World History‎ > ‎

Assessments

Assessment 15

posted May 15, 2012, 8:32 AM by Peter Knowles   [ updated May 22, 2012, 6:01 AM ]


Our next assessment: Due May 24

Standard-- Civics 1.3: Understand the purposes and organization of international relationships and U.S. foreign policy.   

Big Question -- How do independent nations rely on each other to meet their current and future needs? 

Content Focus-- World War I -- Chapter 16 (522-547)


Here's a Suggested Organizational Structure for your response. Use it if you like. 
Parag 1: Introduction
Include a thesis statement that answers the Big Question in a single sentence
Parag 2: Before the war
Focus on the international arrangements among European nations that created a Europe that was ready for war
Parag 3: During the war
How did new nations join the war? How did some nations leave?
Parag 4: After the war
How did nations --both winners and losers-- make plans for a better future?
**Optional: You could include another paragraph where you discuss modern-day examples of independent nations relying on each other. There are lots of examples you could use. Just be sure to make them IN ADDITION to your discussion of World War I, not in place of that discussion.
Parag 5 (or 6): Conclusion
Restate thesis and wrap up assessment with a clear concluding paragraph
Reference list, of course
Include at least 4 different resources (textbook +3 others)
**OPTIONAL: Include a copy of your slideshow in your blog. Here's how

Vocabulary  that you should know (and use) in your assessment
alliance
armistice
belligerent nation
combatant
conscription
isolation
mandate
militarism
mobilization
neutrality
propaganda
reparation
soviets
total war
trench warfare
war of attrition

Resources you may want to use for your assessment 
Videos: (To access videos, use the student username=columbia student; and use the password=bruins )

The Russian Revolution. Distribution Access. 1998. Learn360. 18 May 2012.  

"US Wars: World War I." Worldwide Academics. 1999.  Learn360. 15 May 2012.

 "War to End All Wars." GPN. 2005. Learn360. 21 May 2012.
 

Websites:
Technological developments during WWI: 
Shmoop University. "Science & Technology in World War I." Shmoop.com. 2012. Web. 15 May 2012.
IEEE. "World War I Technology." IEEE Global History Network. 2012. Web. 15 May 2012. 
Life during the war
Propaganda posters
The Great Slaughter
Military technology
America's entry in the war: The Lusitania
Total war: Everyone's in 
Casualties of the war
League of Nations sites
History Learning Site


General online resources for WWI information
First World War multimedia website
Nations involved in the war
Treaties and conventions signed by nations involved in the war
More general information from History.com


Assessment 15 Checklist
Have you...
  • Written a clear & inviting introductory paragraph?
  • Included a clear thesis statement in response to key question above?
  • Used effective transitions to move your reader easily between paragraphs and sentences?
  • Finished with clear and authoritative conclusion?
  • Explained how independent nations and their agreements played a role in the beginning of the war?
  • Explained how independent nations and their agreements played a role in the events  during of the war?
  • Explained how independent nations and their agreements played a role in the end and aftermath of the war?
  • Optional: Explained how independent nations today rely on each other to meet their current and future needs?
  • Clearly connected your examples to your thesis statement? 
    • Answer the "So What?" question ("This shows that....") as you close each section.
  • Included relevant content-related vocabulary
    • Highlight vocabulary words you've used to help them stand out to your reader (and yourself)
  • Used THREE (3) or more references in addition to class text? 
  • Cited all evidence correctly (format, location, punctuation)?
  • Listed all references used & use all references listed?
  • Formatted all references and your complete list correctly?
  • Followed standard spelling & capitalization rules?
    • Need help with capitalization? Check out this guide.
  • Used complete sentences (except where fragments are used for effect)?
  • Labeled your blog as CIVICS?
  • Titled your blog: Assessment 15, or something even more appropriate?

Assessment 14

posted Apr 25, 2012, 5:22 AM by Peter Knowles   [ updated May 3, 2012, 5:49 AM ]

Due May 9, 2012 

Standard-- Geography 3.3: Understand the geographic context of global issues.  

Big Question -- How do differing ideas of territorial control change the lives of people around the world? 

