Monday, April 4, 2016

CWN: The Cold War News

Create a video newscast on “A Look Back at the Cold War”. You and a partner will pick 2 topics from the list below, except one group. One group will not be responsible for researching/recording a topic; rather, they will be responsible for compiling the videos from their classmates, editing it into a movie AND being the News Anchors/Announcers that link the topics together.

Each segment should include a retrospective and detailed explanation of the events, their importance to the time period, and visual evidence. It can include interviews with important people (either real or staged) and/or actual footage. Your segment should include S.P.R.I.T.E.
            S: Social
            P: Political
            R: Religious
            I: Intellectual
            T: Technology
            E: Economic

Thus, the topics include:

1)     Newscast editors/Announcers
2)     Cold War USSR under Stalin
3)     Early Cold War policies/events (Berlin Blockade/Airlift, Truman Doctrine, Marshall Plan, NATO, Warsaw Pact)
4)     Attempted breaks from Communism (Prague Spring in 1968, Hungary 1956, Poland Solidarity Movement of the 1980s)
5)     Cold War USSR under Khruschev and Brezhnev
6)     Cold War USSR under Gorbachev & the end of satellite states
7)     The end of communism in the USSR
8)     Britain during the Cold War
9)     France during the Cold War
10) Central Europe & Italy during the Cold War
11)Scandinavia during the Cold War
12)The European Union, Maastrict Treaty & the Euro
13)The continued crisis in the Balkans (civil war in Yugoslavia, establishment of new states, Milosevic etc)

Topics will be selected first come, first served

Your due date to submit videos to the editors will be in class on Thursday April 7th. The completed video will be due the following Tuesday April 12th. 

Monday, March 28, 2016

Cold War: A Self Study Guide

The following will be due at the end of class on Friday, you will need to work on some AP Euro each day so not to fall behind. With the testing schedule this week this will be on you to do.

Part I
Read Ch. 19 in the textbook and pp. 167-172 in the AP Review Book. Using that has background information write a thesis (only a thesis but a complete thesis) to the following prompt.
      - Compare and contrast the political and economic effects of the Cold War (1945-1989) on
         Western Europe and Eastern Europe.

Part II
Give me the supporting details, minimum of 3 for each, (specific proper names and dates) you would use to answer the following SAQ style prompts.
     - Analyze how NATO's 'containment' policy of Soviet Russia was successful in maintaining
        peace during the Cold War era.
     - Explain how the Cold War was not a 'cold' war, but actually military conflict between
       warring ideals.

Part III
Complete an OPTIC over each of the linked paintings and answer the following question ...
   
    Pablo Picasso, Guernica 1937
 
    Jackson Pollock, Number 14 1951, 1951
    - How is Jackson Pollock's art a reaction to the changing society during the Cold War, compare this
       to Picasso during his time period of work.

Part IV
Read the primary and secondary sources in the 'new' orange book ...
The Cold War: A Soviet Perspective pp. 196-197
The Berlin Wall pp. 197-198
The Cold War and European Integration pp. 205-206
Origins of the Cold War pp. 211-212

For each document write a P.O.V. you can use in the following DBQ prompt AND write a thesis for the prompt.
     - From 1945 to 1989 Europe's role in world conflicts is ever changing, evaluate the role the
       Cold War policies impacted this changing role.

Thursday, March 10, 2016

World War II: You see what happen was ....

World War II is seen as a war that was inevitable, there were many reasons that led to its beginning. From the continued rise of nationalism, the search for needed resources, the economic woes of Europe, the unresolved issues from World War I, or the web of alliances can all be blamed. We are going to determine which is the root cause.

In your groups, you are going to put forth an argument for which reason the base reason that started Europe on the path to World War II. We are looking for the reason that led to everything else, the root of all the issues that put Europe on the path to war - again. Each group can make an argument as to why their stance is A reason that led to the start of World War II, I want to know why your reason is THE reason.
We will debate on Friday - each group will deliver a 1 to 2 min argument as to why their issue was THE issue, have specific evidence. I will then, as an independent moderator, begin to ask leading questions - different groups will be allowed to respond in 30-45 seconds responses, I will be looking for specific evidence again. If your issue is argued against by other group in their response to a question, you will be given a 20-30 sec period to respond. You are allowed to have prepared visuals (use Google Slides and share with me so they can be projected) for your opening argument, or for anything you think may come up.

