World History 10

Lesson #8 - The Scientific Revolution (?)

2010-09-09T13:00:00Z

After the reading quiz on the Enlightenment, we'll turn our attention to this events referred to as the "Scientific Revolution." At the close yesterday, I mentioned that not everyone agrees that is an appropriate term. I gave you a handout to read for today, and you were asked to consider this question:

Should the term "Scientific Revolution" be replaced by the term "Scientific Evolution" to best explain the development of modern science?

Related questions:

Have the contributions of non-European Afroeurasians been given too little credit for advancements in science? If so, was this lack of credit intentional? Why or why not?
Do we pay too little attention to the scholars of the medieval period? Why or why not?
Is there a European bias in the history of science? Why or why not?

We'll listen to some preliminary comments here, and then we'll dig a little deeper into the subject.

"Experiments" in the history of science: We're going to have you work in groups on a series of tasks here. Please work in groups of at least three and no more than five. I'd recommend everyone take some notes, or get a copy of the group's notes. I will expect each group to give/email me a copy of your notes.

First, I want your group to think about just what science is. Assume that you are going to be talking to my older daughter's second grade class. If you had two minutes, what would you tell them science "is"? Make some notes and be prepared to share them with the big group.

Second, I want you to think about what it is that separates "science" from "not science." Do some brainstorming here. It might help you to think in terms of some of the following:

subject matter
theory and hypothesis
methods of observation and/or investigation

Third, considering what you know about history, I want you to think about the historical conditions and events that you believe would either promote or hinder the development and spread of science. (Some categories of events and/or conditions might include: political, social, economic, religious, technological, intellectual conditions, etc.)

Fourth, you'll look at some documents in "Was There Science Before the Scientific Revolution?" You'll get a collection of documents spanning the time from the 10th to the 14th centuries. They are from a variety of Islamic and European authors.

As you take a look at these documents, consider the following:

What kinds of support and/or evidence are used by the authors to support their conclusions?
Based on the documents, what would you consider to the 3-5 most distinctive characteristics of the science of the medieval period?
If you were to award a Nobel Prize to the "Outstanding Medieval Scientist," whom would you select? Why?

Fifth, you'll look at a parallel set of documents from the 16th-18th centuries in "Science Comes of Age: Was It a Revolution?" These are from European sources.

As you take a look at these documents, consider the following:

What kinds of support and/or evidence are used by the authors to support their conclusions? In what ways is this different from the medieval period?
Based on the documents, what would you consider to the 3-5 most distinctive characteristics of the science of 16th-18th Century Europe?
If you were to this time award a Nobel Prize to the "Scientist Who Best Represents the Ideals of Modern Science," whom would you select? Why?

As we return to the big group, we'll discuss what you've found, as well as return to that question with which we began the hour.

Galileo Galilei - A Case Study: As you read, Galileo's observations published in Starry Messenger seemed to refute the theories of Aristotle while confirming the theories of Copernicus. The Catholic Church, defending Ptolemy's view of a geocentric system, warned Galileo not to continue these studies. In 1632, he published Dialogue Concerning the Two Chief World Systems, clearly favoring the ideas of Copernicus over Ptolemy. Galileo was summoned by the Pope to stand trial before the Inquisition. Under threat of torture, Galileo renounced his own work.

You can read the original documents here: The Crime of Galileo - Indictment and Abjuration of 1633. Galileo lived under house arrest outside Florence for the last nine years of his life. Interestingly, in 1992, the Catholic Church acknowledged that Galileo had been correct. You can read a New York Times account of this here: After 350 Years, Vatican Says Galileo Was Right: It Moves.

HOMEWORK for tomorrow - Friday, September 10th:

Please continue in your reading on the Enlightenment with Chapter 22, Section 3, "The Enlightenment Spreads." (pp. 636 - 639)

Lesson #7 - Absolute Monarchs on Trial / Scientific Revolution

2010-09-08T13:00:00Z

We'll start off with the quiz on "The Scientific Revolution" before we move back into our trial activity. Remind me also to briefly mention the other activities on the English Civil War on yesterday's blog entry that we did not get to...

"Absolute Monarchs on Trial" - We'll pick up where we left off. Any remaining prosecution witnesses will testify first. Following that, we'll hear from the defense witnesses and the defendants themselves. Here's a roster of those folks:

First up will be any prosecution witnesses we may have missed.

We'll continue with these defense witnesses:

Cardinal Richelieu
Jean Baptiste Colbert
Thomas Hobbes
Niccolo Machiavelli

Then, we'll hear from the six defendants:

Philip II of Spain (King)
Louis XIV of France (King)
Maria Theresa of Austria (Empress)
Frederick the Great of Prussia (King)
Peter the Great of Russia (Czar)
Charles I of England (King)

After the testimony, all of you but the six monarchs now become jurors. You are freed from your earlier perspective. As we move into deliberations, keep in mind that you can ask questions of our monarchs as well.

I'll provide you with a sheet to use as an aid in our deliberations.

