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!
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
Thursday, June 01, 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
OK folks! The final stretch is here. Most of you have opted to take the final exam. Below are links to practice multiple choice exams. The questions for the final will cover unit content from 2nd semester. These units include:
a) 20th Century Revolutions and Nationalism - Russian, Chinese, India & Algeria
b) Global Depression / Pre WWII / Between the Wars
c) WWII (Europe & Pacific)
d) Holocaust & Genocide
e) Cold War
f) Modern Issues
MULTIPLE CHOICE (MC) ONLINE QUESTIONS
Mr P suggests checking out the following units to prepare for the final exam:
20th CENTURY REVOLUTION & NATIONALISM
7b) Russian Revolution
8b) Chinese Communist Revolution
8c) Colonial Independence / Collapse of Imperialism
WWII MC QUESTIONS
7c) Between The Wars
7d)WWII
COLD WAR MC QUESTIONS
8a) Cold War
8f) Collapse of Communism
AP WORLD HISTORY MC REVIEW QUESTIONS This is suppose to be more "advanced" questions. Yet, Mr P believes students of P-ville should be able to handle most of these questions. Heck, some of these questions should be an insult to your intelligence. You guys are smart and this information is somewhere up in your head, if you attended class regularly and paid attention.
The Beginning of the Twentieth Century Crisis: War and Revolution
Europe Between the Wars, 1919-1939
The Deepening of the European Crisis: World War II
The Cold War and a New Europe, 1945-1970
Please email Mr P if you discover any other quality online MC questions. Thanks!
COLD WAR UNIT ASSIGNMENT
1) Table of Contents
2) CW Vocabulary Europe Map
3)CW Overview: Page 1 Page 2
4)Contrasting CW Terms (Front) & (Back)
5)CW Terms (8 of Them)
6)2 Superpowers Face Off (Front = Worksheet) (Back = Europe Reference Map)
7)CW Map & Timeline (Front = Map) (Back = Timeline) (Event Cards) (1-3) (4-6) (7-9)(10-12)
10)Communists In China (Front) (Back)
11)Third World Questions
12)Korean War
13)Vietnam Timeline
14)Quickwrite (Space Race)
15)Latin America Background Notes
16)Cuban Missile Crisis Video Notes
17)Berlin Wall Video Notes
18)CW Thaws
19)Middle East
20)Gorbachev, Reagan & The CW Conclusion
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
OK folks! The final stretch is here. Most of you have opted to take the final exam. Below are links to practice multiple choice exams. The questions for the final will cover unit content from 2nd semester. These units include:
a) 20th Century Revolutions and Nationalism - Russian, Chinese, India & Algeria
b) Global Depression / Pre WWII / Between the Wars
c) WWII (Europe & Pacific)
d) Holocaust & Genocide
e) Cold War
f) Modern Issues
MULTIPLE CHOICE (MC) ONLINE QUESTIONS
Mr P suggests checking out the following units to prepare for the final exam:
20th CENTURY REVOLUTION & NATIONALISM
7b) Russian Revolution
8b) Chinese Communist Revolution
8c) Colonial Independence / Collapse of Imperialism
WWII MC QUESTIONS
7c) Between The Wars
7d)WWII
COLD WAR MC QUESTIONS
8a) Cold War
8f) Collapse of Communism
AP WORLD HISTORY MC REVIEW QUESTIONS This is suppose to be more "advanced" questions. Yet, Mr P believes students of P-ville should be able to handle most of these questions. Heck, some of these questions should be an insult to your intelligence. You guys are smart and this information is somewhere up in your head, if you attended class regularly and paid attention.
The Beginning of the Twentieth Century Crisis: War and Revolution
Europe Between the Wars, 1919-1939
The Deepening of the European Crisis: World War II
The Cold War and a New Europe, 1945-1970
Please email Mr P if you discover any other quality online MC questions. Thanks!
COLD WAR UNIT ASSIGNMENT
1) Table of Contents
2) CW Vocabulary Europe Map
3)CW Overview: Page 1 Page 2
4)Contrasting CW Terms (Front) & (Back)
5)CW Terms (8 of Them)
6)2 Superpowers Face Off (Front = Worksheet) (Back = Europe Reference Map)
7)CW Map & Timeline (Front = Map) (Back = Timeline) (Event Cards) (1-3) (4-6) (7-9)(10-12)
10)Communists In China (Front) (Back)
11)Third World Questions
12)Korean War
13)Vietnam Timeline
14)Quickwrite (Space Race)
15)Latin America Background Notes
16)Cuban Missile Crisis Video Notes
17)Berlin Wall Video Notes
18)CW Thaws
19)Middle East
20)Gorbachev, Reagan & The CW Conclusion
Monday, May 01, 2006
ATOMIC BOMB RESEARCH LINKS
The links below will help students with their research, development and learning of regarding some of the atomic bomb details. Good essays will make use of the information found at these and other sites. However, be sure to check your sources and information. Try to make sure your information is accurate. If you check 10 sources and 8 sources say the bombing of Hiroshima was on August 6, 1945 and 2 sources say August 5, 1945. Then you can deduce that the bombing was on August 6, 1945. Yet, if you check 1 source and it says August 5, 1945 and you put that in your essay you are NOT going to get a good score. Get the picture. Be sure to check your facts thoroughly for the best accuracy.
1) http://www.doug-long.com/ Good starting point that will take you to other related links.
a) Who is who and what did they do?
b) Who was against dropping the bomb?
c) Voices of A-Bomb survivors
2) http://www.dannen.com/decision/ Good info but not as expansive as the website listed above.
