Embedded Files
M stands for Maroon Day and W stands for White Day
M 8/27; W 8/28 (41 classes + semester test)
South Dakota Social Studies Standards
-All textbook readings are on Moodle.
Perspective/painting/artifacts and course content overview (see units listed below) (notes, 10pts)
Unit 1: Neolithic Revolution, Exploration, and Indigenous history and culture Unit 1 Study Guide
Unit 2: Renaissance Unit 2 Study Guide
Unit 3: Scientific Revolution and Enlightenment Unit 3 Study Guide
Unit 4: Industrial Revolution, Globalization, and the Information Revolution Unit 4 Study Guide
Unit 5: Genocide, Holocaust, Rwanda Unit 5 Study Guide
-Syllabus
-All assignments will be handwritten unless otherwise assigned
-Unit 1 Study Guide
-Critical thinking and learning to learn
-FW: What is the purpose of studying history? (10pts)
-Unit 1 intro: Journey of Man video excerpt (15 minutes; 8:43-24:05), San, and discuss (10pts)
-Artifact defined: A human made object, typically of historical or cultural interest
-Mr. Howard assignment example
-Bookmark assignments page
-start on assignment
ASSIGNMENT
1) Bookmark on your computer World History Assignments webpage from my site
2) Find an artifact that reflects something important about you, about who you are as a person, as an individual, and write 3/4 page handwritten explaining the meaning of the artifact. Bring the artifact to our next class (25 pts). You will be sharing your artifact and ideas in small groups.
3) Summarize Notes: Prehistory. Must be handwritten. Rewrite the notes from the page linked, but condense and shorten them, listing the key ideas. (10pts)
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September
September
M 8/31; W 9/1
-Review Day 1 notes on purpose of education and of studying history and 3 lessons of history
-Notes: Prehistory, questions/discussion
-Groups share artifacts
-Chukchi video (15 minutes, 1:16-1:35)
-hand copy Neolithic Revolution Chart
ASSIGNMENT
1) Hand copy the Neolithic Revolution Chart
2) Write down all of the study guide terms, leaving two spaces for each. Unit 1 Study Guide
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M 9/2; W 9/3
-Hand out semester reading packet
-Unit 1 Study Guide check and review; Review Neolithic Revolution Chart
-Notes: Mesoamerica, Aztecs, and Cortes
-Cortes Video (50 minutes). Take notes during video: What advantages did Cortes have over the Aztecs? Write down as many as you can. Should have 6 or more. The History Channel Cortes video is also on youtube. Title: The Conquerors - Episode 3 (Hernando Cortes: Conqueror of Mexico)
-Guns, Germs, and Steel Chart (hand copy this chart in class)
ASSIGNMENT
1) hand copy Guns, Germs, and Steel Chart if not finished in class. (10pts)
2) Lakota and European historical worldview chart. Write down what you think is the most important difference in each category. (10 pts)
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M 9/4; W 9/8
-Review of Cortes and Guns, Germs, and Steel Chart and write down one question you have about it
-FW: choose one difference you wrote down from the Lakota and European historical worldview chart and explain why it's such a significant difference, and why that particular category of culture is so important. (10pts)
-Discuss freewrite and go through the chart together
-Indigenous Nations and Oceti Sakowin introductory notes
-(25 minutes) Start assignment together, reading and annotating handout on "Oceti Sakowin and Indigenous Diversity"
ASSIGNMENT
1) Unit 1 Packet: read and annotate "Oceti Sakowin and Indigenous Diversity". Underline the main idea of each paragraph and circle 2 key words or facts PER PARAGRAPH. At the bottom of each page, write down one question you have about that page. (25 pts)
2) Listen to the "Lakota Flag Song" on youtube and write 3/4 page handwritten about what it makes you think about. How would you describe the style and structure of the song? Are there any repeating elements you can identify? Compare it to other music you've heard. Do not research the song on the internet. (20pts)
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M 9/9; W 9/10
-Unit 1 Study Guide Check
-Groups: two main ideas from each page of "Oceti Sakowin and Indigenous Diversity" and write on separate sheet of paper. Choose one question to ask. (10pts)
-Notes: Lakota Language and Flag Song
-see handout page 4 in your Unit packet: Lakhota values and veteran's song.
