Monday, 12/12

Today we finished up the Industrial Revolution presentations, took some notes on Africa leading up to Imperialism in Africa, and collected Imperialism and Racism homework answers.

Introduced today, also, was a Colonialism Project for student to do over the two week conference period in January when we don't have classes.  Students should start on their projects and have a basic idea of what they're doing and up against for next class, 12/19, by doing items 1-4 on their project.  See project below:

Colonialism Project                                                                   Due: Monday, 1/30/12

To compliment our Colonialism and Imperialism unit, each student will create a power point* presentation demonstrating a different country’s involvement in Colonialism.  You will become an expert and teach the class the history and affects of colonialism on your country.

Include the following:

1. Country Name: __________________________

2. Country your country was colonized by:__________________________

3. People groups and tribes colonized with you.

4. Area of the World

5. Map(s) of area (Before, during, after, etc.)

6. How did the Colonizer create the boundaries of their Colony (your country)?

7. Why was the Colonizer interested in this Colony? (Natural resources, trade, etc.)

8. Timeline of the Colonial relationship (from when the Colonizer first came ->when Colonizer left)

9. Nature of the Colonial relationship. How was it beneficial to the Colonized? How was it detrimental to the Colonized? How was it beneficial to the Colonizer? How was it detrimental to the Colonizer?

10. Independence movement: How did your country gain its independence from the colonial power?

11. Political and economic affects of colonization on your country:  How successful were the newly independent country’s attempts at setting up a government? A economic system? (This is the aftermath of colonialism, the legacy of imperialism, the positive or negative affects of being taken over for decades or centuries by another power and then trying to be autonomous—self governing.)

Colonizing Countries:

England                        France                        Belgium                        Netherlands                        Portugal                       

Germany                        Italy                        USA                                    Japan                                    Spain

Colonized Countries:

11^th/12^th Graders:

Philippines                        Puerto Rico             Palestine                        Vietnam                        Hong Kong

Guam                                    Egypt                        Taiwan                        Iraq                                    Afghanistan                       

9^th/10^th graders:

Sri Lanka                        Laos                        Cambodia                        Indonesia                        Malaysia

East Timor                        Macau                        Morocco                        Senegal                        Niger

Ghana                                    Ivory Coast            Benin                                    Burkina Faso                        Algeria

Madagascar                        Republic of the Congo                        Democratic Republic of the Congo

Gabon                                    Guinea                        Cameroon                        Tanzania                        Libya

Rwanda/Burundi            Nigeria            South Africa                        Namibia                        Zimbabwe

Kenya                                    Uganda            Equitorial Guinea            Mauritania                        Mali

Togo                                    Jordan                        Somalia                        Syria                                    Lebanon           

Angola                                    Tunisia            Mozambique                        Guinea Bissau                        Botswana

Sudan                                    Chad                        Manchuria                        Korea

                                   

*Google docs “Presentations” are recommended as a format for your power point. It makes technology transfer much easier.

Monday, 12/5

Due to power outages and the huge wind storms, many people weren't ready to present today. A few people had their Industrialization projects ready and did a great job teaching the class. Students took notes on presentations.  We then did an activity that mimicked the Colonial Powers' Scramble for Territory, by having groups make a name and flag for themselves and "claim" parts of the classroom. Many parallels were easy to see between what our class did in claiming items and furniture and structural features of the class, and what the Colonial Powers (mostly European countries) did in the mid 1800s. 

After debriefing the activity, students began reading: Imperialism and Racism, with questions and tasks to help bring the material to life that will be due next class.

Homework:  1. Presentations, for those who haven't done theirs, yet.
2. Imperialism and Racism Reading, with Tasks I - III completed. (Task IV is extra credit).

Monday, 11/28

Monday we finished up the Industrial Revolution Notes Matrix and took notes on a slideshow about the Responses to the Negative Effects of the IR, which students turned in.  They also did (or will next class) turn in their IR Notes Matrix papers to get a credit for their work. 

