MONDAY November 20, 2006
1) Napoleon Exam
Students choice of A or B:
a) Matching/Fill the blank Exam
b) Essay Exam
2) Start silently working on Industrial Revolution Packet
Industrial Revolution (IR) Unit PRINTOUT WORKSHEETS!
1) Table of Contents
2) KWL
3) Study Guide (ie Vocab Words)Page 1 & Page 2
4) Crossword Puzzle Page 1 = Puzzle & Page 2 = Clues
5) IR Intro Video Notes a) Easy Person's Guide or b) Thinking Person's Guide
6) IR Guided Notes Packet Title Page , Part 1, Part 2, Part 3, Part 4, Part 5 & Part 6
7) Economic Process
8) Economic Choices???
9a) Economic Spectrum
9b) Capitalism & Marxism Scenarios
10) Impact of the Industrial Revolution Front Page & Back Page
11) Workers & Owners
12) Unions Pros & Cons (Page 1, Page 2, Page 3 & Page 4)
13) Sueta Plan
14) Distribution of Wealth (Page 1, Page 2, Page 3 & Page 4)
TUESDAY November 21, 2006
1) P-Ville Announcements
a) State of the Union Speech by DOD
b) SC collects & gives financial worksheets to DOE.
c) Discuss school year so far.
1) IR = Industrial Revolution Unit
2) IR TOC (Assign #1)
3) IR KWL (Assign #2) – Be sure to REALLY feel out that “L”earned section by the end of the unit
4) IR Study Guide (ie Vocab Words) (Assign #3)
5) IR Crossword Puzzle (Assign #4)
6) IR Intro Video Notes (Assign #5)
HW
a) Student have completed: Assign #5 in class
b) Students should begin and keep updated on Assign #1-4
MONDAY November 27, 2006
1) Industrial Revolution Guided Notes Packet (Assignment #6)
FAIR WARNING: Be sure to bring book to class! Participation point deductions will be especially enforced on this day.
2) Economic Stages of Industry (Assign #7)
3) Economic Choice (Assign #8) ---Time permitted
HW
a) Completed or working to complete Assign # 1 - 7
b) Should be completed or Up to date Assign: 1, 5, 7 etc.
c) Should be in progress Assign: 2, 3, 4, 6
TUESDAY November 28, 2006
Industrial Revolution
1) Economic Choice (Assign #8)
2) Economic Spectrum (Assign #9A)
3) Capitalism & Marxism Scenarios (Assign #9B)
4) Impact of the Industrial Revolution (Assign #10)
HW:
a) Completed Assign 1 - 9
WEDNESDAY November 29, 2006
Industrial Revolution
1) GROUPS: Effects of the Industrial Revolution (Assign #10)
2) Work on Vocab (Assign #3)
3) Ask Mr. P to Explain about Morse Code and Cool Canadians
EFFECTS OF INDUSTRIAL REVOLUTION (Assign #10)
Impact of the Industrial Revolution Front Page & Back Page
a) Working Conditions & Wages
b) Child Labor
c) Changing role of Women
d) Conditions in the Coal Mines
e) Urbanization
f) Education
g) Changing class structure
h) Industrial Production
i) Modern Buildings
j) Modern Inventions
HW:
a) Complete Assign #1-10
THURSDAY November 30, 2006
Industrial Revolution
1) Workers & Owners (Assign #11)
2) Unions Pros & Cons (Assign #12)
3) Negative Aspects - Child Labor & Positive Aspects – Progress?
FRIDAY December 1, 2006
1) DEBUNKING THE SUETA PLAN (Assign #13) Doing the math for work, wages and future living conditions.
2) Distribution of Wealth (Assign #14)
3) Impact of big biz / corporations at home and around the world
4) Students will tell Mr. P what topic they plan to further investigate for homework.
5) Extra Time: Vocabulary Game Quiz –for students who want to go & get it out of the way.
HW:
1) Go online and print out an interesting article pertaining to unions, strikes, corporations, budget problems or other related topics discussed in class. Perhaps you could print the article twice. There will most likely be blockheads who do not bring an article to class. Use a newspaper or magazine if you do NOT have a computer.
2) Read and mark the article with your comments and questions you may have pertaining to any part of the article.
3) Also, look over Distribution of Wealth Handout (Assign #14). Find interesting statistical observations, write them down and be prepared to share in class tomorrow.
