April 2009 Archives

Today, we'll wrap up the war (after the remaining presentations). Friday will be the Unit #7 Two-Minute Review.

Hi. Remember that I'm at a meeting today. Be good for Ms. Shrum, or I will make the rest of your year miserable...

Unit #7 Identifications: On Friday, May 1st, you will write on your choice of 5 of the 8 identifications that appear on the Unit #7 exam chosen from the list below. You may bring 10 words of "notes" for each of the 15 possible identifications to the exam. (Printed out, not on your computer.) You will need to turn in these notes, and I reserve the right to count symbols, acronyms, etc. as one or more words. Each of the five identifications is worth 5 points.

A good identification is typically in the range of 4 to 6 sentences in length. (You do need to write in complete sentences.) You should demonstrate both an understanding of just who / what the ID "is" and place it in the appropriate historical context. In addition, you need to explain the significance of the ID. In other words, answer the "So what?" question.

Schlieffen Plan
League of Nations
Treaty of Versailles
March Revolution
Great Purge
Mao Zedong
Amritsar Massacre
Mustafa Kemal
Great Depression
Benito Mussolini
appeasement
Battle of Britain
"Final Solution"
Battle of Stalingrad
Nuremberg Trials

Unit #7 Essay Exam - Questions and Format - You'll write an essay as part of the Unit #7 Exam. This essay should be turned in by the end of class on Monday, May 4th. Below you can find both the questions from which you will choose and the format for the essay portion on the Unit #7 Exam. The essay will be evaluated on the usual 30 point scale.

Format: The actual essay will be written by hand or word-processed. You should prepare for a five-paragraph essay. That means that you should include an introduction (with a clear thesis statement), three body paragraphs, and a concluding paragraph. (Note that the questions lend themselves to such a format. That is on purpose.)

Remember that the questions are not designed for you to tell us everything you have learned. Focus on what the question is requiring you to do.

CHANGES for this one:
* You may write this outside of class time.
* I want them printed out. (Double spaced, please.) Printing double-sided is fine.

A. Identify and explain the significance of your choices for the three most important outcomes or legacies of the First World War. Did the "end" of World War I make World War II inevitable? Why or why not?

B. Identify and explain what you believe were the three main causes of the Great Depression that affected the world in the early 1930s. Is the world headed for another depression? Why or why not?

C. At the end of World War II, the world faced a number of challenges and issues yet to be resolved. Identify and explain your choices for the three most important of these issues. Almost sixty-years later, do you believe our world is safer than it was at the end of 1945? Why or why not?

NOTE: Information for the Unit #7 Exam is posted on a separate entry... We'll have you do the Indentifications and DBQs on Friday, May 1st. We'll do the multiple choice portion of the Unit #7 Objective Exam on Monday, May 4th. Your essay will be due at that time as well.

At least one-third of the class will be out today, so we'll give you a work day. I'd suggest making good use of your time on either the World War II Timeline or in preparation for the Unit #7 Exam.

World War II Timeline "Reports" - Here are the directions again.

Assume that you have a maximum of 25 minutes to walk us through the events of your timeline. (15 minutes would be a reasonable minimum.) Although the presentations will no doubt differ a bit due to their content, I'm expecting each group's presentation to include these items... Here are the directions again.

"Reporting Live..." - For at least five of your events, a group member should report "live" from the scene. Basically, I'm thinking you will give us a minute or so as if you were there, reporting on what is happening/what happened and why it is/was significant. You can decide how creative to be, but the basic task should be clear enough. (You can certainly do this for more than five events if you'd like.)

"Where in the World?" - I've got some pretty good maps you are welcome to use on the overhead. You also can use other maps on the computer projector. Basically, be sure we understand the geographic context for your information.

Visuals - As many of you have already noticed, we're covering an event that was well-recorded photographically and on film. Seeing something visual to accompany several of your events seems like a reasonable expectation.

You need to make sure you are crediting the original sources, but Eyewitness to History - World War II might be useful to you.

You are certainly free to put your own spin on these requirements, but I think the basic requirements are pretty straight-forward. Obviously, you'll be expected to show the proper level of decorum for your particular events as well.

HOMEWORK for next session - Monday, April 27th

You should post your reaction to one of the World War II speeches on Lesson #15 by the end of today.

Find out how the war ends by reading Section 4 in Chapter 32, "The Allied Victory." (pp. 940 - 947) The quiz will be matching. The quiz will take place on MONDAY.

Your groups should be ready for your "World War II Timeline Reports" MONDAY. We won't get them all in, but you should still all be ready.

