2021-22 4th Period - World History Honors-Period 4 Assignments

WWII Japan and China - Textbook pages 444-445
Focus Questions:
Why did Japan want to seize China?
What is the event that is known as the "Rape of Nanjing"?
China After World War II Textbook pages 489 - 493
Focus Questions:

How did Mao use economic policies to try and establish a classless society?
Why did Mao believe permanent revolution was necessary?
How did the establishment of communism in China impact the Cold War?

Lesson Three Revolutionary Chaos in China
Textbook pages 413 - 420
Focus Questions:

What are the characteristics of the Nationalist Party?
How is the Chinese Communist Party different from the Nationalist Party?
How did the relationship between the Nationalists and the Communists evolve?

Closely read and annotate the source.
Once you have an understanding of the text, respond to the guiding questions that follow.
Submit your work here on Google Classroom.

Lesson Two
Revolution in China
Textbook pages 302- 308

Lesson One The Decline of the Qing Dynasty
Textbook pages 290 - 297

Directions: You will be reading a resource that will address the cracks in the Soviet Union leading up to the end of the Cold War. This resource will address the cracks in the Soviet economy, political freedom, foreign policy and the environment. As you read about each topic, you will be asked to respond to questions. Use this Google Doc to write your responses and then submit your work here in Google Classroom.

Directions:
Mrs. Burch will review the contrasting Cold War terms and their definitions during class.
Students are to closely ready the images and descriptions on the numbered placards and then identify and explain which Cold War term they represent.
Student will begin this work in class and then finish for homework.

Complete a draft of just your thesis ONLY by SUNDAY! 

DO NOT work on the essay map. 
We will work on the rest of the essay map on Monday.
I have included examples of sentence structures for your thesis and the slide about what you could focus on when comparing similarities or differences.

Complete the assigned reading and take active reading notes in your spiral notebook. Review the attached Reading Notes Structure handout if you have gotten out of practice or forgotten Mrs. Burch's expectations.
Be prepared to discuss this content in class tomorrow. If there is information that confuses you, be prepared to share what you found confusing.

Mrs. Burch will introduce this assignment and get you started on steps 1 - 4.

You will submit your source analysis work and your chart here in Google Classroom.

The link will be posted in the Stream during class.

We’re going to take a look at the different proxy or “hot” conflicts during the Cold War
At your table group, each person will choose a conflict to become an expert on
Korean War, Second Vietnam War, Soviet-Afghan War, and the Cuban Missile Crisis
You will read about your conflict for homework and watch the accompanying video
Make sure to take detailed notes that will later help you answer the prompt and be prepared to teach about your conflict to your table group in class tomorrow

Read your section of the reading as well as watch the video on your conflict. Here are the textbook pages (497-503) as well if you need them. There is no section in the textbook about the Cuban Missile Crisis.

Lesson One Part One - The Cold War Begins
Textbook pages: 482-488

Guiding Questions: 
Why did the United States and the Soviet Union become political rivals after World War II? 

What was the result of increased tensions between the superpowers?

Lesson Five- World War II Ends Textbook pages 469 - 475Guiding Questions:
How did the tide of battle turn against Germany, Italy and Japan?
What reasons did Truman give for using the atomic bomb to end the war with Japan?
What led to the Cold War?
What are the roots of the conflicts between the US and the Soviet Union that led the two nations to go from allies to enemies?
How was Germany dealt with after its defeat in WWII?

Lesson Four: The New Order and the Holocaust


Textbook pages: 463-468

Guiding Questions: 
How did Germany establish a new order in Europe? 
How did Adolf Hitler’s views on race influence the New order?
 What characterized the new order in Asia?

Reading Assignment 
Japan at War

Textbook pages 451-453
Guiding Questions: What brought the United States into the war? How did the involvement of the United States change the war?

Thursday, April 7th, you are to complete the DBQ Practice Inquiry worksheet Steps 1 - 3.

Friday, April 8th, we will work on Steps 4 & 5 in order to write a thesis statement and topic sentences.

Your Classification of Evidence chart is due Sunday, April 10th.

