Here is the direct link to the Schoology website. No password required
https://districtlms.seattleschools.org/resources#/resources?f=11961173
Log in for World History text
Please go to the online text book web site at:
Here is the information for the online text:
user name troosevelt25
password: roughriders
Please ignore everything below the line for the time being
___________________________________________________________________
Sample Working Papers
Here are some links to help you write your working papers:
www.bathstudent.com/socs/societies/bumun/about_mun/mundocuments/
More extra credit opportunities Folklife Festival and SIFF
Attend Folklife at the Seattle Center over Memorial Day Weekend. Try a new dance, sing a new song and eat something new. Report on all! Information @ www.nwfolklife.org/festival/
Also you may see up to two films for extra credit. They must be in a foreign language at SIFF www.siff.net/ Which runs from May 14th thru June 7th at various venues around seattle. There is a cost involved.
Model UN Website and Position Paper
When trying to log into the Model UN site, please go to: mun.statecraftsim.com.
If you need some help with your position paper, please see the example here: www.unausa.org/global-classrooms-model-un/how-to-participate/model-un-preparation/position-papers/sample-position-paper.
www.unausa.org/global-classrooms-model-un/how-to-participate/model-un-preparation/position-papers
We will go over this example in class on Monday. Position Papers are due on Thursday by the end of the school day.
Compare/Contrast Essay Rubric
Below in the class files you will find an example rubric for compare and contrast rubric. The one that will be used to grade your compare/contrast essay will be based on this and very similar. Following the rubric posted below will help students determine how best to set up and write their essay. Reminder, it should be a five paragraph essay with a thesis statement. Any questions can be sent to Mr. B via email (bcburhenn@seattleschools.org). The rough draft is due on April 24th.
Learning from the Early Stages of the Holocaust (Mon/Tues April 6/7)
The photographs have been placed on the Fusion page. Students will need to use the iPads in order to access the photos. Students should work in pairs and each group should have a different photograph. There are 10 photographs that should be assigned first.
Each student will need their own Interpreting Historical Images sheet. You can compare notes with your partner, but you need to fill out your own sheet. Once you have finished your analysis you can access the caption list that is in the same folder. Write on the back of your analysis sheet about how your view of the picture or circumstances has changed after reading the caption.
Discussion Questions:
What events or attitudes might have led to the actions depicted?
Were they government-sponsored events, or were they generated by individuals or the community?
Ask students what the photographs tell them about Nazi persecution that occurred before the Holocaust. How could this information have been made available and to whom?
After all students have shared they should use the information from the photos and the captions to arrange the photographs in chronological order and to note any patterns.
Extra Credit Opportunity
Attend one of the events below and write a one page reflection. Reflections will be due Wednesday April 22nd.
WEDNESDAY, APRIL 15
70 YEARS AFTER LIBERATION: COMMEMORATING THE HOLOCAUST
| 6:30pm - 8:30pm | At the University of Washington. Keynote: Jeannie Opdyke Smith. Also: Fulbright Scholar Denise Grollmus will share her work on the new Jewish community of Poland. Co-sponsored by the UW Jewish Studies program. Free and open to the public.
SUNDAY, APRIL 19
REMEMBERING THE CHILDREN: CANDLE LIGHTING & MEMORIAL SERVICE | 10:30am-12:00pm | At the Stroum Jewish Community Center on Mercer Island. Join us to honor the memory of the Holocaust in prayer and with a candle lighting ceremony. Program includes reflections from Holocaust survivors, students, and community leaders.
Schindler's List Permission Slip
Hello Parents and Students!
On April 23rd and 24th, we will be viewing Schindler's List in class.
In explaining why his film should be taught to students, Spielberg wrote:
There are far too many places where hate, intolerance, and genocide still exist. Thus Schindler's List is no less a "Jewish story" or a "German story" than it is a human story. And its subject matter applies to every nation. Schindler's List is simply about racial hatred--which is the state of mind that attacks not what makes us people but what makes us different from each other. It is my hope that Schindler's List will awaken and sustain an awareness of such evil and inspire this generation and future generations to seek an end to racial hatred. Facing History and Ourselves developed a study guide to inform that journey by helping students make essential connections between the past and the present.