-Hand in 3/4 page homework response to Flag Song and write two things you learned at the bottom of that page. (10pts)
-start on assignment
-Powerpoint slides on boarding schools before reading
ASSIGNMENT
-Unit 1 Packet: Read and annotate the handout on Boarding Schools. Underline the main idea of each paragraph and circle key details, at least two per paragraph. At the bottom of each page write down one question about the content of that page. (25pts)
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M 9/11; W 9/14
-Discuss Boarding Schools reading
-Lakhota: He Sapa, waste, wacipi, toksa
-Videos: Drum Group and Supaman
-Notes: Black Elk, Ella Deloria, Vine Deloria, Oscar Howe, Billy Mills
-Major Native American History events
-How to Study: organization, mark what you know and what you don't, use chunking and mastery.
Rewrite notes. Rewrite all terms off of study guide. Note key ideas from each reading. Rewrite all charts until memorized.
-Unit 1 Extended Paragraph Prompt response: Write a fully developed paragraph explaining the Neolithic Revolution Chart. Include a minimum of 5 specific details, such as facts, names, dates, concepts. (10 test points).
-there will also be a one page open notes freewrite that you will do in class. The prompt will be given in class when you take the unit test.
ASSIGNMENT:
1) Write down 2 facts about each term from the Unit 1 Study Guide on a separate sheet of paper. Must be handwritten. (25pts)
2) On a sheet of paper, write the Neolithic Revolution Chart on one side and the Guns, Germs, and Steel chart on the other side. (20pts)
3) Study for Unit 1 Multiple Choice Test that is next class (50 test points). Test is over notes, readings, videos, discussion, and other assignments, Lakota and European historical worldview chart, Neolithic Revolution Chart, Guns, Germs, and Steel Chart, Major Native American History events. Unit 1 Study Guide
4) -Unit 1 Extended Paragraph Test Prompt response: Write a fully developed paragraph explaining the Neolithic Revolution Chart. Include a minimum of 5 specific details, such as facts, names, dates, concepts. (10 test points).
5) Unit 1 Open Notes freewrite question (10 test points). Will be handed out in class the day of the test.
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M 9/15; W 9/16
1) Unit 1 Multiple Choice Test (50 test points) over notes, readings, videos, discussion, and other assignments, Lakota and European historical worldview chart, Neolithic Revolution Chart, Guns, Germs, and Steel Chart, Major Native American History events. Unit 1 Study Guide
2) -Unit 1 Extended Paragraph Test Prompt response: Write a fully developed paragraph explaining the Neolithic Revolution Chart. Include a minimum of 5 specific details, such as facts, names, dates, concepts. (10 test points).
3) In-Class Freewrite test (10 test points): Prompt: In-class, open notes: will be handed out in class the day of the test.
ASSIGNMENT
-Hand write Unit 2 Study Guide words on paper, leaving two spaces for each one.
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M 9/17; W 9/18
-Notes: three groups studied so far: nomadic (e.g., Lakota), agricultural(e.g., Aztecs), and agricultural/technological (e.g., Europe, China, Middle East)
-Unit 2 Study Guide
-Renaissance architecture slides
-Read 398-399 together and then groups do terms with three bullets, then discuss as a class. Define Renaissance, secularism, rebirth, and individualism
-Work on assignment, #2 below.
ASSIGNMENT
Readings are on Moodle
1) In 12.1, "The Renaissance," read pp. 398-399. Define and explain Renaissance, secularism, rebirth, and individualism, which are all discussed on the first page. Three bullets explaining each. (12pts) (completed this in class in groups if you were here)
2) In the same pdf file as the 12.1 reading, read "The Renaissance Man", pp. 404-405 and write a one sentence summary of each of the three main paragraphs. (12pts)
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M 9/21; W 9/22
-Notes: "Islamic Golden Age"; 12.1 "The Renaissance" (pp. 398-403): Renaissance, secularism, rebirth, individualism
-Notes on board for section on da Vinci (pp. 404-405) and make list of Renaissance ideal in order to prep for freewrite
-What is the purpose, or goal, of education? FW: Renaissance ideal and the purpose of education. Which goal of education is the most important?
