Today, the students began the period with their final warm-up question for Unit 9 (Warm-Up #4). Warm-Up #4 stated: Why was the policy of "Brinkmanship" replaced? What new policy took its place in the 1970's? In your opinion, now that the Cold War between the US and the Soviet Union is over, what should be the role of the United States (as a superpower) in today's world? EXPLAIN.
Following the discussion of the warm-up question, the students were given an opportunity to Peer-to-Peer review using the study guide in preparation for tomorrow's District Assessment and Friday's Unit 9 exam. The instructor walked the classroom helping individual students and their peers with the understanding of the posed questions and curriculum.
WH Honors Homework: Finish Unit 9 Study Guide and Notebook Prep
WH Homework: Finish Unit 9 Study Guide and Notebook Prep
Tuesday, March 30, 2010
Today, the students began the period with their third warm-up question for Unit 9. Warm-Up Question #3 stated: How did the United States foreign policy toward Cuba in the 1950's backfire? How did this policy affect relations with Francisco Bautista (1950's) and Fidel Castro (1960's-Present)? What did the Cuban Missile Crisis (1962) reveal about the policies of the United States? EXPLAIN.
Following the discussion of the warm-up...the instructor and the students examined the segment of the movie "Thirteen Days" analyzing the backdoor channel negotiations between JFK and Nikita Khrushchev over the nuclear weapons in Cuba (Soviet) and Turkey (US/UN).
WH Honors Homework: Unit 9 Honors Study Guide and Unit 9 Notebook Prep
WH Homework: Unit 9 Exam Study Guide and Unit 9 Notebook Prep
Following the discussion of the warm-up...the instructor and the students examined the segment of the movie "Thirteen Days" analyzing the backdoor channel negotiations between JFK and Nikita Khrushchev over the nuclear weapons in Cuba (Soviet) and Turkey (US/UN).
WH Honors Homework: Unit 9 Honors Study Guide and Unit 9 Notebook Prep
WH Homework: Unit 9 Exam Study Guide and Unit 9 Notebook Prep
Monday, March 29, 2010
In order to continue to assist the students in their understanding of the "heightened tensions" between the United States and Soviet Union during the Cuban Missile Crisis...the instructor and the students watched the second half of "Thirteen Days" together in class. The instructor and the students continued a short discussion near the end of the period examining the escalation of the hostility between the world's two superpowers during the Cuban Missile Crisis.
WH Honors Homework: Unit 9 Honors Exam Study Guide and Notebook Prep (Organization)
WH Homework: Unit 9 Exam Study Guide and Notebook Prep (Organization)
WH Honors Homework: Unit 9 Honors Exam Study Guide and Notebook Prep (Organization)
WH Homework: Unit 9 Exam Study Guide and Notebook Prep (Organization)
Friday, March 26, 2010
In order to assist the students in their understanding of the "heightened tensions" between the United States and Soviet Union during the Cuban Missile Crisis...the instructor and the students watched the first half of "Thirteen Days" together in class.
The instructor and the students participated in a short discussion near the end of the period examining the basis (creation) for the increased hostility between the world's two superpowers during the 1950's and 1960's.
WH Honors Homework: None
WH Homework: None
The instructor and the students participated in a short discussion near the end of the period examining the basis (creation) for the increased hostility between the world's two superpowers during the 1950's and 1960's.
WH Honors Homework: None
WH Homework: None
Thursday, March 25, 2010
Today, the students began the period with their second warm-up question for Unit 9 (The Cold War Era). Warm-Up Question #2 stated: What effects did the Korean War have on the Korean people (North and South) and the nation as a whole? What about the effects on the United States, China and the USSR (Soviet Union/Russia)? What differing U.S. and Soviet (Russian) policies led to the development of the Cuban Missile Crisis in 1962? How did the Cold War influence the International Peace Conference (Geneva) of 1954 to divide Vietnam at the 17th Parallel? EXPLAIN.
Following the discussion of the warm-up question (and some side-bar questions about Nuclear Proliferation (amount of available missiles)...the instructor led a lecture and discussion about the impact of US-Soviet Relations on events in the 1950's and 1960's (Vietnamese relations, U2 Spy Plane, Cuban Revolution, Bay of Pigs Invasion and the Cuban Missile Crisis).
