World History

World History - Week of 5/9/16

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Our History Timeline

Unit 27 - The Archduke makes a state visit (1914)

Unit 28 - One Night in Petrograd 1917

Day	Classwork	Homework
Monday	One Night in Petrograd 1917 Final Thoughts
Tuesday	Begin: Video and discussion Lecture: Professor Fears -The Day the Stock Market Crash-
Wednesday	Complete video and discussion	Homework To Be announced
Thursday	How does the 1929 crash relate to now?
Friday	Final thought--Market Crash	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 4/18/16

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Our History Timeline

Unit 27 - The Archduke makes a state visit (1914)

Unit 28 - One Night in Petrograd 1917

Day	Classwork	Homework
Monday	Mindup! Exercise Then: The Archduke makes a state visit Read and discuss	How can war be said to be the mother of progress?
Tuesday	Video and discussion Lecture: Professor Fears -Ferdinand-	Important Term: Austro-Hungarian Empire
Wednesday	Complete video and discussion -Ferdinand-	Did WWI settle anything
Thursday	One Night in Petrograd 1917 Reading and Discussion
Friday	Begin: Video and discussion Lecture: Professor Fears -Petrograd-	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 4/18/16

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Our History Timeline

Unit 27 - The Archduke makes a state visit (1914)

Unit 28 - One Night in Petrograd 1917

Day	Classwork	Homework
Monday	Mindup! Exercise Then: The Archduke makes a state visit Read and discuss	How can war be said to be the mother of progress?
Tuesday	Video and discussion Lecture: Professor Fears -Ferdinand-	Important Term: Austro-Hungarian Empire
Wednesday	Complete video and discussion -Ferdinand-	Did WWI settle anything
Thursday	One Night in Petrograd 1917 Reading and Discussion
Friday	Begin: Video and discussion Lecture: Professor Fears -Petrograd-	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 4/11/16

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Our History Timeline

Unit 26- The Wright Brothers take flight (1903)

Unit 27- The Archduke makes a state visit (1914)

Day	Classwork	Homework
Monday	The Wright Brothers Read and discussion pgs 82-84
Tuesday	Video and discussion Lecture: Professor Fears Taking flight (1907) in France	The airplaneprovides an example of an explosion of technology once the the basic concept is proved can you think of other examples?
nesday	Mindup! Minimum Day Schedule
Thursday	Video and discussion Lecture: Professor Fears -Ferdinand-	How can war be said to be the mother of progress?
Friday	Video and discussion Lecture: Professor Fears -Ferdinand-	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 4/4/16

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Our History Timeline

Lecture 25

Louis Pasteur (1885)

Day	Classwork	Homework
Monday	Louis Pasteur Cures a Child (1885) Discussion
Tuesday	Video and discussion Lecture: Professor Fear Louis Pasteur Cures a Child (1885)	Pasteur's lesson for life was "Will, Work, Success." Do you Agree? Why or why not?
Wednesday	Spontaneous Generation	Do you believe that every citizen in a democracy has the right to the best health care available?
Thursday	Video Lecture: Professor Fears -Conclude-
Friday	Final Thoughts on Pasteur	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 03/28/2016

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Our History Timeline

Lecture 24

Charles Darwin (1831)

Day	Classwork	Homework
Monday	NO SCHOOL
Tuesday	"On the Origin of Species" What is the Thesis Germany's subversion of Darwin's Thesis	What is the Thesis advanced by Charles Darwin?
Wednesday	Social Darwinism	Define modus operandi
Thursday	Lecture: Professor Fears	Are you surprised that Darwin's theory of evolution is still so divisive?
Friday	Complete Fears Video	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Weeks of 03/07-03/14, 2016

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Section -

22- General Picket Leads a Charge (1863)

23- Adam Smith (1776) vs Karl Marx (1867)

Day	Classwork	Homework
Monday	(Conclude) Right of Property
Tuesday	Section 23 Economics and American Society Discussion
Wednesday	Section 23 Economics and American Society Video	Do any aspects of Marx's Communist system appeal ro you? If so, what are they?
Thursday	Adams and Marx
Friday	Conclude Adams and Marx	Have a wonderful Spring Break!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 02/29/16

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Section -

22- General Picket Leads a Charge (1863)

23- Adam Smith (1776) vs Karl Marx (1867)

Day	Classwork	Homework
Monday	(Conclude) Right of Property
Tuesday	(Conclude) Lee, Davis, and the Confederate Soldiers	Were slaveholding signers of the Declaration of Independence, such as Thomas Jefferson, hypocrites?
Wednesday	Section 23 Economics and American Society
Thursday	Adams and Marx	Do any aspects of Marx's Communist system appeal ro you? If so, what are they?
Friday	Adams and Marx	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 02/22/16

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Section -

22- General Picket Leads a Charge (1863)

23- Adam Smith (1776) vs Karl Marx (1867)

Day	Classwork	Homework
Monday	Right of Property
Tuesday	Slavery General Pickett leads a Charge	Were slaveholding signers of the Declaration of Independence, such as Thomas Jefferson, hypocrites?
Wednesday	Minimum Day Schedule Lee, Davis, and the Confederate Soldiers
Thursday	Economics and American Society	Do any aspects of Marx's Communist system appeal ro you? If so, what are they?
Friday	Adams and Marx	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 02/15/2016

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Section -

21- The Battle of Lexington (1775)

Day	Classwork	Homework
Monday	-President's Day Holiday-
Tuesday	- Section 20 Complete The Battle of Vienna
Wednesday	Section 21 The Battle of Lexington	1. Do you believe that there is a fundamental difference between the values of the Middle East and the values of Europe and America? 2. The militia laws of the 13 colonies were essentially a military draft. Do you think the United States should have a draft today?
Thursday	Complete - Section 21 The Battle of Lexington
Friday	Conclude Sections -21	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 02/08/16

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Section -

20- The Battle of Vienna (1683)

21- The Battle of Lexington (1775)

Day	Classwork	Homework
Monday	Complete Section 19
Tuesday	- Section 20 The Battle of Vienna
Wednesday	Section 21 The Battle of Lexington	1. Do you believe that there is a fundamental difference between the values of the Middle East and the values of Europe and America? 2. The militia laws of the 13 colonies were essentially a military draft. Do you think the United States should have a draft today?
Thursday	Complete - Section 21 The Battle of Lexington
Friday	Conclude Sections 20-21	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 1/25/16

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Section - Events that changed History

Lecture 17: Erasmus- A Book Sets Europe Ablaze (1516) Pgs 55-57

Lecture 18: Luther's New Course Changes History (1517) Pgs 58-60

Day	Classwork	Homework
Monday	-Complete Michelangelo -Begin with Erasmus' New Book
Tuesday	A Book Sets Europe Ablaze (1516)	1. Explain: Can you compare the impact of the computer with that of the printing press? 2. Why did the study of the classical past have such attraction for men and women of the 16th century?
Wednesday	Corruption and change.
Thursday	Martin Luther's New Course	Consider: Why was John Hus burned at the stake while Martin Luther lived to launch the reformation
Friday	Continue Martin Luther and the Protestant Reformation

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History B - 3rd QTR Week of 1/18/2016

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Section - Events that changed History

Lecture 16: Michangelo Accepts a Commission (1508)

Lecture 17: Erasmus- A Book Sets Europe Ablaze

Day	Classwork	Homework
Monday	Holiday- No School
Tuesday	Introduction--Michangelo Accepts a Commission (1508)
Wednesday	Minimum Day Schedule Michangelo Accepts a Commission (1508	Answer: Do you agree that Michelangelo is the greatest artist of all time?
Thursday	Erasmus- A Book Sets Europe Ablaze
Friday	Complete sections

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 01/04/16

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Section

Lecture 14: Black death - Pandemics and History (1348)

Lecture 15: Columbus Finds a New World (1492)

Day	Classwork	Homework
Monday	- Complete Discussion on the Black Plague -
Tuesday	Columbus finds a "New World"	For Tonight: What do you think of the current prospect of a devastating pandemic? Please explain in full.
Wednesday	Columbus finds a "New World" Professor Fears Video
Thursday	Begin Review for next weeks final Sections 1-15
Friday	Review For Final

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 12/07/2015

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Section

Lecture 12: Bologna Gets a University (1088)

Lecture 13: Dante Sees Beatrice (1283)

Day	Classwork	Homework
Monday	The Brain- 20 minutes Bologna gets a University	Explain in detail: What would you say are the purposes of a University?
Tuesday	*Professor Fears on Bologna*	Answer This question: How has and can technology transform universities?
Wednesday	The Renaissance Dante sees Beatrice
Thursday	Conclude Dante sees Beatrice
Friday	Quiz on Lessons 12-13	Have a Wonderful Weekend! *Yes, School on Monday!!*

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 11/30/2015

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards

10.1: Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western political
thought.
10.1.1: Analyze the similarities and differences in Judeo-Christian and Greco-Roman
views of law, reason and faith, and duties of the individual.

This Week

Into the Current Era

Section 5

Unit 8 - The Time of Teachers -

Day	Classwork	Homework
Monday	Muhammad Moves to Medina The Hegira (C.E. 622) Basic Principles
Tuesday	Muhummad's revelations preserved in the Quran VIDEO Professor Fears	Do you agree that Islam is at war with Christianity and Judaism?
Wednesday	VIDEO {Continue and conclude} Professor Fears The basic principles of Islam	How do the basic principles of Islam compare/contrast with the other religions we have discussed?
Thursday	Islam, the Quran, and the Five Pillars Discussion
Friday	- How Do Madmen Use and Twist Islam? -	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 11/16/2015

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards

10.1: Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western political
thought.
10.1.1: Analyze the similarities and differences in Judeo-Christian and Greco-Roman
views of law, reason and faith, and duties of the individual.

This Week

Into the Current Era

Section 5

Unit 8 - The Time of Teachers -

Day	Classwork	Homework
Monday	Constantine I Wins a battle (C. E. 312)
Tuesday	VIDEO Constantine I Wins a battle (C. E. 312)	Scholars debate whether Constantine really believed in Christianity or saw it as a useful political tool. Are the two compatible?
Wednesday	Final Discussion Constantine
Thursday	Muhammad Moves to Medina (C.E. 622)	Consider for Next Week: Do you agree that Islam is at war with Christianity and Judaism?
Friday	- Minimum Day Schedule - Catch-up Day	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 11/09/2015

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards

10.1: Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western political
thought.
10.1.1: Analyze the similarities and differences in Judeo-Christian and Greco-Roman
views of law, reason and faith, and duties of the individual.

This Week

- Into the Current Era C.E. (also known as A.D.)

