Computer Education

Day 1 - Monday, June 28

Geography Unit
SWBAT: Students will be able to define geography and know the difference between cultural and physical geography. Students will be able to list the continents, oceans, and seas.
Purpose: Understand how geography has helped shaped the story of world history along with improving map reading skills.
Vocabulary: latitude, longitude, map legend, map scale, cardinal points, compass rose

Journal - Daily New Quiz - Take the quiz and record your score in your journal. Choose one story, read the article, and write a short reflection giving your opinion about the news event.
Geo Me project
World Locations packet
Latitude & Longitude packet

Day 2 - Tuesday, June 29

Geography Unit
SWBAT: Students will be able to define geography and know the difference between cultural and physical geography. Students will be able to list the continents, oceans, and seas.
Purpose: Understand how geography has helped shaped the story of world history along with improving map reading skills.
Vocabulary: latitude, longitude, map legend, map scale, cardinal points, compass rose

Journal - Daily New Quiz - Take the quiz and record your score in your journal. Choose one story, read the article, and write a short reflection giving your opinion about the news event.
Geo Me project
World Locations packet
Latitude & Longitude packet

Day 3 - Wednesday, June 30
The Rise of Democratic Ideas Unit
SWBAT: Students will be able to identify the political systems that developed in Ancient Athens. Students will be able to compare and contrast democracy in Athens with that under the Roman republic. Students will be able to compare the major ideas of philosophers and their effects on the democratic revolutions.
Purpose: Standard 10.1: Students relate the moral and ethical principals in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.
Vocabulary: aristocracy, direct democracy, monarchy, republic, due process of law, divine right, constitutional monarchy, social contract, representative government, federal system

Journal - Daily New Quiz - Take the quiz and record your score in your journal. Choose one story, read the article, and write a short reflection giving your opinion about the news event.
Read the following pages in the textbook, Modern World History, p. 2-27. Take notes on the sections as assigned. Use the online textbook link for additional study guides.
"Where it All Began - The Rise of Democratic Ideas" multimedia project. Create a PowerPoint slideshow with a minimum of 6 slides that show how democratic ideas were developed. Print out your project with 6 slides per page. The projects will be presented to the class. You will be graded according to the rubric.

Day 4 - Thursday, July 1
The Rise of Democratic Ideas Unit
SWBAT: Students will be able to identify the political systems that developed in Ancient Athens. Students will be able to compare and contrast democracy in Athens with that under the Roman republic. Students will be able to compare the major ideas of philosophers and their effects on the democratic revolutions.
Purpose: Standard 10.1: Students relate the moral and ethical principals in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.
Vocabulary: aristocracy, direct democracy, monarchy, republic, due process of law, divine right, constitutional monarchy, social contract, representative government, federal system

Journal - Daily New Quiz - Take the quiz and record your score in your journal. Choose one story, read the article, and write a short reflection giving your opinion about the news event.
Read the following pages in the textbook, Modern World History, p. 2-27. Take notes on the sections as assigned. Use the online textbook link for additional study guides.
"Where it All Began - The Rise of Democratic Ideas" multimedia project. Create a PowerPoint slideshow with a minimum of 6 slides that show how democratic ideas were developed. Print out your project with 6 slides per page. The projects will be presented to the class. You will be graded according to the rubric.

Day 5 - Friday, July 2

Beginnings of the Modern World Unit - Chapters 1 and 2
SWBAT: Students will be able to explain the invention of the printing press and its impact on learning and religion. Students will be able to explain the impact of the Renaissance on art and literature.
Purpose: Standard CST 1: Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned.
Vocabulary: Renaissance, secular, printing press, Reformation, Protestant, Machiavelli, Leonardo da Vinci, Martin Luther, Gutenberg

Journal - Daily New Quiz - Take the quiz and record your score in your journal. Choose one story, read the article, and write a short reflection giving your opinion about the news event.
Finish PowerPoint.
PowerPoint presentations
Read chapters 1 and 2 in the textbook, Modern World History, p. 33-77. Take notes on the sections as assigned. Use the online textbook link for additional study guides.

