Check email for DBQ!!!

Yes, that means you. Making this post on my iPhone with my shaky-a$$ hands has taken like three years so bye.

Vlog and Rap Showcase

Click through the playlist below for some entertaining stuff. It includes:

• Rachel and Ashley 
• Bianca, Dana, and Emma 
• Frankie, Hanson, and Oliver 
• Natalie, Ye Jin, and Caitlin and... 
• OMG!! RUN!! Two Darwinian Primates (a.k.a. Sam and Phillip laying down some shizzle for your edumacation.)

Bam! Che, Iran, Indonesia, Vietnam, Chile, Afghanistan, 9-11, Iraq '03

Here's the exam review guide. If you want one more practice on the Lunchroom Fight for the Habits of Mind section on the test, it's here. I'll send the key (answers) for anybody who sends me their answers first.

Take notes as we watch the short overview of Cold War hotspots up to the end. I'll collect your notes at the end of class, and give them back to you on exam day for the MCQ section.

HW: pp. 32-end: Detente and End of Cold War
Hand-write notes 

Arms Race Terms (pp. 11-16)

Peaceful Coexistence (12)

Strategic Superiority

“New Look” Policy (13)

Deterrence Policy (“MAD”)

V-2 Rockets

Space Race

ICBM

Sputnik

Cosmonaut (Yuri Gagarin) (14)

“Ballistic”

“Missile Gap”

Kitchen Debate

McCarthyism (15)

CND

Duck and Cover

Bomb Shelters

U2 Incident (16)

Pentagon

Dwight Eisenhower’s “Military-Industrial Complex” speech*

Cuba Terms:

Berlin Wall

“Dollar Imperialism” in Cuba: Battista dictatorship

Fidel Castro

Land reform

Nationalization

Cuban exiles

John F. Kennedy

Nikita Khrushchev

CIA

Bay of Pigs

Cuban Missile Crisis

Turkey missiles

Quarantine

13 days

Solution

Lesson: DBQ Final Exam Prep: Cold War Europe and Korea

Update Thur. night:

In Class: Download this document. Hand-write your answers to questions after the Europe and Korea sections. You will be allowed to use your hand-written notes on the final exam.

Consolidation in class of Europe and Korea sections; short intro to Cuba.


HW: Watch Cuba video below + read Cold War textbook packet pp. 11-24 (skim Arms Race, slow down for Cuba), collect evidence for which side was more blameworthy for the crisis from both film and DBQ). Bring Korea notes/timeline from last class as well.








See below the fold ("Read more...") for optional background on start of Cold War in Europe after WW II. Most of that info is in the doc linked above, so again, the stuff below is optional.

Cold War 1: Background

Download this Cold War DBQ. Read Unit 1 and timeline it by month.

We'll be discussing the question: Who started the Cold War? And to what degree was each side justified in a) Korea, b) Cuba, and c) Vietnam? 

HW:

Watch Korean War, below (45 min), then read pp. 7-10 in Cold War packet (Unit 2: Korea).
In class Panel discussion next class (Thursday):

Was the US justified in getting involved in the Korean War? 
Optional reading: Korean War opposing viewpoints
A1: Girls are US Capitalists, Boys are Communists
A4: 

 

Weekend HW: Sexy Hitler, Sexy Hungary, Sexy Communists

HW:
Watch remainder of Hitler documentary, below, and answer questions on this worksheet.

Here's Part I of the Hitler video (see worksheet for where to start):

   

And here's Part II: for weekend HW:

Depressions and Politics, 1930s and Today

UPDATE: HW: **Check your SAS Gmail**

Miss Class? (Shiv, Jake):

We read and discussed the Krugman article about economics and politics in today's Recession/Depression Europe (download the article/worksheet here), then started watching the following film about the relation of depression economics to society and politics--in the rise of Hitler.

You'll be writing a paper on this, so be sure you can discuss the relevance of Hitler's rise to today's Europe (and the U.S.).

