December 2009 Archives

Q2 - Lesson #29 - Imperialism and the Scramble for Africa

By
Mike Vergin
on December 18, 2009 2:00 AM |
Here's the extra credit option for those of you who are interested. (Note that it is also found as a "page" to the right of the blog.)

We'll begin our look at the "Age of Imperialism" today. After a quick introduction, we'll hold a quick simulation of the Berlin Conference. Next session, we'll look at bit more at the theoretical basis for imperialism and the various responses to European colonialism.

Before we get too far, let's make sure that we've got an understanding of the term "imperialism," as well as the various factors that motivated Europe to pursue a strategy of imperialism in Europe.

The Berlin Conference: Assume we are meeting in 1885, even though some of your "characters" may already have made their impact by then. Each of you will represent a particular person or interest. Whatever perspective you are asked to represent, be sure you understand basic answers to these questions before we are finished:

  • What was the "Scramble for Africa?"
  • What factors led to the Scramble both during and after the Berlin Conference?
  • What are some examples of the Europeans "carving the magnificent African cake?"

After you receive your "person" or group, consider their perspective on the Scramble. If you are a specific, historical figure (marked by *), be sure to read the correct link on the "Individuals" section of the "Scramble for Africa" web page produced by Chico High School in California. (If you are not a particular person, you may still find useful information there.) Otherwise, consult our reading and the information from the BBC's The Story of Africa page on "Europe and Africa." Of course, "Google" and "Wikipedia" can also be your friends...

Download a copy of the matrix for The Scramble for Africa so that you have a place to jot sown some notes regarding the motivations and actions of these people, both real and fictional.


HOMEWORK for next session - Monday, January 4th, 2010!!!
 
Please continue your reading in Chapter 27 with Section 2, "Imperialism - A Case Study." There WILL be a reading quiz on Monday when you return.
 
Your WWED? blog comment is due to be posted to Lesson #27's blog entry today.

Just a reminder that the "Cartoons: Industrialization and Imperialism" assignments are due on Friday, January 8th. You can find the directions for that back on Lesson #24.

Q2 - Lesson #28 - 1889 Paris World Exposition

By
Mike Vergin
on December 17, 2009 2:00 AM |
1889 Paris World Exposition - Your job is to pretend that we are all at the 1889 Paris World Exposition. We're focusing on the material from Chapter 26, Section 4, "Nineteenth-Century Progress." (Don't forget that we are playing fast and loose with time, as some of these developments came AFTER 1889...)

For each of the presentations, I'd like to see the following elements:
  • something visual (PowerPoint or video clip or whatever)
  • background on the development or invention
  • consideration of both the economic and social consequences of the idea/invention
  • mention of key developments/impacts since the original idea/invention
Here are the people and ideas/inventions about which we will learn:

  • Thomas Edison - phonograph and light bulb (others?)
  • Alexander Graham Bell - telephone
  • Guglielmo Marconi - radio
  • Henry Ford - automobile
  • Wright Brothers - human flight
  • Louis Pasteur - germ theory of disease
  • Joseph Lister - antiseptics
  • Charles Darwin - evolution
  • Gregor Mendel - genetics
  • Dmitri Mendeleev - periodic table of the elements
  • Marie and Pierre Curie - radioactivity
  • Sigmund Freud - psychology
  • Herbert Spencer - Social Darwinism
Here's information on the "real" 1889 World's Fair if you are curious.

If we should happen to finish early, we can pick your brains a bit about the recent news. Otherwise, we'll be starting our look at imperialism tomorrow.


HOMEWORK for tomorrow - Friday, December 18th

Please read Chapter 27, Section 1: "The Scramble for Africa." It's pages 773 - 778. The quiz will be true/false.

Your WWED? blog comment is due to be posted to Lesson #27's blog entry before the start of class Friday.

Your Cartoons: Industrialization and Imperialism assignments are due on Friday, January 8th. Instructions for that are found back on Lesson #24.

Q2 - Lesson #27 - Clashing Views on the Economy

By
Mike Vergin
on December 16, 2009 2:00 AM | | Comments (11)
Hopefully some of the economic thinking we did yesterday will pay off for you somewhere along the line. We'll try to do a little more of that as the opportunities arise. Today, we'll look at the comparative economic systems a bit more closely.

