January 2012 Archives

Lesson #11 - 1933 (and 2012) World Economic Conference

By Mike Vergin on January 31, 2012 8:00 AM

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 timely issue, as you probably have all heard the news reports the last few years calling 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 articles:
  • "Echoes of the Great Depression"
  • "A new Great Depression? It's different this time"
  • "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 tomorrow - Wednesday, February 1st

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

Your VIP Timeline is due on Friday.

Your "Between the Wars" assignment is due on Monday, February 6th. (That's the poem, artwork or letter described on Friday's blog entry.)

Lesson #10 - The Great Depression

By Mike Vergin on January 30, 2012 8:00 AM

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.

Here are a couple of "then" and "now" images of hyperinflation. Germany v. Zimbabwe

reichsmark_inflation.jpg







weimar2.jpg







Hyperinflation.jpg





























ZimDollarChart.jpg










Zimdollars.jpg











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.

migrant_mother.gif

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

gandhi_march.jpg

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 - Tuesday, January 31st

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 VIP Preliminary Bibliography is due today. The Timeline component is due on Friday. Remember that I linked a digital copy of the guidelines for both to the blog last lesson. (You also received a hard copy in class.)

Your "Between the Wars" assignment is due on Monday, February 6th. (That's the poem, artwork or letter described on yesterday's blog entry.)

Lesson #9 - Between the Wars

By Mike Vergin on January 27, 2012 8:00 AM | 64 Comments
We'll cover a variety of topics today and focus on the Great Depression from a worldwide perspective next time. 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.

Here's a digital copy of the handout for the VIP Preliminary Bibliography and Timeline assignments that are coming up. Lesson #10 is the due date for the Preliminary Bibliography, and Lesson #14 is when the "Timeline" is due.


Nationalism in India and Southwest Asia - You read about these events for the 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...


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.

  • Turkey - Mustafa Kemal, Ataturk
  • Iran - Persia, Riza Shah Pahlavi
  • Saudi Arabia - Abd al-Aziz Ibn Saud

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.

First, take a second and remember what you read about the contributions of people like Sigmund Freud and Friedrich Nietzsche, each of whom had challenged that pre-war view of man's rationality and reason. 

The poem, "The Second Coming," by William Butler Yeats (1919) is an effective summary of much of this uncertainty and fear. We'll have you take a look at the poem and see what you think of it. 

Here are some representative examples of emerging art forms during this period. Look at the examples and consider how they represent the feelings of the inter-war period.


"Between the Wars" Assignment - You get some choices here. Whatever you choose, I should get this from you by Monday, February 6th. Basically, I want you to take a crack at expressing some of these feelings that you think were being felt between the wars. Clearly, rising nationalism, the coming of fascism and totalitarianism, the spread of communism and economic troubles made for an unsettling time.

You can choose from among these options:

  • In the spirit of Yeats' "The Second Coming," compose a poem that you feel is representative of the times. (There should be a minimum of twelve lines.) You should post your poem here.
  • Draw (or sketch or paint or whatever) a picture that you feel is representative of the time and one of the schools of art we looked at.
  • Assume that it is ten years after the end of World War I. You need to "create" a person and write a "letter" (400 or more words) from their perspective. It should look back both at their role in the World War I years (as a soldier, peasant, wife, child, whatever) and some major events since then. You can be from wherever you'd like: Europe, Russia, China, India, the United States or another location. You'd post the letter here as a comment.


HOMEWORK for tomorrow - Monday, February 30th

If you haven't yet, please be prepared to turn in the take-how quiz for reading in Chapter 31, Section 1, "Postwar Uncertainty." (pp. 897 - 901)

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

Your VIP Preliminary Bibliography is due to me on Monday, January 30th. (At least five sources, correctly formatted (NoodleBib). No more than one source can be Wikipedia, and at least one source should be from one of the MPA Library databases.)

Your "Between the Wars" activity is due on Monday, February 6th.

Lesson #8 - The End of Imperial China

By Mike Vergin on January 26, 2012 8:00 AM
Our attention shifts from Russia to China today. As in Russia, the imperial era will come to an end. From there, however, the two nations follow different paths. It will be almost four decades before communism rules over China under Mao Zedong. Today, we'll consider the end of imperialism and the struggle between the Nationalists and Communists. (You don't get to learn the end of the story until after World War II, as the two sides form an uneasy alliance to fight against the Japanese beginning in 1937.)


The End of Imperial China: When we last left the Qing, their empire was weakened due to both internal rebellion and foreign intervention. Here are some of the key events in the years that follow... Key terms and people are in bold.

1911 - Pu Yi, the last Qing Emperor is overthrown. (Here's the movie link. It won 9 Oscars!)

1912 - Sun Yixian is made president of the new Republic of China.

Sun calls for "Three Principles of the People"
  • nationalism - end to foreign control
  • people's rights - democracy
  • people's livelihood - economic security
His party is the Kuomintang, also known as the Nationalist Party. Sun passes power to General Yuan Shikai, and he basically tries to take over everything and sparks civil war. Warlords ruled various lands in China for the next few years.

1919 - May Fourth Movement - Mass demonstrations showed China's anger over the unfavorable terms of the Treaty of Versailles, particularly that German territory considered to be Chinese was turned over to the Japanese. Many see this as the birth of modern nationalism in China.

