CURRENT STUDY GUIDE FOLLOWS THE SCHEDULE.....
Material has been deleted that you will not need for your final exam.
Be certain that you use your last test to help with the first part.
World History 9
Roads to War: The Origin of the Second World War – 1929-41
Study Guide
The following guide is divided in the same way that the text is divided. The number that
follows the question indicates the section in the reading in which it is found.
Part I: An Uneasy Peace, 1929-35 (pp. 1-10)
3. Explain the three peace-keeping actions that could be taken by the League of Nations. (1)
5. Explain the three major limitations of the League of Nations discussed in your text. (1)
9. How did the fact that France and Britain had such large empires affect world
relations? (2)
12. Completion: Copy this on good homework paper completing it by filling in the
blanks. Underline your answers.
“____, a leading member of the ____ of ____, invaded ____, part of the territory
of a fellow member, ____. It was the first of a series of ____ that eventually
brought most of ____-____ ____ under ____ control.” (3)
13. Explain why Japan was so interested in acquiring Manchuria. (3)
14. Completion: Copy this on good homework paper completing it by filling in the
blanks. Underline your answers.
“Ö. the ____ ____ which started in 1929 ruined ____ ____, closed half her
____ and reduced ____ of ____ to ____ level. When the ____ government
proved unable to help them, there was widespread unrest among the ____.
Their unrest spread to the ____. ____ officers began to talk about conquering
____ ____ as a way out of the ____.” (3)
15. Completion: Copy this on good homework paper completing it by filling in the
blanks. Underline your answers.
“In 1931-32, however, no member of the ____ wanted to use ____ against ____.
For a start, the ____ ____ had already damaged ____ between ____ and
nobody wanted to damage it further by refusing to ____ with ____. Second,
even the most powerful ____ of the ____ doubted whether they could enforce
____.” (3)
16. Completion: Copy this on good homework paper completing it by filling in the
blanks. Underline your answers.
“The ____ affair damaged the ___ of the ___ of ____. One of its leading
members had gone to ____ with another ____ and the ____ had failed to
stop it. By the end of the ____ in 1933, even the ____ strongest ____ had
doubts about its ability to maintain ____ ____.” (3)
19. Who did the Nazi Party blame for Germany’s defeat in the First World War? (4)
20. Completion: Copy this on good homework paper completing it by filling in the
blanks. Underline your answers.
“The ____ of ____ blamed ____ for starting the Great ____, cut her armed ____
to the bare minimum, took away all her ____, ordered her to ____ for war ____
and gave large areas of her ____ to ____ states.” (4)
21. Your text says that when Hitler became German Chancellor he had three basic aims
in his foreign policy. What were they? (4)
22. Explain how Hitler planned to defy the Treaty of Versailles to build up his military
force. (4)
23. Completion: Copy this on good homework paper completing it by filling in the
blanks. Underline your answers.
“From 1933 to 1935 ____ re-armament could have been ____ by any of the
major ____ which wanted to uphold the ____ of ____.” (4)
Know the following:
Locarno Treaty
Kellogg-Briand Pact
Eastern Pact
League of Nations
Collective Security
Sanctions
Disarmament Commission
Great Depression
Protectionism
Manchuria
Manchukuo
Lebensraum
Luftwaffe
Maginot Line
Stresa Front
Revision Exercise (p. 10)
Column I Column II
1. A breakdown in the world economy, 1929-1933, when trade dwindled ,A. Collective Security
businesses collapsed and mass unemployment put millions out of B. Economic Sanctions
work, C. Disarmament
D. Great Depression
2. A chain of concrete forts on the French-German border to protect France E. Protectionism
against a German attack. F. Empire
G. Versailles
3. The idea that members of the League of Nations should all act together to H. Lebensraum
defend any member attacked by another. I. Maginot Line
J. Stresa Front
4. An agreement between Italy, France and Britain in 1935 condemning Hitler’s
rearmament of Germany.
5. “Living space” for the German people which Hitler intended to conquer in
Eastern Europe and the USSR.
