Unit 3: Middle Ages - American Revolution
This is class news for the week of October 20 - 24, 2008
UPCOMING EXAM INFORMATION
Coming Soon: Unit Exam will be Thursday October 30, 2008.
Submit your own test questions ideas into Mr P’s comment box. If they are good, Mr P will put them on the test. Wow!
Two types of exams will be available to students for this unit.
1) Exam A will be for most students:
Part I - Spectrum of Time & One Thing Leads to Another (Pretest – all students have this already. It is assignment #2. This should be easy for students to perform on this part of the exam, since students know what to expect and were given Part I – 3 weeks before the exam)
Part II – Multiple Choice (MC) – Questions will come from the various themes of the unit (ie Middle Ages, Renaissance, North Renaissance, etc.) Mr P makes up MC test questions based on the unit assignments. Hence, the best way to study for the test is to review your Unit Assignments. The assignments are listed further below.
2) Exam B is for students looking for an academic challenge. These are students who think they might go to college to major in history, political science, philosophy or join an AP history class in the future:
Part I – Spectrum of Time & One Thing Leads To Another (same as Exam A)
Part II – In-class Essay Response – Essay Questions will be very broad so students could write an essay using and showing the wide variety of the content they learned from the unit. The point value of the Essay Response will be weighed the same as the MC portion of Exam A.
NOTE: If you plan to do Exam B, let Mr. P know in advance. Ask for the Exam B sign up sheet or leave a message in his comment box with your name and reason why you’d like to take Exam B. Otherwise, you will take Exam A.
Themes of Unit 3: Middle Ages to American Revolution
1) Middle Ages
2) Renaissance
3) Northern Renaissance
4) Exploration
5) Reformation
6) Scientific Revolution
7) Enlightenment
8) American Revolution
Table of Contents for Unit Assignments – Due Thursday October 30, 2008
1) TOC
2) Spectrum of Time / One Thing Leads to Another (Pre Test)
3) Vocab List (Students will not have to write out but are expected to know vocab)
4) 8 Middle Age Questions
5) Renaissance Basics
6) Renaissance People
7) North Renaissance Notes - Power Point & Worksheet
8) Exploration Notes
9) Reformation Notes
10) Scientific Revolution
11) Enlightenment Questions
12) Enlightenment Thinkers
13) American Revolution & Constitution Notes
14) Democracy in Action
MONDAY October 20, 2008
1) Mr P will start class off by asking each student: Semester Final: What are you going to do?
- The Final Exam or Final Project?
- Deadline to decide has been extended to Friday November 7th, 2008.
- Finals will be the last week of the semester (End of January)
- The Final Exam
a) It will be a 100 Multiple Choice Question Cumulative Exam.
b) Cumulative exams cover content studied throughout the semester (Sept – January)
Final Projects (Legacy Projects)
a) All must be approved by Mr P prior to November 7th, 2008
b) All students NOT approved to do Legacy Projects will take the Final Exam
SCROLL DOWN below this week’s agenda to read the details about the Semester Project.
2) Spectrum of Time Drill
2) P-ville Election Results
3) Exploration Notes (Assign #8)
HW:
a)Complete Exploration Notes
- Extra worksheet here
- Power Point here (Mr P is working to revise the old Exploration Power Pt right now (Sunday night). He will NOT have the new one up on his website until at least 10pm on Sunday evening. If this is beyond your bedtime, then go to sleep. You can get the notes tomorrow. If you are a night owl, check back during the night for Mr P Website updates. Thanks.)
b)Reformation (Assign #9)
- Worksheet here
- Power Point here
- Complete Notes Online or come by after school today.
- Reformation will be reviewed in class on tomorrow (Tuesday)
TUESDAY October 21, 2008
1) Reformation Review (Assign #9)
2) One Thing Leads to Another / Spectrum of Time Drill (Review Assign #2)
HW:
a) Complete Scientific Revolution Notes (Assign #10)
- Extra Worksheet here
- Power Point here
b) Preparing for the Exam
Assignment #2 is also Part I of the upcoming exam. Mr. P is, not only a generous guy, but he wants to see all his students do well in class. So he has given you Part I (Assign #2) three weeks prior to the exam so students can do well on that memorization part of the exam.
The exam will be just before Halloween.
All students should practice and drill Assignment #2 outside of class in order to do well on the exam. Assignment #2 is the Spectrum of Time / One Thing Leads to Another worksheet.
Mr P says students should be sure to practice each day for about 10 – 15 minutes. Come the day of the exam, Part I should be really easy. Well, it will be, if you prepare for it.