Units 9-10

Part 9 - Jesus- A teacher

Part 10 - Constantine 1 - Wins a Battle

Day	Classwork	Work
Monday	30 minunutes of Mind-Up then Video and Discussion Jesus The trial of a teacher	HOMEWORK Answer this question: 1. What effect might Jesus have if he appeared today? Would he threaten the government?
Tuesday	Video and Discussion Jesus The trial of a teacher -Conclude-	HOMEWORK Answer this question: 2. Why did the Romans Persecute the Christians
Wednesday	Veterans Day PUPIL FREE DAY	No School Today!
Thursday	Constantine 1 - Wins a Battle Discussion and Video	HOMEWORK Answer this question: 1. Scholars debate whether Constantine really bellieved in Christianity or saw it as a useful political tool. Are the two compatible?
Friday	Constantine 1 - Wins a Battle Review	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 11/02/2015

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards

10.1: Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western political
thought.
10.1.1: Analyze the similarities and differences in Judeo-Christian and Greco-Roman
views of law, reason and faith, and duties of the individual.

This Week

- The First Civilizations

Units 4-5

We are taking longer than usual getting through the Caesar unit

Part 4 - Caesar and the Rubicon -

Part 5 - Jesus a teacher

Day	Classwork	Work
Monday	Reading + Discussion: Caesar Crosses the Rubicon
Tuesday	Video and Discussion --Caesar-- Crosses the Rubicon
Wednesday	Complete Caesar Unit Begin: Jesus The trial of a teacher	HOMEWORK Answer this question: 1. What effect might Jesus have if he appeared today? Would he threaten the government?
Thursday	Video and Discussion Jesus The trial of a teacher
Friday	Review	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 10/26/2015

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards

10.1: Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western political
thought.
10.1.1: Analyze the similarities and differences in Judeo-Christian and Greco-Roman
views of law, reason and faith, and duties of the individual.

This Week

- The First Civilizations

Section 4

Part 4 - The Roman Empire -

Part 5 - Jesus

Day	Classwork	Work
Monday	Reading + Discussion: Caesar Crosses the Rubicon
Tuesday	Video and Discussion --Caesar-- Crosses the Rubicon
Wednesday	Jesus The trial of a teacher	HOMEWORK Answer this question: 1. What effect might Jesus have if he appeared today? Would he threaten the government?
Thursday	Video and Discussion Jesus The trial of a teacher
Friday	Review	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 10/19/2015

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards

10.1: Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western political
thought.
10.1.1: Analyze the similarities and differences in Judeo-Christian and Greco-Roman
views of law, reason and faith, and duties of the individual.

This Week

- The First Civilizations

Review Sections 1-7

Day	Classwork	Homework
Monday	Begin Units 1-7 Review For Thursday Exam
Tuesday	Continue Preparing notes for Thursday Exam	Do you believe that every citizen has the right to the best medical care available? Please explain Hippocrates believed that the doctor must treat the patient as a whole. To what extent does modern medicine follow that precept?
Wednesday	Continue Preparing notes for Thursday Exam
Thursday	1st Qtr Exam Units 1-7
Friday	Pupil Free Day No School	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 10/12/2015

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards

10.1: Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western political
thought.
10.1.1: Analyze the similarities and differences in Judeo-Christian and Greco-Roman
views of law, reason and faith, and duties of the individual.

This Week

- The First Civilizations

Unit 5

Ancient Greece - Complete this section -Democracy

Day	Classwork	Homework
Monday	Marathon Democracy Triumphant Preemptive war
Tuesday	Video: Battle at Marathon Marathon Complete Video and Discussion
Wednesday	Hippocrates Takes an Oath	Do you believe that every citizen has the right to the best medical care available? Please explain Hippocrates believed that the doctor must treat the patient as a whole. To what extent does modern medicine follow that precept?
Thursday	-Minimum Day Schedule- Medicine-Truth and Wisdom
Friday	Complete Ancient Greece	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 10/5/2015

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards

10.1: Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western political
thought.
10.1.1: Analyze the similarities and differences in Judeo-Christian and Greco-Roman
views of law, reason and faith, and duties of the individual.

This Week

- The First Civilizations

Unit 5

Ancient Greece - Complete this section -Democracy

Day	Classwork	Homework
Monday	China - Confucious's Teachings
Tuesday	Ancient Greece Solon - Democracy Begins
Wednesday	Marathon Democracy Triumphant Preemptive war	Answer: 1. What do you think of the cancellation of debts as a solution to the mortgage crisis? 2. Do we, in effect, have a wealth qualification to hold higher public office in America today?
Thursday	Hippocrates Takes an Oath
Friday	Complete Ancient Greece	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 9/28/2015

Goals and Objectives:

In the classroom students use a variety of methods to access the World History curriculum.

The online book has interactive elements that our students will use in our class, like flashcards, jeopardy, as well as links to other learning tools related to instruction. Other online videos will be used from a number of educational sources, in line with Common Core objectives.

California Standards

10.1: Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western political
thought.
10.1.1: Analyze the similarities and differences in Judeo-Christian and Greco-Roman
views of law, reason and faith, and duties of the individual.

This Week- Professor Fears - 36 Key Events In History

COMPLETE...

Event 4: Confucius instructs a Nation 553-479 B.C.E (B.C.)

"Shaped 2500 years of Chinese History"

"Wisdom and Study"

" Virtue and moral qualities"

Day	Classwork	Homework
Monday	- Video Prof. Fears - & -Discussion of Confucious-
Tuesday	Complete Unit on: - Video Prof. Fears - -Confucious-	Answer: Does Confucius support the view that many nations in many places and many times have chosen benevolent despotism? Answer: Do you agree with Confucius that civility is essential to a well ordered society?
Wednesday	Solon - Democracy Begins Read and Discuss pages 18-19
Thursday	- Video Prof. Fears - & -Discussion of Solon-
Friday	Continue Video and Discussion	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 9/21/2015

Goals and Objectives:

In the classroom students use a variety of methods to access the World History curriculum.

The online book has interactive elements that our students will use in our class, like flashcards, jeopardy, as well as links to other learning tools related to instruction. Other online videos will be used from a number of educational sources, in line with Common Core objectives.

California Standards

10.1: Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western political
thought.
10.1.1: Analyze the similarities and differences in Judeo-Christian and Greco-Roman
views of law, reason and faith, and duties of the individual.

This Week- Professor Fears - 36 Key Events In History

COMPLETE...

Event 3: The Enlightenment of the Buddha

- Information - Knowledge - Wisdom

- Sanscrit - the Vedas - Upanishads

- Fullfillment of the Soul -

Begin Event 4: Confucius instructs a Nation 553-479 B.C.E (B.C.)

Day	Classwork	Homework
Monday	- Video Prof. Fears - -The Message of Peace-
Tuesday	Complete Unit on: The Buddha and Enlightenment *Begin Section on Confucius 553-479 B.C.E.*	Answer: What similarities do you see between Christianity and Buddism? Answer: Do you agree that Buddhism demonstrates that there can be ethics without belief in a personal God?
Wednesday	No School Pupil Free Day
Thursday	The Power of ... -Wisdom and Study-	Answer: Does Confucius support the view that many nations in many places and many times have chosen benevolent despotism? Answer: Do you agree with Confucius that civility is essential to a well ordered society?
Friday	Conclude Buddha and Confucius	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 9/14/2015

Goals and Objectives:

In the classroom students use a variety of methods to access the World History curriculum.

The online book has interactive elements that our students will use in our class, like flashcards, jeopardy, as well as links to other learning tools related to instruction. Other online videos will be used from a number of educational sources, in line with Common Core objectives.

California Standards

10.1: Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western political
thought.
10.1.1: Analyze the similarities and differences in Judeo-Christian and Greco-Roman
views of law, reason and faith, and duties of the individual.

This Week- Professor Fears - 36 Key Events In History

Event 3: The Enlightenment of the Buddha

- Information - Knowledge - Wisdom

- Sanscrit - the Vedas - Upanishads

- Fullfillment of the Soul -

Day	Classwork	Homework
Monday	No School Pupil Free Day
Tuesday	The Buddha and Enlightenment
Wednesday	Minimum Day Schedule - Video Prof. Fears - Discussion: The Buddha and Enlightenment	Answer: What similarities do you see between Christianity and Buddism?
Thursday	- Video Prof. Fears - -The Message of Peace-	Answer: Do you agree that Buddhism demonstrates that there can be ethics without belief in a personal God?
Friday	Starting on the Right Path	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 9/07/2015

Goals and Objectives:

In the classroom students use a variety of methods to access the World History curriculum.

The online book has interactive elements that our students will use in our class, like flashcards, jeopardy, as well as links to other learning tools related to instruction. Other online videos will be used from a number of educational sources, in line with Common Core objectives.

California Standards

10.1: Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western political
thought.
10.1.1: Analyze the similarities and differences in Judeo-Christian and Greco-Roman
views of law, reason and faith, and duties of the individual.

This Week- Professor Fears - 36 Key Events In History

Event 2: Moses and Monotheism

- Monotheism sets Judaism apart.

- The long life of Egyptian civilization.

- Key beliefs of Judaism that became important to the West

Day	Classwork	Homework
Monday	No School LABOR DAY
Tuesday	Bedouins in the Middle East Moses and the Pharoah
Wednesday	- Video Prof. Fears - Discussion: Fertile River Valleys	Answer: Do you think, as the Victorians believed, that monotheism represents evolutionary advance over polytheism?
Thursday	- Video Prof. Fears - Exodus-	Answer: Why do you think that the religion and language of the ancient Hebrews have survived through all the centuries?
Friday	Key beliefs of Judaism that became important to the development of the West	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 8/31/2015

Goals and Objectives:

In the classroom students use a variety of methods to access the World History curriculum.

The online book has interactive elements that our students will use in our class, like flashcards, jeopardy, as well as links to other learning tools related to instruction. Other online videos will be used from a number of educational sources, in line with Common Core objectives.

California Standards

10.1: Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western political
thought.
10.1.1: Analyze the similarities and differences in Judeo-Christian and Greco-Roman
views of law, reason and faith, and duties of the individual.

This Week- Professor Fears - 36 Key Events In History

Event 1: Hammurabi's Code of law

- The concept of the law code and divine kingship.

- The long life of Egyptian civilization.

- Key beliefs of Judaism that became important to the West

Day	Classwork	Homework
Monday	Hammurabi's code of Law
Tuesday	The law code and divine kingship.
Wednesday	The long life of Egyptian civilization.	Read supplied handout and answer Questions
Thursday	- Video - Discussion: Fertile River Valleys
Friday	Key beliefs of Judaism that became important to the development of the West	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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Beginning 2015 - 2016

World History - Week of 8/24/2015

Goals and Objectives:

In the classroom students use book, discussion and interactive classroom access to the World History curriculum.

One day every student will have individual academic access to the web at home through a computer or mobile device and academic connectivity will be more complete. Until that day, there will be no "interactive" homework assigned, and students may, of course, take their textbooks home as needed or desired.

