Industrial Revolution Test Corrections

Steps for test corrections:

On a sheet of lined paper/typed out,
Multiple Choice: 
1)  Rewrite the entire question you got wrong including the multiple choice selections. 
2)  Identify the answer choice you originally chose.
3)  Identify the correct answer/the answer you now choose. 
4)  Using complete sentences, explain why this answer is the correct answer (how do you know, where did you find the correct answer, text book/notes).

Short Answer:  Re-write your answer. 

Matching: 
1) Write the answer you chose
2) Write the correct answer
3)  Explain why you put the answer you did, why the new answer is correct

HOW MUCH WILL YOU GET BACK?
You can earn back HALF of the points that you missed.  If you got a 50/60 (an 83) you can complete test corrections for all your incorrect questions/answers and earn back 5 of the 10 points you missed originally.  That will bring you to a 55/60 (an 91) IF all of the new answers are correct.

Due on at 2:00 pm on Friday, December 20.  OLD TEST MUST BE PASSED IN WITH CORRECTIONS.

Homework 12/16

How that Europe has divided the African continent, how should they rule them?

Read Section 27.2 -> Reading quiz at the beginning of class tomorrow
**If you take notes on the reading, you can use them!

Berlin Conference Days One and Two

Day One -

You've been invited to a party at Otto von Bismarck's!  This party is called the 'Berlin Conference' and you will be hanging out with the 'who's who' of Europe.  Your goal at the party is to discuss the division of Africa.

Your Invitation - in class -> research your country's global position in 1880s..are they wealthy? influential?  territories? political structure?  what are they making?

Reference Maps 
Role Cards 

12/12 HOMEWORK - Research the land your country had in Africa before the Berlin Conference.  Create a plan for claiming land in Africa for yourself when you compete with other European nations tomorrow in class.

Day Two - Scrambling for Africa Activity

ASAP - Group Evaluation for Project

Please complete this google form about your Child Labor project - how did you work with others, how did your group work together, self-reflection, etc.

This should take you no more than 5 minutes.  Child Labor Group Reflection

Twitter Activity 12/9

1)  Create a twitter for class use.  You can use your regular twitter if you have one, but you will also have to make in public so that everyone can see what you're tweeting.  I don't care, but make sure it is (and what you tweet) is school appropriate.

2)  Grab a word from the word bucket.

3)  Create a tweet-definition of the word you have received.  You must use the hashtag '#IMPvocab' on all of your tweets for this project (or else I won't see them and you won't get credit).

4) Find an image that visually represents the word you have chosen. Google image searching the word and choosing one will not work.  Think about what the word means and then think of situations it can occur with.  This should be tricky - its okay to have to think about it for a bit.  Tweet your pictures with '#IMPpics'

• Treats for those who come up with unique, creative images!  
• Inappropriate images will not be tolerated.  Something that is outwardly disrespectful to another culture or used in a joking manner will result in a speedy trip to your favorite vice principle.  

Homework for 12/9 - In your textbook, read Section 27.1  Big Idea/Vocab Reading quiz tomorrow (DIRT quiz!) 

Industrial Revolution Review and Plan for the week

Classwork on 12/2 - Start study guide (click for the link) , finish for HW and for use during review game on 12/3

Classwork 12/3 - I.R. Bazinga - in class review.   Stay after on 12/3 (Tuesday) for extra help before the test.  Make sure you come with questions about things you don't understand and I will be happy to work with everyone who comes.

EDIT** Test on Friday, the 6th!

You can find the powerpoint notes for the I.R. chapter on the blog post from 11/14.

I.R. Review Spice Chart

SPICE - Social, Political, Interactions with Environment, Cultural, and Economic aspects of history - how do these groups overlap?  Place facts and information from the Industrial Revolution into the correct categories.

Online Sections of the Book
25.1
25.2
25.3
25.4

Reminder!

Make sure you check on Aspen and see if you're missing any homework.  Because there is such a large number, homework I receive before the end of the week will be marked for full credit.  After Friday, they stay in Aspen as zeros!

You MUST have a blog for class, not having one is not an option.  Choose blogger or wordpress, make a blog, and submit/send the link to me.

Child Labor Project

We know that during the Industrial Revolution children were subjected to long hours of work in horrible conditions, often for very little amounts of money.  As countries like the US and England became more industrialized, groups like unions developed and helped create reforms to protect people working in factories, especially children.  However, in countries that have recently industrialized child labor is still a very real issue.

