MONDAY October 23, 2006
1)P-Ville Citizen Reps Announced
2)Part I of Exam Drill: Most Radical Nerds... & One thing leads to Another.
3)Finish Exploration Review (Assign #9)
4)Finish Reformation Review (Assign #10)
5)Scientific Revolution (Assign #11)
6)Scientific Group Breakdown
HW
a) Complete Enlightenment Qns (Assign 12)
b) Complete Enlightenment People & Ideas (Assign 13)
c) Complete Assign #1-13
d) Printout Assign #12 - 14
12) Enlightenment Qns 1-5 (Front Page) & More Enlightenment Qns 1-3 (Back Page)
13) Enlightenment People & Ideas (Front Side) & (Back Side)
14) American Revolution & Constitution Page 1, Page 2 & Page 3
MIDDLE AGES - AMERICAN REVOLUTION ASSIGNMENTS
PRINTABLE STUFF -- Copy all links and paste to Word or Power Point. Stretch the pasted document to fit the whole page. If you need help, ask for assistance from your class Director of Technology. Good Luck!
1) Table of Contents (TOC)
2) Spectrum of Time / One Thing leads to Another
3) Historical Theme Outlines (3a - 3i)- OMIT
4) Daily Life of the Middle Ages 8 Questions (Just do 8 Questions) -- See Mr P after class if you were out of class and need the Middle Ages Reading Handout
5) QW: How did you like working in the Feudal Classroom? (1/2 page)
6) Italian Renaissance Outline p37 -42
7) Renaissance Historical Figures (Front Side) & (Back Side)
8) North Renaissance 4 Questions p.43 - 47
9) Exploration Video Notes
10) Reformation Worksheet - Click on Front page & click on Back page
11) Scientific Revolution Worksheet Click on Front Page & Click on Back Page
12) Enlightenment Qns 1-5 (Front Page) & More Enlightenment Qns 1-3 (Back Page)
13) Enlightenment People & Ideas (Front Side) & (Back Side)
14) American Revolution & Constitution Page 1, Page 2 & Page 3
USEFUL LEGACY PROJECT WEBSITES
a) Click here for Practice Quizzes by the Legendary Janet, Jina & Natalie from 2004
b) Click here for help with your outlines and some Practice Quizzes by the Legendary Historical Dancer Amy from 2005
c) Click here for Vocabulary Game help by the Legendary Scott and Jordan from 2005
d) Let Mr P know if you find any other useful websites.
e) Also, think about creating a new project or improving an old project that will be useful for future students or Mr P. The deadline for the Legacy Project is before Halloween. All students must have legacy project approved by Mr P before Halloween. All students not approved of doing a Legacy Project by Halloween will take the Semester Final Exam instead of doing the Semester Final Project. Fair Warning to all Test-Hating Students: Do NOT wait until the last second to get approved or run the risk of NOT getting approved at all for legacy project. It is best to have many ideas typed up and turned into Mr. P as soon as possible (ASAP).
TUESDAY October 24, 2006
1) Enlightenment HW Quiz
2) Enlightenment Review (Assign 12 & 13)
3) Video of Enlightenment Historical Figures
4) Review other themes? / One Thing Leads to Another (Assign #2)
HW
a) Print out for tomorrow Assign #14) American Revolution & Constitution Page 1, Page 2 & Page 3
b) Complete Assign #1 - 13
c) Click here for Practice Quizzes by the Legendary Janet, Jina & Natalie from 2004
d) Unit Exam & Unit Packet (Friday or Next Week?)
WEDNESDAY October 26, 2005
1) American Revolution Cartoon
2) American Revolution & Constitution (Assign #14)
3) Review other themes? / One Thing Leads to Another (Assign #2)
HW
a) Get those Packets in order (Assign 1 - 14)
b) Review packet to study for Unit Exam
THURSDAY October 26, 2006
1) American Revolution & Constitution (Assign #14)
2) Review Historical Themes? / One Thing Leads to Another (Assign #2)
3) Supreme Coucil Vote: Friday or Next Week?
a) Should the Middle Age - American Revolution Exam & Packet Due Date be Friday October 27, 2006?
ADVANTAGE - Info is fresh in the minds of students?
DISADVANTAGE - No Grand Unit Review Day that will give students a better idea of what they need to study for regarding the test?
b) Should Friday October 27, 2006 be a review day for the Unit Middle Age - American Revolution and the Unit Exam and Packet due date be next week?
ADVANTAGE- Students will get a quality review to prepare them for the Exam and give them a better understanding of what they need to know for the Exam.
DISADVANTAGE - Grand Unit Review is on a Friday and students run a risk of forgetting things for / on the Exam next week.
HW
a) Organize Unit Packet (Assign 1 - 14)
b) Click here for Practice Quizzes by the Legendary Janet, Jina & Natalie from 2004
c) Click here for Vocabulary Game help by the Legendary Scott and Jordan from 2005
FRIDAY October 27, 2006
1) Exam or Review Day?
2) Packet(Assign 1-14) Due on Day of Exam
HW
a) Study for Exam using Packet (If Exam is next week, not Friday)
b) Click here for Practice Quizzes by the Legendary Janet, Jina & Natalie from 2004
c) Click here for Vocabulary Game help by the Legendary Scott and Jordan from 2005
D) Here is Part I of the Exam. You've known about this and seen it for over 3 weeks now. Now is your last chance to practice! Practice! Practice!Spectrum of Time / One Thing leads to Another
MIDDLE AGES - AMERICAN REVOLUTION ASSIGNMENTS
PRINTABLE STUFF -- Copy all links and paste to Word or Power Point. Stretch the pasted document to fit the whole page. If you need help, ask for assistance from your class Director of Technology. Good Luck!
1) Table of Contents (TOC)
2) Spectrum of Time / One Thing leads to Another
3) Historical Theme Outlines (3a - 3i)-OMIT
4) Daily Life of the Middle Ages 8 Questions (Just do 8 Questions) -- See Mr P after class if you were out of class and need the Middle Ages Reading Handout
5) QW: How did you like working in the Feudal Classroom? (1/2 Page)
6) Italian Renaissance Outline p37 -42
7) Renaissance Historical Figures (Front Side) & (Back Side)
8) North Renaissance 4 Questions p.43 - 47
9) Exploration Video Notes
10) Reformation Worksheet - Click on Front page & click on Back page
11) Scientific Revolution Worksheet Click on Front Page & Click on Back Page
12) Enlightenment Qns 1-5 (Front Page) & More Enlightenment Qns 1-3 (Back Page)
13)Enlightenment People & Ideas (Front Side) & (Back Side)
14)American Revolution & Constitution Page 1, Page 2 & Page 3
USEFUL LEGACY PROJECT WEBSITES
a) Click here for Practice Quizzes by the Legendary Janet, Jina & Natalie from 2004
b) Click here for help with your outlines and some Practice Quizzes by the Legendary Historical Dancer Amy from 2005
c) Click here for Vocabulary Game help by the Legendary Scott and Jordan from 2005
d) Let Mr P know if you find any other useful websites.
e) Also, think about creating a new project or improving an old project that will be useful for future students or Mr P. The deadline for the Legacy Project is before Halloween. All students must have legacy project approved by Mr P before Halloween. All students not approved of doing a Legacy Project by Halloween will take the Semester Final Exam instead of doing the Semester Final Project. Fair Warning to all Test-Hating Students: Do NOT wait until the last second to get approved or run the risk of NOT getting approved at all for legacy project. It is best to have many ideas typed up and turned into Mr. P as soon as possible (ASAP).
MONDAY October 30, 2006
1) If Supreme Council voted to delay Middle Ages - American Revolution Exam, then today is the day for the EXAM and Unit PACKET (Assign 1-14) is also due today.
2) If the Supreme Council voted to take the Middle Ages - American Revolution Exam last Friday, then today will be the start of the next unit: The French Revolution.
3) At the end of the semester in January, you are either:
a) taking the Semester Final Exam
b) doing a Legacy Project
HW
a) NO HW, if students took Exam today (Monday)
b) HW to be announced, if students started French Revolution today.
TUESDAY October 31, 2006
1) Halloween Sub? History of Halloween?
3) Continue French Revolution
3) At the end of the semester in January, you are either:
a) taking the Semester Final Exam
b) doing a Legacy Project
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
Wednesday, October 18, 2006
MONDAY October 16, 2006
1) Supreme Council Election Results
2) Recap the Renaissance & Renaissance People (Assign #7)
3) North Renaissance 4 Questions (Assign #8)
4) Omit Unit Outlines (Assign #3a - 3i)
Assign 3 = Middle Ages - American Revolution Outlines has been omitted. This means this year students do NOT have to do them. You can thank Mr. P in class for relieving students of this assignment. You may also ask him in class why he omitted the assignment.
HW
a) Complete Assigns 1 - 8
b) Typed Legacy Project Proposals (Due Tuesday 10/31)
MIDDLE AGES - AMERICAN REVOLUTION ASSIGNMENTS
PRINTABLE STUFF -- Copy all links and paste to Word or Power Point. Stretch the pasted document to fit the whole page. If you need help, ask for assistance from your class Director of Technology. Good Luck!
1) Table of Contents (TOC)
2) Spectrum of Time / One Thing leads to Another
3) Historical Theme Outlines (3a - 3i)OMIT ASSIGNMENT
4) Daily Life of the Middle Ages 8 Questions (Just do 8 Questions) -- See Mr P after class if you were out of class and need the Middle Ages Reading Handout
5) QW: How did you like workin in the Feudal Classroom? (2/3 page)
6) Italian Renaissance Outline p37 -42
7) Renaissance Historical Figures (Front Side) & (Back Side)
8) North Renaissance 4 Questions p.43 - 47
9) Exploration Outline Notes
9b) Exploration Video Questions & Notes
10) Reformation Worksheet - Click on Front page & click on Back page
11) Scientific Revolution Worksheet Click on Front Page & Click on Back Page
12) Enlightenment Qns 1-5 (Front Page) & More Enlightenment Qns 1-3 (Back Page)
13)Enlightenment People & Ideas (Front Side) & (Back Side)
14)American Revolution & Constitution Page 1, Page 2 & Page 3
USEFUL LEGACY PROJECT WEBSITES
The Themes are:
1) Middle Ages
2) Renaissance
3) North Renaissance
4) Exploration
5) Reformation
6) Scientific Revolution
7) Enlightenment
8) Spread of Enlightenment
9) American Revolution
b) Click here for Practice Quizzes by the Legendary Janet, Jina & Natalie from 2004
c) Click here for help with your outlines and some Practice Quizzes by the Legendary Historical Dancer Amy from 2005
d) Click here for Vocabulary Game help by the Legendary Scott and Jordan from 2005
e) Let Mr P know if you find any other useful websites.
f) Also, think about creating a new project or improving an old project that will be useful for future students or Mr P. The deadline for the Legacy Project is before Halloween. All students must have legacy project approved by Mr P before Halloween. All students not approved of doing a Legacy Project by Halloween will take the Semester Final Exam instead of doing the Semester Final Project. Fair Warning to all Test-Hating Students: Do NOT wait until the last second to get approved or run the risk of NOT getting approved at all for legacy project. It is best to have many ideas typed up and turned into Mr. P as soon as possible (ASAP).
