Review, Russian Revolution & Age of Uncertainty

WELCOME BACK! 

1. REVIEW 1ST SEMESTER FINAL EXAM
2. WORLD WAR I REVIEW/POST WWI
3. RUSSIAN REVOLUTION INTRO (TENT.) PP. 430-439
HW READ P. 430-439

NOTES:
CH. 14 SEC. 1
CH. 14 SEC. 2


1. LAST OF CZARS

• WHY REVOLUTION BROKE OUT 1905?
• BOLSHEVIKS SEIZURE OF POWER
• CIVIL WAR
• LENIN
• POWER STRUGGLE AFTER LENIN

2. RUSSIAN REVOLUTION PPT

ANIMAL FARM AS AN ALLEGORY OF THE RUSSIAN REVOLUTION
1. ANIMAL FARM HAND-OUT GRAPHIC ORGANIZERS
2. ANIMAL FARM QUESTIONS

Stalin: Most Evil Men in History

1. Age of Uncertainty Notes
2. Person of the Decade Power Point Project

7.1. The Russian Revolution began as a result of oppressive rule, social inequalities, and ruthless treatment of peasants. Czar Nicholas II continued the czarist firm rule, but began a program to build Russian Industries.

7.2. Although there was industrial progress in Russia, working conditions and exploited workers looked toward revolutionary movements.

7.3. Between 1904 and 1917, the Czar and Russia faced a series of crises that revealed the czar’s weakness and paved the way for revolution.

7.4. After returning from exile, Lenin and the Bolsheviks gained control of Russia and began to rebuild a new nation.

7.5. After the death of Lenin, Joseph Stalin seized control and transformed the Soviet Union into a totalitarian state.

7.6. Up to WWI, society believed the Enlightenment ideals that progress should continue and reason would prevail.  The horrors of WWI changed the way people viewed the world through literature, art and intellectual life.

7.7. Also, the horrors of WWI lead to disillusionment in the arts.

7.8. WWI impacted the politics and economies of nations in Europe and in America.

7.9. The economic crisis of the Great Depression led to the loss of democracy in some countries.  In Germany, people turned to strong ruler, Adolf Hitler, to try to solve their economic problems.

7.10. Social unrest and disappointment in the Treaty of Versailles led to the rise of Mussolini and Fascism in Italy.

7.11. Dictators took control of other European countries; only in nations with strong democratic traditions (Britain, France, and the Scandinavian countries) did democracy survive.

7.12. Fascism/Nazism and Communism are two different totalitarian political systems with some common characteristics.

Imperialism Unit

Imperialism Unit Content Folder

1. Debrief Motives of Imperialism (Review bold print items on hand-out)
2. Imperialism Book

Hand-outs on Imperialism with Quick-writes (click on titles to access hand-outs):
Roots of Racism
Opium Wars
Suez Canal
Perry Opens Japan


Study Guide For Imperialism Test (Unit 4): Imperialism (Causes/Effects), Berlin Conference, Resistance to Imperialim, Industrialization and Imperialism connections, Africa and Imperialism (causes/effects), China/Imperialism (Opium War, Boxer Rebellion, Open Door Policy), Imperialism/Subjugation, India/Imperialism (Sepoy Mutiny), U.S./Imperiliasm, Social Darwinism, Direct and Indirect Control (Ch. 11 sections 1-5, Ch. 12 Sections 1-4, Ch. 8 section 1)

WWI Content

Introduce WWI Ch. 13 sec. 1 (Get notes by clicking title)
Who Caused WWI Activity (Click title for hand-outs)
WWI Battles Activity-Prediction Cycle Map -- http://www.pbs.org/greatwar/maps (WWI Web-site) Major Turning Points of WWI
Human Costs of War and Colonial Contributions Versailles Activity
Ch. 13 section 4 Notes "A Flawed Peace"


WWI STANDARDS/OBJECTIVES: CH. 13

6.1.  M. The arms race led to a concentration on large armies and the ability to mobilize quickly for war.  Militarism was a policy that came from glorifying military power and maintaining an army prepared for war. (364)

6.2. A.  Growing international rivalries led the nations to make military alliances.  Ironically, this Alliance system was to keep peace in Europe. (364-365)

6.3. I. Imperialism and the competition among European nations over colonial holdings in Asia and Africa fueled rivalries. (363)

6.4. N.  Many people of Europe joined groups to work for peace.  A result of these groups is the developing force of a unifying movement known as Nationalism.  (363)

6.5. SPARK: The Balkan Peninsula was home to an assortment of ethnic groups with nationalist and ethnic disputes. The Balkans was known as the “powder keg” of Europe. (365-366)

6.6.  National goals and interest combined with the complex system of alliances divide European nations between the Central Powers and the Allies.

