Treaty of Versailles

Students finished the Treaty of Versailles simulation. They played a review game and listened to a radio show about the Christmas truce (55:50 minutes in).

Be sure to complete any missing work you have over the break.

The Fourteen Points

Students read and discussed Woodrow Wilson's Fourteen points for peace after WWI. Students wrote them in their own words in their logbooks. I collected the homework (MWH 13.3).

HOMEWORK:

• Finish "Questions to Consider" from the Big Four Worksheet using your country briefing - DUE Tomorrow
• MWH 13.4 - The Treaty of Versailles - DUE Friday 12/17

WWI Vocabulary

Today students were given a copy of their latest progress report. I stressed to them the importance of attending tutorial this week to get any missing work. They can complete the work over winter break.

Students took notes on WWI vocabulary terms - Imperialism, Trench Warfare, Chemical Weapons, Sovereignty, 11/11/18 Armistice, 14 Points, League of Nations.

HOMEWORK:

MWH 13.3 - DUE Tomorrow 12/14

World War I Document Analysis

Students interpreted a series of documents from the World War I period. They answered the discussion questions in their logbooks.

HOMEWORK:

M.W.H. Chapter 13.1 DUE Monday 12/13

Below is a game, Warfare 1917. The game is about trench warfare.

Games: Play Warfare 1917 and Strategy Games on AddictingGames

Terms of Use Privacy Policy ©ATOM Entertainment, Inc., a MTV Networks Company

Causes of WW I

Students reviewed their homework assignment about the Industrial Revolution. After, they began taking notes on the Causes of WWI. Students viewed the powerpoint below. They used this worksheet to record their notes.

Causes Of Wwi Shorter Version

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Map Quiz

Students took the map quiz.

Europe Map Quiz Friday

It will be a standard, matching map quiz. Here is a link to a website where you can practice.

Simulation: US Responses to Genocide

Students debated options for future US foreign policy regarding genocide. Four options were presented:

1. Act alone to stop genocide
2. Act with the support of the international community
3. Speak out, but retain national sovereignty
4. Act only when US interests are threatened.

HOMEWORK:
Focusing Your Opinion: US Response to Genocide - DUE Friday 12/3

Pyramid of Hate

Students completed the Pyramid of Hate activity, attempting to explain the question: "How can "normal" people participate or simply stand by during a genocide. After, they began preparing for a simulation focused on US policy towards genocide.

Students took an survey and discussed questions about stereotyping, discrimination and how prejudiced attitudes can escalate into violence and even genocide, in the case of Nazi Germany.

HOMEWORK:

MAP QUIZ Europe - Friday 12/3

Africa Project

Students continued working on their Africa projects. They should bring poster board and images to put their presentation together tomorrow. Also, they should bring extra copies of their RAFT and research essays.

Africa Project

Students continued working on their Africa projects. They turned in the rough drafts of their research essays. Students should bring an copy of their research essay with them to class on Monday as well as any materials they plan to use for their presentations and posters.

Africa Project

Students spent the entire period researching their African Project topics.

HOMEWORK:

Rough Draft of Research Essay - DUE Friday 11/12 to Sletmoe

Hotel Rwanda

Students completed watching Hotel Rwanda today.

HOMEWORK:

Come up with a research question for the Africa project - DUE - This Wed/Fri.

1st Quarter Grades

Click here. Students listed by period and ID number.

Hotel Rwanda

Students completed a scavenger hunt activity focused on different people and groups involved in the 1994 Rwandan genocide. The discussed the different groups and answered a series of questions. After, students began watching the film, Hotel Rwanda.

Rwandan Genocide

Today student were introduced to the Rwandan genocide. They read an account of one survivor and watched an interview with the reporter who wrote the story. Students wrote a brief reflection after reading the story, noting what shocked and confused them as well as what they connected the story to and what questions they had. I emphasized that the students think about what lessons such a terrible event has for us today, to take something positive out of something so negative and awful.

HOMEWORK:

History of Rwanda timeline - use this reading. Arrange at least 15 events in chronological order. Write 1-2 sentence summaries about each event on your timeline. DUE 11/3-4

Guns, Diamonds, and Hearts

Today students viewed an audio slideshow about Charles Taylor, the former president of Liberia. Again, they discussed connections to the Arms Trade Simulation we did in class last week. After, student began working on posters. They chose either a gun, diamond or heart. Students need to include information about the guns, diamonds, or action items people can take. Students used information from the powerpoint below to assist in creating their posters.