6. Reductions in the weaponry and armed forces of countries.
7. A method of enforcing the League of Nations’ authority by banning trade
between League members and any member which had broken League rules.
8. A treaty made in 1919, ending the Great War, and hated by Germans who resented losing land,
colonies and money, and being blamed for starting the war.
9. Colonies, Dominions, provinces, etc. belonging to and governed by one country.
10. A method of reducing foreign imports by raising customs duties and thus making foreign goods more
expensive than home-produced goods.
Part II: The Collapse of Collective Security, 1935-37 (pp. 11-20)
24. Describe the world response, or perhaps lack of response to Italy’s invasion of
Ethiopia. (5)
27. Completion: Copy this on good homework paper completing it by filling in the
blanks. Underline your answers.
“So, for two years, ____ secretly enlarged the ____ and created an ___ ____.
By 1935 he felt strong enough to drop the mask of ____ and to start undoing the
____ of ____.” (6)
28. Completion: Copy this on good homework paper completing it by filling in the
blanks. Underline your answers.
“Nine out of every ten ____ voted to return to ____. The ____ was duly
transferred to ____ ____ seven weeks later. For ____, this was the first small
____ towards the ____ of all ____ in ____. He was also able to claim that the
____ was a ____ of support for his ____.” (6)
29. Completion: Copy this on good homework paper completing it by filling in the
blanks. Underline your answers.
“In June 1935 the ____ ____ signed an ____ with ____, allowing the ____ ____
to have one third the tonnage of the ____ ____ and an equal tonnage of ____.
This was a ____ of the ____ of ____.” (6)
30. Explain why Germany resented the demilitarization of the Rhineland. (6)
31. Completion: Copy this on good homework paper completing it by filling in the
blanks. Underline your answers.
“This was another serious ____ of the ____ of ____. ____ and ____ considered
whether they should try ____ the ____ ____ from the ____. ____, however, was
going through serious ____ difficulties at the time and did not want to risk ____.
The ____ took the view that the ____ had only moved into their own ____.” (6)
32. Explain the lessons of the Rhineland for Hitler. (6)
35. Explain the impact that the Spanish Civil War had on relations between other
countries in Europe. (7)
36. Completion: Copy this on good homework paper completing it by filling in the
blanks. Underline your answers.
“____ occupation of ____ alarmed its ____ neighbor, the ____. Japanese ____
now faced ____ ____ along a 2000-km border, from ____ to ____ ____. Armed
clashes between the two sides soon broke out, ____ army ____ began to think
it was only a matter of time before they would have to ____ the ____ ____.” (8)
37. Completion: Copy this on good homework paper completing it by filling in the
blanks. Underline your answers.
“By 1934 nearly half ____ yearly ____ was being spent on its ____ ____. The
bigger the ____ ____ became, the more ____ they gained over the ____. They
used their ____ to persuade the ____ to follow even more aggressive ____.”(8)
38. Describe the three policies that the Japanese armed forces urged their government
to take. (8)
39. Completion: Copy this on good homework paper completing it by filling in the
blanks. Underline your answers.
“In July 1937 ____ ____ provoked local ____ ____ into a fight on the ____ ____
____ near Beijing. Claiming that the ____ had started shooting first, the ____
attacked their ____ around ____ and then occupied the city itself.” (8)
40. Completion: Copy this on good homework paper completing it by filling in the
blanks. Underline your answers.
“By early 1938 around a million ____ ____ were in ____. They acted with great
____ in nearly every area they occupied. ____, ____, ____, ____ and pointless
____ created a reign of ____ in which ____ of Chinese ____. The ____,
however, never gained real ____ of the country, for they did not have enough
____ to occupy every ____.” (8)
42. Completion: Copy this on good homework paper completing it by filling in the
blanks. Underline your answers.