1921 - Chinese Communist Party is organized by Mao Zedong and others in Shanghai.

1925 - Jiang Jieshi assumes leadership of the Nationalists after Sun dies. His Kuomintang forces launch raids and attacks against the Communists over the next few years, particularly 1927.

1934 - Communist forces begin the Long March, a 6000-mile journey lasting more than a year.

1937 - Japan invades China, and the struggle between Nationalists and Communists is temporarily set aside to face a common enemy.


The Long March - We'll wrap up today with a little "field trip." (Before the building expanded, we used to take a whole block and do this outside, regardless of weather. I've gotten old and soft since then.) We'll stay inside and take our own very small version of the march today...

By the way, there's been a good deal of recent scholarship questioning some of the claims of the Long March. Rather than worrying about exactly how many miles it was, instead focus on its symbolic value for the Chinese Communists in terms of rallying support and glorifying their past. (Maybe you can think of similar events in US history. Valley Forge?)


HOMEWORK for next session - Friday, January 27th

Finish up your reading in Chapter 30 with Section 4, "Nationalism in India and Southwest Asia." (pp. 887 - 891)

Your VIP - Preliminary Bibliography will be due on Lesson #10 - Monday, January 30th. More information will follow, but you'll basically be asked to show evidence of having begun your research. (I'm thinking a minimum of five sources (no more than one can be Wikipedia), and at least one source should come from one of the library's databases.) You will turn in a formal bibliography at Lesson #30, so I'd definitely recommend doing this in NoodleBib from the beginning.

Lesson #7 - Stalin's Russia

By Mike Vergin on January 25, 2012 8:00 AM | No Comments
We'll continue examining the changes that take place in Russia (by now the Soviet Union) during the rule of Joseph Stalin. Tomorrow, we'll shift our attention to China in the years between the World Wars.

After Lenin: If you didn't get enough on him yesterday, consult the Lenin Internet Archive. After having been shot and later suffering a series of strokes, Lenin died in 1924. The leading candidates to replace Lenin as leader of the Communist Party were Leon Trotsky and Joseph Stalin. Despite Lenin's "Testament" and caution that Stalin "has concentrated enormous power in his hands, and I am not sure that he always knows how to use that power with sufficient caution," Stalin gained total command of the Communist Party by 1928.

Communism in Russia: We'll have you more closely examine some of the ideas that Lenin and the Bolsheviks put into place in Russia. Considering this Introduction to Communism and your reading, as well as your own background knowledge, try your hand at answering these questions.

  • In your opinion, what made communism a good match for Russia? What made it a bad fit?
  • How did the communism Lenin put in place differ from the vision of Marx?
  • What, if anything, could have been done to make communism more successful in Russia?
Stalin's Russia: We'll consider a number of aspects of Stalin's rule today. As a backdrop, keep in mind that this is perhaps the best example of a totalitarian state in the 20th century. 

Here are the key traits of totalitarianism as listed in the text:

  • Dynamic Leader
  • Ideology
  • State Control of Individuals
  • Methods of Enforcement
  • Modern Technology
  • State Control of Society
  • Dictatorship and One-Party Rule
Think about how Stalin uses these various traits in creating and sustaining his rule.

Let's get started with an overview of Stalin's rule with a quick DBQ activity - "Stalin: Evaluation of His Leadership."

In addition, here are a few things we need to be sure we touch on:

  • rise to power - feud with Trotsky
  • Industrialization - Five-Year Plans
  • Collectivization - kulaks
  • Great Purge - the "Great Terror"
  • Cult of Personality 
I'll show you some images from the book, The Commissar Vanishes as well. Here is a website that shows you some images from the book.

Here are those other links from yesterday's blog entry:


Interviewing the Russians: If time permits, we'll try to close with one more activity. I'll give you a card with an identity and some key points on it. You'll pair up with another "person" and interview each other. Each of you should, in character, ask questions of the other character. (I'd recommend swapping cards while doing this to help you think of questions.)

Here are the roles:
  • Nicholas II
  • Soldier at the front in 1916
  • Alexander Kerensky
  • Vladimir Illyich Ulyanov (Lenin)
  • Priest of the Orthodox Church
  • Worker of the Petrograd Soviet
  • Lev Davidovich Bronstein (Trotsky)
  • Joseph Dzhugashvili (Stalin)
Note that the dates next to their names on the cards are NOT their life spans. It typically is referring to their time in power.


HOMEWORK for tomorrow - Thursday, January 26th

Continue your reading in Chapter 30 with Section 3, "Imperial China Collapses." (pp. 882 - 886).

Your VIP - Preliminary Bibliography will be due on Lesson #10 - Monday, January 30th. More information will follow, but you'll basically be asked to show evidence of having begun your research. (I'm thinking a minimum of five sources (no more than one can be Wikipedia), and at least one source should come from one of the library's databases.) You will turn in a formal bibliography at Lesson #30, so I'd definitely recommend doing this in NoodleBib from the beginning.

Lesson #6 - Russia: From Czar to Communism

By Mike Vergin on January 24, 2012 8:00 AM
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.

As I've mentioned, I've taught this material in a couple different classes over the years. I'll share some of my own notes with you so that you can look more in depth at the issues if you would like. We'll also use a series of clips from Nicholas and Alexandra.


