US Government

Week of 12/8-12/12/14 12/12/2014 0 Comments Friday, December 12, 2014 Turn in your FACEBOOK poster Main Course: Same as yesterday; laptops-login below! Make sure you practice at least one time each of the 5 domains: fundamentals, microeconomics, macroeconomics, international economics, and personal finance Thursday, December 11, 2014 Laptops: www.usatestprep.com Login-Pebblebrook ID=stu1223 Take 10 question practice tests/games to review each of the 5 domains! Wednesday, December 10, 2014 Review playing password game and finish going over econ released test to prepare for EOC Milestone on Monday-Tuesday, December 15-16 Tuesday, December 09, 2014 Appetizer: What is absolute versus comparative advantage? What is the difference? Monday, December 08, 2014 Appetizer: What is the difference between simple and compound interest? Which is better for the consumer? Which is better for the banks, credit card companies? Main Course: Give back your court cases; we will go over them! Federal courts paper-not everyone turned theirs in to me on Friday Supreme Court handout-homework Module 3.2 is due on Wednesday; you must choose 2 of the techniques listed-your choice Facebook poster is due on Friday! EOC milestone test is Monday and Tuesday, 12/15 and 12/16

US History

Week 16 12/4/2014 0 Comments Monday 12/1: Unit 1 Review (Jeopardy) Tuesday 12/2: Unit 1 review and USA test Prep Wednesday 12/3: Civil War video and EOCT review Thursday 12/4: Unit 2 and Unit 3 Friday 12/5 Review Websites: USA TEST Prep

Ameican Government

Week of 12/1/14 - 12/5/14 Reviewing for the EOC Milestone in Economics.

US History

Week of 12/1/14 - 12/5/14 Reviewing for the EOC Milestone

American Government

Week of 11-10-14-14 11/14/2014 0 Comments November 14, 2014 Appetizer: Using the diagram on the white board: the equilibrium (aka market) price and quantity are (A) $30 and 200 (B) $60 and 150 (C) $40 and 150 (D) $20 and 200 Review Legislative notes Review Executive notes Kahoot quiz Body bio on prez-Not only will you put the qualifications, also put unofficial qualifications you would like to see in a president November 13, 2014 Appetizer: Using the diagram on white board: Rent controls designed by government to lower rent prices are best illustrated by: (A) Price A (B) Quantity E (C) Price C (D) Price B Main Course: Here are our proposed “bills”: #1-S.3597-Curfew (curfew should be raised to 1 AM on Friday and Saturdays) #2-HR.2463-Let It Be (Stop abortions and prevent psychological damage to women) #3-HR.2.0-Post Graduate Check (graduates with 2.5 or higher GPA will receive a $2000 check) #4-HR.14-Firearms Harm-abolish 2nd amendment to the constitution about bearing arms (having guns) #5-Bill 223-Testing Bill-stop giving students all the high stakes tests in high school-eliminate final exams, etc. #6-S.1888821-18 year old Advantage-lower drinking age to 18, so teens can “party” like a rock star in clubs, etc. #7-420-Pocket-government should manage taxes and spending more, so we will become debt free. #8-47-Gun Disorder-citizens can obtain certain types of guns. #9-2841-4LIFE-benefits all humans-all things needed to live will be free. #10-HR.78-AMG Bill-Schools should allow students to leave campus to buy lunch. #11-S.2287-Undocumented But Needed-GPA 2.7 should be able to apply to college even if they are undocumented students. #12-Brown Skin Mania-give people a time where they get their own idea and express how they feel without getting hurt. (Give peace a chance?) #13-AMC Bill-gives autistic and special needs kids a chance to get better jobs with some government help. #14-05893212-The Sweet Spot-allows designated smoking areas for businesses #15-HR-Broke Ain’t a Joke-unemployed people should not pay taxes and have a bigger discount on certain things. You will vote for your top bill on a piece of paper I will provide Illustrated Bill Becomes Law-turn this in Practice with how a bill becomes a law November 12, 2014 At the point where the demand and supply curves for a product intersect: (A) The selling price and the buying price need not be equal (B) The market may, or may not, be in equilibrium (C) Either a shortage or a surplus of the product might exist, depending on the degree of competition (D) The quantity that consumers want to purchase and the amount producers choose to sell are the same Main Course: Put finishing touches on your bills Come up with a bill. It must have a title, number, purpose, who benefits the most from it, and why should it be considered and approved Present your bills to the class; you will vote on your top 3 Handout: bills into laws Create an illustration for the steps of how a bill becomes a law November 11, 2014 Appetizer: Because of unseasonably cold weather, the supply of oranges has substantially decreased. This statement indicates that: (A) The demand for oranges will necessarily rise. (B) The equilibrium quantity of oranges will rise. (C) The amount of oranges that will be available at various prices has declined. (D) The price of oranges will fall. Discuss powers of government-Venn Diagrams from last week Types of leadership and committees in Congress YouTube-“I’m Just a Bill…” Come up with a bill. It must have a title, number, purpose, who benefits the most from it, and why should it be considered and approved. November 10, 2014 Appetizer: Which of the following would not shift the demand curve for beef? (A) A widely publicized study that indicates beef increases one’s cholesterol (B) A reduction in the price of cattle feed (C) An effective advertising campaign by pork producers (D) A change in the incomes of beef consumers Main Course: Turn in your political platform sheets Present your song, nursery rhyme about the legislative branch, qualifications for House and Senate, etc. Continue on with notes I’m Just a Bill-YouTube 0 Comments Legislative Notes 11/7/2014 0 Comments

US History

This week's topics in U.S History: Monday 11/17: Nixon and Ford presidency with Argo video clips Tuesday 11/18: Carter, Reagan, and Bush presidency Wednesday 11/19: Clinton and Bush presidency/Review Thursday 11/20:Unit 5 Test/Test Review Friday 11/21: Lee Daniels' The Butler--15 Facts/Forrest Gump Homework: Study for test (Mon-Wed)

US History

This week's topics in U.S History: Monday 11/3: Cold War Notes Tuesday 11/4: Student Holiday Wednesday 11/5: Cold War notes and foldable Thursday 11/6: Thursday Throwback: Unit 2 test/Communist or Capitalist/ New technology in 1945-1975 Friday 11/7: JFK and Johnson Years Homework: Finish Cold War Foldable (Wed)

US History

This week's topics in U.S History: Monday 10/20: Finish Neutrality to War notes with summarizer foldable Tuesday 10/21: Roaring 20’s and Picture Foldable Wednesday 10/22: Iron Jawed Angels (Women’s voting)/Brain Pop: Causes of Great Depression and 4 square Thursday 10/23: Throwback Thursday: Unit 1-Constitution/Dust Bowl & Great Depression Friday 10/24: Unit 4 Quiz/FDR and New Deal Homework: Finish blue foldable (Mon) Finish Roaring 20’s Picture Foldable (Tues) Study for Quiz (Wed-Thurs)

US History

This week's topics in U.S History: Monday 10/20: Finish Neutrality to War notes with summarizer foldable Tuesday 10/21: Roaring 20’s and Picture Foldable Wednesday 10/22: Iron Jawed Angels (Women’s voting)/Brain Pop: Causes of Great Depression and 4 square Thursday 10/23: Throwback Thursday: Unit 1-Constitution/Dust Bowl & Great Depression Friday 10/24: Unit 4 Quiz/FDR and New Deal Homework: Finish blue foldable (Mon) Finish Roaring 20’s Picture Foldable (Tues) Study for Quiz (Wed-Thurs)

US History

This week's topics in U.S History: Monday 10/13: Finish American Imperialism Notes Tuesday 10/14: Document Based Question (DBQ) Overview Wednesday 10/15: DBQ Document Analysis (Document A-D) and guided essay completion Thursday 10/16: Final draft of DBQ essay/Review for Unit 3 Test Friday 10/17: Unit 3 Test/ Unpack the standards for Unit 4 Homework: Finish final draft of Document Bases Question Essay (Mon) Finish MAIN Cause drawings (Wed)