Also, Mr. P suggests studying and drilling with fellow classmates. Create competitions who can complete Part I the fastest, who can name the most historical people and things with each theme. As Mr. P’s old Auntie Kitty use to say, “Hava fun, kids!”
c) Need help studying for the Geo Retake Exam. Check out a P Alumni's cool Legacy Project from a few years back. Sketch's Website
WEDNESDAY October 22, 2008
1) Quickwrite & Discussion on Scientific Revolution
2) Scientific Revolution Notes
HW:
a) Enlightenment Questions (Assign # 11)
- Extra Worksheet here
- Power Point here
b) Enlightenment Thinkers (Assign #12)
- Extra worksheet here
- No Power Point for this assignment
c) Need help studying for the Geo Retake Exam. Check out a P Alumni's cool Legacy Project from a few years back. Sketch's Website
THURSDAY October 23, 2008
1) Groups go over Enlightenment Questions (Assign #11)
2) Groups go over Enlightenment Thinkers (Assign #12)
HW:
A) All students should have Unit Assignments 1-12 completed, organized in order and ready to present to Mr. P for a ‘order and stability check’ on Friday.
B) Failure to have Assignments prepared for a Mr P check will result in coming after school to do so.
c) Failure to show up after school will result in Mr. P calling home or visiting home to inform parents or your continued failure to act as a responsible student in class.
d) Need help studying for the Geo Retake Exam. Check out a P Alumni's cool Legacy Project from a few years back. Sketch's Website
FRIDAY October 24, 2008
1) Cool People of the Enlightenment
2) Middle Ages – American Revolution Recap
HW:
a) Students should have completed and organized Assignments 1-12
b) Optional: Assignment 13 = American Revolution & Constitution Notes
-Extra Worksheet here
-Power Point here.
The purpose of doing this in advance is so students can concentrate on what is said in class while going over Assignment 13 on Monday. If students don’t do it advance, then they will have to write down the notes from Mr P’s power point in class. Thus, students have to concentrate on writing and NOT listening and thinking about what is being said. Hence, have the notes completed when you get to class on Monday. This will make your learning NOT only more convenient and easier, but better.
C) Preparing for the Exam
Assignment #2 is also Part I of the upcoming exam. Mr. P is, not only a generous guy, but he wants to see all his students do well in class. So he has given you Part I (Assign #2) three weeks prior to the exam so students can do well on that memorization part of the exam.
The exam will be just before Halloween.
All students should practice and drill Assignment #2 outside of class in order to do well on the exam. Assignment #2 is the Spectrum of Time / One Thing Leads to Another worksheet.
Mr P says students should be sure to practice each day for about 10 – 15 minutes. Come the day of the exam, Part I should be really easy. Well, it will be, if you prepare for it.
Also, Mr. P suggests studying and drilling with fellow classmates. Create competitions who can complete Part I the fastest, who can name the most historical people and things with each theme. As Mr. P’s old Auntie Kitty use to say, “Hava fun, kids!”
d) Need help studying for the Geo Retake Exam. Check out a P Alumni's cool Legacy Project from a few years back. Sketch's Website
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 you've 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
Mr P is trying to make class better and better. What are you doing to make class better?
There has been a fly on the outside of the window for over an hour. He is just hanging out. I wonder when he'll fly away.
Boo! Halloween is coming!
Halloween is Mr P's favorite holiday!
Friday, October 10, 2008
Unit 3: Middle Ages - American Revolution
1) Middle Ages
2) Renaissance
3) Northern Renaissance
4) Exploration
5) Reformation
6) Scientific Revolution
7) Enlightenment
8) American Revolution
Table of Contents for Unit Assignments
1) TOC
2) Spectrum of Time / One Thing Leads to Another (Pre Test)
3) Vocab List (Students will not have to write out but are expected to know vocab)
4) 8 Middle Age Questions
5) Renaissance Notes
6) Renaissance Historical People
7) TBA
8) TBA
9) TBA
10) TBA
11) TBA
12) TBA
13) TBA
14) TBA
Read Daily Life in the Middle Ages with 8 questions (small file = limited pictures)
Read Daily Life in the Middle Ages with 8 questions (Big file = more pictures)
8 Middle Age Questions (Assign #4)
Instructions: a) Complete for Monday October 13, 2008.
b) The answer for these 8 questions will be found by reading the worksheet: Daily Life in the Middle Ages that was passed out Friday October 10, 2008 in class.
c) Please return Daily Life in the Middle Ages reading handout to Mr. P on Monday.
1) Why did peasants have to pay a lord?
2) List at least 3 typical duties a serf owed to a lord.
3) What percentage of sacks of grain did each serf get to keep that he or she produced?
4) What were 2 skilled jobs in a village during the Middle Ages?
5) What was the main course for a peasants meal?
6) How often would a peasant eat meat during a meal?
7) Besides starvation what other life threatening situations did a peasant have to deal with during the middle ages? Describe how a peasant might have dealt with this threatening situation.
