(All grades have been converted to the 7-point scale).
AP HUMAN GEOGRAPHY:
Average score: 90 (B)
Top scorers: Caleb, Lawton, Sydney
HONORS WORLD HISTORY:
1st hour:
Average score: 86 (B-)
Top scorers: Lauren, McKenzie, Corey, Sam
2nd hour:
Average score: 92 (B+)
Top scorers: Shane, Lawton, Logan, Anna, James (all 100%)
7th hour:
Average score: 85 (B-)
Top scorers: Keels, Morgan, Mason
ENRICHED WORLD HISTORY:
5th hour:
Average score: 85 (B-)
Top scorers: Aaron, Ryan, Addison
6th hour:
Average score: 78 (C-)
Top scorers: Jake, Josh, Jonathan
Congratulations on completing 9th grade, and thank you all for a great year! Please feel free to email and say hello at any time.
Sincerely,
--Mr. M
Wednesday, June 1, 2011
Friday, May 20, 2011
ENRICHED + HONORS: Final exam study guide
The study guide for the Honors World History exam is here.
While I do not have an electronic copy of the Enriched study guide to upload, it is just a shortened version of the Honors study guide, so that will work if you need it until you get another copy of the handout.
Good luck, and happy studying! Remember that Cold War reading notes are due Tuesday, and Tuesday is also the non-negotiable LAST day to turn in any late work or extra credit. Feel free to email me if you have any questions.
Wednesday, May 18, 2011
ALL: Summer opportunity: Free half-day economics seminar in Auburn, Alabama 6/10
Students who enjoy social studies, want to learn more about economics (which you take next year), and want a credential to add to their resumes and college applications should consider the following opportunity:
Auburn, Alabama
How Markets Work: High-School Seminar in Auburn (Sponsored by Jeremy Davis)
June 10, 2011Auburn, Alabama
"The Mises Institute educates young students through our website and publications. Here is a half-day seminar just for high-school students...
There is no charge at all for this event for high-school students and their chaperones/teachers. It does provide an excellent introduction to the whole field of economics and why it matters to understand history and society and the ups and downs of civilization itself. Without economic understanding, we are left without a critical tool for understanding vast amounts of the social sciences.
The high-school years are the perfect time to begin to introduce economic logic as a discipline. But too often, economics is presented as if it has nothing to do with real life. In fact, it is important to every area of life, as this seminar will show.
Come join us to discover the theory and application of such critical concepts in economics as exchange, opportunity cost, the division of labor, entrepreneurship, and inflation.
Sessions take place in Condon Lecture Hall of the Mises Institute, 518 West Magnolia Avenue, Auburn, Alabama. Go here for driving directions."
There is no charge at all for this event for high-school students and their chaperones/teachers. It does provide an excellent introduction to the whole field of economics and why it matters to understand history and society and the ups and downs of civilization itself. Without economic understanding, we are left without a critical tool for understanding vast amounts of the social sciences.
The high-school years are the perfect time to begin to introduce economic logic as a discipline. But too often, economics is presented as if it has nothing to do with real life. In fact, it is important to every area of life, as this seminar will show.
Come join us to discover the theory and application of such critical concepts in economics as exchange, opportunity cost, the division of labor, entrepreneurship, and inflation.
Sessions take place in Condon Lecture Hall of the Mises Institute, 518 West Magnolia Avenue, Auburn, Alabama. Go here for driving directions."
More information: http://mises.org/events/151
Tuesday, May 17, 2011
ENRICHED: Deadlines and Reminders, 5/17
Enriched Deadlines:
Weds 5/18 - World War II "Global Conflict" reading notes due
Fri 5/20 - World War II timeline due; test corrections due
Tues 5/24 - The Nuclear Age: Cold War reading notes due; last day to turn in any late/missing work
A study guide for the final exam will be passed out tomorrow. The final exam will cover the following topics:
* = Especially large portion of exam
-Renaissance
-Reformation
-Age of Exploration
-Scientific Revolution
-Enlightenment
-French and American Revolutions
-Imperialism
-World War I*
-Post-WWI depression and the rise of fascism*
-World War II*
-Cold War*
Weds 5/18 - World War II "Global Conflict" reading notes due
Fri 5/20 - World War II timeline due; test corrections due
Tues 5/24 - The Nuclear Age: Cold War reading notes due; last day to turn in any late/missing work
A study guide for the final exam will be passed out tomorrow. The final exam will cover the following topics:
* = Especially large portion of exam
-Renaissance
-Reformation
-Age of Exploration
-Scientific Revolution
-Enlightenment
-French and American Revolutions
-Imperialism
-World War I*
-Post-WWI depression and the rise of fascism*
-World War II*
-Cold War*
HONORS: Deadlines and reminders, 5/17
Deadlines:
Weds 5/18 - World War II reading notes due
Fri 5/20 - World War II timeline due; test corrections due
Tues 5/24 - The Nuclear Age: Cold War reading notes due; last day to turn in any late/missing work; Big Era 9 optional extra credit reading notes due
A study guide for the final exam will be passed out tomorrow. The final exam will cover the following topics:
* = Especially large portion of exam
-Renaissance
-Reformation
-Age of Exploration
-Scientific Revolution
-Enlightenment
-French and American Revolutions
-Imperialism
-World War I*
-Post-WWI depression and the rise of fascism*
-World War II*
-Cold War*
Weds 5/18 - World War II reading notes due
Fri 5/20 - World War II timeline due; test corrections due
Tues 5/24 - The Nuclear Age: Cold War reading notes due; last day to turn in any late/missing work; Big Era 9 optional extra credit reading notes due
A study guide for the final exam will be passed out tomorrow. The final exam will cover the following topics:
* = Especially large portion of exam
-Renaissance
-Reformation
-Age of Exploration
-Scientific Revolution
-Enlightenment
-French and American Revolutions
-Imperialism
-World War I*
-Post-WWI depression and the rise of fascism*
-World War II*
-Cold War*
Monday, May 16, 2011
HONORS + ENRICHED: Last-minute extra credit opportunities
All extra credit must be turned in no later than Weds, 5/25.
HONORS:
-Optional reading notes on Big Era 9 (1945-present).
-Extra work / going above and beyond on WWII timeline assignment.
-Optional map test with final exam.
ENRICHED:
-Extra work / going above and beyond on WWII timeline assignment.
-Optional map test with final exam.
HONORS:
-Optional reading notes on Big Era 9 (1945-present).
-Extra work / going above and beyond on WWII timeline assignment.
-Optional map test with final exam.
ENRICHED:
-Extra work / going above and beyond on WWII timeline assignment.
-Optional map test with final exam.
ENRICHED: 1800s + WWI test corrections
All test corrections are due Friday, 5/20. You must attach a copy of your original test to the corrections to receive credit - no exceptions! If you've lost the original test, you will need to do corrections for the entire test.
Test corrections offer students an opportunity to earn back up to half of the points they missed (excluding the map section) and dramatically improve their grade. Standards for test corrections are very high - "winging it" or rushing isn't enough; I have to see clear evidence that you have invested additional time in understanding the concept tested in order to give you credit.
-**IMPORTANT: If you use an online dictionary or other source, you must put the definition in your own words and cite the source - anything else is plagiarism and will receive no credit. The only sources you should need are the study guide and the reading packets.**
-For each matching question you are correcting, provide a definition in your own words of the key concept listed below as well as either (a) an extended explanation (more detail) of that concept or (b) an example of that concept.
-For each multiple choice question you are correcting, write the correct answer and explain why it is correct.
-For each short answer / essay question you are correcting, rewrite your entire answer after researching the topic.
I. Matching
1. Zionism
2. racism
3. nationalism
4. U-boat
5. blockade
6. arms race
7. stalemate
8. armistice
9. Anti-Semitism
10. alliance
11. suffrage
12. imperialism
13. Bolshevik
14. abolition
II. More Matching
15. Woodrow Wilson
16. Vladimir Lenin
17. Franz Ferdinand
18. Czar Nicholas II
III. Short Answer
19. Name/describe one major human migration since 1500, and describe one push factor and one pull factor motivating the migration. (If you can’t think of any migrations, try to use your reasoning; look for possibilities in this test). (3 points)
20. For each of the following countries, write “A” if they fought on the side of the Allies and “C” if they fought on the side of the Central Powers in World War I (1914-19). (.5 each, 3 total) [NOTE: IF YOU ARE DOING CORRECTIONS ON THIS SECTION, YOU MUST EXPLAIN HOW EACH COUNTRY YOU GOT WRONG BECAME INVOLVED IN THE WAR].
a) Germany
b) U.S.
c) Russia
d) Austria-Hungary
e) Great Britain
f) France
Test corrections offer students an opportunity to earn back up to half of the points they missed (excluding the map section) and dramatically improve their grade. Standards for test corrections are very high - "winging it" or rushing isn't enough; I have to see clear evidence that you have invested additional time in understanding the concept tested in order to give you credit.
-**IMPORTANT: If you use an online dictionary or other source, you must put the definition in your own words and cite the source - anything else is plagiarism and will receive no credit. The only sources you should need are the study guide and the reading packets.**
-For each matching question you are correcting, provide a definition in your own words of the key concept listed below as well as either (a) an extended explanation (more detail) of that concept or (b) an example of that concept.
-For each multiple choice question you are correcting, write the correct answer and explain why it is correct.
-For each short answer / essay question you are correcting, rewrite your entire answer after researching the topic.
I. Matching
1. Zionism
2. racism
3. nationalism
4. U-boat
5. blockade
6. arms race
7. stalemate
8. armistice
9. Anti-Semitism
10. alliance
11. suffrage
12. imperialism
13. Bolshevik
14. abolition
II. More Matching
15. Woodrow Wilson
16. Vladimir Lenin
17. Franz Ferdinand
18. Czar Nicholas II
III. Short Answer
19. Name/describe one major human migration since 1500, and describe one push factor and one pull factor motivating the migration. (If you can’t think of any migrations, try to use your reasoning; look for possibilities in this test). (3 points)
20. For each of the following countries, write “A” if they fought on the side of the Allies and “C” if they fought on the side of the Central Powers in World War I (1914-19). (.5 each, 3 total) [NOTE: IF YOU ARE DOING CORRECTIONS ON THIS SECTION, YOU MUST EXPLAIN HOW EACH COUNTRY YOU GOT WRONG BECAME INVOLVED IN THE WAR].
a) Germany
b) U.S.
c) Russia
d) Austria-Hungary
e) Great Britain
f) France
HONORS: 1800s & WWI Test Corrections
All test corrections are due Friday, 5/20. You must attach a copy of your original test to the corrections to receive credit - no exceptions! If you've lost the original test, you will need to do corrections for the entire test.
Test corrections offer students an opportunity to earn back up to half of the points they missed (excluding the map section) and dramatically improve their grade. Standards for test corrections are very high - "winging it" or rushing isn't enough; I have to see clear evidence that you have invested additional time in understanding the concept tested in order to give you credit.
-**IMPORTANT: If you use an online dictionary or other source, you must put the definition in your own words and cite the source - anything else is plagiarism and will receive no credit. The only sources you should need are the study guide and the reading packets.**
-For each matching question you are correcting, provide a definition in your own words of the key concept listed below as well as either (a) an extended explanation (more detail) of that concept or (b) an example of that concept.
-For each multiple choice question you are correcting, write the correct answer and explain why it is correct.
-For each short answer / essay question you are correcting, rewrite your entire answer after researching the topic.
I. Matching
1. Zionism
2. raw materials
3. racism
4. nationalism
5. inflation
6. Zimmerman Telegram
7. war guilt clause
8. U-boat
9. blockade
10. arms race
11. stalemate
12. armistice
13. Anti-Semitism
14. alliance
15. suffrage
16. imperialism
17. Bolshevik
18. abolition
II. More Matching
19. Woodrow Wilson
20. Vladimir Lenin
21. Karl Marx
22. Franz Ferdinand
23. Czar Nicholas II
24. Adam Smith
III. Short Answer
25. Name/describe one major human migration between the years 1800-1920, and describe one push factor and one pull factor motivating the migration. (If you can’t think of any migrations, try to use your reasoning; look for possibilities in this test). (3 points)
26. List one cause and one result/outcome of the U.S. Civil War (1861-1865). (2 points)
27. For each of the following countries, write “A” if they fought on the side of the Allies and “C” if they fought on the side of the Central Powers in World War I (1914-19). (.5 each, 4 total) [NOTE: IF YOU ARE DOING CORRECTIONS ON THIS SECTION, YOU MUST EXPLAIN HOW EACH COUNTRY YOU GOT WRONG BECAME INVOLVED IN THE WAR].
a) Germany
b) U.S.
c) Russia
d) Austria-Hungary
e) Great Britain
f) France
g) Serbia
h) Ottoman Empire (Turkey)
Test corrections offer students an opportunity to earn back up to half of the points they missed (excluding the map section) and dramatically improve their grade. Standards for test corrections are very high - "winging it" or rushing isn't enough; I have to see clear evidence that you have invested additional time in understanding the concept tested in order to give you credit.
-**IMPORTANT: If you use an online dictionary or other source, you must put the definition in your own words and cite the source - anything else is plagiarism and will receive no credit. The only sources you should need are the study guide and the reading packets.**
-For each matching question you are correcting, provide a definition in your own words of the key concept listed below as well as either (a) an extended explanation (more detail) of that concept or (b) an example of that concept.
-For each multiple choice question you are correcting, write the correct answer and explain why it is correct.
-For each short answer / essay question you are correcting, rewrite your entire answer after researching the topic.
