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Thesis Papers - Friday and Monday

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• Tibet - Model Paper 
• Castro - Model Paper 
• PLO - Model Paper 

6/12-6/14 Day 2

TO DO: 

BE AWESOME

Agenda: 

1. Quiz Review 
2. Homework 
3. Final Review Guide 
4. Rudy???

Homework: 

PREPARE FOR THE FINAL EXAM 

Final Exam Location: 

DARK BLUE CLASS: 108

PURPLE CLASS: 107

6/12-6/14 Day 1

TO DO: 

Come on in and organize your Homeworks + QODs

Agenda: 

1. HW Collection + Questions
2. Quiz 
3. Final Review Guide 

Homework: 

Nothing! Get ready to review!! :) 

Final Exam Location: 

DARK BLUE CLASS: 108

PURPLE CLASS: 107

6/5-6/9 - Day 4

QOD:

What factors seemed important to Iranians at the outset of the Iranian Revolution? 

Connect that to another Revolution. 

Purple: Why might people in Iran find the Ayatollah Khomeini attractive as a leader??

Agenda: 

1. QOD
2. Iranian Revolution Notes + Vid
3. Iranian Constitution w/Grps 

Objective: 

• Students will be able to: 
• Identify key factors in the Iranian Revolution
• Evaluate the impact of Western Influence on Iran 
• Analyze the wording of the Iranian Constitution for intent and purpose. 

Homework:

ALL THE HWs + QODs :) 

6/5-6/9 - Day 3

QOD:

How did Western Influence have an impact on either of these events: 

Arab-Israeli Conflict

Iranian Revolution 

Agenda: 

1. QOD
2. Iranian Revolution Notes
3. Perspective Taking

Objective: 

• Students will be able to: 
• Identify key factors in the Iranian Revolution
• Evaluate the impact of Western Influence on Iran 
• Analyze the wording of the Iranian Constitution for intent and purpose. 

Homework:

Read and Questions - Iranian Constitution 

6/5-6/9 - Day 2

QOD:

WITH YOUR PARTNER - Create a simple recall question about your event - consider the matter of perspective, cause and effect, etc.

Take out your phone - and TEXT that question to me at the REMIND phone number.


Homework:

Read and Notes + MI
Iranian Revolution Reading 

6/5-6/9 - Day 1

Agenda: 

1. Insert Comic into Graphic Novel
2. Use the Graphic Novel to assess the Arab/Israeli Conflict 

Graphic Novel Reflection Page 

Homework: 

Finish the Reflection Page 

5/30-6/2 - Day 4

QOD: 

What did the War of Independence 1948 - demonstrate TO ISRAEL? ...TO ARAB STATES? ... TO THE GLOBAL COMMUNITY

Agenda: 

1. QOD 
2. Timeline Review - Finish Notes
3. GRAPHIC NOVEL 

Shared Novel - BLUE CLASS 

Shared Novel - PURPLE CLASS 

Objective: [Students will be able to...]

• Present an event from the Israel/Palestine in TWO points of view
• Demonstrate one point of view visually in a comic-strip 

HOMEWORK: 

GRAPHIC NOVEL PAGE

Side Note...
DO YOU KNOW WHAT TODAY IS? 

5/30-6/2 Day 2

QOD: 

How did European Jewish Immigration to Palestine cause an increase in tension between Palestinian Muslims and Palestinian Jews in the 1920-1940s?

Agenda: 

1. QOD 
2. Timeline Review - Finish Notes
3. Promises Video - Video Sheet 

Objective: [Students will be able to...]

• Identify 3 events in the origin of Israel that might create conflict

HOMEWORK: 

Plan your GRAPHIC NOVEL! 

5/30-6/2 - Day 1

QOD: 

It's Memorial Day - what do you think was the origin of the holiday? 

Agenda: 

1. QOD 
2. Perspective Taking - Israel/Palestine
3. Notes on Israel/Palestine
4. Timeline

Objective: [Students will be able to...]