8) Compare at least 10 differences in the living conditions of peasant conditions and student conditions
Peasant Student
1) _________________________________ 1)_____________________________________
2) _________________________________ 2)_____________________________________
3) _________________________________ 3)_____________________________________
4) _________________________________ 4)_____________________________________
5) _________________________________ 5)_____________________________________
6) _________________________________ 6)_____________________________________
7) _________________________________ 7)_____________________________________
8) _________________________________ 8)_____________________________________
9) _________________________________ 9)_____________________________________
10)_________________________________ 10)____________________________________
MONDAY October 13, 2008
1) Middle Age Cloze Passage - Mini Quiz based on Middle Age Handout, Middle Age Vocab
2) Time to talk about Time (if you did Assign #4 = Middle Age 8 Questions)
3) Misc Time: Supreme Council 30 second Campaign Speeches
HW:
a) Renaissance Notes (Assign #5)
- Click for the Renaissance Basic Outline worksheet
- Click for Power Point presentation
- Click thru Power Point presentation and fill out worksheet
- Bring filled out worksheet to class tomorrow
b) Renaissance Historical People (Assign #6)
- Click here for Renaissance People worksheet
- Print out
- Bring to class and be ready to take down notes as Mr P does his People of the Renaissance mini-lecture.
TUESDAY October 14, 2008
1) Renaissance Review
2) Renaissance Historical Figures
HW:
a) Complete Renaissance Historical Figures (use Mr. P' power point).
b) Complete North Renaissance Basic Notes.
c) Print out North Renaissance Historical people
WEDNESDAY October 15, 2008
1) Possible Renaissance Quiz (Review Assign 5 & 6)
2) Review North Renaissance
3) North Renaissance People
HW:
a) Exploration
-Print worksheet for class
THURSDAY October 16, 2008
1) Exploration
HW:
a) Complete Exploration
b) Print out, fill out Reformation Notes and bring to class tomorrow.
FRIDAY October 17, 2008
1) Reformation Review
HW:
a) None
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 you've 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
1) Middle Ages
2) Renaissance
3) Northern Renaissance
4) Exploration
5) Reformation
6) Scientific Revolution
7) Enlightenment
8) American Revolution
Table of Contents for Unit Assignments
1) TOC
2) Spectrum of Time / One Thing Leads to Another (Pre Test)
3) Vocab List (Students will not have to write out but are expected to know vocab)
4) 8 Middle Age Questions
5) Renaissance Notes
6) Renaissance Historical People
7) TBA
8) TBA
9) TBA
10) TBA
11) TBA
12) TBA
13) TBA
14) TBA
Read Daily Life in the Middle Ages with 8 questions (small file = limited pictures)
Read Daily Life in the Middle Ages with 8 questions (Big file = more pictures)
8 Middle Age Questions (Assign #4)
Instructions: a) Complete for Monday October 13, 2008.
b) The answer for these 8 questions will be found by reading the worksheet: Daily Life in the Middle Ages that was passed out Friday October 10, 2008 in class.
c) Please return Daily Life in the Middle Ages reading handout to Mr. P on Monday.
1) Why did peasants have to pay a lord?
2) List at least 3 typical duties a serf owed to a lord.
3) What percentage of sacks of grain did each serf get to keep that he or she produced?
4) What were 2 skilled jobs in a village during the Middle Ages?
5) What was the main course for a peasants meal?
6) How often would a peasant eat meat during a meal?
7) Besides starvation what other life threatening situations did a peasant have to deal with during the middle ages? Describe how a peasant might have dealt with this threatening situation.
8) Compare at least 10 differences in the living conditions of peasant conditions and student conditions
Peasant Student
1) _________________________________ 1)_____________________________________
2) _________________________________ 2)_____________________________________
3) _________________________________ 3)_____________________________________
4) _________________________________ 4)_____________________________________
5) _________________________________ 5)_____________________________________
6) _________________________________ 6)_____________________________________
7) _________________________________ 7)_____________________________________
8) _________________________________ 8)_____________________________________
9) _________________________________ 9)_____________________________________
10)_________________________________ 10)____________________________________
MONDAY October 13, 2008
1) Middle Age Cloze Passage - Mini Quiz based on Middle Age Handout, Middle Age Vocab
2) Time to talk about Time (if you did Assign #4 = Middle Age 8 Questions)
3) Misc Time: Supreme Council 30 second Campaign Speeches
HW:
a) Renaissance Notes (Assign #5)
- Click for the Renaissance Basic Outline worksheet
- Click for Power Point presentation
- Click thru Power Point presentation and fill out worksheet
- Bring filled out worksheet to class tomorrow
b) Renaissance Historical People (Assign #6)
- Click here for Renaissance People worksheet
- Print out
- Bring to class and be ready to take down notes as Mr P does his People of the Renaissance mini-lecture.
TUESDAY October 14, 2008
1) Renaissance Review
2) Renaissance Historical Figures
HW:
a) Complete Renaissance Historical Figures (use Mr. P' power point).
b) Complete North Renaissance Basic Notes.
c) Print out North Renaissance Historical people
WEDNESDAY October 15, 2008
1) Possible Renaissance Quiz (Review Assign 5 & 6)
2) Review North Renaissance
3) North Renaissance People
HW:
a) Exploration
-Print worksheet for class
THURSDAY October 16, 2008
1) Exploration
HW:
a) Complete Exploration
b) Print out, fill out Reformation Notes and bring to class tomorrow.