Lesson One Part Two
The German Path to War
Textbook pages 440-444

Guiding Questions: 
What was Hitler's motivation for German expansion?
What alliances and events contributed to the outbreak of World War II?

Lesson One Part One - Japan and the West/The Japanese Path to War
Textbook pages 411-412, 444-446
Focus Questions: 


What triggered the rise of Militarism in Japan?

Why did Japan want to seize other countries?

Lesson Three Part One
Hitler and Nazi Germany


Textbook pages: 379-384


Guiding Questions: 
What was the basis of Adolf Hitler's ideas?
How did Hitler build a Nazi state?

Lesson Two Part Two
From Russia to the USSR


Textbook pages 374-378
Guiding Question: 

How did Stalin gain and maintain power in the USSR?

Lesson Two Part One 
The Rise of Dictators


Textbook pages  372-374
Guiding Question:

How did Mussolini create a dictatorial state in Italy?

https://padlet.com/adamsalcido/prkw9pwjibu8dzou

Lesson One Part One - Instability After WW1

Textbook pages 364-370
Guiding Questions: 
What led to new problems in the years after WWI? 
How were the arts and sciences influenced by WWI? 
Why did the Great Depression affect confidence in democracy?

Read the source, History Makers – Vladimir Lenin
Identify adjectives that describe Lenin in the source. (Direct and Inferred) Hi-light direct adjectives and label in the margins inferred adjectives
Be sure there is evidence in the reading to support the inferred adjectives. 
Once you have identified 10 to 15 adjectives to describe Lenin, list your indirect/inferred adjectives at the end of the reading and add a because statement for each inferred adjective to explain how you came to this conclusion.

Lesson One Part Two - Bolshevik Revolution
Textbook pages 344 - 348
Focus Questions: 
Why were the Bolsheviks attractive to the industrial workers and peasants in Russia?
How was the public's perception of the new government different from the reality?
What factors helped the Bolsheviks/Communists win the Russian civil war?
What similarities can you see in the Communist regime and the Czarist regime?

Lesson One Part One The Russian Revolution - Czarist Russia
Textbook pages 342 - 344 and the top of page 234 (Read only the section on Russia)
Focus Question: 
What factors and events led to the Russian Revolution?

Review the student thesis statements provided below.
Label each thesis statement; those that meet the assigned criteria vs those that do NOT meet the assigned criteria.
There is a slide posted with the prompt and assigned thesis statement criteria.
You are preparing for a group discussion of these thesis statements tomorrow in class.

Lesson Three* (In your textbook it is labeled lesson 4 because the Russian Revolution is included in this chapter)
World War I Ends
Textbook pages 349-355

Focus Questions:

How did WWI come to an end?
How was a final settlement of WWI established?
On what issues did the French, British, and Americans disagree in the peace negotiations?

As you complete this assignment, keep in mind that we will compare and contrast the information in this reading with the information we learned in our earlier reading titled Excitement of War.
I encourage you to review our previous reading, Excitement of War before class on Friday.

Lesson Two - Part 2 World War I
Textbook pages 336-339
Focus Questions:
What impact does the U.S. entering the war have on WWI?
What was the impact of total war?

Directions: 
Carefully read the introduction to genocide and primary source excerpts provided. 
As you are reading, make note of how the Armenian people were treated by the Ottoman officials during WWI.
What do you think would be the immediate effects of this type of treatment?
Be prepared to share and discuss your findings and ideas in class tomorrow.

Mrs. Burch will model close reading practices and annotating a primary source, you are to follow along and practice your skills.
After critically reading and marking the source with Mrs. Burch, complete the close reading questions and submit your work here in Google Classroom

Lesson Two - Part 1
World War I
Textbook pages 330-336
Focus Questions:
How did the war on the Eastern Front differ from war on the Western Front?
What made WWI more devastating than any previous wars?
Why did the war widen to become a world conflict?

Mrs. Burch will model critical reading of the first paragraph. The model has been posted for you to review as needed.
Directions have been provided on the second slide of the reading.