NOTE: I will have the information for the Unit #7 Exam posted by tomorrow's class. Assume that we will probably do at least the DBQs and the Identifcations on Friday, May 1st.

The plan for today is pretty simple. Both in your reading and in our class activities, the war has broken out on all fronts. We're going to have each of you specialize in one of those "fronts." We'll have groups of you presenting back to us Monday and Tuesday in a number of different ways. By the end, you should have a better feeling for the significant occurrences on various fronts in the war.

Here are the six "fronts" from which you will be "reporting":

• War in Europe
• War in North Africa
• The Russian Front
• The Holocaust
• War in the Pacific
• The United States and the War

Each of these timelines can be found here. I simply edited down much longer timelines from "The History Place" and "sorted" the events by fronts.

World War II Timeline "Reports"

Once you have your group set, the rest of the block will be yours to prepare. I'm expecting all groups to be ready to go tomorrow. We'll set a tentative order at the hour's end, but I will not hesitate to put groups that aren't making good use of time go earlier...

Assume that you have a maximum of 20 minutes to walk us through the events of your timeline. (15 minutes would be a reasonable minimum.) Although the presentations will no doubt differ a bit due to their content, I'm expecting each group's presentation to include these items...

"Reporting Live..." - For at least five of your events, a group member should report "live" from the scene. Basically, I'm thinking you will give us a minute or so as if you were there, reporting on what is happening/what happened and why it is/was significant. You can decide how creative to be, but the basic task should be clear enough. (You can certainly do this for more than five events if you'd like.)

"Where in the World?" - I've got some pretty good maps you are welcome to use on the overhead. You also can use other maps on the computer projector. Basically, be sure we understand the geographic context for your information.

Visuals - As many of you have already noticed, we're covering an event that was well-recorded photographically and on film. Seeing something visual to accompany several of your events seems like a reasonable expectation.

You need to make sure you are crediting the original sources, but Eyewitness to History - World War II might be useful to you.

You are certainly free to put your own spin on these requirements, but I think the basic requirements are pretty straight-forward. Obviously, you'll be expected to show the proper level of decorum for your particular events as well.

HOMEWORK for tomorrow - Friday, April 24th

You should post your reaction to one of the World War II speeches on Lesson #15 by the end of Friday.

Find out how the war ends by reading Section 4 in Chapter 32, "The Allied Victory." (pp. 940 - 947) The quiz will be matching. The quiz will take place on MONDAY.

Your groups should be ready for your "World War II Timeline Reports" MONDAY. We won't get them all in, but you should still all be ready.

Download a copy of this account of the Rape of Nanking. The first page is an "outside account" of some key events. The second page starts a really interesting look at the Japanese government's treatment of these events in their own history books, etc.

Here's the homepage for Iris Chang, author of The Rape of Nanking. (Notice that there seems to be no mention of her suicide in 2004.) "New Interest in Japan's War Atrocities, but Why Now?" is an interesting 1998 article from The New York Times.

Here's the site and trailer for a documentary (which I haven't seen) that tells her story: IRIS CHANG: The Rape of Nanking.

Here's a BBC story on the subject - Scarred by History:  The Rape of Nanjing.

The Words of World War II - I did introduce this at the end of the hour yesterday...

Here are links to a number of speeches from World War II. You need to select one of them to read and post a blog comment reaction to that speech. Be sure you understand the context of the speech. You can react to the speech's style and/or effectiveness. Or, you can comment upon what it reveals about the particular speaker or their nation, etc. It's pretty open, but I'll expect a comment of a good paragraph or more in length.

Your blog comments should be posted to this blog entry by the end of Friday.

Franklin D. Roosevelt - The Great Arsenal of Democracy

Franklin D. Roosevelt - The Four Freedoms

Franklin D. Roosevelt - Pearl Harbor Address to the Nation

Joseph Stalin - Speech to the Politburo in 1939 (as recreated from excerpts)

Winston Churchill - Blood, Toil, Tears, and Sweat

Winston Churchill - We Shall Fight on the Beaches

Winston Churchill - Their Finest Hour

Winston Churchill - The Few

Another way to look at our world... If we have time, let's take a look at Worldmapper.  This site shows maps recently published in a book of the same name. Here's the index.

HOMEWORK for tomorrow - Thursday, April 23rd

Continue reading in Chapter 32 with Section 3, "The Holocaust." (pp. 936 - 939) The quiz will be true/false.

Your blog comments for the "Words of World War II" should be posted by the end of Friday.

