ASSIGNMENTS:
Due Tuesday, 3/24/09: (1) Read the editorial, "Monument to Denial." Consider
what te article reveals to you about (a) imperialism (b) the interpretive
nature of history, and (3) the quest for truth. Mark it up (highlight or
underline relevant passages), make margin comments, and be prepared to
contribute to class discussion of it.
Due Wednesday, 3/25/09: (1) Your group film project plan and rationale,
including topic, what related enrichment reading--book(s)--you'll do, and who
you'll interview. Ideally, all group members will be involved in the oral
history interview and enrichment reading. (2) Text Search ("Turn of the
Century" pp. 328-333 and 463 in your textbok) and Journal Response ("Quest
for Truth"). See handout for instructions and prompt.
Due Friday, 3/27/09: (1) Current News Analysis. Find, read, and clip or print
a current world news article that in some way illustrates any of the concepts
we've been exploring this week: nationalism, globalization, mechanization,
ideological conflict, enmity, conformity, altruism, dehumanization. Identify
your source of information, any bias revealed, thematic connections and the SO
WHAT? (2) On-line investigation about either the Armenian Genocide or the
current genocide occurring in Darfur, Sudan. (See instruction strip for
guidelines and things to consider).
Due Tuesday, 4/7/09: Complete your designated row (with red dot) of
the "Who's Who in WWI" chart, using the pages in Chapter 13 to do so.
Due Wednesday, 4/8/09: WWI alliances mapping assignment and text search. Use
pages and maps (i.e., 412) in Chapter 13 to guide your responses.
Due Friday, 4/10/09: (1) Page of notes for term project (e.g., personal
connections logs from enrichment reading; oral history interview notes;
research notes). (2) Letter home from the trenches of WWI or front page of
newspaper (above the fold, propaganda vs. beloe the fold, reality of WWI).
See handout for specific requirements and use your textbook (Chapter 13) for
factual references that lend authenticity to your piece.
Due Monday, 4/13/09: (1) TEST on the concepts we've explored in the
theme, "Quest for Truth in the 20th Century." World War I will be emphasized
(see study guide), but be able to identify parallels between WWI and the
Rwandan Genocide, in terms of the role of imperialism, factors that created
enmity, nationalism, and propaganda. (2) NOTEBOOK. Please include materials
and thematic cover pages for both the "Quest for Truth in the 20th Century"
AND "Quest for Wealth". Only attach one scoring rubric. (3) Do "Released Test
Questions" #14-23 in your test prep packet.
Due Wednesday, 4/15/09: Released Test Questions #24-37 (CA Standards Test)
Due Thursday, 4/16/09: First portion of term project--Enrichment Reading
Assignment and/or Oral History Archive. Please see blue and red instruction
packets for guidance. For those doing Oral History, be sure to give the
archive to your interviewee to review and comment on.
Due Friday, 4/17/09: Released Test Questions #74-90. Explore for uncertain
content online and in textbook, using index to shortcut your way to needed
information. Read content standards and notes to help p/review material
likely to be tested next week.
By Thursday, 4/23/09: Review your "Russia--Then & Now Study Guide" (front
page of packet), paying close attention to Mikhail Gorbachev's reform
programs, glasnost and perestroika. Be sure to read "Big Events" notes and
Social Studies Standards in your test-prep packet.
TEXTBOOK READING for the 4/16-4/22/09: pp. 430-447 and pp. 612-617 re:
20th-century Russia. Be aware of parallels to the history of early 20th
century Mexico we recently examined.
Due Monday, 4/20/09: Page of research notes and updated Works Cited to be
submitted with previous notes from library workshop (4/13/09).
TEXTBOOK READING for Week of 4/27/09: SKIM Chapters 15 and 16 re: "Years of
Crisis" (Between the Wars) and World War II.
Due Monday, 5/4/09: Film Project. Be sure to have them formatted for a DVD
player. Review guidelines and bring your paperwork/scoring rubric/list of
contributions/Works Cited, etc. to turn in.
Due Tuesday, 5/5/09: Create "deca-poem" or a visual metaphor of the causes of
the Holocaust. Weave into your visual metaphor the multiple factors that gave
rise to Nazism and genocide--attitudes and events...
