Honors World History (Period 6) Assignments

Final Exam Day!

- Grade final six weeks in spiral notebook (periods 1,2,4 and 6 only)

- Turn in participation rubric. 

- Vocabulary Final Exam  A list of the 50 words was passed out in class. Students can go to Quizlet.com to review.

- Finish WWII Inquiry Project presentations

We will be returning textbooks today. Please bring your World History textbook from home to return.

Table Groups begin presenting their WWII causes and Consequences Inquiry Assignment. Students have submitted an inquiry question, approved by Mrs. Burch, and organized research to develop a conclusion. Group presentations are based on the directions given in class. See attachment

Unit Text - World War II

Review the following sections and readings -

Review class notes, maps of Europe and Asia and vocabulary

Students are to read textbook pages 482 - 485, European Aggression/Hitler's Road to WWII and complete the Flee Map notes based on the flow map handout passed out in class.

Students are to add a new section title in their spiral notebooks - The Beginning of WWII.

Students are to read textbook pages 481 - 482, Japan Seeks an Empire and take Flee Map notes in their spiral notebook. The flow map of events to focus on was provided in class.

Quiz - Years Between the Wars

-Postwar Uncertainty

-Worldwide Depression

-Rise of Fascism

Review textbook pages 463 - 480

Class discussions and reading notes

Vocabulary 

Students are to read textbook pages 476 - 480, The Rise of Fascism

While reading the textbook, students are to take active reading notes focusing on the characteristics of Fascism. These notes will be date stamped.

Student should also take active reading notes focusing on how Mussolini came to power in Italy and how Hitler came to power in Germany. These notes will be date stamped on Monday.

Textbook reading pages 463 - 467, Postwar Uncertainty

While reading, students must identify how the effects of WWI impacts...

1) scientific thinking

2) literature/art

3) music

4) social values and expectations

 

For each change students must...

a) List the example

b) Explain how that example is different from traditional practices

c) Identify reasons for the change, or explain what motivated the change.

 

Students will take a quiz - Stalin and Totalitarianism

Review

- textbook pages 440 - 445

- unit vocabulary

- reading and class notes and handouts

 

Students are to read textbook pages 440 - 445 and complete the Tree Map, Stalin's Totalitarian State, as notes in their spiral notebook. While reading and taking notes, students should consider the guiding question...Did communism improve the lives of the Russian people?

Students are to finish the Say-Mean-Matter worksheets on Traits of Totalitarianism started in class.

Quiz - The Russian Revolutions

Review...

-class notes and assignment

-vocabulary

-textbook reading pages 433-439

 

Students are to read textbook pages 438 - 439, Lenin Restores Order and Stalin Becomes Dictator and take active reading notes in their spiral notebook.

Reminder - Students should have read the article - The Syrian Refugee Crisis & U.S. Policy and completed steps 1 and 2 of the Civil Conversation Guide.

Complete the assignment for Planning for Peace: Vienna and Versailles. Use information from class and pages 424-427 to complete the chart on the worksheet. Create a double-bubble map comparing and contrasting the Congress of Vienna and the Paris Peace Conference. Study your Thinking Map. What lessons might future world leaders learn by comparing the two peace settlements? Answer this question on your worksheet.

 

Review for Comprehension Quiz - World War One Sections Three and Four

- unit vocabulary

- class assignments and notes

- textbook reading pages 417 - 427

Closely read and mark the text - Germany Protest the Versailles Treaty. Be prepared to discuss the source in class tomorrow.

Read textbook pages 417 - 420, A Global Conflict, and take active reading notes in your spiral notebook.

Section Title - Genocide

Read textbook pages...

-259-260, The Ottoman empire Weakens

-410, History in Depth/The Armenian Massacre

-523, Genocide

Practice your active note taking strategies. After your active reading notes, summarize your thinking...

-How would you define genocide?

-Why would man use genocide?

-What motivates this type of behavior?

Review for Comprehension Quiz on Sections 1 and 2 for World War One

-vocabulary

-class notes and assignments

-textbook pages 407-416

-Map of Europe in 1914 (honors classes only)

Students are to read textbook pages 411 - 416, Europe Plunges into War and take Active Reading Notes in their spiral notebooks.

Finish annotating the Proclamation by Kaiser Wilhelm II and answer the guiding questions following the document. Be prepared to discuss you thinking in class.

Review your note chart addressing out Essential Question, How did beliefs and practices of European powers, at the turn of the century, threaten the balance of power among nations? Identify one situation and it's conclusion for me to grade. Circle it with a hi-lighter or different color pen.

Read textbook pages 407 - 410, Marching Toward War and take active reading notes in your spiral notebook.

Finish the Concept worksheet for militarism you started in class with your Discussion Group.

Label and Color the 1914 Map of Europe. Follow the directions on the map.

Respond to our Guiding Question; Did imperialism bring progress to both the oppressor and the oppressed? Your response is to be based on the four documents we analyzed in class and discussed in our discussion groups. Your response should include a claim, evidence (at least two pieces) and commentary. Do not begin your response with "I think..." Make a direct statement/claim.