Day	Classwork	Homework
Monday	Welcome Backs/New Hellos
Tuesday	Classroom/Computer/School Rules Student Expectations Reading Maps
Wednesday	Map Reading Short video on a fertile valley Civilization	Homework begins next week
Thursday	Lecture and Discussion: Law & Society
Friday	Lecture and Discussion: Law & Society	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

Beginning 2015 - 2016

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World History - Week of 06/08/2015

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Final Finals:

-Mon Tuesday Finals

& review in afternoon

Day	Classwork	Homework
Monday 6/8	*Finals Periods 3-4* *Finals Prep, other classes*
Tuesday 6/9	*Finals Periods 5-6* *Finals Prep, other classes*
Wednesday 6/10	*Makeup and/or complete Finals*
Thursday 6/11	*Senior Graduation* *Minimum Day*	Have a Wonderful Weekend!
	*Summer Break*

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 06/01/2015

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Our History Timeline:

Complete:

Lecture - 36

- September 11, 2001

Review Tues-Thursday FRIDAY FINAL

Day	Classwork	Homework
Monday 5/25	*Complete Lecture 36*
Tuesday 5/26	*Review for Final*
Wednesday 5/27	*Review for Final*
Thursday 5/28	*Review for Final*
Friday 5/29	*World History B* *FINAL*	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 05/25/2015

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Our History Timeline:

Lecture - 35

- Dr King Leads a March (1963)

Lecture - 36

- September 11, 2001

Day	Classwork	Homework
Monday 5/25	*Memorial Day Holiday*
Tuesday 5/26	Lecture - 35 *- Dr King Leads a March (1963* High Point in American History	Can you think of other examples of the success of passive resistance?
Wednesday 5/27	*Video 35* Lecture: Professor Fears ON: Poverty	Apart from the role of Dr King, what other elements foreshadowed the end of segregation in America of the early sixties?
Thursday 5/28	Continue *Video 35* Lecture: Professor Fears ON: *Equality*
Friday 5/29	Final thoughts on DR King	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 05/18/2015

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Our History Timeline:

Lecture - 34

- John F Kennedy is Assassinated (1963)

Day	Classwork	Homework
Monday 5/18	Lecture - 33 *John F Kennedy is Assassinated (1963)*
Tuesday 5/19	US Hero served in WWII Senate and Civil Rights	Discuss the idea that the Kennedy Family is one of the most fateful legacies in the world.
Wednesday 5/20	*Video 34* Lecture: Professor Fears ON: *John F Kennedy is Assassinated* Inaugural Address	Why was John Kennedy so successful while Lyndon Johnson proved such a failure with the press.
Thursday 5/214	Continue Video and discussion *John F Kennedy*
Friday 5/22	Complete Video and Discussion Lecture: Professor Fears -Conclude *John F Kennedy*	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 05/11/2015

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Our History Timeline:

Lecture - 33

- Mao Zedong Begins His Long March (1934)

Day	Classwork	Homework
Monday 5/11	Lecture - 33 *Mao Zedong Begins His Long March (1934)*
Tuesday 5/12	Communism & Socialism Chaing Kai-shek Sun Yat-sen	What was Mao's "peasant strategy"?
Wednesday 5/13	Video 33 Lecture: Professor Fears ON: People's Republic of China	What might prevent China from becoming the dominant "superpower" of the 21st Century. Explain, please.
Thursday 5/14	Continue Video and discussion Korean War	Is China, like Russia, another nation that proves freedom is not a universal value? Explain, please
Friday 5/15	Complete Video and Discussion Lecture: Professor Fears -Conclude Mao- Review	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 05/04/2015

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Our History Timeline:

Lecture - 32

- The Atomic Bomb Is Dropped (1945)

Day	Classwork	Homework
Monday 5/4	Lecture - 32 Hiroshima, Japan August 6, 1945
Tuesday 5/5	Albert Einstein Nuclear Physicists	Names to know: Albert Einstein Werner Heisenberg
Wednesday 5/6	Video 32 Lecture: Professor Fears ON: The Atomic Bomb is Dropped	Should the Americans have dropped the atomic bomb on Japan? Explain.
Thursday 5/7	Continue Video The Atomic Bomb	Was it ever feasible to think that the spread of nuclear weapons could be contained? Explain.
Friday 5/8	Complete Video Lecture: Professor Fears -Conclude- Review	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 04/27/2015

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Our History Timeline:

Conclude:

Lecture - 30

- Hitler Becomes Chancellor of Germany (1933)

Lecture - 31

- Franklin Roosevelt Becomes President (1933)

Day	Classwork	Homework
Monday	Lecture 31 FDR Becomes President (1933)
Tuesday	FDR's social awareness Morals & Values
Wednesday	Video Lecture: Professor Fears ON: FDR The Government and Assistance	Who do you think is america's greatest president? <<Explain Why>>
Thursday	Video Lecture: Professor Fears FDR The Government and Assistance	Is it true that Hitler appealed to all that was worst in his nation and Roosevelt appealed to all that was best in his nation? <<Explain>>
Friday	Video Lecture: Professor Fears -Conclude- Review	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 04/20/2015

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Our History Timeline:

Conclude

Lecture -29

- The Day the Stock Market Crashed (1929)

Lecture - 30

- Hitler Becomes Chancellor of Germany (1933)

Day	Classwork	Homework
Monday	Video Lecture: Professor Fears Stock Market Crash Final Thoughts on Market Crash
Tuesday	Who was he before he was Hitler?
Wednesday	Lecture 30 Hitler Becomes Chancellor of Germany (1933)	Winston Churchill called WWII the "unnecessary war". What did he mean? Do you agree?
Thursday	Video Lecture: Professor Fears Hitler Becomes Chancellor of Germany -Conclude-	Do you agree that Hitler was only made possible by democracy? <<Explain>>
Friday	Video Lecture: Professor Fears Hitler Becomes Chancellor of Germany -Conclude-	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 04/13/2015

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Our History Timeline:

Lecture 28-29

- One Night in Petrograd (1917)

- The Day the Stock Market Crashed (1929)

Showcase Wednesday 6:00 - 8:00pm

Day	Classwork	Homework
Monday	Video Lecture: Professor Fears Lenin and Stalin -Conclude-
Tuesday	Final Thoughts on Lenin and Stalin
Wednesday	-Minimum Day- The Day the Stock Market Crashed Showcase 6:00 - 8:00pm
Thursday	Video Lecture: Professor Fears Stock Market Crash	Answer Two questions. 1. Does the financial crisis that began in 2007 resemble the financial crisis of 1929? 2. What do these two depressions tell us about our collective failure to learn from history?
Friday	Video Lecture: Professor Fears Stock Market Crash -Conclude-	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 04/06/2015

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Our History Timeline:

Lecture 28

One Night in Petrograd (1917)

Day	Classwork	Homework
Monday	-No School Today-
Tuesday	One Night in Petrograd Bolshevics/Socialism and the 1st Communist State	Winston Churchill deplored the refusal of the British government in 1919 to intervene and overthrow the Bolshevics. Would you have agreed with Churchhill? Would you agree in retrospect?
Wednesday	Video Lecture: Professor Fears Lenin and Stalin
Thursday	Video Lecture: Professor Fears Lenin and Stalin -Conclude-	Why has Russia chosen despotism over freedom?
Friday	Final Thoughts on Lenin and Stalin	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 03/23/2015

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Our History Timeline:

Lecture 27

The Archduke Makes a State Visit (1914)

Day	Classwork	Homework
Monday	The Archduke Makes a State Visit (1914) Discussion
Tuesday	Video Lecture: Professor Fear The Archduke Makes a State Visit
Wednesday	-Minimum Day Schedule- Video Lecture: Professor Fear
Thursday	Video Lecture: Professor Fears -Conclude-	Did WWI settle anything? Can you think of a war that did? I can. WWI led to major advances in medicine, air travel, and many other areas of science and technology. How can war be said to be the mother of progress?
Friday	Final Thoughts on the Archduke End of Quarter	Have a Great Break! See you April 7

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 03/16/2015

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Our History Timeline

Lecture 26

Two Brothers Take Flight (1903)

Day	Classwork	Homework
Monday	Two Brothers Take Flight (1903) Discussion
Tuesday	Video Lecture: Professor Fear Two Brothers Take Flight (1903)	This lecture calls the Wright Brothers entrepreneurs. We used that term with Columbus. How do you define an entrepreneur?
Wednesday	Video Lecture: Professor Fear	The airplane provides an example of an explosion of technology once the basic concept is proved. Can you think of other examples.
Thursday	Video Lecture: Professor Fears -Conclude-
Friday	Final Thoughts on Wright Brothers	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 03/09/2015

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Our History Timeline

Lecture 25

Louis Pasteur (1885)

Day	Classwork	Homework
Monday	Louis Pasteur Cures a Child (1885) Discussion
Tuesday	Video Lecture: Professor Fear Louis Pasteur Cures a Child (1885)	Pasteur's lesson for life was "Will, Work, Success." Do you Agree? Why or why not?
Wednesday	Spontaneous Generation	Do you believe that every citizen in a democracy has the right to the best health care available?
Thursday	Video Lecture: Professor Fears -Conclude-
Friday	Final Thoughts on Pasteur	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 03/28/2016

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Our History Timeline

Lecture 24

Charles Darwin (1831)

Day	Classwork	Homework
Monday	NO SCHOOL
Tuesday	"On the Origin of Species" What is the Thesis Germany's subversion of Darwin's Thesis	What is the Thesis advanced by Charles Darwin?
Wednesday	Social Darwinism	Define modus operandi
Thursday	Lecture: Professor Fears	Are you surprised that Darwin's theory of evolution is still so divisive?
Friday	Complete Fears Video	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 02/23/2015

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Back to our History Timeline

Adam Smith (1776) versus Karl Marx (1867)

Day	Classwork	Homework
Monday	The Wealth of Nations -Mercantilism-
Tuesday	-Capitalism- Marx and the Communist Manifesto
Wednesday	Minimum Day
Thursday	Video Lecture: Professor Fears	Tonight's Homework Define:Capitalism in your own terms Do any aspects of Marx's communist system appeal to you? If so, What are they?
Friday	Complete Fears Video	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 02/16/15

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

We are departing this week from our regular curriculum in order to give I.S.I.S. are real good look. Who is ISIS? What do they want? Why?

Day	Classwork	Homework
Monday	No School -President's Day-
Tuesday	I.S.I.S. Who are they?
Wednesday	What does I.S.I.S. want?
Thursday	When did I.S.I.S. become Active?	Write short answers for Who, What, When Re: ISIS
Friday	What are we to do??

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 02/09/15

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Section - Finalize:

22- General Picket Leads a Charge (1863)

23- Adam Smith (1776) vs Karl Marx (1867)

Day	Classwork	Homework
Monday	Begin: Gettysburg History Channel
Tuesday	End: Gettysburg History Channel	Answer: Do you still believe with Lincoln that the United States is the last best hope of the human race?
Wednesday	Adam Smith Vs. Karl Marx	Do any aspects of Marx's communist system appeal to you? If so, what are they?
Thursday	Adam Smith Vs. Karl Marx
Friday	Finish with Marx.

