Today I handed out your December Break assignment. Those of you who were absent should expect a copy of the assignment in the mail by Wednesday or Friday. If you lost your assignment or would prefer to receive it by email, please email me and I will send it over.
Again, if you would like a word document format of the layout for the poster, please email me and I will send it to you.
To reiterate:
1. The assignment will NOT be accepted late, even if you were not in school on Friday, Monday, or Tuesday. It is your responsibility to get your assignment either ahead of time or via email.
2. DO NOT use Wikipedia or similar websites. Please begin with the websites suggested on your assignment sheet and proceed from there. If you are not sure about the validity of your source, email me the link and I will tell you if you can use or not and why.
3. Plagiarism or academic dishonesty of any type will not be tolerated and will be reprimanded with the severest punishment permitted. If you are unsure about the way that you used a source, please email me-- its better to check with me than to wonder.
The best way to get my approval for a source is to email me earlier in the day and in the middle of the break, preferably before Sunday, January 4th at 9pm. It is unlikely that I will respond to your email if you send it at the last minute.
Monday, December 22, 2008
Monday, December 15, 2008
HW 12/15 Ch. 23 Sec. 2
Read Chapter 23 Section 2 in your textbook and answer the following questions. Answers should be in blue or black ink or typed and printed.
Due: Tuesday, 12/16
1.Define the following terms:
a. Legislative Assembly
b. emigre
c. sans-cullote
d. Jacobins
e. guillotine
f. Robespierre
g. Reign of Terror
2. How did differences of opinion about how to handle issues such as food shortages and debt affect the legislative assembly?
3. What major reforms did the National Assembly introduce?
4. How did the slogan "Liberty, Equality, Fraternity!" sum up the goals of the revolution?
5. What caused Prussia to invade France?
6. What did the September Massacres show about the mood of the people?
7. What factors led to Robespierre becoming a dictator?
8. How did Robespierre justify the use of terror?
Due: Tuesday, 12/16
1.Define the following terms:
a. Legislative Assembly
b. emigre
c. sans-cullote
d. Jacobins
e. guillotine
f. Robespierre
g. Reign of Terror
2. How did differences of opinion about how to handle issues such as food shortages and debt affect the legislative assembly?
3. What major reforms did the National Assembly introduce?
4. How did the slogan "Liberty, Equality, Fraternity!" sum up the goals of the revolution?
5. What caused Prussia to invade France?
6. What did the September Massacres show about the mood of the people?
7. What factors led to Robespierre becoming a dictator?
8. How did Robespierre justify the use of terror?
Friday, December 12, 2008
HW 12/12 Ch. 23 Sec. 1
Read Chapter 23 Section 1 in your textbook and answer the following questions. Answers should be in blue or black ink or typed and printed.
Due: Monday, 12/15
1. Define:
a. Old Regime
b. estates
c. Louis XVI
d. Marie Antoinette
e. Estates General
f. National Assembly
g. Great Fear
2. How was the bourgeoisie unlike other groups within the Third Estate?
3. Did France's system of Estates violate the principle of equality? Explain.
4. How did Louis XVI's weak leadership contribute to the growing crisis in France? Explain.
5. Why did the nobles expect each estate to have one vote under the medieval rules?
6. After years of oppression what finally caused the French people to revolt?
7. Were changes in the French government inevitable? Explain using your knowledge of prior French government leading up to the revolt.
Due: Monday, 12/15
1. Define:
a. Old Regime
b. estates
c. Louis XVI
d. Marie Antoinette
e. Estates General
f. National Assembly
g. Great Fear
2. How was the bourgeoisie unlike other groups within the Third Estate?
3. Did France's system of Estates violate the principle of equality? Explain.
4. How did Louis XVI's weak leadership contribute to the growing crisis in France? Explain.
5. Why did the nobles expect each estate to have one vote under the medieval rules?
6. After years of oppression what finally caused the French people to revolt?
7. Were changes in the French government inevitable? Explain using your knowledge of prior French government leading up to the revolt.
Thursday, December 11, 2008
Enlightenment Terms to Know
Enlightenment
Age of Reason
Logic & Reason vs. Tradition & Superstition
Philosophes
Thomas Hobbes
John Locke
-Natural Rights
-Life, Liberty, and Property
-Two Treatesis of Government
Jean Jacques Rosseau
-The Social Contract
Baron de Montesqieu
-Separation of Powers
Voltaire
-Freedom of Speech
Wollenstonecraft
-Women's Equality
Salons
Enlightened Despots
Catherine the Great
Frederick the Great
Joseph II
Declaration of Independence
American Revolution
Bill of Rights
Age of Reason
Logic & Reason vs. Tradition & Superstition
Philosophes
Thomas Hobbes
John Locke
-Natural Rights
-Life, Liberty, and Property
-Two Treatesis of Government
Jean Jacques Rosseau
-The Social Contract
Baron de Montesqieu
-Separation of Powers
Voltaire
-Freedom of Speech
Wollenstonecraft
-Women's Equality
Salons
Enlightened Despots
Catherine the Great
Frederick the Great
Joseph II
Declaration of Independence
American Revolution
Bill of Rights
Tuesday, December 9, 2008
HW 12/9 Ch. 22 Sec. 4
Read Chapter 22 Section 4 in your textbook and complete the following task.
Due: Wednesday, 12/10 (Period 7), Thursday, 12/11 (Period 8)
After reading Chapter 22 Section 4 choose an Enlightenment idea that is reflected in the Constitution or the building of the U.S. government. You may use the chart on page 566 as a guide.
Create an 8 1/2 x 11 inch poster (regular sheet of computer paper) that uses both words and images (must use both) to show how Enlightenment ideas were expressed in the Constiution or in the building of the United States government.
Include the following items for maximum points:
1.The Enlightenment idea and its creator (Locke, Rosseau, etc)
2. Where or how the idea is specifically reflected in the U.S. government or Constitution (the Bill of Rights is part of the Constitution).
3. An image or images that reflects the transfer of this idea or the idea itself. The images can be hand-drawn, self-created, or from the internet. Creativity is welcome (for once!).
Email me if you have questions!
Due: Wednesday, 12/10 (Period 7), Thursday, 12/11 (Period 8)
After reading Chapter 22 Section 4 choose an Enlightenment idea that is reflected in the Constitution or the building of the U.S. government. You may use the chart on page 566 as a guide.
Create an 8 1/2 x 11 inch poster (regular sheet of computer paper) that uses both words and images (must use both) to show how Enlightenment ideas were expressed in the Constiution or in the building of the United States government.
Include the following items for maximum points:
1.The Enlightenment idea and its creator (Locke, Rosseau, etc)
2. Where or how the idea is specifically reflected in the U.S. government or Constitution (the Bill of Rights is part of the Constitution).
3. An image or images that reflects the transfer of this idea or the idea itself. The images can be hand-drawn, self-created, or from the internet. Creativity is welcome (for once!).
Email me if you have questions!
Monday, December 8, 2008
HW 12/8 Ch. 22 Sec. 3
This homework is for both period 7 & 8. This homework will not be accepted late. Handing in this homework at any time after your classtime with me, will result in a zero.
Read Chapter 22 Section 3 in your textbook and answer the following questions. Answers should be on a separate sheet of paper in blue or black ink or typed and printed.
Due: Tuesday 12/9
1. Define the following terms:
a. salon
b. Baroque
c. neoclassical
d. enlightened despot
e. Catherine the Great
2. Why did enlightenment ideas spread so quickly? What does this say about their appeal?
3. What advantages did salons have over earlier forms of communication in spreading ideas?
4. How does neoclassicism reflect the ideas of order and reason?
5. Why did novels become so popular in the 18th century?
6. Why did the enlightened despots undertake reforms?
7. Why is it important for rulers to balance their philosophical goals with practical concerns about support?
8. Why were most of the reforms applied to middle and upper classes? How did rulers view the peasants?
9. How accurately does the term enlightened despot describe Catherine the Great? Explain.
10. In what ways were the enlightened despots less than true reformers? Cite examples from the text.
11. How did the statement by Prussian ruler Frederick the Great that a ruler is only "the first servant of the state" support enlightenment ideas about government?
Read Chapter 22 Section 3 in your textbook and answer the following questions. Answers should be on a separate sheet of paper in blue or black ink or typed and printed.
Due: Tuesday 12/9
1. Define the following terms:
a. salon
b. Baroque
c. neoclassical
d. enlightened despot
e. Catherine the Great
2. Why did enlightenment ideas spread so quickly? What does this say about their appeal?
3. What advantages did salons have over earlier forms of communication in spreading ideas?
4. How does neoclassicism reflect the ideas of order and reason?
5. Why did novels become so popular in the 18th century?
6. Why did the enlightened despots undertake reforms?
7. Why is it important for rulers to balance their philosophical goals with practical concerns about support?
8. Why were most of the reforms applied to middle and upper classes? How did rulers view the peasants?
9. How accurately does the term enlightened despot describe Catherine the Great? Explain.
10. In what ways were the enlightened despots less than true reformers? Cite examples from the text.
11. How did the statement by Prussian ruler Frederick the Great that a ruler is only "the first servant of the state" support enlightenment ideas about government?
Friday, December 5, 2008
HW 12/5 Ch 22 Sec. 2
*** EXAM HAS BEEN RESCHEDULED FOR MONDAY 12/8, PLEASE STUDY IN ADDITION TO THE HOMEWORK BELOW***
This homework is for both 7th and 8th period
Read Chapter 22 Section 2 in your textbook and answer the following questions. Answers should be on a separate sheet of paper in blue or black ink or typed and printed.
Due: Monday 12/8
Answer Questions 1-3 at the end of the section on page 556
Answer Questions 15-16 on page 568 under the heading "Section 2: The Enlightenment in Europe"
This homework is for both 7th and 8th period
Read Chapter 22 Section 2 in your textbook and answer the following questions. Answers should be on a separate sheet of paper in blue or black ink or typed and printed.
