World War I
December 15
Submit WWI Time Capsules and review for final exam.
Submit WWI Time Capsules and review for final exam.
Semester 1 Final Exam Study Guide | |
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December 11 and 12
Journal #17 In 1917, Germany resumed attacking American ships going to Europe as part of its blockade. In addition, the Zimmerman Telegram made it clear Germany was trying to get Mexico to join the Central Powers. In response to these developments, On April 7, 1917, the United States House of Representatives voted 373-50 to declare war on Germany and its allies and join WWI. One of the no votes was Jeanette Rankin of Montana, the first female member of Congress. She was called a traitor and bitterly criticized for her vote. Nevertheless, she took the time to respond to criticism and explain her position to her constituents. If you were a member of Congress in April 1917, would you have voted in favor or against the resolution to join WWI? How would you explain this vote to the citizens of your district? |
Jeannette Rankin of Montana, the first woman elected to Congress, giving a speech in 1917. (NY Times)
Ch. 13 Sec. 4 worksheet | |
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December 7 and 8
Journal #16 In our gallery walk, we learned about destructive technology such as submarines with torpedoes, chemical weapons, machine guns, blimps, airplanes, and bombs. Also we learned about life in the trenches, including boredom, lack of toilets or running water, body lice, other deadly diseases such as typhus, cholera, yellow fever and smallpox, constant wetness of trenches causing trench foot, trench rats eating human flesh and growing to the size of cats, and shell shock as a reaction to experiencing the destruction. Which of these aspects of life for soldiers in World War I horrifies you the most? Why? Explain. |
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December 5 and 6
Journal #15
As we have learned, nationalism was one of the causes of World War I. People from certain areas felt they were superior to those from other countries, and this made them more willing to fight over disagreements. But nationalism doesn't necessarily have to be seen as a bad thing. It can be a uniting factor, motivating people within a country to get along and work to accomplish goals that would improve the country.
Do you think that nationalism today is more of a good thing, or a bad thing? Why? Explain.
Journal #15
As we have learned, nationalism was one of the causes of World War I. People from certain areas felt they were superior to those from other countries, and this made them more willing to fight over disagreements. But nationalism doesn't necessarily have to be seen as a bad thing. It can be a uniting factor, motivating people within a country to get along and work to accomplish goals that would improve the country.
Do you think that nationalism today is more of a good thing, or a bad thing? Why? Explain.
Reality of WWI Presentation | |
File Size: | 1678 kb |
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Reality of WWI Packet | |
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Reality of War Gallery Walk Posters | |
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November 29 and 30
Journal #13 Should you always help your friend, no matter what he or she does? Is maintaining your own morals or maintaining a friendship more important to you? What might be long-term consequences of refusing to support your friend?
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November 27 and 28
Journal #12 Sometimes when historians look back at the early 20th century, they point to the alliance system in Europe as being one of the causes of the First World War. Why might a country wish to enter into an alliance with another country? Explain, what are some benefits of entering into an alliance? What are some dangers? Assignment: View the powerpoint. Using your textbook and info from the presentation, complete the Causes of WWI Worksheet and using colored pencils, fill in the map of Europe with the two sides of the war. |
Causes of World War I Presentation | |
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Causes of World War I Worksheet | |
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World War I Map of Europe | |
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Imperialism
November 16 and 17
Journal #11 The opening scene of the movie is a reenactment of Gandhi's assassination. Why would the director choose to begin a movie about Gandhi's life with his death? Describe the scene. Even if you knew nothing about Gandhi, what conclusions could you draw just from the details of the scene? |
The land in pink is all territory that was at one time a part of the British Empire.
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November 14 and 15
In the 1800s, wealthy Americans moved to the Kingdom of Hawaii and built very successful sugar plantations. These businessmen took advantage of Hawaii's favorable climate to grow massive amounts of sugar. This sugar could be imported to the United States duty-free (no taxes) because of the 1875 Reciprocity Agreement between The United States and the Kingdom of Hawaii. Hawaii's economy thrived and Hawaii became a wealthy place, however very dependent on the sugar industry.
In 1890, the United States Congress passed the McKinley Tariff Act which began taxing Hawaiian sugar at 50%. This crippled Hawaii's sugar industry and left many Hawaiians living in poverty. Around the same time, the King of Hawaii Kalākaua was given an ultimatum. Americans threatened to remove him from power or kill him if he did not agree to sign the "Bayonet Constitution," (given this nickname because it was signed against the King's will.) This constitution removed the King from having any real power and ensured that wealthy American land-owners would be in control of the Kingdom.
