Tuesday, February 28, 2012

The Century America's Time: Boom to Bust






-How did Prohibition help increase the presence of organized crime in America? 
-Discuss how the culture of the 1920s broke and transgressed different boundaries in American society, especially the accepted roles for women. 
-The media has had a tremendous influence on the twentieth century.  What were the effects of the mass media on the 1920s? 
-The 1920s saw a burgeoning of African-American culture and talent, centered in the Harlem section of New York City.  Discuss the contribution of the Harlem Renaissance to American art and literature.  
-In the 1920s, for the first time in the country’s history, more Americans lived in an urban setting than a rural one.  Discuss the process of urbanization and how it affected the country. 
-Compare rural and urban areas in the 1920s. 
-Discuss the role of advertising in the 1920s. 
-Discuss some of the changes for women in the 1920s. 
-How did the Scopes trial illustrate the clash between science and religion that was a hallmark of the early century? 

Funny Star Wars

Monday, February 27, 2012

The Secret Life of Bees (Chapter 1 Quiz)

How old was Lily when her mother died?

What is the first and only memory Lily has of her mother?

 Briefly describe Lily’s relationship with her father.

 What three objects does Lily posses that are her only link to her mother?

 Where does Lily hide these objects?

How does Lily spend her days during summer vacation?

What punishment does Lily’s father inflict on her so often that she compares it to enduring the common cold?

Why does Rosaleen make a special trip into town?

 What happens to Rosaleen and Lily on their way to town?


Extra Credit:
Lily has a special place, a place she considers a sanctuary. A place where she can go to get away from her father and a place she can go to "get away from her thoughts." Do you have a place like this? If so, where is your special place? Why is this place your "special place"?


Compare the "learned helplessness" of Lily's bees not leaving their jar and the learned helplessness of women not leaving abusive relationships. 

Friday, February 24, 2012

Best and Worst Places in the World for Women (Interactive Map)

http://www.thedailybeast.com/articles/2011/09/22/women-winning-map.html

Global Maternal Mortality

Interactive Map:
http://maternalhealthtaskforce.org/index.php?option=com_google&view=advanced&id=10&Itemid=141

Data:
http://www.guardian.co.uk/news/datablog/2010/apr/12/maternal-mortality-rates-millennium-development-goals

Transform the World

Human History

Censorship


Middle East Country Matching Game

http://dynamo.dictionary.com/games/46080/nations-of-the-middle-east/match/

States and Capitals Matching Game

http://dynamo.dictionary.com/games/48048/state-capitals-in-the-united-states/match/

Who controls the media?

Thursday, February 23, 2012

Worst Places in the World for Women

Interactive Map:
http://www.guardian.co.uk/world/2011/jun/15/worst-place-women-afghanistan-india


Life in Afghanistan for Women:
http://www.npr.org/2012/02/22/147060923/a-favored-daughter-fights-for-afghan-women

http://www.nytimes.com/2010/08/05/world/asia/05afghan.html

http://www.guardian.co.uk/world/2010/dec/09/afghan-women-abuse-united-nations?INTCMP=ILCNETTXT3487

The Kite Runner Assignment

Khaled Hosseini vividly describes Afghanistan, both the privileged world of Amir’s childhood and the stricken country under the Taliban. How did his descriptions differ from ideas that you may already have had about Afghanistan?



How is the Taliban portrayed in this film?  What specific acts of violence are committed by the Taliban in the film?

Were you surprised to learn about the racial tension between the Pashtuns and Hazaras in Afghanistan?  Why do you think racial tension exists both in the United States and elsewhere?




http://news.bbc.co.uk/hi/english/static/in_depth/world/2001/war_on_terror/key_maps/ethnic_hazara.stm


http://www.pbs.org/newshour/indepth_coverage/asia/afghanistan/map_flash.html


Life for women under Taliban rule:
http://www.pbs.org/wnet/wideangle/episodes/a-woman-among-warlords/womens-rights-in-the-taliban-and-post-taliban-eras/66/

Life for women in Afghanistan today:
http://www.guardian.co.uk/world/2011/jun/15/worst-place-women-afghanistan-india
http://www.guardian.co.uk/world/2010/dec/09/afghan-women-abuse-united-nations?INTCMP=ILCNETTXT3487

Understanding Sexual Harassment in the Workplace

What is it?