“By 1939, then, the ____ had discovered that it was possible to act ____ in East
____ and that only the ____ ____ was prepared to take ____ to stop them. It was
a ____ that would lead them to act even more ____ in the ____ to come.” (8)
Know the following:
Haile Selassie
Battle of Adowa
Benito Mussolini
Italian East Africa
Hoare-Laval Plan
Saarland
Plebiscite
Demilitarized Zone
General Francisco Franco
Rome-Berlin Axis
Axis Power
Condor Legion
International Brigades
Non-intervention Committee
Anti-Comintern Pact
Amau Declaration
Comintern
---------------------------------------------------------------------------------------------------------------------
Part Three: The Drift to Global War, 1938-41 (pp. 21 – 32)
43. Completion: Copy this on good homework paper completing it by filling in the
blanks. Underline your answers.
“By 1938 few people in ____ believed that ____ would last much longer. Most
thought it was only a matter of time before ____ and ____ would act ____ again
and start a ____ in ____. Even in the ____ ____ ____, people wondered whether
they could remain unaffected by the ____ of ____, ____, and ____.” (p. 21)
44. Completion: Copy this on good homework paper completing it by filling in the
blanks. Underline your answers.
“In 1937 he [Mussolini] told ____ he would no longer defend ____ against ____.
He also told ____ that he regarded ____ as a ____ state and that he would do
nothing to stop it becoming ____. ____ thus lost its main ____.” (9)
45. Completion: Copy this on good homework paper completing it by filling in the
blanks. Underline your answers.
“____ threatened ____ in this way for several hours and then handed him a list of
____ ____. The chief ____ was that an ____ ____, [Arthur] ____-____, must be
given a government ____ as the Minister of the ____. This would, among other
things, give him control of the ____.” (9)
46. Completion: Copy this on good homework paper completing it by filling in the
blanks. Underline your answers.
“As ____ had predicted, the ____ ____ of ____ did nothing to stop him from
swallowing up ____. ____ made no protest at all. ____ and ____ delivered
protests to the ____ government, but shrank from backing up their ____ with
____. ____ had destroyed another ____ ____ simply by threatening to use
____.” (9)
47. Completion: Copy this on good homework paper completing it by filling in the
blanks. Underline your answers.
“Ö. ____ in 1938 was a powerful, well-defended ____ in central ____, rich in
____ and ____. The ____ state, however, was home for several different
____, each with its own ____ and ____. Ever since ____ was created in 1919,
there had been ____ between those ____.” (10)
50. Why does your text say the British had a policy of appeasement? (10)
51. Completion: Copy this on good homework paper completing it by filling in the
blanks. Underline your answers.
“Only ____, ____, ____ and ____ were represented at ____. Neither the ____
nor the ____ were invited. At the conference the four ____ agreed that the
____ should give the ____ to ____ without ____.” (10)
52. Completion: Copy this on good homework paper completing it by filling in the
blanks. Underline your answers.
“The day after signing the ____ ____, ____ and ____ signed an ____-____
____, declaring their wish never to go to ____ with each other. A few weeks
later an ____-____ ____ was signed, followed in December by a friendly
agreement between ____ and ___. ____ seemed to have stopped acting
____.” (11)
53. Completion: Copy this on good homework paper completing it by filling in the
blanks. Underline your answers.
“By mid-1939, then, ____ had divided into two ____. ____ and ____ were in
one camp, guaranteeing the ____ of countries in eastern ____. ____ and
____ were in the other, each preparing to expand into ____ ____. War
seemed certain.” (11)
54. Completion: Copy this on good homework paper completing it by filling in the
blanks. Underline your answers.
“It was surprising that ____ and the ____ were talking to each other. ____ had
never hidden his hatred of ____, and his ideas for taking ____ from the ____
were well known. The two countries were ____ ____. ____, however, was
prepared to do a deal with his enemy, for the ____ was going through a ____
____ at the time (the ____ ____, in which millions of ____ ____ ____ were
imprisoned or killed) as well as having severe ____ difficulties. The ____ was
in no position to fight a ____ ____.” (11)
_______________________________________________________________________
World History 9 - CP
Chapter 21: World Wars and Revolutions
Study Guide
NOTE: Use the Chapter Summary notes for each section on p. 625
when preparing for tests.