Objectives

• Students will work in groups to research instances of Child Labor in developing countries and apply current policies in rectifying those issues.  

As a group, you will present a newscast of your research, which will be presented to the class on Thursday, November 21st.  Students will have several days in class, and a weekend to collaborate on this project.  Your research must be submitted with a fully citated bibliography in Turabian format.  

Links to help you: 

What is child labor? 

Per Capita Income Defined

How to Create your Bibliography - Check 'Turabian' as your option to the right for the correct format.

World Factbook - Website maintained by the CIA that will give you all the info you need about your country.  

News Report on Child Labor - In case you've never seen a news report and don't know what they look like 

Map of Child Labor Infractions around the World 

Questions you are researching: 

About your Country Specifically:

• What is the literacy rate of your country?
• What is the average age of marriage for males and for females?
• What is the life expectancy there?  What is the infant mortality rate? 
• What is the average size of families/how many children do most women give birth to? 
• What is the per capita income for your country?
• What type of government does your country have? (Be careful and precise here).

About Child Labor in general:

• What are the typical jobs that children work?  What products are they making? 
• What is the average age for starting work? 
• Why are children used for this work? 
• Why do families send their kids to work? 
• How does this violate the UN's Convention of the Rights of the Child?  
• did your country sign the Convention?  Why or why not?  
• What would have to happen for child labor to end in this country?  

Digital Presentations will be done using Touchcast (download it ASAP) 

Countries:  Myanmar (Burma), Pakistan, Bangladesh, Brazil, South Africa, Indonesia, Philippines, North Korea

RUBRIC FOR THIS PROJECT - Worth 70 pts!

Steps

1 - Research to answer al of your group's question.  Keep a bibliography of your sources!  Download Touchcast from the app store (free).  Utilize GoogleDocs and the idea that everyone can edit/add from where ever.  Decide what needs to be done, who's going to do what, and why is it going to be done by.  Own it - its yours.  Let me know if anyone is uncooperative.  

2.  Write a script for your newscast that answers the above questions.  The questions can be answered in any order - your goal is to create a smooth, cohesive report that makes sense to your viewers.  

3.  Copy and paste your script into TouchCast with your group.  It acts as a teleprompter for you to read! 

4.  Video record yourselves (you choose what configurations, but everyone must be in it in some way if you want a grade). 

Industrialization Notes (in progress)

Notes from class so far, I'll add as we finish them.

Industrial Revolution (25.1)
Life in a Factory (25.2)
Spread of Industry (25.3)
Economy During Industrialization (25.4)

Class work for 11/13

IN CLASS:

While I'm out, you should be working on the Factory Act of 1833 packet.  This is individual work and you should not be working with a partner.  This is also going to count as a quiz grade.  

A paper packet is available to you, but you can also access the documents (and most of the questions) at this link 1833 Factory Act Reform

LASTLY - Be prepared to sit back in your new seats Thursday (I've noticed shifting bodies back into your old seats.)  The point of moving seats is to create change and new groups, not to shift the old group you had two rows over.  If this continues to be an issue I will assign seats and there won't be any more problems.  

At the start of term two, I think that we need some ground rules for class behavior.  By November, I shouldn't have to tell you to take your headphones out when I'm talking, or to not text during class.  Not only is it negatively affecting the offender's ability to participate in class but it is also disrespectful to me and the others in the classroom.  I'll be using class dojo to track behaviors on a daily basis, but I need your help deciding what good classroom behavior looks like.  You will earn positive points for good behaviors and lose points for bad behaviors.  

Some questions to consider: 

- What does good classroom behavior look like?  Some 'positive' behavior points I've come up with so far are:  staying on task, working well in groups, participating in a discussion, asking a question, being on time with materials.  

- What behaviors take away from a positive classroom experience?  I've brainstormed the following:  excessive breaks, disruptive behavior (talking/whispering), inappropriate technology use, putting down a classmate, not having appropriate materials.  

- What goal/reward can we have for individuals who reach a goal?  What is an appropriate individual goal? 

- What goal/reward can we have for the class when it reaches a goal?  What is an appropriate group goal?  

On this blog post, share your ideas for positive/negative behaviors and rewards we could work towards (drop a quiz? bring in snacks to share?  movie period?  What goals (amounts) are reasonable?  Do not negatively put down the ideas of anyone else. 

November 7, 2013

Essential Questions (Think about them - not answer) Were authorities aware of the conditions of London factories?  Were factories dangerous to the health of its workers?  What reforms should be created to protect workers?  