Day 6 - Tuesday, July 6

Journal - Daily New Quiz - Take the quiz and record your score in your journal. Choose one story, read the article, and write a short reflection giving your opinion about the news event.
Finish PowerPoint.
PowerPoint presentations
Read chapters 1 and 2 in the textbook, Modern World History, p. 33-77. Take notes on the sections as assigned. Use the online textbook link for additional study guides.

Day 7 - Wednesday, July 7

Absolutism to Revolution 1500-1900 Unit
SWBAT: Students will be able to chart the major ideas of the Enlightenment, the philosophers to whom they are attributed and the impact the ideas had. Students will be able to discuss the impact of the American Revolution.
Purpose: Standard 10.2.3: Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations. Standard 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.
Vocabulary: Magna Carta, Locke, Montesquieu, Rousseau, Bolivar, Jefferson, Madison, Constitution, Bill of Rights

Journal - Daily New Quiz - Take the quiz and record your score in your journal. Choose one story, read the article, and write a short reflection giving your opinion about the news event
Travel through History. Create a travel brochure enticing people to come visit a historical landmark, using Microsoft Word. You will be graded according to the rubric.
Read chapter 6 in the textbook, Modern World History, p. 163-187. Take notes on the sections as assigned. Use the online textbook link for additional study

Day 8 - Thursday, July 8

Journal - Daily New Quiz - Take the quiz and record your score in your journal. Choose one story, read the article, and write a short reflection giving your opinion about the news event
Travel through History. Create a travel brochure enticing people to come visit a historical landmark, using Microsoft Word. You will be graded according to the rubric. - Due today
Read chapter 6 in the textbook, Modern World History, p. 163-187. Take notes on the sections as assigned. Use the online textbook link for additional study

Day 9 - Friday, July 9

Absolutism to Revolution 1500-1900 Unit
SWBAT: Students will be able to identify the three estates of the Old Regime in France and summarize the factors that lead up to the French Revolution.
Purpose: Standard 10.2.4: Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despot to the Napoleonic empire. Standard 10.2.5: Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.
Vocabulary: French Revolution, estate, Louis XVI, Marie Antoinette, Estates-General, Great Fear, guillotine, Robespierre, Reign of Terror, Napoleon Bonaparte, lycee. blockade

Journal - Daily New Quiz - Take the quiz and record your score in yourjournal. Choose one story, read the article, and write a short reflection giving your opinion about the news event.
Document-Based Questions. Discuss the view of human beings that developed during the Renaissance using the documents provided in class.
Read chapter 7 in the textbook, Modern World History, p. 190 -217. Take notes on the sections as assigned. Use the online textbook link for additional study guides.

Day 10 - Monday, July 12

Journal - Daily New Quiz - Take the quiz and record your score in yourjournal. Choose one story, read the article, and write a short reflection giving your opinion about the news event.
Document-Based Questions. Discuss the view of human beings that developed during the Renaissance using the documents provided in class.
Read chapter 7 in the textbook, Modern World History, p. 190 -217. Take notes on the sections as assigned. Use the online textbook link for additional study guides.

Day 11 - Tuesday, July 13

Industrialism - Race for Empire Unit
SWBAT: Students will be able to explain the beginnings of industrialization in Britain. Students will be able to describe key inventions that furthered the Industrial Revolution. Students will be able to explain the spread of industry in Europe and to identify the effects of industrialization on the rest of the world. Students will be able to describe reform movements of the 1800s.
Purpose: Standard 10.3.1: Analyze why England was the first country to industrialize. Standard 10.3.2: Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change. Standard 10.3.6: Analyze the emergence of capitalism as a dominant economic pattern and responses to it, including Utopianism, Social Democracy, Socialism, and Communism.
Vocabulary: Industrial Revolution, enclosure, crop rotation, factors of production, factory, entrepreneur, middle class, corporation, laissez faire, Adam Smith, capitalism, socialism, collective bargaining, utopia

Journal - Daily New Quiz - Take the quiz and record your score in your journal. Choose one story, read the article, and write a short reflection giving your opinion about the news event.
Document-Based Questions. Discuss the view of human beings that developed during the Renaissance using the documents provided in class. Due Today.
Read chapter 9 in the textbook, Modern World History, p. 250 - 273. Take notes on the sections as assigned. Use the online textbook link for additional study guides.