Arms trade, diamonds, and taking action

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HOMEWORK:

Guns, Diamonds, Hearts Posters - DUE Tomorrow 11/2

Guns, Timber, and Diamonds

The class finished watching the video on the illegal arms trade they began yesterday. Using this worksheet, they answered a series of questions from the video. They used the same worksheet to answer questions about the diamond and timber trade in West Africa and the connection between these resources and different conflicts. Below are the websites needed to complete the worksheet:

Diamonds - http://www.americanradioworks.org/features/diamonds/sierraleone1.html

Sierra Leone - http://www.pbs.org/frontlineworld/stories/sierraleone/thestory.html

Timber - http://www.alertnet.org/thefacts/reliefresources/271945

HOMEWORK:

Read the article on timber and finish the worksheet - DUE Monday 11/1

Arms Trade Simulation: Making a Killing

Students participated in an arms trade simulation. They were assigned a group with a list of objectives. They made deals with the other groups in attempts to meet their objectives. Following the simulation, they watched a short film about the arms trafficking and Sierra Leone. The video can be watched below:

Emmanuel Jal and Uganda

Agenda:

1. Turn in posters
2. Peer check for Checkpoint #3
3. Watched a speech given by child soldier Emmanuel Jal (above)
4. Read a brief history of Uganda and made a timeline.

UCRC Posters

Students had time in class to work on the final drafts of their UCRC posters.

HOMEWORK:

UCRC Poster Final Draft - DUE Tomorrow

Checkpoint #3 - DUE Tomorrow

Child Soldiers and the UCRC

Students read the United Nations Convention on the Rights of the Child. Students contrasted the articles of the UCRC with the realities of child soldiers. The also listened to the song War Child by Sudanese, former child soldier, Emmanuel Jal.

HOMEWORK:

Rough Draft of UCRC/Child Solider Posters - DUE Monday 10/25

Child Soldiers

For block day, students completed the activities on Congolese Independence. I have the related handouts available in my class. After, students watched several slideshows about child soldiers and resource-related conflicts in Central Africa (i.e. The LRA in Uganda). Students also began learning about the United Nations Convention on the Rights of the Child.

Below are the links to the slideshows the students viewed:

http://www.nytimes.com/interactive/2008/11/15/world/africa/20081115-congo/index.html?scp=3&sq=congo&st=cse

http://www.nytimes.com/slideshow/2009/02/23/world/20090223CONGO_index.html?scp=5&sq=congo&st=cse

http://www.amnestyusa.org/children/child-soldiers/photo-exhibit/page.do?id=1181009

http://video.nytimes.com/video/2010/04/10/world/africa/1247467554547/on-the-hunt-for-joseph-kony.html?scp=9&sq=uganda&st=cse

Quiz

Students took the quiz over on the Southern Africa map, Vocab, and MWH 11.2. After, they began reading an article about the past century of history in the Congo.

10/12-14

Wednesday/Thursday 10/13-14

• All academy students watched the Invisible Children documentary during the PSAT testing on Wednesday.
• Students wrote press reports and letters from their roles in Monday's Hyde Park Corner simulation.
• Students began preparing for a simulation of the British Parliament debating foreign policy action regarding the Congo Free State. Some students will be presenting in groups, others will be "undecided members of Parliament.
  

HOMEWORK:

MWH 11.2 - Use your Modern World History Textbook to complete this assignment. DUE - 10/13-14

QUIZ FRIDAY! - Southern Africa Map, Vocabulary, MWH 11.2

Tuesday 10/12

• Writing with Bias Essays returned
• Students watched a video (below) about the Invisible Children organization, who will be presenting at a Cleveland assembly on November 4th.
• Students wrote down vocabulary terms: Colonialism, Ling Leopold II, Congo Free State, Force Publique, Social Darwinism, Scientific Racism, Berlin Conference

HOMEWORK:

MWH 11.2 - Use your Modern World History Textbook to complete this assignment. DUE - 10/13-14

QUIZ FRIDAY! - Southern Africa Map, Vocabulary, MWH 11.2

Hyde Park Corner

Students participated in a simulated discussion, taking place in London in 1904. The topic of the discussion dealt with whether or not the British government should get involved in pressuring King Leopold of Belgium to change his practices in the Congo Free State. Students were split into reporters and participants.