WH Honors Homework: Finish Chapter 17 Reading
WH Homework: Finish Chapter 17 Reading
Following the discussion of the warm-up question (and some side-bar questions about Nuclear Proliferation (amount of available missiles)...the instructor led a lecture and discussion about the impact of US-Soviet Relations on events in the 1950's and 1960's (Vietnamese relations, U2 Spy Plane, Cuban Revolution, Bay of Pigs Invasion and the Cuban Missile Crisis).
WH Honors Homework: Finish Chapter 17 Reading
WH Homework: Finish Chapter 17 Reading
Wednesday, March 24, 2010
The students finished watching the video segments from Korea: The Forgotten War about the causes and effects of the United States involvement in fighting communism in the Pacific Rim (1950's). At the end of the period, the instructor summarized how the cease-fire in 1953 established the beginnings of the "demilitarized zone" (DMV) along the 38th Parallel between North Korea and South Korea (still exists exactly the same way in 2010).
WH Honors Homework: Finish reading in Chapter 17 (Sections 4 & 5). Focus on Cuban Missile Crisis and Vietnam Conflict
WH Homework: Finish reading in Chapter 17 (Sections 4 & 5). Focus on Cuban Missile Crisis and Vietnam Conflict
WH Honors Homework: Finish reading in Chapter 17 (Sections 4 & 5). Focus on Cuban Missile Crisis and Vietnam Conflict
WH Homework: Finish reading in Chapter 17 (Sections 4 & 5). Focus on Cuban Missile Crisis and Vietnam Conflict
Tuesday, March 23, 2010
The students started the period with warm-up question number one for Unit 9 (The Cold War Era). Warm-Up Question #1 stated: What actions might the United States have justified by "Domino Theory" (Truman Doctrine)? Have things changed much since 1947 with regards to Truman's Doctrine? What role did the policy of "containment" (Truman Doctrine) play in the involvement of the United States in the wars (conflicts) in Korea and Vietnam? EXPLAIN.
Following a discussion of the warm-up question for today, the students watched a video segment from Korea: The Forgotten War about the causes and effects of the United States involvement in fighting communism in the Pacific Rim (1950's).
WH Honors Homework: Continue reading in Chapter 17 (Sections 3 & 4)
WH Homework: Continue reading in Chapter 17 (Sections 3 & 4).
Following a discussion of the warm-up question for today, the students watched a video segment from Korea: The Forgotten War about the causes and effects of the United States involvement in fighting communism in the Pacific Rim (1950's).
WH Honors Homework: Continue reading in Chapter 17 (Sections 3 & 4)
WH Homework: Continue reading in Chapter 17 (Sections 3 & 4).
Monday, March 22, 2010
At the start of the period, the instructor walked the classroom "stamping" the completed homework assignment from Friday for student's notebooks in Unit 9 (the Cold War).
Following the stamping of the homework, the instructor picked up with the lecture and discussion of the Cold War era...focusing today on the elements of Truman's Doctrine (Domino Theory and Containment) and how the Marshall Plan was used as an "economic vehicle" for the democratization of Europe. In addition, the instructor and the students evaluated the dividing of Berlin and its impact on US-Soviet relations (Berlin Blockade/Airlift) during the end of the decade (1945-1949).
WH Honors Homework: Reading in Chapter 17 (Sections 3 and 4) for tomorrow's warm-up question and transition into Korean War video.
WH Homework: Reading in Chapter 17 (Sections 3 and 4) for tomorrow's warm-up question and transition into Korean War Video.
Following the stamping of the homework, the instructor picked up with the lecture and discussion of the Cold War era...focusing today on the elements of Truman's Doctrine (Domino Theory and Containment) and how the Marshall Plan was used as an "economic vehicle" for the democratization of Europe. In addition, the instructor and the students evaluated the dividing of Berlin and its impact on US-Soviet relations (Berlin Blockade/Airlift) during the end of the decade (1945-1949).
WH Honors Homework: Reading in Chapter 17 (Sections 3 and 4) for tomorrow's warm-up question and transition into Korean War video.
WH Homework: Reading in Chapter 17 (Sections 3 and 4) for tomorrow's warm-up question and transition into Korean War Video.
