Different websites/documents/images about Obama's Presidency
Role of the President
http://bensguide.gpo.gov/3-5/government/national/president.html
http://www2.scholastic.com/browse/article.jsp?id=4683
Is Obama the new Ancien Regime?
http://blogs.telegraph.co.uk/news/nilegardiner/100050002/the-obama-presidency-increasingly-resembles-a-modern-day-ancien-regime-extravagant-and-out-of-touch-with-ordinary-people/
Look at things that the Obama's presidency is up to:
http://www.usatoday.com/communities/theoval/Index
Obama's current approval rating:
http://www.gallup.com/poll/113980/gallup-daily-obama-job-approval.aspx
Obama's website and campaign promises:
http://www.barackobama.com/issues/index.php
A pro-Obama Blog
http://riskinghemlock.blogspot.com/2010/10/obamas-legacy.html
Obama's campaign promises:
http://politifact.com/truth-o-meter/promises/rulings/promise-broken/
Do a google image search of "Obama Campaign" "Obama" "Obama hate" and see what comes up!
Wednesday, October 13, 2010
Thursday, October 7, 2010
HW#5 and HW#6
HW#5
F BAND - pgs 584-588 (G BAND HAS A DIFFERENT TEXTBOOK! SEE BELOW!)
Questions:
1) In YOUR OWN WORDS identify:
- coup d'etat
- concordant
- Napolonoic Code
- Battle of Trafalgar
2) What was Napolean like as a general? Why might this make him an appealing ruler?
3) In YOUR OWN WORDS, which goals of the Revolution did he achieve?
4) Answer question 3 on p. 588 (at least 4-5 sentences)
G BAND - pgs 484- 487
In YOUR OWN WORDS (or not credit), answer questions 1-5.Don't copy right out of the textbook - formulate the answers in your own way. Be detaield and specific.
HW #6
F band
P. 589-592 Questions 1 and 2 (Your OWN words!)
AND P. 593-595 Question 2.
G band
P. 488-493 Questions 2, 3, 4, and 5.
F BAND - pgs 584-588 (G BAND HAS A DIFFERENT TEXTBOOK! SEE BELOW!)
Questions:
1) In YOUR OWN WORDS identify:
- coup d'etat
- concordant
- Napolonoic Code
- Battle of Trafalgar
2) What was Napolean like as a general? Why might this make him an appealing ruler?
3) In YOUR OWN WORDS, which goals of the Revolution did he achieve?
4) Answer question 3 on p. 588 (at least 4-5 sentences)
G BAND - pgs 484- 487
In YOUR OWN WORDS (or not credit), answer questions 1-5.Don't copy right out of the textbook - formulate the answers in your own way. Be detaield and specific.
HW #6
F band
P. 589-592 Questions 1 and 2 (Your OWN words!)
AND P. 593-595 Question 2.
G band
P. 488-493 Questions 2, 3, 4, and 5.
Wednesday, October 6, 2010
Global Studies HW upto Midcycle
Global Studies Homework - Midcycle
HW#1: The Scientific Revolution
Go to: http://mmoloneyiths.com/text/22-1-scirev.pdf
1. Identify Copernicus, Galilei, Newton, Descartes
2. Define: heliocentric, hypothesis
3. Even though the scientific revolution is known to have happened in Europe, how did the rest of the world contribute as well?
4. What did Descartes mean by “I think, therefore I am?” How does this question connect to the scientific revolution?
5. Name three other inventions created at this time. How do you think each one affected the way people saw the world at that time?
HW#2:“The Enlightenment in Europe”
Textbook readings:
F BAND go to pages 551-556
G BAND go to pages 446-450
Questions:
1. How did the scientific revolution relate to the Enlightenment?
2. Why does the role of the ‘individual’ start to matter during the Enlightenment?
3. Pick three Enlightenment thinkers, write their main ideas out. Do you agree or disagree with each? Why/why not?
HW#3: Philosophe's Chart
Great a chart.
On one side pick a philosophe.
Write about his/her main ideas. (4-5 sentences)
Choose a quote from that philosophe. Explain what the quotation means. (4-5 sentences)
On the other side of the chart, write about the main character from "Into The Wild."