HOMEWORK:

Map Quiz - Southern Africa - Friday 10/14

Congo Free State

Today students discussed the reading from the book King Leopold's Ghost. After, the class read an article about the formation and operation King Leopold's Congo Free State. As a group, we discussed and answered these questions.

Also - Many students did poorly on the map quiz. Be sure to setup a time to retake it if you need to!

HOMEWORK:

Finish questions from the Congo Free State article. DUE Monday 10/11

Map Quiz and King Leopold Questions

Agenda:

• Map Quiz - Northern Africa. If students want to retake the test they can during tutorial tomorrow.
• King Leopold's Ghost reading questions. Students used their highlighted articles from the last lesson.

There will be an honors meeting tomorrow from 9:30-9:45 in Mr. Graham's room

HOMEWORK:

King Leopold's Ghost Reading Questions - DUE 10/6-7

King Leopold's Ghost

Today students read a passage from the book King Leopold's Ghost. Students highlighted sections of text and then "responded" to the highlighting. Students were asked to write down their thoughts about their thinking.

Click here for an online map quiz of Africa to help you study for tomorrow's quiz.

HOMEWORK:

Checkpoint #2 Self-check - DUE Tomorrow 10/5

Africa Map QUIZ - Northern Section Tomorrow

Pre-Colonial Congo

Students looked a a series of proverbs from the Congo. From these proverbs, students made observations of the values and lifestyles of the pre-colonial tribes. Student also began comparing maps of Africa from 1884 and 1914.

Diversity and Uniformity in Africa

Today students viewed a series of images from around Africa, taken from the last 40 years. Students looked for similarities and differences between the countries. I emphasized that Africa is a continent, not a country, full of diversity. I urged students not to generalize the entire continent. Below is the slideshow. They used this worksheet to write down their observations.

Africa History Alive

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HOMEWORK:

Article - Pre-colonial Congo - DUE Friday 10/1

Africa Maps

Today students worked on maps of Africa. Yesterday I discussed their grades, showed them show to read the class score sheet, and urged them to come into tutorial this Wednesday for any help.

HOMEWORK:

Africa Maps - DUE Wed./Thurs. 9/29-30

Guns, Germs, and Steel

Students continued watching Guns, Germs, and Steel. Students completed worksheets as they watched. If you were absent you can use this transcript to help answer the questions.

HOMEWORK:

Writing Biased History Final Draft - DUE Monday 9/27

Guns, Germs, and Steel

Students discussed the Maori / Moriori reading. They looked for reasons why the Maori wound up so much more powerful than the Moriori. After the discussion, students started watching Guns, Germs, and Steel, focusing on the conflict between European colonists and the Africans they encountered.

HOMEWORK:

Writing Biased History - DUE Monday 9/27

*I'll hand back logbooks tomorrow so you can use your rough drafts.

Maori vs. Moriori

Students read an excerpt from Jared Diamond's book, Guns, Germs, and Steel. They focused on the evolution of two groups of people: the Maori and Moriori. They highlighted characteristics of each as they read.

HOMEWORK:

Finish article questions - 9/23

Quiz

Today students took a quiz on bias. After, they continued working on the rough drafts of their assignment, Writing Biased History.

HOMEWORK:

Writing Biased History - Final Draft Due Monday 9/27

Quiz Tomorrow

Today students completed their first checkpoints. Make sure you have organized your logbooks. They will be collected tomorrow!

HOMEWORK:

Self-check - Checkpoint #1, DUE Tomorrow, 9/21

QUIZ - Bias - Tomorrow, 9/21

Outfoxed

Students watched clips from the documentary, Outfoxed. They discussed the argument made by the film and whether the film itself was biased.

HOMEWORK:

QUIZ - Tuesday - Media Bias

Dirty Laundry

Students listened to the Dirty Laundry. The discussed the messages in the song and applied them to today's news and media sources.

Then students took notes on vocabulary and a types of bias from the powerpoint below.

Global studies vocabulary and media bias voacab

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Political Spectrum Test

Today students considered their own bias, taking a political spectrum test.

The Real Story of the Three Little Pigs

Today students looked at bias through an analysis of the story of the Three Little Pigs. Students compared and contrasted the traditional story with one written from the Wolf's perspective. The point was that history can be written with bias as well. Students also set up the assignment logs in their logbooks.

HOMEWORK:

If you haven't already, get a composition book and turn in your album covers!!

