Today we began our study of WWII (Chapters 15 & 16). We learned leaders of Italy, Spain, Germany and Japan, and the terms fasci, fascist, and NAZI. The big question we are answering today and tomorrow is: how could Hitler come to power in Germany, a modern country with a rich legacy in science, literature and music? We began to answer this question as we watched a portion of The Century (ABC News) which traces the rise to power of the Nazi Party and Adolph Hitler.
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Students wrote an essay based on the Visual Summary of Chapter 11 on page 330. If you didn't finish by the end of class, please turn in this assignment next Tuesday.
We studied Chapter 11.3 today. Students used their textbooks to answer questions from a PowerPoint lecture. We traced 19th century events involving Great Britain, Russia and the Ottoman Empire. Some of the seeds of WWI are contained in this study, also the European role in developing oil interests in the Middle East.
Most of our presenters this morning demonstrated their knowledge of their chosen topic. Continue to impress the class tomorrow!
RAA alumnus Nick Iwakoshi visited class this morning and answered students' questions about college. We began our study of imperialism, reading and discussing parts of Chapter 11. Your homework this week and next is to 1)prepare your science/tech presentation and 2) prepare for the Chapter 10 test.
We used a handout to understand some of the most important science and tech advancements, then to relate earlier advancements to the 19th century. I taught the early development of photography and film, as an example for student presentations next week.
The photography PowerPoint you saw in class and a project PDF are both available on the Downloads page. Use the last slide in the PowerPoint to choose from a list of topics. Students completed a map exercise about British settlement of Australia and New Zealand (part of Chapter 10.2).
We spent the rest of class discussing events and results of U.S. expansion, found in Chapter 10.3. The time frame covered stretched from 1776 (Declaration of Independence, based on Enlightenment Ideas) through 1876 (completion of the transcontinental railroad (based on the explosion of capital and technology unleashed by the Industrial Revolution). Along the way we discussed manifest destiny, three causes of the Civil War and Lincoln's strategic reasoning behind the Emancipation Proclamation. Our discussion ranged from Voltaire and Locke to Frederick Douglass. Today we began our study of Chapter 10. Students had time to read the first section while I met individually with each student to review their Child Labor essays. I am pleased that so many sophomores are demonstrating the ability to write clear, well-crafted essays. If you are editing your paper to resubmit, please complete it by March 17.
There will be a five-point quiz tomorrow over 10.1 We studied the solutions Jeremy Bentham, the French socialists and Marx & Engels proposed to address the societal problems brought about by the Industrial Revolution. After looking over the test study guide students worked on their Child Labor research/writing.
When I was studying World History at La Sierra Academy, my friends and I were amazed to discover the name of a popular rock band, Jethro Tull, in our textbook. The inventor of the seed drill, his name was adopted by the band in the mid 1960s. Today we watched a brief portion of a live concert they gave at the Royal Albert Hall in 1969. Students spent the first 25 minutes of class completing the Child Labor research assignment. There will be a little time in class on Thursday for this.
We examined three men and their reaction to the problems of the working class and the poor in the Industrial Revolution: Adam Smith, Thomas Malthus and David Ricardo. After identifying the most important of their ideas, we watched videos explaining Smith in further detail, showing how Malthus thought helping the poor was counter-productive, and a film illustrating population growth over the centuries. |
James WaltersMr. Walters has taught at RAA since 1985. He currently teaches Geography, World History, American History, Government, Economics and Handbell Ensembles. He is Music Director/Organist of Magnolia Presbyterian Church and is an adjunct professor at Concordia University Wisconsin, teaching Handbell Methods and Materials. Archives
May 2017
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