Today students watched a documentary about the life of Nelson Mandela.  As they watched, they also took notes in their logbook.  The video can be viewed for free on YouTube.

Next students did a self and peer logbook check.  They turned in their scores and took their logbooks home with them.

Logbook Check #3:

• Homework: The Scramble for Africa (Notes) 
• Homework: Imperialism Case Study (Notes)
• Resistance to Colonialism
• "Pink Cheeks" Questions
• Laguna Interior Monologues (Alternate Assignment)
• Homework: New Nations in Africa (Notes)
• Homework: The Challenge of Democracy in Africa (Notes)
• Nelson Mandela (Bio & Speech) Questions 
• Analyzing 3 Types of Nigerian Art 
• Africa Crossword Puzzle
• Nelson Mandela Documentary Notes

Finally students received the take-home test over the Africa unit. 

Today students discussed Nelson Mandela and his legacy in South Africa.

Next they completed an art history lesson about 3 types of African Art, Urban, Traditional, and International.  Students who missed the lesson can use the slides to finish the assignment.

Homework: Africa Crossword Puzzle
Logbook check on Thursday!

Today the classes went over the homework The Challenge of Democracy in Africa and discussed both Nigeria and South Africa's struggles with independence.

Students read and answered questions about a short biography of Nelson Mandela and over his inaugural speech.  Most students took these home to finish as homework.

Today the class went over the homework New Nations in Africa.  Then students read about the nation of Nigeria, looking at how it gained independence and what challenges colonialism created for the new government.  Students were asked to work in groups making decisions about Nigeria's future.  They created a map of what they wanted and chose a government and flag, all under the time pressure of the old colonial government leaving soon.

Homework: The Challenge of Democracy in Africa

In order to learn more about the consequences of colonialism and to understand the nationalist perspective of people asking for independence, students completed a simulation.  They represented citizens of the fictional island of Laguna which had been colonized by Europeans.  Students wrote reflections before and after about their experiences.

This assignment can't really be done without an entire class of people.  So I am linking to an alternate assignment for students who missed this day of class.

Homework: New Nations in Africa

Today students read an article written from the perspective of an African chief as he watched his tribe undergo the difficulties of colonialism.  The article is called "The Coming of the Pink Cheeks" and after reading students answered 5 questions about what they read.  The above link includes both the article and the questions.

Today the class did a what-would-you-do? activity that allowed them to think about how they would respond to colonialism.  Groups of students portrayed Africans confronted with the difficult choices, and inequality of colonialism and had to decide what the best course of action would be.

If you missed class today, please come to tutorial, or after school to make up this assignment.

Today students went over the homework (Imperialism Case Study: Nigeria).

Next they completed an assignment called Analyzing Imperial Motives.  Students discussed 5 reasons why European countries became colonial powers, then looked at 15 pictures.  For each picture students wrote down both what they saw happening and what motives they thought were leading to the actions depicted.

This is a complex assignment that will need to be done in the classroom (where the 15 pictures are currently hanging up).  Students who missed this assignment should come to tuorial, after school, or during 4th or 7th periods to make it up.

Students spent the day reading about and discussing the one part of Africa that successfully resisted European colonization.  They compared an American textbook excerpt with one from an Ethiopian textbook and completed a small writing assignment of their opinions.

If you missed this lesson, both the question and documents can be found by following the link.

Today the class watched Part 3 of Guns, Germs, and Steel.  Students took notes and will be required to answer critical thinking questions as they go along.   After the video ended students wrote about if they agree or disagree with the theories presented.

Students who were absent for any part of the video may be able to find it online, or the PBS, Guns, Germs, and Steel website has much of the information that they can use to complete the notes/worksheet.

Homework: Imperialism Case Study (Due Tuesday Dec. 2)

Students discussed the African timelines that they created last week and what time periods we will be covering in this unit.  Finally the class went over the homework The Scramble for Africa.

Today the class watched Part 2 of Guns, Germs, and Steel.  Students again took notes and will be required to answer critical thinking questions as they go along.

Students who were absent for any part of the video may be able to find it online, or the PBS, Guns, Germs, and Steel website has much of the information that they can use to complete the notes/worksheet.

Homework: The Scramble for Africa

Students had time at the beginning of the period to finish their timelines of African history (started on Monday).

Next the class watched Part 1 of Guns, Germs, and Steel, A National Geographic documentary about the roots of inequality, focusing on colonialism and conquest.  Students took notes and will be required to answer critical thinking questions as they go along.