I. Matching
1. Zionism
2. raw materials
3. racism
4. nationalism
5. inflation
6. Zimmerman Telegram
7. war guilt clause
8. U-boat
9. blockade
10. arms race
11. stalemate
12. armistice
13. Anti-Semitism
14. alliance
15. suffrage
16. imperialism
17. Bolshevik
18. abolition
II. More Matching
19. Woodrow Wilson
20. Vladimir Lenin
21. Karl Marx
22. Franz Ferdinand
23. Czar Nicholas II
24. Adam Smith
III. Short Answer
25. Name/describe one major human migration between the years 1800-1920, and describe one push factor and one pull factor motivating the migration. (If you can’t think of any migrations, try to use your reasoning; look for possibilities in this test). (3 points)
26. List one cause and one result/outcome of the U.S. Civil War (1861-1865). (2 points)
27. For each of the following countries, write “A” if they fought on the side of the Allies and “C” if they fought on the side of the Central Powers in World War I (1914-19). (.5 each, 4 total) [NOTE: IF YOU ARE DOING CORRECTIONS ON THIS SECTION, YOU MUST EXPLAIN HOW EACH COUNTRY YOU GOT WRONG BECAME INVOLVED IN THE WAR].
a) Germany
b) U.S.
c) Russia
d) Austria-Hungary
e) Great Britain
f) France
g) Serbia
h) Ottoman Empire (Turkey)
ENRICHED/HONORS: WWII Timeline Homework Assignment
You can make a timeline on paper or on the computer. You must choose ten major events of the war from the lists below (five from the European War, five from the Pacific War), identify their dates, read about them in your reading packets or the textbook, and then write them out in order with 1 paragraph descriptions of each event. DUE: Next Friday at latest.
For extra credit, you can do a more extended/visually attractive version of this on posterboard or Powerpoint, using images obtained from the Internet.
Include ten of the following (five from each theater of war):
For extra credit, you can do a more extended/visually attractive version of this on posterboard or Powerpoint, using images obtained from the Internet.
Include ten of the following (five from each theater of war):
Thursday, May 5, 2011
ENRICHED + HONORS: 1800s/WWI test study guide + review questions
Please study hard for tomorrow's test! It will be challenging.
Test study guide: click here (Google document; may need to sign in to Google).
Test review questions: click here (Google document; may need to sign in to Google). Questions are also pasted below; answers to all questions can be found in the test study guide:
Test study guide: click here (Google document; may need to sign in to Google).
Test review questions: click here (Google document; may need to sign in to Google). Questions are also pasted below; answers to all questions can be found in the test study guide:
1.Provide two examples of push factors and two examples of pull factors.
2.What is an example of a major migration in the 19th century (1800s)?
3.Why did do much urbanization occur in the U.S. and Europe after the Industrial Revolution? (Hint: what is urbanization? Why do people migrate?)
4.Define: abolition; suffrage; Zionism; Anti-Semitism; imperialism; nationalism
5.List two examples of nationalist movements in the 1800s.
6.What is the principle of self-rule (a.k.a. self-determination)?
7.Sketch a rough map of Europe in 1914, placing the following countries in their proper
8.What were the two main European alliances just before World War I, and who were their members?
9.List two examples of technologies used for the first time in World War I.
10.Describe Germany and Britain’s naval conflict in World War I (e.g., each country’s attempt to blockade the other by sea)
11.List and describe three long-term causes of World War I (hint: “MAIN”)
12.What event in June 1914 is thought to be the major short-term cause of WWI?
13.Describe the chain of events leading from the assassination of Franz Ferdinand in Serbia lead to Germany’s invasion of France
14.Define: mobilization; stalemate; Western Front; armistice
15.What was the Zimmerman telegram, and what effect did it have on the war?
16.In the Russian Revolution of 1917, who came to power, and what did they believe in? Whom did they overthrow?
17.Define: collective security; inflation; reparations
18.Describe key elements of the Treaty of Versailles that officially ended WWI (1919). In what ways did the Treaty help pave the way for WWII?
Friday, April 29, 2011
ENRICHED + HONORS: Deadlines and reminders, 4-29-11
HONORS:
Mon, 5/2 or Tues, 5/3: Turn in propaganda poster if you haven't done so yet
Weds, 5/4: Big Era 8 reading notes due
Fri, 5/6: (1) World War I and Russian Revolution test (2) Last day to turn in missing assignments from April; missing work from April turned in after Friday will earn a maximum of 1 point
ENRICHED:
Mon, 5/2 or Tues, 5/3: Turn in propaganda poster if you haven't done so yet
Weds, 5/4: WWI/Russian Revolution reading notes due (3 1/2 page packet handed out Friday)
Fri, 5/6: (1) World War I and Russian Revolution test (2) Last day to turn in missing assignments from April; missing work from April turned in after Friday will earn a maximum of 1 point
Have a great weekend,
-Mr. M
Mon, 5/2 or Tues, 5/3: Turn in propaganda poster if you haven't done so yet
Weds, 5/4: Big Era 8 reading notes due
Fri, 5/6: (1) World War I and Russian Revolution test (2) Last day to turn in missing assignments from April; missing work from April turned in after Friday will earn a maximum of 1 point
ENRICHED:
Mon, 5/2 or Tues, 5/3: Turn in propaganda poster if you haven't done so yet
Weds, 5/4: WWI/Russian Revolution reading notes due (3 1/2 page packet handed out Friday)
Fri, 5/6: (1) World War I and Russian Revolution test (2) Last day to turn in missing assignments from April; missing work from April turned in after Friday will earn a maximum of 1 point
Have a great weekend,
-Mr. M
APGEO: Important updates (same as email)
Dear AP Geo students and parents,
It's hard to believe, but there are only TWO WEEKS until the AP Human Geography exam! Here is a list of everything we need to accomplish before the exam:
***Requirements - print these off so you can check off each one as you complete them:***
-If at any point during your review you come across a point you don't understand, see me or email me to ask for help!
-Bring in your check made out to Voyager Academy for $85 to cover the cost of the test.
-This weekend: complete any FRQ corrections you haven't finished; do corrections for the two take-home multiple choice tests (due no later than Fri, 5/6). As always, your corrections should define and explain the relevant vocabulary and concepts in the questions you missed.
-In-class FRQ on an urban geography topic (Tues, 5/3)
-Urban geography vocab quiz (Weds, 5/4) + corrections
-Finish and turn in all one-page unit study guides (7 total, all due no later than Fri, 5/6)
-Corrections on the spring break FRQs (all due no later than Thurs, 5/12)
-Final exam in the course (a shortened practice AP exam; FRQs will be from either Ag. Geo, Econ. Geo, Pol. Geo, or Urban Geo): Tues, 5/10
-AP EXAM: FRIDAY, MAY 13
Optional but recommended: Finish reading through a test prep book on your own OR re-read a review packet from each unit.
Work really, really hard in the next two weeks so that you can earn a grade on the test that reflects the fantastic effort you've put in this year. After the exam, we'll take a break from homework for at least a week.
Good luck! Please let me know if you have any questions.
-Mr. M
Thursday, April 28, 2011
ENRICHED + HONORS: Propaganda poster assignment (due by Monday)
Choose one of the main countries fighting in WWI. (Germany, Italy, Austria-Hungary, Ottoman Empire, France, Britain, Russia, U.S., Serbia)
Decide what you want to convince your citizens to do.
Appeal to citizens’ feelings of nationalism and/or militarism.
Use at least three techniques that we identified in class OR techniques on the websites www.propagandacritic.com or http://bit.ly/10E9M. Examples of WWI propaganda posters can be found in the packet or at http://bit.ly/iGntzK
After creating your poster, write a paragraph explaining the point of your poster and how it is designed to convince people to take an action by appealing to their emotion. How does your poster work? Explain each of the techniques you used.
Wednesday, April 13, 2011
ENRICHED: Age of Exploration, Scientific Revolution, etc. test corrections
All test corrections are due Friday, 4/15 for the Enriched classes. You must attach a copy of your original test to the corrections to receive credit - no exceptions! If you've lost the original test, you will need to do corrections for the entire test.
Test corrections offer students an opportunity to earn back up to half of the points they missed (excluding the map section) and dramatically improve their grade. Standards for test corrections are very high - "winging it" or rushing isn't enough; I have to see clear evidence that you have invested additional time in understanding the concept tested in order to give you credit.
-**IMPORTANT: If you use an online dictionary or other source, you must put the definition in your own words and cite the source - anything else is plagiarism and will receive no credit. The only sources you should need are the study guide and the reading packets.**
-For each matching question you are correcting, provide a definition of the key concept listed below as well as either (a) an extended explanation (more detail) of that concept or (b) an example of that concept.
-For each multiple choice question you are correcting, write the correct answer and explain why it is correct.
-For each short answer / essay question you are correcting, rewrite your entire answer after researching the topic.
FORM A
I. Matching - People
1. Thomas Jefferson
2. Thomas Hobbes
3. Robespierre
4. Napoleon Bonaparte
5. John Locke
6. Isaac Newton
7. Francis Bacon
8. Ferdinand Magellan
9. Christopher Columbus
10. Prince Henry the Navigator
11. Nicolaus Copernicus
12. Galileo
II. More Matching - Other Vocabulary
13. corruption
14. hypothesis
15. circumnavigate
16. Columbian Exchange
17. colonization
18. heliocentric
III. Short Answer
21. Name and describe one technological development that helped make increased European exploration in the 1400s possible. (The technology you choose must have been developed around the 1200s-1400s).
22. Briefly describe the effect the European explorers’ discovery of the Americas had on each of the following groups:
a. Average Europeans (not explorers)
b. Native Americans
c. Africans living near areas explored by the Europeans on the northwest coast of Africa
23. How did the scientific revolution change the way European thinkers investigated the world? Provide an example of how they might study a scientific topic in the Middle Ages versus after the scientific revolution.
24. List and explain two reasons the American revolutionaries wanted to become independent from Great Britain.
FORM B
I. Short Answer
1. Name and describe one technological development that helped make increased European exploration in the 1400s possible. (The technology you choose must have been developed around the 1200s-1400s).
2. Briefly describe the effect the European explorers’ discovery of the Americas had on each of the following groups:
a. Average Europeans (not explorers)
b. Native Americans
c. Africans living near areas explored by the Europeans on the northwest coast of Africa
3. How did the scientific revolution change the way European thinkers investigated the world? Provide an example of how they might study a scientific topic in the Middle Ages versus after the scientific revolution (2 points).
4. List and explain two reasons the American revolutionaries wanted to become independent from Great Britain.
II. Matching
5. corruption
6. hypothesis
7. circumnavigate
8. Columbian Exchange
9. colonization
10. heliocentric
III. Matching - People
11. Thomas Jefferson
12. Thomas Hobbes
13. Robespierre
14. Napoleon Bonaparte
15. John Locke
16. Isaac Newton
17. Francis Bacon
18. Ferdinand Magellan
19. Christopher Columbus
20. Prince Henry the Navigator
21. Nicolaus Copernicus
22. Galileo
Test corrections offer students an opportunity to earn back up to half of the points they missed (excluding the map section) and dramatically improve their grade. Standards for test corrections are very high - "winging it" or rushing isn't enough; I have to see clear evidence that you have invested additional time in understanding the concept tested in order to give you credit.
-**IMPORTANT: If you use an online dictionary or other source, you must put the definition in your own words and cite the source - anything else is plagiarism and will receive no credit. The only sources you should need are the study guide and the reading packets.**
-For each matching question you are correcting, provide a definition of the key concept listed below as well as either (a) an extended explanation (more detail) of that concept or (b) an example of that concept.
-For each multiple choice question you are correcting, write the correct answer and explain why it is correct.
-For each short answer / essay question you are correcting, rewrite your entire answer after researching the topic.
FORM A
I. Matching - People
1. Thomas Jefferson
2. Thomas Hobbes
3. Robespierre
4. Napoleon Bonaparte
5. John Locke
6. Isaac Newton
7. Francis Bacon
8. Ferdinand Magellan
9. Christopher Columbus
10. Prince Henry the Navigator
11. Nicolaus Copernicus
12. Galileo
II. More Matching - Other Vocabulary
13. corruption
14. hypothesis
15. circumnavigate
16. Columbian Exchange
17. colonization
18. heliocentric
III. Short Answer
21. Name and describe one technological development that helped make increased European exploration in the 1400s possible. (The technology you choose must have been developed around the 1200s-1400s).
22. Briefly describe the effect the European explorers’ discovery of the Americas had on each of the following groups:
a. Average Europeans (not explorers)
b. Native Americans
c. Africans living near areas explored by the Europeans on the northwest coast of Africa
23. How did the scientific revolution change the way European thinkers investigated the world? Provide an example of how they might study a scientific topic in the Middle Ages versus after the scientific revolution.
24. List and explain two reasons the American revolutionaries wanted to become independent from Great Britain.
FORM B
I. Short Answer
1. Name and describe one technological development that helped make increased European exploration in the 1400s possible. (The technology you choose must have been developed around the 1200s-1400s).
2. Briefly describe the effect the European explorers’ discovery of the Americas had on each of the following groups:
a. Average Europeans (not explorers)
b. Native Americans
c. Africans living near areas explored by the Europeans on the northwest coast of Africa
3. How did the scientific revolution change the way European thinkers investigated the world? Provide an example of how they might study a scientific topic in the Middle Ages versus after the scientific revolution (2 points).
4. List and explain two reasons the American revolutionaries wanted to become independent from Great Britain.
II. Matching
5. corruption
6. hypothesis
7. circumnavigate
8. Columbian Exchange
9. colonization
10. heliocentric
III. Matching - People
11. Thomas Jefferson
12. Thomas Hobbes
13. Robespierre
14. Napoleon Bonaparte
15. John Locke
16. Isaac Newton
17. Francis Bacon
18. Ferdinand Magellan
19. Christopher Columbus
20. Prince Henry the Navigator
21. Nicolaus Copernicus
22. Galileo
HONORS: Age of Exploration, Scientific Revolution, etc. test corrections
All test corrections are due Friday, 4/15 for the Honors classes (you should have a bit of work time on Thursday and Friday for this). You must attach a copy of your original test to the corrections to receive credit - no exceptions! If you've lost the original test, you will need to do corrections for the entire test.
Test corrections offer students an opportunity to earn back up to half of the points they missed (excluding the map section) and dramatically improve their grade. Standards for test corrections are very high - "winging it" or rushing isn't enough; I have to see clear evidence that you have invested additional time in understanding the concept tested in order to give you credit.
