HW 12/23 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:

Period 7: Monday, January 4, 2010
Period 8: Tuesday, January 5, 2010

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. How did the women's march mark a turning point in the relationship between the king and the people?

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.

HW 12/11 Enlightenment Readings

Read the passages provided by Locke, Rousseau, Kant

Annotate the readings and focus on the following question as you annotate:

Which of the twelve Enlightenment characterisitics (from the powerpoint notes on Wed/Thurs) does each author highlight? Each author may highlight more than one characteristic.

1. You will turn in the readings with annotations
2. Write the characteristic(s) the author embodies as part of the annotations.
3. Assignments without characteristics listed within the reading will receive a zero.

Study Guide: Age of Exploration to Absolutism

Exam: Age of Exploration to Absolutism

Period 7: Wed, 12/9
Period 8: Thurs, 12/10

Castle Learning is available to you. The students who have performed the best on the exams so far have used the study guide as their primary source of studying and then castle learning to boost their multiple choice score.

Materials to Study:

Packet on Absolutism and Women of Nation States
Notes on Versailles Palace Powerpoint
Packet on English Constitutional Monarchy
Worksheet on Absolute Power of Rulers

Textbook Materials to Study:

Chapter 19, Section 1
Chapter 20, Sections 1, 4
Chapter 21, Sections 1, 2, 3, 4, 5

Terms to Know:

Cartography
Columbian Exchange
Treaty of Tordesillas
Montezuma/Aztecs
Atahualpa/Incans
Columbus
Cortes
Pizzaro
Vasco da Gama
Bartolomeu Dias
Circumnavigation
Conquistadors
Mercantilism
Commercial Revolution
Joint-stock company
Capitalism
Favorable balance of trade
Colonization
Econmienda System
Small Pox
Latin Colonial Hierarchy (mestizos, peninsulares, creoles etc)
Nation-State
Queen Elizabeth
Queen Isabella
Joan of Arc
Hapsburgs
James I
Peter the Great
Peter's Reforms
Louis XIV
Absolutism
Absolute Monarchy
Divine Right
Divine Right vs. Mandate of Heaven
Leviathan (Thomas Hobbes)
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
Petition of Right
William & Mary
Glorious Revolution
English Bill of Rights
Magna Carta

Exam Format:

Mutltiple Choice
Short Answer

Short Answer:

What were the motives behind European exploration in the 1400's?

Why was Spain a leader in overseas exploration?

How did the Columbian Exchange impact global civilization?

What were the positive and negative consequences of the Columbian Exchange?

How did the rise of nation-states lead to the development of absolute monarchies?

To what extent is Louis XIV the perfect example of an absolute monarch?

How did Peter's attempt to westernize Russia affect Russian's opinions of Christians in western Europe?

How does a constitutional monarchy differ from an absolute monarchy?

How did Parliament try to limit the power of the English monarchy?

What political and social changes resulted from the English Civil War?

HW 11/30 Ch. 21, Sec. 3 & 4

Read Chapter 21, Sections 3 & 4 from your textbook. As you read, take notes in OUTLINE FORMAT.

Due:

Period 7: Wednesday 12/2
Period 8: Thursday 12/3

HW 11/24 Ch. 21 sec. 1 & 2

Read Chapter 21, Sections 1 & 2 in your textbook and take notes as you read in outline format.

Due: Monday, 11/30

HW 11/20

THERE ARE NO BLOCKS THIS COMING WEEK (11/23- 11/25)

General Note:

In this unit we have had homework assignments for the following readings:

Chapter 19, Section 1
Chapter 20, Section 1 and 4

If you have not completed outline notes for any of these sections please do so.

PERIOD 7 HOMEWORK ONLY:

Read Chapter 20, Section 4 and take OUTLINE notes as you read

Due: Monday 11/23

HW 11/23 Disease in Americas

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, 11/24

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 an act of bio-terrorism? Use examples and facts from the article or textbook to back up your claim. You must choose a side.

Study Guide: Renaissance, Reformation, Scientific Revolution

HOMEWORK QUESTIONS FOR DESCARTES AND BACON ARE IN THE POST BELOW THIS ONE. SCROLL DOWN!

Exam: The Renaissance, The Reformation, and The Scientific Revolution
Period 7: Monday, Nov. 16th
Period 8: Tuesday, Nov. 17th

Reading Materials to Review:

Textbook:

Chapter 14, Sections 2, 3
Chapter 17, Sections 1, 2, 3, 4
Chatper 22, Section 1

Readings:

Machiavelli's Prince
What Was the Protestant Reformation?
Complaints Against the Church
Protestant Reformation Packet # 1 (Tetzel vs Luther)
Royal Challenges to Papal Power
3 Theories on the Solar System
Descartes and Bacon

Classwork Materials to Review:

Notes on:
- Pre-Conditions of the Renaissance
- Notes from Renaissance Powerpoint
- Machiavelli's Quotes
- Categorizing vocabulary of the Renaissance
- Chart on Protestant Religions
- Chart on Luther's Ideas vs. the Church's Ideas
- Appeal of Protestantism
- Causes and Effects of the Reformation
- Scientific Revolution

Vocabulary:

Pre-Conditions of the Renaissance
- Bubonic Plague
- Growth of Towns, Trade, and Wealth
Commercial Revolution
Guilds
Magna Carta
Great Schism
Estates System
Hundred Years War
Renaissance
Patron
Humanism
Secularism
Renaissance Man (L'uomo universale)
Perspective
Chiarrascurro
Stfumato
Classicism
Individualism
Sistine Chapel
The Pieta
The Last Supper
The Prince
Shakespeare
The Reformation
95 Theses
Printing Press
Protestants
Peace of Augsburg
Indulgences
Simony
Nepotism
The Index
Inquisition
Council of Trent
Anglicanism (Church of England)
Calvinism
Predestination
The Elect
Theocracy
Prebyterianism
Huguenots
Scientific Revolution
Heliocentric Model of Solar System
Geocentric Model of Solar System
Gravity

People To Know:

Medici Family
Leonardo Da Vinci
Michelangelo
Rafael
Donatello
The David
Machiavelli
Johannes Gutenberg
Martin Luther
John Calvin
John Knox
King Henry VIII
Copernicus
Newton
Galileo
Bacon
Descartes
Kepler

Short Answer Questions:

1. Why was economic prosperity a necessary pre-condition for the Renaissance?

2. How was the Renaissance a "rebirth"?

3. Choose one writer or artist from the Italian Renaissance and describe how Renaissance ideas influenced his or her work.

4. Explain why the development of printing is described as a “revolution.”

5. List and explain three ways the Catholic Church responded to the Protestant Reformation.

6. Explain why the theory of Copernicus was so strongly opposed by the Church and scholars.

7. What Renaissance ideas are reflected in Descartes’s statement “I think, therefore I am”?

8. How did the new scientific method threaten the Catholic Church?

9. What impact did the Scientific Revolution have on the perception of European society?

10. How did the Heliocentric model further promote the ideas of the Renaissance and the Protestant Reformation?

Exam Format:

Multiple Choice
Matching
Short Answer

HW 11/12 Descartes and 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: Fri. 11/13

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."

HW Chapter 22, Section 1

Read Chapter 22, Section 1 and take notes as you read.

Only OUTLINE notes will be accepted.

Due: 11/10

Extra Credit Assignment

Here is a link to Machiavelli's The Prince. Just as you did for homework, choose a section and write 5 tips for a prince or political leader according to Machiavelli's ideas.

The Prince- Click Here!

