__________________________________
For classes meeting Monday and Tuesday:
1) Blog Post of Key Principles for the Declaration of Independence and the American Constitution: Search the Web for further explanations on the following terms. Fully define them in a blog post where you rank them in order of importance as to their value to society. At the end of your post, explain your thinking about your ranking system. Select each link to take you to a search results page. Try a few of the links on each page as you work to better understand the term. Remember to scan each source to look for information that meets your needs.
Natural Rights, Social Contract, Right to Revolution, Popular Sovereignty, and Right of Self Determination
2) Self Assessment: Reflect about what you need to do to do better in the class and on future assessments. Write an email to Mr. Carpenter listing the specific steps you need to take. Write about what you need to do in class in general and specifically when you write the test. Title your email with "Your Name-Reflection".
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For classes meeting Wednesday and Thursday:
1) Blog Post: Analyze how the colonists were able to defeat the greatest world power of their time. Write a blog post describing your explanation. You might have to do some extra research to prepare your post.
2) Blog Post: Read through the Constitution and the Bill of Rights (which is a part of the Constitution). Your book has copies of both with commentary that explains each section. Which ideas from these documents do you feel are the most important. Write a blog post ranking your top five choices. List each choice and then tell in detail why you feel it is important.
3) Reading: From the PDF called “French and Indian War”. Find the page numbers from the actual textbook pages. Scroll through until you get to page 85 and start reading. Stop at the end of page 89. Build your understanding of the effects of the French and Indian War. Also, start to see how the colonists began to question the King and Parliament. This reading is a review of the notes from Mr. Carpenter’s presentation and the videos. It should reinforce your understanding.
_______________________________
For classes meeting Friday and Monday:
1) Mind Map Biographies: You will choose an important person from American colonial history to do research about. Your task is to create a Mindmeister mind map where you provide the following information. You will share your mind map with the class. There will be no official research writing report but a focus on taking good notes.
Start your mind map with your name then his name in the middle. Ex. “Myriam - George Washington”. Then create 4 nodes:
Background, Leadership, Skills, and Legacy (what the person is most known and remember for doing).
Mr. Carpenter will demonstrate how to do this, to then use the Note tool to record notes, and how to record where you gathered your information to cite your source using the MLA style system. Remember to always take notes in your own words and to use direct quoting when you want to have a quotation from the resource. They are due at the start of class on October 8/9 depending on when your class meets.
Here are the criteria for your research and what you will be assessed upon along with your writing techniques.
-Brief background on where the individual’s geographical home was
-How did your person provide leadership?
-What special skills did he bring to the table?
-What was your person’s legacy?
Choices: James Madison, George Washington, John Adams, Thomas Jefferson, Benjamin Franklin
2) PDF Reading: “Ideas and Revolution”. Start reading at the beginning with page 103 and read to page 107. The following section is the Declaration of Independence with commentary on the side. This is an optional read but you are challenged to review it especially after today’s class discussion. Pick up your reading on page 121 with the Colonists’ victory at Yorktown in Virginia. If you want to learn more about the battles of the War of Independence you can read pp. 114-120 as an optional reading assignment.
Note: Mr. Carpenter will send you a copy of the OPVL document we used in class today.
Monday, September 28, 2009
IB History Homework: September 28 - October 2
___________________________
For classes meeting Monday and Tuesday:
1) Paper 1 Rewrites: You will receive your Paper 1 exams in class. Here is the plan for you to rewrite and receive peer editing from two partners.
Create a new Google Doc and entitled it “HL or SL- Paper1 Rewrite- first name last name”. Find two other students to work with and share the document with them as they will share theirs with you. You are to take the insights shared in class, review your notes and book and rewrite the answers to questions 2-4 using proper writing techniques.
Peer Editing: Use the “Comment” tool to give one another feedback on the following criteria:
Here is a sample:
Email to Mr. C- “Karim Luy and Marylou Kupfer”. Then in the body.
Karim’s scores-
1- 3 and 2
2- 5
3- 4
4- 7
Your personal assessment and that of your partners will be a part of your final grade for this exam. It is due by 8:00 am next Friday October 2. Note: This is now due on Monday October 5.
2) Unit Question Documentation using Mindmeister Mind Maps:
Create a Mindmeister mind map. Entitled it “12 HL or SL-EQ-your first & last name”. Share your map with Mr. Carpenter (carpenter.cas@gmail.com) and a classmate. Create four nodes from the center. Put the following unit questions in each of the four nodes:
3) Textbook Reading: pp. 233-238. Read and outline.
___________________________
For classes meeting Wednesday and Thursday:
1) Paper 1 Rewrite: It is due via Google Docs by 8:00 am Friday. Your partner’s assessment of your work is also due on Friday. If your partners fail to email their assessments in, your grade remains the same. Take appropriate communication steps to ensure their compliance. No Stalinistic techniques allowed.
2) Textbook Reading: Read pp. 238-246. Outline the reading and write down any questions that come up. Skim pages 8-28 in the Stalin book as you look for new information that you can add to your mind maps of the unit questions and closely read the section on foreign policy pp. 29-36. Be ready to share some insights and new understanding you are learning as you develop your mind maps of understanding around the unit questions. Bring your Stalin book with you to class each day.