TUESDAY October 17, 2006 (Minimum Day)
1) P-Ville Assignments
2) Spectrum of Time Drill
3) North Renaissance Review
4) Exploration Outline Notes (Assign #9)
5) Exploration Video Notes (Assign #9b)
HW
a) Reformation Questions (Assign #10)
b) Study for possible Reformation Quiz tomorrow. Be sure to do your Assign 10 HW because Mr P might let you use your HW while taking the Reformation Quiz.
b) Completed & organized: Assign #1-10
WEDNESDAY October 18, 2006
1) Reformation HW Quiz?
2) Update: One Thing Leads to Another (Assign #2)
3) Exploration Outline Notes
4) Exploration Video Questions & Notes
5) Reformation Review
6) Scientific Revolution (Assign #11)
HW
a) Typed Legacy Proposals Due Tomorrow Mr P expects some solid detailed proposals!
b) Complete Scientific Revolution (Assign #11)
c) Completed Assigns (1 - 11)
THURSDAY October 19, 2006
1) Scientific Revolution QuickWrite (Assign ?)
2) Lesson of Life
3) Scientific Revolution Review (Assign # 11)
4) Reformation Review
5) Enlightenment Questions (Assign ?)
HW
a) Enlightenment Questions (Assign ?)
b) Complete Assign 1 - 13?
FRIDAY October 20, 2006
1) Spectrum of Time / One Thing Leads to Another Drill (Assign #2)
2) Enlightenment HW Quiz?
3) Scientific Revolution Review
HW
a) Bored this weekend? Take some practice Multiple Choice Quizzes to prep for the Middle Ages thru American Revolution Exam next week (Next Friday?)
Click here for Practice Quizzes by the Legendary Janet, Jina & Natalie from 2004
b) Complete Assign 1-13?
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
1) Supreme Council Election Results
2) Recap the Renaissance & Renaissance People (Assign #7)
3) North Renaissance 4 Questions (Assign #8)
4) Omit Unit Outlines (Assign #3a - 3i)
Assign 3 = Middle Ages - American Revolution Outlines has been omitted. This means this year students do NOT have to do them. You can thank Mr. P in class for relieving students of this assignment. You may also ask him in class why he omitted the assignment.
HW
a) Complete Assigns 1 - 8
b) Typed Legacy Project Proposals (Due Tuesday 10/31)
MIDDLE AGES - AMERICAN REVOLUTION ASSIGNMENTS
PRINTABLE STUFF -- Copy all links and paste to Word or Power Point. Stretch the pasted document to fit the whole page. If you need help, ask for assistance from your class Director of Technology. Good Luck!
1) Table of Contents (TOC)
2) Spectrum of Time / One Thing leads to Another
3) Historical Theme Outlines (3a - 3i)OMIT ASSIGNMENT
4) Daily Life of the Middle Ages 8 Questions (Just do 8 Questions) -- See Mr P after class if you were out of class and need the Middle Ages Reading Handout
5) QW: How did you like workin in the Feudal Classroom? (2/3 page)
6) Italian Renaissance Outline p37 -42
7) Renaissance Historical Figures (Front Side) & (Back Side)
8) North Renaissance 4 Questions p.43 - 47
9) Exploration Outline Notes
9b) Exploration Video Questions & Notes
10) Reformation Worksheet - Click on Front page & click on Back page
11) Scientific Revolution Worksheet Click on Front Page & Click on Back Page
12) Enlightenment Qns 1-5 (Front Page) & More Enlightenment Qns 1-3 (Back Page)
13)Enlightenment People & Ideas (Front Side) & (Back Side)
14)American Revolution & Constitution Page 1, Page 2 & Page 3
USEFUL LEGACY PROJECT WEBSITES
The Themes are:
1) Middle Ages
2) Renaissance
3) North Renaissance
4) Exploration
5) Reformation
6) Scientific Revolution
7) Enlightenment
8) Spread of Enlightenment
9) American Revolution
b) Click here for Practice Quizzes by the Legendary Janet, Jina & Natalie from 2004
c) Click here for help with your outlines and some Practice Quizzes by the Legendary Historical Dancer Amy from 2005
d) Click here for Vocabulary Game help by the Legendary Scott and Jordan from 2005
e) Let Mr P know if you find any other useful websites.
f) Also, think about creating a new project or improving an old project that will be useful for future students or Mr P. The deadline for the Legacy Project is before Halloween. All students must have legacy project approved by Mr P before Halloween. All students not approved of doing a Legacy Project by Halloween will take the Semester Final Exam instead of doing the Semester Final Project. Fair Warning to all Test-Hating Students: Do NOT wait until the last second to get approved or run the risk of NOT getting approved at all for legacy project. It is best to have many ideas typed up and turned into Mr. P as soon as possible (ASAP).
TUESDAY October 17, 2006 (Minimum Day)
1) P-Ville Assignments
2) Spectrum of Time Drill
3) North Renaissance Review
4) Exploration Outline Notes (Assign #9)
5) Exploration Video Notes (Assign #9b)
HW
a) Reformation Questions (Assign #10)
b) Study for possible Reformation Quiz tomorrow. Be sure to do your Assign 10 HW because Mr P might let you use your HW while taking the Reformation Quiz.
b) Completed & organized: Assign #1-10
WEDNESDAY October 18, 2006
1) Reformation HW Quiz?
2) Update: One Thing Leads to Another (Assign #2)
3) Exploration Outline Notes
4) Exploration Video Questions & Notes
5) Reformation Review
6) Scientific Revolution (Assign #11)
HW
a) Typed Legacy Proposals Due Tomorrow Mr P expects some solid detailed proposals!
b) Complete Scientific Revolution (Assign #11)
c) Completed Assigns (1 - 11)
THURSDAY October 19, 2006
1) Scientific Revolution QuickWrite (Assign ?)
2) Lesson of Life
3) Scientific Revolution Review (Assign # 11)
4) Reformation Review
5) Enlightenment Questions (Assign ?)
HW
a) Enlightenment Questions (Assign ?)
b) Complete Assign 1 - 13?
FRIDAY October 20, 2006
1) Spectrum of Time / One Thing Leads to Another Drill (Assign #2)
2) Enlightenment HW Quiz?
3) Scientific Revolution Review
HW
a) Bored this weekend? Take some practice Multiple Choice Quizzes to prep for the Middle Ages thru American Revolution Exam next week (Next Friday?)
Click here for Practice Quizzes by the Legendary Janet, Jina & Natalie from 2004
b) Complete Assign 1-13?
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
Sunday, October 08, 2006
MONDAY October 9, 2006
Student Freedom Day!
Did any students do anything memorable? Put comments in Mr Ps comment box located by the class door.
TUESDAY October 10, 2006
1) Spectrum of Time Drill (3 minutes)
2) Read Daily Life in the Middle Ages
3) Answer 8 Questions on Daily Life in the Middle Ages
4) Middles Ages to American Revolution Vocab Game List
5) Organize Middle Ages - American Revolution Packet (Assign #1 - 4)
PACKET ASSIGNMENTS
1) Table of Contents (TOC)
2) Spectrum of Time / One Things Leads to Another (Completed by end of unit)
3) Outlines (Middle Ages - American Revolution) (Completed by end of unit)
4) Daily Life in the Middle Ages 8 Questions
5) QW: Your Thoughts on Feudal Classroom (At least 3/4 Page)
HW:
a) Bring covered textbook to class tomorrow
b) Show parents, younger siblings your speed and efficiency at filling out the Spectrum of Time. See how fast they can fill out the 9 themes in order. Can you remember the years for each theme as well? How about people or things associated with that time period? Remember Mr P is providing all students with basically Part I of next exam. The Spectrum of Time is Part I of the Exam. Take advantage of this unique opportunity and practice, practice, practice and practice. Students are expected to practice outside of class as well. Enough practice will make this Spectrum of Time stuff automatic and all students will be off to a splendid start on the next exam. No point in saying good luck here. This is about drilling and practice, practice, practice and practice!
c) Italian Renaissance Worksheet(Assign #6)
PRINTABLE STUFF -- Copy all links and paste to Word or Power Point. Stretch the pasted document to fit the whole page. If you need help, ask for assistance from your class Director of Technology. Good Luck!
1) Table of Contents (TOC)
2) Spectrum of Time / One Thing leads to Another
3) Outlines
4) Daily Life of the Middle Ages 8 Questions (Just do 8 Questions) -- See Mr P after class if you were out of class and need the Middle Ages Reading Handout
5) To Be Announced (TBA)
6) Italian Renaissance Outline p37 -42 Print out & will work on in class tomorrow.
WEDNESDAY October 11, 2006
1) Spectrum of Time Drill
2) Cloze Passage on Middle Ages
3) Middle Ages Review of Vocab & Feudalism
4) Perhaps TIME for some cool learning. Ask Mr P to talk about time. He'll talk about Time as it relates to the Middle Ages, Renaissance, Frederick Taylor, the past 100 years, the present and the future. Are you ready for this stuff? Get ready! It is TIME to think.
5) Italian Renaissance Outline p.37-42 (Assign #6)
USEFUL LEGACY PROJECT WEBSITES
a) NOTE: ASSIGNMENT #3 IS CURRENTLY ON HOLD. DO NOT DO IT YET. MR. P MAY OMIT IT. STAY TUNE FOR MORE INFORMATION IN CLASS.
Assign # 3 asks students to do Basic Outlines for each of the 9 Themes of the unit. Be sure to do outlines for each of the unit themes. Go to Brandee's Legacy Projectfor help with your theme outlines. Each theme should contain the following:
WHO:
WHAT:
WHEN:
WHERE:
WHY:
HOW:
NOTE: Key Terms
CONNECT each theme with the priovious and next theme.
ALERT: Some of Brandee's info may be wrong! So double and triple check your sources. This is pretty easy to do. Just make sure you write these simple outlines for each theme. The Theme Outlines all combine to form Assignment #3. Do a good job with the outline. Mr. P might let you use them on the unit exam. Students should complete each theme outline for homework based on whatever the most current theme covered in class. Hence, all outlines will be due at the end of the unit.
The Themes are:
1) Middle Ages
2) Renaissance
3) North Renaissance
4) Exploration
5) Reformation
6) Scientific Revolution
7) Enlightenment
8) Spread of Enlightenment
9) American Revolution
b) Click here for Practice Quizzes by the Legendary Janet, Jina & Natalie from 2004
c) Click here for help with your outlines and some Practice Quizzes by the Legendary Historical Dancer Amy from 2005
d) Click here for Vocabulary Game help by the Legendary Scott and Jordan from 2005
e) Let Mr P know if you find any other useful websites.
f) Also, think about creating a new project or improving an old project that will be useful for future students or Mr P. The deadline for the Legacy Project is before Halloween. All students must have legacy project approved by Mr P before Halloween. All students not approved of doing a Legacy Project by Halloween will take the Semester Final Exam instead of doing the Semester Final Project. Fair Warning to all Test-Hating Students: Do NOT wait until the last second to get approved or run the risk of NOT getting approved at all for legacy project. It is best to have many ideas typed up and turned into Mr. P as soon as possible (ASAP).