6.7.  One European nation after another was drawn into a large and industrialized war that resulted in many casualties on many battlefronts.  WWI battles spread to several continents and required the full resources of many governments, including colonies. (367-371)

6.8.  Germany’s attacks on passenger ships and a German plot bring the US into the conflict. (373-376)

6.9.  WWI becomes a total war, and governments take control of national economies. (373-376)

6.10. In 1917, the United States entered the US on the side of the Allies.  War-weary Russians no longer supported the Russian Czar and the war; Communists seized the Russian government. (376, 390-394)

6.11. After winning the war, the Allies dictated a harsh peace settlement that left many nations feeling betrayed.  (380-383)

6.12. After The Great War, peace was uncertain because the treaty satisfied no one. The war had made a major impact on the world. (382-383)

Industrial Revolution Unit 3 Week 10/11/-10/26

Industrial Revolution Unit 3

Industrial Revolution Vocabulary 
Industrial Revolution Hand-outs
Industrial Revolution Group Invention Project
Industrial Revolution Quizzes

Ch. 9 Sec. 1 PPT
Ch. 9 Sec. 1 Notes

Ch. 9 Sec. 2 PPT
Ch. 9 Sec. 2 Notes
Effects of Industrialization

Ch. 9 Sec. 3 PPT
Ch. 9 Sec. 3 Notes
Industrial Revolution Flow-Chart

Ch. 9 Sec. 4 PPT
Ch. 9 Sec. 4 Notes 
Analyzing Key Concepts: Capitalism, Socialism & Communism

Industrial Revolution Summary
Unit 3: Ch. 9 Study Guide
Unit 3 Ch. 9 Practice Test

Remind 101 Sheet

Current Events Make-up Assignment:
1. Get an article from online or the newspaper or magazine (if online just write link to specific article on page)
2. Summarize article in 1 paragraph
3. Writer your Reaction/Reflection in 1 paragraph to the article

Week of 9/17-Oct. 5

Sept. 17-28
Remind 101 Sheet

Current Events Make-up Assignment:
1. Get an article from online or the newspaper or magazine (if online just write link to specific article on page)
2. Summarize article in 1 paragraph
3. Writer your Reaction/Reflection in 1 paragraph to the article


Important Historical Document Analysis (Document Vocabulary)
Task: Analyze/Summarize key principles in the following documents:
1. Magna Carta
2. English Bill of Rights
3. Declaration of Independence
4. U.S. Bill of Rights
For each document write the following:
Top Flap
When the Document was written?
Which country did the document develop in?
Who was the document written for?
For each document you will write 3-4 main ideas/principles that the document has:

Bottom Flap

Main Idea/Principle (use principle's from list of 8)
Main Idea/Principle (use principle's from list of 8)
Main Idea/Principle (use principle's from list of 8)

Unit 2 French Revolution
Assignments:
French Revolution Vocabulary Worksheet

French Revolution Chapter 7 Section 1 Notes & Power Point
French Revolution Political Cartoon
French Revolution Journal (see below)

Old Regime---Journal Entry

• Write about what life was like under the old Regime (as a peasant, clergy member, noble or part of the royal court) by discussing the conditions, the financial crisis, other factors, and what should be done to resolve the problems of France prior to outbreak of the French Revolution.

Sept. 28-Oct. 5
French Revolution Chapter 7 Section 2 Notes & Power Point (Quiz Fri. Oct. 5)

****Absent students on one of the two video days will complete the following: p. 243; Writing About History (Only complete the first four bullets on this assignment)

**EACH JOURNAL ENTRY MUST BE 5-8 SENTENCES LONG AND BASED ON THE FOLLOWING:

1. REVOLUTIONARY (FIRST BULLET)

2. A WOMAN DURING THIS TIME PERIOD (2ND BULLET)

3. A SPECTATOR OF THIS EVENT (3RD BULLET)

4. A SUPPORTER OF ROBESPIERRE (4TH BULLET)

Napoleon Chapter 7 Section 3 Notes & Power Point  (same as section 4)
Napoleon Chapter 7 Section 4 Notes & Power Point
Napoleon Worksheet Hero or Villain

Congress of Vienna Chapter 7 Section 5 Notes & Power Point


French Revolution Documentary Worksheet (must be in class to complete if you are absent you will have to do an alternate assignment)



Chapter 7 French Revolution Study Guide
Chapter 7 Practice Test

Objectives:

1. Compare the major ideas of philosophers (e.g., John Locke, Charles-Montesquieu, Jean-Jacques Rousseau, Simon Bolivar, Thomas Jefferson, James Madison).

