Global Studies B, Trimester 2 - This is 12-week continuation of Global Studies A. In Global Studies, we emphasize the development of literacy skills as well as historical knowledge and understanding. Daily summaries of class lessons will be posted here along with links to various assignments, readings, and schedules.
The Global Studies B class syllabus is linked below



Unit 4 - Refugee Crisis

Tu, June 20
•Finish presentations on refugee crises.
world refugee day: http://klcc.org/post/eugene-community-celebrates-world-refugee-day-tuesday
•NYT video on Syrian refugee camp in Jordan:
https://www.nytimes.com/video/world/middleeast/100000004844523/who-are-the-syrian-refugees.html


Mo, June 19
•We continue with student presentations on their refugee projects.

Fr, June 16
•We begin with student presentations on their refugee projects.

Th, June 15
•Last day of computer work in the classroom on student projects on the refugee crisis. The presentations start first thing on Friday, some come prepared and practiced to present.

We, June 14
Next-to-last day of computer work in the classroom on student projects on the refugee crisis.

Tu, June 13
•Continue research or presentation production on computers in the classroom.

Mo, June 12
•Ooga Chuka, then . . .
•More research time on computers.

Fr, June 9
Begin research on refugee crises assignment in class on computers.

Th, June 8
•Survey of countries affected by the refugee crises of today. The 8 pt. assignment is linked here:

We, June 7
•An overview of the Korean Peninsula as the last remnant of the Cold War with an 8 pt. reflective writing on what it would be like to live in Korean shoes, i.e., separated from loved ones for 67 years because of a political divide.

Tu, June 6
•President Reagan's 'Tear down this wall' (https://www.youtube.com/watch?v=YtYdjbpBk6A&feature=related) speech from 1987; the wall comes down in 1989; Germany reunites in 1990.

Mo, June 5
•More escapes; at the brink of war in Oct., 1961; President Kennedy's 'I am a Berliner' speech in 1963' - www.youtube.com/watch?v=56V6r2dpYH8

Fr, June 2
•Continue w/ the story of the building of the Berlin Wall & escapes and attempts to escape

Th, June 1
•MAD: www.youtube.com/watch?v=I9lquok4Pdk
•Cold War notes:
T/O: Berlin in the Crosshairs
E/Q: How is the Cold War history of one city - Berlin, Germany - a microcosm of the Cold War in general?
•Slides/notes on: the Division of Berlin at end of WWII in 1945; two new official German governments are established in 1949 - the FRG (Federal Republic of Germany, aka, West Germany) and the GDR (German Democratic Republic, aka, East Germany); 1/6 of the East German people fled to the west from 1949 to 1961 and, therefore, the E. Germ. govt. decided to build a wall to keep their people in.
•Start the story of the Berlin Wall

We, May 31
•Start Cold War studies by asking the following: 1) Why was it called the Cold War? 2) What 2 countries were the main adversaries in the Cold War?
3) What are some other countries that were deeply involved in Cold War tensions & politics?
•Churchill's 'Iron Curtain' speech, containment, and Mutually Assured Destruction
Churchill: https://www.youtube.com/watch?v=S2PUIQpAEAQ


Tu, May 30
•Unit 2 test - 35 Multiple Choice + 2 written response questions = 44 pts
•When finished, begin reading for Unit 3 on the Cold War. The new unit guidelines are:

Fr, May 26
•Prep for Unit 2 test on Tu., May 30. Review all vocab. on Unit Reading & Vocab guideline handout.

Th, May 25
C-note #9 on the trial of Julius Streicher at Nuremberg after WWII. Streicher was tried for 'crimes against peace' and 'crimes against humanity.' We examine the type of evidence used in Streicher's trial.

We, May 24
•Review exercise with substitute teacher: Students do a 'gallery walk,' of the 'Recipes for WWII' from last week.

Tu, May 23
•View 'The Hangman': https://archive.org/details/the_hangman_1964
What is the most significant line in this poem?
#8 in Unit 2 C-note packet:
Written response (on handout of poem - available in class only): What would you hope you would do if you witness someone being labeled in some derogatory way because of their ethnic or religious heritage or being harassed for the same reasons? Write a complete, in depth answer explaining all of the following:
•Why you would want to react in a certain way?
•What you would want to accomplish with your actions?
•How might your actions influence others?
•Discussion on Upstanders vs. Bystanders

Mo, May 22
•We'll spend the period with Dr. Shlomo Libeskind learning about his family's experiences in Poland during the Holocaust.

