Alliance Judy Ivie Burton Technology Academy High School

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World History (Period 6)

Mr. Edgar Hermosillo
School Year 2010-2011
History Department

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ESBCO-Host Research Database

If you are not at school, you will need to login -

Use this link at home

Username: ns171853

Password: password

This is also the entry where you will submit your paper online.


Intro. Research for the Final

Today you will be doing preliminary research about a country that may interest you for further research.

Please take out a sheet of paper, and make sure to put your name and period at the top. You will be reviewing the historical events related to three countries and answering some basic questions using the following two websites:

Timeline of American Interventions

Cold War Overview

1. Using the timeline link, please identify three different countries the United States has invaded with the military.

2. Using the Cold War Overview link, please identify three different countries that have had Communist activity in their country that are NOT in Europe.

3. Choose one of the countries from the previous two answers, and write a brief summary of facts for that country:
  • Population size
  • Natural Resources
  • Types of government throughout the history of the country
Please use the Encyclopedia of Nations for this part of the assignment:

Encyclopedia of Nations


Read Textbook p. 548-553, answer 1, 3, 5, 8 in your notes notebook!!


Finish taking notes for section 17.1     (p 531-6) using the guiding question: “How did the Soviets and Americans become enemies?”
In your notebook, due tomorrow!


Smoosh Book: WWII Children’s Book - DUE 04/12/11
Based around chapters 15 & 16 + your notes
Standard 10.8 Students analyze the causes and consequences of World War II.
You will make a children’s book aimed at a 4th or 5th grade level reader (9-10 years old). In it you will try to explain as simply and as accurately as possible what caused World War II, why it was important, and how it affected world history. Please follow the guiding questions below to help you write this children’s book:
1. Why were some people sad and angry after World War I ended?
2. Why didn’t some people want to help others anymore?
3. Why did people listen to mean men like Hitler and Mussolini?
4. What does totalitarianism mean?
5. What did the Fascists want, and why were they so mean?
6. Why did Great Britain and the United States have to fight the Fascists?
7. What is the Holocaust?
8. Why did so many people die in this war?
9. How did World War II end, and who won?
10. What happened afterwards?
REMEMBER that you are writing to a child – please be age appropriate. Also, please be creative. Think of the best possible explanations, and think of how you need to choose words that clarify and simplify difficult issues. You should write a rough draft of your story first, and then transfer it over to your smoosh book. Then you should illustrate your book – no kid likes to read books without pictures!
To earn a 5 you must answer all of the questions satisfactorily. For each question that is not addressed, or is unclear in its explanation a half point will be deducted. This is your ‘test’ for this unit.


WWII Letter Home
You will write a letter home as if you were one of the pilots whose mission it was to drop the atomic bomb on either Hiroshima or Nagasaki.
Use your textbook and notebook to include the following information in your letter: (these do not have to be in order but they all MUST be included. Check them off as you write your letter)
__City you bombed, and the approximate date
__ Place of origin
__Why you joined the military
__Why you were chosen for this mission
__How you feel about your enemy
__Purpose of the mission
__Rules of War
__Describe right before, and right after the mission was completed
__Human costs of dropping the bomb
__How the mission affected the course of the war
__Your plans for after the war is over
Do not title your letter. One the first line address your letter and place the date. Example:
Dear Mom, March 3, 1943
Your letter must be at least 1 full page
Double spaced
12 pt Times New Roman font
1 inch margins
Write your name, Date, Period on the back of the last page in the bottom left hand corner
Take your time and check your spelling and grammar. If there are too many spelling and grammatical errors, then you will have to do the assignment again.


Read p. 506-513 and make a timeline (full page) in your notebook for the years 1942 – 1945.
Make sure to identify the outcome of major battles (who won, who lost) when you note them on your timeline.


World War II in the Pacific.jpg

 Pacific Campaign Map + Notes

Link to map

Step1. In small writing, place the title “Japan’s Pacific Campaign 1931 -1942” on the top of the map handout of the Asian Pacific.