Good luck and let the games begin.

Wednesday, February 10, 2016

Impressionist OPTIC

Pick three painting from the link below, for each painting complete an OPTIC - in a Google Doc to share with me. You are looking for what events of the 1870s - 1880s influenced these painters (cultural events, inventions, politics, wars)?

Impressionist OPTIC options

Monday, December 7, 2015

The Circle of Revolution: PT II

To finish out your annotated timeline, be sure to include the following events as well ...

- The Directory
- Napoleonic Code
- Concordat of 1801
- War of the Second Coalition
- War of the Third Coalition
- Battle of Trafalgar
- Continental System
- Russian Campaign
- War of the Fourth Coalition
- Congress of Vienna
- Hundred Days
- Battle of Waterloo

There you go - timelines are due at END of class on Thursday. We will discuss some of these topics in class in mini-lectures. Your book, the books Mr. Moulden has, and good internet research are great resources to gather your needed knowledge on these matters.

Monday, November 30, 2015

The Circle of Revolution: The People and Events

The French Revolution plays a tipping point in European history. The 3rd Estate in France sees the ideas and philosophies of the Enlightenment have some success in the American Revolution (that France played an important role in making successful) - now they want their turn. They want a voice in a country full of national pride, yet that is on the verge of economic chaos.
Below you will find two lists - one of people and one of events.

Today you will work on the events of the early French Revolution (we will break this project into parts, and bring it all together next week).

Events - place the events in order, find the date (or range of time) that each took place. Give a brief description of the event (i.e. what led to this event taking place, the people and/or groups involved, and what role this event had within the French Revolution has a whole), and find or draw a picture that shows the importance of the event.
Use your book, the books Mr. Moulden has on the center table, the videos linked below and good internet research (i.e. scholarly websites - not random blogs) to find your information. BE SURE TO KEEP A DOCUMENT OF YOUR RESOURCES!!!
I would accomplish this task in a Google Doc, shared with your ONE partner and Mr. Moulden.

With no further ado, here are the events to start with ...
- American Revolution
- Bastille
- Civil Constitution of the Clergy
- Committee of Public Safety
- Declaration of Rights and Man
- Dutch Patriot Revolt
- Estates General
- Great Fear
- National Convention
- Reign of Terror
- Seven Years' War
- Tennis Court Oath

That should be a good start, more to come!

Here are some videos ...





Friday, November 6, 2015

Who's Right? Divine Right! or Not

So for the first part of Unit 2 we need to look and the Age of Absolutism and it's counter-part Constitutionalism. We talked - briefly - about Constitutionalism in class, but there are important details you need to know. To help you get those details I have gathered some videos for your viewing pleasure.

There are 7 videos covering everything to the basic of Absolutism to specific monarchs and their economic systems (hint we have covered that already as well). Use these videos and your book and Sage notes to complete the Absolutist graphic organizer I will provide you in class.

Wednesday, October 28, 2015

Will You Get the Job? Absolutely!


Task:  A small region of Europe has recently overthrown its previous rulers and is now looking to bring in a new ruler who is strong, iron-willed, and can lead their new country to greatness.  You are an absolute ruler who is among their candidate pool, and you need to present yourself to them in the best light possible in order to (possibly) ascend to the throne.  You need to create a resume to make yourself look as capable as possible to the hiring committee without being untruthful or promising things you can’t deliver. 

Requirements:

1.    Choose an absolute ruler from the list below. You can find information for each of these rulers in a variety of resources – the textbook, Sage Notes, and/or the blog.
2.    Using one of the templates provided, construct a resume for yourself (as an Absolutist) in Google Docs that shows why you should be the next ruler of this country.  Remember, you can’t be untruthful, but you can make yourself look good!
3.    Write a brief (3-7 sentence) statement at the bottom explaining why you would be the best choice for this fledgling country.  How will you lead them to greatness?  Why are you the best candidate?
4.    Cite your information on the back/bottom of your resume, and then share it with me via Google Drive for consideration by the committee (of one, the Absolutist way).
5.    Be creative and have fun with this!