II - Section II - The Russian Revolution - Read pp. 600 - 606
Guiding Question: What led to the Russian Revolution?
14. List and explain the causes that your text gives for the Russian Revolution.
15. Completion: Copy this on good homework paper completing it by filling in the
blanks. Underline your answers.
“ The ____ Revolution was the most successful and ____ of the three
[revolutions]. The ____ Revolution had a ____ ____, but ultimately ended
in ____ and ____. The ____ ____, the ____ ____, was the most ____ ____.”
16. Completion: Copy this on good homework paper completing it by filling in the
blanks. Underline your answers.
“ ____ is a ____ ____ that seeks to abolish all forms of ____ ____ and
create a society of ____ ____, with no ____ ____ or ____. Far from fulfilling
its promises to ____ of more ____ over their own lives, this ____ led to one
of the harshest ____ in history.”
17. Completion: Copy this on good homework paper completing it by filling in the
blanks. Underline your answers.
“In 1900 ____ was less ____ and ____ developed than other ____ countries.
____ who worked for ____ and had no say in the government made up the
____ of the population.”
18. Completion: Copy this on good homework paper completing it by filling in the
blanks. Underline your answers.
“____ was also far behind ____ because it relied mostly on ____ long after
the ____ ____ had taken hold in ____ ____ and the ____ ____.”
19. Explain what your text says that the new class of capitalists did for Russia.
20. Completion: Copy this on good homework paper completing it by filling in the
blanks. Underline your answers.
“This ____ growth created a class of ____ ____ in Russia. ____ workers
were ____ and often worked ____ ____ in awful conditions. They were
far ____ in ____ than the ____. The workers made up about ______ of
Russia’s population by ____.”
21. Explain what took place in Russia immediately after Bloody Sunday.
22. Completion: Copy this on good homework paper completing it by filling in the
blanks. Underline your answers.
“The ____ reforms of ____ did not quiet Russia’s growing ____ ____.
Russia’s participation in ____ _____ was a ____, ____, and ____ disaster.
The stage was set for ____.”
23. Completion: Copy this on good homework paper completing it by filling in the
blanks. Underline your answers.
“Russia’s horrible ____ ____ led to a series of massive ____ and ____ in
the nation’s capital, ____, now called _______ ......... control passed to a
temporary ____ government based on the ____. The ____ - based Socialist
____ and the moderate ____ socialists controlled this ____.”
24. How does your text say that Lenin and other Bolshevik leaders returned to
Russia from exile in 1917?
25. What was the meaning behind the Bolshevik’s famous slogan “land, bread, and
peace?”
26. Completion: Copy this on good homework paper completing it by filling in the
blanks. Underline your answers.
“In late August 1917, ____ ordered troops to stop the ____ by moving on ____.
This action caught the attention of the ____ of both the ____ and ____.
Together they ____ ____ attempt to take over the government.”
27. Completion: Copy this on good homework paper completing it by filling in the
blanks. Underline your answers.
“On October 25, ____, armed ____ workers entered the main ____ buildings
in ____ and arrested the ____ members. A week later the ____ had led the
world’s first ____ ____, but the hardest days for ____ and the ____ ____
still lay ahead.”
28. Completion: Copy this on good homework paper completing it by filling in the
blanks. Underline your answers.
“____ declared the formation of the world’s first ____ ____. Its capital was
the city of ____. The ____ ended ____ ____ of land and ____ land to the
____. All ____ was declared to ____ to the ____, and some 500 million
acres were turned over to ____. ____ were given control of ____, ____, and
____. The ____ government took control of ____. ____ was outlawed, as
was the ____ of most ____ ____.”
29. Explain the type of government set up by Lenin after the revolution in Russia.
Include a description of some of its powers.
30. Explain the causes explained in your text for the Russian Civil War.
31. Why does your text say that foreign countries supported the Whites in the Russian
Civil War?