Step 2. Draw a small “Key” box in the bottom Left corner of the paper


Step 3. Label the following Countries to the map using the maps on page 499. If you can, label the country outside of the actual borders (in the ocean perhaps)

Here are the nations to add -








*French Indochina



*Dutch East Indies

*New Guinea


*Hawaiian Islands (US)




Step 4: Using the basic idea of the Key on page 499, fill in your key with Japanese gains, Allies, and Neutral Nations.  Then color in the countries lightly in the corresponding color in light colored pencil or marker. Glue the map into your notebook.



Once you complete the map and glue it into your notebook, you should turn to the next piece of paper and title this page, “Japan’s Pacific Campaign Notes.”  Your task is to read the “Japan’s Pacific Campaign” starting on page 497 (stop when you get to The Holocaust on page 502).

Your task is as follows –

1.     For each major military event that you come across in the reading, write a one to two sentence summary of what took place including the date.


-         Example: By 1937 Japanese troops had taken control of China, though Chinese resistance proved tough, resulting in a strain to Japan’s economy.


2. Add all major battles to your “Japan’s Pacific Campaign” map.  You should draw Allied advances using arrows and record the dates when an attack took place on your map.



 Part 1: Hitler’s Early Victories Map

Step1. In small writing, place the title “Hitler’s Early Victories 1939-1941” on the top of the paper

Step 2. Draw a small “Key” box in the bottom Left corner of the paper


Step 3.  Using Pencil, draw the outline of the map of Europe (From Norway and Sweden in the N, to Turkey in the S) (From Soviet Union in the East to Portugal in the West – use page 508 as a guide)


Step 4. Add the following Countries to the map using the maps on page 492. Draw the outline of the country borders on your map and then label the country using small writing (again, use p. 508).  If you can, label the country outside of the actual borders (in the ocean perhaps)

Here are the nations to add-



*United Kingdom (Great Britain)




*The Netherlands (Holland)

*The Soviet Union












Step 5: Using the basic idea of the Key on page 492, fill in your key with Axis, Allied Powers, and Neutral Nations, Axis control countries.  Then color in the countries lightly in the corresponding color in light colored pencil or marker.


Holocaust Denial In-Class Activity
You will be making a brief mini-research project in class today. You have two options:
  • Write a 5 paragraph essay
  • Make a Powerpoint presentation
Of course, the essay is worth more than a powerpoint presentation - Go for GOLD!
Either way, you will be answering the following questions:
  • Who are the individuals and groups promoting Holocaust denial? Why are they doing this?
  • What arguments do they use to back up their claims?
  • What arguments defeat their ideas?
To earn full credit, you must answer all three question sets.
If you are writing an essay, each question set should be one paragraph in length.
If you are making a powerpoint, each question should be answered by at least one slide each.
5 - ESSAY ONLY: All three question sets are answered completely and with detail. The introduction has an appropriate thesis, and the conclusion closes the paper by answering the ever-important "So What?" question.
4 - All three questions are answered completely and with detail. Full explanations are given, with evidence of research and critical thinking.There are appropriate images and the work is creatively presented in a Powerpoint presentation.
3 - All three questions are addressed, with detail in at least the last question set. Full explanations are given, with evidence of research and critical thinking.
2 - At least the last two question sets are answered with some degree of detail. Some evidence of research and critical thinking is evident.
1 - Questions are answered in a sloppy and unthoughtful way. Research and evidence is contradictory, with major misunderstandings demonstrating a lack of critical thinking.


Write a three paragraph essay describing the propaganda techniques used by Hitler to gain and hold on to power. Your essay should make explicit reference to:
• At least 4 of the elements of propaganda we learned about
• At least 2 of Hitler’s proposed solutions to Germany’s problems
     o Make sure you identify what those problems were!!
• Specific evidence from the film’s we watched, and from the textbook and your notes
Essay Length: 200-250 Words – write the word count at the top left of your paper
Essay does NOT have to be typed
You should use chapter 15 of the textbook as your primary reference. I should see nothing copied from Wikipedia, or any other online reference. You have all of the necessary information to write this paper.

If you did not see the films, please go to and search for the film "Triumph of the Will" - Hitler's propaganda film which is available in multiple versions there. Also, download the powerpoint here and copy the notes into your notebook.


Political Cartoons (these notes should go in your notebook!!)

Cartoonists use simple objects, or symbols, to stand for larger concepts or ideas

Sometimes cartoonists overdo, or exaggerate, the physical characteristics of people or things in order to make a point

Cartoonists often label objects or people to make it clear exactly what they stand for.

