World History Honors Assignments

Assignments for March 16 - 20 are posted in Google Classroom in the classwork section. I have also posted a video where I share instructions.

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Students are to write a thesis statement addressing the following prompt - Evaluate the use of WWI propaganda to influence citizens' behaviors. 

I have attached the slides I discussed in class to support your thinking.

Students are to read textbook pages 428 - 434, A Global Conflict and take active reading notes in their spiral notebook. The following tasls are to help you focus your thinking while you read.

• Identify the causes and effects of the Gallipoli Campaign
• Identify reasons for Asia and Africa to particpate in WWI (Think about the how and why)
• Identify the causes and effects of the U.S. entering WWI
• How was WWI a total war? (characteristics and causes and effects)

Students are to continue their review for our WWI sections one and two assessment.

Textbook pages 412 - 426

WWI Map of Europe

Unit Vocabulary list - Causes and Impact of War

Class notes and readings on the Armenian Genocide

Students are to read the following pages and attached primary source reading and take notes in their spiral notebook.

Pages 259 - 260, The Ottoman Empire Weakens

Page 410, HIstory in Depth/The Armenian Massacre

Students are to read textbook pages 420 - 427, Europe Plunges into War and take notes in their spiral notebook. Here are some questions to help focus your learning.

1) Was the system of alliances the only reason other nations entered the war? Explain.

2) As the fighting began, why did Germany attach France first?

3) Identify and explain the Schlieffen Plan.

4) What is the significance of the First Battle of the Marne?

5) Describe trench warfare. (Why was there a need to fight from trenches? what impact did trench warfare have on territorial gains?)

6) Describe the experience of soldiers fighting from trenches.

7) What was the shocking impact of all the new technology used in WWI?

8) Compare and contrast the Western and Eastern Fronts.

9) Why did Russia struggle so much during the war?

Students are to use their textbook and notes taken during Mrs. Burch classroom discussions to complete the chart on the MAIN causes of WWI.

Because many students will be out Friday, February 21st please be prepared to grade spiral notebooks and turn in your communication and contribution practice record sheet on Thursday, February 20th.

Students are to complete the attached Map of WWI following that directions provided on the handout. (textbook pages to complete the map match our old textbook)

Attached you will find a vocabulary list for the WWI unit of study.

Students are to read textbook pages 414 - 419, Marching Toward War in the new pilot textbook and take notes in their spiral notebook.

As a perk for those who read my homework posts regularly I would like you to know that on Friday, February 14th we will have a pop quiz, 8 questions, on Imperialism in Latin America, textbook pages 277 - 284. Be sure to review your reading notes and vocabulary.

Students are to read textbook pages 277 - 283, Imperialism in Latin America and take active reading notes in their spiral noteobok. Students should circle the Latin American countries they read about on the map at the end of their study guide.

• Students are to have completed their chart identifying the outcomes of examples of nationalism, civil disobedience and boycots by the Indians against British rule.
• Students are to have completed the essay map addressing the prompt; Evaluate the motives and actions necessary for India to gain its independence from Great Britain.
• Student should have reviewed textbook pages 270 - 276, British Rule in India, including their study guide questions, notes in their spiral notebook and vocabulary in preparation for a comprehension quiz.

Students complete the outcome portion of the organization chart to address the prompt; Evaluate the motives and actions necessary for the Indian minority to effectively challenge British abuses in South Africa.

Are are sentence frames to support your work.

Social: Indian unification and cooperation in South Africa, like the set up of Gandhi's ashram or the pledge of Indian men not to use vilence against British aggression, was powerful because...

Political: The practice of non-violent civil disobedience and the awareness of British abouses shared by the international press like when..., was important to the Indians' efforts to weaken the British power over the Indian minority in South Africa because...

Economic: The Indians' willingness and commitment to going on strike at the mine, in protest of the unfair treatment of their co-workers, weakened the power the British had over minority groups in South Africa by...

In class using the accounts of Stanley and Mojimba, Mrs. Burch modeled how to complete a chart to organize your historical thinking in order to identify the Point of View of a document. Students are to complete the second Point of View chart for homework.

Practicing Corroboration - Students are to read to accounts of a meeting between Stanley and Mojimba in Africa and create a chart in their spiral notebook noting each individual's story and then the corroborated facts. Attached you will find the primary sources and the chart.

McGraw Hill textbook (online) reading pages 260 - 267, Lesson Two - Empire Building in Africa, students are to take notes in their spiral notebooks. 

Students are to use their study guide questions and vocabulary list to support their comprehension and understanding of the content.

Comprehension Quiz - Imperialism Lesson One, textbook pages 550-557

Students completed a Gallery Walk activity during class analyzing images to identify motives for New Imperialism. The directions, images and chart are all attached.

In class Friday, January 17th, students created a Double-Bubble map in their spiral notebook comparing and contrasting Old and New Imperialism. I have attached the directions for students who were not in class.

Students are to use the McGraw Hill textbook online to finish reading textbook pages 250 - 257, Lesson One Colonial Rule in Southeast Asia. Students are to use their study guide and vocabulary list to support their comprehension. Students should take notes in their spiral notebook that will help them discuss the study guide questions in class on Friday.

The directions to get to the online textbook are posted on Mrs. Burch's World history class page.