2. Compare the effects of the major ideas of philosophers (look at names in objective II) on the democratic revolutions in England, the United States, France, and Latin America.

3. List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791).

4. Compare the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791)

Week of 9/4-7 & 9/10-15

9/5

1. Enlightenment PPT

2. Enlightenment Foldable Assignment & Enlightenment Foldable Sheet

Directions: Enlightenment Foldable

Each student will receive two sheets of paper with bold and dotted lines

Cut ONLY the BOLD lines------Fold the lines that go horizontally

You will have 8 folded pieces of paper (7 philosophers and 1 core beliefs)

The 7 philosophers are from your worksheet:

John Locke
Thomas Hobbes
Jean Jacques Rousseau
Mary Wollstonecraft
Cesare Beccaria
Baron de Montesquieu
Voltaire
On the front of the folded paper, you will color a picture of each philosopher.

In the inside (right side) you will write each philosopher’s main ideas and significance.

The last foldable will be the philosophes 5 core beliefs. You will write each belief on the front and then write their definition on the right inside page. (located on pg 196) After you have colored and written all the information you may glue your folded papers to the main page.

American Revolution Notes

9/7

1. Work on Enlightenment Foldable

Chapter 6 Note Worksheets

Section 1

Section 2

Section 3

Section 4

Unit 1 Test 9/13 
Practice Test Link


Test Study Guide Items

Greco-Roman Ideas (Main contributions to democracy)
Aristotle
Plato
Socrates
Republic (government)
democracy
direct democracy
Senate
12 Tables
Judeo-Christian Ideas (Main contributions to democracy)
10 Commandments
Morals/Ethics
Views of Individual, Views on Law
English History of Democratice Ideas (11 timeline items from Timeline focus on key points highlighted in class)
Enlightenment Philosophers Main Ideas (especially their impact on democracy)
All 7 philosophers on your foldables
5 Core beliefs of philosophers
American Revolution (Causes, Effects, Democratic ideas)
Thomas Jefferson
Declaration of Independence
U.S. Constitution
Bill of Rights
Federal System
James Madison
pp. 5-30, pp. 180-183, pp. 195-211 (pages that we have covered)

The test will be 30-40 Multiple Choice Questions. If you review your notes & you have been keeping up with your work you should have no problem doing very well on the test.

Weeks of 8/20-8/24 & 8/27-31

Sign-Up for Remind 101 so you will always know whats going on! Just click to your left.

August 21:

* Hand-in Primary Source Activity

1. Judeo-Christian Ideas pp. 12-17 (click to your right for notes)

August 23:

1. Greco-Roman/Judeo-Christian Quiz pp. 5-21
2. Greco-Roman & Judeo-Christian Chart

3. Development of Democracy in England (pp. 18-23 and pp. 180-183) click on title for PPT

*Timeline Activity (Democracy in England)

HW: Collect images for your timeline (bring to class 8/27)

August 27
*Collect Current Events
Make-up current event directions: use online or paper media source to find an article. Write 1 paragraph summary and 1 paragraph reflection/reaction to the article. If it is a newspaper clip out article and staple it to current events sheet. If it is a online source write link to article on paper.

