May 15th, 2012
Well we’re nearing the end now, and ideally you should feel well prepared at this point. But we don’t live in an ideal world (your studies in this class over the past year should have confirmed this) and you might very well be sweating bullets as you cram every last bit of information you have learned over the past 10 months back into your head. DON’T PANIC! If you need help, have a question, whatever, this is one place you can come. If you have a question or comment, just make it attached to this post. Once I approve your first post you should be able to ask questions and contribute to discussions freely. I will be available for most of Wednesday evening (5/16) to answer your questions, but do not skimp on sleep, you will need to be rested for your test Thursday morning.
May 5th, 2012
I’ve attached a powerpoint, which you can view to see how you performed compared with the other AP World History students. If you have any questions, please send me your questions via the comments portion of this post.
Unit 6 Test Analysis
April 11th, 2012
TASK
You will be creating a Facebook profile (not a real one) of a world leader in the post-World War II era. The following list includes leaders that can be researched: Harry Truman, Joseph Stalin, Dwight D. Eisenhower, Nikita Khruschev, Leonid Brezhnev, Lyndon B. Johnson, Richard Nixon, Mikhail Gorbachev, Ronald Reagan, Winston Churchill, Nelson Mandela, Pope John Paul II, Margaret Thatcher, Mao Zedong, Indira Gandhi, Fidel Castro, Lech Walesa, Yitzak Rabin, Gamal Abdel Nasser, Edward Teller, Martin Luther King Jr., Deng Xiaoping, Mother Theresa, Yuri Gagarin, Neil Armstrong, Suharto, Benazir Bhutto, Boris Yeltzin, Kim Il-sung, Tenzin Gyatso, Golda Meir. You are invited to suggest other possible options for research, but you will need any such suggestions approved by myself first. You may not research the same leader as another student in the class.
Once you have picked a personality to research you will need to get to work quickly and start building a Facebook profile of the individual you have chosen. You will need to analyze the aspects of the person you have chosen carefully and focus on those parts that have had or continue to have an impact on the course of history.
MINIMUM REQUIREMENTS
- A profile picture
- 1 Facebook Album (at least 5 pictures)
- 6 Facebook Friends (actual historic people with pictures)
- Information indicating immediate family members
- 5 Status Updates
- 4 Comments from Facebook Friends
- Background Info (Birthday, Hometown, Schools, Work Information, Interests, etc.)
EVALUATION
- A profile picture [4pts]
- 1 Facebook Album (at least 5 pictures) [5pts]
- 6 Facebook Friends (actual historic people with pictures) [12 pts]
- Information indicating immediate family members [5pts]
- 5 Status Updates [10pts]
- 4 Comments from Facebook Friends [4pts]
- Background Info (Birthday, Hometown, Schools, Work Information, Interests, etc.) [10pts]
It is preferred that you utilize the following templates to construct your Facebook profile. Please ask if you have any questions about this.
THIS ASSIGNMENT IS WORTH 50 POINTS TOWARDS YOUR MAJOR GRADES
April 11th, 2012
April 12th and 13th are your days that you get class time to work on your trench journal assignment. Your projects are due April 23rd. If you lose your project packet you can download a new copy from this site. Please print it off (Do this at school if you don’t have a printer, internet access, and/or computer at home). Thursday and Friday are good days to work on journal entries 3, 4, and 5. The following sites can be used to conduct your research:
www.spartacus.schoolnet.co.uk/FWW.htm
www.worldwar1.com/
http://www.eyewitnesstohistory.com/w1frm.htm
http://www.icsd.k12.ny.us/highschool/mashe/global/lessons/WWIintro/index.htm
http://www.firstworldwar.com/
http://news.bbc.co.uk/1/hi/special_report/1998/10/98/world_war_i/197437.stm
http://www.lib.byu.edu/~rdh/wwi/
http://www.warmuseum.ca/cwm/overtop/index_e.html
A Personal View of World War IIntroduction
February 23rd, 2012
The Proceedings of the Old Bailey ( www.oldbaileyonline.org )
You will read over a selection of these case trials to see what types of criminals were sentenced to transportation (sent to Australia). You will need to read no fewer than 15 cases. Then you will need to answer the following questions, using several complete sentences.
- Describe the typical person who was sentenced to be transported to Australia?