Know the following:
Revolution
Socialism
Czars
Capitalists
Socialist Revolutionary Party
Cadets
Mensheviks
Bolsheviks
Vladimir Lenin
Bloody Sunday
Duma
Petrograd
Nicholas II
Soviets
“Land, Bread and Peace”
Provisional Government
Alexander Kerensky
General Kornilov
Cheka
Treaty of Brest-Litovsk
Whites
Reds
Leon Trotsky
Communist Party
New Economic Policy
Joseph Stalin
Course Guidelines / Expectations follow the current unit's study guide
available below
World History 9
Course Guidelines
2008-2009
The pages that follow are designed to give you a clear understanding of what will be expected of you this year in history class as well as what you can expect from me. They will give you an understanding of how you can succeed in this class. Below you will find a short summary related to homework and general matters. Read the pages that follow that provide more detail as you have time in the next week. From time to time you may wish to refer back to your guidelines for clarification. Keep these in your loose leaf binder in the first section entitled “Guides.” At home please share these with your parents.
Short Version:
Homework:
* Do it on good paper as discussed in class. Do not use paper torn from a notebook!
* Always WRITE IN INK.
* Always skip lines.
* Always restate the question asked as discussed in class.
* Use the proper heading as illustrated in the Standards For Written Work that
you were given in English class. Another copy is attached to these guidelines.
* If you use a word processor for homework, double space.
* Always leave six or eight lines between each answer to allow for corrections.
Daily Class:
* Unless otherwise instructed, bring your text, loose leaf and spiral notebook to class each day.
Course Guidelines: Detail
Please read the following guidelines carefully. I realize that those of you who had me in class last year had similar guidelines, but there are some changes. Also you should realize that this is a secondary school level, high school history course. It is a seminar class which means that being prepared for each and every class is absolutely essential in order for you to achieve success. Class participation also takes on an entirely new meaning.
The content of our course of study this year is a selective study of Modern World History. We will survey different areas of the world in an attempt to gain insight into how we have arrived at the point we are at today in history. We will begin with a quick look at the Protestant Reformation. We will then explore the development of the modern nation state. The Age of Revolution, imperialism and some of the political developments that set the stage for the 20th century will be examined. We will end our course of study with a survey of the World Wars. The text that you received in class, History of Our World (Prentice Hall), will be the base of our study. We will also make use of World History: Connections to Today (Prentice Hall). Other texts, handouts and web sites that will allow us access to maps and primary
source documents will also be used. We will do a great deal of writing as you will be asked to interpret many of the documents and events that we will study. We will do a significant amount of research this year and will work closely with the Information Center here at school to coordinate those efforts. if you are not familiar with your public library, I would suggest that you do so.
National History Day:
Here at Applewild we have participated in the National History Day Program for the past twelve years. Each of you will pursue a detailed research project using the guidelines provided by the History Day program. That program allows you to write a traditional research paper, create and perform an original dramatic presentation, create and produce an original documentary, or design and construct an exhibit. NHD provides the parameters and guidelines for each of these options and you will receive a guidebook and detailed instructions in class before the end of September. There are several parts of this research venture and combined they will constitute your 9th Grade Project. That project will be presented to your peers, parents and Upper School faculty in May.
As 9th graders it is expected that you will participate in the regional competition for History Day and the state competition if you qualify.
Massachusetts History Day for 2009:
Regional Competition - Saturday, March 7, 2009
State Competition - Saturday, April 4, 2009
National Competition - Sunday - Thursday, June 14 - 18, 2009
This year’s general theme is The Individual in History. For more information on the program go to www.nhd.org or go to the “History Day” section of my homework folder.
Materials Needed For Class:
(1) Text: Have the text that we are using with you each day.
(A) Please do not write, highlight or underline in these books. Do not write inside the covers or on the b bindings. If you find writing anywhere on the book, call it to my attention immediately. Many of t
the texts are new this year and we want to keep them in good shape.