• Maps activity with Israel and Palestine 
• Identify 3 events in the origin of Israel that might create conflict

HOMEWORK: 

Timeline Activity 

5/22-5/26 - Day 3

QOD: 

How do groups use nationality and language to unite a people? How do they use nationality and language to divide a people? 

Agenda: 

1. QOD 
2. Debrief - Power of Language 
3. Resistance to oppression 
4. Break
5. Intro to Israel/Palestine 

Objective: [Students will be able to...]

• Identify the power of identity in the creation of a community
• Evaluate the use of language in efforts to establish identify
• Maps activity with Israel and Palestine 

HOMEWORK: 

Read and Take Notes w/MI/Conn - Intro to Israel Palestine

5/22-5/26 - Day 2

QOD: 

In your own words - describe the Truth and Reconciliation Committee (note  you can refer to the fact sheet from yesterday for assistance!)

Agenda: 

1. QOD -- Video SHEET HERE 
2. Finish Video Sheet
3. Compare Gandhi / Mao / Mandela (ANC) 
4. Review 

Objective: [Students will be able to...]

• Compare and Contrast our 3 Nationalist Movements 
• Compare and Contrast our 3 Nationalist Leaders

HOMEWORK: 

Go back through the blog - ensure that you have the readings/organizers complete that you need. 

College Recommendation Sign up - by THURSDAY 5/25

5/22-5/26 - Day 1

QOD: 

Consider the Reconstruction time period after the Civil War. What were the goals? To what extent was it a successful time period? What were the limitations of Reconstruction? 

Agenda: 

1. QOD -- Video SHEET HERE 
2. Video - Miracle Rising 
3. Truth and Reconciliation Committee

Objective: [Students will be able to...]

• Identify the issues surrounding the negotiation process at the end of Aparteid. 
• Evaluate the strengths and weaknesses of the Truth and Reconciliation Committee

HOMEWORK: 

Go back through the blog - ensure that you have the readings/organizers complete that you need. 

College Recommendation Sign up - by THURSDAY 5/25

5/15-5/19 - Day 4

QOD: 

None

Agenda: 

1. Internet Safety - Videos 
2. Internet Safety - Discussion 

Objective [Students will be able to...]

- Identify ways to increase their safety and privacy on the internet 

Homework: 

None - Quiz on Day 3 Next Week 

5/15-5/19 - Day 3

QOD: 

What is the MORAL question in South Africa - OR define Apartheid. 

Agenda: 

1) QOD

2) Mini Lecture - South Africa 

3) Homework - Groupwork 

4) Rudy 

Objective [Students will be able to...]

Define Apartheid 

Identify ways that black South Africans resisted oppression

Extension Videos: 

Living in Apartheid 

Non-Violent Resistance

90-Second Apartheid 

5/15-5/19 Day 2

QOD: 

COMPARE Mao and Gandhi - what's ONE similarity and one difference? 

Agenda: 

1. QOD

2.  Intro to Apartheid 

3. Documents - for Organizer

Objective: Students will be able to...

Identify evidence of Apartheid oppression in individual accounts. 

Homework: Read Documents - Account for individual experiences

5/15-5/19 Day 1

QOD: 

IN YOUR OWN WORDS - Describe the Great Leap Forward

Agenda: 

1. QOD
2. Group Work - Morality of Communist Revolution 
3. Preview - South Africa 

Objective: Students will be able to...

-- Define the morality of Mao's Communist Revolution

-- Compare and Contrast Mao and Gandhi 

Homework: 

Read/Notes: 2095-2098

Terms: 
South Africa       African National Congress (ANC)
Apartheid           National Party
Afrikaner            Nelson Mandela
F.W. de Klerk      Desmond Tutu 

5/8-5/12 Day 4

QOD: 

Describe ONE attribute of China before the Communist Revolution of 1949. 