Answer these questions:
Why is he SIMILAR to the philosophe you wrote about? (4-5 sentences)
What are examples from the film that demonstrate this similarity?
What are examples from your own life about how you relate to this philosophe?
HW#4 Study Guide
PART ONE:
You are going to create an INCREDIBLE timeline!
You can make it on extra long paper
or attach two 8x11 papers together.
Your timeline must include all of the following events or people on it: (they can be part of the description – as long as they are all explained somewhere on the timeline)
WORDS TO USE:
• Scientific Revolution
• Copernicus
• Galileo
• Heliocentric theory
• The Enlightenment
• The Old Regime
• Versailles
• King Louis XVI/Marie Antoinette
• General Estates Meeting
• Tennis Court Oath
• National Assembly
• Storming of the Bastille
• Declaration of the Rights of Man
• Constitution
• March on Versailles
• Marat
• Robespierre
• Reign of Terror
• Jacobins
• San Coulettes
• Guillotine
You must write at least 3-4 sentences explaining
1) What/Who was it?
2) Why was it/he/she important?
3) How did the previous event lead to this one?
EXTRA CREDIT: INCLUDE IMAGES
PART TWO:
Words to use to answer the three questions below:
• First Estate
• Second Estate
• Third Estate
• Clergy
• Nobility/Aristocracy
• Bourgeoisie
• Peasants
• Marie Antoninette
• King Louis XVI
• Estates General Meeting
• Tennis Court Oath
• National Assembly
• Storming of the Bastille
• Bread Riots
• American Revolution
• The Enlightenment
• Versailles
Questions to answer using the words above:
Write one paragraph describing the economic factors that led to revolution:
Write one paragraph describing the political factors that led to revolution:
Write one paragraph describing the social factors that led to revolution:
Part Three
Write at least one sentence describing the main idea of each philosphe:
Hobbes
Locke
Voltaire
Rousseau
Montesquieu
Wollstonecraft
Beccaria
Why was it called the ‘Age of Reason’?
HW#1: The Scientific Revolution
Go to: http://mmoloneyiths.com/text/22-1-scirev.pdf
1. Identify Copernicus, Galilei, Newton, Descartes
2. Define: heliocentric, hypothesis
3. Even though the scientific revolution is known to have happened in Europe, how did the rest of the world contribute as well?
4. What did Descartes mean by “I think, therefore I am?” How does this question connect to the scientific revolution?
5. Name three other inventions created at this time. How do you think each one affected the way people saw the world at that time?
HW#2:“The Enlightenment in Europe”
Textbook readings:
F BAND go to pages 551-556
G BAND go to pages 446-450
Questions:
1. How did the scientific revolution relate to the Enlightenment?
2. Why does the role of the ‘individual’ start to matter during the Enlightenment?
3. Pick three Enlightenment thinkers, write their main ideas out. Do you agree or disagree with each? Why/why not?
HW#3: Philosophe's Chart
Great a chart.
On one side pick a philosophe.
Write about his/her main ideas. (4-5 sentences)
Choose a quote from that philosophe. Explain what the quotation means. (4-5 sentences)
On the other side of the chart, write about the main character from "Into The Wild."
Answer these questions:
Why is he SIMILAR to the philosophe you wrote about? (4-5 sentences)
What are examples from the film that demonstrate this similarity?
What are examples from your own life about how you relate to this philosophe?
HW#4 Study Guide
PART ONE:
You are going to create an INCREDIBLE timeline!
You can make it on extra long paper
or attach two 8x11 papers together.
Your timeline must include all of the following events or people on it: (they can be part of the description – as long as they are all explained somewhere on the timeline)
WORDS TO USE:
• Scientific Revolution
• Copernicus
• Galileo
• Heliocentric theory
• The Enlightenment
• The Old Regime
• Versailles
• King Louis XVI/Marie Antoinette
• General Estates Meeting
• Tennis Court Oath
• National Assembly
• Storming of the Bastille
• Declaration of the Rights of Man
• Constitution
• March on Versailles
• Marat
• Robespierre
• Reign of Terror
• Jacobins
• San Coulettes
• Guillotine
You must write at least 3-4 sentences explaining
1) What/Who was it?