Content Focus-- Global Challenges 1870-1914: Chapter 12, Section 2 & 3 (388-401),Chapter 13, Section 3 (434-437), Chapter 14 (450-479) Chapter 15 (488-509)


Key vocabulary:
Conservatism
Liberalism
Nationalism
Colonialism
Imperialism
Confederation
annex (456)
protectorate (452)
indigenous (460)
raw materials


Assessment 13

posted Apr 9, 2012, 6:26 AM by Peter Knowles   [ updated Apr 11, 2012, 5:33 AM ]

Due April 19, 2012 

Standard-- Economics 2.2: Understand how economic systems function. 

Big Question --How do new economic realities impact the way people live their daily lives? 

Content Focus--Industrial Revolution: Chapter 12, Section 1 (378-387) and Chapter 13, Sections 1 & 2 (416-431)


Here's how you COULD organize your response to earn full credit.

Introduction, with thesis statement
Explain the new economic world created by the Industrial Revolution
What had changed?
Why had the changes occurred?
How did the new economic system work?*
Explain how economic changes looked to the people who experienced them
Who was most affected by the changes?
How did people react to changes of the new economy?
Who was not affected by the changes?
Use specific examples or an in-depth case study to illustrate key changes
What were the most dramatic or important impacts?
Who or what specific examples best illustrate these impacts?
What data or evidence illustrates these impacts?
Conclusion, restating thesis

References: 
Include at least 3 outside sources (in addition to class text and materials)

Assessment 12

posted Mar 27, 2012, 5:59 AM by Peter Knowles   [ updated Mar 27, 2012, 10:58 AM ]

Due March 30, 2012 

Standard: History 4.2

 Understand and analyzes causal factors that have shaped major events in history.

Key Question to Answer

How did the American Revolution in North America lead to Napoleon's power in Europe?

Content Focus

Ch 10: American Revolution and Ch. 11: French Revolution (330-367)


Big picture: Write a response to the question above to show how well you understand History Standard 4.2. Use a clear and inviting introduction as well as strong organization to lead your reader through your response. Include multiple examples from class and from your own investigations and experiences to support your thesis. Provide citations to show where all your information came from along with a complete and accurate reference list. Use standard academic English writing to present your ideas. Also, include your slideshow as part of your blog post. 

Compose your answer in Google Docs. Copy & publish to your Blog by Midnight on due date (March 30th)

Students who miss deadline will be assigned working lunch until assessment is completed. L

Use the information from homework and classroom assignments to help form your opinions and your response. Additional web resources to help you go beyond the textbook are available below. 

If you think you're ready to turn your assignment in, you might use the checklist below to see if you've done all you need to do.

Have you...
  • Written a clear & inviting introductory paragraph?
  • Included a clear thesis statement in response to key question above?
  • Used effective transitions to move your reader easily between paragraphs and sentences?
  • Finished with clear and authoritative conclusion?
  • Provided a clear, accurate explanation of the four areas that lead to the French Revolution
    • Absolutism
    • the Enlightenment 
    • American Revolution
    • the existing social order in France
  • Provided descriptions of the most important events from the French Revolution (1789-1799)?
  • Provided descriptions of Napoleon's upbringing and rise to power?
  • Clearly focused on causal connections between your chosen examples?
  • Clearly connected examples to your thesis statement? 
    • Answer the "So What?" question ("This shows that....") as you close each section.
  • Included relevant content-related vocabulary? 
    • Highlight vocabulary words you've used to help them stand out to your reader (and yourself)
  • Used 2 or more references in addition to class text? 
  • Cited all evidence correctly (format, location, punctuation)?
  • Listed all references used & use all references listed?
  • Formatted all references and complete list correctly?
  • Followed standard spelling & capitalization rules?
    • Need help with capitalization? Check out this guide.
  • Used complete sentences (except where fragments are used for effect)?
  • Labeled your blog as History?
  • Titled your blog: Assessment 12, or something even more appropriate?
The following links can help you find information to help with this assessment. Use them to help with your independent research. NOTE: You do not have to use these links for your outside research. Feel free to search using your favorite search engines and best searching techniques. But if you may use the lists below to help access information to help you with your assessment. 
Absolutism

Suggested structure of your response (one paragraph each)

Introduction (including thesis statement)
Background (Absolutism, Enlightenment, American Revolution)
French Revolution (3 Estates, Major events)
Napoleon (Background, rise to power, downfall)
Conclusion
Reference list

Assessment 10

posted Mar 6, 2012, 8:10 AM by Peter Knowles   [ updated Apr 16, 2013, 5:24 AM ]

Due April 22, 2013

Standard: History 4.2

 Understand and analyzes causal factors that have shaped major events in history.