Generally, there are two established, legally prohibited types of sexual harassment:
Quid pro quo: Compliance or noncompliance with a sexual demand is used as the basis of an employment decision.
Hostile work environment: An employee is subject to unwelcome verbal or physical sexual behavior, including requests for sexual favors and other conduct of a sexual nature that is either so severe or pervasive that it adversely affects her or his ability to do work.

Sexual harassment includes offensive or pervasive conduct in the workplace related to a person’s sex that negatively affects a reasonable person’s employment. Unfortunately, sexual harassment is common in workplaces throughout the United States.

Facts:
  • Sexual harassment includes verbal, nonverbal, and physical behavior.
  • Unwanted and unwelcome lewd jokesgender-based slurs, and sexual contact all represent examples of sexual harassment.
  • Behavior that creates a sexually hostile learning or working environmentis also sexual harassment.
  • Sexual harassment can occur between people of the same sex.
  • Whether the harassment occurs between a man and a women or people of the same sex, it’s still against the lawOncale v. Sundowner Offshore Services, Inc., 523 U.S. 75 (1998)
  • The victim of sexual harassment does not have to be the person directly harassed but could be anyone affected by the offensive conduct. (EEOC)


Wednesday, February 22, 2012

The Arab Spring- Resources

"Reasons to Seethe" Infographic of the Middle East:
http://graphics8.nytimes.com/packages/pdf/weekinreview/20110206_middle-east-map.pdf

Arab World Map:
http://www.sonoma.edu/users/l/laney/geog302/resources/supplem/arab_world.jpg

Printable Middle Eastern Map:
http://graphics8.nytimes.com/images/blogs/learning/pdf/activities/MapMidEast_NYTLN.pdf

Printable Map of Africa:
http://graphics8.nytimes.com/images/blogs/learning/pdf/activities/MapAfrica_NYTLN.pdf

Arab Uprisings, Country-by-Country Look:
http://www.nytimes.com/interactive/world/middleeast/middle-east-hub.html

Political Unrest in the Middle East:
http://www.nytimes.com/interactive/2011/02/21/world/middleeast/update-mideast-countries.html

Timeline (Audio/Photo Slide-show):
http://www.nytimes.com/interactive/world/middleeast/2011-spreading-revolutions.html#1

Interactive Timeline:
http://www.guardian.co.uk/world/interactive/2011/mar/22/middle-east-protest-interactive-timeline

Lesson Plans (Covering the basics):
http://learning.blogs.nytimes.com/2011/02/22/the-basics-understanding-the-upheaval-in-the-middle-east/

What makes you a good person?

The Kite Runner

Read from The Kite Runner
http://teacher.scholastic.com/writeit/cavalcade/pdf/jan2005/literature_kite_runner_p12_p17.pdf

Watch excerpt from the film

Questions from the reading and the film (threaded discussion on the white board)

Discuss: Assef says to Amir, "Afghanistan is the land of Pashtuns. We are the true Afghans, not this flatnose here. His people pollute our homeland. They dirty our blood." How does Assef's attitude compare to some of the individuals or groups we have learned in our history classes? (the KKK, Hitler, etc.) How do these attitudes lead to hate crimes or even genocide?




Chapter 11 and 12 Quiz (A Young People's History of the United States)

Most of the immigrants coming into the United States in the last two decades of the nineteenth century were from _______________ and ______________.

In general, Populists were against _________________ and capitalism. Many also opposed immigration, especially from ______________.

What is a "Robber Baron"?

A scab is a name given by strikers for ______________________________.

Theodore Roosevelt said, " I should welcome almost any ______________, for I think this country needs one."

What economic reason could explain U.S. involvement in foreign affairs in the late nineteenth and early twentieth centuries?

Most American deaths from the Spanish American war were not from ___________________ but rather from ____________________.