Russia: From Czar to Communism - Initially, let's back it up to the pre-WWI period in Russia. For most of the 19th century, Russia was ruled by czars named Alexander and Nicholas... Here is a set of notes on The Last Czars. Take a look at these for a minute to get a feel for the challenges and issues facing Russia at the time. We can talk about those.

Czar Nicholas II is the last of the Romanovs to rule Russia. Let's take a look at my Nicholas II - Notes and see some of the ways in which he is accused of weakening Russia. Be sure you understand "Bloody Sunday" and the role of Rasputin here.

As you certainly have seen by now, 1917 is the key year for Russia. It is here that Russia undergoes a pair of revolutions. Let's take a closer look at the The Russian Revolutions of 1917. Following these revolutions, Russia (as you read) fights a brutal civil war which ends with the Bolsheviks and Lenin in charge.

Communism in Russia: We'll have you more closely examine some of the ideas that Lenin and the Bolsheviks put into place in Russia. Considering this Introduction to Communism and your reading, as well as your own background knowledge, try your hand at answering these questions.

  • In your opinion, what made communism a good match for Russia? What made it a bad fit?
  • How did the communism Lenin put in place differ from the vision of Marx?
  • What, if anything, could have been done to make communism more successful in Russia?

Tomorrow, we'll turn our attention to the Soviet Union under Joseph Stalin. In preparation for that, you might take a look at some of these resources.


Homework for tomorrow - Wednesday, January 25th

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

Be sure to post your comment on the WWI poems on yesterday's blog entry. That should be done before tomorrow's class time.

Your VIP - Preliminary Bibliography will be due on Lesson #10 - Monday, January 30th. More information will follow, but you'll basically be asked to show evidence of having begun your research. (I'm thinking a minimum of five sources (no more than one can be Wikipedia), and at least one source should come from one of the library's databases.) You will turn in a formal bibliography at Lesson #30, so I'd definitely recommend doing this in NoodleBib from the beginning.

Lesson #5 - The Impacts of the "Great War"

By Mike Vergin on January 23, 2012 8:00 AM | 70 Comments
We've got a variety of activities today to try and help make sense of World War I and its significance. Tomorrow, we'll turn our attention to Russia and the coming of communism.
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 Wednesday's  class. In a paragraph (or more), explain which poem you found more moving and/or powerful and why you made that choice.

Teaching the Great War - Lesson Plans: Here are links to the Lesson Plans that accompany the PBS series, "The Great War." I used to require each group to teach a mini-lesson on one of these. Time won't permit that, but some of you might find it interesting to browse them.
The Impacts of War: We'll start with brainstorming a list of impacts from the war. Following that, we'll return to the PBS site one last time and take a look at Then and Now:  The Shaping of the 21st Century. They'll provide us with a list of issues to consider. You'll each consider one of those.

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. You'll be asked to take a look at a particular act of genocide from the past century and share what you find with the class.


HOMEWORK for next session - Tuesday, January 24th

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 Wednesday's class time. (Put it on THIS entry.)

Your VIP "Bio-poem" is due tomorrow. Remember to follow the directions for printing them out correctly. (You got a copy of the handout, and it is also linked on the previous blog entry.)

Lesson #4 - The Timeline of the "Great War"

By Mike Vergin on January 20, 2012 8:00 AM
We'll start with the quiz, then we will finish up the timeline reports.


Here are the links from yesterday:
Map of European Alliances on the Eve of World War I


Here are a couple of things that we'll take a look at if/as we have time...

Literature of World War I - Probably more than any other conflict, this war produced a rich collection of literature from a wide variety of sources. One book that collected some of the poetry is "The Muse in Arms," which can be accessed at First World War.com. (The earlier link takes you directly to the introduction page. Use the sidebar on the right to access the poems in the 14 different categories.) Your task is to browse around this collection and select a poem that you find interesting.

Propaganda Posters - This is another really interesting aspect of the war. This webpage lists posters by the nation that created them. Your task is to browse around and find an interesting example of the posters from as many different countries as you can. Be ready to share some of the interesting things you find.

Eyewitness to History.Com is a website that features excerpts from people who participated in various historical events. As you might guess, they have an interesting range of short excerpts from participants in World War I. Browse around and read a couple excerpts that really interest you.


HOMEWORK for next session - Monday, January 23rd

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.

Remember that your "Bio-Poem" is due on Tuesday.

Lesson #3 - The Timeline of the "Great War"

By Mike Vergin on January 19, 2012 8:00 AM | No Comments
We'll spend our time today going through the timeline of events from the first portion of World War I.

The "Great War" - The Timeline of World War I: Click on the link to download a copy of the matrix that will allow you to take any notes that you'd like as we move through the timeline. (I expect that either this, the maps below or the "Great War" website itself will be the only things we'll see on any computer screens today...)


Expectations: A reminder that these are the things we will be looking for from your group. 

  • You have NO MORE than 15 minutes for your "piece" of the timeline. You will certainly be expected to use at least eight minutes.
  • It is not expected that you cover EVERYTHING on the list. Part of your job is to decide what you think is most important for us to know. Assume your audience will have the relevant page of the timeline in front of them as you present.
  • You will be expected to have AT LEAST five visual images accompanying your information. (You don't need to do a full Powerpoint/Keynote, but there should be pictures/maps/etc. as you believe useful.)