FRIDAY October 17, 2008
1) Reformation Review
HW:
a) None
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 you've 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
Monday, September 29, 2008
Greetings and welcome to 2008-2009 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
UNIT 2 AUTOCRACY vs DEMOCRACY
1) Table of Contents (TOC)
2) Nader's Deserted Island
3) Autocracy & Democracy 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)
WOW! Here is some super assistance from Lauren Stoudt's 2005 Legacy Project . Gee, isn't it great that old former students are helping current students like you? Hmmm...? One day you will be an old former student. What help will you leave behind for future students? Lauren left this great power point review for you. Once again, what will you do to help future students? That is something worth thinking about. That is something worth doing!
Here is Nesma's cool Autocracy & Democracy jeopardy review game created by a P Alumni in 2004. Back when Nesma was in Mr P's class, she lost her Autocracy and Democracy Unit packet. She put this useful power point together, to not only make up for her lost work, but also to help future students. Well, the future is now here and you get to enjoy this little fun review game. What fun review games are you going to create for future students?
MONDAY September 29th, 2008
1) Vocab Game List
2) Autocracy - Democracy Timeline (Assign #5): Rome - American Revolution
3) Timeline Power Point
HW:
A) Study Vocab List for Thursday
B) Complete Assign #1-5
C) Click if parents want to review Class Syllabus
TUESDAY September 30th, 2008
1) Top 5
2) Mr P TV
3) Historical Figures (Assign #6) - Group Work
4) Misc Review = Timeline & Terms
HW:
A) Completed Assign # 1-5
B) Study Vocab List(Thursday)
C) Prep & Research your group Historical Figure
WEDNESDAY October 1st, 2008 (Back to School Night - Minimum Day)
1) Bill & Ed Show - Historical Figures
2) Finish Group Prep of Historical Figures
3) Plot Historical Figures on Auto - Demo Spectrum
HW:
A) Study Vocab List (Thursday)
B) Ready to Present Historical Figure (Thursday)
THURSDAY October 2, 2008
1) Groups present Historical Figures (Assign #6)
2) Misc Time = Vocab Game
HW:
a) Complete Assign #1-6
b) Study Vocab List
FRIDAY October 3, 2008
1) Mr P's Challenge = Vocab Game
2) Misc Time: Discussion & Essay Question
HW:
a) Consider working on Autocracy & Democracy Essay
Essay Prompt = Assess the validity of this statement: Autocracy is the best form of government
b) Help from Lauren Stoudt's 2005 Legacy Project
MONDAY October 6, 2008 - Student Free Day / Mr P Not So Free Day
TUESDAY October 7, 2008
1) Autocracy Democracy Vote with your Feet & Discuss
Essay Prompt = Assess the validity of this statement: Autocracy is the best form of government
2) Outlining for Essay
3) Discussion & Outline Notes (Assign #7)
HW:
a) start to work on Auto vs Demo Essay
WEDNESDAY October 8, 2008
1) Essay Bunch
2) Work on Essay in class
Essay Prompt = Assess the validity of this statement: Autocracy is the best form of government
HW:
a) Complete a rough draft of Essay
b) Print rough draft & bring to class
c) Need Essay Help? Click on Lauren Stoudt's 2005 Legacy Project
d) Donut Essay Sample and the Color Coded Essay
e) 10 Essay Tips
f) Essay Rubric
THURSDAY October 9, 2008
1) Essay Due at start of class (have Essay stapled)
2) Most Radical Nerds...?
FRIDAY October 10, 2008
1) It is coming... it is coming back.
2) Most Radical Nerds...?
This Post was a massive break through in P-ville Educational History. Mr P's great Korean friend Mike C helped Mr. P learn and figure out how to post worksheets, powerpoints and videos on to his website. Mr. P firmly believes the school district or tax payers should pay people like Mike C to help teachers like Mr P with technological stuff (like websites). Work that is darn useful and meaningful should be paid for.
It is 1:54am and Mr P is now going to go to sleep. It has been a long night of computer work, which Mr P hopes will benefit his students by maximizing their learning experience while in his class. Hmmm...? Yet, do they care? Will they care? Does anyone care? I wonder... Sometimes I think about what life might be like if I left school everyday at 3:30pm and went to bed before midnight.
All this makes me think of the old quote by Gandhi "What you will do is insignificant, but it is important that you do it."
If you choose not to decide, you still have made a choice.
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
UNIT 2 AUTOCRACY vs DEMOCRACY
1) Table of Contents (TOC)
2) Nader's Deserted Island
3) Autocracy & Democracy 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)
WOW! Here is some super assistance from Lauren Stoudt's 2005 Legacy Project . Gee, isn't it great that old former students are helping current students like you? Hmmm...? One day you will be an old former student. What help will you leave behind for future students? Lauren left this great power point review for you. Once again, what will you do to help future students? That is something worth thinking about. That is something worth doing!