Tomorrow from class - you should have your document questions finished, and a paragraph written on the last page of the packet.  

Objective - Students will write paragraphs using evidence to support their statements.  

- Students with unsatisfactory paragraphs will get a second attempt at writing them!

Homework 11/6

• As a factory worker, write a letter home to your parents about what it is like working in a factory in a big city.  Use information from class and the factory rules here - Post on blog! 
• You must include: 
• An accurate date for the time
• a description of your role in the factory 
• your working conditions 
• your opinion on industrialism

Must be posted to your blog for credit!

Homework 11/5-11/6

Hello all!  I forgot to post homework tonight so if you were able to remember for class, great job, if not - here's your second chance.

Read Section 25.2.  For each of the bolded vocabulary terms, you are going to write two definitions.
1)  The definition from the book.
2)  Rewrite the definition in your own words.

- Post your definitions on your blog! If you already did the homework last night, you are all set for tonight :)

Homework for the Weekend - November 1

**If you received below a 70 on a test, consider doing test corrections to boost you up to a 70 (if you're correct) - See past blog posts for directions on doing this.  Corrections due Monday - no exceptions**

On your blog, post answers to the following questions:

1)  Look at the individual roller blades..what observations can you make about them?

2)  How did your group decide to mass-produce the roller blades?  Did you split up your roles/how did you split it up?

3)  What was your role?  How did you do your job efficiently?

4)  What did your group do well/ what could you have done better?

5)  Look at the pictures below of the roller blades from the first activity and compare it to the roller blades you made in groups.  What differences do you notice?  Why do you think these differences occur?

6)  As a consumer of products, which group (first activity vs. second activity) would you buy roller blades from?  Why?

Round 1 of Activity (individual rollerblades)

Round 2 of activity (in groups) 

Homework 10/30

Goodbye Nationalism, Hello Industrial Revolution!  But as always, don't let nationalism fall out of your brain - you'll need it again later in the year!

Tonight:

1) read Section 25.1 The Beginnings of Industrialization (That links to an online section of the Chapter)
2) For each of the vocabulary words (there are 7) write two definitions.  The first one should be the definition from the book, the second is YOUR version written in your own words.

Your homework must be posted to the blog.  Anyone having blog issues that they haven't resolved yet need to see me ASAP.

This is the first homework for Term Two..if Term One didn't go as planned, this is your fresh start! :)

Class 10/25

Sorry I'm not in today!  Complete your study guide during class period today.  You should be working on this and only this..we will review for the test on Monday, and your test will be on Wednesday.

If you like to complete study guides digitally, HERE is the link for the study guide.

Your essay is due on MONDAY.  The last part of your essay I was going to talk to you about today is your sources.  You will be using footnotes to cite your sources (the documents) instead of ( ) at the end of your sentences.

Learn how to do footnotes HERE.

'DO NOT's OF YOUR ESSAY

• do not wait til the last minute. 
• do not forget to print it out.
• do not use the words 'In my opinion', 'I think', 'In this essay', 'Me/My/Myself/I'
• do not said 'in Document One' - say who the author is and their role in nationalism..by doing that, you are presenting the actual speech/quote/author as evidence, not just a 'document'.  The 'document one' part goes in your footnotes.  

Nationalism DBQ

Evidence Packet is due on Tuesday, October 22.

Class 10/22:  How to Evaluate Statements
Homework 10/22:  Complete Evidence Chart

Class 10/23:  Outlining Essay
Homework 10/23:  Begin writing essay.  DUE MONDAY, OCTOBER 28.

DBQ Essay Rubric
Essay Question
Nationalism Evidence Packet 
Evidence Chart

Links for Today

Link 1 - Recording Unique Identities 

Link 2 - Participation

Homework for 10/21 - Nationalism DBQ Packet

Understanding Unique Identities

Here is the form for the data collection assignment this weekend.  Remember to ask TWO adults (over 18)!

Understanding Unique Identities

Brothers Grimm

Fairy Tales and Nationalism

Homework and Directions for Test Corrections

Because we missed class today, we will take a Socrative D.I.R.T./review quiz tomorrow on Section 24.3 (Italian and German Unification)


For anyone who gets a grade lower than a 70 (ex/ 69 and below) you are welcome to pass in test corrections to bump your grade back to a 70 (highest possible grade with test corrections).  This is not a requirement, it is just an opportunity put in a little extra work and earn back some points.

To earn the points, you must pass in test corrections WITH YOUR ORIGINAL TEST.  I will not accept corrections without the test.