HW:
a) Complete (Assign #6)
b) Renaissance Figures PART I & PART II(Assign #7) Printout for class tomorrow
c) North Renaissance 4 Questions (Assign #8) Read p 43-47 and then answer questions 1-4 below.
NORTH RENAISSANCE QUESTIONS (Assign 1-4)
1) What did Utopia mean to those living during the North Renaissance?
2) Name two important events during the Northern Renaissance. Explain their importance.
3) Pick one Northern Renaissance figure. Explain how he or she was influenced by Renaissance ideas.
4) Explain how the figures in painting were different in the Northern and Italian Renaissance. (North Art = p.44 & Italian Art = p.36 & 43)
Fair Warning: Do the reading (p.43-47) & 4 questions for HW. There may be a surprise quiz on the HW reading tomorrow. Mr P sometimes allows students to use their HW notes on the quiz. It is his way of rewarding those that did their HW.
THURSDAY October 12, 2006
1) Spectrum of Time
2) Finish the Renassiance
3) Renaissance & Historical Figures
FRIDAY October 13, 2006
Wow! Are you superstitious? Are you ready for Halloween? October is Mr. Ps favorite time to read Edgar Allan Poe, Ray Bradbury, H.P. Lovecraft, Stephen King and others. What scary stories do you like to read? Happy Reading! Boo!
1) North Renaissance Review
MORE INFO TBA
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.
Yeah!
MONDAY October 16, 2006
TBA
TUESDAY October 17, 2006
TBA
WEDNESDAY October 18, 2006
TBA
THURSDAY October 19, 2006
TBA
FRIDAY October 20, 2006
TBA
Print out extra worksheets if you can for Forgetful Fred and Lazy Lana.
Student Freedom Day!
Did any students do anything memorable? Put comments in Mr Ps comment box located by the class door.
TUESDAY October 10, 2006
1) Spectrum of Time Drill (3 minutes)
2) Read Daily Life in the Middle Ages
3) Answer 8 Questions on Daily Life in the Middle Ages
4) Middles Ages to American Revolution Vocab Game List
5) Organize Middle Ages - American Revolution Packet (Assign #1 - 4)
PACKET ASSIGNMENTS
1) Table of Contents (TOC)
2) Spectrum of Time / One Things Leads to Another (Completed by end of unit)
3) Outlines (Middle Ages - American Revolution) (Completed by end of unit)
4) Daily Life in the Middle Ages 8 Questions
5) QW: Your Thoughts on Feudal Classroom (At least 3/4 Page)
HW:
a) Bring covered textbook to class tomorrow
b) Show parents, younger siblings your speed and efficiency at filling out the Spectrum of Time. See how fast they can fill out the 9 themes in order. Can you remember the years for each theme as well? How about people or things associated with that time period? Remember Mr P is providing all students with basically Part I of next exam. The Spectrum of Time is Part I of the Exam. Take advantage of this unique opportunity and practice, practice, practice and practice. Students are expected to practice outside of class as well. Enough practice will make this Spectrum of Time stuff automatic and all students will be off to a splendid start on the next exam. No point in saying good luck here. This is about drilling and practice, practice, practice and practice!
c) Italian Renaissance Worksheet(Assign #6)
PRINTABLE STUFF -- Copy all links and paste to Word or Power Point. Stretch the pasted document to fit the whole page. If you need help, ask for assistance from your class Director of Technology. Good Luck!
1) Table of Contents (TOC)
2) Spectrum of Time / One Thing leads to Another
3) Outlines
4) Daily Life of the Middle Ages 8 Questions (Just do 8 Questions) -- See Mr P after class if you were out of class and need the Middle Ages Reading Handout
5) To Be Announced (TBA)
6) Italian Renaissance Outline p37 -42 Print out & will work on in class tomorrow.
WEDNESDAY October 11, 2006
1) Spectrum of Time Drill
2) Cloze Passage on Middle Ages
3) Middle Ages Review of Vocab & Feudalism
4) Perhaps TIME for some cool learning. Ask Mr P to talk about time. He'll talk about Time as it relates to the Middle Ages, Renaissance, Frederick Taylor, the past 100 years, the present and the future. Are you ready for this stuff? Get ready! It is TIME to think.
5) Italian Renaissance Outline p.37-42 (Assign #6)
USEFUL LEGACY PROJECT WEBSITES
a) NOTE: ASSIGNMENT #3 IS CURRENTLY ON HOLD. DO NOT DO IT YET. MR. P MAY OMIT IT. STAY TUNE FOR MORE INFORMATION IN CLASS.
Assign # 3 asks students to do Basic Outlines for each of the 9 Themes of the unit. Be sure to do outlines for each of the unit themes. Go to Brandee's Legacy Projectfor help with your theme outlines. Each theme should contain the following:
WHO:
WHAT:
WHEN:
WHERE:
WHY:
HOW:
NOTE: Key Terms
CONNECT each theme with the priovious and next theme.
ALERT: Some of Brandee's info may be wrong! So double and triple check your sources. This is pretty easy to do. Just make sure you write these simple outlines for each theme. The Theme Outlines all combine to form Assignment #3. Do a good job with the outline. Mr. P might let you use them on the unit exam. Students should complete each theme outline for homework based on whatever the most current theme covered in class. Hence, all outlines will be due at the end of the unit.
The Themes are:
1) Middle Ages
2) Renaissance
3) North Renaissance
4) Exploration
5) Reformation
6) Scientific Revolution
7) Enlightenment
8) Spread of Enlightenment
9) American Revolution
b) Click here for Practice Quizzes by the Legendary Janet, Jina & Natalie from 2004
c) Click here for help with your outlines and some Practice Quizzes by the Legendary Historical Dancer Amy from 2005
d) Click here for Vocabulary Game help by the Legendary Scott and Jordan from 2005
e) Let Mr P know if you find any other useful websites.
f) Also, think about creating a new project or improving an old project that will be useful for future students or Mr P. The deadline for the Legacy Project is before Halloween. All students must have legacy project approved by Mr P before Halloween. All students not approved of doing a Legacy Project by Halloween will take the Semester Final Exam instead of doing the Semester Final Project. Fair Warning to all Test-Hating Students: Do NOT wait until the last second to get approved or run the risk of NOT getting approved at all for legacy project. It is best to have many ideas typed up and turned into Mr. P as soon as possible (ASAP).
HW:
a) Complete (Assign #6)
b) Renaissance Figures PART I & PART II(Assign #7) Printout for class tomorrow
c) North Renaissance 4 Questions (Assign #8) Read p 43-47 and then answer questions 1-4 below.
NORTH RENAISSANCE QUESTIONS (Assign 1-4)
1) What did Utopia mean to those living during the North Renaissance?
2) Name two important events during the Northern Renaissance. Explain their importance.
3) Pick one Northern Renaissance figure. Explain how he or she was influenced by Renaissance ideas.
4) Explain how the figures in painting were different in the Northern and Italian Renaissance. (North Art = p.44 & Italian Art = p.36 & 43)
Fair Warning: Do the reading (p.43-47) & 4 questions for HW. There may be a surprise quiz on the HW reading tomorrow. Mr P sometimes allows students to use their HW notes on the quiz. It is his way of rewarding those that did their HW.
THURSDAY October 12, 2006
1) Spectrum of Time
2) Finish the Renassiance
3) Renaissance & Historical Figures
FRIDAY October 13, 2006
Wow! Are you superstitious? Are you ready for Halloween? October is Mr. Ps favorite time to read Edgar Allan Poe, Ray Bradbury, H.P. Lovecraft, Stephen King and others. What scary stories do you like to read? Happy Reading! Boo!
1) North Renaissance Review
MORE INFO TBA
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.
Yeah!
MONDAY October 16, 2006
TBA
TUESDAY October 17, 2006
TBA
WEDNESDAY October 18, 2006
TBA
THURSDAY October 19, 2006
TBA
FRIDAY October 20, 2006
TBA
Print out extra worksheets if you can for Forgetful Fred and Lazy Lana.
Sunday, October 01, 2006
MONDAY October 2, 2006
1) Final Draft Typed Essay & Unit Packet (Assigns #1 - 7) due before tardy bell on front table on Monday
2) Peer Edit
3) Students will get a rough score for their essay by the end of the period. ALL students are welcome to take home their essay to correct errors, revise their writing and do whatever it takes to achieve the grade they seek on the essay. Students should leave class with a clear understanding of essay grading expectations. Mr. P is also available after school for help. Students can also get essay help by coming after school to view the Essay Video once again. ALL essays are due on Friday October 6, 2006 at the start of class.
4) View the Mr. P Challenge Vocab Game Video
HW
a) Typed Essay (Due Friday, October 6, 2006) -- computerless or printer-problem-students are welcome to type their essay after school on the student computer in Mr P's class.
b) Study for Vocab Game (Wednesday October 4, 2006) -- Students should study the terms, historical figures and timeline events associated to the Autocracy vs Democracy unit. Students should use their Assignment Packet (#1-7) to prepare for the fun filled Vocab Game. Sketch's Website also has some of the Vocab definitions available. As a sidenote: The World History Vocab Game record is 24 words in 1 minute. Will anyone this year shatter the Vocab Game Record?
TUESDAY Oct 3, 2006
1) Autocracy & Democracy in P-ville -- making practical and real world use of what students have learned from the past unit. Make sure to participate in this in-class activity.
2) The Aristotle: Connects P-ville's past with the present.
3) Mr. P TV --- Top 5 things
4) Nominating, Assigning, Electing, Delegating, Appointing and Demanding Roles in P-ville.
HW
a) Just think about how you have already learned this year
b) Study for the Vocab Game (aka Mr P Challenge) for TOMORROW
c) Have you revised your essay yet? All Autocracy and Democracy Essays due FRIDAY
GEO RETAKE TODAY AFTERSCHOOL AT 3:22PM. All students are welcome. Geo Review and map drilling also available after retake.
WEDNESDAY October 4, 2006
MINIMUM DAY!
1) Get ready! It is time for the Vocab Game (ie The Mr P Challenge).
HW
a) Revised your essay yet? If not, get going on finishing your essay. All essays are due FRIDAY
THURSDAY October 5, 2006
Start of new unit: Middle Ages - American Revolution
1) Most Radical Nerds... Video
2) Spectrum of Time --- Velcro Wall (Assign #2)
3) Middle Ages to American Revolution Terms (Assign #3)
HW
a) Check Out Brandee's Legacy Project Bring a copy of the site's main page to class tomorrow.
b) Also check out Jina, Janet and Natalie's Legacy Project Bring a copy of the site's main page to class tomorrow.
c) Another helpful website is Scott and Jordan's Study Guide for Middle Ages to American Revolution. Contains a vocabulary quiz too.
d) There is also Amy's Guide to Historical Periods
e) Start to work on Terms (Assign #3)
FRIDAY October 6, 2006
1) Autocracy & Democracy Essays due on front table before tardy bell
2) Middle Ages
HW
HW: Read below for information about your semester final in World History.
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.
Yeah!
1) Final Draft Typed Essay & Unit Packet (Assigns #1 - 7) due before tardy bell on front table on Monday
2) Peer Edit
3) Students will get a rough score for their essay by the end of the period. ALL students are welcome to take home their essay to correct errors, revise their writing and do whatever it takes to achieve the grade they seek on the essay. Students should leave class with a clear understanding of essay grading expectations. Mr. P is also available after school for help. Students can also get essay help by coming after school to view the Essay Video once again. ALL essays are due on Friday October 6, 2006 at the start of class.