Students who were absent for any part of the video may be able to find it online, or the PBS, Guns, Germs, and Steel website has much of the information that they can use to complete the notes/worksheet.

Today the class worked in small groups to create timelines of selected periods in African history.  This activity is designed to introduce students to our new unit: Colonial Africa.  Students matched events with maps and titles, then shaded in the length of time that the period lasted.  In this class we will not focus on all of African history, but we will be learning about the European colonization of Africa and about the independence movements and current events resulting from these periods in history.

See me in tutorial to make-up the timeline.

Today students took the test over industrialization and nationalism (as well as other major changes in 1800s Europe).  They also turned in their logbooks for the second check of the year.

Logbook Check #2:

• Industrialization Notes
• Homework: Beginnings of Industrialization (Notes)
• Homework: Industrialization Case Study (Notes)
• Effects of the Industrial Revolution
• Homework: Reforming the Industrial World (Notes)
• British Population Moves to the Cities
• Pre-Essay Worksheet
• Important People Activity
• Homework: Nationalism Case Study (Notes)
• Homework: Revolutions in the Arts (Notes)
• Industrialism/Nationalism Crossword Puzzle
• Identifying Periods in Art History

Finally we discussed how students voted in our mock elections compared to the actual outcome in Oregon.

Cascadia Academy Oregon Election Results

Governor:

·         John Kitzhaber                     79%

·         Dennis Richardson             9%

·         Aaron Auer                           9%

·         Others                                    3%

US Representative:

·         Earl Blumenauer                 76%

·         James Buchal                      11%

·         Others                                    10%

US Senator:

·         Jeff Merkley                          84%

·         Monica Wehby                     9%

·         Others                                    6%

 *Note that all winning candidates were re-elected by Oregonians, though not by nearly as big of a margin as they were by Cascadians. 

Measure 86 (Financial aid for students):

·         Yes     84%

·         No       16%

*Oregon votes did not approve

Measure 87 (State judges working in gov.):

·         Yes     83%

·         No       17%

 *Oregon voters also approved

Measure 88 (Driver ID cards for immigrants):

·         Yes     69%

·         No       31%

 *Oregon votes did not approve

Measure 89 (Equal Rights Amendment):

·         Yes     95%

·         No       5%

  *Oregon voters also approved

Measure 90 (Top 2 primaries):

·         Yes     56%

·         No       44%

 *Oregon votes did not approve

Measure 91 (Legalization of marijuana):

·         Yes     58%

·         No       42%

  *Oregon voters also approved

Measure 92 (GMO labeling):

·         Yes     84%

·         No       16%

*Oregon votes did not approve

Today students saw multiple examples of art in the 1800s (during the period of industrialization).  They compared the 4 styles that we learned about in Music, literature, and painting as they completed a worksheet.

If you can find the pieces of art from that worksheet, it can be done on your own.  Otherwise please see me in tutorial to be given the artwork.

Don't forget: Test and Logbook Check on Thursday!

Today students went over the homework (Revolutions in the Arts) and we began a discussion about the changing periods of art history.

Students also worked on and took home the Industrialization and Nationalism Crossword Puzzle to help students prepare and study for the test on Thursday.

The class started off by discussing the homework (Nationalism Case Study: Italy and Germany).

Next, students worked in big groups to complete a packet about the many different ways that nationalism effected Europe during the 1800s.  Students chose to work on unification in Italy or Germany, separation in the Ottoman Empire, or a big-picture view of nationalism.

Students who missed this group lesson need to see me in tutorial to make up a portion of the work.

Homework: Revolutions in the Arts

Today students began to explore the ways that governments and politics changed during the 1800s.  Students read about the change from Theocratic and Dynastic governments to City-States.  In their logbooks they made a Venn Diagram comparing the two styles of rule.  Students should see me for the handout or get the notes from another student.

Students did an activity designed to help them get to know (and remember) some of the important people that we already learned about, or that we will be learning about, over the course of this unit.  For student who were gone you need to look up the following 8 people:

• Adam Smith
• Karl Marx
• Giuseppe Garibaldi
• Otto von Bismarck
• Ludwig van Beethoven 
• Charles Dickens
• Mary Shelly
• Claude Monet

And you need to take the following notes (in your logbook) about each person:

·      Name

·      Years lived

·      Nationality (where are they from?)