1. Continue/Complete *Timeline Activity (Democracy in England)
*Development of Democracy in England Notes Prologue
*Development of Democracy in England Notes Ch. 5 sec. 5

2. Renaissance, Reformation, Scientific Revolution (Tentative)

August 29
1. Finish Timelines & Hand-in/debrief 

August 31
1. Finish Timelines & Hand-in/debrief 
2. Enlightenment Notes & Hand-out

Items Below are Postponed until next week:
3. Enlightenment Foldable Assignment & Enlightenment Foldable Sheet

4. American Revolution Notes

Week of 8/8-10 & 8/13-17

Welcome World History Students. There will be additional information here as the week progresses. You should familiarize yourself with this sight so you know how to access whatever you need for our class. Thanks and Good Luck this year! Mr. Neal

August 9
1. Introduction to class
2. Syllabus (click on syllabus)

August 13:
1. Parent Slip Signed (hand-in)
2. Time Capsule Activity
3. Island Activity

August 15:
1. Greco-Roman Notes pp. 5-11 (click on notes)

2. Greek Philosophers (Hand-out--click on philosophers)

3. Group Government Posters

August 17:
1. Judeo-Christian Ideas pp. 12-17 (click to your right for notes)

2. Greco-Roman & Judeo-Christian Chart

3. Letter or Illustration Activity (Greco Roman & Judeo-Christians See Below)

Judeo-Christian/Greco Roman Activity: SELECT ONE OF THE OPTIONS BELOW:

Write a letter to one of the following: Socrates, Plato, Aristotle, Justinian, Pericles, Moses, Jesus, etc...

2 qualities you admire

2 Ideas you agree with

2 Ideas you disagree with or do not understand

OR

Illustrate the principles of the Roman Republic & the Development of Greek Democracy or Judeo-Christian Ideas (ex. Documents, ideas, etc)

Ex. Thematic picture, political cartoon etc.

Due 8/17

August 21
1. Hand-in Greco-Roman/Judeo-Christian Activity

2. Judeo-Christian/Greco-Roman Quiz

3. TBA

1.1. Ancient Greek views of law, reason and faith, and the duties of the individual influence Western political thought.

1.2. Ancient Roman views of law, reason and faith, and the duties of the individual influence Western political thought

1.3. Judeo-Christian views of law, reason and faith, and the duties of the individual influence Western political thought.

1.4. Plato’s Republic influenced the development of Western political ideas.

1.5. Aristotle’s Politics influenced the development of Western political ideas.

week of May 21-25

May 21-25
1. Tournament of Champions Selections
2. Tournament of Champions

2.Pearl Harbor (History vs. Hollywood)

Task: Create a chart contrasting 3 historical facts to 3 movie facts. Show how the movie either demonstrates or does not demonstrate the correct depicition of what occurred in history. At the end write 3-4 sentences about Hollywood and how they either do a great job, average job or misrepresent different historical events.

May 24-25
1. Books are due.

2. World History Final Exam:
A. Chapter 13 section 5: Treaty of Versailles (Paris Peace Conference), WWI Consequences
B. Chapter 14 Russian Revolution
C. Chapter 15 Rise of Totalitarian Dictators, Aggressors on the March, Pre-Cursors to WWII
D. Chapter 16 WWII
E. Chapte 17 Cold War
F. Chapter 18 Middle East Crisis
G. Chapter 19 Cold War: East Europe/Soviet Union
H. Chapter 20 Post Cold War World and Modern Issues

Week of May 14-18

May 14-15
1. Current Event Activity:

Utilize an online newspaper and complete 3 news article assignments. All questions should be answered in complete sentences. News Article Task:

š     Name of Article & Source (name of news link)

š     Summarize the article in 6-10 sentences

š     Write a 3-5 sentence explanation about how the article will impact peoples lives in a positive or negative manner (or both).

š     Write 3-5 sentence explanation about how the contents of the article may have an impact on your life personally.

2. Tournament of Champions Selections

3. Debrief Articles

May 16-17

1. Pearl Harbor (History vs. Hollywood)
Task: Create a chart contrasting 3 historical facts to 3 movie facts. Show how the movie either demonstrates or does not demonstrate the correct depicition of what occurred in history. At the end write 3-4 sentences about Hollywood and how they either do a great job, average job or misrepresent different historical events.

Week of May 7-11

May 7
1. Current Event Activity (news articles)

2. Current Event Activity:

Utilize an online newspaper and complete 3 news article assignments. All questions should be answered in complete sentences. News Article Task:

š     Name of Article & Source (name of news link)

š     Summarize the article in 6-10 sentences

š     Write a 3-5 sentence explanation about how the article will impact peoples lives in a positive or negative manner (or both).

š     Write 3-5 sentence explanation about how the contents of the article may have an impact on your life personally.