An analogy is a comparison between two unlike things that share some characteristics. By comparing a complex issue or situation with a more familiar one, cartoonists can help their readers see it in a different

Irony is the difference between the ways things are and the way things should be, or the way things are expected to be. Cartoonists often use irony to express their opinion on an issue.


Draw a political cartoon based on the Worldwide Depression in your notebook.

It should include a country besides the US and cause and/or effect of Worldwide Depression

Be sure that your political cartoon includes:


The Age of Uncertainty
In-class Powerpoint Project
The horrors of World War I broke apart many people beliefs and expectations. This was very obviously expressed in the time period's art and literature.
You will create a powerpoint presentation based around one of the artists from the time period between the World War. PLEASE DOWNLOAD THE POWERPOINT PRESENTATION BELOW "EarlyModernEuropeanArt," AND TAKE A LOOK AT THE ART THERE TO GET AN IDEA ABOUT WHAT YOU WANT TO RESEARCH.
After, you should open a textbook to pages 463 - 467, and look them over.
The essential question you will be answering is,
"How did literature and art from the 1920s reflect the uncertainty of the time period?"
Some artists from the time period:
James Joyce
William Faulkner
T. S. Eliot
Ezra Pound
Gertrude Stein
Ernest Hemingway
Salvador Dali
Pablo Picasso
George Grosz
Gustav Klimt
You will be using the EBSCOhost Research Database to help you create the powerpoint presentation
User Id:   heritagehs
Password:   trial
Click on the "History Reference Center"
Click on "World History" as your subject on the next page
At the top of the screen you can enter your search term.
You should pick a particular artist and explain at least 3 of their paintings/writings from the period 1918-1938.
Also, you need to VERY CLEARLY explain the connection between their work and the time period in which they lived.
5 - One artist chosen from the time period between the World Wars
     Four or more of their works are included and deeply analyzed in terms of the ideas and techniques
     Two or more slides explain the connection between the time period and the artist's life and work
4 - One artist chosen from the time period between the World Wars
      Three or more of their works are included and analyzed in terms of idea and techniques
      One or two slides explain the connection between the time period and the artist's work
3 - One artist chosen from the time period between the World Wars
     Three of their works are included with mention of their ideas and techniques
      One slide explains the coneection between the time period and the artist to some extant
2 - One artist chosen from the early 20th century, though not from the time period assigned
     Two of their works are included with little mention of their ideas and/or techiniques
      Some mention is made about how their work connects to the time period
1 - Many artists are chosen, not from the time period
     One of their works is included, with barely any mention of their ideas
     No mention of the connection to the Age of Uncertainty


Chapter 15 Section 2 Study Guide

DEFINE the following terms:

coalition government  *  Weimar Republic  *  Great Depression  *  Franklin D. Roosevelt  *  New Deal

Review questions – be detailed!!

A. WHAT did Roosevelt do to try and stop the effects of the Great Depression?

B. WHAT problems did the collapse of the American economy cause in other countries?


Critical Thinking questions - Answer the following questions as complete sentences in your notebook. You may need to refer to previous chapters and/or outside materials to help you with your answers.

