Final Exam Study Guide

As a class, you will divide and conquer the study guide for your final exam. Click on this link to get to your collaborative study guide (Google Doc). Edit the cells in the second column to identify or answer the content in the first column.

Use your previous tests/quizzes for most of the information and use your textbooks for what's left. I will use your work to produce online flashcards that you can study for the exam. So, your flashcards will only be as good as the work you do on the Google Doc. Try to get it all done by Wednesday afternoon, at which time I will make the flashcard set.


p.s. Pressing control+enter is the same as pressing enter within a cell.

p.p.s. The truly OCD students can "clean up" the accuracy, grammar, and spelling in other students' work.

Final Exam Study Guide

UPDATE: Your flashcards are ready! Here's the link. Note well that there are some gaps and perhaps some inaccuracies. So, please fill in any gaps and correct any errors. Help each other out!

As a class, you will divide and conquer the study guide for your final exam. Click on this link to get to your collaborative study guide. Edit the cells in the second column to identify or answer the content in the first column.

Sit together and work in the following groups on Monday:

• Chapter 13: Thaddeus, Julia
• Chapter 14: Taylor, Gabe
• Chapter 15: Matthieu, Kevin
• Chapter 16: Maya, Fred, Raoul
• Chapter 17: Michelle, Silvia

You may share your handwritten notes or previous quizzes/tests with other groups. If your group is finished with the assigned chapter, feel free to split up and help other groups with their chapters. Be careful not to edit the same cell at the same time. The document will be closed for editing on Tuesday afternoon. (You will still be able to view the document until your final exam.) So, work on this outside of class on Monday afternoon or evening, if necessary. This is an ungraded assignment. Your incentive is helping yourself and your classmates to learn and achieve higher scores on the final exam.

p.s. Pressing control+enter is the same as pressing enter within a cell.

p.p.s. The truly OCD students can "clean up" the accuracy, grammar, and spelling in other students' work.

Brainscape: Flashcard App for iOS

Great work, freshmen, on your collaboration on the study guide. I will turn that work into online decks of flashcards that you can study using any modern web browser or the iOS app (freely available in the App Store). Continue to work on the Google Doc until I create the flashcards some time tonight. I will update this post when they are ready.

UPDATE: The flashcard set is ready. You'll have to create a login to access the full decks. Again, I encourage you to edit the cards to make them more accurate or fill any gaps. Happy studying!

Final Exam Study Guide

UPDATE: The Google Doc is now closed for editing. Follow this link to access your study guide in flashcard form and continue to edit and study it.

As a class, you will divide and conquer the study guide for your final exam. Click on this link to get to your collaborative study guide. Edit the cells in the second column to identify or answer the content in the first column.

Sit together and work in the following groups on Thursday and Friday:

• Chapter 7: Oliver, Davis, Michaela, Joshua
• Chapter 8 & 9: Jason, Danieke, Naike
• Chapter 10: Lily, Ruth, Mutara
• Chapter 11: KC, Ella, Adam
• Chapter 12: Kassidy, JinHee, Esther

You may share your handwritten notes with other groups. If your group is finished with the assigned chapter, feel free to split up and help other groups with their chapters. Be careful not to edit the same cell at the same time. The document will be closed for editing on Friday afternoon. (You will still be able to view the document until your final exam.) So, work on this outside of class on Thursday afternoon or evening, if necessary. This is an ungraded assignment. Your incentive is helping yourself and your classmates to learn and achieve higher scores on the final exam.

p.s. Pressing control+enter is the same as pressing enter within a cell.

p.p.s. The truly OCD students can "clean up" the accuracy, grammar, and spelling in other students' work.

Constructive Distraction

Chapters 13-14

1. Find a Wikipedia article directly related to the content of Chapters 13 and 14 of your textbook.
2. Find nine (9) more articles on topics directly linked from other Wikipedia articles you have looked up.
3. On the linked spreadsheet above, find the tab with your name, list your article titles in the first column, and write a brief (2-3 sentences) description of each person or term in the second column.