___________________________
For classes meeting Friday and Monday:
1) Bring your Stalin book to class with you each day.
2) STS: Students Teaching Students-
Each of you is going to prepare a short lesson to present to your table group. Let’s form tables of five.
Each table is to count off assigning each member a number from 1 to 5. You will be assigned a question that you will work to answer using our textbook, the Stalin book and any other resources you can find. Create either a Mindmeister mind map with your name and question in the middle or a Google Doc with your name and the question in the file name. Share it with Mr. Carpenter who will assess the depth and quality of your response.
After you do your research and answer your question, export your Mind Map to your laptop or print it out. Do the same if you do a Google doc. You will be presenting your answer to a small group in class so you will need your notes. You will come to class ready to give your lesson and then listen to your four partners present their learning. Your teammates will be ready to listen attentively and to ask questions.
They will need to take limited notes because you will be able to share your mind map or Google Doc with them upon their request. As smart consumers of information, you will be asking members of the other groups who did a good job in their lesson. You will then ask those individuals to share their mind map/Goo Doc with you.
Topic Numbers:
For classes meeting Monday and Tuesday:
1) Paper 1 Rewrites: You will receive your Paper 1 exams in class. Here is the plan for you to rewrite and receive peer editing from two partners.
Create a new Google Doc and entitled it “HL or SL- Paper1 Rewrite- first name last name”. Find two other students to work with and share the document with them as they will share theirs with you. You are to take the insights shared in class, review your notes and book and rewrite the answers to questions 2-4 using proper writing techniques.
Peer Editing: Use the “Comment” tool to give one another feedback on the following criteria:
- Writing- Introduction paragraph with clear topic/thesis. Introduction paragraph includes topics for following paragraphs. Transition sentences from one paragraph to another. Good word choice, strong sentence fluency in well-organized essay.
- Content- Excellent use of examples and factual information to support author’s points.
- Question- The essay question is clearly answered.
- Don’ts- Watch for your partner getting too philosophical, using conjecture on “what ifs”, overgeneralizing, and being vague- not to the point.
Here is a sample:
Email to Mr. C- “Karim Luy and Marylou Kupfer”. Then in the body.
Karim’s scores-
1- 3 and 2
2- 5
3- 4
4- 7
Your personal assessment and that of your partners will be a part of your final grade for this exam. It is due by 8:00 am next Friday October 2. Note: This is now due on Monday October 5.
2) Unit Question Documentation using Mindmeister Mind Maps:
Create a Mindmeister mind map. Entitled it “12 HL or SL-EQ-your first & last name”. Share your map with Mr. Carpenter (carpenter.cas@gmail.com) and a classmate. Create four nodes from the center. Put the following unit questions in each of the four nodes:
- How did Stalin become a totalitarian dictator? (Look to create a series of nodes in timeline fashion.)
- How did he stay in power over time? (Look to create a series of nodes with different tactics that he used over time. Categorize the tactics and give examples.)
- How well did Stalin do at creating economic equality in the Soviet Union? (Look to create nodes that list actions with secondary nodes that list the results of the actions.)
- 2 parts: What were the major events and their effects in Soviet foreign policy during the 1930’s? How did WWII affect Soviet foreign policy?
- How do we judge Stalin in advancing the Soviet Union? (Look to do a positive and negative listing of nodes.) You will update this mind map during this unit to add information, specific events/dates, ideas, insights, etc. as you build your understanding around these Unit Questions. You will eventually be doing the same thing for Hitler and Mao. This will enable you to have three collections of information from which to compare and contrast the three leaders of single party states.
3) Textbook Reading: pp. 233-238. Read and outline.
___________________________
For classes meeting Wednesday and Thursday:
1) Paper 1 Rewrite: It is due via Google Docs by 8:00 am Friday. Your partner’s assessment of your work is also due on Friday. If your partners fail to email their assessments in, your grade remains the same. Take appropriate communication steps to ensure their compliance. No Stalinistic techniques allowed.
2) Textbook Reading: Read pp. 238-246. Outline the reading and write down any questions that come up. Skim pages 8-28 in the Stalin book as you look for new information that you can add to your mind maps of the unit questions and closely read the section on foreign policy pp. 29-36. Be ready to share some insights and new understanding you are learning as you develop your mind maps of understanding around the unit questions. Bring your Stalin book with you to class each day.
___________________________
For classes meeting Friday and Monday:
1) Bring your Stalin book to class with you each day.
2) STS: Students Teaching Students-
Each of you is going to prepare a short lesson to present to your table group. Let’s form tables of five.
Each table is to count off assigning each member a number from 1 to 5. You will be assigned a question that you will work to answer using our textbook, the Stalin book and any other resources you can find. Create either a Mindmeister mind map with your name and question in the middle or a Google Doc with your name and the question in the file name. Share it with Mr. Carpenter who will assess the depth and quality of your response.
After you do your research and answer your question, export your Mind Map to your laptop or print it out. Do the same if you do a Google doc. You will be presenting your answer to a small group in class so you will need your notes. You will come to class ready to give your lesson and then listen to your four partners present their learning. Your teammates will be ready to listen attentively and to ask questions.