-**IMPORTANT: If you use an online dictionary or other source, you must put the definition in your own words and cite the source - anything else is plagiarism and will receive no credit. The only sources you should need are the study guide and the reading packets.**
-For each matching question you are correcting, provide a definition of the key concept listed below as well as either (a) an extended explanation (more detail) of that concept or (b) an example of that concept.
-For each multiple choice question you are correcting, write the correct answer and explain why it is correct.
-For each short answer / essay question you are correcting, rewrite your entire answer after researching the topic.
I. Matching - People
1. Thomas Jefferson
2. Thomas Hobbes
3. Robespierre
4. Napoleon Bonaparte
5. John Locke
6. Isaac Newton
7. Francis Bacon
8. Ferdinand Magellan
9. Christopher Columbus
10. Prince Henry the Navigator
11. Nicolaus Copernicus
12. Hernan Cortes
13. Galileo
II. More Matching - Other Vocabulary
14. corruption
15. Treaty of Tordesillas
16. hypothesis
17. circumnavigate
18. Columbian Exchange
19. colonization
20. heliocentric
III. Short Answer
21. List and describe two technological developments that helped make increased European exploration in the 1400s possible.
22. Briefly describe the effect the European explorers’ discovery of the Americas had on each of the following groups:
a. Average Europeans (not explorers)
b. Native Americans
c. Africans living near areas explored by the Europeans on the northwest coast of Africa
23. How did the scientific revolution change the way European thinkers investigated the world? Provide an example of how they might study a scientific topic in the Middle Ages versus after the scientific revolution.
24. Before the Enlightenment, it was widely believed that kings and other monarchs had a divine right to rule – that God put them in power and their subjects had a duty to obey. How did the Enlightenment thinkers change this?
25. List and explain two reasons the American revolutionaries wanted to become independent from Great Britain.
26. Which of three “estates” (classes) of pre-revolution France led the French Revolution? Who made up this “estate”?
HONORS + ENRICHED: Migration, the Irish Potato Famine, and Zionism (for people absent on Weds or Thurs)
There were a lot of absences Weds and Thurs due to the art field trip. If you were not here (physically or mentally), please read the readings linked here (on the Irish Potato Famine of 1845-49 and the creation of Zionism) and add the following to your class notes:
Migration = human movement (usually refers to lots of people moving for long-term periods)
People are motivated to migrate because of "push factors" and "pull factors." Push factors "push" people away from a place (encourage people to emigrate, migrate out of a place), and pull factors "pull" people toward a place (encourage people to immigrate, migrate into a place).
Examples of push factors: war, political instability, political or religious persecution, famine, lack of economic opportunity, natural and manmade disasters. Examples of pull factors: economic opportunity, higher living standards (wealthier society), family and marriage, desire for political or religious freedom.
The Irish potato famine (1845-49) described in the reading is an example of a major push factor (hunger, economic disaster) that drove millions of Irish people to emigrate to the United States in the mid-1800s.
View Larger Map
Zionism = the quest for a Jewish nation-state. In 1896, Theodor Herzl, an Austrian Jew, published a book called The Jewish State in which he called for the creation of a Jewish nation-state (country) in Palestine as a way to escape the anti-Semitism (anti-Jewish discrimination) that prevailed in Europe and the U.S.
Supporters of Zionism achieved their goal after World War II and the Holocaust, in which anti-Semitism led to the murder of 6 million Jews in the death camps of Nazi Germany. In 1949, the state of Israel was created by the United Nations in the former British colony of Palestine. Because the land was predominantly occupied at that time by Palestinian Arabs, this has resulted in an ongoing conflict between Israelis and Palestinians. Palestinians currently do not have a nation-state of their own; many live in countries around Israel, and many live in the Palestinian (a.k.a. Occupied) Territories (the West Bank and the Gaza Strip - see the map above) within Israel. The Palestinian Territories are self-governing, but do not have many of the protections of statehood.
Migration = human movement (usually refers to lots of people moving for long-term periods)
People are motivated to migrate because of "push factors" and "pull factors." Push factors "push" people away from a place (encourage people to emigrate, migrate out of a place), and pull factors "pull" people toward a place (encourage people to immigrate, migrate into a place).
Examples of push factors: war, political instability, political or religious persecution, famine, lack of economic opportunity, natural and manmade disasters. Examples of pull factors: economic opportunity, higher living standards (wealthier society), family and marriage, desire for political or religious freedom.
The Irish potato famine (1845-49) described in the reading is an example of a major push factor (hunger, economic disaster) that drove millions of Irish people to emigrate to the United States in the mid-1800s.
View Larger Map
Zionism = the quest for a Jewish nation-state. In 1896, Theodor Herzl, an Austrian Jew, published a book called The Jewish State in which he called for the creation of a Jewish nation-state (country) in Palestine as a way to escape the anti-Semitism (anti-Jewish discrimination) that prevailed in Europe and the U.S.
Supporters of Zionism achieved their goal after World War II and the Holocaust, in which anti-Semitism led to the murder of 6 million Jews in the death camps of Nazi Germany. In 1949, the state of Israel was created by the United Nations in the former British colony of Palestine. Because the land was predominantly occupied at that time by Palestinian Arabs, this has resulted in an ongoing conflict between Israelis and Palestinians. Palestinians currently do not have a nation-state of their own; many live in countries around Israel, and many live in the Palestinian (a.k.a. Occupied) Territories (the West Bank and the Gaza Strip - see the map above) within Israel. The Palestinian Territories are self-governing, but do not have many of the protections of statehood.
HONORS: Age of Exploration / Scientific Revolution test results
Overall, students who studied adequately did very well, and students who did not study did poorly. The Honors test had no curve but the opportunity to earn up to 4.5 points (11%) extra credit.
1st hour:
Class average: 82% (B-)
Top scores (all over 100%): Lauren, Katie, Sam
7th hour:
Class average: 85% (B)
Top scores (all over 100%): Justin, Chris, Tyler, Lia, Tori, Keels
Great job!
--Mr. M
1st hour:
Class average: 82% (B-)
Top scores (all over 100%): Lauren, Katie, Sam
2nd hour:
Class average: 93% (A)
Top scores (all over 100%): Caleb, Anna, James, Emma, Logan, Mary, Sami, Taylor, Johnna, Danyel, Shane
7th hour:
Class average: 85% (B)
Top scores (all over 100%): Justin, Chris, Tyler, Lia, Tori, Keels
Great job!
--Mr. M
Monday, April 11, 2011
APGEO: Spring Break AP Test Prep Assignments
•ONE MONTH until the AP exam – your chance to save thousands of dollars by earning free college credit, demonstrate what you’ve learned this year, and compete against other advanced students across the country. You need to use part of spring break to prepare for the exam. The reward, in addition to a better exam grade, will be no AP homework for at least a week after the exam.
•Please be ready to take the Urban Geography vocabulary quiz (based on the glossaries at the back of both urban geography readings) Friday the week you return.
•I will give you two full take-home AP exams. Please complete each of these, including the FRQs, as best you can. You can use all readings and notes from throughout the year to assist you or check your answers; I will grade the tests for accuracy when you return. (Average score of two m.c. tests = 50 point assignment; average score of 6 FRQs = 50 point assignment. Both assignments are due the day you return from break.)
•Please also list 5-10 questions on each test that you have a lot of difficulty with or feel “lost” when trying to answer. We will go over these together in class.
•Read through at least half of your test prep book over break. Refer to it when you come across a concept or vocabulary term you don’t understand. Focus on units and concepts that you are not 100% comfortable with. As a reminder, here are the units covered on the test: Basic Geo., Population & Migration, Cultural Geo., Agricultural Geo., Economic Geo., Political Geo., and Urban Geo.
•Your final exam in AP Human Geography will be Tuesday, 5/10, and it will consist of a real AP test covering all units from the entire year. Consider 5/10 your final deadline for review.
•Have fun, and good luck! You can reach me by email if you have any questions.
ENRICHED: Age of Exploration / Scientific Revolution test results
Overall, students who studied adequately did very well, and students who did not study did very poorly. The Enriched test had a one point (4%) curve and the opportunity to earn up to 3.5 points (10%) extra credit.
5th hour:
Class average: 78% (C+)
Top scores (all over 100%): Aaron, Mark, Aris, Rebecca
6th hour:
Class average: 71% (C-)
Top scores (all over 100%): Kaytlyn, Chad, Jake, Jonathan, Ron, Dylan M, Loy
Great job!
--Mr. M
5th hour:
Class average: 78% (C+)
Top scores (all over 100%): Aaron, Mark, Aris, Rebecca
6th hour:
Class average: 71% (C-)
Top scores (all over 100%): Kaytlyn, Chad, Jake, Jonathan, Ron, Dylan M, Loy
Great job!
--Mr. M
Tuesday, April 5, 2011
ENRICHED + HONORS: Study guide for Thursday's test
Dear students and parents,
Despite tomorrow' field trip, please ensure that you do not forget to prepare for Thursday's test. I recommend making flash cards, quizzing each other, and reviewing readings / reading notes. As usual, all questions will relate to something on the study guide.
Focus on: general themes from each time period mentioned on the study guide; terms in bold on the study guide; and people mentioned on the study guide.
Here is a link to the study guide (you need a Google account to access): https://docs.google.com/document/d/1WiVh7HsfBSSyqUSWWjbgJV-b6ggJbYJvHJB3kFLpSOA/edit?hl=en#
Good luck!
--Mr. M
--Mr. M
ALL: Upcoming deadlines and reminders, 4-5
ENRICHED WORLD HISTORY:
Thursday, 4/6: TEST (Age of Expl., Sci. Rev., Enlightenment, Fr. & Am. Rev)
Friday, 4/7: Inventor assignment due
Wednesday, 4/13: Reading notes due (World War I)
HONORS WORLD HISTORY:
Thursday, 4/6: TEST (Age of Expl., Sci. Rev., Enlightenment, Fr. & Am. Rev)
Friday, 4/7: Reading notes due (Ind. Rev. + Imperialism), Smith/Marx questions due
Wednesday, 4/13: Inventor assignment due; reading notes due (World War I)
AP HUMAN GEOGRAPHY:
Thurs, 4/7: Reading notes due (urban geography)
Fri, 4/8: FRQ; Political geography vocab quiz corrections due
Weds, 4/13: Reading notes due
Thursday, 4/6: TEST (Age of Expl., Sci. Rev., Enlightenment, Fr. & Am. Rev)
Friday, 4/7: Inventor assignment due
Wednesday, 4/13: Reading notes due (World War I)
HONORS WORLD HISTORY:
Thursday, 4/6: TEST (Age of Expl., Sci. Rev., Enlightenment, Fr. & Am. Rev)
Friday, 4/7: Reading notes due (Ind. Rev. + Imperialism), Smith/Marx questions due
Wednesday, 4/13: Inventor assignment due; reading notes due (World War I)
AP HUMAN GEOGRAPHY:
Thurs, 4/7: Reading notes due (urban geography)
Fri, 4/8: FRQ; Political geography vocab quiz corrections due
Weds, 4/13: Reading notes due
Sunday, April 3, 2011
APGEO: Centripetal/Centrifugal FRQ + Pol. Geo. Vocab Quiz results
Pol. Geo. Vocab Quiz
Top scorers: Danyel, Lawton, Caleb
Average score: 80% (B-)
Centripetal/Centrifugal Forces FRQ
Top scorers: Danyel, Matt
Average score: 3.5/6
See you tomorrow,
Mr. M
Top scorers: Danyel, Lawton, Caleb
Average score: 80% (B-)
Centripetal/Centrifugal Forces FRQ
Top scorers: Danyel, Matt
Average score: 3.5/6
See you tomorrow,
Mr. M
Friday, April 1, 2011
ENRICHED + HONORS: Industrial revolution - inventions project
Each person will be assigned one of 15 inventors; you will research and create a visual aid about your inventor. We will finish in 2 class periods.
On your visual aid (slideshow or Word document), identify the following information about your inventor and their inventions (focus on the inventions themselves):
-Your inventor’s nationality (what country are they from?)
-Approximately 3 major inventions (if they only have 1 or 2, that’s all you can do).
-Include images of each invention.
-For each invention, classify it according to industry: agricultural, textile (cloth), communication, transportation, or consumer good.
-List positive and negative results of each invention.
*In the positive category, note how the invention made life or work easier, or how it increased the productivity of work or made products cheaper.
*In the negative category, note any negative environmental effects, any negative effects on workers using the machine, or any people who lost their livelihoods after the new invention.
-Note whether the invention is still in use or obsolete (outdated).
-Create a simple bibliography by copying and pasting the URL of each source.
This will be due next Friday, 4/8; students will have one additional class period to finish in class.
On your visual aid (slideshow or Word document), identify the following information about your inventor and their inventions (focus on the inventions themselves):
-Your inventor’s nationality (what country are they from?)
-Approximately 3 major inventions (if they only have 1 or 2, that’s all you can do).
-Include images of each invention.
-For each invention, classify it according to industry: agricultural, textile (cloth), communication, transportation, or consumer good.
-List positive and negative results of each invention.
*In the positive category, note how the invention made life or work easier, or how it increased the productivity of work or made products cheaper.
*In the negative category, note any negative environmental effects, any negative effects on workers using the machine, or any people who lost their livelihoods after the new invention.
-Note whether the invention is still in use or obsolete (outdated).
-Create a simple bibliography by copying and pasting the URL of each source.
This will be due next Friday, 4/8; students will have one additional class period to finish in class.
Thursday, March 31, 2011
ALL: Upcoming deadlines and reminders
ENRICHED + HONORS: Please study for the upcoming test (study guide handed out today). It covers a lot of material, so begin preparing immediately.
-Questions on the American and French revolutions were collected today.
Fri, 4/1: Extra credit reading notes due (ENRICHED ONLY)
Thurs, 4/7: Test (Age of Exploration, Sci. Rev., Enlightenment, Fr. & Am. Revolutions)
Fri, 4/8: Reading notes due (industrial revolution + imperialism; enriched and honors have different packets but same topic covered)
APGEO:
Fri, 4-1: Political geography vocab quiz
Thurs, 4-7: Reading notes due (urban geography)
-Questions on the American and French revolutions were collected today.