Due: Monday 12/8
Answer Questions 1-3 at the end of the section on page 556
Answer Questions 15-16 on page 568 under the heading "Section 2: The Enlightenment in Europe"
Tuesday, December 2, 2008
Study Guide: Spanish Conquests and Absolutism
SPANISH CONQUESTS & ABSOLUTISM
Exam: Friday, 12/5
Castle Learning/School Island Available on Wednesday
Materials to Study:
Packet on Absolutism
Notes on Nation-Building in France and Spain
Notes on Versailles Palace Powerpoint
Notes on Spanish Conquests Powerpoint
Packet on English Constitutional Monarchy
Worksheet on Peter the Great's Reforms
Homework from Chapter 20 Sections 1, 4
Homework from Chapter 21 Sections 1, 2, 4, 5
Period 7: Documents on Columbian Exchange, Worksheets on Chapter 20 Sections 1, 4
Terms to Know:
Chapter 20:
Cartography
Columbian Exchange
Treaty of Tordesillas
Montezuma/Aztecs
Atahualpa/Incans
Cortez
Pizzaro
Vasco da Gama
Bartolomeu Dias
Circumnavigation
Conquistadors
Mercantilism
Commercial Revolution
Colonization
Econmienda System
Small Pox
Latin Colonial Hierarchy (mestizos, peninsulares, creoles etc)
Chapter 21:
Absolutism
Absolute Monarchy
Divine Right
Divine Right vs. Mandate of Heaven
Leviathan (Thomas Hobbes)
Nation-State
Peter the Great
Peter's Reforms
Louis XIV
Intendents
Jean Baptiste-Colbert
Versailles Palace
Edict of Nantes
Skepticism
Boyar
Westernization
Habeus Corpos
Limited Monarchy
Guy Fawkes
English Constitutional Monarchy
English Civil War
Roundheads
Cavaliers
Parliament
Oliver Cromwell
Charles I
Charles II
William & Mary
Glorious Revolution
Bill of Rights
Magna Carta
Format:
Mutltiple Choice
Short Answer
Exam: Friday, 12/5
Castle Learning/School Island Available on Wednesday
Materials to Study:
Packet on Absolutism
Notes on Nation-Building in France and Spain
Notes on Versailles Palace Powerpoint
Notes on Spanish Conquests Powerpoint
Packet on English Constitutional Monarchy
Worksheet on Peter the Great's Reforms
Homework from Chapter 20 Sections 1, 4
Homework from Chapter 21 Sections 1, 2, 4, 5
Period 7: Documents on Columbian Exchange, Worksheets on Chapter 20 Sections 1, 4
Terms to Know:
Chapter 20:
Cartography
Columbian Exchange
Treaty of Tordesillas
Montezuma/Aztecs
Atahualpa/Incans
Cortez
Pizzaro
Vasco da Gama
Bartolomeu Dias
Circumnavigation
Conquistadors
Mercantilism
Commercial Revolution
Colonization
Econmienda System
Small Pox
Latin Colonial Hierarchy (mestizos, peninsulares, creoles etc)
Chapter 21:
Absolutism
Absolute Monarchy
Divine Right
Divine Right vs. Mandate of Heaven
Leviathan (Thomas Hobbes)
Nation-State
Peter the Great
Peter's Reforms
Louis XIV
Intendents
Jean Baptiste-Colbert
Versailles Palace
Edict of Nantes
Skepticism
Boyar
Westernization
Habeus Corpos
Limited Monarchy
Guy Fawkes
English Constitutional Monarchy
English Civil War
Roundheads
Cavaliers
Parliament
Oliver Cromwell
Charles I
Charles II
William & Mary
Glorious Revolution
Bill of Rights
Magna Carta
Format:
Mutltiple Choice
Short Answer
Wednesday, November 26, 2008
HW 12/1 Ch. 21
Period 7's Homework is listed below. Period 8 Should begin to study for exam on Friday. Exam topics: Spanish Conquests of the Americas and Absolutism (Chapters 20 Section 1, 2, 4; Chapter 21 Sections 1, 2, 4, 5). Study Guide will be posted tomorrow with Castle Learning.
Read Chapter 21 Section 5 in your textbook and answer the following questions. Answers should be in blue or black ink or typed and printed.
Due: Tuesday, 12/2
1. Define:
a. English Civil War
b. Oliver Cromwell
c. Habeus Corpus
d. constitutional monarchy
e. Glorius Revolution
2. How does a constitutional monarchy differ from an absolute monarchy?
3. Why was the death of Charles I revolutionary?
4. What rights were guaranteed by the Habeus Corpus Act?
5. Which decisions by Charles I made his conflict with Parliament worse? Explain your answer and use examples to support your ideas.
Read Chapter 21 Section 5 in your textbook and answer the following questions. Answers should be in blue or black ink or typed and printed.
Due: Tuesday, 12/2
1. Define:
a. English Civil War
b. Oliver Cromwell
c. Habeus Corpus
d. constitutional monarchy
e. Glorius Revolution
2. How does a constitutional monarchy differ from an absolute monarchy?
3. Why was the death of Charles I revolutionary?
4. What rights were guaranteed by the Habeus Corpus Act?
5. Which decisions by Charles I made his conflict with Parliament worse? Explain your answer and use examples to support your ideas.
Monday, November 24, 2008
HW 11/26 Ch 21
Period 7's homework is listed below, Period 8 should scroll down for their homework. Student Council bake sale is on Tuesday & Wednesday during lunch. Happy Thanksgiving!
Period 7:
Read Chapter 21 Section 4 in your textbook and answer the following questions. Answers should be in blue or black ink or typed and printed.
Due: Monday, 12/1
1. Define:
a. Ivan the Terrible
b. boyar
c. Peter the Great
d. westernization
2. How did Ivan the Terrible deal with his enemies during his "bad period?"
3. Why was Russia culturally different from western Europe?
4. What were some of the ways that Peter tried to westernize Russia?
5. Who was more of an absolute monarch, Peter the Great or Ivan the Terrible? Explain your answer using evidence fromt the text-- do not give your opinion (I, me, my).
Period 8:
Read Chapter 21 Section 5 in your textbook and answer the following questions. Answers should be in blue or black ink or typed and printed.
Due: Monday, 12/1
1. Define:
a. English Civil War
b. Oliver Cromwell
c. Habeus Corpus
d. constitutional monarchy
e. Glorius Revolution
2. How is a constitutional monarchy different from an absolute monarchy?
3. What factors contributed to the success of laws passed by Parliament during the Restoration?
4. Which decisions by Charles I made his conflict with Parliament worse? Explain your answer and use examples to support your ideas.
5. Why would William and Mary be willing to accept the limits placed on their power?
6. What conditions in England made the execution of one king and the overthrow of another possible?
Period 7:
Read Chapter 21 Section 4 in your textbook and answer the following questions. Answers should be in blue or black ink or typed and printed.
Due: Monday, 12/1
1. Define:
a. Ivan the Terrible
b. boyar
c. Peter the Great
d. westernization
2. How did Ivan the Terrible deal with his enemies during his "bad period?"
3. Why was Russia culturally different from western Europe?
4. What were some of the ways that Peter tried to westernize Russia?
5. Who was more of an absolute monarch, Peter the Great or Ivan the Terrible? Explain your answer using evidence fromt the text-- do not give your opinion (I, me, my).
Period 8:
Read Chapter 21 Section 5 in your textbook and answer the following questions. Answers should be in blue or black ink or typed and printed.
Due: Monday, 12/1
1. Define:
a. English Civil War
b. Oliver Cromwell
c. Habeus Corpus
d. constitutional monarchy
e. Glorius Revolution
2. How is a constitutional monarchy different from an absolute monarchy?
3. What factors contributed to the success of laws passed by Parliament during the Restoration?
4. Which decisions by Charles I made his conflict with Parliament worse? Explain your answer and use examples to support your ideas.
5. Why would William and Mary be willing to accept the limits placed on their power?
6. What conditions in England made the execution of one king and the overthrow of another possible?
HW 11/24 Ch. 21
**Thanksgiving Dinner Tomorrow! All you need is $5.00 to fill your belly!**
The Homework for Chapter 21 for Period 7 is listed below, Period 8 should scroll down
PERIOD 7:
Read Chapter 21 Section 2 in your textbook and answer the following questions. Answers should be in blue or black ink or typed and printed.
Due: Tuesday, 11/25
1. Define:
a. Edict of Nantes
b. skepticism
c. Louis XIV
d. intendents
e. Jean Baptiste Colbert
2. What impact did the French religious wars have on French thinkers?
3. What was Jean Baptiste Colbert's plan for creating economic growth in France?
4. Many historians think of Louis XIV as the perfect example of an absolute monarch. Agree or disagree with the statement using evidence to support your position. Do not speak from first person ("I believe, I think, my opinion"--historians don't care about your opinion).
PERIOD 8
Read Chapter 21 Section 4 in your textbook and answer the following questions. Answers should be in blue or black ink or typed and printed.
Due: Tuesday, 11/25
1. Define:
a. Ivan the Terrible
b. boyar
c. Peter the Great
d. westernization
2. How did Ivan the Terrible deal with his enemies during his "bad period?"
3. Who was more of an absolute monarch, Peter the Great or Ivan the Terrible? Explain your answer using evidence fromt the text-- do not give your opinion (I, me, my).
4. Which class of Russian society probably did not benefit from Peter's reforms? Why?
5. How might Peter's attempts at westernization have affected his people's opinion of Christian's in western Europe?
The Homework for Chapter 21 for Period 7 is listed below, Period 8 should scroll down
PERIOD 7:
Read Chapter 21 Section 2 in your textbook and answer the following questions. Answers should be in blue or black ink or typed and printed.
Due: Tuesday, 11/25
1. Define:
a. Edict of Nantes
b. skepticism
c. Louis XIV
d. intendents
e. Jean Baptiste Colbert
2. What impact did the French religious wars have on French thinkers?
3. What was Jean Baptiste Colbert's plan for creating economic growth in France?
4. Many historians think of Louis XIV as the perfect example of an absolute monarch. Agree or disagree with the statement using evidence to support your position. Do not speak from first person ("I believe, I think, my opinion"--historians don't care about your opinion).
PERIOD 8
Read Chapter 21 Section 4 in your textbook and answer the following questions. Answers should be in blue or black ink or typed and printed.
Due: Tuesday, 11/25
1. Define:
a. Ivan the Terrible
b. boyar
c. Peter the Great
d. westernization
2. How did Ivan the Terrible deal with his enemies during his "bad period?"
3. Who was more of an absolute monarch, Peter the Great or Ivan the Terrible? Explain your answer using evidence fromt the text-- do not give your opinion (I, me, my).
4. Which class of Russian society probably did not benefit from Peter's reforms? Why?
5. How might Peter's attempts at westernization have affected his people's opinion of Christian's in western Europe?
Friday, November 21, 2008
HW 11/21 Ch. 21 Sec. 1 & 2
The Homework for Chapter 21 for Period 7 is listed below, Period 8 should scroll down
**Thanksgiving Dinner on Tuesday!
PERIOD 7:
Read Chapter 21 Section 1 in your textbook and answer the following questions. Answers should be in blue or black ink or typed and printed.
Due: Monday, 11/24
1. Define:
a. Absolute Monarchy
b. Divine Right
c. Phillip II
2. What is the significance of England's defeat of the Spanish Armada?
3. Why did absolute monarchs believe that they were justified in exercising absolute power?
4. Why did the Dutch revolt against Spain?
5. Why didn't Spain's economy benefit from the gold and silver from the Americas?
PERIOD 8
Read Chapter 21 Section 2 in your textbook and answer the following questions. Answers should be in blue or black ink or typed and printed.
Due: Monday, 11/24
1. Define:
a. Edict of Nantes
b. skepticism
c. Louis XIV
d. intendents
e. Jean Baptiste Colbert
2. What impact did the French religious wars have on French thinkers?
3. How did the policies of Jean Baptiste Colbert and Louis XIV affect the French economy? Explain both positive and negative effects.