Could you pass it? - Here's the revised Naturalization Test from the United States Citizenship and Immigration Services that was mentioned in my first quarter class. Take a look at the type of questions that are asked. How do you think you would do if you were applying for citizenship? If you are interested in making a comparison, here is the older version of the test.

We'll hold our version of the 1889 Paris World Exposition tomorrow. Here's information on the "real" 1889 World's Fair if you are curious.


Debating Economic Systems - If you have strong feelings about one of more of the economic systems we have discussed, here's your chance to share them. To make things more interesting, you're going to be ASSIGNED at random to a particular side. You'll receive a slip with a statement on it. You and the others with the same slips will have ten minutes of preparation time and then three minutes to present "your" side. After that, the rest of us can weigh in with our comments. Here are the six "sides" you might receive. (Page 737 is a good starting place for most of you.)

Before we hear each pair of arguments, we'll make sure we've got the basic ideas of each of these down.

Capitalism
Capitalism is the most effective economic system.
Capitalism is a flawed economic system.

Socialism
Socialism is the most effective economic system.
Socialism is a flawed economic system

Marxism (Communism)
Marxism is the ideal economic system.
Marxism is a flawed economic system.


WWED? - "What Would the Economist Do?"
Here's where history meets current events.

You're going to select one of these economists:
  • Adam Smith
  • David Ricardo
  • Thomas Malthus
  • Charles Fourier
  • Karl Mark
Now, bring that person to the present. You're going to have "them" write a blog comment that you will post to this lesson. All comments should be posted before the start of class time on Friday. Have your economist comment upon/ analyze/ make recommendations for one of the current economic issues facing either the United States or the world. Obviously, what you write should be consistent with what your economist might say about the issue were they alive today.

Figure a minimum of one good paragraph. Be sure it is clear both which economist you are writing as and what the issue is that they are writing about. (Of course, be sure I also know who is really posting the blog comment so that you can get credit.)

By the way, I debated whether or not to use the WWED phrasing since WWJD ("What would Jesus do?") was originally a term used by Christian groups. My thought is that it has become enough of a pop culture expression ("What would ____ do?") that there is no offense here. Doing a little research (cough, Wikipedia), I discovered there's a term for that: snowclone. That's a cliche that "can be used in an entirely open array of different variants by lazy ... writers." Hey, that's me.


HOMEWORK for tomorrow - Thursday, December 17th

Please read Chapter 26, Section 4, "Nineteenth-Century Progress." (pp. 762 - 767) We're back to fill in the blank.

Your WWED? blog comment is due to be posted to THIS blog entry before the start of class Friday.

We will be holding our 1889 Paris World Exposition (or "Fair" if you prefer) on Thursday. You'll each have a short presentation ready for that.

Your Cartoons: Industrialization and Imperialism assignments are due on Friday, January 8th. Instructions for that are found back on Lesson #24.

Q2 - Lesson #26 - "Economics for Sophomores"

By
Mike Vergin
on December 15, 2009 2:00 AM |
We're at a key time in the world's history in terms of the field of economics. You've been introduced to Smith and Marx, as well as a number of terms used in the field. I think that both the rest of this year and all of next year's United States history will make more sense if we spend some time looking at these people and ideas. We'll do that today.

"Economics for Sophomores" - I'm teaching Economics fourth quarter to some seniors, but we'll try and give you a quick overview today. Think of this more as a "workshop" than a lecture. I'll get you trying some graphing, etc.

Download a copy of this Economics for Sophomores note guide and have a piece of paper and writing instrument ready...


If time permits:  We're getting to the point where some of what we do will be closely linked to topics that you will also see next year in Modern U.S. History. For example, Chapter 26:1 deals with the expansion of suffrage to more groups of men and to women as well. You'll take a close look at the women's suffrage movement in America next year, so we'll largely leave it alone. (If you know that the 19th century saw the expansion of male suffrage while women in the US and Great Britain didn't gain the right to vote until after World War I, you are in good shape for this class.)

If you want a bit of a preview, take a look at the Declaration of Sentiments drafted at the 1848 Seneca Falls Convention.  Look familiar?