We also watched these doozies about right wing Tea Party protesters confronting center-left (moderate) Democrats in the U.S. after the Recession hit there:

 

Optional: Name that philosopher...

...and learn about one of the key conflicts of the world today: Neo-Liberalism v. Social Democracy.

But more interesting to me is how many of you can answer these two questions:

1. What Enlightenment philosopher's idea is actually making a sudden radical difference in Quebec this year?

2. These students are only five or six years older than you. How much of their interview is over your head?

(Hit "reply" and share your thoughts below, if you like.)

It's interesting stuff. (Like we touched on in class, and saw in Russia: students often push the world in new directions.)

Friday: Lunchroom 2 + Lenin/Stalin

You're unclear on what the Habits of Mind mean. So download this.



HW: Russia/USSR Unit 4 (pp. 65-85, 12 pages of text) and Unit 5 (pp. 86-96, 8 pages of text. You have 5 days for this.)

REMINDER: Next class: Panel Discussion to assess your views on the French-Russian Revolutions "Model." Use the handout linked in last class to gather your thoughts about both. 25 points.

RLAH 1; USSR + France Chart 2: Lenin Years

L.8: Wed., May 2:
In class: RLAH exercise 1; Russia/USSR + France chart cont'd: read Unit 3: "How Did the Bolsheviks come to Power and How did They Consolidate Their Rule?", pp. 48-64 (only 13 pages of text). Enter in NEW chart (simpler).

Finish as HW and bring to class next time.

Russian Revolution Assignment

Download the assessment options and Russian Revolution + French Revolution comparison table here.  

In class: Fri., Apr. 27 (4 days until next class because of Labor Day Tuesday)

Read the Russia/USSR to 1945 packet (page numbers below)and fill out the comparison chart with details. You'll use these for your seminar, plus your editorial.

1. In Class: Intro/U1: Tsarist Russia to 1914, 3-31

HW: 
Unit 2: WWI to 1917 February Revolution, 32-46

• Complete the French-Russian comparison chart up to that page.

Mon.: Causes and Effects of WW I

In Class:
Reading + Seminar:
1. Reading #1 here: The causes and effects of World War I.

• UNDERSTANDING THE MAIN IDEAS: (20 min.)
• Outline it, indented, by
• MAIN SECTION (you have to identify when new main sections occur)
• Main Topic of Each Paragraph
• Supporting details of paragraph
• Do this for each main section of the entire reading. Use shorthand, not full sentences.

2. Reading #2 here: Four main causes of World War I. 

• EVALUATING THEORIES: (15 min.)
• Chart strengths of each of the four short theories--historians really do disagree about which are most important.
• Choose the two theories that seem most credible to you
• List talking points for your seminar under the following headings:
• Why do you feel the school of thought you have selected is most credible? 
• Why are the others less convincing?

3. Panel Seminar (20 points):

In groups, lead discussion on your choice.
Audience asks questions.

Rubric:

• Quality of specific historical evidence to support arguments.
• Active participation.
• Quality of discussion in stimulating interest and thought.
• Ability to think on your feet.
• Ability to give insightful answers to others' questions. 

Tue: POV and 1900-1950 Overview

In Class:
POV from WWI to the end of WWII: New Imperialist-Capitalists, Aspiring Imperialists, Socialists, and Colonized Peoples.

Timeline: Overview: WW I, Russian Revolution, Mandate System in Middle East, Depression and Stalinist USSR, Japanese Expansion, WW II, Indian Indpendence

HW: NONE.

OPTIONAL FUN: South Park [no it's not! Michael Moore imitated the South Park guys--and ticked them off--in his movie!] does US History.

Friday: Nationalism (Cont'd), Research Paper conferences

Western Imperialism is fun! Gee, thanks,Disney!