They will need to take limited notes because you will be able to share your mind map or Google Doc with them upon their request. As smart consumers of information, you will be asking members of the other groups who did a good job in their lesson. You will then ask those individuals to share their mind map/Goo Doc with you.
Topic Numbers:
- Ones- To what extent was the success of Stalin in retaining power in the USSR between 1929 and 1953 due to the appeal of Communism?
- Twos- To what extent is it true to say that a successful economic policy is the most important factor for a single party ruler to remain in power?
- Threes- Was Stalin no more than a "Red Czar"?
- Fours- “In order to achieve and retain power a leader of a single-party state needed to be ruthless, blind to human suffering, and yet charismatic.” To what extent do you agree with this assertion? Use Stalin as a case study.
- Fives- Compare and contrast the economic aims and policies of Lenin (1917 to 1924) and Stalin (1928 to 1941).
Sunday, September 27, 2009
Week in Review
American Studies: The students will receive their exams back this coming week. A big lesson is that the Essential and Unit questions really guide what is important to learn in our studies. Students are also seeing why their teachers say writing with support and rich details is so important in sharing one's understanding.
The Revolution and Constitution unit will involve our first work with primary and secondary document analysis. It will be interesting and enlightening for the students to better understand the guiding principles of the Declaration of Independence and the American Constitution. Be prepared for some questions at home as students really reflect about what rights they think we all should have.
IB History: I think it has been quite the eye opener for our students to learn what a big figure Joseph Stalin was in the 20th century. The students excellent study of the Russian Revolution from last year gives them the foundation for understanding where Stalin began his efforts to have total power in the Soviet Union. As we work to answer many questions about his techniques and decisions, the students are beginning to profile how dictators can develop and keep single party political systems in place.
The Revolution and Constitution unit will involve our first work with primary and secondary document analysis. It will be interesting and enlightening for the students to better understand the guiding principles of the Declaration of Independence and the American Constitution. Be prepared for some questions at home as students really reflect about what rights they think we all should have.
IB History: I think it has been quite the eye opener for our students to learn what a big figure Joseph Stalin was in the 20th century. The students excellent study of the Russian Revolution from last year gives them the foundation for understanding where Stalin began his efforts to have total power in the Soviet Union. As we work to answer many questions about his techniques and decisions, the students are beginning to profile how dictators can develop and keep single party political systems in place.
Tuesday, September 22, 2009
Week in Review
American Studies: We completed our studies of the exploration and English colonization of North America. Our learning centered upon a set of questions that are posted here in our class blog. We continued to learn about the present day through current events reading and blog write ups. The students made connections to the history and current state of Morocco as they wrote about colonization and its effects.
The students will have their exam for this unit either Thursday or Friday depending on their meeting date. They have very clear guidelines as to what to study for their short essay exam. Starting Monday, September 28, we will start the Revolution and Constitution unit.
IB History: We completed the Interwar years unit of study. Students took a Paper 1 style exam in class and have a take home essay exam due when we return to class on Wednesday September 23. The next unit will be on the first on the rise of single party states. We will study Stalin and the Soviet Union.
The students will have their exam for this unit either Thursday or Friday depending on their meeting date. They have very clear guidelines as to what to study for their short essay exam. Starting Monday, September 28, we will start the Revolution and Constitution unit.
IB History: We completed the Interwar years unit of study. Students took a Paper 1 style exam in class and have a take home essay exam due when we return to class on Wednesday September 23. The next unit will be on the first on the rise of single party states. We will study Stalin and the Soviet Union.
IB History Homework: September 23 - 25
_________________________________
For classes meeting Thursday and Friday: Remember that the homework below is due for the next class meeting. :)
1) Review the ESPRAT+G site to further your understanding of this approach to analyzing social studies.
2) Read in Europe 1870-1991 textbook pp. 227-233 Sections 8.4-8.6. Outline and write questions that come up as you read. Plan to bring the questions to class.
3) Paper 1 Exam Rewrite: Create a new Google Doc and entitled it “HL or SL- Paper1 Rewrite- first name last name”. Find two other students to work with and share the document with them as they will share theirs with you. You are to take the insights shared in class, review your notes and book and rewrite the answers to questions 2-4 using proper writing techniques. Peer Editing: Use the “Comment” tool to give one another feedback on the following criteria:
Here is a sample:
Email to Mr. C- “Karim Luy and Marylou Kupfer”. Then in the body.
Karim’s scores-
1- 3 and 2
2- 5
3- 4
4- 7
Your personal assessment and that of your partners will be a part of your final grade for this exam. It is due by 8:00 am next Friday October 2.
For classes meeting Thursday and Friday: Remember that the homework below is due for the next class meeting. :)
1) Review the ESPRAT+G site to further your understanding of this approach to analyzing social studies.
2) Read in Europe 1870-1991 textbook pp. 227-233 Sections 8.4-8.6. Outline and write questions that come up as you read. Plan to bring the questions to class.