Fr, May 19
•Students write two or more questions on C-note #7 for our guest on Monday, Holocaust survivor Dr. Shlomo Libeskind. We previewed and discussed many of the questions.

Th, May 18
•We'll watch several video segments from a video on Jewish Partisan resistance groups during the Holocaust:
http://jewishpartisans.org/t_switch.php?pageName=student+films. Students will do focused note-taking on c-note #7 on the segments titled Introduction, Food, Shelter, and Women. For each video segment record or paraphrase 2 or 3 of the most interesting, informative, or provocative statements by the partisans. Then, write a personal comment about that episode (short paragraph).

We, May 17
C-note #7
T/O: Resistance to the Holocaust
EQ: Were those who put up a fight against the Nazis more honorable than those who didn't?
•Pairs talk: When did you & your partner first learn about the Holocaust? Take notes on both of your responses to that question.
•Critical reading: The Uprising in the Jewish Ghetto. The reading is attached here:
•Next, we watch a short video titled ‘The Uprising in the Warsaw Ghetto.’ It’s available online at: http://www.youtube.com/watch?v=qhlwy6d8vBk
'To live and die with honor.'
Does this view of the resistance fighters suggest that those who didn't resist the Nazis were less honorable, perhaps even died in disgrace?
Discussion.

Tu, May 16
•Continue c-note #5 through end of WWII.
•Create a c-note #6 based on the 'Women in WWII' assignment from Mon

Mo, May 15
Photo essay on women in WWI: https://www.theatlantic.com/photo/2011/09/world-war-ii-women-at-war/100145/

•Lesson in computer lab, rm. 4, on analyzing photos of women in WWII. The assignment is linked below. 8 pts.
TuJan31WW2PhotosWomen.pdf
TuJan31WW2PhotosWomen.pdf
TuJan31WW2PhotosWomen.pdf


Fr, May 12
•C-note #5, cont. - Montgomery v. Rommel in Africa + Vera Lynn's 'White Cliffs of Dover'

Th, May 11
•C-note #5 for this unit - Major events of WWII - We will blitz through some major events of WWII.

We, May 10
•Groups present their recipes from yesterday.
•Slide show on major turning points of WWII
•A few scene from the Battle of Britain from 'Hope & Glory'
https://www.youtube.com/watch?v=hLJKIsCtkic

Tu, May 9
•In groups of 2 to 4, we'll create 'recipes for war,' i.e., create a recipe for a stew, a sandwich, a soup, a dessert, etc, that has all the ingredients that led to the onset of WWII. Use C-notes 1 through 4 to develop your ingredient list.

Mo, May 8
C-Note #4 - Key events of 1936-1939 that helped ensure the onset of war.

Fr, May 5
•We do a 'Reading Like a Historian' exercise on the Japanese invasion of Nanking, China in 1937

Th, May 4
Japanese expansion & aggression in the 1920s & 1930s

We, May 3
Learning Objectives:
•Read document from the U.S. Holocaust Memorial Museum on the origins of the swastika, linked here:



Tu, May 2
Learning Objectives: C-note #2: Reinforce understanding of fascism.
•T/O: Mussolini's 'Doctrine of Fascism'
•EQ: How did Mussolini describe the fascist man & the fascist state?
•Skim through the Doctrine of Fascism & take notes that answer the EQ

Mo, May 1
Learning Objectives: Be able to describe how Hitler rose to power. Slide show, lecture, discussion. If you missed class, get notes from teacher.


Fr, Apr 28
Learning Objectives: Students will be able to identify a sequence of events that led to Hitler taking power in Germany in 1933.