Key Question to Answer

How do people challenge, change, and build on the ideas of those who have come before them?

Content Focus

Ch 10: Revolution and Enlightenment, 1500-1800 (300-329)

Big picture: Write a response to the question above to show how well you understand History Standard 4.2. Use a clear and inviting introduction as well as strong organization to lead your reader through your response. Include multiple examples from class and from your own investigations and experiences to support your thesis. Provide citations to show where all your information came from along with a complete and accurate reference list. Use standard academic English writing to present your ideas. Also, include your slideshow as part of your blog post. 

Compose your answer in Google Docs. Turn your answer in to the Assessment Dropbox by Midnight on due date (April 22nd)

Students who miss deadline will be assigned working lunch until assessment is completed. L

Use the information from homework and classroom assignments to help form your opinions and your response. Additional web resources to help you go beyond the textbook are available below. 
You'll find all the details about how your response will be graded on the attached PDF document, but here is a checklist to help you complete your task well:

Have you...
  • Written a clear & inviting introductory paragraph?
  • Included a clear thesis statement in response to key question above?
  • Used effective transitions to move your reader easily between paragraphs and sentences?
  • Finished with clear and authoritative conclusion?
  • Provided a clear, accurate explanation of the movement from a geocentric to a heliocentric view of the universe?
  • Provided ample, accurate examples from additional classroom material to your support thesis?
  • Provided ample, accurate from your own research or personal experience to support your thesis?
  • Clearly focused on causal connections between your chosen examples?
  • Clearly connected examples to your thesis statement? 
    • Answer the "So What?" question ("This shows that....") as you close each section.
  • Included relevant content-related vocabulary? 
    • Highlight vocabulary words you've used to help them stand out to your reader (and yourself)
  • Used 3 or more references in addition to class text? 
  • Cited all evidence correctly (format, location, punctuation)?
  • Listed all references used & use all references listed?
  • Formatted all references and complete list correctly?
  • Followed standard spelling & capitalization rules?
    • Need help with capitalization? Check out this guide.
  • Used complete sentences (except where fragments are used for effect)?
The following links can help you find information to help with this assessment. Use them to help with your independent research. NOTE: You do not have to use these links for your outside research. Feel free to search using your favorite search engines and best searching techniques. But if you may use the lists below to help access information to help you with your assessment. 

Name Page #   Website
John Locke310http://www.iep.utm.edu/locke/ 
Montesquieu (Charles- Louis de Secondat)312http://www.notablebiographies.com/Mo-Ni/Montesquieu.html#b 
Voltaire (Francois-Marie Arouet)312http://www.biography.com/people/voltaire-9520178 
Denis Diderot313http://www.iep.utm.edu/diderot/

Adam Smith

313-314http://www.iep.utm.edu/smith/

Cesare Beccaria

314http://www.iep.utm.edu/beccaria/

Jean-Jacques Rousseau

315http://www.iep.utm.edu/rousseau/ 

Mary Wollstonecraft

315http://www.historyguide.org/intellect/wollstonecraft.html

Marie Therese de Geoffrin

316-317http://www.fdbond.com/WH02/Ch19-Enlightenment-Revolution/Biography-Madame-Geoffrin.pdf 