Day 12 - Wednesday, July 14

Journal - Daily New Quiz - Take the quiz and record your score in your journal. Choose one story, read the article, and write a short reflection giving your opinion about the news event.
Create a timeline using Microsoft Excel. You will be graded according to the rubric.
Read chapter 9 in the textbook, Modern World History, p. 250 - 273. Take notes on the sections as assigned. Use the online textbook link for additional study guides.

Day 13 - Thursday, July 15

Industrialism - Race for Empire Unit

SWBAT: Students will be able to explain the origins and goals of the women's suffrage movement. Students will be able to describe the evolution of British and French democracy. Students will be able to describe the British domination of Ireland. Students will be able to describe the effect of the Civil War on the United States. Students will be able to explain the rise of mass culture.
Purpose: Standard 10.3.6: Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.
Vocabulary: suffrage, anti-Semitism, dominion, penal colony, home rule, manifest destiny, segregation, Emancipation Proclamation, assembly line, theory of evolution

Journal - Daily New Quiz - Take the quiz and record your score in your journal. Choose one story, read the article, and write a short reflection giving your opinion about the news event.
Read chapter 10 in the textbook, Modern World History, p. 276 - 299. Take notes on the sections as assigned. Use the online textbook link for additional study guides.
Create a timeline using Microsoft Excel. You will be graded according to the rubric.

Day 14 - Friday, July 16

Journal - Daily New Quiz - Take the quiz and record your score in your journal. Choose one story, read the article, and write a short reflection giving your opinion about the news event.
Read chapter 10 in the textbook, Modern World History, p. 276 - 299. Take notes on the sections as assigned. Use the online textbook link for additional study guides.
The Industrial Revolution multimedia project. Create a PowerPoint slideshow with a minimum of 6 slides that show how the Industrial Revolution changed our lives. Print out your project with 6 slides per page. The projects will be presented to the class. You will be graded according to the rubric.

Day 15 - Monday, July 19

Industrialism - Race for Empire Unit
SWBAT: Students will be able to explain the origins and goals of the women's suffrage movement. Students will be able to describe the evolution of British and French democracy. Students will be able to describe the British domination of Ireland. Students will be able to describe the effect of the Civil War on the United States. Students will be able to explain the rise of mass culture.
Purpose: Standard 10.3.6: Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.
Vocabulary: suffrage, anti-Semitism, dominion, penal colony, home rule, manifest destiny, segregation, Emancipation Proclamation, assembly line, theory of evolution

Journal - Daily New Quiz - Take the quiz and record your score in your journal. Choose one story, read the article, and write a short reflection giving your opinion about the news event.
The Industrial Revolution multimedia project. Create a PowerPoint slideshow with a minimum of 6 slides that show how the Industrial Revolution changed our lives. Print out your project with 6 slides per page. The projects will be presented to the class. You will be graded according to the rubric.
Read chapter 10 and chapter 11 in the textbook, Modern World History. Take notes on the sections as assigned. Use the online textbook link for additional study guides.

Day 16 - Tuesday, July 20

Industrialism - Race for Empire Unit
SWBAT: Students will be able to explain the origins and goals of the women's suffrage movement. Students will be able to describe the evolution of British and French democracy. Students will be able to describe the British domination of Ireland. Students will be able to describe the effect of the Civil War on the United States. Students will be able to explain the rise of mass culture.
Purpose: Standard 10.3.6: Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.
Vocabulary: suffrage, anti-Semitism, dominion, penal colony, home rule, manifest destiny, segregation, Emancipation Proclamation, assembly line, theory of evolution

Journal - Daily New Quiz - Take the quiz and record your score in your journal. Choose one story, read the article, and write a short reflection giving your opinion about the news event.
Present Industrial Revolution slideshow.
Read chapter 10 and chapter 11 in the textbook, Modern World History. Take notes on the sections as assigned. Use the online textbook link for additional study guides.