Agenda: 

1. QOD
2. Great Leap - Video 

Objective: Students will be able to...

1. Define the Great Leap Forward 
2. Define the Cultural Revolution
3. Evaluate the morality of Mao's initiatives 

Homework: 

Finish the video sheet. 

5/8-5/12 Day 3

QOD: 

How did the Indian Independence movement use MORALITY to influence change? 

-- Did the legacy of partition impact the morality of Indian Independence?

Agenda: 

1. QOD
2. Great Leap - Video 

Objective: Students will be able to...

1. Define the Great Leap Forward 
2. Define the Cultural Revolution
3. Evaluate the morality of Mao's initiatives 

Homework: 

Finish the video sheet. 

5/8-5/12 Day 2

QOD: 

In your own words - explain a reason FOR partition and a reason AGAINST partition. 

Agenda: 

1. QOD
2. Finish Partition Organizer 
3. Discussion: Morality of Independence? 

Objective: Students will be able to...

1. Differentiate between reasons for and against partition in India
2. Develop and defend a unique argument regarding the legacy of partition 
3. Rock at life

Homework: 

Chapter 33, Section 2, “Communists Take Power in China” (p. 1949-1954)

·         What goals did Mao have for China?

·         What impact did Mao’s political programs have of the Chinese people and society?

Mao Zedong                 Jiang Jieshi (Chiang Kai-Shek)

Communists                Nationalists

Taiwan                           Great Leap Forward

Communes                   Red Guards

Cultural Revolution

5/8-5/12 Day 1

QOD: 

Pick one of the following - how was it used as a weapon against the British? 

1) Satyagraha

2) Spinning Wheel - homespun cloth

3) Salt 

Agenda: 

1. QOD
2. Partition + Sources in Groups 

Objective: (Students will be able to...)

1. Describe why was India partitioned in independence. 
2. Evaluate the motivations of the leaders of India's independence movements. 

Homework: 

Yes Alec, there is homework. 

5/1-5/5 Day 4

QOD: 

Can a minority group display nationalism? How have you seen this before? 

Agenda: 

1. QOD
2. Notes - Indian Nationalism 
3. Gandhi - Movie 

Objective: (Students will be able to...)

1. Explain the problems facing Indians in the early 1900s. 
2. Define Satyagraha in your own words- why might that be powerful? 

Homework: 

Read/Notes - 2005-2014

5/1-5/5 - Day 3

QOD: 

None! Take out your homeworks/short answers/graphic organizers to be turned in. We will be using the short answers first...

Agenda: 

1. Homework Organization - until 1:15
2. Group Share Out - Short Answers 
3. Discussion: What ended the Cold War? 
4. Preview - Independent States 

Objectives: [Students will be able to]

• Write a thesis statement with a Controlling Idea
• Use sources to support the thesis statement. 

Homework: 

 Notes 1777-1782

Chapter 30, Section 4 “Nationalism in India and Southwest Asia” (p. 1777-1782)

·         How did civil disobedience further Indian independence?

Rowlatt Acts              Amritsar Massacre

Mohandas Gandhi    Civil disobedience

Satyagraha                  Salt March

5/1-5/5 - Day 2

QOD: 

Consider - how did the goals of the Soviet Union create economic problems in the 70s and 80s? 

Agenda: 

1. QOD
2. End of War - Video Clips + Discuss
3. End of Cold War - Artifacts
4. Work Time 

Objectives: [Students will be able to]

• Evaluate sources for intent and purpose within the Cold War 
• Write a thesis statement with a Controlling Idea
• Use sources to support the thesis statement. 

Homework: 

All Notes + Organizers 

5/1-5/5 - Day 1

QOD: 

How might someone suggest the Cold War was a new era of Colonialism? 

