Regents Prep Unit 6

Regents Prep Unit 6

• Available on Castle Learning until Sunday at 11:59 pm
• 20 Questions; worth 20 points; your score does count toward your grade (full credit only)

For those who have not yet presented:

• Continue to work on your presentations- be sure to have items like your worksheet/graphic organizer and presentation in to me on time.
• Worksheets must be printed 
• Presentations must be emailed. 

Final Project: Presentation Dates

Presentation Dates From Today's Class--Be Sure to Look for your Class Period!!!!
Students must present on the date they are scheduled for, but do not have to present in the order they are listed for the presentation date. Please conference with other presenters to determine the order that you will present in on that day.

Your worksheet and presentation due dates mean that those items are due on that date DURING your class period. Items that are emailed or handed in AFTER your class period will be counted as late and you will lose points in that section of your rubric.

PERIOD 1
Tues. May 28th (Worksheet Due 5/23; Presentation Due 5/24)
Emanuel
Jocelyne
Maciej
Wed. May 29th (Worksheet Due 5/24; Presentation Due 5/28)
Aumit
Nauroze
Sanah
Tabitha
Thurs. May 30th (Worksheet Due 5/28; Presentation Due 5/29)
Dinahlee
Lamar
Rodney
Christian
Fri. May 31st (Worksheet Due 5/29; Presentation Due 5/30)
Sayeda
Francheska
Mariley
Ivana
Mon. June 3rd (Worksheet Due 5/30; Presentation Due 5/31)
Labina
Khadijah
Tori
Kaniz
Tues. June 4th (Worksheet Due 5/31; Presentation Due 6/3)
Alyssa
Kelvin
Adonis
Davin
Wed. June 5th (Worksheet Due 6/3; Presentation Due 6/4)
Jewel
Carolin
Etisol


PERIOD 2

Tues. May 28th (Worksheet Due 5/23; Presentation Due 5/24)
Dohlon
Brittany
Ninelle
Wed. May 29th (Worksheet Due 5/24; Presentation Due 5/28)
Alex C.
Israel
Swarnima
Juliette
Thurs. May 30th (Worksheet Due 5/28; Presentation Due 5/29)
Devin
Farida
Danayris
Jermaine
Fri. May 31st (Worksheet Due 5/29; Presentation Due 5/30)
Ughwe
Angelika
Jennifer
Katerin
Mon. June 3rd (Worksheet Due 5/30; Presentation Due 5/31)
Dalia
Jhenna
Kelisa
Eric
Tues. June 4th (Worksheet Due 5/31; Presentation Due 6/3)
Rocelyn
Khadiha
Sachi
Mashiyat
Wed. June 5th (Worksheet Due 6/3; Presentation Due 6/4)
Alex L.
Karina
Nehal
Sharmin

PERIOD 5
Tues. May 28th (Worksheet Due 5/23; Presentation Due 5/24)
Jeannine
Mariah
Tasnia
Amanda
Wed. May 29th (Worksheet Due 5/24; Presentation Due 5/28)
Eliza
Jhoana
Nick
Danelys
Thurs. May 30th (Worksheet Due 5/28; Presentation Due 5/29)
Julie
Brian
Kinga
Daniela
Fri. May 31st (Worksheet Due 5/29; Presentation Due 5/30)
Keven
Orlando
Hannah

Regents Prep Unit 3

Regents Prep Unit 3: Available on Castle Learning; worth 20 points
Due: Wednesday 5/22 by 11:59pm

Final Project: Worksheet Requirements

Be sure to look for YOUR CLASS PERIOD's REQUIREMENTS!!!!

Period 1 Our Worksheets Should Have…

General/Required
1. Space for name, date, aim (essential question)
2. Key Terms          
3. Topics –Title (top of page)
4. Directions        
5. Have everything on worksheet be in same order as presentation

Specifics/Depends on Presentation
1. Charts/Webs
2. Space for Notes
3. Images and Pictures

Period 2 Our Worksheets Should Have...
General/Required
1. Worksheet is in the same order as presentation
2. Directions
3. Essential Question/Aim
4. Key Terms
5. Topic Title
6. Limit Notes
7. Provide Enough Space to fill in blanks, answer questions, or write notes

Specific/Depends on Presentation
1. Organized- has mini-topics within the worksheet
2. Extra space for note-taking
3. Key Terms must appear but how you put them on your worksheet is up to you-- key terms cannot be answers for fill-in-the-blank
4. Charts, images, graphs, maps
5. Include multiple activities/ways of taking notes (ex: some fill-in, some image analysis, some charts)

Period 5 Our Worksheets Should Have....
General/Required
1. Worksheet information should be limited to information that will answer your Essential Question/Aim
2. There should be mini-sections within the worksheet and each section should have a bolded title
3. Must include at least one visual aid on the worksheet
4. Name, Date, Class
5. Essential Question should be at the top of the page or very visible
6. Must include space to answer the Essential Question

Specific/Depends on Presentation
1. Key Terms at the top of the worksheet
2. Don't overdo it on the Fill-in-the-Blank
3. Fill-ins should have set answers AND should provide enough space for students to write in answer
4. Variety of types of activities on the worksheet, not just fill-ins

HW Project Prep and Regents Prep

Modern Issues Project: 
Create a draft of your graphic organizer that can be used in our mini-lesson on "How to Create a Useful Graphic Organizer" on Monday
Due: Monday, May 20, 2013

Regents Prep:
Regents Prep for Unit 2 is available on Castle Learning
Due: Sunday, May 19 by 11:59pm

HW Reading 27 of 28 on Latin America

Read: Readings 27 or Reading 28 (choose one) in the Latin America Cold War Packet; packet distributed in class.
Task: Annotate as you read; complete Cornell Notes for both sections. Guidelines provided below
Due: Friday, May 3, 2013

Annotation Guidelines:

1. Read FIRST, then annotate
2. You must make at least one annotation note per paragraph. I recommend annotations that summarize each paragraph.
3. DO NOT highlight until you have read the entire paragraph. Once you have read the paragraph, then you can go back and select the items that are worthy of being highlighted for later reference.
4. Underline any words that may be key vocabulary terms or words that you need to look up
5. Developing your own annotation system is acceptable and encouraged (ex: green highlight = vocabulary; blue highlight= important people; [brackets around a sentence]= thesis or big idea; *star= this was discussed in class)

Cornell Notes Guidelines:

1. Read FIRST, then decide which ideas to record in your Cornell Notes

2. The size of the space that I have provided for you should indicate to you how many or how few notes you should include.