Here is Nesma's cool Autocracy & Democracy jeopardy review game created by a P Alumni in 2004. Back when Nesma was in Mr P's class, she lost her Autocracy and Democracy Unit packet. She put this useful power point together, to not only make up for her lost work, but also to help future students. Well, the future is now here and you get to enjoy this little fun review game. What fun review games are you going to create for future students?
MONDAY September 29th, 2008
1) Vocab Game List
2) Autocracy - Democracy Timeline (Assign #5): Rome - American Revolution
3) Timeline Power Point
HW:
A) Study Vocab List for Thursday
B) Complete Assign #1-5
C) Click if parents want to review Class Syllabus
TUESDAY September 30th, 2008
1) Top 5
2) Mr P TV
3) Historical Figures (Assign #6) - Group Work
4) Misc Review = Timeline & Terms
HW:
A) Completed Assign # 1-5
B) Study Vocab List(Thursday)
C) Prep & Research your group Historical Figure
WEDNESDAY October 1st, 2008 (Back to School Night - Minimum Day)
1) Bill & Ed Show - Historical Figures
2) Finish Group Prep of Historical Figures
3) Plot Historical Figures on Auto - Demo Spectrum
HW:
A) Study Vocab List (Thursday)
B) Ready to Present Historical Figure (Thursday)
THURSDAY October 2, 2008
1) Groups present Historical Figures (Assign #6)
2) Misc Time = Vocab Game
HW:
a) Complete Assign #1-6
b) Study Vocab List
FRIDAY October 3, 2008
1) Mr P's Challenge = Vocab Game
2) Misc Time: Discussion & Essay Question
HW:
a) Consider working on Autocracy & Democracy Essay
Essay Prompt = Assess the validity of this statement: Autocracy is the best form of government
b) Help from Lauren Stoudt's 2005 Legacy Project
MONDAY October 6, 2008 - Student Free Day / Mr P Not So Free Day
TUESDAY October 7, 2008
1) Autocracy Democracy Vote with your Feet & Discuss
Essay Prompt = Assess the validity of this statement: Autocracy is the best form of government
2) Outlining for Essay
3) Discussion & Outline Notes (Assign #7)
HW:
a) start to work on Auto vs Demo Essay
WEDNESDAY October 8, 2008
1) Essay Bunch
2) Work on Essay in class
Essay Prompt = Assess the validity of this statement: Autocracy is the best form of government
HW:
a) Complete a rough draft of Essay
b) Print rough draft & bring to class
c) Need Essay Help? Click on Lauren Stoudt's 2005 Legacy Project
d) Donut Essay Sample and the Color Coded Essay
e) 10 Essay Tips
f) Essay Rubric
THURSDAY October 9, 2008
1) Essay Due at start of class (have Essay stapled)
2) Most Radical Nerds...?
FRIDAY October 10, 2008
1) It is coming... it is coming back.
2) Most Radical Nerds...?
This Post was a massive break through in P-ville Educational History. Mr P's great Korean friend Mike C helped Mr. P learn and figure out how to post worksheets, powerpoints and videos on to his website. Mr. P firmly believes the school district or tax payers should pay people like Mike C to help teachers like Mr P with technological stuff (like websites). Work that is darn useful and meaningful should be paid for.
It is 1:54am and Mr P is now going to go to sleep. It has been a long night of computer work, which Mr P hopes will benefit his students by maximizing their learning experience while in his class. Hmmm...? Yet, do they care? Will they care? Does anyone care? I wonder... Sometimes I think about what life might be like if I left school everyday at 3:30pm and went to bed before midnight.
All this makes me think of the old quote by Gandhi "What you will do is insignificant, but it is important that you do it."
If you choose not to decide, you still have made a choice.
Monday, September 22, 2008
MONDAY September 22, 2008
1) Imagine Something Big
2) Worldly Movement
3) Worldly Development
4) Worldly Myths & Faith
5) Worldly Reason
HW:
HW FOR TUESDAY
A) OPEN RESPONSE TO CLASS LESSON ON MONDAY (Due Tuesday at start of Class)
a) Response should be typed 2/3 to 1 full page
b) Use your Notes, Handout & personal thoughts from class on Monday for your response
c) Answer 1 of the following questions:
1) What social science career would you choose? What work would you be interested to work on? And Why?
2) Write about some of the things you learned from this lesson. Explain what you previously thought before learning what you learned. What else would you like to know or think future students should know about the information covered for this lesson?
3) What information did you find most compelling and most doubtful? What would you like to know more about?
HW FOR WEDNESDAY
a) Read Textbook p. 6-19 (by Wednesday)
b) What questions do you have about the reading? (by Wednesday)
c) What did you find interesting about the reading? (by Wednesday)
d) What should we tell the students next year what they need to know about the reading?