Fri, 4/1: Extra credit reading notes due (ENRICHED ONLY)
Thurs, 4/7: Test (Age of Exploration, Sci. Rev., Enlightenment, Fr. & Am. Revolutions)
Fri, 4/8: Reading notes due (industrial revolution + imperialism; enriched and honors have different packets but same topic covered)
APGEO:
Fri, 4-1: Political geography vocab quiz
Thurs, 4-7: Reading notes due (urban geography)
ENRICHED + HONORS: Nationalism videos watched in class, 3-31
If you missed class on Thursday, 3-31, please watch the following and read the notes below:
Mr. Klaff's "nationalism" song: http://www.mrklaff.com/nationalism.html
2006 Michigan vs. Ohio State intro video: http://www.youtube.com/watch?v=jQisGiMHl-Y&feature=related
British nationalism and the Falklands War: http://www.youtube.com/watch?v=G1TeHq2ofZA
Lee Greenwood, "God Bless the USA": http://www.youtube.com/watch?v=RINqibpWOzQ
Nationalist hate crimes in Russia: http://www.youtube.com/watch?v=LWZ8hBWNHKs
What is nationalism?
Simple definition: “country pride”
Extended definitions:
-Strong feeling of love and loyalty for one’s "nation" - others who share common bonds of history, language, culture, or territory.
-A nation is an “imagined community” – we feel connected to other members of our nation that we haven’t even met.
What is a nation-state?
In social science, “state” usually means “country” (in this sense, the U.S. is a “state”)
“Nation” = a group of people with a common national identity; this can include characteristics such as history, language, ethnicity, religion (but it does not need to include all these)
Nation-state = a country whose population shares a large degree of national/cultural similarity and unity.
The U.S. is a “nation-state” because citizens of the United States think of themselves as “Americans.” Japan is a “nation-state” because citizens of Japan think of themselves as “Japanese.”
Nationalism and sports: an example
Nationalist feelings are often very similar to love of a sports team.
Suppose you are a die-hard Michigan Wolverines fan. You get fired up by the colors, music, traditions, rituals, field, and heroes of your team. But this can get out of hand - suppose you grow to hate the other side....
Nationalism - positive consequences:
-Gives people a sense of identity and belonging
-Can bind people together
-Can inspire revolutions that sometimes lead to positive outcomes
-Makes the Olympics and World Cup fun to watch
Nationalism's negative consequences:
-Nationalism often results in an US vs. THEM mentality.
-Sometimes, nationalism can take the form of racism and xenophobia (hatred of outsiders).
-Some people may define their “nation” in a way that excludes members of other nations, minority groups, and immigrants.
Mr. Klaff's "nationalism" song: http://www.mrklaff.com/nationalism.html
2006 Michigan vs. Ohio State intro video: http://www.youtube.com/watch?v=jQisGiMHl-Y&feature=related
British nationalism and the Falklands War: http://www.youtube.com/watch?v=G1TeHq2ofZA
Lee Greenwood, "God Bless the USA": http://www.youtube.com/watch?v=RINqibpWOzQ
Nationalist hate crimes in Russia: http://www.youtube.com/watch?v=LWZ8hBWNHKs
What is nationalism?
Simple definition: “country pride”
Extended definitions:
-Strong feeling of love and loyalty for one’s "nation" - others who share common bonds of history, language, culture, or territory.
-A nation is an “imagined community” – we feel connected to other members of our nation that we haven’t even met.
What is a nation-state?
In social science, “state” usually means “country” (in this sense, the U.S. is a “state”)
“Nation” = a group of people with a common national identity; this can include characteristics such as history, language, ethnicity, religion (but it does not need to include all these)
Nation-state = a country whose population shares a large degree of national/cultural similarity and unity.
The U.S. is a “nation-state” because citizens of the United States think of themselves as “Americans.” Japan is a “nation-state” because citizens of Japan think of themselves as “Japanese.”
Nationalism and sports: an example
Nationalist feelings are often very similar to love of a sports team.
Suppose you are a die-hard Michigan Wolverines fan. You get fired up by the colors, music, traditions, rituals, field, and heroes of your team. But this can get out of hand - suppose you grow to hate the other side....
Nationalism - positive consequences:
-Gives people a sense of identity and belonging
-Can bind people together
-Can inspire revolutions that sometimes lead to positive outcomes
-Makes the Olympics and World Cup fun to watch
Nationalism's negative consequences:
-Nationalism often results in an US vs. THEM mentality.
-Sometimes, nationalism can take the form of racism and xenophobia (hatred of outsiders).
-Some people may define their “nation” in a way that excludes members of other nations, minority groups, and immigrants.
DO NOWs from late March
3-17: Read the comic “Galileo’s Universe” silently or aloud with the person next to you, then answer the following questions as your Do Now:
1. If you were the guard in the story (p.36), how would you respond to Galileo’s comments? (The guard says: “It is not my job to worry about these matters.” Do you agree, or would you respond differently?)
2. Why do you think that Galileo, Copernicus, Newton, and other scientists and philosophers cared so much about understanding the world around them, even if this got them into trouble?
3-21: In a written ½ page essay on a separate page from other Do Nows, consider some or all of the following questions; you have 10 minutes:
1. What do you think it means for a view or opinion to be “enlightened”?
2. Compare and contrast two widespread modern ideas or opinions with the older ideas/opinions they have replaced. Think of controversial issues such as slavery, gender, ethnicity, social classes and castes, wars, democracy, etc.
3. What is one area in which you feel that humanity has become more “enlightened”? What is one area in which humanity has become less enlightened, or stayed the same? Has human society made moral progress, gone in reverse, or stayed basically the same?
3-30/3-31:
1. Define “nationalism.” If you don’t know what it is, quickly go to the bookshelf and look it up in the textbook glossary.
2. Provide one example of nationalism.
1. If you were the guard in the story (p.36), how would you respond to Galileo’s comments? (The guard says: “It is not my job to worry about these matters.” Do you agree, or would you respond differently?)
2. Why do you think that Galileo, Copernicus, Newton, and other scientists and philosophers cared so much about understanding the world around them, even if this got them into trouble?
3-21: In a written ½ page essay on a separate page from other Do Nows, consider some or all of the following questions; you have 10 minutes:
1. What do you think it means for a view or opinion to be “enlightened”?
2. Compare and contrast two widespread modern ideas or opinions with the older ideas/opinions they have replaced. Think of controversial issues such as slavery, gender, ethnicity, social classes and castes, wars, democracy, etc.
3. What is one area in which you feel that humanity has become more “enlightened”? What is one area in which humanity has become less enlightened, or stayed the same? Has human society made moral progress, gone in reverse, or stayed basically the same?
3-30/3-31:
1. Define “nationalism.” If you don’t know what it is, quickly go to the bookshelf and look it up in the textbook glossary.
2. Provide one example of nationalism.
Tuesday, March 29, 2011
ALL: Average final grades, 3rd marking period
Final grades for 3rd marking period have been entered into NCWise and can be found on students' report cards on Friday.
Here are the raw class averages, before converting to the 7-point scale or changing failing grades to the 60-70 range:
1st hour (Honors World History) - 85% (B); 89 on 7-point scale
2nd hour (Honors World History) - 92% (A-); 94 on 7-point scale
4th hour (AP Human Geography) - 90% (A-); 93 on 7-point scale
5th hour (Enriched World History) - 79% (C+); 84 on 7-point scale
6th hour (Enriched World History) - 70% (C-); 77 on 7-point scale
7th hour (Honors World History) - 83% (B); 87 on 7-point scale
Let's get the last nine weeks of the year off to a great start!
--Mr. M
Here are the raw class averages, before converting to the 7-point scale or changing failing grades to the 60-70 range:
1st hour (Honors World History) - 85% (B); 89 on 7-point scale
2nd hour (Honors World History) - 92% (A-); 94 on 7-point scale
4th hour (AP Human Geography) - 90% (A-); 93 on 7-point scale
5th hour (Enriched World History) - 79% (C+); 84 on 7-point scale
6th hour (Enriched World History) - 70% (C-); 77 on 7-point scale
7th hour (Honors World History) - 83% (B); 87 on 7-point scale
Let's get the last nine weeks of the year off to a great start!
--Mr. M
Wednesday, March 23, 2011
APGEO: Reminders and deadlines 3-23
There was some chatter in class today about Detroit's population decline; here is a good, short article summarizing this issue: http://online.wsj.com/article/SB20001424052748704461304576216850733151470.html. Please read it, as it is both interesting and relevant to several parts of the AP curriculum (economic geography, cities, population).
Thurs, 3/24: Last day to take an optional after-school practice FRQ for 3rd marking period extra credit. (If this is absolutely impossible for you, Friday might be OK as well).
Fri, 3/25: In-class FRQ on political geography. Paragraph-long (minimum) summaries of the three Economist articles handed out this week are due Friday.
Weds, 3/30: Political geography vocab quiz
Thurs, 3/31: Reading notes due
-All students should begin working through a test prep book - reading it, making vocabulary flash cards, and testing themselves with the questions at the end of each chapter. You have to motivate yourself and each other to do this, but it would make a huge difference in your AP test score. The test is May 13 - make a study plan and stick to it!
-Next week, we will be concluding our study of political geography and then beginning our final unit of the course: Cities and Urban Geography. After that, we will begin a four-week comprehensive review of the course.
See you tomorrow,
Mr. M
Thurs, 3/24: Last day to take an optional after-school practice FRQ for 3rd marking period extra credit. (If this is absolutely impossible for you, Friday might be OK as well).
Fri, 3/25: In-class FRQ on political geography. Paragraph-long (minimum) summaries of the three Economist articles handed out this week are due Friday.
Weds, 3/30: Political geography vocab quiz
Thurs, 3/31: Reading notes due
-All students should begin working through a test prep book - reading it, making vocabulary flash cards, and testing themselves with the questions at the end of each chapter. You have to motivate yourself and each other to do this, but it would make a huge difference in your AP test score. The test is May 13 - make a study plan and stick to it!
-Next week, we will be concluding our study of political geography and then beginning our final unit of the course: Cities and Urban Geography. After that, we will begin a four-week comprehensive review of the course.
See you tomorrow,
Mr. M
HONORS + ENRICHED: Reminders and deadlines 3-23
HONORS: The deadline for the Enlightenment reading packet has been extended to Friday if you need an extra day.
ENRICHED: Questions on the American and French Revolutions are due Friday.
ALL:
-Influential People Projects, test corrections, and all remaining missing work was collected today.
-The third marking period ends Friday, 3/25.
-Please note that you can now receive all new posts on this website by email by entering your email address in the box on the left sidebar. This is a great way to keep track of deadlines.
See you tomorrow,
Mr. M
ENRICHED: Questions on the American and French Revolutions are due Friday.
ALL:
-Influential People Projects, test corrections, and all remaining missing work was collected today.
-The third marking period ends Friday, 3/25.
-Please note that you can now receive all new posts on this website by email by entering your email address in the box on the left sidebar. This is a great way to keep track of deadlines.
See you tomorrow,
Mr. M
ENRICHED + HONORS: American and French Revolution compare/contrast
For BOTH the U.S. and France, use the packet and the textbook (pp. 557-565) and (572-592) to answer the following questions:
1. What was the situation in the country before the revolution?
2. When did the revolution occur? (List 3 key events and dates for each revolution – beginning, “turning point” or major battle in the middle, and end)
3. Who was being overthrown?
4. What were the revolutionaries’ reasons for revolting?
5. What were the revolutionaries’ values or ideals? (What did they believe in?)
6. Who were the major individuals involved with the revolution?
7. What was the result of the revolution?
1. What was the situation in the country before the revolution?
2. When did the revolution occur? (List 3 key events and dates for each revolution – beginning, “turning point” or major battle in the middle, and end)
3. Who was being overthrown?
4. What were the revolutionaries’ reasons for revolting?
5. What were the revolutionaries’ values or ideals? (What did they believe in?)
6. Who were the major individuals involved with the revolution?
7. What was the result of the revolution?
HONORS: Questions on Locke's "Second Treatise of Government"
After turning in our Influential People Projects, we read an excerpt from John Locke's Second Treatise of Government in class today. Students were asked to answer the following questions as their Do Now for 3/23:
*Please answer in complete sentences.*
According to Locke…
1. What is the “state of nature”?
2. What difficulties do people face in the state of nature?
3. What are man’s three “natural rights”?
4. Why do people form governments?
5. What does a law need in order to be “legit”?
You can find the entire Second Treatise here.
*Please answer in complete sentences.*
According to Locke…
1. What is the “state of nature”?
2. What difficulties do people face in the state of nature?
3. What are man’s three “natural rights”?
4. Why do people form governments?
5. What does a law need in order to be “legit”?
You can find the entire Second Treatise here.
Monday, March 21, 2011
HONORS + ENRICHED: Reminders and directions for turning in projects
***Influential People Projects for all World History students are due on Wednesday 3/23 at the beginning of class. Please come to class with a printed copy of your slideshow (or other visual aid) as well as a printed copy of all the questions you answered during your research. You will staple these together and turn them in at the beginning of class. If this direction is not followed, you will needlessly lose points! If you do not have access to a printer, please let me know before Wednesday so we can make alternate arrangements.***
Other due dates to be aware of:
All classes: All missing work + Renaissance/Reformation test corrections are due Wednesday, 3/23.
HONORS: Reading notes on the Enlightenment are due Thursday.
Other due dates to be aware of:
All classes: All missing work + Renaissance/Reformation test corrections are due Wednesday, 3/23.
HONORS: Reading notes on the Enlightenment are due Thursday.
Wednesday, March 16, 2011
ENRICHED: Renaissance-Reformation Test Correction Info.
All test corrections are due no later than Wednesday, 3/23 for the Enriched classes. You must attach a copy of your original test to the corrections to receive credit - no exceptions! If you've lost the original test, you will need to do corrections for the entire test.