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 02/02/15

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Section -

22- General Picket Leads a Charge (1863)

23- Adam Smith (1776) vs Karl Marx (1867)

Day	Classwork	Homework
Monday	Right of Property
Tuesday	Slavery General Pickett leads a Charge	Were slaveholding signers of the Declaration of Independence, such as Thomas Jefferson, hypocrites?
Wednesday	Lee, Davis, and the Confederate Soldiers
Thursday	Economics and American Society	Do any aspects of Marx's Communist system appeal ro you? If so, what are they?
Friday	Adams and Marx	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 01/26/15

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Section -

20- The Battle of Vienna (1683)

21- The Battle of Lexington (1775)

Day	Classwork	Homework
Monday	Section 20 The Battle of Vienna
Tuesday	Complete - Section 20 The Battle of Vienna	Do you believe that there is a fundamental difference between the values of the Middle East and the values of Europe and America?
Wednesday	Section 21 The Battle of Lexington	The militia laws of the 13 colonies were essentially a military draft. Do you think the United States should have a draft today?
Thursday	Complete - Section 21 The Battle of Lexington
Friday	Conclude Sections 20-21	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 01/19/15

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

**Semester Expectations**

Section -

19- Defeat of the Spanish Armada

20- The Battle of Vienna

Day	Classwork	Homework
Monday	-Martin Luther King Jr- No School
Tuesday	SEMESTER Begins Cover Semester Expectations: Classroom discussions and lectures What Participation Means Homework Taking Notes
Wednesday	Section 19 Defeat of the Spanish Armada	Questions to answer
Thursday	Section 20 The Battle of Vienna	Questions to answer
Friday	Conclude Sections 19-20	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 01/12/15

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Section - All Section Review

Review for Final Exam

Final Exams

Day	Classwork	Homework
Monday	Last Review for tomorrow's Final	Complete unfinished assignments Prepare for tomorrow's finals
Tuesday	SEMESTER FINAL
Wednesday	Study for other class Finals	All Assignments must be turned in.
Thursday	-Minimum Day- Study for other class Finals
Friday	-Student Free Day- No School

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 01/05/15

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Section - All Section Review

Complete Lessons on: Spanish Armada & Reformation/Counter Reformation

Review for Final Exam

Day	Classwork	Homework
Monday	Complete -The Defeat of the Spanish Armada -Reformation/Counter Reformation	Complete unfinished assignments
Tuesday	Complete -The Defeat of the Spanish Armada -Reformation/Counter Reformation Final Exam Review
Wednesday	Final Exam Review	All Assignments must be turned in.
Thursday	Final Exam Review	Prepare for Monday's Final
Friday	Final Exam Review -Raffle Day-	Prepare for Monday's Final

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 12/15/14

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Section - Events that changed History

Complete: Lecture 18: Luther's New Course Changes History (1517)

New: Lecture 19: The Defeat of the Spanish Armada (1588)

Continue with: Early African Empires

Day	Classwork	Homework
Monday	-Martin Luther's New Course- Continue and Complete	Tonight: What does Martin Luther tell us about the question: Do Great Men and Women make History, or does History make THEM?
Tuesday	_Minimum Day_ -The Defeat of the Spanish Armada -Reformation/Counter Reformation
Wednesday	Complete -The Defeat of the Spanish Armada -Reformation/Counter Reformation	What other despots have destroyed their power by preemptive wars? Xerxes, Napoleon, Hitler?
Thursday	Early African Empires
Friday	Ghana	Have a wonderful break!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 12/08/14

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Section - Events that changed History

Lecture 17: Erasmus- A Book Sets Europe Ablaze (1516)

Lecture 18: Luther's New Course Changes History (1517)

Day	Classwork	Homework
Monday	-Complete Michelangelo -Begin with Erasmus' New Book
Tuesday	Finish with Erasmus
Wednesday	Martin Luther's New Course	Tonight: Can you compare the impact of the computer with that of the printing press? Explain
Thursday	Continue Martin Luther and the Protestant Reformation
Friday	Renaissance and Reformation

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 12/01/14

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Section - Events that changed History

Lecture 16: Michangelo Accepts a Commission (1508)

Lecture 17: Erasmus- A Book Sets Europe Ablaze

Day	Classwork	Homework
Monday	Michangelo Accepts a Commission (1508
Tuesday	Michangelo Accepts a Commission (1508
Wednesday	Erasmus- A Book Sets Europe Ablaze
Thursday	Erasmus- A Book Sets Europe Ablaze
Friday	Complete sections

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 11/17/14

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Section

Lecture 14: Black death - Pandemics and History (1348)

Lecture 15: Columbus Finds a New World (1492)

Day	Classwork	Homework
Monday	Continue lecture and support videos on the Black Death	For Tonight: Do you believe that microbes can change history? Explain.
Tuesday	- Complete Discussion on the Black Plague -	For Tonight: What do you think of the current prospect of a devastating pandemic? Please explain in full.
Wednesday
Thursday
Friday

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 11/10/14

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Section

Lecture 12: Bologna Gets a University (1088)

Lecture 13: Dante Sees Beatrice (1283)

Day	Classwork	Homework
Monday	Bologna gets a University
Tuesday	*School-wide lesson on Fairness* The Renaissance	Explain in detail: What would you say are the purposes of a University?
Wednesday	-Minimum Day-	Answer: How has and can technology transform universities?
Thursday	Dante sees Beatrice
Friday	Quiz on Lessons 12-13	Have a Wonderful Weekend! *Yes, School on Monday!!*

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 11/03/14

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards/Common Core

1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information
2. Analyze in detail a series of events described in a text; determine whether earlier events caused
later ones or simply preceded them.

3. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

THIS WEEK:

Section

Lecture 12: Bologna Gets a University (1088)

Lecture 13: Dante Sees Beatrice (1283)

Day	Classwork	Homework
Monday	Bologna gets a University
Tuesday	*School-wide lesson on Fairness* The Renaissance	Explain in detail: What would you say are the purposes of a University?
Wednesday	-Minimum Day-	Answer: How has and can technology transform universities?
Thursday	Dante sees Beatrice
Friday	Quiz on Lessons 12-13	Have a Wonderful Weekend! *Yes, School on Monday!!*

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 10/27/14

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards

10.1: Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western political
thought.
10.1.1: Analyze the similarities and differences in Judeo-Christian and Greco-Roman
views of law, reason and faith, and duties of the individual.

This Week

Quiz on the sections 1-5

Section

Lecture 11 Muhammad

Day	Classwork	Homework
Monday	Final Reviews	Review for Tomorrow
Tuesday	Quiz Today
Wednesday	New section on Muhammad	Tonight: Do you understand how the doctrine of the Trinity might prompt Muslimsto think that christianity is a polytheistic religion? Explain please.
Thursday	Continue Muhammad
Friday	Bologna gets a University	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 10/20/14

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards

10.1: Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western political
thought.
10.1.1: Analyze the similarities and differences in Judeo-Christian and Greco-Roman
views of law, reason and faith, and duties of the individual.

This Week

Complete Section 5

Quiz on the section

Section 1-5

Review and complete sections 1-5

Day	Classwork	Homework
Monday	Zeus and the Greek Gods
Tuesday	Review words and principles Section 1-5
Wednesday	Review words and principles Section 1-5	Study from work sheets and answer sheets for tomorrows quiz
Thursday	Quiz Today
Friday	Start new section on Muhammad -	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 10/13/14

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards

10.1: Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western political
thought.
10.1.1: Analyze the similarities and differences in Judeo-Christian and Greco-Roman
views of law, reason and faith, and duties of the individual.

This Week

Into the Current Era

Section 5

Part 4 - The Time of teachers -

Day	Classwork	Homework
Monday	Jesus The trial of a teacher (C.E. 36)	Answer: What effect might Jesus have if he appeared today? Would he threaten the government?
Tuesday	Constantine I Wins a battle (C. E. 312)
Wednesday	- Minimum Day Schedule - Catch-up Day	Scholars debate whether Constantine really believed in Christianity or saw it as a useful political tool. Are the two compatible?
Thursday	Muhammad Moves to Medina (C.E. 622)	Answer: Do you agree that Islam is at war with Christianity and Judaism?
Friday	Pupil Free Day - No School -	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 10/6/14

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards

10.1: Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western political
thought.
10.1.1: Analyze the similarities and differences in Judeo-Christian and Greco-Roman
views of law, reason and faith, and duties of the individual.

This Week

- The First Civilizations

Section 4

Part 4 - The Roman Empire -

Day	Classwork	Homework
Monday	Hippocrates Takes an Oath
Tuesday	Caesar Crosses the Rubicon
Wednesday	Jesus The trial of a teacher	Answer: 1. What effect might Jesus have if he appeared today? Would he threaten the government?
Thursday	Constantine I Wins a battle
Friday	Review	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 9/29/14

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards

10.1: Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western political
thought.
10.1.1: Analyze the similarities and differences in Judeo-Christian and Greco-Roman
views of law, reason and faith, and duties of the individual.

This Week

- The First Civilizations

Section 3

Part 3 - Ancient Greece - Complete this section -Democracy

Day	Classwork	Homework
Monday	China - Confucious's Teachings
Tuesday	Ancient Greece Solon - Democracy Begins
Wednesday	Marathon Democracy Triumphant Preemptive war	Answer: 1. What do you think of the cancellation of debts as a solution to the mortgage crisis? 2. Do we, in effect, have a wealth qualification to hold higher public office in America today?
Thursday	Hippocrates Takes an Oath
Friday	Complete Ancient Greece	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 9/22/14

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards

10.1: Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western political
thought.
10.1.1: Analyze the similarities and differences in Judeo-Christian and Greco-Roman
views of law, reason and faith, and duties of the individual.

This Week

- The First Civilizations

Section 3

Part 2 - Ancient China - Confucious

Part 3 - Ancient Greece - Democracy

Day	Classwork	Homework
Monday	China - Confucious's Teachings
Tuesday	Ancient Greece Solon - Democracy Begins
Wednesday	Marathon Democracy Triumphant	Answer: Name four accomplishments of the Greeks. Do any remain today?
Thursday	*No School* - Pupil Free Day -
Friday	Field Trip Will Geer Theatricum Botanicum	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 9/15/14

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards

10.1: Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western political
thought.
10.1.1: Analyze the similarities and differences in Judeo-Christian and Greco-Roman
views of law, reason and faith, and duties of the individual.

This Week

- The First Civilizations (conclude)

Introducing Section 3

Part 1 - Ancient India -

Part 2 - Ancient China -

Part 3 - Ancient Greece -

Day	Classwork	Homework
Monday	Complete section 2 - Review -
Tuesday	Geography Skills Interpreting Maps and applying Geography skills - - India
Wednesday	Introducing Section 3 Part 1 - Ancient India - - Aryans- the caste system -	Answer: What factors determine social status in the United States? What is the main difference between the Indian caste system and American social structure?
Thursday	Part 2 - Ancient China - - - Hinduism Buddhism
Friday	Conclude China	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 9/8/14

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards

10.1: Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western political
thought.
10.1.1: Analyze the similarities and differences in Judeo-Christian and Greco-Roman
views of law, reason and faith, and duties of the individual.

