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?