I checked the tangible evidence of progress on the Industrialization Project for each student, and gave the Bookwork #3 quiz. 


Homework: Projects are due on Monday, 12/5, ready to go with technology prepped and expert status, as each student prepares to teach the class their topic. 

Monday, 11/21

Today we did a quick project check in , bookworkers took their book quiz, and then we did an overview of specific positives and negatives of the Industrial Revolution in the form of a note matrix.  I handed out grade reports and passed back papers so all could see missing work and their progress in History so far. 

Homework:  Continue on with Projects and Bookwork!   Due 12/5!

Monday, 11/14

Today we figured out what people had done and need to do on their Industrialization project, and bookwork students took a book quiz.  We then watched a movie with a viewer guide for notes, on American Industrialization. If you were absent, you need to get the viewer guide and go over it with Keidi so you learn the main points of the material we watched. 

Homework: Project work, Week #2, Bookwork #2 for people not doing a project

Monday, 11/7

Monday we started on the Industrial Revolution. Students took notes on a movie of the Industrial Revolution, as an overview to spark their interest in a project topic. The homework is a month long Project going in depth on Industrial Revolution, see below. The Project was explained and an alternative assignment, Bookwork with questions due weekly and weekly quizzes on the pages read. Students created project proposals to show what they were going to be doing and how they would show tangible progress each week. 


Homework: The Project:

Industrialization Project Outline:

To learn about the Industrial Revolution in Europe, (9^th and 10^th graders) and the Industrialization of America, (11^th and 12^th graders), each student has the option to do the bookwork for the chapters that cover industrialization, or do a demonstration project. All work is due Monday, 12/5.

Bookwork: 

9^th and 10^th graders:             Modern World History Textbook: 

pg. 280-288, ?s 1-9; due 11/14

                                     pg. 289-294, ?s 1-9; due 11/21

pg. 295-299, ?s 1-9; due 11/28

pg. 300-306, ?s 1-9; due 12/5

pg. 308-309, (Chapter 9 Assessment) due  12/5

11^th and 12^th graders: The Americans Textbook

                                    pg. 228-233, ?s 1-5; due 11/14

                                    pg. 234-235, ?s 1 & 2, pg. 236-240, ?s 1-5; due 11/21

                                    pg. 241-249, ?s 1-5; due 11/28

                                    pg. 250-251, (Chapter 6 Assessment- all); due 12/5

                                    pg. 254-259, ?s 1-5; due 12/5

Projects:  Choose your own topic and project format. (ie: topic: railroads, format: power point) This is an opportunity to go deep into a part of Industrialization that interests you and that you want to become an expert on and share with the class. Topics and formats must be approved by Keidi on Monday, 11/7 before you leave for the day.  You will also make a schedule outlining how you will show progress on your project each week. (See Project Proposal Sheet)

Examples of Project Formats:  Power Point Presentation, Movie/Reenactment/Play; Game Show; Talk Show/Interview; Poster; Essay/Research Paper; Song; Interpretive Dance; Demonstration; etc.

Possible Topics for Projects:

9/10^th grade: 

Agricultural Revolution,             Steam Power,             Coal Industry,                         Iron Industry,

Textile Industry,                         Inventions,                         Transportation,                         Railroads,

Urbanization/City Conditions of IR,                         Child Labor,                                     Worker Health,

How did the IR Spread?,             Social Classes,            Working Conditions,                        Adam Smith,

Effect of Industrialization on the Environment,             Socialism,                                     Labor Unions,

Women/Womens Rights in the Industrial Revolution.             Friedrich Engels,             Karl Marx,

Why did England Industrialize First?                        Natural Resources Valuable to Industry,

Methods of Production (assembly line, etc.)             New Chemicals in the IR,            Communications,

11/12^th grade:

Agricultural Revolution in America,                         Coal Mining,                                 Steam Engines/Steam Power,  Inventions of Industrialization,                                     Thomas Alva Edison,             Alexander Graham Bell,

How Industry Changes the Environment,                         Elwin L. Drake,                        Bessemer Process,

Coal Processing-into Steel,                                                Railroads,                                     George M. Pullman,

Credit Mobilier,                                                             Interstate Commerce Act,             Labor Unions,

Andrew Carnegie,                                                             John D. Rockefeller,                         Sherman Anti-Trust Act, American Federation of Labor (AFL),                         Samuel Gompers,                         Eugene V. Debs,

Industrial Workers of the World (IWW),                         Mary Harris Jones,                         Social Darwinism,

New Business Strategies/Marketing/Corporations/Monopolies,                         Christopher Sholes,

Munn v. Illinois,

Project Proposal Sheet:

You will receive points each week as you turn in part of your project.  Outline below what you will have done tangibly to show me each week. I want to check that you are accomplishing ¼ of the project every Monday, and will be prepared to turn in the project on 12/5. This is part of your project proposal that Keidi needs to approve today before you leave.

Project Proposal:

Topic:   ___________________________________________________________________________________

Group Members and Phone #s:___________________________________________________________________________________

Project Format: __________________________________________________________________________

How you will show your knowledge: __(your plan)______________________________________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

11/14: Turn In Week 1: __(what, where, how, by whom?)_______________________________________________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

11/21: Turn In Week 2: ___________________________________________________________________________________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

11/28: Turn In Week 3: ___________________________________________________________________________________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

12/5:  Final Project Done, Rehearsed, Ready to Present to the Class or Give to Keidi: _______________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

Monday, 10/31

Happy Halloween. We talked about our culture's celebration of Halloween, a bit, and the Latin American tradition of Dia de los Muertos.  We finished our notes matrix on the different revolutions in the Arab world and Occupy Wall street, and did a Revolution Analysis (see it pasted below) as a final, deep thinking activity to wrap up Revolutions.

Homework: 
Everyone: Create a piece of stationary. Someone must be able to write on it, and it needs to be three-hole-punched.
9th graders:  The first 2 pages (4 sides) of a geography packet, map skills and geography themes.
10th graders: p. 272-277 in textbook, answer ?s on each page in purple boxes (7 ?s total)
11th graders: p. 228-233, ?s 1-5, p. 234 & 235, ? #1
12th graders: p. 111-116, ?s 1-5

Revolutions Analysis                                     Name: _______________________Date:  __________

I.  For each Revolution or Revolutionary Movement, answer the following questions: 

A.  Do you think the Revolution will achieve the goals of the people?  Why or why not?

B.  What would it take for the Revolution to achieve the goals of the people?  What would need to happen soon for the Revolution to be a success?

1. Tunisia

2.  Egypt

3.  Libya

4. Bahrain

5.  Occupy Wall Street

II.  For each of the Revolutions our class wrote Storybooks about, answer the following questions:

A.  Do you think the Revolution achieved the goals of the people?  Why or why not?

B.  What would it have taken for the Revolution to achieve the goals of the people? 

6. Latin American Revolution in _________________________:

7.  French Revolution:

8.  American Revolution: 

On the back, write a paragraph giving your opinion:  Does a Revolution automatically mean a step towards Democracy, no matter the outcome?  What elements does a Revolution need to contribute to the Rise of Democracy?

Monday, October 24th

Today students turned in their Revolution Storybooks, and got to browse through other students' books to see the different interpretations.  We then returned to the subject of current Revolutions in the Arab world and Occupy Wall street. We went over the note matrix and answered questions comparing the different Revolutions.  We will finish next Monday.