(B) It is the policy of the Social Studies Department that books be covered at all times. Use paper to cover y your text! Book sleeves that are sold today may look nice, but they provide absolutely no p rotection to the corners of the
text, usually the first part to become damaged. If your cover becomes
damaged replace it immediately. If I see a book without a cover or with a damaged cover, I will give y you two days to replace it. Thereafter you will receive a lunch detention each day that it remains u
uncovered.
(C) Please use common sense in where you put your text and all of your books. If you are going to sports o or to a game and it is damp or cloudy, store your book bag inside the gym. In each of the last two y ears someone
has left a book bag out in the rain and had a number of texts damaged.
(2) Spiral bound notebook. Have a spiral notebook to use for class and research notes. Try to get notebooks w without perforated pages. I realize that most notebooks sold today come that way. If you do need to use a b book with perforated pages do not rip paper out of the book. It weakens it and your notes will begin to fall
o out.
(3) Three ring binder: “Organization is the key to success.” You will need a separate binder for history. Between c class work - study guides, maps, handouts, etc - and research, we will be dealing with a lot of material. It i is essential that you be able to keep all of this material organized and in one place. The sections of your
b binder should be labeled (in order):
(1) Guides (course and others used)
(2) Current Unit
(3) Homework
(4) History Day Guides & Handouts
(5) History Day Research
* Also keep good paper
(4) Good Paper: Have good paper for use on homework and essays that are to be passed in in class. Definition
of “good paper” - 8 1/2 by 11 inch white paper that is not torn out of a notebook. It is sold in packages in
any store that sells school supplies. Keep several sheets in your loose leaf and leave the rest at home.
(5) HAVE A PEN AS NOTHING WRITTEN IN PENCIL WILL BE ACCEPTED!! NOTE: THIS APPLIES TO ALL H HOMEWORK, ESSAYS, TESTS, QUIZZES - BASICALLY EVERYTHING.
(6) Build a file system at home. After a chapter test, file that chapter’s materials
at home to reduce the clutter in your binder. This is an important way for
you to help yourself to be organized.
Written Work:
A major goal of the Social Studies department continues to be the development of solid writing skills. You will be asked to pursue a variety of forms of writing. Try to make connections between what you have been learning in English and in other classes throughout the years. Take pride in your work! Do not hesitate to ask for help if you feel that you need it. I am in my room before school by 7:15 at the latest, usually much earlier. I am also available most days during recess time. The following writing guidelines are designed to help you help yourself.
Writing Guidelines:
(1) Always restate questions where applicable on homework, quizzes, tests, etc. This
helps you to immediately focus your answer. For example:
Question: Explain the three major results of the Protestant Reformation?
Answer: The three major results of the Protestant Reformation were.......
(2) Everything that is to be passed in (and this includes all homework questions)
must be written on good paper in INK! ALWAYS SKIP LINES! Word processing
is fine but always DOUBLE SPACE.
(3) ALWAYS SKIP LINES.
(4) ALWAYS WRITE IN PEN.
(5) Always leave space (8 lines or so..) between your homework answers to allow you
to correct your answers when we go over them during class.
(6) Get in the habit of proofreading all of your work. Watch your spelling. Are your verb
tenses consistent? Are you using contractions in formal writing? Are you
ending sentences with prepositions? Remember - if your writing does not
make sense to you or can not be read by you, how will it look to someone else?
(7) Formal writing assignments (this does not include nightly homework questions)
should have writing on only one side of the page. If an essay is multiple pages
in length number each page and staple them together. Fancy covers are never
necessary in my class. Major written assignments should be type written,
double spaced. Major writing assignments should have a cover page that
includes the title, your name and the date due.
(8) Make use of drafts where possible --- write and rewrite. If you get a draft to me
ahead of a deadline, I will read it and make comments/suggestions.
(9) ALL ASSIGNMENTS SHOULD HAVE THE HEADING DESCRIBED IN THE
STANDARDS FOR WRITTEN WORK attached to these guidelines.
(10) Where bibliographies are needed use Noodle Tools as will be demonstrated to
you in class. ALL BIBLIOGRAPHIES MUST BE FULLY ANNOTATED. We will
explain how to annotate your bibliographies in class but the basic format is to
include a statement explaining what each source is and how you used it.