Next, we're starting to see the roots of many of the events that will persist well into the 20th century and today. For example, Chapter 26:1 also mentioned several events important in the history of Judaism. You should be familiar with two terms and one event:

  • Anti-Semitism refers to a prejudice against, and/or hatred of, the Jewish people. (Here's what the United States Holocaust Memorial Museum has to say on the topic.)
  • Zionism can be thought of as a sort of Jewish nationalism, in which the goal was to re-establish a Jewish homeland in Palestine. It found a leader in the 1890s in Theodore Herzl.
  • The Dreyfus Affair was an early example of the tension between these two ideas, this time in France in 1894. The trial and imprisonment of Jewish army Captain Alfred Dreyfus was based on false evidence, and it divided the French population. Anti-Semitism certainly played a role in these events, and it was only later that Dreyfus was freed and pardoned.

HOMEWORK for tomorrow - Wednesday, December 16th

Continue your reading in Chapter 26, Section 3, "War and Expansion in the United States." (pp. 758 - 761) The quiz will be multiple choice.

Just a reminder that your Cartoons: Industrialization and Imperialism assignments are due on Friday, January 8th.

We will be holding our 1889 Paris World Exposition (or "Fair" if you prefer) on Thursday, December 17th. You'll each have a short presentation ready for that.

Q2 - Lesson #25 - Migration and More...

By
Mike Vergin
on December 14, 2009 2:00 AM |
We'll do a couple of different things today... We'll focus on economics tomorrow.

Powerpoint "Introduction": We're going to watch an overview PowerPoint presentation on Industrialization and Its Consequences. This is from the A World History for Us All curriculum that I have borrowed a number of things from. The idea is that you might watch this at the start of what they call, "Big Era 7: The Modern Revolution." I think some of it is really good (some kind of goofy), and it does a good job of linking the ideas we've been studying to industrialization while previewing some of what is to come.

Cartoons - Industrialization and Imperialism
In this assignment, you will produce two cartoons of your own in editorial/political cartoon style. One will be on industrialization (or a closely related issue) and one will be on imperialism (or a specific example). These will both be due on Friday, January 8th.

Here are the guidelines:
  • My preference is for each cartoon to be in black/color ink on 8 1/2 x 11 sheet of paper.
  • You may use multiple panels, but most cartoons of this style are usually a single panel.
  • Text on the cartoon may be typed (cut and paste) or hand-written, but must be legible.
  • Your ideas are more important than artistic excellence, but there should be evidence of appropriate effort.
  • You will be evaluated on adherence to topic, effectiveness of "message", creativity and execution.
If you want some additional samples, you might check these sites out:

Migration - 19th Century People on the Move
We'll do a couple of quick activities here on the movements of people around the world in the 19th century.

Remember that you may have identified "push" and "pull" factors that affected migration patterns last year. We'll use that idea again today. In addition, we'll take a look at the different types of migration.

  • internal
  • external
  • chain
  • temporary

1889 Paris World Exposition - I probably shouldn't admit this, but the idea for this assignment came from The Magic Tree House book, The Night of the New Magicians. You're going to have to do a little time traveling with me for this one to work, but here's the premise.

We're all at the 1889 Paris World Exposition. You each have a person and topic on which to present. (Most of you will be working in pairs.) We'll be focusing on the material from Chapter 26, Section 4, "Nineteenth-Century Progress." Yes, I KNOW some of the things you'll be presenting on were not even invented yet in 1889.  That's the whole time travel thing.

For each of the presentations, I'd like to see the following elements:
  • something visual (Powerpoint or video clip or whatever)
  • background on the development or invention
  • consideration of both the economic and social consequences of the idea/invention
  • mention of key developments/impacts since the original idea/invention
Here are the people and ideas/inventions from which you'll choose:
  • Thomas Edison - phonograph and light bulb (others?)
  • Alexander Graham Bell - telephone
  • Guglielmo Marconi - radio
  • Henry Ford - automobile
  • Wright Brothers - human flight
  • Louis Pasteur - germ theory of disease
  • Joseph Lister - antiseptics
  • Charles Darwin - evolution
  • Gregor Mendel - genetics
  • Dmitri Mendeleev - periodic table of the elements
  • Marie and Pierre Curie - radioactivity
  • Sigmund Freud - psychology
  • Herbert Spencer - Social Darwinism
We'll hold our version of the 1889 Paris World Exposition on Thursday, December 17th. Here's information on the "real" 1889 World's Fair if you are curious.