Project: Southeast Asia & Pacific

Topics

• Cambodia
• Laos
• Malaysia - Megan
• Myanmar - Alexis, Hannah, Olivia
• Thailand - Wesley, Malachi, Caleb
• Vietnam
• Singapore - Tanner
• Brunei
• Indonesia - Anais, Louise, Rodas
• Philippines - Ishyaka, Martin, Rama
• Australia - Gwen
• New Zealand - Grace
• Papua New Guinea - Alex, Arnold

Chapter 8 Word Bank

Here are the terms that will appear as answer choices on the quiz for matching and short answer. Not all will be used.

Textbook

• 2001, 2004, Abraham, Afghanistan, agriculture, al-Qaeda, Almaty, Aral Sea, Christianity, cotton, Council of Ministers, Crown Prince, Dead Sea, desert, dictatorship, Ferghana Valley, Gaza Strip, glaciers, Golan Heights, Green Revolution, Haifa, hajj, Hamid Karzai, Hinduism, hydroelectricity, India, Indus River, irrigation, Islam, Israel, Jerusalem, Jordan River, Judaism, Kashmir, Kazakhstan, khamsin, kibbutz, Kyrgyzstan, Lake Hula, landlocked, life expectancy, literacy rate, malnutrition, Mecca, Mediterranean Sea, minerals, monarchy, monsoons, moshavim, Muhammad, Negev Desert, oil, Osama bin Laden, Palestine, Quran, radiation, refugee, Riyadh, salt, Sea of Galilee, self-sufficient, Sharbat Gula, Sikhism, Soviet Union, Steve McCurry, Tajikistan, Taliban, Tarbela, Tashkent, Tel Aviv, textiles, tributary, Uzbekistan, Wahhabi, West Bank, women, yurt

Videos

• ayurvedic, Buddha, Dharma, Diwali, Holi, Karma, Moksha, Nirvana, Samsara, suffering, Vedas

Class Discussions

• arable, Israel

Chapter 16 Study Guide

PDF Link: Chapter 16 Study Guide

Crash Course: Agricultural Revolution

Crash Course: WWII

The Boy in the Striped Pajamas

Discussion Questions

1. What did you think of The Boy in the Striped Pyjamas? What did you particularly appreciate? How did your emotions change during the course of the story?
2. If you have read John Boyne’s novel, how do the two compare? Do you think the changes are helpful or unhelpful? Why?
3. Do you think Boyne was right to look at this subject from the perspective of a naïve young boy? How effective do you think this was in helping you to approach the subject?
4. How did you feel about Bruno and his family when we first meet them in Berlin? To what extent did you struggle to identify with them because they are a Nazi family?
5. What did you think of Bruno’s character? What did you like about him? What didn’t you like?
6. To what extent could you understand Bruno’s adoration of his father, and his struggle to come to terms with what he was discovering?
7. How did your feelings about Ralph (Bruno’s father) change during the film? Was there a turning point in your feelings? If so, when?
8. Why do you think Ralph did what he did? How would he have justified it to himself and to others?
9. What do you think drove Obersturmführer Kotler to be so cruel?
10. Why does Gretel change? What impact does this have on Bruno?
11. How would you describe Elsa? Were you surprised that Elsa (Bruno’s mother) was unaware of the true nature of the camp? How would you have responded to this situation if you had been in her position?
12. ‘Elsa doesn’t think. She doesn’t think for herself, she doesn’t think deeply. She chooses to be oblivious, concerning herself only with the safety of her family and her position in society – everything else is beyond her periphery. She’s a sort of accomplice and assistant to her husband’s ideals, his desires, his morals and his ambitions.’ (Vera Farmiga)
    To what extent do you think she is morally responsible for what happens?
13. How would you describe the friendship between Bruno and Schmuel? What makes it a good friendship?
14. Why did Bruno betray Schmuel? Why was their friendship able to survive this?
15. How do you think the family, and Ralph in particular, would be impacted by the final scenes of the film?
16. How do the characters in The Boy in the Striped Pyjamas exemplify Hannah Arendt’s notion of ‘the banality of evil’, that evil arises out of the tendency of ordinary people to follow orders, to accept what they’re told by authorities, to conform to the prevailing opinion? How easily could such evil arise in our own society? What might lead to it? What could prevent it?
17. To what extent is Bruno’s friendship with Schmuel like God’s love for human beings expressed in Jesus Christ’s incarnation? How is it different?
18. In what sense is this a redemptive story?
19. Does The Boy in the Striped Pyjamas fill you with despair or hope? Why?
20. What would you identify as the most important messages from The Boy in the Striped Pyjamas?