- What kinds of crimes had they committed? If they were involved in some type of theft, what did they steal and how much was it worth?
- Are there any observable differences between the treatment of men and women?
- What insights into London life are found in these court cases?
To access a session, start at www.oldbaileyonline.org/ , then:
- Select: Search the Proceedings
- Select: Browse by Date
- Select a year between 1787 and 1797
- Select a month
A note on British Money:
- Farthing
- Pence (d) – also sometimes called a penny
- Shilling (s)
- Pound (£)
- Guinea
- One farthing = one-quarter pence
- One shilling = 12 pence
- One pound = 20 shillings (a silver piece around which the currency is still based; when issued in gold it was called a crown)
- One guinea = 21 shillings
“The Founders of a Nation: Australia’s First Fleet” ( http://www.australianhistoryresearch.inf…)
“First Fleet Online” ( http://firstfleet.uow.edu.au/objectv.htm…)
Using these websites, you will research the experiences of the First Fleet participants and answer the following questions.
- How did the climate compare to that of Britain? What types of animals and plant life did they find upon arrival?
- What might have the British people thought unusual about their new home? Why did they think it unusual?
- What did the convicts do once they arrived in Australia? What did the naval officers and sailors experience as they set about to establish the penal colony?
- How did convicts return home once their sentence was completed?
- Describe some of the difficulties encountered as the penal colony was established.
“Welcome to Indigenous Australia” ( http://australianmuseum.net.au/Indigenou… )
- Who were the Aboriginal people of Australia, and what were characteristics of their societies in the late eighteenth century, before colonization?
- How quickly did the colony grow? How did the colony affect the lives of the Aboriginal population of Australia?
- What similarities and differences are found with the fates of the Aborigines of Australia and Amerindians of North and South America?
Assessment:
At the next class you will report back to the class on what you found, teaching your peers about the causes and consequences of the transportation of convicts and the establishment of a settlement colony in Australia. You will be graded upon you ability to answer and discuss the above questions.
January 8th, 2012
A general overview of each course as well as rules and procedures can now be downloaded from here. This may come in hand for student who lost their syllabus or parents who never even saw a syllabus from my class.
World History & Geography B Syllabus: WHGB2012
United States History B Syllabus: USHB2012
For students taking AP World History – the syllabus includes a course calendar to provide an idea of what topics will be addressed in class from week to week. To download a syllabus, click on the following link AP World History 2011/2012. Regular reading assignments are also due each week in addition to vocabulary. To download a reading assignment schedule, click on the following link AP World History Reading Assignments 2011/2012.
If you have any questions, do not hesitate to contact me at scrandall at kusd.org
Thanks!
April 11th, 2011
DIRECTIONS: Read the Epilogue of your World History textbook and complete the following tasks and be prepared for the class discussion that we will have on Wednesday.
I. Define: globalization, multinational corporation, transnational corporation, multiculturalism, global warming, greenhouse effect, developed nations, developing nations, nongovernmental organizations (NGOs)
II. PERSIAN Chart on Epilogue
III. Essays & Primary Documents: If questions are not provided here, use the questions provided in the text.
- Comparative Essay: “Global Village or Clash of Civilizations?” p.795
a. What arguments can be made in favor of a global village or clash of civilizations in the post-Cold War era?
- Comparative Essay: “Family and Society in an Era of Change” p.823
a.What is one of the paradoxes of the modern world?
b.What are the reasons for this paradox?
c.What roles does individualism play in contemporary global society?
- “The Voice of the Women’s Liberation Movement” p.853
- Comparative Essay: “From the Industrial Age to the Technological Age” p.860
- Comparative Essay: “Religion and Society” p.875
a.What role(s) does religion play in the contemporary era?
b.What challenges religious fervor present to the contemporary era?
- “Islam and Democracy” p.893
- “Say No to McDonald’s and KFC!” p.907
- Comparative Essay: “One World, One Environment” p.908
a.What impact has economic development had on the environment?
b.What efforts have been made to address the environmental issues of the contemporary era?
c.What forces have hindered efforts to address contemporary environmental problems?
- “A Critique of Western Feminism” p.910
- “A Warning to Humanity” pp.940-941
April 4th, 2011
If you do not have your journal packet you can download and print one off from here.