WWII PACIFIC ASSIGNMENTS 1 - 7
1) Table of Contents
2) WWII Vocab
3) Rise of Japan
4) Pre-War Pacific
5) Pacific Battles
6) Atomic Bomb Video Notes
7) Atomic Bomb Fact Gathering 7a) & 7b)
MONDAY May 1, 2006
1) Atomic Bomb Essay Peer Review
2) May Day?
3) 8 Stages of the Holocaust
4) 20th Century Genocide (Online link to help fill out worksheet)
HW:
a) WWII Pacific Packet 1-7 (Due Tuesday)
b) Atomic Bomb Final Essay (Due Friday)
c) 20th Century Genocide Worksheet(Due Friday)
d) 20th Century Genocide - Students are expected to find out about other 20th Century Genocide besides the Holocaust. Students can use these links below to obtain information on 20th Century Genocide. Students can go to these sites and others to fill out their Genocide Notesheet.
i) Genocide of the 20th Century High school student friendly info gathering website. This site is good because it will provide students with the 'basics' on 20th Century Genocide.
ii)Death Tolls for the Man-made Megadeaths of the 20th Century
Alphabetical Index (K-Z) - this resource provides many references on death tolls
iii) ADDITIONS SITES ON GENOCIDE
a) Web Genocide Documentation Centre
b)T H E U N I V E R S I T Y O F M E M P H I S
Resources for Teaching and Research on Genocide: Link Page 2
c)International Criminal Defense
Genocide, Crimes Against Humanity
www.internationalcrimes.com
D) LET MR. P KNOW IF YOU FIND ANY OTHER QUALITY SITES OR INFORMATION ON GENOCIDE.
1) United Human Rights contributed by Mizuho (Period 5 All-Star 2005)
2) Pledge Peace Union Another Quality Genocide Site contributed by Mizuho (Period 5 All-Star 2005)
TUESDAY May 2, 2006
1) Collect WWII Pacific Packet
2) 8 Stages of the Holocaust Recap
3) 20th Century Genocide (Due Friday)
4) Schindler's List (Day 1)
HW:
a) Atomic Bomb Final Essay (Due Friday)
b) 20th Century Genocide Worksheet (Due Friday)
c) Schindler's Daily Questions - Entry #1 (Due Friday)
d) 20th Century Genocide - Students are expected to find out about other 20th Century Genocide besides the Holocaust. Students can use these links below to obtain information on 20th Century Genocide. Students can go to these sites and others to fill out their Genocide Notesheet.
i) Genocide of the 20th Century High school student friendly info gathering website. This site is good because it will provide students with the 'basics' on 20th Century Genocide.
ii)Death Tolls for the Man-made Megadeaths of the 20th Century
Alphabetical Index (K-Z) - this resource provides many references on death tolls
iii) ADDITIONS SITES ON GENOCIDE
a) Web Genocide Documentation Centre
b)T H E U N I V E R S I T Y O F M E M P H I S
Resources for Teaching and Research on Genocide: Link Page 2
c)International Criminal Defense
Genocide, Crimes Against Humanity
www.internationalcrimes.com
D) LET MR. P KNOW IF YOU FIND ANY OTHER QUALITY SITES OR INFORMATION ON GENOCIDE.
1) United Human Rights contributed by Mizuho (Period 5 All-Star 2005)
2) Pledge Peace Union Another Quality Genocide Site contributed by Mizuho (Period 5 All-Star 2005)
WEDNESDAY May 3, 2006
1) Schindler's List (Day 2)
HW:
a) Atomic Bomb Final Essay (Due Friday)
b) 20th Century Genocide Worksheet (Due Friday)
c) Schindler's Daily Questions - Entry #2(Due Friday)
d) 20th Century Genocide - Students are expected to find out about other 20th Century Genocide besides the Holocaust. Students can use these links below to obtain information on 20th Century Genocide. Students can go to these sites and others to fill out their Genocide Notesheet.
i) Genocide of the 20th Century High school student friendly info gathering website. This site is good because it will provide students with the 'basics' on 20th Century Genocide.
ii)Death Tolls for the Man-made Megadeaths of the 20th Century
Alphabetical Index (K-Z) - this resource provides many references on death tolls
iii) ADDITIONS SITES ON GENOCIDE
a) Web Genocide Documentation Centre
b)T H E U N I V E R S I T Y O F M E M P H I S
Resources for Teaching and Research on Genocide: Link Page 2
c)International Criminal Defense
Genocide, Crimes Against Humanity
www.internationalcrimes.com
D) LET MR. P KNOW IF YOU FIND ANY OTHER QUALITY SITES OR INFORMATION ON GENOCIDE.
1) United Human Rights contributed by Mizuho (Period 5 All-Star 2005)
2) Pledge Peace Union Another Quality Genocide Site contributed by Mizuho (Period 5 All-Star 2005)
THURSDAY May 4, 2006
1) Schindler's List (Day 3)
HW:
a) Atomic Bomb Final Essay (Due Friday)
b) 20th Century Genocide Worksheet (Due Friday)
c) Schindler's Daily Questions - Entry #3(Due Friday)
d) 20th Century Genocide - Students are expected to find out about other 20th Century Genocide besides the Holocaust. Students can use these links below to obtain information on 20th Century Genocide. Students can go to these sites and others to fill out their Genocide Notesheet.
i) Genocide of the 20th Century High school student friendly info gathering website. This site is good because it will provide students with the 'basics' on 20th Century Genocide.
ii)Death Tolls for the Man-made Megadeaths of the 20th Century
Alphabetical Index (K-Z) - this resource provides many references on death tolls
iii) ADDITIONS SITES ON GENOCIDE
a) Web Genocide Documentation Centre
b)T H E U N I V E R S I T Y O F M E M P H I S
Resources for Teaching and Research on Genocide: Link Page 2
c)International Criminal Defense
Genocide, Crimes Against Humanity
www.internationalcrimes.com
D) LET MR. P KNOW IF YOU FIND ANY OTHER QUALITY SITES OR INFORMATION ON GENOCIDE.