Absolutists:
                        - King Louis XIV
                        - King Louis XV
                        - Peter the Great
                        - Frederick William, “The Great Elector” of Prussia
                        - Frederick William I, “The Soldier King”
                        - Frederick the Great
                        - Maria Theresa of Austria
                        - Joseph II of Austria
                        - Frederick the Great of Prussia
                        - Catherine the Great
                        - Charles I
                        - Charles II
                        - James I
                        - James II
                        - Charles XII of Sweden

Resume Templates:
                        https://resumegenius.com/resume/resume-templates
                        https://www.themuse.com/advice/the-41-best-resume-templates-ever


Due Date:  This will be due at the end of class on Monday, November 2.  You will have some time to work on it in class between discussions and other work.

Some Helpful Resources
No matter your monarch please make sure you watch the first 3 videos below - they explain Absolutism, Constitutionalism, and the philosophies behind both.
Below those videos are a few videos on particular monarchs or regions.
These are but a few of the videos available to you on a wonderful website called YouTube (just be sure you are watching creditable videos and not the rants of an uneducated person with a webcam).
















Monday, October 5, 2015

Insta-Mercantilism version 2015


It's time to have some Instagram like fun with AP Euro.


For Mercantilism section of Ch. 6

As a class, each student will take on the role of a monarch, businessman, trader, sailor, or nobility of 18th century Europe.
From this person's perspective, you will 'post' (we will use Keynote to create the 'post') 4 photos with captions and tagging other classmate characters, including them in your conversation - this should show the connections mercantilism had between different parts of society. Note not all of these connections were positive. In addition to your 4 'posts', you will need to respond to 3 classmate 'posts' as a comment - meaning you will need to check on the progress of their 'Instagram' posts as well.


Your post need to:
- Have a photo (1 to 10 points)
- A caption (1 to 10 points) that tags another classmate (5 points)

Points based on how well the photos and captions show a connection to:
- society
- the economy
- a history event that involves mercantilism
- another classmate

Your comments:
- Need to show your connection to the original photo (1 to 8 points)
- Gives your perspective or point of view of the photos content (1 to 5 points)

We will draw for roles/personas in class on Monday 10/5

Project will be due by end of class on Thursday 10/8 ... you will share your 'posts' via Google Docs with me.

Tuesday, September 22, 2015

Religious Conflicts: Timeline Invasion

Just like the different countries within Europe between 1555 and 1648, we will be charting the progress of these conflicts by invading as well. Each group will take on the responsibility of tracking the progress of one of 'The Big 4'

  • France
  • England
  • Holy Roman Empire
  • Spain.

Each group will create a timeline (of epic size) covering the following things ...

  1. Monarchs
    • Name and Dates
    • Religious Affiliation
    • Pic (add some personalty to the picture - either draw one or add to one you find online)
  2. Internal Conflicts
    • Name of Conflict and Dates
    • Sides within the conflict (names of the groups, religious affiliation of groups - if necessary)
    • Winner of conflict
  3. External Conflicts
    • Name of Conflict and Dates
    • Countries involved in the conflict
      • Here's the invasion part
      • Other 'Big 4' countries involved will add to the time
        • Add their P.O.V. as to why the conflict took place, or their involvement in the conflict
        • Add a picture showing their P.O.V.
    • The P.O.V. of your country as to why the conflict started
    • Picture representing your P.O.V. for the conflict
    • How the conflict ended - treaty or edict

   

Thursday, September 10, 2015

Reformation: In Their Own Words

Like we talked about in class, looking at primary documents is an important aspect of historical study (and the AP Euro test now), so in case you need another copy here are the primary documents we use to examine the Reformation.

Martin Luther's Letter to Pope Leo X

  • Look at the language Luther uses, is he looking to break off a whole 'new religion' or just to help reform the Church? What is his tone (the choice of words he uses to describe the Pope and Church), what insight does that give you?
  • In this formal edict from Charles V (why would a politician get involved in a religious matter?), what language does he use that helps give insight into his opinion of the 'Luther problem'?
Be sure to follow the H.I.P.P.O. model we went over in class, or see the link for a refresher.

Tuesday, September 8, 2015

Choose a Side: The Reformation

For the Reformation we will be creating propaganda videos, a 60 to 90 sec video trying to convince others to join your side be it Catholic or Protestant. Just like any propaganda, imagery will be key. Use visuals that will help to tell your side of the story, to create an emotion for your side or against your opponent. You will need to base the information in your video on facts (use historically accurate names, place, events) but taking some basis is okay (but not out and out lying).
To help you out, below are a few videos to watch to gather background information. Here are some names, places, events that I will be looking for (you don't have to use all of these but make reference to multiple) ...