Lunchroom Fight - Who is right?

Lunchroom fight

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Welcome class of 2014!

Welcome to Modern World History! Bookmark this page for future reference. I'll post all sorts of information about assignments, due dates, grades, etc here. Check back soon!

Vittana

Great job Chinook Academy! You just loaned $188 to Heylin Fabiola Gutierrez Rosale towards her nursing degree!

Final Grades

Period 2
Period 3
Period 4

Study Guide

We made it to the end of the year! Be sure to study for the final. Click here for the study guide. You will need to go back into your 3rd quarter logbook.

Promises

Students continued watching Promises, a film about the Arab-Israeli conflict from the perspective of children living there.

Mercy Corps Survey Links

Periods 2 and 4:
http://www.surveymonkey.com/s/posttestevaluationforactioncenteredition3

Period 3:
http://www.surveymonkey.com/s/posttestevaluationforactioncenteredition2

Grades and Action Items

Click here for the latest grades. They are listed by class and ID number.

HOMEWORK:
Visible Warriors Poster - Use the template at top right or the example you got in class DUE ASAP
Map Quiz tomorrow - Middle East only online quiz here
Checkpoint #9 Self-Check - DUE Friday 6/4
Parting the Waters Article and Questions - DUE Monday 6/7

Holocaust Guest Speaker

Students attended a guest lecture from Holocaust survivor Alter Weiner.

UN Responses to Events in the Middle East

Student worked in groups, evaluating different options facing the UN regarding events in the Middle East. After, they began watching, Blood and Tears, a documentary about the Arab-Israeli conflict.

HOMEWORK:
MWH 18.4 - DUE Friday 5/28

Mercy Corps Survey Link

All students need to fill out this survey before our field trip to Mercy Corps. Thanks!

http://www.surveymonkey.com/s/preevaluationactioncenteredition3

Creating Maps of the Middle East

Students finished their maps of the Middle East and critiqued the other groups' maps.

HOMEWORK:
MWH 18.4 Worksheet DUE Friday 5/24

Creating Maps of the Middle East

Students worked in groups designing maps of the Middle East. They simulated the decisions and choices of the major powers after the fall of the Ottoman Empire after the end of WWI.

Israel-Palestine Maps

Students finished their Israel-Palestine maps and viewed a slideshow featuring the locations on their maps. Keep them in your logbook!

Arab-Israeli Conflict Documents

Students interpreted several documents dealing with the roots of the Arab-Israeli conflict. They used this worksheet. The additional documents can be picked up in class.

Religions of the Middle East

For the past two days, students have been reading about the three major religions of the Middle East: Islam, Judaism, and Christianity. Using these readings, they took notes. Lastly, they used a three-circle Venn Diagram to compare and contrast the religions.

Pads (Arabs) and Jeds (Israelis)

Students participated in a simulation of the Arab-Israeli conflict. They read this article using a t-chart to comparing historical events with phases of the simulation.

Grades

Progress reports by ID number and class.

Middle East

Today students finished writing their letters for the Daughter From Da Nang assignment. After, they began working on political maps of the Middle East.

HOMEWORK:
Middle East Maps and Daughter From Da Nang Letters - DUE Monday 5/17

Daughter from Da Nang

Agenda:

1. Students finished watching the film Daughter From Da Nang.
2. Quiz
3. Students began the follow up, letter writing, activity from the Daughter From Da Nang assignment.
   

Quarter 4 Progress Report

Grades - Locate by period and ID number

Daughter from Da Nang

Students began watching the documentary, Daughter from Da Nang. The completed section one on this worksheet in their logbooks and continued taking notes about US and Vietnamese culture on the reverse side.

American and Vietnamese Culture

Agenda:

1. Finished the Vietnam Timelines.
2. Students read article, Living in Two Cultures, taking notes using this graphic organizer. Students will complete the other steps on the worksheet on Monday.

HOMEWORK:
M.W.H. 17.3 #2,4,5,8 on page 547. Complete in your logbook.
QUIZ Next Wed/Thurs - China, Vietnam, Vocabulary

Vietnam War Timeline

Students reviewed the tea party from the previous lesson made connections between the people in the tea party. After, students began working in pairs on timelines of the Vietnam War.

Vietnam War

Today students participated in a tea party about individuals involved in the Vietnam war. They read about one person then talked their classmates. They took notes using this worksheet.