3. This is where you should record details that support the heading. Your readings will be collected in class, so these notes will your primary reference for class discussions. 

4. As we progress through the year, you should get better and better at identifying which details are worth recording for later reference.

5. Generate your own Cornell Notes pages using the link on the side bar --->

HW Reading 24 & 25

Read: Readings 24 & 25 in the Latin America Cold War Packet; packet distributed in class.
Task: Annotate as you read; complete Cornell Notes for both sections. Guidelines provided below
Due: Wednesday, May 1, 2013

Annotation Guidelines:

1. Read FIRST, then annotate
2. You must make at least one annotation note per paragraph. I recommend annotations that summarize each paragraph.
3. DO NOT highlight until you have read the entire paragraph. Once you have read the paragraph, then you can go back and select the items that are worthy of being highlighted for later reference.
4. Underline any words that may be key vocabulary terms or words that you need to look up
5. Developing your own annotation system is acceptable and encouraged (ex: green highlight = vocabulary; blue highlight= important people; [brackets around a sentence]= thesis or big idea; *star= this was discussed in class)

Cornell Notes Guidelines:

1. Read FIRST, then decide which ideas to record in your Cornell Notes

2. The size of the space that I have provided for you should indicate to you how many or how few notes you should include.

3. This is where you should record details that support the heading. Your readings will be collected in class, so these notes will your primary reference for class discussions. 

4. As we progress through the year, you should get better and better at identifying which details are worth recording for later reference.

5. Generate your own Cornell Notes pages using the link on the side bar --->

HW 4/23 Reading 22

Read: Readings 22 in the Middle East Cold War Packet; packet distributed in class.
Task: Annotate as you read; complete Cornell Notes for both sections. Guidelines provided below
Due: Thursday, April 25, 2013

Annotation Guidelines:

1. Read FIRST, then annotate
2. You must make at least one annotation note per paragraph. I recommend annotations that summarize each paragraph.
3. DO NOT highlight until you have read the entire paragraph. Once you have read the paragraph, then you can go back and select the items that are worthy of being highlighted for later reference.
4. Underline any words that may be key vocabulary terms or words that you need to look up
5. Developing your own annotation system is acceptable and encouraged (ex: green highlight = vocabulary; blue highlight= important people; [brackets around a sentence]= thesis or big idea; *star= this was discussed in class)

Cornell Notes Guidelines:

1. Read FIRST, then decide which ideas to record in your Cornell Notes

2. The size of the space that I have provided for you should indicate to you how many or how few notes you should include.

3. This is where you should record details that support the heading. Your readings will be collected in class, so these notes will your primary reference for class discussions. 

4. As we progress through the year, you should get better and better at identifying which details are worth recording for later reference.

5. Generate your own Cornell Notes pages using the link on the side bar --->

HW 4/22 Reading 21

Read: Readings 21 in the Middle East Cold War Packet; packet distributed in class.
Task: Annotate as you read; complete Cornell Notes for both sections. Guidelines provided below
Due: Tuesday, April 23, 2013

Annotation Guidelines:

1. Read FIRST, then annotate
2. You must make at least one annotation note per paragraph. I recommend annotations that summarize each paragraph.
3. DO NOT highlight until you have read the entire paragraph. Once you have read the paragraph, then you can go back and select the items that are worthy of being highlighted for later reference.
4. Underline any words that may be key vocabulary terms or words that you need to look up
5. Developing your own annotation system is acceptable and encouraged (ex: green highlight = vocabulary; blue highlight= important people; [brackets around a sentence]= thesis or big idea; *star= this was discussed in class)

Cornell Notes Guidelines:

1. Read FIRST, then decide which ideas to record in your Cornell Notes

2. The size of the space that I have provided for you should indicate to you how many or how few notes you should include.

3. This is where you should record details that support the heading. Your readings will be collected in class, so these notes will your primary reference for class discussions. 

4. As we progress through the year, you should get better and better at identifying which details are worth recording for later reference.

5. Generate your own Cornell Notes pages using the link on the side bar --->

4/19 Readings 19 & 20

Read: Readings 19 & 20 in the Middle East Cold War Packet; packet distributed in class.
Task: Annotate as you read; complete Cornell Notes for both sections. Guidelines provided below
Due: Monday, April 22, 2013

Annotation Guidelines:

1. Read FIRST, then annotate
2. You must make at least one annotation note per paragraph. I recommend annotations that summarize each paragraph.
3. DO NOT highlight until you have read the entire paragraph. Once you have read the paragraph, then you can go back and select the items that are worthy of being highlighted for later reference.
4. Underline any words that may be key vocabulary terms or words that you need to look up
5. Developing your own annotation system is acceptable and encouraged (ex: green highlight = vocabulary; blue highlight= important people; [brackets around a sentence]= thesis or big idea; *star= this was discussed in class)

Cornell Notes Guidelines:

1. Read FIRST, then decide which ideas to record in your Cornell Notes

2. The size of the space that I have provided for you should indicate to you how many or how few notes you should include.

3. This is where you should record details that support the heading. Your readings will be collected in class, so these notes will your primary reference for class discussions. 