Class Work:
* When you arrive for class prepare your text and notebooks. Take out your homework
and get rid of your other books and any distractions.
* Many of our classes will be discussion in nature. Everyone is expected to participate.
Respect the rights of others to speak and be heard, and respectfully wait for
your turn to do so. The proper way to enter a discussion is to raise your hand
and be recognized. A successful participant in a discussion is a good listener
who listens carefully to what is being said and chooses a response wisely.
* Our class must always be a safe learning environment in which everyone feels
that he or she can speak without being ridiculed in any way. If you are quiet
by nature and feel hesitant speaking in class, please view class as a place
where you can take chances and participate.. Everyone must realize that fact
and any attempt to ridicule someone for an incorrect answer or anything of that
nature, will be dealt with immediately. The consequences will involve your
parents being notified.
* If anything is unclear to you ask questions. Realize however, that there is a proper
way to do so. It is rude to sit with your hand up the entire time that someone is
speaking. Wait for an opportunity to ask your question.
* You may sit wherever you wish in class. Suggestion:: -- do not sit with someone
with whom you feel that you will be distracted. I will only change your seat
once and your advisor, Mrs. Hager and your parents will be informed.
Note Taking:
* Take notes in class when you feel that additional information will make a point more
clear to you. As a general rule, anything that is important enough for me to
write on the board or show on an overhead sheet or PowerPoint slide, is
important enough for you to write in your spiral notebook.
* Never take notes on a loose piece of paper. It is too easy to lose.
* Add details to any outlines or notes put on the board during our class discussions.
REMEMBER THAT YOUR NOTES NEED TO MAKE SENSE TO YOU, not me.
* Keep your notebook the way that you would keep a journal -- new page each day
that you need to use it, date at the top of the page, etc.. If you are absent see
a classmate for missed notes.
* Periodically your notebook may be checked. Art work is not appropriate.
Absence from School or Class:
If you miss a day of school or come to school after our class has met, or leave prior to our class, you are responsible for what takes place during your absence. Connect with someone in class for notes or changes to homework and see me with any questions. You are responsible for homework assignment changes as well as for submitting anything that was collected in your absence. It is your responsibility to get missed work to me in a timely manner. Our Family Handbook states that, “... students will be allowed one day to make up work for every one day they were absent” (19). Please note that this does not apply to Secondary School visits or revisit days which are excused absences that you know about before the fact. In that case I should be notified of your absence ahead of time and any missed work is due the
day that you return to school. Remember that homework will be posted on the homework site but that it is subject to change in class.
Select a reliable homework partner and have a contact person in each of your classes to contact.
Homework:
Homework is extremely important! Missing assignments impact upon your ability to participate in our class discussions and activities. Intelligent class discussion can only take place if we are all prepared. This is especially important in a seminar class. Missing assignments will also have a negative impact upon both your academic and effort grades. If there is a homework question that you do not understand, ask someone at home to help you focus on what is being asked. Give it a try. “I did not understand the question...” is not an excuse for incomplete or undone homework. No one is perfect and thus one missed homework will be tolerated over the course of the semester. Missed homework thereafter will result in grade penalty.
We will go over most homework in class. It is your responsibility to check your work at that time. If corrections need to be made, make them. I will collect and check your homework but do not expect me to correct it for you if we have already done so in class.
Cheating or Plagiarism - Academic Dishonesty:
Because of the nature of much of what we do in the history classroom it is essential that everyone understand what academic dishonesty is and how to avoid it. Thus it is absolutely essential that you read and understand the section contained in the Family Handbook dealing with this issue (p. 28). All students should realize that plagiarism is a serious academic offense that will result in a grade of zero for that work with other disciplinary consequences as listed in the Family Handbook. We will discuss proper ways to cite sources in doing research as well as discussing the proper way to summarize a passage.