John Wesley

317http://www.biography.com/people/john-wesley-9528077    
 Frederick the Great     320            
http://www.biography.com/people/frederick-ii-9301742
 Maria Theresa    320            http://departments.kings.edu/womens_history/mariatheres.html  
Joseph II 320                http://www.biography.com/people/joseph-ii-9358214  
 Catherine the Great    321            http://www.biography.com/people/catherine-ii-9241622  
 William Pitt the Elder    324            http://www.victorianweb.org/history/pms/chatham.html  
 Balthasar Neumann 326            http://www.bavaria-info.com/balthasarneumann.html  
 Antoine Watteau 326            http://www.artchive.com/artchive/W/watteau.html  
 Giovanni Battista Tiepolo 326            http://www.artinthepicture.com/artists/Giovanni_Battista_Tiepolo/Biography/  
 Johann Sebastian Bach 327            http://www.biography.com/people/johann-sebastian-bach-9194289  
 George Handel 327            http://www.biography.com/people/george-handel-9327378  
 Joseph Haydn 327            http://www.8notes.com/biographies/haydn.asp  
 Wolfgang Mozart 327            http://www.biography.com/people/wolfgang-mozart-9417115  
 Henry Fielding 327            http://www.biography.com/people/henry-fielding-9294606  

Assessment 10

posted Mar 6, 2012, 7:50 AM by Peter Knowles

Today is the day to finish and publish your Blog Post. 

Standard: Economics 2.4

Understand the economic issues and problems that all societies face.

Key Question to Answer

How do economic decisions of a society help or hurt it over time?

Content Focus

Ch 8: Muslim Empires and Ch 9: the East Asian World  

Big picture: Write a response to the question above to show how well you understand Economics Standard 2.4. Use a clear and inviting introduction as well as strong organization to lead your reader through your response. Include multiple examples from class and from your own investigations to support your thesis. Provide citations to show where all your information came from along with a complete and accurate reference list. Use standard academic English writing to present your ideas.

Compose your answer in Google Docs. Copy & publish to your Blog by Midnight on due date (Feb 27th)

Students who miss deadline will be assigned working lunch until assessment is completed. L

Use the information from your completed Economic Empires Chart, your Muslim Empires Comparison chart, and your Outside Influences chart to help you find examples to support your ideas. Additional web resources to help you go beyond the textbook are available to help. 
You'll find all the details about how your response will be graded on the attached PDF document, but here is a checklist to help you complete your task well:

Have you...
  • Written a clear & inviting introductory paragraph?
  • Included a clear thesis statement in response to key question above?
  • Used effective transitions to move your reader easily between paragraphs and sentences?
  • Finished with clear and authoritative conclusion?
  • Provided ample, accurate information from 2 or more different Muslim Empires as evidence to support thesis?
  • Provided ample, accurate information from 2 or more different Asian Societies as evidence to support thesis?
  • Clearly focused on economic connections of chosen examples?
  • Clearly connected examples to your thesis statement? 
    • Answer the "So What?" question ("This shows that....") as you close each section.
  • Included relevant content-related vocabulary? 
    • Highlight vocabulary words you've used to help them stand out to your reader (and yourself)
  • Used 2 or more references in addition to class text? 
  • Cited all evidence correctly (format, location, punctuation)?
  • Listed all references used & use all references listed?
  • Formatted all references and complete list correctly?
  • Followed standard spelling & capitalization rules?
    • Need help with capitalization? Check out this guide.
  • Used complete sentences (except where fragments are used for effect)?
  • Labeled your blog as Economics?
  • Titled your blog: Assessment 10, or something even more appropriate?
The following links can help you find information to help with Assessment 10: Muslim Empires and the Far East. Use them to help with your independent research. NOTE: You do not have to use these links for your outside research. Feel free to search using your favorite search engines and best searching techniques. But if you may use the lists below to help access information to help you with your assessment. 

Part 1: Muslim Empires (Chapt 8)


Ottoman Empire Links

Safavid Empire Links
Mogul Empire Links

Part 2: East Asia (Chapt 9)

East Asia Maps


Ming Dynasty Links

Qing Dynasty Links

Japan Links
Korea Links

Southeast Asia Links

Assessment 9

posted Jan 3, 2012, 5:09 AM by Peter Knowles   [ updated Jan 23, 2012, 4:51 AM ]

First Semester Research Project
Due: Monday, January 23

Standards
Social Studies Skills 5.4:  Create a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a meaningful audience.

Choose two (2) of the following to focus on in your project*
  • Civics 1.2:  Understand the purposes, organization, and function of governments, laws, and political systems. 
  • Economics 2.1: Understand that people have to make choices between wants and needs and evaluate the outcomes of those choices.
  • Geography 3.2: Understand human interaction with the environment.  
  • History 4.2: Understand and analyzes causal factors that have shaped major events in history.
* NOTE: You might want to choose the two standards where you have your LOWEST scores/grades so far. New grades in those standards will have the largest impact on your course grade.