The Scientific Revolution and the Enlightenment

Our next major focus will be on the time period known as the "Enlightenment" in Europe. Following the lead of our text, we'll initially look at the groups of changes referred to as the "Scientific Revolution."

As you read for today, Europeans made some truly impressive advancements during the time known as the "Scientific Revolution." We're going to start by taking a step back and discuss whether or not they are getting too much credit. Alternately, you might ask whether non-Europeans are getting too little credit for their contributions.

I'm giving you a broad overview in the form of a handout. It takes a slightly different look at these events than did your textbook. As you read it, consider this question:

Should the term "Scientific Revolution" be replaced by the term "Scientific Evolution" to best explain the development of modern science?

Lesson #6 - English Civil War and Absolute Monarchs on Trial

2010-09-07T13:00:00Z

Today's main focus will be "Absolute Monarchs on Trial." We'd like to hear from all of the prosecution witnesses today. Before we start the trial, however, we'll touch base of the events that took place in England in your last reading.

The English Civil War: We'll take a look at these events from the perspective of a British student below. For now, however, let's be sure that you are clear on the main points from this section.

The British monarchs and Parliament had long struggled over issues of money and debt.
Charles I grew increasingly unpopular as he imposed heavy fees and fines on the people.
In 1641, Parliament tried again to limit the King's power.
From 1642-1649, the English Civil War was fought

Those supporting Charles were called Royalists or Cavaliers.
Those opposing the King were the Puritans also called "Roundheads."

The forces of Parliament gained the upper hand under Oliver Cromwell and his New Model Army.
In 1649, Charles was put on trial for treason and publicly executed.

In the years after the English Civil War, there were several more events worth noting.

Oliver Cromwell ruled England as a sort of military dictator from 1649 to 1658.
The Puritans tried to bring many reforms to English society.
Charles II (son of Charles I) was offered the crown in the "Restoration."

Parliament passed a habeas corpus law in 1679.
Charles had no heir, so power passed to his Catholic brother James II.

William and Mary ended fears of a line of Catholic monarchs in the Glorious Revolution of 1688.
England became a constitutional monarchy, and the office of prime minister came to hold the power of policy making for the country.

"Absolute Monarchs on Trial"

THE CHARGES: The Absolute Monarchs of Europe are charged with: ignoring the needs and well-being of the people, bankrupting the state, pursuing selfish foreign policies and harming the futures of their states.

First, an introduction of the six defendants:

Philip II of Spain (King)
Louis XIV of France (King)
Maria Theresa of Austria (Empress)
Frederick the Great of Prussia (King)
Peter the Great of Russia (Czar)
Charles I of England (King)

Today, we'll hear the testimony of these prosecution witnesses:

Dutch merchant
Spanish sailor from the Armada
French peasant
French soldier from War of Spanish Succession
French nobleman
Patriarch of the Russian Orthodox Church
Russian serf
Russian laborer building St. Petersburg
Oliver Cromwell
Member of English Parliament
Scottish Presbyterian soldier
Austrian Protestant merchant
Prussian soldier

Tomorrow, we'll begin with the defense witnesses and then hear from the monarchs:

Cardinal Richelieu
Jean Baptiste Colbert
Thomas Hobbes
Niccolo Machiavelli

Evaluation: As mentioned, all witnesses are expected to have a speech of at least two minutes. In this speech, it should be made clear why you oppose/support the idea of absolute monarchy, as well as one or more of the specific absolute monarchs. Your story can be creative, but it should also be consistent with reality. In addition, you will receive credit for being an active participant in questioning and deliberating. (The speeches of the six defendants can be more centered on the issue of how each ruler made effective use of their power as absolute monarch for the good of their country.)

The English Civil War "Across the Pond": We'll take a quick look at the English Civil War as it might be studied over in Great Britain. I've found some online resources largely designed for students in "Year 8," meaning they are 11 and 12. Sounds like you should be able to handle them...

War - This is a pretty interesting site put together by a British television station. You can find a lot here by browsing around.

The Long Term Causes of the Civil Wars: You don't need to do the cutting and sorting to understand this activity. Instead, look at examples of how the causes fell into the categories of money, religion and Parliament.

The English Civil War: You might learn a little by doing these activities, but you'll probably mostly learn that you are glad not to be in the British equivalent of middle school...

What sort of man was Oliver Cromwell? - This is a sort of DBQ type activity. You don't need to answer the questions, but reading the sources will give you a feel for some various perspectives on Oliver Cromwell.

HOMEWORK for tomorrow - Wednesday, September 8th:

Please start your reading in Chapter 22. Read Section 1, "The Scientific Revolution." (pp. 623 - 628) We'll keep doing the quizzes, and we are back to fill-in-the-blank.

We'll conclude our "Absolute Monarchs on Trial" simulation tomorrow, so be ready to present if you have yet to do so. Of course, everyone should be ready to ask questions and deliberate as well.

Lesson #5 - Russia's Absolute Rulers

2010-09-03T13:00:00Z

Although I'd like to think I did a pretty good job of staying away from doing a lot of unnecessary lecturing in the World History 9/10 courses the last three years, you need to cut me a little bit of slack today. Russian history is one of my favorite areas, and I've got a lot of pretty good stories to share with you. After our quiz, we'll look at the two classic examples of the Russian czar, or absolute ruler: Ivan the Terrible and Peter the Great.