Day 17 - Wednesday, July 21

The World at War Unit
SWBAT: Students will be able to identify the political and military forces that took root in Europe in the late 1800s. Students will be able to summarize the events that set World War I in motion. Student will be able to describe the escalation of World War I. Students will be able to describe the effects of World War I on Western society.
Purpose: Standard 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. Standard 10.5.4 Understand the nature of the war and in human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort.
Vocabulary: Triple Alliance, Triple Entente, Central Powers, Allies, trench warfare, armistice, Fourteen Points, Treaty of Versailles, League of Nations

Journal - Daily New Quiz - Take the quiz and record your score in your journal. Choose one story, read the article, and write a short reflection giving your opinion about the news event.
Read chapter 13 in the textbook, Modern World History, p. 360 - 383. Take notes on the sections as assigned. Use the online textbook link for additional study guides.
World War I Project

Day 18 - Thursday, July 22

Journal - Daily New Quiz - Take the quiz and record your score in your journal. Choose one story, read the article, and write a short reflection giving your opinion about the news event.
Read chapter 13 in the textbook, Modern World History, p. 360 - 383. Take notes on the sections as assigned. Use the online textbook link for additional study guides.
World War I Project

Day 19 - Friday, July 23

The World at War Unit - Chapter 14 and Chapter 15
SWBAT: Students will be able to describe the Bolshevik Revolution and Lenin's role in restructuring the government. Students will be able to define totalitarianism and describe Stalin's methods to gain and maintain power. Student will be able to describe how a movement like fascism and leaders like Mussolini and Hitler came to power during a period of crisis.
Purpose: Standard 10.7.1 Understand the causes and consequences of the Russian Revolution, including Lenin's use of totalitarian means to seize and maintain control .Standard 10.7.2 Trace Stalin's rise to power in the Soviet Union and the connection between economic policies, political policies, the absence of a free press, and systematic violations of human rights. Standard 10.6.3 Understand the widespread disillusionment with prewar institutions, authorities,a nd values that resulted in a void that was later filled by totalitarians. 10.6.4 Discuss the influence of WWI on literature, art and intellectual life in the West.
Vocabulary: Trans-Siberian Railway, Bolsheviks, Lenin, soviet, Stalin, totalitarianism, command economy, fascism, Hitler, New Deal. Einstein, Freud, Mussolini

Journal - Daily New Quiz - Take the quiz and record your score in your journal. Choose one story, read the article, and write a short reflection giving your opinion about the news event.
Finish World War I project - due today
Primary Sources Document - Chapter 16
Read chapter 14 and 15 in the textbook, Modern World History. Take notes on the sections as assigned. Use the online textbook link for additional study guides.

Day 20 - Monday, July 26

Journal - Daily New Quiz - Take the quiz and record your score in your journal. Choose one story, read the article, and write a short reflection giving your opinion about the news event.
Primary Sources Document - Chapter 16 essay
Read chapter 14 and 15 in the textbook, Modern World History. Take notes on the sections as assigned. Use the online textbook link for additional study guides.