Interested in a little controversy? (It's also a good lesson in being careful on the internet.) I wanted a link to a clearly formatted, easy to browse version of Mein Kampf so that you could get a feel for his writing if you want. The first link returned by Google is to The Hitler Historical Museum, and it's the one I used above. Since I'd never heard of the museum, I Googled that as well. Here's an interesting article I found:

Do Historians Have a Responsibility to Warn the Public About Misleading Websites?

Do examples like this cause you to think any differently about research and/or the internet?

Download a copy of this account of the Rape of Nanking. The first page is an "outside account" of some key events. The second page starts a really interesting look at the Japanese government's treatment of these events in their own history books, etc.

Here's the homepage for Iris Chang, author of The Rape of Nanking. (Notice that there seems to be no mention of her suicide in 2004.) "New Interest in Japan's War Atrocities, but Why Now?" is an interesting 1998 article from The New York Times.

Here's the site and trailer for a documentary (which I haven't seen) that tells her story: IRIS CHANG: The Rape of Nanking.

Here's a BBC story on the subject - Scarred by History:  The Rape of Nanjing.

The Words of World War II

Here are links to a number of speeches from World War II. You need to select one of them to read and post a blog comment reaction to that speech. Be sure you understand the context of the speech. You can react to the speech's style and/or effectiveness. Or, you can comment upon what it reveals about the particular speaker or their nation, etc. It's pretty open, but I'll expect a comment of a good paragraph or more in length.

Your blog comments should be posted to this blog entry by the end of Friday.

Franklin D. Roosevelt - The Great Arsenal of Democracy

Franklin D. Roosevelt - The Four Freedoms

Franklin D. Roosevelt - Pearl Harbor Address to the Nation

Joseph Stalin - Speech to the Politburo in 1939 (as recreated from excerpts)

Winston Churchill - Blood, Toil, Tears, and Sweat

Winston Churchill - We Shall Fight on the Beaches

Winston Churchill - Their Finest Hour

Winston Churchill - The Few

HOMEWORK for tomorrow - Wednesday, April 22nd

Continue reading in Chapter 32 with Section 2, "Japan's Pacific Campaign." (pp. 931 - 935) The quiz will be fill-in-the-blank.

Your blog comments for the "Words of World War II" should be posted by the end of Friday.

NOTE: I do plan to get all those quizzes we've been taking graded and on PowerSchool over the weekend. 

Today, we'll hold our simulated "World Economic Conference" with two objectives. First, we'll try to determine the major causes of the Great Depression. Second, we'll turn our attention to our present economic situation and try to figure out whether we are headed for another depression. You'll play a key role in both of these conversations.

Causes of the Great Depression - You were assigned to one of five groups, depending on the color handout you received. Today, we'll hear your group presentations. Remember that it is your responsibility to make the argument that "your" cause was the most significant cause of the Great Depression.

Here are the causes:

• reparation payments and war debts
• overproduction in agriculture
• stock market crash
• inequitable income distribution
• protectionism

Following the presentations, we'll attempt to come to a consensus as to which of these causes were most responsible for the Great Depression. After our open discussion, we'll put you in groups and have a vote. Here's how this will work. Each group will have ten "points," and you can assign them however you would like. (For example, you could give 4 points to what you feel is the major cause and 3 each to two others you deem most significant.) We'll see how this comes out.

What do you think of this quote? 

Historian John Garraty - "The Great Depression of the 1930s was a worldwide phenomenon composed of an infinite number of separate but related events." 

Are we headed for another depression? - Unfortunately, this is a very timely issue, as you've all heard the news reports calling current economic conditions, "the worst since the Great Depression" and things like that. You were asked to read the article you received, and you should be ready to discuss its main points. As a big group, we'll try to get a handle on some key issues affecting the future direction of the world's economy.

Here are the titles of the four articles: (We only used three this quarter...)

• "Echoes of the Great Depression"
• "A new Great Depression? It's different this time"
• "Compare: The Great Depression and Today's Dominoes"
• "Is today's economic crisis another Great Depression?"

Let's start with these questions:

• How would you describe the overall tone of your article?
• What current trends and/or conditions are similar to those leading up to the Great Depression?
• What current trends and/or conditions are significantly different than those preceding the Great Depression?
• Realistically, what is the best case scenario for the world economy?
• What do you feel is the worst case scenario for the world economy?

HOMEWORK for next session - Monday, April 20th

Complete your reading in Chapter 31 with Section 4, "Aggressors Invade Nations." (pp. 915 - 919) The quiz will be matching.