In Class:
Download this packet and note how imperialism, religion, and nationalism interact in:

1. Turkey (if not finished with that)
1. "Is Turkey part of Europe?" We--and they--are still confused about that today. Understanding how Europe affected the Ottoman Empire will help you understand tensions in Turkey today--traditionalist v. "modern".
2. India
1. You'll learn how Gandhi fits into history here. You'll also start to understand the Pakistan-India history that in news headlines all the time today. It all starts here.
3. Britain (in Kipling's poems)
1. Kipling is famous for the Disney "Jungle Book" movie. You'll see his darker side here.
4. European Jewry
1. All the Arab-Israeli conflicts you see between Israel and the Palestinians and other Arab states starts here. Now's your chance to learn what these headlines today are all about.

I will check your notebooks for completed answers to the discussion questions for ALL readings. (5 points each.)

HW: Read and do the Venn Diagrams on how imperialism affected nationalist identities in Japan and Egypt. Japan is especially important--you'll see the beginnings of Japan's domination of Asia because of European imperialism, and begin to understand both how Japan did this, and why. You'll also understand why so many Asian nations still have bad feelings for Japan because of this history--because this will create dominoes that fall in World War I, World War II, and beyond.

Optional: The Costs of Nationalism after the US "Liberated" Iraq from Saddam Hussein's

From

What Did It Cost To Oust Saddam?

by Andrew Sullivan

 

A sobering reminder:

[D]ocumented civilian deaths in Iraq since Bush’s 2003 invasion—noncombatants killed by military or paramilitary acts or because of the breakdown in civil society—have numbered nearly 120,000. According to the U.N. High Commissioner for Refugees, some 4.7 million Iraqis have been displaced by the chaos unleashed by Bush’s war. This number includes 2.4 million internal refugees, some half a million of them living as squatters in slums. Another 2.3 million have fled the country altogether and have not returned. This is a civic catastrophe that gets little attention in America. By way of illustration, a proportional civilian death toll in the United States would be nearly 1.2 million. The proportional refugee total would be 45 million [Emphasis added].

Nationalism 2: Ottoman Empire and British India

In Class:
Nationalism in the Ottoman Empire and India, 1850-1914.

Essential Question:
How and why did nationalism develop in the Ottoman Empire and Europe between 1850 and 1914? What are the main similarities and differences?

Task:
In groups of 3 or 4, create two timelines, then present on similarities and differences of nationalism in Ottoman Empire and India.

Monday April 9: Short and Sweet: Nationalism

HW: A1, read, annotate Handout 1-2, and be able to explain which cases are, and are not, examples of nationalism.

In class, I hope you can all (A1 and A4) explain how the French Revolution / Enlightenment ideas logically create the problem of defining who "we" are if "we" want a democratic, "self-ruled" government. Can you do it?

Optional: Speaking of Rights...a Coincidence

I think we touched on the issue of individual (and market) liberties and human rights, and how today's global issues complicate them especially when it comes to environmental issues.

Here's M.I.T. professor Noam Chomsky's 4+ minutes discussing why these obviously important questions are practically never discussed in the media of "free" nations--especially the U.S., but also the U.K.

(By the way: don't be a silly teen who sees an aging genius and can only think "he's old." Chomsky has been a giant in linguistics, media studies, and political economic thought--very Left-wing socialist--for about 50 years now. Agree or disagree as you will, but he's famous because of his depth of knowledge, his clarity of expression, and his defiance of mainstream capitalist beliefs. On the level of argument, he's top-notch.)

Tuesday Lesson: 2k Research Draft, French Rev/Stages of Revolution (cont'd), Human Rights

In Class Tuesday:

1. Return 1k drafts.
--2,000 word deadline and requirement:

• 2k revisions due Thursday, April 4, Monday, April 9, submitted to Turnitin.com and printed . Here's a checklist I made to clarify. I hope it helps. Remember, the form and format of research papers is what we're focused on. Many of you have discovered your research questions weren't focused enough this time around, which is a good lesson for the next time you have a research assignment. The first time is almost always messy.