Many educators who have seen the film with their classes have been profoundly impressed with the way their students responded. As they have discovered, the film teaches a powerful moral lesson. Through the story of Oskar Schindler, a war profiteer and member of the Nazi party who saved over 1,100 Jews during World War II, Schindler's List explores the human capacity for monumental evil as well as for extraordinary courage, caring, and compassion.
The film turns history into a moral lesson by revealing how fragile civilization truly is. No lesson is more needed in our schools today. As Spielberg told members of Congress, "History has to cease being facts and figures, stories and sagas from long ago and far away about them or those. In order to learn from history, rather than just about it, students need to rediscover that those people were just like us."
This film is rated R. It contains nudity, depictions of violence, and some strong language.
Parents, if you do not want your child to view Schindler's List, please fill out the permission slip provided below in the class documents/files. Your student has also been given a hard copy as well.
Please have these slips turned in by Wednesday, May 22nd!
Based on what you have learned in class you will have to explain your stance on the fairness of the Treaty of Versailles using specific evidence to justify your ideas. You will have provide your thoughts in a one page (size 12 font, double spaced) response. The links for the Treaty are below and the German Reply documents can be found in the German Reply to the Treaty of Versailles folder at the bottom of this page.
You may choose to include in your response answers to some of the larger issues of causality and responsibility that were raised today.
Some of these questions are:
What are our sources for gauging the German response?
Can we trust them?
Might German politicians in the 1930s have had something to gain by exploiting the bitterness of defeat?
If we believe that the terms of the treaty were unfair, does this mean that the allies bear responsibility in some fashion for subsequent developments in Germany?
Was the German response was justified?
Treaty of Versailles Analysis
Using the iPads check out the appropriate link for whatever group you were assigned. It would be good to have one student scan through the site on the iPad and have the other student advising them what to look for and writing down answers.
Part I: Sections III and IV (Articles 42-50) -
wwi.lib.byu.edu/index.php/Articles_31_-_117_and_Annexes
Part II: Military, Naval, and Air Clauses -
wwi.lib.byu.edu/index.php/Articles_159_-_213
Part III: Reparations and "War Guilt Clause" -
wwi.lib.byu.edu/index.php/Articles_231_-_247_and_Annexes
Final Assessment Preview
The section below is part of the assessment that will be given on Wednesday March 4th. You can prepare by researching and organizing your thoughts on one of the following questions. You will not be able to use any prewritten material in class.
Select one “Essay” question to respond to. Answer must be one paragraph in length and contain a topic sentence. Include specific examples or facts.
1. How did a need for power and control help influence and start WWI? Consider the causes of WWI and the countries involved.
2. How did new technology in WWI influence warfare? Do you think this was (and continues to be) a positive or negative influence?
3. Explain how the Treaty of Versailles was meant to stop another war from happening.
Propaganda Posters
Based on what you have learned so far about World War I and propaganda posters you will begin to create your own propaganda poster. You can choose whatever country and cause you would like to focus on, but you need to remember to make sure that it stays within the theme of what World War I propaganda posters looked like. Recall information that was shared in class and research you do on your own. There are a couple of links below to help get you started.
ww1.canada.com/home-front/images-canadian-propaganda-posters-from-the-first-world-war
www.firstworldwar.com/posters/index.htm
Your own poster will be due on Wednesday March 4th.
Further Investigation of the Causes - In Class on 2/20
Working in groups of 3 you will be assigned one of the following causes of World War I and must do research on their topic. The group will work together to then space out the accompanying events to include in a narrated timeline. Each event has a date and a brief narrative that describes its contribution to the start of World War I. Students can use the resources from yesterday, the ones listed below, or other appropriate websites (must state what sites were used on the back of your paper. Teacher will hand out blank pieces of paper.
Causes:
Mutual Defense Alliances
Imperialism
Militarism
Nationalism
Assassination of Archduke Franz Ferdinand
Students will share their timeline, and the importance of the dates/events they chose, with the class at the end of the period.
Causes of The Great War - 2/19/15
With a partner you will be using iPads in class to research the causes of the Great War (World War I). Use the following links to research different causes. Document the causes, nations involved/affected, and the result on the handout.