1) United Human Rights contributed by Mizuho (Period 5 All-Star 2005)
2) Pledge Peace Union Another Quality Genocide Site contributed by Mizuho (Period 5 All-Star 2005)
FRIDAY May 5, 2006
1) Schindler's List (Day 4) - Final Day
HW:
a) Atomic Bomb Final Essay (Due Friday)
b) 20th Century Genocide Worksheet (Due Friday)
c) Schindler's Daily Questions - Entry #4 (Due Friday)
d) 20th Century Genocide - Students are expected to find out about other 20th Century Genocide besides the Holocaust. Students can use these links below to obtain information on 20th Century Genocide. Students can go to these sites and others to fill out their Genocide Notesheet.
i) Genocide of the 20th Century High school student friendly info gathering website. This site is good because it will provide students with the 'basics' on 20th Century Genocide.
ii)Death Tolls for the Man-made Megadeaths of the 20th Century
Alphabetical Index (K-Z) - this resource provides many references on death tolls
iii) ADDITIONS SITES ON GENOCIDE
a) Web Genocide Documentation Centre
b)T H E U N I V E R S I T Y O F M E M P H I S
Resources for Teaching and Research on Genocide: Link Page 2
c)International Criminal Defense
Genocide, Crimes Against Humanity
www.internationalcrimes.com
D) LET MR. P KNOW IF YOU FIND ANY OTHER QUALITY SITES OR INFORMATION ON GENOCIDE.
1) United Human Rights contributed by Mizuho (Period 5 All-Star 2005)
2) Pledge Peace Union Another Quality Genocide Site contributed by Mizuho (Period 5 All-Star 2005)
Genocide is a bad thing!
The links below will help students with their research, development and learning of regarding some of the atomic bomb details. Good essays will make use of the information found at these and other sites. However, be sure to check your sources and information. Try to make sure your information is accurate. If you check 10 sources and 8 sources say the bombing of Hiroshima was on August 6, 1945 and 2 sources say August 5, 1945. Then you can deduce that the bombing was on August 6, 1945. Yet, if you check 1 source and it says August 5, 1945 and you put that in your essay you are NOT going to get a good score. Get the picture. Be sure to check your facts thoroughly for the best accuracy.
1) http://www.doug-long.com/ Good starting point that will take you to other related links.
a) Who is who and what did they do?
b) Who was against dropping the bomb?
c) Voices of A-Bomb survivors
2) http://www.dannen.com/decision/ Good info but not as expansive as the website listed above.
WWII PACIFIC ASSIGNMENTS 1 - 7
1) Table of Contents
2) WWII Vocab
3) Rise of Japan
4) Pre-War Pacific
5) Pacific Battles
6) Atomic Bomb Video Notes
7) Atomic Bomb Fact Gathering 7a) & 7b)
MONDAY May 1, 2006
1) Atomic Bomb Essay Peer Review
2) May Day?
3) 8 Stages of the Holocaust
4) 20th Century Genocide (Online link to help fill out worksheet)
HW:
a) WWII Pacific Packet 1-7 (Due Tuesday)
b) Atomic Bomb Final Essay (Due Friday)
c) 20th Century Genocide Worksheet(Due Friday)
d) 20th Century Genocide - Students are expected to find out about other 20th Century Genocide besides the Holocaust. Students can use these links below to obtain information on 20th Century Genocide. Students can go to these sites and others to fill out their Genocide Notesheet.
i) Genocide of the 20th Century High school student friendly info gathering website. This site is good because it will provide students with the 'basics' on 20th Century Genocide.
ii)Death Tolls for the Man-made Megadeaths of the 20th Century
Alphabetical Index (K-Z) - this resource provides many references on death tolls
iii) ADDITIONS SITES ON GENOCIDE
a) Web Genocide Documentation Centre
b)T H E U N I V E R S I T Y O F M E M P H I S
Resources for Teaching and Research on Genocide: Link Page 2
c)International Criminal Defense
Genocide, Crimes Against Humanity
www.internationalcrimes.com
D) LET MR. P KNOW IF YOU FIND ANY OTHER QUALITY SITES OR INFORMATION ON GENOCIDE.
1) United Human Rights contributed by Mizuho (Period 5 All-Star 2005)
2) Pledge Peace Union Another Quality Genocide Site contributed by Mizuho (Period 5 All-Star 2005)
TUESDAY May 2, 2006
1) Collect WWII Pacific Packet
2) 8 Stages of the Holocaust Recap
3) 20th Century Genocide (Due Friday)
4) Schindler's List (Day 1)
HW:
a) Atomic Bomb Final Essay (Due Friday)
b) 20th Century Genocide Worksheet (Due Friday)
c) Schindler's Daily Questions - Entry #1 (Due Friday)
d) 20th Century Genocide - Students are expected to find out about other 20th Century Genocide besides the Holocaust. Students can use these links below to obtain information on 20th Century Genocide. Students can go to these sites and others to fill out their Genocide Notesheet.
i) Genocide of the 20th Century High school student friendly info gathering website. This site is good because it will provide students with the 'basics' on 20th Century Genocide.
ii)Death Tolls for the Man-made Megadeaths of the 20th Century
Alphabetical Index (K-Z) - this resource provides many references on death tolls
iii) ADDITIONS SITES ON GENOCIDE
a) Web Genocide Documentation Centre
b)T H E U N I V E R S I T Y O F M E M P H I S
Resources for Teaching and Research on Genocide: Link Page 2
c)International Criminal Defense
Genocide, Crimes Against Humanity
www.internationalcrimes.com
D) LET MR. P KNOW IF YOU FIND ANY OTHER QUALITY SITES OR INFORMATION ON GENOCIDE.