-Groups: 5 benefits of Liberal Arts education and 5 benefits of technical education, then discuss.
-Read 12.2 with audio as a class
ASSIGNMENT
1) Read 12.2 "Ideas and Art of the Renaissance" (pp. 406-411). Reading is on Moodle.
2) In the PDF file for Chapter 12 (sections 12.1, 12.2, are on Moodle) look at the following paintings and write down three stylistic details about each. After doing that, make a list of what they have in common stylistically. Raphael: The School of Athens (399); da Vinci: The Last Supper (404); Michelangelo: God Creates Adam (405), 10 pts)
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(10)
M 9/23; W 9/24
-Review notes from 12.1 "The Renaissance" (pp. 398-403): Secularism, Individualism, Rebirth (SIR)
-Make list together: Raphael: The School of Athens (399); Da Vinci: The Last Supper (404); Michelangelo: God Creates Adam (405)
-Renaissance Art Powerpoint and key characteristics
-Groups analyze The Marriage and American Gothic (10pts) and complete the supplied chart except for #3 in the directions. Renaissance Art Comparison Worksheet
-Art Resource
ASSIGNMENT
1. Find two works of art to compare. One must be from the Renaissance period (about 1350-1600) and the other must be a 20th century/modern/contemporary work of art, 1880 or so to present (20pts). You may not use any of the following: Mona Lisa, Last Supper, Starry Night or any of the works that are in Chapter 12. You must also know the artist's name and something about his or her background/history. Save each art work on your computer. -Art Resource
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M 9/28; W 9/29
-Notes: Dante, Vernacular, Renaissance Humanism
-Renaissance Art Project Checklist
-RenArt Presentation Rubric
-Work on Renaissance Art Comparison Worksheet and one page handwritten summary of the chart.
ASSIGNMENT
-Complete the Renaissance Art Comparison Worksheet (in course reading packet), which includes a one page HANDWRITTEN summary of the chart (30pts).
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October
October
M 9/30; W 10/1
-review SIR and Humanism
-Notes: Christian Humanism, Protestant Reformation and Martin Luther
-Renaissance Art Project Checklist; Renaissance Art Comparison Worksheet
-RenArt Presentation Rubric
-Work on and complete handwritten outline for presentation and research further your artists and their styles
-RenArt project outline
ASSIGNMENT:
1) Handwritten outline due next class, all but introduction. Should have sections II, III, IV, and V completed. (30 points). RenArt project outline
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M 10/2; W 10/5
-Check Unit 2 Study Guide (test next class)
-Notes: Writing and the printing press, 95 Theses
-Revision of outline, check order of supporting ideas. Work on lead-in/introduction/thesis and conclusion; also incorporation of research; rough draft of poster: organization, design elements, information.
-Now type your outline. When you present you must hand in your handwritten outline and your typed outline to get credit for them.
-RenArt Presentation Rubric
-RenArt project outline
ASSIGNMENT
Unit test next class
1) Unit 2 Multiple Choice Test (50 test points). Unit 2 Study Guide
2) Extended Paragraph response: will be given when you take the test.
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M 10/6; W 10/7 (Early out, PT conferences)
-10 minutes silent study time
-60 minutes for test
-Unit 2, Renaissance Multiple Choice Test, 40 minutes (50pts). Unit 2 Study Guide
-Unit 2 extended paragraph response, 20 minutes (10 test pts): will be given when you take the test
ASSIGNMENT
-Art Comparison Project due next class. Poster and Speech, with typed outline. NOTE : A late project will result in a 10% reduction in the final grade earned. This is a test grade. (100 TEST points) RenArt Presentation Rubric, Renaissance Art Project Checklist
-Handwritten outline (Draft 1, 25 pts) and typed outline (Draft 2, 25 pts). You must turn in the handwritten outline with your typed one in order to get credit for the typed outline.
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M 10/8; W 10/9
-Presentations; RenArt Presentation Rubric
-Students take notes. Write down presenter's name and one interesting thing learned.
ASSIGNMENT
None
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M 10/13; W 10/14
-Presentations.
-RenArt Presentation Rubric; Students take notes. Presenter's name and one interesting thing learned.