Th, Apr. 27
Learning Objectives: Students can identify main themes in Hitler's 'Nazi Program'
•Watch Hitler in a speech documented in 'The Triumph of the Will'
•Read the 'Nazi Program' & write opinion statements about each paragraph. The document is linked below:


We, Apr 26
Learning Objectives: Students can use Informal Citations (Informal Quotes) in summarizing main points of a text (continuation from yesterday);
Generalize the nature of fascists regimes from analysis of the Document of Fascism

Tu, Apr 25
•First, lesson on 'informal citations' or 'informal quotes.'
•Next, read 'Mussolini's Doctrine of Fascism' and practice the informal citation method as you analyze the Doctrine - 4 pt assignment.
•Watch segment of Mussolini speech, and hold a Mussolini imitation contest after viewing: http://www.youtube.com/watch?v=OOv-Ncs7vQk

Mo, Apr 24
•Unit assessment - create an outline that you might use for creating a 5-paragraph essay to answer respond to the prompt:
Compare and Contrast either the Russian Revolution or the Chinese Communist Revolution with
the Indian Revolution. This is a 15 pt unit assessment.
Begin Unit 2 - The Interwar Years & WWII

Fr, Apr 21
•Finish the reading on civil disobedience.
•Turn in vocabulary logs for the unit.
•Preview assessment for Mon., Apr. 24 for Unit 1 on Revolutions.

UNIT 1, Revolution - Reading Guidelines and Vocab list:

Th., Apr 20
•In-class reading on the history of civil disobedience w/ follow up questions. It is linked here:


We, Apr 19
•Finish the Indian Independence movement. Ask for notes in class tomorrow if you missed this.

Tu, Apr. 18
•Continue w/ the Indian Independence Movement

Mo, Apr. 17
•Collect the rest of the SHEG lesson response sheets on 'Why did Chinese youth join the Cultural Revolution?'
•Final question to discuss on China: What significant economic, political, & social changes came about because of Mao's Communist Party victory in China?
•Slides, note-taking, & discussion on Indian's Independence Movement

Fr, Apr 14
•We'll finish the SHEG lesson on the Cultural Revolution, then work on the vocabulary logs for this unit.

Th, Apr 13
•We use a SHEG (Stanford History Education Group) lesson on Mao’s Cultural Revolution (1966-1967) to understand how Mao & the Red Guards attempted to wipe out China’s past. We first examine the details in a photograph & a painting that depict events of the Cultural Revolution. The photo, “Red Guards and Anti-Revolutionary Leaders” can be viewed at: http://www.time.com/time/photogallery/0,29307,1924825_1951838,00.html. The painting is titled "Eliminate the Four Old - Establish the Four New." It can be viewed at: https://beyondthebubble.stanford.edu/assessments/chinas-cultural-revolution. Then, we watch a movie scene depicting Red Guards parading and chanting through the streets of a Chinese city or town. Watch it at: https://www.google.com/search?q=youtube+red+guard+song&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-US:official&client=firefox-a&channel=sb

We’ll continue with the Cultural Revolution through critical readings of several documents with response sheets from the SHEG lesson. The documents can’t be posted online and are only available in class.

•CNN video w/ 100-yr-old Chinese rebel:
http://www.bbc.com/news/world-asia-china-39580213

We, Apr 12
•Final call for the Russian Revolution children's story - 6 pts
•Watch John Green's Crash Course episode on the Chinese Communist Revolution: https://www.youtube.com/watch?v=UUCEeC4f6ts
•Then we analyze 2 of the vocab items from the Chinese Revolution. Here's my breakdown:
Term #8: Kuomintang
Def: the Nationalist Party of China in the 20th Century
EX: In 1911, they helped end thousands of yrs. of Chinese dynasties
R/I: Main adversary of Chinese Communist Party (CCP); Nationalists still hold power in Taiwan today
Term #10: Chinese Communist Party (CCP)
Def: the founding & ruling party of the People's Republic of China (PRC), i.e., 'Communist China'
EX: led to victory over Kuomintang in 1949 by Mao Zedong
R/I: has maintained firm control of politics & economics of 'mainland China' since 1949

Tu, Apr 11
•25 mins. or so to complete Russian Rev children's story . . . then we'll have dramatic readings from those who are willing to volunteer.