·      Occupation (What did they do?)

·      What makes them important/famous (Why should we care about them?)

• An interesting fact

Homework (due on Tuesday 10/28): Nationalism Case Study: Italy and Germany

Students spent the first half of the period working on the rough drafts of their argumentative essays (see the blog entry for 10/20 for instructions).  The second half of the period was spent in a computer lab where students were able to type up their final copies.  Some students finished the assignment while everyone else will need to finish typing on their own time.  To give students a chance to get to a computer the final due date is next Tuesday, October 28.

Today students were introduced to the project for this unit.  They will be writing an argumentative essay (following the state standards for 9th graders).  Students can choose to argue that the Industrial Revolution was either a positive, or a negative phenomenon. Or, because it is an election year, they can choose to argue for or against one of the Oregon ballot measures.

After deciding on a topic students completed the Pre-Essay Worksheet.

Homework: Essay Rough Drafts

Today students discussed the homework (Reforming the Modern World) and were introduced to economic systems that we will study all year (capitalism, socialism, and communism).

Next we completed a Factory System Document Questions (1st 2 pages only!) assignment where students read 4 primary sources and had to write about which ones they trusted and why.

Only students who didn't finish the documents took them home to finish as homework.

Students once again discussed the upcoming election.  This time we focused on the ballot measures in Oregon.  Table groups each took on one measure; they explained it to the whole class and discussed the pros and cons. 

Next students completed a worksheet (by answering questions in their logbook) called: British Population Moves to the Cities on urbanization during the Industrial Revolution.

With a different substitute, students finished the worksheet Effects of the Industrial Revolution.

Homework: Reforming the Industrial World

With a substitute students discussed the homework (Industrialization Case Study: Manchester) and started work on a worksheet called Effects of the Industrial Revolution.  They looked at both positive and negative aspects of industrialization and attempted to think of with solutions for the negative ones.

If you missed this assignment please see me, or come to tutorial to make up the work.

The class began by discussing the homework (Beginnings of Industrialization).

Next, students were assigned one of 4 major topics (Pre-Industrial Farming, the Agricultural Revolution, the Cottage Industry, or the Factory System).  They had to learn about their topic and perform a skit that explained the main concepts to the rest of the class.  In the end we finished the notes from Monday.

Homework: Industrialization Case Study: Manchester

Today the class discussed the new unit that we are starting.  I often call it the industrialization unit, but it’s really more than that.  We will be covering major changes that occurred, mostly during the 1800s, that greatly effected people’s lives and shaped the modern world we live in today.  In addition to the industrial revolution, we will be learning about the agricultural revolution and enclosure movement, urbanization, the rise of nationalism, and changes in the art of this era. 

Students began taking a few introductory notes.

Homework: Beginnings of Industrialization

Today students took the French Revolution and Napoleonic Europe Test and turned in their Logbooks and the storybook project.  If you are behind on the work in the logbook use the links below and turn in the work as soon as possible.  Only the Napoleon Map Activity is not accessible and need to be done in tutorial.

Logbook Check #1

• Homework: The French Revolution Begins (Notes)
• French Revolution Reading Questions (Louis XVI or Marie Antoinette)
• Homework: Revolution Brings Reform and Terror (Notes)
• French Revolution Reading Questions Part 2 (Robespierre or Metric System)
• Homework: Napoleon Forges an Empire (Notes)
• Homework: Napoleon's Empire Collapses (Notes)
• Napoleon Map Activity
• French Revolution Crossword Puzzle

Today is exactly 5 weeks before election day.  Students reviewed some basic facts about the US government and then read about and discussed the candidates running for senator in Oregon (Jeff Merkley and Monica Wehby). Finally the classes voted on who they would choose as senator.  If the election included Cleveland Freshman, I think it's safe to say that Mr. Merkley would win in a landslide. We also looked at the polls for Oregon and for the overall control of the Senate.

Students had the remainder of the class period to work on their French Revolution Storybooks.

Remember the storybooks are due on Thursday, which is the same day that we will turn in logbooks and take the French Revolution test.  

Today the classes talked about the upcoming test and logbook check (both on Thursday).

To help review students completed a crossword puzzle (in-class) giving them the key vocab words that will appear on the test.

As promised, students began the period by going over the previous homework assignment (Napoleon's Empire Collapses).