Agenda: 

1. QOD
2. Group Warm Up 
3. End of Cold War - Artifacts
4. Share Out 

Objectives: [Students will be able to]

• Evaluate sources for intent and purpose within the Cold War 
• Write a thesis statement with a Controlling Idea
• Use sources to support the thesis statement. 

Homework: 

2101-2108 - Notes MI+Conn

Extension: Finish the chapter for a more modern connection

4/24-4/28 Day 4

QOD: 

Give one way that the Soviet Union's goals for the nation impacted the lives of a citizen living under Soviet influence. 

Agenda: 

1. QOD
2. Debrief/Turn in S.A. Practice
3. Expansion of Cold War Conflict - Artifacts
4. Question: Is the Cold War a new era of Colonialism? 

Use: 

Graphic Organizer

Stations 

Agenda: [Students will be able to]

• Show the expansion of Cold War tension beyond the US and Soviet Union. 
• Evaluate the impact of Cold War tension on a global society

4/24-4/28 - Day 3

QOD: 

Relate the concept of "Indoctrination" to the propaganda that we looked at yesterday. 

How might indoctrinating one's nation ESCALATE tension in the Cold War 

Agenda: 

1. QOD
2. Lifestyle Debrief - 5 Min w/ Groups 
3. Use Documents - Life in S.U. 
4. Why might dissent rise among Soviet Citizens? 

Lifestyle - Soviet Society
Lifestyle - Soviet Society - PDF

Objective: (Students will be able to...)

1. Describe the ways the Soviet Economy impacted the nation and individuals 
2. Use evidence to defend a prompt. 

Homework: 

Document - Short Answer 

4/24-4/28 - Day 2

QOD: 

Based on the documents you examined yesterday: 

- How could someone argue that the US was responsible for escalating the Cold War? 

- How could someone argue that the Soviet Union was responsible for escalating the Cold War? 

Agenda: 

1. QOD
2. Propaganda Activity 
3. Lifestyle - Soviet Society

Objective: (Students will be able to...)

1. Describe the ideological origins of the Cold War.
2. Identify ways that  ideology propaganda furthers Cold War conflict. 
3. 
   

Homework: 

Finish the Soviet Lifestyle Stations Activity (HW #2)

4/24-4/28 - Day 1

QOD: 

Feel free to look it up or not - but what is the definition of ideology?

Is there an ideology that you feel STRONGLY about in your life? What is it? 

Agenda: 

1. QOD
2. Outbreak of Cold War - Documents 
3. Propaganda Activity 

Objective: (Students will be able to...)

1. Describe the ideological origins of the Cold War.
2. Identify ways that  ideology propaganda furthers Cold War conflict. 
3. 
   

Homework: 

Read 33.1 - Take notes w/MI&Conn

4/10-4/14 Day 3

QOD: 

Here are the 6 Steps to Genocide Again:
1) Identification
2) Expropriation
3) Concentration
4) Mobile Killing Squads
5) Deportation
6) Killing Centers

PICK ONE OF STEPS 1-3  - How do the early steps in Genocide make the later steps possible? What do they provide to the perpetrators (group inflicting genocide)? 

Agenda: 

1. QOD
2. 
   

Objective [Students will be able to...]: 

1. 
   

HW: 

4/10-4-14 - Day 1

QOD: 

What is Genocide? In your own words. 


Agenda:

1. QOD
2. Genocide Definition 
3. Steps - Video 

Homework: 

Chapter 32, Section 2 “The Holocaust” (p. 1877-1883)

• ·         What was the German government’s rationale behind the Holocaust?

  ·         How did Jewish individuals respond to the violence and oppression in Germany?

  ·         How did the international community respond to the violence and oppression perpetrated against Jews in Germany?
  
  
  
  
  
  
  Terms to Know:

  Aryans             Holocaust           Jews      Nuremberg Laws            Kristallnacht     Ghettos                Final Solution               genocide                             Auschwitz
  
  

4/3-4/7 Day 3

QOD: None!