-Discussion/brainstorm: What are the characteristics of modern art? (10pts)
-UNIT 3: Scientific Revolution and Enlightenment. Unit 3 Study Guide
-Read 17.1 together
ASSIGNMENT
1) Read 17.1: The Scientific Revolution, pp. 538-545 (reading is on Moodle).
2) The following must be handwritten: (A) Write a one sentence summary of each of the first 6 paragraphs on pages 538-539. (B) Write three bullets for each highlighted word in the remainder of 17.1. There are 14 highlighted words in 17.1. Use the format that I showed you in class. You must have all three bullets to get points for any one term (40 points total: 12 pts for sentence summaries, and 28 pts for terms)
3) There will be a quiz next class over 17.1
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M 10/15; W 10/16
-Scientific Revolution Chart notes
Notes: Scientific Revolution: al-Khwarizmi, Ibn al-Haytham, Mapping: Eratosthenes (276-194 BC) and Newton (1643-1727), quantification, verification and self-correcting nature of science: Einstein (1879-1955)
-Read 17.2 aloud together
ASSIGNMENT
1) Read 17.2 "The Enlightenment" (pp. 546-553), on Moodle. (may have completed in class)
2) Write a one sentence definition or explanation for each highlighted word in 17.2.
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M 10/19; W 10/20
-Review of Mapping, quantification, observational/experimental verification, and probability. Plus, precision in science. (Notes: Scientific Revolution)
-Notes: Enlightenment/Powerpoint
-US Constitution/Bill of Rights, read, annotate, and summarize together. What do you think is one of the most important constitutional rights? FW choose one and explain why it's so important; discuss
-Background to Tinker case (Vietnam War and protest, short video), then start on assignment
ASSIGNMENT
- Read and annotate: "Tinker V. Des Moines Independent Community School District" (1969). Underline the main idea of each paragraph and circle two key facts in each paragraph. Write 1/2 page on why you agree or disagree with the decision made by the Supreme Court (25pts)
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M 10/21; W 10/22
-Tinker case: Note on your own the most important idea of each page. Then in groups decide on two most important ideas for each page and summarize them on a separate sheet of paper.
-Review: inductive and deductive reasoning; empiricism and rationalism; Universal Law of Gravitation and G; Marie Curie
-Questions concerning study guide
-Unit 3 Scientific Revolution Study Guide, study time
ASSIGNMENT
1) On a separate piece of paper, write down 2 facts/details in bullet form about each term, name, or concept from the Unit 3 Scientific Revolution Study Guide (25pts). To get points for this, you will need to hand in your first study guide filled in and then a second one with the 2 facts.
2) Copy the Scientific Revolution Chart again by hand (10 pts). Will need to two hand copies of this for points.
3) Study for Multiple Choice Test : 17.1 and 17.2 readings as well as the Scientific Revolution Chart, terms, and notes. Unit 3 Study Guide and Scientific Revolution Chart
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(20)
M 10/26; W 10/27
-Silent test preparation: write down one key idea for everything on the study guide handed out before the test.
-Hand in homework study guide (25pts), rewritten scientific revolution chart (10 pts), and pretest study guide with one fact for each term, name, or idea (25)
-Unit 3 Multiple Choice Test over Scientific Revolution and Enlightenment and "The American Revolution" (17.1 and 17.2, and Scientific Revolution Chart, terms, notes (50pts).Unit 3 Study Guide
ASSIGNMENT
-Hand write one page on what you think is the most important scientific invention or discovery and explain why you chose it. The first paragraph/half of your paper should be describing the invention or discovery, and the second paragraph/half should explain why it is so important. Must be something besides the iphone (25 pts).