Possible Topics
Any topic that has its focus before A.D. 1750 can be an interesting and appropriate topic for this project. 
Your job will be to learn about your one topic, then pay special attention to information that helps you address the two standards you've chosen to address. 
One way to find a topic that will work for you is to review the material we've discussed in class so far. The first 7 chapters of the textbook take you from early prehistory to around 1750. Any topic from pages 1-235 would fit within the time period. If it's interesting to you, it may be a good topic for you to use. 


Suggested Format
Whatever topic and standards you choose to study, the organization / format of your project will be the same. The outline below shows how you should structure your project so you clearly communicate the information you've learned and how well you understand the standards you've chosen to address.
  1. Introduction, with thesis statement (one paragraph)
  2. Historical Background (one paragraph) -- the 5W's of your topic*
  3. Focus on the first of your chosen standards -- Civics, Economics, Geography or History (one or two paragraphs)*
  4. Focus on the second of your chosen standards -- Civics, Economics, Geography or History (one or two paragraphs)*
  5. Conclusion -- wrap up and review main ideas (one paragraph)
  6. Complete and accurate reference list of sources used for your project. Minimum number: 7 different sources used*
*NOTE: ALL information from outside sources MUST be properly cited to earn full credit. Projects without correct or complete citations cannot be scored and will earn a zero (0) for the Social Studies Skills Standard.


Timeline and checkpoints -- Revised after recent snow days
January 4: Choose your topic, then turn in your chosen topic by filling out a brief SURVEY.
January 5: Begin research, if you haven't already. You should do research every day, adding to what you understand about your topic. Be sure to carefully keep track of where you find information. You can't use it if you can't cite it, and you can't cite it if you don't know where you got it. 
January 6: Begin your reference list by adding information about the sources you think you'll use to the Google Doc called Semester Project. Follow guidelines for creating references for each item you add.
January 10: Write first draft of part two: Historical Background, with citations. Add it to the Google Doc called Semester Project. Be sure that all information in this paragraph that you've learned in your research is cited, and that all cited sources appear on your list of references. 
January 11: Choose your 2 focus areas (if you haven't already)
January 12: Write first draft of introduction with thesis statement in your Google Doc called Semester Project.
January 23: Write first draft of part three: your first chosen standard in your Google Doc called Semester Project. Be sure to clearly show how the information you've learned addresses the standard you've chosen. Your goal is to show the you understand the standard as it applies to your topic, so be sure to address all aspects of the standard using information about your topic that you've learned. Include citations, of course, and make sure all citations have matching references on your list. 
January 25: Write first draft of part four: your second chosen standard in your Google Doc called Semester Project. Follow the same advice as the previous section.
January 26: Write first draft of your conclusion. Try to wrap up the piece by reviewing 
January 30: Complete and turn in your final draft as a blog post. After you've finished all the pieces above, checked for accuracy, completeness, conventions (spelling, grammar, sentence structure, etc.), and are happy with your work,  copy the entire final draft of Semester Project and paste it into your blog. Publish your blog by midnight, January 30 to be finished on time. 


Scoring / Assessment Rubrics
Your project will be scored on four different standards: Writing conventions, Social Studies Skills, and whichever 2 standards you choose to address. The rubrics below will be used to score your work. Use them as a checklist to make sure you've completed all aspects of the project.

Scoring rubric for summative assessments in Civics, Econ, Geog or History

My answer shows/contains

4

3

2

1

0

In-depth understanding of assessed standard
Multiple relevant examples from independent research
Original insights and connections between information
An abundance of details to support claims

Totals   /16

Scoring rubric for summative assessments in Civics, Econ, Geog or History

My answer shows/contains

4

3

2

1

0

In-depth understanding of assessed standard
Multiple relevant examples from independent research
Original insights and connections between information
An abundance of details to support claims

Totals   /16

Scoring rubric for Social Studies Skill 5.4: 

Create a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a meaningful audience.