Mo, Apr 10
•Start w/ slide show & lecture on the Russian Revolution. Take notes on slides #1-11 that are linked below

•Next, students turn the Russian Revolution into a children's tale. Here's the assignment:

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Fr, Apr 7
Students will have the period to read from the text and work on the vocabulary development sheets. Over the weekend, continue with the reading for Monday.
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Th, Apr 6
Students complete both sides of the worksheet on the Russian Revolution from yesterday. Begin unit reading from reading schedule, which is linked in the entry for Apr. 5 below.

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We, Apr 5
We start by analyzing the first two terms on our vocab list - 1) czar 2) Nicholas II
•Next, students do a guided reading worksheet that is linked to reading from the book. The worksheet is linked here:

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Tu, Apr 4 - Introductions, distribution of syllabus, introduction of this website on computers in the classroom.
We'll begin this term with a unit on 3 revolutions of the 20th Century. Here's a link to the reading schedule and study guidelines for Unit 1:
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UNIT 3 (COLD WAR) READING SCHEDULE & STUDY GUIDE:


Th & Fr, Mar. 23 & 24
•Are these situations just & humane? What can we do to help?


We, Mar. 22
•Article on effects of Syrian Civil War on children -
http://www.humanium.org/en/middle-east-north-africa/syria/

•First 3 minutes of Shields & Brooks:
http://www.pbs.org/newshour/bb/shields-brooks-u-s-reaching-refugees-iran-deal-assurance/

Tu, Mar. 21
•Final day of presentations.

Mo, Mar 20
•More presentations of the refugee projects.

Fr, Mar. 17
•Start presentations of refugee projects.

Th, Mar. 16
•Final production day on refugee project. Presentations begin tomorrow. Bring all your research notes and your score sheets.

We, Mar. 15
Work on production of the refugee project.

Tu, Mar. 14
•Continue with research on refugee project &/or start with production of project.

Mo, Mar. 13
•Continue with research on refugee project &/or start with production of project.

Fr, Mar. 10
•Refugee research in the classroom on computers.

Th, Mar. 9
•Begin research on the Refugee Project. The project guidelines and the scoring rubric are linked below:
Instructions:
Rubric:

We, Mar. 8
•We'll listen to some of the poems created yesterday.
•We'll start our final unit by watching this British broadcast report on the worldwide refugee crisis:
http://www.independent.co.uk/news/world/the-refugee-crises-the-world-forgot-a7222881.html
http://www.cnn.com/2016/06/20/world/unhcr-displaced-peoples-report/

Tu, Mar. 7
•Thank you note for Daniella
•Students write a poem or song about the Cold War, The Berlin Wall, or the division of Korea as a culminating activity of our studies - 12 pts
The assignment is posted here:

Mo, Mar. 6
•Return graded papers; advise students of short time left in term as a reminder to those who need help
•Finish the Berlin Wall

Fr, Mar. 3
•Continue our slide show on the history of the Berlin Wall.

Th, Mar. 2
•Our principal's wife, Daniella, shares her knowledge of the 1973 coup d'etat in home country or Chile.

We, Mar. 1
•Slide show on the Berlin Wall

Tu, Feb. 28
•The Cuban Missile Crisis - a few video clips from the era:
https://www.youtube.com/watch?v=BBpE1KzJOE
https://www.youtube.com/watch?v=dC4XhIjBPEQ
https://www.google.com/search?q=youtube+daisy+ad&ie=utf-8&oe=utf-8
Then, students do a reading with questions on the crisis.

Mo, Feb. 27
•Radio broadcast production day. Teams will present their broadcasts to class & will fill in logs on other groups' broadcasts.

Fr, Feb. 24
•Student teams will have the entire period to finish their script-writing and rehearse for our radio broadcasts. We will do our presentations on Monday. Be ready!!

Th, Feb. 23
•Work in computer lab on scripts for radio broadcasts. Your goal is to have your script done by halfway through tomorrow's period to allow rehearsal time on Friday.

We, Feb. 22
•More research time for the Cold War radio project. We'll meet in the classroom, then go to the library.