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M 10/28; W 10/29
-Discuss scientific invention or discovery you wrote about
-Research one of the following scientists and complete assignment explained below:
(1) Ibn al-Haytham; (2) Francis Bacon; (3) Copernicus; (4) Tycho Brahe, (5) Rene Descartes; (6) Galileo; (7) Kepler, (8) Newton, (9) Henry Cavendish; (10) Marie Curie; (11) Charles Darwin; (12) Michael Faraday; (13) James Clerk Maxwell (electromagnetism); (14) Nikola Tesla; (15) Niels Bohr (atomic model); (16) Lise Meitner (17) Albert Einstein; (18) Max Planck; (19) Werner Heisenberg; (20) Alan Turing (21) Richard Feynman (quantum mechanics); (22) Watson and Crick; Rosalind Franklin (DNA/Genetics); (23) Stephan Hawking (origins of the universe); (24) Jennifer Doudna (biochemist), (25) Nina Tandon (biomedical engineer); (26) Jocelyn Bell Burnell (astrophysicist); (27) Patricia Bath (invented the laser cataract tool); (28) Edward Witten (theoretical physicist and mathematician, M theory of everything); (29) Jane Goodall (environmentalist); Dian Fossey (conservationist)
ASSIGNMENT
Make a notes page, handwritten, of your research and references. For the notes page you will have 10 bullets on the scientist's scientific achievement and also list at least 4 references you used for your research. Then, hand write one page on the following: One paragraph on what your scientist's contribution to science was and one paragraph on how he or she impacted history and our world today? Put your notes and references on the same sheet of paper as your one page with the two paragraphs. All of this assignment must be handwritten. (30pts total)
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November
November
M 10/30; W 11/2
-Video: "Time Dilation: Einstein's Theory of Relativity Explained" (8 min) and then discuss
-Share research from last class
-Review of inductive reasoning, physical laws, and scientific method (and note peer review process)
1. Find an example of a scientific law (i.e., physical law) for any area science: physics, chemistry, biology, astronomy, geology, etc. Make a notes page explaining the law in 10 bullets and list 4 references used. (10) Working from your ten bullets, write a 1/2 page summarizing and explaining it. Handwritten. (10pts)
2. Find an example a scientific experiment from history or done recently. Can be from any area of science: physics, chemistry, biology, geology, astronomy, etc. Use and list 4 references and explain the experiment in 10 bullets (10pts). Then from your bullets fill in the Flowchart of the Scientific Method with the information from the scientific experiment you researched showing how the experiment fits the steps in the scientific method (10pts). Finally, write a 1/2 page about it and how it relates to the steps in the scientific method (10pts). All handwritten.
Historically important scientific experiments
ASSIGNMENT
-Complete 1, 2 above for next class. Make sure to label each section clearly. (40 pts total)
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M 11/3; W 11/4
-Beyond Bionics video
-Review inductive reasoning and Newton's Rules of Scientific Reasoning, Flowchart of the Scientific Method, and physical/scientific laws
-Unit 3 Scientific Revolution Essay Test Prompt and Outline
-Lessons of History
ASSIGNMENT
-Sections II, III, IV, and V of Scientific Revolution Outline due next class. Must be handwritten. You should complete sections II, III, IV, V of your outline and look up three good quotes about science or related to your examples or scientist you wrote about a couple of classes ago (25pts). You will complete the introducation next class.
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M 11/5; W 11/6
-Braingate video
-Outline Intro, Lead-in (quote, invention, or scientist); Context section: Scientific Revolution Chart Status Quo and MIT sections and 17.1, first 6 paragraphs (which you summarized already with your 17.1 assignment)
-In reading packet, Newton's Rules of Scientific Reasoning (could reference Rule 4 for your inductive reasoning section)
-revise outline and add further support: dates, names, key concepts and terms, etc.
Start writing out Draft 1 from your outline. Draft 1 must be handwritten.
-Unit 3 Scientific Revolution Essay Test Prompt and Outline
-Lessons of History
ASSIGNMENT
-2.5 page handwritten draft of essay from your outline (25pts). Draft will be five paragraphs. One paragraph for each roman numeral in your outline.
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M 11/9; W 11/10
-Science Far Sides
-Unit 3 Scientific Revolution Essay Test Prompt and Outline
-Essay Evaluation
-Work on ESSAY REVISION PROCESS
-Lessons of History
-After making revision notes on draft 1 (See ESSAY REVISION PROCESS), type draft 2 with the changes/additions you noted on your draft 1.
ASSIGNMENT
Note: You must turn in your handwritten outline, handwritten draft 1, and typed draft 2 together to get points for draft 2.