HOMEWORK for tomorrow - Tuesday, December 15th

Continue your reading with Chapter 26, Section 2, "Self-Rule for British Colonies." (pp. 751-755) The quiz will be matching.

We'll be holding our 1889 Paris World Exposition (or "Fair") on Thursday, December 17th.

Your Cartoons: Industrialization and Imperialism assignment is going to be due on Friday, January 8th.

Q2 - Lesson #24 - Industrial Revolution Discussion

By
Mike Vergin
on December 10, 2009 2:00 AM |
After the quiz, I'll have a handout for you with both our "roster" of characters and the specific questions with which we'll begin our discussion. We'll plan on at least fifteen minutes for each of the three "sections" of our overall conversation. We'll take time for introductions at the start of each of the three panels.

The Industrial Revolution: Beginnings
Jethro Tull
Robert Bakewell
John Kay
Eli Whitney
James Watt
Robert Fulton
John McAdam
Richard Trevithick

Questions for this first panel:
  • What do you think was the most important cause of the Industrial Revolution?
  • Why England?
  • Was industrialization inevitable? If so, why don't we see it outside Europe at this time?
  • Was increased population a cause or an effect of the Industrial Revolution? Explain.
  • Would the world have been better off without the shift from an agrarian to an industrial outlook in much of the world?
  • Which development was the most crucial to the Industrial Revolution?
  • Which of the inventions of the Industrial Revolution most affects us today?

The Industrial Revolution:  Effects
Elizabeth Gaskell
William Cooper
Ned Ludd
Michael Thomas Sadler
victim of cholera outbreak
Birmingham coal miner
Francis Cabot Lowell
Lucy Larcom

Questions for this second panel:
  • Industrialization: Was it worth it? Why or why not?
  • Was the effect of the Industrial Revolution the same on men and women?
  • Which affected life the most: the French Revolution or the Industrial Revolution?
  • How much of the suffering and difficulties of the Industrial Revolution could have been easily prevented?
  • Was greed the primary cause of the revolution's negative impacts?
  • What, if anything, could reasonably have been done to improve the lives of workers and citizens during the time of the Industrial Revolution?
  • How did the Industrial Revolution change society?

The Industrial Revolution: Responses
Adam Smith
David Ricardo
Thomas Malthus
John Stuart Mill
Robert Owen
Charles Fourier
Karl Marx
Friedrich Engels

Questions for this third panel:
  • To what extent was "your" work a reaction to the Industrial Revolution?
  • In your mind, was the Industrial Revolution positive or negative? Why?
  • How could the negative effects of industrialization been minimized?
  • What should be the relationship between the workers and the factory owners?
  • Are their ethical and/or human rights issues at stake here in the Industrial Revolution?
  • How and when should government intervene in the affairs of business?
  • Did the Industrial Revolution cause an increase in global inequality? Why or why not?
  • What are the most lasting impacts of the Industrial Revolution?

HOMEWORK for next session - Monday, December 14th 

Please start your reading in Chapter 26 with Section 1, "Reforming the Industrial World." (pp. 747 - 750) The quiz will be true/false.

Q2 - Lesson #23 - The Industrial Revolution's Impact

By
Mike Vergin
on December 9, 2009 2:00 AM |
We'll wrap up this week with our look at the Industrial Revolution. Early next week, our focus will be on several reactions to industrialization.


The Industrial Revolution - "Oral DBQ Essay Thingies"
We'll give you five minutes to touch base in your groups from yesterday, and then we'll go through the three different "essays" as a sort of introductory activity to this chapter.
Your "essay" should be in an outline style form, but it need not flow smoothly or be perfectly worded. Each of you will be expected to talk.