1) United Human Rights contributed by Mizuho (Period 5 All-Star 2005)
2) Pledge Peace Union Another Quality Genocide Site contributed by Mizuho (Period 5 All-Star 2005)
WEDNESDAY May 3, 2006
1) Schindler's List (Day 2)
HW:
a) Atomic Bomb Final Essay (Due Friday)
b) 20th Century Genocide Worksheet (Due Friday)
c) Schindler's Daily Questions - Entry #2(Due Friday)
d) 20th Century Genocide - Students are expected to find out about other 20th Century Genocide besides the Holocaust. Students can use these links below to obtain information on 20th Century Genocide. Students can go to these sites and others to fill out their Genocide Notesheet.
i) Genocide of the 20th Century High school student friendly info gathering website. This site is good because it will provide students with the 'basics' on 20th Century Genocide.
ii)Death Tolls for the Man-made Megadeaths of the 20th Century
Alphabetical Index (K-Z) - this resource provides many references on death tolls
iii) ADDITIONS SITES ON GENOCIDE
a) Web Genocide Documentation Centre
b)T H E U N I V E R S I T Y O F M E M P H I S
Resources for Teaching and Research on Genocide: Link Page 2
c)International Criminal Defense
Genocide, Crimes Against Humanity
www.internationalcrimes.com
D) LET MR. P KNOW IF YOU FIND ANY OTHER QUALITY SITES OR INFORMATION ON GENOCIDE.
1) United Human Rights contributed by Mizuho (Period 5 All-Star 2005)
2) Pledge Peace Union Another Quality Genocide Site contributed by Mizuho (Period 5 All-Star 2005)
THURSDAY May 4, 2006
1) Schindler's List (Day 3)
HW:
a) Atomic Bomb Final Essay (Due Friday)
b) 20th Century Genocide Worksheet (Due Friday)
c) Schindler's Daily Questions - Entry #3(Due Friday)
d) 20th Century Genocide - Students are expected to find out about other 20th Century Genocide besides the Holocaust. Students can use these links below to obtain information on 20th Century Genocide. Students can go to these sites and others to fill out their Genocide Notesheet.
i) Genocide of the 20th Century High school student friendly info gathering website. This site is good because it will provide students with the 'basics' on 20th Century Genocide.
ii)Death Tolls for the Man-made Megadeaths of the 20th Century
Alphabetical Index (K-Z) - this resource provides many references on death tolls
iii) ADDITIONS SITES ON GENOCIDE
a) Web Genocide Documentation Centre
b)T H E U N I V E R S I T Y O F M E M P H I S
Resources for Teaching and Research on Genocide: Link Page 2
c)International Criminal Defense
Genocide, Crimes Against Humanity
www.internationalcrimes.com
D) LET MR. P KNOW IF YOU FIND ANY OTHER QUALITY SITES OR INFORMATION ON GENOCIDE.
1) United Human Rights contributed by Mizuho (Period 5 All-Star 2005)
2) Pledge Peace Union Another Quality Genocide Site contributed by Mizuho (Period 5 All-Star 2005)
FRIDAY May 5, 2006
1) Schindler's List (Day 4) - Final Day
HW:
a) Atomic Bomb Final Essay (Due Friday)
b) 20th Century Genocide Worksheet (Due Friday)
c) Schindler's Daily Questions - Entry #4 (Due Friday)
d) 20th Century Genocide - Students are expected to find out about other 20th Century Genocide besides the Holocaust. Students can use these links below to obtain information on 20th Century Genocide. Students can go to these sites and others to fill out their Genocide Notesheet.
i) Genocide of the 20th Century High school student friendly info gathering website. This site is good because it will provide students with the 'basics' on 20th Century Genocide.
ii)Death Tolls for the Man-made Megadeaths of the 20th Century
Alphabetical Index (K-Z) - this resource provides many references on death tolls
iii) ADDITIONS SITES ON GENOCIDE
a) Web Genocide Documentation Centre
b)T H E U N I V E R S I T Y O F M E M P H I S
Resources for Teaching and Research on Genocide: Link Page 2
c)International Criminal Defense
Genocide, Crimes Against Humanity
www.internationalcrimes.com
D) LET MR. P KNOW IF YOU FIND ANY OTHER QUALITY SITES OR INFORMATION ON GENOCIDE.
1) United Human Rights contributed by Mizuho (Period 5 All-Star 2005)
2) Pledge Peace Union Another Quality Genocide Site contributed by Mizuho (Period 5 All-Star 2005)
Genocide is a bad thing!
Wednesday, April 26, 2006
ATOMIC BOMB RESEARCH LINKS
The links below will help students with their research, development and learning of regarding some of the atomic bomb details. Good essays will make use of the information found at these and other sites. However, be sure to check your sources and information. Try to make sure your information is accurate. If you check 10 sources and 8 sources say the bombing of Hiroshima was on August 6, 1945 and 2 sources say August 5, 1945. Then you can deduce that the bombing was on August 6, 1945. Yet, if you check 1 source and it says August 5, 1945 and you put that in your essay you are NOT going to get a good score. Get the picture. Be sure to check your facts thoroughly for the best accuracy.
1) http://www.doug-long.com/ Good starting point that will take you to other related links.
a) Who is who and what did they do?
b) Who was against dropping the bomb?
c) Voices of A-Bomb survivors
2) http://www.dannen.com/decision/ Good info but not as expansive as the website listed above.