HW 10/30 Ch. 17, Sec. 3 & 4

Read Chapter 17, Sections 3 & 4 and take notes as you read. Only Cornell Style notes and Outline notes are acceptable.

Due:

Monday, November 2

REMINDER!!! NO BLOCK PERIODS THIS COMING WEEK OR THE FOLLOWING WEEK!

HW 10/26 Ch. 17 Sec. 1 & 2

Read Chapter 17, Sections 1 & 2 and take notes as you read. Only Cornell Style notes and Outline notes are acceptable.

Due:

Period 7: Wednesday 10/28
Period 8: Thurasday 10/29

HW 10/23 Ch. 14 Sections 2 & 3

Read Chapter 14 Sections 2 & 3 and take notes as you read in Cornell Style or Outline Format

Due:

Period 7: Monday 10/26
Period 8: Tuesday 10/27

Oops!

Hey Kids,

When I posted the Study Guide, I asked you to study and read Chapter 14, All Sections, but it was actually Chapter 13, All Sections. Sorry for the mix up!

Ms. Hanemann

Study Guide: The Middle Ages

Exam: The Middle Ages
Period 7: Wednesday 10/21
Period 8: Thursday 10/22

Exam Format:

Multiple Choice
Short Answer

Textbook Materials:

Chapter 14, All Sections

Classwork Materials:

Notes on the Dark Ages and Manorialism
Notes on the Medieval Church
Play on Manorialism
Documents on Feudalism
Documents on the Medieval Church
Debate Concepts- Church power, women in medieval Europe, Hollywood vs. History.

Vocabulary:

Feudalism
Manorialism
Roman Catholic Church
Hierarchy
Barter
Self-Sufficient
Chivalry
Charlemagne
Christianity
Clergy
Crusades
-Reasons for beginning the Crusades from European perspective
-Effects of the Crusades from European perspective
Canon Law
Excommunication
Lay Investiture
Interdiction
Fief
Vassal
Serf
Knight
Gothic Architecture
Romanesque Architecture
Heresy
Holy Land
Manor
Nun/Monk
Bishop/Archbishop
Pope
King


Short Answer Questions:

How would you characterize the relationship between a lord and his vassal?

Why did feudalism emerge in Europe after the collapse of the Roman Empire?

How did feudalism provide for the security of the people of medieval Europe?

What relationship did the serf have to the land -- economically? legally?

What power did the nobility have over their serfs/peasants?

What was the role of women during the feudal period?

How did the Church bring about an increase in political stability in Europe?

Why did medieval peasants support the Church?

What were some of the problems and abuses that arose within the medieval Church?

Did the Church provide for greater or less order in medieval society?

HW 10/9 Documents on the Medieval Church

Read the following SIX documents and answer the questions attached to them. Answers should be typed or written in blue or black ink. Annotating the documents is encouraged, as we will be having a debate/discussion on Tuesday about the power of the Medieval Church.

During the debate/discussion you will be graded on your participation and knowledge of the documents. Please be prepared.

Due: Tuesday 10/13


DOCUMENT 1:

Questions:

􀂃 What is the view of medieval society that is expressed in this document?
􀂃 According to this document, what is the deadliest of sins?


Society, like the human body, is made up of different parts. Each member of society serves a purpose, prayer (clergy), defense (knights), merchandise (tradesmen, merchants) or tilling the soil (serfs). Each person should receive the means proper for his or her class. Within classes there must be equality; between classes there must be inequality. Peasants must not follow the orders of those above them. Lords must not take unfair advantage of the peasants. Craftsmen and merchants should receive only what they need to remain in business and no more. To seek more is greed, and greed is a deadly sin.
SOURCE: R.R. Tawney, Religion and the Rise of Capitalism (London: Harcourt Brace and Company, Inc., 1926).


DOCUMENT 2:

Question:

􀂃 Why does Pope Innocence III believe that the church has more power than kings and other secular rulers?

The Creator set up two great lights in the heavens; the greater light to rule the day, the lesser light to rule the night. In the same way, the Church has set up two great lights on earth; the greater light, being the Pope, to rule over souls; the lesser light, being the king, to rule over bodies. Just as the moon’s light comes from the sun, does the power of the king come from the Pope. The more closely a king is willing to follow the Pope's rule, the greater his light will be.
SOURCE: Excerpt from a letter of Pope Innocent III, 1198.
Document

DOCUMENT 3:

Questions:

􀂃 Why did the Church need protection here in the 11c?
􀂃 What did they fear could happen if they became part of the feudal system?

I, Baldwin, by the grace of God count of Flanders, acknowledge and testify before all my barons that the abbey of Marchiennes was always free from obligations to an advocate. . . . However, because of the present evil state of the world, it needs an advocate for its defense. That I may be the faithful advocate and defender of the church, the abbot gave me two mills and two plough-lands in the town of Nesle. I, however, have given the mills and the land with the consent of the abbot to Hugh Havet of Aubigny, so that he may be a ready defender of the church in all things.
And this is what he receives in the abbey's lordship. He shall have one-third of all fines in cases where the church has asked his assistance and has gained something by his justice. If he is not called in he shall have nothing. In time of war he shall have from each plough-team two shillings, from half a team one, and from each laborer three pennies. He shall not give orders to the men of the abbey, nor hold courts of his own, nor take money from peasants. He is not permitted to buy lands of the abbey, or to give its serfs in fiefs to his knights, nor to extort anything from them by violence. . . . Done at Arras in the year of our Lord 1038.
SOURCE: An excerpt from a church charter, quoted in Polyptyque de l'Abbe Irminion, ed. by B. Guerard (Paris, 1844), Vol. II, pp. 356-57.

DOCUMENT 4:

Questions:

􀂃 Why did the religious life have such a great appeal at this time in history?
􀂃 Were there materialistic as well as spiritual reasons for entering a cloister [monastery]?
􀂃 What are Benedict’s reasons for not allowing a monk to change his mind and leave the cloister once vows have been taken?

When anyone is newly come for the reformation of his life, let him not be granted an easy entrance, but, as the Apostle says, “Test the spirits to see whether they are from God.” If the newcomer, therefore, perseveres in his knocking, and if it is seen after four or five days that he bears patiently the harsh treatment offered him and the difficulty of admission, and that he persists in his petition, then let entrance be granted him, and let him stay in the guest house for a few days.
After that let him live in the novitiate {for new recruits}, where the novices study, eat, and sleep. A senior shall be assigned to them who is skilled in winning souls, to watch over them with the utmost care. Let him examine whether the novice is truly seeking God, and whether he is zealous for the Work of God, for obedience and for humiliations. Let the novice be told all the hard and rugged ways by which the journey to God is made.
If he promises stability and perseverance, then at the end of two months let this Rule be read through to him, and let him be addressed thus: “Here is the law under which you wish to fight. If you can observe it, enter; if you cannot, you are free to depart.” If he still stands firm, after four months let the same Rule be read to him again.
Then, having deliberated with himself, if he promises to keep it in its entirety and to observe everything that is commanded him, let him be received into the community. But let him understand that, according to the law of the Rule, from that day forward he may not leave the monastery nor withdraw his neck from under the yoke of the Rule which he was free to refuse or to accept during that prolonged deliberation.
***********************
What are the instruments of good works?
In the first place to love the Lord God with the whole heart, whole soul, whole strength, then his neighbor as himself. Then not to kill, . . . not to steal, not to [desire], not to bear false witness, to honor all men, and what anyone would not have done to him, let him not do to another. To deny himself that he may follow
Christ, . . . to renounce luxuries, to love fasting. To relieve the poor, to clothe the naked, to visit the sick, to bury the dead, to help in tribulation, to console the afflicted. to utter truth from his heart and his mouth. Not to return evil for evil, not to do injuries, but rather to bear them patiently.... Not to be proud, not given to wine, not [given to eating greedily].
To commit his hope to God; 'when he sees anything good in himself to attribute it to God, and not to himself, but let him always know that which is evil in his own doing, and impute it to himself. To fear the Day of Judgment, to dread Hell, to desire eternal life with all spiritual longing, to have the expectation of death every day before his eyes.... To give willing attention to the sacred readings, to pray frequently every day, to confess his past sins to God, from thenceforward to reform [himself] as to those sins.
SOURCE: St. Benedict’s Rule for Monasteries, trans. by Leonard J. Doyle [Collegeville, Minn.: Liturgical Press, 1948], pp. 79-80.

