• Sophomore activity
• Work on unit 5 test prep sheet

• Unit 5 exam review

• Review charactersitics of totalitarianism
• George Orwell 1984 activity

• Go over model essay (on Teams) and general comments
• Exam return
  • Examine the general comments
  • Read your essay
  • Journal - Based on the general comments, what could you have done to improve your score?
• Work time - unit 5 section 1-3 exam prep sheet

• Journal - What is the most significant difference between Russian and American schools based on your experience and the article on Russian schools?
• Period 2 only - Review the handout on war and its impact on democracy. Be prepared to provide examples of how the values of democracy were violated by the US and Britain (two democracies) during the war.
• Discuss Russian School propaganda article
• Lecture/Discussion - The end of the war

• Quiz 5.2
• Discuss Versailles equality clause article
• Lecture/Discussion - The punishment of Germany

• Journal: NPR current events activity and questions
• Lecture/Discussion - "The experience of war on the homefront"
• Women munition workers in Britain (activity)

• Work time Women munition workers in Britain (activity)
• War's corrosive effect on democracy - activity (15 minutes)
• Lecture/Discussion - The impact of war on democracy
• The impact of war on democracy (activity)

• Quiz 5.1
• Exam return/3 Q grades and other announcements
• Brainstorm - Tools of the propagandists
• Lecture/Discussion - Tools and goals of the propagandist
• Activity - Applying the tools of the propagandist to the Propaganda of World War I - Copy the following heading into columns 2-3 of your propaganda analysis template

  Column 2 - Explain how this example of propaganda uses one of the tools of the propagandist discussed in class. Your explanation should include examples from the propaganda that illustrate how this tool is used.

  Column 3 - Explain how this example of propaganda uses another of the tools of the propagandist discussed in class. Your explanation should include examples from the propaganda that illustrate how this tool is used.

   

• Modern Propaganda activity
  • Exhibits
  • Worksheet

• Journal:NPR current events activity and questions
• Lecture/discussion - "Factors leading to War"

• Quiz 5.1 (terms + map) moved to Wednesday, March 9
• Exam return delay
• Lecture/Discussion - "The War at home"
• Begin propaganda activity
  • In groups examine at least 5 exhibits (these are found on slides 18-30 of the unit 5 presentation)
  • Complete box 1on your propaganda analysis template
  • Meaningful completion by the end of the period is required. Groups failing to complete by the end of the period will be dissolved and sent to other groups for future projects.

• Finish exam
• Read and take a page of notes this collection of updates on the Russian Invasion of Ukraine. You may choose which of the stories in the collection to read. Please indicate which stories you read in your page of notes. Write five questions you have about this article and the situation in Ukraine on the note cards provided. Due at the end of the period/tomorrow, depending on whether you are still working on the test

• Substitute
• Complete the current events assignment linked here

• Discus Chinese history activity (last Thursday)
• Lecture/Discussion - "Economic imperialism in China"
• Li Zexu document - Vocab and main ideas

• Review for unit 4 exam

• LCAP Survey (Period 1 only)
• Journal - What is your reaction to the Galeano document?
• Lecture/Discussion - Galeano's argument

• Discuss Crude Reality
• Introduction to Chinese history activity

• Current events - Identify a story on NPR and explain why it is interesting, significant or relevant to history.
• Discuss/brainstorm works 4 ,5, 6, 9,19 (note taking should occur here)
• Art activity - story board
  • Pre Columbian world
  • First encounter
  • Colonial rule
  • The role of religion
  of the

• Journal -Listen to the story from NPR on Students in Ukraine. These students are just 4-5 years older than you. When the story is done, in your journal, think about how you would feel if you were in their situation. Explain in two sentences.
• Lecture/discussion - independence and dependence
• Paragraph work time

• Lecture/Discussion - "Overview Of Latin American imperialism"
• Document activity - Bartolome de Las Casas

• Activity - Imperialism through Latin American Eyes: 400 years of colonization from the perspective of 20th century Mexican Muralists
  • Art works - numbers are the page numbers of the PDF
  • First pass template
  • The artist's and their biographies

• Overview of the rest of the unit
• Journal: Examine the cartoon on slide 18 of the presentation. Without knowing any more than what is in the cartoon, what do you think the author of the cartoon is trying to say? Explain in two to three sentences.
• Lecture/Discussion - "Overview of "Imperialism: 500 years of dominance and subordination"
• Kipling document vocabulary

• Journal: Look at the cartoon in section 3 of the unit outline. In what ways is this cartoon similar to the ideas in Kipling's "White Man's Burden"? Explain three similarities in 50 words
• Discuss Kipling document - what would the response of people living in colonized areas be to Kipling's ideas (brainstorm on the board)
• Lecture/discussion - Motivations for European imperialism"