Links:
www.pbs.org/greatwar/chapters/ch1_explosion.html
www.pbs.org/greatwar/historian/hist_winter_01_1900.html
www.pbs.org/greatwar/historian/hist_winter_05_detective.html
www.pbs.org/greatwar/historian/hist_winter_02_germany.html
www.pbs.org/greatwar/historian/hist_winter_11_totalwar.html
s.telegraph.co.uk/graphics/projects/life-on-the-eve-of-war/
Near the end of class we will get back together to discuss the different causes you and your partner have discovered.
End of Semester Check In
Please make sure that you have filled this end of semester check in survey by Friday January 29th.
www.surveymonkey.com/s/KKM29PM
Good luck on all of your finals!
Eduardo Mendonca and the class sung and played Brazilan music
A great time was had by all!
Scramble for Africa Essay
In class on Monday the documents for the Scramble for Africa essay will be handed out. Students will have time in class to annotate the documents in preparation for the in-class essay they will write on their assigned final day. Students cannot bring a pre-write to write the essay but can have their annotated documents as well as a thesis statement prepared.
The rubric for this essay will be handed out on Monday as well.
Extra Credit Foreign Language Film
Fifth Annual International Film Festival @ Roosevelt
Continues Monday January 12th in Room 107 at 2:30
After working for much of his life as a gardener in his dusty Algerian village, Mounir dreams of improving his family’s fortune and gaining a measure of respect by marrying off his narcoleptic sister, Rym, to a “real gentleman.” However, Rym has other plans—she dreams of marrying Mounir’s best friend, Khliffa, who has secretly courted her for years. When Mounir lashes out at village gossip with a fib that he has promised Rym to a wealthy outsider, she comes out of her sleepy stupor to embrace the rumor and press her real betrothed into action. Beautifully brought to life by a memorable cast—including director Lyes Salem as the cocky but compassionate bumbler Mounir—this heartfelt comedy suggests that when dreams become reality, it’s time to wake up.
In Library Today
Extra practice for the Africa Map Quiz.
Start here: http://www.sheppardsoftware.com/African_Geography.htm
Focus on the countries and landscape sections. Start at the top and work your way down. Each level in the countries section gets progressively harder. In the landscapes section there is a tutorial followed by a game.
When finished ask Mr. B for the 2014 Geography Quiz worksheet.
Africa Map Quiz
Africa Map Quiz will be in class on Friday January 9th.
Initial Quote from Dark Ages Presentation
Below is the quote that was given at the beginning of the Dark Ages presentation. This quote is referenced during the later portions of the guiding questions.
“The Dark Ages is a term applied in its widest sense to that period of intellectual depression in the history of Europe from the establishment of the barbarian supremacy in the fifth century (400 AD) to the revival of learning at about the beginning of the fifteenth (1400 AD), thus nearly corresponding in extent with the Middle Ages.”
- The American Cyclopaedia: A Popular Dictionary of
General Knowledge, 1883
Renaissance/Reformation PowerPoint Project - Due 12/10
(Displays 12/3/2014)
Task: You will create a short power point on an individual topic and present it to the class. Students will be taking notes on your presentation, so make sure that it is “user friendly.” These topics correspond with chapters 17-1, 2, 3, 4 and chapter 22-1 and 2.
*Do not include information that you do not understand and cannot explain! Do not use words that you do not know. If I ask you a question about information in your slide, you need to be able to answer me.
Topics:
In your power point, you need to include the following slides:
1) Introduction of your topic. You need to include your name, a picture pertaining to your topic, the name of your topic and a caption describing your topic’s importance.
2) Give background information on your topic. Discuss personal life, where grew up, major events in their life. Must have at least three bullet points of information.
3) Include information about why your topic is historically significant. What did they do that got them into history books? Give specifics in terms of career achievements. Be sure to include information from our history book.
4) A personal statement about why you think your topic is historically important.
5) A primary document relating to your topic. Can be a quote, illustration, painting, or something original to the time period.
6) Two trivia questions about your topic that can be answered by students from the information from your presentation.
In addition you need to make sure that you personally know the following terms:
-Renaissance
-Protestant Reformation
-Scientific Revolution
-Enlightenment
Atlas Work Packet - DUE Nov. 21
Last in class work day on Monday 11/17. Packets will be due on Friday 11/21. Altas quiz will be given early the following week (will update as soon as day is determined).