DOCUMENT 5:

Question:

􀂃 What are the results of being excommunicated from the Catholic Church?

In the name of God, and by the power of the Holy Ghost, and the authority divinely granted to bishops by Peter, chief of the Apostles, we separate them from the bosom of holy Mother Church, and condemn them with the anathema of the eternal curse, that they may have no help of man nor any converse with Christians. Let them be accursed in the city and accursed in the country. Accursed be their barns and accursed their bones; accursed be the . . . seed of their lands, their flocks of sheep, and their herds of cattle. Accursed be they in their entering and in their outgoing. Be they accursed at home and homeless elsewhere. . . . Upon their heads fall all the curses with
which God through His servant Moses threatened the transgressors of the Divine Law. Let them be anathema maranatha [terribly accursed], and let them perish in the second coming of the Lord; and let them moreover endure whatever of evil is provided in the sacred canons and the apostolic decrees for murder and sacrilege. Let the righteous sentence of Divine Condemnation consign them to eternal death. Let no Christian salute them. Let no priest say Mass for them, nor in sickness receive their confession, nor, unless they repent, grant them the sacrosanct communion even on their deathbed. But let them be buried in the grave of an ass, . . . that their shame and malediction may be a warning to present and future generations. And, as these lights which we now cast from our hands are extinguished, so may their light be quenched in eternal darkness.
SOURCE: A decree of excommunication (10c) as quoted in Henry C. Lea, editor, Studies in Church History, Philadelphia: Henry C. Lea, pp. 333-39.

DOCUMENT 6:

Question:

􀂃 How were personal freedoms limited by church doctrine and outlook?

And in order that this statute of peace should not be violated by anyone rashly or (without punishment), a penalty was fixed by the common consent of all; if a freeman or noble violates it, that is, commits homicide or wounds anyone or is at fault in any manner whatsoever, he shall be expelled from our territory... and his heirs shall take all his property; if he holds a (feudal estate), the lord to whom it belongs shall receive it again. Moreover, if it is learned that his heirs after his expulsion have furnished him any support or aid, and if they are convicted of it, the estate shall be taken from them and given to the King... If a slave (serf) kills a man, he shall be beheaded; if he wounds a man, he shall lose a hand; if he does an injury in any other way with his fist or a club, or by striking with a stone, he shall (have his hair cut off) and (be) flogged. If, however, he is accused and wishes to prove his innocence, he shall clear himself by the ordeal of cold water, but he must himself be put into the water and no one else in his place; if, however, fearing the sentence decreed against him, he flees, he shall be under a perpetual excommunication; and if he is known to be in any place, letters shall be sent thither, in which it shall be announced to all that he is excommunicated, and that it is unlawful for anyone to associate with him. In the case of boys who have not yet completed their twelfth year, the hand ought not to be cut off; but only in the case of those who are twelve years or more of age. Nevertheless, if boys fight, they shall be whipped and deterred from fighting.
Inasmuch as in our own times the Church, through its members, has been (greatly troubled by warfare), we have endeavored by God's help to... establish, on certain days at least, the peace which, because of our sins, we could not make enduring. Accordingly we have enacted and set forth the following....Namely, that.. throughout the year on every Sunday, Friday, and Saturday (and on certain holy days) this decree of peace shall be observed.
SOURCE: An example of a “Truce of God,” 1083 as quoted in Louis Snyder, Ct al., Panorama of the Past, Volume I (New York: Houghton Mifflin Co., 1966), pp. 200-202.

HW 10/7 Medieval Europe Documents

Read the following SIX documents and answer the questions attached to them. Answers should be typed or written in blue or black ink. Annotating the documents is encouraged, as we will be having a debate/discussion on Friday about Medieval Europe.

During the debate/discussion you will be graded on your participation and knowledge of the documents. Please be prepared.

Due: Friday 10/9


DOCUMENT 1:

Questions:

􀂃 Why did people want to be vassals to lords such as the one mentioned below?
􀂃 How did the lord and his vassal depend on one another?

To that magnificent lord _____ _____ Since it is known . . . to all how little I have whence to feed and clothe myself, I have therefore petitioned your piety, and your good-will had decreed to me that I should hand myself over or commend myself to your guardianship, which I have thereupon done; that is to say in this way, that you should aid and succor me as well with food as with clothing, according as I shall be able to serve you and deserve it. And so long as I live I ought to provide service and honor to you, suitably to my free condition; and I shall not during the time of my life have the ability to withdraw from your power or guardianship; but must remain during the days of my life under your power or defense. Wherefore it is proper that if either of us shall wish to withdraw himself from these agreements, he shall pay____ shillings to the other party . . . otherwise this agreement shall remain unbroken.

SOURCE: Translation and Reprints from the Original Sources of European History. Univ. of Pennsylvania, 1897 [?1, IV, No.3 (E. P. Cheyney, ed.), 3-4.


DOCUMENT 2:

Questions:

􀂃 What were the six things that a faithful vassal should have always kept in mind?
􀂃 What was a vassal expected to do besides avoid injurious behavior?
􀂃 Why might a vassal have more responsibilities and a lord much less?

To William, most illustrious duke of the Aquitanians; Bishop Fulbert, the favor of his prayers:

Requested to write something regarding the character of fealty[faithfulness], I have set down briefly for you, on the authority of the books, the following things. He who takes the oath of fealty to his lord ought always to keep in mind these six things: what is harmless, safe, honorable, useful, easy, and practicable. Harmless, which means that he ought not to injure his lord in his body; safe, that he should not injure him by betraying his confidence or the defenses upon which he depends for security; honorable, that he should not injure him in his justice, or in other matters that relate ,to his honor; useful, that he should not injure him in his property; easy, that he should not make difficult that which his lord can do easily; and practicable, that he should not make impossible for the lord that which is possible.

However, while it is proper that the faithful vassal avoid these injuries, it is not for doing this alone that he deserves his holding: for it is not enough to refrain from wrongdoing, unless that which is good is done also. It remains, therefore, that in the same six things referred to above he should faithfully advise and aid his lord, if he wishes' to be regarded as worthy of his benefice and to be safe concerning the fealty which he has sworn.

The lord also ought to act toward his faithful vassal in the same manner in all these things. And if he fails to do this, he will be rightfully regarded as guilty of bad faith, just as the former, if he should be found shirking, or willing to shirk, his obligations would be perfidious [treacherous] and perjured.

I should have written to you at greater length had I not been busy with many other matters, including the rebuilding of our city and church, which were recently completely destroyed by a terrible fire. Though for a time we could not think of anything but this disaster, yet now, by the hope of Gods comfort, and of yours also, we breathe more freely again.