Friday, March 19, 2010
THE INSTRUCTOR WAS OUT OF THE CLASSROOM TODAY COORDINATING KING HIGH SCHOOL REMEMBERS FOR THE 11TH GRADE CLASSES (US HISTORY/AP US HISTORY).
The students were given three primary source readings from Winston Churchill (Sinews of Peace...Iron Curtain), Harry Truman (Truman Doctrine/Foreign Policy) and George Marshall (Marshall Plan/Economic Recovery). The students were asked to read the primary source documents and use their background information on the Cold War (from Thursday's lecture and discussion/last night's reading assignment) to answer the Critical Thinking Questions about the development of the tension between the United States and Soviet Union. The instructor will discuss and evaluate responses and ideas during Monday's class period.
WH Honors Homework: Finish Critical Thinking Questions...Have a Good Weekend!
WH Homework: Finish Critical Thinking Questions...Have a Good Weekend!
The students were given three primary source readings from Winston Churchill (Sinews of Peace...Iron Curtain), Harry Truman (Truman Doctrine/Foreign Policy) and George Marshall (Marshall Plan/Economic Recovery). The students were asked to read the primary source documents and use their background information on the Cold War (from Thursday's lecture and discussion/last night's reading assignment) to answer the Critical Thinking Questions about the development of the tension between the United States and Soviet Union. The instructor will discuss and evaluate responses and ideas during Monday's class period.
WH Honors Homework: Finish Critical Thinking Questions...Have a Good Weekend!
WH Homework: Finish Critical Thinking Questions...Have a Good Weekend!
Thursday, March 18, 2010
Today, the instructor began the lecture and discussion with the students about the developments of the Cold War, following the post-World War II era. The lecture and discussion focused on the tense relationship between the United States and the Soviet Union and how this relationship developed into the fight between the ideologies of democracy vs. communism in the world. The students had a lot of good questions and much of the discussion transitioned into modern era events about specific countries and the fallout (blowback) from some of our foreign policies (United States).
WH Honors Homework: Reading in Chapter 17 (Section 1/2) about the United Nations, Iron Curtain, Truman Doctrine and Marshall Plan (Containment/Domino Theory)...you will use these topics tomorrow in class with your readings and handouts.
WH Homework: Reading in Chapter 17 (Section 1/2) about the United Nations, Iron Curtain, Truman Doctrine and Marshall Plan (Containment/Domino Theory)...you will use these topics tomorrow in class with your readings and handouts.
WH Honors Homework: Reading in Chapter 17 (Section 1/2) about the United Nations, Iron Curtain, Truman Doctrine and Marshall Plan (Containment/Domino Theory)...you will use these topics tomorrow in class with your readings and handouts.
WH Homework: Reading in Chapter 17 (Section 1/2) about the United Nations, Iron Curtain, Truman Doctrine and Marshall Plan (Containment/Domino Theory)...you will use these topics tomorrow in class with your readings and handouts.
Wednesday, March 17, 2010
THE SCHEDULE FOR 10TH GRADE STUDENTS IS MODIFIED TODAY DUE TO THE ADMINISTRATION OF THE CAHSEE EXAM...SOME WORLD HISTORY PERIODS WILL NOT MEET TODAY DUE TO EXAM. NORMAL CLASS SCHEDULES WILL RESUME ON THURSDAY.
Tonight's Homework: Continue reading in Chapter 17 and continue with Unit 9 Vocabulary (Cold War).
Tonight's Homework: Continue reading in Chapter 17 and continue with Unit 9 Vocabulary (Cold War).
Tuesday, March 16, 2010
THE SCHEDULE FOR 10TH GRADE STUDENTS IS MODIFIED TODAY DUE TO THE ADMINISTRATION OF THE CAHSEE EXAM...SOME WORLD HISTORY PERIODS WILL NOT MEET TODAY DUE TO EXAM. NORMAL CLASS SCHEDULES WILL RESUME ON THURSDAY.
Tonight's Homework: Rest up and get focused for the 2nd half of CAHSEE exam.
Tonight's Homework: Rest up and get focused for the 2nd half of CAHSEE exam.
Monday, March 15, 2010
THE INSTRUCTOR WAS AWAY FROM THE CLASSROOM TODAY DUE TO A FIELD TRIP IN THE ATHLETICS DEPARTMENT.