You were asked to incorporate these:
  • Some sort of attention getter or "hook" for a first line. (Tell us why you chose what you did.)
  • Thesis that is responsive to your specific topic. (This should be carefully phrased, not just made up on the spot.)
  • A minimum of three body paragraphs
  • Each paragraph should be clearly in support of your thesis.
  • Each paragraph should refer to evidence from at least two of the documents.
  • You should document which sources you are using.
  • You should have a concluding paragraph that ties things together.
The Industrial Revolution: Beginnings
"Why did the Industrial Revolution begin in England?"
The Industrial Revolution: Effects
"Evaluate the positive and negative effects of the Industrial Revolution."
The Industrial Revolution: Responses
"How were the evils of the Industrial Revolution addressed in England in the eighteenth and nineteenth centuries?"
You'll each get a copy of the other two packets, so you'll have a complete set of these assignments to use for notes and information.


Industrial Revolution - Discussion
Tomorrow, we'll host a discussion on a variety of topics related to the Industrial Revolution. You will be assigned a role for this. Basically, your "character" will be most involved in one of the three phases of the discussion, and those phases will mirror the three DBQs: beginnings, effects and responses. We'll draw for roles, and you'll have some time today to get ready for this.

The Industrial Revolution: Beginnings
Jethro Tull (p. 717)
Robert Bakewell (p. 718) - not this class
John Kay (p. 718-719)
Eli Whitney (p. 720)
James Watt (p. 721)
Robert Fulton (p. 720)
John McAdam (p. 721) - not this class
Richard Trevithick (p. 721)

At the beginning, you will be asked to briefly introduce yourself. We want to know who you are and how you contributed to the Industrial Revolution. (Figure around 1 minute or so.)

The Industrial Revolution: Effects
Elizabeth Caskell (p. 724)
William Cooper (p. 724/DBQ)
Ned Ludd (p. 726)
Michael Thomas Sadler (DBQ)
victim of cholera outbreak (p. 724) - not this class
Birmingham coal miner (p. 725) - not this class
Francis Cabot Lowell (p. 729)
Lucy Larcom (p. 730)

At the beginning, you will be asked to briefly introduce yourself. We want to know how you were affected by the Industrial Revolution, as well as what you believe should be done.

The Industrial Revolution:  Responses
Adam Smith (p. 724)
David Ricardo (p. 735)
Thomas Malthus (p. 735)
John Stuart Mill (p. 735) - not this class
Robert Owen (p. 736)
Charles Fourier (p. 736) - not this class
Karl Marx (p. 736)
Friedrich Engels (p. 736)

At the beginning, you will be asked to briefly introduce yourself. We want to understand your basic position, as well as what, if anything, you believe should be done in response to the Industrial Revolution and its effects.

You'll be provided with specific topics and questions for the rest of the discussion tomorrow.

Powerpoint "Introduction": We're going to try something a little different today, and I want your feedback on its value. We're going to watch an overview PowerPoint presentation on Industrialization and Its Consequences. This is from the A World History for Us All curriculum that I have borrowed a number of things from. The idea is that you might watch this at the start of what they call, "Big Era 7: The Modern Revolution." I think some of it is really good (some kind of goofy), and it does a good job of linking the ideas we've been studying to industrialization while previewing some of what is to come.

Charts and graphs and other things, Oh my! (That's a version of the "Lions, and tigers, and bears! Oh, my!" exchange from The Wizard of Oz... Just thought you might want to know.) I've got five sheets containing various styles and sorts of information. You'll get one of them, and we'll share what we've got...


HOMEWORK for tomorrow - Thursday, December 10th

Please finish up your reading in Chapter 25 with Section 4, "Reforming the Industrial World." (pp. 734 - 740) It's a longer section, and the quiz will be fill-in-the-blank.

We will have our Industrial Revolution - Discussion tomorrow. Remember that you have an assigned role from which you will be speaking.

Remember that you should read Chapter 25, Section 3, "Industrialization Spreads," in order to complete the "take home" quiz if you have not already done so.

Q2 - Lesson #22 - The Industrial Revolution

By
Mike Vergin
on December 8, 2009 2:00 AM |
Welcome to Unit #6. Consider yourself officially 1/4 of the way done with World History 10.

Sorry to have to start out with a quiz today, but we need to keep things going. Remember that I need back those quiz packets from a number of you...

Current Events - I always enjoy getting a chance to talk some current issues and events with you. We can take a bit of time today for that. Basically, I'd like each of you to think of your "best" story from the assignment that you did last week. We'll briefly share those, and perhaps we can dig a bit deeper on a few of them.