This Week - Ancient - The First Civilizations (conclude)

Day	Classwork	Homework
Monday	Egypt & Divine Kingship - The divinity of the Pharaoh - Geography & the development of civilization New Centers of Civilization - The Israelites
Tuesday	Geography Skills Interpreting Maps and applying Geography skills
Wednesday	- Minimum Day - Maps Study Completed Back to School Night 5-7:30 pm
Thursday	Hinduism and Buddhism Ancient China - Confucius	Write about History - The significance of Hammurabi's Code
Friday	Section Assessment	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 9/1/14

Goals and Objectives:

In the classroom students use a variety of methods to access the World History curriculum.

The online book has interactive elements that our students will use in our class, like flashcards, jeopardy, as well as links to other learning tools related to instruction. Other online videos will be used from a number of educational sources, in line with Common Core objectives.

California Standards

10.1: Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western political
thought.
10.1.1: Analyze the similarities and differences in Judeo-Christian and Greco-Roman
views of law, reason and faith, and duties of the individual.

- The concept of the law code and divine kingship.

- The long life of Egyptian civilization.

- Key beliefs of Judaism that became important to the West

Day	Classwork	Homework
Monday	- Labor Day - No School -
Tuesday	The law code and divine kingship.
Wednesday	The long life of Egyptian civilization.	Read supplied handout and answer Questions
Thursday	- Video - Discussion: Fertile River Valleys	Homework dependent on Wednesday's result
Friday	Key beliefs of Judaism that became important to the development of the West (p. 125)	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 8/25/14

Goals and Objectives:

In the classroom students use book and interactive classroom access to the World History curriculum.

One day every student will have individual academic access to the web at home through a computer or mobile device and academic connectivity will be more complete. Until that day, there will be no "interactive" homework assigned, and students may, of course, take their textbooks home as needed or desired.

Day	Classwork	Homework
Monday	Welcome Backs/New Hellos
Tuesday	Classroom/Computer/School Rules Student Expectations Reading Maps
Wednesday	Map Reading Short video on a fertile valley Civilization	Homework begins next week
Thursday	Lecture and Discussion: Law & Society
Friday	Lecture and Discussion: Law & Society	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

Beginning 2014 - 2015

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World History - Week of 06/02/2014

4th QUARTER - Week 8

Goals and Objectives

Review World War I & World War II

California Standards

10.5.2: Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate).

10.5.3: Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war.

10.6.1: Analyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of Versailles and Woodrow Wilson’s Fourteen Points, and the causes and effects of the United States’ rejection of the League of Nations on world politics.

10.6.2: Describe the effects of the war and resulting peace treaties on population movement, the international economy, and shifts in the geographic and political borders of Europe and the Middle East.

10.6.3: Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in

10.7.3: Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting especially their common and dissimilar traits.
10.8: Students analyze the causes and consequences of World War II.
10.8.1: Compare the German, Italian, and Japanese drives for empire in the 1930s, including the
1937 Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939.
10.8.2: Understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United

Chapter 8 & 11: World Wars I & II

Students will complete this section this week.

TIMELINES

-- 1914 through 1919

-- 1941 through 1947

*Chapter 8

*Chapter 11

Day	Classwork	Homework
Monday	Review: World war I Timeline	Review notes from today
Tuesday	Review: World war II Timeline	Review notes from today
Wednesday	Review: For Final on Monday	Review notes from today
Thursday	Review: For Final on Monday	Review notes from today
Friday	Review: For Final on Monday	Review notes from today

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 05/26/2014

4th QUARTER - Week 7

Goals and Objectives

SECTION 1: Paths to War
Nations compete for natural resources and strategic advantages over other nations.
Nationalistic competition and ambitions on the part of Japan and Germany paved the way for
the outbreak of World War II.

California Standards

10.7.3: Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting especially their common and dissimilar traits.
10.8: Students analyze the causes and consequences of World War II.
10.8.1: Compare the German, Italian, and Japanese drives for empire in the 1930s, including the
1937 Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939.
10.8.2: Understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United

Chapter 11: World War II

• The Soviet Union, the United States, Germany, and Japan all mobilized for the war with an emphasis on personal sacrifice. (p. 559)
• The bombing of cities in Britain, Germany, and Japan destroyed buildings and killed thousands of civilians. (p. 562)
• Political tensions, suspicions, and a conflict of ideas led the United States and the Soviet Union into the Cold War. (p. 563)

Students will complete this section this week.

TIMELINE

-- 1942 through 1947

*Chapter 11 - SECTION 4*

Day	Classwork	Homework
Monday	Memorial Day HOLIDAY
Tuesday	Read and discuss: The Battle of Midway	Complete Worksheet from today
Wednesday	Read and discuss: The Doolittle Raid The Afrika Korps	Complete Worksheet from today
Thursday	Read and discuss: The Invasion Of Sicily and Italy The Teheran Conference	Complete Worksheet from today
Friday	Section Assessment

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 05/19/2014

4th QUARTER - Week 6

Goals and Objectives

SECTION 1: Paths to War
Nations compete for natural resources and strategic advantages over other nations.
Nationalistic competition and ambitions on the part of Japan and Germany paved the way for
the outbreak of World War II.

California Standards

10.7.3: Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting especially their common and dissimilar traits.
10.8: Students analyze the causes and consequences of World War II.
10.8.1: Compare the German, Italian, and Japanese drives for empire in the 1930s, including the
1937 Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939.
10.8.2: Understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United

Chapter 11: World War II

• The Soviet Union, the United States, Germany, and Japan all mobilized for the war with an emphasis on personal sacrifice. (p. 559)
• The bombing of cities in Britain, Germany, and Japan destroyed buildings and killed thousands of civilians. (p. 562)
• Political tensions, suspicions, and a conflict of ideas led the United States and the Soviet Union into the Cold War. (p. 563)

Students will complete this section this week.

TIMELINE

-- 1942 through 1947

*Chapter 11 - SECTION 4*

Day	Classwork	Homework
Monday	Read and discuss: Frontline Civilians: The Bombing of Cities	Complete Worksheet from today
Tuesday	Read and discuss: The Atomic Bomb p.563 Peace and a New War	Complete Worksheet from today
Wednesday	Read and discuss: The Cold War p.565	Complete Worksheet from today
Thursday	Read and discuss: Eyewitness to History p.566-567	Complete Worksheet from today
Friday	Section Assessment

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 05/12/2014

4th QUARTER - Week 5

Goals and Objectives

SECTION 1: Paths to War
Nations compete for natural resources and strategic advantages over other nations.
Nationalistic competition and ambitions on the part of Japan and Germany paved the way for
the outbreak of World War II.

California Standards

10.7.3: Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting especially their common and dissimilar traits.
10.8: Students analyze the causes and consequences of World War II.
10.8.1: Compare the German, Italian, and Japanese drives for empire in the 1930s, including the
1937 Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939.
10.8.2: Understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United

Chapter 11: World War II

SECTION 2: The course of WWII
Germany used a “lightning war” to gain control of much of western and central Europe, but Britain was undefeated and German troops were stopped in Russia. (p. 542)
• The Japanese attack on Pearl Harbor outraged Americans and led to the entry of the United States into the war. (p. 544)
• The Allied forces stopped the advance of the Germans and the Japanese. (p. 546)

Students will complete this section this week.

TIMELINE

-- 1939 through 1945

*Chapter 11 - SECTION 2*

Day	Classwork	Homework
Monday	Read and discuss: The Battle of the Atlantic Operation Barbarossa	Complete Worksheet from today
Tuesday	Read and discuss: Pearl Harbor	Complete Worksheet from today
Wednesday	__Minimum Day__ Read and discuss: The Flying Tigers	Complete Worksheet from today
Thursday	Read and discuss: The Bataan Death March The Doolittle Raid
Friday	Section Assessment

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

World History - Week of 05/05/2014

4th QUARTER - Week 4

Goals and Objectives

SECTION 1: Paths to War
Nations compete for natural resources and strategic advantages over other nations.
Nationalistic competition and ambitions on the part of Japan and Germany paved the way for
the outbreak of World War II.

California Standards

10.7.3: Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting especially their common and dissimilar traits.
10.8: Students analyze the causes and consequences of World War II.
10.8.1: Compare the German, Italian, and Japanese drives for empire in the 1930s, including the
1937 Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939.
10.8.2: Understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United

Chapter 11: World War II

SECTION 1: Paths to War
Nations compete for natural resources and strategic advantages over other nations.
Nationalistic competition and ambitions on the part of Japan and Germany paved the way for
the outbreak of World War II.

• Adolf Hitler’s theory of Aryan racial domination laid the foundation for aggressive expansion outside of Germany. (p. 536)

• The need for natural resources fueled the Japanese plan to seize other countries. (p. 539)

Students will complete this section this week.

TIMELINE

-- 1939 through 1945

*Chapter 11 - SECTION 3*

Day	Classwork	Homework
Monday	Read and discuss: Lightning War - Blitzkrieg The Phony War	Complete Worksheet from today
Tuesday	Read and discuss: The Miracle of Dunkerque	Complete Worksheet from today
Wednesday	Read and discuss: The Battle of Britain	Complete Worksheet from today
Thursday	Read and discuss: The Battle of the Atlantic Operation Barbarossa
Friday	Section Assessment

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

World History - Week of 04/28/2014

4th QUARTER - Week 3

Goals and Objectives

SECTION 1: Paths to War
Nations compete for natural resources and strategic advantages over other nations.
Nationalistic competition and ambitions on the part of Japan and Germany paved the way for
the outbreak of World War II.

California Standards

10.7.3: Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting especially their common and dissimilar traits.
10.8: Students analyze the causes and consequences of World War II.
10.8.1: Compare the German, Italian, and Japanese drives for empire in the 1930s, including the
1937 Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939.
10.8.2: Understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United

Chapter 11: World War II

SECTION 1: Paths to War
Nations compete for natural resources and strategic advantages over other nations.
Nationalistic competition and ambitions on the part of Japan and Germany paved the way for
the outbreak of World War II.

• Adolf Hitler’s theory of Aryan racial domination laid the foundation for aggressive expansion outside of Germany. (p. 536)

• The need for natural resources fueled the Japanese plan to seize other countries. (p. 539)

Students will complete this section this week.

TIMELINE

-- 1939 through 1945

*Chapter 11 - SECTION 3*

Day	Classwork	Homework
Monday	The German Path to WAR pg.586
Tuesday	German and Italian Expansion
Wednesday	German and Italian Expansion (cont)	Answer this question: What ideology brought Hitler and Mussolini together?
Thursday	Japanese Path to WAR
Friday	Section Assessment

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

World History - Week of 04/21/2014

4th QUARTER - Week 2

Goals and Objectives

SECTION 1: Paths to War
Nations compete for natural resources and strategic advantages over other nations.
Nationalistic competition and ambitions on the part of Japan and Germany paved the way for
the outbreak of World War II.

California Standards

10.7.3: Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting especially their common and dissimilar traits.
10.8: Students analyze the causes and consequences of World War II.
10.8.1: Compare the German, Italian, and Japanese drives for empire in the 1930s, including the
1937 Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939.
10.8.2: Understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United

Chapter 11: World War II

SECTION 1: Paths to War
Nations compete for natural resources and strategic advantages over other nations.
Nationalistic competition and ambitions on the part of Japan and Germany paved the way for
the outbreak of World War II.