MONDAY December 4, 2006
1) SSR fellow student’s article.
2) Distribution of Wealth (Assign #14)
3) Old & New Books on Working in America
OLDIES BUT GOODIES
a) Thorstein Veblen – Theory of the Leisure Class
b) Theodore Dreiser – Tragic America
c) Upton Sinclair – The Jungle
d) Jane Addams – Hull House
e) Mother Jones
f) Harry Bridges
g) Eugene Debs
h) Studs Terkel – American Dreams Lost & Found
i) Studs Terkel – Working
j) Jack London – Essays on:
1) What Life Means to Me?
2) Revolution
3) Scab
k) Walter Lippmann - Drift & Mastery
l) John D Rockefellar – Some Experiences in the Oil Business
FOLKS OF TODAY?
A) Juliet Schor – the Overworked American
B) Morris Berman – Twilight of American Culture
C) Eric Schlosser – Fast Food Nation
D) Barbara Ehrenreich – Nickel & Dimed
E) Naomi Klein – No Logo
F) Michael Parenti – Democracy for the Few
G) Kevin Phillips - Wealth & Democracy
H) Kevin Phillips - Politics of the Rich & Poor
4) Industrial Revolution Final Review (Assign # 15)
5) Extra Time Vocabulary Game Quiz
TUESDAY December 5, 2006
1) Industrial Revolution Packet (Assign 1- 15) - DUE before Tardy Bell
2) Industrial Revolution Exam
3) Start Nationalism & Imperialism Unit
Nationalism & Imperialism
1) Table of Contents
2) KWL
3) Vocabulary
RANDOM INTERNATIONAL TRADITIONAL NEWS FROM PNN
So to prepare for the Holiday Season and being that this is the World History section of the Website, you all have to check this one out. Apparently, the Swedes have this wacky Christmas tradition of making a giant horse or goat from like a hay material after the harvest season. The Swedish city of Gavle claims to make the biggest giant goat or horse in the world. It is suppose to be a traditional symbol of Christmas in Sweden. The funny thing about the giant horse or goat is that it is suppose to be up through Christmas but each year the giant horse or goat never makes it. Each year some phantom Swede comes along and lights the giant horse on fire. Each year security is stepped up and each year the burning of the giant goat gets more elaborate. Supposedly, it is big news in Sweden. The smirking newsman will come on TV and say something like, “Well, the giant goat got it early this year” or “Although it lasted longer than usual, the giant horse has suffered the same fate once again.” I hear that most Swedes laugh about the whole thing. Yet, the security tries to take it serious by preventing a burning and have the giant goat or horse make it to Christmas. This year security has a 24 hour web-cam monitoring things. Will the security protect the giant goat until Christmas or will the same wacky burning tradition continue? Be sure to monitor this goofy international story during the holiday season. Lycka Till Giant Goat! ?
http://www.gavle.se/kamera_bocken/index2.asp
Nationalism can be good and it can be bad!
Yet, can imperialism be both?
Sunday, November 05, 2006
FRENCH REVOLUTION ASSIGNMENTS
1) TOC
2) KWL (have at least 22 points listed under L portion for full credit)
3) French Revolution Vocab (p.190-203)
4) Pie Chart (p.193-194)
5) Revolution Threatens the King (p.193-197)
6)Marie Antionette
7) Marie Antoinette Video Notes
8) The Execution of Louis XVI
9) French Revolution Guided Notes Page 1
French Revolution Guided Notes Page 2
French Revolution Guided Notes Page 3
10) 6 Stages of the French Revolution
Sketch'sWebsite has French Revolution Vocab help. Thanks Sketch! Gee, thanks for making class for students that much more simple. Students should use Sketch's Vocab help but write down definitions using their own West High vernacular. Mr. P will NOT give students credit if they copy Sketch's definitions word for word. Also, Sketch was known for pulling off clever tricks like giving the wrong definition at times to make sure students are thinking and NOT just copying definitions. It is best to check Sketch's definitions against other sources.
C & C French Revolution Vocab help. Same rules mentioned above for Sketch's website applies here.