My answer shows/contains

4

3

2

1

0

Clearly stated thesis which addresses topic and chosen standards
Clear focus on thesis throughout the project
Accurate information from independent research
Clear reference to sources of information (accurate and appropriate citations)
Clear reference to sources of information (accurate reference list)

Totals   /20

Scoring rubric for Writing Skill 2: Conventions

My answer consistently follows rules of Standard English for

4

3

2

1

0

logical paragraph structure and organization
spelling & capitalization
sentences & punctuation  (except where fragments are used for effect)
                                                                   Totals   /12




Assessment 8

posted Dec 16, 2011, 7:07 AM by Peter Knowles   [ updated Dec 16, 2011, 11:07 AM ]

How did European leaders during the Age of Absolutism pursue their own interests while dealing with competition from others?
Activity



As you finish, and are waiting for others to finish, you might want to start working on your blog, with any of these things. 

  • Question: How did European leaders during the Age of Absolutism pursue their own interests while dealing with competition from others?
  • Label: Civics
  • Thesis statement: You'll need a single sentence that creates a focus on what you'll be talking about in your blog. It should be a statement of opinion that your whole answer is intended to support. See "How to ..." for more details.
  • Citations: Be sure to clearly show where all your evidence comes from. Use standard citation formats (author page number) if from a book, or (author) from a website with an author, or ("title's first word") if from a website without an author. See "How to..." for more details. 
  • References: You may want to start putting together your reference list, including our textbook (Spielvogel) and any of the websites that you may end up using to help prove your thesis. (See the section at the end of this page called "Extension" to see the complete list of websites.) If you choose to use information from the video we watched about Louis XIV and Versailles, here's the reference information you need for that:
"Louis XIV Builds Versailles". Janson. 2004.  Learn360. 12 December 2011.

Alchin, L.K. "King Philip II of Spain." Elizabethan Era. July 16, 2005. Web. December 13, 2011.
Alchin, L.K. "Queen Elizabeth I." Elizabethan Era. July 16, 2005. Web. December 13, 2011.

(Alchin, "Queen")
(Alchin, "King")


Use your leaders chart to help organize your blog post. Begin thinking about which of the leaders you'll talk about in your blog (you'll want to talk about 3 or 4, probably)

Here's the scoring rubric for this assessment. Use it as a checklist to earn your highest score.

Assessment 8 Grading for

Civics Standard 1.3 -- 1.3 Understand the purposes and organization of international relationships and U.S. foreign policy.

Essential Question: How did European leaders during the Age of Absolutism pursue their own interests while dealing with competition from others?


Scoring rubric for summative assessments in Civics, Econ, Geog & History

My answer shows/contains

4

3

2

1

0

In-depth understanding of assessed standard, including:
Multiple examples from class materials/activities,
Multiple, appropriate content-based vocabulary / terms,
And an abundance of details to support claims

Totals   /16


Scoring rubric for Social Studies Skill 5.2: Uses inquiry based research

My answer shows/contains

4

3

2

1

0

Clear focus on underlying question
Information from independent, beyond-the-classroom research
Unique perspectives or original conclusions
Accurate information from reputable sources
Clear reference to sources of information (citations AND reference list)

Totals   /20


Scoring rubric for Writing Skill 2: Conventions

My answer consistently follows rules of Standard English for

4

3

2

1

0

logical paragraph structure and organization
spelling & capitalization
sentences & punctuation  (except where fragments are used for effect)
                                                                   Totals   /12



