Final Exam Review Resources!

Don’t forget, guys– you have your Student Learning Objective test coming up on Friday at the start of class, and you’ll be taking your comprehensive final exam on Wednesday, December 21st.  Your final will cover everything from the Neolithic Revolution to the end of the Cold War in 1991, so you need to start studying NOW.  Your final exam is worth 15% of your final grade, so you do need to take this seriously.

To help you in your studying, you should:

  • Complete the World History Final Exam Review.  If you have the ENTIRE review guide complete on the day of the final exam, you can earn up to an additional ten points on the final.  (“Up to” because you can only earn a 100% on the final, so if you score a 94 without your review guide points, you’ll only earn an additional six points to take you to 100%.)
  • Work through the online FlipQuiz review I’ve created for you: Honors World History Review Game.  Each of the categories is a time period with a series of related questions and answers.  Hopefully, this will help you get a better sense of what you know and what you need to study for the upcoming exams.
  • Test your knowledge and see where you place on the class leader board!  Play the Quizizz (similar to a Kahoot) by following the instructions below:

1. Open https://join.quizizz.com in your browser
2. Enter the 6-digit game code 770424 , and click “Proceed”
3. Now enter your name and click “Join Game!” KEEP YOUR NAME APPROPRIATE.  I can always pull ISP information on inappropriate names, so keep it clean.
4. You will get an avatar, and then see a “Start Game” button. Click it to begin!

  • And if you’ve done ALL of this, consider playing some of the review games listed here: World History Games.  They’re on a variety of topics, and offer some pretty decent review options to help you prepare for Wednesday’s final.

 

Assignment: Letters from the Trenches

Directions:

Being as creative and accurate as possible, you are to write a letter from the position of someone involved in World War I during the course of the conflict.  You may choose to write from the perspective of a Germany, Austrian, Turkish, British, French, Japanese, Arab, Indian, or American combatant– or any other force involved in the war.  You may also choose to write from the perspective of a non-combatant; remember, the home front was extremely important during this conflict, and many people who did not actually fight affected or were affected by the war effort.  The only specific requirements for this assignment are as follow:

  1. Your letter MUST be historically accurate. Do a little research before you write, and make sure that any technology you reference is appropriate to the time period.  Also, watch your language!  Modern slang is not at all appropriate, so keep that in mind.
  2. Your letter should be approximately one page hand-written. You may choose to type your letter, but if you do– remember! The only font available would have been something like Courier New, so consider using it to lend your letter a little authenticity.
  3. Your letter should contain at least THREE specific historical references— these may be to specific battles, military technologies, governmental programs, or geo-political situations which are appropriate to your letter.
  4. If you are feeling particularly brave, you may choose to turn in a piece of war poetry instead of a letter. I’ve included several samples of poetry from this period if you want to go that route.  Your poetry has no length requirement, but I do ask that it be earnestly and seriously undertaken.  That is to say, no limericks or haikus need apply.

Your letter or poem is due on Thursday, December 8th.  If you have no zeros in your homework category, this will go in as a normal grade for that category.  If you do have zeros in your homework category, this grade will be entered in the place of the oldest existing zero, and you will instead be exempt from the normal grade from this assignment.  (That is, you will only receive ONE grade for this assignment– you will not be able to erase a zero AND get a grade on this assignment.)  You may not use this assignment to replace any zero in a non-homework category.


 

Here are some materials and links that may help you with this assignment:

Substitute Work: Latin American and Haitian Revolutions

Here’s what you’re going to do today:

  1. Turn in any work that you didn’t finish yesterday. If you don’t turn it in NOW, it is LATE.
  1. The substitute will distribute a number of handouts and packets. Start with the packet labeled “Latin American Revolutions”—this is a packet of notes and a portion of your textbook on Latin American revolutions.  Read over these notes and the chapter.  If you want or need more information, please feel free to use the resources I have posted on the class blog or get a white textbook from the bookcase and look at pages 509 to 513.  Once you feel you understand the material, get out the handout titled “The Age of Revolutions in Latin America.”  You will need to identify WHO protested or started each revolution, WHAT their specific complaints were, a few major events of the revolution, what the end results of the revolution were, and who BENEFITED from the revolution (note: these may NOT be the same people who started the revolution!).  You will also need to judge, based on what you have read, to what degree each revolution represents the ideals of the Enlightenment.  Draw an arrow indicating how “Enlightenment-y” you think each revolution is.
  1. Once you’re done with the Age of Revolutions worksheet, move on to the Proclamation of 1813. This is a primary source issued by Simón Bolívar.  Read the text carefully, and then answer the associated three questions on a separate sheet of paper.
  1. Read the article, “The Haitian Revolution.” Pay attention to the causes and effects of the Haitian Revolution.  Then, on a separate sheet of paper, answer the following question: Considering all of the political revolutions we have studied this week (the American Revolution, French Revolution, Latin American revolutions, and the Haitian Revolution), which do you think is the most truly “revolutionary?” Why?  Which do you think was the LEAST revolutionary—that is, which do you think resulted in the least amount of significant change?
  1. Turn in ALL your work by the end of class. If you are not done, take your work done and finish it.  It will be due the moment you enter the classroom on Friday.  After that, it will be LATE.
  1. If you finish your work before the end of class, please work on your vocabulary assignment, or find work to do for other classes. Do not bother your classmates; let them work.