GEOGRAPHY NOTICE: Mr. P will be hosting the Geography Make-up and Re-take Exam Wednesday at 3:22pm. All students absent for the first Geo Exam are expected to attend. Also, all students interested in trying to ace the Exam in order to change their original score are invited to attend. Mr. P will likely hold Geo Re-take Exams once a week. If a student can't make the Re-take this week, students are welcome to show for a future Geo Re-take. Yet, do note that Mr. P does the Geo Re-take Exams out of the kindness of his heart and love for Geography. There is NO guarantee that Mr. P will give the Retake Exam after school, especially if Mr. P has personal or other matter to attend to.
TUESDAY September 23, 2008
1) Nader's Island (Assign #2)
2) Intro to Auto & Demo
HW:
HW FOR WEDNESDAY
a) Read Textbook p. 6-19 (by Wednesday)
b) What questions do you have about the reading? (by Wednesday)
c) What did you find interesting about the reading? (by Wednesday)
d) What should we tell the students next year what they need to know about the reading?
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!
WEDNESDAY Sept 24, 2008
1) Autocracy vs Democracy Scenarios (Assign #3)
2) Autocracy vs Democracy Timeline (Assign #5)
HW
a) Autocracy vs Democracy Terms (Assign #4)
THURSDAY Sept 25, 2008
1) Term Wall Spectrum
2) Start Timeline - Athens & Romans (Assign #5)
3) Vocab Game 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.
FRIDAY, Sept 26, 2008
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!
MONDAY, Sept 29, 2008
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)
TUESDAY, September 30, 2008
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
WEDNESDAY, October 1, 2008
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)
THURSDAY, October 2, 2008
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)
FRIDAY, Oct 3, 2008
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!
MONDAY Oct 6, 2008
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) Imagine Something Big
2) Worldly Movement
3) Worldly Development
4) Worldly Myths & Faith
5) Worldly Reason
HW:
HW FOR TUESDAY
A) OPEN RESPONSE TO CLASS LESSON ON MONDAY (Due Tuesday at start of Class)
a) Response should be typed 2/3 to 1 full page
b) Use your Notes, Handout & personal thoughts from class on Monday for your response
c) Answer 1 of the following questions:
1) What social science career would you choose? What work would you be interested to work on? And Why?
2) Write about some of the things you learned from this lesson. Explain what you previously thought before learning what you learned. What else would you like to know or think future students should know about the information covered for this lesson?
3) What information did you find most compelling and most doubtful? What would you like to know more about?
HW FOR WEDNESDAY
a) Read Textbook p. 6-19 (by Wednesday)
b) What questions do you have about the reading? (by Wednesday)
c) What did you find interesting about the reading? (by Wednesday)
d) What should we tell the students next year what they need to know about the reading?
GEOGRAPHY NOTICE: Mr. P will be hosting the Geography Make-up and Re-take Exam Wednesday at 3:22pm. All students absent for the first Geo Exam are expected to attend. Also, all students interested in trying to ace the Exam in order to change their original score are invited to attend. Mr. P will likely hold Geo Re-take Exams once a week. If a student can't make the Re-take this week, students are welcome to show for a future Geo Re-take. Yet, do note that Mr. P does the Geo Re-take Exams out of the kindness of his heart and love for Geography. There is NO guarantee that Mr. P will give the Retake Exam after school, especially if Mr. P has personal or other matter to attend to.
TUESDAY September 23, 2008
1) Nader's Island (Assign #2)
2) Intro to Auto & Demo
HW:
HW FOR WEDNESDAY
a) Read Textbook p. 6-19 (by Wednesday)
b) What questions do you have about the reading? (by Wednesday)
c) What did you find interesting about the reading? (by Wednesday)
d) What should we tell the students next year what they need to know about the reading?
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!
WEDNESDAY Sept 24, 2008
1) Autocracy vs Democracy Scenarios (Assign #3)
2) Autocracy vs Democracy Timeline (Assign #5)
HW
a) Autocracy vs Democracy Terms (Assign #4)
THURSDAY Sept 25, 2008
1) Term Wall Spectrum
2) Start Timeline - Athens & Romans (Assign #5)
3) Vocab Game 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.
FRIDAY, Sept 26, 2008
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!
MONDAY, Sept 29, 2008
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)
TUESDAY, September 30, 2008
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
WEDNESDAY, October 1, 2008
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)
THURSDAY, October 2, 2008
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)
FRIDAY, Oct 3, 2008
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!
MONDAY Oct 6, 2008
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, September 15, 2008
MONDAY September 15th, 2008
1) Practice Geo Exam
2) Group Geo Presentations
3) Geo Drilling & Review
HW:
a) Study for Geo Exam (Wednesday)
b) Make needed adjustments for Geo Packet (Due Wednesday)
c) Print Geo Packet out below (if you'd like). The purpose of having these maps online is several folds.
i) To use as a practice blank map for studying purposes.
ii) To replace lost map packets.
iii) Visual for parents to know what map packet handout looks like.