Lesson One World War I Begins
Textbook pages 324-329
Directions:
Take active reading notes in your spiral notebook. Be sure to title our new unit; World War One
Use the updated Note-Taking Structure to support Reading to Learn handout to guide your note-taking practice. A copy is posted under the topic Student Toolkit on Google Classroom - Classwork
Focus Questions:
What factors contributed to the start of World War I?
How did the assassination of Archduke Francis Ferdinand spark the outbreak of war? (Consider creating a flow map in your spiral notebook notes)

Something to think about...
war - when there is fighting between two or more counties involving larger numbers of soldiers and weapons
When is war justified?
Do you think there are valid reasons for a nation to go to war? If so, what would those reasons be?
Complete the sorting activity below.

Complete the attached reflection poster and submit here on Google Classroom.

Below you will find a reading titled The Age of New Imperialism, a pdf with maps comparing Africa in 1880 and 1914 and a Google Doc with three tasks.
After completing the reading and reviewing the maps, complete the tasks on the Google Doc and submit the Doc here in Google Classroom.

TEXTBOOK PAGES 250 – 257 – LESSON ONE
TAKE NOTES IN YOUR SPIRAL NOTEBOOK.
USE YOUR GUIDING QUESTIONS/STUDY GUIDE WORKSHEET AND VOCABULARY LIST  TO SUPPORT YOUR COMPREHENSION.
PREPARE NOTES IN YOUR SPIRAL NOTEBOOK SO THAT YOU ARE READY TO DISCUSS THIS CONTENT IN CLASS.

Textbook pages 220 - 227, The Emergence of Mass Society
Focus Questions:

How did class divisions in Europe change during the 19th century?
List the order in which the women’s movement generally gained more rights for women.
How did society change because of urbanization and industrialization?

Textbook pages 214 - 219, The Growth of Industrial Prosperity
Be sure to title and date your active reading notes.
Focus Questions:

How did inventions like electricity and steel work together to revolutionize transportation?
How did socialist parties differ from one another and from Karl Marx?
How did trade unions reflect socialist ideas?

In class, students will be guided to practice a variety of historical thinking skills in order to analyze 4 different primary sources focusing on working in the coal mines. 
Students are assigned five questions to apply their learning and understanding for homework.

Students are to use the writing model provided to respond to our inquiry question.
Students will type their response on a google doc and submit it here in Google Classroom.

Inquiry Question: Were textile factories bad for the health of English workers?
Mrs. Burch will introduce the topic in class and model close reading practices for document C. 
Students should copy Mrs. Burch's model for reference.
Students must closely read documents A, B and D on their own and complete the chart as modeled by Mrs. Burch.
Students have been given a hard copy of the documents to annotate in class. Below you will find the chart and digital copies of the documents.

Textbook pages 170 -179, The Industrial Revolution in Great Britain, The Spread of Industrialization and the Impact of Industrialization
Focus Questions - Why is the Agricultural Revolution in Great Britain important? List the reasons why the Industrial Revolution began in Great Britain. How did industrialization change Europe?Be sure to title and date your active reading notes in your spiral notebook.

Working in Table Groups of 4, students will divide up the 8 documents provided below.
One student in the group should become the manager of the chart and share their copy of the chart with the rest of the group.
On the shared chart, each group member will type their first and last name using a unique color ink.
Each student will closely read and analyze their two selected sources and complete the chart for those two sources. Responses should be typed in the unique color ink selected.
After the chart is completed by the group members, group members should come back together to discuss each source so that all students have an understanding of each source.
In a future assignment, students will be asked to complete a writing assignment as evidence of their understanding of the content.

We will watch the film in class and Mrs. Burch will pause the film to address any questions or for clarification.
You will complete the film notes as modeled by Mrs. Burch while watching the film.
Following the film you will independently read the excerpt from the Haitian Constitution (primary source) and respond to the guiding questions.

Nationalist Revolt - Revolt in Haiti
Read textbook pages 197 - 198
Be sure to title and date your active reading notes in your spiral notebook.
Focus Question - How was the revolt in Haiti influenced by the French and American Revolutions?