Test corrections offer students an opportunity to earn back up to half of the points they missed (excluding the map section) and dramatically improve their grade. Standards for test corrections are very high - "winging it" or rushing isn't enough; I have to see clear evidence that you have invested additional time in understanding the concept tested in order to give you credit.
-**IMPORTANT: If you use an online dictionary or other source, you must put the definition in your own words and cite the source - anything else is plagiarism and will receive no credit. The only sources you should need are the study guide and the reading packets.**
-For each matching question you are correcting, provide a definition of the key concept listed below as well as either (a) an extended explanation (more detail) of that concept or (b) an example of that concept.
-For each multiple choice question you are correcting, write the correct answer and explain why it is correct.
-For each short answer / essay question you are correcting, rewrite your entire answer after researching the topic.
FORM A:
I. Matching - People
1) John Calvin
2) Leo X
3) Leonardo da Vinci
4) Mary I
5) Medici
6) Elizabeth I
7) Gutenberg
8) Henry VIII
9) Ignatius of Loyola
10) Michelangelo
11) Petrarch
12) Raphael
13) Shakespeare
II. More Matching - Other Vocabulary
14) utopia
15) sect
16) Counter-Reformation
17) predestination
18) patron
19) indulgences
20) doctrine
21) Council of Trent
22) radical
23) Diet of Worms
III. Short Answer
33. List two innovations (new developments) in painting and other visual arts that appeared during the Renaissance - in other words, two things you might look for if you were deciding whether an artwork was created during the Renaissance.
34. For each of the following ideas, write “H” if it fits into the idea of humanism and “NO” if it does not.
a. heretics ought to be burned at the stake
b. Ancient Greece and Rome were important models of human thought and achievement
c. man can and should use the power of reason to improve his life on earth
d. the natural world is merely an illusion; what matters is the ideal “forms” of the objects we see
e. the primary goal of life is preparation for the afterlife and the achievement of salvation
f. people should seek fulfillment and meaning in daily life
35. MULTIPLE CHOICE: Which of the following did Luther claim was necessary for a person to achieve salvation?
a. Good works and faith
b. Indulgences and penance
c. Indulgences and good works
d. Faith alone
e. Beliefs and church attendance
FORM B:
1. List two innovations (new developments) in painting and other visual arts that appeared during the Renaissance - in other words, two things you might look for if you were deciding whether an artwork was created during the Renaissance.
2. For each of the following ideas, write “H” if it fits into the idea of humanism and “NO” if it does not.
a. heretics ought to be burned at the stake
b. Ancient Greece and Rome were important models of human thought and achievement
c. man can and should use the power of reason to improve his life on earth
d. the natural world is merely an illusion; what matters is the ideal “forms” of the objects we see
e. the primary goal of life is preparation for the afterlife and the achievement of salvation
f. people should seek fulfillment and meaning in daily life
3. MULTIPLE CHOICE: Which of the following did Luther claim was necessary for a person to achieve salvation?
a. Good works and faith
b. Indulgences and penance
c. Indulgences and good works
d. Faith alone
e. Beliefs and church attendance
II. Matching
1) utopia
2) sect
3) Counter-Reformation
4) predestination
5) patron
6) indulgences
7) doctrine
8) Council of Trent
9) radical
10) Diet of Worms
III. More matching - people
11) John Calvin
12) Leo X
13) Leonardo da Vinci
14) Mary I
15) Medici
16) Elizabeth I
17) Gutenberg
18) Henry VIII
19) Ignatius of Loyola
20) Michelangelo
21) Petrarch
22) Raphael
23) Shakespeare
Test corrections offer students an opportunity to earn back up to half of the points they missed (excluding the map section) and dramatically improve their grade. Standards for test corrections are very high - "winging it" or rushing isn't enough; I have to see clear evidence that you have invested additional time in understanding the concept tested in order to give you credit.
-**IMPORTANT: If you use an online dictionary or other source, you must put the definition in your own words and cite the source - anything else is plagiarism and will receive no credit. The only sources you should need are the study guide and the reading packets.**
-For each matching question you are correcting, provide a definition of the key concept listed below as well as either (a) an extended explanation (more detail) of that concept or (b) an example of that concept.
-For each multiple choice question you are correcting, write the correct answer and explain why it is correct.
-For each short answer / essay question you are correcting, rewrite your entire answer after researching the topic.
FORM A:
I. Matching - People
1) John Calvin
2) Leo X
3) Leonardo da Vinci
4) Mary I
5) Medici
6) Elizabeth I
7) Gutenberg
8) Henry VIII
9) Ignatius of Loyola
10) Michelangelo
11) Petrarch
12) Raphael
13) Shakespeare
II. More Matching - Other Vocabulary
14) utopia
15) sect
16) Counter-Reformation
17) predestination
18) patron
19) indulgences
20) doctrine
21) Council of Trent
22) radical
23) Diet of Worms
III. Short Answer
33. List two innovations (new developments) in painting and other visual arts that appeared during the Renaissance - in other words, two things you might look for if you were deciding whether an artwork was created during the Renaissance.
34. For each of the following ideas, write “H” if it fits into the idea of humanism and “NO” if it does not.
a. heretics ought to be burned at the stake
b. Ancient Greece and Rome were important models of human thought and achievement
c. man can and should use the power of reason to improve his life on earth
d. the natural world is merely an illusion; what matters is the ideal “forms” of the objects we see
e. the primary goal of life is preparation for the afterlife and the achievement of salvation
f. people should seek fulfillment and meaning in daily life
35. MULTIPLE CHOICE: Which of the following did Luther claim was necessary for a person to achieve salvation?
a. Good works and faith
b. Indulgences and penance
c. Indulgences and good works
d. Faith alone
e. Beliefs and church attendance
FORM B:
1. List two innovations (new developments) in painting and other visual arts that appeared during the Renaissance - in other words, two things you might look for if you were deciding whether an artwork was created during the Renaissance.
2. For each of the following ideas, write “H” if it fits into the idea of humanism and “NO” if it does not.
a. heretics ought to be burned at the stake
b. Ancient Greece and Rome were important models of human thought and achievement
c. man can and should use the power of reason to improve his life on earth
d. the natural world is merely an illusion; what matters is the ideal “forms” of the objects we see
e. the primary goal of life is preparation for the afterlife and the achievement of salvation
f. people should seek fulfillment and meaning in daily life
3. MULTIPLE CHOICE: Which of the following did Luther claim was necessary for a person to achieve salvation?
a. Good works and faith
b. Indulgences and penance
c. Indulgences and good works
d. Faith alone
e. Beliefs and church attendance
II. Matching
1) utopia
2) sect
3) Counter-Reformation
4) predestination
5) patron
6) indulgences
7) doctrine
8) Council of Trent
9) radical
10) Diet of Worms
III. More matching - people
11) John Calvin
12) Leo X
13) Leonardo da Vinci
14) Mary I
15) Medici
16) Elizabeth I
17) Gutenberg
18) Henry VIII
19) Ignatius of Loyola
20) Michelangelo
21) Petrarch
22) Raphael
23) Shakespeare
APGEO: Extra credit opportunities to improve quiz grades
AP Geo students,
Quick note: Don't forget to include basic definitions for at least 75% of the vocab list at the end of the reading packet in your reading notes. Also, don't forget to study for the Mother of All Map Quizzes!
-On the Econ. Geo. Vocab Quiz: Because of the six-point curve, I've decided to place some small limits on the percent you can earn back through corrections - I don't think it's fair to let people go from 75% or 80% to 100%; this is the trade-off for having such a large curve.
APGEO Extra credit opportunities - to raise quiz/test/FRQ scores only:
-If you did not receive 100% on either of your FRQs: If you redo both and both are flawless (as they should be with open notes and the rubric right in front of you), you can get 6/6 (100%) for the first FRQ grade. Before doing this, read about the model tested (Rostow or Weber) in at least one place (reading notes / test prep guide). In your rewrite, try to follow the rubric's requirements as closely as possible.
-If you redo only one FRQ for corrections credit, you can earn up to half the points you missed.
-If you did receive 100% on either FRQ, you can redo the other FRQ for up to 3 extra credit quiz points.
-If you are interested in taking another practice FRQ (in addition to the many we will do in class), you can stop by after school Thursday or next week Tues/Weds/Thurs to take one for up to 3 extra credit quiz points.
See you tomorrow,
Mr. M
Quick note: Don't forget to include basic definitions for at least 75% of the vocab list at the end of the reading packet in your reading notes. Also, don't forget to study for the Mother of All Map Quizzes!
-On the Econ. Geo. Vocab Quiz: Because of the six-point curve, I've decided to place some small limits on the percent you can earn back through corrections - I don't think it's fair to let people go from 75% or 80% to 100%; this is the trade-off for having such a large curve.
APGEO Extra credit opportunities - to raise quiz/test/FRQ scores only:
-If you did not receive 100% on either of your FRQs: If you redo both and both are flawless (as they should be with open notes and the rubric right in front of you), you can get 6/6 (100%) for the first FRQ grade. Before doing this, read about the model tested (Rostow or Weber) in at least one place (reading notes / test prep guide). In your rewrite, try to follow the rubric's requirements as closely as possible.
-If you redo only one FRQ for corrections credit, you can earn up to half the points you missed.
-If you did receive 100% on either FRQ, you can redo the other FRQ for up to 3 extra credit quiz points.
-If you are interested in taking another practice FRQ (in addition to the many we will do in class), you can stop by after school Thursday or next week Tues/Weds/Thurs to take one for up to 3 extra credit quiz points.
See you tomorrow,
Mr. M
Tuesday, March 15, 2011
ALL: Deadlines and reminders - IMPORTANT
The third nine weeks is almost over - time to focus and buckle down...:
Honors World History:
Weds, 3/16: Reading notes due (Scientific Revolution + Age of Absolutism)
Weds, 3/16: Influential people project: Questions about your time period (part II) due; checked in class
Fri, 3/18: Influential people project: Questions about your person (part III) due; checked in class
Weds, 3/23: Influential people project: Visual presentation (part IV) due to be presented in class
Weds, 3/23: Last day late work will be accepted for all March due dates up to 3/18
Weds, 3/23: Corrections due for Renaissance/Reformation test - will not be accepted late
Weds, 3/23: Reading notes due
Fri, 3/25: 3rd nine weeks ends
Enriched World History:
Weds, 3/16: Reading notes due (Scientific Revolution)
Weds, 3/16: Influential people project: Questions about your time period (part II) due; checked in class
Fri, 3/18: Influential people project: Questions about your person (part III) due; checked in class
Weds, 3/23: Influential people project: Visual presentation (part IV) due to be presented in class
Weds, 3/23: Last day late work will be accepted for all March due dates up to 3/18
Weds, 3/23: Corrections due for Renaissance/Reformation test - will not be accepted late
Weds, 3/23: Reading notes due
Fri, 3/25: 3rd nine weeks ends
AP Human Geography:
Weds, 3/16: Reading notes due including vocabulary at end of packet (political geography)
Fri, 3/18: Mother of All Map Quizzes
Fri, 3/18: Yugoslavia worksheet packet due
Tues, 3/22: FRQ - political geography
Weds, 3/23: Reading notes due
Thurs, 3/24: Last day to turn in FRQ corrections (re-dos)
Fri, 3/25: Political Geography vocab quiz
Honors World History:
Weds, 3/16: Reading notes due (Scientific Revolution + Age of Absolutism)
Weds, 3/16: Influential people project: Questions about your time period (part II) due; checked in class
Fri, 3/18: Influential people project: Questions about your person (part III) due; checked in class
Weds, 3/23: Influential people project: Visual presentation (part IV) due to be presented in class
Weds, 3/23: Last day late work will be accepted for all March due dates up to 3/18
Weds, 3/23: Corrections due for Renaissance/Reformation test - will not be accepted late
Weds, 3/23: Reading notes due
Fri, 3/25: 3rd nine weeks ends
Enriched World History:
Weds, 3/16: Reading notes due (Scientific Revolution)
Weds, 3/16: Influential people project: Questions about your time period (part II) due; checked in class
Fri, 3/18: Influential people project: Questions about your person (part III) due; checked in class
Weds, 3/23: Influential people project: Visual presentation (part IV) due to be presented in class
Weds, 3/23: Last day late work will be accepted for all March due dates up to 3/18
Weds, 3/23: Corrections due for Renaissance/Reformation test - will not be accepted late
Weds, 3/23: Reading notes due
Fri, 3/25: 3rd nine weeks ends
AP Human Geography:
Weds, 3/16: Reading notes due including vocabulary at end of packet (political geography)
Fri, 3/18: Mother of All Map Quizzes
Fri, 3/18: Yugoslavia worksheet packet due
Tues, 3/22: FRQ - political geography
Weds, 3/23: Reading notes due
Thurs, 3/24: Last day to turn in FRQ corrections (re-dos)
Fri, 3/25: Political Geography vocab quiz
Thursday, March 10, 2011
HONORS + ENRICHED: Influential people project
WORLD HISTORY - INFLUENTIAL PEOPLE PROJECT
***Important: This project will be the largest assignment grade of the third nine weeks. You cannot pass the class until you have completed it.***
PART ONE (Due: Thursday, 3/10): Choose your person to research and get him/her approved. Find FIVE high-quality, informative Internet sources about your person. See the handout on “The Five W’s of Web Site Evaluation": who wrote the website, and what are their qualifications - are they a recognized expert on your person? What organization or institution runs the website - is this a professional institution dedicated to history? Does the website appear to be designed to attract money through advertising (are there ads everywhere)?
Look for websites with domain extensions .edu (university/school), .gov (government), and .org (non-profit) – these are not guarantees that the source is good, but they may provide clues. Good sources to use as starting points: the websites of the Encyclopedia Britannica, BBC, History Channel, Biography.com, PBS.
Sites that are NOT acceptable sources for this project: Wikis (Wikipedia); “Answer” websites or forums (Answers.com, Yahoo! Answers, Infoplease); personal or student-made homepages (Geocities, etc.); and aggregator sites that simply gather information from other places on the Internet, often without giving credit (Lucidcafe, etc.).
