World History Honors (Period 3) Assignments
- Instructor
- Mrs. Susan Burch
- Term
- 2018-19 School Year
- Department
- Social Studies
- Description
-
World History, Geography and Cultures / Honors
This course prepares students to become better critical thinkers with an emphasis on developing; knowledge and cultural understanding, democratic understanding and civic values, and reading, writing and speaking skills. Students will practice reading literacy in order to cite textual evidence, determine the central ideas of a primary or secondary source, determine cause and effect, determine the meaning of words and phrases as they are used in a text, recognize text structure, compare points of view, integrate information from diverse sources and compare and contrast the same topic in several sources. Students will practice writing in order to write arguments to support claims, write informative texts to examine and convey complex ideas and information, produce clear and coherent writing, and conduct research projects. While practicing literacy skills, students will examine significant social, economic and political developments, trends and events in the world from 1750 to present day. Assignments are designed to prepare students for the expectations and rigor of Advanced Placement and International Baccalaureate courses.
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Upcoming Assignments
No upcoming assignments.
Past Assignments
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You will be taking your vocabulary final exam. I have attached the word list. You must bring a clean copy of the word list and a pencil to class the day of the vocabulary final exam.
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Bring your textbooks from home to class tomorrow. We are returning our textbooks tomorrow!!!
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Students continue to work at their own pace, using Nearpod, to clarify and review their understanding to textbook pages 497 -501, Japan's Pacific Campaign. Class code: ZHORX
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If students did not finish using Nearpod to think about Hitler's Lightning War, textbook pages 491 - 497, they need to finish. Class Code: SFYAL
Students are to read textbook pages 497 - 501, Japan's Pacific Campaign and take active reading notes. Notes should identify the context of significant events discussed and explain each events significance. Refer to the Flow Map provided in class to help focus you on significant events.
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Students are to read textbook pages 491 - 496, Hitler's Lightning War and take active reading notes. Notes should identify the context of significant events discussed and explain each events significance. Refer to the Flow Map provided in class to help focus you on significant events.
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Students have three tasks to complete.
1) Complete the Appeasement political cartoon worksheet; bridge map, tree map and artist's message. See attached political cartoon if necessary.
2) complete the Non-Aggression Pact summary frame in your spiral notebook. You will find the summary frame on Mrs. Burch's note handout.
3) Complete the Agree/Disagree Spectrum worksheet. a) Label each claim on the spectrum and then identify two reasons/facts to support your thinking.
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Working with a partner or table group, students were to discuss and analyze the two political cartoons titled The Emergence of Japan. Students use the analysis chart to document their ideas. Once their analysis was completed, students were to individually write a paragraph using the writing frame provided by the teacher. See attachments.
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Students are to read textbook pages 482 - 485, Hitler's Road to World War Two and take active reading notes in their spiral notebook to help them address our guiding question.
GQ: Why did the League of Nations, the British, French and Americans do so little to stop German aggression?
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Students are to read textbook pages 481-482, Japan Seeks and Empire and take active reading notes in their spiral notebook to help them address our guiding question; How and why was Japan motivated to build an empire?
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Comprehension Quiz - Years Between the Wars, Sections One - Three
Postwar Uncertainty pages 463 - 467
A Worldwide Depression pages 470 - 475
Fascism Rises in Europe pages 476 - 480
Review vocabulary, class assignments and reading notes
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Students are to answer the question, Why were people looking for alternative governments during the 1930s? on the Pros and Cons of Fascism/Communism worksheet.
Students are to closely read a speech given by Hitler in Munich on March 15,1929, mark the text and answer the guiding questions.
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Students are to complete the two charts identifying Pros and Cons of Fascism and Communism and identify a group in European society who would be best served by each ideology. Please explain your thinking as directed on the chart. I have attached my model for Fascism to support your work.
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Students are to read textbook pages 470 - 475, A Worldwide Depression and take Thinking Map notes in their spiral notebooks based on map frames provided in class.
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Quiz - Totalitarianism and Stalin
-textbook pages 440 - 445
-unit vocabulary
-Mrs. Burch's note packets
-Class activities / assignments
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Students are to read textbook pages 442 - 445, Stalin's Regime, and take active reading notes in their spiral notebook.