• Adolf Hitler’s theory of Aryan racial domination laid the foundation for aggressive expansion outside of Germany. (p. 536)

• The need for natural resources fueled the Japanese plan to seize other countries. (p. 539)

Students will complete this section this week.

TIMELINE

-- 1939 through 1945

*Chapter 11 - SECTION1-2*

Day	Classwork	Homework
Monday	Preview Chapter 11 WWII
Tuesday	Historical Analysis Skill
Wednesday	A Story that Matters pg.585 -Hitler's Vision-
Thursday	The German Path to War pg.586
Friday	German and Italian Expansion

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

World History - Week of 04/7/2014

4th QUARTER - Week 1

Goals and Objectives

SECTION 1: Paths to War
Nations compete for natural resources and strategic advantages over other nations.
Nationalistic competition and ambitions on the part of Japan and Germany paved the way for
the outbreak of World War II.

California Standards

10.7.3: Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting especially their common and dissimilar traits.
10.8: Students analyze the causes and consequences of World War II.
10.8.1: Compare the German, Italian, and Japanese drives for empire in the 1930s, including the
1937 Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939.
10.8.2: Understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United

Chapter 11: World War II

SECTION 1: Paths to War
Nations compete for natural resources and strategic advantages over other nations.
Nationalistic competition and ambitions on the part of Japan and Germany paved the way for
the outbreak of World War II.

• Adolf Hitler’s theory of Aryan racial domination laid the foundation for aggressive expansion outside of Germany. (p. 536)

• The need for natural resources fueled the Japanese plan to seize other countries. (p. 539)

Students will complete this section this week.

TIMELINE

-- 1939 through 1945

*Chapter 11 - SECTION1-2*

Day	Classwork	Homework
Monday	Preview Chapter 11 WWII
Tuesday	Historical Analysis Skill
Wednesday	A Story that Matters pg.585 -Hitler's Vision-
Thursday	The German Path to War pg.586
Friday	German and Italian Expansion

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

World History - Week of 03/31/2014

Week 10

Goals and Objectives

Students activate visual literacy, draw conclusions, and utilize reading strategies. Focus is on daily life for military and civilians during the "War to end all Wars!"

California Standards

10.5.2: Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate).

10.5.3: Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war.

10.6.1: Analyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of

Versailles and Woodrow Wilson’s Fourteen Points, and the causes and effects of the United States’ rejection of the League of Nations on world politics.

10.6.2: Describe the effects of the war and resulting peace treaties on population movement, the international economy, and shifts in the geographic and political borders of Europe and the Middle East.

10.6.3: Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in

Unit 3:

Section 4

Main Ideas -END of THE WAR

• After William II was forced to abdicate, the new German republic and the Allies signed an armistice, ending the war on November 11, 1918. (p. 448)

• The Treaty of Versailles punished Germany, established new nations, and created a League of Nations to solve international problems. (p. 449)

Students will complete this section this week.

TIMELINE

-- 1916 through 1921

*Chapter 8 - SECTION1-4*

Day	Classwork	Homework
Monday	State Holiday Cesar Chavez Day -No School_
Tuesday	Review Chapter 8 for Exam thursday	Terms and Definitions: http://www.glencoe.com/qe/efcwin.php?qi=9749
Wednesday	Minimum Day Schedule Finish Chapter 8 Review
Thursday	Chapter 8 QTR Exam	Self Check Quiz: http://glencoe.mcgraw-hill.com/sites/0078678552/student_view0/unit3/chapter8/self-check_quiz.html
Friday	Preview WWII

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

World History - Week of 03/24/2014

Week 10

Goals and Objectives

Students activate visual literacy, draw conclusions, and utilize reading strategies. Focus is on daily life for military and civilians during the "War to end all Wars!"

California Standards

10.5.2: Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate).

10.5.3: Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war.

10.6.1: Analyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of

Versailles and Woodrow Wilson’s Fourteen Points, and the causes and effects of the United States’ rejection of the League of Nations on world politics.

10.6.2: Describe the effects of the war and resulting peace treaties on population movement, the international economy, and shifts in the geographic and political borders of Europe and the Middle East.

10.6.3: Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in

Unit 3:

Section 4

Main Ideas -END of THE WAR

• After William II was forced to abdicate, the new German republic and the Allies signed an armistice, ending the war on November 11, 1918. (p. 448)

• The Treaty of Versailles punished Germany, established new nations, and created a League of Nations to solve international problems. (p. 449)

Students will complete this section this week.

TIMELINE

-- 1916 through 1921

*Chapter 8 - SECTION 4*

Glencoe Pages 447-457

Day	Classwork	Homework
Monday	The Last Year of the War
Tuesday	The Peace Settlements	Terms and Definitions: http://www.glencoe.com/qe/efcwin.php?qi=9749
Wednesday	The Treaty Of Versailles
Thursday	Eyewitnesses to History	Self Check Quiz: http://glencoe.mcgraw-hill.com/sites/0078678552/student_view0/unit3/chapter8/self-check_quiz.html
Friday	Week Review

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

World History - Week of 03/17/2014

Week 9

Goals and Objectives

Students activate visual literacy, draw conclusions, and utilize reading strategies. Focus is on daily life for military and civilians during the "War to end all Wars!"

California Standards

10.5.2: Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate).

10.5.3: Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war.

10.6.1: Analyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of

Versailles and Woodrow Wilson’s Fourteen Points, and the causes and effects of the United States’ rejection of the League of Nations on world politics.

10.6.2: Describe the effects of the war and resulting peace treaties on population movement, the international economy, and shifts in the geographic and political borders of Europe and the Middle East.

10.6.3: Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in

Unit 3:

Section 4

Main Ideas -END of THE WAR

• After William II was forced to abdicate, the new German republic and the Allies signed an armistice, ending the war on November 11, 1918. (p. 448)

• The Treaty of Versailles punished Germany, established new nations, and created a League of Nations to solve international problems. (p. 449)

Students will complete this section this week.

TIMELINE

-- 1916 through 1921

*Chapter 8 - SECTION 4*

Glencoe Pages 447-457

Day	Classwork	Homework
Monday	The Last Year of the War
Tuesday	The Peace Settlements	Terms and Definitions: http://www.glencoe.com/qe/efcwin.php?qi=9749
Wednesday	The Treaty Of Versailles
Thursday	Eyewitnesses to History	Self Check Quiz: http://glencoe.mcgraw-hill.com/sites/0078678552/student_view0/unit3/chapter8/self-check_quiz.html
Friday	Week Review

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

World History - Week of 03/10/2014

Week 8

Goals and Objectives

Students will complete this section this week.

Students activate visual literacy, draw conclusions, and utilize reading strategies. Focus is on daily life for military and civilians during the "War to end all Wars!"

California Standards

10.6.2: Describe the effects of the war and resulting peace treaties on population movement,the international economy, and shifts in geographic and political borders of Europe and the Middle East.

10.7: Students analyze the rise of totalitarian governments after World War I.

10.7.1: Understand the causes and consequences of the Russian Revolution, including Lenin’s use of totalitarian means to seize and maintain control (e.g., the Gulag).

Unit 3:

Section 3

Main Ideas

-- In March 1917, the czar’s failures at the front and worker unrest led to revolution. (p. 441)

-- Lenin and the Bolsheviks gained control and quickly overthrew the provisional government. (p. 443)

-- A civil war started in Russia between groups opposed to the Bolshevik regime and

the Bolsheviks. (p. 444)

-- A major reason for Communist victory was that the Bolsheviks were united, while their

opponents were not. (p. 445)

TIMELINE

-- 1916 through 1921

*Chapter 8 - SECTION 3*

Glencoe Pages 440-446

Day	Classwork	Homework
Monday	Russian Revolution and Civil War
Tuesday	Understanding Pre- and Post-War Maps
Wednesday	Minimum Day Lenin and the Bolshevics
Thursday	Civil War in Russia
Friday	Triumph of the Communists

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

World History - Week of 03/03/2014

Week 7

Goals and Objectives

Students will complete this section this week.

Students activate visual literacy, draw conclusions, and utilize reading strategies. Focus is on daily life for military and civilians during the "War to end all Wars!"

California Standards

10.5.1: Analyze the arguments for entering into war presented by leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of “total war.”

10.5.2: Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate).

Unit 3:

Section 3

Main Ideas

• The war on the Western Front turned into a stalemate as a result of trench warfare, while on the Eastern Front Germany and Austria-Hungary defeated Russia. (p. 431)
• New weapons and trench warfare made World War I far more devastating than any previous wars. (p. 432)
• With the war at a stalemate, both the Allies and the Central Powers looked for new allies to gain an advantage. (p. 433)

TIMELINE

-- 1914 through 1945

*Chapter 8 - SECTION 2*

Glencoe Pages 430-436

Day	Classwork	Homework
Monday	1914 to 1915: Illusions and Stalemate -- The Western Front (Day1)
Tuesday	1914 to 1915: Illusions and Stalemate -- The Western Front (Day 2)
Wednesday	1916 to 1917: The Great Slaughter -- Tactics of Trench Warfare	Explain: What was the rationale behind the“live and let live” system?
Thursday	Widening of the War -- War in the Air
Friday	Map World War I in Europe, 1914–1918

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

World History - Week of 2/24/2014

Week 6

Goals and Objectives

Students will complete this section this week.

Students activate visual literacy, draw conclusions, and utilize reading strategies. Focus is on daily life for military and civilians during the "War to end all Wars!"

California Standards

10.5.1: Analyze the arguments for entering into war presented by leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of “total war.”

10.5.2: Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate).

Unit 3:

Section 2 The War

Main Ideas

• The war on the Western Front turned into a stalemate as a result of trench warfare, while on the Eastern Front Germany and Austria-Hungary defeated Russia. (p. 431)
• New weapons and trench warfare made World War I far more devastating than any previous wars. (p. 432)
• With the war at a stalemate, both the Allies and the Central Powers looked for new allies to gain an advantage. (p. 433)

TIMELINE

-- 1914 through 1945

*Chapter 8 - SECTION 2*

Glencoe Pages 430-436

Day	Classwork	Homework
Monday	1914 to 1915: Illusions and Stalemate -- The Western Front (Day1)
Tuesday	1914 to 1915: Illusions and Stalemate -- The Western Front (Day 2)
Wednesday	1916 to 1917: The Great Slaughter -- Tactics of Trench Warfare	Explain: What was the rationale behind the“live and let live” system?
Thursday	Widening of the War -- War in the Air
Friday	Map World War I in Europe, 1914–1918

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

World History - Week of 2/17/2014

Week 5

Goals and Objectives

Students will complete this section this week.

Students activate visual literacy, draw conclusions, and utilize reading strategies. Focus is on daily life for military and civilians during the "War to end all Wars!"

California Standards

10.5.1: Analyze the arguments for entering into war presented by leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of “total war.”

10.5.2: Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate).