In 1891, King Kalakua died and Queen Liliuokalani became the monarch on Hawaii. She succeeded in restoring some power to the monarchy with favorable Hawaiian Supreme Court decisions which forced anti-Monarch elements in power to resign. Next, Queen Liliuokalni traveled around the islands on horseback speaking with the locals about what actions she should take to improve the economy and bring prosperity back to Hawaii. She considered instituting a lottery, legalizing the production opium, and convincing the Hawaiian legislature to pass a new Constitution that would reestablish control of the Monarch.
Journal #10
If you were Queen Liliuokalani, what actions would you pursue to try and bring some wealth back to Hawaii and help your people? Would you attempt to establish a Hawaiian lottery, legalize drug production, or pass a new Constitution to restore your power? Explain. What might be positive or negative consequences to taking this action?
In the 1800s, wealthy Americans moved to the Kingdom of Hawaii and built very successful sugar plantations. These businessmen took advantage of Hawaii's favorable climate to grow massive amounts of sugar. This sugar could be imported to the United States duty-free (no taxes) because of the 1875 Reciprocity Agreement between The United States and the Kingdom of Hawaii. Hawaii's economy thrived and Hawaii became a wealthy place, however very dependent on the sugar industry.
In 1890, the United States Congress passed the McKinley Tariff Act which began taxing Hawaiian sugar at 50%. This crippled Hawaii's sugar industry and left many Hawaiians living in poverty. Around the same time, the King of Hawaii Kalākaua was given an ultimatum. Americans threatened to remove him from power or kill him if he did not agree to sign the "Bayonet Constitution," (given this nickname because it was signed against the King's will.) This constitution removed the King from having any real power and ensured that wealthy American land-owners would be in control of the Kingdom.
In 1891, King Kalakua died and Queen Liliuokalani became the monarch on Hawaii. She succeeded in restoring some power to the monarchy with favorable Hawaiian Supreme Court decisions which forced anti-Monarch elements in power to resign. Next, Queen Liliuokalni traveled around the islands on horseback speaking with the locals about what actions she should take to improve the economy and bring prosperity back to Hawaii. She considered instituting a lottery, legalizing the production opium, and convincing the Hawaiian legislature to pass a new Constitution that would reestablish control of the Monarch.
Journal #10
If you were Queen Liliuokalani, what actions would you pursue to try and bring some wealth back to Hawaii and help your people? Would you attempt to establish a Hawaiian lottery, legalize drug production, or pass a new Constitution to restore your power? Explain. What might be positive or negative consequences to taking this action?
Legacy of Imperialism Project Directions | |
File Size: | 21 kb |
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Group Accountability Record | |
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Resources for imperialism research | |
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November 1 and 2
Journal #6 What does this photograph suggest about imperialism? What do you think happens to people that are conquered or colonized during the Imperial era? What benefits and disadvantages might the foreign rulers bring? Assignment: Complete the Motives for Imperialism - EMPIRE worksheet with information from the gallery walk.
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Photograph from 1888 of a gold mine in South Africa
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October 30 and 31
No Journal
Assignment: 1. Experience the Scramble for Africa through our competition to rearrange the classroom.
2. Read background essay "What was the Driving Force Behind European Imperialism in Africa" and complete the worksheet about the reading.
3. Complete and discuss the reverse side of the handout, "Is Imperialism Ever Justified."
No Journal
Assignment: 1. Experience the Scramble for Africa through our competition to rearrange the classroom.
2. Read background essay "What was the Driving Force Behind European Imperialism in Africa" and complete the worksheet about the reading.