May 8-11
1. In class Country Presentations
2. Class discussion on presentations
HW complete current event articles and bring next week (see directions above)

Week of April 30 to May 4

Extra-Credit Night: May 4th Attend Teachers vs. Seniors Basketball Game & Alumni Game at 6 pm and earn extra-credit or an opportunity to make-up an assignment.

April 30 Period 3
1. Conclude Hotel Rwanda & Answer the following questions:
A. Write example(s) of propaganda from the film.
B. What role does or should the United Nations have played in Rwanda?
C. Who is responsible for the atrocities that occurred in Rwanda (a group, person, etc)? Explain why.
D. Identify and describe 2 Themes from the film.
2.  Continue Working on  Country Report Presentation Dates Week of May 7-10

May 1 Periods 2 and 4
1. Computer Lab (work on Country Report)

May 2 Period 3
1. Holocaust Survivor
2. Discuss Famous individuals assignment
3. Assign presentation dates for next week May 7-10
4. Current Event Activity (tentative)

May 3 Periods 2 and 4
1. Continue/Conclude Hotel Rwanda

A. Write example(s) of propaganda from the film.

B. What role does or should the United Nations have played in Rwanda?

C. Who is responsible for the atrocities that occurred in Rwanda (a group, person, etc)? Explain why.

D. Identify and describe 2 Themes from the film. 

2. Current Event Activity:

Utilize an online newspaper and complete 3 news article assignments. All questions should be answered in complete sentences. News Article Task:

š     Name of Article & Source (name of news link)

š     Summarize the article in 6-10 sentences

š     Write a 3-5 sentence explanation about how the article will impact peoples lives in a positive or negative manner (or both).

š     Write 3-5 sentence explanation about how the contents of the article may have an impact on your life personally.

š

May 4 Period 3
1. Computer Lab (work on country report)

Week of April 23-27

April 23-27

1. Comprhensive Review Guide
2. CST Testing (Good Luck!!)
3. Assign Country Report Presentation Dates Week of May 7-10

April 26
Period 3
1. Hand-in Comprhensive Review Guide
2. Assign Country Report Presentation Dates Week of May 7-10
3. TBA

April 27
Periods 2 and 4 in Computer Lab

Week of April 16-20

4/16
1. Soviet Leaders during Cold War
2. Soviet Economy Collapses

4/17-18
CST Testing
1. Review World History Standards for CST exam

4/19
1. World History Comphrensive Review Worksheet

4/20
1. Hand-in Eastern European Newspaper
2. Soviet Economy Collapses Activity
3. World History Comphrensive Reveiw Worksheet

Week of April 9-13

4/9-4/10
1. Hand-in Spring Break homework
2. Cold War Beyond Europe Political Cartoons (in class)
HW: Read and Review Cold War Beyond Europe Events

4/11-12
1. Conclude Cold War Beyond Europe
2. Cold War Thaws
3. Eastern European Independence Movements Newspaper Article
4. Collapse of the Soviet Union Comic Strip Activity (period 3 only) click on title
HW: Read and Review Eastern European Independence Movements
HW: Comprehensive Review Study Guide (All Units)
Unit 8 (Cold War Test) 4/19-20

4/13
1. Collapse of the Soviet Union Comic Strip Activity
HW: Comprehensive Review Study Guide (All Units)
HW: Comprehensive Review PPT (All Units)
HW: Comprehensive Review Site by New York Regents (click on title)

Directions: Extra-Credit For Semester Due April 12 & 13 (Check your odd or even day)

Movie CHOICES LOCATED ON SYLLABUS 

Directions:

For each film, complete a typewritten reflection that includes the following:

Part I: A two paragraph (6-8 sentences each) summary of the historical events, people, eras, and/or themes the film seeks to portray.

Part II: A two paragraph (6-8 sentences each) reaction as to how useful the movie was in increasing your understanding of the historical events, people, eras, and/or themes. Please explain your reaction and provide reasons for your assessment of the film's portrayal.

Spring Break Assignment

A & B  STUDENTS (Click on your grade to your left)

• Review the questions listed on the hand-out above. You do not have to do any physical work to hand-in. Enjoy your break

C STUDENTS (CLICK on your grade to your LEFT)

• On hand-out go to page listed and write out the question and the answer to the questions. 