3) Paper 1 Exam Rewrite: Create a new Google Doc and entitled it “HL or SL- Paper1 Rewrite- first name last name”. Find two other students to work with and share the document with them as they will share theirs with you. You are to take the insights shared in class, review your notes and book and rewrite the answers to questions 2-4 using proper writing techniques. Peer Editing: Use the “Comment” tool to give one another feedback on the following criteria:
- Writing- Introduction paragraph with clear topic/thesis. Introduction paragraph includes topics for following paragraphs. Transition sentences from one paragraph to another. Good word choice, strong sentence fluency in well-organized essay.
- Content- Excellent use of examples and factual information to support author’s points.
- Question- The essay question is clearly answered.
- Don’ts- Watch for your partner getting too philosophical, using conjecture on “what ifs”, overgeneralizing, and being vague- not to the point.
Here is a sample:
Email to Mr. C- “Karim Luy and Marylou Kupfer”. Then in the body.
Karim’s scores-
1- 3 and 2
2- 5
3- 4
4- 7
Your personal assessment and that of your partners will be a part of your final grade for this exam. It is due by 8:00 am next Friday October 2.
Monday, September 21, 2009
American Studies Homework: September 23 - 25
Note: American Studies section 02 has their test on Thursday September 24 and sections 01 and 03 take the test on Friday September 25. Remember to bring your notes with you to class on your test day.
_______________________________
Homework for next week meeting on Monday (Sept. 28) and Tuesday (Sept. 29):
Prentice Hall America book: Read pp. 40-49. Outline your reading. Answer the following questions- (PDFs will be emailed to the class that doesn’t have this book.)
_______________________________
Homework for next week meeting on Monday (Sept. 28) and Tuesday (Sept. 29):
Prentice Hall America book: Read pp. 40-49. Outline your reading. Answer the following questions- (PDFs will be emailed to the class that doesn’t have this book.)
- What was the importance of the French and Indian War? How did it affect the colonists and British leadership?
- What issues and concerns by the colonists lead to their declaring independence from Britain?
- What were some of the main principles from which the Declaration of Independence was created? In other words, what new ideas and beliefs did the Declaration “state”?
Sunday, September 13, 2009
IB History Homework: September 14-18
____________________________
For classes meeting Monday and Tuesday:
1) Paper 1 Exam in class on Thursday for HL and Friday for SL.
2) Take home closed book/notes, etc. essay exam. Due by 9:00 am Wednesday September 23. Mr. Carpenter will email you your essay exam by this Tuesday Sept. 14 midday. Your choices for turning it in are to either create/share a Google Doc, email as an attachment or print out or put on Mr. Carpenter’s desk by Wednesday September 23 9:00 am. No late work will be accepted. Mr. Carpenter will email reply to all students who send in their exams digitally so make sure you receive his response. Mr. C’s phone number is 0644017312 if there is any question of whether your completed exam reaches him.
A phone call will be made to your parents if you fail to turn in the essay exam on time. The call will only be to explain your zero- not to get your parents to push you to do the work. If you turn in a digital version, name the Google Doc-Word file “First name-last name-Unit 5 Exam”. Thus, you have the choice of completing the exam before the holiday if you choose.
2) You will learn more about the conflicts that demonstrated the expansionistic nature of fascist and strongly nationalist nations in the 1930’s by watching short online videos on Abyssinia, Manchuria, and the Spanish Civil War I and II.
3) Chapter 11: Mrs. Mitchum stated that the summer homework assignment clearly stated to read and outline all of chapter 11. If you did not accomplish this, finish reading and outlining the chapter. Remember that the last sections will overlap with future units on the rise of Hitler, Stalin and WWII.
__________________________________
For SL meeting on Wednesday September 16:
1) Prepare for your Paper 1 in class exam on Friday.
2) Start working on your take home essay exam emailed to you by Mr. Carpenter.
3) Due Thursday September September 24> Read pp. 217-226 in your textbook Europe: 1870-1991. Outline your reading in a Word document.
HL will have the above reading and outlining due for class on Friday September 25.
For classes meeting Monday and Tuesday:
1) Paper 1 Exam in class on Thursday for HL and Friday for SL.
2) Take home closed book/notes, etc. essay exam. Due by 9:00 am Wednesday September 23. Mr. Carpenter will email you your essay exam by this Tuesday Sept. 14 midday. Your choices for turning it in are to either create/share a Google Doc, email as an attachment or print out or put on Mr. Carpenter’s desk by Wednesday September 23 9:00 am. No late work will be accepted. Mr. Carpenter will email reply to all students who send in their exams digitally so make sure you receive his response. Mr. C’s phone number is 0644017312 if there is any question of whether your completed exam reaches him.
A phone call will be made to your parents if you fail to turn in the essay exam on time. The call will only be to explain your zero- not to get your parents to push you to do the work. If you turn in a digital version, name the Google Doc-Word file “First name-last name-Unit 5 Exam”. Thus, you have the choice of completing the exam before the holiday if you choose.
2) You will learn more about the conflicts that demonstrated the expansionistic nature of fascist and strongly nationalist nations in the 1930’s by watching short online videos on Abyssinia, Manchuria, and the Spanish Civil War I and II.