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Students are to complete the Say-Mean-Matter worksheet focusing on Key Traits of Totalitarianism.
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Students are to read textbook pages 440-442, Totalitarianism and take active reading notes in their spiral notebooks.
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Students are to finish working with the primary source document, Lenin's Proclamation of 7 November, 1917 if they did not finish the assignment in class. I will be checking for evidence that students have practiced close reading strategies and marked their text.
Students are to read textbook pages 438 - 439, Lenin Restores Order and Stalin become Dictator and take "active" reading notes in their spiral notebook.
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During class, students were assigned textbook reading pages 435 - 438, Revolutions in Russia. Students are to take active reading notes in their spiral notebook. If the work was not completed during class it is homework.
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Students are to read textbook pages 433 - 435, The Context of Revolutions in Russia and take active reading notes in their spiral notebooks.
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Students are to review autocracy (Find your Concept Organizer from the beginning of the school year)
In your spiral notebooks - Title: Reviewing Autocracy, students are to identify three characteristics of autocratic rule. Use complete sentences. Do not just list the characteristic, include the HOW (example) and they WHY in your identification/explanation.
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Students are to review for a comprehension quiz on WWI Sections three and four.
- A Global Conflict
-The Allies Win the War
- A Flawed Peace
- Textbook pages 417 - 427
- Unit vocabulary
- Teacher modeled notes and student active reading notes
- Map of Europe 1914 (Students will turn this in on Friday before the assessment)
- Documents analyzed and discussed during class
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Students are to complete the worksheet titled THE WAR TO END ALL WARS? and answer the guiding questions after closely reading and marking the primary source, Germany Protests the Versailles Treaty.
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Students are to read textbook pages 424 - 426, A Flawed Peace and take active reading notes in their spiral notebook which include practice of the strategies of highly effective readers and thinkers, summary of the "big" idea of each section/paragraph and discussion questions to ask to the rest of the class.
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Students are to read textbook pages 420 - 422, The Allies Win the War.
Guiding Questions: What were the costs of WWI? and Did the outcome of WWI justify the sacrifices?
Students are to take active reading notes in their spiral notebook which include a focus on the guiding questions, practice of the strategies of highly effective readers and thinkers, summary of the "big" idea of each section/paragraph and discussion questions to ask to the rest of the class.
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Students are to complete the following textbook readings and take active reading notes on each section in their spiral notebooks.
Pages 259 - 260, The Ottoman Empire Weakens
Page 410, History in Depth/The Armenian Massacre
Page 523, Genocide
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Students will be assessed on World War I; Marching off to War, textbook pages 407 - 410 and Europe Plunges into War, textbook pages 411 - 415.
Students should review content vocabulary, the map of Europe in 1914, Mrs. Burch's note packets and personal active reading notes in their spiral notebook.
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During class, students read a variety of sources describing life in the trenches during WWI and answered questions to support their comprehension and analysis. At the end the assignment, students were asked to put all their learning together and brainstorm what life was like in the trenches. Based on that brainstorm, students are to put themselves into the shoes of a young soldier living in the trenches and write a letter home to his parents telling them about his experiences.
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Students are to complete the Historical Thinking - Document Analysis Practice worksheet for the Proclamation by Kaiser Wilhelm II to the German Army and Navy in 1914. (context, audience and purpose)
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Students are to read textbook pages 411 - 415, Europe Plunges into War and take active reading notes in their spiral notebook. Mrs. Burch has provided a note-packet to focus your thinking.
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Students are to closely read and mark (show your thinking in the margins) two documents; Proclamation by Kaiser Wilhelm and Excitement of War from Stefan Zweig. Students should pay close attention to vocabulary they are not familiar with. I encourage students to look words up at longmandictionary.com.
Students are to address the guiding questions AFTER they have closely read and marked the texts for comprehension.
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Students are to label (use ink) and color the Map of Europe in 1914 according to the directions on the handout. Students should use and review this map throughout our unit of study. There will be map questions on WWI assessments.
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Students are to read textbook pages 407 - 410, Marching Toward War and take active reading notes in their spiral notebooks. Use Mrs. Burch's Note-packet to focus your thinking.