4. Many historians think of Louis XIV as the perfect example of an absolute monarch. Agree or disagree with the statement using evidence to support your position. Do not speak from first person ("I believe, I think, my opinion"--historians don't care about your opinion).
5. To what extent did anti-Protestantism contribute to Louis XIV's downfall?
**Thanksgiving Dinner on Tuesday!
PERIOD 7:
Read Chapter 21 Section 1 in your textbook and answer the following questions. Answers should be in blue or black ink or typed and printed.
Due: Monday, 11/24
1. Define:
a. Absolute Monarchy
b. Divine Right
c. Phillip II
2. What is the significance of England's defeat of the Spanish Armada?
3. Why did absolute monarchs believe that they were justified in exercising absolute power?
4. Why did the Dutch revolt against Spain?
5. Why didn't Spain's economy benefit from the gold and silver from the Americas?
PERIOD 8
Read Chapter 21 Section 2 in your textbook and answer the following questions. Answers should be in blue or black ink or typed and printed.
Due: Monday, 11/24
1. Define:
a. Edict of Nantes
b. skepticism
c. Louis XIV
d. intendents
e. Jean Baptiste Colbert
2. What impact did the French religious wars have on French thinkers?
3. How did the policies of Jean Baptiste Colbert and Louis XIV affect the French economy? Explain both positive and negative effects.
4. Many historians think of Louis XIV as the perfect example of an absolute monarch. Agree or disagree with the statement using evidence to support your position. Do not speak from first person ("I believe, I think, my opinion"--historians don't care about your opinion).
5. To what extent did anti-Protestantism contribute to Louis XIV's downfall?
Thursday, November 20, 2008
HW 11/20 Ch. 21 Sec. 1
Read Chapter 21 Section 1 in your textbook and answer the following questions. Answers should be in blue or black ink or typed and printed.
Due: Friday, 11/21
1. Define:
a. Absolute Monarchy
b. Divine Right
c. Phillip II
2. What is the significance of England's defeat of the Spanish Armada?
3. Why did absolute monarchs believe that they were justified in exercising absolute power?
4. What role did religion play in the struggle between the Dutch and the Spanish?
5. How did the lack of a middle class contribute to the decline of Spain's economy?
6. Why do you think absolute rulers controlled social gatherings?
Due: Friday, 11/21
1. Define:
a. Absolute Monarchy
b. Divine Right
c. Phillip II
2. What is the significance of England's defeat of the Spanish Armada?
3. Why did absolute monarchs believe that they were justified in exercising absolute power?
4. What role did religion play in the struggle between the Dutch and the Spanish?
5. How did the lack of a middle class contribute to the decline of Spain's economy?
6. Why do you think absolute rulers controlled social gatherings?
Monday, November 17, 2008
HW 11/17
Period 7: Read and answer questions for documents on European exploration of the Americas. Due: Tuesday 11/18
Period 8:
Read Disease in the Americas" article and answer the following questions on a piece of paper. Answers should be in blue or black ink or typed and printed.
Due: Tuesday, 11/18
1. What evidence does the article give that disease spread rapidly throughout the Americas?
2. How did the spread of disease facilitate (make easier) the colonization of North America?
3. What is epidemiology?
4. What methods did ethnographers use to estimate the devastation to the population caused by Europeans?
5. Was the spread of disease in the Americas a genocide? Use examples and facts fromt the article or textbook to back up your claim. You must choose a side.
Period 8:
Read Disease in the Americas" article and answer the following questions on a piece of paper. Answers should be in blue or black ink or typed and printed.
Due: Tuesday, 11/18
1. What evidence does the article give that disease spread rapidly throughout the Americas?
2. How did the spread of disease facilitate (make easier) the colonization of North America?
3. What is epidemiology?
4. What methods did ethnographers use to estimate the devastation to the population caused by Europeans?
5. Was the spread of disease in the Americas a genocide? Use examples and facts fromt the article or textbook to back up your claim. You must choose a side.
Friday, November 14, 2008
HW 11/14 CH. 20, Sec 4
Check out the New Class of 2011 Student Council Blog at http://mhshs2011.blogspot.com
Period 8 Homework:
Read Chapter 20, Section 4 in your textbook and answer the following questions. Answers should be in blue or black ink or typed and printed.
Due: Monday, Nov. 17th
1. Define mercantilism, capitalism
2. What were the results for Europe, the Americas, and Africa of the "Columbian Exchange"?
3. Compare and contrast how the Spanish and Portuguese exploited their respective overseas empires. Include motives, the economic impact on each country, and their relations with the native populations.
4. How did settlement patterns in the Spanish colonies lead to a mixing of Spanish and native cultures?
5. Why did the French and Dutch have better relations with the native peoples than the English?
Period 8 Homework:
Read Chapter 20, Section 4 in your textbook and answer the following questions. Answers should be in blue or black ink or typed and printed.
Due: Monday, Nov. 17th
1. Define mercantilism, capitalism
2. What were the results for Europe, the Americas, and Africa of the "Columbian Exchange"?
3. Compare and contrast how the Spanish and Portuguese exploited their respective overseas empires. Include motives, the economic impact on each country, and their relations with the native populations.
4. How did settlement patterns in the Spanish colonies lead to a mixing of Spanish and native cultures?
5. Why did the French and Dutch have better relations with the native peoples than the English?
Thursday, November 13, 2008
HW Ch. 20 Sec 1
Read Chapter 20 Section 1 in your textbook and answer the following questions. Answers should be in blue or black ink, or typed and printed.
Due: Monday 11/17
1. Why did Columbus set sail on the Atlantic?
2. List three goals of the Spanish in the Americas.
3. It has been said that Columbus's voyage began a process that changed the world forever. Explain the meaning of this statement. In your explanation, consider all of the people and places American colonization impacted and its effects on them.
4. Define mestizo and econmienda.
5. Look at the artwork on page 505.
a. How does this image depict the clash of cultures in the Americas?
b. What is the drawing's point of view regarding the Aztec warriors? The Spanish?
Due: Monday 11/17
1. Why did Columbus set sail on the Atlantic?
2. List three goals of the Spanish in the Americas.
3. It has been said that Columbus's voyage began a process that changed the world forever. Explain the meaning of this statement. In your explanation, consider all of the people and places American colonization impacted and its effects on them.
4. Define mestizo and econmienda.
5. Look at the artwork on page 505.
a. How does this image depict the clash of cultures in the Americas?
b. What is the drawing's point of view regarding the Aztec warriors? The Spanish?
Monday, November 10, 2008
HW 11/10 Timeline of European Events Thus Far
Using Chapter 13, Sections 1-4, Chapter 14, Section 3, and Chapter 17 Sections 1-4 create a timeline with the following events. You may include other events that you deem important, but the events listed below MUST appear on your timeline.
Events:
Beginning to end of the Middle Ages
Beginning to end of the Renaissance
Beginning to end of the Scientific Revolution
Beginning to end of the Reformation
The 100 Years War
The Great Schism
The Magna Carta
Posting of the 95 Theses
The Bubonic Plague
Life of DaVinci
"The Prince" by Machiavelli
"Utopia" by More
Shakespeare
Elizabethan Age
Invention of the Prinintg Press
Life of Henry VIII
Establishment of the Anglican Church
Council of Trent
Events:
Beginning to end of the Middle Ages
Beginning to end of the Renaissance
Beginning to end of the Scientific Revolution
Beginning to end of the Reformation
The 100 Years War
The Great Schism
The Magna Carta
Posting of the 95 Theses
The Bubonic Plague
Life of DaVinci
"The Prince" by Machiavelli
"Utopia" by More
Shakespeare
Elizabethan Age
Invention of the Prinintg Press
Life of Henry VIII
Establishment of the Anglican Church
Council of Trent
Saturday, November 8, 2008
HW 11/7 Ch. 19 Sec 1
PERIOD 8 HOMEWORK
Read Chapter 19 Section 1 in your textbook and answer the following questions. Answers should be in blue or black ink or typed and printed.
Due: Monday 11/10
1. Identify the following people, discussing who they were, what country they represented, and what role they played in European exploration: Bartolomeu Dias, Prince Henry, Vasco da Gama
2. Define the Treaty of Tordesillas and what it revealed about European attitudes towards non-Europeans.
3. What was the Dutch East India company? What regions have they affected that we studied in 9th grade and evaluate whether their impact was positive or negative.
Email with questions!
Read Chapter 19 Section 1 in your textbook and answer the following questions. Answers should be in blue or black ink or typed and printed.
Due: Monday 11/10
1. Identify the following people, discussing who they were, what country they represented, and what role they played in European exploration: Bartolomeu Dias, Prince Henry, Vasco da Gama
2. Define the Treaty of Tordesillas and what it revealed about European attitudes towards non-Europeans.
3. What was the Dutch East India company? What regions have they affected that we studied in 9th grade and evaluate whether their impact was positive or negative.
Email with questions!
Wednesday, November 5, 2008
Test/Quiz Study Guide
PERIOD 7: Study Guide for quiz on the Reformation ** Period 8 Scroll Down**
Review Chapter 17 Section 3 & Chapter 17, Section 4.
Notes on Martin Luther and his 95 Theses
Packet on the Protestant Reformation
Map on Page 434
Actions taken by the Catholic Church to reform.
Vocabulary:
Reformation
Martin Luther
Indlugences
Simony
Henry VIII
Elizabth
annul
Anglican Church
Predestination
Calvinism
theocracy
Presbyterian
Anabaptists
Format:
Matching, vocabulary, true or false, fill in the blank
PERIOD 8: Study Guide for Test on Renaissance, Scientific Revolution, and Reformation.
Chapter 17, Sections 1-4
Notes on Great Schism, 100 Years War, Magna Carta
Powerpoint on Renaissance Art & Humanism
Readings on Descartes, Bacon, Machiavelli
Scientific Revolution: Galileo, Copernicus, Newton, Printing Press
Documents Packet #1 on Reformation-- Martin Luther, 95 Theses, Pope Leo's Response etc.
Work from Thursday 11/6
Vocabulary:
See Post from October 27th, 2008 for vocabulary on Renaissance and Scientific Revolution.
Reformation
Martin Luther
Indlugences
Simony
Henry VIII
Elizabth
annul
Anglican Church
Predestination
Calvinism
theocracy
Presbyterian
Anabaptists
Format:
Multiple Choice, Short Answer, Matching
Review Chapter 17 Section 3 & Chapter 17, Section 4.
Notes on Martin Luther and his 95 Theses
Packet on the Protestant Reformation
Map on Page 434
Actions taken by the Catholic Church to reform.
Vocabulary:
Reformation
Martin Luther
Indlugences
Simony
Henry VIII
Elizabth
annul
Anglican Church
Predestination
Calvinism
theocracy
Presbyterian
Anabaptists
Format:
Matching, vocabulary, true or false, fill in the blank
PERIOD 8: Study Guide for Test on Renaissance, Scientific Revolution, and Reformation.