1.    How did Germany’s postwar economic problems begin during the war?

2.    What was a major weakness of the Kellogg-Briand Treaty?

3.    Why might Americans have been buying less in the years preceding the stock market crash?

4.    How did margin buying contribute to the stock market crash?

5.    How did the raising of the US tariffs expand the worldwide depression?

6.    Why might the depression have affected countries such as Asia and Latin America?

7.    Was Britain’s or France’s response to the economic crisis more effective? Why?

8.    How were the responses of the Scandinavian countries and the US similar?


Notes in class Wednesday

1.In new postwar democracies, there were frequent changes in gov’t
•Had little experience with representative gov’t; having many political parties made it difficult to reach agreements in gov’t
2.In Ger, the Weimer Republic was weak from the start
•Lacked a strong democratic tradition; many political parties; ppl blamed Weimer Republic for defeat & Treaty of Versailles
3.Postwar Ger suffered from severe economic inflation
•Gov’t printed $ for war expenses & reparations; devalued money
4.The US had a flawed economy
•Uneven distribution of wealth, overproduction of goods and agriculture lessened demand for consumer goods
5.October 29, 1929 the US stock market crashed
•Investors believed stock prices would drop so they tried to sell high-priced stocks they had bought on margin but no one wanted to buy
6. A long depression followed the crash in the US
Unemployment rates rose as production, prices, & wages fell; businesses & banks closed; savings and farms were lost
7. Collapse of the US economy affected countries worldwide.
Countries had war debts and depended on US for loans and investments; worried US banks would demand loan repayments; US investors pulled their $ out of Europe; US market for imported goods fell; high tariffs decreased world trade and market demand
8. In Brit, the National Government rescued the economy
High protective tariffs, increased taxes, regulated currency, lowered interest rates to encourage industrial growth
9. In France, the Popular Front was formed as a coalition gov’t
Economic crisis in France led to political instability & leaders feared growth of antidemocratic forces
10. Socialist gov’ts in Scandinavian countries dealt with the economic crisis successfully
Tradition of cooperative community action & gov’t sponsored public works programs kept ppl employed and producing; gave $ to those who needed it


Imperial China Collapses notes (we did not finish these in class Wednesday!)


Chapter 14.3 & 4 Study Guide - DUE 02/21-22/11
Read Pages: 448-457 (You DO NOT have to take web notes for these sections)
Short Answer: You should answer these in complete sentences in your notebook. Summarize the information, but be detailed. Try for a five!
a. How did the Nationalist Party in China come to power?
b. Which side did the Chinese peasants choose?
c. What was the effect of Japan invading China?
d. What were the influences that created nationalism in Southwest Asia?
e. How did India obtain limited self-rule?
Critical Thinking Questions: The answers will not be directly in the book. You will have to have to come up with them on your own. You may need to refer to previous chapters and/or infer from the information.
1. What event triggered civil war in China?
2. What were the main weaknesses of the new republic?
3. Why did Mao Zedong believe peasants would make true revolutionaries?
4. The Amristar Massacre is similar to what event in Russian history that also sparked a revolution?
5. Why was civil disobedience a popular solution for Indians?
6. In what ways was civil disobedience a more successful method than violence?
7. What was the source of tension between Hindus and Muslims in India?
8. In what major way did reforms in Iran and Saudi Arabia differ from those in Turkey?


Read textbook pages 440-445. Then answer questions 3, 4, 5, 7.


Chapter 14.1 Study Guide

DUE 02/14-15/11 in your Interactive Notebook


·        You must turn in Web Notes for Section 1 (p. 433-439)


Define and identify the significance for each of the following terms:

            Autocratic Rule

            Russo-Japanese War

            Bloody Sunday


            March Revolution


            Provisional government



Short Answer

List and describe the 5 factors that led to the 1st Russian Revolution


Study for your WWI Test!!



Research the following links and make a brief powerpoint presentation that answers the following questions:

1. What is the definition of a genocide?
2. Who was responsible for the Armenian Genocide?
3. Why was violence used against the Armenians?
4. What acts of violence did the Armenians suffer, and how many died?
5. In your view, what were the main causes of the Armenian Genocide?

Please be sure to include relevant photographs in your presentation.
When you are finished, upload your powerpoint to the vault.

Links for research:


1918 European Map Assignment

Paste the map into your notebook
Color and label the entire map
Use to bottom map on page 426
Label the countries and their capitols
Label the bodies of water
In the box, create a key for the capitols.




Go to the following website:
User name: heritagehs
password: trial


Soldier's Letter Home

--Download the assignment prompt for an explanation!


Read textbook pages 411-415. Answer questions 5, 6, 7, 8.


Read textbook pages 406-410, and then answer review questions 3, 4, 6, 8


Students will have the two weeks of break to complete this assignment. Give yourself the time necessary to read the various pieces assigned.

The three review questions are intended for discussion; they should have at least one to two paragraph responses for each.

Orwell and Kipling on Colonialism

George Orwell and Rudyard Kipling are two of the most famous British writers of the late nineteenth and early twentieth centuries. Both experienced colonialism first-hand and chose to write about it, among other topics. Look at their perspectives.