Read textbook pages 420 - 422, WWI Comes to an End. Take active reading notes in your spiral notebook.

Complete Gandhi film EQ chart.

Review for comprehension quiz textbook pages 357-361, 453-455 and 563-567, vocabulary, map of Southeast Asia and film.

Read textbook pages 563 - 567, The Indian Subcontinent Achieves Freedom. Take active reading notes in your spiral notebook.

Students are to read textbook pages 453-455, Nationalism in India, and take active reading notes in their spiral notebooks. 

Finish the assignments you did not complete in class after your assessment.

- Label and color the map of Southeast Asia as directed on the map worksheet.

- Read textbook pages 357 - 361, British Imperialism in India and take active reading notes. Reference your handout on Five Strategies of Effective Readers and World History Informational Text Structures to support your active reading practices.

Study for comprehension quiz on Imperialism. Review the following...

- Active reading notes and textbook pages 339 - 350 and pages 371-375, 354-355 and 376-379

- Study vocabulary

- Review class discussion notes in spiral notebook

 

Read the quotes from Jules Ferry and Prince Konoe. Answer the three questions assigned. 

Finish work assigned in class with the substitute. Mrs. Burch will date stamp your Thinking Map notes in your spiral notebook when she returns.

- Complete Concept Worksheets for racism and exploit.

- Read textbook pages 345 - 350 and complete the Thinking Maps for the Forms of Imperialism, The Legacy of Colonial Rule and the Examples of Colonial Rule in your spiral notebook.

 

Finish the Corroboration assignment started in class. I have have attached the directions and questions.

Write out a short-term/six weeks goal to improve your class participation on your participation practice worksheet.

Organize your three ringed notebook double checking your dividers, sorting all your paperwork and locating your Classroom Standards and Expectation handout. Complete the signature portion of this paper work if you did not turn it in to Mrs. Burch during the first semester.

Double check that the front of your spiral notebook is labeled with your first and last name, World History and your class period.

Finish the concept organizer for Imperialism that we started in class.

Read textbook pages 339 - 344, The Scramble for Africa and take active reading notes in your spiral notebook. Practice "chunk and chew" and writing a short summary of a section or creating a graphic organizer to collect important points of information.

Read the Introduction - The Age of New Imperialism handout and complete the three tasks listed on the handout in your spiral notebook.

Final Exam -

1) Industrial Revolution Quiz, Study your class notes and textbook reading. Review your vocabulary.

2) Semester vocabulary - Study the word list given in class. Bring this list with you to class. I recommend you use Quizlet.com. Search suburch and look for semester one vocabulary.

Students are to read textbook pages 300-306, Reforming the Industrial World and take active reading notes in their spiral notebook.

Students are to review their notes and summarize their learning about Industrialization up to this point in the unit. 

Students are to read textbook pages 295-299 on the Spread of Industrialization and use the Tree Map given in class as a model to take notes in their spiral notebook.

Students are to complete the inquiry assignment we have been working on in class by answering our inquiry question, Were textile factories bad for the health of English workers?

I have attached a writing model for support.

Students are to read textbook pages 289 - 294 and take "active" reading notes in their spiral notebook. Students should also take note of one paragraph that they can identify its text structure. Come to class reading to share.

Complete the worksheet practicing identifying informational text structures that was started in class.

Students are to read textbook pages 283 - 288, The Beginnings of Industrialization.

Students are to take notes in their spiral notebooks. Practice "chunk and chew." Read a chunk of text, stop and reflect on the significance of the content you just read. Create notes, these could be in the form of a Thinking Map or a simple summary. Then, continue reading and repeating the process.

Add a new section title in your spiral notebook - Nationalism

Read textbook pages 253 - 257 and take notes in your spiral notebook

Read to...

1) Identify the philosophy, goals and followers of Conservatism, Liberalism and Radicalism (Tree Map)

2) Define nationalism and identify its characteristics (you may want to review your Concept Organizer worksheet on Nationalism)

3) Identify positive and negative effects of nationalism (Tree Map)

4) Identify challenges to Conservatism

Students will take a comprehension quiz on Napoleon and the Congress of Vienna. Students should study...

Students are to read textbook pages 238 - 241 on the Congress of Vienna and take notes in their Spiral Notebooks on the Tree Map provided in class. The Tree Map focuses on Location, Leaders Present, Purpose & Goals of the Congress and Actions Taken by the Congress.

Six weeks class participation based on the class rubric posted on the class website. This participation includes preparation for class, active engagement, personal contributions and attendance.

 

Personal contributions participation practice. Students must practice initiating classroom discussion four times in six weeks. This participation is based on the Participation Practice chart given to each student. If students are struggling with this task they are encourage to meet with Mrs. Burch to plan their participation for class.

 

Textbook reading pages 234 - 237, Napoleon's Empire Collapses. Students are to take Flee Map notes in their Spiral Notebook, based on the Flow Map of events passed out in class.