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New unit title in spiral notebook: World War One
Students are to journal their thoughts based on the Introduction to WWI/Warm Up assignment prompt(s) - When is war justified? and Do you think there are valid reasons for a nation to go to war?
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Review for assessment on Imperialism
-vocabulary
-textbook readings, spiral notes and Mrs. Burch's note-packets
-Guiding Questions:
- What is new imperialism?
- What motivated the practice of new imperialism?
- How did colonialism work?
- Where were the effects of imperialism?
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Our Guiding Question is, How did colonization work? (Use this as your notes title)
Focusing on our Guiding Question and using Mrs. Burch's note-packet handout, students are to read textbook pages 345 - 355 and 371 - 379.
Students should take active reading notes in their spiral notebooks.
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Students are to read Rudyard Kipling's poem, We and They, through once to get the jist. Then, do a second reading. Hi-light or underline WE in one color and THEY in a second color. Continue to use two different colors to mark descriptions of we and they throughout the poem.
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Students are to complete the Historical Thinking Skills - Analysis Chart focusing on Point of View for the documents representing Henry Stanley and Mojimba's stories of their meeting in Africa.
Students are to complete two Concept Organizer worksheets. One for exploit and one for racism.
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Students are two read two different sources describing a meeting between Stanley and Mojimba, an African chief that took place during the 1870s. Students should be prepared to compare and contrast these two accounts with a partner in class on Tuesday.
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Students are to read textbook pages 339 - 342, Introduction to New Imperialism and the Scramble for Africa, and take active reading notes in their spiral notebook.
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Students are to read and mark the Introduction - The Age of New Imperialism 1870 - 1914 article and complete the three writing tasks in their spiral notebook. Be sure to date your work.
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Review your final vocabulary list for a final exam. The final vocabulary list has been added to Mrs Burch's World History class on quizlet.com to help you review.
You MUST bring your clean copy of the vocabulary list, I passed out in class on Friday, Dec. 7th, to class the day of the final exam.
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Students are to closely read and mark the excerpt of the Communist Manifesto passed out in class. Directions are included with the document. After reading and marking the text, students are to answer the text-based questions provided and be prepared to discuss the text and their ideas with their Table Groups at the start of class.
We will grade spiral notebooks for a homework grade and I will collect students' participation practice charts. (Three, one for each 6 weeks)
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We completed and discussed the Concept Organizer worksheet for Capitalism in class. Students are to complete the Concept Organizer worksheet for Socialism at home and be prepared to ask clarifying questions or share their thinking when class starts.
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Students are to read textbook pages 300 - 306, Reforming the Industrialized World. Students should reference Mrs. Burch's note-packet to focus their learning. Students are to take notes in their spiral notebooks.
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Read textbook pages 295 - 299, Industrialization Spreads and take notes in your spiral notebook. Use Mrs. Burch's Note-packet, passed out in class Friday, to focus your learning.
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Finish writing your paragraph response to our inquiry question, Were textile factories bad for the health of English workers? Use the writing frame provided in class. This is to be done in your spiral notebook.
Finish the Shifts in Political, Social and Economic Power chart on the back of the Note-packet for Class Tensions Grow.
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Students are to read textbook pages 291-294, Class Tensions Grow and take notes in their spiral notebooks. Be sure to date and title your work.
Use Mrs. Burch's note-packet passed out in class Wednesday, including the Guiding Question, to focus your notes.
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Students are to study the engraving of Manchester passed out in class. Circle with a hi-lighter or colored marker, issues/problems in the picture caused by the factory system and/or urbanization, that would need to be addressed. Identify the issue/problems you circle in the margins.
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Students are to read textbook pages 289 - 294, Industrialization and take "chunk and chew" notes in their spiral notebook. Mrs. Burch's Note-Packet, passed out in class Monday will provide a Guiding Question and slides to help focus your learning.
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If students did not finish reading the Background Essay, What Types of Citizen Does a Democracy Need?, in class, they are to finish that reading.
Students are to read textbook pages 283 - 288, The Beginnings of Industrialization and use Mrs. Burch' Note-Packet to help them focus their learning. Students are to answer the four questions from the Note-Packet in their spiral notebooks.