• Journal: In 50 words or more, describe your understanding of what is happening in Ukraine. Why is something happening 7000 miles away important to us here in the US?
• Discuss the patterns found in yesterday's activity
• Map review
• Lecture/Discussion - The Ukraine crisis

• Journal: In 50 words or more, explain why there is potential for armed conflict between the US and China over Taiwan.
• Map review
• Lecture/Discussion - China and Taiwan
• Discussion of the China/Taiwan article

• Unit 4 overview
• New journal method - Teams and random assessment
• Journal: On a blank piece of paper, draw a map of the world. Label the following nations: US, China, Russia, Mexico and the following continents: Europe, Asia, North America, South America, Africa, Australia, and oceans: Pacific Ocean, Atlantic Ocean, Indian Ocean. Do the best you can, this will NOT be graded
• Reading time and vocabulary - Article on the Ukraine situation

• Discussion of the events of January 6 2021 and their relation to history
• Resources from the discussion:
  • Video and testimony from the January 6 select committee (capitol police officer video) from NPR
  • AP investigation debunking claims of widespread voter fraud

• New stuff

• No class

• Finish Smith document analysis
• Discussion of Smith document analysis

• Finish Marx document analysis
• Discussion of Marx doument analysis

• In your notes - complete the cartoon analysis activity from the presentation (slide 21)
• Fordham website for spread of industrialization activity
• Correct coal question - dates should be 1820-1904
• Spread of industrialization activity

• Lecture/discussion - "Ideologies of industrialization 1 - Adam Smith, the invisible hand (and burritos!)"
• Smith document activity

• Lecture/Discussion - "Factors leading to industrialization"
• Google accounts and introduction to Jam Board
  • Go to google.com
  • If you have a Google account, log in. If you don't have a google account, create one.
  • Choose a person in your group to create your Jam Board. That person should open Jam Board (click on the nine dots and scroll down a bit. It is on the right hand side)
  • The person that opened Jam Board should click "share". Make sure "Anyone on the internet with this link can edit" is selected and then copy the link.
  • Send the link to the other members of your group via email.
  • Identify factors using yellow post it notes. Then use arrows in your assigned color to show cause and effect relationships between the factors. Make sure to briefly explain the relationship
• Web activity - "Factors leading to industrialization" from National Geographic. Each person should use a different color post it. Post it connections should connect different color post its

• Activity - Analyzing the testimony of workers in early industrial England.
  • Read the first document
  • When you see a word you don't know, check this Jam Board - if your word is not there put it on a post it note. I will post brief definitions in response that everyone can see
  • Answer the questions in writing on the bottom of your document

  1. What are the ages of the people interviewed when they were interviewed?
  2. What were their ages when they were working?
  3. What hours did they work? What hardships did this cause?
  4. What job did they do? How do they describe the job?
  5. Were the workers punished? For what and how were they punished?
  6. What other impacts did work have on these children? List at least three.

  • Read and complete the questions for the second document

• Journal: Read the article linked here. Then answer the following questions:
1. What is happening in the Maldives?
2. Why is this happening and who is mainly responsible?
3. Do we have an obligation to help citizens of the Maldives?
• Lecture/Discussion - "What is industrialization?"
• Discussion of yesterday's article and discussion of the journal

• No School - Veteran's day - Did you know that "Since 2001, between 1.9 and 3 million service members have served in post-9/11 war operations in Afghanistan and Iraq, and over half of them have deployed more than once. Many times that number of Americans have borne the costs of war as spouses, parents, children, and friends cope with their loved ones’ absence, mourn their deaths, or greet the changed person who often returns."
• Take some time this weekend to think about the weight that has been borne by our soldiers and their families on our behalf. If they can bear this burden, we can all bear the much simpler burdens of good citizenship - work hard, do well in school, be informed, vote . . . care. Have a great weekend.

Source: Watson Institute of International and Public Affairs, Brown University

• Lecture/discussion - "Aftermath of revolution: reaction, repression and the rise of nationalism"
• Carlsbad Resolutions vocabulary

• Review for unit 2 exam

• Journal - Do the ends justify the means? Explain using an example.
• Lecture/discussion - "The terror"
• Robespierre - document activity - vocab

• Robespierre document small group activity
• Discussion of activity

• Lecture/Discussion - "The Moderate Revolution - The Estates General and the Declaration of the Rights of Man and Citizen"
• Journal - From the presentation
• Activity - Declaration of the Rights of Man and Citizen

• Discuss/debrief the Rights of Man and Citizen
• Journal - If transforming society to conform to the principles of the Rights of Man and Citizen required violence, repression and death, would this violence, repression and death be justified?
• Lecture discussion - "The Ethics of Revolution"