Economics

SSEPF3 The student will explain how changes in monetary and fiscal policy can have an impact on an individual’s spending and saving choices. a. Give examples of who benefits and who loses from inflation. b. Define progressive, regressive, and proportional taxes. c. Explain how an increase in sales tax affects different income groups. SSEPF4 The student will evaluate the costs and benefits of using credit. a. List factors that affect credit worthiness. b. Compare interest rates on loans and credit cards from different institutions. c. Explain the difference between simple and compound interest rates. SSEPF5 The student will describe how insurance and other risk-management strategies protect against financial loss. a. List various types of insurance such as automobile, health, life, disability, and property. b. Explain the costs and benefits associated with different types of insurance; include deductibles, premiums, shared liability, and asset protection. SSEPF6 The student will describe how the earnings of workers are determined in the marketplace. a. Identify skills that are required to be successful in the workplace. b. Explain the significance of investment in education, training, and skill development. Friday, October 3, 2014 Appetizer: Why do we need credit? Main Course: Review 3 types of taxes Turn in your budgets Video on credit and budgets Station 1-Debt Pages 74-95 Station 2-Saving Pages 28-48 Station 3-Insurance Pages184-207 Station 4 Investing and Retirement Pages 160-183 Station 5 Budgeting ` Station 6 Careers and Taxes Pages 222-249 Station 7 Life After High School Pages 102-125 As a group of 5, you will create a graphic organizer for your section with key terms, points, concepts and create some visuals for yours as well You will present to the class Thursday, October 02, 2014 Appetizer: What are the 3 types of taxes? Main Course: Notes on types of taxes Personal Finance-yellow textbooks Please work on the following packet: Wednesday, October 1, 2014 Appetizer: The ability of one nation to make something at a lower opportunity cost than another nation can make it is called (A) an absolute advantage (B) a comparative advantage (C) a trade surplus (D) a trade deficit Main Course: Review: Shoes Phones U.S. 80 150 Brazil 60 20 Looking at this chart, which country has absolute advantage in producing shoes? Phones? Now, who has comparative advantage in producing shoes? Watch closely: who is giving up the least to make a pair of shoes: 80/80=US can make 1 pair of shoes by 150/80=giving up 1.8 phones Main Course: Get out your closed notes on macro and do the back side that says International-complete and we will discuss Page 97-1-3-do this together Pp 98-100-#1-14 you will turn this in Green EOCT-quiz grade- Tuesday, September 30, 2014 Appetizer: give me an example of each of the trade barriers Main Course: Define the following: NAFTA, EU, ASEAN Arguments for and against free trade On a sheet of paper please do the following: Imagine that you have been asked to be patriotic by buying only products made in the U.S. whenever possible. Explain why you would or would not sign. Use at least 2 economic concepts explained in this lesson to support your decision. (trade barriers, protectionism, protection of national security, protection of “infant” industries, protection of jobs, NAFTA, EU, ASEAN) Exchange rates-notes Monday, September 29, 2014 Appetizer: What is the difference between absolute and comparative advantage? Main Course: Review notes Turn in children’s book on trade barriers Review trade barriers Bumper Words-International-grade Green EOCT book Friday, September 26, 2014 Appetizer: What things did you trade when you were younger? Name 3 things that you traded. Why do people (countries) trade with each other? Main Course: Look at your tags on your shirt or shoes. Come to the board and id the country where your item was made! Notes Trade and trade barriers Create a children’s book on trade barriers Thursday Unit 3 Test Wednesday Green EOCT practice-pages 82-84 1-14 for a grade Tuesday, September 23, 2014 Appetizer: Monetary versus Fiscal Policy Main Course: Handout about expansionary and contractionary policy Review; give back closed notes from Macro Good News or bad news; get into groups of 4 and read your card to the group. On one sheet of paper per group, determine if the article is good for our economy (expansionary policy) or bad for our economy (contractionary policy) Trivia (trashgetball) to review Monday, September 22, 2014 Appetizer: What is the difference between monetary and fiscal policy? Main Course: Review fiscal and monetary policy What is GDP? What are the 4 types of unemployment? Monetary policy-pp 78-79-complete pages 80-1-7-write sentences and page 81-#1-4 answers only Graphic organizer for fiscal and monetary policy-due at end of class Friday, September 12, 2014 Appetizer: What is AD and AS? Main Course: Review AS and AD You Tube: Technology Futurism: Inside Man Thursday, September 11, 2014 Appetizer: What is AS and AD? Define page 74-75 Main Course: Guided Notes. Bumper Words You Tube: The American Dream Wednesday, September 10, 2014 Appetizer: What are the 4 types of unemployment? Main Course: Go over Unit 2 test together-you may come back and retake a different test GDP quiz-go over Practice with types of unemployment Bumper Words Tuesday, September 09, 2014 Appetizer: What is the formula for GDP? Main Course: Quiz on GDP Notes on types of unemployment Monday, September 08, 2014 Appetizer: Think-pair-share with your elbow buddy about GDP and business cycles Name which part of cycle: 1. Employment and GDP are their lowest point 2. Improving GDP, growth and unemployment rate is decreasing 3. The best part of the business cycle-great GDP and lowest unemployment % 4. GDP is going down and fewer people are working (unemployment rates are suffering) You will have a quiz tomorrow on GDP, formula, and what the parts mean! Which category do the following scenarios belong? What happens to GDP? Does it go up or go down? 1. Spending is at the lowest it has been in decades. 2. Manufacturing is up in the computer technology area. 3. Our exports are greater than our imports. 4. The budget has been cut to fund education. · Turn in your GDP collage please if you have not already done so. If you were absent or checked out early, you must turn in your GDP collage · Review warm-up and GDP · Gross Domestic Product (GDP) · The market value of all final goods and services produced in a country in a calendar year. · -2- · Economic Growth · An increase in real output as measured by real GDP or per capita real GDP. · · Unemployment · The number of people in the civilian work force over the age of 16 without jobs who are actively seeking work. · · Consumer Price Index (CPI) · A price index that measures the cost of a fixed basket of consumer goods and services and compares the cost of this basket in one time period with its cost in some base period. Changes in the CPI are used to measure inflation. · · Inflation · A rise in the general or average price level of all the goods and services produced in an economy. Can be caused by pressure from the demand side of the market (demand-pull inflation) or pressure from the supply side of the market (cost-push inflation). · · Stagflation · A decline in real GDP combined with a rise in the price level. · Aggregate Supply (AS) · A schedule (or graph) that shows the value of output (real GDP) that would be produced at different price levels. · -3- · Aggregate Demand (AD) · A schedule (or graph) that shows the value of output (real GDP) that would be demanded at different price levels. · Notes on business cycle · Look at debt clock · Activity with GDP-you may work in small groups (no more than 4) Activator: How do we measure the success of our economy? Main Course: · Discuss activator · Turn in Steven Spielberg sheet if you didn’t turn it in on Tuesday after test. · Notes from power point on GDP · Create a collage on GDP: your paper must be labeled-GDP, C (consumer spending), G (government spending), investment spending (business spending), and Xm (imports-exports)-2 pictures for each: Appetizer: How do we measure how well our country is doing? Main Course: What is GDP? Guided Notes This is your first grade under MACRO! Collage on GDP: Label it GDP and make sure you label all parts: C=consumption (2 pictures), Investment=business expenses (2 pictures), Government=spending by the government (2 pictures), and Exports-Imports (Xm) 1 picture for imports and 1 for exports Thursday: Unit 2 Test SSEMI4 The student will explain the organization and role of business and analyze the four types of market structures in the U.S. economy. a. Compare and contrast three forms of business organization—sole proprietorship, partnership, and corporation. b. Explain the role of profit as an incentive for entrepreneurs. c. Identify the basic characteristics of monopoly, oligopoly, monopolistic competition, and pure competition. Wednesday, September 03, 2014 Appetizer: What is a barrier to entry mean? Look on your handout from yesterday! Main Course: Talk about appetizer Review notes from yesterday Practice demand tests; you may write on and work on together, but everyone does one Tuesday, September 02, 2014 Appetizer: What makes the 3 business organizations different from each other? Main Course: Present your business organization Notes on 4 types of market structures-go over together Make a chart on your handout: Shampoo Jeans Athletic Shoes Fragrances (cologne) List your top 3 in each category: what makes them alike, different, etc? Unit Test on Wednesday-last half of class Friday, August 29, 2014 Appetizer: Write down 5 businesses you consistently visit or patronize (spend $) Main Course: Go over warm-up Graphic organizer to follow power point; listen and ask questions In small groups, come up with a business (decide if you want a sole proprietorship, partnership, or corporation) What is the name of your company? What are you going to produce or manufacture? What factors of production will you need? (HINT: CELL) 1-Business Organization 2-FOP needed 3-What consumer(s) are you targeting? 4-What are potential problems 5-Advantage of your business 6-Company Logo 7-Advertising Strategy You will present to the class and you may brainstorm (think) on a sheet of paper. Groups of 3-4! No larger than that! Thursday, August 28, 2014 Appetizer: What is the difference between shortage and surplus? Main Course: One more graphing activity with demand and supply; this will count as a quiz grade! Graphic organizer on 3 types of business organizations-Draw illustrations on back of your paper Discuss Unit 2 test on Wednesday or Thursday after Labor Day Wednesday, August 27, 2014 Appetizer: How is supply different from demand? Main Course: Discuss appetizer Finish graphing demand 1 and supply 1 Virtual economics clip on demand and supply Handout on why shift happens in supply Notes on equilibrium, price floor, and price shortage Tuesday, August 26, 2014 Appetizer: Discuss demand curves and headlines Main Course: Brain Pop Practice on board with headlines and curves Finish the last 3: You are a marketing executive for the Georgia Beef Company in charge of sales in the U.S. and Asia. You are concerned about the possible effects of these news stories on the demand for beef in May. Read the following eight newspaper headlines and complete the following instructions for each headline. A-Indicate if the change in demand will be an increase or a decrease B-State if the curve will move to the right (increase) or to the left (decrease) C-Draw a demand curve for beef showing the movement of the curve (left-decrease or right-increase) D-Indicate which determinant caused the change in demand Headlines: 1. Price of Beef to Rise in June 2. Millions of aliens (immigrants) swell U.S. population 3. Pork Prices Drop 4. Surgeon General Warns that Eating Beef May Be Hazardous to Health 5. Sales of Soy Burgers on the Rise 6. Real Income for Americans Drops for the Third Month in a Row 7. Charcoal (think about complements)Shortage Threatens Memorial Day Cookouts 8. Burgers Without Buns Become Nationwide Fad: High Protein Diets Gain Popularity 9. Japan Halts U.S. Beef Imports, Mad Cow Disease Blamed Green EOCT: page 58-supply, law of supply, supply curve Supply Schedule $.50 100 $1.00 150 $1.50 200 $2.00 250 $2.50 300 $3.00 350 Practice drawing supply curves Put it together Happy Monday, August 25, 2014 Appetizer: What are some reasons why shift happens? Main Course: https://www.youtube.com/channel/UCCQEbqDL8i40d83Au55lYMQ Review why shift happens Continue on with demand notes Practice drawing some demand curves and shifts-to the left-decrease; to the right-increase Demand elasticity Friday, August 22, 2014 Appetizer: What is meant by the term demand? Main Course: Review notes Revise your graphs Continue with notes on demand Thursday, August 21, 2014 Wednesday, August 20, 2014 Appetizer: Use your human capital and think about the Circular Flow Model; where are individuals/households, businesses, product markets, factor/resource markets? Main Course: Discuss circular flow model Demonstrate circular flow model Sidewalk Chalk-we will take a mini field trip to the tennis courts-with a partner draw and label the circular flow model with arrows showing the direction of $ and arrows the opposite direction showing goods/services. On your warm-up paper, go to page 56 and 57 and answer these questions Tuesday, August 19, 2014 Appetizer (Activator): How does the exchange of goods and services take place? Main Course: Discuss question Notes on circular flow-discuss your definitions Andy and Abby activity-handouts Yourself in the flow of the circular flow model Monday, August 18, 2014 Appetizer: What questions do you have about fundamentals? Main Course: Review for 10 minutes Unit 1 Test After test, grab a green EOCT-define bold terms-pages 54-55 and sketch circular flow model Friday, August 15, 2014 Appetizer: What are the 5 economic goals? Main Course: · Review · Quiz on Unit 1- · What are the 4 factors of production (explain briefly). What is a trade-off and opportunity cost? · EOCT book-pp 42-43-define bold vocabulary terms-we will discuss, but this will be on the test Monday! · Make sure you know the difference between scarcity and shortage? Are they the same? · To be handed in, page 49, 1-3, pp 50, 1-14-answers only! You need a sheet of paper for this. Thursday, August 14, 2014 Appetizer: What is meant by division of labor? Main Course: · 3 types of economic systems · Role of government in our lives; public sector versus private sector, public disclosure · Graphic organizer-5 goals of an economy · Give back your Levi Strauss papers TOD: How can you remember the 5 goals? Wednesday, August 13, 2014 Appetizer: What is the purpose of a production possibility curve? Discuss the 3 economic questions. Main Course: · Read your headlines · Review ppcs · Links and Stars activity You are working for the Staker/Carroll Corporation making links and stars. Your task as a group is to follow our directions and make as many links and stars as possible. · Graphic Organizer for 3 types of economic systems and 5 economic goals · You will fill in a chart to see how each economic system values the 5 goals Tuesday, August 12, 2014 Appetizer: Tell an elbow buddy what it means to specialize in something or specialization Main Course: · Review FOP, trade-off, opportunity cost, and scarcity · Notes on Production Possibilities Curves · Class activity; work in your groups for your answers · Practice with PPC for a grade; hand in Dessert: TOD: Why do economists use PPCs? Thursday, August 07, 2014-Economics Appetizer: What are the 4 factors of production-write on your cards as a group; give an example of each What is the difference between physical and human capital? What is a trade-off and opportunity cost? Brainstorm in your think tanks (groups). Main Course: · Syllabus and GPS-Economics · Review appetizer together · Foldable on factors of production · Cost-benefit analysis, marginal cost and marginal benefit, specialization, voluntary exchange, productivity, division of labor, production possibilities curve-pages 34-35-Green EOCT book TOD: What are the 4 factors of production? · Discuss your answers · Continue with your guided notes · Human capital activity-United States Dessert: In your own words, what is the difference between a trade-off and opportunity cost? What is scarcity? Can you pronounce this word? Discuss in your groups and write down on your note card; one per group Main Course: · #Brooking video · Name some items that are scarce in your life-we will compile a list on white board · Guided Notes-fill out your sheet as we go through slides (please do not lose; I do not have extras) Dessert: TOD: write down on a sticky what scarcity is in your own words · About me, class protocol (rules), pencil sharpener, tissue, etc. · Please bring a box of tissue for the class; I will count this as a participation grade for you · Index Card: name, address, parent’s name, and parent’s phone number On the back of the index card, tell me what you would do if you had $1,000,000! · If you really knew me, you would know that……….. · Check transcripts, etc. · Using your physical capital (paper and pencil) with today’s date, tell me what you would do if you had $1 million….. · Call Roll/Seating Chart (alphabetical) Check transcripts, etc. · Rules/Procedures · Addendum to Student Handbook (Mr. Magee’s e-mail) Main Course: · My letter to you (if you really knew me, you would know that…..) · Your letter to me · Student information sheet-fill out the back for me please! · Using a scrap sheet of paper that I will provide and using your human capital, tear out the United States of America. It can be done! 0 Comments

Economics

10/10/14 Final Exam given.