4) View the Mr. P Challenge Vocab Game Video
HW
a) Typed Essay (Due Friday, October 6, 2006) -- computerless or printer-problem-students are welcome to type their essay after school on the student computer in Mr P's class.
b) Study for Vocab Game (Wednesday October 4, 2006) -- Students should study the terms, historical figures and timeline events associated to the Autocracy vs Democracy unit. Students should use their Assignment Packet (#1-7) to prepare for the fun filled Vocab Game. Sketch's Website also has some of the Vocab definitions available. As a sidenote: The World History Vocab Game record is 24 words in 1 minute. Will anyone this year shatter the Vocab Game Record?
TUESDAY Oct 3, 2006
1) Autocracy & Democracy in P-ville -- making practical and real world use of what students have learned from the past unit. Make sure to participate in this in-class activity.
2) The Aristotle: Connects P-ville's past with the present.
3) Mr. P TV --- Top 5 things
4) Nominating, Assigning, Electing, Delegating, Appointing and Demanding Roles in P-ville.
HW
a) Just think about how you have already learned this year
b) Study for the Vocab Game (aka Mr P Challenge) for TOMORROW
c) Have you revised your essay yet? All Autocracy and Democracy Essays due FRIDAY
GEO RETAKE TODAY AFTERSCHOOL AT 3:22PM. All students are welcome. Geo Review and map drilling also available after retake.
WEDNESDAY October 4, 2006
MINIMUM DAY!
1) Get ready! It is time for the Vocab Game (ie The Mr P Challenge).
HW
a) Revised your essay yet? If not, get going on finishing your essay. All essays are due FRIDAY
THURSDAY October 5, 2006
Start of new unit: Middle Ages - American Revolution
1) Most Radical Nerds... Video
2) Spectrum of Time --- Velcro Wall (Assign #2)
3) Middle Ages to American Revolution Terms (Assign #3)
HW
a) Check Out Brandee's Legacy Project Bring a copy of the site's main page to class tomorrow.
b) Also check out Jina, Janet and Natalie's Legacy Project Bring a copy of the site's main page to class tomorrow.
c) Another helpful website is Scott and Jordan's Study Guide for Middle Ages to American Revolution. Contains a vocabulary quiz too.
d) There is also Amy's Guide to Historical Periods
e) Start to work on Terms (Assign #3)
FRIDAY October 6, 2006
1) Autocracy & Democracy Essays due on front table before tardy bell
2) Middle Ages
HW
HW: Read below for information about your semester final in World History.
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.
Yeah!
Monday, September 18, 2006
MONDAY Sept 18, 2006
1) Geo Review Game
HW
a) Study for Geo Exam (Tomorrow)
b) Sketch's Website to assist in studying for Geo Exam.
c) Go to Double “C” for location help – Chau & Carter’s Website It was created to help students find some of the harder Random Geography Locations on Mr. P's Geo Packet.
TUESDAY Sept 19, 2006
1) Geo Exam
HW
a) Click here and print out handouts to the next unit.
WEDNESDAY Sept 20, 2006
1) Nader's Island (Assign #2)
2) Intro to Auto & Demo
HW
Autocracy vs Democracy is the next unit. Students will spend about 2 weeks on this unit. There will be a total of 7 assignments. At the conclusion of the unit, students will turn in their unit packet (assignments 1-7) for points. Each assignment should be completed as they are assigned during the unit. Below is the order of the assignments 1-7 so that students can keep their unit work organized.
AUTOCRACY vs DEMOCRACY
1) Table of Contents (TOC)
2) Nader's Deserted Island
3) Scenarios
4) Terms - Terms #1-7: Front Page & Terms #8-16: Back Page
5) Timeline
6) Historical Figures Front Page includes John Locke & Back Page includes King Louis XIV
7) QuickWrite: Which historical figure's ideas do you like the most? Why are those ideas better than others? (2/3 Page)
b) Having trouble printing the 3 worksheets above? Well, try printing the worksheets this way. Click here and print out handouts to the next unit.
c) How can worksheets fit on to a page?
i) Click above on specific link to a worksheet
ii) Once a new window appears with the worksheet, scroll over the worksheet with mouse, right click and then copy worksheet.
iii) Paste copied worksheet onto new document using microsoft word or powerpoint.
iv) Next, use mouse to stretch worksheet to fit on the entire page.
v)Print
a) Click here and print out handouts to the next unit. Start to work on Autocracy vs Democracy Terms
b) Sketch's wonderful website reviews the terms for Autocracy & Democracy. However, Sketch was a tricky one sometimes. She might have purposely placed wrong information in some of her definitions for the Autocracy & Democracy terms. In addition, avoid being an academic robot and be sure to write the terms using your own words. Students cannot and should not want to compete with copy machines. Hence, do not just copy definitons onto your worksheet. In short, be a human, think, look up definitions from various sources (Sketch's website and your book are only two sources) and then write the definitions for each term in your own words. This is pretty basic stuff. Good luck and have fun thinking!
c) Bring an egg to class tomorrow and ask Mr P to demonstrate Eggs in the Balance.
THURSDAY Sept 21, 2006
1) Autocracy vs Democracy Scenarios (Assign #3)
2) Autocracy vs Democracy Timeline (Assign #5)
HW
a) Autocracy vs Democracy Terms (Assign #4)
FRIDAY Sept 22, 2006
1) Term Wall Spectrum
2) Start Timeline - Athens & Romans (Assign #5)
3) Vocab Game Video / Cheating Video
HW
a) Complete Terms and know them (Assign #4)
b) Read Plato's Allegory of the Cave ... if you want. Just some extra reading. This is not required work.
MONDAY, Sept 25, 2006
1) Bill & Ed Show
2) Finish Timeline - Romans, Visogoths & the Rest (Assign #5)
3) Historical Figures (Assign # 6)
4) Group Work: Read & Answer Questions on Group's Hist. Figure (Due at end of period)
HW:
All group members should be prepared to discuss their Historical Figure in class on Tuesday.
Group Members are expected to point out & explain to class:
1) Where are they from? (use class map)
2) Give at least 1 interesting / cool fact about the person?
3) Where do they fit on the Autocracy vs Democracy Spectrum? (use class wall)
4) What idea(s) have they given to Autocracy and Democracy?
5) According to your historical figure, what is the ideal form of government? Explain
6) Does your group agree or disgree with the historical figure? Explain.
Need to print a copy of the Historical Figures worksheet?
Hey! Still struggling with your Timeline (Assign #5)? C & C Legacy Project have posted a little help for you online. However, beware of errors they might of purposely posted to make sure you are alive and thinking out there. Make sure to verify what they posted. Writing and not thinking is what academic zombies do. Be a smart human and always check information with several sources. Your book, C & C Legacy project and Wikipedia are just 3 of many many sources available. Also, whatever your source of information make sure to write down your answers in your own words. Do NOT copy word for word from another source. Good Luck!
TUESDAY, Sept 26, 2006
1) a) Study Unit Vocab b) organize packet c) Group Prep
2) Groups present Historical Figures. Class takes notes for Hist Figures (Assign #6)
HW:
a) QW: Whose ideas do you like the best? Why? (at least 2/3 page) (Assign #7)
b) Review Assigns to prepare for Auto vs Demo Quiz (Friday)
WEDNESDAY, Sept 27, 2006
1) Groups present Historical Figures. Class takes notes for Hist Figures (Assign #6)
2) Still struggling with your Historical Figures (Assignment #6)? Well, you can thank C&C Legacy Projects once again. Yet, beware of errors they might of purposely posted to make sure you are alive and thinking out there. Make sure to verify what they posted. Writing and not thinking is what academic zombies do. Be a smart human and always check information with several sources. Your book, C & C Legacy project and Wikipedia are just 3 of many many sources available. Also, whatever your source of information make sure to write down your answers in your own words. Do NOT copy word for word from another source. Good Luck!
HW:
a) QW: Whose ideas do you like the best? Why? (at least 2/3 page) (Assign #7)
b) Review Assigns to prepare for Auto vs Demo Quiz (Friday)
c) Auto & Demo Packet Due Monday before the tardy bell
THURSDAY, Sept 28, 2006
1) Essay Prompt:
Assess the validity of this statement: Autocracy is the best form of government.
2)Essay Bunch - Students take Video Notes to assist them with their essay assignment
HW
a) Autocracy vs Democracy 5 paragraph TYPED essay
i)Due MONDAY
ii) On student desk when tardy bell rings.
iii) Put Student ID #, not student name
iv) Attach student outline (with NO name)
FRIDAY, Sept 29, 2006
1) Autocracy & Democracy Quick Quiz
2) Autocracy & Democracy Vocab Game
HW:
a) Final Draft Typed Essay & Unit Packet (Assigns #1 - 7) due before tardy bell on front table on Monday
AUTOCRACY vs DEMOCRACY
1) Table of Contents (TOC)
2) Nader's Deserted Island
3) Scenarios
4) Terms - Terms #1-7: Front Page & Terms #8-16: Back Page
5) Timeline
6) Historical Figures Front Page includes John Locke & Back Page includes King Louis XIV
7) QuickWrite: Which historical figure's ideas do you like the most? Why are those ideas better than others? (2/3 Page)
MONDAY, Oct 2, 2006
1) Final Draft Typed Essay & Unit Packet (Assigns #1 - 7) due before tardy bell on front table on Monday
2) Peer Edit
HW
a) None!
TUESDAY Oct 3, 2006
1) Autocracy & Democracy in P-ville -- making practical and real world use of what students have learned from the past unit. Make sure to participate in this in-class activity.
2) The Aristotle: Connects P-ville's past with the present.
2) Mr. P TV --- Top 5 things
3) Nominating, Assigning, Electing, Appointing and Demanding Roles in P-ville.
HW
a) Just think about how you have already learned this year.
"Man is born free and everywhere he is in chains."
-- Jean Jacques Rousseau
Aloha is a quality band
1) Geo Review Game
HW
a) Study for Geo Exam (Tomorrow)
b) Sketch's Website to assist in studying for Geo Exam.
c) Go to Double “C” for location help – Chau & Carter’s Website It was created to help students find some of the harder Random Geography Locations on Mr. P's Geo Packet.
TUESDAY Sept 19, 2006
1) Geo Exam
HW
a) Click here and print out handouts to the next unit.
WEDNESDAY Sept 20, 2006
1) Nader's Island (Assign #2)
2) Intro to Auto & Demo
HW
Autocracy vs Democracy is the next unit. Students will spend about 2 weeks on this unit. There will be a total of 7 assignments. At the conclusion of the unit, students will turn in their unit packet (assignments 1-7) for points. Each assignment should be completed as they are assigned during the unit. Below is the order of the assignments 1-7 so that students can keep their unit work organized.