Answer five questions of your choice. Due on 18 April.

Source: Tony Watkins

Current Events: India

Because our textbook is dated and not very detailed, you will be looking up some events that have occurred since the textbook's publication. To reduce the chance of duplicate events or getting just the most recent events, I have assigned you different years from which to find your "current" events.

2010

Megan, Caleb, Louise, Alexis, Ishyaka, Tanner

2011

Olivia, Malachi, Arnold, Rama, Hannah, Grace

2012

Wesley, Gwen, Alexander, Rodas, Martin, Anais

You must limit your events to those that are political, economic, or those that add to what is discussed in your textbook in Chapter 8, Section 1. Please print your article and attach a one-paragraph summary. This assignment is due Wednesday, 17 April. 

10% will be deducted if you turn it in digitally (flash drive, Engrade, etc.).

Professional-Quality Fonts (Free!)

Want to make your presentation look sharp but tired of the same old Microsoft font collection? Want to stand out from the crowd? Here's a couple articles that link to deliciously free designer fonts:

• 40+ Excellent Freefonts For Professional Design
• 75+ Excellent Free Fonts For Professional Design

Project: Civil War - Schedule

Monday, 25 March: Ramona, Kevin, Mike, Kwesi, Mirembe

Project: Country Profile - Presentation Schedule

Monday, 25 March
Wesley, Olivia, Caleb, Malachi, Rodas, Grace

Tuesday, 26 March
Gwen, Megan, Tanner, Arnold, Martin, Ishyaka

Wednesday, 27 March
Alex, Anais, Alexis, Rama, Hannah

Project: Country Profile - Sources

Sources

• The World Factbook (CIA)
• UN Data
• National Geographic Travel
• BBC News - Asia
• The World Bank: Data

Historical Figure Rubric

Content - 40%

• Biographical Sketch - 10%
• time and place of birth
• major movements in location
• educational and professional milestones
• marriage
• Historical Impact - 30%
• What did they do?
• What was their motivation?
• How did they make a difference?
• When did they make most of their contributions?
• Where did they operate?
• How would that time and place be different without them?
• What adversity did they face? 
• Who were their enemies?
• Who were their allies/supporters?
• How did they respond?

The other 60% will be graded according to the Presentation Rubric (Presentation - 40%, Sources - 10%, and Effort - 10%).

Country Profile Rubric

Content - 50%

• Political - 10%
• flag
• map
• population
• major cities
• type of government
• structure of government
• national leader(s)
• Geographic - 10%
• landforms
• bodies of water
• Economic - 10%
• natural resources
• infrastructure data
• industries
• agricultural products
• tourism
• GDP
• per capita income
• imports/exports
• Cultural - 10%
• ethnicities
• religion
• education
• art
• music
• dress
• food
• Historical - 10%
• important historical event
• current event

The other 50% will be graded according to the Presentation Rubric, slightly modified (Presentation - 40%, Sources - 5%, and Effort - 5%).

Project: Country Profile - Topics

Directions

1. Choose a country.
2. Gather research on your country.
3. Create a PowerPoint presentation.
4. Refer to the Country Profile Rubric and Presentation Rubric for requirements.
5. Present next Monday, Tuesday, or Wednesday.

Countries

• Afghanistan - Caleb
• Armenia - Ishyaka
• Bahrain - Martin
• Bangladesh - Olivia
• Bhutan
• Georgia
• India
• Iran
• Iraq - Gwen
• Israel - Alexis
• Jordan
• Kazakhstan - Alex
• Kuwait
• Kyrgyzstan - Anais
• Lebanon - Rodas
• Nepal - Wesley
• Pakistan - Hannah
• Qatar - Malachi
• Saudi Arabia - Tanner
• Sri Lanka - Grace
• Syria - Rama
• Tajikistan - Megan
• Turkey - Arnold
• Turkmenistan
• Uzbekistan
• Yemen