1. First, visit the Literature Network and read about Orwell at

Then, read his essay, "Shooting an Elephant”

2. Read about Kipling at the same website; go to

Read Kipling's "White Man’s Burden”

3. Answer the following questions:
          After reading the biographies:
a. How were Orwell and Kipling’s lives similar? In what ways were they different?
         After reading the short story:
b. What does Orwell think about imperialism? What are its effects on the colonizers and the colonized? How does he present native peoples?
         After reading the poem:
c. What does Kipling think about imperialism? How does he present both the colonizer and the colonized? What does he see as the consequences of imperialism for each?


TURN IN HERE!!!!!!!!!!!!!

Use the Facts on File database. NO SEAN BURROS!! DON'T USE GOOGLE!!!

Please use this online database to do further research. You do need the login info below!

username: heritage

password: trial



I will be checking these over the Winter Break. Please make sure I have your composition journal in my room by Friday afternoon.
Recall one invention from the powerpoint you worked on last week. How did it make life easier? Can you think of any negative effects the invention may have had on people?
Identify the 7 reasons England was the first European country in position to fully industrialize.
Define the term “Industrialization” by mentioning as many of its effects as possible.
Open textbooks to page 293. Study the “Data File” on the right-hand side.
How many years do each of the graphs cover?
How much did the population of Manchester grow during this time period?
Repeat this calculation for the other cities.
Which city grew the most?
What factors could account for its growth?
Please interpret the cartoon on textbook page 307. Why might this be a useful piece of propaganda?
Define the terms “imperialism,” “racism,” and “Social Darwinism” in your own words.
Students open their textbooks to 348-350.
Read and then make a list of the pros and cons for Colonialism given by the textbook.
Compare with your homework readings – are there any missing for either view?
Bias Analysis: French portrayal of African human sacrifices
Students answer handout questions 1-3


Please go to the following link:
Then also click on the following link as a reference:
Please write up an appropriate Works Cited entry for the Internet African History Sourcebook webpage.


Rough Draft of African Imperialism Essay:

Please use this online database to do further research. You do need the login info below!

username: heritage

password: trial


Quoting, Paraphrasing, and Summarizing  - follown the link along with me!
Use as a resource for citation:
Use the following links to help you find pertinent information for your research:

Be careful with general google searches - simple phrases work better than long questions or complicated ideas. (Good: "britain south africa" / Bad: "British Imperial power in South Africa and its effects" - You're talking to a computer, not a human being!!)
Period 1
Aguilar, Teresa - Zambia
Aguilar, Zoila *** - Algeria
Alberto, Jocelyn - Benin
Ayala, Asusena *** - Libya
Banon, Manuel *** - Morocco
Blandino, Alexandra *** - Tunisia
Cornejo, Ramona NP *** - Western Sahara
Daniel, Erick *** - Cote d'Ivoire
Diaz, Karen *** - Mauritania
Espinoza, Lucia - Togo
Esquivel, Alexa - Egypt
Houston, Irvin - Mali
Irineo-Donato, Kimberly *** - Niger
Leon, Elias - Madagascar
Lightner, Datshon - Somalia
Medina, Cynthia *** - Nigeria
Munoz, Enrique *** - Senegal
Ochoa, Beatriz - Congo
Olazaba, Dilan *** - Sierra Leone
Orozco, Tania *** - Cameroon
Palma, Amy **** - Central African Republic
Portillo, Marileyda - Gambia
Preciado, Martin *** - Chad
Price, Devonta *** - Congo
Renteria, Wendy *** - Equatorial Guinea
Rios, Jesus - Ivory Coast
Rodriguez, Jorge - Swaziland
Tecuatl, Erick - South Africa
Torres Silva, Yessenia *** - Gabon
Torres, Manuel *** - Burundi
Valencia, Brenda - Nigeria
Vega, Vanessa *** - Eritrea
Wells, Joshua - Ghana
Woods-Boyd, Da'Juanae *** - Ethiopia
Zaso, Florydalma *** - Kenya
Period 3
1. Arias, Yadira - Malawi
2. Avila, Karen *** - Cape Verde
3. Baldwin, Jazmen *** - Zimbabwe
4. Bonfil, Uziel - South Africa
5. Castellanos, Jennifer *** - Zambia
6. Cortez, Miriam *** - Swaziland
7. De La Rosa, Johan *** - Namibia
8. Erazo, Guadalupe - Algeria
9. Gamboa, Kevin *** - Mozambique
10. Garcia, Jose *** - Lesotho
11. Garcia, Michelle *** - Botswana
12. Hernandez, Eduardo - Ghana
13. Jimenez, Livier - Ethiopia
14. Lopez, Ana *** - Angola
15. Luna, Jose *** - Uganda
16. McElwee, Delrick *** - Sudan
17. Mendoza, Jennifer *** - Somalia
18. Montes De Oca, Luis - Gambia
19. Nava, Brenda *** - Eritrea
20. Ochoa, Maricruz *** - Burundi
21. Ortiz, Brenda *** - Gabon
22. Padilla, Guadalupe - Madagascar
23. Pineda, Adan - Togo
24. Ralda, Jorge - Western Sahara
25. Rios, Erika *** - Equatorial Guinea
26. Rivera, Jaime *** - Democratic Repulic of the Congo
27. Rodriguez, Gabriela *** - Congo
28. Rodriguez, Karina *** - Chad
29. Sanchez, Johana - Rwanda
30. Smith, Denzel *** - Cameroon
31. Teutle, Gloria - Kenya
32. Thomas, Ashley *** - Sierra Leone
33. Vazquez, Christian - Egypt
34. Vera, Miguel - Tanzania
35. Villalobos, Eduardo
Period 5
1. Abundiz, Diana *** - Gambia
2. Avina, Felix Jr. - Ethiopia
3. Carpinteyro, Victor *** - Ghana
4. Chavez, Oriana - Egypt
5. Corona, Jasmin - Zambia
6. De Leon Martinez, Thania - South Africa
7. Diaz, Rafael - Libya
8. Gonzalez, Cesar *** - Nigeria
9. Hernandez, Christian - Niger
10. Hernandez, Jacqueline - Botswana
11. Herrera, Jennifer *** - Guinea
12. Johnson, Lamar - Western Sahara
13. Ledezma, Diana *** - Sierra Leone
14. Lewis, Shermaine - Tunisia
15. Lopez, Jesus *** - Guinea-Bissau
16. Luna, Elizabeth *** - Mauritania
17. Machado, Cindy - Benin
18. Martinez, Oscar *** - Togo
19. Martinez, Yanci - Madagascar
20. Moreno, Alfonso - Benin
21. Olazaba, Jonathan *** - Cameroon
22. Pelayo, Sergio *** - Central African Republic
23. Penegar, Dana *** - Chad
24. Perez, Uriel *** - Congo
25. Ramos, Josselyn - Morocco
26. Reyes- Gomez, Joxajany *** - Gabon
27. Reyes, Rosa - Zimbabwe
28. Rodriguez, Anna *** - Burundi
29. Sansores, Carensi - Algeria
30. Solano, Caren - Kenya
31. Solorzano, Carmen - Cote d'Ivoire
32. Teutle, Richard *** - Burkina
33. Thomas, Ashton *** - Tanzania
34. Velgara, Clementina - Senegal
Period 6
1. Aragon, Efrain - Ivory Coast
2. Cervantes Ruiz, Angelina *** - South Africa
3. Estrada, Julio - Liberia
4. Garcia, Andrew - Cape Verde
5. Garcia, Evelyn - Zimbabwe
6. Garcia, Siara *** - Zambia
7. Hampton, Eboni - Mali
8. Jones, Kelly - Nigeria
9. Lainez, Yury - Niger
10. Lujan, Raquel - Madagascar
11. Maldonado, Rony *** - Swaziland
12. Molina, Lizet *** - Comoros
13. Montenegro, Laleska - Mali
14. Moore, DiQuawn *** - Namibia
15. Murillo, Hennessy - Algeria
16. Nava, Daniel - Sao Tome and Principe
17. Ochoa, Alejandro - Mauritania
18. Pacheco, Jessica - Cameroon
19. Ramirez, Estefany - Congo
20. Rodriguez, Estefania *** - Mozambique
21. Rodriguez, Jasmin *** - Lesotho
22. Rosales, Ashley - Egypt
23. Shelfield, Christopher - Ghana
24. Solorzano, Carlos *** - Angola
25. Veliz, Ivan - Madagascar


Textbook Assignment

Read pages 339-344.
Answer Section Assessment questions 1, 2, 4, 6, 8


Access the following link:

Look for three countries that might interest you for further research. On a separate sheet of paper write a brief summary of each country's history: What European countries colonized it? When did it achieve independence?