4. As we progress through the year, you should get better and better at identifying which details are worth recording for later reference.

5. Generate your own Cornell Notes pages using the link on the side bar --->

HW 4/17 Reading 18 on the Cambodian Genocide

Read: Readings 18 in the Southeast Asia Cold War Packet; packet distributed in class.
Task: Annotate as you read; complete Cornell Notes for both sections. Guidelines provided below
Due: Thursday, April 18, 2013

Annotation Guidelines:

1. Read FIRST, then annotate
2. You must make at least one annotation note per paragraph. I recommend annotations that summarize each paragraph.
3. DO NOT highlight until you have read the entire paragraph. Once you have read the paragraph, then you can go back and select the items that are worthy of being highlighted for later reference.
4. Underline any words that may be key vocabulary terms or words that you need to look up
5. Developing your own annotation system is acceptable and encouraged (ex: green highlight = vocabulary; blue highlight= important people; [brackets around a sentence]= thesis or big idea; *star= this was discussed in class)

Cornell Notes Guidelines:

1. Read FIRST, then decide which ideas to record in your Cornell Notes

2. The size of the space that I have provided for you should indicate to you how many or how few notes you should include.

3. This is where you should record details that support the heading. Your readings will be collected in class, so these notes will your primary reference for class discussions. 

4. As we progress through the year, you should get better and better at identifying which details are worth recording for later reference.

5. Generate your own Cornell Notes pages using the link on the side bar --->

HW 4/16 SRF: The Cold War and Vietnam

Read: 3 Readings in Southeast Asia DOCUMENT Packet:

• A Vietnamese Paratrooper's Experience
• What the War Means to the Vietnamese
• Experiencing the War as the Child of a Vietnamese Prostitute

Task: Using these three readings, answer the following question in SRF format. You must use at least two direct quotes, fully explained and analyzed, from the readings listed above to support your response. 

SRF Question: Based on these documents, how did the Cold War impact the Vietnamese people?

Due: Wednesday, April 17, 2013

HW 4/15 Vietnam War

Read: Readings 17 in the Southeast Asia Cold War Packet; packet distributed in class.
Task: Annotate as you read; complete Cornell Notes for both sections. Guidelines provided below
Due: Tuesday, April 16, 2013

Annotation Guidelines:

1. Read FIRST, then annotate
2. You must make at least one annotation note per paragraph. I recommend annotations that summarize each paragraph.
3. DO NOT highlight until you have read the entire paragraph. Once you have read the paragraph, then you can go back and select the items that are worthy of being highlighted for later reference.
4. Underline any words that may be key vocabulary terms or words that you need to look up
5. Developing your own annotation system is acceptable and encouraged (ex: green highlight = vocabulary; blue highlight= important people; [brackets around a sentence]= thesis or big idea; *star= this was discussed in class)

Cornell Notes Guidelines:

1. Read FIRST, then decide which ideas to record in your Cornell Notes

2. The size of the space that I have provided for you should indicate to you how many or how few notes you should include.

3. This is where you should record details that support the heading. Your readings will be collected in class, so these notes will your primary reference for class discussions. 

4. As we progress through the year, you should get better and better at identifying which details are worth recording for later reference.

5. Generate your own Cornell Notes pages using the link on the side bar --->

HW 4/12 Reading 16 on the Korean War

Read: Readings 16 in the Southeast Asia Cold War Packet; packet distributed in class.
Task: Annotate as you read; complete Cornell Notes for both sections. Guidelines provided below
Due: Monday, April 15, 2013

Annotation Guidelines:

1. Read FIRST, then annotate
2. You must make at least one annotation note per paragraph. I recommend annotations that summarize each paragraph.
3. DO NOT highlight until you have read the entire paragraph. Once you have read the paragraph, then you can go back and select the items that are worthy of being highlighted for later reference.
4. Underline any words that may be key vocabulary terms or words that you need to look up
5. Developing your own annotation system is acceptable and encouraged (ex: green highlight = vocabulary; blue highlight= important people; [brackets around a sentence]= thesis or big idea; *star= this was discussed in class)

Cornell Notes Guidelines:

1. Read FIRST, then decide which ideas to record in your Cornell Notes

2. The size of the space that I have provided for you should indicate to you how many or how few notes you should include.

3. This is where you should record details that support the heading. Your readings will be collected in class, so these notes will your primary reference for class discussions. 

4. As we progress through the year, you should get better and better at identifying which details are worth recording for later reference.

5. Generate your own Cornell Notes pages using the link on the side bar --->

HW 4/8 Reading 15 on Africa in the Cold War

Read: Readings 15 in Africa and the Cold War Packet; packet distributed in class.
Task: Annotate as you read; complete Cornell Notes for both sections. Guidelines provided below
Due: Tuesday, April 9, 2013

Annotation Guidelines:

1. Read FIRST, then annotate
2. You must make at least one annotation note per paragraph. I recommend annotations that summarize each paragraph.
3. DO NOT highlight until you have read the entire paragraph. Once you have read the paragraph, then you can go back and select the items that are worthy of being highlighted for later reference.
4. Underline any words that may be key vocabulary terms or words that you need to look up
5. Developing your own annotation system is acceptable and encouraged (ex: green highlight = vocabulary; blue highlight= important people; [brackets around a sentence]= thesis or big idea; *star= this was discussed in class)

Cornell Notes Guidelines:

1. Read FIRST, then decide which ideas to record in your Cornell Notes

2. The size of the space that I have provided for you should indicate to you how many or how few notes you should include.

3. This is where you should record details that support the heading. Your readings will be collected in class, so these notes will your primary reference for class discussions. 

4. As we progress through the year, you should get better and better at identifying which details are worth recording for later reference.