Ivan the Terrible- A fascinating figure, Ivan the Terrible was the first Russian ruler to formally use the term, "czar." Download a copy of these From Ivan to Peter notes, and we'll walk through his life, as well as the period of chaos that followed it.

The Time of Troubles - While it is certainly not the most important period in Russian history, I think the years after the death of Ivan the Terrible are bizarre enough to deserve our attention for a couple minutes. For many of you, it will be a chance to show us your dramatic skills...

Impact of Peter the Great- This list is by no means complete, but it shows the time line of some major events from the time of Peter the Great.

1695-96 capture of Azov
1695 beginning of Russian navy
1696 death of Ivan V; Peter assumes full power
1697-98 Peter's "Grand Embassy" to the West
1698 Streltsy revolt crushed
1700 suspension of patriarchate, new calendar
1700-21 Great Northern War with Sweden
1709 victory in Battle of Poltava
1713 capital moved to St. Petersburg
1718 Tsarevich Alexis killed
1721 treaty with Sweden- new lands acquired
1722 Table of Ranks established, succession law
1725 death of Peter the Great

How did Peter alter the future of Russia?

* Westernization campaign- "Window to the West"
* modernization of military
* bringing of industry and technology to Russia
* introduction of Russia navy
* ends mestnichestvo- system of precedence
* secularization of Russian state and culture
* spiritual regulation- seizure of lands, suspends the Patriachate
* "Truth of the Monarch's Will"- attempts to end question of succession
* establishment of St. Petersburg

HOMEWORK for next session - Tuesday, September 7th

Please read the final section in Chapter 21, "Parliament Limits the English Monarchy." (pp. 614 - 617) We're back to multiple choice for the quiz format.

We'll begin our "Absolute Monarchs on Trial" activity on Tuesday with the testimony from the prosecution witness. Here's a reminder about the specifics for the assignment.

FORMAT: All witnesses should be prepared to give a "speech" in class. This should be between 2 and 3 minutes. It need not be memorized. If you are a real person, you should explain why "you" support a particular monarch and/or the idea of absolutism. If you represent a "type" of person, you should create a story consistent with your assigned side and background. Prosecution witnesses may focus on one or more of the charges against a particular monarch.

The six monarchs will have two roles. First, they can question the witnesses for the two sides. In addition, they will have a chance to address the jury before deliberation begins. (All the witnesses become the "jury" at this stage.) In this address, each monarch has between 3 and 4 minutes to summarize his or her accomplishments as a monarch and/or explain why they should not be convicted of the charges. Our jury will then deliberate on the fate of each monarch, and they also can ask questions of the monarchs at this point. (Note that there may well be different verdicts in the different cases.)

EVALUATION: You will receive credit for both your "speech" and your participation/conduct during the rest of the trial.

Lesson #4 - Religious Conflict and the Thirty Years' War

2010-09-02T13:00:00Z

There's an old saying that there is "nothing certain but death and taxes." You can add daily reading quizzes to that list... We're going true-false today.

Today, we're going to pick out the topic of religious conflict and focus on that. The period we are studying is sometimes also known as the "Age of Religious Wars" in Europe. We will finish up with a look at the impact of the Thirty Years' War, an event that gave rise to the modern states that we know see in Europe and elsewhere. Note that, in some cases, we'll actually be moving back in time a bit from the events of Louis XIV and some others.

Why were they fighting? Religious conflict is nothing new to us in our study of world history. However, both classes have asked versions of the "What was so different between Catholics and Protestants?" This first activity is designed to give you a chance to answer that question for yourself. You might recall from last year that the Catholic Church leadership met at the Council of Trent during what is called the Catholic Reformation or Counter-Reformation. (The Council met from 1545 to 1563.) It issued a clarification of the Church's position on many issues. You'll receive two handouts. The first states the "Protestant" interpretation of an issue. You and a partner can use the handout summarizing the Council of Trent's declarations to try to figure out the Catholic Church's position on each of these issues. We'll talk about what you find.

Where were they fighting? You've read bits and pieces about the religious conflicts in Spain and France. Those, along with the Thirty Years' War, were major aspects of this "age of religious wars." We'll do a jigsaw activity with these three sets of conflicts. You'll get one of these three handouts:

France's Religious Wars
Religious Wars in Spain
Major Results of the Thirty Years' War, 1618-1648

In each case, meet with others sharing that reading. Your job is to boil it down to between five and ten brief points that you can share with the other groups. Following that, we'll have you meet in groups of three, with one representative from each group. You'll teach each other the basic points from your reading. I'd recommend jotting down some brief notes (or emailing each other) so that you've got something to review later in the unit.