Day 21 - Tuesday, July 27

The World at War Unit - Chapter 16
SWBAT: Students will be able to summarize the events leading to all out war in Europe. Students will be able to explain the importance of the Allies' strategy in turning the tide of war against Japan. Students will be able to trace the course of the Nazis' persecution of Jews. Students will be able to describe the devastation of Europe following the war.
Purpose: Standard 10.8.1 Compare the German, Italian, and Japanese drives for empire in the 1930s. 10.8.4 Describe the political, diplomatic, and military leaders during the war (Churchill, Roosevelt, Hirohito, Hitler, Mussolini, Stalin, MacArthur Eisenhower). 10.8.5 Analyze the Nazi policy of pursuing racial purity, especially against the European Jews, its transformation into the Final Solution and the Holocaust that resulted in the murder of 6 million Jewish civilians.
Vocabulary: blitzkrieg, holocaust, D-Day, Nuremberg Trials, demilitarization, Atlantic Charter

Journal - Daily New Quiz - Take the quiz and record your score in your journal. Choose one story, read the article, and write a short reflection giving your opinion about the news event.
Read chapter 16 in the textbook, Modern World History. Take notes on the sections as assigned. Use the online textbook link for additional study guides.
Primary Sources Document - Chapter 16 essay - due today

Day 22 - Wednesday, July 28

Journal - Daily New Quiz - Take the quiz and record your score in your journal. Choose one story, read the article, and write a short reflection giving your opinion about the news event.
Read chapter 16 in the textbook, Modern World History. Take notes on the sections as assigned. Use the online textbook link for additional study guides.
Resume assignment

Day 23 - Thursday, July 29

Perspectives on the Present, 1945 - Present Unit - Chapter 17
SWBAT: Students will be able to explain the US-Soviet postwar split. Students will be able to define the Cold War and explain how the Cold War affected developing nations.
Purpose: Standard 10.9.2 Analyze the causes of the Cold War, with the free world on one side and Soviet client states on the other. 19.9.4 Analyze the Chinese Civil War, the rise of Mao Tse-tung and the subsequent political and economic upheavals in China.
Vocabulary: containment, Cold War, Mao Zedong, Cultural Revolution, 38th parallel, Vietnamization, Fidel Castro, Nikita Khrushchev, detente, SALT

Journal - Daily New Quiz - Take the quiz and record your score in your journal. Choose one story, read the article, and write a short reflection giving your opinion about the news event.
Resume assignment - due today
Digital Portfolio

Day 24 - Friday, July 30

Journal - Daily New Quiz - Take the quiz and record your score in your journal. Choose one story, read the article, and write a short reflection giving your opinion about the news event.
Digital Portfolio

Day 25 - Monday, August 2

Digital Portfolio Project
SWBAT: Students will be able to display their best work from this course using PowerPoint..
Purpose: ROP ESLR 1B Accessing and utilizing technology and information, ESLR 1D: Thinking critically and solving problems effectively, IIB Communicating effectively and appropriately, IIC. Perfoming reliably and responsibly
Vocabulary: storyboard, hyperlink, personal statement, resume

Journal - Daily New Quiz - Take the quiz and record your score in your journal. Choose one story, read the article, and write a short reflection giving your opinion about the news event.
Digital Portfolio

Day 26 - Tuesday, August 3

Journal - Daily New Quiz - Take the quiz and record your score in your journal. Choose one story, read the article, and write a short reflection giving your opinion about the news event.
Digital Portfolio

Day 27 - Wednesday, August 4

Digital Portfolio Project - Presentations
SWBAT: Students will be able to display their best work from this course using PowerPoint..
Purpose: ROP ESLR 1B Accessing and utilizing technology and information, ESLR 1D: Thinking critically and solving problems effectively, IIB Communicating effectively and appropriately, IIC. Perfoming reliably and responsibly
Vocabulary: storyboard, hyperlink, personal statement, resume

Journal - Daily New Quiz - Take the quiz and record your score in your journal. Choose one story, read the article, and write a short reflection giving your opinion about the news event.
Digital Portfolio

Day 28 - Thursday, August 5

Journal - Daily New Quiz - Take the quiz and record your score in your journal. Choose one story, read the article, and write a short reflection giving your opinion about the news event.
Digital Portfolio

Day 29 - Friday, August 6

Journal - Daily New Quiz - Take the quiz and record your score in your journal. Choose one story, read the article, and write a short reflection giving your opinion about the news event.
Digital Portfolio Presentations

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