AUTOCRACY vs DEMOCRACY
1) Table of Contents (TOC)
2) Nader's Deserted Island
3) Scenarios
4) Terms - Terms #1-7: Front Page & Terms #8-16: Back Page
5) Timeline
6) Historical Figures Front Page includes John Locke & Back Page includes King Louis XIV
7) QuickWrite: Which historical figure's ideas do you like the most? Why are those ideas better than others? (2/3 Page)
b) Having trouble printing the 3 worksheets above? Well, try printing the worksheets this way. Click here and print out handouts to the next unit.
c) How can worksheets fit on to a page?
i) Click above on specific link to a worksheet
ii) Once a new window appears with the worksheet, scroll over the worksheet with mouse, right click and then copy worksheet.
iii) Paste copied worksheet onto new document using microsoft word or powerpoint.
iv) Next, use mouse to stretch worksheet to fit on the entire page.
v)Print
a) Click here and print out handouts to the next unit. Start to work on Autocracy vs Democracy Terms
b) Sketch's wonderful website reviews the terms for Autocracy & Democracy. However, Sketch was a tricky one sometimes. She might have purposely placed wrong information in some of her definitions for the Autocracy & Democracy terms. In addition, avoid being an academic robot and be sure to write the terms using your own words. Students cannot and should not want to compete with copy machines. Hence, do not just copy definitons onto your worksheet. In short, be a human, think, look up definitions from various sources (Sketch's website and your book are only two sources) and then write the definitions for each term in your own words. This is pretty basic stuff. Good luck and have fun thinking!
c) Bring an egg to class tomorrow and ask Mr P to demonstrate Eggs in the Balance.
THURSDAY Sept 21, 2006
1) Autocracy vs Democracy Scenarios (Assign #3)
2) Autocracy vs Democracy Timeline (Assign #5)
HW
a) Autocracy vs Democracy Terms (Assign #4)
FRIDAY Sept 22, 2006
1) Term Wall Spectrum
2) Start Timeline - Athens & Romans (Assign #5)
3) Vocab Game Video / Cheating Video
HW
a) Complete Terms and know them (Assign #4)
b) Read Plato's Allegory of the Cave ... if you want. Just some extra reading. This is not required work.
MONDAY, Sept 25, 2006
1) Bill & Ed Show
2) Finish Timeline - Romans, Visogoths & the Rest (Assign #5)
3) Historical Figures (Assign # 6)
4) Group Work: Read & Answer Questions on Group's Hist. Figure (Due at end of period)
HW:
All group members should be prepared to discuss their Historical Figure in class on Tuesday.
Group Members are expected to point out & explain to class:
1) Where are they from? (use class map)
2) Give at least 1 interesting / cool fact about the person?
3) Where do they fit on the Autocracy vs Democracy Spectrum? (use class wall)
4) What idea(s) have they given to Autocracy and Democracy?
5) According to your historical figure, what is the ideal form of government? Explain
6) Does your group agree or disgree with the historical figure? Explain.
Need to print a copy of the Historical Figures worksheet?
Hey! Still struggling with your Timeline (Assign #5)? C & C Legacy Project have posted a little help for you online. However, beware of errors they might of purposely posted to make sure you are alive and thinking out there. Make sure to verify what they posted. Writing and not thinking is what academic zombies do. Be a smart human and always check information with several sources. Your book, C & C Legacy project and Wikipedia are just 3 of many many sources available. Also, whatever your source of information make sure to write down your answers in your own words. Do NOT copy word for word from another source. Good Luck!
TUESDAY, Sept 26, 2006
1) a) Study Unit Vocab b) organize packet c) Group Prep
2) Groups present Historical Figures. Class takes notes for Hist Figures (Assign #6)
HW:
a) QW: Whose ideas do you like the best? Why? (at least 2/3 page) (Assign #7)
b) Review Assigns to prepare for Auto vs Demo Quiz (Friday)
WEDNESDAY, Sept 27, 2006
1) Groups present Historical Figures. Class takes notes for Hist Figures (Assign #6)
2) Still struggling with your Historical Figures (Assignment #6)? Well, you can thank C&C Legacy Projects once again. Yet, beware of errors they might of purposely posted to make sure you are alive and thinking out there. Make sure to verify what they posted. Writing and not thinking is what academic zombies do. Be a smart human and always check information with several sources. Your book, C & C Legacy project and Wikipedia are just 3 of many many sources available. Also, whatever your source of information make sure to write down your answers in your own words. Do NOT copy word for word from another source. Good Luck!
HW:
a) QW: Whose ideas do you like the best? Why? (at least 2/3 page) (Assign #7)
b) Review Assigns to prepare for Auto vs Demo Quiz (Friday)
c) Auto & Demo Packet Due Monday before the tardy bell
THURSDAY, Sept 28, 2006
1) Essay Prompt:
Assess the validity of this statement: Autocracy is the best form of government.
2)Essay Bunch - Students take Video Notes to assist them with their essay assignment
HW
a) Autocracy vs Democracy 5 paragraph TYPED essay
i)Due MONDAY
ii) On student desk when tardy bell rings.
iii) Put Student ID #, not student name
iv) Attach student outline (with NO name)
FRIDAY, Sept 29, 2006
1) Autocracy & Democracy Quick Quiz
2) Autocracy & Democracy Vocab Game
HW:
a) Final Draft Typed Essay & Unit Packet (Assigns #1 - 7) due before tardy bell on front table on Monday
AUTOCRACY vs DEMOCRACY
1) Table of Contents (TOC)
2) Nader's Deserted Island
3) Scenarios
4) Terms - Terms #1-7: Front Page & Terms #8-16: Back Page
5) Timeline
6) Historical Figures Front Page includes John Locke & Back Page includes King Louis XIV
7) QuickWrite: Which historical figure's ideas do you like the most? Why are those ideas better than others? (2/3 Page)
MONDAY, Oct 2, 2006
1) Final Draft Typed Essay & Unit Packet (Assigns #1 - 7) due before tardy bell on front table on Monday
2) Peer Edit
HW
a) None!
TUESDAY Oct 3, 2006
1) Autocracy & Democracy in P-ville -- making practical and real world use of what students have learned from the past unit. Make sure to participate in this in-class activity.
2) The Aristotle: Connects P-ville's past with the present.
2) Mr. P TV --- Top 5 things
3) Nominating, Assigning, Electing, Appointing and Demanding Roles in P-ville.
HW
a) Just think about how you have already learned this year.
"Man is born free and everywhere he is in chains."
-- Jean Jacques Rousseau
Aloha is a quality band
Sunday, September 17, 2006
MONDAY Sept 18, 2006
1) Geo Review Game
HW
a) Study for Geo Exam (Tomorrow)
b) Sketch's Website to assist in studying for Geo Exam.
c) Go to Double “C” for location help – Chau & Carter’s Website It was created to help students find some of the harder Random Geography Locations on Mr. P's Geo Packet.
TUESDAY Sept 19, 2006
1) Geo Exam
HW
a) Click here and print out handouts to the next unit.
WEDNESDAY Sept 20, 2006
1) Nader's Island (Assign #2)
2) Intro to Auto & Demo
HW
Autocracy vs Democracy is the next unit. Students will spend about 2 weeks on this unit. There will be a total of 7 assignments. At the conclusion of the unit, students will turn in their unit packet (assignments 1-7) for points. Each assignment should be completed as they are assigned during the unit. Below is the order of the assignments 1-7 so that students can keep their unit work organized.
AUTOCRACY vs DEMOCRACY
1) Table of Contents (TOC)
2) Nader's Deserted Island
3) Scenarios
4) Terms - Terms #1-7: Front Page & Terms #8-16: Back Page
5) Timeline
6) Historical Figures Front Page includes John Locke & Back Page includes King Louis XIV
7) QuickWrite: Which historical figure's ideas do you like the most? Why are those ideas better than others? (2/3 Page)
b) Having trouble printing the 3 worksheets above? Well, try printing the worksheets this way. Click here and print out handouts to the next unit.
c) How can worksheets fit on to a page?
i) Click above on specific link to a worksheet
ii) Once a new window appears with the worksheet, scroll over the worksheet with mouse, right click and then copy worksheet.
iii) Paste copied worksheet onto new document using microsoft word or powerpoint.
iv) Next, use mouse to stretch worksheet to fit on the entire page.
v)Print
a) Click here and print out handouts to the next unit. Start to work on Autocracy vs Democracy Terms
b) Sketch's wonderful website reviews the terms for Autocracy & Democracy. However, Sketch was a tricky one sometimes. She might have purposely placed wrong information in some of her definitions for the Autocracy & Democracy terms. In addition, avoid being an academic robot and be sure to write the terms using your own words. Students cannot and should not want to compete with copy machines. Hence, do not just copy definitons onto your worksheet. In short, be a human, think, look up definitions from various sources (Sketch's website and your book are only two sources) and then write the definitions for each term in your own words. This is pretty basic stuff. Good luck and have fun thinking!
c) Bring an egg to class tomorrow and ask Mr P to demonstrate Eggs in the Balance.
THURSDAY Sept 21, 2006
1) Autocracy vs Democracy Scenarios (Assign #3)
2) Autocracy vs Democracy Timeline (Assign #5)
HW
a) Autocracy vs Democracy Terms (Assign #4)
FRIDAY Sept 22, 2006
1) Term Wall Spectrum
2) Start Timeline - Athens & Romans (Assign #5)
3) Vocab Game Video / Cheating Video
HW
a) Complete Terms and know them (Assign #4)
b) Read Plato's Allegory of the Cave ... if you want. Just some extra reading. This is not required work.
MONDAY, Sept 25, 2006
1) Bill & Ed Show
2) Finish Timeline - Romans, Visogoths & the Rest (Assign #5)
3) Historical Figures (Assign # 6)
4) Group Work: Read & Answer Questions on Group's Hist. Figure (Due at end of period)
HW:
All group members should be prepared to discuss their Historical Figure in class on Tuesday.
Group Members are expected to point out & explain to class:
1) Where are they from? (use class map)
2) Give at least 1 interesting / cool fact about the person?
3) Where do they fit on the Autocracy vs Democracy Spectrum? (use class wall)
4) What idea(s) have they given to Autocracy and Democracy?
5) According to your historical figure, what is the ideal form of government? Explain
6) Does your group agree or disgree with the historical figure? Explain.
Need to print a copy of the Historical Figures worksheet?
Hey! Still struggling with your Timeline (Assign #5)? C & C Legacy Project have posted a little help for you online. However, beware of errors they might of purposely posted to make sure you alive and thinking out there. Make sure to verify what they posted. Writing and not thinking is what academic zombies do. Be a good human always check information with several sources. Your book, C & C Legacy project and Wikipedia are just 3 of many many sources available. Also, whatever your source of informatio make sure to write down your answers in your own words. Do NOT copy word for word from another source. Good Luck!
TUESDAY, Sept 26, 2006
1) a) Study Unit Vocab b) organize packet c) Group Prep
2) Groups present Historical Figures. Class takes notes for Hist Figures (Assign #6)
HW:
a) QW: Whose ideas do you like the best? Why? (at least 2/3 page) (Assign #7)
b) Review Assigns to prepare for Auto vs Demo Quiz (Friday)
WEDNESDAY, Sept 27, 2006
1) Groups present Historical Figures. Class takes notes for Hist Figures (Assign #6)
HW:
a) QW: Whose ideas do you like the best? Why? (at least 2/3 page) (Assign #7)
b) Review Assigns to prepare for Auto vs Demo Quiz (Friday)
c) Auto & Demo Packet Due Monday before the tardy bell
THURSDAY, Sept 28, 2006
1) Essay Prompt:
Assess the validity of this statement: Autocracy is the best form of government.