Presentation Rubric

• Content - 40%
• Accurate - 15%
• factual
• no personal opinions
• debated points presented in a balanced way
• Informative - 10%
• connects to class discussions
• adds to class discussions
• Thorough - 15%
• detailed information
• no trivial information
• Presentation - 40%
• Organization - 10%
• Structure
• chronological
• modular
• physical
• spatial
• problem/solution
• issues/action
• case study
• compare/contrast
• matrix
• Transitions
• Voice - 5%
• loud enough for everyone to hear
• moderate rate of speech (not too fast)
• Slides - 5%
• few ideas (ideally one) per slide
• minimal text
• at least 20 slides (not including title slide and works cited)
• Images - 5%
• quantity
• quality (appealing; high resolution)
• appropriateness
• citation as footnote on individual slide or all image citations on one slide at the end
• Color Scheme, Text Animations, Slide Transitions, and Fonts - 5%
• appealing
• "less is more" when it comes to animations and slide transitions
• appropriate to content/structure
• Audience Interaction - 5%
• asking questions
• fielding questions
• handouts
• participation
• Time - 5%
• between 7-10 minutes
• Sources - 10%
• Credibility - 4%
• Quantity (at least three in addition to your textbook) - 4%
• MLA Formatting - 2%
• Effort - 10%
• Creativity - 5%
• Planning - 5%

Project: World War II - Topics

Michelle: Holocaust Survivors
Raoul: Resistance Movements
Silvia: US Women
Fred: Technological Advancements
Matthieu: Hiroshima & Nagasaki
Gabe: Hitler, 1938-1945
Maya: Concentration Camps
Thad: Russia, 1938-1945
Julia: Treatment of Jews before/during WWII
Kevin: Submarine Warfare
Taylor: General Douglas MacArthur

Your first assignment is to find three credible sources (in addition to your textbook), due Monday, 18 March.

Project: World War II

Topics: Invasion of Normandy (D-Day, June 6, 1944), Bombing of Pearl Harbor (Dec. 7, 1941), Concentration Camps (Choose two or three), Hiroshima and Nagasaki (Atomic bombs dropped here), Italy ’s Involvement in WWII, Benito Mussolini (Italy’s Dictator during WWII), Russia (The Soviet Union) 1938-1945, North Africa and WWII, Japanese Internment in the USA, WWII Prisoners of War, Hitler: 1938-1945, WWII Nazi Medical Experimentation, President Franklin D. Roosevelt during WWII, British Prime Minister Winston Churchill during WWII, The Battle of the Bulge, Nazism and WWII, Treatment of the Jews before/during WWII, WWII Resistance Movements, Holocaust Survivors (the stories of at least two), WWII War Crimes Trials, Submarine Warfare, General Douglas MacArthur, US Women, The War in the Pacific

Choose a topic from the list above. Your presentation is due on Friday, 22 March Monday, 25 March.

Updated: Note the new due date.

Project: Civil War - Topics

Mirembe: New Orleans & Robert E. Lee
Mike: Gettysburg & Harriet Tubman
Kwesi: Antietam & Ulysses S. Grant
Ramona: Chancellorsville & Jefferson Davis
Kevin: Shiloh & "Stonewall" Jackson

Project: Civil War

Topics

• Battles
• Antietam, Gettysburg, Chancellorsville, Fredericksburg, The Wilderness, Richmond, Mechanicsburg, Murfreesboro, New Orleans, Vicksburg, Shiloh and Morgan's Raid
• People
• Grant, Lee, McClellan, Sojourner Truth, Harriet Tubman, Sheridan, Sherman, Stonewall Jackson, Clara Barton, Lincoln, Jefferson Davis, John Brown

Pick one battle and one person. You will make two presentations, one on each of your choices. Your presentation on a person is due next Friday, 22 March, and your presentation on a battle is due on Wednesday, 27 March.

I will post a rubric on how you will be assessed. For now, please find three credible sources in addition to your textbook, due on Monday, 18 March.

Possible Sources

• PBS: List of Online Resources

11-2 Essay Questions

• Describe the progress of war in the West.
• Compare the eastern campaigns to those in the West.

Research: Israel and Palestine

Questions

1. Who is involved in this conflict?
2. What region is at the heart of the conflict? Describe the claim that both groups have on this region.
3. What is Israel? When was it founded and by whom?
4. What is the Zionist Movement?
5. Describe the role of the U.S. in the establishment of Israel, a Jewish state.
6. How did the Holocaust affect the formation of a Jewish homeland?
7. What is the PLO? Whom does it represent?
8. Which nations are opposed to a Jewish state?
9. What was the intifada? Who was involved and what caused it?
10. What caused the rise of militant Islam? What is its link to modern terrorism? What is Hamas?