Homework:  Catch up!  Figure out what you're missing and make it up so you can turn it in and get points!  Culture Brochures, Packet #1, Packet #2, Bookwork #3 (Fundamental Themes/Movement for 9th graders), and most of all: REVOLUTION STORYBOOKS!  Please turn in late work on next Monday, 10/31.  Thanks! Keidi

Monday, 10/17

This week we looked at Revolutions around the world, in Tunisia, Egypt, Libya, Bahrain, and the Occupy Wall Street movement.  We started to fill in a Notes Matrix to organize the information about each place, which we will continue on Monday.  

Homework: 

I also checked in the rough drafts for the Revolution Storybooks, rough drafts were due Monday, and the whole storybook is due on next Monday, 10/24.  Storybooks should be typed or neatly printed in black ink, with accurate and proofread text and colorful pictures.  

Monday, October 10th

Today we discussed actual Revolutions, preparing for a project where students will write a storybook (as if for a 10 year old) telling the story of either a Latin American (9th graders), French (10th graders) or American (11th and 12th graders) Revolutions.   We looked at an overview of Revolutions, and discussed the reasons behind a Revolution. 

Students got their culture brochures back and we talked about never plagiarizing and how not to plagiarize, as there was A LOT in the brochures that was not student's own words.  We practiced putting things into your own words with the definition of Revolution, and I expect to see no plagiarism, copying, or cutting and pasting on the Storybook projects. 

Storybooks are due 10/24, Rough Drafts are due next week, 10/17.
Homework (due 10/17): 
9:  a Latin American Revolution storybook work,  follow the handout you were given in class to do the Brainstorming sheet, or some other kind of complete rough draft.
10: French Revolution storybook work:   follow the handout you were given in class to do the Brainstorming sheet, or some other kind of complete rough draft.
11:  American Revolution storybook work,  follow the handout you were given in class to do the Brainstorming sheet, or some other kind of complete rough draft.
12: American Revolution storybook work, specifically looking at policies and documents as they evolved:  follow the handout you were given in class to do the Brainstorming sheet, or some other kind of complete rough draft.

Monday, October 3rd

This weeks class highlighted "Revolutionary Thoughts", of philosophers and Enlightenment thinkers.  We did an in class activity, which is below, to contemplate what life would be like in a "State of Nature".  Culture Brochures were shared and turned in, as were the 2nd packet for each grade level. 
      We also got textbooks for the 10th, 11th and 12th graders.  Please keep your book at home in a safe, dry place where you can use it weekly, and turn it in to the bookroom at the end of the year. The textbooks are going to take the place of packets, to save paper and keep all the information together in one spot: a book!

Homework:
1. 9th graders:  The Five Themes of Geography, and Thought Questions on Movement, and Humans and Environments.

2. 10th graders: Modern World History; Read pg. 186-201, and use to answer ?s 1-8 on pg. 194, and ?s 1-9 on pg. 200.

3.  11th graders:  The Americans; Read pgs. 31-53, and answer ?s 1-5 on pg. 38, and ?s 1-4 on page 53.

4. 12th graders: We The People; Read pages 35-42, and answer ?s 1-4 and ?s 1-8 on page 42. Read pages 43-56, and answer every ? you see in a blue box throughout the chapter.



We talked about life in a State of Nature, and answered the questions and then filled in the notes of the following handout, an in class activity:

Humanities, History: Classwork,  10/3                                                Name:  ______________________________

Answer the following questions thoughtfully: (Full credit given only for thoughtful answers!)

           Imagine that our class has crashed onto a deserted island. We find ourselves safe, and have plenty of resources, but we must work together to survive. 

State of Nature:  a condition in which there is no government. 

1.  What would be some advantages to living in a state of nature?

2.  What would be some disadvantages to living in a state of nature?

3.  What rights, if any, might you expect to have in a state of nature?

4. What might people who are stronger or smarter than others try to do? Why?

5. What might people who are weaker or less skilled try to do? Why?

6. What would life be like/feel like?

7. What are some things the people could do to protect their lives, liberty, or property?

8. List five rights you think that are essential to everyone in our island?

i.

ii.

iii.

iv.

v.