The links below will help students with their research, development and learning of regarding some of the atomic bomb details. Good essays will make use of the information found at these and other sites. However, be sure to check your sources and information. Try to make sure your information is accurate. If you check 10 sources and 8 sources say the bombing of Hiroshima was on August 6, 1945 and 2 sources say August 5, 1945. Then you can deduce that the bombing was on August 6, 1945. Yet, if you check 1 source and it says August 5, 1945 and you put that in your essay you are NOT going to get a good score. Get the picture. Be sure to check your facts thoroughly for the best accuracy.
1) http://www.doug-long.com/ Good starting point that will take you to other related links.
a) Who is who and what did they do?
b) Who was against dropping the bomb?
c) Voices of A-Bomb survivors
2) http://www.dannen.com/decision/ Good info but not as expansive as the website listed above.
Sunday, April 02, 2006
WWII Unit Assignments
The following are the WWII Assignments for the European portion of WWII. Following spring break, class will go over the Pacific portion of WWII:
1) Table of Contents (TOC)
2) WWII Unit Vocab List 1-13, 14-28, 29-42, 43-56, 57-71, 72-85, 86-100
3)Global Depression worksheet (p.421-425) - 10 questions (Front & Back)
4) Fascism (p.426-429) - 8 Questions
5) Rise of Dictators Page 1, Page 2, Page 3, Page 4
6) Aggressors on the March (Ch 15 Section 4: p.431 - 435)
7A) Aggression vs Appeasement (p.431 - 435)
7B) Aggression Begins (Page 1, Page 2, Page 3, Page 4, Page 5)
8) Hitler's Lightning War (Ch 16 Section #1)
9) Secret Weapon for T-Day
MONDAY April 3, 2006
1) Finish Review of Aggression Begins (Assign 7)
2) Secret Weapon for T-Day Packet (Assign 9)
HW:
a)Vocab (Assign 2) - Complete by Wednesday
(Students do NOT need to complete Vocab Words: Japan & Pacific 51 -61 & Atomic Bomb 80-95 by Thursday. These vocab words should be completed during the WWII Pacific War unit, following spring break.)
b)Secret Weapon for T-Day Packet (Assign 9) - Complete by Tuesday
TUESDAY April 4, 2006
1) Finish Reviewing Secret Weapon for T-Day Packet (Assign 9)
HW:
a) Study for WWII European Exam
b) Complete WWII Packet (Assign 1-9) - Due THURSDAY
WEDNESDAY April 5, 2006
1) WWII Review: a) 1920s Pre War b) Global Depression c) WWII European Theater
NOTE: WWII Pacific Theater: Pearl Harbor, Japan, the Atomic Bomb, etc. will be a separate unit that will take place after spring break.
HW:
a) Study for WWII Exam: a)1920s-Pre War b)Global Depression c)WWII European Theater
b) Complete WWII Packet (Assign 1-9) - Due THURSDAY
THURSDAY April 6, 2006
1) WWII Exam (Exam based on Assignments 1-9)
HW:
a) None
FRIDAY April 7, 2006
1) Health Services Guest Speaker - Pam Reed
HW:
a) None
SPRING BREAK BEGINS!
COOL WWII WEBSITES:
1) BBC History: WWII Video clips, games, audio clips, articles, timelines, maps and other splendid little things pertaining to WWII. Check it out. There are many things to click and learn.
http://www.bbc.co.uk/history/war/wwtwo/
2) BBC History: WWII Short Flash Movies
A series of movies telling the stories of some of those caught up in the devastating events of World War Two.
? Dunkirk
? Bombers and the Bombed
? Evacuees
? The Secret Army
? D-Day
The war was fought on many fronts, from dog-fights in the skies over Kent to the barricades of resistance in Warsaw.
Stories of secret missions, terrifying battles, survival and rescue are here, but are only a part of the history of those years.
Bombs also fell on families at home, and the courage of many children was tested by the experience of evacuation across Europe.
http://www.bbc.co.uk/history/war/wwtwo/launch_ani_wwtwo_movies.shtml
3) BBC History: WWII Animations
http://www.bbc.co.uk/history/war/wwtwo/launch_ani_campaign_maps.shtml
4) PBS.org: WWII Pacific Maps
http://www.pbs.org/wgbh/amex/pacific/maps/maps_01.html
5) EXTRA LISTENING ON WWII:
Click to listen Dr. Parenti give his 24 minute lecture on the Real Causes of WWII & Failure to Stop Hitler before WWII You have to fast forward to the 2nd lecture. It starts a bit less than ½ way along the timeline.
ftp://mbanna.radio4all.net/pub/archive2/mp3/parenti-realhist_mumia.mp3
The Great Escape is Mr P's Favorite WWII Movie. Ask him if he's going to show it again this year after school as part of Mr P Cinema.
Spring Break is good!
The following are the WWII Assignments for the European portion of WWII. Following spring break, class will go over the Pacific portion of WWII:
1) Table of Contents (TOC)
2) WWII Unit Vocab List 1-13, 14-28, 29-42, 43-56, 57-71, 72-85, 86-100
3)Global Depression worksheet (p.421-425) - 10 questions (Front & Back)
4) Fascism (p.426-429) - 8 Questions
5) Rise of Dictators Page 1, Page 2, Page 3, Page 4
6) Aggressors on the March (Ch 15 Section 4: p.431 - 435)
7A) Aggression vs Appeasement (p.431 - 435)
7B) Aggression Begins (Page 1, Page 2, Page 3, Page 4, Page 5)
8) Hitler's Lightning War (Ch 16 Section #1)
9) Secret Weapon for T-Day
MONDAY April 3, 2006
1) Finish Review of Aggression Begins (Assign 7)
2) Secret Weapon for T-Day Packet (Assign 9)
HW:
a)Vocab (Assign 2) - Complete by Wednesday
(Students do NOT need to complete Vocab Words: Japan & Pacific 51 -61 & Atomic Bomb 80-95 by Thursday. These vocab words should be completed during the WWII Pacific War unit, following spring break.)
b)Secret Weapon for T-Day Packet (Assign 9) - Complete by Tuesday
TUESDAY April 4, 2006
1) Finish Reviewing Secret Weapon for T-Day Packet (Assign 9)
HW:
a) Study for WWII European Exam
b) Complete WWII Packet (Assign 1-9) - Due THURSDAY
WEDNESDAY April 5, 2006
1) WWII Review: a) 1920s Pre War b) Global Depression c) WWII European Theater
NOTE: WWII Pacific Theater: Pearl Harbor, Japan, the Atomic Bomb, etc. will be a separate unit that will take place after spring break.