Chapter 17, Sections 1-4
Notes on Great Schism, 100 Years War, Magna Carta
Powerpoint on Renaissance Art & Humanism
Readings on Descartes, Bacon, Machiavelli
Scientific Revolution: Galileo, Copernicus, Newton, Printing Press
Documents Packet #1 on Reformation-- Martin Luther, 95 Theses, Pope Leo's Response etc.
Work from Thursday 11/6
Vocabulary:
See Post from October 27th, 2008 for vocabulary on Renaissance and Scientific Revolution.
Reformation
Martin Luther
Indlugences
Simony
Henry VIII
Elizabth
annul
Anglican Church
Predestination
Calvinism
theocracy
Presbyterian
Anabaptists
Format:
Multiple Choice, Short Answer, Matching
Monday, November 3, 2008
HW 11/3 & Announcements
Announcements:
Please remember that the marking period for the global studies grade book will close on Wednesday, those of you who have missing work need to get it to me by then for credit.
Anyone from period 7 who did not get to have a writing conference with me will not be held responsible for handing in an essay to me until we have a chance to conference on Thursday.
Wednesday is our evening trip to A Tale of Two Cities, please make sure that you are at the theater at 7:30 pm. The show is at the Al Hirschfeld Theater at 302 W. 45th Street between 8th and 9th Avenue. Only those who signed up for tickets should follow this information.
Homework:
Period 8:
You will have an exam on Friday on the Renaissance, the Scientific Revolution, and the Reformation. A School Island assignment will be made available to you by tonight.
Period 7:
Read Chapter 17, Section 4 in your textbook and answer the following questions on a separate sheet of paper. Answers must be in blue or black ink or typed and printed.
Due: Wednesday, 11/5
1. Look at the map on page 434, which countries became mostly Protestant and which countries remained mostly Catholic?
2. How did Protestant teachings cause further divisions in the Christian Church?
3. What were the main teachings of John Calvin?
4. Define Predestination, Council of Trent, and theocracy.
5. What role did the Jesuits play in the Catholic Reformation?
Email me with questions!
Please remember that the marking period for the global studies grade book will close on Wednesday, those of you who have missing work need to get it to me by then for credit.
Anyone from period 7 who did not get to have a writing conference with me will not be held responsible for handing in an essay to me until we have a chance to conference on Thursday.
Wednesday is our evening trip to A Tale of Two Cities, please make sure that you are at the theater at 7:30 pm. The show is at the Al Hirschfeld Theater at 302 W. 45th Street between 8th and 9th Avenue. Only those who signed up for tickets should follow this information.
Homework:
Period 8:
You will have an exam on Friday on the Renaissance, the Scientific Revolution, and the Reformation. A School Island assignment will be made available to you by tonight.
Period 7:
Read Chapter 17, Section 4 in your textbook and answer the following questions on a separate sheet of paper. Answers must be in blue or black ink or typed and printed.
Due: Wednesday, 11/5
1. Look at the map on page 434, which countries became mostly Protestant and which countries remained mostly Catholic?
2. How did Protestant teachings cause further divisions in the Christian Church?
3. What were the main teachings of John Calvin?
4. Define Predestination, Council of Trent, and theocracy.
5. What role did the Jesuits play in the Catholic Reformation?
Email me with questions!
Friday, October 31, 2008
Announcement and HW 10/31 Ch. 17 Sec. 4
**** VERY IMPORTANT!!!***
The Grade Book for the first quater will close on Wednesday, 11/5. Anything that is missing, ungraded, or a disputed grade needs to be brought to me no later than Wednesday. Please check your My Grade Book account to make sure that you are not missing anything!
Homework:
Period 7: Finish your essay to hand in and do not do the homework listed below.
Period 8: The questions listed below are for homework. Due on Monday, 11/3
Read Chapter 17, Section 4 in your textbook and answer the following questions on a separate sheet of paper. Answers must be in blue or black ink or typed and printed.
1. Look at the map on page 434, which countries became mostly Protestant and which countries remained mostly Catholic?
2. How did Protestant teachings cause further divisions in the Christian Church?
3. What were the main teachings of John Calvin?
4. Define Predestination, Council of Trent, and theocracy.
5. What role did the Jesuits play in the Catholic Reformation?
Email me with questions!
The Grade Book for the first quater will close on Wednesday, 11/5. Anything that is missing, ungraded, or a disputed grade needs to be brought to me no later than Wednesday. Please check your My Grade Book account to make sure that you are not missing anything!
Homework:
Period 7: Finish your essay to hand in and do not do the homework listed below.
Period 8: The questions listed below are for homework. Due on Monday, 11/3
Read Chapter 17, Section 4 in your textbook and answer the following questions on a separate sheet of paper. Answers must be in blue or black ink or typed and printed.
1. Look at the map on page 434, which countries became mostly Protestant and which countries remained mostly Catholic?
2. How did Protestant teachings cause further divisions in the Christian Church?
3. What were the main teachings of John Calvin?
4. Define Predestination, Council of Trent, and theocracy.
5. What role did the Jesuits play in the Catholic Reformation?
Email me with questions!
Wednesday, October 29, 2008
HW 10/30 Eye of Newt and Toe of Frog...
This homework assignment is given in honor of All Hallows Eve and the Reformation.
Below you will find a link to the guidebook Malleus Maleficarum, also known as the "Hammer of Witches," written in 1486 during the Reformation. As you know, the Reformation was a time of questioning and opposing the Catholic Church. In response to the heresy (opposition to Christianity) brought on by Martin Luther, the Church hired two members of the Dominican Order by the names of Heinrich Kramer and Jacob Sprenger to investigate the existence of witchcraft. The purpose of their guidebook was to: prove the existence of witches and instruct magistrates and leaders on how to spot, interrogate, and convict witches.
Your Assignment: Select a question that is answered in the guidebook and present its contents to the class tomorrow (Halloween!).
1. Choose a portion of the guidebook Malleus Maleficarum (Book 1, Book 2, or Book 3)
2. Each book contains a number of questions that are answered. Choose a question that you think is interesting or entertaining.
3. Read the answer to the question as written by Kramer & Sprenger and summarize it.
4. Analyze the text. Consider: does your question's answer degrade women, does it make claims that we know today are false, would your text have been used to convict someone of witchcraft (if yes, how so?), how is this text a reflection of the time period of the Reformation?
Links to the Guidebook:
Book 1: Proves the existence of witches, defines the relationship witches have with the devil, whether witches can put love spells on men or change them into animals, and how to spot a woman who may be a witch or become a witch.
Book 2: Discusses the daily and ritual practices of witches, such as how to recruit others to become a witch, how to cast a spell, remedies for spells, how to perform an exorcism, and whether or not witches can fly (my personal favorite, its called "How they are transported from Place to Place")
Book 3: How to interrogate, prosecute, and convict a witch and a step-by-step guide to conducting a witch trial (just 11 easy steps!).
Layout of Your Summary:
Your Name
My Name
Date
Book Number: Title of the Question
3-5 sentence summary of the question
Your analysis of the text, including quotes to support your analysis.
**It would be great if you could print out a copy of the question you selected, but no points will be deducted if you cannot.
Email me with questions and Happy Witch Hunting!!!
Below you will find a link to the guidebook Malleus Maleficarum, also known as the "Hammer of Witches," written in 1486 during the Reformation. As you know, the Reformation was a time of questioning and opposing the Catholic Church. In response to the heresy (opposition to Christianity) brought on by Martin Luther, the Church hired two members of the Dominican Order by the names of Heinrich Kramer and Jacob Sprenger to investigate the existence of witchcraft. The purpose of their guidebook was to: prove the existence of witches and instruct magistrates and leaders on how to spot, interrogate, and convict witches.
Your Assignment: Select a question that is answered in the guidebook and present its contents to the class tomorrow (Halloween!).
1. Choose a portion of the guidebook Malleus Maleficarum (Book 1, Book 2, or Book 3)
2. Each book contains a number of questions that are answered. Choose a question that you think is interesting or entertaining.
3. Read the answer to the question as written by Kramer & Sprenger and summarize it.
4. Analyze the text. Consider: does your question's answer degrade women, does it make claims that we know today are false, would your text have been used to convict someone of witchcraft (if yes, how so?), how is this text a reflection of the time period of the Reformation?
Links to the Guidebook:
Book 1: Proves the existence of witches, defines the relationship witches have with the devil, whether witches can put love spells on men or change them into animals, and how to spot a woman who may be a witch or become a witch.
Book 2: Discusses the daily and ritual practices of witches, such as how to recruit others to become a witch, how to cast a spell, remedies for spells, how to perform an exorcism, and whether or not witches can fly (my personal favorite, its called "How they are transported from Place to Place")
Book 3: How to interrogate, prosecute, and convict a witch and a step-by-step guide to conducting a witch trial (just 11 easy steps!).
Layout of Your Summary:
Your Name
My Name
Date
Book Number: Title of the Question
3-5 sentence summary of the question
Your analysis of the text, including quotes to support your analysis.
**It would be great if you could print out a copy of the question you selected, but no points will be deducted if you cannot.
Email me with questions and Happy Witch Hunting!!!
Tuesday, October 28, 2008
HW 10/28 Ch. 17, Sec 3
Period 8 ONLY
Read Chapter 17 Section 3 in your textbook and answer the following questions. Your answers should be written in blue or black ink or typed AND PRINTED.
Due: Thursday 10/30
1. How did political, social, and economic forces weaken the Church? Write answers for each force.
2. Based on Luther's 95 Theses, why did Luther feel that it was acceptable to defy (to go against) the Pope?
3. Explain the differenct motives that German princes had for becoming Lutheran.
4. How did Henry VIII and his three children cause religious turmoil in England?
5. Who do you think had a better reason to break away from the Catholic Church- Luther or Henry VIII? Support your answer with details from the text.
Email with questions!
Read Chapter 17 Section 3 in your textbook and answer the following questions. Your answers should be written in blue or black ink or typed AND PRINTED.
Due: Thursday 10/30
1. How did political, social, and economic forces weaken the Church? Write answers for each force.
2. Based on Luther's 95 Theses, why did Luther feel that it was acceptable to defy (to go against) the Pope?
3. Explain the differenct motives that German princes had for becoming Lutheran.
4. How did Henry VIII and his three children cause religious turmoil in England?
5. Who do you think had a better reason to break away from the Catholic Church- Luther or Henry VIII? Support your answer with details from the text.
Email with questions!