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
GEO PRACTICE GAMES These are online websites that offer Geography Games for practice. Mr. P's Geography Exam will only feature locations listed on the map packet he hands out to students. Still, Mr. P believes it is good to review these Geography websites. Have fun!
a) http://www.nationalgeographic.com/geospy/
b) Globe Game
c) http://www.lizardpoint.com/fun/geoquiz/
TUESDAY September 16th, 2008
1) Practice Geo Exam
2) Finish Group Geo Presentations
3) Geo Drilling & Review
HW:
a) Study for Geo Exam (Wednesday)
b) Make final adjustments for Geo Packet (Due Wednesday at start of class)
WEDNESDAY September 17, 2008
1) Minor Video
2) The Official Geo Exam
3) Post Test Survey
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.
THURSDAY September 18, 2008
TBA
FRIDAY September 19, 2008
TBA
Thursday = Inner
Friday = Outer
1) Practice Geo Exam
2) Group Geo Presentations
3) Geo Drilling & Review
HW:
a) Study for Geo Exam (Wednesday)
b) Make needed adjustments for Geo Packet (Due Wednesday)
c) Print Geo Packet out below (if you'd like). The purpose of having these maps online is several folds.
i) To use as a practice blank map for studying purposes.
ii) To replace lost map packets.
iii) Visual for parents to know what map packet handout looks like.
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
GEO PRACTICE GAMES These are online websites that offer Geography Games for practice. Mr. P's Geography Exam will only feature locations listed on the map packet he hands out to students. Still, Mr. P believes it is good to review these Geography websites. Have fun!
a) http://www.nationalgeographic.com/geospy/
b) Globe Game
c) http://www.lizardpoint.com/fun/geoquiz/
TUESDAY September 16th, 2008
1) Practice Geo Exam
2) Finish Group Geo Presentations
3) Geo Drilling & Review
HW:
a) Study for Geo Exam (Wednesday)
b) Make final adjustments for Geo Packet (Due Wednesday at start of class)
WEDNESDAY September 17, 2008
1) Minor Video
2) The Official Geo Exam
3) Post Test Survey
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.
THURSDAY September 18, 2008
TBA
FRIDAY September 19, 2008
TBA
Thursday = Inner
Friday = Outer
Monday, September 08, 2008
MONDAY, SEPT 8th, 2008
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 - Mr P goes over class procedures
a) How to get into groups
b) Keep room clean = No Food or drinks = No trash. = No eating =
c) Don't wait to be told to do what is the right thing to do.
d) Fix what needs to be fixed. Help what needs to be helped.
Brandon/Bulletin
e) Visigoths beware. MR. P HATES VISIGOTHS.
f) Mi Casa es Tu Casa = Take care of your home away from home.
g) Mr. P cannot do everything…
1) Daily seating Chart?
2) Doors?
3) Lights?
4) Scratch paper?
5) Stapler person?
6) Greet a visitor?
7) Change date? (Period 6)
8) Close windows? (Period 6)
h) Paper pass out challenge
i) Emergency situation? Mr Ruggs, etc.
j) Friends of P:
1) Oscar the Overhead
2) Sarah the Stick
3) Wise Owl Willie (WOW!)
4) Philosopher Kings and Queens
k) Question Shield
l) Hall of Shame (Message sent home as well)
m) After School Program for Bozos (Tardies, Detention, etc)
HW: Start Geo Packet -- Due Friday
a) Bring your textbook to class tomorrow (Tuesday)
b) Print Geo Packet out below (if possible). Mr P will be handing out a map packet in class to each student. The map packet is like the maps listed below. Each student will get 1 map packet. The purpose of having these maps online is several folds.
A) To use as a practice blank map for studying purposes.
B) To replace lost map packets.
C) Visual for parents to know what map packet handout looks like.
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
GEO PRACTICE GAMES These are online websites that offer Geography Games for practice. Mr. P's Geography Exam will only feature locations listed on the map packet he hands out to students. Still, Mr. P believes it is good to review these Geography websites. Have fun!
a) http://www.nationalgeographic.com/geospy/
b) Globe Game
c) http://www.lizardpoint.com/fun/geoquiz/
TUESDAY Sept 9th, 2008
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
NOTE: Mr P recently contacted Olivia Sketch, who is one of his Legendary Geo Hall of Fame former students. Her amazing Geography website is currently not functioning. Ms. Sketch said she will try to upload her superb Geography Website Project once again for students to use as a geography studying tool. SOMETHING TO CONSIDER: Perhaps you could create a similar Legacy Project (Final Project) to assist future students with their geography studies. Mr P is always looking for improvements to this class. For semester finals, students are given a choice of taking a Semester Final Exam or creating a Legacy Project. Any students interested in doing a Legacy Project must get approval from Mr. P. More information pertaining to Legacy Project will be discussed in the coming weeks.