HOMEWORK for Friday, January 20th

Continue your reading with Chapter 29, Section 3, "A Global Conflict." (pp. 851 - 856) The quiz tomorrow will be true/false.

Your VIP "Bio-Poem" will be due on Lesson #6 - next Tuesday. Please be sure to follow the directions for formatting and printing them.

Lesson #2 - The Timeline of the "Great War"

By Mike Vergin on January 18, 2012 8:00 AM
Basically, you and several partners are going to complete two tasks. Tomorrow and Friday, we're going to walk through a Timeline of World War I.

Interesting list of the day...The Great War in Numbers


After our quiz, we'll get you organized and give you the balance of the hour to do some preparation. (This will be the only class time you get for the timeline portion.) Our primary online resource will be the website for the PBS series, "The Great War and the Shaping of the 20th Century." I'll definitely have the projector available for you to use if you need it. Let me know if there is anything else you need.

The Great War - Timeline: There are obviously historians who spend a lifetime studying the events of World War I. We basically have a week of class time. Because I think it is important to have a sense of the way in which the war unfolded, we'll have you divide up the timeline that accompanies this series. There are eight components:

Expectations: Whichever year/period you get, here are the things we will be looking for from your group. 

  • You have NO MORE than 15 minutes for your "piece" of the timeline. You will certainly be expected to use at least ten minutes.
  • It is not expected that you cover EVERYTHING on the list. Part of your job is to decide what you think is most important for us to know. Assume your audience will have the relevant page of the timeline in front of them as you present.
  • You will be expected to have AT LEAST five visual images accompanying your information. (You don't need to do a full Powerpoint/Keynote, but there should be pictures/maps/etc. as you believe useful.)
I would assume most of you will find this more useful tomorrow, but here is a matrix for The "Great War" - Timeline for World War I. Some of you might find it useful to take some notes in preparation for your part of tomorrow's presentation.

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


HOMEWORK for Thursday, January 19th

Continue your reading with Chapter 29, Section 2, "Europe Plunges into War." (pp. 845 - 849) The quiz tomorrow will be fill-in-the-blank.

Your group should be ready to present its share of the timeline tomorrow. (Ideally, we will get through 1916, but everyone should be ready in case we move faster.)

Lesson #1 - Causes of the "Great War"

By Mike Vergin on January 17, 2012 8:00 AM
BIG NEWS:  The blog will be "moving." I've been having trouble with this blogging program, so I'm in the process of shifting to another. I'll keep you posted...

Welcome back. We'll jump right in today looking at the causes of the "Great War," or World War I. You'll have the first reading quiz tomorrow.  

Current Events: It is safe to say that a lot has happened since we were last together. We can't take all block, but we can certainly talk for a few minutes if you are interested. I've also got a little "quiz" for us to try to see where you are at in terms of your understanding of the geography of the 20th century world we will be studying this quarter.

VIPs of the Last Century - I'll introduce this project today and begin the process of selecting the figure with whom you'll be working on this project. Your "votes" will be due tomorrow, and we'll go from there.

The Causes of World War I - This will be our main focus for the day. We'll have you start out briefly working with a DBQ packet called, "Causes of World War I." After you take a look at that, we'll break it down a bit more specifically.

Jigsaw activity - While it is pretty clear that the assassination of Archduke Franz Ferdinand triggered World War I, there were underlying factors that made it likely this event could not be contained in the Balkans. You'll look at one of these factors in a group, and we'll form jigsaw groups from there.

In your "expert group," you'll read a short excerpt on one of these:

  • Nationalism
  • Balance of Power / Imperialism
  • Interests of Individual Nations
  • Arms Buildup (Militarism)
As you form the "jigsaw" groups, each of you should share your "school of thought" with the group. Then, your group is to come to a consensus on which TWO of the factors were most important in causing World War I. Someone should be prepared to report these two selections back to the big group.

Literature of World War I - Probably more than any other conflict, this war produced a rich collection of literature from a wide variety of sources. One book that collected some of the poetry is "The Muse in Arms," which can be accessed at First World War.com. (The earlier link takes you directly to the introduction page. Use the sidebar on the right to access the poems in the 14 different categories.)

Your task is to browse around this collection and select a poem that you find interesting. Be sure to have it available in class in a couple days, as you may be asked to read an excerpt from it.


HOMEWORK for tomorrow - Wednesday, January 18th

This shouldn't be much of a surprise to you. Begin your reading in Chapter 29 with Section 1, "Marching Toward War." (pp. 841 - 844) The quiz format will be multiple choice.

Be sure your "ballot" for the "VIPs of the Last Century" project is ready to submit.

Select one poem that you find interesting from "The Muse in Arms" and have it ready to share in class.

Q2 - Lesson #35 - The Mexican Revolution

By Mike Vergin on January 10, 2012 12:00 PM
This is our last "regular" lesson of the quarter, and we'll turn our attention to the Mexican Revolution of the early 20th century. Wednesday will be our Unit #6 "Two-Minute Reviews," and we'll wrap up with the Unit #6 Exam on Thursday and Friday. (Thursday is the Objective Exam, and the Identification Exam is Friday. You need to turn in the Unit #6 Essay Exam no later than Friday.) More information below on this.