Complete the Imperialism Introduction Nearpod lesson. The link is available on Google Classroom or you can try this one. https://share.nearpod.com/vsph/G7gQDDvaNu

Review for Industrial Revolution assessment

• Textbook reading and spiral notes; pages 283 - 285, 289 - 291, 291 - 294, 295 - 299 and 300 - 306
• Mrs. Burch's Handouts
• Vocabulary

Students are to finish answering the attached questions in their spiral notebook, based on the reading they did in class today, textbook pages 295 - 299, Industrialization Spreads. This work will be date stamped tomorrow in class.

 

Students are to read textbook pages 300 - 306, Reforming the Industrial World before class in order to have a better understanding of the lesson we will do together. Taking notes in your spiral notebook is optional and based on your learning needs. 

Complete the chart started in class, Shifts in Political, Social and Economic Power. Be sure to practice critical thinking and not just fill in the boxes. REMEMBER, you are gathering and thinking about information in order to address the following guiding questions, How did industrialization impact the power of the upper, middle and lower classes. How did these "shifts" in power impact the relationship between the different social classes?

Finish the Summary writing assignment started in class. Be sure to use the writing frame provided. How did Industrialization change lives?

 

Read textbook pages 291 - 291, Class Tensions Grow and take notes in your spiral notebook. Be sure to practice good note-taking skills. Review the Eight Strategies of Highly Effective Readers and Thinkers for support.

Students are to read textbook pages 283 - 288, The Beginnings of Industrialization and take notes in their spiral notebook.

Students are to review spiral reading notes, vocabulary and Mrs. Burch's note-packets for a comprehension quiz on Napoleon and the Congress of Vienna.

I have attached the Bell Ringers from the last six weeks in case anyone missed one.

Sept. 23 - Oct. 31

Spiral Notebook check and you will be turning in your Contributions/Communication Practice signature sheet

Students are to read textbook pages 229 - 233, Napoleon Forges and Empire and take Flee Map notes in their Spiral notebook. I have attached my note-packet for reference if you can not locate the packet I passed out in class.

Textbook reading pages 224 - 227, Revolution Brings Terror. Students are to take Flee Map notes in their spiral notebook.

Students are to read textbook pages 222 -224, Revolution Brings Reform and take Flee Map notes in their spiral notebook. Flee map and note directions are attached.

Students are to finish their work planning and writing a response to the following question, Was Louis XVI the right type of leader for France in 1789. This work is done in their spiral notebook. Attached you will find a writing frame.

Students are to read the handout on the Introduction to the Political Spectrum and complete the two Bridge Maps at the end of the reading.

Students are to read and mark the document, Europe in the Early Modern Period

Students are to read textbook pages 27 - 28 as an introduction to the French Revolution. Spiral notebook notes are NOT necessary.

Students will be assessed on the Enlightenment and the American Revolution. They are to review...

-Vocabulary - use quizlet.com

-Textbook readings pages 24-25, 195-200 and 206-211

-Class assignments and spiral notes

Students are to complete the attached worksheet, paraphrasing each grievance and then explaining how each action of the king is an example of tyranny.

 

Frame: This action is an example of tyranny because....

Students are to read textbook pages 210 - 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?

Students are to complete the Evaluating Sources worksheet passed out in class today. 

Students are to have read textbook pages 24 - 25 and 195-200, Ideas of the Enlightenment and taken active reading notes in their spiral notebook. A Tree Map of Enlightenment thinkers has been provided to help students focus their learning.

Students will turn in their reflection handout focusing on Perseverance.

Students are to have completed reading textbook pages 24 - 25 and completed the Tree Map, Contributions to Enlightenment Thinking in their spiral notebooks. Based on their understanding, students are to have defined the Enlightenment including the time period and purpose.

Quiz - The Development of Democracy: challenging Absolutism

- vocabulary (review using quizlet.com)

- textbook readings pages 160 - 161, 18-23 and 180-183

- class assignments, handouts and notes

As part of your review for the quiz, Challenging Absolutism, finish the worksheet started in class titled "More or Less Democratic?" 

I have attached a copy for those where were absent.

Reminder that the Growth Mindset reflection worksheet on Neurons is due.

Students are to finish closely reading and marking textbook pages 160-161, Absolutism In Europe and answer the guiding questions provided.

Students will take their first assessment using Quizizz

Students are encouraged to review...

- classroom procedures and expectations found in Mrs. Burch's Classroom Standards and Expectation as well as information given and demonstrated during class.

- Growth Mindset readings and reflection sheets

- The Brain Article, What You Should Know About Your Brain

- Why Do We Study History? reading and worksheets and Thinking Like a Historian worksheets

Students should finish work assigned during class.

- Say-Mean-Matter worksheet

- Read Textbook pages 5 - 17, Roots of Democratic Ideas and take active reading notes in your spiral notebook. Be sure to write the date, title and textbook pages before you take notes.

Students are to have completed the Growth Mindset reflection worksheet focusing on the Brain.

Students are to read the article, Why Study History? and complete the Doodle Notes worksheet passed out in class.

Students are to finish the Investigative Challenge - Who is Mrs. Burch.

Students are to read and mark section 3 of the What You Should Know About Your Brain article.

Students are to review the class standards or syllabus found on Mrs. Burch's web-page with their parents. Parents and students are to complete the signature page passed out in class. The completed signature page will be collected and class supplies will be checked. Required supplies include a 3-ring binder with 5 tab dividers labeled and a spiral notebook, approximately 150 pages labeled with course title, student name and class period.

Students are to finish the Growth Mindset and Fixed Mindset Reflection Worksheet.

Students are to complete the Growth Mindset Student Survey passed out in class and total up their responses on the back to reveal their mindset.