HW 9/28 A Tale of Two Cities

Read: A Tale of Two Cities  (p. 10-12) in French Revolution Packet
Task: Complete the activities for this reading, which are located on page 5 of the French Revolution Packet
Due: Mon. 10/1

HW 9/25 Ch. 7, Sec. 1 & 2

Read: Chapter 7, Section 1& 2 (French Revolution)
Task: Take notes on the reading using our Note-Taking Format
Due: Friday, 9/28

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 7, Section 1/2

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 9/24 Declaration of Independence

Read: The Declaration of Independence from the packet given in class today
Task: Take notes on the reading according to the directions on the packet (see below)
Due: Tuesday, 9/25*
Note: You do not need to read the Bill of Rights and the Preamble to the Constitution. We will review those in class on Monday.
*This assignment will not be accepted late, since we are having a class discussion on the material on Tuesday.

Packet Directions: Read the United States Declaration of Independence. Take notes in the left-hand column on parts of the document that relate to the Enlightenment.
• Identify ideas that reflect the spirit of the Enlightenment
• Identify ideas that represent particular thinkers (Locke, Montesquieu, Rousseau)
• Identify behaviors of the King of England that Enlightenment thinkers would have disagreed with

HW 9/21 Debate Preparation

Review: Major Themes of the Enlightenment, Enlightenment Supporting Documents, Philosophe's biography, your graphic organizer, and the timeline of the evolution of democracy. You may also look back at Chapter 6, Section 2 & 3
Task: Prepare quotes, facts, and examples that might help you argue in favor of your philosophe's ideal form of government during the debate.
Due: Monday 9/24

You will have 5-7 minutes to meet with your group at the beginning of the period and then we will begin the debate.

First Period! If you are chronically late, please work hard to be on time for the debate. Your group is counting on you and you will miss an opportunity to earn credit if you miss the debate.

HW 9/20 Philosophes Project Documents

Read: Enlightenment Supporting Documents
Task: Answer questions for documents in your packet
Due: Friday, 9/21

Come to class prepared to complete the final portions of your group work in preparation for Monday's debate!

HW 9/13 Ch. 6, Sec 2 and 3

Read: Chapter 6, Section 2 & 3 (The Enlightenment and the Enlightenment Spreads)
Task: Take notes on the reading using our Note-Taking Format
Due: Wednesday, 9/19

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

Notes should be in the following format:

Name
Ms. Hanemann
Global 10
Date

Chapter 6, 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

HW 9/10 Ch. 6, Sec. 1

Read: Chapter 6, Section 1 (The Scientific Revolution) I realize that I said chapter 5 in class, that was incorrect, it's chapter 6, section 1.
Task: Take notes on the reading using our Note-Taking Format
Due: Thursday, 9/13

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

Sample Notes should be in the following format:

Name

Ms. Hanemann
Global 10

Date

Chapter 6, 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 9/7 Quiz & History Department Rubrics (HW)

THERE ARE TWO ASSIGNMENTS LISTED SO READ CAREFULLY!

9th Grade Material Quiz  

When: Monday, September 10th

Please be prepared to take a quiz on the materials you learned in 9th grade.  There will multiple 30 choice questions. I will use this quiz as a baseline assessment of your knowledge Global History & Geography and to determine areas to concentrate on in preparation for the Regents exam in June. It will count as a quiz. 

Homework Assignment: 

1. Take notes in our note-taking format on the MHSHS Plagiarism Policy on Page 4 of your syllabus to hand in. 

2. Read: "Independent Note-Taking Rubric" and "Standard Response Format Rubric" on page 5 of your class syllabus.

Bring: Your syllabus to class on Monday and your "working" binder

Due: Monday, 9/10

• We will be reviewing the rubrics in class on Monday
• If you do not understand certain words or phrases in the rubrics, please look them up and write the word and definition on your syllabus in the "Comments" section. 
• If you still do not understand the rubrics after you look up words and phrases, write your questions in the "Comments" section and bring them to class tomorrow. 

HW 9/6 First Assignment!

Hey, you found it! Well done!

