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)
Thursday, March 31, 2011
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
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