3) Chapter 11: Mrs. Mitchum stated that the summer homework assignment clearly stated to read and outline all of chapter 11. If you did not accomplish this, finish reading and outlining the chapter. Remember that the last sections will overlap with future units on the rise of Hitler, Stalin and WWII.
__________________________________
For SL meeting on Wednesday September 16:
1) Prepare for your Paper 1 in class exam on Friday.
2) Start working on your take home essay exam emailed to you by Mr. Carpenter.
3) Due Thursday September September 24> Read pp. 217-226 in your textbook Europe: 1870-1991. Outline your reading in a Word document.
HL will have the above reading and outlining due for class on Friday September 25.
American Studies Homework: September 14-18
____________________________
For classes meeting Monday and Tuesday:
1) iTunes Podcast subscribing: Go to the iTunes Store podcast page to search for podcasts that interest you. Find at least one to subscribe to, listen and then write a blog post describing the podcast and what you learned from listening to it.
2) More Resource Reading on Colonization: Continue to answer the following questions: “What were the positive effects of colonization of the Americas? Who benefited and how? What were the negative effects? Who felt the negative effects the most?” And add a new one... “Why do people migrate (forced or by choice) from one land to another? Remember to use ESPRAT+G to help you analyze information. Use the following two sites to continue your learning. Take notes that connect to answering the questions.
Site 1 Site 2
3) Mindmeister: Set up your account.
____________________________
For classes meeting Wednesday and Thursday:
1) Reading: Students with Pathways to Present book are to read pp. 24-30. Continue to add notes to your comparing and contrasting the New England, Mid-Atlantic and deep Southern colonies. Students with A History of the United States book are to read pp. 38-49. All students are to read the About.com article on the colonies.
2) Famous Student Bloggers: Read a newspaper article that lists students who have made it big through their blogs. Follow the links to read what they have to say.
3) Blog Post: Take your class warm up and write a blog post answering the following questions:
____________________________
For classes meeting Friday and Wednesday Sept 23:
No specific homework over the holiday but you will have a test next Thursday or Friday depending on when your class meets and you do have additional reading to do for Thursday/Friday. Part of your homework for next Thursday is to read the 3 PDFs Mr. Carpenter emailed you. These readings offer rich details and background information to add to your notes as you prepare for the test. So definitely read carefully, take notes and then review them.
Review the videos and text as well as additional documents provided from today’s lesson site. You will find a great deal of information here as you compare and contrast the 13 colonies.
Make sure you have good notes and can answer all the questions presented in this unit.
See below:
For classes meeting Monday and Tuesday:
1) iTunes Podcast subscribing: Go to the iTunes Store podcast page to search for podcasts that interest you. Find at least one to subscribe to, listen and then write a blog post describing the podcast and what you learned from listening to it.
2) More Resource Reading on Colonization: Continue to answer the following questions: “What were the positive effects of colonization of the Americas? Who benefited and how? What were the negative effects? Who felt the negative effects the most?” And add a new one... “Why do people migrate (forced or by choice) from one land to another? Remember to use ESPRAT+G to help you analyze information. Use the following two sites to continue your learning. Take notes that connect to answering the questions.
Site 1 Site 2
3) Mindmeister: Set up your account.
____________________________
For classes meeting Wednesday and Thursday:
1) Reading: Students with Pathways to Present book are to read pp. 24-30. Continue to add notes to your comparing and contrasting the New England, Mid-Atlantic and deep Southern colonies. Students with A History of the United States book are to read pp. 38-49. All students are to read the About.com article on the colonies.
2) Famous Student Bloggers: Read a newspaper article that lists students who have made it big through their blogs. Follow the links to read what they have to say.
3) Blog Post: Take your class warm up and write a blog post answering the following questions:
- What are different reasons why Moroccans migrate away from Morocco?
- Using ESPRAT, what are possible different groups and what are their reasons?
- Who is migrating to Morocco? Why?
Remember to use Labels to categorize the information in your post.
4) Write a blog post defining in depth the term “mercantilism”. Take notes in your laptop or notebook using the following sites.
Site 1 Site 2
4) Write a blog post defining in depth the term “mercantilism”. Take notes in your laptop or notebook using the following sites.
Site 1 Site 2
____________________________
For classes meeting Friday and Wednesday Sept 23:
No specific homework over the holiday but you will have a test next Thursday or Friday depending on when your class meets and you do have additional reading to do for Thursday/Friday. Part of your homework for next Thursday is to read the 3 PDFs Mr. Carpenter emailed you. These readings offer rich details and background information to add to your notes as you prepare for the test. So definitely read carefully, take notes and then review them.
Review the videos and text as well as additional documents provided from today’s lesson site. You will find a great deal of information here as you compare and contrast the 13 colonies.
Make sure you have good notes and can answer all the questions presented in this unit.
See below:
- Why study history?
- What does ESPRAT+G stand for? How do you use it to study social studies?
- Why were several European nations in a good position to start exploring across the Atlantic ocean by the 1500s?
- What were the positive effects of European colonization of the Americas?
- What were the negative effects?
- Describe the need for slaves in America. What were they needed for most? Fully explain. Why did the colonists turn to Africa for slaves?