Use credible sources to answer the questions above. Possibilities include:

• http://www.pbs.org/newshour/indepth_coverage/middle_east/conflict/index.html
• http://www.bbc.co.uk/news/special_reports/middle_east_crisis/
• http://www.pbs.org/wgbh/pages/frontline/shows/oslo/etc/cron.html 

PowerPoint Tips

Here's the presentation that I shared with you in class. Credited and linked, as promised.

Don't Be A PowerPoint Felon from Nick Smith

This one has more tips on slide design. A bit more artsy and certainly more humorous in its sarcasm/meanness. Let's just not be mean about each other's (or our own) presentations. :)

You Suck At PowerPoint! from Jesse Desjardins - @jessedee

11-1 Essay Questions

• What are the strengths and weaknesses of each region's economy?
• Contrast the political situations of the Union and the Confederacy.

Priming

Here's what I referred to in class today:

The psychologists Claude Steele and Joshua Aronson created an even more extreme version of this test, using black college students and twenty questions taken from the Graduate Record Examination, the standardized test used for entry into graduate school. When the students were asked to identify their race on a pretest questionnaire, that simple act was sufficient to prime them with all the negative stereotypes associated with African Americans and academic achievement—and the number of items they got right was cut in half. As a society, we place enormous faith in tests because we think that they are a reliable indicator of the test taker’s ability and knowledge. But are they really? If a white student from a prestigious private high school gets a higher SAT score than a black student from an inner-city school, is it because she’s truly a better student, or is it because to be white and to attend a prestigious high school is to be constantly primed with the idea of “smart”?*

*Gladwell, Malcolm (2007-04-03). Blink: The Power of Thinking Without Thinking (pp. 56-57). Hachette Book Group. Kindle Edition. 

Credible Online Sources

How do you know if your source is credible or not? Here's a few guiding questions that I found at a university library's website*:

• Does the site have a scholarly apparatus: a bibliography and endnotes?
• Is there a clear author?  What are the author's credentials, biases, and perspectives? 
• Who is the publisher?  A university or historical society?  A company? 
• Is the thesis built on a foundation of primary source material?
• What are the strengths and weaknesses of the site?
• How does the site help me understand my topic?
• What questions are left unanswered by the author?

Tips on finding credible sources:

• One clue that can help you decide if a site is credible is the domain name.  In general, sites that end with "edu" (educational sites), "gov" (government sites), or "org" (nonprofit organizations) offer more credible information than sites that end with "com" (commerical sites trying to sell something).
• Google your topic along with the keyword "library guide" or "libguide".  This will lead you to library web sites about your topic, and librarians generally list only high-quality sites on their pages.
• Specialty Search Engines
• IPL2: works like Yahoo, but finds mostly quality sites discovered by librarians
• InfoMine: scholarly internet collections

*http://guides.lib.ua.edu/content.php?pid=126639&sid=1087764

Project: Middle Ages

• Pick a partner or work alone.
• Choose a specific topic that you would like to research.
• Write at least three specific questions that you would like to investigate regarding your topic.
• Find at least three reliable resources in print or online in addition to your textbook.
• Choose a medium for what you will produce to demonstrate your learning including but not limited to:
• a 5-10 minute movie
• a PowerPoint/Keynote/Prezi presentation
• Rubric (0-5 in each criterion):
• Presents accurate information about your topic (30%)
• Presents information clearly so people can learn about your topic; concepts organized in a logical manner  (30%)
• Selected product allows you to convey your message/information (5 %)
• Reflects careful planning, creativity and effort; final product presents a polished appearance (30 %)
• Uses and cites a minimum of three references (5%)
• additional consideration will be taken for individual effort and collaboration for those working in groups
• Scale
• 5 - Excellent
• 4 - Commendable
• 3 - Adequate
• 2 - Developing
• 1 - Remedial
• 0 - Nonexistent

Project: Middle Ages - Topics

Looking forward to some great projects! Hope that you get quite a bit done this weekend. Carpe diem! :)

• Lily/Jason: Innocent III
• Naike/Esther: Papal Power
• Danieke: The Black Death
• Ella: Feudalism
• Ruth: Papal States
• KC: Christian Living
• Michaela: Vikings
• Jin Hee: Monks
• Mutara/Joshua: The Crusades
• Davis: Charlemagne
• Kassidy: Nuns
• Adam: Serfs vs. Slaves
• Ollie: Medieval Mythology

Herbert Hoover: "American System" Speech, 1928

Source PDF: “American System” Speech by Herbert Hoover, 1928

1. What is the American System?
2. What changes were necessary during the Great War?
3. What is the tendency of government after a war?
4. What does it mean for the government to be "an umpire instead of a player"?
5. What would the government propose as a solution to Prohibition?
6. How would the government propose to help with agriculture?
7. What consequences of increased involvement of government in business does Hoover fear? Give at least five.