For your last draft:

• 2,000 total essay words required.
• nine sources required (three additional since 1k draft).
• Tip: As you read further in your research, write your notes on index cards including: source, idea (quote or paraphrase), how you will use it, and page number. 
• This allows you to lay out your cards in different orders on the floor or table to organize the best flow for your paper. It makes in-text citation easy too.
• Warning: You will submit your 2k draft to Turnitin.com, so be sure not to plagiarize. Penalty for plagiarism: an F and a trip to the principal, and an entry in your academic record. Don't do it. If you think you did plagiarize, highlight in yellow the parts you think might be "stolen." This will never be offered to you again, and I'm only offering it to you because you're freshmen.

2. Finish French Rev. video and worksheet.

• Quiz Thursday: write how the French Rev. follows the "Revolutionary Stages" from Pre-Revolutionary Disorder to Moderate, Radical, "Thermidorean" (Moderate but corrupt), Reactionary, and Reform stages.

3. Deeper on Human Rights -- a legacy of the Enlightenment and a major ideology today in the West:

Friday Lesson: French Revolution. Quiz THURSDAY.

In Class:
1. Please fill out this questionnaire now. You have five minutes.Discussion on Enlightenment revolutions:

• What do we learn about political idealism from the Atlantic Revolutions? When the dust settled, who benefited most in each of them?

2. French Revolution movie + Viewing Guide. Fill out and review over weekend for quiz Thursday, 20 points--identifying people and events from the study guide. (Your textbook can give you background too. Check the Table of Contents.)

The reason the French Revolution interests us today is because it's Europe's first revolution based on the ideals of liberty and equality. It sounded good in theory, but played out differently in practice--just like revolutions ever since, including today's Arab Spring revolutions in Tunisia, Egypt, Libya, and possibly Syria soon. All those revolutions started with hope, but are currently facing problems. Voters and policy-makers need to understand what history teaches about revolutions in order not to make blind mistakes.

So focus on how the French Revolution follows the stages that most modern revolutions follow:

1. Pre-Revolutionary disturbances
2. Revolution:
1. Moderate Stage
2. Radical Stage
3. Exhausted Stage ("Thermidorean Reaction" in France)
3. Reaction:
1. Tyranny or
2. Return to Pre-Revolutionary stage (Counter-Revolution)
4. Reform

Mon 12 March: Peer Review 1000-word Draft

**ANNOUNCEMENT**
On second thought, many of you probably have a lot of tests this week because of the end of Q3, so no quiz next or HW after all. Rest and good luck on the crunch week.

Due Thursday: Research Draft Two

**A4: Don't do the Atlantic Revolutions Sheet for HW. Bring it to class and I'll let you finish there. Work on your research draft instead.**
 
Due Thursday, March 8:
Research Paper Draft Two:
Include:

TITLE: "Topic: Teaser" or "Teaser: Topic" format
Revise: Add A B C D E
--Include in brackets before each part.
--In-text citations for paraphrase as well as quote
SECTION SUB-HEADINGS FOR:
1. Intro
2. Body Section 1 (if included)
--again: "Topic: Teaser" or "Teaser: Topic" form
--in body section one: Label "[A], [B], [C], [E]" for each paragraph.

LENGTH: 1,000 words
--could be introduction only
--could be introduction + Body Section One

ANNOTATED BIB.: CORRECTLY FORMATTED, WITH VALID SOURCES, and THREE-PART ANNOTATION (SEE PACKET)

(Sam, Dana, extended due date: Monday, Mar. 12)

Enlightenment and Research Paper Next Stage Directions

Due next Thursday, March 8:
Next draft:
TITLE: "Topic: Teaser" format
Revise: Add A B C D E
--Include in brackets before each part.
--In-text citations for paraphrase as well as quote
SECTION SUB-HEADINGS FOR:
1. Intro
2. Body Section 1 (if included)
LENGTH: 1,000 words next draft: due next Thursday, Mar. 8
--could be introduction only
--could be introduction + Body Section One