HOMEWORK:
Finish Tea Party Worksheet - DUE Tomorrow

Vietnam War

Vietnam Background

Students viewed a slideshow narrated by a photographer of the Vietnam war. They then looked at a series of photographs from the war. Students also wrote questions based on the photographs and took a pre-test about the war.

HOMEWORK:
Checkpoint #8 - DUE Tomorrow
Vietnam: Background Article and Questions - DUE Tomorrow

Vocabulary and Vietnam

Yesterday students added vocabulary to their lists (Cultural Revolution, Mandate from Heaven, Collectivization, Modernization, Red Guard, Little Red Book, Mao Zedong). Afterwards, I showed students pictures of Vietnam.


HOMEWORK:
China Political Cartoon - DUE Monday 5/3

Tank Man

Students finished watch Tank Man and began working on Political Cartoons.

HOMEWORK:
Political Cartoons DUE Monday 5/3

Tank Man, cont.

Students continued watching Tank Man.

HOMEWORK:
China and Free Press: Censor It DUE Tomorrow 4/28-29

Tank Man

Students began watching the film Tank Man, about the 1989 Tiananmen Protests and the Chinese government's restrictive social policies. Here is the Tank Man Film Guide.

Students compared and contrasted these two photos:



HOMEWORK:
China and Free Press: Censor It - DUE Wed/Thurs 4/28-29

Life in Liu Ling Journal

Click here for a list of common Chinese names. Students began working on journals depicting the lives of Chinese before and after the Communist Revolution.

HOMEWORK:
Life in Liu Ling Journal - DUE Monday 4/26

Map Quiz

Yesterday students took a map quiz on the countries of Asia. After, they began reading about the effects of the Communist Revolution on the village of Liu Ling. Today they will finish the readings recording the realities of village life before and after the revolution.

HOMEWORK:
MWH 17.2 Communists Take Power in China DUE Friday 4/23
HONORS - China, Censorship and the Internet DUE Monday 4/26

Map Quiz

Study for the quiz! Click here.

Eastern Religions

Students continued learning about the three major Chinese religions: Confucianism, Daoism, and Buddhism.

HOMEWORK:
MWH 3.2 Worksheet - DUE Monday 4/19

Eastern Religions

Students finished working on their Eastern Religions collages. They then discussed the religion they researched with their classmates. They took notes with the graphic organizer.

HOMEWORK:
Final draft of letter about Uganda. Bring with a stamped envelope DUE next class 4/14-15

Presentations & Grades

Students began presenting their Humanitarian Organization research projects.

Click here for the latest grades. Find your class and ID number.

HOMEWORK:
Asia Map DUE Monday 4/12

LiNK - North Korea

Students read a series of news stories about North Korea and responded to a few follow-up questions. Students also began working on maps of Asia. Students watched a documentary about the humanitarian crisis in North Korea being caused by the neglect of its dictator, Kim Jong Il. The documentary was part of an awareness campaign by the organization LiNK, Liberty in North Korea

HOMEWORK:
North Korea in the News - DUE Wed/Thurs (4/7-8)
Asia Maps DUE Monday (4/12)

Inside North Korea

Students watched clips from the film, Inside North Korea. Tomorrow they will attend a guest lecture from the human rights organization LiNK about current issues in North Korea and their efforts to improve the situation.

HOMEWORK:
Email or bring me your powerpoint ASAP.
Presentations - DUE Wednesday/Thursday 4/7-8

Research

Students continued researching planning their presentations.

Research

Students were in the library researching different humanitarian organizations. They will present their research with powerpoints next Wednesday. Here is the assignment sheet. Remember to follow the directions closely and use the scoring guide.

Powerpoints must be completed by the end of the period on Friday (4/2)

Uganda: Letters

Students wrote rough drafts of letters to a US government officials recommending action regarding the International Criminal Court. Students used this assignment as a guideline for proper letter writing.

The International Criminal Court

The students watched clips from this website about the International Criminal Court (ICC). Students took notes about the founding, function, and membership of the ICC. Students also focused on the United States' resistance and refusal to join.

HOMEWORK:
Checkpoint #7 DUE Tomorrow 3/30

Confronting Genocide

Confronting Genocides Scenarios

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Students finished their worksheets defining genocide and evaluating different options for responding. Students created their own options then applied them to three different scenarios (use above powerpoint).

HOMEWORK:
Finish any late work. Prepare your logbook for the checkpoint happening the week you return from break.