The Thirty Years' War in Thirty Seconds: To me, the Thirty Years' War is a very complex and confusing series of events. You can get lost in the details and miss the point. Let's see how you do in seeing the "big picture." You can work with up to 3 others. I want you to prepare to tell the story of the Thirty Years' War to us in thirty seconds or less. (Not by talking fast...) Instead, think of this along the lines of the identifications we did last year and focus on what is important and historically significant. If you want a good source besides your text, The Thirty Years' War has a wealth of information on its site. We'll have you tell your story to the class.

If you want another challenge, do the Thirty Years' War in thirty words or fewer.

HOMEWORK for tomorrow - Friday, September 3rd

Please read Chapter 21, Section 4, "Absolute Rulers of Russia." (pp. 608 - 611)

The "Absolute Monarchs of Europe" matrix should be ready for discussing. (If you don't have the Peter the Great information down, that's understandable, but the rest should be completed.)

Your role in the trial should be ready for Tuesday/Wednesday of next week. Remember that the prosecution witnesses will testify on Tuesday, while the defense witnesses and the defendants themselves testify on Wednesday.

Lesson #3 - European Absolutism and the "Sun King"

2010-09-01T13:00:00Z

We'll take the reading quiz right away again.

Today we'll take a few minutes and clarify what you should expect for the "Absolute Monarchs on Trial" activity we'll hold early next week.

EVALUATION: You will receive credit for both your "speech" and your participation/conduct during the rest of the trial.

We'll conduct our trial on Tuesday and Wednesday of next week. (Expect the prosecution witnesses to present on Tuesday, while the defense witnesses and the defendants will present on Wednesday. That will be followed by our deliberations.)

Louis XIV of France - The "Sun King" Probably the classic example of the absolute monarch is Louis XIV of France. As you read, he sought total control of France and all aspects of life there. By the peak of his reign, France had become the most powerful country in Europe. We'll briefly focus on some of the key points from the reading, and then we'll take a closer look at the court life at Versailles and what that reveals about Louis XIV and absolutism.

Chateau de Versailles is the official website for the palace and gardens made famous by Louis XIV. There's a lot of neat stuff here, and I've highlighted some things for you below.

A Day with the Sun King - read through the daily schedule of Louis XIV
On the right side is an Interactive Map. Click around to check things out.

You can also download and watch a slide show on the left side of this page

The People - Want to know who he hung out with?
Significant Dates - Browse some of the key events at Versailles
Photo Competition - Check out the winners of a recent contest

Think about and discuss: To what degree do modern states and leaders get caught up in ceremony and symbolism? How useful to you think such efforts are?

The Age of European Absolutism: You probably worked with these types of charts last year, so this should be pretty straight-forward. Download a copy of the Age of European Absolutism matrix. (You can either print it out or type on your computer.) You can work in a group of 2-3 if you'd prefer. Think of these as notes on these four major figures. We'll discuss what you find on Friday in class, so these should be completed by then. We'll be looking for major comparisons and contrasts among the absolute monarchs.

HOMEWORK for tomorrow - Thursday, September 2nd:

Read Chapter 21, Section 3, "Central European Monarchs Clash." (pp. 603-607) Yes, there will be a quiz tomorrow, and it will be true-false.

The "Age of European Absolutism" matrix should be completed and ready for discussion at the beginning of Friday's class.

You might think about and start preparing for your role in our "Absolute Monarchs on Trial" activity that will begin next Tuesday.

Lesson #2 - European Absolutism and the Spanish Empire

2010-08-31T13:00:00Z

Your first reading quiz will lead us off today. After everyone is done, we can talk a bit about the key issues in Chapter 21, Section #1.

We'll get started on the "real" history today by beginning our look at Unit #5, "Absolutism to Revolution." As you may guess from the title, this unit focuses heavily on the relationship between people and government. It largely focuses on Europe, and it will trace the transition from the absolute monarchs through the emergence of democracy and revolutions.

European Absolutism - We'll spend the next few days looking at the rise and impact of the "absolute monarchs" of Europe. This will culminate when we put a half dozen of them "on trial." That simulation will get explained after we cover some of the basics.

First, two simple questions for you. (There's a bit of sarcasm implied there, since I don't think the answers are necessarily that simple...)

What is the best government? (The logical follow-up: Why?)
What are the qualities of the ideal ruler?

Second, I've got a DBQ activity for you called "Absolutism and Democracy." It draws on the work of a number of influential thinkers, and it also previews some of what we will cover next week in our look at the Enlightenment. You can pair up if you'd like and work on this for about 15 minutes. (This activity also helps preview one of the choices for your first essay.)

Third, let's look a little bit more closely at the theory of absolutism. We'll try and answer several questions here.

What is absolutism?
What earlier examples do we have of absolute rulers?
What factors led to the rise of European absolutism?
What were the signs or effects of absolutism?

Finally, we'll introduce the "Absolute Monarchs on Trial" activity we'll hold later in the chapter. You'll be selecting your role. Some will be specific historical figures, and others will represent various interests and/or classes. You'll have some freedom to invent a history that is consistent with the reality of the time.