The Mexican Revolution: As you probably picked up from the reading for today, the events in Mexico leading up to, and including, the revolution are very complex. We'll try to make sense of this in two different ways after we take a quick look at some major events.

Timeline - The Road to Revolution:

1821 - Mexico gains independence from Spain
1833 - 1855 - Santa Anna serves four times as president
1835 - Texas settlers revolt against Mexico
1845 - United States annexes Texas
1848 - Treaty of Guadalupe Hidalgo ends Mexican-American War
1861 - Benito Juarez becomes president following civil war
1862 - France sends army, holds power for five years
1876 - 1911 - Porfirio Diaz rules Mexico
1910 - Francisco Madero calls for revolution, Diaz steps down
1911 - Madero becomes president
1913 - General Huerta takes power, Madero assassinated
1915 - Huerta overthrown, Carranza takes power
1917 - Mexico adopts constitution
1919 - Carranza turns on revolutionary allies, ends war

"Campaigning for Power": This seems particularly appropriate as we approach an election year here. The premise is this: It is early in 1910, and the country of Mexico is planning an election for President of Mexico. You are on the campaign staff for one of the figures below. You need to come up with a single sheet "poster" for your candidate. Obviously, it should make clear something about what he stands for, promises to do, or whatever seems appropriate. You can decide whether to use color, pictures, graphics, etc., but it should be in a form you can show on the projector and/or email to me.

  • Benito Juarez (He's dead by then, but he deserves a poster...)
  • Porfiro Diaz
  • Francisco Madero
  • Pancho Villa
  • Emiliano Zapata
  • Victoriano Huerta
  • Venustiano Carranza

Artists Look at the Revolution: We'll try something a little different here with these five artists. All of them were influenced by the events of the Mexican Revolution in one way or another. Your job is to find at least TWO works by "your" artist that you feel show us something meaningful about Mexico from the time that we are studying. Make sure you can readily access these at the projector. You decide what background information we need, etc.

In some cases, I've also listed a particular work by the artist. You don't NEED to make that one of your choices, but they were identified elsewhere as being influenced by the Mexican Revolution.

  • Jose Guadalupe Posada - Catrina Calavera
  • Diego Rivera
  • Frida Kahlo
  • David Alfaro Siqueiros - Echo of a Scream
  • Jose Clemente Orozco - Father Miguel Hidalgo

Homework for tomorrow - Wednesday, January 11th    

Your China "Learning-by-Doing" is now due.

Your Unit #6 "Two-Minute Review" will be due on Wednesday.

The Unit #6 Exam will take place on Thursday and Friday. On Thursday, you must complete the multiple choice portion of the exam. (You may also start/do the DBQs if you want.) On Friday, you must complete the Identifications Exam. Your Unit #6 Essay is due (printed out and double-spaced, if possible) no later than the end of the day on Friday. (Talk to me if you would like me to consider giving you an extension until Saturday to complete your essay.)

Q2 - Lesson #34 - The United States in Latin America

By Mike Vergin on January 9, 2012 12:00 PM
We'll have our final "regular" lessons today and tomorrow. Wednesday will be our Unit #6 "Two-Minute Reviews," and we'll wrap up with the Unit #6 Exam on Thursday and Friday. (Thursday is the Objective Exam, and the Identification Exam is Friday. You need to turn in the Unit #6 Essay Exam no later than your arrival to class on Friday.) More information below on the separate blog entry for this.

A reminder that you should have posted your "Blog-a-thon" entry on the correct lesson.

Unit #6 "Two-Minute Review": Our review activity will take place on Wednesday.

The United States in Latin America: Even a casual reading of the assignment for today should make it clear that the United States has a long record of intervention in Latin America. I have not checked all examples on this site for accuracy or anything, but here is a long list of United States interventions in Latin America.

We'll have you look at some editorial cartoons on US foreign policy towards Latin America here as well.

Specifics of which you should be aware:

Discussion: United States Foreign Policy - Then and Now
We've talked, directly and indirectly, about a number of events in the history of American foreign policy over the last couple of weeks. Some of them were quite noble and well-intentioned, others were less so. Here's your chance to talk about events from both then and now.

First, let's focus on "then."
  • Was the United States being imperialistic when it issued the Monroe Doctrine? Why or why not?
  • Was "manifest destiny" justified? Why or why not?
  • Did the US act appropriately in the Mexican-American War? Why or why not?
  • Were US actions in Spanish-American War justified? Why or why not?
  • Were US actions in securing land for and building the Panama Canal appropriate? Why or why not?
  • Was the Roosevelt Corollary justified? Why or why not?
Second, let's turn to the "now."
  • What "limits" should there be on United States' foreign policy? What tools, tactics and strategies are appropriate? Which should not be considered?
  • What external factors should influence our foreign policy decisions? Why?
  • Are we imperialistic? Should we be?
  • What sort of relationship should we pursue with the nations of Latin America?
  • Is it time to end our economic embargo on Cuba?
  • Should we grant Puerto Rico independence? Statehood?
  • Were we correct to turn the Panama Canal Zone over to Panama's control in 1977?

Homework for tomorrow - Tuesday, January 10th:     

Finish your reading for the quarter in Chapter 28 with Section 4, "Turmoil and Change in Mexico." (pp. 822 - 827) The quiz format will be true/false.

