Read: Complete Reading 4 & 5 (p. 11-17) from The World Since 1945: The Post-War World Packet, The Cold War Readings
Task: See Directions below
Due: Monday, 2/27/12- These readings will not be accepted late. You will still need to complete the readings in order to be on track for class, but you will not receive any credit if they are not complete by the due date.
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.
Wednesday, February 15, 2012
Monday, February 13, 2012
HW 2/13 Reading 3 on Cold War
Read: Complete Reading 3 (p. 8-10) from The World Since 1945: The Post-War World Packet, The Cold War Readings
Task: See Directions below
Due: Thursday, 2/16/12- These readings will not be accepted late. You will still need to complete the readings in order to be on track for class, but you will not receive any credit if they are not complete by the due date.
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.
Task: See Directions below
Due: Thursday, 2/16/12- These readings will not be accepted late. You will still need to complete the readings in order to be on track for class, but you will not receive any credit if they are not complete by the due date.
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.
Monday, February 6, 2012
Exam: Unit 4 World War II
Exam: Unit 4 World War II
Date: Friday, Feb. 10th
Format: Multiple Choice
See LGT for ideas, concepts, key people and vocabulary.
Regents Prep Practice Questions
As Told By Claudia Facebook News Feed of WWII- Very Funny, contains some strong language, but will give you a good idea of the chronology of WWII events.
Date: Friday, Feb. 10th
Format: Multiple Choice
See LGT for ideas, concepts, key people and vocabulary.
Regents Prep Practice Questions
As Told By Claudia Facebook News Feed of WWII- Very Funny, contains some strong language, but will give you a good idea of the chronology of WWII events.
Tuesday, January 31, 2012
HW 1/31 Ch. 32, Sec. 5
Read: Chapter 32, Sec. 5
Task: Take notes on the reading using our Note-Taking Format
Due: Thursday, 2/2
Note-Taking Format Reminder:
1. Identify and Define any vocabulary at the beginning of your notes
2. Turn Red Headings into Questions
3. Answer the heading questions by developing 3-5 bullet points from the reading
Sample Notes should be in the following format:
Your Name
Ms. Hanemann
Global 10
Date
Chapter 32, Section 5
Vocabulary word 1: Definiton
Vocabulary word 2: Definition
Vocabulary word 3. Definition
Task: Take notes on the reading using our Note-Taking Format
Due: Thursday, 2/2
Note-Taking Format Reminder:
1. Identify and Define any vocabulary at the beginning of your notes
2. Turn Red Headings into Questions
3. Answer the heading questions by developing 3-5 bullet points from the reading
Sample Notes should be in the following format:
Your Name
Ms. Hanemann
Global 10
Date
Chapter 32, Section 5
Vocabulary word 1: Definiton
Vocabulary word 2: Definition
Vocabulary word 3. Definition
Red Heading Turned into a Question?
- Bullet Point of information that answers the question
- Bullet Point of information that answers the question
- Bullet Point of information that answers the question.
Friday, January 20, 2012
HW 1/20 Reading "In the Garden of Beasts" Chapter 6 & 7
Read: Chapters 6 & 7 from In the Garden of Beasts, by Erik Larson, provided in class
Task: Summarize the reading according to the directions below
Due: Tuesday, 1/31/12
At the end of each chapter:
1. Write a 7-10 sentence summary of the chapter that focuses on attitudes towards the behavior of the Nazis in Berlin.
After you've read BOTH chapters:
1. Answer the following question in an SRF Paragraph, using at least 1 quote from the reading:
A. What was life like in Berlin during this time of rising Nazi power?
Class Discussion:
The focus question in our class discussion will be: What actions did Hitler and the Nazi's take to gain power? How did they take power away from others?
Task: Summarize the reading according to the directions below
Due: Tuesday, 1/31/12
At the end of each chapter:
1. Write a 7-10 sentence summary of the chapter that focuses on attitudes towards the behavior of the Nazis in Berlin.
After you've read BOTH chapters:
1. Answer the following question in an SRF Paragraph, using at least 1 quote from the reading:
A. What was life like in Berlin during this time of rising Nazi power?
Class Discussion:
The focus question in our class discussion will be: What actions did Hitler and the Nazi's take to gain power? How did they take power away from others?
Friday, January 6, 2012
The Truth About the Ripple Effect
The Ripple Effect was a learning experience geared toward helping students to understand how Hitler's fascist regime took over Germany in the 1930's.
This learning experience was based on a similar experience called "The Third Wave," which was conducted in California in the 1960's and has since been replicated in schools around the world, including in Germany. This experience has also been documented in a book, a made for TV movie, and an independent film, titled "The Lesson Plan."