SOURCE: F.A. Ogg, ecL, A Source Book of Medieval History (New York: American Book Company, 1907), 220-221. Reprinted in David Herlihy, ed., The History of Feudalism. (New York: Walker and Company, 1970), 97.


DOCUMENT 3:

Question:

􀂃 How is this author’s portrayal of life in a castle different from some Hollywood productions depicting medieval life?

On the material side the life of the feudal class was rough and uncomfortable. The castles were cold and drafty. If a castle was of wood, you had no fire, and if a stone castle allowed you to have one, you smothered in the smoke. Until the thirteenth century no one except a few great feudal princes had a castle providing more than two rooms. In the hall the lord . . . received his officials and vassals, held his court, and entertained ordinary guests. There the family and retainers ate on tables that at night served as beds for the servants and guests. The chamber was the private abode of the lord and his family. The lord and lady slept in a great bed, their children had smaller beds, and their personal servants slept on the floor. Distinguished visitors were entertained in the chamber. When the lord of the castle wanted a private talk with a guest, they [both] sat on the bed. The lord and his family could have all the food they could eat, but it was limited in variety. Great platters of game, both birds and beasts, were the chief standby, reinforced with bread and vast quantities of wine. They also had plenty of clothing, but the quality was largely limited by the capacity of the servant girls who made it. In short, in the tenth and eleventh centuries the noble had two resources, land and labor. But the labor was magnificently inefficient and by our standards the land was badly tilled. Not until the revival of trade could the feudal class begin to live in anything approaching luxury.

SECONDARY SOURCE: Life in a Medieval Castle. Sidney Painter, Medieval Society, Ithaca, New York: Cornell University Press, 1951, pp. 30-31.


DOCUMENT 4:

Questions:

􀂃 Why would a knight follow the rules of chivalry?
􀂃 How are the customs of knighthood discussed here, different from the ideas portrayed in video games, fairytales, and Hollywood?
􀂃 According to the author, who made the ideas of chivalry popular?

During the eleventh and twelfth centuries there grew out of the environment and way of life of the feudal class a system of ethical ideas that we call chivalry: virtues appropriate to the knight or chevalier. . . .

The German warriors had brought with them into the Roman Empire an admiration for the warrior virtues, courage and prowess in battle. They also valued the sound judgment that the feudal age was to call wisdom and fidelity to one's . . . word, later known as loyalty. A man whose chief function was fighting had to be brave and effective in battle. Wisdom was a necessary attribute of the successful captain. The whole structure of the feudal system depended on respect for one's oath of homage and fidelity. These were the basic feudal virtues and formed the core of feudal chivalry.

The earliest ethical ideas of the feudal class concerned their chief occupation and were designed to make war more pleasant for its participants. Armor was heavy and extremely hot under the blazing sun. No knight wanted to wear his armor when he was simply riding about, yet no knight was ever entirely safe from sudden attack by an enemy. Hence the idea developed that it was highly improper to attack an unarmed knight. You could ambush your foe, but you did not attack him until he had had time to put on his armor and prepare for battle. Then the chief purpose of feudal warfare was to take prisoners who could be ransomed. In the early days you put your prisoner in chains and dumped him in an unused storage bin under your hall. But this was highly unpleasant for the prisoner and he was likely to be the captor next time. Soon it was the custom to treat a knightly prisoner as an honored guest. The next step was to accept a son or nephew as a hostage while the captive collected his ransom. By the thirteenth century it was usual to release a captured knight on his pledge to return if he could not raise his ransom. The early tournaments were, as has been suggested, merely arranged battles. But the knights who fought in them felt it necessary to rationalize their activity. Hence they soon believed that they fought in tournaments not for amusement or to profit by ransoms but to win glory. As time went on the tournaments were carried over into actual warfare. Perhaps the high point of chivalric behavior was the return of King John of France to prison in England when he found he could not raise his ransom, unless it be the action of a noble lord who hanged one of his infantrymen because he had had the bad taste to kill a knight in battle.

One more virtue of feudal chivalry requires mention: generosity. In most societies men have admired the giver of lavish gifts, and this was a marked trait among the Germans. But this virtue assumed an unusually important place in the feudal code of chivalry. Although the concepts of feudal chivalry sprang from the feudal environment, they were popularized and made universally known by professional storytellers. The evenings dragged heavily in the gloomy castles, and knights and ladies were avid for entertainment. This was supplied by various types of wanderers. There were the tellers of . . . stories, the dancing bears, and dancing girls. But there were also those, who composed and recited long tales in verse, and minstrels who sang the compositions of others. It was through these stories that the ideas of. chivalry were spread. The livelihood of the singers and composers depended on the generosity of their patrons. Hence in their stories generosity was inclined to become the chief of all knightly virtues.

SECONDARY SOURCE: Life in a Medieval Castle. Sidney Painter, Medieval Society, Ithaca, New York: Cornell University Press, 1951, pp. 32-34.


DOCUMENT 5:

Question:

􀂃 What was the medieval view of women expressed here?
􀂃 What legal principal is being established he about the role of men and women?

Women should be subject to their men. The natural order for mankind is that women should serve men and children their parents, for it is just that the lesser serve the greater.

The image of God is in man and it is one. Women were drawn from man, who has God’s jurisdiction as if he were God’s vicar (representative), because he has the image of the one God. Therefore woman is not made in God’s image.

Woman’s authority is nil; let her in all things be subject to the rule of man….And neither can she teach, nor be a witness, nor give a guarantee, nor sit in judgment.

Adam was beguiled (deceived) by Eve, not she by him. It is right that he whom woman led into wrongdoing should have her under his direction, so that he may not fail a second time through female levity (lack of seriousness).

SOURCE: Gratian, Corpus juris canonici, in Not in God’s Image, ed. J. O’Faolain and L. Martines (New York: Harper Torchbooks, 1973), p. 130.


DOCUMENT 6:

Question:

􀂃 What is the author trying to say to women?
􀂃 What do you think the author would suggest as an alternative lifestyle for women to marriage during this time period?


Look around, happy maiden, if the know of wedlock (marriage) be once knotted, let the man be idiot or dripple, be he whatever he may be, thou must keep to him. Thou sayest that a wife hath much comfort of her husband, when they are well consorted, and each is well content with the other. Yea; but ‘tis rarely seen on earth….

[On childbearing]: Consider that joy ariseth when the offspring in thee quickeneth and growth. How many miseries immediately wake up therewith, that work thee woe enough, fight against they own flesh, and with many sorrows make war upon they own nature. Thy ruddy face shall turn lean and grow green as grass. Thine eyes shall be dusky, and underneath grow pale; and by the giddiness of thy brain they head shall ache sorely….All thy beauty is overthrown with withering.

After all this, there cometh from the child thus born a crying and a weeping that must about midnight make thee to waken, or her that holds thy place, for whom though must care [like a wet-nurse]. And what of the cradle foulness, and the constant giving of the breast? to swaddle and feed the child at so many unhappy moments….Little knoweth a maiden of all this trouble of wives’ woes….

And what if I ask besides…how the wife stands that heareth when she comes in her child scream, sees the cat at the meat, and the hound at the hide? Her cake is burning on the stove, and her calf is sucking all the milk up, the pot is running into the fires, and the churl [manservant] is scolding. Though it be a sill tale, it ought, maiden, to deter thee more strongly from marriage, for it seems not sill to her that tries it….

SOURCE: Holy Maidenhood, an anonymous author of the 13c.

Study Guide: Byzantine Empire

Homework for Chapter 13 is in the post below this!