Tu, Feb. 21
•We begin preparing for simulated radio broadcasts on Cold War events. Teams may either create a news broadcast about a historical event or a radio drama that illustrates such an event. An example of a news broadcast can be found from min. 1:30 to 3:20 on this WWII broadcast:
https://www.youtube.com/watch?v=i9N_m8Wn6jk
And, here's an example of dramatization of an historic event. Listen from the start to about min. 3:40:
https://www.youtube.com/watch?v=Ft1UNKlZ_PE

Fr, Feb. 17
•Churchill's 'Iron Curtain' speech, containment, and Mutually Assured Destruction
Churchill: https://www.youtube.com/watch?v=S2PUIQpAEAQ
MAD: www.youtube.com/watch?v=I9lquok4Pdk

Th, Feb. 16
Start of Cold War: http://opb.pbslearningmedia.org/resource/pres10.socst.ush.now.coldwar/the-beginning-of-the-cold-war/
•Slides on Cold War w/ work in text on pgs. 962-964


UNIT 2 READING SCHEDULE & STUDY GUIDE:


We, Feb. 15
•34 pt. Test on Unit 2. Turn in C-note packet for unit.
•Begin reading for Cold War unit.

Tu, Feb. 14
•Test review, organize C-note packet
•Test on We.

Mo, Feb. 13
•Finish the trial of Julius Streicher, then debrief the simulation.
•Bring your C-note pages #s1-7 from this unit to class tomorrow to organize them and study for the unit text the next day.
The Unit 2 test is on We, Feb. 15. You will have to turn in your c-note packets before taking the test. The packets will be worth 24 pts,
3 pts. for each of the 7 c-note assignments, and 3 pts. for your written response on #8 - The Hangman handout.
The test will consist of 25 to 30 Multiple Choice questions.

Fr, Feb. 10
•Begin the trial of Julius Streicher. We'll finish on Monday.
Those who are absent need to use at least 2 of the following websites to compare the fates of 2 different Nuremberg defendants (exclude Julius Streicher). Choose one who was punished by death for his crimes and one who was punished by imprisonment. Compare their cases and write a 4-paragraph essay on what you find - 1) short intro paragraph 2) 1 body paragraph on one of the defendants 3) another body paragraph on the other defendant 4) a concluding paragraph explaining why one was put to death and the other wasn't
http://law2.umkc.edu/faculty/projects/ftrials/nuremberg/meetthedefendants.html
http://www.jewishvirtuallibrary.org/brief-overview-of-defendants-and-verdicts-at-nuremberg-trials
https://www.ushmm.org/wlc/en/article.php?ModuleId=10007070
http://www.worldwar-two.net/events/nuremberg_defendants/


Th, Feb. 9
•Work in groupings according to roles in the trial simulation of Julius Streicher prepping for the trial tomorrow.
Those who are absent need to use at least 2 of the following websites to compare the fates of 2 different Nuremberg defendants (exclude Julius Streicher). Choose one who was punished by death for his crimes and one who was punished by imprisonment. Compare their cases and write a 4-paragraph essay on what you find - 1) short intro paragraph 2) 1 body paragraph on one of the defendants 3) another body paragraph on the other defendant 4) a concluding paragraph explaining why one was put to death and the other wasn't
http://law2.umkc.edu/faculty/projects/ftrials/nuremberg/meetthedefendants.html
http://www.jewishvirtuallibrary.org/brief-overview-of-defendants-and-verdicts-at-nuremberg-trials
https://www.ushmm.org/wlc/en/article.php?ModuleId=10007070
http://www.worldwar-two.net/events/nuremberg_defendants/

We, Feb. 8
•Finish discussion on Bystanders v. Upstanders
•Start 'Trial of Julius Streicher' - simulation of one of the Nuremberg trials.

Tu, Feb. 7
•The Hangman: https://archive.org/details/the_hangman_1964
What is the most significant line in this poem?
#8 in Unit 2 C-note packet:
Written response (on handout of poem - available in class only): What would you hope you would do if you witness someone being labeled in some derogatory way because of their ethnic or religious heritage or being harassed for the same reasons? Write a complete, in depth answer explaining all of the following:
•Why you would want to react in a certain way?
•What you would want to accomplish with your actions?
•How might your actions influence others?
•Discussion on Upstanders vs. Bystanders

Mo, Feb. 6
•Focused note-taking on several short clips (Shelter, Women in the Partisans, & Medicine segments) from a video on Jewish Partisan resistance groups:
http://jewishpartisans.org/t_switch.php?pageName=student+films We watched the Introduction & the episode on Food

Fr, Feb. 3
Focused note-taking on several short clips (Introduction & Food segments) from a video on Jewish Partisan resistance groups:
http://jewishpartisans.org/t_switch.php?pageName=student+films
•For each video segment record or paraphrase 2 or 3 of the most interesting, informative, or provocative statements by the partisans. Then, write a personal comment about that episode (short paragraph).