ANNOTATED BIB.: CORRECTLY FORMATTED, WITH VALID SOURCES, and THREE-PART ANNOTATION (SEE PACKET)

----
HW due Friday:
Read, annotate, Enlightenment packet: HW, turn in after debate next class
Sign up for Hobbes, Locke, Montesquieu, Rosseau
Groups: Divide debate topics A-E, one per team member
Type up debate speech:
Parliamentary form:
Stage One: A speakers give speech
2 minutes, no interruptions
Four outside sources required with speech, with bibliography
Two minutes to synthesize and write reply speech to each of the four arguments.
--1 minute
B People are judges: take notes and assess:
--strengths, needs improvements
--on back: The Winner was, and this was why:
--give feedback to participants.

Same for B-C, C-D, D-E, E-A

Scientific Revolution: Copernicus, Galileo, and the Inquisition

Galileo questions: download

Civilized Comedy Break

Jokes that educated people can make:

Research Handouts MLA Format stuff

Citation Guide (most in-depth).
Shorter version.
Practice guide.

You're welcome.

Presos

Next class: Bring in one quote plus the source from your research next class.

Quiz, Why the West (cont'd), Age of Exploration 1: Asia

Download this Explorations Notes page and use it to take notes.

Read the following pages in World History, Patterns of Interaction about the European Age of Exploration:
Identify the key events and terms -- on paper -- that you should be familiar with as an educated person. List them. We'll agree on terms for another quiz next class:

pp. 529-35
537: Ming relations with foreign countries
539-40: China under the Qing
545-7: Contact between Europe and Japan, Christian Missionaries in Japan

Bloody Reformation again, plus WHY THE WEST--HISTORIANS' POV

Download this.

RESEARCH PREP AND CLARIFICATION

Download this file and PUT IT IN A FOLDER LABELED "RESEARCH."
Open it.
Also download this file, "Science Envy."

Religious Reformation in Europe

Seminar:
Group 1:
Bianca
Hanson
Frankie
YeJin
Phillip
Dana
Caitlin
Sid
Zach
Oliver

Group 2: The rest

NEXT:
We're still on "Why the West?"
You've seen a few changes with the Renaissance, but at the same time that was happening, two other major revolutions occurred in Europe:
1. The Protestant Revolution (a.k.a. the Reformation)
2. The Age of Exploration

You will have a 20 question quiz next class--a reading quiz--on the Reformation.
Read closely pp. 488-492, and pp. 498-500. Skim the English reformation and Calvin's in France. Our focus for the quiz is mostly Germany and the Catholic Reformation (a.k.a. the Counter-Reformation).

While you are reading and note-taking however best works for you for the quiz, I will talk to each of you individually about your research questions.

Why the West?

Why the West?
Do Now:
1. List: How Europe Changed during the Renaissance.

2. In 1500, you'll remember that Renaissance Europe was backwards compared to the Muslims and Chinese.

By 1900, Europe will rule the world. Why?

LIST your SIX BEST GUESSES of the FACTORS that allowed Europe to dominate these once-superior civilizations.

WATCH:



Download the Ferguson "Six Killer Apps" transcript here.

• I added the slides to the transcripts in the attached file.
• The Seminar will be brief--20 minutes. 
• Here are the questions:

A. What do you think his strongest arguments are?
B. What do you think his weakest arguments are?
C. Do you see any examples of

1. Bad logic:
1. False cause-effect arguments
2. Avoiding the issue / omitting key information
3. Arguing from ignorance (making a claim that's factually wrong)
2. Bad evidence:
1. Biased sources
2. Unreliable sources
3. Appeals to authority
4. Appeals to "the people" (popularity, "bandwagon" arguments)
5. Appeals to emotion