Janet, Jina & Natalie's Legacy Project - French Revolution Quiz
For students seeking additional reading on the French Revolution, Mr P's Random French Revolution Book Picks for Students are:
a) French Revolution for Beginners by Martin McCrory & Robert Moulder
b) A Short History of the French Revolution by Jeremy Popkin
c) The French Revolution & Napoleonic Era by Owen Connelly
MONDAY November 6, 2006
1) Study & work on Vocab silently (Assign #3)
2) Finish Review of Revolution Threatens the King (Assign #5)
3) 6 Stages of the French Revolution (Assign #10)
HW:
a) FR Guided Notes (Assign #9)
b) Complete Assign 1 – 5, 9 & 10
c) Study for Vocab Game
TUESDAY November 7, 2006 (Minimum Day)
1) Marie Antoniette (Assign #6) Read & Answer Questions
2) Review of FR Guided Notes (Assign #9)
3) Review Political Spectrum
4) Review / Ask questions about Assign 1-10
5) Vocab Game (on Power Point)
HW:
a) Complete Assign 1- 10
b) Study for Vocab Game
WEDNESDAY November 8, 2006
1) King Louis' Execution (Assign #8) Read & Answer Questions
2) Vocab Game (Old style or Power pt method?)
3) Simple Quiz
4) MC French Revolution Review Quiz
HW
a) Study for French Revolution Exam
b) Organize & STAPLE French Revolution Packet
c) Print out Napoleon Packet
NAPOLEON PACKET (Print out all for class on THURSDAY)
1) Vocab List
2) Napoleon Forges An Empire
3) Napoleon's Rule Begins
4) Napoleon's Empire Collapses
5) Napoleon's 1st Exile
6) Napoleonic Map of Europe
THURSDAY November 9, 2006
1) Turn in French Revolution Packet before tardy bell
2) French Revolution Exam
3) Start Napoleon (Day 1)
HW
a) Legacy Project approval deadline is Wednesday, November 15th
b) Semester Final is either the Final Exam or a Legacy Project. All students wishing to do a Legacy Project must get approval from Mr. P prior to November 15th.
c) All students not doing a Legacy Project will take a semester Final Exam. The Final Exam is multiple choice. Questions for the multiple choice exam will be cumlative. Thus, any content covered during the first semester can appear on the Semester Final Exam.
d) The Semester Final will be at the end of January. Students taking the Final Exam will take it at the end of January. Students doing a legacy project will turn it in the day the students (not doing a legacy project) take the Semester Final Exam.
SEMESTER FINAL
LEGACY PROJECT OR FINAL EXAM
Each semester students will have a choice of taking either the Final Exam or doing a Legacy Project as their ‘semester’ final. The semester final (exam or project) will equate to 20% - 25 % of the student’s semester grade. There is an application and qualification process that involves doing a legacy project. All students who do not apply or qualify to do a Legacy Project will partake in Final Exam process as a means of fulfilling their semester final obligation for the course. Written below are the specifics for both the Legacy Project and Final Exam.
LEGACY PROJECT
There are several purposes for students to apply to do a legacy project.
1) Students want to create a project to assist & inspire future students’ learning.
2) Students actually want to make a difference and contribute to the betterment of Mr. P’s class.
3) Students prefer to create a project versus taking an Exam for a final.
All student interested in doing a Legacy Project for their semester final must apply and qualify to do a legacy project. To apply and qualify for the Legacy Project, students must submit at least 3 typed proposals to Mr. P. In addition, students are required to schedule a brief meeting with Mr P after school to explain their legacy project proposals. Basically, students are to ‘sell’ their legacy project idea to Mr. P. Students will “qualify” to do a legacy project, if students convince Mr. P of the usefulness of their Legacy Proposal(s). Students should bring their 3 typed legacy proposals and explain them to Mr. P. At the after school meeting, students MUST do the following:
A) Be prepared, articulate and brief (Mr. P is a busy guy and doesn’t like to waste time)
B) Quickly & clearly explain to Mr. P your Legacy ideas (Mr. P has to be able to understand what it is)
C) Explain how it will be beneficial to future students, Mr. P, etc.
D) A typed working schedule that explains how you will be completing the project
E) Samples that demonstrate your ability to do certain kinds of work (i.e. your artwork, video equipment, computer skills or previous projects your done).
The deadline to apply and qualify for doing a Legacy Project as a student’s “Final” for the semester will be October 31st (Halloween). If a student does not apply and qualify by this date, the student will then, by way of default, partake in the Final Exam process at the end of the semester. If a student qualifies and agrees to do a Legacy Project, then he/she is committed to doing a Legacy Project. They will not be allowed to change from doing a Legacy Project to taking the “Final Exam.”
