FINAL EXAM REVIEW WEEK!!!!!!!!!!!!!!! Here is your student created study guide: Study Guide. On Monday, we will go over the outline for the essay on the wars of the twentieth century and on Tuesday we will play the Kahoot that Kelvin has made for our review.
Don’t forget that you can and should write your essay early. It is due the day of the exam, but you can turn it in at any point before for teacher feedback. Your exam is on Friday at 8am. A friendly reminder that if you are missing work and it is causing you to fail, you will not be permitted to leave the exam until you have made up your work.
We are finishing our last unit on wars in the 20th century this week: World War I, World War II, Cold War, Vietnam War, Korean War, War in Iraq and Afghanistan. Please recognize that this is only a short list of conflicts that were happening globally throughout the 20th century.
On Thursday, you will have a graphic organizer due on all the major wars of the 20th century. This graphic organizer can be digital or on paper, but it must not be on a single piece of computer paper or notebook paper. You can use any resources to complete this assignment- the book, the Internet, Brain Pop videos, youtube videos, or any other resources that you find helpful.
The graphic organizer should include 1) All the wars listed above 2) Causes and Effects 3) Major players (leaders and countries) 4) 10 visuals 5) Brief timeline of the war
This week we will finish our unit on the Great War by watching a Brain Pop, reviewing, and having a quiz on Tuesday the 17th. You should study for this quiz by using the Chapter Review as your guide- the questions will come directly from this assessment. On Wednesday and Thursday, you will be creating an interactive Google presentation on the key events, terms, and people during the “interwar years” between the world wars. This will be due on Friday. On Friday, we will dedicate the class to understanding the brutal and horrifying reality of the Holocaust by looking at several primary source documents.
On Tuesday we will complete the layered projects on imperialism and share them on Wednesday. On Thursday and Friday we will be discussing the causes and effects of the “Great War” also known as World War I. You will be using the textbook as well as watching a documentary and completing graphic organizers.
On Monday, we will finish up nationalism by presenting your visuals that you created on Friday and completing your final assessment. On Tuesday, we will begin a new unit on imperialism. You will be completing a layered project Wednesday-Friday. It is due by the end of class on Friday.
Below are your options for the project:
- Imperialism Web Quest (50 points)
- Section Reviews (20 points)
- Create a political cartoon or comic strip (20)
- Illustrated map and/or timeline- must be extremely detailed (50 points)
- Create a visual for a section like you did for nationalism (30 points)
- DBQ Essay at the end of the chapter (50 points)
- Choose a section from chapter review (10 points)
- Entire chapter review (60 points)
- Create a Kahoot- minimum 20 questions (50 points)
- WILD CARD- Do you have an idea? Present it to me.
On Monday, we will finish off “United States in the 1800s” by completing a student created oral quiz. Then, we will begin a unit on nationalism. You will understand the difference between a state and a nation, the key elements of nationalism, nationalism in Europe during the 1800s in Italy, Germany, Austria-Hungary, and Russia, as well as contemporary examples. You will be completing a graphic organizer each day and your final assessment will be to compare and contrast the steps and challenges to unification for each of these areas.
We will begin the week by watching “The Story of Us” on westward expansion and the Civil War. You will complete an ABC chart and have an oral quiz on Wednesday using the chart. On Wednesday, we will also begin a new unit on Nationalism. We will look at how the ideas of nationalism spread throughout the world in the 19th century with the creation of nation-states from the former empires of Europe and Asia.
On Monday, we will discuss the potato famine in Ireland that drastically affected the country as well as immigration to the United States. On Tuesday, you will create a visual timeline of the revolution in France on pages 293 through 295 in the textbook, as well as analyze political cartoons concerning the Dreyfus Affair. On Wednesday, we will look at revolutions and independence in Latin America, and on Thursday and Friday we will finish up with events in the United States during the 1800s such as westward expansion, manifest destiny, Trail of Tears, and the Civil War.
This week we will focus on reform, women’s rights, suffrage, and make historical connections over various time periods. You will learn about the role of women during industrialization and how that role has transformed in the developed world, as well as the developing world. We will begin reading the novel, I Am Malala, to make real world connections to the issue of women’s rights and education.
To finish the Industrial Revolution, you will be writing an essay on the effects of this era. On Monday, you are creating the outline for the essay you are writing this week. You should do this on a Google Doc. It should be one page and then we can print it out for you to follow for the week. I will be conferencing with each of you about your essays from the French Revolution. On Tuesday-Thursday you will be writing your essays. You need to incorporate the documents from the packet. This time, you should challenge yourself to move beyond a five paragraph essay. You should incorporate at least 10 of the documents.
Intro- General information about the industrial revolution. Thesis statement with all the topics you will address in your essay.
Body Paragraphs- Topic sentence and transitions are important. Make a list of the information you will include and the documents you will use.
Conclusion- Restate your thesis. Include the lasting effects or contemporary consequences of industrialization. Here, you can add an opinion without saying “I.”