Byzantine Empire Quiz:

Period 8: Monday, Oct. 5
Period 7: Tuesday, Oct. 6

There is a Castle Learning Practice available. If you did not get it, please email me so that it gets sent to you.

Textbook:

Chapter 11, Section 1 & 2

Vocabulary:

Byzantine Empire
Constantinople/ Istanbul
Eastern Orthodox Christianity
Roman Catholicism
Pope
Patriach
Vladimir
Twelve Tables
Justinian's Code
Hagia Sofia
Procopius
Byzantine Russia (Kievian)
Byzantine Eastern Europe
Cryrillic
Greco-Roman
First, "Second", "Third" Rome

Notes:

Byzantines in Eastern Europe and Russia

Classwork:

Packet on Byzantine Empire
Reading on Hagia Sofia


Short Answer Questions:

1. What is the difference between a Pope and a Patriarch?

2. How did Justinain strengthen his role as leader of the Byzantine Empire?

3. In what ways was Procopius a biased historian?

4. How and what themes are depicted in Byzantine artwork?

5. What caused the divide in the Christian religion under the Byzantine Empire?

6. How did the Byzantine's help to preserve Greco-Roman culture?

7. How did Vladimir's conversion to Christianity affect Kiev?

8. What was Justinian's Code?

HW 10/2 Ch. 13, Sec 1 & 2

Read Chapter 13 Sections 1 & 2 in your textbook and make window pane notes as you read.

There is a quiz on Monday for Period 8; Quiz on Tuesday for Period 7
Castle Learning is available and a study guide will be posted Friday afternoon

Due:
Period 7: Ch. 13, Sec. 1 & 2 Tuesday, 10/6
Period 8: Ch. 13, Sec. 2 Monday, 10/5

How to Make Window Pane Notes:

Each Section of reading (ex: Section 2) gets ONE FULL PAGE of Window Pane notes.
You must write something in all 4 boxes, challenge yourself to accomplish this!

Facts:
- Short facts presented in the reading
- Key Terms
- Names of leaders (be sure to mention why they are important, don't just write their name)
- Places/Locations of important events

Questions:
- Questions you have as you read about the topic
- Asking for clarity on a concept presented in the reading-- something you don't understand
- Asking about the reasons an event is happening

Ideas:
- Think of this as a list of the main ideas in the section or the main ideas
- Should be the last box to be filled in

Feelings:
- Your opinions on the reading
- Your personal connection to the reading
- Whether you agree with the events or ideas being presented

HW 9/29 Hagia Sofia Pictures

Your task is to write a one paragraph response that answers the question below. You must have the reading on Hagia Sofia by Procopius in order to complete this assignment.

Question to Answer:

Does Procopious' description of Hagia Sofia accurately describe the building in the pictures below?

Due:
Period 8: Thursday, 10/1
Period 7: Friday, 10/2

These pictures are from Ms. Hanemann's trip to Istanbul in July 2009


The Imperial Door- only emperors were allowed to pass through this door


Hallway to upper level


View from Upper Level


View from Second Level


Stained Glass Windows near alter


View from Ground Floor when you first enter



View of Hagia Sofia from outside.


Ms. Hanemann on the second floor of Hagia Sofia (July 2009)

HW 9/25 Ch. 11 Sec. 1 & 2

Read Chapter 11 Sections 1 and 2

Take notes on the reading the same way that you have taken notes on the last homework assignments. If you have a goal to shorten your note-taking, please make sure that you actively pursue that goal.

Due:

Period 7: Wednesday, 9/30
Period 8: Tuesday, 9/29


REMEMBER! Period 8 will have a double period of Global on Tuesday and Period 7 will have a double period of Global on Wednesday.

Study Guide: Roman Empire

Exam: Roman Empire
Friday, September 25th

If you are absent on an exam day, you will be subject to taking a make-up exam.

The following materials should be studied in order to be successful on the first exam:

A. Textbook:

Chapter 6, Sections 1-4
Pactice by answering all of the questions in the Chapter Review on page 168 (Terms & Names and Review Questions)

B. Classwork:

Packets on Greece vs. Rome and Decline of the Roman Empire
Packet on Imperial Rome (Julius Caesar, Roads of Rome, Gladiators)
Notes on The Foundation of Rome, Roman Republic, and Imperial Rome

C. Be able to Answer these Short Answer Questions as Review:

1. Describe the role of geography in the development of the Roman Empire
2. Explain the reasons for the growth of the Roman Empire
3. Discuss the structure of the Roman Republic
4. Compare the Twelve Tables to the Code of Hammurabi as a legal system
5. List and Explain the contributions of the Roman Empire
6. Compare Roman civilization to other great ancient civilizations: Greeks, Mesopotamia, Egyptians, the Han, and the Indus
7. Explain how Rome declined in the following categories: politically, socially, economically, militarily
8. Explain the key ideas of Christianity
9. Explain the impact Christianity had on Roman civilization

D. Vocabulary:

Strategic Location
Geographical Advantage
Natural boundaries
Republic
Patrician
Plebian
Consul, Senate, Assembly
Twelve Tables
Julius Caesar
Pax Romana
Gladiator
Jesus
Paul
Constantine
Constantinople

E. Geography of Rome

Be able to locate these items on a map:

Italian Peninsula
Rome
Tiber River
Mediterranean Sea
Adriatic Sea
Sardinia
Corsica
Sicily
Alps
Apennine Mountains

HW 9/21 Documents and Study

Complete the DBQ Documents Handed out in class today on the Fall of the Western Roman Empire

Due: Wednesday 9/23 Period 7; Thursday 9/24 Period 8

Read each document carefully and answer the questions associated with that question. Answers should be in blue or black ink and should be written on the handout.

Additionally:

Please bring in your 9th Grade Binder-- we will be using it on Wednesday and Thursday

An exam will be given on the Roman Empire on Friday, 9/25. A study guide for this exam will be posted tomorrow (9/22). In the meantime you are expected to begin studying by reviewing class notes and worksheets we have completed in class.

Travel Pictures

Your Weekend Homework is in the post just below this one, just scroll down and you will see the post titled "HW 9/18 Ch. 6 Sec. 3 & 4"

Kids!

Today I found this on the New York Times Global Edition and I thought some of you would find it interesting.

Since many people travel over the summer the New York Times asked readers to submit photos from their travels. The pictures are beautiful and each one has its own story written by the photographer (just regular people who have had the good fortune to travel). You can search the pictures by continent and country. Pictures and first hand stories of travel are two of the best ways to travel the world without going anywhere. You can also submit your own photos! Enjoy!

New York Times Why We Travel: Reader's Photos

Ms. Hanemann

HW 9/18 Chapter 6, Sections 3 & 4

Read the following sections in your textbook:

Chapter 6, Section 3 & 4

Due: Monday 9/21 Period 7, Tuesday 9/22 Period 8

*NOTE The name of the chapter is located on the bottom of each page, you can also find the location of a chapter or section in the table of contents at the beginning of the textbook.

As you read take notes on the reading. Below is a guide for note-taking-- please take notes in the way that I have written below to begin with, do not use your own method. See the example at the very bottom.

Steps:

1. Define all bold words

2. Roman Numerals, No Indent for Every Red Heading:

3. 1 Indent, Capital letter for Every Green Heading:

4. 2 Indents, Record the main ideas within the green heading, beginning with Number 1

Example from page 14 of the textbook:

Neolithic Revolution: the beginnings of farming

Slash and burn farming: practice for clearing a field of slashing existing vegetation and burning it

I. Neolithic Revolution
---> A. Causes of the Agricultural Revolution
--------> 1. Climate Change
--------> 2. Increased in temperature
--------> 3. More crops
--------> 4. Increased population
--->B. Early Farming Methods
--------> 1. Slash and Burn Farming Methods

Email me if you have any questions!