Homework assignments

Read pages 218-221

 Level 1: Define these terms        Level 2: Answer these questions in YOWP *
  1. King Philip II (218)
  2. Elizabeth Tudor (219)
  3. Armada (220)*
  4. Huguenots (221)
  5. Henry of Navarre (221)
*Vocabulary term for your personal dictionary
  1. How did Elizabeth Tudor’s policy toward Spain and France help England? (219)
  2. How did the Edict of Nantes finally solve the religious struggles in France? (221)
*YOWP = Your Own Words, Please!
Read pages 222-224
 Level 1: Define these terms        Level 2: Answer these questions in YOWP *
  1.  Inflation (222)*
  2.  Peace of Augsburg (223) – you may find a better definition on p 181.
  3.  Thirty Years’ War (224)
  4.  Peace of Westphalia (224)
*Vocabulary term for your personal dictionary
  1.  What were the major social problems that Europe faced in the 1600’s? (222-223)
  2.  In what ways was the Thirty Years’ War NOT a religious war? (224)
*YOWP = Your Own Words, Please!
Read pages 225-227
 Level 1: Define these terms        Level 2: Answer these questions in YOWP *
  1.  Divine* right of kings (225) 
  2. Puritans (225)
  3. Oliver Cromwell (225)
  4. The Restoration* (226)
  5. The “Glorious Revolution” (227)
*Vocabulary term for your personal dictionary
  1. How were the issues created by the Stuart Kings’ power both political AND religious? (225)
  2.  How did the Glorious Revolution change the basic structure of governmental power in England? (227)
*YOWP = Your Own Words, Please!
Read pages 228-230
 Level 1: Define these terms        Level 2: Answer these questions in YOWP
  1. Absolutism (228)
  2. Louis XIV (228)
  3. Cardinal Richelieu (228)
  4. Versailles (230)
*Vocabulary term for your personal dictionary
  1.  What steps did Louis XIV take to maintain absolute* power within his kingdom?(230)
  2.  What steps did Louis XIV and his finance minister take to improve France’s wealth and power (230)
*YOWP = Your Own Words, Please!
Read pages 230-233
 Level 1: Define these terms        Level 2: Answer these questions in YOWP
  1.  Frederick William (231)
  2.  Hapsburgs (232)
  3.   Ivan IV (232)
  4.  Czar* (232)
  5.  Peter the Great (233)
*Vocabulary term for your personal dictionary
  1. What obstacles prevented Austria from becoming a centralized, unified, absolutist nation? (232)
  2. How did Western Europe influence Peter the Great’s policies (233)
*YOWP = Your Own Words, Please!

Assessment 7

posted Nov 19, 2011, 11:09 AM by Peter Knowles   [ updated Nov 29, 2011, 6:55 AM ]

Due November 29, 2011

Economics Standard 2.3 -- Understand the government's role in the economy.
Essential Question: What costs and benefits faced European nations as they attempted to create new trade routes?

Details:
  1. Write a blog post answering the essential question above.
  2. Include a thesis statement in an opening paragraph that organizes and guides your answer. 
  3. Include significant details, appropriate vocabulary, citations to sources of your information, and your own ideas and examples from outside of class activities as well as what we've been talking about in class. 
  4. Add a list of references that you used to help shape your thoughts and answer. 
  5. Label the post "Economics"
  6. Publish the post so Mr Knowles can read it
Textbook assignments from this assessment cycle:
Chapter 
Read "Motive and Means" (194-195), "A Race for Riches" (196-197), and "Science, Technology & Society" (197) then answer these questions:
1) How did Marco Polo have an impact on Europeans' desire to create new trade routes to Asia?
2) What did "God, gold, and glory" represent for European explorers?
3) How did the Portuguese and Spanish explorations differ in terms of the direction they traveled?
4) Why did Portugal and Spain sign the Treaty of Tordesillas?
5) What were 5 advances in technology that helped Europeans in their voyages of discovery?
Read "The Spanish Empire"(198-200) and "European Rivals" (201), then answer these questions:
1) What similarities were there between the way the Spanish conquered the Aztecs and how they conquered the Incas? (198-199)
2) What effects did the encomienda system have on the Native American populations? (199)
3) What was the Columbian Exchange?
4) Which direction did the Northern European nations (England, France and the Netherlands) commonly travel to find new trade routes?
5) Which Northern European nation was unable to sustain its North American territories?
Read "The Atlantic Slave Trade"(204-207) then answer these questions:

1) What different steps and ideas did European governments introduce to help expand their territory and power as their overseas exploration expanded (204)

2) Why would a nation want a favorable balance of trade? (204)

3) Why did the European discoveries of and policies in the New World change the slave trade after the 1490’s? (205)

4) How did the slave trade change cultures in African societies such as Benin? (207)

Read "Colonial Latin America"(208-211) then answer these questions:

1) What kinds of people made up the four main social classes in colonial Latin America? (208)

2) How did each group fit with the others? (How was the entire social structure organized?) (208)

3) On what different types of economic sources did European nations focus their New World activities? (209-210) 