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Students are to read textbook pages 253 - 257 focusing on the development and characteristics of modern nationalism and then textbook pages 258 - 263 to identify types of outcome of modern nationalism. Students are to use the note-packet passed out in class to focus their reading and make note of any questions they have to share out in class.
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Students are to read textbook pages 238 - 241, The Congress of Vienna and take Tree Map notes in their spiral notebook. The directions and outline for the two Tree Maps can be found in the first box of the student note-packet on the Congress of Vienna.
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Students are to read textbook pages 234 - 237, Napoleon's Empire Collapses and take notes in their spiral notebook based on the Flow Map of events in their Napoleon Note-Packet. Be sure work is titled and dated.
Students are to complete a worksheet to note Napoleon's accomplishments and mistakes to help them answer our guiding questions; Was Napoleon the type of leader the French people needed in 1799? and Was Napoleon true to the ideals of the French Revolution?
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Students are to read textbook pages 229 - 233, Napoleon Forges an Empire and take notes in their spiral notebook based on the Flow Map of events in their Napoleon note-packet. Be sure work is dated and titled.
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Students will turn in their Participation Practice chart for Sept. 24th - Nov. 2nd.
Students will grade their spiral notebook assignments for September 24th to November 2nd.
Students are to read textbook pages 229 - 233, Napoleon Forges and Empire and take Flee Map notes in their spiral notebooks. Students should reference the Napoleon note-packet passed out in class to help focus their reading and thinking.
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French Revolution Comprehension Quiz (15 multiple choice questions)
Review the following:
vocabulary for the Political Spectrum, the Old Regime, the Dawn of the Revolution, Reform and Terror
textbook pages 27 - 28 and 217 - 227 (spiral notes)
Introduction reading packet; Europe in the Modern Period
Inquiry Activity documents; Cause of the French Revolution
Mrs. Burch's note-packet
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Students are to read textbook pages 220 - 221, Dawn of the Revolution and the Great Fear. Students are to take notes in their spiral notebook. The Flow Map of events and note taking directions are in your section note packet passed out Wednesday, Oct. 17th.
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Students are to finish the conclusion about Louis XVI we started in class.
In 1789, France needed a ruler who was ___. Unfortunately, France was ruled by Louis XVI who was ___. Evidence to support this description would include ...
Students are to finish their close read and share out chart for the two documents they were assigned as part of their Table Group's inquiry. Our guiding question is, what were the causes of the French Revolution?
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Students are to read textbook pages 217 - 219, The Old Order and take notes in their spiral notebook focusing on essential characteristics of the three estates and create a Bubble Map describing King Louis XVI. Directions and support is provided in the French Revolution note packet passed out in class.
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Students should review the handout Introducing them to the Political Spectrum including vocabulary and definitions.
Students are to read the handout titled Europe in the early Modern period as a review of absolutism and an introduction to the French Revolution. Come to class prepared to discuss the handout including any clarifying questions you might have.
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Students will be assessed on Challenging Absolutism, the Enlightenment and the American Revolution.
Students should review:
- unit vocabulary - use quizlet.com
- textbook pages - Challenging Absolutism = 160-161, 18-23, 180 -183, the Enlightenment 24-25,195-200, 300-301, 204, the American Revolution 206-211
- handouts, worksheets and spiral notes
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Students are to finish their work on the Declaration of Independence; explaining the six crimes and why the king's actions would be considered tyrannical behavior that they started in class.
Students are to read textbook pages 209 - 211, Americans Create a Republic and take notes in their spiral notebook. Guiding questions: Who created the U.S. government? Who was the U.S. government created for? What are the goals of the U.S. government?
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Students are to complete the Think Link writing assignment for the Enlightenment & American Revolution.
Student are to finish the Evaluating Sources Practice Worksheet.
Both assignments were passed out in class today.
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Students are to read textbook pages 206-209, Growing Hostility Leads to Revolution and take notes in their spiral notebook. Student notes should focus on our guiding question; How did the Enlightenment set the stage for revolutionary movements? Identify the problems and actions of the colonists, King and Parliament and how their actions lead to revolution. Mrs. Burch's note sheet will give you the details of the events leading up to the revolution. (hard copy passed out in class)
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Students are to review Enlightenment philosophers' ideas about where the power to rule comes from and what the purpose of government is by completing the Philosopher Summary Chart passed out in class.