Cheating is an issue that each student needs to take very seriously. Cheating occurs when someone takes the work of another and presents it as his or her own. This applies to homework, projects, maps, quizzes, tests, etc.. A person who freely shares his or her work with another is as guilty as the person who takes it. A student (s) who cheats will receive a zero for that work with other consequences listed in the Family Handbook.
Examples of academic dishonesty include but are not limited to: copying someone’s homework, copying someone’s study guide terms, allowing someone to copy your homework or study guide terms, looking at someone’s test or quiz while that test or quiz is in progress, sharing test or quiz questions or answers after you have taken it with someone who has yet to take the quiz or test, and directly copying text from any source (eg. encyclopedia, internet, book, etc.) and presenting it as your own.
From the Family Handbook (p. 28):
Academic Dishonesty and Plagiarism Policy
If a student is found cheating or practicing academic dishonesty, consequences will be imposed.
In Upper School, the Division Head, teacher and advisor will meet with student. Parents will be notified. Students involved in academic dishonesty will receive zeros on the work in question. Consequences may include detention or suspension.
Plagiarize (verb) - to steal and pass off (the ideas or words of another) as one's own: use (another's production) without crediting the source.
"plagiarize." Merriam-Webster OnLine: Collegiate Dictionary. 2002.
Applewild School takes plagiarism very seriously. Every student must understand not only its definition, but also its consequences. Students who are assigned written work, such as literary criticism, fiction, nonfiction, poetry are encouraged to discuss their ideas with peers, teachers, or parents in the spirit of receiving helpful advice and feedback. However, they may not use the ideas or interpretations of anyone else as the central focus of their work.
Furthermore, students may not insert without quotation marks and proper citation a phrase, sentence, or paragraph of a peer, parent, or teacher. They may not take any ideas or interpretations from any text without proper acknowledgment and notation, i.e. footnotes, endnotes, and bibliography as outlined by the Modern Language Association's guidelines (MLA). This policy includes books, magazine articles, radio, television, film, and the Internet. Cases of plagiarism will generally result in academic and behavioral consequences similar to those listed above for academic dishonesty. These may include detention or suspension.
Students with any questions regarding this policy are encouraged to talk with their teachers before, rather than after, any written work is completed.
Acceptable Use Policy - Internet:
The AUP for internet use is clearly explained in the Family Handbook on pp. 30 & 31. Familiarize yourself with this policy. We will spend a considerable amount of class time doing research and you will have the opportunity to use school computers if you and your parents have signed the appropriate form and returned it to school. If you violate this policy, you are not only subject to loss of those privileges as outlined in the policy, but also loss of class time devoted to research.
Academic Grades:
Semester academic grades are based upon quizzes, tests, graded essays and any other graded work, such as History Day. Keep a record of your grades and you should be able to keep a close watch on your progress. Share all results with your parents. Be aware that missing homework and less than positive participation in class discussion and activities will negatively impact your grade.
At the end of each semester a final exam will be administered that will cover everything that we do in class that semester. That exam will be worth somewhere between 15% and 20% of your semester grade. Also realize that your History Day grade is a significant one and will mostly fall in the second semester’s work. If you ever have a question about your grade see me.
Effort Grades:
Note well the guidelines that you have just read! There is often confusion concerning effort grades. The Family Handbook lists the following for effort grades (p.25):
1 - Excellent 4 - Needs Improvement
2 - Good 5 - Poor
3 - Satisfactory
3 is an average acceptable effort grade (though not to most parents). Homework is done each night and a student participates once or twice during a class. To achieve a grade of 1 or 2 requires consistent hard work throughout the semester. Homework is always done thoroughly and reflects a great deal of care and effort. Participation in class discussions and activities is consistent, participating several times in a given class, and positive, showing leadership. Research time and Info Center time is used well, always on task. If someone misses several homeworks, does not put effort into the work that is done, distracts others in class, or is a negative force in class, an effort grade of 4 or 5 should be expected.
If you work hard and stay positive you should do well in history class. Take some chances and try to move a bit outside of your normal comfort zone. You are in high school. It is time to take more responsibility for your work, budget your time, and show what you can do. Good luck! Stay positive!