GROUP or SOLO WORK: Mr. P highly recommends that students work solo on their legacy project. Once again, he advises students do NOT work with other students. However, students might be allowed to work with others if they can justify the need to have more than one person do the project. Yet, the group work limit is 3 students. Students may also work with students in Mr. P’s other World History classes. Most importantly, if students qualify to work in a group it is entirely their choice and responsibility to do so. Mr. P will NOT, once again, will NOT hear any grievances or feel any sympathy pertaining to group work problems. Group work is a choice of the students. Again, Mr. P suggests students do NOT work in groups. Yet, students are old enough to make their own decision on such matter.
LEGACY GRADING SYSTEM:
A Grade:
Most likely any legacy project that will be or is actually used in Mr. P’s class achieves an “A” grade. If Mr. P will not use it in the future, it probably is NOT going to get an “A” grade. Legacy projects rarely take 1 day or 1 weekend to complete. Students with a desire to achieve an “A” should put in a fair amount of time and effort to complete their legacy project. However, time and effort does NOT necessarily equate to an “A” grade. Students can work very hard and still not achieve an “A” grade. The project should be of the utmost quality. It should also be ready for classroom use. Usually any needed adjustments that Mr. P has to do will deduct from the grade of the Legacy Project. All students witness how Mr. P runs the class on a daily basis. Students should become aware of what is “needed” and what “works” with regards to legacy projects. Also, “A” legacy projects are well labeled, packaged, easily stored or accessed. Presentation of the Legacy Project is memorable. It is NOT just another boring final presentation. Fellow students believe the project is useful and of quality.
B Grade:
Usually a good legacy project but does not do all the requirements listed for an “A” grade. Most likely, a “B” grade results because Mr. P will have to “adjust” the project so that it can be used in class. “B” rate Legacy Projects lack the originality, usefulness and quality in comparison to “A” rate Legacy Projects. Presentation of the project is above average and is somewhat memorable.
C Grade:
Results when the Legacy Project will NOT be used in the classroom. It does NOT fulfill the general standards of a “B” grade. Presentation of the project is average and is NOT memorable.
D Grade:
“D” stands for Disappointment. This project is obviously substandard to what is expected of Legacy Projects. It appears to be done quickly and with substandard care. It will NOT be used in the classroom. Presentation is unprepared, robotic and/or boring.
F Grade:
Produces an overall gross Legacy Project. There is a sense of making a mockery out of doing the Legacy Project. Unorganized and poor presentation. If anything, this project serves as a sample of what NOT to do for a Legacy Project.
FINAL EXAM
The Final Exam will take place the day of the scheduled final in late January for the fall semester and in June for the spring semester. The Final Exam will consist of approximately 200 multiple choice questions. The questions will be related to the unit topics covered during the semester. Students are welcome to pick the Final Exam as their semester final.
180 – 200 correct; 90% - 100% = A
160 – 179 correct; 80% - 89% = B
140 – 159 correct; 70% - 79% = C
120 – 139 correct; 60% - 69% = D
0 – 119 correct; 0 - 59% = F
WORLD HISTORY UNITS
FALL SEMESTER
1) Geography
2) Autocracy vs Democracy
3) Middle Ages – American Revolution
4) French Revolution & Napoleon
5) Industrial Revolution
6) Nationalism & Imperialism
7) WWI
SPRING SEMESTER
1) Geography
8) 20th Century Revolution & Nationalism
9) WWII
10) Cold War
11) Current Issues
Jazz is original American music.
One thing Leads to Another
was a good 80s song by the Fixx
The Ways
French Revolution for Beginners is a a solid little book for those interested in knowing a little bit more about the French Revolution
Ask Mr P about it
1) TOC
2) KWL (have at least 22 points listed under L portion for full credit)
3) French Revolution Vocab (p.190-203)
4) Pie Chart (p.193-194)
5) Revolution Threatens the King (p.193-197)
6)Marie Antionette
7) Marie Antoinette Video Notes
8) The Execution of Louis XVI
9) French Revolution Guided Notes Page 1
French Revolution Guided Notes Page 2
French Revolution Guided Notes Page 3
10) 6 Stages of the French Revolution
Sketch'sWebsite has French Revolution Vocab help. Thanks Sketch! Gee, thanks for making class for students that much more simple. Students should use Sketch's Vocab help but write down definitions using their own West High vernacular. Mr. P will NOT give students credit if they copy Sketch's definitions word for word. Also, Sketch was known for pulling off clever tricks like giving the wrong definition at times to make sure students are thinking and NOT just copying definitions. It is best to check Sketch's definitions against other sources.