The Industrial Revolution - We're going to try this one a little differently. Since you just came off an essay and a set of DBQs, we're going to try and combine those two skills. We're going to break into groups of roughly three people. I have three different DBQ activities related to the Industrial Revolution. Basically, each group is going to prepare to "talk" an essay tomorrow. 

These are the three DBQs and their essay topics:

The Industrial Revolution: Beginnings
"Why did the Industrial Revolution begin in England?"

The Industrial Revolution: Effects
"Evaluate the positive and negative effects of the Industrial Revolution."

The Industrial Revolution: Responses
"How were the evils of the Industrial Revolution addressed in England in the eighteenth and nineteenth centuries?"

Today, each group should work through their DBQ packet, keeping in mind the essay topic they will address tomorrow.

Your "essay" should be in an outline type form, but it need not flow smoothly or be perfectly worded. In fact, each of you will be expected to talk.

Please incorporate these:
  • Some sort of attention getter or "hook" for a first line. (Tell us why you chose what you did.)
  • Thesis that is responsive to your specific topic. (This should be carefully phrased, not just made up on the spot.)
  • A minimum of three body paragraphs
  • Each paragraph should be clearly in support of your thesis.
  • Each paragraph should refer to evidence from at least two of the documents.
  • You should document which sources you are using.
  • You should have a concluding paragraph that ties things together.

Remember, you DO NOT need to write this all out. Think of it as sharing your planning with us. Obviously, we have two goals for this. First, we can think specifically about putting together a history essay. Second, we can start to learn about the Industrial Revolution and its impact on the world.


HOMEWORK for tomorrow - Wednesday, December 9th

Please read Chapter 25, Section 2, "Industrialization." (pp. 723 - 728) Matching is the quiz format.

I'm also going to give you the quiz 25:3. You can take it home with you, and it will be due on Thursday. That way, we won't have to double up. (You'll read 25:4 tomorrow for homework, and that quiz will take place as usual on Thursday.)

I expect you'll more or less finish in class, but each group should be ready to "present" their essay preparation tomorrow.

Q2 - Lesson #21 - Unit #5 Objective Exam

By
Mike Vergin
on December 7, 2009 2:00 AM |
It is a pretty straight-forward plan for today. You'll take the objective portion of the Unit #5 Exam. It has 60 multiple choice questions and 5 DBQs. (I should have the multiple choice portions graded by tomorrow.)

If you have not yet finished your essay, you need to do that as well.

Also, I need to be sure to get back your packet of reading quizzes that I returned for you to review.


HOMEWORK for tomorrow: Tuesday, December 8th

Some would say that only a real meanie assigns homework the night of the exam. I guess that makes me a meanie... 

Please read Section 1 in Chapter 25, "The Beginnings of Industrialization." (pp. 717- 722) This is a relatively short quarter, so we need to keep going. (We are probably going to need to double up at least once on the reading as it is.)  The format for this quiz should be true/false.

Q2 - Lesson #20 - Unit #5 Identifications and Essay Exam

By
Mike Vergin
on December 3, 2009 2:00 AM |
If you plan to hand-write your IDs, I have a form for you. If you plan to word-process your identifications, you can download a copy of the
Unit #5 Identifications answer sheet.


REMINDER: You must finish the identifications before you leave class. Start with those. You do NOT need to be done with the essay. (You'll be asked to either email or print out what you have at the end of the hour.)


Unit #5 Identifications: You'll receive (or download) a handout from which you will write on your choice of 5 of the 8 identifications that appear. You may have 10 words of "notes" for each of the 15 possible identifications to the exam. 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.


Unit #5 Essay Exam - Questions and Format - You'll also write your in-class essay. The actual essay will be written, by hand or word-processed, in class. 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.

You may bring in a sheet of paper with up to 100 words on it. (You do not need to count the words in the actual question itself in that total...) If you choose to hand-write, I will provide you with paper for that.


1. We considered the reigns of a number of absolute monarchs. Choose THREE specific monarchs and evaluate the impact of their reigns. Overall, was absolutism a positive or negative force in the Europe of the time?