Monday, October 27, 2008
Vocabulary: Renaissance & Scientific Revolution
Renaissance
Guild
Geoffery Chaucer
--The Canterbury Tales
Hanseatic League
Parliament
Magna Carta
The Great Schism
The Hundred Years War
Joan of Arc
Renaissance
Medici Family
Secular vs. Religious
Humanism
Machiavelli
--The Prince
Shakespeare
Scientific Revolution
Scientific Method
Gutenberg
-- The Printing Press
Copernicus
Heliocentric Theory
Geocentric Theory
Galileo
Keppler
Bacon
Descartes
Empiricism
Rationalism
Newton
Guild
Geoffery Chaucer
--The Canterbury Tales
Hanseatic League
Parliament
Magna Carta
The Great Schism
The Hundred Years War
Joan of Arc
Renaissance
Medici Family
Secular vs. Religious
Humanism
Machiavelli
--The Prince
Shakespeare
Scientific Revolution
Scientific Method
Gutenberg
-- The Printing Press
Copernicus
Heliocentric Theory
Geocentric Theory
Galileo
Keppler
Bacon
Descartes
Empiricism
Rationalism
Newton
Sunday, October 26, 2008
Period 7 ONLY!
PERIOD 7 ONLY-- 8th PERIOD WILL HAVE AN EXAM AFTER UNIT ON THE REFORMATION
Exam on Tuesday 10/28 on the Renaissance and the Scientific Revolution
School Island assignment now available for studying.
Study:
Documents from DBQ essay on Revolutions
Class notes
Readings from homework
Worksheet on the Renaissance and Scientific Revolution
Vocabulary on blog/white board from classroom
Format of the Exam:
Documents
Multiple Choice Questions
Come on Monday after school to study with me.
Exam on Tuesday 10/28 on the Renaissance and the Scientific Revolution
School Island assignment now available for studying.
Study:
Documents from DBQ essay on Revolutions
Class notes
Readings from homework
Worksheet on the Renaissance and Scientific Revolution
Vocabulary on blog/white board from classroom
Format of the Exam:
Documents
Multiple Choice Questions
Come on Monday after school to study with me.
Saturday, October 25, 2008
DBQ Outline Format & Tips
DBQ: Turning Points, Non-Political Revolutions
Outline and Rough Draft Due: Monday, 10/27
Requirements for Rough Draft:
12 pt font
Times New Roman Font
Double Spaced
* Outline may be handwritten
DBQ Outline Format:
I. Thesis Statement and Introductory Ideas
II: Body Paragraph 1: Focus Concept
A. Topic Sentence
B. Evidence From Document
C. Evidence From Outside Knowledge
III: Body Paragraph 2: Focus Concept
A. Topic Sentence
B. Evidence From Document
C. Evidence From Outside Knowledge
IV: Body Paragraph 3: Focus Concept
A. Topic Sentence
B. Evidence From Document
C. Evidence From Outside Knowledge
V: Concluding Paragraph: Summary of your points based on the facts and ideas presented. Connection to a bigger idea in history. No new information!
TIPS
1. Be sure that you can use information from the documents to back up any ideas that you discuss
2. Do not use contractions or personal pronouns such as I, me, or my.
3. Consider how you would answer the essay question if you did not have the documents.
Email me with questions
Outline and Rough Draft Due: Monday, 10/27
Requirements for Rough Draft:
12 pt font
Times New Roman Font
Double Spaced
* Outline may be handwritten
DBQ Outline Format:
I. Thesis Statement and Introductory Ideas
II: Body Paragraph 1: Focus Concept
A. Topic Sentence
B. Evidence From Document
C. Evidence From Outside Knowledge
III: Body Paragraph 2: Focus Concept
A. Topic Sentence
B. Evidence From Document
C. Evidence From Outside Knowledge
IV: Body Paragraph 3: Focus Concept
A. Topic Sentence
B. Evidence From Document
C. Evidence From Outside Knowledge
V: Concluding Paragraph: Summary of your points based on the facts and ideas presented. Connection to a bigger idea in history. No new information!
TIPS
1. Be sure that you can use information from the documents to back up any ideas that you discuss
2. Do not use contractions or personal pronouns such as I, me, or my.
3. Consider how you would answer the essay question if you did not have the documents.
Email me with questions
Tuesday, October 21, 2008
HW 10/21 Descartes & Bacon
Read the writings of Bacon and Descartes distributed in class and answer the following questions on a separate sheet of paper. Answers should be submitted in blue or black ink or typed and printed.
Due: Wed. 10/22
Bacon On Suspicion:
1. Choose one of the following quotes and discuss how it reflects either the logic of the scientific method or the attitude of the Scientific Revolution.
a. "Brave people are not hurt by their suspicions, for they have the courage to examine them to see if they are true or false. Cowardly people, however, are hurt by the suspicions, because they believe them too quickly.
b. "There is nothing that makes a man more suspicious than his own ignorance."
c. "The best way to handle suspicions is to assume that they are true, but to deal with them as if they are false."
Descartes Meditations
2. Choose one of the following quotes and discuss how it reflects either the logic of the scientific method or the attitude of the Scientific Revolution.
a. "I therefore made a serious effort to destroy all my former opinions to see if any survived my efforts"
b. "In searching for real and certain knowledge, an opinion which is doubtful is just as useless as one that is false."
c. "Just as a building falls if you destroy its foundation, so too, if I find a particular opinion doubtful, ever opinion built on it is doubtful too."
Due: Wed. 10/22
Bacon On Suspicion:
1. Choose one of the following quotes and discuss how it reflects either the logic of the scientific method or the attitude of the Scientific Revolution.
a. "Brave people are not hurt by their suspicions, for they have the courage to examine them to see if they are true or false. Cowardly people, however, are hurt by the suspicions, because they believe them too quickly.
b. "There is nothing that makes a man more suspicious than his own ignorance."
c. "The best way to handle suspicions is to assume that they are true, but to deal with them as if they are false."
Descartes Meditations
2. Choose one of the following quotes and discuss how it reflects either the logic of the scientific method or the attitude of the Scientific Revolution.
a. "I therefore made a serious effort to destroy all my former opinions to see if any survived my efforts"
b. "In searching for real and certain knowledge, an opinion which is doubtful is just as useless as one that is false."
c. "Just as a building falls if you destroy its foundation, so too, if I find a particular opinion doubtful, ever opinion built on it is doubtful too."
Monday, October 20, 2008
HW 10/20: Machiavelli's "The Prince"
Read the worksheet with excepts from Machiavelli's The Prince and answer the following questions below. Be sure to pay attention to the excerpt that the question refers to. Answers should be written on a separate sheet of paper in blue or black ink or typed and printed.
Excerpt from Chapter XV
1. Choose two of the following quotes and explain them
a. "There is such a great difference between how human beings actually live and how they ought to live."
b. "A ruler who ignores what is being done by human beings in order to think about what ought to be done will bring about his own destruction."
c. If he thinks about the matter carefully, he will see that if he tries to acquire certain qualities which seem good he might lose his power. On the other hand, some other qualities which seem bad will help him to increase his power."
Excerpt from Chapter XVII:
1. Explain why the following statement is true or false:
"...most people want to be both feared and loved."
2. How did the Catholic Chuch prove the following statements to be true:
a. " ...it is safer to be feared."
b. "...they will not betray you if they fear you and think that you can punish them. Although a ruler must make himself feared, he should not also make himself hated. It is, in fact, possible for a ruler to be feared but not hated."
Excerpt from Chapter XV
1. Choose two of the following quotes and explain them
a. "There is such a great difference between how human beings actually live and how they ought to live."
b. "A ruler who ignores what is being done by human beings in order to think about what ought to be done will bring about his own destruction."
c. If he thinks about the matter carefully, he will see that if he tries to acquire certain qualities which seem good he might lose his power. On the other hand, some other qualities which seem bad will help him to increase his power."
Excerpt from Chapter XVII:
1. Explain why the following statement is true or false:
"...most people want to be both feared and loved."
2. How did the Catholic Chuch prove the following statements to be true:
a. " ...it is safer to be feared."
b. "...they will not betray you if they fear you and think that you can punish them. Although a ruler must make himself feared, he should not also make himself hated. It is, in fact, possible for a ruler to be feared but not hated."
Sunday, October 19, 2008
Youth Vote Project
Extra Credit Assignment:
As many of you know, when you become a senior at our school you also have the option of becoming part of a group called the Youth Vote Project. This group's mission is to register all High School students across the US who are eligible to vote in any upcoming elections.
Check out their website at www.youthvoteproject.org. and the video they created to promote the youth vote. Below is a link to their video, which is posted on You Tube. Send the link to this video to 5 people you know via email. Bring in a print out of the email to show me that you sent it and you'll receive points!
http://www.youtube.com/watch?v=u-pL3Da-mec
Pass on the Vote!
As many of you know, when you become a senior at our school you also have the option of becoming part of a group called the Youth Vote Project. This group's mission is to register all High School students across the US who are eligible to vote in any upcoming elections.
Check out their website at www.youthvoteproject.org. and the video they created to promote the youth vote. Below is a link to their video, which is posted on You Tube. Send the link to this video to 5 people you know via email. Bring in a print out of the email to show me that you sent it and you'll receive points!
http://www.youtube.com/watch?v=u-pL3Da-mec
Pass on the Vote!
Thursday, October 16, 2008
HW 10/16: Ch. 17 Sec 1
Read Chapter 17, Section 2 in your textbook. Take notes on the section using the outline format listed below. Notes should be typed and PRINTED or in blue or black ink.
Due: Friday 10/17
Outline Format for note taking: ---> = indent
I. Red Headings from textbook
---> A. Green Headings from textbook
-------> i. Key concepts summarized into a sentence in your own words
----------> 1. Details such as vocabulary words with definitions
Roman Numerals (1-10): I, II, III, IV, V, VI, VII, VIII, IX, X
Lower case Roman Numerals: i, ii, iii, iv, v, vi, vii, viii, ix, x
Email if you have questions
Due: Friday 10/17
Outline Format for note taking: ---> = indent
I. Red Headings from textbook
---> A. Green Headings from textbook
-------> i. Key concepts summarized into a sentence in your own words
----------> 1. Details such as vocabulary words with definitions
Roman Numerals (1-10): I, II, III, IV, V, VI, VII, VIII, IX, X
Lower case Roman Numerals: i, ii, iii, iv, v, vi, vii, viii, ix, x
Email if you have questions
Tuesday, October 14, 2008
HW 10/14 Ch. 17 Sec. 1
Read Chapter 17, Section 1 in your textbook. Take notes on the section using the outline format listed below. Notes should be typed and PRINTED or in blue or black ink.
Due: Thursday 10/16
Outline Format for note taking: ---> = indent
I. Red Headings from textbook
---> A. Green Headings from textbook
-------> i. Key concepts summarized into a sentence in your own words
----------> 1. Details such as vocabulary words with definitions
Roman Numerals (1-10): I, II, III, IV, V, VI, VII, VIII, IX, X
Lower case Roman Numerals: i, ii, iii, iv, v, vi, vii, viii, ix, x
Email if you have questions
Due: Thursday 10/16
Outline Format for note taking: ---> = indent
I. Red Headings from textbook
---> A. Green Headings from textbook
-------> i. Key concepts summarized into a sentence in your own words
----------> 1. Details such as vocabulary words with definitions
Roman Numerals (1-10): I, II, III, IV, V, VI, VII, VIII, IX, X
Lower case Roman Numerals: i, ii, iii, iv, v, vi, vii, viii, ix, x
Email if you have questions
Friday, October 10, 2008
Homework 10/10 Ch 14 Sec 3
Read Chapter 14 Section 3 in your textbook. Take notes on the chapter using the outline format listed below. Notes should be typed and PRINTED or in blue or black ink.