On a sheet of lined paper/typed out,
1)  Rewrite the entire question you got wrong including the multiple choice selections.
2)  Identify the answer choice you originally chose.
3)  Identify the correct answer/the answer you now choose.
4)  Using complete sentences, explain why this answer is the correct answer (how do you know, where did you find the correct answer, text book/notes).
5)  Identify where you found the correct answer (book page number, powerpoint presentation, etc)

Test corrections are due on Monday, October 21

Homework 10/9

For class tomorrow, you should have all 10 of your Haiti documents in your chart filled out!

Class Notes on Latin America - Homework 10/8

Nationalism Intro and Latin America

For homework tonight, complete the 5 documents you worked on in class.. You need to have 5 done in order to share them tomorrow in class!

Homework 10/7

For your homework tonight: 

- Complete your maps of Latin America (pg 685 I believe) 

- Listen to this podcast from 15 Minute History Episode 11 - the Haitian Revolution

On your blog, post 3 'need to know pieces of info' about the Haitian Revolution that you learned from the Podcast and think are important.  

Weekend Homework - 10/4

For Monday, you should have your national crest design, your description post should be on your blog, and you should have read/taken notes on Section 24.1 and be ready for a DIRT quiz.

In Class 10/4

National Anthem Lists
Star Spangled Banner <- and questions!

Homework 10/3

For tonights homework, please read section 24.1 Latin American Peoples Win Independence (there isn't an online version of this chapter, you'll need to use your textbook - or if you're better at the Internet than I am and you do find it, post it in the comments for everyone to enjoy)

Be ready for a Socrative DIRT quiz on the section! If you struggled last time, this is your chance to do better.  Perhaps write out the vocab and/or takes notes as you read - and make sure you DO read.

In Class 10/3

Good morning everyone..unfortunately I will not be in school today, but while I'm gone I'd like you to begin working on a crest for your (made up) country.

The link to the assignment is HERE, and you can download the PDF of the crest HERE if you need another one.

In short, this is what you need to accomplish:

• design a crest.  Must have color, and each box must be used somehow - it's up to you.  
• write a reflection that answers the questions on the assignment page (step three).  This will be posted on YOUR blog

You may print out / glue images if you'd like - drawing is totally cool too. As always, you won't be graded on drawing ability, but your ability to create a presentable piece of work.  Since you may not have the resources ideas you need today while I'm absent, some things you can be working on are the actual crest, researching what images you need/want to have on your crest and finding what they represent, or writing the post and filling in the crest later. 

There is a link on the assignment page (linked above in this post) to a website that is a huge list of commonly used symbols in national crests throughout the world.  Futhermore, THIS online chapter (not your book, but similar) has really good examples on pg 602 of how countries like the US, Austria, and Zimbabwe use their crests to reflect their national identity.

Your crest and post will be a 15pt homework grade, and the whole thing will be due Monday, October 7.  You should also be reading section 24.1 for homework tonight (see post below). 

Homework - TEST TOMORROW

Tonight you should printout/upload the study guide for the French Revolution test and complete it.  You cannot use it on the test (Junior year - no more babytown) but I PROMISE that it will help you do well/better on the test.  That's why I take my time to make the study guides with information you'll need to know.

Your study guide will be collected (either the paper version or a digital email) and will count as a homework grade.

If you were absent from class Monday, September 30 YOU ARE STILL TAKING THE TEST.  The test was announced on Thursday and the study guide was online on Friday.  You've had time to prepare and it is not a surprise, so everyone is taking the test.  Unexcused absences will have ONE WEEK to stay after school and make up the test, which will be different than what the students will take tomorrow.

Test Review

Sorry guys, I posted this to the other classes' blog twice instead of to both of them.  
You can find the French Revolution Study Guide HERE.

If you have your study guide completed, you can use it to help your team on Monday when we play Bazinga.

Class Notes:
French Revolution 
Napoleon Bonaparte

TEST TUESDAY!!! 
There will be review on class and after school on Monday for anyone who wants to come.


**Note - if you're coming to extra help, bring questions and concerns with you that I can help with.  I can't reteach the class to you..figure out your weak spot and how I can help you**

Snapshot Syria

French Revolution Notes

Class notes on the French Revolution

French Revolution Postcard Assignment

For each of the stages of the French Revolution, your task is to write a postcard from the action in Paris to a parent who lives out in the countryside.

How to complete the project:
1)  Decided your stance on the issue - do you want radical change, moderate change,  or for things to stay the same?  Perhaps your viewpoint will change as the events unfold.