A Personal View of World War IIntroduction
Here are a couple of websites to get you started:
http://www.spartacus.schoolnet.co.uk/FWW… Encyclopedia of the First World War
http://killeenroos.com/link/war.htm#War This site contains a list of over 80 websites that would helpful to completing this journal. A potential time saver.
http://www.eyewitnesstohistory.com/w1frm… This is an eyewitness website that contains first hand accounts of various events starting with the Assassination of the Archduke through various land, air and sea battles.
http://www.icsd.k12.ny.us/highschool/mas… This is an archive of photos and information dealing with the First World War.
http://www.firstworldwar.com/ At this site you find detailed information on individual soldiers, weapons, battles and just about anything else you can think of.
http://news.bbc.co.uk/1/hi/special_repor… A website put out by BBC to commemorate the 80th anniversary of the end of the World War I.
http://www.lib.byu.edu/~rdh/wwi/ A great resource of primary documents from World War I.
http://www.warmuseum.ca/cwm/exhibitions/… This site provides a unique interactive trench warfare simulation, which may be helpful to you when trying to complete your journal entries.
http://www.warmuseum.ca/cwm/games/overto… The simulation mentioned above.
http://www.worldwar1.nl/1914-1918/ A website with information and pictures compiled by a World War I enthusiast.
http://www.oucs.ox.ac.uk/ww1lit/ A collection of World War I poetry.
http://armorgames.com/play/2267/warfare-… Just for fun!
http://www.bbc.co.uk/schools/worldwarone… More fun!
March 6th, 2011
In this activity you will be reading you will be analyzing documents and answering the worksheet (Eden’s Last Stand) questions, on a separate sheet of paper, using complete sentences. These documents relate to a period of mounting tension during the winter of 1937-8. They show how different politicians in the Conservative government at the time viewed the international situation. These men included Prime Minister Neville Chamberlain, Foreign Secretary Anthony Eden and the MP Winston Churchill.
By this time Germany had already re-occupied the Rhineland in March 1936 against the terms of the Treaty of Versailles and Locarno Pacts. Italy and Germany had formed the Rome-Berlin Axis in October 1936 which meant that Mussolini and Hitler promised to support each other in event of war.
A month later Germany and Japan had signed the Anti-Comintern Pact directed at the Soviet Union. Italy left the League of Nations in 1937 and joined the Anti-Comintern Pact in the same year.
Look at the documents in this lesson and find out about some of the differences between British politicians which existed over foreign policy before the outbreak of the Second World War.
BACKGROUND
When Eden writes that 1938 will be difficult year, he might be referring to Italy’s resignation from the League of Nations just three weeks previously. Eden mistrusted Italy almost more than Germany though he was certainly aware of the growing German threat.
Britain was also concerned about her possessions in the Far East: Hong Kong, Malaya and Singapore. The threat of Japanese aggression was a constant source of worry to British defence planners as Britain needed to maintain strong naval links with the Empire and if necessary defend its outposts.
The role of the United States is vital in understanding the whole issue of appeasement. Eden felt it was futile to try to reach agreement with the dictators. The best way to avoid war, in his opinion, was to involve the US alongside Britain in the Far East. If there were a European war, the US would automatically be committed as Britain’s ally. He felt that all should be sacrificed to the objective of Anglo-American co-operation and actively sought Roosevelt’s support.
Chamberlain on the other hand wanted to steer British policy more in the direction of appeasement in Europe and expected little from the United States. It was Chamberlain who sent a cold answer to Roosevelt’s suggestion for an international conference. Eden took offence as he had been trying to encourage American involvement. Tensions between the two men mounted.
Eden and Chamberlain were both concerned with rearmament but Chamberlain was primarily worried about growing costs. In December 1937 Eden expressed his concern on this matter.
At the start of 1938, the international situation was becoming increasingly tense. Hitler was putting pressure on Austria to accept the union or Anschluss between Germany and Austria. Chamberlain was prepared to recognise Italy’s conquest of Abyssinia (Ethiopia) to keep Italy as an ally in order to isolate Germany. Chamberlain’s cabinet “agreed that every effort must be made to come to an arrangement with Italy” (Catalogue ref: CAB 23/92 f255). Eden found this unacceptable and resigned. Lord Halifax replaced him as Foreign Secretary.