1) Handwritten outline
2) Revision notes written on Draft 1 (25 pts) (see ESSAY REVISION PROCESS )
3) Draft 2, with revisions added, typed, double-spaced, 12 pt font, Times New Roman. 2.5 pages MINIMUM (25 pts).
4) Study for Essay Test (70 minutes) (50 test pts). Unit 3 Scientific Revolution Essay Test Prompt and Outline; Essay Evaluation
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M 11/11; W 11/12
Unit 3 Essay Test, 70 minutes (50 test pts). No notes will be used on the test.
ASSIGNMENT
none
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M 11/13; W 11/16
Unit 4 Industrial Revolution Study Guide
-Notes: The industrial Revolution and the impact of manufacturing and technology
-Read 19.1 with audio (25 minutes): read half, take notes and discuss, and then read second half
ASSIGNMENT
-Read 19.1 "The Industrial Revolution" (pp. 614-621) and hand write one sentence for each highlighted word. There are 12 terms for 19.1. Reading is on Moodle. (may have gotten this done in class)
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M 11/17; W 11/18
-Highlights of section 19.1 (p. 615 population demographics, p. 618 The Power of Steam)
-Read 20.1 together, "The Growth of Industrial Prosperity" (pp. 652-657) and take notes and discuss together. (p. 653 Map, p. 654 The Automobile)
Reading is on Moodle.
-Overview of charts, structure
-Work on Chart and Assignment. Chart must be completed in class.
-For this unit, part of your test includes the following: The chart and one page handwritten, revision of chart, and the 500 word response that you will write next class. All of this will be a 50 point test grade. Complete the assignment below for next class, and then the other parts we will do next class.
ASSIGNMENT
1) Industrial Revolution chart. Complete Status Quo, MIT, Accept/Reject, and Assimilation boxes. Use specific points/ideas/terms from the sections in your chart. Include information from both 19.1 The First Industrial Revolution and 20.1 The Second Industrial Revolution. Handwritten. 6 bullets per box. (10 test points) This will be completed in class.
2) One page handwritten on how the lives of people living in England changed due to the Industrial Revolution. Must include five specific details from the reading. (10 test points)
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M 11/19; W 11/20
-Jigsaw Chart Revision Activity/Test (55 test points. 20 for chart you made and one page handwritten assignment, 20 for chart revision, and 15 for one page reflection.-Note: metacognition and historiography!!!
ASSIGNMENT
-read and annotate -"Globalization Overview and Definition" (in your semester reading packet). Underline main idea of each paragraph and circle two key facts for each paragraph. At the bottom of each page, write down one question you have about that page. (25 pts)
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(30)
M 11/23; W 11/24
Industrial Revolution Chart , discuss reflection page, and especially historiography: approach to time, various historiographical schools and approaches.
-"Globalization Overview and Definition" reading, discuss and annotate further
-Journey of Man video excerpt, India, (39:14-52:57), take notes on and then discuss
-Demographics are statistical data about a human population, including characteristics like age, income, and education.
-Define supply chain: The entire network of organizations, resources, and activities involved in creating and delivering a product or service from its origin to the end consumer.
-"The Demographic Transition" Annotate by underlining main ideas and terms
-World Population Growth Charts: Notes
-Start reading assignment
ASSIGNMENT
1) Read and annotate: "China’s demographic crisis means it’s going to run out of workers." For this assignment, underline the most important idea of each paragraph and circle two key facts per paragraph.
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December
December
M 11/30; W 12/1
-Information Revolution Chart: Chart is in study guide packet. Add notes during lecture.
-Article on China and population demographics, groups research/asnwer questions
-Write out your summary/explanation of your 3rd Industrial Revolution Chart. Due in class. 25 pts.
-Studying for test. Organize your materials.
ASSIGNMENT
-Unit 4 Test, multiple choice, next class (50 test points). Unit 4 Industrial Revolution Study Guide. 19.1, 20.1 reading and terms, charts and graphs, -Information Revolution Chart, notes, India video, articles from study guide and stages in population growth.
-Unit 4 extended paragraph test prompt: In 10 sentences or more, explain the Industrial Revolution chart that you made this unit. Include at least 5 specific details.