2)  Create the written descriptions of the events in the three stages of the French Revolution.  The first stage should be on one card, the second on another, etc.  Your written descriptions must have the underlined vocab words included for that particular phase.

3)  Draw a picture that correlates to the written description.  You need to make sure your postcards are neat and in color (art skills don't matter!)

4)  Pass in your three postcards on Friday, September 20.  

Links to the assignment can be found below:
Postcards
Postcard Rubric

Homework 9/18

Using the hand outs from today's class, you should read the Declaration of Independence tonight for homework.  Once you have read the document (make sure you underline/highlight/pose questions) you should find five connections between the Declaration of the Rights of Man and Citizen and the Declaration of Independence.  POST THESE CONNECTIONS TO YOUR BLOG.

Bonus:  Pull out Enlightenment ideas from the documents and connect them to Enlightenment thinkers we discussed in class (2pts extra credit)

If you were absent, you can find the documents here:
Declarations!

French Revolution Class Notes

French Revolution Class Notes

Homework 9/16

Using a sheet of printer paper (handed out in class) you should create a visual representation of the Estates of the Old Regime.  This means symbols, pictures, but no words!

You should be able to explain your knowledge of who makes up each Estate and any relevant information having to do an Estate.

You can refer to the class notes or Section 23.1 in the book (online section here)

Class Notes

Class Notes on the Scientific Revolution and the Enlightenment


I see it means pictures

Participation #1

Participation Form

Homework 9/11

Read for tomorrow's class: Section 23.1 (this link will take you to an online version of the section, which you can obviously find in your class as well)

Be aware that a reading may result in a D.I.R.T. quiz in class tomorrow.  You never know.

Homework 9/9

For homework tonight you will be writing the second half of your absolute ruler assignment..

You will be writing a written response to the question, 

“Why would anyone want this person as their leader?” 

In order to best answer this question, it will be helpful to set up your response in the following paragraphs:

1.  A brief (a few sentences) introduction and history of your ruler and how he/she came to power.

2.  At least one reason why someone would be happy to have this person as a ruler. Some  

questions you might consider is:

- What problems is this leader working to overcome? How?

- What has this ruler done for their country or empire?

- What unique qualities does this leader have?

3.  Address at least one fear a person might have about having this leader as a ruler, and help them feel better about it (without lying about them!).  For example, a commoner may be concerned about a ruler raising taxes.  How could you spin raising taxes in a positive way?  How do taxes help a society?  

4.  End your response with a conclusion!  Why is this ruler the person you should want ruling your country or empire?   

**Your response should be typed in GoogleDocs or Word, with size-12, Times New Roman font.  You must print it out before class!  It should be about 1pg **

Each of the numbers above should be their own paragraphs. You should use the same ruler you made the bumper sticker about.

September 6 - Class and Homework

Today we will begin learning ACTUAL historical information..ready, set, GO.  You will receive a textbook today in class..leave it at home in a safe place where you will be able to find it!

Absolute rulers - they can be cool, or absolute jerks.

In class : Notes and Research about Absolute Rulers

Homework for the Weekend: You will be completing research and a bumper sticker for the absolute ruler you were assigned to.  On Monday you will need to teach your classmates about your ruler, so be prepared!

If you need the assignment for the weekend, you can find it HERE

Not having your homework on Monday means leaving class while others present and an additional page on your written response (more on that Monday).  

Where in the world... & Homework 9/4

Where in the world...?

Class activity:
Be honest with yourself, how well do you know the world?  Maybe you’re an expert, but probably not so well.  

With one partner (or by yourself), your task is to draw a map of the world.  You may use any visual aid you want, but you may not trace your map.  Make sure you include continents and oceans!  

Once you have drawn your map, brainstorm any historical events you can think of.  A freebie example of an event you might consider placing on your map: “In fourteen hundred and ninety-two, _______________________________”.  Draw this voyage on your map and label it!  Can you add any others?  You may also add modern events that are relevant to the world today.  

Homework: Create your class blog. Use this link to set up your Blogger account and new history blog.

Display Name: Your first and last name

Blog Title: Your first and last name's History Blog

web address: lastnameWH1 (as in fishelWH1)

First blog post!  Assess your ability to draw your map.  How would you grade yourself?    Was it easier than you thought it would be?  Harder?  What does this say about your knowledge of the world?  We will do this activity again at the end of the year..what actions can you take to do better next time?  

Syllabus