGS strategy) which encompass Iraq and the events which have unfolded since 9-11.

WH Honors Homework: Begin working on the Choices Unit Vocabulary Worksheet

WH Homework: Begin working on the Choices Unit Vocabulary Worksheet

Friday, August 28, 2009

Today in class, students were asked to work on further developing their document analysis skills (using 4 Primary Source Documents from history). Using the APPARTS strategy (that was covered on Wednesday), students will complete four worksheets based on four example documents introduced in class. Students will share their findings with each other and the instructor during classroom discussion.

WH Honors Homework: Please have your Mead 5-star notebook or comparable by Monday (Content Instruction begins!!!)

WH Homework: Please have your Mead 5-star notebook or comparable by Monday (Content Instruction begins!!!)

Thursday, August 27, 2009

Today in class, students watched the ATP Series video helping them to identify the concept of "Greater versus Lesser Truths" in history. Students and the teacher had discussion segments between watching areas of the video on how Facts, Legends, Myths and Partial Truths influence historical interpretation. Additional topic of technology was also brought up with relation to historical accuracy (examples: Books, Radio, TV and the Internet).

WH Honors Homework: Pick up a Mead 5-star notebook before Monday's class period.

WH Homework: Pick up a Mead 5-star notebook before Monday's class period.

Wednesday, August 26, 2009

Today in class, we went over last night's homework assignment on Conceptual Identifications. Students shared their findings on how the concepts of Revolution and War have changed in context over time (related to Social Studies Categories...PRICETAGS). After students finished sharing their ideas, students were introduced to the Historical Thinking Strategy of analyzing Primary Source Documents using "Thinking Like A Historian" and "APPARTS". Students will get an opportunity to practice APPARTS during Friday's class.

WH Honors Homework: Pick up a Mead 5-star notebook before Monday's class period

WH Homework: Pick up a Mead 5-star notebook before Monday's class period

Tuesday, August 25, 2009

Last night's homework (syllabus confirmation) was collected at the start of the period. In class today, students completed the ERCA survey to help them start preparing for college planning. In addition, students were exposed to strategies to assist with note-taking (Cornell Notes System) and Historical Thinking (Textbook Usage, Think-Alouds and Contextualization).

WH Honors Homework: Complete the Conceptual Identification Worksheet using the broad concepts of Revolution and War. Do these terms mean the same thing today as they did in the past? Using the prompted questions and categories, complete the worksheet and save for your course notebook file.

WH Homework: Complete the Conceptual Identification Worskheet using the broad concepts of Revolution and War. Do these terms mean the same thing today as they did in the past? Using the prompted questions and categories, complete the worksheet and save for your course notebook file.

Monday, August 24, 2009

Welcome to Honors World History (Zero Period) and World History (Periods 1, 4 and 5)!!!
Students were introduced to their respective course syllabi and the expectations of being a World History student in Mr. Gull's classroom was explained to everyone. Specific questions from the students about the World History curriculum and the pacing of the material were addressed by the instructor.

WH Honors Homework: Review the course syllabus...complete the back information page...have parent and student both sign the back page...students will return to instructor during Zero Period. EXTRA CREDIT is awarded if returned on Tuesday.


WH Homework: Review the course syllabus...complete the back information page...have parent and student both sign the back page...students will return to instructor during Periods 1, 4 or 5). EXTRA CREDIT is awarded if returned on Tuesday.