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M 12/2; W 12/3
-Unit 4 Test, multiple choice test(50 test points). Unit 4 Industrial Revolution Study Guide. 19.1, 20.1 reading and terms, charts and graphs, -Information Revolution Chart, notes, India video, articles from study guide and stages in population growth.
-Unit 4 extended paragraph test prompt (10 test points): In 10 sentences or more, explain the Industrial Revolution chart that you made this unit. Include at least 5 specific details.
-Pass out Unit 5 Study Guide/handout.
Start assignment
ASSIGNMENT
These readings discuss the two main ideas that were the basis of Nazi persecution of the Jews and other groups.
1) Read and annotate: "A Brief History of Anti-Semitism." Underline the main idea of each paragraph and circle 2 key facts in each paragraph. Also write a question you have at the bottom of each page. (20pts)
2) Read and annotate "Social Darwinism" article. Underline the main idea of each paragraph and circle 2 key facts in each paragraph. Also write a question that you have at the bottom of each page. (20pts)
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M 12/4; W 12/7
-Unit 5. Unit 5 Study Guide
-"A Brief History of Anti-Semitism": Antisemitism: prejudice against or hatred of Jews.
- "Social Darwinism": Social Darwinism: The principles of evolution, including natural selection, applied to human societies, social classes, and individuals.
Groups: 1) Individually mark most important idea on each page of the readings; 2) decide together on key idea of each page 3) Then research one question: must have two references and explain answer in 3 complete sentences
-Social Darwinism summary of main ideas
-WW1 and Treaty of Versailles
-Read with audio 24.3 (pp. 804-809). 15 minutes.
-Work on assignment
ASSIGNMENT
1) Read 24.3 on Moodle and complete A, B, C below.
A) For the following terms, one sentence for each: Anti-Semitism, Adolf Hitler, Nazi, Reichstag, Enabling Act, concentration camp, Aryan, Nuremberg Laws, Kristallnacht, Heinrich Himmler.
B) Also do Section Review Questions, p. 809-Questions 2,3,4,6 three complete sentences for each one
C) For #5 1/2 page and you must include four specific ideas from the section.
(Points: terms and #5-15 pts each; questions 2,3,4,6 are five points each; 50pts total)
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M 12/8; W 12/9
-Unit 5, Intro, WW2, Genocide, Rwanda; WW2/Holocaust/Rwanda (handout of supplemental readings)
-24.3 Hitler and Nazi Germany (pp. 804-811), reading, terms, discussion, Enabling Act
-Note: Germany and unemployment: 7% in 1928; 30% in 1932; 2.5% in 1938
-WW2 Timeline
-Ideology defined
-Nazi Ideology: totalitarianism, nationalism, fascism, anti-Semitism, Social Darwinism
-Military Oaths
-Genocide: the deliberate and systematic killing or persecution of a large number of people from a particular national or ethnic group with the aim of destroying that nation or group.
-26.3 audio read along
ASSIGNMENT
1) Read 26.3 if not complete in class. It's on Moodle.
2) 26.3 Section Review (p. 879) questions 1, 2, and 5. 1 sentence for terms and three sentences for #2. For 5, 1/2 page and you must include four specific ideas/terms from the section. Terms and #5 are 15 pts each, 5 points each for 2. (35 pts total)
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M 12/10; W 12/11
-26.3 New Order and the Holocaust (pp. 874-878) (hand in assignment)
-Notes: Genocide: the deliberate and systematic killing or persecution of a large number of people from a particular national or ethnic group with the aim of destroying that nation or group.
-Complete stage one of 8 Stages assignment together (do the rest on your own for homework; see below)
-Auschwitz: Inside the Nazi State, "Surprising Beginnings" (50 min.) (disc 1, title 1)
ASSIGNMENT
Eight Stages of Genocide reading and summary. Annotate each stage as you read (i.e., underline key ideas and examples on the handout).Then Three bullets for EACH stage: (1) summary/definition of the stage, (2) summary of how to prevent that stage, and (3) an example from the Holocaust for that particular stage. 16 pts for annotating the reading and 24 pts for 1, 2, and 3. (that's 3 points total for each stage) (40 points total)
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M 12/14; W 12/15
-Discuss assignment
-Auschwitz: Inside the Nazi State, "Factories of Death" (50 min.) (disc 1, title 3). The video can be found on Youtube if you are absent.