Today, the students began preliminary research regarding the development of the Cold War. Using the textbook and their knowledge of World War II (1945)...the students were asked to complete the Cold War Questions Backgrounder to prepare for the upcoming lecture and discussion (week of March 22) following CAHSEE Testing and King High Remembers.
Tonight's Homework: Begin reading in Chapter 17...finish Cold War Backgrounder....begin Unit 9 Vocabulary.
Today, the students began preliminary research regarding the development of the Cold War. Using the textbook and their knowledge of World War II (1945)...the students were asked to complete the Cold War Questions Backgrounder to prepare for the upcoming lecture and discussion (week of March 22) following CAHSEE Testing and King High Remembers.
Tonight's Homework: Begin reading in Chapter 17...finish Cold War Backgrounder....begin Unit 9 Vocabulary.
Friday, March 12, 2010
TODAY IS THE SPRING SPORTS ASSEMBLY...MODIFIED PERIOD SCHEDULE...EVERYONE GETS TO SEE MR. GULL (Yikes...that's me!) AND MR. POLLARD LOSE THEIR HAIR TO THE MR. BALDY FUNDRAISER TO SUPPORT AMERICAN CANCER SOCIETY!!!
Today, the students turned in their Unit 8 Notebook materials and took the Unit 8 Exam over World War II.
WH Honors Homework: None...Have a good weekend!
WH Homework: None...Have a good weekend!
Today, the students turned in their Unit 8 Notebook materials and took the Unit 8 Exam over World War II.
WH Honors Homework: None...Have a good weekend!
WH Homework: None...Have a good weekend!
Thursday, March 11, 2010
Today, the students started the period with their final warm-up question for Unit 8 (6/6). Warm-Up Question #6 stated: What does the use of "Kamikaze" pilots indicate about the strength of the Japanese navy? What kinds of alternatives did the United States have to making a full-scale invasion of Japan or to use the Atomic Bombs on Hiroshima and Nagasaki? Why did the United States likely choose the bombs? EXPLAIN.
Following the discussion of the warm-up question, the students were broken up into groups of three where they looked at the options presented to the United States Government and President Harry Truman in dealing with the Japanese in the Pacific (to end the war). Each group was given an excerpt reading dealing with their choice and they had top explain their position to the rest of the students. Following the explanation of each group, the classroom was opened up to a discussion about the difficulty of such a decision and the impact it had (in 1945) for the future of the postwar world.
WH Honors Homework: Finish Unit 8 Notebook Organization and study for tomorrow's exam
WH Homework: Finish Unit 8 Notebook Organization and study for tomorrow's exam
Following the discussion of the warm-up question, the students were broken up into groups of three where they looked at the options presented to the United States Government and President Harry Truman in dealing with the Japanese in the Pacific (to end the war). Each group was given an excerpt reading dealing with their choice and they had top explain their position to the rest of the students. Following the explanation of each group, the classroom was opened up to a discussion about the difficulty of such a decision and the impact it had (in 1945) for the future of the postwar world.
WH Honors Homework: Finish Unit 8 Notebook Organization and study for tomorrow's exam
WH Homework: Finish Unit 8 Notebook Organization and study for tomorrow's exam
Wednesday, March 10, 2010
In preparation for Thursday's Socratic Seminar on the dropping of the atomic bomb on Japan, the students watched a 50 minute video segment on the Manhattan Project. The focus of the video segment was on the development of the atomic devices "Fat Man" and "Little Boy" and the choices the United States Government had to make in order to end the war quickly with Japan, in order to save American lives in the US military. But behind the scenes, there were also other issues to consider such as the financial expense involved, the supremacy of the United States in the postwar world and the ideology of preaching democracy and promoting humanitarianism while also holding a weapon of mass destruction in your possession.