Here are the roles we'll have:

DEFENDANTS:

Philip II of Spain (King)

Louis XIV of France (King)

Maria Theresa of Austria (Empress)

Frederick the Great of Prussia (King)

Peter the Great of Russia (Czar)

Charles I of England (King)

DEFENSE WITNESSES:

Cardinal Richelieu (not in Q1)

Jean Baptiste Colbert

Thomas Hobbes

Niccolo Machiavelli

PROSECUTION WITNESSES:

Dutch merchant

Spanish sailor from the Armada

French peasant

French soldier from War of Spanish Succession

French nobleman (not in Q1)

Patriarch of the Russian Orthodox Church

Russian serf (not in Q1)

Russian laborer building St. Petersburg

Oliver Cromwell

Member of English Parliament

Scotish Presbyterian soldier (not in Q1)

Austrian Protestant merchant

Prussian soldier

FORMAT: All witnesses should be prepared to give a "speech" in class. This should be between 2 and 3 minutes. It need not be memorized. If you are a real person, you should explain why "you" support a particular monarch and/or the idea of absolutism. If you represent a "type" or person, you should create a story consistent with your assigned side and background. Prosecution witnesses may focus on one or more of the charges against a particular monarch.

The six monarchs will have two roles. First, they can question the witnesses for the two sides. In addition, they will have a chance to address the jury before deliberation begins. (All the witnesses become the "jury" at this stage.) In this address, each monarch has between 2 and 4 minutes to summarize his or her accomplishments as a monarch and/or explain why they should not be convicted of the charges. Our jury will then deliberate on the fate of each monarch, and they also can ask questions of the monarchs at this point. (Note that there may well be different verdicts in the different cases.)

EVALUATION: You will receive credit for both your "speech" and your participation/conduct during the rest of the trial.

HOMEWORK for tomorrow - Wednesday, September 1

Please read Section 2 from Chapter 21, "The Reign of Louis XIV." (pp. 596 - 602) Tomorrow's quiz will be "fill-in-the-blank." You will have a word bank to choose from.

Begin to think about and/or prepare for your role in our "Absolute Monarchs on Trial" simulation.

Lesson #1 - World History 10 Course Introduction

2010-08-30T13:00:00Z

Welcome back to MPA World History. (or welcome if you are new to MPA...) As I said back at Upper School Back-to-School Night, I taught all of the brand new World History 9 classes three years ago, as well as one section of 9th grade last year. I also taught the new World History 10 curriculum the previous two years. I'm looking forward to continuing to make some additions (and improvements) to what I have done in World History 10, and I expect we should have a pretty good year. Basically, we'll pick up with Unit #5, and our goal will be to get up to very recent/current events around the world.

What will be the same as last year? For those of you I worked with last year, you should have a good feeling for what to expect this year. I recognize that you are a year older (more mature???) and you no doubt have some more developed skills in many areas than you had at the start of 9th grade. We'll try and challenge those new abilities. We'll use the same book as last year, and we'll tackle the final four units- two each quarter.

What will be different this year? Now that you've had a year with your laptops, I'm expecting that you've got all those annoying 9th grade computer behaviors under control... I am also going to make a more concerted effort to focus on the readings you will be asked to do. One way we'll do that is through almost daily reading quizzes. More on that below.

Daily reading quizzes: You can expect a short and, hopefully, straight-forward quiz at the start of class each day a reading assignment is due. I will rotate through the following four types of quizzes. All quizzes will be worth five points.

Multiple choice (10 questions)
Fill-in-the-Blank (10 questions)
True-False (10 questions)
Matching (10 items)

In all cases, these quizzes will focus on the "big picture" ideas, examples and specifics. They will be easier than the multiple choice questions on the unit exams. I'll always have a key ready, and you can immediately see what your score will be.

Why am I doing this? There are a couple reasons. First, I felt there was a wide range in the way people were approaching their homework when I first started World History 9 three years ago. I was pleased to see many people having highlighted and/or taken notes in their readings. I suspect there were others who did the reading only infrequently. Hopefully, taking the quizzes will reward those who are ready for class and provide an incentive for those who need one.

We'll start with a quiz tomorrow on Chapter 21, Section 1 (Spain's Empire and European Absolutism) on pages 589 - 595.

Introductory / Review Activities: We'll begin with Unit #5 tomorrow, but we'll do a couple of other things today. I propose the following:

1. Current Events - We can briefly discuss some major events from recent weeks and months, but I'd also like us to brainstorm a list of ten stories we should be watching closely over the course of our time together.

2. Twenty-Five Events - We'll have you work in groups of four on this one. We'll make it a competition to spice things up. I'll give you slips containing 25 events from World History 9. Your job is to put them in the correct order. Once you think you are ready, let me know. If you're right, I'll give you a sheet with all 25 events listed in order to aid in your review. If you're wrong, keep working.

3. Password and/or Charades - We'll give you each a chance to shine with this activity. When it is your turn, you'll draw a slip which features a person, place or thing from last year. Your job is to communicate it to the class in one of two ways - Password or Charades.

If you choose Password, here are the rules. You give single word clues, one at a time. Call on someone who raises their hand to answer. If they are wrong, you give another clue. You can give up to five clues before you're done.