5. Generate your own Cornell Notes pages using the link on the side bar --->

HW 4/5 Annotation & Cornell Notes on Africa in the Cold War

Read: Readings 13 & 14 in Africa and the Cold War Packet; packet distributed in class.
Task: Annotate as you read; complete Cornell Notes for both sections. Guidelines provided below
Due: Monday, April 8, 2013

Annotation Guidelines:

1. Read FIRST, then annotate
2. You must make at least one annotation note per paragraph. I recommend annotations that summarize each paragraph.
3. DO NOT highlight until you have read the entire paragraph. Once you have read the paragraph, then you can go back and select the items that are worthy of being highlighted for later reference.
4. Underline any words that may be key vocabulary terms or words that you need to look up
5. Developing your own annotation system is acceptable and encouraged (ex: green highlight = vocabulary; blue highlight= important people; [brackets around a sentence]= thesis or big idea; *star= this was discussed in class)

Cornell Notes Guidelines:

1. Read FIRST, then decide which ideas to record in your Cornell Notes

2. The size of the space that I have provided for you should indicate to you how many or how few notes you should include.

3. This is where you should record details that support the heading. Your readings will be collected in class, so these notes will your primary reference for class discussions. 

4. As we progress through the year, you should get better and better at identifying which details are worth recording for later reference.

5. Generate your own Cornell Notes pages using the link on the side bar -->

Quiz: Cold War Era in India

Quiz: Cold War Era in India
Date: Friday, 4/5
Format: 15-20 Multiple Choice Questions
Material: Readings 9-12 on India & Pakistan; Documents and Class Notes (especially class notes!)

HW 3/22 Gandhi Documents

Read: Gandhi Documents on p. 4-7 of India During the Cold War Document Packet "Satyagraha & Civil Disobedience" and "Hind-Swaraj"
Task: Read both documents and answer ALL questions on pages 4-7
Due: Wednesday, April 3rd

HW 3/18

PERIOD 1 & 2 ONLY:
Complete the chart on the last page of the packet from today's class, called "The Rise and Fall of the British Empire."
Due: Tuesday, 3/19

PERIOD 5 ONLY 
Read: Complete Reading 11  from The Cold War in India & Pakistan Packet, distributed in class.
Task: See Directions below
Due: Tuesday, 3/19

If you lose the reading please email Ms. Hanemann for another copy-- this reading is available electronically!

Directions for all Readings:

1.Summarize as You Read: there is space in the right margin of all readings to summarize ideas; it is suggested that you summarize each paragraph in a few words

2.Highlight or Underline Key Terms: not all of the terms will be in bold print, so be on the look out!

3.Identify Key Players: who’s involved in the conflicts? Which countries are represented? What do they want? What are their methods for trying to get what they want?

4.LOOK UP WORDS YOU DON’T KNOW! If there’s a word that you are not familiar with, look it up in a on online dictionary—the word choice might be important for your understanding of the material.

5.Write down your Questions: We will be reviewing the readings in class, going over key vocabulary, individuals, countries, and actions. There will absolutely be time to answer your questions about whatever confuses your or you need clarification on.

6.Every Reading Comes with a Flow Chart: The flow charts are designed to give you a visual representation of the reading. It is a good idea to read the flow charts BEFORE AND AFTER the reading so that you can solidify your ideas. The Flow Chart is NOT a substitute for the actual reading.

HW 3/14 Readings 9 & 10 on Cold War in India & Pakistan

Read: Complete Readings 9 & 10  from The Cold War in India & Pakistan Packet, distributed in class.
Task: See Directions below
Due: Monday 3/18

If you lose the reading please email Ms. Hanemann for another copy-- this reading is available electronically!

Directions for all Readings:

1.Summarize as You Read: there is space in the right margin of all readings to summarize ideas; it is suggested that you summarize each paragraph in a few words

2.Highlight or Underline Key Terms: not all of the terms will be in bold print, so be on the look out!

3.Identify Key Players: who’s involved in the conflicts? Which countries are represented? What do they want? What are their methods for trying to get what they want?

4.LOOK UP WORDS YOU DON’T KNOW! If there’s a word that you are not familiar with, look it up in a on online dictionary—the word choice might be important for your understanding of the material.

5.Write down your Questions: We will be reviewing the readings in class, going over key vocabulary, individuals, countries, and actions. There will absolutely be time to answer your questions about whatever confuses your or you need clarification on.

6.Every Reading Comes with a Flow Chart: The flow charts are designed to give you a visual representation of the reading. It is a good idea to read the flow charts BEFORE AND AFTER the reading so that you can solidify your ideas. The Flow Chart is NOT a substitute for the actual reading.

HW 3/8 Study for Quiz!

*** QUIZ Thursday 3/14 on China's Cold War Experience!

This weekend you should be reviewing class notes to prepare for the upcoming quiz on China's Cold War Experience

HW 3/7 Reading 8 on China

*** QUIZ next Thursday on China's Cold War Experience!
Read: Complete Readings 8  from The Cold War in China Packet, distributed in class.
Task: See Directions below
Due: Friday, 3/8

If you lose the reading please email Ms. Hanemann for another copy-- this reading is available electronically!

Directions for all Readings:

1.Summarize as You Read: there is space in the right margin of all readings to summarize ideas; it is suggested that you summarize each paragraph in a few words

2.Highlight or Underline Key Terms: not all of the terms will be in bold print, so be on the look out!

3.Identify Key Players: who’s involved in the conflicts? Which countries are represented? What do they want? What are their methods for trying to get what they want?

4.LOOK UP WORDS YOU DON’T KNOW! If there’s a word that you are not familiar with, look it up in a on online dictionary—the word choice might be important for your understanding of the material.

5.Write down your Questions: We will be reviewing the readings in class, going over key vocabulary, individuals, countries, and actions. There will absolutely be time to answer your questions about whatever confuses your or you need clarification on.