Frederick Douglass: Independence Day Speech

Source PDF: Independence Day Speech by Frederick Douglass

1. Write down two quotes from the speech that impressed you.
2. What are the two perspectives on the Fourth of July?
3. To what group of people in what place does Douglass compare slaves in America?
4. Are the two perspectives compatible with each other? Explain.
5. How does Douglass argue for the "equal manhood" of African Americans?
6. What is the slave's view of Americans celebrating their independence?

A Kingly Sum

Here's the video that gives some perspective on the queen's salary.

Chapter 15 Study Guide

PDF Link: Chapter 15 Study Guide

Becoming Pope

1. List the qualifications to be considered a candidate for Pope.
2. List the process by which the Pope is selected.

Map Quiz: SW Asia

• Countries
• Armenia, Azerbaijan, Bahrain, Cyprus, Iran, Iraq, Israel, Jordan, Kuwait, Lebanon, Oman, Qatar, Saudi Arabia, Syria, Turkey, United Arab Emirates (UAE), Yemen
• Bodies of Water
• Arabian Sea, Black Sea, Caspian Sea, Mediterranean Sea, Persian Gulf, Red Sea

Project: E/S/SW/C Asia

• Pick a partner or work alone.
• Choose a country.
• Choose a specific topic that you would like to research.
• Write at least three specific questions that you would like to investigate regarding your topic.
• Find at least three reliable resources in print or online in addition to your textbook.
• Choose a medium for what you will produce to demonstrate your learning including but not limited to:
• a 5-10 minute movie
• a drawing, painting or diagram with a detailed explanation
• a travel guide/brochure
• a skit, play or script
• a scale model of a significant structure/scene with an explanation of its significance
• a collage with detailed explanation
• multiple journal entries of a fictional, yet factually based person from your Asian country
• a children’s book based on facts
• Rubric (0-5 in each criterion):
• Presents accurate information about your topic (30%)
• Presents accurate information about your topic (30%)
• Selected product allows you to convey your message/information (5 %)
• Reflects careful planning, creativity and effort; final product presents a polished appearance (30 %)
• Uses and cites a minimum of three references (5%)
• additional consideration will be taken for individual effort and collaboration for those working in groups
• Scale
• 5 - Excellent
• 4 - Commendable
• 3 - Adequate
• 2 - Developing
• 1 - Remedial
• 0 - Nonexistent

Chapter 9 Study Guides

• Chapter 9
• Section 1
• Section 2
• Section 3

8-1, 9-1, 9-2 Study Guide

Please be prepared for the following terms, people, places, and themes:

• Terms
• dowry, Greek fire, patriarchs, icons, iconoclasts, iconoclastic controversy, heresy, excommunication, mosaics, Hagia Sophia, hijrah, Qur'an, jihad, mosques, caliph, Jabal Tariq, imams, caliphates, dower, sultan, millets
• People
• Justinian, Theodora, Cyril and Methodius, Ottoman Turks, bedouin, Muhammad, Abu Bakr, Berbers, Moors, Al-Razi, Janissaries
• Places
• Constantinople, Bosporus, Arabia, Jidda, Mecca, Al-Madinah, Baghdad, Cairo, Córdoba, Toledo, Seville
• Themes
• 8-1: The Byzantine Empire
• Discuss the great contributions made by Justinian.
• Identify the strengths of the Byzantine Empire.
• Identify the factors that led to the decline of the Byzantine Empire.
• 9-1: The Rise and Spread of Islam
• Summarize the central beliefs of Islam.
• Explain why Islam spread so quickly.
• Describe ideological differences that developed within the Muslim community.
• 9-2: Islamic Civilization
• Describe contributions that Arab Muslim culture made to the arts and sciences.
• Specify ways that Muslim culture spread to Europe.
• Contrast the rules of the Turks and the Arabs.