Defining Genocide

Students discussed the pros and cons of different US policies for confronting genocide.

HOMEWORK:
Finish Pros and Cons Worksheet

Invisible Children

I encourage you to look further into the situation in Uganda and Congo. Below are some links to the different sites we looked at in class:

Enough Project - Project to end genocide and crimes against humanity
Cell Phones and Congo - Explanation of conflict in Eastern Congo
Information on HR 2478, The Lord's Resistance Disarmament and Northern Uganda Recovery Act of 2009.
Invisible Children - A bunch of different action items and ways to get involved.

HOMEWORK:
Worksheet, "Defining Genocide" DUE Tomorrow

Uganda and Invisible Children

I've been out of the building the past two days working on the new adoption of the state Social Sciences standards in Salem (figuring out what teachers should teach). On Monday students read an article about the Invisible Children of Uganda. On Tuesday, they began watching the Invisible Children documentary in preparation for the assembly on Thursday.

Hotel Rwanda

1. Students finished watching Hotel Rwanda
2. Students wrote a reflection on the film
3. Students watched some video describing post-genocide Rwanda.

HONORS:
Read the Genocide Case Studies, take notes using this graphic organizer. DUE - Friday 3/19

Hotel Rwanda

Students continued watching Hotel Rwanda.

HOMEWORK:
Rwandan Genocide RAFT - DUE Friday 3/12

Hotel Rwanda

Students began watching Hotel Rwanda.

Rwanda

1. Quiz - Colonialism
2. Using their timelines and scavenger hunt worksheets, students made a concept map of the Rwandan genocide.
3. Students watched an interview with a journalist who witnessed the aftermath of the genocide.
4. Students read an article by the journalist describing his experience.
5. Students added vocabulary - UNAMIR, Genocide, Interahamwe, Dehumanize
   

Rwanda

Students read about one person or group involved in the 1994 Rwandan genocide. They became and "expert" on their person/group and shared information with their classmates using the Scavenger Hunt worksheet.

HOMEWORK:
Finish Rwanda Timeline - DUE 3/3-4
Study for QUIZ 3/3-4 - Vocabulary and Colonialism

History of Rwanda

1. Finished debrief from the Laguna simulation. Students wrote a second interior monologue.
2. Student read a brief history of Rwanda. They highlighted important dates, people, and groups and began writing a timeline.

HOMEWORK:
Worksheet - Colonialism in Documents DUE Tomorrow 3/2

Laguna

Students participated in the Laguna simulation of life under colonialism.

Laguna

1. Students finished yesterday's work, selecting different options for African responses to colonialism (see below).
2. Students began preparing in terms for a simulation of a meeting of the people of the fictitious colony of "Laguna". On Friday, students will give presentations and question the other groups on the issue of whether or not "Laguna" should become independent from colonial rule. Students used these materials to prepare.

HOMEWORK:
Finish Laguna preparations for Friday.
MWH 11.2 DUE Friday

Scramble for Africa

Scramble For Africa

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Students began looking at a series of events from Nigerian history. With each event, students were asked to think from the perspective of people living at the time and choose different actions from a series of options. Students wrote their responses on this worksheet. The scenarios are described on the powerpoint above.

HOMEWORK:
Modern World History Chapter 11, Section 2 DUE Friday 2/26

Responding to Colonialism

Scramble For Africa

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Scramble for Africa

Today students participated in a simulation of the scramble by European countries for territory and influence in Africa. Students related their experience to that of Europeans and Africans during the colonial period.

HOMEWORK:
Checkpoint #6 DUE Tomorrow 2/23

Africa Vocab and Two-Voice Poems

Students added vocabulary to their lists - United Nations, Universal Declaration of Human Rights, Geneva Conventions, Colonialism, Social Darwinism, Scientific Racism, The Berlin Conference. Students then began working on Two-Voice poems. In these poems, they wrote from differing perspectives.

HOMEWORK:
Finish two-voice poems. DUE Monday, 2/22
Modern World History Textbook - Read pgs. 339-344. Answer #3,4,5,7 on pg.344 DUE Monday, 2/22

Poety And Colonialism

Agenda:

1. Students finished reading and answering questions from the article, "The Coming of Pink Cheeks".
2. Students read, "A Small Place" by Jamaica Kincaid. They circled 5 words or phrases that struck them as being powerful or interesting.
3. Students considered differing perspective on colonialism and made a list of pros and cons.