Write out the following about each of these sources on a table in a Word or Writer document. Your table should include the following columns:
-Name of source
-URL (web address)
-Author
-Organization
-Why you think this source is a high-quality and credible authority on your subject
Create a source key: Number the sources on your source table (1, 2, 3, 4, etc.). You can then cite your sources throughout your project simply by writing the number of the source you used after each answer that uses information you get from that source.
You should also use the yellow textbook in class: please add this to your sources list as source "0." Optionally, you can use the red AP World History textbook as well.
PART TWO (Due: Wednesday, 3/16): Questions about your time period – Please type and answer in complete sentences OR write out the question along with your answer. All answers must cite their sources.
Create a visual aid to teach your classmates about your person AND the time period they are part of. You can use a PowerPoint or Impress slideshow, Prezi slideshow (www.prezi.com), poster on large poster board, or other presentation format. Please observe the following: Include title slide.
-Minimum of 2 slides about your time period – focus on when the time period took place, major themes/trends of the time period, and famous people and inventions.
-Minimum of 3 slides about your person – focus on what they accomplished and why they are famous, what resulted from their activities, and how they fit into the time period.
-All text on the visual aid should be in the form of short summaries in your own words (bullet points); do not copy and paste any text except quotations from your person or excerpts from their writing. Any plagiarism will result in a zero for the project.
-Use at least six images that show something important about your person in your presentation. Please cite sources for these. If you choose images at random from Google Images and you accidentally choose one that has little or nothing to do with your person, you will lose points! Please do not be careless.
-One of the six images must be a map showing something important about your person (their travels, influence, hometown, etc.)
-Your presentation must include an explanation, in your own words, of your person's time period as well as an image representing this time period.
-Find and include at least three quotations by your person that teach us something about his or her beliefs or ideas. Please cite sources for these.
-Please include a bibliography (works cited) page at the end of your presentation or on a separate Word document.
Please let me know if you have questions! This project will be the largest assignment grade of the third nine weeks. You cannot pass the class until you have completed it.
Thank you,
Mr. M
***Important: This project will be the largest assignment grade of the third nine weeks. You cannot pass the class until you have completed it.***
PART ONE (Due: Thursday, 3/10): Choose your person to research and get him/her approved. Find FIVE high-quality, informative Internet sources about your person. See the handout on “The Five W’s of Web Site Evaluation": who wrote the website, and what are their qualifications - are they a recognized expert on your person? What organization or institution runs the website - is this a professional institution dedicated to history? Does the website appear to be designed to attract money through advertising (are there ads everywhere)?
Look for websites with domain extensions .edu (university/school), .gov (government), and .org (non-profit) – these are not guarantees that the source is good, but they may provide clues. Good sources to use as starting points: the websites of the Encyclopedia Britannica, BBC, History Channel, Biography.com, PBS.
Sites that are NOT acceptable sources for this project: Wikis (Wikipedia); “Answer” websites or forums (Answers.com, Yahoo! Answers, Infoplease); personal or student-made homepages (Geocities, etc.); and aggregator sites that simply gather information from other places on the Internet, often without giving credit (Lucidcafe, etc.).
Write out the following about each of these sources on a table in a Word or Writer document. Your table should include the following columns:
-Name of source
-URL (web address)
-Author
-Organization
-Why you think this source is a high-quality and credible authority on your subject
Create a source key: Number the sources on your source table (1, 2, 3, 4, etc.). You can then cite your sources throughout your project simply by writing the number of the source you used after each answer that uses information you get from that source.
You should also use the yellow textbook in class: please add this to your sources list as source "0." Optionally, you can use the red AP World History textbook as well.
PART TWO (Due: Wednesday, 3/16): Questions about your time period – Please type and answer in complete sentences OR write out the question along with your answer. All answers must cite their sources.
- When did this period take place?
- What countries seem to be most involved in the major events of this time period?
- What overall themes / trends is this time period known for?
- Who were some of the most important people during this time period, and what are they known for? (list at least 5)
- What were some of the major technological advances or inventions of this time period? (list at least 4)
- What were some of the major changes in ideas/beliefs during this time period? (list at least 3)
- Where is your person from and where did they live for the majority of their life? (City + Country)
- What was your person's childhood like? Who were their parents and siblings - did they have any effect on their lives/development/achievement?
- What education did your person receive? Did they attend school, or did they have a tutor? Did they attend a college or university? How did they develop expertise in their field?
- What is your person famous for?
- In addition to the main reason the person is famous, list 4 additional accomplishments or interesting facts about their life.
- Think about the questions you researched about your person's historical time period. Why are your person's life, work, and achievements considered to be a part of the broader time period?
- Explain, with specifics, the impact or consequences of your person's life and achievements.
- When, how, and at what age did they pass away?
Create a visual aid to teach your classmates about your person AND the time period they are part of. You can use a PowerPoint or Impress slideshow, Prezi slideshow (www.prezi.com), poster on large poster board, or other presentation format. Please observe the following: Include title slide.
-Minimum of 2 slides about your time period – focus on when the time period took place, major themes/trends of the time period, and famous people and inventions.
-Minimum of 3 slides about your person – focus on what they accomplished and why they are famous, what resulted from their activities, and how they fit into the time period.
-All text on the visual aid should be in the form of short summaries in your own words (bullet points); do not copy and paste any text except quotations from your person or excerpts from their writing. Any plagiarism will result in a zero for the project.
-Use at least six images that show something important about your person in your presentation. Please cite sources for these. If you choose images at random from Google Images and you accidentally choose one that has little or nothing to do with your person, you will lose points! Please do not be careless.
-One of the six images must be a map showing something important about your person (their travels, influence, hometown, etc.)
-Your presentation must include an explanation, in your own words, of your person's time period as well as an image representing this time period.
-Find and include at least three quotations by your person that teach us something about his or her beliefs or ideas. Please cite sources for these.
-Please include a bibliography (works cited) page at the end of your presentation or on a separate Word document.
Please let me know if you have questions! This project will be the largest assignment grade of the third nine weeks. You cannot pass the class until you have completed it.
Thank you,
Mr. M
Wednesday, March 9, 2011
HONORS: Renaissance / Reformation Test Results
I noticed a very clear, and sharp, divide in these results between students who took the time to study thoroughly, and those who did not. Please remember that test scores account for 50% of one's grade in Honors World History; it is essential that all students (a) use the study guide handed out to study for the test by making flash cards, foldables, or another method; and (b) complete thorough reading notes and use each reading assignment as an essential study tool rather than rushing through it to get the points for the assignment.
There was a 2-point (5%) curve on this test.
1st hour
Class average: 84% (B)
Top scorers: Lauren, Corey, Sydney (all over 100%)
2nd hour
Class average: 90% (A-)
Top scorers: Mary, Logan, Anna, Barrett, Shane (all over 100%)
7th hour
Class average: 74% (C)
Top scorers: Keels, Mason, Tori (all over 100%)
Correction opportunities will be available next week after all students who were absent have made up the test.
Thank you,
Mr. M
There was a 2-point (5%) curve on this test.
1st hour
Class average: 84% (B)
Top scorers: Lauren, Corey, Sydney (all over 100%)
2nd hour
Class average: 90% (A-)
Top scorers: Mary, Logan, Anna, Barrett, Shane (all over 100%)
7th hour
Class average: 74% (C)
Top scorers: Keels, Mason, Tori (all over 100%)
Correction opportunities will be available next week after all students who were absent have made up the test.
Thank you,
Mr. M
ENRICHED - Renaissance / Reformation Test Results
I noticed a very clear, and sharp, divide in these results between students who took the time to study thoroughly, and those who did not. Please remember that test scores account for 40% of one's grade in Enriched World History; it is essential that all students (a) use the study guide handed out to study for the test by making flash cards, foldables, or another method; and (b) complete thorough reading notes and use each reading assignment as an essential study tool rather than rushing through it to get the points for the assignment.
There was a 2-point (7%) curve on this test.
5th hour
Class average: 79% (C+)
Top scorers: Christy, Bobby, Aris (all over 100%)
6th hour
Class average: 70% (C-)
Top scorers: Zak, Kaytlyn, Josh (all over 100%)
Correction opportunities will be available next week after all students who were absent have made up the test.
Thank you,
Mr. M
There was a 2-point (7%) curve on this test.
5th hour
Class average: 79% (C+)
Top scorers: Christy, Bobby, Aris (all over 100%)
6th hour
Class average: 70% (C-)
Top scorers: Zak, Kaytlyn, Josh (all over 100%)
Correction opportunities will be available next week after all students who were absent have made up the test.
Thank you,
Mr. M
Friday, March 4, 2011
APGEO: Economic Geography Vocab Quiz Results
It was a tough test, but this was not our finest hour - please double check the time and effort you are putting in to the reading and vocabulary study for AP Geography. The AP test is right around the corner (May 13, 8 a.m.).
**Also, all students should start reviewing for the AP test individually using a test-prep book.**
Economic Geography Vocab Quiz results:
Class average: 75% (C)
Top scorers: Caleb, Danyel, Matt, Lawton
Upcoming due dates:
-Reading notes on Political Geography packet (it's big - start well in advance!) - Weds, 3/9
-Mother of All Map Quizzes - Fri, 3/11
-Corrections for Econ. Geo vocab quiz - Fri, 3/11
Have a great weekend,
Mr. M
**Also, all students should start reviewing for the AP test individually using a test-prep book.**
Economic Geography Vocab Quiz results:
Class average: 75% (C)
Top scorers: Caleb, Danyel, Matt, Lawton
Upcoming due dates:
-Reading notes on Political Geography packet (it's big - start well in advance!) - Weds, 3/9
-Mother of All Map Quizzes - Fri, 3/11
-Corrections for Econ. Geo vocab quiz - Fri, 3/11
Have a great weekend,
Mr. M
Thursday, March 3, 2011
ALL: Reminders and deadlines
World History - Upcoming deadlines:
In World History class, we have finished the Reformation and are beginning the Age of Exploration. In class today, we started our Influential People project; each student chose one influential person who lived during the years 1500-1800 to research.
Friday, 3/4 - Renaissance and Reformation Test (Tuesday, 3/8 for 6th hour)
Monday, 3/7 and Tuesday, 3/8 - Students should have five high-quality sources and their tables of sources for the Influential People Project complete by the end of the class period. After this, they will begin researching their person's time period using the sources they identified.
Wednesday, 3/9 - Reading notes due (handed out on Friday 3/4 after test)
Friday, 3/11 - Project research notes due (mostly completed in class during the week)
AP Human Geography - Upcoming deadlines:
Wednesday, 3/9 - Reading notes due (on Political Geography; handed out on Friday, 3/4)
Friday, 3/11 - "Mother of all map quizzes"; covers places on list handed out last week
See you tomorrow,
Mr. M
In World History class, we have finished the Reformation and are beginning the Age of Exploration. In class today, we started our Influential People project; each student chose one influential person who lived during the years 1500-1800 to research.
Friday, 3/4 - Renaissance and Reformation Test (Tuesday, 3/8 for 6th hour)
Monday, 3/7 and Tuesday, 3/8 - Students should have five high-quality sources and their tables of sources for the Influential People Project complete by the end of the class period. After this, they will begin researching their person's time period using the sources they identified.
Wednesday, 3/9 - Reading notes due (handed out on Friday 3/4 after test)
Friday, 3/11 - Project research notes due (mostly completed in class during the week)
AP Human Geography - Upcoming deadlines:
Wednesday, 3/9 - Reading notes due (on Political Geography; handed out on Friday, 3/4)
Friday, 3/11 - "Mother of all map quizzes"; covers places on list handed out last week
See you tomorrow,
Mr. M
Tuesday, February 22, 2011
ALL: Upcoming deadlines and reminders
HONORS:
Thurs, 2/24: Age of Exploration reading notes due
Fri, 2/25: Jan. and Feb. Do Nows collected
Fri, 2/25: Middle Ages/Japan test corrections due
Weds, 3/2: ABSOLUTE LAST DAY TO TURN IN MISSING WORK FROM JAN. OR FEB.
Fri, 3/4: TEST: Renaissance and Reformation
ENRICHED:
Fri, 2/25: Age of Exploration reading notes due
Fri, 2/25: Jan. and Feb. Do Nows collected
Mon, 2/28: Middle Ages/Japan test corrections due
Weds, 3/2: ABSOLUTE LAST DAY TO TURN IN MISSING WORK FROM JAN. OR FEB.
Fri, 3/4: TEST: Renaissance and Reformation
APGEO:
Thurs, 2/24: Economic Geography presentations due
Friday, 2/25: Reading notes due (Economic Geography)
Weds, 3/2: Economic Geography vocab quiz
Weds, 3/2: ABSOLUTE LAST DAY TO TURN IN MISSING WORK FROM JAN. OR FEB.
Friday, 3/11: Mother of All Map Quizzes!
See you tomorrow,
Mr. M
Thurs, 2/24: Age of Exploration reading notes due
Fri, 2/25: Jan. and Feb. Do Nows collected
Fri, 2/25: Middle Ages/Japan test corrections due
Weds, 3/2: ABSOLUTE LAST DAY TO TURN IN MISSING WORK FROM JAN. OR FEB.
Fri, 3/4: TEST: Renaissance and Reformation
ENRICHED:
Fri, 2/25: Age of Exploration reading notes due
Fri, 2/25: Jan. and Feb. Do Nows collected
Mon, 2/28: Middle Ages/Japan test corrections due
Weds, 3/2: ABSOLUTE LAST DAY TO TURN IN MISSING WORK FROM JAN. OR FEB.
Fri, 3/4: TEST: Renaissance and Reformation
APGEO:
Thurs, 2/24: Economic Geography presentations due
Friday, 2/25: Reading notes due (Economic Geography)
Weds, 3/2: Economic Geography vocab quiz
Weds, 3/2: ABSOLUTE LAST DAY TO TURN IN MISSING WORK FROM JAN. OR FEB.