If you choose Charades, here are the rules. You cannot talk, and you cannot write out your clue. You have 30 seconds to convey your clue's meaning to the class.

HOMEWORK for tomorrow - Tuesday, August 31st:

Please read Chapter 21, Section 1 (Spain's Empire and European Absolutism) on pages 589 - 595. You will have a reading quiz (multiple choice) at the start of the hour.

Q4 - Lesson #40 - Unit #8 "Two-Minute" Review

2010-06-07T07:00:00Z

We'll spend our last two days together reviewing the material from this unit. If you want to post anything to the blog, you can do it on this entry.

Congratulations on surviving two years of World History at MPA.

UNIT 8: Perspectives on the Present

Chapter 33: Restructuring the Postwar World (1945 - Present)
    1    Cold War: Superpowers Face Off
    2    Communists Take Power in China
    3    Wars in Korea and Vietnam
    4    The Cold War Divides the World
    5    The Cold War Thaws

Chapter 34: The Colonies Become New Nations (1945 - Present)
    1    The Indian Subcontinent Achieves Freedom
    2    Southeast Asian Nations Gain Independence
    3    New Nations in Africa
    4    Conflicts in the Middle East
    5    Central Asia Struggles

Chapter 35: Struggles for Democracy (1945 - Present)
    1    Democracy
    2    The Challenge of Democracy in Africa
    3    The Collapse of the Soviet Union
    4    Changes in Central and Eastern Europe
    5    China: Reform and Reaction

Chapter 36: Global Interdependence (1960 - Present)
    1    The Impact of Science and Technology
    2    Global Economic Development
    3    Global Security Issues
    4    Terrorism
    5    Cultures Blend in a Global Age

HOMEWORK for the end of the quarter...

Your Current Events should be turned in today.

Your packet of Chapter 36 quizzes should be turned in by the end of tomorrow.

Remember that you write the Unit #8 Essay out of class, and they are due no later than upon your arrival to the Final Exam on Thursday.

The Extra Credit - World History Film option, should you choose to do it, is due no later than the end of Thursday, June 10th.

Q4 - Lesson #39 - China Since Tiananmen Square

2010-06-04T07:00:00Z

This is it. It's your last "regular" lesson in World History 9/10. We will take a look at the events in China in the midst of 1989, the same year the Berlin Wall fell in Germany and European communism was on the retreat. In China, the outcome will be different.

"One Year After Protests, An Enforced Silence on Tibet" - This Time magazine story from last year looks at the 50th anniversary of the failed Tibetan uprising which led the Dalai Lama to flee Tibet for refuge in India. March 10th marked the 51st anniversary of that uprising.

China: Tiananmen Square and After

Let's take a quick look at some of the events leading up to Tiananmen Square.

"It doesn't matter if a cat is black or white, so long as it catches mice." - Deng Xiaoping
"Poverty is not socialism. To be rich is glorious." - Deng Xiaoping
"Reform is China's second revolution." - Deng Xiaoping

To try and make sense of the events surrounding Tiananmen Square, let's try and answer these questions.

What led the students to gather in Tiananmen Square?
What options did the government have in dealing with the protesters?
What happened in Tiananmen Square on June 4, 1989?
What was the reaction of the world to these events?
Why did events unfold in this manner in China?

"Massacre in Tiananmen Square" - BBC on This Day (June 4, 1989) This is the actual story that appeared on BBC News.

Here is a set of documents about Tiananmen Square released from the National Security Archives of the United States. They make for interesting browsing.

Here is the website for the documentary film, "Tiananmen: The Gate of Heavenly Peace."

China After Tiananmen: More than twenty years have passed since the events of 1989, and China has certainly undergone rapid change since then. We can briefly discuss the general direction of those changes, and there are some links below in which you may be interested.

"Chinese learned to live with reform" - This BBC story looks at the legacy of Deng's reforms thirty years after they were put in place.

"Taiwan Flashpoint" - Check this out if you're interested in learning more about China's position on Taiwan and the potential threat posed in the region.

"Where next for post-Games China?" - This takes a look at China's options following the end of the 2008 Summer Olympic Games.

Any remaining time is yours to work on whatever needs working on...

HOMEWORK for next session - Monday, June 7th

Current Events are due today. I'll also put your Unit #8 quiz packets together. You can pick those up from me today if you want them for the weekend.

We'll start the "Two Minute" reviews for Unit #8 on Monday.

Your packet of Chapter 36 quizzes should be turned in Tuesday. Yes, you are free to use your book as you complete them.

Remember that you write the Unit #8 Essay out of class, and they are due no later than upon your arrival to the Final Exam on Thursday, June 10th.

The Extra Credit - World History Film option, should you choose to do it, is due no later than the end of Thursday, June 10th.

Q4 - Lesson #38 - The Fall of Communism in Eastern Europe

2010-06-03T07:00:00Z

We'll check in on changes in Eastern and Central Europe today, before wrapping things up with a look at events from Tiananmen Square forward in China on Friday. We'll also aim to get you some working time yet this week before Monday's final "Two-Minute" Review.