2)Essay Bunch - Students take Video Notes to assist them with their essay assignment
HW
a) Autocracy vs Democracy 5 paragraph TYPED essay
i)Due MONDAY
ii) On student desk when tardy bell rings.
iii) Put Student ID #, not student name
iv) Attach student outline (with NO name)
FRIDAY, Sept 29, 2006
1) Autocracy & Democracy Quick Quiz
2) Autocracy & Democracy Vocab Game
HW:
a) Final Draft Typed Essay & Unit Packet (Assigns #1 - 7) due before tardy bell on front table on Monday
AUTOCRACY vs DEMOCRACY
1) Table of Contents (TOC)
2) Nader's Deserted Island
3) Scenarios
4) Terms - Terms #1-7: Front Page & Terms #8-16: Back Page
5) Timeline
6) Historical Figures Front Page includes John Locke & Back Page includes King Louis XIV
7) QuickWrite: Which historical figure's ideas do you like the most? Why are those ideas better than others? (2/3 Page)
MONDAY, Oct 2, 2006
1) Final Draft Typed Essay & Unit Packet (Assigns #1 - 7) due before tardy bell on front table on Monday
2) Peer Edit
HW
a) None!
TUESDAY Oct 3, 2006
1) Autocracy & Democracy in P-ville -- making practical and real world use of what students have learned from the past unit. Make sure to participate in this in-class activity.
2) The Aristotle: Connects P-ville's past with the present.
2) Mr. P TV --- Top 5 things
3) Nominating, Assigning, Electing, Appointing and Demanding Roles in P-ville.
HW
a) Just think about how you have already learned this year.
"Man is born free and everywhere he is in chains."
-- Jean Jacques Rousseau
Aloha is a quality band
1) Geo Review Game
HW
a) Study for Geo Exam (Tomorrow)
b) Sketch's Website to assist in studying for Geo Exam.
c) Go to Double “C” for location help – Chau & Carter’s Website It was created to help students find some of the harder Random Geography Locations on Mr. P's Geo Packet.
TUESDAY Sept 19, 2006
1) Geo Exam
HW
a) Click here and print out handouts to the next unit.
WEDNESDAY Sept 20, 2006
1) Nader's Island (Assign #2)
2) Intro to Auto & Demo
HW
Autocracy vs Democracy is the next unit. Students will spend about 2 weeks on this unit. There will be a total of 7 assignments. At the conclusion of the unit, students will turn in their unit packet (assignments 1-7) for points. Each assignment should be completed as they are assigned during the unit. Below is the order of the assignments 1-7 so that students can keep their unit work organized.
AUTOCRACY vs DEMOCRACY
1) Table of Contents (TOC)
2) Nader's Deserted Island
3) Scenarios
4) Terms - Terms #1-7: Front Page & Terms #8-16: Back Page
5) Timeline
6) Historical Figures Front Page includes John Locke & Back Page includes King Louis XIV
7) QuickWrite: Which historical figure's ideas do you like the most? Why are those ideas better than others? (2/3 Page)
b) Having trouble printing the 3 worksheets above? Well, try printing the worksheets this way. Click here and print out handouts to the next unit.
c) How can worksheets fit on to a page?
i) Click above on specific link to a worksheet
ii) Once a new window appears with the worksheet, scroll over the worksheet with mouse, right click and then copy worksheet.
iii) Paste copied worksheet onto new document using microsoft word or powerpoint.
iv) Next, use mouse to stretch worksheet to fit on the entire page.
v)Print
a) Click here and print out handouts to the next unit. Start to work on Autocracy vs Democracy Terms
b) Sketch's wonderful website reviews the terms for Autocracy & Democracy. However, Sketch was a tricky one sometimes. She might have purposely placed wrong information in some of her definitions for the Autocracy & Democracy terms. In addition, avoid being an academic robot and be sure to write the terms using your own words. Students cannot and should not want to compete with copy machines. Hence, do not just copy definitons onto your worksheet. In short, be a human, think, look up definitions from various sources (Sketch's website and your book are only two sources) and then write the definitions for each term in your own words. This is pretty basic stuff. Good luck and have fun thinking!
c) Bring an egg to class tomorrow and ask Mr P to demonstrate Eggs in the Balance.
THURSDAY Sept 21, 2006
1) Autocracy vs Democracy Scenarios (Assign #3)
2) Autocracy vs Democracy Timeline (Assign #5)
HW
a) Autocracy vs Democracy Terms (Assign #4)
FRIDAY Sept 22, 2006
1) Term Wall Spectrum
2) Start Timeline - Athens & Romans (Assign #5)
3) Vocab Game Video / Cheating Video
HW
a) Complete Terms and know them (Assign #4)
b) Read Plato's Allegory of the Cave ... if you want. Just some extra reading. This is not required work.
MONDAY, Sept 25, 2006
1) Bill & Ed Show
2) Finish Timeline - Romans, Visogoths & the Rest (Assign #5)
3) Historical Figures (Assign # 6)
4) Group Work: Read & Answer Questions on Group's Hist. Figure (Due at end of period)
HW:
All group members should be prepared to discuss their Historical Figure in class on Tuesday.
Group Members are expected to point out & explain to class:
1) Where are they from? (use class map)
2) Give at least 1 interesting / cool fact about the person?
3) Where do they fit on the Autocracy vs Democracy Spectrum? (use class wall)
4) What idea(s) have they given to Autocracy and Democracy?
5) According to your historical figure, what is the ideal form of government? Explain
6) Does your group agree or disgree with the historical figure? Explain.
Need to print a copy of the Historical Figures worksheet?
Hey! Still struggling with your Timeline (Assign #5)? C & C Legacy Project have posted a little help for you online. However, beware of errors they might of purposely posted to make sure you alive and thinking out there. Make sure to verify what they posted. Writing and not thinking is what academic zombies do. Be a good human always check information with several sources. Your book, C & C Legacy project and Wikipedia are just 3 of many many sources available. Also, whatever your source of informatio make sure to write down your answers in your own words. Do NOT copy word for word from another source. Good Luck!
TUESDAY, Sept 26, 2006
1) a) Study Unit Vocab b) organize packet c) Group Prep
2) Groups present Historical Figures. Class takes notes for Hist Figures (Assign #6)
HW:
a) QW: Whose ideas do you like the best? Why? (at least 2/3 page) (Assign #7)
b) Review Assigns to prepare for Auto vs Demo Quiz (Friday)
WEDNESDAY, Sept 27, 2006
1) Groups present Historical Figures. Class takes notes for Hist Figures (Assign #6)
HW:
a) QW: Whose ideas do you like the best? Why? (at least 2/3 page) (Assign #7)
b) Review Assigns to prepare for Auto vs Demo Quiz (Friday)
c) Auto & Demo Packet Due Monday before the tardy bell
THURSDAY, Sept 28, 2006
1) Essay Prompt:
Assess the validity of this statement: Autocracy is the best form of government.
2)Essay Bunch - Students take Video Notes to assist them with their essay assignment
HW
a) Autocracy vs Democracy 5 paragraph TYPED essay
i)Due MONDAY
ii) On student desk when tardy bell rings.
iii) Put Student ID #, not student name
iv) Attach student outline (with NO name)
FRIDAY, Sept 29, 2006
1) Autocracy & Democracy Quick Quiz
2) Autocracy & Democracy Vocab Game
HW:
a) Final Draft Typed Essay & Unit Packet (Assigns #1 - 7) due before tardy bell on front table on Monday
AUTOCRACY vs DEMOCRACY
1) Table of Contents (TOC)
2) Nader's Deserted Island
3) Scenarios
4) Terms - Terms #1-7: Front Page & Terms #8-16: Back Page
5) Timeline
6) Historical Figures Front Page includes John Locke & Back Page includes King Louis XIV
7) QuickWrite: Which historical figure's ideas do you like the most? Why are those ideas better than others? (2/3 Page)
MONDAY, Oct 2, 2006
1) Final Draft Typed Essay & Unit Packet (Assigns #1 - 7) due before tardy bell on front table on Monday
2) Peer Edit
HW
a) None!
TUESDAY Oct 3, 2006
1) Autocracy & Democracy in P-ville -- making practical and real world use of what students have learned from the past unit. Make sure to participate in this in-class activity.
2) The Aristotle: Connects P-ville's past with the present.
2) Mr. P TV --- Top 5 things
3) Nominating, Assigning, Electing, Appointing and Demanding Roles in P-ville.
HW
a) Just think about how you have already learned this year.
"Man is born free and everywhere he is in chains."
-- Jean Jacques Rousseau
Aloha is a quality band
MONDAY Sept 18, 2006
1) Geo Review Game
HW
a) Study for Geo Exam (Tomorrow)
b) Sketch's Website to assist in studying for Geo Exam.
c) Go to Double “C” for location help – Chau & Carter’s Website It was created to help students find some of the harder Random Geography Locations on Mr. P's Geo Packet.
TUESDAY Sept 19, 2006
1) Geo Exam
HW
a) Click below for the 3 worksheets for the next unit: Autocracy & Democracy
i) Autocracy & Democracy Terms - Terms #1-7: Front Page & Terms #8-16: Back Page
ii) Autocracy & Democracy Timeline
iii) Autocracy & Democracy Historical Figures Front Page includes John Locke & Back Page includes King Louis XIV
b) Having trouble printing the 3 worksheets above? Well, try printing the worksheets this way. Click here and print out handouts to the next unit.
c) How can worksheets fit on to a page?
i) Click above on specific link to a worksheet
ii) Once a new window appears with the worksheet, scroll over the worksheet with mouse, right click and then copy worksheet.
iii) Paste copied worksheet onto new document using microsoft word or powerpoint.
iv) Next, use mouse to stretch worksheet to fit on the entire page.
v)Print
d) Still, having problems? Try your best. If you cannot manage, call someone in class and politely ask if they could print out extra copies for you. On the flipside, if you can print out the worksheets without a problem it would be generous of you to print out an extra set or two of worksheets for those who have problems printing the worksheets out. Those who are in need of worksheets would be MORE than willing to return the favor to those who bring an extra set or two of worksheets.
e) Finally, if your are reading this and still cannot figure out how to print out the worksheets do NOT stress out. Simply come to class and ask Mr. P (when he is free) or some of his tech assistants to demonstrate how to print out worksheets so that you can do it in the future.
WEDNESDAY Sept 20, 2006
1) Nader's Island
2) Intro to Auto & Demo
HW
a) Click here and print out handouts to the next unit. Start to work on Autocracy vs Democracy Terms
b) Sketch's wonderful website reviews the terms for Autocracy & Democracy. However, Sketch was a tricky one sometimes. She might have purposely placed wrong information in some of her definitions for the Autocracy & Democracy terms. In addition, avoid being an academic robot and be sure to write the terms using your own words. Students cannot and should not want to compete with copy machines. Hence, do not just copy definitons onto your worksheet. In short, be a human, think, look up definitions from various sources (Sketch's website and your book are only two sources) and then write the definitions for each term in your own words. This is pretty basic stuff. Good luck and have fun thinking!
c) Bring an egg to class tomorrow and ask Mr P to demonstrate Eggs in the Balance.