2) Why was it/he/she important?
3) How did the previous event lead to this one?
EXTRA CREDIT: INCLUDE IMAGES
PART TWO:
Words to use to answer the three questions below:
• First Estate
• Second Estate
• Third Estate
• Clergy
• Nobility/Aristocracy
• Bourgeoisie
• Peasants
• Marie Antoninette
• King Louis XVI
• Estates General Meeting
• Tennis Court Oath
• National Assembly
• Storming of the Bastille
• Bread Riots
• American Revolution
• The Enlightenment
• Versailles
Questions to answer using the words above:
Write one paragraph describing the economic factors that led to revolution:
Write one paragraph describing the political factors that led to revolution:
Write one paragraph describing the social factors that led to revolution:
Part Three
Write at least one sentence describing the main idea of each philosphe:
Hobbes
Locke
Voltaire
Rousseau
Montesquieu
Wollstonecraft
Beccaria
Why was it called the ‘Age of Reason’?
Monday, September 20, 2010
LIFE IN THE COLONIES
ALWAYS KEEP THIS OPEN!
GO TO THESE WEBSITES IN A SEPERATE WINDOW AND THEN ANSWER THE QUESTIONS BELOW, ON YOUR HANDOUT.
SLAVERY
Go to (copy and paste this link in a new window): http://www.history.org/Almanack/people/african/aaintro.cfm
1. Where did slavery exist?
2. What did slaves do?
FOOD-YUMMY!
Go to (copy and paste this link in a new window): http://www.history.org/Almanack/life/food/index.cfm
3. Which recipes sound the most delicious to you? Why?
4. Where did they get the ingredients to make the food? (If the link above doesn't really help you answer the question, try this one: http://www.socialstudiesforkids.com/articles/ushistory/13coloniesfood.htm)
FAMILY
Go to (copy and paste this link in a new window): http://www.history.org/Almanack/life/family/background.cfm
5. What were families like in the beginning of colonization?
6. How did families change over time and why?
JOBS
Go to: http://www.history.org/Almanack/life/trades/tradehdr.cfm
7. Pick two colonial jobs and explain why you think they were important to colonial life (how did they help colonial society?)
CLOTHING/SOCIAL CLASS
Go to: http://www.history.org/History/teaching/dayInTheLife/webactivities/dress/dress.cfm
A. Dress the people according to how rich or wealthy they were.
B. Then, on your handout, draw a sketch of the two drawings you made.
C. Label their clothes on your drawing.
D. Which social class is each drawing representing?
E. Explain why their clothing makes them look like they are from that social class?
EDUCATION
Go to: http://www.socialstudiesforkids.com/articles/ushistory/13coloniesfood.htm
9. There 13 colonies are split into three section: Northern Colonies, Middle Colonies, and Southern Colonies.
A. Explain how schools were different in each section.
B. Why do you think they were so different?
GO TO THESE WEBSITES IN A SEPERATE WINDOW AND THEN ANSWER THE QUESTIONS BELOW, ON YOUR HANDOUT.
SLAVERY
Go to (copy and paste this link in a new window): http://www.history.org/Almanack/people/african/aaintro.cfm
1. Where did slavery exist?
2. What did slaves do?
FOOD-YUMMY!
Go to (copy and paste this link in a new window): http://www.history.org/Almanack/life/food/index.cfm
3. Which recipes sound the most delicious to you? Why?
4. Where did they get the ingredients to make the food? (If the link above doesn't really help you answer the question, try this one: http://www.socialstudiesforkids.com/articles/ushistory/13coloniesfood.htm)
FAMILY
Go to (copy and paste this link in a new window): http://www.history.org/Almanack/life/family/background.cfm
5. What were families like in the beginning of colonization?
6. How did families change over time and why?
JOBS
Go to: http://www.history.org/Almanack/life/trades/tradehdr.cfm
7. Pick two colonial jobs and explain why you think they were important to colonial life (how did they help colonial society?)