Economics

10/9/14 Unit test on personal finance.

US History

Week 9 10/8/2014 This week's topics in U.S History: Monday 10/7: Finish American Imperialism Notes Tuesday 10/7: Document Based Question (DBQ) Overview Wednesday 10/8: DBQ Document Analysis (Document A-D) and guided essay completion Thursday 10/9: Final draft of DBQ essay/Review for Unit 3 Test Friday 10/10: Unit 3 Test/ Unpack the standards for Unit 4

US History

This week's topics in U.S History: Monday 9/29: Finish SSUSH12 Tuesday 9/30: SSUSH13 notes and activities Wednesday 10/1: Unpack standard/SSUSH14 notes Thursday 10/2:Finish SSUSH14/Quiz/Begin DBQ Friday 10/3: DBQ

US History

This week's topics in U.S History: Monday 9/22: Unpack Standards/American Story of US clip Independent Study SSUSH11/Teacher student conferences Tuesday 9/23: Independent Study SSUSH11/Teacher student conferences/Railroad flyer or Edison Ad Wednesday 9/24: WRITING TEST!/The One Percent documentary--3rd Block only Thursday 9/25:Finish Ad or Flyer/Big Business discussion (SSUSH11) Friday 9/26: Junior class meeting--1st Block/Finish SSUSH11 notes discussion/Begin SSUSH12 assignments

US History

Started new unit on Westward expansion and industrilization. Unpacked stndards. Students worked on note packet individually.

US History

Week 6 09/08/2014 0 Comments This week's topics in U.S History: Monday 9/8: Causes of Civil War (Compromise, Compromises!) Tuesday 9/9: Secession and Civil War/Battles, Leaders, and Lincoln Documents Wednesday 9/10: Reconstrution (Amendments, KKK, Radical Republicans) Thursday 9/11:Review Activities (Review game/Human Timeline) Friday 9/12: Unit 2 test/Unpacking Unit 3 standard Homework: Study for Unit Test on Friday 9/12!!

US History

Week 5 09/03/2014 0 Comments This week's topics in U.S History: Monday 9/1: Labor Day!/No School Tuesday 9/2: Finish SSUSH6 review activities/Industrial Revolution Notes with Brain Pop Wednesday 9/3:Finish Industrial Revolution notes/Mount Reform group assignment Thursday 9/4:Mount Reform group assignment/Jackson notes and activity Friday 9/5: Quiz (SSUSH6-SSUSH7)/Preview Game Homework:

Economics

SSEMI2 The student will explain how the Law of Demand, the Law of Supply, prices, and profits work to determine production and distribution in a market economy. a. Define the Law of Supply and the Law of Demand. b. Describe the role of buyers and sellers in determining market clearing price. c. Illustrate on a graph how supply and demand determine equilibrium price and quantity. d. Explain how prices serve as incentives in a market economy. Friday, August 22, 2014 Appetizer: What is meant by the term demand? Main Course: Review notes Revise your graphs Continue with notes on demand Thursday, August 21, 2014 Wednesday, August 20, 2014 Appetizer: Use your human capital and think about the Circular Flow Model; where are individuals/households, businesses, product markets, factor/resource markets? Main Course: Discuss circular flow model Demonstrate circular flow model Sidewalk Chalk-we will take a mini field trip to the tennis courts-with a partner draw and label the circular flow model with arrows showing the direction of $ and arrows the opposite direction showing goods/services. On your warm-up paper, go to page 56 and 57 and answer these questions Tuesday, August 19, 2014 Appetizer (Activator): How does the exchange of goods and services take place? Main Course: Discuss question Notes on circular flow-discuss your definitions Andy and Abby activity-handouts Yourself in the flow of the circular flow model Monday, August 18, 2014 Appetizer: What questions do you have about fundamentals? Main Course: Review for 10 minutes Unit 1 Test After test, grab a green EOCT-define bold terms-pages 54-55 and sketch circular flow model

US History

09/03/2014 0 Comments This week's topics in U.S History: Monday 9/1: Labor Day!/No School Tuesday 9/2: Finish SSUSH6 review activities/Industrial Revolution Notes with Brain Pop Wednesday 9/3:Finish Industrial Revolution notes/Mount Reform group assignment Thursday 9/4:Mount Reform group assignment/Jackson notes and activity Friday 9/5: Quiz (SSUSH6-SSUSH7)/Preview Game Homework: Test on Friday, September 12th (next week)--you should be reviewing daily

US History

08/24/2014 0 Comments This week's topics in U.S History: Monday 8/25: Finish SSUSH5 foldable/Review for test Tuesday 8/26: Unit 1 Test/America: Story of Us Wednesday 8/27: Unit 2 Begins/Unpacking the Standards Thursday 8/28: Unit 2 Notes Friday 8/29: Unit 2 Notes Homework: Study for Unit 1 test (Monday) Test Corrections (Due Friday)

US History

Blog Home Unit 1 Resources Unit 2 Resources more... Week 4 08/24/2014 0 Comments Unit 1 Review #1 Unit 1 Review #2 This week's topics in U.S History: Monday 8/25: Finish SSUSH5 foldable/Review for test Tuesday 8/26: Unit 1 Test/America: Story of Us Wednesday 8/27: Unit 2 Begins/Unpacking the Standards Thursday 8/28: Unit 2 Notes Friday 8/29: Unit 2 Notes Homework: Study for Unit 1 test (Monday

Economics

Economics Blog Textbook Syllabus Class Resources SSEMI2 The student will explain how the Law of Demand, the Law of Supply, prices, and profits work to determine production and distribution in a market economy. a. Define the Law of Supply and the Law of Demand. b. Describe the role of buyers and sellers in determining market clearing price. c. Illustrate on a graph how supply and demand determine equilibrium price and quantity. d. Explain how prices serve as incentives in a market economy. Friday, August 22, 2014 Appetizer: What is meant by the term demand? Main Course: Review notes Revise your graphs Continue with notes on demand Thursday, August 21, 2014 Wednesday, August 20, 2014 Appetizer: Use your human capital and think about the Circular Flow Model; where are individuals/households, businesses, product markets, factor/resource markets? Main Course: Discuss circular flow model Demonstrate circular flow model Sidewalk Chalk-we will take a mini field trip to the tennis courts-with a partner draw and label the circular flow model with arrows showing the direction of $ and arrows the opposite direction showing goods/services. On your warm-up paper, go to page 56 and 57 and answer these questions Tuesday, August 19, 2014 Appetizer (Activator): How does the exchange of goods and services take place? Main Course: Discuss question Notes on circular flow-discuss your definitions Andy and Abby activity-handouts Yourself in the flow of the circular flow model Monday, August 18, 2014 Appetizer: What questions do you have about fundamentals? Main Course: Review for 10 minutes Unit 1 Test After test, grab a green EOCT-define bold terms-pages 54-55 and sketch circular flow model

US History

Week 3 08/21/2014 0 Comments This week's topics in U.S History: Monday 8/18: Cause of the Revolution Foldable Tuesday 8/19: SSUSH4 Square Foldable/Declaration of Independence Wednesday 8/20: American: Story of US-Rebels/SSUSH4 square review Thursday 8/21: SSUSH5 peer graphic organizers Friday 8/22: Group presentation/4 Door Foldable/Begin Review Homework: Finish Square Foldable (Tues) Study for Unit 1 test (M-F)

US History

U.S History-- Mr. Carroll/Mrs. Cook Fall 2014 New Page Resources Week 2 08/13/2014 0 Comments This week's topics in U.S History: Monday 8/11: Common Assessment/SSUSH1 Notes/ Begin 13 colonies brochure Tuesday 8/12: Review notes/Slave ship simulation/Triangular Trade corner Wednesday 8/13: Willie Lynch group reading and reflection/Begin SSUSH2 Thursday 8/14:Unit 1 quiz/ SSUSH2 stations Friday 8/15: Finish and review stations Homework: (Mon-Thurs) Use the links from Week 1 post. Complete informational brochure about 13 colonies....DUE FRIDAY 8/15! 1. Cover (title page)/name (at the bottom) 2. Map (printed or hand-drawn 3-5.Colonial Region Details New England Colonies: geographic characteristics (climate, name of colonies), economics, religion, politics Mid-Atlantic: geographic characteristics (climate, name of colonies), economics, religion, politics South: geographic characteristics (climate, name of colonies), economics, religion, politics 6. Summary and References Add Comment Week 1 08/04/2014 1 Comment This week's topics in U.S History: Monday 8/4: Introduction/Class Exectations/Learning Styles Survey Tuesday 8/5: Historical Perspective and Primary Sources Wednesday 8/6: Finish Perspective Assignment/ Syllabus Thursday 8/7:Jamestown (Standard SSUSH1 a.) Friday 8/8: America: Story of U.S--Early Colonization/Finish SSUSH1 notes (elements b, c, d) Homework: (Thurs) Research one of the 13 colonies. Choose one and gather information for 8/8 warm-up Use the following links to research: Link #1 Link #2 Link #3 1 Comment Welcome 07/31/2014 0 Comments Hello, and welcome to Mr. Carroll/Mrs. Cobb 's blog site. For important classroom assigments and notes, please choose your class/block from the "Pages" section posted at the top Add Comment Mrs. Cook Archives August 2014 July 2014 Categories All RSS Feed Create a free website Powered by Start your own free website A surprisingly easy drag & drop site creator. Learn more.

Economics

8/11/14 Students will take the Common Assessment.

US History

This week's topics in U.S History: Monday 8/4: Introduction/Class Exectations/Learning Styles Survey Tuesday 8/5: Historical Perspective/ Columbus/Syllabus Wednesday 8/6: Source Comparison/Unpacking SSUS11/13 Colonies Thursday 8/7:Jamestown/Religious Groups/13 Colonies project Friday 8/8: America: Story of U.S (Colonization & Religion)/13 Colonies project Homework: (WED) Research phase of 13 Colonies project. Make sure you exchange information with group members for collaboration