• BMP assignment and discussion
• Frederick Douglas on the American Revolution

• Quiz 2.1
• Get into Groups
  • Examine the political cartoon from France in 1789. What argument do you think the cartoon is making. Discuss this with your group and then put your answer in your journal.
  • Discussion of the cartoon
  • Complete three estates handout with your group
  • Discuss the social structure of France in 1789

• Journal: What do you remember from your previous classes about the American Revolution?
• Discuss DoI homework
• Lecture/Discussion - The US Constitution and the values of democracy
• US Constitution and the values of democracy activity
• Resources:
  • US Constitution at the National Archives
  • 270towin

• Journal: In a democracy, how should each person's vote be weighted?
• US Constitution and the values of democracy activity
• Resources:
  • US Constitution at the National Archives
  • 270towin

• Journal - Period 1,5 - Explain Kant's concept of nonage. How does his rejection of nonage challenge traditional forms of authority? Explain using a quote from the document.
• Lecture/discussion - "Kant and the Meaning of Enlightenment" (period two only)
• Wollstonecraft and Voltaire Templates

• Unit 1 exam review

• Journal: Why is the Magna Carta important in the development of democracy? Explain your answer.
• Discuss/turn in homework
• Lecture/Discussion - "The Judeo Christian tradition and democracy"

• Journal: List and explain the six values of democracy without using your notes.
• Lecture/discussion - "Political History of England in the 17th century"
• Locke document activity

• 'Allegory of the Cave" section C-D & summary vocab.
• Finish "Is It Ok"

• Journal: Are you optimistic or pessimistic about the future? Explain in at least 50 words using a specific example for support.
• "Allegory of the Cave" activity

• Quiz 1.1
• Lecture/discussion - "Values of Democracy"

• Substitute
• Read pp. 22-27 in the copy of the textbook found here
• Make a 1 page outline of the chapter
• On the back of your outline, define and explain the significance of the terms on page 22 (Common law, Magna Carta, Due process of law, Parliament, Divine right, Glorious Revolution, Constitutional monarchy, Bill of rights) and answer the questions found on p. 15 (analyze historical sources) and questions 3-5 on p. 27
• Completed work is due at the end of the period to the sub

• Test completion and discussion
• Journal: What is monarchy? How is it different than the government we have in 2021 American? Explain your answer.
• Lecture/discussion - "Authoritarianism and monarchy: how most people were ruled prior to modern era"
• Document activity - James I and absolute monarchy in England. The activity is based on document A in the documents packet and is described on slide 8 of the unit presentation (the last question deals with the key questions on slide 2)

• Journal: Would you like to live in the society ruled by James I?
• Discuss James I document activity
• Art and propaganda in the age of absolutism - activity (Presentation slides 9-13)
  • Le Brun - Battle of the Milvian Bridge
  • Le Brun - Crossing the Granicus
  • Le Brun - Triumphal Entry into Babylon
• Discuss Art and Propaganda activity

• Journal - Yesterday, we discussed several commonly taught ideas about source trustworthyness that were false. List two of these and explain why they are poor guides for trustworthyness.
• Lecture/Discussion - "Stop: Self reflection and Click restraint"
• Video - COR Project - "Click Restraint"
• Click restraint activity on Canvas (period 1, Period 2, Period 3, Period 5) -finish as HW

• Lecture Discussion - "Find better coverage/Fact-check, Trace claims back to their original source"
• Fact check and tracing the original source activities on (finish as HW - period 1, period 2, period 5)

• Journal: When you are asked to read a difficult passage, what strategies do you employ to help you understand? Explain at least two.
• Brainstorm - Reading challenging materials - strategies and suggestions
• Lecture/Discussion - Analyzing arguments from documents
• Activity - Analyzing the arguments from the Bulletin of the Atomic Scientists 2021 statement

• Quiz 0.2
• Journal - When you are doing research online, how do you know what websites are reliable? Brainstorm as many ideas as you can (at least 3). When you are done, cut and paste your response into (period 1). (period 2) (period 5)
• Discuss internet research brainstorm
• Video - The Mis-education of Dylann Roof (from the SPLC)
• Journal - What went wrong with Dylann Roof? Be as specific as you can. What is an algorithm? What do algorithms do?

• New stuff

• Listen - NPR story on COVID in Arkansas. What surprises you about this story? What seems to have changed with COVID that is reported in this story?
• Canvas set-up (period 1, period 2, period 5) and instructions
• How to do journals in this class
• Journal: Why did you choose the three objects you chose? What do they say about your values, your interests and your goals?
• Syllabus

• Quiz 0.1 - fact and opinion
• Discussion of quiz
• Journal - What is the difference between knowing something and believing something? Provide examples.
• Lecture/Discussion - "Knowledge, belief, perspective and bias"
• Perspectives activity