D/F STUDENTS (Read Below)

• In addition you must complete the following Chapter Reviews (Ch. 12, 13, 14, 15, 16, 17, 18, 19, 20) #'s 1-18 or 1-20 (whichever is listed in chapter reviews)
• Chapter Reviews (not section reviews) are at the end of each Chapter.
• All answers must be in complete sentences and numbered correctly. 

Week of Mach 19-23 Cold War Continued

Cold War Web-Site with Resources: http://web.mac.com/gileshill/history_at_hand/History_at_Hand.html

MARCH 19/20 Due: Roots of Cold War Activity: Cold War Speech or Metaphor Illustration

COLD WAR METAPHOR OR COLD WAR SPEECH (ASSIGNMENT)

COLD WAR POWER POINT

1. China Post World War II (pp. 538-541)

2. Mao-Zedung

3. Korea & Vietnam War

4. Create a illustrative chart comparing and contrasting the Korean and Vietnam Wars

MARCH 21/22 

1. Cold War Beyond Europe Activity in class

Spring Break Review Assignment (Coming later in Week)

Comprehensive Review Site by New York Regents (click on title)

Directions: Extra-Credit For Semester Due April 9 & 10 (Check your odd or even day)

Movie CHOICES LOCATED ON SYLLABUS 

Directions:

For each film, complete a typewritten reflection that includes the following:

Part I: A two paragraph (6-8 sentences each) summary of the historical events, people, eras, and/or themes the film seeks to portray.

Part II: A two paragraph (6-8 sentences each) reaction as to how useful the movie was in increasing your understanding of the historical events, people, eras, and/or themes. Please explain your reaction and provide reasons for your assessment of the film's portrayal.

WEEK OF MARCH 12-16 (Cold War)

MARCH 12/13
1. COLD WAR EVENTS MAP ACTIVITY (IN CLASS)
2. COLD WAR METAPHOR OR COLD WAR SPEECH (ASSIGNMENT)
COLD WAR POWER POINT
Web-Site with Resources: http://web.mac.com/gileshill/history_at_hand/History_at_Hand.html

MARCH 14/15 (Moved to Next week)
1. China Post World War II
2. Mao-Zedung

MARCH 16/19 (moved to next week)
1. Korea & Vietnam War
2. Create a chart comparing and contrasting the Korean and Vietnam Wars

Directions: Extra-Credit For Semester Due April 9 & 10 (Check your odd or even day)
Movie CHOICES LOCATED ON SYLLABUS 

Directions:

For each film, complete a typewritten reflection that includes the following:

Part I: A two paragraph (6-8 sentences each) summary of the historical events, people, eras, and/or themes the film seeks to portray.

Part II: A two paragraph (6-8 sentences each) reaction as to how useful the movie was in increasing your understanding of the historical events, people, eras, and/or themes. Please explain your reaction and provide reasons for your assessment of the film's portrayal.

Comprehensive Review Site by New York Regents (click on title)

9.1. The struggles between the US and the USSR were called the Cold War.  After WWII, US and USSR goals differed.  Many countries supported one superpower or the other. (17:1)

9.2. Nationalist and Communists fought for power in China.  During WWII, both parties fought against the Japanese.  After WWII, a civil war was fought over political and economic power.   (17:2)

9.3. The Cold War developed into heated wars as the two superpowers struggled to control spheres of influence, including Korea and Vietnam. (17:3)

9.4. After WWII, the world’s nations were grouped into three different groups: First, Second, and Third World nations.  (17:4)

9.5. The Soviet Union continued to dominate Eastern Europe; however there were active protests, a split with Communist China, a softening of Cold War tensions, and then a retreat from détente. (17:5)

9.6. Under the Soviet leader Mikhail Gorbachev, the Soviet Union began a policy of glasnost. Many European Communist nations reformed. (19:3)

9.7. While revolution was sweeping Eastern Europe, the Soviet Union, Yugoslavia, and Czechoslovakia had serious troubles.  (19:4)

9.8. China began to experiment with capitalism, but refused to allow attempts to allow democratic practices. (19:5)

Week of March 5-9 (WWII Test Week)

WWII STUDY GUIDE ITEMS: CAUSES OF WWII, MUNICH PACT/CONFERENCE, APPEASEMENT, D-DAY, BATTLE OF STALINGRAD, BATTLE OF BRITAIN, YALTA CONFERENCE, BATTLE OF MIDWAY, PEARL HARBOR, BATTLE OF BULGE, BLITZKRIEG, WINSTON CHURCHILL, GENERAL DOUGLAS MACARTHUR, HARRY TRUMAN, EMPEROR HIROHITO, NUREMBURG LAWS, RAPE OF NANKING, ITALIAN/GERMAN AGGRESSION, FINAL SOLUTION (EXAMPLES), JAPANESE INTERNMENT CAMPS, TEHRAN CONFERENCE, ERWIN ROMMEL, MEIN KAMPF