- 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 10th, 2008
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 11th, 2008
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 12th, 2008
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 15th, 2008
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) Globe Game
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 - Mr P goes over class procedures
a) How to get into groups
b) Keep room clean = No Food or drinks = No trash. = No eating =
c) Don't wait to be told to do what is the right thing to do.
d) Fix what needs to be fixed. Help what needs to be helped.
Brandon/Bulletin
e) Visigoths beware. MR. P HATES VISIGOTHS.
f) Mi Casa es Tu Casa = Take care of your home away from home.
g) Mr. P cannot do everything…
1) Daily seating Chart?
2) Doors?
3) Lights?
4) Scratch paper?
5) Stapler person?
6) Greet a visitor?
7) Change date? (Period 6)
8) Close windows? (Period 6)
h) Paper pass out challenge
i) Emergency situation? Mr Ruggs, etc.
j) Friends of P:
1) Oscar the Overhead
2) Sarah the Stick
3) Wise Owl Willie (WOW!)
4) Philosopher Kings and Queens
k) Question Shield
l) Hall of Shame (Message sent home as well)
m) After School Program for Bozos (Tardies, Detention, etc)
HW: Start Geo Packet -- Due Friday
a) Bring your textbook to class tomorrow (Tuesday)
b) Print Geo Packet out below (if possible). Mr P will be handing out a map packet in class to each student. The map packet is like the maps listed below. Each student will get 1 map packet. The purpose of having these maps online is several folds.
A) To use as a practice blank map for studying purposes.
B) To replace lost map packets.
C) Visual for parents to know what map packet handout looks like.
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
GEO PRACTICE GAMES These are online websites that offer Geography Games for practice. Mr. P's Geography Exam will only feature locations listed on the map packet he hands out to students. Still, Mr. P believes it is good to review these Geography websites. Have fun!
a) http://www.nationalgeographic.com/geospy/
b) Globe Game
c) http://www.lizardpoint.com/fun/geoquiz/
TUESDAY Sept 9th, 2008
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
NOTE: Mr P recently contacted Olivia Sketch, who is one of his Legendary Geo Hall of Fame former students. Her amazing Geography website is currently not functioning. Ms. Sketch said she will try to upload her superb Geography Website Project once again for students to use as a geography studying tool. SOMETHING TO CONSIDER: Perhaps you could create a similar Legacy Project (Final Project) to assist future students with their geography studies. Mr P is always looking for improvements to this class. For semester finals, students are given a choice of taking a Semester Final Exam or creating a Legacy Project. Any students interested in doing a Legacy Project must get approval from Mr. P. More information pertaining to Legacy Project will be discussed in the coming weeks.
- 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 10th, 2008
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 11th, 2008
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 12th, 2008
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 15th, 2008
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) Globe Game
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!
Friday, August 22, 2008
Greetings and welcome to 2008-2009 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 4th, 2008
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 5th, 2008
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 4th, 2008
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 5th, 2008
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
Tuesday, May 08, 2007
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
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, April 30, 2007
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 April 30, 2007
1) Atomic Bomb Essay Note Taking
2) Atomic Bomb Outlining and Researching
3) Atomic Bomb Class Discussion
HW:
a) WWII Pacific Packet 1-7 (Due Friday)
b) Atomic Bomb Final Essay (Due Friday)
c) Type up an essay rough draft and bring it to class tomorrow.
d) Atomic Bomb research documents & information will be available afterschool and at lunch all week in Mr P's room. Come on by if you'd like to do further research and take more thorough notes in order to write a high quality thought out essay.
TUESDAY May 1, 2007
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 Friday)
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)
WEDNESDAY May 2, 2007
1) 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) WWII Pacific Packet (Due Friday)
e) 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 3, 2007
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) WWII Pacific Packet
e) 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 4, 2007
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) WWII Pacific Packet (Due Friday)
e) 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)
MONDAY May 7, 2007
1) Schindler's List (Day 4) - Final Day
HW:
a) Schindler's Daily Questions - Entry #4 (Due Friday)
b) 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 April 30, 2007
1) Atomic Bomb Essay Note Taking
2) Atomic Bomb Outlining and Researching
3) Atomic Bomb Class Discussion
HW:
a) WWII Pacific Packet 1-7 (Due Friday)
b) Atomic Bomb Final Essay (Due Friday)
c) Type up an essay rough draft and bring it to class tomorrow.
d) Atomic Bomb research documents & information will be available afterschool and at lunch all week in Mr P's room. Come on by if you'd like to do further research and take more thorough notes in order to write a high quality thought out essay.
TUESDAY May 1, 2007
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 Friday)
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)
WEDNESDAY May 2, 2007
1) 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) WWII Pacific Packet (Due Friday)
e) 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 3, 2007
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) WWII Pacific Packet
e) 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 4, 2007
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) WWII Pacific Packet (Due Friday)
e) 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)
MONDAY May 7, 2007
1) Schindler's List (Day 4) - Final Day
HW:
a) Schindler's Daily Questions - Entry #4 (Due Friday)
b) 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!
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