Your China "Learning By Doing" assignments are due tomorrow.

Your Unit #6 "Two-Minute Review" will be due on Wednesday.

The Unit #6 Exam will take place on Thursday and Friday. On Thursday, you must complete the Objective portion of the exam (60 multiple choice, plus you can work on your DBQs). On Friday, you must complete the Identifications Exam. Your Unit #6 Essay is due (printed out and double-spaced) no later than your arrival to class on Friday. More information on the exam is available on the entry immediately preceding this one on the blog.

Unit #6 Exam - Identifications and Essay Questions

By Mike Vergin on January 6, 2012 12:00 PM
Unit #6 Identifications: On Friday, January 13th, you will write on your choice of 5 of the 8 identifications that appear on the Unit #6 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.

Adam Smith
Karl Marx
Dreyfus Affair
manifest destiny
Henry Ford
Thomas Edison 
Social Darwinism
imperialism
Berlin Conference
Crimean War
Sepoy Mutiny
Opium War
Taiping Rebellion
Meiji era
Monroe Doctrine


Unit #6 Essay Exam - Questions and Format - You'll  write an essay as part of the Unit #6 Exam. This essay will be turned in by the beginning of class on Friday, January 13th.  (You will have the class period on Thursday AFTER you finish the multiple choice, but that is the only class time that will be allotted.) Below you can find both the questions from which you will choose and the format for the essay portion on the Unit #6 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 write this outside of class time.
* I want them printed out (space and a half or double spaced, please.) Printing double-sided is fine.

1. The Industrial Revolution was a time of great change. Identify and explain the significance of the THREE most important ways in which the Industrial Revolution impacted the world. Overall, was the Industrial Revolution a positive or negative stage in the history of the world? Why?

2. The Age of Imperialism had strong impacts on many areas of the world. Choose ONE of these areas and identify and explain the significance of the THREE most important ways in which imperialism impacted that area. Overall, was the Age of Imperialism a positive or negative stage in the history of the world? Why?

NOTE: For question #2, I would recommend choosing from one of these areas:
  • Africa
  • Middle East
  • India
  • Southeast Asia
  • China
In your body paragraphs, do not mix and match from various areas. In that concluding paragraph, you are free to make references to imperialism on a more "global" level.  

Q2 - Lesson #33 - Japan Modernizes

By Mike Vergin on January 6, 2012 12:00 PM
We'll wrap up this week with a look at Japan's modernization of the 19th century. I've found some new resources that are very visual and pretty interesting. 

The "Red-Haired Barbarians" - Japanese woodblock prints
As you might remember, Japan was largely isolated (by choice) from the industrializing world. The Dutch were the only Europeans allowed access to Japan for trade, and that was restricted to the port of Nagasaki. Here's a collection of 40 Japanese woodblock prints depicting Dutch traders and the perceptions of the Japanese of foreigners.

Do this:  Take a few minutes and browse the collection, looking for interesting images. Following that, we can talk about what you've seen.

The West Arrives - Commodore Perry 
In 1853, a US naval fleet entered Japan's main harbor with a letter from US President Millard Fillmore for the Japanese emperor.


Do this: Read the President's letter. Put yourself in the position of Japan's emperor and/or the shogun and briefly outline your response. We'll talk about that a bit. After that, take a look at the Treaty of Kanagawa to see what was decided.

Browse around this very cool site from MIT's "Visualizing Cultures" project: Black Ships and Samurai. Be sure you look at the "Visual Narratives" and watch the "Black Ship Scroll" unfold.

The Meiji Restoration
In 1868, the Tokugawa Shogunate ended when Emperor Mutsuhito began his 45-year reign known as the Meiji era, or the Meiji Restoration.


Do this: Read through the Charter Oath of the Meiji. What role do citizens play in this new vision of government? Does this strike you as democratic?  Why or why not?

Now, skim through the Meiji Constitution of 1889. How well were the promises of the oath fulfilled? To what degree are these documents influenced by the Enlightenment? Are they democratic?  Why or why not?


MIT's "Visualizing Cultures" 
I'd never seen this site before the night before my first class on this topic, and I have to say that it is pretty cool. It aims to "wed images and scholarly commentary in innovative ways to illuminate social and cultural history." By coincidence, their first units focus on the time period in Japanese history that we are studying. This is the kind of resource that makes the laptop program worthwhile.

Do this: You'll work with a couple others to look more closely at one of the following "units" and give us a short recap of what you found most interesting. Definitely do the "visual narratives" section.


Homework for next session - Monday, January 9th  

Continue your reading in Chapter 28 with Section 3, "U.S. Economic Imperialism." (pp. 816 - 821) The quiz format will be fill-in-the-blank.

Your Blog-a-Thon entry should be posted on Lesson #32 by the end of the weekend.

Your China: Learning by Doing assignments are due by the end of next Tuesday.

The Unit #6 Exam information is posted on a separate entry. We'll do the multiple choice portion on Thursday and the Identifications on Friday. (Your Unit #6 essay will also be due on Friday.)