Friday, 3/11: Mother of All Map Quizzes!
See you tomorrow,
Mr. M
ENRICHED + HONORS: Do Nows, January and February
I will be collecting Do Nows from January and February on Friday - this will be a 20 point assignment. Below, I have posted all the Do Nows in chronological order. Students must have no more than 1 Do Now missing for full credit. The length expectation for Do Nows is 5-7 sentences for Enriched and 7-10 sentences for Honors (unless the question says "list" or "brainstorm").
Full-credit responses should go beyond the bare minimum of effort - they should show evidence that the student has grappled with and attempted to understand the subject matter to the best of their ability, and they should make an argument (when applicable) that is backed up with reasons and evidence.
---
1-5-11:
Please write in your notes: “Middle Ages” = 476 A.D. - ~1400 A.D. = Europe from the fall of the Roman Empire to the Renaissance. Then, answer both of the following:
-The Middle Ages in Europe are sometimes called the “Dark Ages” or the “Age of Faith.” Connect each of these labels with something you know about this time period – what might each label suggest about the time period?
-During the Middle Ages, the Roman Catholic Church was the sole religious organization in Western Europe. What are some pros and cons of having one dominant religion (instead of religious diversity) in a society?
1-7-11:
What are some of the hardships you think that serfs faced during the Middle Ages? What restrictions did they have on their political freedom, mobility, and economic freedom (right to buy/sell/earn a living)?
1-14-11:
Please answer BOTH of the following:
In what ways do you think people’s religions, ideologies, or belief-systems can lead to conflict? Can they sometimes lead to peace?
Describe 1-2 interesting things you learned about the person or type of person from the Middle Ages you wrote your pen pal letter about.
1-18-11:
During the Crusades, tens of thousands of European Christian men left their families and traveled to wage war against Muslim communities in Spain and the Middle East. Around half of those who left never returned home.
Crusaders’ motives included: religious fervor (strong belief); desire for adventure or glory; and hope for wealth, riches, and land.
In a paragraph, explain the role that different motives might have played in driving the Crusaders’ actions. OR, put yourself in the shoes of one of the Crusaders - which reasons to join a crusade would you find most compelling?
1-19-11:
Please answer both of the following questions:
1. Brainstorm as many examples of Japanese culture and commerce as you can think of. (Think of: technology and technology companies; auto companies; anime; martial arts; food; sports; etc.)
2. Why do you think Japan is called the “land of the rising sun”?
1-25-11:
During the Tokugawa Era (1603-1868), Japan had a feudal system of government similar to that of Europe in the Middle Ages.
Who are the European counterparts of each of the following figures in Japanese feudalism?
Example: Shogun - military ruler of the country = similar to Europe’s Kings
Daimyo - local lords/landowners; similar to…
Samurai – privileged class of warriors who worked for the daimyo; similar to…
Merchants and artisans; similar to…
Peasants – tilled the Daimyo’s land; similar to…
1-26-11:
After the Tokugawa Shogun kicked out the Portuguese and began persecuting Japan’s Christians (who had been converted by the Portuguese missionaries), they sealed off the country to foreign trade and influence for around 200 years. This is a policy of extreme isolationism or autarky (total self-sufficiency).
What consequences do you think this isolation from the outside world may have had for Japan’s economy, technology, and culture?
2-7-11:
Please write the following in your class notes: The period of European history that followed the Middle Ages is called the Renaissance, a word meaning “rebirth.” The Renaissance overlaps with another period called the Reformation, in which Protestant Christianity was born. These two periods spanned around the years 1450-1650.
QUESTION: How do you think different areas of Europeans’ lives might have experienced a “rebirth” after the end of the Middle Ages? Predict possible changes in the areas of learning/thought/ideas, religion, technology and science, commerce/trade, government, exploration, etc.
2-10-11:
Thinking about the video we watched in class earlier this week as well as the reading you completed for today, write a paragraph on the following question:
How did the worldview of the Renaissance differ from the worldview of the Middle Ages? Provide specific examples.
2-14-11:
Please answer the following question, giving reasons for your response:
Why do you think so few scientific developments (in medicine, technology, etc.) occurred during the Middle Ages, but so many occurred during the Renaissance?
2-16-11:
What is meant by the term “Renaissance Man”? Why was Leonardo da Vinci considered to be a prime example of a Renaissance Man?
2-17-11:
Please answer both of the following:
Brainstorm the names or denominations (sects) of as many Christian churches in Durham (or your hometown) as you can think of. (Examples: Lutheran, Baptist, Catholic, etc.)
What are some reasons people might have for leaving their religious community and joining or starting a new one?
2-18-11:
What were some of the Reformers’ criticisms of the Catholic Church? Which of these criticisms do you think was the strongest/most powerful, and why?
Full-credit responses should go beyond the bare minimum of effort - they should show evidence that the student has grappled with and attempted to understand the subject matter to the best of their ability, and they should make an argument (when applicable) that is backed up with reasons and evidence.
---
1-5-11:
Please write in your notes: “Middle Ages” = 476 A.D. - ~1400 A.D. = Europe from the fall of the Roman Empire to the Renaissance. Then, answer both of the following:
-The Middle Ages in Europe are sometimes called the “Dark Ages” or the “Age of Faith.” Connect each of these labels with something you know about this time period – what might each label suggest about the time period?
-During the Middle Ages, the Roman Catholic Church was the sole religious organization in Western Europe. What are some pros and cons of having one dominant religion (instead of religious diversity) in a society?
1-7-11:
What are some of the hardships you think that serfs faced during the Middle Ages? What restrictions did they have on their political freedom, mobility, and economic freedom (right to buy/sell/earn a living)?
1-14-11:
Please answer BOTH of the following:
In what ways do you think people’s religions, ideologies, or belief-systems can lead to conflict? Can they sometimes lead to peace?
Describe 1-2 interesting things you learned about the person or type of person from the Middle Ages you wrote your pen pal letter about.
1-18-11:
During the Crusades, tens of thousands of European Christian men left their families and traveled to wage war against Muslim communities in Spain and the Middle East. Around half of those who left never returned home.
Crusaders’ motives included: religious fervor (strong belief); desire for adventure or glory; and hope for wealth, riches, and land.
In a paragraph, explain the role that different motives might have played in driving the Crusaders’ actions. OR, put yourself in the shoes of one of the Crusaders - which reasons to join a crusade would you find most compelling?
1-19-11:
Please answer both of the following questions:
1. Brainstorm as many examples of Japanese culture and commerce as you can think of. (Think of: technology and technology companies; auto companies; anime; martial arts; food; sports; etc.)
2. Why do you think Japan is called the “land of the rising sun”?
1-25-11:
During the Tokugawa Era (1603-1868), Japan had a feudal system of government similar to that of Europe in the Middle Ages.
Who are the European counterparts of each of the following figures in Japanese feudalism?
Example: Shogun - military ruler of the country = similar to Europe’s Kings
Daimyo - local lords/landowners; similar to…
Samurai – privileged class of warriors who worked for the daimyo; similar to…
Merchants and artisans; similar to…
Peasants – tilled the Daimyo’s land; similar to…
1-26-11:
After the Tokugawa Shogun kicked out the Portuguese and began persecuting Japan’s Christians (who had been converted by the Portuguese missionaries), they sealed off the country to foreign trade and influence for around 200 years. This is a policy of extreme isolationism or autarky (total self-sufficiency).
What consequences do you think this isolation from the outside world may have had for Japan’s economy, technology, and culture?
2-7-11:
Please write the following in your class notes: The period of European history that followed the Middle Ages is called the Renaissance, a word meaning “rebirth.” The Renaissance overlaps with another period called the Reformation, in which Protestant Christianity was born. These two periods spanned around the years 1450-1650.
QUESTION: How do you think different areas of Europeans’ lives might have experienced a “rebirth” after the end of the Middle Ages? Predict possible changes in the areas of learning/thought/ideas, religion, technology and science, commerce/trade, government, exploration, etc.
2-10-11:
Thinking about the video we watched in class earlier this week as well as the reading you completed for today, write a paragraph on the following question:
How did the worldview of the Renaissance differ from the worldview of the Middle Ages? Provide specific examples.
2-14-11:
Please answer the following question, giving reasons for your response:
Why do you think so few scientific developments (in medicine, technology, etc.) occurred during the Middle Ages, but so many occurred during the Renaissance?
2-16-11:
What is meant by the term “Renaissance Man”? Why was Leonardo da Vinci considered to be a prime example of a Renaissance Man?
2-17-11:
Please answer both of the following:
Brainstorm the names or denominations (sects) of as many Christian churches in Durham (or your hometown) as you can think of. (Examples: Lutheran, Baptist, Catholic, etc.)
What are some reasons people might have for leaving their religious community and joining or starting a new one?
2-18-11:
What were some of the Reformers’ criticisms of the Catholic Church? Which of these criticisms do you think was the strongest/most powerful, and why?
ENRICHED: Middle Ages / Japan test corrections
All test corrections are due no later than Monday for the Enriched classes. You must attach a copy of your original test to the corrections to receive credit - no exceptions!
As always, test corrections offer students an opportunity to earn back up to half of the points they missed (excluding the map section) and dramatically improve their grade. Standards for test corrections are very high - "winging it" or rushing isn't enough; I have to see clear evidence that you have invested additional time in understanding the concept tested in order to give you credit.
-For each matching question you are correcting, provide a definition of the key concept listed below as well as either (a) an extended explanation (more detail) of that concept or (b) an example of that concept.
-For each multiple choice question you are correcting, write the correct answer and explain why it is correct.
-For each short answer question you are correcting, rewrite your entire answer after researching the topic.
FORM A:
I. Matching
12. autarky
13. kimono
14. bushido
15. arable land
16. archipelago
17. daimyo
18. isolationism
19. kami
20. shrine
21. seppuku
22. tsunami
23. kanji
24. Nagasaki
25. samurai
III. Short Answer
26. Place the following events in the correct chronological order (earliest to latest). Then, select the option below that matches that order: (1)
I. Eastern Orthodox Church is created in Constantinople
II. Renaissance begins
III. Bubonic Plague
IV. Fall of the Roman Empire
Options:
a. I…II…III…IV
b. IV…III…I…II
c. I…IV…III…II
d. III…IV...II…I
e. IV…I…II…III
27. Using what you know about feudalism in Medieval Europe and Tokugawa Japan, describe, in 1-3 brief sentences each, the life, work, and obligations of four of the following five people: (4)
A. Sami the Serf
B. Kyree the Knight
C. Mason the Monk
D. Dylan the Daimyo
E. Sydney the Samurai
28. Explain, using specific examples and vocabulary words if possible, the role of the Roman Catholic Church in the life of Europeans in the Middle Ages. Include at least one potentially “positive” AND one potentially “negative” aspect of the Church’s activities at that time. (3)
FORM B:
1. Place the following events in the correct chronological order (earliest to latest). Then, select the option below that matches that order: (1)
I. Eastern Orthodox Church is created in Constantinople
II. Renaissance begins
III. Bubonic Plague
IV. Fall of the Roman Empire
Options:
a. I…II…III…IV
b. IV…III…I…II
c. I…IV…III…II
d. III…IV...II…I
e. IV…I…II…III
2. Using what you know about feudalism in Medieval Europe and Tokugawa Japan, describe, in 1-3 brief sentences each, the life, work, and obligations of four of the following five people: (4)
A. Sami the Serf
B. Kyree the Knight
C. Mason the Monk
D. Dylan the Daimyo
E. Sydney the Samurai
3. Explain, using specific examples and vocabulary words if possible, the role of the Roman Catholic Church in the life of Europeans in the Middle Ages. Include at least one potentially “positive” AND one potentially “negative” aspect of the Church’s activities at that time. (3)
Matching:
4. autarky
5. kimono
6. bushido
7. arable land
8. archipelago
9. daimyo
10. isolationism
11. kami
12. shrine
13. seppuku
14. tsunami
15. kanji
16. Nagasaki
17. samurai
More Matching:
18. Vatican
19. excommunication
20. Crusades
21. heresy
22. feudalism
23. vassals
24. tithe
25. Vikings
26. melee
27. serfs
28. chivalry
As always, test corrections offer students an opportunity to earn back up to half of the points they missed (excluding the map section) and dramatically improve their grade. Standards for test corrections are very high - "winging it" or rushing isn't enough; I have to see clear evidence that you have invested additional time in understanding the concept tested in order to give you credit.
-For each matching question you are correcting, provide a definition of the key concept listed below as well as either (a) an extended explanation (more detail) of that concept or (b) an example of that concept.
-For each multiple choice question you are correcting, write the correct answer and explain why it is correct.
-For each short answer question you are correcting, rewrite your entire answer after researching the topic.