Martin Luther
95 Theses
Thomas Aquinas
John Calvin
Pope Leo X
Edict of Worms
Charles V
Henry VIII
Council of Trent
Jesuits
Peasants' Wars of 1525

Here is a playlist of videos on the Reformation by AP Euro guru Tom Richey, you should be able to pull lots of information for either side from these different videos

So Was There a Renaissance? Final Answer ... Kinda

In creating our infographics, the class was challenged to take a side on the question - Was the Renaissance a thing? And the final answer that the class came to after presenting their findings on art, social order, family/work life, and politics was - kinda.

No argument that there was a change in art (perspective), literature (Humanism, printing press), and in some ways politics (Machiavelli, 'New Monarchs'). But for the vast majority of people living during the time period known as the Renaissance, life didn't change all that much.

Arguments for why the Renaissance wasn't a thing for the
 majority of people in Italy, and the rest of Europe. 

One group's infogrpahic made the argument that for 95% of the population, very little changed. Unless you had money to 'buy' new titles in politics or to take advantage of the arts, life didn't change - you were still worried daily about getting food to feed your family, and the Church played a dominate role in your life.

As a class we stopped short of saying the Renaissance wasn't a thing, because everybody agreed things changed, just not for the majority of the population (that is until a monk, influenced by Humanism and Theology starts writing but we haven't covered that yet).












By the way - the plan is to have students write these wrap ups on projects/discussions in the future.

Friday, August 28, 2015

Back to the Very Beginning: The Renaissance

Infographs portray information in a visual way - rather than using paragraphs to display information, an Infograph will use pictures/charts/graphs to show the information visually. We will look at a couple of infograph examples to help guide you.
Some helpful tips …
  1. Keep your graphics simple
  2. Graphics should relate to the topic
  3. Use the shape of your infograph to help tell the overall topic
  4. Some words are important - but main idea should be grasped through the visuals used
  5. Be creative!




For this infograph you will be comparing the Late Middle Ages to the Renaissance, trying to answer/defend/refute the question
- Was there even a Renaissance? Was it a thing?


To gather background knowledge you will need to read the Renaissance chapter in your book, use the Late Middle Ages chapter, read the provided primary documents, and watch the provided videos (thanks Tom Richey and John Green!)
.
On your Infograph you will be comparing the following topics/concepts between the Late Middle Ages and the Renaissance …

  • Social Order
  • Family/Work Life
  • Art
  • Politics


Videos
















Thursday, February 12, 2015

Making the Case: Who's To Blame For WWI

We now have a divided Europe, a 'powder keg waiting to explode'. After the Conference of Berlin, and even before, the major political powers of Europe were taking sides, forming alliances, and readying for the unavoidable - war.
What was thought to be a quick war, or hoped to contain to a regional skirmish, quickly developed into full blown war.
In class we'll talk some of the specifics as to what went on during WWI, and even some of the events that led to WWI, and the treaty that ended it. Here's your challenge ...

Within groups of 3 to 4, you will be assigned a country. Your job is to create a parody/satire mini-movie/documentary (call it a mockumentary) on who is really to blame for the start of WWI. Keep in mind a few things ...
1. You will not take blame for starting the war, that would have devastating costs at the Treaty of Versailles.
2. Remember your allies.
3. Remember your rivals (both current and historic).
4. Be sensitive to groups of people and or particular people. Yes we are using satire, but we are not being insensitive.
5. Make references to actual events - sinking of ships, alliances, political flip-flops, assassinations and the like. You are making a case as to why it's not your fault war started, but it is somebody's fault - who and why?

Our Characters (or shall we call them suspects) ...
- Great Britain
- France
- Russia
- Germany
- Austria-Hungry and Serbia
- Italy

You will turn-in or have an approved script BEFORE you begin filming!
Script is due on Tuesday (2/17) by the end of class. Your video, completely edited and ready to watch, is due at the beginning of class on Monday (2/23). We will discuss a few things in class during the week, so make a plan. You will also have a Ch. 25 Reading Quiz on Wednesday (2/18) - you will e permitted to use hand-written notes, not the reading packet itself.