Due: Tuesday 10/14
Outline Format for note taking: ---> = indent
I. Red Headings from textbook
---> A. Green Headings from textbook
-------> i. Key concepts summarized into a sentence in your own words
----------> 1. Details such as vocabulary words with definitions
Roman Numerals (1-10): I, II, III, IV, V, VI, VII, VIII, IX, X
Lower case Roman Numerals: i, ii, iii, iv, v, vi, vii, viii, ix, x
Email if you have questions
Due: Tuesday 10/14
Outline Format for note taking: ---> = indent
I. Red Headings from textbook
---> A. Green Headings from textbook
-------> i. Key concepts summarized into a sentence in your own words
----------> 1. Details such as vocabulary words with definitions
Roman Numerals (1-10): I, II, III, IV, V, VI, VII, VIII, IX, X
Lower case Roman Numerals: i, ii, iii, iv, v, vi, vii, viii, ix, x
Email if you have questions
Wednesday, October 8, 2008
Homework 10/8: Ch 14 Sec 2
Read Chapter 14 Section 2 in your textbook and answer the following questions. Your answers should be written in blue or black ink or typed AND PRINTED (See Post titled "Homework Issues).
Due: Friday 10/10
1. Name one short-term effect and one long-term effect of the switch to the three-field system.
2. How did the growth of towns hurt the feudal system?
3. What role did Jews and Muslims play in Christian Europe's financial revolution?
4. How did guilds improve the quality of goods and business practices?
** Sorry for the delay in posting. Its my fault, not yours.**
Due: Friday 10/10
1. Name one short-term effect and one long-term effect of the switch to the three-field system.
2. How did the growth of towns hurt the feudal system?
3. What role did Jews and Muslims play in Christian Europe's financial revolution?
4. How did guilds improve the quality of goods and business practices?
** Sorry for the delay in posting. Its my fault, not yours.**
Sunday, October 5, 2008
HOMEWORK ISSUES
For those of you who have frequently emailed me your homework due to printer problems, please be aware of the following.
If you email me your homework, I EXPECT that you will bring me in a paper copy on the day that the homework is due.
If you email me your homework, I EXPECT that if you cannot print it out, you will as soon as possible.
If you email me your homework, you should know that the emailed copy will only serve as proof that you completed the work in the time that it was due.
I will not print out your homework and grade it.
I will not grade you homework on the computer.
If you do not hand in a paper copy to me, you can expect to see a "MIS" for missing or a "0" for a zero on the work, since it was not graded.
If you have a printer which you know has a tendency to stop working right when you need it to, you should hand-write your homework
If you have a printer which you know currently does not work, then you should hand-write your homework.
Consider yourselves warned...
If you email me your homework, I EXPECT that you will bring me in a paper copy on the day that the homework is due.
If you email me your homework, I EXPECT that if you cannot print it out, you will as soon as possible.
If you email me your homework, you should know that the emailed copy will only serve as proof that you completed the work in the time that it was due.
I will not print out your homework and grade it.
I will not grade you homework on the computer.
If you do not hand in a paper copy to me, you can expect to see a "MIS" for missing or a "0" for a zero on the work, since it was not graded.
If you have a printer which you know has a tendency to stop working right when you need it to, you should hand-write your homework
If you have a printer which you know currently does not work, then you should hand-write your homework.
Consider yourselves warned...
Thursday, October 2, 2008
HW: 10/2 Ch. 14 Sec. 1
Read Chapter 14 Section 1 in your textbook and answer the following questions. Be sure to write in blue or black ink, OR type and PRINT your work.
Due: Friday, 10/3
1. What were the three main problems that caused Church reformers to want to take action against the church?
2. What was the main goal of the Crusades?
3. What does the term gothic mean when it is used to describe architechture?
4. Name 3 main causes of the Crusades.
5. Name 3 main effects of the Crusades.
Due: Friday, 10/3
1. What were the three main problems that caused Church reformers to want to take action against the church?
2. What was the main goal of the Crusades?
3. What does the term gothic mean when it is used to describe architechture?
4. Name 3 main causes of the Crusades.
5. Name 3 main effects of the Crusades.
Monday, September 29, 2008
Homework: Video Game Proposal
READ THE ENTIRE POST BEFORE YOU BEGIN WORKING ON THIS!!!
Using your notes, textbook (Chapter 13, Sections 1-4), and classwork from the last week, you will be creating a video game with the theme of the Middle Ages for homework over the next two days.
DUE: Thursday, 10/2
The proposal should be:
1. Typed (or hand-written in a dire situation)
2. 12 point font
3. Times New Roman Font
4. Double spaced
5. 1-2 pages in length
6. Narration format-- do not write bullet points! Write as if it is a proposal for a video game that you would give to Nintendo, be professional in your written words and grammar!
Suggested Format:
1st Paragraph: The name, theme, and goal of your game
2nd Paragraph: The roles-- heroes, villians, obstacles (like in Mario-- the mushrooms are obstacles to Mario's success)
3rd Paragraph: Explain how a player gains points throughout the game
4th Paragraph: Decription of the 1st level of the game. This should include a description of the setting, the look of the characters, the tools that the hero uses, what obstacles he/she will encounter, and what they have to do in order to get to the next level.
Themes to Choose From:
1. Chivalry: A quest to save your lord, lady, or help the weak/poor
2. Medieval Warfare: Save your kingdom!
3. Landownership: Become the Lord of your Land!
4. Power of the Church: Quest to become a Pope
* You may stray from these themes, but please email and ask me if your idea strays VERY far away.
Examples:
Goals of the Game: To become a knight, to win your lady, to own a manor or more land, to make your friend a bishop
How to Score Points: Collecting taxes, mastering a trade, control over priests, alliances with vassals, rescuing poor serfs, getting crops from a serf or vassal, mastering memorization of the Bible.
Characters: Pope, Knight, Serfs, Princesses, priests, bishops, archbishops, monks, vassals, lords, peasants
Description of First Level: You are stuck in the forest, battle wolves to get out, and arrive at a candle-stick maker's cottage in a shredded shirt, torn pants and no shoes. You are dirty and your hair is long and unruly. Throughout the first level you have to earn the candle-stick maker's trust in order to become his apprentice. The candle-stick maker has you do his dirty work: collecting orders for candles, turning fat into wax, helping his wife harvest crops. By the end of the first level the candle-stick maker agrees to have you as an apprentice, clothe, you and feed you in exchange for work. The goal of this game is to gain enough status to become a vassal.
Email me if you have any trouble and HAVE FUN!!! This is fun!
Using your notes, textbook (Chapter 13, Sections 1-4), and classwork from the last week, you will be creating a video game with the theme of the Middle Ages for homework over the next two days.
DUE: Thursday, 10/2
The proposal should be:
1. Typed (or hand-written in a dire situation)
2. 12 point font
3. Times New Roman Font
4. Double spaced
5. 1-2 pages in length
6. Narration format-- do not write bullet points! Write as if it is a proposal for a video game that you would give to Nintendo, be professional in your written words and grammar!
Suggested Format:
1st Paragraph: The name, theme, and goal of your game
2nd Paragraph: The roles-- heroes, villians, obstacles (like in Mario-- the mushrooms are obstacles to Mario's success)
3rd Paragraph: Explain how a player gains points throughout the game
4th Paragraph: Decription of the 1st level of the game. This should include a description of the setting, the look of the characters, the tools that the hero uses, what obstacles he/she will encounter, and what they have to do in order to get to the next level.
Themes to Choose From:
1. Chivalry: A quest to save your lord, lady, or help the weak/poor
2. Medieval Warfare: Save your kingdom!
3. Landownership: Become the Lord of your Land!
4. Power of the Church: Quest to become a Pope
* You may stray from these themes, but please email and ask me if your idea strays VERY far away.
Examples:
Goals of the Game: To become a knight, to win your lady, to own a manor or more land, to make your friend a bishop
How to Score Points: Collecting taxes, mastering a trade, control over priests, alliances with vassals, rescuing poor serfs, getting crops from a serf or vassal, mastering memorization of the Bible.
Characters: Pope, Knight, Serfs, Princesses, priests, bishops, archbishops, monks, vassals, lords, peasants
Description of First Level: You are stuck in the forest, battle wolves to get out, and arrive at a candle-stick maker's cottage in a shredded shirt, torn pants and no shoes. You are dirty and your hair is long and unruly. Throughout the first level you have to earn the candle-stick maker's trust in order to become his apprentice. The candle-stick maker has you do his dirty work: collecting orders for candles, turning fat into wax, helping his wife harvest crops. By the end of the first level the candle-stick maker agrees to have you as an apprentice, clothe, you and feed you in exchange for work. The goal of this game is to gain enough status to become a vassal.
Email me if you have any trouble and HAVE FUN!!! This is fun!
Friday, September 26, 2008
Homework: 9/26 Ch. 13 Sec 4
Read Chapter 13, Section 4 in your textbook and answer the following questions. You should write in blue or black ink, or type and PRINT your work. If you email me your homework, you can expect a delay in grading. You should always bring in a hard copy (printed on paper) for me to grade.
Due: Monday, 9/29
1. Why did medieval peasants support the church?
2. How did the church use its power to keep order?
3. What was the purpose of lay investiture?
4. Why was Henry's journey to Canossa a political maneuver (attempt to gain political power)?
5. What long-lasting political trend kept German states separate during the Middle Ages?
Due: Monday, 9/29
1. Why did medieval peasants support the church?
2. How did the church use its power to keep order?
3. What was the purpose of lay investiture?
4. Why was Henry's journey to Canossa a political maneuver (attempt to gain political power)?
5. What long-lasting political trend kept German states separate during the Middle Ages?
Wednesday, September 24, 2008
Homework 9/24 Ch. 13 Sec 3
Read Chapter 13, Section 3 in your textbook then answer the following questions. You may type the answers, or submit a hand-written version in BLUE OR BLACK INK. There are five questions and I expect full, thought-out, well-composed answers.
DUE: Friday 9/26
1. How do medieval tournaments resemble modern day sports?
2. Describe the stages of becoming a knight.
3. How was the code of chivalry like the idea of romantic love?
4. What privileges did noblewomen have in medieval society?
5. Do you think the idea of romantic love helped or hindered women? Why? Consider the following ideas when answering this question: the pros and cons of putting women on a pedestal, the churches view of women, the lyrics of songs quoted in the reading.