3. Complete and discuss the reverse side of the handout, "Is Imperialism Ever Justified."
A map depicting the European powers' Scramble For Africa between 1880 and 1913
Background Essay Questions Worksheet | |
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Imperialism Background Essay | |
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Industrial Revolution
October 26 and 27
Journal #5 Autonomous vehicles are here! Should the California Department of Motor Vehicles allow a self-driving car to share the road with you as you drive? What are some benefits of this technology? What about some negative effects? Assignment: Take the Industrial Revolution Unit Test |
How an autonomous vehicle "sees" pedestrians and traffic
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October 24 and 25 Journal #4 What are two ways that the government regulates (controls) industry and business in the United States? What might happen if the government decided not to regulate businesses in that way? Assignments: 1. Rock, Paper, Scissors - Capitalism Game 2. On a separate piece of paper, answer the following questions:
3.. Read Capitalism vs. Socialism vs. Communism 4. Review Study Guide for Test on Monday/Tuesday 5. Finish all portfolio work, due Monday/Tuesday |
Karl Marx
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Capitalism vs. Socialism vs. Communism, What's the Difference? | |
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communism_vs_capitalism.ppt | |
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Industrial Revolution Study Guide | |
File Size: | 219 kb |
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October 20 and 23
Journal #3 If you were a 15 year old in the city of Manchester in England in 1815, would you attempt to change your working conditions at the coal mine? If so, how? Would you continue to work despite the dangerous and unhealthy conditions, join a workers' union, leave to try and go to school, or run away? Why? Assignment: 1. Draw a full picture of a man using as much detail as possible. Both your man's shirt and pants should have some pattern, logo, or designs. 2. Vote on the two best drawings. 3. Participate in Assembly Line activity 4. Complete the Advantages/Disadvantages of Assembly Lines handout on your own piece of paper |
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Industrial Revolution Part 2 Presentation | |
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October 16 and 17
Journal # 1
If you or your family moved from a rural (country) house into an urban city, how do you think your life would change? (Think about the available jobs might change, how you would get around, get your food, what the living conditions would be like, etc)
Journal # 1
If you or your family moved from a rural (country) house into an urban city, how do you think your life would change? (Think about the available jobs might change, how you would get around, get your food, what the living conditions would be like, etc)
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Quarter 1
September 28 and 29
No Journal
Assignment: On a separate piece of paper, write 5 facts about each of the revolutions that students are presenting. This will be turned in as the final assignment in our Portfolios.
No Journal
Assignment: On a separate piece of paper, write 5 facts about each of the revolutions that students are presenting. This will be turned in as the final assignment in our Portfolios.
September 26 and 27
Journal #3 Look at this painting of Napoleon Bonaparte What stands out to you about this painting? Why do you think the artist painted Napoleon in this way? Explain. OR Do you feel Napoleon was a hero that protected the ideals of the French Revolution and strengthened France, or a tyrant that betrayed the revolution's principles? Why? Explain. The Coronation of Napoleon, 1807 by Jacques-Louis David
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Napoleon Crossing the Alps, 1801 by Jacques-Louis David
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Assignment: In your group, create a presentation that accurately represents the pattern of your assigned revolution. Focus on the ways that your assigned revolution did and did not follow Crane Brinton's Anatomy of a Revolution. It should have no less than 10 slides of relevant and important information. Save it to Google Drive so that it is easy to log in and present next class.
Rubric - Group Revolution Presentations | |
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September 22 and 25
Journal #2 Out of all of the factors of the "incubation" phase, which do you feel provided the greatest motivation for French citizens to begin supporting and participating in the revolution? Why? Explain. (Think about how the Old Regime's Estate System which denied political power to the Third Estate, the Enlightenment philosophies in favor of personal liberties, the political weakness of King Louis XVI, and the cost of wars and lavish spending which resulted in high taxes.) Assignment: Complete the "Revolution Research" worksheet for your assigned revolution. Use the internet and your textbook to find the events of your revolution that match the pattern for revolutions described by Brinton in "Anatomy of a Revolution." Explain how each event contributed to your assigned revolution. The New York Times has info and links to useful websites to aid in your research: learning.blogs.nytimes.com/2011/02/08/revolt-comparing-historical-revolutions/?mcubz=3 |
The Tennis Court Oath
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Revolution Research | |
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September 20 and 21
Journal #1 If you were a member of the Third Estate living in Paris on July 14, 1789, would you have taken part in the Storming of the Bastille? Why or why not? What, if anything, would lead you to take part in a violent revolution? Explain in at least 5 sentences. Journals questions are worth 4 points each and are graded based upon length, quality of responses, and effort. Each response should be at least 5 sentences and take up a third to a half of your piece of paper. Assignment: Revolution Research Worksheet on either the American, Cuban, Cultural, Mexican, Russian, Iranian, or Haitian revolutions. |
Storming of the Bastille
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French Revolution Case Study Worksheet | |
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September 18 and 19
No Journal
1. On a note card write your own name in large letters, using a marker or sharpie if possible. On the back, number and answer the following questions:
No Journal
1. On a note card write your own name in large letters, using a marker or sharpie if possible. On the back, number and answer the following questions:
- Your name (again)
- Do you have any siblings? What are their first name(s), age(s) and grade(s)?
- Do you have any pets? What kind?
- What is your favorite subject in school?
- What language do you speak at home? Do you speak any other languages?
- What sports or clubs do you hope to become involved with?
- What is your favorite song?
- What do you want to do after high school?
Anatomy of a Revolution Presentation | |
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Anatomy of a Revolution Notes Worksheet | |
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French Revolution Summary Notes | |
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Chapter 16 and 17 Worksheets
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