6.Every Reading Comes with a Flow Chart: The flow charts are designed to give you a visual representation of the reading. It is a good idea to read the flow charts BEFORE AND AFTER the reading so that you can solidify your ideas. The Flow Chart is NOT a substitute for the actual reading.

HW 3/6 Reading 7 on China

*** QUIZ next Thursday on China's Cold War Experience!

Read: Complete Reading 7 from The Cold War in China Packet, distributed in class.
Task: See Directions below
Due: Thursday, 3/7/13

If you lose the reading please email Ms. Hanemann for another copy-- this reading is available electronically!

Directions for all Readings:

1.Summarize as You Read: there is space in the right margin of all readings to summarize ideas; it is suggested that you summarize each paragraph in a few words

2.Highlight or Underline Key Terms: not all of the terms will be in bold print, so be on the look out!

3.Identify Key Players: who’s involved in the conflicts? Which countries are represented? What do they want? What are their methods for trying to get what they want?

4.LOOK UP WORDS YOU DON’T KNOW! If there’s a word that you are not familiar with, look it up in a on online dictionary—the word choice might be important for your understanding of the material.

5.Write down your Questions: We will be reviewing the readings in class, going over key vocabulary, individuals, countries, and actions. There will absolutely be time to answer your questions about whatever confuses your or you need clarification on.

6.Every Reading Comes with a Flow Chart: The flow charts are designed to give you a visual representation of the reading. It is a good idea to read the flow charts BEFORE AND AFTER the reading so that you can solidify your ideas. The Flow Chart is NOT a substitute for the actual reading.

HW 3/5 Reading 6 on Cold War in China

Read: Complete Readings 6 (p. 2-5) from The Cold War in China Packet, distributed in class.
Task: See Directions below
Due: Wednesday, 3/6/13

If you lose the reading please email Ms. Hanemann for another copy-- this reading is available electronically!

Directions for all Readings:

1.Summarize as You Read: there is space in the right margin of all readings to summarize ideas; it is suggested that you summarize each paragraph in a few words

2.Highlight or Underline Key Terms: not all of the terms will be in bold print, so be on the look out!

3.Identify Key Players: who’s involved in the conflicts? Which countries are represented? What do they want? What are their methods for trying to get what they want?

4.LOOK UP WORDS YOU DON’T KNOW! If there’s a word that you are not familiar with, look it up in a on online dictionary—the word choice might be important for your understanding of the material.

5.Write down your Questions: We will be reviewing the readings in class, going over key vocabulary, individuals, countries, and actions. There will absolutely be time to answer your questions about whatever confuses your or you need clarification on.

6.Every Reading Comes with a Flow Chart: The flow charts are designed to give you a visual representation of the reading. It is a good idea to read the flow charts BEFORE AND AFTER the reading so that you can solidify your ideas. The Flow Chart is NOT a substitute for the actual reading.

HW 3/1 Reading 5

Read: Complete Readings 5 from The World Since 1945: The Post-War World Packet, The Cold War Readings
Task: See Directions below
Due: Monday, 3/5/13

If you lose the reading please email Ms. Hanemann for another copy-- this reading is available electronically!

Directions for all Readings:

1.Summarize as You Read: there is space in the right margin of all readings to summarize ideas; it is suggested that you summarize each paragraph in a few words

2.Highlight or Underline Key Terms: not all of the terms will be in bold print, so be on the look out!

3.Identify Key Players: who’s involved in the conflicts? Which countries are represented? What do they want? What are their methods for trying to get what they want?

4.LOOK UP WORDS YOU DON’T KNOW! If there’s a word that you are not familiar with, look it up in a on online dictionary—the word choice might be important for your understanding of the material.

5.Write down your Questions: We will be reviewing the readings in class, going over key vocabulary, individuals, countries, and actions. There will absolutely be time to answer your questions about whatever confuses your or you need clarification on.

6.Every Reading Comes with a Flow Chart: The flow charts are designed to give you a visual representation of the reading. It is a good idea to read the flow charts BEFORE AND AFTER the reading so that you can solidify your ideas. The Flow Chart is NOT a substitute for the actual reading.

HW 2/27 Reading 4 on Cold War

Read: Complete Readings 4 (p. 11-13) from The World Since 1945: The Post-War World Packet, The Cold War Readings
Task: See Directions below
Due: Thursday, 2/28/13

If you lose the reading please email Ms. Hanemann for another copy-- this reading is available electronically!

Directions for all Readings:

1.Summarize as You Read: there is space in the right margin of all readings to summarize ideas; it is suggested that you summarize each paragraph in a few words

2.Highlight or Underline Key Terms: not all of the terms will be in bold print, so be on the look out!

3.Identify Key Players: who’s involved in the conflicts? Which countries are represented? What do they want? What are their methods for trying to get what they want?

4.LOOK UP WORDS YOU DON’T KNOW! If there’s a word that you are not familiar with, look it up in a on online dictionary—the word choice might be important for your understanding of the material.

5.Write down your Questions: We will be reviewing the readings in class, going over key vocabulary, individuals, countries, and actions. There will absolutely be time to answer your questions about whatever confuses your or you need clarification on.

6.Every Reading Comes with a Flow Chart: The flow charts are designed to give you a visual representation of the reading. It is a good idea to read the flow charts BEFORE AND AFTER the reading so that you can solidify your ideas. The Flow Chart is NOT a substitute for the actual reading.