Due Tuesday, 5/12/09: Cold War Assignment. Use Chapter 17 in your textbook
to complete the IDs listed on your packet, the maps, and the visual
metaphor. Add additional symbols and thought bubbles to your Uncle Sam and
Soviet Bear Card Game metaphor. Also, complete the sentence: "The Cold War is
like a poker game because..." See detailed instructions on the handout
provided.
TEXTBOOK READING for the Week of 5/12/09: pp. 370-375 (19th century
China), pp. 448-452 (Fall of Manchu Dynasty), pp. 538-541 (Chinese
Revolution), pp. 625-630 (Legacy of Mao and Tiananmen Square).
By Thursday, 5/14/09: Read pp. 702-03 and 712-23 re: Buddhism and
Confucianism. Add pertinent details that help you make sense of the
character collage galleries you visit in class.
Friday afternoon, 5/15/09, 3:30-5:30 p.m.--2009 FILM FESTIVAL in the
auditorium! Come see the award-winning student-produced films--could be yours!
Due Monday, 5/18/09: Read the two articles covering the Tiananmen Square
protests--one from an American press, the other Chinese. Follow the
instructions at the top of the article packet for your interpretive response.
Due Wednesday, 5/20/09: Submit Quest for Power Essay and Notebook, including
scoring rubrics and thematic cover page, addressing what you will take away
from our studies about people and power.
Due Friday, 5/22/09: Skim pp. 672-697 in your textbook epilogue, "Global
Village." Record on a piece of paper three "ah ha's" and three "oh no's,"
inspired by your reading.
TEXTBOOK READING for the Week of 5/26/09: South Africa, pp. 338-339, 342-344,
609-611; Israel, pp. 316 & 583-589; Islam and Judaism, pp. 708-711.
By Wednesday, 5/27/09: Read the article, "Two Claims to Palestine,"
highlighting key ideas and vocabulary.
Due Tuesday, 6/2/09: (1) Course Final (see guidelines sheet). Include
thematic reflections and "Thinking Like a Historian" example, plus
artifacts. (2) RETURN your world history TEXTBOOK (3) Extra-Credit deadline
(see below).
EXTRA-CREDIT OPPORTUNITIES:
Due Thursday, 5/14/19: On-line investigation of the Bulletin of Atomic
Scientists' DOOMSDAY CLOCK. Print out your findings: 1) How close to midnight
are the hands of the clock right now? 2) When was the clock last changed and
why? 3) How many times since 1995 have the hands been changed?
Due Thursday, 5/7/09: On-line investigation of "Resistance" to Nazi
persecution and occupations. Complete and submit chart given in class.
Due Friday, 5/8/09: (Re-)Read NIGHT, a Holocaust memoir by Elie Wiesel. Trace
your term (see instruction handout) throughout the book, creating an
annotated timeline with quote, page number, and plot point. Respond to 3 of
the quotes in a personal response log.
Due Monday, 4/20/09: Your creative response to our in-class studies of the
Mexican Revolution. Choose one of the three options listed on the half-sheet
instructions given in class (corrido lyrics, mural sketch, or character
collage). Refer to your class notes and go on-line for additional facts and
quotes that would enrich your response.
Due Monday, 4/6/09: Survey results--"20th Century Hall of Fame Poll." Be
sure to talk with three adults, preferably of different generations. You may
use this assignmnet as an opportunity to reconnect with your Oral History
participant, schedule future interviews, and discuss potential topics/books
for research.
Due Wednesday, 6/3/09: Feature Film Reviews (See list of films and
assignment) -- up to two this term.
SUGGESTIONS FOR EASIER TEXTBOOK USE:
1. Bookmark on your computer the online textbook web site: classzone.com
2. Use Post-It Notes as dividers for easy access to sections you'll
reference frequently (e.g., ATLAS, INDEX, PRIMARY SOURCES, WORLD
RELIGIONS...)
3. Employ your skimming skills across reading assignments first to help you
hone in on key concepts, people, and places (maps). Look for charts and
other visuals to help summarize and reinforce the larger text and historical
trends.