HW:
a) Study for WWII Exam: a)1920s-Pre War b)Global Depression c)WWII European Theater
b) Complete WWII Packet (Assign 1-9) - Due THURSDAY
THURSDAY April 6, 2006
1) WWII Exam (Exam based on Assignments 1-9)
HW:
a) None
FRIDAY April 7, 2006
1) Health Services Guest Speaker - Pam Reed
HW:
a) None
SPRING BREAK BEGINS!
COOL WWII WEBSITES:
1) BBC History: WWII Video clips, games, audio clips, articles, timelines, maps and other splendid little things pertaining to WWII. Check it out. There are many things to click and learn.
http://www.bbc.co.uk/history/war/wwtwo/
2) BBC History: WWII Short Flash Movies
A series of movies telling the stories of some of those caught up in the devastating events of World War Two.
? Dunkirk
? Bombers and the Bombed
? Evacuees
? The Secret Army
? D-Day
The war was fought on many fronts, from dog-fights in the skies over Kent to the barricades of resistance in Warsaw.
Stories of secret missions, terrifying battles, survival and rescue are here, but are only a part of the history of those years.
Bombs also fell on families at home, and the courage of many children was tested by the experience of evacuation across Europe.
http://www.bbc.co.uk/history/war/wwtwo/launch_ani_wwtwo_movies.shtml
3) BBC History: WWII Animations
http://www.bbc.co.uk/history/war/wwtwo/launch_ani_campaign_maps.shtml
4) PBS.org: WWII Pacific Maps
http://www.pbs.org/wgbh/amex/pacific/maps/maps_01.html
5) EXTRA LISTENING ON WWII:
Click to listen Dr. Parenti give his 24 minute lecture on the Real Causes of WWII & Failure to Stop Hitler before WWII You have to fast forward to the 2nd lecture. It starts a bit less than ½ way along the timeline.
ftp://mbanna.radio4all.net/pub/archive2/mp3/parenti-realhist_mumia.mp3
The Great Escape is Mr P's Favorite WWII Movie. Ask him if he's going to show it again this year after school as part of Mr P Cinema.
Spring Break is good!
Tuesday, March 28, 2006
WWII Unit Assignments
The following are the WWII Assignments for the European portion of WWII. Next week class will go over the Pacific portion of WWII:
1) Table of Contents (TOC)
2) WWII Unit Vocab List 1-13, 14-28, 29-42, 43-56, 57-71, 72-85, 86-100
3)Global Depression worksheet (p.421-425) - 10 questions (Front & Back)
4) Fascism (p.426-429) - 8 Questions
5) Rise of Dictators Page 1, Page 2, Page 3, Page 4
6) Aggressors on the March (Ch 15 Section 4: p.431 - 435)
7A) Aggression vs Appeasement (p.431 - 435)
7B) Aggression Begins (Page 1, Page 2, Page 3, Page 4, Page 5)
8) Hitler's Lightning War (Ch 16 Section #1)
9) Secret Weapon for T-Day
MONDAY March 27, 2006
1) Review Global Depression (Assign #3)
2) Review Fascism (Assign #4)
3) Start Rise of Dictators (Assign #5)
HW:
a) Aggressors on the March (Assign #6)
b) Work on Vocab (All European WWII related words should be defined by Friday)
TUESDAY March 28, 2006
1) Finish Rise of Dictators (Assign #5)
2) Start Aggressions vs Appeasement (Assign #7a)p.431 - 435
HW:
a) Be sure to have completed Aggressors on the March (Assign #6)
b) Work on Vocab (All European WWII related words should be defined by Friday)
c) Complete Aggression vs Appeasement (Assign #7a) p.431 - 435
WEDNESDAY March 29, 2006
1) Review Aggression vs Appeasement (Assign #7a) p.431 - 435
2) Aggression Begins (Assign #7b) p.431 -435
3) Using cool sources to better understand WWII and History:
a) BBC's History Website for cool animated maps, charts, photos, etc
b) Video Clips: Great Escape (French Resistance)
c) If you find any interested info online be sure to email Mr P & share the info with class. Thanks.
HW:
a) Assign #1 - 8 should be completed (except Assign 2: designated vocab by Friday)
b) Work on Vocab (All European WWII related words should be defined by Friday)
c) Lightning War (Assign #8)
d) Possible HW Quiz on Assign # 7 & 8 for Thursday? Be ready! Mr. P might even let students use notes (Assign 7 & 8) on the quiz. So do your homework, right?
THURSDAY March 30, 2006
1) Possible HW Quiz on Assign 7 & 8
2) Finish Reviewing Assign 7 & 8
3) Start Secret Weapon for T-Day (Assign #9)
HW:
a) Complete assigned portion to Assign #9
b) Work on Vocab (All European WWII related words should be defined by Friday)
FRIDAY March 31, 2006
1) Secret Weapon for T-Day (Assign #9)
HW:
a) Finish Secret Weapon for T-Day (Assign #9)
COOL WWII WEBSITES:
1) BBC History: WWII Video clips, games, audio clips, articles, timelines, maps and other splendid little things pertaining to WWII. Check it out. There are many things to click and learn.
http://www.bbc.co.uk/history/war/wwtwo/
2) BBC History: WWII Short Flash Movies
A series of movies telling the stories of some of those caught up in the devastating events of World War Two.