Th, Feb. 2
C-note #7
T/O: Resistance to the Holocaust
EQ: Were those who put up a fight against the Nazis more honorable than those who didn't?
•Pairs talk: When did you & your partner first learn about the Holocaust? Take notes on both of your responses to that question.
•Critical reading: The Uprising in the Jewish Ghetto
•Next, we watch a short video titled ‘The Uprising in the Warsaw Ghetto.’ It’s available online at: http://www.youtube.com/watch?v=qhlwy6d8vBk
'To live and die with honor.'
Does this view of the resistance fighters suggest that those who didn't resist the Nazis were less honorable, perhaps even died in disgrace?
Discussion.


We, Feb. 1
•Watch interview w/ a Manhattan Project veteran: https://youtu.be/Xz5Ol8_jM2k
C-Note #6
T/O: Women in WWII
EQ: What contributions did women make during WWII to help their countries?
Take bullet-item notes on the various roles women played in the war both from the 4-page article 'Women Under Fire in WW2' and from the assignment 'Women in WWII - Photographic Studies'
•Write 2 or more questions in the Qs column


Tu, Jan. 31
•Photo essay on women in WWI: https://www.theatlantic.com/photo/2011/09/world-war-ii-women-at-war/100145/

•Lesson in computer lab, rm. 4, on analyzing photos of women in WWII. The assignment is linked below. 6 pts



Mo, Jan. 30
•Finish WWII Power Point slides.
•Read article on British women in WWII:



Fr, Jan. 27
•Continue WWII coverage w/ Power Point slide show & note-taking.

Th, Jan. 26
•Groups present their recipes from yesterday.
•Slide show
•A few scene from the Battle of Britain from 'Hope & Glory'
https://www.youtube.com/watch?v=hLJKIsCtkic

We, Jan. 25
•Group work: Create a 'recipe for war,' i.e., use your C-notes to create a recipe for soup, a sandwich, a stew, etc., that reflects all the ingredients that went into taking the world to WWII.

Tu, Jan. 24
•C-note #5
T/O: WWII Timeline
EQ: What were the turning points of WWII?
•Start w/ A/B pair review of terms: Mein Kampf, Treaty of Versailles, fascism, Nuremberg Laws, Nazi Party, master race, lebensraum, Kristallnacht
Why Appeasement? . . . https://www.youtube.com/watch?v=9qsLoZQIQhY
•Continued notes on the opening volleys of WW2

Mon, Jan. 23
Return graded work
On C-note #2 (Mussolini, Fascist Doctrine) - Skim your notes and write 2 questions in the questions column.
On C-note #3 - Skim your notes and write 2 questions in the questions column.
•Switch seats in new pairings & share those questions w/ new partner - see if he/she can answer them.
C-Note #4
T/O: Hitler gains power
EQ: What were Hitler's initial steps after coming to power?

Fr, Jan. 20
•Watch inauguration coverage; fill in guided viewing sheet; discuss

Th, Jan. 19
•Turn in 'Nazi Program' writing assignment from Tuesday - 5 pts
C-Note #3:
T/O: Japanese aggression before WWII
EQ: What steps led to Japan becoming an aggressor during WWII?
Timeline of Japanese expansion & aggression
•The Invasion of Nanking - a SHEG literacy lesson

We, Jan. 18
•Transfer notes on the Doctrine of Fascism to a new C-note sheet #2.
NOT John Green Crash Course on fascism: https://www.youtube.com/watch?v=AE01s5HCi-E
•Pg. 911 - Graphic on Characteristics of Fascism: Re-create this chart in another form, e.g., 6-winged dragonfly w/ the info inside the wings

Tu, Jan. 17
•Do annotated note-taking on Hitler's Nazi Program, then do the 5-pt writing assignment at the end.
•Watch Hitler giving a speech and compare with Mussolini's style: https://www.youtube.com/watch?v=QtG7Wa188dg
•And a parody: https://www.youtube.com/watch?v=bCYwMYuBUME

Fr, Jan. 13
•Finish informal citations practice
C-Note #2:
T/O: Mussolini's Doctrine of Fascism
EQ: How did Mussolini describe the fascist man and the fascist state?
•Read Mussolini's 'Doctrine of Fascism,' which is linked below.