THIS IS DUE BY THE END OF THE PERIOD. Be sure you find countries you would like to to research, as I will be assigning one of these countries to you by the end of the week!


Screaming Headlines

Break into pairs. Each pair writes two newspaper stories.
Use the textbook, chapter 9, as a resource + your notes.
A. Give the dateline Year (When) and place (Where).
B. In one paragraph, tell Who, What, Why, and How.

1750 “The Enclosure Movement begins: Sheep evict people!”
1769 “James Watt perfects the steam engine!”
“Children go to work in the coal mines!”
“Women and children: The first factory workers!”
“Cottage industries replaced by factories!”
1799 “New Lanark: Robert Owen’s utopian community!”
1807 “Britain ends the slave trade!”
1832 “Parliament holds hearings on child labor!”
1833 “Parliament passes Factory Act of 1833!”
1848 “Karl Marx writes The Communist Manifesto !”
1867 “Britain: The average working man gets to vote!”
1918 “Britain: Women get the vote!


Textbook: Read pages 300-306. Answer Section Assessment questions 1-6.


Please answer the Level 3 question in at least a paragraph. Download the handout below!


Chapter 7 Exam Make-Up Essay:

Essay prompt - There is a saying, "Revolutions devour their own children." What evidence from the chapter supports that statement?

Minimum three paragraph essay. Please make sure you follow the specific requirements of an essay (just like in English class!).

Please make sure you analyze the following events:

*The storming of the Bastille
*Executions of the king and queen of France
*The Reign of Terror
*Napoleon's wars of conquest
*Napoleon's invasion of Russia


Study Guide Ch. 9, Sections 1 & 2

Look at the bottom left of the page in your textbook to locate the chapter!!

Answer each question briefly.


Read your textbook pages 258-263.

As you read, take notes by listing the major events in the unification of Italy and Germany. Every event should be explained in 2 sentences. Also, answer section review questions 3 and 6 on page 263.

You should also use the information on page 254 for help.


Go to this link for the in-class activity:

You need a minimum of 4 pictures, and you have only 30 minutes to complete this!



Study for tomorrow


Congress of Vienna Diagram Activity

Construct a chart on paper wherein the term "Vienna Congres" is in the center with four large boxes around the term.

Using pages 238-241 in your textbook, find the following information in the reading:

Member countries & their representatives
Actions Taken
Legacy (short term & long term)


Read pages 234-237 from you World History textbook.

After, make a chart listing Napoleon's mistakes.

The chart should included the people or countries involved, and a TWO-SENTENCE explanation of the mistake(s).

Also, you will need to answer the following critical thinking question (ONE PARAGRAPH MINIMUM):

How did nationalism affect Napoleon's empire?



If you scored a 2 or below, please answer the following essay prompt:

How did the ideas of Locke, Montesquieu, Rousseau, Voltaire, and Beccaria influence the U.S. Constitution?

Minimum of 3 paragraphs (6-8 sentences each)
Analyze EACH individual's contributions
Use textbook sections 1.4, 6.2 and 6.4 as resources



"The Rise of Napoleon" Flow Chart.

If you have the handout, use the boxes to take chronological notes on the rise to power of Napoleon Bonaparte. Using dates like we did in class, chart Napoleon's achievements, and eventual attempt to take over all of Europe.

If you do not have the handout, make nine boxes in some sort of logical order, and follow the instructions above.


Picture 003.jpg Picture 002.jpg
Please read the Declaration of the Rights of Man. As you read, highlight the information that would be important to a member of the Third Estate. Then answer the questions the handout questions. Both sides of the worksheet are scanned as images and attached here.


Beginning next week, all notes for this class should be done in a spiral notebook specifically for this class.

I realize that it is later in the year for new school supplies to be asked for, but I think it will help us all keep track of our class notes if we carry a small spiral notebook into class, every class.