Any questions on these? Unit #8 Exam - Identifications and Essay Questions

Just to clarify:

Essay: Due by the time you arrive at the Final Exam.
Identifications: You do this at the Final Exam.
DBQs: You do this at the Final Exam.
Multiple Choice: You do this at the Final Exam.
Remember, no computers are used during the Final Exam, so any note sheet for the IDs needs to be printed out in advance.

Here's a link to the Extra Credit - World History Film opportunity...

Changes in Central and Eastern Europe:

You are several others will be assigned a country. Your job is to prepare us a "travel guide" of sorts for that country. However, we won't be asking questions like, "Where should we stay?" and "What should we eat?" Instead, focus on the following:

If at all, how did the fading of communism affect your country?
How did the country reassert its independence after the decline of the Soviet Union?
What have been some of the key challenges facing your country?
Who are the people, groups and/or events we absolutely should know?

These are the countries which we will be "touring" together today:

Poland
Hungary
Germany
Czechoslovakia (now Czech Republic and Slovakia)
Romania
Yugoslavia (see below)

By the way, in an attempt to minimize confusion, here's the current status of the former Yugoslavia. These countries have been created: Bosnia and Herzogovina, Croatia, Republic of Macedonia, Montenegro, Serbia and Slovenia. Kosovo declared independence in 2008, but its status is still in dispute. (The United States does recognize its independence.)

HOMEWORK for next session - Friday, June 4th

Please do the final "regular" reading assignment of your World History career by reading Chapter 35, Section 5, "China: Reform and Reaction." (pp. 1059-1063) The quiz will be matching.

Your Current Events are due on Friday. You can find copies of the template on previous lessons.

Your packet of Chapter 36 quizzes should be turned in by Tuesday, June 8th. Yes, you are free to use your book as you complete them.

Remember that you write the Unit #8 Essay out of class, and they are due no later than upon your arrival to the Final Exam on Thursday, June 10th.

Q4 - Lesson #37 - The Collapse of Communism in the Soviet Union

2010-06-02T07:00:00Z

The Collapse of the Soviet Union and the Fall of Communism - Our focus shifts today to an event that, had you asked me about it two years earlier (when I was about your age), I never would have expected to see happen. The fall of the Soviet Union both significantly changed the world's political outlook, but it also dealt a fatal blow to communism's chances of competing with capitalist and democratic systems. We'll try and make sense of these events today...

Before we go too far, I want you to put yourselves in the position of a Soviet citizen, say a member of the Communist Party, in 1985. Pair up with those around you and brainstorm a list of complaints and criticisms you have about your lives. It might help to think in terms of social, economic and political issues. Think about both the Soviet Union in particular and communism in general.

Let's take a few minutes now to browse a set of Gorbachev notes that I've used when teaching this topic in other classes. (It will download as a Microsoft Word document, and you're free to use it to take some notes if that would be helpful... That's a hint.)

Here are some events I believe you need to understand to make sense of all this...

Gorbachev and Reform

glasnost

Chernobyl

perestroika
demokratizatsiya

ethnic tensions in the republics

rise of Boris Yeltsin

August Coup - 1991

December 25, 1991 - end of the Soviet Union

Commonwealth of Independent States

I'm interested in your opinions on these questions...

Which factors were more important in the ending of the Soviet Union? Internal or external?
Should Gorbachev be remembered as a hero or a failure?
Is Russia better off without communism?
Is the world safer now than during the era of the Cold War?
Should communism be, in the words of Reagan, left on the "ash heap of history?"

Here's what Time had to say when it named Gorbachev one of the 100 Most Important People of the Century.

Here's a local professor's essay recalling Gorbachev's 1990 visit to Minnesota.

Gorbachev remains active as head of the Gorbachev Foundation.

Russia since 1991 - We've talked about Putin a number of times these past two years. Let's talk briefly about some of the issues that Russia has faced since the fall of the Soviet Union.

Boris Yeltsin (1991 - 1999)
rise of the oligarchs
economic transitions

Chechnya (1991 - 2002) - insurgency continues

Moscow theater hostage crisis (2002)
Beslan school hostage crisis (2004)

Vladimir Putin (President 2000 - 2008) (Prime Minister 2008 - )
Dmitry Medvedev (President 2008 - )

HOMEWORK for tomorrow - Thursday, June 3rd

Please read Chapter 35, Section 4, "Changes in Central and Eastern Europe." (pp. 1052-1058) The quiz will be matching.

Your final batch of Current Events is due on Friday, June 4th.

Your packet of Chapter 36 quizzes should be turned in by Tuesday, June 8th. Yes, you are free to use your book as you complete them.