Wednesday, January 28, 2015

Let's Meet in Berlin

European supremacy can be seen in lots of ways during the 19th and early 20th centuries, but one of the most stark and clear examples is the carving up of an entire continent to settle European conflicts. In 1884-1885, European powers met in Berlin at what became known as the Berlin Conference, or the Congo Conference. We will re-create this conference, taking on the roles of the major European powers present at this meeting.

During the conference each committee will try to persuade the other conference attendees to grant and certify their claims to territory within the continent of Africa. This will be accomplished in a couple of ways - in-class speeches (which should include visuals/maps) and an on-line social media campaign (using Twitter/Instagram).
The goal of the conference is two fold -
1. Create a map of Africa that all members agree to
2. Set rules for claiming new territory and settling future land/resource disputes.


Each committee will be made up of at least 2 members, taking on the following roles ...
1. Speaker
2. Ambassador
and will share the role of Head of PR
(Link to specific details)

Each committee will give an opening argument to their claims of land and resources within Africa. We will then proceed to debate and discuss land disputes that arise.

Members of the committee that will be present are as follows ...
Germany
Belgium
Great Britain
France
Italy
Portugal

Each committee will need to be sure they achieve the goals of their country and allies, while also maintaining the balance of power in continental Europe.

The conference will start on Monday Feb 9 and end on Tuesday Feb 10. By the end of the conference.
Continue to check back here for details and needed background information on the Conference of Berlin and the events that led to its necessity.

Tuesday, January 27, 2015

Unification Overload


Europe saw the formation of two nation-states that would become major players in the coming brinkmanship and World Wars. Once Prussia unites the German provinces, the balance of power in continental Europe is once again called into question, and paranoia once again sets in. Alliances are quickly formed - some secret, some not so secret. And we are just priming the pump for a spark to set-off a powder keg.

So how does this happen? Look at how Italy and Germany unite. Use your textbook and the links below to fill-in your charts comparing the different players, maps, and speeches used to bring two different countries united during the same time period.


Otto Von Bismark 
Count Camillo Cavor

OPTIC
Italian Unification Map
German Unification Map - I and II

SOAPPS
Garibaldi
Bismark

Sunday, November 30, 2014

The French Revolution: The Rise of Napoleon

So out of the chaos of the French Revolution, arises a great new power whole will stand tall and tower over Europe (or at least a large part of it). His name is Napoleon. And contrary to popular belief, he wasn't short (at least not for his era of history).

You will continue your quest to create the ultimate Crash Course video over the French Revolution. In Part I, you covered the causes of the Revolution up through the Reign of Terror. Now it's time to make sense of the chaos, turn France from a Republic to an Empire and back.
You may work with the same groups as Part I, or you may elect to change groups. Just remember there are 3 groups, 2 groups of 5 and 1 group of 4.

Here are the terms, people, and events to work into your script (due by Thur) and video (due next Monday) ...
- Alexander I
- Berlin Decrees
- Bourbons
- Concordat of 1801
- Congress of Vienna
- Continental System
- Directory
- Emigres
- Grand Duchy of Warsaw
- Holy Alliance
- Hundred Days
- Invasion of Russia
- Junkers
- Liberalism
- Metternich
- Milan Decree 1807
- Napoleon Bonaparte
- Napoleonic Code
- Nationalism
- Quadruple Alliance
- Romanticism
- Treaty of Tilsit
- Wars of Liberation
- Waterloo

Friday, November 14, 2014

French Revolution: A Two Part Adventure

Here is the breakdown for Part I, Part II information will come post-Thanksgiving Break ...

For the French Revolution we will create two separate video in the style of John Green's Crash Course Video's ... below are a few examples for you to gain influence from.




For your video project, the video and script need to cover the following events, people, and terms ...

  • Louis XV
  • Parlement
  • Three Estates: First Estate, Second Estate, Third Estate
  • Bourgeoisie
  • Assembly of Notables
  • Estates General May 1789
  • National Assembly 1789-1791
  • Tennis Court Oath
  • Storming of Bastille
  • Declaration of the Rights of Man and Citizen
  • The Civil Constitution of the Clergy
  • Legislative Assembly 1791-1792
  • Declaration of Pillnitz
  • Paris Commune
  • September Massacres
  • The National Convention 1792-1795
  • The Mountain
  • Girondins
  • Sans-Culottes
  • Committee of Public Safety
  • Maximilien Robespierre
  • Reign of Terror
  • Thermidorian Reaction
  • The Directory
Due Dates
Part 1 Script: Due Tue Nov. 18