What is imperialism? Was WWI an imperialist war?

What event was the catalyst for U.S. joining World War I?

Was the war "popular" with most Americans? How do we know?

Tuesday, February 21, 2012

Causes of World War I



U.S. involvement:


World Studies Challenge

Each student will get three minutes to place Arab World countries on the map. Whoever places the most states in three minutes wins a prize!

http://www.rethinkingschools.org/just_fun/games/mapgame.html

The Century America's Time: Shell Shock






Assignment: Each student is responsible for two questions from the list below. 

1. Why is this episode called Shell Shock?  What does the term mean?  When and how did it come into use? 
2. A German U-boat sank the Lusitania off the Irish Coast.  Despite the knowledge of a war waging in the Atlantic, passengers chose to sail in these waters.   Why did the passengers of the Lusitania have a false sense of security? 
3. Discuss some of the causes of World War I. 
4. Why was World War I different from all previous wars?  How was this war truly a product of the new century? 
5. What was the “massacre of the innocents?”  Why did this event bear this name? 
6. The automobile is one of the most influential machines of the twentieth century.  How did the automobile change American life in the early years of the century? 
7. How did propaganda shape American views of World War I?  How has propaganda shaped American views and mores during other twentieth century events? 
8. The years 1915-1940 saw the great African-American migration, when millions of African-Americans migrated from the South to the North.  How did World War II help foster this massive migration?  How did this migration affect life in both the South and the North? 
9. What is a “war of attrition?”  Why was World War I a war of attrition? 
10. Discuss the futility of the Battle of the Somme.  
11. What were some of the causes of the Russian Revolution?  What were the ramifications of this revolution for world events in the twentieth century? 

Monday, February 20, 2012

Consequences of The Sexualization of Girls



Psychology offers several theories to explain how the sexualization of girls and women could influence girls’ well-being. Ample evidence testing these theories indicates that sexualization has negative effects in a variety of domains, including cognitive functioning, physical and mental health, sexuality and attitudes and beliefs.


Although most of these studies have been conducted on women in late adolescence (i.e., college age), findings are likely to generalize to younger adolescents and to girls, who may be even more strongly affected because their sense of self is still being formed.


Cognitive and emotional consequences:


Cognitively, self-objectification has been repeatedly shown to detract from the ability to concentrate and focus one’s attention, thus leading to impaired performance on mental activities such as mathematical computations or logical reasoning (Frederickson, Roberts, Noll, Quinn & Twenge, 1998; Gapinski, Brownell & LaFrance, 2003; Hebl, King & Lin, 2004). One study demonstrated this fragmenting quite vividly (Fredrickson et al., 1998). While alone in a dressing room, college students were asked to try on and evaluate either a swimsuit or a sweater. While they waited for 10 minutes wearing the garment, they completed a math test. The results revealed that young women in swimsuits performed significantly worse on the math problems than did those wearing sweaters. No differences were found for young men. In other words, thinking about the body and comparing it to sexualized cultural ideals disrupted mental capacity. In the emotional domain, sexualization and objectification undermine confidence in and comfort with one’s own body, leading to a host of negative emotional consequences, such as shame, anxiety, and even self-disgust. The association between self-objectification and anxiety about appearance and feelings of shame has been found in adolescent girls (12–13-year-olds) (Slater & Tiggemann, 2002) as well as in adult women.


Mental and physical health:


Research links sexualization with three of the most common mental health problems of girls and women: eating disorders, low self-esteem and depression or depressed mood (Abramson & Valene, 1991; Durkin & Paxton, 2002; Harrison, 2000; Hofschire & Greenberg, 2001; Mills, Polivy, Herman & Tiggemann, 2002; Stice, Schupak-Neuberg, Shaw & Stein, 1994; Thomsen, Weber & Brown, 2002; Ward, 2004). Several studies (on both teenage and adult women) have found associations between exposure to narrow representations of female beauty (e.g., the “thin ideal”) and disordered eating attitudes and symptoms. Research also links exposure to sexualized female ideals with lower self-esteem, negative mood and depressive symptoms among adolescent girls and women. In addition to mental health consequences of sexualization, research suggests that girls’ and women’s physical health may also be negatively affected, albeit indirectly.

Sexuality:


Sexual well-being is an important part of healthy development and overall well-being, yet evidence suggests that the sexualization of girls has negative consequences in terms of girls’ ability to develop healthy sexuality. Self-objectification has been linked directly with diminished sexual health among adolescent girls (e.g., as measured by decreased condom use and diminished sexual assertiveness; Impett, Schooler & Tolman, 2006). Frequent exposure to narrow ideals of attractiveness is associated with unrealistic and/or negative expectations concerning sexuality. Negative effects (e.g., shame) that emerge during adolescence may lead to sexual problems in adulthood (Brotto, Heiman & Tolman, in press).


Attitudes and beliefs:


Frequent exposure to media images that sexualize girls and women affects how girls conceptualize femininity and sexuality. Girls and young women who more frequently consume or engage with mainstream media content offer stronger endorsement of sexual stereotypes that depict women as sexual objects (Ward, 2002; Ward & Rivadeneyra, 1999; Zurbriggen & Morgan, 2006). They also place appearance and physical attractiveness at the center of women’s value.


Impact on others and on society:


The sexualization of girls can also have a negative impact on other groups (i.e., boys, men, and adult women) and on society more broadly. Exposure to narrow ideals of female sexual attractiveness may make it difficult for some men to find an “acceptable” partner or to fully enjoy intimacy with a female partner (e.g., Schooler & Ward, 2006).
Adult women may suffer by trying to conform to a younger and younger standard of ideal female beauty. More general societal effects may include an increase in sexism; fewer girls pursuing careers in science, technology, engineering and mathematics (STEM); increased rates of sexual harassment and sexual violence; and an increased demand for child pornography.




from, The APA Task Force on the Sexualization of Girls

Coverage of The Arab Spring



BBC (History of the Movement)
http://news.bbc.co.uk/2/hi/programmes/newsnight/9663646.stm

BBC (One year later)
http://www.bbc.co.uk/news/world-middle-east-16234537

Sunday, February 19, 2012

Not Buying It

Protest in the Middle East Lesson



What is The Arab Spring: it refers to the pro-democracy uprisings currently sweeping the Middle East and
North Africa.


Introduction (Video): 
http://news.bbc.co.uk/2/hi/programmes/newsnight/9663646.stm

Most of the information you need can be found here: Interactive Timeline:
http://www.guardian.co.uk/world/interactive/2011/mar/22/middle-east-protest-interactive-timeline


1. The first of the Middle Eastern protests started here. Name the country, the date, and the event that sparked the first of many protests throughout the Middle East.


2. When was the first recorded international response to these uprisings? What country/leader motivated the response? What was the response?


3. (February 25, 2011) Thousands join "___________________" across the Middle East.

4. Protests on this day took place in _____________, ______________, _________________, ______________, _______________, _________________, and _____________.

5. List four examples of reforms protesters are demanding. Find reasons for unrest here: http://graphics8.nytimes.com/packages/pdf/weekinreview/20110206_middle-east-map.pdf


6. (September 25, 2011) Saudi women to be given right to vote by (year) _______________.


7. (September 29, 2011) A Saudi woman sentenced to be lashed ten times for defying the country's ban on _____________ has had her punishment overturned by the king.


Find answers to 8, 9, 10, and 11 here: http://www.nytimes.com/interactive/2011/02/21/world/middleeast/update-mideast-countries.html
and here:
http://www.guardian.co.uk/world/interactive/2011/mar/22/middle-east-protest-interactive-timeline


8. Tunisia's leader first took power in ______________When did Tunisia experience regime change?


9. How long did President Hosni Mubarak hold power in Egypt? When did Egypt experience regime change?


10. How long had Col. Muammar el-Qaddafi held control of power in Libya?  When did Libya experience regime change?


11. The most recent country in the region to experience regime change _______________.
http://www.nytimes.com/2012/02/22/world/middleeast/yemen-votes-to-remove-ali-abdullah-saleh.html?_r=1&hp


12. (November 28, 2011) Report to UN human rights council accuses Damascus of _________________ and operating shoot-to-kill policy. Syria troops have killed more than ___________, UN report finds.


13. What has been the most common governmental response to protests in Syria? Give two examples including dates and a brief description of the governmental response.)


14. How has the United States reacted to the unrest in Syria? (Find Syria on the map and click on it. Read the information in the box to the right of the map.)
http://www.cnn.com/SPECIALS/2011/arab.unrest/index.html

15. Looking at the Timeline/Map/Video below, answer the following questions:
Self-immolation has been recorded in a number of these countries experiencing unrest. What is self-immolation? Why do you think this form of protest is used? List five countries where this form of protest has been recorded.


Timeline/Map/Video:



Additional Coverage:

Human Development Index

http://www.guardian.co.uk/news/datablog/interactive/2011/nov/02/human-development-index-data

This week I'm reading Truck: A Love Story, by Michael Perry.

So far, this is my favorite Michael Perry book. I can appreciate the self-depreciating humor; I am the same way. 

I admit, it is the love story between Anneliese and himself, not the love story between Perry and his International that I enjoy reading most.  He details the growth of a relationship in a refreshingly authentic and humorous way.

I certainly can't ignore his descriptions of small-town Wisconsin life.  I am a resident of a small, southwestern Wisconsin town. Population 600 (give or take ten). He's not embellishing...if you want to know what it is like to live in a small town in Wisconsin, read his books.

Friday, February 17, 2012

Teachers

Book Suggestions for High School Kids...classics, regional authors, humor, etc.

Santa Land Diaries, David Sedaris
The Freedom Writers Diary, Erin Gruwell
The Bookseller of Kabul, Asne Seierstad
Ophelia Speaks: Adolescent Girls Write about Their Search for Self, Sara Shandler
Reviving Ophelia: Saving the Selves of Adolescent Girls, Mary Pipher
More, Now, Again: A Memoir of Addiction, Elizabeth Wurtzel
Magical Thinking: True Stories, Augusten Burroughs
First Person Plural: My Life as a Multiple, Cameron West
Look Me in the Eye: My Life with Aspberger's, John Elder Robison
Take the Cannoli, Sarah Vowell
Almost a Woman, Esmerelda Santiago
When I Was Puetro Rican, Esmerelda Santiago
Breath, Eyes, Memory, Edwidge Danticat
The Dew Breaker, Edwidge Danticat
I Was Told There'd Be Cake, Sloane Crosley
When You Are Engulfed in Flames, David Sedaris
Dress Your Family in Corduroy and Denim, David Sedaris
Naked, David Sedaris
Prozac Nation, Elizabeth Wurtzel
Me Talk Pretty One Day, David Sedaris
Dry, Augusten Burroughs
Girl Interrupted, Susanna Kaysen
Running With Scissors, Augusten Burroughs
The Absolutely True Diary of a Part-Time Indian, Sherman Alexie
Flowers in the Attic, V.C. Andrews
A Child Called It, Dave Pelzer
Marley and Me: Life and Love with the World's Worst Dog, John Grogan
Prodigal Summer, Barbara Kingsolver
The Bluest Eye, Toni Morrison
Reading Lolita in Tehran, Azar Nafisi
White Oleander, Janet Fitch
Tuesdays with Morrie, Mitch Albom
The Divine Secrets of the Ya-Ya Sisterhood, Rebecca Wells
I Know this Much is True, Wally Lamb
She's Come Undone, Wally Lamb
In Cold Blood, Truman Capote
The Great Gatsby, F. Scott Fitzgerald
The Catcher in the Rye, J.D. Salinger
1984, George Orwell
The Kite Runner, Khaled Hosseini
The Poisonwood Bible, Barbara Kingsolver
A Thousand Splendid Suns, Khaled Hosseini
To Kill a Mockingbird, Harper Lee
Memoirs of a Geisha, Arthur Golden
The Red Tent, Anita Diamant
The Lovely Bones, Alice Sebold
The Bell Jar, Sylvia Plath
Water for Elephants, Sara Gruen
Beloved, Toni Morrison
The Secret Life of Bees, Sue Monk Kidd
Nickel and Dimed: On Not Getting By in America, Barbara Ehrenreich
Lies My Teacher Told Me: Everything Your American History Teacher Got Wrong, James Loewen
Jane Eyre, Charlotte Bronte
Pride and Prejudice, Jane Austen
Maus, Art Spiegelman
Anna Karenina, Leo Tolstoy
Wuthering Heights, Emily Bronte
The Autobiography of Malcolm X, Malcolm X
Where the Red Fern Grows, Wilson Rawls
A People's History of the United States, Howard Zinn
The Grapes of Wrath, John Steinbeck
Frankenstein, Mary Shelly
Dead Poets Society, N.H. Kleinbaum
The Land Remembers, Ben Logan

Wednesday, February 15, 2012

Africa Infographic

Africa Infographic:
http://awesome.good.is/transparency/web/1101/african-energy/flat.html

Africa Interactive Map:
http://www.guardian.co.uk/global-development/interactive/2011/dec/25/wealth-poverty-africa-interactive

Women in Afghanistan

Video Clips:
http://www.pbs.org/wnet/women-war-and-peace/for-educators/women-on-the-rise-in-afghanistan-video-segments/


1. Explain what the Taliban is and how the lives of women were restricted under its rule.


2. Describe progress women have made since Taliban rule.


3. Describe dangers women currently face in Afghanistan.


4. Discuss steps individual Afghan women are taking to empower other women in their country.


5. Describe why Afghan women felt it was critical to be involved in Afghanistan’s peace process and steps they took to make sure they would be part of the process.




Afghanistan ranked most dangerous place in the world for women. 
Report:
http://www.trust.org/documents/womens-rights/resources/2011WomenPollResults.pdf


6. After viewing the report, briefly explain why Afghanistan ranked last among nations.



Additional Resources:
http://www.amnestyusa.org/sites/default/files/kiterunnerhigh_0.pdf

Middle East Online Map Activity

Go to the World Atlas (Middle East) website:
http://www.worldatlas.com/webimage/countrys/asia/middleeast/memaps.htm

Using the countries/capital cities, landforms, and rivers maps, label your maps provided in class.

http://teacher.scholastic.com/scholasticnews/magazines/assets/sn_ts_020211_map.html

Place the countries of the Islamic World (Map Game)

http://www.rethinkingschools.org/just_fun/games/mapgame.html

Tuesday, February 14, 2012

The Century America's Time: Seeds of Change (Discussion Questions)

How have politics and technology made the twentieth century the “killing century?”


Historians of immigration use a migration theory known as push/pull.  Something “pushes”the immigrant from her homeland and “pulls” her to her new home.  Discuss some of the push/pull factors for immigrants during the great waves of migration in the early twentieth century. 


Discuss the changes and advances in technology during the twentieth century.


Labor conditions at the beginning of the century were dangerous, dirty and miserable.  Why were industrial conditions so bad?  Why did these conditions go unchecked?  Why weren’t workers able to organize and unionize for better conditions? 


What is Progressivism?  How did the Progressive Movement shape early twentieth century history? 


What were Jim Crow laws?  How did these laws go against American ideals?  Why were these laws allowed?

The Century America's Time: Seeds of Change





Vocabulary and Discussion Questions:
http://www.history.com/images/media/pdf/Century1.pdf

Top 100 First World Problems

Saturday, February 11, 2012

Chapter 12 from A Young People's History of the United States

Who said, " I should welcome almost any war, for I think this country needs one."? (185)

What economic reason(s) could explain U.S. involvement in foreign affairs. (185-191)

What other reasons did the United States involve itself in foreign affairs?

Discuss the role of race in both the Spanish-American War and the Philippine War. (189-190, 196-197)

How many died (on both sides) in the Spanish-American War and the Philippine War?

Most of the American deaths in the Spanish-American War resulted from ____________________. (191)

Spanish-American War Statistics:
http://wars.findthedata.org/l/35/Spanish-American-War
Philippine War Statistics:
http://wars.findthedata.org/l/37/Philippine-American-War
American Casualties:
http://en.wikipedia.org/wiki/United_States_military_casualties_of_war

Persevere

Thursday, February 9, 2012

Chapters 8-11 Quiz (Dead Poets Society)


What does the cave represent to the boys?


What play did Neil try out for? (p.63)


What part did Neil get? (p.72)


What gift did Todd get from his parents for his birthday? (p. 83)


Why was Todd upset about the gift? (pages 83-85)


What lesson was Mr. Keating trying to teach the boys at the end of chapter 10?


Why do you think the boys seek advice from Mr. Keating?


Briefly describe what happens when Neil tries to communicate with his father?(pages 15-16, 117-119)

Asia/Middle East Political Map

1. Find and label all countries and capitals on the map.
2. Outline all countries in marker or color pencil.
3. Locate and mark with dot all capital cities in red.
5. Find and label the most populous city in China. Mark with a yellow dot.
6. Find and label the most populous city in India. Mark with a purple dot.
7. Find and label the most populous city in Japan. Mark with a green dot.
8. Find and label the most populous city in Iraq. Mark with an orange dot.
9. Find and label the most populous city in Saudi Arabia. Mark with a blue dot.
10. Find and label the most populous city in Iran. Mark with a brown dot.


Afghanistan
Kabul


Armenia
Yerevan


Azerbaijan [Europe]
Baku


Bahrain
Manama


Bangladesh
Dhaka


Bhutan
Thimphu


Brunei
Bandar Seri Begawan


Cambodia
Phnom Penh


China
Beijing


Republic of China (Taiwan)
Taipei


India
New Delhi


Indonesia
Jakarta


Iran
Tehran


Iraq
Baghdad


Israel
Jerusalem


Japan
Tokyo


Jordan
Amman


Kazakhstan
Astana


Kuwait
Kuwait City


Kyrgyzstan
Bishkek


Laos
Vientiane


Lebanon
Beirut


Malaysia
Kuala Lumpur (official)


Mongolia
Ulaanbaatar


Myanmar (Burma)
Naypyidaw


Nepal
Kathmandu


North Korea
Pyongyang


Oman
Muscat


Pakistan
Islamabad


Palestine
East Jerusalem (claimed capital)


Philippines
Manila


Qatar
Doha


Saudi Arabia
Riyadh


Singapore
Singapore


South Korea
Seoul


Sri Lanka
Sri Jayawardenapura Kotte


Syria
Damascus


Tajikistan
Dushanbe


Thailand
Bangkok


Turkey [Europe]
Ankara


Turkmenistan
Ashgabat


United Arab Emirates
Abu Dhabi


Uzbekistan
Tashkent


Vietnam
Hanoi


Yemen
Sana'a

Asia Map Assignment: Physical Map

Find and label:


Land Features:
West Siberian Plain
East Siberian Uplands
Kazakh Uplands
Kara Kum Desert
Hindu Kush
Gobi Desert 
Kunlun Mountains
Taklimakan Desert
Plateau of Tibet
Himalayas
Western Ghats
Eastern Ghats
Great Indian Desert
Ural Mountains
Zagros Mountains
Caucasus Mountains


Water Features:
Caspian Sea
Black Sea
Gulf of Tonkin
Bering Sea
Aral Sea
Tigris River
Euphrates River
Red Sea
Gulf of Aden
Gulf of Oman
Persian Gulf
Arabian Sea
Indian Ocean
Bay of Bengal
South China Sea
Pacific Ocean
Yellow Sea
Sea of Japan
Yangtze River
Ganges River
Indus River
Mekong River

Today is a new day.

Wednesday, February 8, 2012

Robber Barons and Rebels Map Assignment

Using a Historic Atlas and A Young People’s History of the United States, find and label the following items on your United States Map:


Indicate all strikes with a red dot.

A.Equal Rights Party Rally p. 160
B.Lowell, Massachusetts p. 161
C.Martinsburg, West Virginia (p. 166)
D.Rock Springs, Wyoming (p. 171) (Black dot)
E.Central Pacific Railroad p. 173 (Draw in grey)
F.Union Pacific Railroad p. 173 (Draw in grey)
G.The Haymarket Affair p. 179-181
H.Homestead, Pennsylvania p. 181
I.Washington D.C. (mark with a star)
J.Sierra Nevada Mountains (Shade brown)
K.Rocky Mountains (Shade brown)
L.San Francisco, California
M. Chicago, Illinois
N. Baltimore, Maryland p. 167
O. St Louis, Missouri, 167
P. Mississippi River (Color blue)

Tuesday, February 7, 2012

Howard Zinn signed my copy of A People's History of the United States...

The quiz....with my kids.

1)   What is the capital of Wisconsin? 
2)     Name one Democratic candidate for the 2012 Presidential Campaign? 
3)      Who is the vice president of the United States? 
4)      In what war did the U.S. gain its independence? 
5)      Name all of the countries that border the United States. 
6)      Name a country that starts with a ‘U’?
7)      How many stars are on the American flag? 


Sunday, February 5, 2012

Maintain a Little Bit of Summer

Following the E-waste Trail

Chapter 11 from A Young People's History of the United States

Terms:


Monopoly p. 173
Robber Baron p. 174
"Rags to Riches" p. 172
Labor Union p. 181
Strikebreaker p. 182
"scab" p. 179
Socialism p. 175
Communism p. 175
Anarchism p. 177
Haymarket Affair p. 179
Populism p. 183

Immigrants pouring into the country faster than ever before...

There were ________million immigrants in the 1880s, ________ million in the 1890s, creating a labor surplus that kept wages down. The immigrants were more controllable, more helpless than native workers; they were culturally displaced, at odds with one another, therefore useful as _______________. Often their children worked, intensifying the problem of an oversized labor force and joblessness; in 1880 there were 1,118,000 children under sixteen (one out of six) at work in the United States. With everyone working long hours, families often became strangers to one another.


Most of the new immigrants were from __________________. Immigrants from _____________ streamed into the west coast to work as _______________________. Many became targets of racial attacks, sometimes at the hands of those who had immigrated earlier, such as the Irish. (page 171)


The first transcontinental ___________was built with blood, sweat, politics and thievery, out of the meeting of the Union Pacific and Central Pacific railroads. The _______________ started on the West Coast going east; it spent $200,000 in Washington on bribes to get 9 million acres of free land and $24 million in bonds, and paid $79 million, an overpayment of $36 million, to a construction company which really was its own. The construction was done by three thousand ____________ and ten thousand _______________, over a period of four years, working for _______________ dollars a day. (page 173)


Draw a picture illustrating the division of wealth taking place in the United States at this time. (page 171)


A call for wide-scale strikes:


A meeting was called for _______________Square on the evening of May 4, and about three thousand persons assembled. It was a quiet meeting, and as storm clouds gathered and the hour grew late, the crowd dwindled to a few hundred. A detachment of 180 policemen showed up, advanced on the speakers' platform, ordered the crowd to disperse. The speaker said the meeting was almost over. A __________ then exploded in the midst of the police, wounding sixty-six policemen, of whom seven later died. The police fired into the crowd, killing several people, wounding two hundred.


With no evidence on who threw the bomb, the police arrested eight anarchist leaders in Chicago. Illinois law said that anyone inciting a murder was guilty of that murder. The evidence against the eight anarchists was their ideas, their literature; none had been at Haymarket that day except Fielden, who was speaking when the bomb exploded. A jury found them ___________, and they were sentenced to____________. Their ______________ were denied; the Supreme Court said it had no jurisdiction. (pages 179-181)


A new movement:


In general, _____________ were against monopolies and ______________. They did not agree, however, on _________. Many were also against new immigrants. They especially opposed immigration from _________ and __________ Europe and from ______________. (p. 183)