Email me if you have questions
DUE: Friday 9/26
1. How do medieval tournaments resemble modern day sports?
2. Describe the stages of becoming a knight.
3. How was the code of chivalry like the idea of romantic love?
4. What privileges did noblewomen have in medieval society?
5. Do you think the idea of romantic love helped or hindered women? Why? Consider the following ideas when answering this question: the pros and cons of putting women on a pedestal, the churches view of women, the lyrics of songs quoted in the reading.
Email me if you have questions
Tuesday, September 23, 2008
Homework 9/23: Ch. 13, Sec. 2
Read Chapter 13, Section 2 in your textbook (pages 322-326) then answer the following questions. You may type the answers, or submit a hand-written version in BLUE OR BLACK INK. There are five questions and I expect full, thought-out, well-composed answers.
DUE: Wednesday 9/24 (Period 7), Thursday 9/25 (Period 8)
1. What was the impact of Viking, Magya, and Muslim invasions on medieval Europe? List them separately.
2. What are the key characteristics of feudalism?
3. How might the decline of trade during the early Middle Ages have contributed to the self-sufficiency of the manor system?
4. What exchange took place between lords and vassals under the feudal system?
5. Based on the quote on page 326, what does the quote suggest about the problems peasant families faced?
Email me if you have questions
DUE: Wednesday 9/24 (Period 7), Thursday 9/25 (Period 8)
1. What was the impact of Viking, Magya, and Muslim invasions on medieval Europe? List them separately.
2. What are the key characteristics of feudalism?
3. How might the decline of trade during the early Middle Ages have contributed to the self-sufficiency of the manor system?
4. What exchange took place between lords and vassals under the feudal system?
5. Based on the quote on page 326, what does the quote suggest about the problems peasant families faced?
Email me if you have questions
Friday, September 19, 2008
Homework: 9/19 Ch. 13, Sec. 1
This homework is posted early so that you may get a head-start. It is not due until Tuesday, while the homework entitled "Homework: Sept. 19 Ch. 6, Sec.3" is due on Monday.
Read Chapter 13, Section 1 in your textbook, then answer the following questions. You may type the answers, or submit a hand-written version in BLUE OR BLACK INK. There are six questions and I expect full, thought-out, well-composed answers.
DUE: Tuesday, September 23
1. How did the fall of the Roman Empire lead to disorder in Western Europe?
2. Using the chart on page 317, what does the bar graph suggest about the trends that occurred after the fall of the Roman Empire?
3. How did Gergory I increase the political power of the Pope?
4. What was the significance of the pope declaring Charlemange an emperor?
5. In what ways did Charlemange blend Roman, Christian, and Germanic traditions?
6. After the fall of the Roman Empire, learning declined. How was this trend offset (slowed) during the early Middle Ages? Consider the following ideas when answering: the establishment of monasteries and the accomplishments of Charlemange.
Read Chapter 13, Section 1 in your textbook, then answer the following questions. You may type the answers, or submit a hand-written version in BLUE OR BLACK INK. There are six questions and I expect full, thought-out, well-composed answers.
DUE: Tuesday, September 23
1. How did the fall of the Roman Empire lead to disorder in Western Europe?
2. Using the chart on page 317, what does the bar graph suggest about the trends that occurred after the fall of the Roman Empire?
3. How did Gergory I increase the political power of the Pope?
4. What was the significance of the pope declaring Charlemange an emperor?
5. In what ways did Charlemange blend Roman, Christian, and Germanic traditions?
6. After the fall of the Roman Empire, learning declined. How was this trend offset (slowed) during the early Middle Ages? Consider the following ideas when answering: the establishment of monasteries and the accomplishments of Charlemange.
Homework: Sept. 19th Ch. 6 Sec. 3
Read Chapter 6, Section 3 in your textbook, then answer the following questions. You may type the answers, or submit a hand-written version in BLUE OR BLACK INK. There are four questions and I expect full, thought-out, well-composed answers.
DUE: Monday, September 22
1. Describe the hierarchy of the Christian church.
2. Explain the key ideas of Christianity.
3. Why was Christianity able to play a dominant role in Europe for a long period of time?
4. Who do you think did more to spread Christianity-- Paul or Constantine? Explain. Consider the following ideas in answering this question: Paul's travels, the opening of Christianity to the gentiles, and Constantine's power as an emperor.
DUE: Monday, September 22
1. Describe the hierarchy of the Christian church.
2. Explain the key ideas of Christianity.
3. Why was Christianity able to play a dominant role in Europe for a long period of time?
4. Who do you think did more to spread Christianity-- Paul or Constantine? Explain. Consider the following ideas in answering this question: Paul's travels, the opening of Christianity to the gentiles, and Constantine's power as an emperor.
Thursday, September 18, 2008
Qu-Est Grades Posted!
Results for your Roman Empire Qu-Ests have been posted on My Grade Book. You can come in to retrieve them as early as first period tomorrow. This Qu-Est is being counted as a quiz.
Quiz corrections will be accepted for those who received a 22/30 or lower. If you want to do quiz corrections please see the blog posting entitled "Quiz & Test Corrections."
I was generally pleased with your work on the quiz, particularly on the documents. Good Work!
Quiz corrections will be accepted for those who received a 22/30 or lower. If you want to do quiz corrections please see the blog posting entitled "Quiz & Test Corrections."
I was generally pleased with your work on the quiz, particularly on the documents. Good Work!
Vocabulary: Roman Empire & Byzantine Empire
The Roman Empire:
Plebian
Patrician
Republic
Senate
Counsul
Assembly
Gladiator
Slave
Architecture
Domes
Arches
Aqueducts
Coliseum
Forum
Polytheistic
Christianity
Pax Romana
Julius Caesar
Diocletian
Constantine
Roman Catholic
Pope
The Fall of Rome
The Byzantine Empire:
Byzantium
Constantinople
Orthodox Christianity
Justinian Code
Hagia Sofia
Patriach
Prince Vladimir of Kiev, Russia
Plebian
Patrician
Republic
Senate
Counsul
Assembly
Gladiator
Slave
Architecture
Domes
Arches
Aqueducts
Coliseum
Forum
Polytheistic
Christianity
Pax Romana
Julius Caesar
Diocletian
Constantine
Roman Catholic
Pope
The Fall of Rome
The Byzantine Empire:
Byzantium
Constantinople
Orthodox Christianity
Justinian Code
Hagia Sofia
Patriach
Prince Vladimir of Kiev, Russia
Wednesday, September 10, 2008
Quiz & Test Corrections
"A man who does not correct his mistakes makes another mistake..." -- Confucius
If you receive a grade of a 75% or lower on a quiz or test, you have the opportunity to improve you grade by correcting your mistakes. The procedure for completing and submitting test corrections is listed below.
For each well executed correction that you make, you will earn half credit (ex: a multiple choice question worth 2 points on an exam, will receive 1 point if the correction is completed thoroughly). Short answer questions will be given credit per the teacher's discretion.
Correction Procedure:
1. Test/Quiz Corrections are due one business week from when the test was returned to you. After that, the teacher has the right to refuse to accept your corrections for credit.
2. Test/Quiz Corrections should be submitted on a separate sheet of paper (except for mapping exercises), with the corrections stapled to the ORIGINAL test or quiz.
3. For each incorrect question you must supply:
a) The correct answer
b) Why your answer was wrong -OR- why the correct answer was a better choice than the answer that you chose.
Test/Quiz Corrections will be graded after all current work is dealt with. Your change in grade will be reflected on your My Grade Book account, once it has been finalized.
If you receive a grade of a 75% or lower on a quiz or test, you have the opportunity to improve you grade by correcting your mistakes. The procedure for completing and submitting test corrections is listed below.
For each well executed correction that you make, you will earn half credit (ex: a multiple choice question worth 2 points on an exam, will receive 1 point if the correction is completed thoroughly). Short answer questions will be given credit per the teacher's discretion.
Correction Procedure:
1. Test/Quiz Corrections are due one business week from when the test was returned to you. After that, the teacher has the right to refuse to accept your corrections for credit.
2. Test/Quiz Corrections should be submitted on a separate sheet of paper (except for mapping exercises), with the corrections stapled to the ORIGINAL test or quiz.
3. For each incorrect question you must supply:
a) The correct answer
b) Why your answer was wrong -OR- why the correct answer was a better choice than the answer that you chose.
Test/Quiz Corrections will be graded after all current work is dealt with. Your change in grade will be reflected on your My Grade Book account, once it has been finalized.
Tuesday, September 2, 2008
Homework September 2, 2008
Well Done! Welcome to our class blog. Look around and check out the resources that are available to you. Your homework for tonight is listed below:
Homework:
1. Bring your syllabus back to class-- we have more to review!
2. Review the syllabus with your parent or guardian. Both you and a parent/guardian must sign it and return it to me in class on Monday, September 8th. Make sure that your parent/guardian include their phone number and email address.
See you tomorrow!
Ms. Hanemann
Homework:
1. Bring your syllabus back to class-- we have more to review!
2. Review the syllabus with your parent or guardian. Both you and a parent/guardian must sign it and return it to me in class on Monday, September 8th. Make sure that your parent/guardian include their phone number and email address.
See you tomorrow!
Ms. Hanemann
Course Syllabus
Global History & Geography 10 Course Syllabus
Ms. Hanemann
hhanemann@gmail.com
Room 564
212.501.1235
Course Overview:
• This year in 10th grade social studies you will be studying European history. We will be exploring the geography, religion, ideas and inventions, politics, and economics of this region and its impact on other regions of the world that you studied during 9th grade. Unlike 9th grade, our study of European history will be chronological, from ancient to modern times.
• Global Studies is a two-year course in the history of the world. The first half occurs in the 9th grade where you focused on non-European countries. Western and European civilizations are studied in the 10th grade. At the end of 10th grade you will take the NYS Regents Global History & Geography exam that tests the skills and knowledge you learned in both 9th and 10th grade.
• This course is taught in conjunction with World Literature, where you will read literature from the region and era being studied. In our classroom we will use textbooks, diaries, maps, charts, graphs, stories that have been handed down from many generations, and electronic sources to try to understand what really happened and why. You will be asked to put yourself in the shoes of the historical figures we learn about and make the decisions they had to make, as well as critique their actions in class discussions and essays.
• All of this is the stuff of history and you will be challenged to understand what it means to you in 2008. How does all of this affect you and your world?
Course Goals:
• In addition to exposing students to historical and literary content, the course will also train students to interpret primary sources, including documentary material, maps, statistical tables, and pictorial and graphic evidence of historical events.
• Studying history means asking questions, answering questions, testing and revising our answers in an attempt to know who we are and to understand how we got here. Students will be asked to take notes from printed and lecture material, write document-based essays, write thematic essays and work towards the ability to complete historical research. They should be able to identify and evaluate different approaches to and interpretations of historical events and topics, and explain the causes and effects of historical change.
• Students are expected to use the work from 9th grade to inform their study of European history. To neglect this expectation is to weaken your understanding of the events of history. Informed criticism is a goal that we work towards in our classroom.