Lesson Four - Be sure to title and date your active reading notes in your spiral notebook.
The Fall of Napoleon and the European Reaction
Textbook pages 156 - 161
Focus Questions: 
Mapping out how Napoleon lost his empire.
How was Napoleon's decision to invade Russia affect his grand army and the French people?
Why did the turmoil of the French revolutionary years result in a conservative European reaction?
What was the main goal of the Congress of Vienna?
Why did the idea of nationalism become popular in France after the French Revolution? What is liberalism?
What is republicanism? How are liberalism and republicanism connected?

Students are to complete the following reading assignment and take notes in preparation for class discussion in their spiral notebook.
The Rise of Napoleon and the Napoleonic Wars
Textbook pages 149 - 155
Focus Questions: 
How did the instability in the French government create an opportunity for Napoleon to take power?
As leader of France, what actions did Napoleon take to bring stability to France and improve the lives of the French people?
What military goals did Napoleon have for France?
How did the spread of nationalism hurt Napoleon?

Lesson Two
Radical Revolution and Reaction
Textbook pages 142-148
Focus Questions: 
Why did the French become more radical?
Make a list of radical steps the National Convention took.
What was the purpose of the Reign of Terror?
Who was punished during the Reign of Terror?
How was the new French army different from previous European armies?
What becomes of Robespierre?
Why was the Directory ineffective?
How does Napoleon come to power?

As you are reading the description of Louis (PDF below) consider the guiding questions at the top of the reading.
Use the highlighting tool in Google Docs to mark any adjectives and adjective phrases that directly describe Louis XVI. 
In the margins of the reading, use the comment feature to type adjectives or adjective phrases that are inferred in the reading. Use a different color hi-light and mark the information in the reading that you used to infer.
After you have completed the reading and identifying adjectives or adjective phrases that describe Louis XVI, consider the second guiding question, Was Louis XVI the right type of leader for France in 1789? 
Be prepared to discuss your conclusion in class. You will also be expected to provide evidence from the text to support your conclusion and explain how the evidence supports your conclusion.

The French Revolution Begins - textbook pages 132 - 139
Be sure to take active reading notes in your spiral notebook.

Focus Questions:
How did the structure of social classes in France lead to discontent? (unhappiness, people not satisfied)
How did the economic crises in France lead to the meeting of the Estates-General?
Why did the Third Estate declare itself to be the National Assembly?
What motivated the French peasants to rebel in the countryside in 1789?
What is the significance of the storming of the Bastille?
Why did King Louis XVI try to leave France?
How did the king's attempt to leave France impact the feelings of the French people?
What do you think motivated the Women's March on Versailles?

The American Revolution, textbook pages 117 - 123
Read the assigned textbook pages and take active reading notes in your spiral notebook BEFORE we discuss the content in class.
Be sure to title and date all note-taking assignments.
Your purpose of reading includes: 

Think about how the ideas of the Enlightenment set the stage for revolutionary movements.
Understand the difference between reform and revolution

Closely read two of the images I have assigned in Google Classroom. These are images of event leading up to the American Revolution. (See Growing Hostility Leads to Revolution handout for context)
You are to create one question for each level of questioning and record it on the slide provided for you to document your questions for each of the two images you select. (Student Response Sheet)
Submit your practice in Google Classroom

This assignment will be completed during class as practice.

Review the slides posted below to support your work.
Complete your body paragraph on the Google Doc provided and submit here on Google Classroom.

Read the assigned textbook pages and take active reading notes in your spiral notebook BEFORE we discuss the content in class.
Be sure to title and date all note-taking assignments.
Your purpose of reading includes: 
What role did philosophes play in the Enlightenment?
How did the achievements of the Scientific Revolution influence the ideas of the Enlightenment?
Why is belief in logic and reason important?
How did the political ideas of the Enlightenment represent a break with the ideas of Europe's past?
How did the Enlightenment influence society and culture?

Complete and study your chart in order to respond to the following question. Submit your completed chart here on Google Classroom

Question: Did Hobbes or Locke have more trust in self-governance?
Your response must make a claim, provide evidence to support your claim and explain HOW your evidence supports your claim.

