jump to navigation

HWW- Block Day, 2/20/13 & 2/25/13 February 25, 2013

Posted by Mr. Klopfenstein in Class Activities, history, world history.
add a comment
  • Do Now- How was the Meiji Restoration good for Japan? How was it bad? (4 minutes)
  • Turn in vocab (hour 6)
  • Turn in Nationalist Revolutions Monument Assessment (all hours)
  • Turn to the Italian unification notes page and fill in as necessary.  We will finish these before moving on to German Unification. (35 minutes)
  • Continue on to the German unification notes page.  We will take notes over this until the end of the period.(35 minutes)
  • Complete T chart in packet comparing Italian and German Unification.
  • By the end of the period, you should be able to write a detailed response to learning target questions #2, 3, 4.

APUSH- Block Day, 2/20/13 & 2/25/13 February 25, 2013

Posted by Mr. Klopfenstein in advanced placement, APUSH, Class Activities, history, United States history.
add a comment

We reviewed the Unit 5 DBQ

  • Students will revise the unit 5 DBQ and submit the revised version to Turnitin.com by Friday, March 8.
  • Students received the Unit 6 objective test.  You will do this as a take-home test.  Return the test and answer sheet to class on Friday, March 1.
    • There will be no test corrections!
    • There will be no curve!
    • You are responsible for knowing all of your own answers.  I reserve the right to spot-check!
  • I have emailed the unit 7 handouts with the due dates, reading dates, and vocab terms.
  • AP exam registration deadline is Friday!  Register here.

HWW- 2/19/13 February 19, 2013

Posted by Mr. Klopfenstein in Class Activities, history, world history.
Tags:
add a comment
  • Do Now- How does Social Darwinism justify imperialism? (3 minutes)
  • Turn to pp. 376-379 in your text to take notes and prepare a story for “Modernization in Japan” and to complete the “Modernization in Japan” reading guide page. Be prepared to answer questions and discuss. (38 minutes)
  • Turn to the  “Modernization in Japan” Story notes page.  Watch the film about the Perry expedition and its impact and take notes. (8 minutes)
  • By the end of the period, you should be able to answer learning target questions 7, 8, 9.
  • Setting the Stage vocab due on block.
  • Nationalist Revolutions monument assessment due Friday.

APUSH- 2/19/13 February 19, 2013

Posted by Mr. Klopfenstein in advanced placement, APUSH, Class Activities, history, United States history.
add a comment

We reviewed

  • 1920s culture
  • Election of 1920
  • 1920s isolationism
  • scandals

HWW- Block Day, 2/13/13 & 2/14/13 February 14, 2013

Posted by Mr. Klopfenstein in Class Activities, history, world history.
add a comment
  • Do Now- Are some people naturally superior to others? (3 minutes)
  • Pick up the Setting the Stage for Conflict packet and vocabulary sheet from the table by the door.
  • Turn to the Setting the Stage research page.  Find information online to respond to the prompts. (30 minutes)
  • Turn to Social Darwinism page in the packet.  Read and interpret the 4 quotes from Charles Darwin.  These are challenging  so be sure to read carefully and think! (25 minutes)
  • Participate in the lecture about imperialism in Africa. You may add notes on the last page of the packet. (30 minutes)
  • By the end of the period, you should be able to answer learning target questions 10, 11, 12.
  • Vocab is due on block next week.
  • Nationalist Monument Assessment is due the same day.

APUSH- Block Day, 2/13/13 & 2/14/13 February 14, 2013

Posted by Mr. Klopfenstein in advanced placement, APUSH, Class Activities, history, United States history.
add a comment
  • We discussed:
    • Paris Peace Conference and Treaty of Versailles
    • Ratification debate
    • Post-WWI social tensions-
      • nativism/ racism
      • prohibition
      • flapper culture
  • Please note that the unit test next week covers chapters 27-32, not 27-30 as indicated in the syllabus.

HWW-2/12/13 February 12, 2013

Posted by Mr. Klopfenstein in Class Activities, history, world history.
add a comment
  • Do Now question- “How could European imperialism benefit Africans? How could it hurt?
  • Go to the Trading Card Creator website. You will use this to create cards for each of the following individuals:
    • Toussaint L’ouverture
    • Simon Bolivar
    • Jose de San Martin
    • Miguel Hidalgo
    • Jose Maria Morelos
    • Hong Xiuquan
    • Mangal Pandey
    • Shaka Zulu
  • Be sure to include information about why each character is historically significant. Save each card when finished to create a deck of 8 cards.
  • Begin work on the Nationalist Revolutions Monument Assessment.
    • Design a monument to commemorate each of the nationalist uprisings we have studied.  The monument should be something that will symbolize an important event or person connected with each revolution.
    • Write a story to accompany each monument.  These should be based on the story notes for each revolution we worked on in class. Each story should include:
      • Setting
      • Important characters
      • Important events in each revolution
      • A summary of the historical significance of each revolution
    • Monument Assessments will be due on block day next week.

APUSH- 2/12/13 February 12, 2013

Posted by Mr. Klopfenstein in advanced placement, APUSH, Class Activities, history, United States history.
Tags: , ,
add a comment

 

HWW- 2/11/13 February 12, 2013

Posted by Mr. Klopfenstein in Class Activities, history, world history.
add a comment
  • Do Now question- “How did European influences in China lead to the Boxer Rebellion?”
  • Turn to the “Scramble for Africa (Zulu Wars) page in the learning targets packet.  Complete using pages 340-344, 350 in your text and the handout in the tray by the door.
  • Complete your story notes from my presentation and the short film clips.

APUSH- 2/11/13 February 11, 2013

Posted by Mr. Klopfenstein in advanced placement, APUSH, Class Activities, history, United States history.
add a comment
  • We discussed the reasons the U.S. entered WWI, and preparations made in:
    • public opinion
    • industry