HW 9/9 Class Blog

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 14th. 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 2009. 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.

Old Regents Exams

Below is the link to PDF versions of old Regents exams and scoring keys. Use them to practice!

http://www.nysedregents.org/testing/socstre/regentglob.html

Castle Learning Homework

There are 3 Castle Learning assignments that have been made available to you over the last 4 weeks. All 3 of these assignments are to be completed by Monday, June 8th. Their titles are:

Regents Review 1
Regents Review 2
Regents Review 3

There will be approximately 4 more assignments given for credit and additional assignments given after that for those students who wish to prepare for the Regents Exam once classes are over on June 15th.

Global History & Geography Regents 9:15am, Friday, June 19th.

HW 5/29 Ch. 36, Sec. 4

RRMINDER: Ms. Hanemann will NOT be holding a Regents Review this Saturday despite the calendar that was distributed to you. Please do not attend Saturday's review session.

Read Chapter 36, Section 4 in your textbook and take notes as you read. Be sure to include key terms and main ideas.

Due: Monday, 6/1

HW 5/28 Ch. 36, Sec. 3

Read Chapter 36, Section 3 in your textbook and take notes on the reading. Be sure to include key terms and main ideas.

Due: Friday 5/29

HW 5/27 Ch. 36, Sec. 2

Hi Kids!

Sorry that I was absent today-- not feeling so well. Please make sure that you are washing your hands regularly and taking care of yourselves!

Read Chapter 36, Section 2 in your textbook and take notes on the reading. Be sure to include key terms and main ideas in your notes.

Due: Thursday 5/28

HW 5/26 Ch. 36 Sec. 1

Read Chapter 36, Section 1 in your textbook and take notes on the reading. Be sure to include key terms and main ideas

Due: Wednesday, 5/27

Study Guide: Cold War

Exam: Cold War

Friday, May 22, 2009

Those who do not attend school on Friday for the exam date will be subject to a make up exam different from the original exam. It is advisable to be present on the day of the original exam. You have been warned.

Terms to Know:

Cold War
Yalta Agreement
Potsdam Conference
Containment
Iron Curtain
Proxy War
Truman Doctrine
Marshall Plan
Satellite Nations
Berlin Airlift
NATO
Warsaw Pact
Brinkmanship
Command Economy vs. Free Market Economy
Berlin Wall
Domino Theory
Korean War
Vietnam War
Prague Sping (1956 Hungarian Uprising)
"Hot Spots"
-Cuban Missle Crisis
-Bay of Pigs
-Nicaragua & Daniel Ortega
-Guatemala *& United Fruit Company
-Afghanistan
-Space Race
-Arms Race
-Chile
-Congo
-Suez Canal Crisis
Nikita Krushchev
Brehznev Doctrine
Mikhail Gorbachev
Glastnost
Perestroika
Solidarity
Boris Yeltsin

Questions to Consider as you prepare for the exam:

1. Was the Cold War actually a "cold war"? Explain.

2. How did the Soviet Union establish control over Eastern Europe?

3. Explain the policy of containment and at least 2 ways that it was executed.

4. To what extent was the Korean and/or Vietnamese Conflicts results of the Cold War?

5. How did Cold War rivalries impact developing nations?

6. To what extent was a war of economic philosophies?

7. How did Gorbachev's policies lead to the break up of the Soviet Union?

8. How were Cold War tensions reflected in Latin America?


Exam Format:

Multiple Choice
Short Answer

HW 5/13 Ch. 35, Sec. 4

Read Chapter 35, Section 4 in your textbook and take notes on the reading. Be sure to include key terms and main ideas.

Due: Friday, May 15

HW 5/12 Ch. 35, Sec. 3

Read Chapter 35, Section 3 in your textbook and take notes. Be sure to include key terms and main ideas.

Due: Wednesday 5/13 (Period 7) or Thursday 5/14 (Period 8)

HW 5/11 Ch. 33, Sec 5

Read Chapter 33, Section 5 in your textbook and take notes. Be sure to include key terms and main ideas.

Due: Tuesday, 5/12

HW 5/8 Ch. 33, Sec. 4

Read Chapter 33, Section 4 in your textbook. Be sure to include key terms and main ideas.

Due: Monday, 5/11

* Regents Prep this coming week will be on Unit 3 from the Prentice Hall book. Check Castle Learning for a multiple choice review of concepts from this Unit.

HW 5/6 Ch. 33, Sec. 3

Read Chapter 33, Section 3 in your textbook and take notes as you read. Be sure to include main ideas and key terms

Due: Friday, 5/8

HW 5/5 SRF and Reading on Agreements

1. Read the document "First Meeting of Foreign Ministers, London, September 11- October 2, 1945" and decide which agreements that were made at Yalta and at Potsdam were achieved, and which continued to be a struggle.

2. Complete the SRF on the back of your Yalta/Potsdam chart using the following documents:
Wallace's Letter Opposing Containment
Yalta Agreement
Potsdam Conference
Meeting of Council of Foreign Ministers

Link to Yalta Agreement and Potsdam Conference Documents (Yalta is first, then you have to scroll down for Potsdam)

HW 5/1 Ch. 33 Sec.1

Read Chapter 33, Section 1 in your textbook and take notes as you read. Be sure to include key terms and main ideas to help you understand the reading.

Due: Monday, 5/4

Study Guide: WWII

Exam: World War II

Friday, May 1st, 2009

Single Period Exam

Absence on the exam day will be treated with a make-up exam, different from that of your classmates. It is advisable that you not subject yourself to this possibility. You have been warned.

Study Materials:

Notes from Chapter 32 Sections 1-5
Packet on Fascism
Packet on Yalta Conference
Holocaust Station sheets
Map of Europe
Major Battles Worksheet
Notes from Powerpoint on WWII

Terms to Know:

Allied Powers
Axis Powers ----> Allies F.E.A.R.ed the Axis J.I.G.aggression
appeasement
blitzkreig
Charles de Gaulle
Neville Chamberlain
Winston Churchill
Adolf Hitler
Franklin D. Roosevelt
Battle of Britain
Third Reich
Pearl Harbor
Battle of Midway
Aryans
Genocide
Holocaust
Anti-Semitism
Kristallnacht
ghettos
"Final Solution"
genocide
Battle of Stalingrad
D-Day
Battle of the Bulge
kamikaze
Atomic Bomb
Nuremberg Trails
Yalta Conference
demilitarization
United Nations
UN Definition of Genocide

Geography:
Map of Europe and Battles

Format:

Multiple Choice
Short Answer
Matching

Elie Wiesel

An Evening with Elie Wiesel at UCLA

Elie Weisel, author of Night, is perhaps the most well-known Holocaust survivor. His story is familiar to many because of his book and his humanitarian work against human rights violations and genocides. See him here at a speaking engagement at UCLA discussing his time at Auschwitz Concentration Camp and his work to stop the current genocide in Darfur, Sudan.

HW 4/22 Ch. 32, Sec. 5

Read Chapter 32, Section 5 in your textbook and take notes on the material. Be sure to include key terms and main ideas.

Due: Friday, 4/24

HW 4/21 Ch. 32 Sec. 4

Read Chapter 32 Section 4 in your textbook and take outline notes on the material. Be sure to include key terms and main ideas.