Q2 - Lesson #32 - China and the World

By Mike Vergin on January 5, 2012 12:00 PM
Our focus for these next two days will be on the way in which China and Japan emerge, or are forced to emerge, from periods of relative isolation. Today it will be China, and tomorrow's focus will be on Japan. We'll do two more lessons on America's economic imperialism and the Mexican Revolution next week. That's it for our first quarter. I'll have Unit #6 Exam information available tomorrow.

China and the World - Introduction
We'll spend a few minutes together here at the top to make sure you have at least a basic understanding of some of the key events from China's history in the 19th century. Remember that they had largely chosen a path of isolation once the Age of European Exploration began.

At a minimum, you should be familiar with:

  • Qing Dynasty (1644 - 1911)
  • Opium War (1839)
    • Treaty of Nanjing (1842)
    • Hong Kong
    • extraterritorial rights
  • Taiping Rebellion (1850 - 1864)
    • Hong Xioquan
  • Open Door Policy
  • Boxer Rebellion (1900)
    • Dowager Empress Cixi

19th Century China - Learning by Doing
Here's your chance to decide which way you want to go about learning some more about events from 19th century China. You have three choices that are described below. Because I believe they have varying degrees of difficulty and complexity, I am making them worth different numbers of points.

It works like this. The assignment is worth 10 points. Here are the values for the different options.

  • China Crossword - 8 points for solid work that meets all expectations. You CAN receive up to 10 points for work that goes beyond the basic expectations. That is done at my discretion.
  • Opium War: Primary Sources - 9 points for solid work that meets all expectations. You CAN receive up to 11 points for work that goes beyond the basic expectations. That is done at my discretion.
  • Make-your-own-China-DBQ - 10 points for solid work that meets all expectations. You CAN receive up to 12 points for work that goes beyond the basic expectations. That is done at my discretion.
In all of these cases, you can work in a group of up to 3 people if you would like. I need all of these assignments turned in by the end of next Tuesday (10/25) to get full credit. Since I won't necessarily know who is working with whom, I need all names of group members to be on the completed assignment.

Here are the particulars for the given assignments:

China - Crossword:
Use any of the readily available crossword puzzle makers from the Internet. (Note: You do this at your own risk. I make no allowances for complaints like, "The website didn't work," or "We couldn't figure out how to print it.")

You need at least 15 clues and answers drawing from the material in Chapter 28, Section 1 and related topics. I should get both a "blank" puzzle with clues and a completed copy of the clues from you.

Opium War: Primary Sources:
This is just what it sounds like. You'll get a copy of documents from both the British and the Chinese related to the Opium War. You are responsible for submitting answers to the six "Questions" (pp. 290 - 291), as well as to at least one of the "For Further Discussion" questions (p. 291).

Make Your Own DBQ:
This is your chance to create your own document based question on sources related to 19th century China. You can do either a general look at the period or a more specific focus on a particular period or event or person.

Here are the required elements:
  • There needs to be a "question." (It's the "big picture" under which the documents all fit, or it is the essay topic from the ones we've looked at in class.)
  • There should be a paragraph of relevant historical background information.
  • You need to provide excerpts from at least five relevant documents. Documents can include quotations, excerpts, maps, photographs, letters, laws and perhaps more. (Each should have a question to be answered, as do the ones we've used in class.)
  • All documents must be identified by author, title and date as necessary.
  • The DBQ should be reasonably free of spelling and grammar errors.
You're free to use any appropriate sources, but here are two suggested places to do some looking...

  • China's Disaster: 1840 - 1949 - a portion of Paul Halsall's vast collection of on-line primary sources
  • Asia for Educators - This site from Columbia University has a lot of information in various places around the site. (Check China - 1750 to 1914 as a start.)

Homework for tomorrow - Friday, January 6th

Continue your reading in Chapter 28 with Section 2, "Modernization in Japan." (pp. 810 - 813) The quiz format will be back to multiple choice.

Remember that your Imperialism and Industrialization Cartoons are finally due tomorrow.

You should also post your "Blog-a-thon" comment on Lesson #32 before the end of this school week.

Your China: Learning by Doing assignments are due by the end of next Tuesday.

Q2 - Lesson #31 - Imperialism in Southeast Asia

By Mike Vergin on January 4, 2012 12:00 PM | 25 Comments
The Colonial Ledger: You were asked to brainstorm a list of effects of colonialism. Let's talk about what you came up with, and I can share some others from a source I've used before with this activity.

Crucible of Empire - The Spanish-American War: This is another great PBS site that chronicles the beginning of the United States' dealing with their own supporters and opponents of imperialism. There are a number of things here that might interest you. Check out some of these:

1895 - Cuban War for Independence
August 1896 - Revolt in the Philippines
February 16, 1898 - Battleship U.S.S. Maine Explodes
April 25, 1898 - Congress Declares War
May 1, 1898 - Commodore Dewey's Victory in the Philippines
March 23, 1901 - Aguinaldo captured by U.S. troops

America in the Philippines: After acquiring the Philippines from Spain as a result of the war, The United States needed to consider the issue of imperialism. Led by President McKinley's call to "educate Filipinos, and uplift and Christianize them," the Americans stayed in the islands. Fierce resistance broke out among Filipino rebels, and a brutal three-year war followed. While over 4000 American soldiers died from fighting and disease, it is estimated that somewhere between 250,000 and 500,000 Filipinos died as a result of the fighting.

The Philippine History Site has a number of good resources on The Philippine-American War.