C & C French Revolution Vocab help. Same rules mentioned above for Sketch's website applies here.
Janet, Jina & Natalie's Legacy Project - French Revolution Quiz
For students seeking additional reading on the French Revolution, Mr P's Random French Revolution Book Picks for Students are:
a) French Revolution for Beginners by Martin McCrory & Robert Moulder
b) A Short History of the French Revolution by Jeremy Popkin
c) The French Revolution & Napoleonic Era by Owen Connelly
MONDAY November 6, 2006
1) Study & work on Vocab silently (Assign #3)
2) Finish Review of Revolution Threatens the King (Assign #5)
3) 6 Stages of the French Revolution (Assign #10)
HW:
a) FR Guided Notes (Assign #9)
b) Complete Assign 1 – 5, 9 & 10
c) Study for Vocab Game
TUESDAY November 7, 2006 (Minimum Day)
1) Marie Antoniette (Assign #6) Read & Answer Questions
2) Review of FR Guided Notes (Assign #9)
3) Review Political Spectrum
4) Review / Ask questions about Assign 1-10
5) Vocab Game (on Power Point)
HW:
a) Complete Assign 1- 10
b) Study for Vocab Game
WEDNESDAY November 8, 2006
1) King Louis' Execution (Assign #8) Read & Answer Questions
2) Vocab Game (Old style or Power pt method?)
3) Simple Quiz
4) MC French Revolution Review Quiz
HW
a) Study for French Revolution Exam
b) Organize & STAPLE French Revolution Packet
c) Print out Napoleon Packet
NAPOLEON PACKET (Print out all for class on THURSDAY)
1) Vocab List
2) Napoleon Forges An Empire
3) Napoleon's Rule Begins
4) Napoleon's Empire Collapses
5) Napoleon's 1st Exile
6) Napoleonic Map of Europe
THURSDAY November 9, 2006
1) Turn in French Revolution Packet before tardy bell
2) French Revolution Exam
3) Start Napoleon (Day 1)
HW
a) Legacy Project approval deadline is Wednesday, November 15th
b) Semester Final is either the Final Exam or a Legacy Project. All students wishing to do a Legacy Project must get approval from Mr. P prior to November 15th.
c) All students not doing a Legacy Project will take a semester Final Exam. The Final Exam is multiple choice. Questions for the multiple choice exam will be cumlative. Thus, any content covered during the first semester can appear on the Semester Final Exam.
d) The Semester Final will be at the end of January. Students taking the Final Exam will take it at the end of January. Students doing a legacy project will turn it in the day the students (not doing a legacy project) take the Semester Final Exam.
SEMESTER FINAL
LEGACY PROJECT OR FINAL EXAM
Each semester students will have a choice of taking either the Final Exam or doing a Legacy Project as their ‘semester’ final. The semester final (exam or project) will equate to 20% - 25 % of the student’s semester grade. There is an application and qualification process that involves doing a legacy project. All students who do not apply or qualify to do a Legacy Project will partake in Final Exam process as a means of fulfilling their semester final obligation for the course. Written below are the specifics for both the Legacy Project and Final Exam.
LEGACY PROJECT
There are several purposes for students to apply to do a legacy project.
1) Students want to create a project to assist & inspire future students’ learning.
2) Students actually want to make a difference and contribute to the betterment of Mr. P’s class.
3) Students prefer to create a project versus taking an Exam for a final.
All student interested in doing a Legacy Project for their semester final must apply and qualify to do a legacy project. To apply and qualify for the Legacy Project, students must submit at least 3 typed proposals to Mr. P. In addition, students are required to schedule a brief meeting with Mr P after school to explain their legacy project proposals. Basically, students are to ‘sell’ their legacy project idea to Mr. P. Students will “qualify” to do a legacy project, if students convince Mr. P of the usefulness of their Legacy Proposal(s). Students should bring their 3 typed legacy proposals and explain them to Mr. P. At the after school meeting, students MUST do the following:
A) Be prepared, articulate and brief (Mr. P is a busy guy and doesn’t like to waste time)
B) Quickly & clearly explain to Mr. P your Legacy ideas (Mr. P has to be able to understand what it is)
C) Explain how it will be beneficial to future students, Mr. P, etc.