March 5-6
1. Pacific Campaign Facebook Worksheets
2. World War II Conferences Worksheet
3. Devastation of Europe & The Decision to Drop the Atomic Bomb
4. WWII (PowerPoint) Review

March 7
1. Devastation of Europe & The Decision to Drop the Atomic Bomb
2. WWII Review

March 8-9
1. WWII Test
2. Introduce the Cold War

EXTRA-CREDIT MOVIE REFLECTION: Due April 9 & 10th (no late reflections accepted)
SYLLABUS

Directions:

For each film, complete a typewritten reflection that includes the following:

Part I: A two paragraph (6-8 sentences each) summary of the historical events, people, eras, and/or themes the film seeks to portray.

Part II: A two paragraph (6-8 sentences each) reaction as to how useful the movie was in increasing your understanding of the historical events, people, eras, and/or themes. Please explain your reaction and provide reasons for your assessment of the film's portrayal.

Week of Feb. 27-March 2

Feb. 27/Feb. 28
1. View the film "The Boy in the Striped Pajamas" (Click on title for movie questions)
2. Ch .16 sec. 4 "WWII Allies Advancement" (CLICK ON WWII)

Feb. 29/March 1
**Quiz Ch. 16 sec. 3 Holocaust
1. I am Poem Due (March 1)
2. Ch. 16 sec. 4-5 (WWII)

March 2/March 5
**Quiz Ch. 16 sec. 4
                                                     1. I am Poem Due (March 2)
                                                     2. Ch. 16 sec. 5 continued (WWII)

I am Poem (Click for attachment) DUE MARCH 2--EVEN CLASSES/MARCH 1-ODD CLASSES
Children of the Holocaust (Click to left for link)
Choose a child whose last name starts with the same letter as yours. Read about their life and experience of the Holocaust. Complete the I Am Poem below from their prospective.

Unit 7 Test WWII (Chapter 15 sec. 3-4 and Ch. 16 all sections) March 6 & 7th 

 

Week of Feb. 21-24 WWII

Feb. 21/22
Even day classes will take quiz on Ch. 16 sec. 1 on Tuesday
1. Japan's Pacific Campaign
2. U.S. enters the war
3. Stages of the Holocaust

Feb. 23/24
1. Stages of the Holocaust (Click and scroll down for Ch. 16 sec. 3 notes)
2. I am Poem (Click for attachment) DUE MARCH 2--EVEN CLASSES/MARCH 1-ODD CLASSES
3. Children of the Holocaust (Click to left for link)
Choose a child whose last name starts with the same letter as yours. Read about their life and experience of the Holocaust. Complete the I Am Poem below from their prospective.


4. The Wave (based on 1967 Palo Alto, CA High School experiment) 

Week of Feb. 14-17

Feb. 14/15
**Rape of Nanking
1. WWII PPT
Continued (Response Activity)
2. Invasion of France, Battle of Britain & Invasion of Soviet Union Activity (In class)
Choose One of the following Options:
Battle of Britain Option

¨Write a scenario with dialogue for a family who has taken shelter in the London subway from aerial bombing during the Blitz of 1940.  What are the parents saying to the children? What are the children asking their parents? How are the parents answering? The scenario should have enough dialogue so that the listener understands the emotions (example: fear, trepidation, anger, etc.) that the British might have felt during the Battle for Britain.

Invasion of the Soviet Union Option

Write a short dialogue, that illustrates a conversation between a Russian soldier and a German soldier.  The Russian soldier is willing to fight for Hitler against the Russian Army and Stalin, but the German soldier does not want to let him.  (Be as detailed as possible so we know what is the driving  force behind their decisions.)

Feb. 16/17
1. World War II Quiz (Ch. 16 section 1)
2. World War II Continued (Ch. 16 section 2)

**State of Deception: The Power of Nazi Propaganda (Visit Site)

Video Below: The Making of A Nazi (cartoon)

Der Fuhrers Face (Disney Cartoon)