The purpose of the experience was to answer the recurring questions that students have each year about facsism: Why did people follow Hitler? Didn't they know he was wrong? Why didn't they try to stop him and the Nazi party?
Some of you immediately knew that the Ripple Effect was wrong, few of you took action, many of you were on the fence but did not take action, and several of you just went with the flow, some of you even grew to enjoy the superiority that came with your new found status as a Rippler.
Propaganda and Actions
Your posters, bracelets and bulletin boards were your propaganda
Your name tags were your arm bands
Your pledge replicated similar oaths that Nazis and Germans took to the Nazi party
Your commitment and devotion to the cause, willingness to initiate new members, and willingness to defend and believe in the Ripple Effect were similar to the commitment, devotion, and willingness of Germans to support, or go along with, the Nazi party
Just like the Germans, many of you recognized the damage caused by the Ripple Effect too late. You were already a part of, you were already in too deep and all you could do was keep going.
The Class of 2014
You are, of course, all awesome students that MHSHS is lucky to have, but the "DOE Data" and your "PSAT" scores do not demonstrate that the Class of 2014 is any better or worse than any of the other graduating classes of MHSHS. Our claim of you "high performance in comparison to other classes" was not based on truth, we never looked up your ARIS data, nor did we ever make comparisons across PSAT scores or the so-called "behavior index."
Acknowledgments:
Ms. Breen and Ms. Hanemann would like to thank the entire MHSHS community for your participation. We could not have done this without the support of the faculty, staff and administration and we are grateful that the students who claim to have known "what was going on" did not blow our cover before the Big Rally ;-)
This learning experience was based on a similar experience called "The Third Wave," which was conducted in California in the 1960's and has since been replicated in schools around the world, including in Germany. This experience has also been documented in a book, a made for TV movie, and an independent film, titled "The Lesson Plan."
The purpose of the experience was to answer the recurring questions that students have each year about facsism: Why did people follow Hitler? Didn't they know he was wrong? Why didn't they try to stop him and the Nazi party?
Some of you immediately knew that the Ripple Effect was wrong, few of you took action, many of you were on the fence but did not take action, and several of you just went with the flow, some of you even grew to enjoy the superiority that came with your new found status as a Rippler.
Propaganda and Actions
Your posters, bracelets and bulletin boards were your propaganda
Your name tags were your arm bands
Your pledge replicated similar oaths that Nazis and Germans took to the Nazi party
Your commitment and devotion to the cause, willingness to initiate new members, and willingness to defend and believe in the Ripple Effect were similar to the commitment, devotion, and willingness of Germans to support, or go along with, the Nazi party
Just like the Germans, many of you recognized the damage caused by the Ripple Effect too late. You were already a part of, you were already in too deep and all you could do was keep going.
The Class of 2014
You are, of course, all awesome students that MHSHS is lucky to have, but the "DOE Data" and your "PSAT" scores do not demonstrate that the Class of 2014 is any better or worse than any of the other graduating classes of MHSHS. Our claim of you "high performance in comparison to other classes" was not based on truth, we never looked up your ARIS data, nor did we ever make comparisons across PSAT scores or the so-called "behavior index."
Acknowledgments:
Ms. Breen and Ms. Hanemann would like to thank the entire MHSHS community for your participation. We could not have done this without the support of the faculty, staff and administration and we are grateful that the students who claim to have known "what was going on" did not blow our cover before the Big Rally ;-)
Tuesday, January 3, 2012
Read: Chapter 32, Sec. 3 & 4
Task: Take notes on the reading using our Note-Taking Format
Due: Friday, 1/6
Note-Taking Format Reminder:
1. Identify and Define any vocabulary at the beginning of your notes
2. Turn Red Headings into Questions
3. Answer the heading questions by developing 3-5 bullet points from the reading
Sample Notes should be in the following format:
Your Name
Ms. Hanemann
Global 10
Date
Chapter 32, Section 3/4
Vocabulary word 1: Definiton
Vocabulary word 2: Definition
Vocabulary word 3. Definition
Task: Take notes on the reading using our Note-Taking Format
Due: Friday, 1/6
Note-Taking Format Reminder:
1. Identify and Define any vocabulary at the beginning of your notes
2. Turn Red Headings into Questions
3. Answer the heading questions by developing 3-5 bullet points from the reading
Sample Notes should be in the following format:
Your Name
Ms. Hanemann
Global 10
Date
Chapter 32, Section 3/4
Vocabulary word 1: Definiton
Vocabulary word 2: Definition
Vocabulary word 3. Definition
Red Heading Turned into a Question?
- Bullet Point of information that answers the question
- Bullet Point of information that answers the question
- Bullet Point of information that answers the question.
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