- Where did the Spanish mainly conquer and colonize? What was the main form of wealth that they gained from their efforts?
- Where did the English mainly conquer and colonize? What was the main form of wealth that they gained from their efforts?
- What was “mercantilism”?
- How were the three regions of the English colonies alike and different?
Be very specific in your ability to answer these questions. You should be able to write full and multiple paragraphs for each question.
Wednesday, September 9, 2009
Learning Community Guidelines
Here are the actions and behaviors that your table groups shared that will be our learning community guidelines.
- Follow our school dispositions (creative, community minded, enthusiasm for learning, ethical, reflective, respectful, and responsible)
- Speak English and not speak when someone else is talking
- Be disciplined to be attentive and engaged
- Nurture and build from one another's ideas
- Be curious and ask questions
- Work to make connections from history to our lives
- Make our class work and homework count
- Variety in which teams we work with
- Have fun!
Sunday, September 6, 2009
Week in Review
We completed our first week of classes at CAS beginning the process of building our learning communities in each classroom. After being hired last December to come and work at CAS, it was a wonderful feeling to finally start working with my students. :)
American Studies: We worked to set up protocols (Gmail, Google Documents, etc.) for the class and will continue this week to develop the guidelines for behavior in the classes. We started our study of American history looking at the question "Why were several European nations in a good position to start exploring across the Atlantic ocean by the 1600's?". We will move forward this week to look at colonization in the Americas as well as here in Morocco. One of the main ways we learn is by connecting new information to what we already understand. The students also spoke to their parents about what skills they need in our world today. So be ready parents to continue to be a partner in our learning community! Your children will have lots of questions and discussion topics for you.
IB History: We are spending some time getting to know one another as I am coming in mid-stream working to support the excellent instructional strategies used by Mrs. Mitchum last year. I feel very fortunate to have her close by for consultation as we use old and new techniques to help our 12th graders learn and prepare for their exams. They were very helpful and resourceful this week bringing together a list of learning strategies that they felt were helpful last year. As for history topics, scan the homework below to see what topics and questions your children are researching, collaborating and building their understanding around.
American Studies: We worked to set up protocols (Gmail, Google Documents, etc.) for the class and will continue this week to develop the guidelines for behavior in the classes. We started our study of American history looking at the question "Why were several European nations in a good position to start exploring across the Atlantic ocean by the 1600's?". We will move forward this week to look at colonization in the Americas as well as here in Morocco. One of the main ways we learn is by connecting new information to what we already understand. The students also spoke to their parents about what skills they need in our world today. So be ready parents to continue to be a partner in our learning community! Your children will have lots of questions and discussion topics for you.
IB History: We are spending some time getting to know one another as I am coming in mid-stream working to support the excellent instructional strategies used by Mrs. Mitchum last year. I feel very fortunate to have her close by for consultation as we use old and new techniques to help our 12th graders learn and prepare for their exams. They were very helpful and resourceful this week bringing together a list of learning strategies that they felt were helpful last year. As for history topics, scan the homework below to see what topics and questions your children are researching, collaborating and building their understanding around.
American Studies Homework: September 7 - 11
____________________________
For classes meeting Tuesday and Wednesday:
1) Blog Reading for Learning: To see other international school teachers and student blogs, do Google Blog search (http://blogsearch.google.com/) using the following “shanghai american school”. Look to search for your interests, hobbies, etc. You are to find at least one blog that you like and add it to your blog roll. Be ready in class to share what you learned from doing your search and which blog you added to your blog roll.
2) Why Study History?: You are to analyze the following sources that discuss the value of studying history. Write a blog post summarizing which reasons make the most sense to you giving your reasons. Focus on how history affects society as a whole and you as an individual. Offer one example of how history has affected you.
Site 1 Scroll down to the heading “History: What is it good for?”. I do challenge you to read all the information on this page, though. :)
Site 2 This is a long article with some challenging words. However, I think you will get a lot from reading it.
3) Continue to share this blog with your parents! And when you are ready, share your blog with them as well. :)
4) Gmail Contact List and Parent’s Email: Use emails sent from Mr. Carpenter to start building out your History class contact list. You will need it for the remainder of the year to send emails and to share Google Docs. Also, you are to send Mr. Carpenter an email where you write the name and email address of the parent who he should contact concerning school issues.
____________________________
For classes meeting Thursday and Friday:
History Reading: America Pathways book students are to read pages 11-12, 14-18. A History of the United States book students are to read pages 26-38. Come to class ready to answer the questions “What were the positive effects of colonization of the Americas? Who benefitted and how? What were the negative effects? Who felt the negative effects the most?” Take notes as you read whether in your laptop or on paper. Write a blog post about where and how you see the effects of colonization here in Morocco. Talk to your parents for insights. Be prepared to add to the class discussion on this question about the effects of colonization. We will start class off with a quiz about your reading. Be prepared.
For classes meeting Tuesday and Wednesday:
1) Blog Reading for Learning: To see other international school teachers and student blogs, do Google Blog search (http://blogsearch.google.com/) using the following “shanghai american school”. Look to search for your interests, hobbies, etc. You are to find at least one blog that you like and add it to your blog roll. Be ready in class to share what you learned from doing your search and which blog you added to your blog roll.