Study Guide Cold War

Exam: Cold War
Date: Tuesday, 3/5
Format: 
6 Multiple Choice
5 Fill in the Blank (no word bank)
4-6 Matching
1 Long Answer (SRF format)

Items to Study:

Understand postwar geography and the conflicts created by land divisions:
Divisions in postwar Europe
Divisions in postwar Germany and Berlin
Divisions in Korea

Know key US and Soviet leaders and when they were in power (years and events):
Harry Truman
Joseph Stalin
Nikita Khrushchev
Dwight Eisenhower

Key Events, Strategies, and terms:
Yalta
Manhattan Project
Truman Doctrine
Marshall Plan
Containment
Iron Curtain Speech
Berlin Blockade
Berlin Airlift
Communist China
Korean War
Proxy wars
Brinkmanship
Sputnik
U-2 Spy plane
Arms Race
Missile Gap
MAD
Hungarian Uprising
Kitchen Debate
Vienna Summit
Berlin Wall
Hotline
Non-proliferation
Strategic Arms Limitation Treaty (SALT)
Strategic Defense Initiative (SDI)
Alliances
NATO
Warsaw Pact

Describe the causes and effects of the following events:
Truman Doctrine
Marshall Plan
Berlin Airlift
Korean War
Sputnik
U-2 Spy Plane
Hungarian Uprising
Berlin Wall

HW 2/26 Review Reading 3

Task: Review Reading 3 in your Cold War Packet to refresh your memory for tomorrow's class

Exam Announcement!
Topic: Cold War
Date: Tuesday, 3/5
Format: Multiple Choice, Fill-In, Matching, SRF <-- back="" check="" final="" for="" guide.="" nbsp="" not="" p="" please="" study="" tomorrow="">

HW Readings 1 -3 in Cold War Reading Packet

Read: Complete Readings 1 -3 (p. 1-10) from The World Since 1945: The Post-War World Packet, The Cold War Readings
Task: See Directions below
Due: Monday, 2/25/13

If you lose the reading please email Ms. Hanemann for another copy-- this reading is available electronically!

Directions for all Readings:

1.Summarize as You Read: there is space in the right margin of all readings to summarize ideas; it is suggested that you summarize each paragraph in a few words

2.Highlight or Underline Key Terms: not all of the terms will be in bold print, so be on the look out!

3.Identify Key Players: who’s involved in the conflicts? Which countries are represented? What do they want? What are their methods for trying to get what they want?

4.LOOK UP WORDS YOU DON’T KNOW! If there’s a word that you are not familiar with, look it up in a on online dictionary—the word choice might be important for your understanding of the material.

5.Write down your Questions: We will be reviewing the readings in class, going over key vocabulary, individuals, countries, and actions. There will absolutely be time to answer your questions about whatever confuses your or you need clarification on.

6.Every Reading Comes with a Flow Chart: The flow charts are designed to give you a visual representation of the reading. It is a good idea to read the flow charts BEFORE AND AFTER the reading so that you can solidify your ideas. The Flow Chart is NOT a substitute for the actual reading.

Study Guide WWII Exam

WWII Exam
Date: Friday, Feb. 22, 2013  <---- change="" date="" span="">
Exam Format: 50 Multiple Choice Questions

World War II Exam Topics
A.) Battles: European Theater and Pacific Theater

• Describe the events of: D-Day, Battle of Britain, Invasions of Poland, France, and USSR, Island Hopping, Atom Bombing of Hiroshima and Nagasaki, Attack on Pearl Harbor, Okinawa, Battle of Gudacanal

B.) Holocaust

• Explain why the Nazis pursued an anti-Semitic policy
• Outline the steps taken to eliminate Jews, non-Aryans and other “undesirables” including: the Nuremberg Laws, Kristallnacht, ghettos, “Final Solution”
• Evaluate the steps that could have been taken to prevent the Holocaust
• Examine the reasons for relative German passivity in the face of the Final Solution

C.) Effects

• Explain the legal basis of the War Crime Trials/Nuremberg Trials
• Describe the impact of the: Atomic Age, decline of Imperialism, partition of Europe, refugee/displaced people problem, United Nations
• Illustrate how the United Nations is organized to keep peace: General Assembly, Security Council, specialized agencies, Secretary General, Declaration of Human Rights

Vocabulary Terms to Know:

Allied Powers
Axis Powers
Winston Churchill
Neville Chamberlain
Benito Mussolini
Adolph Hitler
Franklin D. Roosevelt
Francisco Franco
Harry S. Truman
Emperor Hirohito
Aggression
Fascism
“Dur Furher”
Weimar Republic
Third Reich
Vichy government

Collective Security
Appeasement


Lend Lease Act

Aryan race
Mein Kampf
indoctrination
Scapegoat
Propaganda
Genocide
Final Solution
Munich Conference
Munich Agreement
Nazism

Holocaust
Auschwitz
Concentration Camp
Isolationism

Island Hopping

Okinawa
Atomic Bomb
Blitzkrieg

Radiation

Mushroom cloud
Hiroshima & Nagasaki
United Nations

League of Nations
Cold War
Annexation

HW 2/8 Ch. 16, Sec. 5

Read: Chapter 16, Section 5 (The Aftermath of WWII)
Task: Take notes on the reading using our Note-Taking Format
Due: Friday, 2/8

*WWII Exam will be on Friday 2/15

Note-Taking Format Reminder:
1. Provide a heading for your notes that includes the chapter and section numbers
2. Identify and Define any vocabulary at the beginning of your notes
3. Turn Red Headings into Questions
4. Answer the heading questions by developing 3-5 bullet points from the reading
Please remember that you earn points for keeping your assignments to a length of one page front and back (for 1 section).

Notes should be in the following format:

Name
Ms. Hanemann
Global 10
Date

Chapter 16, Section 5

Vocabulary word 1: Definiton according to the textbook
Vocabulary word 2: Definition according to the textbook
Vocabulary word 3: Definition according to the textbook

Red Heading turned into a question that you can answer using your bullet points?

• Bullet point that answers your heading question and is a main idea
• Bullet point that answers your heading question and is a main idea
• Bullet point that answers your heading question and is a main idea

Next Red Heading turned into a question that you can answer using your bullet points?