Syllabus

Enonomics Syllabus Pebblebrook High School 2.0: Project-based; Problem Solved! Department: Social Studies Fall Semester 2014 COURSE TITLE: Economics INSTRUCTOR: Karen Staker/ David Carroll EMAIL: karen.staker@cobbk12.org PHONE: 770-819-2521 EX:1003 CLASSROOM BLOG: www.kstaker.weebly.com SCHOOL WEBSITE: http://www.cobbk12.org/Pebblebrook/ PHS SCHOOL VISION: Empowering Students to Become Productive Members of a Global Community PHS SCHOOL MISSION: Modeling and Developing Intellectual, Physical and Emotional Behaviors that Lead to Success for All KEY ACTIONS: • Increase the Graduation Rate • Increase rigor and student engagement (Project-based learning environment) • Increase community and parental involvement COURSE DESCRIPTION: This course will cover the economic foundations of the United States. You will learn about the free enterprise system, factors of production, supply, demand, trade-offs, opportunity costs, and other concepts in economics. You will explore your role as citizens, consumers, producers, and taxpayers while studying fundamental economic principles. Economics includes five main units which are fundamentals, microeconomics, macroeconomics, international economics, and personal finance. KEY STANDARDS: Fundamentals, Microeconomics, Macroeconomics, International, and Personal Finance GRADING POLICY: Standards Based Assessments EOC Milestone (Replaces EOCT) 20% FUNDAMENTALS 15.5% MICROECONOMICS 17% MACROECONOMICS 15.5% INTERNATIONAL ECONOMICS 13% PERSONAL FINANCE 14% Final Exam 5% GRADING SCALE: A - 100-90% B - 89-80% C - 79-74% D – 70-73% F - 69-Below SYNERGY ACCESS TO GRADES: It is strongly encouraged that you keep your Synergy login information in a safe place and that you have access to the information when needed. Parents should contact the Main Office (770.819.2521) or Mr. John Chandler at ext. 099 in order to obtain their synergy password and access information. Please note that when you are viewing grades in Synergy that a blank grade column for your child has no effect on their grade. If the space is blank, then your student may not have turned in that assignment due to absence or the teacher may not have entered grades for that assignment at that time. An “X” means that the student is exempt from an assignment at the discretion of the teacher. TEXTBOOK/SUPPLEMENTAL RESOURCES: Central Texts: Georgia EOCT GPS Coach Book and Prentice Hall Economics: Principles in Action Required/Supplemental/Parallel Texts for the Course: GENERAL INFORMATION: It is imperative that you are good listeners and following classroom procedures to ensure your success in the class. Economics has an EOC Milestone assessment, as well MATERIALS NEEDED: Loose leaf notebook or composition book, pen or pencil DONATION REQUEST: Box of Tissue (decorate the box so we will know when we are using your box of tissue) CLASS EXPECTATIONS: Arrive to class on time! Three R’s: Respect the work, Respect the space, and Respect others Complete all assignments FINAL EXAM EXEMPTION: Students with no more than one excused absence may qualify to exempt one of their final exams. Students with a course average of 80 or higher may exempt one final exam of their choice. Students with a course average of 79 or below may request that ten percentage points be added to the final exam grade. Towards the end of the semester, students who qualify may submit an Exam Exemption Form to the classroom teacher of their choice. Teachers must verify that the student qualifies for the exemption. PARTICIPATION: Class participation is an important component of the curriculum. Much can be learned from the exchange of ideas that occurs during class discussions. Frequent absences SERIOUSLY jeopardize your success in this class. The participation grade will be based on the degree of student involvement in the learning activities, including attention to and participation in written and oral exercises, class discussion, preparation for class, and homework. To reiterate: If you do not participate in formal class discussions, you will not receive a passing grade for that activity. ATTENDANCE AND MAKE-UP POLICY: Come to class every day. The number of days allowed for make-up=the number of excused days for your absence. LATE WORK POLICY: Late work will be accepted with consequences. (20 points for first day, 10 points per day after that) Avoid this problem by turning in your work on time! TARDY POLICY: To avoid being counted tardy, students must be seated and ready for class when the bell rings. School policy states that students may receive Saturday School, In-School Suspension, and Out-of-School Suspension for repeated tardies. EXTRA HELP: Morning Session-Available every morning from 7:15-8:15 Afternoon Session: Tuesdays-3:30-4:30 CELL PHONES AND ELECTRONIC DEVICES: As per the school’s policy, cell phones are not to be used during class time unless directed by the teacher for instructional purposes. Students will receive a discipline referral after one warning to put away any electronic device (unless the device is being used for instruction). Students are allowed to bring certain technologies to class (iPad, laptop, Kindle, etc.), but it should NOT interfere with the teaching or other’s learning. ACADEMIC INTEGRITY: Cheating is considered a serious matter. Any student who is involved in cheating/plagiarism will receive a grade of zero on the material, an unsatisfactory in conduct, and his/her parents will be notified. For this course, cheating is defined as, but is not limited to, the following acts: • Copying anyone's answers to questions, exercises, study guides, class work or homework assignments • Taking any information verbatim from any source, including the Internet, without giving proper credit to the author, or rearranging the order of words and/or changing some words as written by the author and claiming the work as his or her own, i.e., plagiarism. • Looking onto another student's paper during a test or quiz. • Having available any study notes or other test aids during a test or quiz without the teacher's permission. • Collaborating on assignments when independent work is expected. CLASSROOM BLOG: Throughout the year, students are expected to use the classroom blog daily. If you are absent, it is your responsibility to check the blog and come prepared to the next class. All handouts and assignments will be posted daily to the blog. My blog: www.kstaker.weebly.com FINAL THOUGHTS:

World History

WORLD HISTORY MAY 5TH - MAY 9TH, 2014 STANDARD SSWH 16 - GLOBAL CAUSES AND EFFECTS OF WWI MONDAY. MAY 5TH AGENDA: 1. READING GUIDE - CHAPTER 20 2. STUDY QUESTIONS CH 29 TUESDAY, MAY 6TH AGENDA: 1. COMPLETE READING GUIDE 2. WRITE QUESTIONS / ANSWERS FOR CH 19 IN THE STANDARD WEDNESDAY, MAY 7TH AGENDA: 1. INTRODUCE WWII 2. PPT NOTES WWII THURS. MAY 8TH AGENDA: 1. DIRECTIONS COLD WAR PROJECT 2. BEGIN COLD WAR PROJECT FRI. MAY 9TH AGENDA: 1. WORK ON COLD WAR PROJECT

US History

EOCT Testing

World History

WORLD HISTORY APRIL 29TH - MAY 2ND, 2014 ****IMPORTANT NOTE TO PARENTS! VERY FEW STUDENTS HAVE TURNED IN THE MANDATORY SNOW DAYS PACKET TO MAKE-UP FOR MISSED INSTRUCTION DURING THE SNOWCALYPSE. PACKETS WERE DUE THE WEEK FOLLOWING SPRING BREAK. FAILURE TO TURN IN THE REQUIRED PACKET WILL IMPACT STUDENTS GRADSE!! . PLEASE CHECK WITH YOUR STUDENT TO MAKE SURE THIS IS TURNED IN. THE PACKET IS ON MY BLOG THE WEEK BEFORE AND AFTER SPRING BREAK!! STANDARD SSWH 15 -IMPACT OF INDUSTRIALIZATION ON THE MODERN WORLD MONDAY, APRIL 28TH AGENDA: 1. STUDY GUIDE - UNIT SIX TUES. APRIL 29TH 1. UNIT SIX TEST 2. REFLECTION FOR UNIT SIX WED. APRIL 30TH AGENDA: 1. INTRUDUCE NEW UNIT 2. READING STUDY GUIDE THURS. MAY 1ST AGENDA: 1. NOTES / PPT 2. TERMS / SENTENCES FRIDAY, MAY 2ND AGENDA: 1. CLASS DISCUSSION

US History

US HIstory: EOCT STUDY GUIDE!!!! Here is the state study guide. It is lengthy, but it breaks down the standards perfectly! Use it to help fill out your graphic organizers that we have been working on in class. Download Full EOCT Study Guide

US History

Unit 5 test given.

World History

WORLD HISTORY APRIL 21ST - APRIL 25TH, 2014 STANDARD: SSWH 14 - NATIONALIST REVOLUTIONS -- IDENTIFY CAUSES / EFFECTS OF NATIONALIST REVOLUTIONS MON. APR. 21ST AGENDA: 1. Q&A - ABSOLUTE RULERS 2. COMPLETE 4 PROFILES OF ABSOLUSTE RULERS TUE. APR. SSND AGENDA: 1. BODY BIO - COMPLETE A BODY BIO OF ONE ABSOLUTE RULER AND ONE NATIONALIST REVOLUTION LEADER. 2. PPT NTES - NATIONALIST REVOLUTION LEADERS WED. APR. 23RD AGENDA: 1. NATIONALIST REVOLUTION - CONTINUED THUR. APR. 24TH AGENDA: 1. REVIEW / STUDY GUIDE FRI. APR. 25TH 1. UNIT SIX TEST 2. i-RESPOND

US History

US History: Vietnam and the Tet Offensive Download The Vietnam War in photos Download Tet Offensive article (please read for more insight into the Tet Offensive)

US History

US History: The Kennedy and Johnson Years Download The Kennedy and Johnson Years (PDF PowerPoint) Download The Kennedy and Johnson Years Guided Notes

World History

WORLD HISTORY APRIL 14TH - APRIL 18TH, 2014 STANDARD SSWH MONDAY, APR. 14TH AGENDA: 1. STUDY GUIDE / UNIT 5 2. PACKET REVIEW FOR UNIT 5 TEST TUES. APR. 15TH AGENDA: 1. REGISTRATION FOR 2014-2015 2. UNIT 5 TEST / I-RESPOND WED. APR. 16TH AGENDA: 1. REGISTRATION DAY 2 FOR 2014 - 2015 2. INTRODUCE UNIT 6 - ABSOLUTE RULERS THURS. APR. 17TH AGENDA: 1. PPT NOTES UNIT 6 2. READING GUIDE UNIT 6 FRI. APR. 18TH AGENDA: 1. CLASS CHALLENGE 2. GRAPHIC ORGANZIER UNIT 6

US History

US History: Civil Rights Movement of the 1960s Download Civil Rights Movement of the 1960s Download Civil Rights Movement of the 1960s Guided Notes

US History

US History: Early Civil Rights Brochure Download The Early Civil Rights Movement (PDF PowerPoint); can provide reference for the brochure. Download Early Civil Rights Brochure (Instructions) "Brochure" will be on Monday April 14th.

US History

US History: Early Civil Rights Brochure Download The Early Civil Rights Movement (PDF PowerPoint); can provide reference for the brochure. Download Early Civil Rights Brochure (Instructions) "Brochure" will be on Monday April 14th.