Agenda:

1. WWII - Review 
2. RR - Review
3. Totalitarian States - Review 

Homework: 

• WWII Hdubs. 

4/3-4/7 Day 2

QOD: 

How did the end of war in Europe impact the war in the Pacific? 

Agenda: 

1. QOD
2. Drop the Bombs - Legacy of WWII 
3. RR /SA Review 

Objective [Students will be able to...]: 

1. Describe the impact of the Atomic Bombs on Civilians/Nations and International Politics 
2. Create/Describe a legacy of WWII - After Effects? 

HW: 

All Homeworks Due Day 4

Quarter 3 Exam 

4/3-4/7 Day 1

QOD: 

How did the Allied Powers turn the tides (turning points) of the war effort. Include ONE turning point in the Pacific Theater and ONE turning point in the Atlantic/European Theater.

Agenda: 

1. QOD
2. Turning Points of War Notes
3. Documents - Cost of Battle 

Objective [Students will be able to...]: 

1. Identify the turning points of the pacific front 
2. Describe the costs of war - in the European and Pacific Theaters 
3. Extrapolate - how might the end of war impact International Relations in the future. 

HW: 

5. “The Allied Victory - Pacific Front” - ch 32.4 PART II  (pg 1894 – 1899)

Summarize: How did fighting in the Pacific demand a different strategy from Allied powers than the European Front?

Using Specific Support: What did the cost of battles on the Pacific Front mean for fighting nations?

Expand: Why did the United States choose to use atomic bombs in Japan? How might that influence foreign relations with Japan and other nations? How might it influence warfare?

Terms to Know: (You should know ALL of these from American Studies.)

Kamikaze              Battles of Iwo Jima      Atomic Bomb              Japanese surrender - V-J Day

Examine Video - page 1897 - Atomic Bomb

3/27-3/31 - Day 4

QOD: 

How did the Axis Powers extend their land/territory up to 1942? What methods did Germany (and Japan) use to gain power?

Agenda: 

1. QOD
2. Notes on Pacific Front 
3. --> Total Warfare 

Objective [Students will be able to...]: 

1. Identify three factors that made the Pacific Front different from the European Front 
2. Describe THREE turning points in fighting WWII

HW: 

4. “The Allied Victory - European Front” - ch 32.4 PART I  (pg 1886 – 1894)

Summarize: How did the US mobilization impact the Allied War effort?

Using Specific Support: Describe the cost to the Axis Powers of the Allied Victories in the second half of World War II.

Expand: How was the surrender ending World War II in Europe different from the surrender ending World War I in Europe? Predict how that might impact the peace process and post-war relations.

Terms to Know:

Battle of El Alamein                        Battle of Stalingrad      Invasion of Italy          Production       Rationing Propaganda                         Japanese Internment in USA    Battle of the Bulge       V-E Day - German Surrender        Examine Video - page 1894 - Battle of the Bulge

Examine Video - page 1918 - Air War over Germany

3/27-3/31 - Day 3

QOD: 

How did Operation Sea Lion/Battle for Britain influence the Axis Advance at the beginning of war?

Agenda: 

1. QOD
2. Finish Axis Advance + Maps 
3. Allied Response/Homefront 

Objective [Students should be able to...]:

1. Explain the reasons for the expansion of the Axis Powers
2. Map the extent of Axis control on a world map 
3. Extrapolate what the map shows about the Pacific Front 

Homework: 

3. “Japan’s Pacfic Campaign” ch 32.2 (pg 1867 - 1874)

Summarize: How did Japan begin their role in global warfare?

Using Specific Support: How did Japan eliminate threats to their power in the beginning of the war?

Expand: What would make war tactics in the Pacific Front different from the European front?

Terms to Know:

Admiral Isoroku Yamamoto             Pearl Harbor    Japanese Victories across Asia            Philippines      

Battle of Coral Sea – Australia          Battle of Midway         “Island Hopping” strategy