? Dunkirk
? Bombers and the Bombed
? Evacuees
? The Secret Army
? D-Day
The war was fought on many fronts, from dog-fights in the skies over Kent to the barricades of resistance in Warsaw.
Stories of secret missions, terrifying battles, survival and rescue are here, but are only a part of the history of those years.
Bombs also fell on families at home, and the courage of many children was tested by the experience of evacuation across Europe.
http://www.bbc.co.uk/history/war/wwtwo/launch_ani_wwtwo_movies.shtml
3) BBC History: WWII Animations
http://www.bbc.co.uk/history/war/wwtwo/launch_ani_campaign_maps.shtml
4) PBS.org: WWII Pacific Maps
http://www.pbs.org/wgbh/amex/pacific/maps/maps_01.html
5) EXTRA LISTENING ON WWII:
Click to listen Dr. Parenti give his 24 minute lecture on the Real Causes of WWII & Failure to Stop Hitler before WWII You have to fast forward to the 2nd lecture. It starts a bit less than ½ way along the timeline.
ftp://mbanna.radio4all.net/pub/archive2/mp3/parenti-realhist_mumia.mp3
The Great Escape is Mr P's Favorite WWII Movie. Ask him if he's going to show it again this year after school as part of Mr P Cinema.
The following are the WWII Assignments for the European portion of WWII. Next week class will go over the Pacific portion of WWII:
1) Table of Contents (TOC)
2) WWII Unit Vocab List 1-13, 14-28, 29-42, 43-56, 57-71, 72-85, 86-100
3)Global Depression worksheet (p.421-425) - 10 questions (Front & Back)
4) Fascism (p.426-429) - 8 Questions
5) Rise of Dictators Page 1, Page 2, Page 3, Page 4
6) Aggressors on the March (Ch 15 Section 4: p.431 - 435)
7A) Aggression vs Appeasement (p.431 - 435)
7B) Aggression Begins (Page 1, Page 2, Page 3, Page 4, Page 5)
8) Hitler's Lightning War (Ch 16 Section #1)
9) Secret Weapon for T-Day
MONDAY March 27, 2006
1) Review Global Depression (Assign #3)
2) Review Fascism (Assign #4)
3) Start Rise of Dictators (Assign #5)
HW:
a) Aggressors on the March (Assign #6)
b) Work on Vocab (All European WWII related words should be defined by Friday)
TUESDAY March 28, 2006
1) Finish Rise of Dictators (Assign #5)
2) Start Aggressions vs Appeasement (Assign #7a)p.431 - 435
HW:
a) Be sure to have completed Aggressors on the March (Assign #6)
b) Work on Vocab (All European WWII related words should be defined by Friday)
c) Complete Aggression vs Appeasement (Assign #7a) p.431 - 435
WEDNESDAY March 29, 2006
1) Review Aggression vs Appeasement (Assign #7a) p.431 - 435
2) Aggression Begins (Assign #7b) p.431 -435
3) Using cool sources to better understand WWII and History:
a) BBC's History Website for cool animated maps, charts, photos, etc
b) Video Clips: Great Escape (French Resistance)
c) If you find any interested info online be sure to email Mr P & share the info with class. Thanks.
HW:
a) Assign #1 - 8 should be completed (except Assign 2: designated vocab by Friday)
b) Work on Vocab (All European WWII related words should be defined by Friday)
c) Lightning War (Assign #8)
d) Possible HW Quiz on Assign # 7 & 8 for Thursday? Be ready! Mr. P might even let students use notes (Assign 7 & 8) on the quiz. So do your homework, right?
THURSDAY March 30, 2006
1) Possible HW Quiz on Assign 7 & 8
2) Finish Reviewing Assign 7 & 8
3) Start Secret Weapon for T-Day (Assign #9)
HW:
a) Complete assigned portion to Assign #9
b) Work on Vocab (All European WWII related words should be defined by Friday)
FRIDAY March 31, 2006
1) Secret Weapon for T-Day (Assign #9)
HW:
a) Finish Secret Weapon for T-Day (Assign #9)
COOL WWII WEBSITES:
1) BBC History: WWII Video clips, games, audio clips, articles, timelines, maps and other splendid little things pertaining to WWII. Check it out. There are many things to click and learn.
http://www.bbc.co.uk/history/war/wwtwo/
2) BBC History: WWII Short Flash Movies
A series of movies telling the stories of some of those caught up in the devastating events of World War Two.
? Dunkirk
? Bombers and the Bombed
? Evacuees
? The Secret Army
? D-Day
The war was fought on many fronts, from dog-fights in the skies over Kent to the barricades of resistance in Warsaw.
Stories of secret missions, terrifying battles, survival and rescue are here, but are only a part of the history of those years.
Bombs also fell on families at home, and the courage of many children was tested by the experience of evacuation across Europe.
http://www.bbc.co.uk/history/war/wwtwo/launch_ani_wwtwo_movies.shtml
3) BBC History: WWII Animations
http://www.bbc.co.uk/history/war/wwtwo/launch_ani_campaign_maps.shtml
4) PBS.org: WWII Pacific Maps
http://www.pbs.org/wgbh/amex/pacific/maps/maps_01.html
5) EXTRA LISTENING ON WWII:
Click to listen Dr. Parenti give his 24 minute lecture on the Real Causes of WWII & Failure to Stop Hitler before WWII You have to fast forward to the 2nd lecture. It starts a bit less than ½ way along the timeline.
ftp://mbanna.radio4all.net/pub/archive2/mp3/parenti-realhist_mumia.mp3
The Great Escape is Mr P's Favorite WWII Movie. Ask him if he's going to show it again this year after school as part of Mr P Cinema.