ASSIGNMENT
-Write one page on how one of the 8 Stages of Genocide can be prevented and apply it to something going on in the US or the world today. Use specific details. (20pts) Handwritten.
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M 12/16; W 12/17
-Review 8 Stages of Genocides and examples
-Rwanda Genocide video (13 minutes)
-Work on Assignment
ASSIGNMENT
Rwanda interview and questions. Your answer/summary must be handwritten on a sheet of paper. Two complete sentences written in your own words. Put them in two bullet form for each question. (56 pts.)
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January
January
M 12/18; W 1/4
-Discuss interview questions
-Hutu 10 Commandments, Nuremberg Laws, Jim Crow Laws, Loving v Virginia (1967), US Bill of Rights
-Holocaust: definition
-Genocide: Definition
-Timeline of Persecution Leading to Genocide
-Genocide Essay Prompt and Outline
-Essay Evaluation
ASSIGNMENT
-Detailed, handwritten outline for essay question due next class (25 pts).
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(40)
M 1/5; W 1/6
-Notes: Eugenics
-Notes: Propaganda
-Genocide Essay Prompt and Outline
-Essay Evaluation
Other resources:
-Holocaust: definition
-Genocide: Definition
-Timeline of Persecution Leading to Genocide
-Hutu 10 Commandments, Nuremberg Laws, Jim Crow Laws, Loving v Virginia (1967)
-Check logic of outline
-Start handwritten draft 1 from your outline. Five paragraphs, 2.5 pages
Genocide Essay Prompt and Outline
ASSIGNMENT
-Draft 1 of essay handwritten from outline. Draft should be five paragraphs, 2.5 pages minimum. (25pts)
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M 1/7; W 1/8
-Extremism Video, 20 minutes on ICP
- ESSAY REVISION PROCESS for Draft 1 and revision notes and then work on Draft 2 (which can be typed)
ASSIGNMENT
1) Outline (25pts) (already graded)
2) Draft 1, handwritten (25 pts)
3) Draft 1 reverse outline and revision notes (30pts)
4) Draft 2 of essay with changes, typed (25pts)
-*Study for the Essay Test (50pts). Genocide Essay Prompt and Outline; Essay Evaluation
Study Guide. Study for Multiple Choice Test (50pts) over 24.3, 26.3, handouts/notes, WWII, Holocaust, Auschwitz video, Genocide, Rwanda, 8 stages (order, definition, examples), and you must know the dates (the year only) from the "Holocaust/World War 2 Timeline" and other facts from the packet that were discussed or highlighted in class.
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(41)
M 1/11; W 1/12
-Unit 5 Test: Essay Test (50pts) and Multiple Choice Test (50pts) over 24.3, 26.3, handouts/notes, WWII, Holocaust, Rwanda, 8 stages, etc. and you must know the dates from the "Holocaust/World War 2 Timeline"
ASSIGNMENT
-Study for Semester Test
-Semester Test will have the Neolithic Revolution Chart; Guns, Germs, and Steel Chart; Scientific Revolution chart, Information Revolution Chart, and all readings, handouts, discussion, notes, terms, assignments, videos, including the dates and historical periods listed below. Multiple Choice, TF, Matching.
CHARTS-
Neolithic Revolution Chart
Guns, Germs, and Steel Chart
Scientific Revolution Chart
Information Revolution Chart
Review 12.1, 12.2, 17.1, 17.2, 17.4, 19.1, 20.1, 24.3, 26.3, as well as all other readings in your study guide packet for each unit
COURSE TIMELINE for Important Eras in World History
*Know order, dates, and key ideas associated with each period
-Prehistory, prior to 8,000 BC
-Neolithic Revolution, 8000 BC-4000 BC
-Middle Ages, 476-1500 AD
-Renaissance, 1350-1550 (Reformation 1517)
-Scientific Revolution, 1550-1700
-Enlightenment, 1700-1800
-First Industrial Revolution, 1800-1870
-Second Industrial Revolution, 1870-1914
-World War I, 1914-1918
-World War II, 1939-1945
-The Cold War, 1947-1991
-Globalization, 1990 to the present
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Semester Test. See testing schedule.
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