HOMEWORK:
David Livingstone Worksheet DUE TOMORROW

Past Week's Calendar

I was out for a few days around the holiday weekend. Here is an outline of the latest lessons and assignments.

1. Student's viewed a series of slides showing diversity in Africa, taking notes on different aspects of society, culture, and environment. The slides are below.
   
2. Students made spoke diagrams illustrating different aspects of three Nigeria ethnic groups.
3. TODAY - Students began reading "The Coming of Pink Cheeks". They answered reading questions in their logbooks.

HOMEWORK:
WORKSHEET - David Livingstone Explores Southern Africa DUE Fri. 2/19

Africa History Alive

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Map Quiz Tomorrow

Use these links to practice. Study North and West Africa.

http://www.maps.com/games/africa.aspx
http://www.lizardpoint.com/fun/geoquiz/afrquiz.html

Universal Declaration of Human Rights

Africa

Yesterday we discussed the final and students began working on maps of Africa. Today students looked at the Universal Declaration of Human Rights and the Geneva Conventions.

The Universal Declaration Of Human Rights

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HOMEWORK:
Africa Maps DUE Fri. 2/5

Finals

Students took their final.

Nuremberg Trials

Today students discussed these different options for dealing with the Nazi's after the war:

• Jury trail of Nazi Officials. Jury comprised of Germans, British, American, and Jewish civilians.
• Execution without trial of top Nazi Officials
• Life imprisonment without trial for top Nazi officials
• Tribunal of top Nazi officials. Judges from the Allies determine guilt.
• Trials of all Nazis involved: Gestapo, SS, soldiers, etc.
• Investigation and trial of Nazi and Allied generals for war crimes and crimes against humanity.

Students ranked and discussed the pros and cons of the different options. The then began watching a film about the Nuremberg Trials.

HOMEWORK:
Study for Final!!

Art, War, and the Modern World

Agenda:

1. Explanation of final and distribution of study guide
   
2. We finished looking at the paintings from the war period. Students discussed the techniques and interpreted different meanings.
3. Students listened to two songs, Remedy's Never Again, and Neutral Milk Hotel's, Holland 1945. Students discussed how the lyrics reflected WWII.
4. Students began creating their own artistic interpretations of the war and its effects. See powerpoint below.
   

HOMEWORK:
Study for the EXAM!!

Artistic Reactions To War History Alive

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Holocaust: Victim's Stories

Students read about one person affected by the Holocaust. They read about this person and summarized their life. One by one students presented their person to class. As a group we discussed similarities, differences, types of resistance, and justice for the victims.

Students used these profiles from the US Holocaust Memorial Museum.

World War II

Students watched a film on the Allied campaigns in Europe and the Pacific.

Schindler's List Postscript

Agenda:

• Checkpoint 5
• Schindler's List postscript - I informed students about what happened to the people portrayed in the film and began to discuss the liberation of the concentration camps.
  

Schindler's List Reflection

Student completed Schindler's List. Afterwards they wrote a reflection on the film and the Holocaust. Students truned in their reflections at the end of the period.

Schindler's List

Students are watching Schindler's List this week. Please discuss it at home with your students.

The Holocaust

Today students connection their conversation from the previous day regarding intolerance, discrimination, and hatred to the Holocaust and Nazi persecution of Jews and other "sub-human" groups. In pairs students read about different groups of victims and perpetrators. They took notes using a worksheet.

Beginning Monday will be be watching Schindler's List. If you have not had your permission slip signed, do so immediately.

Pyramid of Hate

Students took an survey and discussed questions about stereotyping, discrimination and how prejudiced attitudes can escalate into violence and even genocide, in the case of Nazi Germany.
Students copied the above pyramid into their logbooks.

HOMEWORK:
Modern World History 16.1 and 16.3, Hitler's Lightning War and the Holocaust worksheets

Film: Road to WWII

Students reviewed the homework, discussing Nazi Laws in the 1930s. Students then watched a film about events leading to and the beginning of World War II.

Timeline: Rise of Hitler

Agenda:

1. Review pre-break content
2. Rise of Hitler Timeline. Students took notes in their logbooks. Powerpoint below.
   
   The Nsdap And Totalitarian Rule

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HOMEWORK:
Nazi Laws and Speeches - DUE Tomorrow 1/5. Students need to read each of the 13 items and rewrite them in their own words.