Timbuktu/Trans-Saharan Trade Reflection - DUE Nov. 4th
A one-page (typed, size 12 font, double-spaced) reflection on the Trans-Saharan Trade presentation and the Manuscripts of Timbuktu film is due on Tuesday November 4th. Use your notes to reflect on what you have learned.
The Indian Ocean and Global Trade - DUE Date is October 30th
Finish our look at Trade with the Fable of the Rat, stories on Monsoons and the five explorers. Answer all the questions in your packet on the five traders. Use the web site below for better look at the maps and charts or download the PDF below as well . http://www.saudiaramcoworld.com/issue/200504/
Extra Credit Film on Monday B is for Boys
The Sixth Annual RHS International Film Festival
Room 107 Monday 10/27 @ 2:30)
“B is for Boy” ( http://www.siff.net/festival-2014/b-for-boy ) From last year’s SIFF
In Chika Anadu's award-winning debut film, Amaka, a 40-year-old Nigerian woman, is expected to produce a male heir. But when the baby dies in utero, she desperately searches for a solution that would keep her husband from taking a second wife.Amaka, a middle-class woman in contemporary
Nigeria, is nearing 40 and is expecting her second child. Her seven-year-old daughter is a pride of her life, but in Nigerian Igbo cultural tradition, if a woman is unable to conceive a male heir, the husband is expected to take a second wife. With Amaka's mother-in-law breathing down her neck and a proposed second wife already invading the household, Amaka has a secret ultrasound. The joyous news of a baby boy is marred a short time later by the news that the child has died in utero. Desperate to keep her family together, Amaka conceals the tragedy and sets in motion a plot to have a male heir by her due date at any cost. Debut filmmaker Chika Anadu explores a controversial topic with an elegant and moving drama featuring an exceptional performance from lead Uche Nwadili and a strong supporting cast of largely first-time actors. In a country known primarily for cheaply produced Nollywood cinema, B for Boy raises the bar with an honest, affecting portrait of a society which screams modernity but whose traditions may give an impression to the contrary.
New textbook work
Read in your textbook pages 526-547, answer only the main ideas questions page 548, and primary source activity page 549
Textbook Assignments
Read in your textbook pages 408-427, answer only the main ideas questions, and pages 430-435, answer only the compare and contrast questions.
Due Tuesday October 14th
Tuesday in library
Explore your assigned Hindu diety using the following web site to start. You are responsible for one that will be assigned. Make a one page only PPT slide that shows off the features and the importance of that diety. When completed place in Grade 9 turn-in folder in our shared folder. Use the following web site to start: www.sanatansociety.org/hindu_gods_and_goddesses.htm#.VDP5hqPj18E
Thesis generator)
Use the library thesis generator to help you with your thesis
corptrain.phoenix.edu/thesis_generator/thesis_generator.html
In library today September 25th
Please log in to turnitin.com/en_us/login and create an account or make sure you can still access yours from last year. The codes are all below and you will need to write your first essay in any format you like on your favorite historical period. Show me what you can do.Due date is October 2nd by 11PM
Period 3 8756953
Period 4 8756946
Then continue filling out your chart using the online chart and the readings supplied. You may need more pages.
Text book homework
Read Chapter 3:2 + 4, Chapter 6:3 Chapter 10:1. Pages 282-294 critical thinking questions page 297. Due Thursday 9/25
In the library today September 17th Today is Constitution Day
Would like you to all work in partner pairs.
1. Read the article delivered by Richard Dreyfuss about the importance of Civics Education and highlight three things that stand out for you. Discuss with your partner.
2. Read the first page of the handout on religious timelines. Then use the web site below to fill out more about these important religions.www.religionfacts.com/big_religion_chart.htm
Reading from Text DUE MONDAY
Read pages 19-23 and assessment on page 23. Skip the essay part for now!
Cultural Collage )
Your first project is to create a cultural collage of you and your family. Please follow the instructions handed out in class or below at the bottom in the posted handout. Due Date is Friday, September 12th.
Log in for World History text
Please go to the online text book web site at:
Here is the information for the online text:
user name troosevelt25
password: roughriders