Due: Wednesday (P7) 4/22 - Thursday (P8) 4/23

Don't forget that tomorrow is our first Regents Prep workshop! See the post from 4/20 for info on the review book and the workshops.

HW 4/20 Ch. 32, Sec. 3

Read Chapter 32 Section 3 in your textbook and complete notes for the section. Be sure to include key terms and main ideas.

Due: Tuesday, 4/21

Regents Prep Info:

Wednesdays Room 564 3:00-4:30

Need to get Review Book: Prentice Hall/Pearson's "A Brief Review of Global History and Geography" (Red Book) Any edition from 2006-2009

Topics will be covered chronologically.

Tentative Saturday review sessions will be scheduled for late May if needed.

HW Ch. 32 Sec 2

Spring Break Assignment:

Read Chapter 32 Section 2 in your textbook and complete notes for the section. Be sure to include key terms and main ideas.

Due: Monday, 4/20

Regents Preparation will begin on Wednesday 4/22 and take place every Wednesday after that from 3:00-4:30. School Islands for Regents Review will be available beginning the week that we return and you should purchase the review book A Brief Review in Global History and Geography, published by Pearson Prentice Hall. Any edition from 2006 to 2009 is acceptable if you cannot get a new one.

If you have not already, please be sure to complete Chapter 31 Section 1 notes. Enjoy your break!

HW 3/30 Ch. 31, Sec. 2

Read Chapter 31 Section 2 in your textbook and create notes on the content provided.

Due: Tuesday, 3/31

When Creating Notes:

1. Use Green and Red Headings as headings for your notes.

2. Define key terms in bold

3. Try to capture main ideas that include important details.

4. Make your notes brief-- the best way to do this is to read the section first and then create notes. In this case you can focus on main ideas and big picture ideas.

5. Make connections across countries and time periods that help you remember the information presented.

HW 3/15 Ch. 30 Sec. 2

Read Chpater 30 Section 2 in your textbook and answer the following questions. Answers should be in blue or black ink or typed and printed.

Due:
Period 7: Wednesday, 3/17
Period 8: Thursday, 3/18

1. Identify the following terms:
a. totalitarianism
b. Great Purge
c. command economy
d. Five-Year Plan
e. collective farming

2. Why does control of education help totalitarian regimes become successful?

3. What are the key traits (characteristics) of totalitarian state?

4. List at least 3 ways that totalitarian rulers keep their power?

5. How did the Soviet economy change direction under Stalin's leadership?

6. Why did children report their parents to the secret police?

HW 3/11 Youth Cabinet

Tonight's assignment is to register with the Youth Cabinet of America (see description and link below)

-Go to the website and register to be part of the Youth Cabinet
-Print out your registration or some proof that you are now registered with the organization.

Due: Friday, 3/13

Youth Cabinet of America: All Youth United Creating Awareness, Leadership, and Peace

www.youthcabinet.org

The Youth Cabinet of America was created by the students of Manhattan Hunter Science High School to unite young people across the globe. We are currently developing our youth agenda, which will be sent to politicians at every level of government. The goal is to become participating members of political discussions surrounding issues that affect us and our global peers.

HW 3/11 Youth Cabinet

Tonight's assignment is to register with the Youth Cabinet of America (see description and link below)

-Go to the website and register to be part of the Youth Cabinet
-Print out your registration or some proof that you are now registered with the organization.

Due: Friday, 3/13

Youth Cabinet of America: All Youth United Creating Awareness, Leadership, and Peace

www.youthcabinet.org

The Youth Cabinet of America was created by the students of Manhattan Hunter Science High School to unite young people across the globe. We are currently developing our youth agenda, which will be sent to politicians at every level of government. The goal is to become participating members of political discussions surrounding issues that affect us and our global peers.

Study Guide: World War I

Exam: World War I
Period 7 Wednesday, March 11th
Period 8 Thursday, March 12th

Absence on the exam day will be treated with a make-up exam, different from that of your classmates. It is advisable that you not subject yourself to this possibility. You have been warned.

Materials to Study:

Chapter 29, Sections 1-4
Notes on WWI
Worksheets:
-World War I Motives for Entering War
-Life During WWI Stations Packet
-Weaponry/Reality of Soldiers Lives
-Maps of Europe (Before 1914, Early War 1914, After WWI)
-Treaty of Versailles Packet

Terms to Know:

M.A.I.N. Causes of WWI
Militarism
Alliances
Triple Alliance
Triple Entente
The Black Hand
Arch Duke Franz Ferdinand
The Balkan Peninsula
"The Powder Keg"
Central Powers
Allies
Western Front
Eastern Front
Trench Warfare
Weaponry/Technology
Unrestricted Submarine Warfare
Propaganda
Rationing
Total War
Armistice
Woodrow Wilson
-Fourteen Points
Georges Clemenceau
self-determination
Treaty of Versailles
League of Nations

Format:

Multiple Choice
Short Answer
Geography

HW 3/4 All Quiet on the Western Front

Read the excerpt given in class from All Quiet on the Western Front and answer the following questions. Answers should be in blue or black ink or typed and printed.

Due: Friday 3/6

1. How does this excerpt provide a contrast of tension and horror that the soldiers experienced on the front?

2. Complete Activity 1 in which you are to make a chart that notes sensory details which bring the text to life. Focus on sight, sound and touch.

HW 3/3 Ch 29 Sec 4

Read Chapter 29 Section 4 in your textbook and answer the following questions. Answers should be in blue or black ink or typed and printed.

Due: Wed. 3/4 (Period 7); Thurs. 3/5 (Period 8)

1. Identify the following terms:
a. Woodrow Wilson
b. Georges Clemenceau
c. self-determination
d. Fourteen Points
e. Treaty of Versailles
f. League of Nations

2. What was the goal of Wilson's Fourteen Points?

3. What was the "war guilt" clause in the Treaty of Versailles?

4. Were the Versailles treaties fair if you consider all of the nations affected? Explain.

5. Why might European nations have been more interested in punishing Germany than creating a lasting peace?

HW 2/27 Ch. 29 Sec. 3

Read Chapter 29 Section 3 in your textbook and answer the following questions. Answers should be in blue or black ink or typed and printed.

Due: Monday 3/2

1. Identify the following terms
a. unrestricted submarine warfare
b. total war
c. rationing
d. propaganda
e. armistice

2. What factors helped prompt the U.S. to join the war for the Allies?

3. How did total war lead to rationing?

4. What role did women play in the war?

5. In what ways was World War I truly a global conflict?

BONUS: Can a government ever rightly justify censorship of war news? Why or why not?

HW 2/25 Ch. 29 Sec 2

Read Chapter 29 Section 2 in yout textbook and answer the following questions. Answers should be in blue or black ink or typed and printed.

Due: Friday 2/27

1. Identify the following terms
a. Central Powers (list the countries too)
b. Allies (list the countries too)
c. Western Front
d. Schlieffen Plan
e. Trench Warfare

2. Why did Germany declare war on France?

3. How did Russia's lack of industrialization affect its war efforts?

4. What were the characteristics of trench warfare?

5. How was the war on the Eastern Front different from the war on the Western front? How was it the same?

HW 2/24 Ch. 29 Sec. 1

Read Chapter 29 Section 1 in your textbook and answer the following questions. Answers should be in blue or black ink or typed and printed.

Due: Period 7 Wed. 2/25; Period 8 Thurs. 2/26

1. Identify the following terms:
a. militarism
b. Triple Alliance
c. Triple Entente

2. How do imperialism and militarism work together to promote war?

3. Who were the memebers of the Triple Alliance? The members of the Triple Entente?How could a conflict between the Triple Alliance and the Triple Entente draw all of Europe into the conflict?