World History

WORLD HISTORY April 7TH - April 11TH *****MAKE-UP PACKET FOR WORLD HISTORY FOR SNOW DAYS 2014 - WORK ON PACKET AND COMPLETE DURING SPRING BREAK!! ALL WORK MUST BE COMPLETED AND TURNED IN WHEN YOU RETURN THE WEEK AFTER SPRING BREAK!! *****THIS PLAN WAS APPROVED BY THE COBB COUNTY BOARD OF EDUCATION TO COMPENSATE FOR CURRICULUM TIME LOST DURING THE SNOW DAYS OF 2014. Post Classical Era: The Second Flowering of Islam In this Packet you will learn about: The Ottomans The Safavid Empire The Songhai Empire The Mughal Empire The Islamic Heartland: The Ottoman and Safavid Empires: By the sixteenth century, Turkish warriors had transformed the major Islamic areas of the world into vast regional empires. The Islamic empires began as small warrior principalities in frontier areas. They expanded at varying rates and with varying degrees of success at the expense of neighboring states. The Ottomans: Founded by Osman Bey founder of the dynasty that continued in unbroken succession from 1289 until its dissolution in 1923. He was the chief of a band of semi-nomadic Turks who migrated to northwestern Anatolia in the thirteenth century. Osman and his followers sought above all to become ghazi, Muslim religious warriors. The Ottomans’ location on the borders of the Byzantine empire afforded them amble opportunity to wage holy war. Their first great success cam in 1326 with the capture of the Anatolian city of Bursa, which became the capital of the Ottoman principality. Around 1352 they established a foothold in Europe when they seized the fortress to Gallipoli The city of Edirne (Adriaople) became a second Ottoman capital and served as a based for further expansion into the Balkans. As warriors settled in frontier districts and pushed their boundaries forward, they took spoils and gathered revenues that enriched both the ghazi and the central government. A formidable military machine drove Ottoman expansion. As the Ottoman state became more firmly established, it added a professional cavalry force equipped with heavy armor and financed by land grants. After expanding into the Balkans, the Ottomans created a supremely important force composed of slave troops. Through an institution known as the devshirme, the Ottomans required the Christian population of the Balkans to contribute young boys to become slaves of the sultan. The boys received special training, learned Turkish, and converted to Islam According to individual ability, they entered either the Ottoman civilian administration or the military. Those who became soldiers were known as Janissaries, (new troop). Had a reputation for loyalty to the sulta, readiness to employ new military technology Mehmed the Conqueror: the capture of Constantinople in 1453 by Mehmed II (1451-81)opened a new chapter in Ottoman expansion. With the superb location and illustrious heritage, Constantinople became the new Ottoman capital, subsequently known as Istanbul, and Mehmed worked energetically to stimulate its role as a commercial center. WTI the capture of the great city behind him, Mehmed presented himself not as a warrior-sultan but as a true emperor of two lands (Europe and Asia) He laid the foundation for a tightly centralized, absolute monarchy, and his army faced no serious rival. He conquered Serbia, Greece, Albania and eliminated the last Byzantine outpost in Trebizond. He captured Genoese and Crimea. Toward the end of his life he launched an invasion of Italy but his ultimately failed to take over Western Europe. Suleyman the Magnificent: Ottoman imperialism climaxed in the reign of Suleyman the Magnificent (1520-66). He promoted Ottoman expansion both in southwest Asia and in Europe. In 1534 he conquered Baghdad and added the Tigris and Euphrates valleys to the Ottoman domain. He defeated and killed the king of Hungary and consolidated Ottoman power north of the Danube. In 1529 he subjected the Habsburg empire’s city of Vienna to their rule. (Habsburgs circled) Europeans would say they feared the “Terror of the Turk” UnderSuleyman the Ottomans became a great naval power. The Ottoman Empire was a state of enormous signifance in the world of the fifteenth century and beyond. In its huge territory, long duration, incorporation of many peoples, and economic and cultural sophistication, it was one of the great empires of world history. The empire represented the emergence of the Turks as the dominant people of the Islamic world, ruling now over many Arabs, who had initiated the new faith more than 9—years before. Ottoman sultans believed they were the successor to the prophet (caliphs). The conquest of the Turks was the opposite of the Crusades. Now, the seizure of Constantinople in 1453 marked the final demise of Christian Byzantium and allowed Ottoman rulers to see themselves as successors to the Roman empire. Safavids: Next to the Ottomans, in the Persian lands to the east, The Islamic Empire of the Safavids began. Its leadership was also Turkic Emerged from Sufi religious order They ofred Shia version of Islam as the official religion of the state. This came to define the unique identity of Persian culture (Iranian). This posed a SHARP divide in the heart of the Islamic world between both factions Most other Muslims were Sunni This hostility is still a divide in the Islamic world. Shah Abbas the Great: moved the capital to the more central location of Isfahan. Encouraged trade in other lands, and reformed the administrative and military institutions of the empire. He increased the use of gunpowder weapons and sought European assistance against the t Ottomans and the Portuguese in the Persian Gulf. His military campaigns brought most of the Caucasus, Mesopotamia and northwestern Iran into the Empire. The Frontiers of Islam: The Songhai and the Mughal Empires WEST AFRICA: Sudanic Empires On the frontiers of the faith—all the way out west and east. Between 640 and 670 Muslims swept across North Africa from Suez to Morocco’s’ Atlantic shore. By 670 Muslims most of Africa. The message of Islam found fertile ground among the populations of North Africa. Conversions took place rapidly within certain political unity provided by the Abbasids. This unity eventually broke down, and North Africa divided into several separate states and competing groups. Islam offered many attractions within Africa. Its fundamental teachings that all Muslims were equal within the community of believers made the acceptance of conquerors and new rulers easier. The Islamic tradition of uniting the powers of the state and religion in the person of the ruler or caliph appealed to some African kings as a way of reinforcing their authority. Ghana: from 100-200 c.e. Camels were introduced for trade in the Sahara and at around 300 we see the rise of the kingdom of Ghana. It reached the height of its power in 1000 Mali: the empire of Mali centered between the Senegal and Niger rivers was the creation of the Malinke peoples who in the 13th century broke away from the control of Ghana, which was by then in decline. Mali was one of the greatest states in the world at the beginning of the 14th century. It had taken control of the salt and gold trades across the Sahara which had formed the wealth of the kingdom of Ghana. According to its king, Kankan Musa who expanded the kigdom and became very wealthy, his kingdom was “about one year” in size. It stretched from the salt mines on the northern edge of the Sahara to the gold mines in the savannah to the south, from the Atlantic in the west to the copper mines of Takedda and beyond in the east. Some of the principal cities were Djenne and Timbuktu. When he went on pilgrimage in 1342, he took 500 slaves with him, each one carrying a staff of gold weighing about three kilograms. Trade in cloth spread throughout the region, with people dressed in cloth from Kano over an enormous area. The cities of Mali became centers of commerce, religion and learning, and attracted many scholars. http://library.thinkquest.org/C002739/AfricaSite/LMwestmali.htm Songhai Empire rose in the second half of the fifteenth century. It was the most impressive state that operated at a crucial intersection of the trans Saharan trade routes and that derived much of their reve nue from taxing that commerce. It is considered the successor state to Mali It was traditionally made up of farmers, herders, and fishers. Dominated by Mali for a while, in the 14th century, Songhai had established its independence again and began to thrive as a new source of gold from the west African forests The city of Gao was large with a resident foreign merchant community and several mosques. Sunni Ali: a great tactical commander and ruthless leader. He seized the traditional trading cities of Timbuktu and Jenne. Songhai remained the dominant power in the region until the end of the 16th century. In 1591, a Muslim army from Morocco, equipped with muskets, crossed the Sahara and defeated the forces of Songhai. This sign of weakness stimulated internal revolts against the ruling family and eventually the old empire broke away. Culture: Life in the Songhai Empire followed many of the patterns established in the previous savanna states. The fusion of Islamic and pagan populations and traditions continued. Muslim clerics and jurists sometimes were upset by the pagan beliefs and practices that continued among the population and even more by the local interpretation of Islamic law. Islam was fused with the existing traditions and beliefs. Rulership and authority were still based on the ability to intercede in local spirits Islam in the early states in this area tended to accommodate pagan practices and beliefs. Large populations of Mali and Songhai never converted to Islam We can see the fusion of traditions clearly in the position of women. Several Sudanic societies were matrilineal, and some recognized the role of women within the lines of kinship, contrary to the normal patrilineal customs inscribed in the Sharia or Islamic law. Outsiders who were Muslim were shocked to see the easy familiarity between men and women and the freedom of women. Slavery: The slaver trade between black Africa and the rest of the Islamic world had a major impact on women and children. Various forms of slavery and dependent labor had existed in Africa before Islam was introduced. Although we know little about slavery in central Africa in this period, slavery had been a marginal aspect of these states. Africans had been enslaved by others before but with the Muslim conquest of north Africa and commercial penetration to the south, slavery became a more widely diffused phenomenon, and a slave trade in African developed on a new scale. Slaves were used as domestic servants and laborers and soldiers and administrators. They were used as eunuchs and concubines (hence an emphasis on enslaving children and women) This was a major way Islamic civilization changed sub Saharan Africa. Political: The village communities, clans, and various ethnic groups continued to organize many aspects of life in the savanna. The development of unified states provided an overarching structure that allowed the various groups and communities to coexist. The large states usually represented the political aims and power of a particular group and often of a dominant family Islam provided a universalistic faith that served the interests of many groups. Common religion and law provided solidarity and trust to the merchants who lived in the cities and whose caravans brought goods to and from the savanna. The ruling families used Islamic titles like caliph to reinforce their authority. The surrounded themselves with literate Muslim scholars. The Muslims concept of a ruler who united civil and religious authority reinforced traditional ideas of kin NOTE THE SPREAD OF ISLAM THROUGHOUT AFRICA à Mughal Empire: India: Descended from the Mongol khans and Turks was the founder. His name was Babur.This was a Muslim empire in a predominantly Hindu world. He was a better conqueror than an administrator. His grandson Akbar was a greater ruler. In the decades after 1560 when Akbar took control of the government his armies greatly extended the empire with conquests throughout the north and central India. He was a social and political genius. He pursued a policy of reconciliation and cooperation iwht Hindu princes and the Hindu majority of the population of his realm. He encouraged intermarriage between Mughal and Hindu rulers. He abolished the jizya. He was very tolerant and tried to end the sectarian division between Hindus and Muslims. Religion had little to do with empire building. The new capital of the Mughal Empire was Delhi. The most famous architectural achievement of the Mughal Dynasty was the Taj Mahal (pictured). Mughal leaders were great patrons of the arts. Art blended the finest Persian and Hindu traditions with the Islamic genius of domes, arches, and minarets. Women: child marriage grew more popular and the age limit was lowered. It was not unheard of for girls to be married at age nine. Widow remarriage among Hindus nearly died out. Seclusion was more and more strictly enforced for upper caste women, Hindu and Muslim. Muslim women rarely ventured forth from their homes unveiled, and those who did risked verbal and physical abuse. Among Hindus, the practice of sati grew. (Sati is when Hindu widows self immolated). Only the birth of a son was greeted with feasting and celebration. Decline: Over time the Mughal bureaucracy grew corrupt. For decades the need for essential administrative, military, and social reforms had been ignored. The army also had backwards weaponry. Aurangzeb can be contrasted with Akbar. He lived from 1618-1707. Ruled from 1658-1707 and was the last of the Mughal emperors. He was largely intolerant of non Muslims and tried to Islamify India. (bad idea). The British succeeded in the ruling of India. Ottomans SOCIAL POLITICAL ECONOMIC ENVIRONMENTAL SOCIAL POLITICAL ECONOMIC ENVIRONMENTAL Safavid SOCIAL POLITICAL ECONOMIC ENVIRONMENTAL Sudanic SOCIAL POLITICAL ECONOMIC ENVIRONMENTAL India: Mughal Vocabulary Definition Ottoman Osman Bey Ghazi devshirme Janissaries Mehmed the Conqueror Suleyman the Magnificent seizure of Constantinople in 1453 Ghana Mali Songhai Baber Akbar Taj Mahal Aurangzeb MONDAY, MAR. 7TH AGENDA: 1. REVIEWW FOR UNINT 4 TEST 2. COMPLETE Q&A AND TERMS REVIEW TUE: MAR. 8TH 1. UNIT 4 TEST 2. CREATE ANSWER KEY / PUT ANSWERS IN I RESPOND WED. MAR 9TH AGENDA: 1. INTRODUCE MUGHAL, SAVAFID EMPIRES 2. READING GUIDE THURS. MAR 10TH AGENDA: 1. NOTES / ORGANIZER SAFAVID EMPIRE 2. CLASS CHALLENGE WITH NOTES FRI. MAR. 11TH 1. CLASS DISCUSSION 2. REMEDIAL WRITING ASSIGNMENT - EXPLORATION

US History

US History: Early Civil Rights Brochure Download The Early Civil Rights Movement (PDF PowerPoint); can provide reference for the brochure. Download Early Civil Rights Brochure (Instructions) "Brochure" will be on Monday April 14th.

US History

US History: The 1950s Download Postwar Confidence and Anxiety (1950s PPT) Homework: It is your job to construct some form of promotional literature for one of the following technological/economic advancements and highlight its impact on society: *Space exploration *Suburbs *Interstate Highway System *Air Conditioning *Television You can either do a billboard advertisement, a magazine ad, a magazine cover, a TV commercial or a radio jingle.