Writing Frame:
CLAIM - (Name) had more trust in self-governance than (name).
EVIDENCE - In our comparison of Hobbes and Locke it stated that (evidence).
ANALYSIS - This fact/ these facts support the idea that (name) trusted self-governance more than (name) because ( explanation).
Write your response in your spiral notebook and be prepared to share it in class on Friday.

Submit your completed assignment here on Google Classroom.

Practice your active reading skills - textbook pages 61-66, War and Revolution in England
The purpose of your reading is to be able to...
explain how the disagreements between the Stuart monarchs and Parliament lead to the English Civil War.
identify the causes and effects of the Glorious Revolution in England.
identify Thomas Hobbes and John Locke and explain how their ideas are similar and different.
Be sure to title and date your notes in your spiral notebook.

Directions will be given during class.

Practice your active reading skills - textbook pages 38 - 42, The World in 1750
The purpose of your reading is to be able to define absolute monarchy and explain the concept of divine right. You are to also make note of what life was like for the different social classes in 1750. 
Be sure to title and date your notes in your spiral notebook.

Throughout the week, use the time at the start of class when Mrs. Burch is taking attendance or when you finish an assignment early to respond to each day's question or task supporting our understanding and practice of Growth Mindset and the Brain

Actively read textbook pages 30-32, England in the High Middle Ages.
The purpose of this reading is to review your prior learning about the Magna Carta and the establishment of England's Parliament.
Be sure to title and date your reading notes in your spiral notebook.

Below you will find the resources necessary to solve the Graffiti Mystery.
As a class you were introduced to the assignment. You have the slides below with Information on the Graffiti Mystery if you need to review the background of the mystery, your general task or the crime.
In class your table group read and discussed the profiles of the victim and the possible culprits. A copy of the profiles is posted below.
Your group was instructed to collaboratively complete the graphic organizer addressing each potential offender's purpose, audience and point-of-view. Each table group member fills in their own note-taking graphic organizer during the group discussion.
For homework your are to independently write your conclusion based on your findings. Your conclusion should include; a claim with a line of reasoning, (because...), evidence to support your claim and an explanation how the evidence supports the claim and a restatement of your claim or conclusion. 
Submit your completed note-taking graphic organizer and your conclusion here in Google Classroom.

Please read the attached class syllabus and share it with your parents or guardians. The attached Google Form is to be completed by Tuesday, August 17th.
If you have an clarifying questions or concern, I am happy to discuss them with you in class before August 17th.

Read the text Why Study History. A hard copy was passed out in class and you will find a digital copy below.

Practice active reading and marking the text as you read. Identify important or confusing vocabulary, main ideas and supporting details. Write summaries in the margins. Ask clarifying questions or wonderings.


After reading and marking the text, complete the Why Study History Answer Sheet below and submit it here on Google Classroom. The spots for you to respond on the answer sheet have red typing.

Throughout the week, use the time at the start of class when Mrs. Burch is taking attendance or when you finish an assignment early to respond to each day's question or task supporting our understanding and practice of Growth Mindset.

You will find directions on the attached Google Doc.
When you have completed the assignment, submit it here on Google Classroom.

Please play the attached recording of Mrs. Burch modeling her thinking as she reads section one of the article, Why You Need to Know About Your Brain. A hard copy was passed out in class today.
You are encouraged to reread section on and practice active thinking while marking the text; important vocabulary, main ideas and questions.
Read and mark section two on your own practicing your skills. Reference the tool, Eight Strategies of Highly Effective Readers and Thinkers, for support.
Be prepared to discuss the content from sections 1 and 2 of the article tomorrow in class. You are welcome to bring questions to clarify any of the content that confused you.

Complete the attached pre-assessment. Do NOT submit your pre-assessment here on Google Classroom. Tomorrow you will score your assessment to determine your mindset. You will only submit the score chart tomorrow - on Wednesday.

Fill out the attached chart and submit here on Google Classroom before the end of the class period.