Your "Between the Wars" assignment is due on Monday. (That's the poem, artwork or letter described on Wednesday's blog entry.)

You'll take an extended look at the Great Depression next year in Modern US History, but we'll also consider the global economic slowdown from a worldwide perspective today and tomorrow. After that, World War II will take us through the rest of the unit.

The Kellogg-Briand Pact of 1928 - Ultimately, 61 nations joined this treaty which claimed to outlaw war as a means of settling disputes. The actual language pledged that each nation would "renounce war as an instrument of national policy." Kellogg and Briand were the representatives of the US and French governments, and the treaty is also often called the Pact of Paris. 

• In your opinion, was this treaty ever "worth the paper it was printed on?" Why or why not?
• What do you think motivated nations to join the pact?
• Is such a pact a realistic option in today's world? Why or why not?

Hyperinflation - Weimar Germany - Not much here to tell you, except that this chart is really pretty amazing. It shows how many German marks were equivalent in value to one US dollar.

July 1914 - 4.2 marks to the dollar 
January 1919 - 8.9 
July 1919 - 14.0 
January 1920 - 64.8 
July 1920 - 39.5 
January 1921 - 64.9 
July 1921 - 76.7 
January 1922 - 1919.8 
July 1922 - 493.2 
January 1923 - 17,972 
July 1923 - 353,412 
August 1923 - 4,620,455 
September 1923 - 98,860,000 
October 1923 - 25,260,208,000 
November 15, 1923 - 4,200,000,000,000 (yes, trillion)

[Source: Gordon Craig, "Germany 1866-1945"]

By late 1923, the German government required 1,783 printing presses, running around the clock, to print money.

The Great Depression - A Global Experience - Although we often use the term in reference to the United States, it is important to remember that this economic collapse of the late 1920s-1930s was truly a global phenomenon.

This iconic image was taken by Dorothea Lange in 1936 near Santa Barbara, California.

Across the world in India, people were also suffering from the Great Depression's effects.

What ideas and images come to mind when you hear the phrase, the "Great Depression?"

Let's take a look at some numbers. We'll have some of you graph on the board the changes in GDP per capita for a number of countries while the rest of us try to answer some questions. (You'll receive a handout for this.)

Perhaps the next logical question is, "How did this all happen?" We'll turn our attention here next.

World Economic Conference - Causes of the Great Depression

Tomorrow, we'll hold a simulated "World Economic Conference" with two objectives. First, we'll try to determine the major causes of the Great Depression. Second, we'll turn our attention to our present economic situation and try to figure out whether we are headed for another depression. You'll play a key role in both of these conversations.

Causes of the Great Depression - You are going to be assigned to one of five groups, depending on the color handout you receive. Each handout explains one of the major causes of the economic slowdown. It gives you very specific information about what your group is expected to present at tomorrow's conference. I'd expect each group's presentation to be a minimum of five minutes. (I'd prefer not to use the projector if we can avoid that.)

Here are the causes:

• reparation payments and war debts
• overproduction in agriculture
• stock market crash
• inequitable income distribution
• protectionism

Following the presentations, we'll attempt to come to a consensus as to which of these causes were most responsible for the Great Depression.

Are we headed for another depression? - For many of you, this might be a more important issue. A number of recent articles have raised this issue, and we'll take a look at it during tomorrow's World Economic Conference. You need to read the article you receive, and you should be ready to discuss its main points tomorrow in class. As a big group, we'll return to this overall issue of the future direction of the world's economy.

HOMEWORK for tomorrow - Friday, April 17th

Continue your reading in Chapter 31 with Section 3, "Fascism Rises in Europe." (pp. 910 - 914) The quiz will be true / false.

Be ready for both parts of tomorrow's World Economic Conference.

Your "Between the Wars" assignment is due on Monday. (That's the poem, artwork or letter described on yesterday's blog entry.)

We'll cover a variety of topics today and focus on the Great Depression from a worldwide perspective tomorrow. After that, most of our attention for the rest of the unit will be focused on the causes leading up to World War II and the war itself. I'll let you know by Monday when we are looking at taking the test for Unit #7. (It will be sometime the week of April 27th.)


At the start, let's take a couple minutes to look at those examples of 20th (and 21st) century genocides. We'll do brief summaries of those, as we'll take closer looks at many of these events as the quarter progresses.

Nationalism in India and Southwest Asia - You read about these events for the previous quiz. Basically, the section centered around nationalist and independence movements that led to the creation of four modern nations:  India, Turkey, Iran and Saudi Arabia.

