Sunday, February 27, 2011
Friday, February 25, 2011
Tuesday, February 22, 2011
February 21-25, 2011
HISTORICAL INVESTIGATION LINK:
http://www.montgomeryschoolsmd.org/schools/rmhs/departments/socialstudies/ibhistoryia/sections.htm
WORLD WAR I:
This week, February 21-25, 2011, you are responsible for the following:
1. Each class will create a prezi.com account
2. Research: Background of the OTTOMAN EMPIRE
3. Causes for WWI: Imperialism, militarism, nationalism and alliance system
4. For Historical Investigation: Evaluation of sources paper is due on Friday
http://www.montgomeryschoolsmd.org/schools/rmhs/departments/socialstudies/ibhistoryia/sections.htm
WORLD WAR I:
This week, February 21-25, 2011, you are responsible for the following:
1. Each class will create a prezi.com account
2. Research: Background of the OTTOMAN EMPIRE
3. Causes for WWI: Imperialism, militarism, nationalism and alliance system
4. For Historical Investigation: Evaluation of sources paper is due on Friday
WORLD WAR I UNIT
World War I UNIT
This unit explains the European background to WWI, the start of the war in Europe, the entry of the United States into the war, the war itself, the impact of the war on the “home front” of the countries fighting it, the provisions Versailles Treaty and the results of the war, and the reasons why the US Senate refused to ratify the Versailles Treaty.
Lesson 1: The European Background of World War I:
Objectives:
• Understand the impact that the unification of Germany had on causing WW I.
• Understand why the race for colonies helped cause WW I.
• Understand why conflicts in the Balkans between Austria and Russia helped cause WWI.
• Understand how rivalries helped lead to WWI.
Topics:
• The impact the unification of Germany had in causing the war.
• Why the race for colonies helped cause WWI.
• Why the conflict in the Balkans helped cause WWI
• How international rivalries helped lead to WWI.
Lesson 2: The War 1914-1917:
OBJECTIVE:
• Understand the first years of the war.
TOPICS:
• The war 1914-1917
Lesson 3: The entry of the United States into World War I:
OBJECTIVE:
• Understand why the United States entered the World War I.
TOPIC:
• The entry of the US into World War I.
Key Concepts:
Total War/Great War
Militarism/ Arms race
Allies
Central Powers
Pan-Slavism
Ultimatum
Mobilize
Nationalism
Colonialism
Self-determination
Neutrality
Trench warfare
communism
Propaganda
Atrocity
Armistice
Mandate
Reparations
League of Nations
Treaty of Verailles
President Wilson 14 Points
This unit explains the European background to WWI, the start of the war in Europe, the entry of the United States into the war, the war itself, the impact of the war on the “home front” of the countries fighting it, the provisions Versailles Treaty and the results of the war, and the reasons why the US Senate refused to ratify the Versailles Treaty.
Lesson 1: The European Background of World War I:
Objectives:
• Understand the impact that the unification of Germany had on causing WW I.
• Understand why the race for colonies helped cause WW I.
• Understand why conflicts in the Balkans between Austria and Russia helped cause WWI.
• Understand how rivalries helped lead to WWI.
Topics:
• The impact the unification of Germany had in causing the war.
• Why the race for colonies helped cause WWI.
• Why the conflict in the Balkans helped cause WWI
• How international rivalries helped lead to WWI.
Lesson 2: The War 1914-1917:
OBJECTIVE:
• Understand the first years of the war.
TOPICS:
• The war 1914-1917
Lesson 3: The entry of the United States into World War I:
OBJECTIVE:
• Understand why the United States entered the World War I.
TOPIC:
• The entry of the US into World War I.
Key Concepts:
Total War/Great War
Militarism/ Arms race
Allies
Central Powers
Pan-Slavism
Ultimatum
Mobilize
Nationalism
Colonialism
Self-determination
Neutrality
Trench warfare
communism
Propaganda
Atrocity
Armistice
Mandate
Reparations
League of Nations
Treaty of Verailles
President Wilson 14 Points
Tuesday, February 15, 2011
February 14-18
Historical Investigation week: All e-cards are due Wednesday Feb 16,2011.
Mini-lesson: Evaluation of Sources
Mexican Revolution Test: Periods F and D on Thursday and Periods A and G Friday.
Mini-lesson: Evaluation of Sources
Mexican Revolution Test: Periods F and D on Thursday and Periods A and G Friday.
Friday, February 4, 2011
Mexican Revolution
February 4-7, 2011
Test: Period A Wednesday, Periods D,F and G Thursday
Topics: La Decena tragic, Constitution of 1917 Articles 3-27-123-130, Aguascalientes,
Tampico Bay Incident, Ley Calles, Pershing Expedition, Embassy Pact, Cristero War,
Maximato, Nationalization PEMEX and Buccarelli Agreements.
Monday Feb. 4: Mexican Muralists project
Tuesday Feb. 5: Electronic notecards are due (7)
Test: Period A Wednesday, Periods D,F and G Thursday
Topics: La Decena tragic, Constitution of 1917 Articles 3-27-123-130, Aguascalientes,
Tampico Bay Incident, Ley Calles, Pershing Expedition, Embassy Pact, Cristero War,
Maximato, Nationalization PEMEX and Buccarelli Agreements.
Monday Feb. 4: Mexican Muralists project
Tuesday Feb. 5: Electronic notecards are due (7)
Historical Investigation Ms Davis
What is your research question? Write it here, two inches below the margin. Seven inches below this students will put their other information.
