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

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

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.

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

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.

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

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

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

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

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

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

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.