THURSDAY Sept 21, 2006
1) Autocracy vs Democracy Scenarios
2) Democracy Timeline
HW
a) Autocracy vs Democracy Terms
FRIDAY Sept 22, 2006
1) Term Wall Spectrum
2) Read Historical Figures (Bill & Ed Show)
HW
a) Complete Terms and know them
Geography Rules!
1) Geo Review Game
HW
a) Study for Geo Exam (Tomorrow)
b) Sketch's Website to assist in studying for Geo Exam.
c) Go to Double “C” for location help – Chau & Carter’s Website It was created to help students find some of the harder Random Geography Locations on Mr. P's Geo Packet.
TUESDAY Sept 19, 2006
1) Geo Exam
HW
a) Click below for the 3 worksheets for the next unit: Autocracy & Democracy
i) Autocracy & Democracy Terms - Terms #1-7: Front Page & Terms #8-16: Back Page
ii) Autocracy & Democracy Timeline
iii) Autocracy & Democracy Historical Figures Front Page includes John Locke & Back Page includes King Louis XIV
b) Having trouble printing the 3 worksheets above? Well, try printing the worksheets this way. Click here and print out handouts to the next unit.
c) How can worksheets fit on to a page?
i) Click above on specific link to a worksheet
ii) Once a new window appears with the worksheet, scroll over the worksheet with mouse, right click and then copy worksheet.
iii) Paste copied worksheet onto new document using microsoft word or powerpoint.
iv) Next, use mouse to stretch worksheet to fit on the entire page.
v)Print
d) Still, having problems? Try your best. If you cannot manage, call someone in class and politely ask if they could print out extra copies for you. On the flipside, if you can print out the worksheets without a problem it would be generous of you to print out an extra set or two of worksheets for those who have problems printing the worksheets out. Those who are in need of worksheets would be MORE than willing to return the favor to those who bring an extra set or two of worksheets.
e) Finally, if your are reading this and still cannot figure out how to print out the worksheets do NOT stress out. Simply come to class and ask Mr. P (when he is free) or some of his tech assistants to demonstrate how to print out worksheets so that you can do it in the future.
WEDNESDAY Sept 20, 2006
1) Nader's Island
2) Intro to Auto & Demo
HW
a) Click here and print out handouts to the next unit. Start to work on Autocracy vs Democracy Terms
b) Sketch's wonderful website reviews the terms for Autocracy & Democracy. However, Sketch was a tricky one sometimes. She might have purposely placed wrong information in some of her definitions for the Autocracy & Democracy terms. In addition, avoid being an academic robot and be sure to write the terms using your own words. Students cannot and should not want to compete with copy machines. Hence, do not just copy definitons onto your worksheet. In short, be a human, think, look up definitions from various sources (Sketch's website and your book are only two sources) and then write the definitions for each term in your own words. This is pretty basic stuff. Good luck and have fun thinking!
c) Bring an egg to class tomorrow and ask Mr P to demonstrate Eggs in the Balance.
THURSDAY Sept 21, 2006
1) Autocracy vs Democracy Scenarios
2) Democracy Timeline
HW
a) Autocracy vs Democracy Terms
FRIDAY Sept 22, 2006
1) Term Wall Spectrum
2) Read Historical Figures (Bill & Ed Show)
HW
a) Complete Terms and know them
Geography Rules!
Sunday, September 10, 2006
MONDAY, SEPT 11th, 2006
1) Official & New Seating Chart
2) “Stay or Go?”
3) Welcome to the class… Grape Time
4) Discipline
5) Only 2 Class Rules: A) Be on Task! B) Positive Attitude
6) Cheating Policy --- Cheating Video
7) Order and Stability
a) How to get into groups
b) Keep room clean = No Food or drinks = No trash. = No eating = Fix things Brandon/Bulletin. Visogoths beware. MR. P HATES VISOGOTHS.
c) Mi Casa es Tu Casa = Bring your supplies Book for Geo Tomorrow
d) Mr. P cannot do everything… Change date? Train blind people…
e) Oscar the overhead = Steve the stick = Scratch paper person
f) Seating Chart by Radio put on podium
HW: Start Geo Packet -- Due Friday
Print Geo Packet out below:
Print 1 & 2 on same paper
1) Instructions & Locations Page 1
2) More Locations Page 2
Print 3 & 4 on same paper
3) World Map Page 3
4) Africa Map Page 4
Print 5 & 6 on same paper
5) Asia Map Page 5
6) Europe Map Page 6
Print 7 & 8 on same paper
7) North America Map Page 7
8) South America Map Page 8
9) Australia / Oceania Page 9
TUESDAY Sept 12th, 2006
1) Why study Geography?
2) Explain Map Packet
3) Students work on Map Packet
HW – Study Map Packet
- Go to Sketch’s Website for location practice
- Go to Double “C” for location help – Chau & Carter’s Website It was created to help students find some of the harder Random Geography Locations on Mr. P's Geo Packet.
WEDNESDAY Sept 13th, 2006
1) Students work on Map Packet
2) Mr P Demonstrates Geo Transparency
3) Student Group Draft for Geo Transparency
HW
a) Individual Students research cool & interesting Geo facts for their specific Geo Transparency location.
b) Map Packet (Due Friday)
c) Geo Exam (Monday)
STUDENT GEO HELP:
Below are a few Legacy Projects created by Mr. P's legendary old students. Check them out:
A)Go to Sketch’s Website for location practice
B)Go to Double “C” for location help – Chau & Carter’s Website It was created to help students find some of the harder Random Geography Locations on Mr. P's Geo Packet
THURSDAY September 14th, 2006
1) Students work / study map packet
2) Geo Transparency Group Presentations
3) Students work on map packet (with any extra time)
HW:
a) Complete map packet(Due FRIDAY at start of class)
b) Below are a few Legacy Projects created by Mr. P's legendary old students. Check them out:
I)Go to Sketch’s Website for location practice
II)Go to Double “C” for location help – Chau & Carter’s Website It was created to help students find some of the harder Random Geography Locations on Mr. P's Geo Packet
III) FOR GEOGRAPHY FREAKS & FUTURE HALL OF FAMERS: If you cannot get enough of Geography scroll down past Monday Sept 18th, 2006 for some informative and interesting Geo Links. Have Fun! This is extra stuff. Also, email Mr P any other cool Geography Links so he can add it to this list of Geo Links. Thanks!
FRIDAY September 15th, 2006
1) Turn in Geo Packet at start of class
2) Random Geography (P Production)
3) Get back your Geo Packet to study for Geo Exam on Monday
HW:
a) Study for Geo Exam on MONDAY.
b) Study Map Packet
- Go to Sketch’s Website for location practice
- Go to Double “C” for location help – Chau & Carter’s Website It was created to help students find some of the harder Random Geography Locations on Mr. P's Geo Packet.
MONDAY September 18th, 2006
1) Minor Video
2) Turn in Geo Packet
3) This is it! The GEO EXAM
HW
a) Click here and print out handouts to the next unit.
EXTRA GEOGRAPHY STATISTICS -- These are just links to interesting Geography related websites. Enjoy. Let Mr P know what you think of some these links by emailing him, putting a note in his comment box or talking to him after class. Have fun!
a) www.nationalgeographic.com
b) www.cia.gov
c) infoplease.com
d) www.askjeeves.com
e) www.worldatlas.com
f) http://www.un.org/Depts/unsd/
g) http://www.census.gov/
h) http://www.nationalgeographic.com/geospy/
GEO PRACTICE GAMES
a) http://www.nationalgeographic.com/geospy/
b) http://addictinggames.com/geographygameeurope.html
c) http://www.lizardpoint.com/fun/geoquiz/
GEO STATS BY TOPICS
Gapminder.org - A visual way of looking at global statistics
Indicators on youth and elderly populations
http://unstats.un.org/unsd/demographic/social/youth.htm
Indicators on water supply and sanitation
http://unstats.un.org/unsd/demographic/social/watsan.htm
Most and Least livable countries
http://www.infoplease.com/ipa/a0778562.html
Life expectancy at birth for selected countries
http://www.infoplease.com/ipa/a0774532.html
The death penalty worldwide
http://www.infoplease.com/ipa/a0777460.html
Literacy in the Nations
http://www.mrdowling.com/800literacy.html
Country Statistics
http://www.infoplease.com/ipa/a0762380.html
Percent of household owning selected appliances
http://www.infoplease.com/ipa/a0193913.html
Economic statistics by country (2000)
http://www.infoplease.com/ipa/a0874911.html
Greatest oil reserves by country
http://www.infoplease.com/ipa/a0872964.html
Government and Economy
http://www.infoplease.com/ipa/a0004376.html
Greetings Earthlings!
Hello!
1) Official & New Seating Chart
2) “Stay or Go?”
3) Welcome to the class… Grape Time
4) Discipline
5) Only 2 Class Rules: A) Be on Task! B) Positive Attitude
6) Cheating Policy --- Cheating Video
7) Order and Stability
a) How to get into groups
b) Keep room clean = No Food or drinks = No trash. = No eating = Fix things Brandon/Bulletin. Visogoths beware. MR. P HATES VISOGOTHS.
c) Mi Casa es Tu Casa = Bring your supplies Book for Geo Tomorrow
d) Mr. P cannot do everything… Change date? Train blind people…
e) Oscar the overhead = Steve the stick = Scratch paper person
f) Seating Chart by Radio put on podium
HW: Start Geo Packet -- Due Friday
Print Geo Packet out below:
Print 1 & 2 on same paper
1) Instructions & Locations Page 1
2) More Locations Page 2
Print 3 & 4 on same paper
3) World Map Page 3
4) Africa Map Page 4
Print 5 & 6 on same paper
5) Asia Map Page 5
6) Europe Map Page 6
Print 7 & 8 on same paper
7) North America Map Page 7
8) South America Map Page 8
9) Australia / Oceania Page 9
TUESDAY Sept 12th, 2006
1) Why study Geography?
2) Explain Map Packet
3) Students work on Map Packet
HW – Study Map Packet
- Go to Sketch’s Website for location practice
- Go to Double “C” for location help – Chau & Carter’s Website It was created to help students find some of the harder Random Geography Locations on Mr. P's Geo Packet.
WEDNESDAY Sept 13th, 2006
1) Students work on Map Packet
2) Mr P Demonstrates Geo Transparency
3) Student Group Draft for Geo Transparency
HW
a) Individual Students research cool & interesting Geo facts for their specific Geo Transparency location.
b) Map Packet (Due Friday)
c) Geo Exam (Monday)
STUDENT GEO HELP:
Below are a few Legacy Projects created by Mr. P's legendary old students. Check them out:
A)Go to Sketch’s Website for location practice
B)Go to Double “C” for location help – Chau & Carter’s Website It was created to help students find some of the harder Random Geography Locations on Mr. P's Geo Packet
THURSDAY September 14th, 2006
1) Students work / study map packet
2) Geo Transparency Group Presentations
3) Students work on map packet (with any extra time)
HW:
a) Complete map packet(Due FRIDAY at start of class)
b) Below are a few Legacy Projects created by Mr. P's legendary old students. Check them out:
I)Go to Sketch’s Website for location practice
II)Go to Double “C” for location help – Chau & Carter’s Website It was created to help students find some of the harder Random Geography Locations on Mr. P's Geo Packet
III) FOR GEOGRAPHY FREAKS & FUTURE HALL OF FAMERS: If you cannot get enough of Geography scroll down past Monday Sept 18th, 2006 for some informative and interesting Geo Links. Have Fun! This is extra stuff. Also, email Mr P any other cool Geography Links so he can add it to this list of Geo Links. Thanks!
