(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
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