2. The Enlightenment was a time of significant changes in thinking and values. Identify and evaluate the significance of what you consider to be the THREE most significant contributions of the Enlightenment. Which specific figure do you believe best embodied the spirit of the Enlightenment? Why?

3. We studied the causes of political revolution in places such as England, the American colonies, France, Haiti and Mexico. Choose THREE of these revolutions and evaluate whether each was justified. Which of the revolutions that you discuss do you believe was ultimately the most successful? Why?


HOMEWORK for next session - Monday, December 7th

You have the Unit #5 Objective Exam on Monday. There are 60 multiple choice questions and five DBQs.



Q2 - Lesson #19 - Unit #5 "Two-Minute" Reviews

By
Mike Vergin
on December 2, 2009 2:00 AM | | Comments (0)
Remember that your Current Events are due. You can either email them as an attachment or print them out.

REMINDER: For tomorrow's portions of the exam, you may bring 10 words of notes for each of the possible ID terms, and you may bring 100 words of notes for the essay of your choice.

We'll spend today doing our review activity. We'll get started right away so that we can get through this all.

UNIT 5: Absolutism to Revolution (1500 - 1900)

Chapter 21: Absolute Monarchs in Europe (1500 - 1800)
1 Spain's Empire and European Absolutism
2 The Reign of Louis XIV
3 Central European Monarchs Clash
4 Absolute Rulers of Russia
5 Parliament Limits the English Monarchy

Chapter 22: Enlightenment and Revolution (1550 - 1789)
1 The Scientific Revolution
2 The Enlightenment in Europe
3 The Enlightenment Spreads
4 The American Revolution

Chapter 23: The French Revolution and Napoleon (1789 - 1815)
1 The French Revolution Begins
2 Revolution Begins Reform and Terror
3 Napoleon Forges an Empire
4 Napoleon's Empire Collapses
5 The Congress of Vienna

Chapter 24: Nationalist Revolutions Sweep the West (1789 - 1900)
1 Latin American Peoples Win Independence
2 Europe Faces Revolution
3 Nationalism
4 Revolutions in the Arts


HOMEWORK for tomorrow - Thursday, December 3rd

We'll have the Unit #5 Exam on Thursday and Monday (12/7). Thursday will be the Identifications and Essay. On Monday, we'll have the Objective Exam. That will consist of multiple choice questions and some document-based questions. You can find the essay questions and identification list here.

Q2 - Lesson #18 - MPA Romanticism and Realism Arts Festival

By
Mike Vergin
on December 1, 2009 2:00 AM |
"Romanticism and Realism Arts Festival" - Welcome. Today, we'll take some time to consider some of the new movements in the arts that we've been reading about.

I was going to change the order a little, but I suppose we'll stick with this. It's the way they appear in the readings, so that might be helpful to you in terms of review, etc. Figure that no one should take more than five minutes for their presentation.
 
  • art of El Greco and Velazquez
  • Don Quixote de la Mancha by Miguel de Cervantes
  • art of Rembrandt van Rijn
  • Moliere's comedic plays
  • baroque art and architecture
  • music of Wolfgang Amadeus Mozart
  • music of Ludwig van Beethoven
  • British romantic poets (choose among Lord Byron, Percy Shelley, John Keats)
  • Les Miserables and The Hunchback of Notre Dame by Victor Hugo
  • Frankenstein by Mary Shelley
  • opera of Giuseppe Verdi and/or Richard Wagner
  • Louis Daguerre and the daguerreotype
  • works of Charles Dickens
  • art of Claude Monet
  • art of Edgar Degas
  • art of Pierre-Auguste Renoir

HOMEWORK for tomorrow - Wednesday, December 2nd

You are done with the reading for Unit #5. Congratulations.

Remember that your Current Events are due tomorrow. You can either email them as an attachment or print them out. You can download a template on Lesson #15. There's more information on that lesson, and you can find an explanation of the world history themes on this page.

Your part of the Unit #5 Two-Minute Review should be ready to go for tomorrow.

We'll have the Unit #5 Exam on Thursday and Monday (12/7). Thursday will be the Identifications and Essay. On Monday, we'll have the Objective Exam. That will consist of multiple choice questions and some document-based questions. You can find the essay questions and identification list here.
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