WH Honors Homework: Continue working on Unit 8 notebook organization and Unit 8 Exam Study Guide...but also read segment in textbook about Atomic Bombs (Chapter 16)
WH Homework: Continue working on Unit 8 notebook organization and Unit 8 Exam Study Guide...but also read segment in textbook about Atomic Bombs (Chapter 16)
WH Honors Homework: Continue working on Unit 8 notebook organization and Unit 8 Exam Study Guide...but also read segment in textbook about Atomic Bombs (Chapter 16)
WH Homework: Continue working on Unit 8 notebook organization and Unit 8 Exam Study Guide...but also read segment in textbook about Atomic Bombs (Chapter 16)
Tuesday, March 9, 2010
THE INSTRUCTOR WAS OUT OF THE CLASSROOM TODAY DUE TO PROFESSIONAL DEVELOPMENT MEETING (RIMS/AVID PROGRAM)
Today, the students started the period with warm-up question number five. Warm-Up Question #5 stated: Why did the United States create propaganda showing the Japanese empire as "evil" or sinister"? What was General Douglas Mac Arthur's "island-hopping" strategy? What kinds of advantages would a weaker army (fighting on its home soil) have over a stronger invading army? How does this idea apply to American in Bataan? EXPLAIN.
Following the warm-up question, the substitute teacher provided the students with their Unit 8 Exam Study Guide and the notebook order for the Unit 8 collection on Friday before the test. The students were given the period to begin their organization of their curriculum materials and their answers for the Unit 8 Study Guide.
WH Honors Homework: Unit 8 Notebook and Unit 8 Exam Study Guide (Honors)
WH Homework: Unit 8 Notebook and Unit 8 Exam Study Guide
Today, the students started the period with warm-up question number five. Warm-Up Question #5 stated: Why did the United States create propaganda showing the Japanese empire as "evil" or sinister"? What was General Douglas Mac Arthur's "island-hopping" strategy? What kinds of advantages would a weaker army (fighting on its home soil) have over a stronger invading army? How does this idea apply to American in Bataan? EXPLAIN.
Following the warm-up question, the substitute teacher provided the students with their Unit 8 Exam Study Guide and the notebook order for the Unit 8 collection on Friday before the test. The students were given the period to begin their organization of their curriculum materials and their answers for the Unit 8 Study Guide.
WH Honors Homework: Unit 8 Notebook and Unit 8 Exam Study Guide (Honors)
WH Homework: Unit 8 Notebook and Unit 8 Exam Study Guide
Monday, March 8, 2010
Today, the instructor finished off the visual map for the European Theater of World War II and how the Nazis eventually fell to the power and supremacy of the Allied armies (US, France, Great Britain and Russia). At the close of the visual presentation, the instructor continued with the lecture and discussion about the Pacific Theater (PTO) versus the Japanese during the latter stages of World War II (Bataan, Coral Sea, Doolittle's Raid and Midway island)...focusing heavily on the aspects of MacArthur's Island-Hopping strategy.
WH Honors Homework: Finish reading in Chapter 16 (Section 2 and 4) to prepare for Tuesday's warm-up question.
WH Homework: Finish reading in Chapter 16 (Section 2 and 4) to prepare for Tuesday's warm-up question. Periods 4 and 5 students...be sure to finish your Chapter 16 Worksheet (today's in-class special assignment)
WH Honors Homework: Finish reading in Chapter 16 (Section 2 and 4) to prepare for Tuesday's warm-up question.
WH Homework: Finish reading in Chapter 16 (Section 2 and 4) to prepare for Tuesday's warm-up question. Periods 4 and 5 students...be sure to finish your Chapter 16 Worksheet (today's in-class special assignment)
Friday, March 5, 2010
Today, the students started the period with warm-up question four. Warm-Up Question #4 stated: How was the "Final Solution" a natural outcome of Nazi racial theory? What was the difference between a "concentration" camp and an "extermination" camp? What was meant by the words of Elie Wiesel..."Never Shall I Forget"...what did he mean? EXPLAIN.
Following the discussion of the warm-up question, the instructor and the students read excerpts from Christopher Browning's "Ordinary Men"...the reading is about the massacre at Jozefow, Poland during the Holocaust and the interactions between Jewish prisoners and German soldiers.
WH Honors Homework: Finish Jozefow Questions for Unit 8 notebook
WH Homework: Finish Jozefow Questions for Unit 8 notebook
Following the discussion of the warm-up question, the instructor and the students read excerpts from Christopher Browning's "Ordinary Men"...the reading is about the massacre at Jozefow, Poland during the Holocaust and the interactions between Jewish prisoners and German soldiers.