3. What single event set in motion the start of World War I?

4. What were the reasons for hostility between Austria-Hungary and Serbia?

Study Guide: Industrial Revolution

Exam Topic: The Industrial Revolution

Date: 2/24 Single Period

Review Class on Monday 2/23

Materials to Study:

Notes from Tuesday 2/3 through Friday 2/13
Packet on the Industrial Revolution
-Agrarian Revolution and Other Causes
-Changes in Technology and Demography
-Effects of Society: Women, Children, and the Rise of the Middle Class
-Economic Thought
-The "Evils" of Industry
-Reforms: Labor, Law, Education, and Class Struggle
DBQ Packet on the "New Imperialism"
Textbook
-Chapter 25 Sections 1, 2, 3, 4
-Chapter 26 Sections 1 and 4

Terms to Know:

Listed on the first page of the Agrarian Revolution Packet

Castle Learning:

Multiple Choice is the place where you guys need to become stronger. I suggest that you complete both Castle Learning assignments thoroughly, in order to improve in this area.

HW 2/11 Ch. 26 Sec. 4

Read Chapter 26 Section 4 in your textbook and answer the following questions.

Due: Friday, 2/13
1. Identify the following terms:
a. assembly line
b. Charles Darwin
c. Theory of Evolution
d. radioactivity
e. psychology
f. mass culture

2. What effects did the assembly line have on production costs?

3. What effect did the spread of public education have on culture?

4. How did the germ theory change living conditions in Europe and in the United States?

HW 2/9 Ch. 26 Sec 1

Read Chapter 26, Section 1 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 2/10

1. Identify the following terms:
a. suffrage
b. Queen Victoria
c. Third Republic
d. anti-Semitism

2. What was an effect of the Reform Bill of 1832?

3. Why did the women's suffrage movement seem radical in the Victorian era?

4. How would you characterize the groups that opposed the Third Republic?

5. What was the connection between anti-Semitism and Zionism?

HW 2/6 Ch. 25 Sec. 4

Read Chapter 25, Section 4 in your textbook and answer the following questions. Answers should be in blue or black ink or typed and printed.

Due: Monday 2/9

1. Identify the following terms:
a. laissez faire
b. Adam Smith
c. capitalism
d. socialism
e. Karl Marx
f. communism
g. union
h. strike

2. What were Adam Smith's three natural laws of economics?

3. What kind of society did early socialists want?

4. Who counts as a "Proletariat?" How are the proletariat and the bourgeoisie interdependent?

5. How did the growth of unions help workers?

6. What do lower wages for women suggest about their place in industrial society?

HW 2/4 Ch.25 Sec. 3

Read Chapter 25 Section 3 in your textbook and answer the following questions. Answers should be in blue or black ink or typed and printed.

Due: Friday 2/6

1. Identify the following terms:
a. stock
b. corporation

2. Why did Lucy Larcom think that mill work benefitted women?

3. How did German industry create political unity

4. Why did imperialism grow out of industrialization?

5. How did the industrial revolution shift the world balance of power?

HW 1/26 Ch. 25 Sec. 1 & 2

Read Chapter 25 Sections 1 & 2 in your textbook and answer the following questions. Answers should be in blue or black ink or typed and printed.

Due: Tuesday 2/3

Questions for Ch. 25 Sec. 1:

1. Identify the following terms:
a. Industrial Revolution
b. enclosure
c. industrialization
d. factors of production

2. What were the factors that contributed to industrialization in Britain?

3. How did rising population help the Industrial Revolution?

4. Was the revolution in agriculture necessary to the Industrial Revolution? Explain.


Questions for Ch. 25 Sec. 2:

1. Identify the following terms:
a. urbanization
b. middle class

2. Why did people flock to British cities and towns during the Industrial Revolution?

3. What were some of the negative effects of the rapid growth of Manchester?

4. How were class tensions affected by the Industrial Revolution?

5. Who's interests did child labor serve?

HW 1/13 Ch. 24 Sec. 1

STUDY GUIDE FOR QUIZ IS IN POST BELOW THIS ONE.

Read Chapter 24 Section 1 in your textbook and answer the following questions. Answers should be in blue or black ink or typed an printed.

Due: 1/14 (period 7) or 1/15 (period 8)

1. Identify the Following Terms:
a. peninsulare
b. creole
c. mulatto
d. Simon Bolivar
e. Jose San Martin
f. Miguel Hidalgo

2. How was Spanish colonial society structured?

3. How was the Hatian revolution different from the other revolutions in Latin America?

4. Which groups led the quest for Mexican independence?

5. How were events in Europe related to the events in Latin America?

French Revolution Study Guide

Quiz 1/14 and 1/15 on the French Revolution

Vocabulary:

Old (Ancien) Regime
Estates
Estates General
Louis XVI
Marie Antoinette
Tennis Court Oath
National Assembly
Great Fear
Women's March
Declaration of the Rights of Man
Legislative Assembly
Emigres
Sans-Cullottes
September Massacres
Jacobin Club
Jean Paul Marat
Georges Danton
Guillotine
Robespierre
Committee of Public Safety
Reign of Terror
National Convention
The Directory
Napoleon Bonaparte

Materials to Study:

Textbook Chapter 23 Sections 1 & 2
French Revolution Chronology: The Bourgeoisie and Radical Phases
Notes on French Revolution (Major Themes, Phases, Powerpoints, Goals vs. Reality)
Leaders of the French Revolution

HW 1/12 Ch. 23 Sec. 3 Part 2

Read Chapter 23 Section 3 pages 586-588 in your textbook then answer the following questions. Answers should be in blue or black ink or typed and printed.

Due: Tuesday 1/13

1. What effects did Napoleon intend the sale of Louisiana to have on France? On the United States? On Britain?

2. What was the significane of the Battle of Tralfagar to Napoleon's success as a leader?

3. How was Napoleon able to control the countries neighboring the French empire?

HW 1/9 Ch. 23 Sec. 3: Pages 584-586

Read Chapter 23 Section 2 from pages 584 to 586 STOP AT THE HEADING "NAPOLEON CREATES AN EMPIRE" in your textbook and answer the following questions. Answers should be in blue or black ink or typed and printed.

Due: Monday, 1/12

1. Define the following terms:
a. Napoleon Bonaparte
b. coup d'etat
c. plebicite
d. lycee
e. concordat
e. Napoleonic Code

2. What evidence shows that Napoleon cared about his public image?

3. How was Napoleon able to become a dictator?

4. In general, did Napoleon make the French government stronger or weaker? Use at least two (2) of the reforms explained on the chart on page 585 to support your answer.

5. What positive effects resulted from the Napoleonic Code?

6. Why would Napoleon crown himself emperor?

HW 1/6 Declaration of the Rights of Women

Read Olympe de Gouges "The Declaration of the Rights of Women and Female Citizens" and answer the following question as an SRF.

Due: Wed. 1/8 (Period 7) or Thurs. 1/9 (Period 8)


How did Olympe de Gouge's reworking of the Declaration of the Rights of Man and the Citizen transform its meaning?

-Consider the principles and philosophies discussed in The Declaration of the Rights of Man and the Citizen and who the document was meant for. Who is considered equal in the original? What is de Gouges' objective in writing this response?
-Use your notes from today's class.
-SRF's have a thesis, supporting ideas, evidence from the text (WITH CITATIONS!), and a concluding sentence.
-Your response should be one paragraph or a minimum of 7 sentences and a maximum of 15 sentences.