D) A typed working schedule that explains how you will be completing the project
E) Samples that demonstrate your ability to do certain kinds of work (i.e. your artwork, video equipment, computer skills or previous projects your done).
The deadline to apply and qualify for doing a Legacy Project as a student’s “Final” for the semester will be October 31st (Halloween). If a student does not apply and qualify by this date, the student will then, by way of default, partake in the Final Exam process at the end of the semester. If a student qualifies and agrees to do a Legacy Project, then he/she is committed to doing a Legacy Project. They will not be allowed to change from doing a Legacy Project to taking the “Final Exam.”
GROUP or SOLO WORK: Mr. P highly recommends that students work solo on their legacy project. Once again, he advises students do NOT work with other students. However, students might be allowed to work with others if they can justify the need to have more than one person do the project. Yet, the group work limit is 3 students. Students may also work with students in Mr. P’s other World History classes. Most importantly, if students qualify to work in a group it is entirely their choice and responsibility to do so. Mr. P will NOT, once again, will NOT hear any grievances or feel any sympathy pertaining to group work problems. Group work is a choice of the students. Again, Mr. P suggests students do NOT work in groups. Yet, students are old enough to make their own decision on such matter.
LEGACY GRADING SYSTEM:
A Grade:
Most likely any legacy project that will be or is actually used in Mr. P’s class achieves an “A” grade. If Mr. P will not use it in the future, it probably is NOT going to get an “A” grade. Legacy projects rarely take 1 day or 1 weekend to complete. Students with a desire to achieve an “A” should put in a fair amount of time and effort to complete their legacy project. However, time and effort does NOT necessarily equate to an “A” grade. Students can work very hard and still not achieve an “A” grade. The project should be of the utmost quality. It should also be ready for classroom use. Usually any needed adjustments that Mr. P has to do will deduct from the grade of the Legacy Project. All students witness how Mr. P runs the class on a daily basis. Students should become aware of what is “needed” and what “works” with regards to legacy projects. Also, “A” legacy projects are well labeled, packaged, easily stored or accessed. Presentation of the Legacy Project is memorable. It is NOT just another boring final presentation. Fellow students believe the project is useful and of quality.
B Grade:
Usually a good legacy project but does not do all the requirements listed for an “A” grade. Most likely, a “B” grade results because Mr. P will have to “adjust” the project so that it can be used in class. “B” rate Legacy Projects lack the originality, usefulness and quality in comparison to “A” rate Legacy Projects. Presentation of the project is above average and is somewhat memorable.
C Grade:
Results when the Legacy Project will NOT be used in the classroom. It does NOT fulfill the general standards of a “B” grade. Presentation of the project is average and is NOT memorable.
D Grade:
“D” stands for Disappointment. This project is obviously substandard to what is expected of Legacy Projects. It appears to be done quickly and with substandard care. It will NOT be used in the classroom. Presentation is unprepared, robotic and/or boring.
F Grade:
Produces an overall gross Legacy Project. There is a sense of making a mockery out of doing the Legacy Project. Unorganized and poor presentation. If anything, this project serves as a sample of what NOT to do for a Legacy Project.
FINAL EXAM
The Final Exam will take place the day of the scheduled final in late January for the fall semester and in June for the spring semester. The Final Exam will consist of approximately 200 multiple choice questions. The questions will be related to the unit topics covered during the semester. Students are welcome to pick the Final Exam as their semester final.
180 – 200 correct; 90% - 100% = A
160 – 179 correct; 80% - 89% = B
140 – 159 correct; 70% - 79% = C
120 – 139 correct; 60% - 69% = D
0 – 119 correct; 0 - 59% = F
WORLD HISTORY UNITS
FALL SEMESTER
1) Geography
2) Autocracy vs Democracy
3) Middle Ages – American Revolution
4) French Revolution & Napoleon
5) Industrial Revolution
6) Nationalism & Imperialism
7) WWI
SPRING SEMESTER
1) Geography
8) 20th Century Revolution & Nationalism
9) WWII
10) Cold War
11) Current Issues
Jazz is original American music.
One thing Leads to Another
was a good 80s song by the Fixx
The Ways
French Revolution for Beginners is a a solid little book for those interested in knowing a little bit more about the French Revolution
Ask Mr P about it
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