Thinkers Notes:

Aristotle:  Children are born _______________________, but learn to be ____________________.  Humans have _____________ to learn to separate right and wrong. 

Government= People exercising reason join together in _________________ through their understanding that the common good is ____________ important than individual good. Without government, people become _________________ and __________________. 

Descartes: All men have the ability to reason.  People can settle differences through compromise.

John Locke: People have reason, and the natural ability to ____________ _______________ and look after the well being of society.    Believed in Freedom of ___________________, and  was ____________________slavery.

Government= Formed to protect the rights to ________________, _____________________, and ________________________.

If government is not protecting these rights, or abusing it’s power, the people have _________ ___________________

to rebel and ___________ _______ __________ government.

Thomas Hobbes: People are naturally _________________________. People ____________ be trusted to govern themselves. 

Government=   ________________ ___________________ is best to protect people from their own ___________________________ and _____________.  Democracy would  ___________________ ________________.

Jean Jacques Rousseau: People are born _______________. In a State of Nature, people would live _________________ and _________________________. For Rousseau, a State of Nature is ________________, as modern nations _________________ the individual with luxury, corruption, and greed.

Government= _________________ ________________________ only, like the _________________ system of small, local ____________________. 

Monday, September 26th, Types of Government

Today we looked at many different Types of Government, and at what a Utopia is. Students worked in groups to create a culture and government that would be their ideal, according to the following criteria:

Utopia: Create an Island Culture and Government

Include:

Aspects of Culture:

Language

Food

Clothing

Art

Music

Dwellings

Customs (Greeting, saying goodbye, rituals, rites of passage, etc.)

Religion

World View

Family Relationships

Attitude towards: Children, Elderly people, Disabled/Mentally Ill, Education, race, Health, etc.

Cooperative or Competitive

Type of Government-- Look at list.

Write up a brief constitution of your Culture’s Government

*Who is in charge? 

*Who makes the rules? How?

*Who enforces the rules? How?

*What happens to people who break the rules? 

*How is government supported/financially viable? 

After presenting their created culture, we discussed the homework, which is:

1. For Everyone: Culture Brochure due on Monday! 

2. By grade level:   9th graders -The Study of History, Geography, and Culture, Packet #2

                               10th graders - Age of Absolutism, Packet #2 (Unit 14)

                               11th graders- Road to Revolution, Packet #2(Unit 2)

                               12th graders- Federalism Project- Follow the directions carefully, create a poster that identifies the players in our Government.

Monday, September 19th, Day 2

Today we looked at culture intensely, with two different slide shows and some notes on culture.  The homework is a Culture Brochure, due on Monday, October 3rd.  The handout is yellow and explains it all, if you have questions, email me at: klewis@slvusd.org.  Yay for culture!

Websites that will help you: (except the 11th graders--these websites don't have much about native americans.)
For the Travel Info section: lonelyplanet.com
For the Demographics section: ciaworldfactbook.com

Monday, September 12, Day 1

The first day of Humanities, History class:
1.  We discussed culture,and then talked about the Humanities class culture, guidelines, expectations, and grading. 
2. Students were asked to explore their own curiosity and see what they were interested in learning about their specific history topic (by grade level: 9th grade: Geography, 10th grade: World History, 11th grade, US history, 12th grade, Government. )
3. We looked at a power point about how the brain works and spent time drawing what our brains are like, with words, pictures, colors, strengths, and areas we'd like to help our brains grow.



Homework:  Each student got a packet of work due next Monday, Packet #1.

9th graders: Geography fact sheet activities
10th graders: World History Packet #1
11th graders: US History Packet #1
12th graders: a copy of the Constitution and a Constitutional Scavenger Hunt to complete.

Welcome to Humanities!

You've made it to the blog, congratulations. Keep checking here for updates, homework, and summaries of what we did in class.