Next we began a project to help review all the information learned in this unit.  Students started making French Revolution Storybooks.  Follow the link for complete directions and a grading rubric.  The book are due in one week (next Thursday, October 2).

Today students read and learned more about major events in Napoleon's life (including many more details than were in the homework).  Students completed a map and a timeline of these events working together in several groups.

This is an activity that cannot be done outside of the classroom.  If students need to make-up this assignment, they need to come to tutorial.

The map/timeline took too long and we didn't have a chance to go through the homework PowerPoint, but we will on Thursday.

We started today by finishing our discussion about Scotland and looking at the results of their referendum.  I also played a brief clip: Scottish Referendum Explained for Non-Brits.

Next we discussed Napoleon's life and went over the homework (Napoleon Forges an Empire).

New homework: Napoleon's Empire Collapses.

Today the class discussed the question: "Why do we learn about the French Revolution?"

I explained my love for this period in history and also some of the ways that the French Revolution can be relevant to our modern lives.  We talked about how it is in many ways a failed revolution (they did not achieve Liberty, Equality, or Fraternity) and shows how difficult it is to create a working government.  We also talked about global inequality.  I showed a clip about Wealth Inequality in America today that makes our lives look a lot like old regime France.

Students read further about the good or the bad that came out of the French Revolution by choosing one of two articles.  They read about either the Metric System (a lasting reform of the revolution) or about Maximillien Robespierre and how he rose to power in an unassuming way.

Finally students were introduced to a current event worth following: the independence vote in Scotland.  Seeing as how the name of our academy "Cascadia" is also associated with a North-West independence movement, this is definitely something to pay attention to.

Homework: Napoleon Forges an Empire

Today we began by watching two short clips from the film Marie Antoinette.  Students saw Versailles and the way the Queen of France first arrived and then was forced to leave her palace.

Next we went over the homework (The French Revolution Bring Reform & Terror) and discussed the Reign of Terror in gruesome detail.

Finally students completed their first Document Assignment, asking them to read primary documents and make some decisions about people’s motives.  If you missing this, or if you need to finish this assignment, the questions are here, and the documents are here.  Remember that students need to use the documents to support their paragraph answer on the last page.

Students enacted the third and final simulation.  This time they were members of the National Assembly attempting to govern France.  They were repeatedly thwarted by the King’s veto until they put the king on trial and voted to have him executed.  Then they experienced a small taste of the reign of terror as Robespierre accused many people of treason.

Students picked up the simulation where they left off on Tuesday.  This time representing members of the 3 Estates at the meeting of the Estates General.  At the end of the simulation students were able to see that the Estates General failed to make any changes or create any new taxes because of the way that the 1^st and 2nd Estates were allowed to outvote the 3^rd Estate. 

Students deepened their understanding of some of the historical figures in the French Revolution by reading about either Marie Antoinette, or King Louis XVI and answering the questions at the bottom of each article in their logbooks.

Next we discussed the few vocab words that we didn't have time for on Tuesday and students were assigned a new homework assignment: The French Revolution Bring Reform & Terror.

Today we started class by adding a little bit of information to what students did as homework.  We discussed the life of Louis XIV and how his desire to be seen as an unquestionable absolute monarch led to extremely reckless spending and crippling debt in France. 

Next we did a simulation where students were divided up into peasants, nobles, clergy, and even the royal family.  Students worked to make food and then pay taxes and other fees, allowing us to see the massive inequities of Old Regime France.  At the end of the simulation, despite collecting a hug sum, the French government couldn't pay the bills, and the peasants had a food shortage.

The class ended by going over some vocabulary from the homework assignment (The French Revolution Begins).

To get students ready for our first history unit, students worked in groups discussing sources- what sources were most trustworthy and why?  I explained that as historians they will often have to consider the source when learning about the past.  We talked about how no source is perfect (until they invent a time machine) but that some are much better than others.

Students also received their first homework assignment: TheFrench Revolution Begins

Students received the Cascadia Syllabus Packet, went over common expectations, and discussed what they will be learning about in Modern World History this year.  Parents have the first homework assignment of the year to complete (a letter telling us about their son or daughter). 

Next students took a survey and did a simple geography activity where they were asked to draw the world.

Welcome to Cleveland and to Cascadia Academy!

Today students received a letter explaining all 3 academy classes (History, Biology, and English) and spent time in each class creating their own Cascadia rules.  In addition to hearing a little bit about history class, students played a simple geography game called continental line-up.