  • American Designs and the Benevolent Assimilation tells of the plans to bring the Philippines under American control while also containing some interesting information about how US textbooks do/don't cover this issue.

  • You don't have to read much of the American Campaign of Brutality to understand the parallels many have drawn to a conflict the United States found itself involved in much later, the Vietnam War.

The White Man's Burden In 1899, Rudyard Kipling wrote this poem to mark the annexation of the Philippines. Read through the entire poem and see what you think of it, particularly in terms of Kipling's view of imperialism. We'll talk about this one a bit.

"Kipling, the 'White Man's Burden,' and US Imperialism" (Monthly Review, November 2003) is a challenging, but very interesting article that looks at Kipling's poem in light of recent events in American history and foreign policy. It's really thought-provoking.

Blog-a-thon: We're going to end today by giving you some choices. Basically, you're responsible for posting a blog comment on one of the topics by the end of the day on Friday. Post it to THIS blog entry.

Choose and post a good blog comment on one of these:

  • Read the article, "American imperialism? No need to run away from the label." (USATODAY.com, 5/5/2003) Comment on the article and the main issues it raises in your mind.

  • Read the essay, "Shooting an Elephant," by George Orwell. (He's probably best known as the author of 1984 and Animal Farm.) This essay draws on some of the ideas we've been talking about these last few days. Comment on the essay and how you think it is/is not relevant to the Age of Imperialism.
  • "Yellow Journalism" played a role in the imperial debate in the United States and elsewhere. Put yourself in the role of a "yellow journalist" and choose one of these scenarios from which to write a brief "story" for your readers.
- British journalist in India during Sepoy Mutiny of 1857
- British journalist in South Africa during the Boer War
- American observer in the Philippines in 1900
- American journalist in Hawaii in 1893


HOMEWORK for tomorrow - Thursday, January 5th
 
Please begin your reading in the final chapter of the quarter. Read Chapter 28, Section 1, "China Resists Outside Influence." (pp. 805 - 809)

Your cartoons on Industrialization and Imperialism are due on Friday.

Your "Blog-a-thon" entry is due by the end of the day on Friday, January 6th.

Q2 - Lesson #30 - British Rule in India

By Mike Vergin on January 3, 2012 12:00 PM
Here's a link to the Extra Credit option for World History 10 this quarter. (These need to be posted by the end of the day on Saturday, January 14th in order to get credit.) Note that the "page" explaining this assignment is found over on the right of the blog.

Let's wait until tomorrow to check in on your "colonial ledgers." Instead, we'll head over to India to look at the age of British rule and its effects, largely through a debate format.

British Imperialism in India - Brief Timeline

1707 - Mughal Empire is collapsing
1757 - East India Company troops win at Battle of Plassey
1857 - Sepoy Mutiny takes place
1858 - Raj begins as British take direct control of India
1877 - British viceroy rules India
1885 - Indian National Congress Forms
1905 - Partition of Bengal into Hindu and Muslim sections
1947 - India gains independence


The Sepoy Mutiny: Here's a website from Emory University that takes a look at the events of the Sepoy Mutiny of 1857. To better understand what this was all about, you might want to browse some of the following sections:

  • Introduction
  • Religion
  • Divide and Conquer
  • Expansionism
  • Torture and Oppression
  • The Rebellion
  • The Cawnpore Massacres
  • The Siege of Delhi
  • Conclusion

Debate: You'll be asked to represent one of the two sides in a brief debate on the resolution below. I'll provide you with an additional set of information for "your" side that should be helpful, and you will have some time to look at the resources below.

** On balance, the era of British rule was beneficial for India. **

Download a copy of the Imperialism in India flowsheet to help keep track of arguments. Keep in mind there is a distinction between facts, interpretations made about facts, and judgments made on the basis of an interpretation. All have a place in a discussion or debate, but be aware of the way in which they differ.

An example might be:
Fact: "We take daily reading quizzes in World History 10."
Interpretation: "Mr. Vergin thinks it is important that we read and understand the material."
Judgment: "Mr. Vergin is mean because I'd rather be playing in the yard than doing the reading."

We'll hold this informal, large-group debate during the last thirty minutes of class.

DBQ Activity - Imperialism in India: An Evaluation Spending a little time with both these document excerpts and the primary sources below will help you with our culminating activity, a brief debate on the impact of British rule on India.

Primary Sources on India: Here are a number of primary sources related to the British rule in India. Some might be particularly useful for our conversation, and others are simply provided for your information.


HOMEWORK for tomorrow - Wednesday, January 4th
 
Please finish your reading in Chapter 27 with Section 5, "Imperialism in Southeast Asia." (pp. 796 - 799) The quiz will be true/false.

Remember that the "take-home" quiz for Chapter 27, Section 3 needs to be turned in.

Your WWED? comments should have been posted to Blog Entry - Lesson #27.

Just a reminder that your Cartoons: Industrialization and Imperialism assignments are due on Friday, January 6th. You can find the directions for that back on Lesson #25.
« December 2011 | Main Index | Archives | February 2012 »

Search

About this Archive

This page is an archive of entries from January 2012 listed from newest to oldest.

December 2011 is the previous archive.

February 2012 is the next archive.

Find recent content on the main index or look in the archives to find all content.