Unit 3:

Section 2 The War

Main Ideas

• The war on the Western Front turned into a stalemate as a result of trench warfare, while on the Eastern Front Germany and Austria-Hungary defeated Russia. (p. 431)
• New weapons and trench warfare made World War I far more devastating than any previous wars. (p. 432)
• With the war at a stalemate, both the Allies and the Central Powers looked for new allies to gain an advantage. (p. 433)

TIMELINE

-- 1914 through 1945

*Chapter 8 - SECTION 2*

Glencoe Pages 430-436

Day	Classwork	Homework
Monday	1914 to 1915: Illusions and Stalemate -- The Western Front (Day1)
Tuesday	1914 to 1915: Illusions and Stalemate -- The Western Front (Day 2)
Wednesday	1916 to 1917: The Great Slaughter -- Tactics of Trench Warfare	Explain: What was the rationale behind the“live and let live” system?
Thursday	Widening of the War -- War in the Air
Friday	Map World War I in Europe, 1914–1918

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

World History - Week of 2/10/2014

Week 4

Goals and Objectives

Two-Week Section

Students activate visual literacy, draw conclusions, and utilize reading strategies. Focus is on daily life.

California Standards

10.5.1: Analyze the arguments for entering into war presented by leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of “total war.”

10.5.2: Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate).

Unit 3:

Section 2 The War

Main Ideas

• The war on the Western Front turned into a stalemate as a result of trench warfare, while on the Eastern Front Germany and Austria-Hungary defeated Russia. (p. 431)
• New weapons and trench warfare made World War I far more devastating than any previous wars. (p. 432)
• With the war at a stalemate, both the Allies and the Central Powers looked for new allies to gain an advantage. (p. 433)

TIMELINE

-- 1914 through 1945

*Chapter 8 - SECTION 2*

Glencoe Pages 430-436

Day	Classwork	Homework
Monday	1914 to 1915: Illusions and Stalemate -- The Western Front (Day1)
Tuesday	1914 to 1915: Illusions and Stalemate -- The Western Front (Day 2)
Wednesday	1916 to 1917: The Great Slaughter -- Tactics of Trench Warfare	Explain: What was the rationale behind the“live and let live” system?
Thursday	Widening of the War -- War in the Air
Friday	Map World War I in Europe, 1914–1918

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

World History - Week of 2/3/2014

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies.

California Standards

10.5.2: Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate).
10.5.3: Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war.
10.6.1: Analyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of Versailles and Woodrow Wilson’s Fourteen Points, and the causes and effects of the United States’ rejection of the League of Nations on world politics.
10.6.2: Describe the effects of the war and resulting peace treaties on population movement, the
international economy, and shifts in the geographic and political borders of Europe and the
Middle East.
10.6.3: Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.

Unit 3: The Twentieth-Century Crisis

Chapter 8: War and Revolution

Main Ideas

After William II was forced to abdicate, the new German republic and the Allies signed an armistice, ending the war on November 11, 1918. (p. 448)
• The Treaty of Versailles punished Germany, established new nations, and created a League of Nations to solve international problems. (p. 449)

TIMELINE

-- 1914 through 1945

*Chapter 8 - SECTION 1* (continued)

Glencoe Pages 414-429

Day	Classwork	Homework
Monday	-The League of Nations - The United Nations - The Power of World opinion and why it matters
Tuesday	- The road to war continued - Maps and alliances
Wednesday	- The Outbreak of War! - The Lusitania	Answer this question. How did the Lusitania contribute to drawing the United States into war?
Thursday	- The Lusitania (cont)
Friday	- Review and Quiz

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 1/27/2014

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies.

California Standards

10.5.2: Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate).
10.5.3: Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war.
10.6.1: Analyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of Versailles and Woodrow Wilson’s Fourteen Points, and the causes and effects of the United States’ rejection of the League of Nations on world politics.
10.6.2: Describe the effects of the war and resulting peace treaties on population movement, the
international economy, and shifts in the geographic and political borders of Europe and the
Middle East.
10.6.3: Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.

Unit 3: The Twentieth-Century Crisis

Chapter 8: War and Revolution

Main Ideas

After William II was forced to abdicate, the new German republic and the Allies signed an armistice, ending the war on November 11, 1918. (p. 448)
• The Treaty of Versailles punished Germany, established new nations, and created a League of Nations to solve international problems. (p. 449)

TIMELINE

-- 1914 through 1945

*Chapter 8 - SECTION 1*

Glencoe Pages 416-429

Day	Classwork	Homework
Monday	-Globes and Maps- The Road to World War 1 Militarism, Nationalism, and a crisis in the Balkans
Tuesday	Documentary on WWI Combat Followed by discussion
Wednesday	Interpreting Maps and Applying Geography skills	Answer this question. Why do you think tanks proved to be an effective weapon in the war?
Thursday	The Road to War
Friday	Review Quiz on material covered this week.

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 1/20/2014

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies.

California Standards

10.5.2: Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate).
10.5.3: Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war.
10.6.1: Analyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of Versailles and Woodrow Wilson’s Fourteen Points, and the causes and effects of the United States’ rejection of the League of Nations on world politics.
10.6.2: Describe the effects of the war and resulting peace treaties on population movement, the
international economy, and shifts in the geographic and political borders of Europe and the
Middle East.
10.6.3: Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.

Unit 3: The Twentieth-Century Crisis

Chapter 8: War and Revolution

Main Ideas

After William II was forced to abdicate, the new German republic and the Allies signed an armistice, ending the war on November 11, 1918. (p. 448)
• The Treaty of Versailles punished Germany, established new nations, and created a League of Nations to solve international problems. (p. 449)

TIMELINE

-- 1914 through 1945

Day	Classwork	Homework
Monday	MLK Holiday No School
Tuesday	Second semester begins: Computer sign in assignments and File access
Wednesday	Computer sign in assignments and File access
Thursday	Unit Preview and introduction to Geography Handbook
Friday	Globes and Maps

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 1/13/14

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards

10.2: Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
10.2.1: Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles Louis Montesquieu, Jean-Jacques Rousseau, Simon Bolivar, Tomas Jefferson, James Madison).

10.2.2: List the Principles of the Magna Carta, the English Bill of Rights (1689), the Declaration of Independence (1776), the French Declaration of the Rights of Man and tyhe Citizen (1789), and the U.S. Bill of Rights (1791).

10.2.3: Understand the unique character of the American Revolution, its spread to other parts of the worlld, and its continuing significance to other nations.

Main Ideas

-- The philosophes believed that they could copy the rational methods of scientists to eliminate unjust laws and create a better society. p.184

-- The philosophes' belief in logic and reason promoted the beginnings of the social sciences, such as economics and political science. p.187

Enlightenment ideas spread in France through salons and in the Western world through an expansion of the reading public. p.188

TIMELINE

-- 3000 BCE through 1800 ACE

Day	Classwork	Homework
Monday	Review for Final
Tuesday	Final Exam
Wednesday	Review for other Finals
Thursday	Review for other Finals
Friday	Finals Makeup Day

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 1/07/14

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards

10.2: Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
10.2.1: Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles Louis Montesquieu, Jean-Jacques Rousseau, Simon Bolivar, Tomas Jefferson, James Madison).

10.2.2: List the Principles of the Magna Carta, the English Bill of Rights (1689), the Declaration of Independence (1776), the French Declaration of the Rights of Man and tyhe Citizen (1789), and the U.S. Bill of Rights (1791).

10.2.3: Understand the unique character of the American Revolution, its spread to other parts of the worlld, and its continuing significance to other nations.

Main Ideas

-- The philosophes believed that they could copy the rational methods of scientists to eliminate unjust laws and create a better society. p.184

-- The philosophes' belief in logic and reason promoted the beginnings of the social sciences, such as economics and political science. p.187

Enlightenment ideas spread in France through salons and in the Western world through an expansion of the reading public. p.188

TIMELINE

-- 3000 BCE through 1800 ACE

Day	Classwork	Homework
Monday	No School Pupil Free Day
Tuesday	Review for Final
Wednesday	Review for Final	Prepare for final exam next week
Thursday	Review for Final	Prepare for final exam next week
Friday	Review for Final	Prepare for final exam next week

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 12/16/13

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards

10.2: Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
10.2.1: Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles Louis Montesquieu, Jean-Jacques Rousseau, Simon Bolivar, Tomas Jefferson, James Madison).

10.2.2: List the Principles of the Magna Carta, the English Bill of Rights (1689), the Declaration of Independence (1776), the French Declaration of the Rights of Man and tyhe Citizen (1789), and the U.S. Bill of Rights (1791).

10.2.3: Understand the unique character of the American Revolution, its spread to other parts of the worlld, and its continuing significance to other nations.

Main Ideas

-- The philosophes believed that they could copy the rational methods of scientists to eliminate unjust laws and create a better society. p.184

-- The philosophes' belief in logic and reason promoted the beginnings of the social sciences, such as economics and political science. p.187

Enlightenment ideas spread in France through salons and in the Western world through an expansion of the reading public. p.188

TIMELINE

-- 1700-1790

Day	Classwork	Homework
Monday	Preview: Guide to reading p.183 How the ideas of the Scientific Revolution led to the Enlightenment.
Tuesday	Salons and the growth of reading p. 189
Wednesday	-Minimum Day- Read and Review Section 2	Explain: what is the concept of laissez-faire?
Thursday	Who was Mary Wollenstonecraft? and why is she important? p.187
Friday	Persuasive writing: Mary Wollenstoncraft argued that women are entitled to the same rights as men. In a short essay, present an argument for today's audience on the same issue, using evidence and logic.

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 12/09/13

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards

10.1: Students relate the moral and ethical principles in ancient Greek and
Roman philosophy, in Judaism, and in Christianity to the development of
Western political thought.
10.1.1: Analyze the similarities and differences in Judeo-Christian and Greco-
Roman views of law, reason and faith, and duties of the individual.

Religions of the World

-- Impact on developing expansion

New Patterns of Civilization

-- The World of Islam

Day	Classwork	Homework
Monday	Quiz: Main Ideas Chapter 3
Tuesday	World Religions: Major World Religions and where practiced Numbers of followers.
Wednesday	World Religions: Concluded Spread of Islam 632-750 When and Where?
Thursday	European Civilization in the Middle Ages Magna Carta and the beginnings of Parliament
Friday	Turkey Bowl Day Short Class: Review Week's Progress	Have a Wonderful Holiday!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 12/02/13

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards

10.1: Students relate the moral and ethical principles in ancient Greek and
Roman philosophy, in Judaism, and in Christianity to the development of
Western political thought.
10.1.1: Analyze the similarities and differences in Judeo-Christian and Greco-
Roman views of law, reason and faith, and duties of the individual.

Religions of the World

-- Impact on developing expansion

New Patterns of Civilization

-- The World of Islam

Day	Classwork	Homework
Monday	Quiz: Main Ideas Chapter 3
Tuesday	World Religions: Major World Religions and where practiced Numbers of followers.
Wednesday	World Religions: Concluded Spread of Islam 632-750 When and Where?
Thursday	European Civilization in the Middle Ages Magna Carta and the beginnings of Parliament
Friday	Turkey Bowl Day Short Class: Review Week's Progress	Have a Wonderful Holiday!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 11/11/13

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards

10.1: Students relate the moral and ethical principles in ancient Greek and
Roman philosophy, in Judaism, and in Christianity to the development of
Western political thought.
10.1.1: Analyze the similarities and differences in Judeo-Christian and Greco-
Roman views of law, reason and faith, and duties of the individual.