FRIDAY September 15th, 2006
1) Turn in Geo Packet at start of class
2) Random Geography (P Production)
3) Get back your Geo Packet to study for Geo Exam on Monday
HW:
a) Study for Geo Exam on MONDAY.
b) Study Map Packet
- Go to Sketch’s Website for location practice
- Go to Double “C” for location help – Chau & Carter’s Website It was created to help students find some of the harder Random Geography Locations on Mr. P's Geo Packet.
MONDAY September 18th, 2006
1) Minor Video
2) Turn in Geo Packet
3) This is it! The GEO EXAM
HW
a) Click here and print out handouts to the next unit.
EXTRA GEOGRAPHY STATISTICS -- These are just links to interesting Geography related websites. Enjoy. Let Mr P know what you think of some these links by emailing him, putting a note in his comment box or talking to him after class. Have fun!
a) www.nationalgeographic.com
b) www.cia.gov
c) infoplease.com
d) www.askjeeves.com
e) www.worldatlas.com
f) http://www.un.org/Depts/unsd/
g) http://www.census.gov/
h) http://www.nationalgeographic.com/geospy/
GEO PRACTICE GAMES
a) http://www.nationalgeographic.com/geospy/
b) http://addictinggames.com/geographygameeurope.html
c) http://www.lizardpoint.com/fun/geoquiz/
GEO STATS BY TOPICS
Gapminder.org - A visual way of looking at global statistics
Indicators on youth and elderly populations
http://unstats.un.org/unsd/demographic/social/youth.htm
Indicators on water supply and sanitation
http://unstats.un.org/unsd/demographic/social/watsan.htm
Most and Least livable countries
http://www.infoplease.com/ipa/a0778562.html
Life expectancy at birth for selected countries
http://www.infoplease.com/ipa/a0774532.html
The death penalty worldwide
http://www.infoplease.com/ipa/a0777460.html
Literacy in the Nations
http://www.mrdowling.com/800literacy.html
Country Statistics
http://www.infoplease.com/ipa/a0762380.html
Percent of household owning selected appliances
http://www.infoplease.com/ipa/a0193913.html
Economic statistics by country (2000)
http://www.infoplease.com/ipa/a0874911.html
Greatest oil reserves by country
http://www.infoplease.com/ipa/a0872964.html
Government and Economy
http://www.infoplease.com/ipa/a0004376.html
Greetings Earthlings!
Hello!
Wednesday, September 06, 2006
Greetings and welcome to 2006-2007 school year.
There are a multitude of purposes for this portion of the website.
1) Students can check homework (HW)
2) Parents can check homework
3) Students (especially absent) can find out about what happened in class.
4) Parents can get a sense of what is going on in class.
5) Students and parents can find out about upcoming exams, quizzes, projects, etc.
While this information can be helpful, parents and students should NOT ONLY rely on this portion of the website for information pertaining to World History. Students should:
a) Attend class and pay attention to instruction
b) Exchange phone numbers and emails with more than one trustworthy student
c) Start a class blog to communicate about class matters (students have been doing this for the past few years now)
Due to various restrictions like lack of time, no budget for secretaries and website masters, as well as a need to attend to personal matters, Mr. P does NOT always have this portion of the website updated. He tries his best. Yes, not very far back in history there were no such thing as websites and whatnot. Mankind has survived for thousands of years without the internet and other technological 'wonders' and I suppose we can continue to do so. Think of this website as an 'extra' and not a necessity. Regardless, I hope that you still find this portion of the website helpful this year.
WORLD HISTORY CLASS INFO & HOMEWORK
THURSDAY September 7th, 2006
1. Intro
2. 5x8 Cards
3. Classroom Basics (Video)
4. Walk Thru P’s Website
5. Majestic Video Clip
6. Ice Breaker Questions
HW: a) Parent Signature Sheet
HW:
Visit Mr. P's Website (Wait! You're already here, right?)
A)Print out a copy of Mr. P's class syllabus
B)Review the syllabus with your parents
C)Have the syllabus appropriately signed
D)Turn in the entire printed out syllabus with signatures tomorrow at the start of class.
FRIDAY Sept 8th, 2006
1) Collect signed syllabus print outs
2) Why Study History?
A) 3 Rounds & Discussion
B) What do you believe?
C) What do you know (really know)?
D) Information is power
HW:
A) Stay or Go Letter --- Write a letter to Mr P explaining if you want to stay or be another World History class. Make sure to explain your decision. Have this letter on your desk before the bell rings on Monday.
Plato's Allegory of the Cave will open up your mind
There are a multitude of purposes for this portion of the website.
1) Students can check homework (HW)
2) Parents can check homework
3) Students (especially absent) can find out about what happened in class.
4) Parents can get a sense of what is going on in class.
5) Students and parents can find out about upcoming exams, quizzes, projects, etc.
While this information can be helpful, parents and students should NOT ONLY rely on this portion of the website for information pertaining to World History. Students should:
a) Attend class and pay attention to instruction
b) Exchange phone numbers and emails with more than one trustworthy student
c) Start a class blog to communicate about class matters (students have been doing this for the past few years now)
Due to various restrictions like lack of time, no budget for secretaries and website masters, as well as a need to attend to personal matters, Mr. P does NOT always have this portion of the website updated. He tries his best. Yes, not very far back in history there were no such thing as websites and whatnot. Mankind has survived for thousands of years without the internet and other technological 'wonders' and I suppose we can continue to do so. Think of this website as an 'extra' and not a necessity. Regardless, I hope that you still find this portion of the website helpful this year.
WORLD HISTORY CLASS INFO & HOMEWORK
THURSDAY September 7th, 2006
1. Intro
2. 5x8 Cards
3. Classroom Basics (Video)
4. Walk Thru P’s Website
5. Majestic Video Clip
6. Ice Breaker Questions
HW: a) Parent Signature Sheet
HW:
Visit Mr. P's Website (Wait! You're already here, right?)
A)Print out a copy of Mr. P's class syllabus
B)Review the syllabus with your parents
C)Have the syllabus appropriately signed
D)Turn in the entire printed out syllabus with signatures tomorrow at the start of class.
FRIDAY Sept 8th, 2006
1) Collect signed syllabus print outs
2) Why Study History?
A) 3 Rounds & Discussion
B) What do you believe?
C) What do you know (really know)?
D) Information is power
HW:
A) Stay or Go Letter --- Write a letter to Mr P explaining if you want to stay or be another World History class. Make sure to explain your decision. Have this letter on your desk before the bell rings on Monday.
Plato's Allegory of the Cave will open up your mind
Monday, September 04, 2006
Greetings and welcome to 2006-2007 school year.
There are a multitude of purposes for this portion of the website.
1) Students can check homework (HW)
2) Parents can check homework
3) Students (especially absent) can find out about what happened in class.
4) Parents can get a sense of what is going on in class.
5) Students and parents can find out about upcoming exams, quizzes, projects, etc.
While this information can be helpful, parents and students should NOT ONLY rely on this portion of the website for information pertaining to World History. Students should:
a) Attend class and pay attention to instruction
b) Exchange phone numbers and emails with more than one trustworthy student
c) Start a class blog to communicate about class matters (students have been doing this for the past few years now)
Due to various restrictions like lack of time, no budget for secretaries and website masters, as well as a need to attend to personal matters, Mr. P does NOT always have this portion of the website updated. He tries his best. Yes, not very far back in history there were no such thing as websites and whatnot. Mankind has survived for thousands of years without the internet and other technological 'wonders' and I suppose we can continue to do so. Think of this website as an 'extra' and not a necessity. Regardless, I hope that you still find this portion of the website helpful this year.
WORLD HISTORY CLASS INFO & HOMEWORK
THURSDAY September 7th, 2006
1. Intro
2. 5x8 Cards
3. Classroom Basics (Video)
4. Walk Thru P’s Website
5. Majestic Video Clip
6. Ice Breaker Questions
HW: a) Parent Signature Sheet
HW:
Visit Mr. P's Website (Wait! You're already here, right?)
A)Print out a copy of Mr. P's class syllabus
B)Review the syllabus with your parents
C)Have the syllabus appropriately signed
D)Turn in the entire printed out syllabus with signatures tomorrow at the start of class.
FRIDAY Sept 8th, 2006
1) Collect signed syllabus print outs
2) Why Study History?
A) 3 Rounds & Discussion
B) What do you believe?
C) What do you know (really know)?
D) Information is power
HW:
A) Stay or Go Letter --- Write a letter to Mr P explaining if you want to stay or be another World History class. Make sure to explain your decision. Have this letter on your desk before the bell rings on Monday.
Plato's Allegory of the Cave will open up your mind
There are a multitude of purposes for this portion of the website.
1) Students can check homework (HW)
2) Parents can check homework
3) Students (especially absent) can find out about what happened in class.
4) Parents can get a sense of what is going on in class.
5) Students and parents can find out about upcoming exams, quizzes, projects, etc.
While this information can be helpful, parents and students should NOT ONLY rely on this portion of the website for information pertaining to World History. Students should:
a) Attend class and pay attention to instruction
b) Exchange phone numbers and emails with more than one trustworthy student
c) Start a class blog to communicate about class matters (students have been doing this for the past few years now)
Due to various restrictions like lack of time, no budget for secretaries and website masters, as well as a need to attend to personal matters, Mr. P does NOT always have this portion of the website updated. He tries his best. Yes, not very far back in history there were no such thing as websites and whatnot. Mankind has survived for thousands of years without the internet and other technological 'wonders' and I suppose we can continue to do so. Think of this website as an 'extra' and not a necessity. Regardless, I hope that you still find this portion of the website helpful this year.
WORLD HISTORY CLASS INFO & HOMEWORK
THURSDAY September 7th, 2006
1. Intro
2. 5x8 Cards
3. Classroom Basics (Video)
4. Walk Thru P’s Website
5. Majestic Video Clip
6. Ice Breaker Questions
HW: a) Parent Signature Sheet
HW:
Visit Mr. P's Website (Wait! You're already here, right?)
A)Print out a copy of Mr. P's class syllabus
B)Review the syllabus with your parents
C)Have the syllabus appropriately signed
D)Turn in the entire printed out syllabus with signatures tomorrow at the start of class.
FRIDAY Sept 8th, 2006
1) Collect signed syllabus print outs
2) Why Study History?
A) 3 Rounds & Discussion
B) What do you believe?
C) What do you know (really know)?
D) Information is power
HW:
A) Stay or Go Letter --- Write a letter to Mr P explaining if you want to stay or be another World History class. Make sure to explain your decision. Have this letter on your desk before the bell rings on Monday.
Plato's Allegory of the Cave will open up your mind
Subscribe to:
Comments (Atom)