Remember, your vocabulary assignment is due tomorrow, and you will have a quiz during the first half hour of class.

Thanks,

Ms. Galloway


Additional Materials on Latin American Revolutions and the Haitian Revolution:

Latin American Revolutions: Notes on the Mexican, Spanish South American, and Brazilian Revolutions

Haitian Revolution: Notes on the Haitian Revolution

Substitute Work: Napoleon and the French Revolution

Here’s what you’re going to do today:

  1. Finish watching the French Revolution documentary. It’s already in the DVD player and ready to go.  We shouldn’t have much left.
  1. The substitute should hand you two packets. START WITH THE ONE THAT SAYS “INTERPRETING TEXT AND VISUALS.”  The first page of questions, by the way, apply to the following page’s reading passage and map (“The French Revolution Under Siege”); sorry, my student aid left out a page when she made the copies. You will need to do the questions on “Interpreting Text and Visuals,” the primary source about the execution of Louis XVI (do those questions on a separate sheet of paper), and the atlas questions.
  1. Once you’re done with the first packet, move on to the second packet, starting with the document “Napoleon Addressing His Army.” Read the primary source carefully, and then answer the questions on the back of the sheet.  Then, read the two passages on the worksheet, “Napoleon as Others Saw Him,” and answer the subsequent questions on your own sheet of paper.
  1. Turn in ALL your work by the end of class. If you are not done, take your work done and finish it.  It will be due the moment you enter the classroom on Thursday.  After that, it will be LATE.
  1. If you finish your work before the end of class, please work on your vocabulary assignment, or find work to do for other classes. Do not bother your classmates; let them work.

 It is absolutely critical that you guys make it through this work today and tomorrow; I’m going to be working under the assumption that when I see you again you’ll have a solid understanding of this material.  I’m relying on you to do the work I ask of you, so please don’t let me down on this.   Work hard, be good for the sub, happy Thanksgiving, and I’ll see you soon!

Thanks,

Ms. Galloway


Additional Material on the French Revolution and Napoleon:

The French Revolution and Napoleon: Notes on the French Revolution and Napoleon

Absolutists and Enlightenment Thinkers: Brain Twin Resources

Absolutist Materials

Enlightenment Thinkers

Scientific Revolutionaries

Information on Governor’s Honors Program!

The Governor’s Honors Program is a competitive four week summer program held during the on the campus of Oglethorpe University for students who show passion and excellence in various academic, artistic, and technical fields. Activities are designed to provide each participant with opportunities to acquire the skills, knowledge and attitudes to become independent, lifelong learners.  This program is ENTIRELY FREE, and is a great opportunity for passionate, gifted students.  Students must be current sophomores or juniors.

If you are interested in applying, please fill out this interest survey, and download the application form linked here.  You will also need to attend an informational meeting on October 5th– there’s more information on that below, so make sure you read to the end of this post.

Students can apply to GHP in the following areas of study:

Academics

  • Agricultural Science
  • Communicative Arts
  • Languages (French, German, Latin, Mandarin Chinese, and Spanish)
  • Mathematics
  • Sciences
  • Social Studies

Fine Arts

  • Dance
  • Music (Brass– euphonium/baritone, French horn, trombone, trumpet, tuba; Jazz–electric bass, guitar, percussion, piano, saxophone, trombone, and trumpet; Percussion;Piano; Strings– cello, upright bass, viola, violin; Voice– alto, baritone/bass, soprano, tenor; Woodwind– bassoon, clarinet, flute, oboe, and saxophone)
  • Theater
  • Visual Arts
  • Career/Technology

Engineering and Design
Technology

There will be an informational meeting in the Freshman Cafe before school on October 5th (at 7:45 AM), and in the ID lab in the Freshmen Academy (room 2101) at 3:45 PM on the same day.

If you have any questions prior to the meeting see Mr. Bettis in room 210 for Academics questions, Mrs. Cox in room 115 for CTAE questions, or Ms. Botella in the Chorus room for Fine Arts questions.

If you have further questions regarding the application process or regarding the program of GHP itself, please feel free to ask me– I went myself (back in the dark ages), and I love helping students get to experience the same awesome program.

And if you want to see what GHP is, you might want to watch the following short documentary.  It’s got some good interviews with students about what GHP is for them:

 

Native North America Project

In this project, you will work together with your group to research the Native American cultural groups and their histories associated with one of SIX geographic regions.  You will display your information on a large poster (or mural), and on Friday, September 23rd we will have a gallery walk to gather information as a class.