Students are to read and take notes in their spiral notebooks on Economic philosopher, Adam Smith (textbook pages 300-301) and Enlightened Despots (textbook page 204). Be sure to date and title your notes in your spiral notebooks. Use Mrs Burch's note packet to help you focus your reading.
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Reminder that you should have been reviewing and studying our work on what you should know about your brain to support your learning. Quiz Friday
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Students are to read textbook pages 24 - 25 and 195 - 200, The Enlightenment and take active reading notes in their spiral notebook. Students have Mrs Burch's note packet to help them focus their learning.
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Students are to read textbook pages 24 - 25 and complete the Tree Map given out in class. Work is to be done in their spiral notebook, NOT on the handout. Students are to define the Enlightenment in their own words including the time period and purpose of Enlightenment thinkers.
A copy of the assignment has been attached.
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Students read in class textbook pages 18 - 23 and 180 - 183, England's Legacy to Democracy
Students were to take "active reading" notes in their spiral notebook. Reminders: Reference your Eight Highly Effective Reading and Thinking Strategies to support thinking while reading. Be sure to title and date your work. Reference Mrs. Burch's note packet to help you focus your thinking while reading. This reading's notes begins on the second page of the note packet.
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Students are to turn in their complete Participation Practice chart and we will grade Spiral Notebook assignments in class.
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Students are to closely read and mark the passages on the Absolutism and Divine Right worksheet. They are to apply their understanding of absolutism to address the guiding questions for each passage.
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In class, students practiced closely reading and marking a passage from their textbook titled Absolutism in Europe. After reading the passage, students answered guiding questions. I have attached the reading passage and guiding questions for students who were not in class.
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Review our discussion on Absolutism.
Read textbook pages 160 - 161 and take notes in your spiral notebook to support your learning. Include any questions you have for class discussion.
Remember to title and date all work in your spiral notebook!!!!
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Students finish the Concept Worksheets for democracy and autocracy - started in class.
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Students were assigned a textbook reading pages 5-17, The Rise of Democratic Ideas. The guiding question is What early ideas and practices of man influenced the development of democracy? Using the worksheet passed out during class, students were to take notes on their reading to address our Guiding Question. Students were encouraged to reference the Tree Map handout, Roots of Democratic Ideas and Practices to help them focus on main ideas.
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Read section three of the Brain Article by Dr. Willis.
Practice the active reading / thinking strategies Mrs. Burch introduced to you to. The expectation is that you are marking your text to "show" your thinking as you read.
After reading and marking the text, complete section 3 of your Dialectic Journal worksheets.
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Students are to finish close reading and marking Section Two of Dr. Will's article about the Brain. After reading the article students are to complete Section Two of the Dialectic Journal note sheet. Students will receive a date stamp in class.
Students are to complete ONLY the Opening Activity on the worksheet: Introduction to Year-Long Inquiry Question. Each box should have a MINIMUM of three problems.
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Students should consider our discussion in class; Why Study History?
After watching the shortened Ted Talk by Simon Sinek titled Start with the Why, student were to complete the 4 c's - TED Talk Notetaking Sheet.
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During class, students completed an inquiry around history and turned in a "doodle note-sheet." Student then practiced close reading and marking their text with a document titled, Why Study History? Students are to complete the accompanying "doodle note-sheet" and be prepared to discuss their ideas and questions in class. The "doodle note-sheet" will be turned in.
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Finish Dialectical Journal notes on What You Should Know About Your Brain article, section one only.
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Turn in your User Guide assignment in Google Classroom. It will not be counted as late if you turn it in before midnight tonight.
You will present your User Guide to your Table Group members later this week.
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Complete Growth Mindset Survey passed out at the end of class.
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Students will earn points for completing the following tasks;
1) Turning in the signed, (student and parent signature), Class Standards/Expectation Signature Sheet.
2) Having a three-ring binder with five dividers labeled as directed.
3) Having a spiral notebook labeled with first and last name and class period. Labeling should be on the front of the spiral notebook.