Let's touch base on the India story, which won't actually be finished for a couple chapters...

• Indian National Congress (Congress Party)
  
  
• Rowlatt Acts
• Amritsar Massacre (1919)
  
• Mohandas Gandhi
• civil disobedience
• satyagraha
• Salt March (1930)
• Government of India Act (1935)

Next, we'll look at the cases of Turkey, Iran and Saudi Arabia. You'll be asked to choose one of these three "stories." Take a couple minutes and review the information from your textbook. (I'll list specifics below that you should be sure to cover.) Then, think about answers to the questions below.Questions:

• In your opinion, was this an example of successful nationalism? Why or why not?
• How important did an individual personality seem in your situation?
• What role did religion play in either the old or new society?
• Looking back, was this a positive transition for the nation? Why or why not?
• From the United States perspective of today, how should we view these events?

The Mandate System in the Middle East - Next, we'll take a look at a specific agreement that affected the development of the map of the Middle East - the Sykes-Picot Agreement. This was an example of the "mandate" system, where Britain and France were given the authority to "oversee" the development of lands in the former Ottoman Empire after the war.

You'll get a copy of several documents, and they'll help you consider the following questions:

Here's a map of the Sykes-Picot Agreement.

• Who wrote each document?
• What was the purpose of each document?
• Which documents were not meant to be public? Why?
• Why was the release of the Sykes-Picot Agreement to the public by the Bolsheviks an embarrassment to Britain and France?
• Was the agreement consistent with the Fourteen Points?  Why or why not?
• What would President Wilson have thought of the Sykes-Picot Agreement? What would he have thought of the Mandate System in Article 22 of the Covenant of the League of Nations?
• How would the agreement have been viewed by those living in the "zones" shown on the map?

 
Between the Wars - As you can probably imagine, there was a good deal of uncertainty and confusion in Europe, and much of the rest of the world, at the completion of World War I. Nations lay in ruins, an entire generation had been "lost," and very little of it made sense. The "Enlightenment Project," which is a term used to describe the European view that reason, liberalism and objective truth would guide the world under their leadership, was in shambles. This uneasiness was expressed in a variety or literary and artistic forms. Let's take a quick look at some of them.
HOMEWORK for tomorrow - Thursday, April 16th

Please continue your reading in Chapter 31 with Section 2, "A Worldwide Depression." (pp. 904 - 909) This is another of those topics that you will spend much more time with next year in Modern US History.

Your "Between the Wars" activity is due on Monday, April 20th.

Sun calls for "Three Principles of the People"

• nationalism - end to foreign control
• people's rights - democracy
• people's livelihood - economic security

We'll continue examining the changes that take place in Russia (by now the Soviet Union) during the rule of Joseph Stalin. Next Tuesday, we'll shift our attention to China in the years between the World Wars.

Before we shift gears to Russia, let's do the summaries of the "Then and Now" legacies of World War I. (We'll wait on the genocide summaries for a day or two.)

Then and Now: The Shaping of the 21st Century: We'll return once more to PBS website The Great War to consider the impact and legacy of this conflict.

Next, we'll look more at how World War I previewed and influenced many of the issues with which we deal today. Then and Now: The Shaping of the 21st Century provides us with a list of these issues. We'll look at those.


Our main goal for today will be to make sense of Russia's transition from the Romanov Dynasty to a totalitarian, communist state known as the Soviet Union, or the Union of Soviet Socialist Republics.

After the reading quiz, we'll continue through the remainder of the "mini-lessons" on World War I today.

Teaching the Great War - Lesson Plans: Here are links to the Lesson Plans that accompany the PBS series, "The Great War." Each group will be presenting from the list of the following lessons:

1. WWI - Beginnings and Progression
2. Symbols of the Stalemate
3. No One Spared
4. Killing Fields
5. Breaking Point
6. World War I Ends
7. The "Failed Peace"
8. The Legacy of the "Great War"

Expectations: Here are the criteria on which all groups will be evaluated.

• We'll do the lessons in order, and your group needs to be ready when it is your turn.
• Anticipate a maximum time of fifteen minutes per lesson, and your group will be expected to present for a minimum of ten minutes.
• You are not expected to teach the exact lesson as found on the website, as most are much too long. Instead, modify that to what you think you can effectively do in a limited time. You are free to use any of the handouts, web links, etc. (Assume that students will have their computers on the correct lesson if you want them to link to anything. Otherwise, you also have the projector available.) 
• You do not need to cover all of the content for that lesson. You decide what you find interesting and/or important. You also decide the way in which you want to cover the material. It can be presentation, discussion, student-driven, etc. Part of this assignment involves figuring out how to teach/share information with others. 
• You are welcome to incorporate additional resources and materials that you find relevant, but there is no expectation that you will do so.