Your 1st Homework Assignment:

1. Read Page 3 of your Class Syllabus
2. Be prepared to be quizzed on the material on page 3 of the syllabus tomorrow in class. *
3. Bring your syllabus to class tomorrow.
4. Tell your parents that you will need them to sign a Classroom Agreement over the weekend. If they will not be home let Ms. Hanemann know tomorrow so that you can make other arrangements to complete the agreement.

*Quiz Prep Suggestions from our class today:

• What do you need to do in order to be prepared for the quiz?
• How many times did we read the 1st page in class?
• How do you know which information is the most important?

Course Syllabus 2011-2012

Global History &        

Geography 10 Syllabus

Ms. Hanemann                                                                                  Global History & Geography                                                                                                                    hhanemann@gmail.com                                                                                         212. 501.1235                                                                                                               

Grade 10                                  www.hanemannhistory10.blogspot.com            Room 564                               

Course Overview:

• This year in 10^th grade you will be studying world history beginning with the Scientific Revolution and the Enlightenment through the present. We will be exploring world geography, religions, ideas and inventions, politics, and the economics of the world in these periods of human civilization.
• Global Studies is a two-year course in the history of the world. The first half occurs in the 9^th grade where you focused on world history through the English Civil War. Modern history is studied in the 10^th grade. At the end of 10^th grade you will take the NYS Regents Global History & Geography exam that tests the skills and knowledge you learned in both 9^th and 10^th grade.
• This course is taught in conjunction with World Literature, where you will read literature from the regions and time periods we study. Both courses will focus on raising your reading and writing skills to a college-ready level and enhance your understanding of historical events.
• A college-ready student is on grade-level and has mastered a set of skills that will help he/she to be successful in a college setting.

Course Goals:

• In addition to exposing students to historical and literary content, the course aims to prepare students for college-level history work, particularly focusing on reading and writing skills.
• Students will work towards the ability to complete historical research.
• Students will 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.

Course Objectives:

• Understand and use historical documents in writing and debates
• Compose historical essays with accurate information and control of the English language
• Interpret Primary Sources, Historical Literature, Documentary Materials, Maps, Charts, Graphs, and Political Cartoons
• Research and evaluate sources for a given topic
• Understand and utilize debate format to make a historical argument
• Raise organization and note-taking skills to the college-ready level
• Raise reading comprehension skills to the college-ready level

Topics to be Covered:

UNIT I: An Age of Revolutions (1750-1914)

A.      Scientific Revolution

B.      The Enlightenment

C.      Political Revolutions (French, Latin American)

D.     Reaction to Revolutionary Ideas

E.      Global Nationalism

F.      Industrial Revolution

G.      Imperialism

H.     Japan and the Meiji Restoration

UNIT II: Half a Century of Crisis and Achievement (1900-1945)

A.      World War I

B.      Inter-War Period

C.      World War II

Mock Regents Exam (Late January)

Research Paper Assigned

UNIT III: The 20^th Century Since 1945

A.      Cold War Balances of Power

B.      Role of the United Nations

C.      Collapse of European Imperialism and the Cold War

a.       Central Asia: India & Pakistan

b.      East Asia: China, Vietnam, Korea, Cambodia

c.       Africa

d.      Middle East Conflicts and Change

e.       South & Central America—Political and Economic Change

D.     Economic Issues in the Cold War and Post-Cold War Era

E.      Collapse of Communism and the Breakup of the Soviet Union

UNIT IV: Global Connections and Interactions

A.      Human and Physical Geography

B.      Population Pressures and Poverty

C.      Migration

D.     Modernization and Tradition- Finding a Balance

E.      Scientific and Technological Changes

F.      Urbanization

G.      Status of Women and Children

H.     Ethnic and Religious Tensions

NYS Regents Exam Global History & Geography (June)

Required Materials:

• Blue or black pen- no pencil
• Highlighters
• Post-its
• Packet of 3-holed College Ruled loose-leaf paper.
• 1 Three-Ring Hard Binder at least 1” wide. This will be your Global Studies 10 Portfolio.  You may also simply add to your 9^th grade binder.
• Must have 6 dividers, will be kept in the classroom
• 1 Three-Ring Hard Binder, 1” is fine. This will be your “WORKING” binder.
• This is the binder that you will bring to class everyday and keep current work in. 
• Access to the Internet and a printer. Please make arrangements for this within the first week of school if you do not have home access. See Ms. Hanemann if you need suggestions.
• All assignments ARE TO BE written in black or blue pen or typed. PENCIL is not acceptable.