• Bullet point that answers your heading question and is a main idea
• Bullet point that answers your heading question and is a main idea
• Bullet point that answers your heading question and is a main idea

And so on and so forth, until the section is completed

HW 2/6 Chapter 16, Section 4

Read: Chapter 16, Section 4 (Final Push of WWII)
Task: Take notes on the reading using our Note-Taking Format
Due: Friday, 2/8
*Chapter 16, Sec. 5 will be due on Monday 2/11
*WWII Exam will be on Friday 2/15

Note-Taking Format Reminder:
1. Provide a heading for your notes that includes the chapter and section numbers
2. Identify and Define any vocabulary at the beginning of your notes
3. Turn Red Headings into Questions
4. Answer the heading questions by developing 3-5 bullet points from the reading
Please remember that you earn points for keeping your assignments to a length of one page front and back (for 1 section).

Notes should be in the following format:

Name
Ms. Hanemann
Global 10
Date

Chapter 16, Section 4

Vocabulary word 1: Definiton according to the textbook
Vocabulary word 2: Definition according to the textbook
Vocabulary word 3: Definition according to the textbook

Red Heading turned into a question that you can answer using your bullet points?

• Bullet point that answers your heading question and is a main idea
• Bullet point that answers your heading question and is a main idea
• Bullet point that answers your heading question and is a main idea

Next Red Heading turned into a question that you can answer using your bullet points?

• Bullet point that answers your heading question and is a main idea
• Bullet point that answers your heading question and is a main idea
• Bullet point that answers your heading question and is a main idea

And so on and so forth, until the section is completed

HW 2/4 Ch. 16, Sec. 3

Read: Chapter 16, Section 3 (Holocaust)
Task: Take notes on the reading using our Note-Taking Format
Due: Tuesday, 2/5

Note-Taking Format Reminder:
1. Provide a heading for your notes that includes the chapter and section numbers
2. Identify and Define any vocabulary at the beginning of your notes
3. Turn Red Headings into Questions
4. Answer the heading questions by developing 3-5 bullet points from the reading
Please remember that you earn points for keeping your assignments to a length of one page front and back (for 1 section).

Notes should be in the following format:

Name
Ms. Hanemann
Global 10
Date

Chapter 16, Section 3

Vocabulary word 1: Definiton according to the textbook
Vocabulary word 2: Definition according to the textbook
Vocabulary word 3: Definition according to the textbook

Red Heading turned into a question that you can answer using your bullet points?

• Bullet point that answers your heading question and is a main idea
• Bullet point that answers your heading question and is a main idea
• Bullet point that answers your heading question and is a main idea

Next Red Heading turned into a question that you can answer using your bullet points?

• Bullet point that answers your heading question and is a main idea
• Bullet point that answers your heading question and is a main idea
• Bullet point that answers your heading question and is a main idea

And so on and so forth, until the section is completed

HW 2/1 Castle Learning Regents Practice

Task: Complete Castle Learning Assignment called "10 Regents Practice All Through WWII"
Due: Monday 2/4
Points: Worth 10 points for completion of the assignment and an additional 10 points based on the score you receive

HW 1/29 CH. 16, Sec. 2

Read: Chapter 16, Section 2 (WWII in Japan)
Task: Take notes on the reading using our Note-Taking Format
Due: Thursday 1/30

Note-Taking Format Reminder:
1. Provide a heading for your notes that includes the chapter and section numbers
2. Identify and Define any vocabulary at the beginning of your notes
3. Turn Red Headings into Questions
4. Answer the heading questions by developing 3-5 bullet points from the reading
Please remember that you earn points for keeping your assignments to a length of one page front and back (for 1 section).

Notes should be in the following format:

Name
Ms. Hanemann
Global 10
Date

Chapter 16, Section 2

Vocabulary word 1: Definiton according to the textbook
Vocabulary word 2: Definition according to the textbook
Vocabulary word 3: Definition according to the textbook

Red Heading turned into a question that you can answer using your bullet points?

• Bullet point that answers your heading question and is a main idea
• Bullet point that answers your heading question and is a main idea
• Bullet point that answers your heading question and is a main idea

Next Red Heading turned into a question that you can answer using your bullet points?

• Bullet point that answers your heading question and is a main idea
• Bullet point that answers your heading question and is a main idea
• Bullet point that answers your heading question and is a main idea

And so on and so forth, until the section is completed

HW 1/29 Reading from In the Garden of Beasts

Read: Excerpt from In the Garden of Beasts, by Erik Larson, provided in class
Task: Annotate the reading according to the directions below
Due: Tuesday 1/29

Annotation:
To earn full credit, every annotation includes a highlight/underline and a note in the margin.

1. Identify the American groups who supported Hitler/the Nazis/anti-Semitism
2. Identify the American groups who were against Hitler/the Nazis/anti-semitism
3. Ways that Roosevelt could have helped Jews in Eastern Europe

Class Discussion:
The focus question will be: which would have been a better strategy to defend against Hitler-- appeasement or collective security? Be prepared to discuss American, British and French appeasement of Hitler and his policies using this reading.

HW 1/18 Reading from The Rape of Nanking

Read: Excerpt from The Rape of Nanking, by Iris Chang, provided in class
Task: Annotate the reading according to the directions below; directions are also provided on the packet that was handed out in class.
Due: Tuesday, 1/29/12
* If you lose this packet, I do not have it electronically, however, you can come to school Tuesday-Friday of next week to pick up a copy.

Annotation:

1. Identify historical events that caused the Japanese to feel shame
2. Identify historical events that caused the Japanese to gain power
3. Identify elements of Japanese culture that favored aggression and/or respect for authority

Class Discussion:
Be prepared to answer a series of discussion questions about Japan’s relationships with Western society; Japan's history of militarism and how/why they became an aggressive, imperialist power by WWII.