Another very useful site for many of you is the British Broadcasting Company's World War One.

I'm not sure how far we'll get with these next items today, but we'll see what happens.

The Impact of the "Great War"

Initially, let's spend a little time with the two handouts from the last session.

Poems: You were asked to read "Dulce et Decorum Est" by Wilfred Owen and "In Flanders Fields" by John McCrae. Let's hear you reactions to those works.

Genocide: This reading summarized seven acts of genocide probably less familiar to you than the Holocaust of World War II. We'll spend a little time talking about these. Initially, we'll have you break into seven groups, one for each case, for about five minutes. Then, we'll have you come back together to discuss several questions.

Then and Now: The Shaping of the 21st Century: We'll return once more to PBS website The Great War to consider the impact and legacy of this conflict.

We've talked quite a bit about some of the immediate impacts of the war. Let's again brainstorm a list of those. 

Next, we'll look more at how World War I previewed and influenced many of the issues with which we deal today. Then and Now: The Shaping of the 21st Century provides us with a list of these issues. We'll look at those.

HOMEWORK for tomorrow - Wednesday, April 8th

Continue your reading in Chapter 30 with Section 2, "Totalitarianism." (pp. 874 - 879)

Thanks for you flexibility last week. I hope to get through the majority of the "mini-lessons" on World War I today.

Handouts: Before I forget, I've got a couple of handouts for you today. I think you will find both quite interesting.

Poems: "Dulce et Decorum Est" by Wilfred Owen and "In Flanders Fields" by John McCrae. Both poems are quite famous, and you can readily find analysis of them online. (Here's some context (not analysis) from Wikipedia for both "Dulce et Decorum Est" and "In Flanders Fields.") I want you to read both and then post a comment to this blog entry before our next class. In a paragraph (or more), explain which poem you found more moving and/or powerful and why you made that choice.

Genocide: The Armenian Genocide that took place in the midst of WWI was, unfortunately, only one of a number of acts of genocide in the 20th century (and the 21st). This reading gives you a quick overview of a number of those acts.

Teaching the Great War - Lesson Plans: Here are links to the Lesson Plans that accompany the PBS series, "The Great War." Each group will be presenting from the list of the following lessons:

1. WWI - Beginnings and Progression
2. Symbols of the Stalemate
3. No One Spared
4. Killing Fields
5. Breaking Point
6. World War I Ends
7. The "Failed Peace"
8. The Legacy of the "Great War"

Expectations: Here are the criteria on which all groups will be evaluated.

• We'll do the lessons in order, and your group needs to be ready when it is your turn.
• Anticipate a maximum time of fifteen minutes per lesson, and your group will be expected to present for a minimum of ten minutes.
• You are not expected to teach the exact lesson as found on the website, as most are much too long. Instead, modify that to what you think you can effectively do in a limited time. You are free to use any of the handouts, web links, etc. (Assume that students will have their computers on the correct lesson if you want them to link to anything. Otherwise, you also have the projector available.) 
• You do not need to cover all of the content for that lesson. You decide what you find interesting and/or important. You also decide the way in which you want to cover the material. It can be presentation, discussion, student-driven, etc. Part of this assignment involves figuring out how to teach/share information with others. 
• You are welcome to incorporate additional resources and materials that you find relevant, but there is no expectation that you will do so.

Another very useful site for many of you is the British Broadcasting Company's World War One.

HOMEWORK for next session - Tuesday, April 8th

Begin your reading in Chapter 30 with Section 1, "Revolutions in Russia." (pp. 867 - 873) There WILL be a reading quiz tomorrow, and the rotation is back to multiple choice.

Please read the handout with the two poems and post your blog comment in reaction before tomorrow's classtime.

Please read the overview of 20th and 21st century genocides for tomorrow's class.

HOMEWORK for next session - Monday, April 6th

We'll give you one day off from reading, but you can start Chapter 30 if you want something to do. NO quiz on Monday.

Be ready for your "mini-lesson."

HOMEWORK for tomorrow - Friday, April 3rd

Please finish up the reading in Chapter 29 with Section 4, "A Flawed Peace." (pp. 858 - 861) The quiz will be matching, and we'll continue with that rotation going forward.