Texts & Resources:

• Textbook: World History (McDougall Littlel)
• A variety of primary and secondary sources, which will be provided
• Castle Learning
• Class Blog (address listed on first page) and other electronic sources available via the internet
• All of your homework assignments will be posted on the class blog.

Assessment:

Your work in this class is graded on a points system. The more points an assignment is worth, the more it will impact your grade. Projects, tests, quizzes and written assignments will be worth the most points You can expect to be graded in the following ways:

                                                Exams                                                    Class Participation, Preparation, and Uniform

                                                Quizzes                                                 Projects & Presentations

                                                Essays & Written Work                     Research Paper

                                                Homework                                           Mock Regents

Grading Policy, as per the MHSHS grading scale:

     

A:         90-100                        D:       65-69                                      Mastery: 85% or higher on any

      B:         80-89                          F:        64 and below                         assignment

      C:         70-79 

• At MHSHS we use an online system call Jupiter Grades, available at www.jupitergrades.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 be 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.
• 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. Any considerations for extra credit will be given on a case-by-case basis.

Academic Support:

• Every Tuesday, Wednesday, and Thursday I am available at S.O.S. (2:17- 2:58pm) to provide support on assignments, work on social studies skills, or to complete assignments.

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 pen, 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. Violations of the MHSHS History Department policy on plagiarism will result in strict penalties (see the MHSHS History Dept. Plagiarism Policy below).

4. Do not be late.  Be inside the door when the bell rings, unless you have a legitimate excuse to be tardy.
5. Remember, this is OUR class, yours as well as mine.  Your actions have a direct affect on everyone around you, including me.
6. All rules and expectations are subject to change at Ms. Hanemann’s discretion.

MHSHS History Department 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 be eligible for full credit. If you are absent you will be required to make up any missed assignments including tests. 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. Late Assignments will receive a deduction in points as listed below:
• Received at the time due:                                                                Eligible for Full Credit
• Received on due date but after time due (ex: after school):        -10%
• Received 1 day past due date:                                                         -20%
• Received 2 days past due date:                                                       -30%
• 3 or more days past due date:                                                        Not Accepted, 0%                                         

MHSHS History Department Plagiarism Policy:

• All work is to be completed in your own words.
• Work that is not your own must be properly cited using MLA, APA, or Chicago format.
• MHSHS History teachers and administration will deal with incidences of plagiarism on a case-by-case basis. Students should be aware that some plagiarism cases may result in punishment beyond the school level, as there are state and federal laws protecting copyrighted works.
• The following items MAY be copied directly from the textbook:
• Definitions of vocabulary words
• Headings used in the textbook for note-taking formats
• If a student is unsure of their use of words from a source, they must inform the teacher of their need for support BEFORE the assignment is due.
• Turnitin.com writes that plagiarism includes, but is not limited to:

o    "The Ghost Writer" The writer turns in another's work, word-for-word, as his or her own.

o    "The Photocopy" The writer copies significant portions of text straight from a single source, without alteration.

o    "The Potluck Paper" The writer tries to disguise plagiarism by copying from several different sources or classmates, tweaking the sentences to make them fit together while keeping most of the original phrasing.

o    "The Poor Disguise" Although the writer has kept the essential content of the source, he or she has altered the paper's appearance slightly by changing key words and phrases.

o    "The Labor of Laziness" The writer takes the time to paraphrase most of the paper from other sources and make it all fit together, instead of spending the same effort on original work.

o    "The Self-Stealer" The writer "borrows" generously from his or her previous work, violating policies concerning the expectation of originality adopted by most academic institutions.