US History

US History: Remediation Packet Here is the remediation packet. Please have this completed by April 25th in time to review for the EOCT. The US History EOCT will be on April 28th and April 29th. Download US History Remediation Packet

US History

US History: Cold War Begins Download The Cold War Begins (PDF PPT) Download The Cold War Begins Guided Notes

US History

US History: World War II Download World War II (PDF PowerPoint) Download World War II Guided Notes Download The Decision to Drop the Bomb (Topic of Wednesday's Socratic Seminar; please read article)

World History

WORLD HISTORY MARCH 24TH - 28TH, 2014 *****MAKE-UP PACKET FOR WORLD HISTORY FOR SNOW DAYS 2014 - WORK ON PACKET AND COMPLETE DURING SPRING BREAK!! ALL WORK MUST BE COMPLETED AND TURNED IN WHEN YOU RETURN FROM SPRING BREAK!. *****THIS PLAN WAS APPROVED BY THE COBB COUNTY BOARD OF EDUCATION TO COMPENSATE FOR CURRICULUM TIME LOST DURING THE SNOW DAYS OF 2014. Post Classical Era: The Second Flowering of Islam In this Packet you will learn about: The Ottomans The Safavid Empire The Songhai Empire The Mughal Empire The Islamic Heartland: The Ottoman and Safavid Empires: By the sixteenth century, Turkish warriors had transformed the major Islamic areas of the world into vast regional empires. The Islamic empires began as small warrior principalities in frontier areas. They expanded at varying rates and with varying degrees of success at the expense of neighboring states. The Ottomans: Founded by Osman Bey founder of the dynasty that continued in unbroken succession from 1289 until its dissolution in 1923. He was the chief of a band of semi-nomadic Turks who migrated to northwestern Anatolia in the thirteenth century. Osman and his followers sought above all to become ghazi, Muslim religious warriors. The Ottomans’ location on the borders of the Byzantine empire afforded them amble opportunity to wage holy war. Their first great success cam in 1326 with the capture of the Anatolian city of Bursa, which became the capital of the Ottoman principality. Around 1352 they established a foothold in Europe when they seized the fortress to Gallipoli The city of Edirne (Adriaople) became a second Ottoman capital and served as a based for further expansion into the Balkans. As warriors settled in frontier districts and pushed their boundaries forward, they took spoils and gathered revenues that enriched both the ghazi and the central government. A formidable military machine drove Ottoman expansion. As the Ottoman state became more firmly established, it added a professional cavalry force equipped with heavy armor and financed by land grants. After expanding into the Balkans, the Ottomans created a supremely important force composed of slave troops. Through an institution known as the devshirme, the Ottomans required the Christian population of the Balkans to contribute young boys to become slaves of the sultan. The boys received special training, learned Turkish, and converted to Islam According to individual ability, they entered either the Ottoman civilian administration or the military. Those who became soldiers were known as Janissaries, (new troop). Had a reputation for loyalty to the sulta, readiness to employ new military technology Mehmed the Conqueror: the capture of Constantinople in 1453 by Mehmed II (1451-81)opened a new chapter in Ottoman expansion. With the superb location and illustrious heritage, Constantinople became the new Ottoman capital, subsequently known as Istanbul, and Mehmed worked energetically to stimulate its role as a commercial center. WTI the capture of the great city behind him, Mehmed presented himself not as a warrior-sultan but as a true emperor of two lands (Europe and Asia) He laid the foundation for a tightly centralized, absolute monarchy, and his army faced no serious rival. He conquered Serbia, Greece, Albania and eliminated the last Byzantine outpost in Trebizond. He captured Genoese and Crimea. Toward the end of his life he launched an invasion of Italy but his ultimately failed to take over Western Europe. Suleyman the Magnificent: Ottoman imperialism climaxed in the reign of Suleyman the Magnificent (1520-66). He promoted Ottoman expansion both in southwest Asia and in Europe. In 1534 he conquered Baghdad and added the Tigris and Euphrates valleys to the Ottoman domain. He defeated and killed the king of Hungary and consolidated Ottoman power north of the Danube. In 1529 he subjected the Habsburg empire’s city of Vienna to their rule. (Habsburgs circled) Europeans would say they feared the “Terror of the Turk” UnderSuleyman the Ottomans became a great naval power. The Ottoman Empire was a state of enormous signifance in the world of the fifteenth century and beyond. In its huge territory, long duration, incorporation of many peoples, and economic and cultural sophistication, it was one of the great empires of world history. The empire represented the emergence of the Turks as the dominant people of the Islamic world, ruling now over many Arabs, who had initiated the new faith more than 9—years before. Ottoman sultans believed they were the successor to the prophet (caliphs). The conquest of the Turks was the opposite of the Crusades. Now, the seizure of Constantinople in 1453 marked the final demise of Christian Byzantium and allowed Ottoman rulers to see themselves as successors to the Roman empire. Safavids: Next to the Ottomans, in the Persian lands to the east, The Islamic Empire of the Safavids began. Its leadership was also Turkic Emerged from Sufi religious order They ofred Shia version of Islam as the official religion of the state. This came to define the unique identity of Persian culture (Iranian). This posed a SHARP divide in the heart of the Islamic world between both factions Most other Muslims were Sunni This hostility is still a divide in the Islamic world. Shah Abbas the Great: moved the capital to the more central location of Isfahan. Encouraged trade in other lands, and reformed the administrative and military institutions of the empire. He increased the use of gunpowder weapons and sought European assistance against the t Ottomans and the Portuguese in the Persian Gulf. His military campaigns brought most of the Caucasus, Mesopotamia and northwestern Iran into the Empire. The Frontiers of Islam: The Songhai and the Mughal Empires WEST AFRICA: Sudanic Empires On the frontiers of the faith—all the way out west and east. Between 640 and 670 Muslims swept across North Africa from Suez to Morocco’s’ Atlantic shore. By 670 Muslims most of Africa. The message of Islam found fertile ground among the populations of North Africa. Conversions took place rapidly within certain political unity provided by the Abbasids. This unity eventually broke down, and North Africa divided into several separate states and competing groups. Islam offered many attractions within Africa. Its fundamental teachings that all Muslims were equal within the community of believers made the acceptance of conquerors and new rulers easier. The Islamic tradition of uniting the powers of the state and religion in the person of the ruler or caliph appealed to some African kings as a way of reinforcing their authority. Ghana: from 100-200 c.e. Camels were introduced for trade in the Sahara and at around 300 we see the rise of the kingdom of Ghana. It reached the height of its power in 1000 Mali: the empire of Mali centered between the Senegal and Niger rivers was the creation of the Malinke peoples who in the 13th century broke away from the control of Ghana, which was by then in decline. Mali was one of the greatest states in the world at the beginning of the 14th century. It had taken control of the salt and gold trades across the Sahara which had formed the wealth of the kingdom of Ghana. According to its king, Kankan Musa who expanded the kigdom and became very wealthy, his kingdom was “about one year” in size. It stretched from the salt mines on the northern edge of the Sahara to the gold mines in the savannah to the south, from the Atlantic in the west to the copper mines of Takedda and beyond in the east. Some of the principal cities were Djenne and Timbuktu. When he went on pilgrimage in 1342, he took 500 slaves with him, each one carrying a staff of gold weighing about three kilograms. Trade in cloth spread throughout the region, with people dressed in cloth from Kano over an enormous area. The cities of Mali became centers of commerce, religion and learning, and attracted many scholars. http://library.thinkquest.org/C002739/AfricaSite/LMwestmali.htm Songhai Empire rose in the second half of the fifteenth century. It was the most impressive state that operated at a crucial intersection of the trans Saharan trade routes and that derived much of their reve nue from taxing that commerce. It is considered the successor state to Mali It was traditionally made up of farmers, herders, and fishers. Dominated by Mali for a while, in the 14th century, Songhai had established its independence again and began to thrive as a new source of gold from the west African forests The city of Gao was large with a resident foreign merchant community and several mosques. Sunni Ali: a great tactical commander and ruthless leader. He seized the traditional trading cities of Timbuktu and Jenne. Songhai remained the dominant power in the region until the end of the 16th century. In 1591, a Muslim army from Morocco, equipped with muskets, crossed the Sahara and defeated the forces of Songhai. This sign of weakness stimulated internal revolts against the ruling family and eventually the old empire broke away. Culture: Life in the Songhai Empire followed many of the patterns established in the previous savanna states. The fusion of Islamic and pagan populations and traditions continued. Muslim clerics and jurists sometimes were upset by the pagan beliefs and practices that continued among the population and even more by the local interpretation of Islamic law. Islam was fused with the existing traditions and beliefs. Rulership and authority were still based on the ability to intercede in local spirits Islam in the early states in this area tended to accommodate pagan practices and beliefs. Large populations of Mali and Songhai never converted to Islam We can see the fusion of traditions clearly in the position of women. Several Sudanic societies were matrilineal, and some recognized the role of women within the lines of kinship, contrary to the normal patrilineal customs inscribed in the Sharia or Islamic law. Outsiders who were Muslim were shocked to see the easy familiarity between men and women and the freedom of women. Slavery: The slaver trade between black Africa and the rest of the Islamic world had a major impact on women and children. Various forms of slavery and dependent labor had existed in Africa before Islam was introduced. Although we know little about slavery in central Africa in this period, slavery had been a marginal aspect of these states. Africans had been enslaved by others before but with the Muslim conquest of north Africa and commercial penetration to the south, slavery became a more widely diffused phenomenon, and a slave trade in African developed on a new scale. Slaves were used as domestic servants and laborers and soldiers and administrators. They were used as eunuchs and concubines (hence an emphasis on enslaving children and women) This was a major way Islamic civilization changed sub Saharan Africa. Political: The village communities, clans, and various ethnic groups continued to organize many aspects of life in the savanna. The development of unified states provided an overarching structure that allowed the various groups and communities to coexist. The large states usually represented the political aims and power of a particular group and often of a dominant family Islam provided a universalistic faith that served the interests of many groups. Common religion and law provided solidarity and trust to the merchants who lived in the cities and whose caravans brought goods to and from the savanna. The ruling families used Islamic titles like caliph to reinforce their authority. The surrounded themselves with literate Muslim scholars. The Muslims concept of a ruler who united civil and religious authority reinforced traditional ideas of kin NOTE THE SPREAD OF ISLAM THROUGHOUT AFRICA à Mughal Empire: India: Descended from the Mongol khans and Turks was the founder. His name was Babur.This was a Muslim empire in a predominantly Hindu world. He was a better conqueror than an administrator. His grandson Akbar was a greater ruler. In the decades after 1560 when Akbar took control of the government his armies greatly extended the empire with conquests throughout the north and central India. He was a social and political genius. He pursued a policy of reconciliation and cooperation iwht Hindu princes and the Hindu majority of the population of his realm. He encouraged intermarriage between Mughal and Hindu rulers. He abolished the jizya. He was very tolerant and tried to end the sectarian division between Hindus and Muslims. Religion had little to do with empire building. The new capital of the Mughal Empire was Delhi. The most famous architectural achievement of the Mughal Dynasty was the Taj Mahal (pictured). Mughal leaders were great patrons of the arts. Art blended the finest Persian and Hindu traditions with the Islamic genius of domes, arches, and minarets. Women: child marriage grew more popular and the age limit was lowered. It was not unheard of for girls to be married at age nine. Widow remarriage among Hindus nearly died out. Seclusion was more and more strictly enforced for upper caste women, Hindu and Muslim. Muslim women rarely ventured forth from their homes unveiled, and those who did risked verbal and physical abuse. Among Hindus, the practice of sati grew. (Sati is when Hindu widows self immolated). Only the birth of a son was greeted with feasting and celebration. Decline: Over time the Mughal bureaucracy grew corrupt. For decades the need for essential administrative, military, and social reforms had been ignored. The army also had backwards weaponry. Aurangzeb can be contrasted with Akbar. He lived from 1618-1707. Ruled from 1658-1707 and was the last of the Mughal emperors. He was largely intolerant of non Muslims and tried to Islamify India. (bad idea). The British succeeded in the ruling of India. Ottomans SOCIAL POLITICAL ECONOMIC ENVIRONMENTAL SOCIAL POLITICAL ECONOMIC ENVIRONMENTAL Safavid SOCIAL POLITICAL ECONOMIC ENVIRONMENTAL Sudanic SOCIAL POLITICAL ECONOMIC ENVIRONMENTAL India: Mughal Vocabulary Definition Ottoman Osman Bey Ghazi devshirme Janissaries Mehmed the Conqueror Suleyman the Magnificent seizure of Constantinople in 1453 Ghana Mali Songhai Baber Akbar

