AP World terms and games as you prepare

http://www.mrburnett.net/apworldhistory/keyterms/keyterms1200withdefinitions.htm

Definitions for AP World History over 1200 terms


http://teacherweb.com/CA/ColtonHighSchool/Levine-WorldHistory/SD3L2.stm

Has lots of multiple choice, hangman, matching excellent


http://www.quia.com/pages/solstudies.html

Has lots of games involving social studies words for World History.


For other sites look at April for other lists more after school today and tomorrow

I will have the other teacher's charts for the next couple of days

World War I Webquest

World War I Webquest

Go to http://www.davison.k12.mi.us/dhs/staff/hewitt/webquests/wwi/wwi.htm

The Homefront and War must be filled out on a separate sheet of paper.

THE HOME FRONT
1. Select 3 articles from the The Boston American (June 8, 1915), copy the headline for each, and write a one sentence summary (a precis) of the content of the article.
________________________________________
________________________________________

________________________________________
THE WAR
2. Visit the ARMORY from Trenches on the Web. Select 3 weapons or categories of weapons which changed the nature of warfare in this war. Write a brief summary describing the effect of each.
________________________________________

________________________________________

________________________________________

3. Examine the maps and photos of trenches in order to better understand the nature of trench warfare. Then write a paragraph describing what the experience must have been like for a soldier to go "over the top" into the face of the enemy.






5. Read President Wilson's War Message to Congress and answer the following questions:
What reason does he give for going to war?

How many men does he ask for initially? (par. 7)

What promise is made in the Zimmerman note and to whom is it made?

Wilson says, "The world must be made safe for democracy." (par. 13) What ideals follow this statement?


THE CONSEQUENCES
5. Read the war poems from several poets. Select one to explain in your own words.

This is an inquiry lesson examining different areas, people, strategies and accomplishments of the Civil Rights movements in the late 1950's and early 1960's. Please while Rosa Parks and MLK Jr. are important there are other people.


Overarching question: To what extent did the demonstrations, sit-ins, protests and music really change anything? How much have things changed for whom?

Essential question: To what extent was the Civil rights movement successful in achieving their rights as guaranteed under the fourteenth amendment?

http://www.core-online.org/History/history.htm
The Congress on Racial Equality which started in 1942 was a major player several events of the civil rights.
Think Freedom Riders and voting rights


http://www.nps.gov/history/nr/travel/civilrights/mainmap.htm
Awesome site showing the problems and how successful the Civil Rights Movement was.

They break it down neatly
the need for change
the players
the strategy
the cost
the prize

http://seattletimes.nwsource.com/special/mlk/
This site contains a bio, video clips and a timeline of the Civil Rights Movement and Dr. Kings Life.

http://www.ibiblio.org/sncc/
Site for the student nonviolent coordinating committee.


http://www.sitins.com/timeline.shtml
Nice timeline of the civil rights movement from the late 1800’s to the sit ins at Woolworth.



http://www.infoplease.com/spot/civilrightstimeline1.html
Just what it says nice hyperlinks to other place, not a lot of visuals.



Ultimately we will look for “heros and villains” of the Civil Rights Movements, today we will primarly focus on Modern “Black” Civil Rights movement. Over the course of the next week we will be examining the other movements as well.


Some questions to keep in mind, but you are not limited to.

1. Where and what happened in the event?

2. Who were the people involved in the protest and what was their role?

3. What act of segregation were they fighting against?

4. How did the authorities respond?

Immigration Spring 08

I. Go on this site http://www.genealogy.com/00000359.html
Read about the new immigrant groups and for each: Italians, Polish, Germans, Chinese, Jews, Irish, and Japanese, etc… given to you on the chart

For each: tell reasons why they came and where they settled. Note any discrimination faced by them.
Group Name
Why they came/when
Where they settled
Discrimination Faced

























II. Ellis Island -- An Interactive Tour— http://teacher.scholastic.com/activities/immigration/tour/stop1.htm

On your sheet of paper (if you need to), you will need to visit the 8 stations and take notes on the purpose and what happens to the immigrants in each area.

Step I Ellis Island main building--- (don't forget to click on Ellis Island hyper-link)





Step II _______________________




Step III_____________________



Step IV ______________________






Step V ________________________





Step VI ______________________





Step VII _____________________





Step VIII ______________________





III. Looking at City Living: Scroll through the pictures http://ocw.mit.edu/ans7870/11/11.001j/f01/lectureimages/4/image12.html
Choose a few of the pictures to view then summarize what you see.
1. What were conditions like in the apartment? Describe several things you see. How crowded is it?



2. What did it look like outside on the streets, what were some of the items you seen in many pictures?


3. What was life like for the children, what kind of conditions they live in?