Monday, March 20, 2006
WEEKLY PRINTABLE WORKSHEETS
a) WWII Unit Vocab List 1-13, 14-28, 29-42, 43-56, 57-71, 72-85, 86-100
b) Global Depression worksheet (p.421-425) - 10 questions (Front & Back)
c) Fascism (p.426-429) - 8 Questions
d) Rise of Dictators Page 1, Page 2, Page 3, Page 4
e) Aggression Begins (Page 1, Page 2, Page 3, Page 4, Page 5)
MONDAY March 20, 2006
1) Daily Announcements
2) DAY 3: The Great Depression in P-Ville
HW:
a) Write up response to today's lesson = Daily Questions #3
b) Global Depression worksheet (p.421-425) - 10 questions (Complete for TUES)
c) Print out WWII weekly worksheets (Scroll to top of page)
TUESDAY March 21, 2006
1) Daily Announcements
2) DAY 4 (Conclusion): The Great Depression in P-Ville
3) Review Global Depression worksheet (p.421-425) = Time permitted
HW:
a) Write up response to today's lesson = Daily Questions #4
b) Global Depression worksheet (p.421-425) - 10 questions (Front & Back)
c) Mr P will collect on WEDNESDAY: 1) Great Depression Notes 2) Daily Responses (1-4)
d) Fascism (p.426-429) - 8 Questions
WEDNESDAY March 22, 2006
1) Finish reviewing Global Depression worksheet (p.421-425) - 10 questions (Front & Back)
2) Fascism (p.426-429) - 8 Questions
HW:
a) Aggressors on the March Worksheet Chapter 15 Section 4 of Textbook
b) Print out lecture notes for Friday:
Rise of Dictators Page 1, Page 2, Page 3, Page 4
Aggression Begins (Page 1, Page 2, Page 3, Page 4, Page 5)
THURSDAY March 23, 2006
1) Students scheduling for fall 2006 classes. Meet Mr P in administration building. Be sure to bring your schedule information and have it signed off by your parents.
2) Be sure to come back to class after scheduling.
3) Bring your book and WWII Unit Vocab List 1-13, 14-28, 29-42, 43-56, 57-71, 72-85, 86-100 to work on
HW:
a) Print out lecture notes for Friday:
Rise of Dictators Page 1, Page 2, Page 3, Page 4
Aggression Begins (Page 1, Page 2, Page 3, Page 4, Page 5)
FRIDAY March 24, 2006
1) Rise of Dictators Page 1, Page 2, Page 3, Page 4
2) Review lecture on Aggression Begins (Page 1, Page 2, Page 3, Page 4, Page 5)
HW:
a) Work on Legacy Project
b) Work on Vocab
James Whitt did a good job playing two different roles.
a) WWII Unit Vocab List 1-13, 14-28, 29-42, 43-56, 57-71, 72-85, 86-100
b) Global Depression worksheet (p.421-425) - 10 questions (Front & Back)
c) Fascism (p.426-429) - 8 Questions
d) Rise of Dictators Page 1, Page 2, Page 3, Page 4
e) Aggression Begins (Page 1, Page 2, Page 3, Page 4, Page 5)
MONDAY March 20, 2006
1) Daily Announcements
2) DAY 3: The Great Depression in P-Ville
HW:
a) Write up response to today's lesson = Daily Questions #3
b) Global Depression worksheet (p.421-425) - 10 questions (Complete for TUES)
c) Print out WWII weekly worksheets (Scroll to top of page)
TUESDAY March 21, 2006
1) Daily Announcements
2) DAY 4 (Conclusion): The Great Depression in P-Ville
3) Review Global Depression worksheet (p.421-425) = Time permitted
HW:
a) Write up response to today's lesson = Daily Questions #4
b) Global Depression worksheet (p.421-425) - 10 questions (Front & Back)
c) Mr P will collect on WEDNESDAY: 1) Great Depression Notes 2) Daily Responses (1-4)
d) Fascism (p.426-429) - 8 Questions
WEDNESDAY March 22, 2006
1) Finish reviewing Global Depression worksheet (p.421-425) - 10 questions (Front & Back)
2) Fascism (p.426-429) - 8 Questions
HW:
a) Aggressors on the March Worksheet Chapter 15 Section 4 of Textbook
b) Print out lecture notes for Friday:
Rise of Dictators Page 1, Page 2, Page 3, Page 4
Aggression Begins (Page 1, Page 2, Page 3, Page 4, Page 5)
THURSDAY March 23, 2006
1) Students scheduling for fall 2006 classes. Meet Mr P in administration building. Be sure to bring your schedule information and have it signed off by your parents.
2) Be sure to come back to class after scheduling.
3) Bring your book and WWII Unit Vocab List 1-13, 14-28, 29-42, 43-56, 57-71, 72-85, 86-100 to work on
HW:
a) Print out lecture notes for Friday:
Rise of Dictators Page 1, Page 2, Page 3, Page 4
Aggression Begins (Page 1, Page 2, Page 3, Page 4, Page 5)
FRIDAY March 24, 2006
1) Rise of Dictators Page 1, Page 2, Page 3, Page 4
2) Review lecture on Aggression Begins (Page 1, Page 2, Page 3, Page 4, Page 5)
HW:
a) Work on Legacy Project
b) Work on Vocab
James Whitt did a good job playing two different roles.
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