Historical Investigation, Day 5 - Class Recap

Revolution Square, in Bucharest, Romania has this monument to King Carol I. The square is quite famous in Romanian history! Photo taken in 2013.

Hi everyone,

Welcome back from Spring Break! We had a day in class of peer review and working on the historical investigation. Here's what we did today in class:

Learning Targets: 
Knowledge LT 19: I can explain the impacts of nationalism and revolutionary movements.
Communication LT 1: I can communicate effectively, both verbally and in writing.
Research LT 1: I can effectively conduct and apply research.
Critical Thinking LT 2: I can explain connections between events, issues, problems and concepts.
Behavior LT1: I can manage my responsibilities as a student.
--- I talked for a bit in class about this, and the importance of managing your responsibilities as a student with this project. Print off your papers before class! Ask me for help if you need it at the start of Spring Break, instead of the night before it is due!

Soundtrack: "Come Together" by The Beatles. Selected for today because Part B was due. Beatles. Part B. Get it? Lyrics here.

AGENDA 3/30/16:

News Brief - Mr. Fritz

Spring Break
Part B/D Peer Review
Part C/Work Time

Homework: Read the blog! Keep working on your Historical Investigation. If you do not have Parts A, B, and D at least as a rough draft, you are behind! Next news brief: Natalie.

---

News Brief/Spring Break: I had the news brief today and selected an article about this story to talk about: NBCNews.com - North Korea: U.S. Military Drills Take Region to 'Brink of War'. We found North Korea in the world map packet and talked about how the United States and South Korea are allies, and how North Korea doesn't really like us participating in military drills together. We checked in about Spring Break and what people were up to, as well.

We also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):

BBCNews.com - One-minute World News

The next news brief was assigned to Natalie.

Part B/D Peer Review: There were many students who needed me to help them print their Part B documents, and it seemed like lots more who need to catch up with the rest of the class. If you have not finished the first draft of Part B and D, you are behind! Here's the peer review form/checklist that I passed out today to help with getting better:

Google Drive - Peer Review for Parts A, B, and D of Historical Investigation

It is your responsibility to get a great peer review and give one, too! It helps make everyone's work better. Please continue working on improving these sections!

Part C: For students who were done with Part B, I introduced Part C, which is the conclusion, where you answer your research question, now that you have found and used your sources of information in Part B. but it is on page 4 here:

Google Drive - Historical Investigation Assignment Details

We will continue to work on this next class! If you are on schedule with your historical investigation, these next two days in class will be spent wrapping up your work and refining your final paper.

Work Time: The rest of class was devoted to working quietly on the assignment, and I was happy to try and answer questions along with print off papers.

Thank you for your hard work - please let me know if there is anything else I can help with!

Historical Investigation, Day 4 - Class Recap

A picture that I took on the 124th floor of the Burj Khalifa (the tallest building in the world) in Dubai, United Arab Emirates during last Spring Break. I used my dad's camera (a Canon EOS 5D Mark II, which is super nice) and a 15mm fisheye lens to make it look like the world was a city. Fun effect!

Dear class,

Welcome to Spring Break! I hope you enjoy the week off from school. There is also plenty of work for all of us to do! Here's what we did today in class:

Learning Targets: 
Knowledge LT 19: I can explain the impacts of nationalism and revolutionary movements.
Communication LT 1: I can communicate effectively, both verbally and in writing.
Research LT 1: I can effectively conduct and apply research.
Critical Thinking LT 2: I can explain connections between events, issues, problems and concepts.

Soundtrack: "Edge of the Ocean" by Ivy. Selected for today because I imagine that a few students will be heading to the beach over Spring Break! Lyrics here.

AGENDA 3/18/16:

News Brief - Baylie

Spring Break
Part B Recap

Library

Homework: Read the blog! Continue to work on Part B - researching your historical investigation! Part B (2-3 pages of your research in at least three paragraphs) and Part D (your works cited information) due next class, printed. Next news brief: Mr. Fritz.

---

News Brief: Baylie had the news brief today and selected an article about this story to talk about: CNN.com - Women secretly film inside ISIS stronghold. We found Syria on our world maps (apparently only the third time all year!) and talked about the ongoing situation there, and why it is important.

I volunteered to do the news brief after break.

We also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):

BBCNews.com - One-minute World News

Spring Break: I asked the class if there was anything interesting or noteworthy that people were up to over Spring Break. It is always nice to check in with everyone about what you are up to outside our classroom! I know that for some students, being home over break is possibly not very fun, and my message is that we care about you, and that I am looking forward to seeing you after the break. I hope that everyone is able to enjoy the time off somehow! :-)

Part B Recap: Before we headed over to the Library again, I went over the MLA citations guideline and how you should be citing your information that you find as part of your investigation. Here is the paper that I passed out in class: MLA citation guide - 7th edition. Every source that you use for your project should fit into one of those categories on the second page. That is what you are adding to your bibliography (Part D) as you go along.

Finally, for Part B - the Summary and Use of Evidence, please look at page 3 of the Historical Investigation assignment.

That document will help you with understanding what Part B is all about. Remember, Part B (which is 2-3 pages) is due the Wednesday we get back from break.

To help with Part B, here is the second document - a template for filling out as you find good sources of information that relate to your research question:

Google Drive: Part B Taking Notes Template Document

This is a nice and easy way to complete Part B. Remember that you need to have at least three good sources (so you could fill out this document four different times, if you wanted). Again, no Wikipedia - the source has to be reliable information.

The best way to find good sources is using the Westview High School Library website. Here is the guide that I wrote up for using it.

Another good way to find good, reliable information is through a search on Google Scholar, which looks through academic articles (make sure you aren't using a book review as a source, though).

I know this is a LOT to take in. Please let me know how I can help better explain what you need to do.

Library: After explaining all of this, we headed over to the Library to work. Part B and Part D is due as a rough draft next class! This means having two to three pages of research using, like an essay (in paragraph format with citations). Let me know if you need support with this over Spring Break! Have a great week, everyone!

Historical Investigation, Day 3 - Class Recap

Last Spring Break, I traveled to India, and went to Mahatma Gandhi's home. These footsteps mark where he was, leading up to the spot where he was assassinated. Many students are doing historical investigations into India's revolution! Photo taken in March of 2015.

Hi everyone,

Almost to Spring Break! We have plenty to do in class, in finding information to complete your Part B research and then using that research to write. Here's what we did in the last class before the break:

Learning Targets: 
Knowledge LT 19: I can explain the impacts of nationalism and revolutionary movements.
Communication LT 1: I can communicate effectively, both verbally and in writing.
Research LT 1: I can effectively conduct and apply research.
Critical Thinking LT 2: I can explain connections between events, issues, problems and concepts..

Soundtrack: "Roam" by The B-52's. Selected for today because of my encouragement to explore the world around you, even if you are staying at home during Spring Break! Lyrics here.

AGENDA 3/16/16:

News Brief - Olivia

Part B, Explained
Sources

Computer Lab N210

Homework: Read the blog! Please work on Part B - researching your historical investigation and using that information to write your research paper! Two to three pages will be due on the class after break! Next news brief: Baylie.

---

News Brief: Olivia had the news brief today and selected this article to talk about: BBC.com - Brussels raid over Paris attacks: Dead gunman was Algerian national. So, Brussels is in Belgium, so we found that (for it being related to the Paris attacks) in our world maps and talked about the continuing threat of extremism in Europe.

We also talked about President Obama nominating a new Supreme Court justice: HuffingtonPost.com - Obama Nominates Merrick Garland To The Supreme Court.

Finally, we discussed the presidential nomination process results from last night: NYTimes.com - March 15 Primary Results.

Lots going on!

We also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):

BBCNews.com - One-minute World News

Part B, Explained/Sources: Before we headed over to the Computer Lab again, I went over the MLA citations guideline and how you should be citing your information that you find as part of your investigation. Here is the paper that I passed out in class: MLA citation guide - 7th edition. Every source that you use for your project should fit into one of those categories on the second page. That is what you are adding to your bibliography (Part E) as you go along.

Finally, for Part B - the Summary and Use of Evidence, please look at page 3 of the Historical Investigation assignment.

That document will help you with understanding what Part B is all about. Remember, Part B (which is 2-3 pages) is due the week we get back.

To help with Part B, here is the second document - a template for filling out as you find good sources of information that relate to your research question:

Google Drive: Part B Taking Notes Template Document

This is a nice and easy way to complete Part B. Remember that you need to have at least three good sources (so you could fill out this document four different times, if you wanted). Again, no Wikipedia - the source has to be reliable information.

The best way to find good sources is using the Westview High School Library website. Here is the guide that I wrote up for using it.

Another good way to find good, reliable information is through a search on Google Scholar, which looks through academic articles (make sure you aren't using a book review as a source, though).

I know this is a LOT to take in. Please let me know how I can help better explain what you need to do.

Computer Lab N210: After explaining all of this, we headed over to N210 to work. At this point, you really need to have Part A done, and know what you are doing with Part B.

I know this is quite a lot of information, all at once. I am here to help at almost any time! Email, post a comment on the blog, or come see me! :-)

Historical Investigation, Day 2 - Class Recap

Another picture from my Spring Break trip to Washington, D.C. in 2010: this is the National Archives building, where the original copies of the Declaration of Independence and Constitution are held. Those are extremely important documents for historians researching the American Revolution!

Hi everyone,

One more week to go until Spring Break! Lots of work to do until then (and probably some during the break, too). Here's what we did today in class:

Learning Targets: 
Knowledge LT 19: I can explain the impacts of nationalism and revolutionary movements.
Communication LT 1: I can communicate effectively, both verbally and in writing.
Research LT 1: I can effectively conduct and apply research.
Critical Thinking LT 2: I can explain connections between events, issues, problems and concepts.

Soundtrack: "Marry The Night" by Lady Gaga. Selected for today because it was so dark out this morning, due to the loss of an hour over the weekend, for Daylight Savings Time. Lyrics here.

AGENDA 3/14/16:

News Brief - John

Research Questions
Finish Part A

Computer Lab N210

Homework: Read the blog! Turn in your Part A research question paragraph ASAP (printed - not emailed) if you did not today. Start working on research for Part B! Next news brief: Olivia.

---

News Brief: John had the news brief today and selected this story to talk about: Clara Rockmore's 105th Birthday Google Doodle. We found Lithuania on our world maps (where Rockmore was born) and talked about who Clara Rockmore is. Thanks, John! Very interesting!

We checked in about last weekend and what people were up to.

Olivia was selected for the next news brief.

We also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):

BBCNews.com - One-minute World News

Research Questions: For this section, I explained how to do research using the Westview Library Website - particularly the EBSCO and Destiny Library Catalog tools. If you can access the internet at home to research for your project, here is the guide for the login and password information that I showed in class.

Finish Part A/Computer Lab N210: After explaining all of this, we headed over to N210 to finish Part A. I wanted to make sure that I approved each research question before you moved on to writing out the whole paragraph for Part A. Hopefully, everyone was able to complete this in class. If not, please print it and give it to me ASAP, please. Also, this could have been a time you were looking at what to do for Part B.

I hope that you are feeling okay about this major project! Keep up the good work!

Historical Investigation, Day 1 - Class Recap

Today we started the Historical Investigation project, which is about revolutions. You cannot pick the American Revolution, but here is a lasting reminder of it: the Washington Monument in Washington, D.C.! I took this picture during Spring Break in 2010.

Hi everyone,

Today was the start of a really big assignment: the historical investigation that all freshmen need to do at Westview (most sophomores will, as well). Here's what happened in class:

Learning Targets:
Knowledge LT 19: I can explain the impacts of nationalism and revolutionary movements.
Communication LT 1: I can communicate effectively, both verbally and in writing.
Research LT 1: I can effectively conduct and apply research.
Critical Thinking LT 2: I can explain connections between events, issues, problems and concepts.

Soundtrack: "At the Beginning" from Anatasia. Selected for today because of the movie's connection to the Russian Revolution, and our work starting on the Historical Investigation. Lyrics here.

AGENDA 3/9/16:

News Brief - Ethan

The Historical Investigation
Part A Research
Library Computers

Homework: Read the blog! Come prepared with a revolution in mind to investigate. You will be finishing your Part A paragraph in class. John has the next news brief.

Here is the calendar for where we are at with the historical investigation.

---

News Brief: Ethan had the news brief today and selected this article to talk about: CNN.com - Weapons seized by Australia may have come from Iran, intended for Houthis. We found Australia on our world map and talked about the situation in Yemen for a bit, with Iran and Saudi Arabia fighting a "proxy" war inside the country.

We checked in about the upcoming weekend and what people were up to.

John was selected for the next news brief.

We also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):

BBCNews.com - One-minute World News

The Historical Investigation: Alert, alert! This is the start of a massive assignment. Here is what I passed out in class today:

1) The "simple" explanation sheet, with the possible revolutions to research on the second page:

Google Drive: Historical Investigation Basics

2) The more in depth assignment, with all of the learning targets and step by step process for Part A (on the second page):

Google Drive: Historical Investigation Assignment In Depth

We went through both of these thoroughly (at least 20 minutes) in class. Basically, the assignment consists of five parts. The back side of the paper has a list of possible revolutions to choose from. If you want to choose one that is not on that list, you must clear it by me first. This is NOT a partner assignment. In fact, if you choose the same revolution as someone else, I am going to make sure that you have completely different research questions and sources.

For Period 5, the rough draft of this will be due on April 7th. The final draft will be due the next class after that, which is April 11th.

As I was saying in class: if you want to do well on this project (and you should, considering it is one of the biggest assignments of the entire year), you will probably have to be working on it at home, as well as working very hard in class on it.

3) A calendar of the plan for the next month. Remember that we will be doing other activities than just the historical investigation. This calendar has all of the major due dates on it. Note that Part A is due at the end of next class! We will go to the computer lab for most of next class, but you need to have a plan of attack going in.

Part A Research: Today's assignment was to start working on Part A - Framing the Issue. This means that you need to find a revolution that you are interested in, then narrow down a specific research question about that revolution. If you were not in class, or did not have the questions you will be answering in your one paragraph for this, here they are:

1) Why is this topic important?
2) Why did you choose this particular question?
3) What kinds of sources might you plan on using in your research?

To start this section, and thinking about what good research questions and sources look like, we analyzed four different Historical Investigations from other classes (note that these were not about revolutions, as yours is required to be). Students looked at what was good, what needed work, and tried to give a score on the Research LT. This was to help with what the research might look like. We shared out as a class and tried to determine what each paper should get.

Library Computers: For the rest of class, we headed up to the Library to start researching revolutions and choosing which one you are going to investigate. This is a major decision - do not take it lightly! For next class, please come in with a good idea about what you want to investigate. Again, this needs to be a focused question. Instead of "what happened in the Russian Revolution?" think more along the lines of "How did Vladimir Lenin lead the Bolsheviks during the October Revolution in Russia?"

Please let me know if you have questions, comments, or concerns! I would be happy to help you begin this project. I am confident that all of you will do well on this! :-)

Revolution! Day 5 - Class Recap

Today we watched part of an episode of The Office in class, while looking for different aspects of a revolution in it. This is me jumping for joy at finding the set of The Office, while on vacation in California in 2007. It is one of my favorite TV shows ever!

Dear class,

Welcome back to another week! We looked more into what makes up a revolution in class, and also had some time to work on late assignments. Here's what happened in class:

Learning Targets:
Critical Thinking LT 1: I can explain multiple perspectives and viewpoints.

Knowledge LT 19: I can explain the impacts of nationalism and revolutionary movements.

Soundtrack: "Handbags and Gladrags" by Big George Webley. Selected for today because it is the theme song for The Office (UK version) and we watched an episode of the US version today in class to analyze revolutions. Lyrics here.

AGENDA 3/7/16:

News Brief - Medha

Conditions for Revolutions
The Coup

Russian Revolution Work

Homework: Read the blog! Turn in late/missing/incomplete/make up work by next class, for updated progress report grade. Ethan has the next news brief.

---

News Brief: Medha had the news brief today and selected an article about this story to talk about: NationalGeographic.com - See the Fiery Eruption of Ecuador Volcano. We found Ecuador on our world maps and talked about the erupting volcano there. We also talked about what everyone was up to over the weekend.

Ethan was selected for the next news brief.

We also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):

BBCNews.com - One-minute World News

Conditions for Revolutions: This PowerPoint was about the main ways that revolutions start. You will absolutely need to know the political, social, and economic reasons for the revolution you are studying for the historical investigation. An easy way to think about this is: political = people want power; social = people want to find others that agree with them; economic = people want money and resources.

Here's the PowerPoint, if you wanted to check it out again, or if you missed class and need to do notes:

Google Drive: Historical Conditions for Revolutions

If you are at all confused about what makes up a revolution (in the sense of a government), please let me know!

The Coup: To have some fun in introducing theory of revolutions, we watched the episode of "The Office" called The Coup. A "coup" (or coup d'etat) is pronounced "coo" and is a French word for the overthrow of a government, usually from a small group of insiders. Thus, this episode is a perfect way to showcase the elements of a revolution (political/social/economic reasons for why Dwight is trying to overthrow Michael as boss) while also being a humorous way to start thinking about how revolutions happen. We finished the episode and then had a bit of time at the end of class to work on incomplete work.

Russian Revolution Work: I wanted everything from the unit turned in, including:

1) The Russian Revolution Pre-Assessment/Newsflash activity
2) Vocabulary Notes (on Peace, Land, and Bread PowerPoint)
3) OPVL activity (using the primary sources posted around the room)
4) Propaganda Poster assignment (using the Propaganda Poster PowerPoint to complete)
5) Vocabulary Quiz (a make up quiz is available in class, too)

Please get these in as soon as possible, if you did not do so in class! They will be another grade opportunity for the learning target on revolutions. Next class, you will start the big historical investigation assignment. Be ready! :-)

Revolution! Day 4 - Class Recap

The flag of Vietnam (a communist country), flying on a boat in Ha Long Bay. Notice the red and the star as symbols! Photo taken in 2011.

Hi everyone,

Today, we looked more into the concept of propaganda and persuasion (matching up well with what you are doing in Mr. Puterbaugh and Mr. Schmidt's class). Here's what happened in class:

Learning Targets:
Critical Thinking LT 1: I can explain multiple perspectives and viewpoints.

Knowledge LT 19: I can explain the impacts of nationalism and revolutionary movements.

Soundtrack: "Say It Right" by Nelly Furtado. Selected for today because of the quiz in class, and being able to write the correct answers! Lyrics here.

AGENDA 3/3/16:

News Brief - Athen

Quiz
Propaganda
Create Posters

Homework: Read the blog! Finish propaganda poster (due next class). Medha has the next news brief.

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News Brief: The news brief article for today was brought in by Matt, who selected this article to talk about: BBC.com - North Korea 'fires missiles' into sea hours after UN vote. This was a breaking news story as of this morning. We found North Korea on our world map packets and talked about the situation with China and South Korea, as well as the United Nations sanctions coming into place soon. Thanks, Matt!

Medha, you are up for next class.

Next, we had a discussion about the presidential nomination process, including a recap of what happened on "Super Tuesday." I showed this website about the delegates needed to become the nominee for president: FiveThirtyEight.com - Who's On Track For The Nomination?

We also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):

BBCNews.com - One-minute World News

Quiz: After the news brief, we took the Russian Revolution vocabulary quiz. I'm not going to recap the quiz itself, other than to say that I hope everyone did well. If you were following along during the presentation and did your homework to review, I'm sure you were fine.

Propaganda: The next part of class was devoted to checking out some examples of Soviet Union propaganda (it is nice that you already knew what propaganda meant from studying Rwanda and from Mr. Puterbaugh's class about persuasion) and filling out a worksheet with each slide, then creating your own example on the back. To introduce this section, I played this video from my mom's last campaign:

   

My mom rocks. :-)

Here is the presentation on Russian Revolution propaganda, if you missed class, or need to complete your worksheet:

Google Drive: Soviet Union Propaganda PowerPoint

Here is the worksheet that goes along with the presentation:

Google Drive: Soviet Union Propaganda Worksheet

After viewing all of the slides and filling out the worksheet, I gave the class this assignment: 

On the back side of the propaganda poster worksheet, you are creating your OWN Russian poster. Please use at least two symbols. Try to connect to at least one of the vocabulary words. You do not have to use Russian. Use a English caption, please.

Create Posters: The rest of class was devoted to creating the Russian Revolution propaganda posters, to emphasize the connection between persuasion and the revolution. These will be due at the start of next class.

Have a great weekend, everyone!

Revolution! Day 3 - Class Recap

The Brandenburg Gate, in Berlin. Vladimir Lenin took a secretive train ride from Germany to Russia, and took power in Russia with his Bolshevik party upon his return.

Dear class,

We started really looking in depth at the Russian Revolution today in class. It is one of the more important events in Modern World History! You will be using the same sorts of information that you learned in this unit for your historical investigation project on another country. Here's what happened in class:

Learning Targets:
Critical Thinking LT 1: I can explain multiple perspectives and viewpoints.

Knowledge LT 19: I can explain the impacts of nationalism and revolutionary movements.

Soundtrack: "Mother Russia" by Renaissance. Selected for today because of the connection with Russia, obviously. Lyrics here. 

AGENDA 3/1/16:

News Brief - Malini

Peace, Land, and Bread
OPVL
Study for Quiz

Homework: Read the blog! Study Russian Revolution vocabulary for quiz. Matt has the next news brief.

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News Brief: The news brief article for today was brought in by Malini, who selected an article about this story: ChessBase.com - Women's World Championship starts tomorrow. Hooray for chess! We found Ukraine in the world map packet, and also talked about today being the "Super Tuesday" primaries for the presidential nomination. Definitely worth paying attention to!

Matt, you are up for next class.

We also watched the one minute BBC World News update. Here's the link to see the latest one minute update, at any time of day (it will probably be different from what we watched in class):

BBCNews.com - One-minute World News

Peace, Land, and Bread: This was the continuation of last class (we stopped two slides in the previous class). Here is the vocabulary list that students were filling out during the presentation (the quiz will be on these terms, next class):

Google Drive: Russian Revolution Vocabulary Terms

Here is the main event - the PowerPoint of the basics of what happened during the Russian Revolution:

Google Drive: "Peace, Land, and Bread: The Russian Revolution" PowerPoint

I know this is a lot of information. If you are in need of extra clarification or support, please ask me! I would love to help!

OPVL: I introduced a new way to think about various different documents in history. We used the textbook as an example. OPVL stands for Origin, Purpose, Value, and Limitation. Your assignment was to take the paper I handed out in class and go through two of the four documents on each side of the room to assess them. If you missed class, or needed to complete this outside of class, here are the links to both the OPVL sheet and the documents I posted:

Google Drive: OPVL Worksheet

Google Drive: Russian Revolution Primary Documents for Analysis

Finally, here's another way to understand how to do OPVL analysis using specific types of documents:

Google Drive: OPVL Guide Part II

Let me know if this assignment is at all unclear. You will be turning this in as part of the Russian Revolution packet later, so please keep it with you!

Study For Quiz: Study your vocabulary sheet (linked to above) to know the key terms from the Russian Revolution! We will have a quiz on the terms next class.