4) What roles did the Catholic Church play in the growth of European influence in the New World? (211) 


Terms introduced in class:
caravel (197)
conquest (199)
exchange (200)
subsidies (204)
indigenous (460)
estate (209)
viceroy (211)
mission (211)

Websites introduced in class that you may want to use for your response. (Follow the Web link in each reference to reach the website)

“Age of Exploration and Isolation, 1400-1800.” McClane High School. Web. November 21, 2011.
Alchin, L.K. "Marco Polo." The Middle Ages Website. July 16, 2006. Web. November 15, 2011.
Butler, Chris.  “Early Voyages of Exploration.” Flow of History. 2007. Web.  November 21, 2011.
Caldwell, Jean, James Clark and Walter Herscher. "Why Didn't China Discover the New World?" World History: Focus on Economics. 1998. Web. November 21, 2011. 
Carr, Karen. "Cinnamon." Kidipede - History for Kids. 2011. Web. November 15, 2011.
Engels, Andre. “Exploration is a Risky Business.” Discoverers Web.  Web.  November 21, 2011.
"Exploration Through the Ages." The Mariners Museum. 2011. Web. November 16, 2011. 
Gilbert, Bill. “Exploration and Discovery: Beginnings of the Expansion of Europe.” CARRIE. Web.  November 21, 2011.
Kreis, Steven.  “Lecture 2: The Age of Discovery.” The History Guide: Lectures on Early Modern European History. 2002. Web.  November 21, 2011.
Rayment, W.J. “The Age of Exploration.” In-depth Info.com. 2011. Web.  November 21, 2011.
Rosenberg, Matt. "Marco Polo Video." About.com. 2011. Web. November 15, 2011.
Silk Road Project, The. "Silk Road Maps." The Silk Road Project. 2011. Web. November 23, 2011.
Spielvogel, Jackson J. World History: Modern Times. Columbus, OH: Glencoe, 2008. 
Warrior Tours. "The Silk Road: Map, Route." Warrior Tours. 2011. Web. November 15, 2011.







Scoring:

Scoring rubric for summative assessments in Civics, Econ, Geog & History

My answer shows/contains

4

3

2

1

0

In-depth understanding of assessed standard, including:
Multiple examples from class materials/activities,
Multiple, appropriate content-based vocabulary / terms,
And an abundance of details to support claims

Totals   /16 ( )


Scoring rubric for Social Studies Skill 5.2: Uses inquiry based research

My answer shows/contains

4

3

2

1

0

Clear focus on underlying question
Information from independent, beyond-the-classroom research
Unique perspectives or original conclusions
Accurate information from reputable sources
Clear reference to sources of information (citations AND reference list)

Totals   /20 ( )


Scoring rubric for Writing Skill 2: Conventions


My answer consistently follows rules of Standard English for

4

3

2

1

0

logical paragraph structure and organization
spelling & capitalization
sentences & punctuation (except where fragments are used for effect)
                                                Totals   /12 ( )

Assessment 6

posted Nov 10, 2011, 10:25 AM by Peter Knowles

Due November 14, 2012

History Standard 4.2 -- Understand and analyzes causal factors that have shaped major events in history.
Essential Question: How did ideas of the Renaissance lead to major changes in the Christian Church?

Scoring rubric for summative assessments in Civics, Econ, Geog & History

My answer shows/contains

4

3

2

1

0

In-depth understanding of assessed standard, including:
Multiple examples from class materials/activities,
Multiple, appropriate content-based vocabulary / terms,
And an abundance of details to support claims

Totals   /16 ( )


Scoring rubric for Social Studies Skill 5.2: Uses inquiry based research

My answer shows/contains

4

3

2

1

0

Clear focus on underlying question
Information from independent, beyond-the-classroom research
Unique perspectives or original conclusions
Accurate information from reputable sources
Clear reference to sources of information (citations AND reference list)

Totals   /20 ( )


Scoring rubric for Writing Skill 2: Conventions


My answer consistently follows rules of Standard English for

4

3

2

1

0

logical paragraph structure and organization
spelling & capitalization
sentences & punctuation (except where fragments are used for effect)
                                                Totals   /12 ( )


1-10 of 16