This assignment is a project grade, and will be evaluated based on how accurate and detailed your information is, and how well you convey the information to your colleagues.  You can find the instructions for this assignment below:

Native North America: Project Instructions

Group Assignments

Group

Region Group Members

1

Arctic and Subarctic Nick,  Nicole, Karen, Caleb, Angela, Josh

2

Northwest Coast Jennifer, Chelsea, David, Nation, Kaitlyn W., Mitch

3

Far West (Great Basin, California)

Ana, Chisom, Addison, Diba, Kaitlyn D.

4 Southwest

Frank, Norhan, Kent, Briela, Jude, Sydney C.

5 Great Plains

Shannon, Jack, Michael, Sabreona, Nina

6 Eastern Woodlands

Reed, Christian, Rebekah, Sydney G., Leann

General Resources for Research!

Arctic and Subarctic Resources

Northwest Coastal Resources

Far West (Great Basin, California)

Southwest

Great Plains

Eastern Woodlands

Upcoming Due Dates for Unit Four: Medieval African and Indian Ocean Exchange!

All right, guys, we’re moving right along!

This upcoming unit takes place at approximately the same time as our last unit (so, 600 to 1450  CE), but we’ll be going to some new places during this one.  Our major focus will be on sub-Saharan Africa and its interaction with other Indian Ocean powers during the medieval period.  Africa’s big, and complicated, and diverse, so I really want to make sure we talk about its various histories and cultures BEFORE we start talking about anything like the trans-Atlantic slave trade or imperialism, because it’s important that we understand how Africa connects, contributes, and changes existing world practices, technologies, and ideas.

So!  Here are the upcoming due dates for this unit:

  • Unit Four Vocabulary Assignment — Tuesday, September 13th
  • Unit Four Content and Vocabulary Quiz — Tuesday, September 13th
  • African Trading Game– Wednesday, September 14th
  • Unit Four Test — Friday, September 16th

Remember, there are additional resources you can use to help you study and review this content in the drop-down menu on this page.

Useful Maps for your Unit Three Study Activity!

Tonight, you’ll need to finish up your two review maps of the Byzantine Empire and Islamic Caliphates.  Remember, your maps should do the following:

Byzantine Empire Map

  1. Outline the FURTHEST extent of the Byzantine Empire. Color the land the empire controlled YELLOW.
  1. Label the following cities:
  • Constantinople
  • Nicea
  • Jerusalem
  • Rome
  • Alexandria
  1. Label the following bodies of water:
  • Mediterranean Sea
  • Black Sea
  • Atlantic Ocean
  • Aegean Sea
  • Adriatic Sea
  • Dniepper River
  • Danube River
  1. Identify the areas of occupation for the following non-Byzantine groups:
  • Visigoths
  • Normans
  • Franks
  • Slavs
  • Bulgars
  1. Identify the major routes used by the Vikings which affected the Byzantine Empire and neighboring regions between 739 and 1043 CE. Include both river and sea routes.

Early Islamic Empires Map

  1. Outline the extent of the growing Islamic Empire in DIFFERENT COLORS to indicate the spread of Islam at these points:
  • By 632 CE (Muhammad’s death)
  • By 661 CE (“Rightly Guided” Caliphs)
  • By 850 CE (Umayyad and Abbasid Caliphates)
  1. Label the following cities:
  • Mecca
  • Medina
  • Jerusalem
  • Baghdad
  • Damascus
  • Córdoba
  • Tours
  • Constantinople
  1. Label the following bodies of water:
  • Mediterranean Sea
  • Indian Ocean
  • Nile River
  • Tigris River
  • Euphrates River
  • Indus River
  1. Identify the location of major political groups outside of the spread of Islam:
  • Frankish Empire
  • Byzantine Empire
  • Kievan Rus’
  1. Identify the major routes of conquest and expansion used by Islamic forces between 632 and 850 CE.

To complete this assignment, you might want to use the following links:

Unit Three Due Dates and Byzantine-Roman Comparison Chart!

Hello, hello!  As we’ve started the first portion of our medieval units, we’ll be addressing material which covers the period 600 to 1450 CE in the Byzantine Empire, early Russian kingdom and empire, Islamic Caliphates, and early Ottoman empire over the next week or so.  Here are the major due dates for this unit:

  • Unit Three Vocabulary Assignment (Friday, September 2nd)
  • Unit Three Vocabulary and Content Quiz (Friday, September 2nd)
  • Unit Three Test (Wednesday, September 7th)

This is a shorter unit than our previous two, in part because the medieval period is so sprawling and complex that it’s necessary for us to break it up into different regions.  So this unit we’ll be focused around the Eastern Mediterranean, Middle East, and Eastern Europe, while next unit we’ll be addressing the same time period, but in Sub-Saharan Africa, and the unit following that, we’ll be discussing civilizations in the Americas up until this time period.

Tonight, for homework you’ll need to complete the chart we discussed in class today comparing the Western Roman Empire to the Byzantine Empire.  Use your lecture notes and your textbooks to help you find information to fill it out:

Rome-Byzantine Comparison Chart