On Monday (or Tuesday for Periods 2 and 6) I will check that you have brought the spiral notebook, and give extra credit points for those who have it already.


World History Work Binder – Table of Contents
Review 2 – Friday 10/14-15/2010

The following sheets of work will need to be in this exact order, and held within a 3-ring binder. There should be no other class’s work within the binder. Your name and period should be clearly visible on the front of the binder, as well. You should also check off the boxes for assignments that are missing. Failure to comply with the previous will result in a loss of total points for the binder’s grade.

 Analyzing Primary Sources – The Magna Carta (9/24)
 Glorious Revolution notes [p. 180-2 of textbook] (9/27)
 Music Analysis Notes (9/29)
 Analyzing Primary Sources – Benedict of Nursia (9/30)
 Renaissance Timeline: 1400-1600 [p. 46-50] (10/4)
 6.2 Guided Reading Handout [Enlightenment video notes on back] (10/6)
 Enlightenment Concepts image notes (10/6)
 VIP Heads – Enlightenment thinkers (10/11)



Choose 8 people from section 2 of chapter 6

Fold a sheet a paper into 8 sections. Put your name, date, period on the back in one of the sections.

In the middle of each section you will draw and color a bust (chest & head) for each person. If you cannot find a picture of the person, draw what you think they would look like.

On the left side of each section, at the top, write: the name of the person and the country they are from.

On the right side of each section, draw a speech bubble (like in a comic book). Inside the speech bubble, write TWO sentences that show the influence they had on democracy.

(make sure that you understand what you write)


Textbook pages 46-50.

Make a timeline spanning the years 1400-1600. Read the section, and find the important changes in society (art, technology, literature, etc) that occured during the Renaissance.


Analyzing Primary Source Documents: Saint Benedict

Answer two questions from Level One; one from Level Two; and one from Level Three.


Complete Cornell notes for textbook pages 181-183.

The notes should appear in a "T" chart. One side has questions generated from the information in the text. The other side contains the brief outline response to those student-generated questions.


Students are to analyze The Magna Carta using the handout "Analyzing Primary Sources". They will answer at least four questions.


Do Now composition book will be reviewed THIS WEEKEND. Please make sure it is complete.

Do Now: Go and grab a textbook. Open to the maps in the “A” section at the beginning. In your composition journals, answer the following questions:
• Which countries touch the Adriatic Sea?
• List all of the countries that touch Serbia and Montenegro.
• List the countries that touch the Mediterranean Sea.

Do Now: Pretend you and your friends were stranded on a desert island. What sort of organization would you set up to try and survive? Write at least a paragraph.
--Review Answers after about 6-7 min--

Do Now: Discuss what are some of the rights you have as an American Citizen.

Briefly explain each of the following terms:
• Aristocracy
• Monarchy
• Oligarchy
• Democracy

Do Now: Think back to the preparation of your presentations at the end of last week. Did your group work together effectively? What went right? What went wrong? What will you do differently next time you work in a group setting?

Do Now: What happens when your friends have a disagreement? How do you resolve conflict? Imagine your best friend has given you an ultimatum – how do you respond?

Do Now: Thinking back on the week’s reading assignment, what is the most difficult question to answer from the handout? Why? What do you need to be able to answer it?

Take out HW and leave it on desk.


The work binder will be due by the end of this week. This is what I expect to find in it:

1. Highlighted Primary Source Readings - Deuteronomy/Jesus
2. VIP Heads Activity
3. Concept Definition Map: Democracy
4. Primary Sources Analysis: Deuteronomy & Jesus's Sermon
5. Graphic Organizer Democratic thinkers
6. Words in Context Plus: Revolution
7. American & French Revolutions Venn Diagram



Fold your paper into 8 parts

In each section you will:
(Left)Write the name and country of the VIP
(Middle)Draw and color a bust (head & shoulders)
(Right)Create a speech bubble and write two sentences stating why that person is a VIP

For this assignment you will use these 7 VIPs
Solon, Cleisthenes, Pericles, Justinian, Socrates, Plato, Aristotle

Later (after I check it tomorrow), you will put this into your readings journals.
Please use pages 7-11 from your textbook as reference.



Deuteronomy & Jesus' Sermon on the Mount handout analyzed using the handout (Link here).