Updated - 2/9
Modern World History
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Assignment Checklist
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Assignment Description |
Due Date |
Complete |
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Day 1 |
Day 2 |
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Timeline |
3/15 |
3/16 |
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The Great War |
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Who caused World War I? · HW: Read Marching toward War p. 407-410 and The Great War Begins, p. 411 · Write: Choose the most important event that contributed to the beginning of World War I. Explain why you chose this event. · Define: three essential terms and definitions from the reading · In class: Who caused World War I? |
3/17 |
3/20 |
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Life in the Trenches · HW: Read p. 411-415 · Write: Describe the effects of new technology on warfare. Use examples from the reading. · Define: three essential terms and definitions from the reading · In class: Primary Source Analysis |
3/21 |
3/22 |
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Versailles · HW: Read A Flawed Peace p. 424-427 · Write: Were the Versailles treaties fair? Be sure to consider the point of view of all nations. · Define: three essential terms and definitions from the reading · In class: Versailles |
3/23 |
3/24 |
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Quiz – Work on Project |
3/27 |
3/29 |
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Inter-War Years |
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Revolutions in Thought and Art· HW: Read Postwar uncertainty p. 463-466 · Write: What contributed to the uncertainty of this era? Use examples from the text · Define: three essential terms and definitions from the reading · In class: Primary Source Analysis |
3/30 |
3/31 |
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The Great Depression: The Causes and Solutions· HW: Read A Worldwide Depression p. 470-475 · Write: Explain why each of the following happened: American market for European goods dropped; unemployment rose; European banks and businesses closed. Use examples from the text. · Define: three essential terms and definitions from the reading· In class: The Causes of the Depression / Attacking the Depression |
4/3 |
4/4 |
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Hitler and the Nazis · HW: Read Fascism Rises in Europe p. 476-479 · Write: Why do you think Hitler had German children join Nazi organizations? · Define: three essential terms and definitions from the reading · In class: Adolf and the Nazis |
4/5 |
4/6 |
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Quiz – Work on Project |
4/7 |
4/10 |
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World War II |
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World War II – Could it have been stopped? · HW: Read Aggressors Invade Nations p. 481-485 · Write: Do you think the Fascist nations of the Axis Powers could have been stopped? Explain your answer. · Define: three essential terms and definitions from the reading · In class: Could World War II have been stopped? |
4/11 |
4/12 |
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The War in Europe · HW: Read Hitler’s Lightening War p. 491-496 · Write: Do you think the Fascist nations of the Axis Powers could have been stopped? Explain your answer. · Define: three essential terms and definitions from the reading · In class: Primary Source Analysis |
4/13 |
4/24 |
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The War in the Pacific / The Atomic Bomb · HW: Read Japan’s Pacific Campaign p. 497-501 · Write: What problems did Japan face in building an empire in the Pacific? · Define: three essential terms and definitions from the reading · In class: The Atomic Bomb: Decision time |
4/25 |
4/26 |
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WWII Aftermath · HW: Read Europe and Japan in Ruins p. 514-517 · Write: Why do you think many Europeans favored communism after World War II? · Define: three essential terms and definitions from the reading · In class: The United Nations and Potsdam |
4/27 |
4/28 |
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DBQ: A Thirty Year War? |
5/1 |
5/2 |
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The Cold War |
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The Cold War – A Warlike Un-War · HW: Read Cold War: Superpowers Face Off p. 531-536 · Write: What factors help explain why the US and the USSR became rivals instead of allies? · Define: three essential terms and definitions from the reading · In class: A Warlike Un-War |
5/3 |
5/4 |
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Low-intensity conflicts around the world · HW: Read The Cold War Divides the World p. 548-553 · Write: How were the US actions in Nicaragua, Cuba, and Iran similar? · Define: three essential terms and definitions from the reading · In class: Iran (1953) / Vincennes (1988) |
5/5 |
5/8 |
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Confrontations in SE Asia · HW: Read Wars in Korea and Vietnam p. 542-547 · Write: What did the policy of containment play in the involvement of the US in Korean and Vietnam? Explain. · Define: three essential terms and definitions from the reading · In class: Ho Chi Mihn and the US |
5/9 |
5/10 |
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Quiz –Work on Project |
5/11 |
5/12 |
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De-Colonization / Struggles for Democracy |
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Post-Colonial Africa · HW: Read The Challenge of Democracy in Africa p. 606-611 · Write: What were the main negative effects of the economic policies of European colonizers? · Define: three essential terms and definitions from the reading · In class: Apartheid |
5/15 |
5/16 |
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Why is half of the world’s population still poor? · Read handout and complete attached question. · In class: Why is half of the world’s population still poor? |
5/18 |
5/19 |
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The End of the USSR · HW: Read The Collapse of the Soviet Union p. 612-617 · Write: In what ways are the policies of Gorbachev, Yeltsin, and Putin similar? · Define: three essential terms and definitions from the reading · In class: What caused the collapse of the USSR? |
5/22 |
5/23 |
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Terrorism · HW: Read Terrorism p. 653-658 · Write: What do you think has been the greatest impact of terrorism on American life? · Define: three essential terms and definitions from the reading · In class: Can Terrorism be wiped out in the 21st century? |
5/24 |
5/25 |
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Work on project |
5/26 |
5/30 |
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Work on project |
5/31 |
6/1 |
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Project Due – Project presentation |
6/2 |
6/5 |
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Major World Problems for the 21st Century · Work on handouts |
6/6 |
6/7 |
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Major World Problems for the 21st Century · Work on handouts |
6/8 |
6/9 |
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Major World Problems for the 21st Century · Work on handouts |
6/12 |
6/13 |
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10% Out-of-class writing (every night for homework) – see assignment checklist for due dates. Each writing assignment will be peer reviewed and placed in the portfolio.