CLOTHING/SOCIAL CLASS
Go to: http://www.history.org/History/teaching/dayInTheLife/webactivities/dress/dress.cfm
A. Dress the people according to how rich or wealthy they were.
B. Then, on your handout, draw a sketch of the two drawings you made.
C. Label their clothes on your drawing.
D. Which social class is each drawing representing?
E. Explain why their clothing makes them look like they are from that social class?
EDUCATION
Go to: http://www.socialstudiesforkids.com/articles/ushistory/13coloniesfood.htm
9. There 13 colonies are split into three section: Northern Colonies, Middle Colonies, and Southern Colonies.
A. Explain how schools were different in each section.
B. Why do you think they were so different?
Thursday, August 12, 2010
Tuesday, June 8, 2010
6/7 Civil Rights Notes
Please go to the link below to finish taking down notes form the power point.
http://www.slideshare.net/ralucaalbu/civil-rightspowerpoint2?from=share_email
http://www.slideshare.net/ralucaalbu/civil-rightspowerpoint2?from=share_email
Monday, May 3, 2010
8th Grade Religious Conflict Research Project
In Class Religious Conflict Research Project
“Religions don’t cause wars. People cause wars.”
Agree or Disagree?
Prove it!
With your neighbors, where you are sitting, either in pairs or groups of three, you will research a current or recent world conflict that has religious elements to it. Then you will create a poster presentation that will instruct the rest of the class about the issue you researched. We are going to investigate the quote above. Is global conflict really based on religion? Here is what the poster should contain:
A. Go to this website to look at a list of current world conflicts that involve religion somehow. You can decide as a group which one you are most interested in researching:
http://www.religioustolerance.org/curr_war.htm
B. Make it visually appealing. You will all have to read each other’s posters, so make sure yours looks interesting, has easy to read information, helps people learn.
C. Your poster will have to answer these questions:
1. What are the religions that are clashing?
2. Why are they clashing?/What are they clashing over?
3. When did this start?
4. What is the background of this conflict? Did this group clash before? What were the previous tensions and issues that they were bringing to this issue?
5. What do the texts/main ideas of these religions say about war, peace, etc?
6. What other factors are involved in this conflict? (Besides religion, if any)
7. In a paragraph, discuss whether this example you researched agrees or disagrees with the quotation above.
After a week of research and poster making, you will individually produce a 5-paragraph essay that reviews the answer to this question, using THREE examples. 1 will be your group example, and the other two examples you will learn about when you read your classmate’s posters.
You can use the back of this sheet to write down the notes that you will eventually transfer to the poster. I will also paste these directions to my blog in case you lose this.
“Religions don’t cause wars. People cause wars.”
Agree or Disagree?
Prove it!
With your neighbors, where you are sitting, either in pairs or groups of three, you will research a current or recent world conflict that has religious elements to it. Then you will create a poster presentation that will instruct the rest of the class about the issue you researched. We are going to investigate the quote above. Is global conflict really based on religion? Here is what the poster should contain:
A. Go to this website to look at a list of current world conflicts that involve religion somehow. You can decide as a group which one you are most interested in researching:
http://www.religioustolerance.org/curr_war.htm
B. Make it visually appealing. You will all have to read each other’s posters, so make sure yours looks interesting, has easy to read information, helps people learn.
C. Your poster will have to answer these questions:
1. What are the religions that are clashing?
2. Why are they clashing?/What are they clashing over?
3. When did this start?
4. What is the background of this conflict? Did this group clash before? What were the previous tensions and issues that they were bringing to this issue?
5. What do the texts/main ideas of these religions say about war, peace, etc?
6. What other factors are involved in this conflict? (Besides religion, if any)
7. In a paragraph, discuss whether this example you researched agrees or disagrees with the quotation above.
After a week of research and poster making, you will individually produce a 5-paragraph essay that reviews the answer to this question, using THREE examples. 1 will be your group example, and the other two examples you will learn about when you read your classmate’s posters.
You can use the back of this sheet to write down the notes that you will eventually transfer to the poster. I will also paste these directions to my blog in case you lose this.
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