Tuesday - Friday - Complete - The Gladiator

Discussion:

- Reality vs. Good Story?

- Then and Now

Similarities and Differences
- Grit or nothing to lose?

- Power and loss of control in the Empire

Day	Classwork	Homework
Monday	Veterans Day Pupil Free Day
Tuesday	Expansion and growth of the Roman Empire --Gladiator-- will be shown in part to relate the story of the rise and fall of the Roman Empire Discussion throughout
Wednesday	Expansion and growth of the Roman Empire --Gladiator-- will be shown in part to relate the story of the rise and fall of the Roman Empire Discussion throughout	Answer questions on Movie
Thursday	Expansion and growth of the Roman Empire Conclude--Gladiator-- Discussion will follow
Friday	Question and Answer on Roman Empire	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 11/04/13

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards

10.1: Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western political
thought.

Mon-Tuesday -Complete - The Trojan War and Homer

- Reality vs. Good Story?

- Helen of Sparta/Helen of Troy
- Agamemnon, Achilles

- Helen,Paris and the Trojan War

Day	Classwork	Homework
Monday	Troy, the Movie (G-rated) 25 minutes per day) We will analyze the story as presented in the movie and compare it to what we know factually regarding Homer's Epic poem, the Illiad Discussion-Review
Tuesday	Complete movie and review Homer, The Illyad, and Greece Oral Review
Wednesday	Expansion and growth of the Roman Empire --Gladiator-- will be shown in part to relate the story of the rise and fall of the Roman Empire	Answer questions on Movie
Thursday	Expansion and growth of the Roman Empire --Gladiator-- will be shown in part to relate the story of the rise and fall of the Roman Empire
Friday	Expansion and growth of the Roman Empire --Gladiator-- will be shown in part to relate the story of the rise and fall of the Roman Empire	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 10/28/13

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards

10.1: Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western political
thought.

This Week The Trojan War and Homer

- Reality vs. Good Story?

- Helen of Sparta/Helen of Troy
- Agamemnon, Achilles

- Helen,Paris and the Trojan War

Day	Classwork	Homework
Monday	Troy, the Movie (G-rated) 25 minutes per day) We will analyze the story as presented in the movie and compare it to what we know factually regarding Homer's Epic poem, the Illiad Discussion-Review
Tuesday	Troy, the Movie (G-rated) 25 minutes per day) Helen Of Sparta becomes Helen of Troy Discussion-Review
Wednesday	Troy, the Movie (G-rated) 25 minutes per day) Sparta Attacks to retrieve Helen Discussion-Review
Thursday	Troy, the Movie (G-rated) 25 minutes per day) We will analyze the story as presented in the movie and compare it to what we know factually regarding Homer's Epic poem, the Illiad	Answer questions on Movie
Friday	Troy, the Movie (G-rated) 25 minutes per day) We will analyze the story as presented in the movie and compare it to what we know factually regarding Homer's Epic poem, the Illiad	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 10/21/13

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards

10.1: Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western political
thought.

This Week Chapter 1

- Completion

- Review Content vocabulary, Main Ideas
Chapter 1 Assessment

Day	Classwork	Homework
Monday	Complete section 4 Reading pgs. 113-159
Tuesday	Review Content and academic vocabulary
Wednesday	Review the Main Ideas of the four sections	Prepare for Chapter 1 Assessment Thursday
Thursday	Chapter 1 Assessment - The World before Modern Times
Friday	Pupil Free Day	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 10/14/13

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards

10.1: Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western political
thought.

This Week p.152-159

- New Patterns of Civilization
- The Magna Carta

- The Reformation and Renaisance

Day	Classwork	Homework
Monday	Section 4 Preview p.152 - Content vocabulary - Guide to Reading
Tuesday	p.153/154 - The World of Islam - Voices from the past - Spread of Islam - European civilization in the Middle Ages
Wednesday	p. 155/156 - England in the High Middle Ages - Geography Skills - Map Reading	Answer: Why is Islam often said to be an egalitarian faith?
Thursday	p. 157-159 - Geography Skills - Map Reading - Europe in the High and Late Middle Ages - The Renaissance and Reformation
Friday	Section 4 Assessment	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 10/7/13

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards

10.1: Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western political
thought.
10.1.1: Analyze the similarities and differences in Judeo-Christian and Greco-Roman
views of law, reason and faith, and duties of the individual.

10.1.2: Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny, using selections from Plato's Republic and Aristotles's Politics.

This Week p.144-151

- Rome and the Ris3e of Christianity
- The Roman State

- Influence of the Roman Empire

- Development and spread of Christianity

Day	Classwork	Homework
Monday	Section Preview p.144 - Content vocabulary - Guide to Reading
Tuesday	p.145-146 - The Roman State - Voices from the past - Plebians and Patricians
Wednesday	p. 147-148 - Roman influence - Geography Skills - Map Reading	Answer: In the Polis are citizen's rights the same as in the United States?
Thursday	p. 149-151 - Spread of Christianity - Roman and Christian Values
Friday	Section 3 Assessment	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 9/30/13

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards

10.1: Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western political
thought.
10.1.1: Analyze the similarities and differences in Judeo-Christian and Greco-Roman
views of law, reason and faith, and duties of the individual.

10.1.2: Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny, using selections from Plato's Republic and Aristotles's Politics.

This Week p.134-143

- The Civilization of the Greeks
- Greek City-States

- Greek love of Wisdom

- Young people in Greece

Day	Classwork	Homework
Monday	Section Preview p. 134 - Content vocabulary - Guide to Reading - The Polis, center of Greek life
Tuesday	p.135-136 - Interpreting maps - Web Activity Greek city-states
Wednesday	p. 138-139 Sparta and Athens Perilcles - Socrates - Plato - Aristotle	Answer: In the Polis are citizen's rights the same as in the United States?
Thursday	p. 140 -141 Rulers and Gods Compare Cultures
Friday	Section 2 Assessment	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 9/23/13

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards

10.1: Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western political
thought.
10.1.1: Analyze the similarities and differences in Judeo-Christian and Greco-Roman
views of law, reason and faith, and duties of the individual.

This Week

- The First Civilizations (conclude)
- Poets defining History

Day	Classwork	Homework
Monday	The Iliad - Myth? - Poetry defining History - Mycenae & Troy - Trading partners?
Tuesday	- What factors determine social status in the United States? What is the main difference between the Indian caste system and American sociaal structure?
Wednesday	Hinduism and Buddism Ancient China - Confucius p.128-129 Section Assessment	Keep up with Section Vocabulary/People/Places worksheet.
Thursday	Write about History - The significance of Hammurabi's Code
Friday	Section Quiz	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 9/16/13

Goals and Objectives:

Students activate visual literacy, draw conclusions, and utilize reading strategies

California Standards

10.1: Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western political
thought.
10.1.1: Analyze the similarities and differences in Judeo-Christian and Greco-Roman
views of law, reason and faith, and duties of the individual.

This Week

- The First Civilizations (conclude)

Day	Classwork	Homework
Monday	Egypt & Divine Kingship - The divinity of the Pharaoh - Geography & the development of civilization New Centers of Civilization - The Israelites p.124-125
Tuesday	Geography Skills Interpreting Maps and applying Geography skills
Wednesday	Spiritual Dimensions of Israel - Monotheism - Covenent - Prophets Ancient India Aryans- the caste system - p.126-127	Answer: What factors determine social status in the United States? What is the main difference between the Indian caste system and American sociaal structure?
Thursday	Hinduism and Buddism Ancient China - Confucius p.128-129 Section Assessment
Friday	Write about History - The significance of Hammurabi's Code	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 9/9/13

Goals and Objectives:

In the classroom students use the Book and/or Computers to access to the World History curriculum.

The online book has interactive elements that our students will use in our class, like flashcards, the game of jeopardy, as well as links to other web-based learning tools related to the classroom curriculum.

California Standards

10.1: Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western political
thought.
10.1.1: Analyze the similarities and differences in Judeo-Christian and Greco-Roman
views of law, reason and faith, and duties of the individual.

This Week

- Geography's Impact on History

Day	Classwork	Homework
Monday	Geography and History Intro to the Geography Handbook p.101	Take handout for signing.
Tuesday	Six Essential elements of Geography p.102
Wednesday	Reading a Map -- Title, compass rose, scale bar, key p.103 Practice - Map the school	Handout due back for homework "A"
Thursday	The language of Geography Terms & Meaning
Friday	Review and complete unfinished weekly business	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 9/2/13

Goals and Objectives:

In the classroom students use the Book and Computers to access to the World History curriculum.

The online book has interactive elements that our students will use in our class, like flashcards, jeopardy, as well as links to other learning tools related to the curriculum.

California Standards

10.1: Students relate the moral and ethical principles in ancient Greek and Roman
philosophy, in Judaism, and in Christianity to the development of Western political
thought.
10.1.1: Analyze the similarities and differences in Judeo-Christian and Greco-Roman
views of law, reason and faith, and duties of the individual.

- The concept of the law code and divine kingship. (p. 122)

- The long life of Egyptian civilization. (p. 124)

- Key beliefs of Judaism that became important to the West (p. 125)

Day	Classwork	Homework
Monday	- Labor Day - No School -
Tuesday	The law code and divine kingship. (p. 122)
Wednesday	The long life of Egyptian civilization. (p. 124)	Read handout to prepare for Thursday's class
Thursday	- Pupil Free Day -
Friday	Key beliefs of Judaism that became important to the development of the West (p. 125)	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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World History - Week of 8/26/13

Goals and Objectives:

This week we will settle into our student/teacher roles at the same time we take possession of the new Computers Lab. In the classroom students use book and interactive classroom access to the World History curriculum.

One day every student will have individual academic access to the web at home through a computer or mobile device and academic connectivity will be more complete. Until that day, there will be no "interactive" homework assigned, and students may, of course, take their textbooks home as needed or desired.

Day	Classwork	Homework
Monday	Welcome Backs/New Hellos
Tuesday	Classroom/Computer/School Rules
Wednesday	My/Student Expectations	Homework begins next week
Thursday	Lecture and Discussion: Law & Society
Friday	- Pupil Free Day -	Have a Wonderful Weekend!

Expected Schoolwide Learning Results (ESLR's)

History Students are:

1. Capable Individuals who…

-- Seek mastery of academic content and technological resources by

using web-based learning opportunities and by prioritizing

classroom tasks & using time wisely.

2. Confident Problem-Solvers who…

-- Express thoughts and feelings clearly and honestly adapting to changing

circumstances calmly and thoughtfully, resolving interpersonal conflicts successfully

3. Responsible Citizens who…

-- Demonstrate respect toward people and property and contribute positively to the community.

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The Help Group's North Hills Prep School

North Hills Prep

The Help Group's
North Hills Prep School