30 % In-class work (each class period) – all in-class work should be placed in the student’s portfolio.
10 % Journal Entries (1 per class period) –Your reflection Journal is a learning tool - a thinking tool. In it, you process, extend, question and refine your thinking through writing. Therefore, each entry should be analytical/reflective as well as descriptive. Also, each entry should include a discussion of how the new information relates or connects to your practice in the classroom or educational setting.
30% Quizzes (3 per unit) – check for students’ learning of essential terms, names, places. See assignment checklist for due dates.
20 % Final Self-Assessment (once per unit) – students will thoughtfully self-assess their effort, learning, and progress using the entries in their portfolio.
Late work: Late work will be penalized 10% for each day beyond the due date. You may email late work, place it in my mailbox, or hand it to me personally. It is always best to turn in the assignment, even if it is so late, it is worth close to nothing. Keeping up with the assignments, including reading for discussion is key to success in this class. No extra credit will be allowed if previous assignments are incomplete.
Make-up Work – If students are not satisfied with their grade on an assignment they are allowed to re-do any assignment within one week of receiving a grade. Along with the re-done assignment students the student will need to complete a reflection sheet which asks them to critically analyze their first attempt and reflect on how the second attempt is an improvement.
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5 |
Students always take a voluntary, thoughtful, and active role in their own learning, challenging themselves on a daily basis. Through participation and inquiry, they consistently demonstrate a genuine desire to learn and share ideas with the teacher and their classmates. They initiate discussions, ask significant questions, and act as leaders within the group. They are willing to take risks, to assert an opinion and support it, and to listen actively to others. These students are always well prepared to contribute to the class as a result of having thoughtfully completed assignments, and the thoroughness of their work demonstrates the high regard they hold for learning. |
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4 |
Students consistently take an active role in their own learning. They participate regularly in class discussions and frequently volunteer their ideas, ask thoughtful questions, and defend opinions. They listen respectfully to their classmates and are willing to share ideas as a result of having completed assignments. Though never causing disruption to the class, these students do not always demonstrate a consistent commitment to make the most out of our class time each and every day. |
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3 |
Students sometimes take an active role in their own learning, sharing relevant ideas and asking appropriate questions. Although reluctant to take risks, they contribute regularly to class discussions. These students listen to their classmates and respect their opinions. As a result of having completed assignments, these students are prepared to answer questions when called upon. They may need occasional reminders to stay on task, make the most of our class time, and to increase their level of commitment to the course. |
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2 |
Students occasionally take an active role in their own learning. They participate and ask questions infrequently. They hesitate to share their ideas or to take risks, and they may not always listen to or respect the opinions of others. These students usually participate only when called upon. As a result of assignments being sometimes incomplete or missing, they may not be prepared to answer thoughtfully with detail or substance. These students need regular reminders to stay on task. |
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1 |
Students rarely take an active role in their own learning. They often do not participate and rarely share ideas or ask questions. These students display poor listening skills, and they may be intolerant of the opinions of others. As a result of being unprepared for or disengaged from class, these students often refuse to offer ideas even when called upon. These students are more of a liability than an asset to the overall progress of the class and, in fact, slow down the progress of the class during a class period. |