ALL: Final exam results

(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

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.

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:

How Markets Work: High-School Seminar in Auburn (Sponsored by Jeremy Davis)

June 10, 2011
Auburn, 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."

More information: http://mises.org/events/151

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*

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.

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

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):

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:

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?

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

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 + 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.

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

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.

ALL: Upcoming deadlines and reminders

ENRICHED + HONORS: Please study for the upcoming test (study guide handed out today). It covers a lot of material, so begin preparing immediately.

-Questions on the American and French revolutions were collected today.
Fri, 4/1: Extra credit reading notes due (ENRICHED ONLY)
Thurs, 4/7: Test (Age of Exploration, Sci. Rev., Enlightenment, Fr. & Am. Revolutions)
Fri, 4/8: Reading notes due (industrial revolution + imperialism; enriched and honors have different packets but same topic covered)

APGEO:

Fri, 4-1: Political geography vocab quiz
Thurs, 4-7: Reading notes due (urban geography)

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.

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.

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