2) Why Study History?: You are to analyze the following sources that discuss the value of studying history. Write a blog post summarizing which reasons make the most sense to you giving your reasons. Focus on how history affects society as a whole and you as an individual. Offer one example of how history has affected you.
Site 1 Scroll down to the heading “History: What is it good for?”. I do challenge you to read all the information on this page, though. :)
Site 2 This is a long article with some challenging words. However, I think you will get a lot from reading it.
3) Continue to share this blog with your parents! And when you are ready, share your blog with them as well. :)
4) Gmail Contact List and Parent’s Email: Use emails sent from Mr. Carpenter to start building out your History class contact list. You will need it for the remainder of the year to send emails and to share Google Docs. Also, you are to send Mr. Carpenter an email where you write the name and email address of the parent who he should contact concerning school issues.
____________________________
For classes meeting Thursday and Friday:
History Reading: America Pathways book students are to read pages 11-12, 14-18. A History of the United States book students are to read pages 26-38. Come to class ready to answer the questions “What were the positive effects of colonization of the Americas? Who benefitted and how? What were the negative effects? Who felt the negative effects the most?” Take notes as you read whether in your laptop or on paper. Write a blog post about where and how you see the effects of colonization here in Morocco. Talk to your parents for insights. Be prepared to add to the class discussion on this question about the effects of colonization. We will start class off with a quiz about your reading. Be prepared.
IB History Homework: September 7 - 11
Note that we will use this blog to post homework until the school starts using Edline in a few weeks. Remember the homework is due the following class meeting date and if digital, it is due by 5:30 am.
____________________________
For classes meeting Tuesday and Wednesday:
Special Note: To receive credit for setting up your Gmail and Google Docs you must send me an email and share your Paper 1 and Ch. 11 Outline with me by 8:30 am Tuesday if you are in the HL class and by 8:30 AM on Wednesday if you are in the SL class. If you only have a paper copy of your summer homework and/or tried to share them via Google Docs but could not, then bring in paper copies by the deadline. If you have not sent Mr. C your Gmail address, you are already falling behind in receiving important resource materials.
1) Research your assigned question using all available resources going beyond what was provided in the book. Start with your Chapter 11 outlines and today’s presentations but then go on to use all the resources that you can find. Follow the guidance of your table leader to collaborate using your Google Document. Don’t forget that we have a library to do research!
Use the following guidelines that were presented in class:
-A team leader will be chosen for each table.
-Each table will create one Google Doc to share between themselves and Mr. Carpenter. The team leader will do this.
-The leader will guide the team to come up with a plan for researching to find answers to the assigned question.
-Each team member records his/her research into a Word doc and then pastes it into an open section of your Google Doc. Set a deadline the night before this is due so the team leader (or whomever has a laptop) can then go into the Goo Doc and export it into Word to bring to school to work on in class. -In our next class meeting, your teams will be given time to review their research to prepare a presentation to the class answering their assigned question. You will be teaching the class so be creative in helping us learn!
-The final Word document is to be copied to the team’s Google Doc replacing the previous information. The team leader is to share the document with the other four team leaders who will share it with their teams.
Table Assignments:
T1- Why did the League of Nations fail? (Extra Challenge: In what ways was the League not a failure?)
T2- To what extent did the isolation of Russia and the US contribute to the collapse of the new international order?
T3- Why is it difficult to objectively reflect on the appeasement policy of Prime Minister Chamberlain?
T4-What consequences can a nation-state employ when another country is ignoring international condemnation?
T5-How significant was the role of nationalism after WWI and to what extend did it contribute to WWII?
Note: Mr. Carpenter will be emailing you some articles to read to help you do your research so check your Gmail accounts!
2) Gmail Contact List and Parent’s Email: Use emails sent from Mr. Carpenter to start building out your IB History contact list. You will need it for the remainder of the year to send emails and to share Google Docs. Also, you are to send Mr. Carpenter an email where you write the name and email address of the parent who he should contact concerning school issues.
3) Continue to share this blog with your parents. Help them understand what you are working on!
____________________________
For classes meeting Thursday and Friday:
1) Make sure that your computer either has a built in microphone or that you have one to plug in. Secondly, you will need voice recording software. On the Mac you can use GarageBand or Audacity and on Windows machines you can use Audacity or maybe you have built in software. You will be using voice recording throughout the year so make sure you are ready to record.
2) Team Leaders from today: The final Word document of your presentation is to be copied to the team’s Google Doc replacing the previous information. The team leader is to share the document with the other four team leaders who will share it with their teams. Once you receive the Google Docs from the other teams, share it with your team members.