Unit #8 Exam - Identifications and Essay Questions

2010-06-01T07:30:00Z

Unit #8 Identifications: On Thursday, June 10th, you will write on your choice of 5 of the 8 identifications that appear on the ID portion of the Final (Unit #8) 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, as you will not be able to use 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.

containment
Marshall Plan
Cultural Revolution
Khmer Rouge
Fidel Castro
Korean War
Nikita Khrushchev
Partition of India
intifada
Six-Day War
Taliban
PRI
apartheid
glasnost
Tiananmen Square

Unit #8 Essay Exam - Questions and Format - You'll write an essay as part of the Final (Unit #8) Exam. This essay should be turned in no later than at your arrival to the Social Studies Final Exam on Thursday, June 10th. Below you can find both the questions from which you will choose and the format for the essay portion on the Unit #8 Exam. The essay will be evaluated on the usual 30 point scale, and that score is doubled in PowerSchool.

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.

* I want them printed out. Printing double-sided is fine.

A. Identify and explain the significance of the three specific events that you feel best represent the overall nature of the Cold War. Is the world of today more or less safe than the Cold War world? Why?

B. On Lesson #24, you were introduced to the "Doomsday Clock." (Here's the timeline. It is currently set for six minutes to midnight.) Identify and explain the significance of three factors/issues that you think should be considered foremost in deciding where to set the clock in the near future. Two years from now, what time do you think the Doomsday Clock should read? Why?

C. Imagine that you have been given complete control of the Middle East peace process. Explain your recommendation or position on each of these three issues: the establishment of an independent Palestinian state, the future of the Old City of Jerusalem, and the status of the security barrier built by Israel along the West Bank. Five years from now, will the Palestinian / Israeli situation be more or less peaceful than it is today?

D. To many, the Cold War is the dominant theme of the post-World War II world. Setting aside events that took place between the superpowers, identify and explain the significance of the three world events that you believe will come to be recognized by historians as the most important of the last half of the 20th century. Which specific individual do you believe best epitomizes the post-World War II world?

Q4 - Lesson #36 - South Africa Before and After Apartheid

2010-06-01T07:00:00Z

We'll start with the 35:2 quiz for those of you who chose not to take it on Friday.

Your reading for today focused on the challenges of democracy in Africa. We can touch base on the Nigeria story, but the country of South Africa will be our focus for today. In particular, we'll examine the system of apartheid that was in place for decades. After that, we'll consider the threat AIDS is posing in many areas of the world by considering the case study of sub-Saharan Africa.

Apartheid in South Africa - When we last left South Africa, it had become an independent member of the British Commonwealth between the world wars. In 1948, the Afrikaner-led Nationalist Party came to power advocating a system of apartheid. For more than four decades, this become one of the most notorious governmental systems in the world.

How did apartheid work?
What was the damage done by apartheid?
How was apartheid opposed? (Internally? Externally?)
How was the system of apartheid dismantled?

Timeline of Apartheid -

1948 - National Party institutes apartheid
1950 - race classification, Group Areas Act passed, ANC banned
1960 - Sharpeville Massacre
1964 - Nelson Mandela sentenced to life imprisonment
1976 - Soweto Uprising - 600 killed
1977 - Stephen Biko killed in police custody
1980s - international pressure increases
1986 - state of emergency
1989 - F.W. de Klerk becomes president
1990 - Mandela released, ANC unbanned
1994 - Mandela elected president in free elections

The colored areas on the map show the "homelands" or Bantustans where the black African population of South Africa was forced to live during the apartheid decades.

AIDS in Sub-Saharan Africa: While certainly a worldwide crisis, AIDS has struck most severely in Sub-Saharan Africa. We'll take a look at the extent of the crisis using a set of overheads that look at the "numbers" behind the crisis. (These particular overheads are from 2000, so the specific numbers are no longer accurate. However, they certainly make certain points effectively. You can find updated information below.)

Some questions for us to consider:

Why has AIDS hit Sub-Saharan Africa so heavily?
What might be done to slow the epidemic?
Should (or how should) the outside world help in dealing with the effects of the epidemic?

Here are some additional resources on AIDS:

Here is the 2009 report of the United Nations Programme on HIV/AIDS. There are a lot of links to statistics and resources.

"Death Stalks a Continent" - Time, (2001) - As the front page says, "This is a story about AIDS in Africa. Look at the pictures. Read the words. And then try not to care."

If you want some straight-forward information, the Global Issues - AIDS in Africa site is a good one to use.

"Worldwide AIDS epidemic slowing, says UN" - The Guardian, July 29, 2008. This is one of many articles suggesting that the epidemic may be slowing. (Don't confuse that with being cured.)

"FRONTLINE: The Age of AIDS" - This 2006 PBS site looks at the worldwide aspects. The timeline and map features are both interesting.

HOMEWORK for tomorrow - Wednesday, June 2nd

Please continue your reading in Chapter 35 with Section 3, "The Collapse of the Soviet Union." (pp. 1046-1051) The quiz will be fill-in-the-blank.

Remember that your final batch of Current Events is due on Friday, June 4th. You can download this template for your Final Set of Current Events. (Remember, you are picking stories from particular areas, not according to the AP History themes we had been using.)

2nd Hour - "25 Not Quite Random Things About Latin America"

2010-05-28T07:30:00Z

Post your brief write-ups here. Remember that I was thinking something around 100 words or so, and they need to be in YOUR words, not copied from a resource.

Help us know what it is and why it's important.