Chapter 14 Study Guide

PDF Link: Chapter 14 Study Guide

Fractional Reserve Banking, Executive Orders, and Nullification

1. Andrew Jackson ended the Second National Bank in 1836 because he deemed it a monopoly that benefited the wealthy. 
1. According to the video, has the Federal Reserve Bank, a central bank that was instituted in 1913, done any better to create wealth for those besides the wealthy?
2. What problem does the creation of money cause?
2. Read this article about executive orders and answer the following questions:
1. What are executive orders?
2. When are they necessary?
3. When should they be challenged?
3. Read this article about nullification and answer the following questions:
1. What is nullification?
2. Why do its opponents reject its legality?
3. Why do its proponents affirm its validity?

N.B. Feel free to click on the links within the articles to get more background on the what is being discussed.

Q: How did Commodore Perry force Japan to trade with the US?

It's hard for us to think that the United States (self-proclaimed good guys of the world) would militarily force another country to trade with them under threat of war. But that's exactly what happened:

Perry, on behalf of the U.S. government, forced Japan to enter into trade with the United States and demanded a treaty permitting trade and the opening of Japanese ports to U.S. merchant ships. This was the era when all Western powers were seeking to open new markets for their manufactured goods abroad, as well as new countries to supply raw materials for industry. It was clear that Commodore Perry could impose his demands by force. The Japanese had no navy with which to defend themselves, and thus they had to agree to the demands.

Perry's small squadron itself was not enough to force the massive changes that then took place in Japan, but the Japanese knew that his ships were just the beginning of Western interest in their islands. Russia, Britain, France, and Holland all followed Perry's example and used their fleets to force Japan to sign treaties that promised regular relations and trade.

(http://afe.easia.columbia.edu/special/japan_1750_perry.htm)

One-Child Policy

China facing one child policy dilemma

In light of today's discussion, this article and accompanying video from BBC reports on the forced abortions and infanticide that may result when families under the policy have more than one child.

Continents?

For those of you who really enjoyed this in class and can't live without watching it again. :)

P.S. There's a reference to George Orwell's 1984 at 0:50 that's purely fictional. Make sure you read it in high school!

7-4 to 7-6 Study Guide

Please be prepared for the following terms, people, places, and themes*:

• Terms
• Pax Romana
• aqueducts
• colonus
• rabbis
• martyrs
• patriarchs
• pope
• inflation
• collegia
• anarchy
• People
• Praetorian Guard
• Galen
• Ptolemy
• Virgil
• Tacitus
• Constantine
• Commodus
• Huns
• Vandals
• Alaric
• Attila
• Romulus Augustulus
• Places
• Jerusalem
• Nazareth
• Bethlehem
• Constantinople
• Rhine & Danube Rivers
• Themes
• Section 4: Roman Society and Culture
• Identify aspects of Roman rule that helped unify and solidify the empire.
• Describe how Roman citizens made a living and entertained themselves.
• Discuss the role of learning, education, and the arts in imperial Rome.
• Section 5: The Rise of Christianity
• Explain how Christianity arose out of the Jewish tradition in Judaea.
• Identify difficulties and successes experienced by Christians while under the influence of the Roman Empire.
• Discuss changes that occurred in the church during the late Roman Empire that helped stabilize and solidify it.
• Section 6: The Fall of the Roman Empire in the West
• Identify problems that plagued the Roman Empire during the AD 200s.
• Explain how the reigns of Diocletian and Constantine slowed the decline of the empire.
• List problems that led to the Roman Empire's decline.

*You do not need to include all of these terms, people, places, and themes in your study guide. In fact, please limit your study materials to what is most helpful for you by focusing on items that you need to study the most. Use your time wisely! :)

Chapter 13 Study Guide

PDF Link: Chapter 13 Study Guide

Chapter 7 Study Guides

• Chapter 7
• Section 1
• Section 2
• Section 3
• Section 4 

Electoral College

Watch the following videos (yes, watch both) and write a summary for each so that we can discuss the electoral college in class tomorrow.

New Year, New Blog

Hello, students of KICS. I'll be experimenting with posting relevant class activities to this blog for your good. Enjoy.