Students are to read textbook pages 229 - 233, Napoleon Forges an Empire and complete the Flee Map notes they started in class. These notes are based on the Flow Map given out in class.

Quiz on the French Revolution

Review -

1) Textbook pages 217 - 227

2) Reading notes and class notes

3) Vocabulary

Reflect on the unit Essential Question - Was the French Revolution a success?

Review/Consider the problems that caused the French Revolution.

Write out and answer the following questions on a separate sheet of paper. You will turn this in at the start of class.

1) What reforms had been made during the early stage of the Revolution?

2) How did the relationship between the French people and the king change in this stage of the revolution?

3) Have these reforms solved the problems that caused the Revolution?

4) What new problems have arisen?

Students are to read textbook pages 224 - 227, Revolution Brings Terror, and take Flee Map notes in your spiral notebook based on the Flow Map passed out in class.

Students are to read textbook pages 222=224, Revolution Brings Reform and take Flee Map notes in your spiral notebook based on the Flow Map passed out in class.

Students are to read textbook pages 220 -221, Dawn of the Revolution and the Great Fear. Students are to take Flee Map notes based on the Flow Map of events given in class.

Students are to read textbook pages 217- 219 on the French Revolution, The Old Order and the Forces of Change. They are to complete the three Thinking Maps assigned in class in their spiral notebooks.

Students will be taking a comprehension assessment on the Enlightenment and the American Revolution. Review the following...

1) Textbook reading pages 24 - 27, 195 - 200 and 206 - 211

2) Spiral notes and class handouts

3) Vocabulary found on the unit glossary sheet. These words can also be reviewed on quizlet.com. Search suburch and select the section titled Enlightenment & the American Revolution.

Textbook reading pages 210 - 211. Create Flee Map notes titled - Americans Create a Republic in your spiral notebook.

Complete the Declaration of Independence assignment passed out in class.

- number the lines of the document

- closely read and annotate the document

- answer the guiding questions on the back of the document.

Textbook reading pages 206 - 209. Students are to take Flee Map notes titled Growing Hostility Leads to Revolution. The focus of student notes should include the date(s) of the event and the significance of the event leading up to the American Revolution.

If students did not finish their Citing Evidence to Support a Conclusion writing assignment in class, please do so.

Complete the two Concept Organizer Worksheets passed out in class to define REFORM and REVOLUTION.

Review your Tree Map of Enlightenment Philosophers and their ideas.

Read textbook pages 300 - 301 to familiarize yourself with the economic philosopher, Adam Smith.

Read textbook page 204 to understand the motive of enlightened despots.

Read pages 199 - 200. Identify examples of sacred systems or institutions and secular systems or institutions.

If you need any clarification, please be prepared to ask questions at the beginning of the period tomorrow.

Students are to read textbook pages 24-25 and 195-200 and record significant characteristics and ideas related to each philosopher on the Tree Map passed out in class. The Tree Map is to be created in the spiral notebook. Students must complete Hobbes and Locke for tomorrow and finish the map for Thursday.

Students are to read textbook pages 24-25 to identify contributions to Enlightenment thinking. Student will record their ideas on the Tree Map displayed in class. The Tree Map is to be completed in the spiral notebook.

Students are to read the handout distributed in class on the Magna Carta and textbook pages 19-20. In your spiral notebook you are to complete a Circle Map for the Magna Carta. The map should identify what the Magna Carta is and list the document's essential characteristics.

Look up the definition of absolutism on our class glossary list.

Read textbook pages 160 - 161 to understand what led to or caused the development of absolutism. Make note of these causes on a one-sided multi-flow map in your spiral notebooks.

Quiz - The Development of Democracy - Roots of Democratic Ideas

Students should review -

Essential Question - What early ideas and practices of man influenced the development of U.S. democracy?

Reading assignments -

Greece - textbook pages 5 - 8

Rome - textbook pages 10 - 11

Religion - textbook pages 12 - 15

Renaissance and Reformation - textbook pages 16 - 17

*Make note of how the ideas and practices in the reading differ from traditional ideas and practices of the time and how they influenced democratic ideas and practices.

In your Spiral Notebooks, write one essential agreement for Mrs. Burch's World history class. Keep in mind our class discussion.

Your essential agreement should be written in a positive form like...

Class members will ...

Read Section III of "What You Should Know About Your Brain."  Continue to practice Active Reading Strategies while you read.

Finish Say Something Note-taking worksheet based on your reading of Section II of "What You Should Know About Your Brain."

Complete questions 2 - 7 of the Reading Guide.

Class Supplies and Parent Signature Check

- Three ring notebook with six dividers (Class Information, Assignments, Maps, Vocabulary, Participation and Assessments)

- Spiral Notebook (approximately 150 pages) On the front cover - First and Last Name and Period #

- Classroom Standards and Expectation Form filled out and signed by student and parent or guardian 

Complete the Anticipation Guide for "What You Should Know About Your Brain."