Mock Regents Review

Keep the following ideas in mind as you get ready for document and essay portion of the Mock Regents!

Documents Strategies
¡Read the essay question before beginning to read the documents
¡Jot down at least 3 bullet points of information that you know about each of the topics given to generate  outside information
¡Read each document carefully and answer the question.
¡Give the document a note in the margin– identify which topic the document goes with; identify the perspective given (if that’s relevant); evaluate the document (positive or negative); or any other notes that might be helpful to you when you craft your essay.

Essay Strategies
¡Consider which two elements you can write the most about– which do you have the most outside information for? Which two do you have the best documents for?
¡Breakdown the task- what do you have to do in the essay? How many parts are there to the task?
¡How can you write your essay so that each claim builds on the next one?
¡ALWAYS TAKE THE TIME TO OUTLINE- EVEN A 1 MINUTE OUTLINE IS BETTER THAN NO OUTLINE!

HW 1/14 Ch. 16, Sec. 1

Read: Chapter 16, Section 1 (WWII)
Task: Take notes on the reading using our Note-Taking Format
Due: Tuesday 1/15

Note-Taking Format Reminder:
1. Provide a heading for your notes that includes the chapter and section numbers
2. Identify and Define any vocabulary at the beginning of your notes
3. Turn Red Headings into Questions
4. Answer the heading questions by developing 3-5 bullet points from the reading
Please remember that you earn points for keeping your assignments to a length of one page front and back (for 1 section).

Notes should be in the following format:

Name
Ms. Hanemann
Global 10
Date

Chapter 16, Section 1

Vocabulary word 1: Definiton according to the textbook
Vocabulary word 2: Definition according to the textbook
Vocabulary word 3: Definition according to the textbook

Red Heading turned into a question that you can answer using your bullet points?

• Bullet point that answers your heading question and is a main idea
• Bullet point that answers your heading question and is a main idea
• Bullet point that answers your heading question and is a main idea

Next Red Heading turned into a question that you can answer using your bullet points?

• Bullet point that answers your heading question and is a main idea
• Bullet point that answers your heading question and is a main idea
• Bullet point that answers your heading question and is a main idea

And so on and so forth, until the section is completed

HW 1/10 Ch. 15, Sec. 4

Read: Chapter 15, Section 4 (Aggressors on the March)
Task: Take notes on the reading using our Note-Taking Format
Due: Monday 1/14

Note-Taking Format Reminder:
1. Provide a heading for your notes that includes the chapter and section numbers
2. Identify and Define any vocabulary at the beginning of your notes
3. Turn Red Headings into Questions
4. Answer the heading questions by developing 3-5 bullet points from the reading
Please remember that you earn points for keeping your assignments to a length of one page front and back (for 1 section).

Notes should be in the following format:

Name
Ms. Hanemann
Global 10
Date

Chapter 15, Section 4

Vocabulary word 1: Definiton according to the textbook
Vocabulary word 2: Definition according to the textbook
Vocabulary word 3: Definition according to the textbook

Red Heading turned into a question that you can answer using your bullet points?

• Bullet point that answers your heading question and is a main idea
• Bullet point that answers your heading question and is a main idea
• Bullet point that answers your heading question and is a main idea

Next Red Heading turned into a question that you can answer using your bullet points?

• Bullet point that answers your heading question and is a main idea
• Bullet point that answers your heading question and is a main idea
• Bullet point that answers your heading question and is a main idea

And so on and so forth, until the section is completed

Mock Regents Announcement

Global History & Geography Mock Regents Exam

Who:	All 10th Grade Global History & Geography Students
Date:	Wednesday, January 16th (MC), Thursday, January 17th (Docs), Friday, January 18th (Essay)
Time:	In-Class during your regular class period
Exam Format:	50 Multiple Choice, 8-10 Documents, and 1 DBQ Essay
Content to be Tested:	Will cover all of 9th grade and 10th Grade up to the Age of Imperialism
Suggested Study Materials:	9th Grade Binder, All Exams and Packets from 10th grade
Credit Earned:	This exam will count twice in your grade for the 3rd Marking Period.

A practice Castle Learning Assignment will become available to Ms. Hanemann’s students as of January 10, 2013

* Please speak to Ms. Hanemann if you have a personal conflict with the dates. Failure to arrive in class will require a detailed explanation of your absence. Make-up exams will be given on a case-by-case basis only, decided by both the History Department and the MHSHS administration and will take place DURING Regents Week (January 22-25^th)

HW 1/3 Ch. 15, Sec. 2 & 3

Read: Chapter 15, Section 2 & 3  (Great Depression and Fascism)

Task: Take notes on the reading using our Note-Taking Format
Due: Monday 1/7
* Reminder: Quiz Monday 1/7 on Russian Revolution- 12 Multiple Choice; 7 Matching Questions

Note-Taking Format Reminder:
1. Provide a heading for your notes that includes the chapter and section numbers
2. Identify and Define any vocabulary at the beginning of your notes
3. Turn Red Headings into Questions
4. Answer the heading questions by developing 3-5 bullet points from the reading
Please remember that you earn points for keeping your assignments to a length of one page front and back (for 1 section).

Notes should be in the following format:

Name
Ms. Hanemann
Global 10
Date

Chapter 15, Section 2/3

Vocabulary word 1: Definiton according to the textbook
Vocabulary word 2: Definition according to the textbook
Vocabulary word 3: Definition according to the textbook

Red Heading turned into a question that you can answer using your bullet points?

• Bullet point that answers your heading question and is a main idea
• Bullet point that answers your heading question and is a main idea
• Bullet point that answers your heading question and is a main idea

Next Red Heading turned into a question that you can answer using your bullet points?

• Bullet point that answers your heading question and is a main idea
• Bullet point that answers your heading question and is a main idea
• Bullet point that answers your heading question and is a main idea

And so on and so forth, until the section is completed