US History

US History: World War II Download World War II (PDF PowerPoint) Download World War II Guided Notes Download The Decision to Drop the Bomb (Topic of Wednesday's Socratic Seminar; please read article)

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The Coming of World War II Download The Coming of War (PDF WWII PowerPoint) Download The Coming of World War II (Guided Notes)

US History

US History: New Deal and the New Deal Project Download FDR and the New Deal (PDF PowerPoint) Download The New Deal Guided Notes Download Opposition to FDRs Policies (completed in class on 3/20) Download FDR and the New Deal Book (Project due March 28th)

World History

WORLD HISTORY 03-17 / 03-21-2014 STANDARD: SSWH8 - TRACE THE RISE / DEVELOPMENT OF THE WEST AFRICAN KINGDOMS, GHANA, MALI, AND SONGHAI MON. MAR 17TH AGENDA: 1. START STUDY GUIDE FOR UNIT 3 TEST TUE. MARCH 18TH AGENDA: 1. COMPLETE STUDY GUIDE FOR UNIT 3 TEST WED. MARCH 19TH AGENDA: 1. UNIT 3 TEST THURS. MARCH 20TH AGENDA: 1. PPT / INTRODUCTION MEDIEVAL AGE FRI. MAR. 21ST AGENDA: 1.CHARLEMAGNE FAMILY TREE ORGANIZER

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US History: The Great Depression Download The Great Depression (PDF PPT) Download The Great Depression Guided Notes

US History

03/14/2014 US History: The Great Depression Download The Great Depression (PDF PPT) Download The Great Depression Guided Notes

US History

US History: World War I Download World War I and Beyond (PPT) Download From Neutrality to Involvement Guided Notes (WWI Guided Notes) Download The Red Scare and Immigration Restrictions Political Cartoons (Homework)

World History

WORLD HISTORY MARCH 3RD - MARCH 7TH, 2014 MION. MARCH 3RD STANDARD SSWH 5 - DESCRIBE THE RISE AND INFLUENCE OF ISLAMIC CULTURES AGENDA: 1. PPT. NOTES 2. SELF / ORGANIZER TUE. MAR. 4TH AGENDA: 1. ISLAMIC BROCHURE WED. MAR. 5TH AGENDA: 1. CONTINUE ISLAMIC BROCHURE THUR. MAR. 6TH 1. ISLAMIC BROCHURE DUE TODAY FRI. MAR. 7TH 1. GRAPHIC ORGANIZER 2. VOCAB STUDY

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US History: Progressive Era Project Download Progressive Era Newspapers Project Download The Progressive Era (PPT to assist) This project will be due on Wednesday March 12th.

US History

US History: The Industrialization of the United States Download The Industrialization of the United States (PDF PowerPoint) Download Transcontinental Railroad Guided Notes Download The Rise of the American City Guided Notes Download The Rise of Big Business Guided Reading Quiz over this on Wednesday March 5th.

US History

US History: Reconstruction Download Reconstruction (PDF PowerPoint) Download The Ordeal of Reconstruction Guided Notes (Not covered in class; complete if you need) Download The ABCs of Reconstruction (Homework; due Thursday 2/27)

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US History: The American Civil War Download The American Civil War (PPT) Download The American Civil War Guided Notes Download Major Battles and Figures of the Civil War (Graphic Organizer)

World History

WORLD HISTORY FEBRUARY 19TH - 21ST, 2014 STANDARD: SSWH3 SSWH4 WEDNESDAY FEBRUARY 19TH STARTER: - STUDENTS WILL COMPLETE AN ACROSTIC WITH THE LETTERS FROM ROMAN REPUBLIC. AGENDA: 1. VIDEO SEGMENT - ROMAN REPUBLIC 2. STUDENTS WILL USE NOTES FROM VIDEO TO WRITE A SUMMARY ON THE ROMAN REPUBLIC THURS. FEB. 20TH STARTER: REVIEW FOR UNIT TEST - STUDENTS WILL CHOOSE 3 PERSONS FROM LEADERS IN THE STANDARD(GREECE AND ROME) AND WRITE A BIOGRAPHY ABOUT THEIR LIVES AGENDA: 1. VOCAB STUDY / MAKE-UP FROM SNOW DAYS 2. LEGACY OF THE ROMAN EMPIRE FRI. VEB. 21ST. STARTER: GRAPHIC ORGANIZER - DECLINE OF THE ROMAN EMPIRE AGENDA: 1. COMMON ASSESSMENT #2 - COUNTS ON GRADE! 2. START REVIEW FOR UNIT TEST

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US History: Westward Expansion and the Issue of Slavery Download Westward Expansion and the Issue of Slavery (PowerPoint) Download Westward Expansion and the Issue of Slavery (Guided Notes) Download Graffiti John Brown (Homework, PPT)

World History

WORLD HISTORY FEBRUARY 3RD - 7TH, 2014 Monday February 3rd, 2014 Warm-up: Positives and Negatives about “Snowcation”. Work Session: Teacher will present information about Ancient Greece using guided notes. Closing: Greek vocabulary comic strips. Tuesday February 4th, 2014 Warm-up: Greek vocabulary comic strips. Work Session: Ancient Greece Video w/ Guided Notes / Organizer Alexander the Great/Hellenistic culture presentation with guided notes. Closing: Unit 2 Review Packet Wednesday February 5th, 2014 Warm-up: Greek Acronyms Work Session: Alexander the Great/Hellenistic culture presentation with guided notes. Closing: Unit 2 Review Packet – HW Alexander the great Eulogy. Thursday February 6th, 2014 Warm-up: Four pictures/One word Work Session: Alexander the Great Funeral Service followed by class discussion and group reading of the Roman Republic. Closing: Greek Polis vs. Roman Republic Venn diagram. Friday February 7th, 2014 Warm-up: Republic is like _____, ______,______, and _______ because __________________. Work Session: Presentation over the Roman Empire. Teacher will present information via PowerPoint. Students will then work in stations identifying different aspects of Roman society. (The Gladiator Games, bath houses, market, religion etc.). Closing: If I was a roman, students will write about their life if they were a Roman.

US History

US History: Transportation and Industrial Revolutions Per covered in class on 2/6/14 Download The Transportation and Industrial Revolutions Download Transportation and Industrial Revolutions Guided Notes Also don't forget to complete the Monroe Doctrine protest sign/poem/rap that we worked on first thing in class today. Instructions can be found at the end of the "Growth of a New Nation" PPt posted earlier.

World History

February 3, Unit test on Early Civilizations.

US History

February 3. Unit test on Colonial America

World History

WORLD HISTORY JANUARY 27TH - JANUARY 31ST, 2014 MONDAY, JAN 27TH STANDARD: AGENDA: 1. Review Study Guide for Unit 1 TEst TUES. JANUARY 28TH 1. Unit 1 Test 2. Introduction to Greece WED. JAN. 29TH AGENDA: 1. PPT Notes Greece THURS. JAN. 30TH AGENDA: 1. ATHENS / SPARTA FRI. JAN 31ST 1. Golden Age of Greece

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US History: George Washington and John Adams Download Launching the New Ship of State (Power Point; the presidencies of Washington and Adams) Download Launching the New Ship of State Guided Notes Download Early Problems of the US (Homework due on 1/28)

US History

Students will be working on completion of the DBQ. Analysis documents will be to enable students to write their essay.

US History

US History: The Constitution Download Creating the Constitution (PowerPoint) Download Creating the Constitution Guided Notes As per done in class on January 21st. Remember that Revolutionary Body Mapping Assignment is due the 22nd.

US History

US History: The Constitution Download Creating the Constitution (PowerPoint) Download Creating the Constitution Guided Notes As per done in class on January 21st. Remember that Revolutionary Body Mapping Assignment is due the 22nd.

World History

WORLD HISTORY WK3 JANUARY 20TH - 24TH ****MY BLOG CONTAINS ADVANCED READINGSFOR EACH UNIT. THESE READINGS ARE DIFFERENTIATION ESPECIALLY FOR ADVANCED STUDENTS AND ON-LEVEL / SPED WHO WANT TO LEARN MORE ABOUT INDIVIDUAL TOPICS IN WORLD HISTORY THAT WILL ALLOW THEM TO DELVE MORE IN DEPTH ON STANDARD TOPICSTOPICS. UNIT TOPICS FOLLOW AT THE END OF THE WEEKLY BLOG. Standards: SSWH1- STUDENT WILL ANALYZE THE CHARACTERISTICS OF THE WORLD'S EARLIEST CIVILIZATIONS (CRADLES OF CIVILIZATION) Students will analyze the orgins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 500 BCE. Students will describe the development of Mesopotamian societies; includes the religious, cultural, economic, and political facets of society, with attention to Hammurabi’s code. TUES. JAN. 21STH AGENDA 1. UNIT ONE QUIZ 2. WORK ON HINDUISM / BUDDHISM PHAMPHLET WED. JAN 22ND AGENDA: 1. WORK ON HINDUISM / BUDDHISM PHAMPHLET THURS. JAN 23RD AGENDA: 1. WORK ON HINDUISM / BUDDHISM PHAMPHLET FRI. JAN 24TH AGENDA: 1. UNIT 1 TEST 2. PRESENT BUDDHISM / HINDUISM PHAMPHLETS

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US History: The American Revolution Download The American Revolution (PowerPoint) Download The American Revolution Guided Notes Download Famous Revolutionary Figures Body Mapping (Homework due 1/21) We will give the Common Assessment

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US History: The American Revolution Download The American Revolution (PowerPoint) Download The American Revolution Guided Notes Download Famous Revolutionary Figures Body Mapping (Homework due 1/21) Quiz on Colonial America.