WH Honors Homework: Finish Jozefow Questions for Unit 8 notebook
WH Homework: Finish Jozefow Questions for Unit 8 notebook
Thursday, March 4, 2010
As a comparative film to Elie Wiesel Goes Home, the students watched "One Survivor Remembers"...which is the Academy Award winning documentary short film about the Holocaust experiences of Gerda Weissmann-Klein.
The film documents her experiences as a Polish Jew during her deportation to concentration camps (fabric labor camp and coal mine camp) and finally, as a member of the one of the "death marches" through Czechoslovakia in the winter and spring of 1945.
WH Honors Homework: Finish Reading in Chapter 16-Section 3
WH Homework: Finish Reading in Chapter 16-Section 3
The film documents her experiences as a Polish Jew during her deportation to concentration camps (fabric labor camp and coal mine camp) and finally, as a member of the one of the "death marches" through Czechoslovakia in the winter and spring of 1945.
WH Honors Homework: Finish Reading in Chapter 16-Section 3
WH Homework: Finish Reading in Chapter 16-Section 3
Wednesday, March 3, 2010
Today, the students started the period with warm-up number three. Warm-Up Question #3 asked: What were the "immediate" and "underlying" causes of Kristallnacht (Night of Broken Glass)? How did anti-semitism (Jewish Racism) outside of Germany contribute to the problems of Jewish refugees? EXPLAIN.
Following the discussion of the warm-up question, the students finished the second half of "Elie Wiesel Goes Home" (Part 2). The focus of the video in today's segment was the visit to Auschwitz on the 50th anniversary and its emotional impact of Mr. Wiesel's life. The video was narrated using excerpts from his book "Night" played against the images from the Holocaust and the 50th anniversary visit.
WH Honors Homework: None
WH Homework: None
Following the discussion of the warm-up question, the students finished the second half of "Elie Wiesel Goes Home" (Part 2). The focus of the video in today's segment was the visit to Auschwitz on the 50th anniversary and its emotional impact of Mr. Wiesel's life. The video was narrated using excerpts from his book "Night" played against the images from the Holocaust and the 50th anniversary visit.
WH Honors Homework: None
WH Homework: None
Tuesday, March 2, 2010
Today, the students watched the documentary video entitled "Elie Wiesel Goes Home" (Part 1). In today's video, the students witnessed Elie Wiesel visiting his childhood home in Romania where he was deported to Auschwitz in April 1944. Mr. Wiesel tells the story of his deportation and the separation from his family and friends and the impact on his adult life (memories).
Tomorrow, the video will continue with Part 2 (the visitation to Auschwitz). In the background, the words from "Night" tell the story of the memories and experiences of the days between 1944-1945 in the concentration/death camps.
WH Honors Homework: Read in Chapter 16 (Section 3)...The Holocaust
WH Homework: Read in Chapter 16 (Section 3)...The Holocaust
Tomorrow, the video will continue with Part 2 (the visitation to Auschwitz). In the background, the words from "Night" tell the story of the memories and experiences of the days between 1944-1945 in the concentration/death camps.
WH Honors Homework: Read in Chapter 16 (Section 3)...The Holocaust
WH Homework: Read in Chapter 16 (Section 3)...The Holocaust
Monday, March 1, 2010
At the start of the period, the students began with their second warm-up question for Unit 8. Warm-Up Question #2 was: How long had the German-Soviet Pact been in effect before Hitler began planning to invade the Soviet Union? What does the fact that German armies were not prepared for the Russian winter (1941) indicate about Hitler's expectations for Operation Barbarossa? Explain.
Following the warm-up question, the instructor covered the background lecture and discussion concerning the Holocaust and the implementation of Hitler's Final Solution plan for Jewish populations. Over the next few days, students will be exposed to the horrors and tragedies of the Holocaust through documentaries and personal stories pertaining to the event (visuals and written accounts).
WH Honors Homework: Finish Unit 8 Vocabulary
WH Homework: Finish Unit 8 Vocabulary for tomorrow.
Following the warm-up question, the instructor covered the background lecture and discussion concerning the Holocaust and the implementation of Hitler's Final Solution plan for Jewish populations. Over the next few days, students will be exposed to the horrors and tragedies of the Holocaust through documentaries and personal stories pertaining to the event (visuals and written accounts).
WH Honors Homework: Finish Unit 8 Vocabulary
WH Homework: Finish Unit 8 Vocabulary for tomorrow.
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