FORM A:
I. Matching
- Vatican
- excommunication
- Crusades
- heresy
- feudalism
- vassals
- tithe
- Vikings
- melee
- serfs
- chivalry
12. autarky
13. kimono
14. bushido
15. arable land
16. archipelago
17. daimyo
18. isolationism
19. kami
20. shrine
21. seppuku
22. tsunami
23. kanji
24. Nagasaki
25. samurai
III. Short Answer
26. Place the following events in the correct chronological order (earliest to latest). Then, select the option below that matches that order: (1)
I. Eastern Orthodox Church is created in Constantinople
II. Renaissance begins
III. Bubonic Plague
IV. Fall of the Roman Empire
Options:
a. I…II…III…IV
b. IV…III…I…II
c. I…IV…III…II
d. III…IV...II…I
e. IV…I…II…III
27. Using what you know about feudalism in Medieval Europe and Tokugawa Japan, describe, in 1-3 brief sentences each, the life, work, and obligations of four of the following five people: (4)
A. Sami the Serf
B. Kyree the Knight
C. Mason the Monk
D. Dylan the Daimyo
E. Sydney the Samurai
28. Explain, using specific examples and vocabulary words if possible, the role of the Roman Catholic Church in the life of Europeans in the Middle Ages. Include at least one potentially “positive” AND one potentially “negative” aspect of the Church’s activities at that time. (3)
FORM B:
1. Place the following events in the correct chronological order (earliest to latest). Then, select the option below that matches that order: (1)
I. Eastern Orthodox Church is created in Constantinople
II. Renaissance begins
III. Bubonic Plague
IV. Fall of the Roman Empire
Options:
a. I…II…III…IV
b. IV…III…I…II
c. I…IV…III…II
d. III…IV...II…I
e. IV…I…II…III
2. Using what you know about feudalism in Medieval Europe and Tokugawa Japan, describe, in 1-3 brief sentences each, the life, work, and obligations of four of the following five people: (4)
A. Sami the Serf
B. Kyree the Knight
C. Mason the Monk
D. Dylan the Daimyo
E. Sydney the Samurai
3. Explain, using specific examples and vocabulary words if possible, the role of the Roman Catholic Church in the life of Europeans in the Middle Ages. Include at least one potentially “positive” AND one potentially “negative” aspect of the Church’s activities at that time. (3)
Matching:
4. autarky
5. kimono
6. bushido
7. arable land
8. archipelago
9. daimyo
10. isolationism
11. kami
12. shrine
13. seppuku
14. tsunami
15. kanji
16. Nagasaki
17. samurai
More Matching:
18. Vatican
19. excommunication
20. Crusades
21. heresy
22. feudalism
23. vassals
24. tithe
25. Vikings
26. melee
27. serfs
28. chivalry
Monday, February 21, 2011
ENRICHED + HONORS: Middle Ages unrest activity + link
1. Open your laptop and go to www.bbc.co.uk/news/world-12482311.
2. Create a spreadsheet in Excel, Calc, or Google Docs. Title your spreadsheet “Middle East Unrest.”
3. Create, research, and fill in the following columns:
Column A. Country (sort alphabetically)
Column B. Last name of leader
Column C. Leader’s # of years in power
Column D. Rate of people living in poverty in country.
Column E. Median age of population
Column F. % of people in country who are literate (literacy rate)
Column G. Youth unemployment rate
Column H. Government corruption score (out of 178)
Cell Formatting: Bold, center, and word-wrap column labels (top row); change all #s to whole #s (0 decimal points); change “rates” to percentage format.
Save your spreadsheet and show it to me when complete.
2. Create a spreadsheet in Excel, Calc, or Google Docs. Title your spreadsheet “Middle East Unrest.”
3. Create, research, and fill in the following columns:
Column A. Country (sort alphabetically)
Column B. Last name of leader
Column C. Leader’s # of years in power
Column D. Rate of people living in poverty in country.
Column E. Median age of population
Column F. % of people in country who are literate (literacy rate)
Column G. Youth unemployment rate
Column H. Government corruption score (out of 178)
Cell Formatting: Bold, center, and word-wrap column labels (top row); change all #s to whole #s (0 decimal points); change “rates” to percentage format.
Save your spreadsheet and show it to me when complete.
Monday, February 14, 2011
HONORS: Middle Ages / Japan test corrections info.
As always, test corrections offer students an opportunity to earn back up to half of the points they missed (excluding the map section) and dramatically improve their grade. Standards for test corrections are very high - "winging it" or rushing isn't enough; I have to see clear evidence that you have invested additional time in understanding the concept tested in order to give you credit.
-For each matching question you are correcting, provide a definition of the key concept listed below as well as either (a) an extended explanation (more detail) of that concept or (b) an example of that concept.
-For each multiple choice question you are correcting, write the correct answer and explain why it is correct.
-For each short answer question you are correcting, rewrite your entire answer after researching the topic.
I. Matching
II. More Matching
III. Short Answer
18. Place the following events in the correct chronological order (earliest to latest). Then, select the option below that matches that order: (1)
I. Eastern Orthodox Church is created in Constantinople
II. Renaissance begins
III. Bubonic Plague
IV. Fall of the Roman Empire
Options:
a. I…II…III…IV
b. IV…III…I…II
c. I…IV…III…II
d. III…IV...II…I
e. IV…I…II…III
19. Using what you know about feudalism in Medieval Europe and Tokugawa Japan, describe, in 1-3 brief sentences each, the life, work, and obligations of four of the following five people: (4)
A. Sami the Serf
B. Kyree the Knight
C. Mason the Monk
D. Dylan the Daimyo
E. Sydney the Samurai
20. Explain, using specific examples and vocabulary words if possible, the role of the Roman Catholic Church in the life of Europeans in the Middle Ages. Include at least one potentially “positive” AND one potentially “negative” aspect of the Church’s activities at that time. (3)
21. What are the two main religions of Japan? (2)
22. Briefly (a) describe the system of feudalism; then, (b) explain why feudalism might be partially responsible for some of the negative aspects of life in Medieval Europe and/or premodern Japan. Issues you might explain include: social and economic inequality; slow economic growth; disease and sanitation problems; lack of innovation in technology/art/etc.; the frequent occurrence of wars; etc. Try to use specific examples when possible. (3)
-For each matching question you are correcting, provide a definition of the key concept listed below as well as either (a) an extended explanation (more detail) of that concept or (b) an example of that concept.
-For each multiple choice question you are correcting, write the correct answer and explain why it is correct.
-For each short answer question you are correcting, rewrite your entire answer after researching the topic.
I. Matching
- Vatican
- excommunication
- Crusades
- heresy
- feudalism
- vassals
- tithe
- Vikings
- melee
- serfs
- William the Conquerer
- canon law
- Anglo-Saxons
- chivalry
- Charlemagne
II. More Matching
- autarky
- kimono
- Murasaki Shikibu
- bushido
- arable land
- Edo
- archipelago
- daimyo
- isolationism
- kami
- shrine
- Tokugawa Ieyasu
- seppuku
- tsunami
- kanji
- Nagasaki
- samurai
III. Short Answer
18. Place the following events in the correct chronological order (earliest to latest). Then, select the option below that matches that order: (1)
I. Eastern Orthodox Church is created in Constantinople
II. Renaissance begins
III. Bubonic Plague
IV. Fall of the Roman Empire
Options:
a. I…II…III…IV
b. IV…III…I…II
c. I…IV…III…II
d. III…IV...II…I
e. IV…I…II…III
19. Using what you know about feudalism in Medieval Europe and Tokugawa Japan, describe, in 1-3 brief sentences each, the life, work, and obligations of four of the following five people: (4)
A. Sami the Serf
B. Kyree the Knight
C. Mason the Monk
D. Dylan the Daimyo
E. Sydney the Samurai
20. Explain, using specific examples and vocabulary words if possible, the role of the Roman Catholic Church in the life of Europeans in the Middle Ages. Include at least one potentially “positive” AND one potentially “negative” aspect of the Church’s activities at that time. (3)
21. What are the two main religions of Japan? (2)
22. Briefly (a) describe the system of feudalism; then, (b) explain why feudalism might be partially responsible for some of the negative aspects of life in Medieval Europe and/or premodern Japan. Issues you might explain include: social and economic inequality; slow economic growth; disease and sanitation problems; lack of innovation in technology/art/etc.; the frequent occurrence of wars; etc. Try to use specific examples when possible. (3)
Friday, February 11, 2011
HONORS + ENRICHED: Renaissance Humanism Slideshow Assignment
Upcoming due dates:
Honors:
Renaissance Humanism slideshow - Monday, 2-14 (1st hr) / Tuesday, 2-15 (2nd, 7th hrs)
Big Era 6 reading notes - Wednesday, 2-16
Enriched:
Renaissance Humanism slideshow - Wednesday, 2-16
Reformation reading notes - Thursday, 2-17
Renaissance Humanism Slideshow Assignment Guidelines:
Read the first paragraph and bullet points about humanism on the sheet “Renaissance Humanism.”
Choose three of the seven Renaissance individuals listed on the handout to focus on. (You can do a fourth for extra credit)
Create a four-slide presentation. The first slide should be the title slide (“Renaissance Humanism”).
For the next three slides, each slide should feature one of the Renaissance individuals you chose. Research your individuals using the textbook and Internet.
On each slide, include your individual’s name, an image that represents humanism (if possible), and bullet points explaining how their work and life are examples of humanism.
DON'T FORGET:
-Cite all sources.
-Your images should be one of the writer/artist's works, not pictures of the artist.
-Your text on each slide must answer the question: "How is this person and their work an example of humanism?"
RENAISSANCE HUMANISM = held up Ancient Greece and Rome as models of human life and thought; focused on man (in the gender-neutral sense) and his intellectual powers; focused on individual worth and potential; focused on many secular (non-religious) aspects of life; and focused on the ideal of seeking fulfillment and meaning in daily life, not just in spiritual or religious life.
Have a great weekend,
Mr. M
Honors:
Renaissance Humanism slideshow - Monday, 2-14 (1st hr) / Tuesday, 2-15 (2nd, 7th hrs)
Big Era 6 reading notes - Wednesday, 2-16
Enriched:
Renaissance Humanism slideshow - Wednesday, 2-16
Reformation reading notes - Thursday, 2-17
Renaissance Humanism Slideshow Assignment Guidelines:
Read the first paragraph and bullet points about humanism on the sheet “Renaissance Humanism.”
Choose three of the seven Renaissance individuals listed on the handout to focus on. (You can do a fourth for extra credit)
Create a four-slide presentation. The first slide should be the title slide (“Renaissance Humanism”).
For the next three slides, each slide should feature one of the Renaissance individuals you chose. Research your individuals using the textbook and Internet.
On each slide, include your individual’s name, an image that represents humanism (if possible), and bullet points explaining how their work and life are examples of humanism.
DON'T FORGET:
-Cite all sources.
-Your images should be one of the writer/artist's works, not pictures of the artist.
-Your text on each slide must answer the question: "How is this person and their work an example of humanism?"
RENAISSANCE HUMANISM = held up Ancient Greece and Rome as models of human life and thought; focused on man (in the gender-neutral sense) and his intellectual powers; focused on individual worth and potential; focused on many secular (non-religious) aspects of life; and focused on the ideal of seeking fulfillment and meaning in daily life, not just in spiritual or religious life.
Have a great weekend,
Mr. M
Wednesday, February 9, 2011
APGEO: Agriculture vocab quiz results + upcoming deadlines
Class average: 79% C+
Top scorers: Sydney, Lawton, Mckenzie
Keep studying hard, and be sure to do quiz corrections to boost your grade!
Upcoming quizzes/deadlines - precise dates subject to change:
Fri, 2-11: Subsaharan Africa Map Quiz
Weds, 2-16: Reading notes due (Economic Geography II)
Thurs, 2-17: FRQ for quiz grade (Economic Geography)
Fri, 2-18: LAST MAP QUIZ! (Austral Realm)
Weds, 2-23: Reading notes due; Economic Geography Vocab Quiz
Thank you,
--Mr. M
Top scorers: Sydney, Lawton, Mckenzie
Keep studying hard, and be sure to do quiz corrections to boost your grade!
Upcoming quizzes/deadlines - precise dates subject to change:
Fri, 2-11: Subsaharan Africa Map Quiz
Weds, 2-16: Reading notes due (Economic Geography II)
Thurs, 2-17: FRQ for quiz grade (Economic Geography)
Fri, 2-18: LAST MAP QUIZ! (Austral Realm)
Weds, 2-23: Reading notes due; Economic Geography Vocab Quiz
Thank you,
--Mr. M
Monday, February 7, 2011
ENRICHED + HONORS: Homework, 2/7 and 2/8 + Test study activity
Three deadlines to remember for all World History students:
Wednesday, 2/9:
-Middle Ages Europe & Japan Test - including extra credit questions on current events
-HONORS: Renaissance reading notes due
Thursday, 2/10: ENRICHED: Renaissance reading notes due
Monday, 2/14: Last day to turn in Japan reading notes and scavenger hunt for late credit.
Japan/Middle Ages test review activity (completed in class today):
***PLEASE NOTE: This is not a comprehensive list of topics that will be covered on the test; please refer to the test study guide for more information.***
Please attempt to answer the following questions without looking at your study guide; if you get stuck, refer to the study guide. As a last resort, ask a partner or Mr. M for assistance.
-Sketch and label the four main islands of Japan. Then, indicate the approximate location of Tokyo, Kyoto, North and South Korea, Russia, and China.
-The period called the “Middle Ages” began and ended in approximately which years? -What events or periods came directly before and after the Middle Ages in Europe?
-Describe these features of life in the Middle Ages: Roman Catholic Church; Vikings; feudalism; crusades.
-Define the following: excommunication; tithe; heresy; convent.
-Who were: A. the Yamato clan; B. Murasaki Shikibu; C. Tokugawa Ieyasu; D. kami; E. the Shogun
-Define the following: archipelago; autarky; tsunami; arable land; bushido; daimyo; isolationism; seppuku; kimono.
Have a great day,
--Mr. M
Wednesday, 2/9:
-Middle Ages Europe & Japan Test - including extra credit questions on current events
-HONORS: Renaissance reading notes due
Thursday, 2/10: ENRICHED: Renaissance reading notes due
Monday, 2/14: Last day to turn in Japan reading notes and scavenger hunt for late credit.
Japan/Middle Ages test review activity (completed in class today):
***PLEASE NOTE: This is not a comprehensive list of topics that will be covered on the test; please refer to the test study guide for more information.***
Please attempt to answer the following questions without looking at your study guide; if you get stuck, refer to the study guide. As a last resort, ask a partner or Mr. M for assistance.
-Sketch and label the four main islands of Japan. Then, indicate the approximate location of Tokyo, Kyoto, North and South Korea, Russia, and China.
-The period called the “Middle Ages” began and ended in approximately which years? -What events or periods came directly before and after the Middle Ages in Europe?
-Describe these features of life in the Middle Ages: Roman Catholic Church; Vikings; feudalism; crusades.
-Define the following: excommunication; tithe; heresy; convent.
-Who were: A. the Yamato clan; B. Murasaki Shikibu; C. Tokugawa Ieyasu; D. kami; E. the Shogun
-Define the following: archipelago; autarky; tsunami; arable land; bushido; daimyo; isolationism; seppuku; kimono.
Have a great day,
--Mr. M
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