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US History: British North America PPT Quiz will be on 1/15 over Standards 1 and 2; as well as Colonial Brochure due (see below for instruction) Download Development of British North America (PowerPoint) Download The Development of British North America Guided Notes

World History

WORLD HISTORY S/2 - JANUARY 13TH - 20TH, 2014 ****MY BLOG CONTAINS ADVANCED READINGSFOR EACH UNIT. THESE READINGS ARE DIFFERENTIATION ESPECIALLY FOR ADVANCED STUDENTS AND ON-LEVEL / SPED WHO WANT TO LEARN MORE ABOUT INDIVIDUAL TOPICS IN WORLD HISTORY THAT WILL ALLOW THEM TO DELVE MORE IN DEPTH ON STANDARD TOPICSTOPICS. UNIT TOPICS FOLLOW AT THE END OF THE WEEKLY BLOG. Standards: SSWH1- STUDENT WILL ANALYZE THE CHARACTERISTICS OF THE WORLD'S EARLIEST CIVILIZATIONS (CRADLES OF CIVILIZATION) Students will analyze the orgins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 500 BCE. Students will describe the development of Mesopotamian societies; includes the religious, cultural, economic, and political facets of society, with attention to Hammurabi’s code. MON. JANUARY 13TH AGENDA: 1. Creative Writing assignment - 5 Traits of a Civilization Advanced Cities: (Tell what your cities are like) 2. Record Keeping: (How will you keep records of events, computers, etc. what type of news media will you have? 3. Complex Institutions: (How will you educate your people? What type of government will you have? What are your religious beliefs? 4. Advanced Technology: (What types of technology wiLl you have, Internet, flying cars, jet packs, etc. 5. Skilled Workers: (Describe at least 3 different type of workers, occupations in your civilization. Construction workers, technicians, etc. Describe the climate and vegetation and natural resources for your Civilization . Do you have and energy source or do you have to export oil, steel., lumber, etc. How do you grow food underwater? How do you travel underwater? In outer spa e Do they do any kind of mining (for gold, diamonds, coal, etc.)? What kinds of raw materials and finished goods are produced in your civilization? Does your country import or export raw materials and/or finished goods? What is the money called in your country? How do you pay your workers, collect taxes? D. Draw a Map of the location of your Civilization or a Drawing of what an activity in your Civilization would look like. TUES. JAN. 14TH AGENDA: 1. PPt Notes Egypt 2. Activity - Writing in Hieroglyphics Close: WED. JAN. 15TH AGENDA: 1. Reading Guide Ancient Civilizations - India THURS. JAN.16TH AGENDA: 1. PPt Notes / Class Discussion China FRI. JAN. 17TH AGENDA: 1. Quiz #1 - Ancient Civilizations Mesopotamia’s first-known empire, founded at the city of Akkad, prospered from the end of the 24th century b.c.e. to the beginning of the 22nd century b.c.e. Sargon of Akkad (2334–2279 b.c.e.) established his empire at Akkad; its exact location is unknown but perhaps near modern Baghdad. His standing army allowed him to campaign from eastern Turkey to western Iran. Although it is still unclear how far he maintained permanent control, it probably ranged from northern Syria to western Iran. The demise of the Akkadian Empire can be explained by internal revolts from local governors as well as external attacks from groups such as the Gutians, Elamites, Lullubi, Hurrians, and Amorites. The Akkadian Empire set the standard toward which Mesopotamian kings throughout the next two millennia strove. Because of this, much literature appeared concerning the Akkadian kings, especially Sargon and Naram-Sin. In the Sargon Legend, which draws upon his illegitimate birth, Sargon is placed in a reed basket in the Euphrates before he is drawn out by a man named Aqqi and raised as a gardener. From this humble beginning Sargon establishes himself as the king of the first Mesopotamian empire. The King of Battle is another tale of how Sargon traveled to Purushkhanda in central Turkey in order to save the merchants there from oppression. After defeating the king of the city, Nur-Daggal, the local ruler is allowed to continue to govern as long as he acknowledges Sargon as king. Naram-Sin, however, is often portrayed as incompetent and disrespectful of the gods. In The Curse of Akkad, Naram-Sin becomes frustrated because the gods will not allow him to rebuild a temple to the god Enlil, so he destroys it instead. Enlil then sends the Gutians to destroy the Akkadian Empire. As we know, however, the Akkadian Empire continued to have 25 prosperous years under Shar-kali-sharri after the death of Naram-Sin, and the Gutians were not the only reason for the downfall of the Akkadian Empire. In fact, there is no evidence for the Gutians causing problems for the Akkadians until late in the reign of Shar-kali-sharri. Although this story had an important didactic purpose, it shows that caution must be used in reconstructing the history of the Akkadian Empire from myths and legends. In the Cuthean Legend, Naram-Sin goes out to fight a group that has invaded the Akkadian Empire. Naram-Sin seeks an oracle about the outcome of the battle, but since it is negative, he ignores it and mocks the whole process of divination. As in The Curse of Akkad, Naram-Sin’s disrespect of the gods gets him in trouble as he is defeated three times by the invaders. He finally seeks another oracle and receives a positive answer. Naram-Sin has learned his lesson: “Without divination, I will not execute punishment.” Despite these tales, there are others that paint Naram-Sin in a more positive light as an effective king with superior military capabilities. Along with a centralized government comes standardization. This included the gradual replacement of Sumerian, a non-Semitic language, with Akkadian, an East Semitic language, in administrative documents. Dating by year names, that is naming each year after a particular event such as “the year Sargon destroyed Mari,” became the system used in Babylonia until 1500 b.c.e. when it was replaced with dating by regnal years. There was also a standardized system of weights and measures. Taxes were collected from all regions of the empire in order to pay for this centralized administration. The Akkadian ruler appointed governors in the territories the empire controlled, but many times the local ruler was just reaffirmed in his capacity. The governor would have to pledge allegiance to the Akkadian emperor and pay tribute, but at times, when the empire was weak, the local rulers could revolt and assert their own sovereignty. This meant that the Akkadian rulers were constantly putting down rebellions. But perhaps the most important precedent started by the Akkadian Empire was the installation of Sargon’s daughter Enheduanna as the high priestess of the moon god Nanna at Ur. She composed two hymns dedicated to the goddess Inanna, making her the oldest known author in Mesopotamia. This provided much needed legitimacy for the kingdom in southern Babylonia and continued to be practiced by Mesopotamian kings until the sixth century b.c.e. Babylon was the most famous Mesopotamian city in antiquity, located along the Euphrates River, 55 miles southwest of modern Baghdad. Major excavations began in 1899 by the Germans and, in recent times, have been continued by Iraq’s Department of Antiquities. The city is first mentioned by the Agade king, Shar-kali-sharri (2217–2193 b.c.e.), who built two temples in Babylon. During the Ur III period (2112–2004 b.c.e.), various officials bore the title “governor of Babylon.” In the following centuries Mesopotamia experienced a large influx of west Semitic nomads, who settled into new cities or populated existing ones. The Sumerians designated these migrants as Martu (the west), from which the Akkadians derived Amurru (Amorites). In 1894 b.c.e. the Amorite Sumu-abum founded a dynasty at Babylon. His successor, Sumu-la-el, extended Babylon’s power by capturing the city-states of Sippar, Kish, and Dilbat. Others, however, were also expanding their kingdoms. Shamshi-Adad I succeeded in conquering all of Upper Mesopotamia, including the important cities of Ashur and Mari. Rim-Sin of Larsa dominated the south, eventually annexing the longtime rival kingdom of Isin. The balance of power further depended on major city-states such as Eshnunna, Qatna, and Yamhad (Aleppo). The Old Babylonian period began in 1792 b.c.e., with Hammurabi’s ascent to Babylon’s throne. He is perhaps best known for his Law Code, which contains many parallels with laws in the Jewish scriptures. In Hammurabi’s first 28 years only three campaigns are recorded. Most of his time was spent building Babylon’s military defenses, economic infrastructure, and temples, as well as establishing diplomacy with foreign powers. After Shamshi-Adad died in 1782 b.c.e., Assyrian power slowly declined. Hammurabi, nonetheless, continued a defensive coalition with Rim-Sin, motivated by the proximity between their respective territories. He also formed friendly relations with Zimri-Lim, the native ruler who reclaimed Mari’s throne from Yasmah-Adad (Shamshi-Adad’s son). From 1764 b.c.e. Hammurabi began to adopt a more aggressive military stance. A coalition of troops from Elam, Assyria, and Eshnunna was defeated by Babylon. The very next year, aided by Mari and Eshnunna, Hammurabi turned against his ally, Rim-Sin. With Larsa subjugated, the southern cities under its control capitulated to Babylon. For the first time since the great third-millennium empires, both Sumer and Akkad were united under one kingdom. Conscious of the significance of this, Hammurabi took for himself Naram-Sin’s title “King of the Four Quarters (of the World).” Despite changes in ruling dynasties, Babylon would remain the region’s capital until the time of Alexander the Great. Indeed, all of south Mesopotamia would later be named “Babylonia.” Hammurabi’s ambition now turned toward Upper Mesopotamia. He betrayed Zimri-Lim and conquered Mari in 1761 b.c.e. The prologue to Hammurabi’s Law Code mentions that northern cities such as Ashur, Nineveh, and Tuttul were united under his control. Babylon’s hegemony, however, did not survive Hammurabi for long. Barely a decade after his death his son Samsu-iluna was threatened by the invasion of the Kassites, whose homeland was in the Zagros Mountains. To the south the rise of the First Sealand dynasty encroached on Babylon’s territories. For one and a half centuries Hammurabi’s successors clung to a dynasty that was a mere shadow of its former glory. In 1595 b.c.e. Murshili I, king of the Hittites, sacked Babylon, terminated its dynasty, and marked the end of Ancient India and China Ancient Indian civilization developed along the Indus River around 2500BCE and Ancient Chinese Civilization developed along the Huang He River around 2000BCE. Historians know more about the Ancient Chinese civilization, despite its development in geographical isolation, than they do about the Harappan Civilization that developed along the Indus river in India. Ancient Chinese writing had been deciphered as it simply evolved into modern day Chinese script. However, the Harappan Civilization developed a writing system whose deciphering has been impossible since the civilization disappeared and appears in no other civilizations. The Indus and Chinese River Valley Civilizations and the Legacy of all "first"Civilizations Indian and Chinese River Valley Civilizations. A prosperous urban civilization emerged along the Indus River by 2500 B.C.E., supporting several large cities, such as Harappa. Indus River peoples had trading contacts with Mesopotamia, but they developed a distinctive alphabet and artistic forms. Invasions by Indo-Europeans resulted in such complete destruction of this culture that little is known today about its subsequent influence on India. Civilization along the Huang (Yellow) River in China developed in considerable isolation, though some overland trading contact developed with India and the Middle East. In addition to the existence of an organized state that carefully regulated irrigation in the flood-prone river valley, the Chinese had produced advanced technology and elaborate intellectual life by about 2000 B.C.E. There was also less of a break between Chinese river-valley society and the later civilizations in China than in any other region. The Shang ruled over the Huang River valley by about 1500 B.C.E. These rulers are noted for managing the construction of impressive tombs and palaces. In Depth: The Idea of Civilization in World Historical Perspective. The belief that there are fundamental differences between the "civilized" and the "barbarians" is an old and widespread one, used by the Chinese, American Indians, ancient Greeks, and modern western Europeans, to name just a few. The latter attempted to define a series of stages in human development that ranged from utterly primitive to "advanced," with the advanced culture belonging to the western Europeans. By the nineteenth century, racial qualities were quantified as qualifiers for position along the hierarchy of "civilization." In the twentieth century much of that intellectual ancientalphabets.jpgbaggage was eventually discarded. At present, the most accepted way to approach a definition of civilization is to see it as one of several ways humans identify social organization. The Heritage of the River Valley Civilizations. Basic achievements like the wheel, alphabets, mathematics, and divisions of time are vital legacies of the early civilizations. Mesopotamian art and Egyptian architecture influenced the Greeks, and subsequently the Romans, who both passed on much of their heritage to Muslim and European civilization. The Phoenicians devised a simplified alphabet that greatly influenced the Greek and Latin writing systems. The most influential of the smaller Middle Eastern groups were the Jews, who gave the world the first clearly developed monotheistic religion. In Depth: The Legacy of Asia's First Civilizations. The first civilizations that developed in south Asia and China matched the Mesopotamian civilizations in size, complexity, and longevity. Although much of the Harappan civilization was destroyed and unknown for thousands of years, some legacies (e.g., yoga positions) carried on. In contrast, much from the early Chinese civilizations survived and profoundly influenced the history of that region; of particular note is the Mandate of Heaven and its writing system. The First Civilizations. The first civilizations established a pattern of division among the world's peoples. After Homo sapiens spread to almost every corner of the world and then had relatively little contact with each other, separate languages and cultures developed. But by 1000 B.C.E. the Phoenicians traded with Britain and Chinese silk was sold in Egypt. Overall, four distinct centers of civilizations developed: the Middle East, India, China, and Egypt (five if the nascent Olmec civilization is included). Each had important commonalities including trade, writing, and cities, yet was in many ways different from the others. Thus, the duality of common experience and diversity has been part of the human experience for a very long time. Geography: Take a look at these maps of Ancient China and Ancient India to see the geographic location of both civilizations. Ancient Indus River Valley Map.jpg AncientChinaMap.jpg