•Watch speech by Mussolini, analyzing his body language: https://www.youtube.com/watch?v=OOv-Ncs7vQk

Th, Jan. 12
•Start Unit 2 w/ Cornell note-taking on Hitler's rise to power after WWI. Includes activity on the cycles of inflation.
C-Note #1 for this unit:
T/O: Hitler's Rise to Power
EQ: How did economic hard time in Germany after WWI lead to Hitler's rise to power?
•Exercise on informal citations . . . handout in class only.

We, Jan. 11
•5 mins. for answering student questions
•Unit 1 essay exam - comparing the Russian Revolution & the Chinese Communist Revolution - 20 pts
•Distribute Unit 2 reading schedule & study guidelines . . . start on reading immediately, please.

Tu, Jan. 10:
Return graded writing assignment from the first week of the term.
•Slide show lesson on the essay prompt 'compare & contrast'
•Finally, students get in groups of 3 and share ideas about the similarities and differences of the Russian Rev & the Chinese Communist Rev.
•We'll do the written assessment on comparing the Russian Rev. and the Chinese Communist Rev. first thing tomorrow.

Mo, Jan 9:
•Iced out again . . . will it ever end?

Fr, Jan. 6:
Lesson on the Cultural Revolution under Mao Zedong in China in the mid to late 1960s.
•Analyze 2 slides and one short video from the Cultural Revolution, 1966-1968, then write a short summary of this event.
The Red Guard song video: https://www.youtube.com/watch?v=9EincWbFAyM&list=TLjeke1Ls-DRN5uTkQtvu8dXUn0u-Vu9Ak

We, Jan. 4 & Th, Jan. 5:
Snowed out!! Imagine that.

Fr, Dec. 16:
Too much ice!!

Th, Dec. 15:
Cancelled due to icy conditions.

We, Dec. 14:
Students use information on pgss 882-886 & 972-975 to create a timeline of events of the Chinese Communist Revolution.
•Analyze 2 slides and one short video from the Cultural Revolution, 1966-1968, then write a short summary of this event.
The Red Guard song video: https://www.youtube.com/watch?v=9EincWbFAyM&list=TLjeke1Ls-DRN5uTkQtvu8dXUn0u-Vu9Ak

Tu, Dec. 13:
•Start w/ Crash Course on the Chinese Communist Revolution: https://www.youtube.com/watch?v=UUCEeC4f6ts
•Next, students do a reading from Mao Zedong written during the early days of the Chinese Communist Party. It's available in class only
•We finish with another reading on events of the Chinese Civil War in the 1930s, again, only available in class.

Mo, Dec. 12:
•Review - Highlight main events leading up to and during he Russia Revolution.
•Focus on totalitarianism - the wheel chart on pg. 875.
•We finish w/ 10 mins. from 'A State of Mind,' a documentary filmed in North Korea featuring two girls training to perform in the Mass Games: https://www.youtube.com/watch?v=QSrcLC6Zz54

Fr, Dec. 9:
We'll try again . . .
•First 30 mins. will be silent reading time.
•Next, students write newspaper headlines about events described in the text that were key turning points in the Russian Revolution.
The assignment is linked below:


Th, Dec. 8: CANCELLED DUE TO ICY RAIN

We, Dec 7:
Students do an exercise in analyzing a prompt then responding to it, using background causes of the Russian Revolution as the subject. 5 pts
The assignment is linked below:


Tu, Dec. 6 - Introductions, distribution of syllabus, introduction of this website on computers in the classroom.
We'll begin this term with a unit on 3 revolutions of the 20th Century. Here's a link to the reading schedule and study guidelines for Unit 1: