You must upload your notes to Google Drive.
Your homework for Monday is to finish watching the video we viewed in class today. Re-start at around 1:13:00. You must upload your notes to Google Drive.
0 Comments
Hey guys, just a reminder that your homework for Wednesday is to read, annotate, and outline Ch. 13 in the course text. As you have already researched two of the topics in far more depth than the book goes, you can be judicious in determining what to focus on (though you remain responsible for being able to explain all of the content to a high standard).
As for your project, the final draft is due on Wed. April 22. The expectations for the project are pretty straightforward but are nonetheless high. You are to do serious, in-depth research to answer your chosen Essential Question and create an awesome video to convince an audience your answer is right. You should approach this like you would an essay. You need a strong central argument (thesis) that you defend through excellent argumentation based on reason and evidence. You should address and refute possible counter-arguments, just like you would in an essay or debate. Do not make the mistake of valuing form (a beautiful video) over substance (an excellent, evidence-based argument). Both matter, of course, but critical thinking is always most important. That said, be creative! Here are four examples from last year. Each has a different presentation style and each has strengths and weaknesses.
Your first video draft is due the day we return to school after the spring break, Monday April 6. We will watch some of the videos in class and you will all get very detailed feedback so you can improve. We will decide on an appropriate final due date as a class.
I am intentionally giving you a lot of freedom in this project, but here are some important guidelines:
Here are your chosen Essential Questions: How similar were Hitler and Mussolini’s goals? (Clement) How similar were Hitler and Mussolini’s methods of internal control? (Lindsey/Jenny) How similar were Hitler and Mussolini’s use of youth as tools of totalitarianism? (Jessie/Michelle) To what extent were Italian fascism and German Nazism a consequence of the Treaty of Versailles? (Alice) To what extent were Italian fascism and German Nazism a consequence of the Great Depression?(Po) Why were extreme ideologies so popular in Italy and Germany in the 1930s? (Shaun; Alan/ Darren/Jason) Given that it's exam week, I will keep your homework to a minimum. Please answer the following questions on your blog.
1) How does the documentary "Horrors in the East" explain the transition of the Japanese military from being relatively humane in Taiwan and WWI to committing horrific atrocities in the 1930s and WWII? 2) In light of the historical record of Japan's actions in East Asia in 1931-45, how likely is it that the claims made by Japanese historians about "comfort women" are true? Why or why not? 3) How appropriate do you judge the actions of the "revisionist" Japanese professors (and the Japanese government which allegedly supports them) to be? Why? 4) Read the document on Google Drive (under "Assignments") entitled "East Asia Co-Prosperity Document." Summarize its content and answer the two questions at the end of the document. We will discuss your answers tomorrow and begin our comparative analysis of the goals of Japan, Italy, and Germany in the 1930s and WWII. Hey guys, as you know, your exam is on Monday. It will feature matching, multiple choice, and an essay question.
The question will be one of the following: Question 1: Was the War Guilt Clause fair in assigning full blame to Germany for starting WWI? Answer with reference to the deep and proximate causes of WWI. Question 2: Which changed the world more, policies of imperialism or the force of nationalism? You need to prepare to answer both well. You will not be allowed to bring any study notes or an outline to help you. I therefore strongly recommend you create an excellent outline for both questions and memorize it. Remember, you need a strong thesis supported by convincing arguments that, in turn, are supported by sufficient and accurate historical evidence. Outstanding essays will also address and refute a possible counter-argument. Study to the point of mastery! As discussed in class, your homework for next Wednesday is to:
Read the assigned chapter (in Google Drive) on the Russian Revolution. This chapter gives a good overview and then compares Russia's experience with Mexico's and China's. You should annotate and be prepared to discuss the entire chapter, but your activity asks you to focus on the Russian Revolution (and later developments in the Soviet Union) in particular. Tweet the Revolution! Your main task is to select the 20-25 most important events or developments in the Russian Revolution and tweet them. This forces you to summarize in 140 characters or fewer, which can be quite challenging! You may include events from the tsarist and Stalinist periods if you wish.You must post these with whatever hashtag you as a class come up with. Also, be sure to "follow" me: @garesusensei. Here's the Bible Summary site to use for examples of summary tweets. Essential Question Tweet! Your final tweet must effectively respond to the following Essential Question:
Hey Guys! Hope you had a great Chinese New Year. I'll be reading your essays over the weekend and providing detailed feedback, which I will expect you to incorporate into revisions for your final drafts.
For tomorrow, your homework is to:
Here are your instructions for your essay while I am away at NAIMUN in Washington, D.C.
First, note that Mr. Terrence will be here with you for the three periods while I am away. You may wish to discuss his views of the period, but as he grew up in the US he cannot count as one of your interview sources! Your inquiry will be framed around the following Essential Question:
Background Research This is a research project that uncovers connections between the past in present in ways that we have not attempted before in this course. It is really important that you develop a strong background knowledge of the ideas, events, and developments during the period we are examining. To support you, I have given you some readings, mentioned below. That said, you are by no means restricted to these sources. Additional authoritative sources you encounter during your research can help make your claims and analysis more robust and interesting. Just be source to cite all your sources, as alway. You were asked to read and annotate “The Meiji Restoration and Modernization” article on Google Drive as an additional backgrounder to Japan's development during the period. I have added another article, entitled "Imperial Japan," to Google Drive. This is a longer backgrounder focused on Japanese foreign policy during this period. It is recommended, but not required, reading. You may find it useful to skim and scan for supplemental info as you move deeper into your research, Your inquiry will largely centre around the reading, "Becoming Japanese," on the Japanese colonial period in Taiwan. You should annotate and take detailed notes on this source. Additionally, you must also answer the following questions and submit your answers to Google Drive by this Thursday (Feb 12).
Here is the bibliographical information for this source: Manthorpe, Jonathan (2009). Becoming Japanese. In Forbidden Nation: A History of Taiwan (pp.165-178). NewYork: Palgrave Macmillan. Interview You will be interviewing three (or more) Taiwanese adults on their “historical memory” of the colonial period in Taiwan. Of course, based on the time and place rule for evaluating sources, these interviews cannot be considered very credible. Even if you can find people who lived through the period (which would be awesome!!), their memories can only be partial. That said, because your task is to evaluate historical memory, such sources can provide very valuable insights into how the colonial period is remembered and interpreted today. Your task tomorrow and Thursday to finish the reading and to work in the groups you were put into today to create 5-10 excellent interview questions. You have a considerable amount of latitude in creating your questions, though there should be some correspondence to the first three questions listed above. They also need to elicit direct memories of the period and/or what they were taught about the period. You should also craft a question that prompts the interviewees to contrast the Japanese period with the Guomindang (Chinese nationalist) period that occurred afterwards. I strongly recommend that you compare and contrast your groups' questions with each others.' This will allow yuo to really refine your questions to make sure you are asking questions that will elicit the kind of information you are trying to gather. Essay You will be writing a formal argumentative essay. Please note that while I will assess your work using the same rubric we have been using all year, the Argumentative Essay Rubric, I do have significantly higher expectations for research papers than for in-class essays you write for tests. You essay needs to have a proper structure with an introduction including a well-focused thesis, a body, and a summative conclusion. It must be well-organized, well written, and extremely well edited. All source must be cited in-text and it must include a full bibliography. Your essay will have three main sections in the body. 1) Explanation of Japanese colonialism in Taiwan. It should explain the following issues:
3) Interpretation of your survey results, answering the EQ in detail.
Due Dates
Really great job with your first Socratic Seminar today!!
Here is your homework on the British in India. Since we have the Science Fair on Wednesday, it must be completed before class on Thursday. Be prepared to discuss your responses in detail. Task: Read the section in text on British in India in the main course text and answer the following questions on your blog:
For Monday, please be sure to complete the following.
Racial Nationalism and Imperialism Primary Source Analysis Read through all of the documents and complete an Primary Source Analysis Organizer for each one. This is is undoubtedly time-consuming, but it is important that you develop strong familiarity with the analytical process historians go through when examining primary documents. Preparation for Monday's Socratic Seminar You need to come to class extremely well-prepared to discuss the documents in great detail. You should do a lot of comparing and contrasting of the sources and bring very detailed notes so that you can reference specific details. The discussion will be student led. In other words, you will be doing all the talking, asking and answering each others' questions. Accordingly, you must also come prepared with at least two higher-order questions for each article with a focus on comparing the worldviews and arguments of the different authors. Use the "Higher Order Questions Thinking Stems" on Google Drive to help you. Also, do not hesitate to ask questions about peoples' opinions on the readings, the underlying themes and issues, the historical period in question, and how the themes and issues may or may not reflect life in 2015. This seminar will be assessed using the Socratic Seminar Holistic Rubric (on Google Drive) and you will receive detailed feedback. It will also help prepare you for your upcoming essay. |