Mollie Davis
Historical Investigation
Subject: Grade 9 English
Supervisor: Ms. Mollie Davis
Word Count: 492
Davis, Mollie 1
A. Plan of Investigation
The formatting of paragraphs is very important. In order to format a paragraph, students must indent the paragraph by pressing the „tab‟ key once. Students must also double space their paragraphs. Each sentence must start with a capital letter and end with a punctuation mark. Students must also follow all given directions for using in-text MLA citations. Any directly quoted material must be denoted by the use of “quotation marks.” If students fail to follow these basic formatting rules, they will lose five points on their overall Historical Investigation.
B. Summary of Evidence This section must be written using dot points. Each dot point must be written using a complete sentence. Every fact must be cited correctly with an in-text citation. Please check the MLA reference guide at the Purdue Online Writing Lab for how to cite the sources you are using. As you do this, remember that large works get underlined or italicized. Examples are: Book Titles, Web Sites, and Movies. Shorter works need “quotation marks.” Examples are: “Chapters,” “Short Stories,” “Poems,” “Web Pages.” When you write titles, please remember to capitalize every major word in a title. The only words you should not capitalize are: any prepositions, (about, around, before, behind, between, among, during) a, an, the, and, or, but – unless these words begin the title. The difference between a Web Site and a "Web Page" is that the Web Site is the main site and the "Web Page" is a page within the Web Site.
Davis, Mollie 2
C. Evaluation of Sources
Students will begin this section with the bibliographic information for the source they are evaluating. This bibliographic information must be done according to the 2009 version of the MLA. Students are expected to use a site such as easybib.com to correctly format their citation. Again, this section must be written in paragraph form. Students must write one correctly formatted paragraph for each section. Each paragraph must have a topic sentence that mentions what will be addressed in the paragraph. This means that the first topic sentence will mention the word „origin,‟ the second topic sentence will mention the word „purpose,‟ the third topic sentence will mention the word „value,‟ and the fourth topic sentence will mention the word „limitations.‟
D. Analysis
This section will be written in paragraph form. Students will use up to three paragraphs to discuss their opinions based on the facts presented in the summary of evidence. Students must remember to start a new paragraph each time they start a new major idea. Also, as students may be using the pronoun “I” in this section, they must remember that this pronoun must ALWAYS be written as a capital letter.
E. Conclusion
This section is also written in correct paragraph form. The topic sentence of this paragraph will be the thesis of this Investigation. To write a thesis statement, turn the original research question into a statement.
Davis, Mollie 3
Works Cited
This section of the Investigation will be on a separate page.
The entries will follow the 2009 MLA format for a works cited.
The entries will be in alphabetical order by the first word in the entry. This will be either the author‟s last name or the first word of the article or the webpage.
Mollie Davis
Historical Investigation
Subject: Grade 9 English
Supervisor: Ms. Mollie Davis
Word Count: 492
Davis, Mollie 1
A. Plan of Investigation
The formatting of paragraphs is very important. In order to format a paragraph, students must indent the paragraph by pressing the „tab‟ key once. Students must also double space their paragraphs. Each sentence must start with a capital letter and end with a punctuation mark. Students must also follow all given directions for using in-text MLA citations. Any directly quoted material must be denoted by the use of “quotation marks.” If students fail to follow these basic formatting rules, they will lose five points on their overall Historical Investigation.
B. Summary of Evidence This section must be written using dot points. Each dot point must be written using a complete sentence. Every fact must be cited correctly with an in-text citation. Please check the MLA reference guide at the Purdue Online Writing Lab for how to cite the sources you are using. As you do this, remember that large works get underlined or italicized. Examples are: Book Titles, Web Sites, and Movies. Shorter works need “quotation marks.” Examples are: “Chapters,” “Short Stories,” “Poems,” “Web Pages.” When you write titles, please remember to capitalize every major word in a title. The only words you should not capitalize are: any prepositions, (about, around, before, behind, between, among, during) a, an, the, and, or, but – unless these words begin the title. The difference between a Web Site and a "Web Page" is that the Web Site is the main site and the "Web Page" is a page within the Web Site.
Davis, Mollie 2
C. Evaluation of Sources
Students will begin this section with the bibliographic information for the source they are evaluating. This bibliographic information must be done according to the 2009 version of the MLA. Students are expected to use a site such as easybib.com to correctly format their citation. Again, this section must be written in paragraph form. Students must write one correctly formatted paragraph for each section. Each paragraph must have a topic sentence that mentions what will be addressed in the paragraph. This means that the first topic sentence will mention the word „origin,‟ the second topic sentence will mention the word „purpose,‟ the third topic sentence will mention the word „value,‟ and the fourth topic sentence will mention the word „limitations.‟
D. Analysis
This section will be written in paragraph form. Students will use up to three paragraphs to discuss their opinions based on the facts presented in the summary of evidence. Students must remember to start a new paragraph each time they start a new major idea. Also, as students may be using the pronoun “I” in this section, they must remember that this pronoun must ALWAYS be written as a capital letter.
E. Conclusion
This section is also written in correct paragraph form. The topic sentence of this paragraph will be the thesis of this Investigation. To write a thesis statement, turn the original research question into a statement.
Davis, Mollie 3
Works Cited
This section of the Investigation will be on a separate page.
The entries will follow the 2009 MLA format for a works cited.
The entries will be in alphabetical order by the first word in the entry. This will be either the author‟s last name or the first word of the article or the webpage.
Thursday, February 3, 2011
Tuesday, February 1, 2011
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