Course Objectives:
o Understand and use historical documents
o Compose historical essays with accurate information and control of the English language
o Interpret Maps, Charts, Graphs, and Political Cartoons
o Research and evaluate sources for a given topic
o Understand and utilize debate format to make a historical argument
o Improve organization and note-taking skills
o Improve reading comprehension skills
• I will be here to help you if you have had trouble with any of these skills in the past.
Assessment:
• Tests & Quizzes
• Essays
• Projects & Presentations
• Class Participation—class discussion, group activities, and debates
• Final Project
• NYS Regents Exam in Global History and Geography
Texts & Resources:
• Textbook: World History (McDougall Littlel)
• A variety of primary and secondary sources, which will be provided
• School Island
• Class Blog (address listed on first page) and other electronic sources available via the internet
Grading Policy, as per the MHSHS grading scale:
A: 90-100
B: 80-89
C: 70-79
D: 65-69
F: 64 and below
• At MHSHS we use an online system call My Grade Book, available at www.mygradebook.com. You, your parents, your advisor, and your guidance counselor will be given access to this system at the beginning of the school year. All your assignments and grades will posted here in a timely fashion so that you may keep track of your progress as the year goes on. It is advisable that you check your grades regularly so that you are aware of any missing work or low grades that might be amendable.
• Your grade will be determined by a point system. Grades for each marking period will be based on the points you earn out of the total possible value of the graded assignments. The weight of the assignment is determined by its point value. For example, homework may be worth five points, quizzes worth ten points and tests worth one hundred points.
• Extra credit means extra work. If you are missing many assignments, therefore not keeping up with the work, then you will not be given additional work to compensate for your grade.
Make-Up and Late-Work Policy:
• It is expected that your work will be turned in by the assigned date. Assigned work received after the prescribed date will not receive full credit. If you are absent you will be required to make up any missed assignments including tests, and quizzes. One day of absence affords one day of make-up work opportunity. If you are absent, a note is required to allow late work to receive full credit. Assignments missed due to class cuts will not afford the opportunity to be made up.
• Homework on any given topic will be accepted up until the beginning of a test on the material. Once a test has been given on the topic, all homeworks leading up to that test which were missing, will become a zero in the grade-book.
Required Materials:
• Packet of 3-holed College Ruled loose-leaf paper.
• 1 Three-Ring Hard Plastic Binder at least 2” wide. This will be you “STUDY” binder.
o Must have 17 plastic dividers labeled as follows: Roman Empire, Exchange and Encounter, Global Trade Interactions, Europe on the Eve of Encounter, Absolutism, Enlightenment and Revolution, Global Nationalism, Industrial Revolution & Imperialism, WWI, Russian Revolution & Interwar Period, WWII, Cold War, Global Interdependence, Tests, Essays, Projects, Review Sheets.
• 1 Three-Ring Hard Plastic Binder, 1” is fine. This will be your “WORKING” binder.
o This is the binder that you will bring to class everyday and keep current work in.
• ALL ASSIGNMENTS ARE TO BE WRITTEN IN BLACK OR BLUE PEN OR TYPED. PENCIL IS NOT ACCEPTABLE.
Classroom Expectations:
1. Always give your best effort on all class activities and assignments. That means coming to class prepared with you working binder, paper, a writing utensil, and ready to participate in class.
2. Academic Freedom: All students have a right to their opinions, however unpopular. How you support your opinions is a key to doing well in this class. Respect for the opinions of others is a class requirement.
3. Remember that your personal honor and integrity are a very precious and important part of who you are as a person. Therefore, I expect that you will do all of your OWN work at all times (see the MHSHS Student Handbook for further information regarding cheating/plagiarism).
4. Do not be late. Be inside the door when the bell rings, unless you have a legitimate excuse to be tardy.
• Keep in mind that I want all of you to do well. I am one of your many Academic Coaches and I want you to reach your goals and your full potential as a student and as a person.
Academic Support:
• Every Tuesday, Wednesday, and Thursday I am available at S.O.S. On these days of the week you can come to my classroom for 45-90 minutes after school to get help for or work on assignments, work on social studies skills, or do your homework.
• Positive, constructive communication is one of my highest priorities. Solving problems is an important aspect of good communication. I am very concerned about questions and confusions that students may be experiencing. I encourage you to approach me after class so that I can give you my undivided attention [if I am free] or see me in the halls, email me, or drop a note in my mailbox, so that I know we need to talk. Never hesitate to share your respectful feelings with me. Students quickly learn that I will eagerly listen and respond to their concerns when they approach me courteously.
• Remember, this is OUR class, yours as well as mine. Your actions have a direct affect on everyone around you, including me.
Ms. Hanemann
hhanemann@gmail.com
Room 564
212.501.1235
Course Overview:
• This year in 10th grade social studies you will be studying European history. We will be exploring the geography, religion, ideas and inventions, politics, and economics of this region and its impact on other regions of the world that you studied during 9th grade. Unlike 9th grade, our study of European history will be chronological, from ancient to modern times.
• Global Studies is a two-year course in the history of the world. The first half occurs in the 9th grade where you focused on non-European countries. Western and European civilizations are studied in the 10th grade. At the end of 10th grade you will take the NYS Regents Global History & Geography exam that tests the skills and knowledge you learned in both 9th and 10th grade.
• This course is taught in conjunction with World Literature, where you will read literature from the region and era being studied. In our classroom we will use textbooks, diaries, maps, charts, graphs, stories that have been handed down from many generations, and electronic sources to try to understand what really happened and why. You will be asked to put yourself in the shoes of the historical figures we learn about and make the decisions they had to make, as well as critique their actions in class discussions and essays.
• All of this is the stuff of history and you will be challenged to understand what it means to you in 2008. How does all of this affect you and your world?
Course Goals:
• In addition to exposing students to historical and literary content, the course will also train students to interpret primary sources, including documentary material, maps, statistical tables, and pictorial and graphic evidence of historical events.
• Studying history means asking questions, answering questions, testing and revising our answers in an attempt to know who we are and to understand how we got here. Students will be asked to take notes from printed and lecture material, write document-based essays, write thematic essays and work towards the ability to complete historical research. They should be able to identify and evaluate different approaches to and interpretations of historical events and topics, and explain the causes and effects of historical change.
• Students are expected to use the work from 9th grade to inform their study of European history. To neglect this expectation is to weaken your understanding of the events of history. Informed criticism is a goal that we work towards in our classroom.
Course Objectives:
o Understand and use historical documents
o Compose historical essays with accurate information and control of the English language
o Interpret Maps, Charts, Graphs, and Political Cartoons
o Research and evaluate sources for a given topic
o Understand and utilize debate format to make a historical argument
o Improve organization and note-taking skills
o Improve reading comprehension skills
• I will be here to help you if you have had trouble with any of these skills in the past.
Assessment:
• Tests & Quizzes
• Essays
• Projects & Presentations
• Class Participation—class discussion, group activities, and debates
• Final Project
• NYS Regents Exam in Global History and Geography
Texts & Resources:
• Textbook: World History (McDougall Littlel)
• A variety of primary and secondary sources, which will be provided
• School Island
• Class Blog (address listed on first page) and other electronic sources available via the internet
Grading Policy, as per the MHSHS grading scale:
A: 90-100
B: 80-89
C: 70-79
D: 65-69
F: 64 and below
• At MHSHS we use an online system call My Grade Book, available at www.mygradebook.com. You, your parents, your advisor, and your guidance counselor will be given access to this system at the beginning of the school year. All your assignments and grades will posted here in a timely fashion so that you may keep track of your progress as the year goes on. It is advisable that you check your grades regularly so that you are aware of any missing work or low grades that might be amendable.
• Your grade will be determined by a point system. Grades for each marking period will be based on the points you earn out of the total possible value of the graded assignments. The weight of the assignment is determined by its point value. For example, homework may be worth five points, quizzes worth ten points and tests worth one hundred points.
• Extra credit means extra work. If you are missing many assignments, therefore not keeping up with the work, then you will not be given additional work to compensate for your grade.
Make-Up and Late-Work Policy:
• It is expected that your work will be turned in by the assigned date. Assigned work received after the prescribed date will not receive full credit. If you are absent you will be required to make up any missed assignments including tests, and quizzes. One day of absence affords one day of make-up work opportunity. If you are absent, a note is required to allow late work to receive full credit. Assignments missed due to class cuts will not afford the opportunity to be made up.
• Homework on any given topic will be accepted up until the beginning of a test on the material. Once a test has been given on the topic, all homeworks leading up to that test which were missing, will become a zero in the grade-book.
Required Materials:
• Packet of 3-holed College Ruled loose-leaf paper.
• 1 Three-Ring Hard Plastic Binder at least 2” wide. This will be you “STUDY” binder.
o Must have 17 plastic dividers labeled as follows: Roman Empire, Exchange and Encounter, Global Trade Interactions, Europe on the Eve of Encounter, Absolutism, Enlightenment and Revolution, Global Nationalism, Industrial Revolution & Imperialism, WWI, Russian Revolution & Interwar Period, WWII, Cold War, Global Interdependence, Tests, Essays, Projects, Review Sheets.
• 1 Three-Ring Hard Plastic Binder, 1” is fine. This will be your “WORKING” binder.
o This is the binder that you will bring to class everyday and keep current work in.
• ALL ASSIGNMENTS ARE TO BE WRITTEN IN BLACK OR BLUE PEN OR TYPED. PENCIL IS NOT ACCEPTABLE.
Classroom Expectations:
1. Always give your best effort on all class activities and assignments. That means coming to class prepared with you working binder, paper, a writing utensil, and ready to participate in class.
2. Academic Freedom: All students have a right to their opinions, however unpopular. How you support your opinions is a key to doing well in this class. Respect for the opinions of others is a class requirement.
3. Remember that your personal honor and integrity are a very precious and important part of who you are as a person. Therefore, I expect that you will do all of your OWN work at all times (see the MHSHS Student Handbook for further information regarding cheating/plagiarism).
4. Do not be late. Be inside the door when the bell rings, unless you have a legitimate excuse to be tardy.
• Keep in mind that I want all of you to do well. I am one of your many Academic Coaches and I want you to reach your goals and your full potential as a student and as a person.
Academic Support:
• Every Tuesday, Wednesday, and Thursday I am available at S.O.S. On these days of the week you can come to my classroom for 45-90 minutes after school to get help for or work on assignments, work on social studies skills, or do your homework.
• Positive, constructive communication is one of my highest priorities. Solving problems is an important aspect of good communication. I am very concerned about questions and confusions that students may be experiencing. I encourage you to approach me after class so that I can give you my undivided attention [if I am free] or see me in the halls, email me, or drop a note in my mailbox, so that I know we need to talk. Never hesitate to share your respectful feelings with me. Students quickly learn that I will eagerly listen and respond to their concerns when they approach me courteously.
• Remember, this is OUR class, yours as well as mine. Your actions have a direct affect on everyone around you, including me.
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