3) Trading History Cards: You are to research and write down on small index style cards information about the following topics. Some have been covered in your presentations so this will be review. Try to find paper that is a little thicker than regular paper. On one side you write the topic in large letters and on the other side you are to answer the following key questions: What/Who?, When?, Why Important? and Any Connections to other key topics, events, or persons? Your cards cannot be any larger than 9 cm by 9 cm. Do include a drawing, map, etc. if you can. :) We will have a little competition in class to see whose specific cards you would like to trade for the most. Each student/player will have to ask for and review a trading card from as many classmates as possible on all the topics listed below. When we meet and have our trading session, each student will be allowed to ask for 7 cards in total from other players. You will also write down on your personal scorecard how well you know each topic and who has the best card for each topic. We will count how many requests the top players have at the end of the game.
Wilson's 14 Points
Collective Security
Appeasement
Conflicts: Abyssinia, Manchuria, Spanish Civil War
World Disarmament Conference
Ruhr Occupation
Germany's rearmament
Locarno Pact
Washington Conference
Kellog-Briand Pact
Litvinov’s Pact
Sudentland
Anschluss
Dawes Plan
Great Depression
Isolationism
Munich Conference
Nazi-Soviet Pact
Rome-Berlin Axis
____________________________
For classes meeting Tuesday and Wednesday:
Special Note: To receive credit for setting up your Gmail and Google Docs you must send me an email and share your Paper 1 and Ch. 11 Outline with me by 8:30 am Tuesday if you are in the HL class and by 8:30 AM on Wednesday if you are in the SL class. If you only have a paper copy of your summer homework and/or tried to share them via Google Docs but could not, then bring in paper copies by the deadline. If you have not sent Mr. C your Gmail address, you are already falling behind in receiving important resource materials.
1) Research your assigned question using all available resources going beyond what was provided in the book. Start with your Chapter 11 outlines and today’s presentations but then go on to use all the resources that you can find. Follow the guidance of your table leader to collaborate using your Google Document. Don’t forget that we have a library to do research!
Use the following guidelines that were presented in class:
-A team leader will be chosen for each table.
-Each table will create one Google Doc to share between themselves and Mr. Carpenter. The team leader will do this.
-The leader will guide the team to come up with a plan for researching to find answers to the assigned question.
-Each team member records his/her research into a Word doc and then pastes it into an open section of your Google Doc. Set a deadline the night before this is due so the team leader (or whomever has a laptop) can then go into the Goo Doc and export it into Word to bring to school to work on in class. -In our next class meeting, your teams will be given time to review their research to prepare a presentation to the class answering their assigned question. You will be teaching the class so be creative in helping us learn!
-The final Word document is to be copied to the team’s Google Doc replacing the previous information. The team leader is to share the document with the other four team leaders who will share it with their teams.
Table Assignments:
T1- Why did the League of Nations fail? (Extra Challenge: In what ways was the League not a failure?)
T2- To what extent did the isolation of Russia and the US contribute to the collapse of the new international order?
T3- Why is it difficult to objectively reflect on the appeasement policy of Prime Minister Chamberlain?
T4-What consequences can a nation-state employ when another country is ignoring international condemnation?
T5-How significant was the role of nationalism after WWI and to what extend did it contribute to WWII?
Note: Mr. Carpenter will be emailing you some articles to read to help you do your research so check your Gmail accounts!
2) Gmail Contact List and Parent’s Email: Use emails sent from Mr. Carpenter to start building out your IB History contact list. You will need it for the remainder of the year to send emails and to share Google Docs. Also, you are to send Mr. Carpenter an email where you write the name and email address of the parent who he should contact concerning school issues.
3) Continue to share this blog with your parents. Help them understand what you are working on!
____________________________
For classes meeting Thursday and Friday:
1) Make sure that your computer either has a built in microphone or that you have one to plug in. Secondly, you will need voice recording software. On the Mac you can use GarageBand or Audacity and on Windows machines you can use Audacity or maybe you have built in software. You will be using voice recording throughout the year so make sure you are ready to record.
2) Team Leaders from today: The final Word document of your presentation is to be copied to the team’s Google Doc replacing the previous information. The team leader is to share the document with the other four team leaders who will share it with their teams. Once you receive the Google Docs from the other teams, share it with your team members.
3) Trading History Cards: You are to research and write down on small index style cards information about the following topics. Some have been covered in your presentations so this will be review. Try to find paper that is a little thicker than regular paper. On one side you write the topic in large letters and on the other side you are to answer the following key questions: What/Who?, When?, Why Important? and Any Connections to other key topics, events, or persons? Your cards cannot be any larger than 9 cm by 9 cm. Do include a drawing, map, etc. if you can. :) We will have a little competition in class to see whose specific cards you would like to trade for the most. Each student/player will have to ask for and review a trading card from as many classmates as possible on all the topics listed below. When we meet and have our trading session, each student will be allowed to ask for 7 cards in total from other players. You will also write down on your personal scorecard how well you know each topic and who has the best card for each topic. We will count how many requests the top players have at the end of the game.
Wilson's 14 Points
Collective Security
Appeasement
Conflicts: Abyssinia, Manchuria, Spanish Civil War
World Disarmament Conference
Ruhr Occupation
Germany's rearmament
Locarno Pact
Washington Conference
Kellog-Briand Pact
Litvinov’s Pact
Sudentland
Anschluss
Dawes Plan
Great Depression
Isolationism
Munich Conference
Nazi-Soviet Pact
Rome-Berlin Axis
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