Notebook Guide!

Your Notebook should look like this!

Notebook Set Up You may use a spiral notebook or a binder

Index- Continued

3A

IndexPage Title Pg. #

Title Page 1AIndex 2A – 3BCIS 4A

2A

NamePeriodSubject

1A

1B 2B 3B

CIS

4A

4B

Pages are numbered 1 A,B; 2 A,B and so on….

Name, Period and Subject Page 1A:Index Page 2A – 3B:CIS Page 4A:

Write neatly and be careful about labeling pages. As we add things to the notebook, continue to add to your Index.

Helpful Notebook Info:

• Label Pages as we go.• Add to your Index as we go.• A sides are ALWAYS on the

right side of the Notebook.• B sides are ALWAYS the

back of the page.• Go on to C and D if you need

to, but keep the page number.• B sides are often blank. You

can glue hw assignments or other papers you get back here.

• Papers too big for your notebook page? Fold them in half and just glue down the upper edge. Then you can fold them out again AND look at both sides.

6A

Title

Fo

ld

Glue upper back of paper only

Above and Below the Surface Questions:

Who

What

When

Where

How

Why

What If

Could

Would

Should

Draw this tree on Pg. 5A in your notebook and add the two boxes of questions….

Practice Above and Below the Surface

Above the Surface:Please Draw a stick tree on Pg. 6A in your notebook.

1. With your pod, look at Chapt. 15, Sec. 2. Then look at the Chart labeled “The Great Depression” on pg. 486.

2. Record facts and information that you find from these pages on pg. 6A in your notebook on the upper half of your paper (near the branches of your stick tree.)

You can record these as Bullet notes…

3. Not sure what to write? Answer your Above the Surface Questions:

Who When

What Where

9 Bullet notes minimum for this section.

Great Depression Info

Financial Crisis Fact

Great Depressio

n Fact

Weimar Republic

Fact

Post War Europe

Info

Great Depression

Statistic

• For Homework, please look at Chapt. 15, Sec. 3 on Fascism and record Above and Below the Surface information on Pg. 7A. Draw a Stick Tree and use the Model we did today.

Info

InfoFacts

Statistics

Facts

Cause and

EffectRelations

hips

Connections

Answer Questions:

Who? What?

When? Where?

Answer Questions:

How? Why?

What If? Could?

Should? Would?

Directive Word: Pg. 8A

Describe: Write about a subject so that it can be visualized. Make clear how it looks or how it occurred by providing revealing details.

Activity:

Find your partner (Match your puzzle piece to theirs)

Describe this person so completely, we can tell who it is without knowing their name.

Paint a picture with words of the person you are describing.

You can include both visual things like what they look like, as well as what their personality is, their interests, their favorites and so on….

Please add the following to your notebook….Directive Word: Pg. 8A

Explain/Analyze/Account: Make the subject easy to understand by giving clear reasons and details. Show the “below-the surface” meaning.

Practice: Turn to your partner and explain what your Freshman year was like. Make sure your partner really understands what you mean, specifically. Do not use “dead” words like nice, ok, good, bad, and so on….

Please do not talk at this time Jan 23Please do not talk at this time Jan 23

HW: Study for Vocabulary Quiz MondayHW: Study for Vocabulary Quiz Monday

Activity: Cookie Story

Listen to the story about the German boy and his mother.

Explain what the mother should do next. (Still on pg. 8B)

Please do not talk at this time Jan 30HW: Posters must be done by Monday.

Chapter 16, Sec 2 due Monday. Your choice of Cornell Notes, online handout or section questions 1-8.

Be an Anthropologist!

As you look at these items, think about what they reveal about this period in History. All of them are from London during the Battle of Britain, known as the London Blitz.

On pg. 9A in your notebook, answer this question:

Based on these items, what was life like for the average British Londoner during this time? What can you find out?

Title: Main Idea/Detail- Outline PracticePg. 10A

Now we want to create an outline. Outlines are organized like this:

I. Main Idea

A. Detail

1. Specific

B. Detail

1. Specific

2. Specific

I. Main Idea

A. Detail

1. Specific

B. Detail

1. Specific

2. Specific

The indentations and numbers of an outline have meaning.

Indentations mean “This thing describes or explains the thing above.

The numbers show the level of detail. The bigger the number type (Roman Numeral, Capitals) the more general the information (this makes it the main idea)

The smaller the number type (lower case, regular numbers,) the more specific the information.

So, in this example: A and B explain or describe I and the first 1 explains or describes A while the second 1 and 2 explain or describe B

I. Irwin Rommel was a brave manA. Erwin Rommel showed signs of

bravery while attacking the enemy against the odds.

1. In September of 1914, Rommel was wounded in the leg when, he charged three Frenchmen with a bayonet because he run out of ammunition.

2. In January of 1915, Erwin Rommel received his first decoration for bravery - Iron Cross Class I

B. Rommel commanded his units from the frontline.

1. He felt it was important for the commander to always be near his troops instead of safely far away from the fighting.

II. Erwin Rommel was very intelligentA. Erwin Rommel was nicknamed the

Desert Fox because he constantly used tricks in order to outsmart his enemies.

1. In Africa he dug pits for his big guns and covered what was above ground with low tents

a. Even with field glasses, it was impossible to distinguish the disguised guns from sand dunes.

i. Since the British saw a lot of sand dunes, they were not ready for a big gun attack.

B. sometimes he cut the communication with the High Command

1. Rommel realized that the High Command didn't know about tank warfare, so he simply cut the communication and explained everything later

III. Rommel was a moral manA. Once the landing in June of 1944,

had succeeded, Erwin Rommel realized that the war was hopelessly lost

1. He felt continuing to support Hitler’s senseless fighting would be irresponsible to his people.

a. He was implicated in trying to kill Hitler in 1944.

B. He refused to publicly support Hitler

1. He was put under house arrest and committed suicide rather than side with Hitler any longer.

Get a paper on general MacArthur.At the top, brainstorm some qualities of a great

leader might have (intelligent, bold, trustworthy, etc)

Then read the paper.Underline facts and details that would provide

evidence that General MacArthur WAS a great leader.

Circle facts and details that would prove he was NOT a great leader.

Now, make a list of the information you found (especially facts and specifics!) on pg. 10B in your Notebook. Title it MacArther

Please do not talk at this timeFeb 6HW: Outline assignment due 2/10, Notebook due 2/13, WWII Test

2/13

Intelligent IndependentA Winner

High Academic scores at

West Point

Worked to modernize US army

Abandoned the Philippines and left his men behind

Returned to the Philippines

Ultimately beat Japan

in the Pacific

Rebuilt Japan and helped them write a new constitution

Defied his Commander in Chief Said, “I will

Return!”

Issued his own policy statements

about Korean War

Became a 5 star general

Recaptured many islands from the Japanese

New Guinea

Started reforms in

Japan

Land reform

Political Reform

Here are three characteristics of a great leader and some data from the reading…

Was fired for insisting on nuking China

Intelligent IndependentA Winner

High Academic scores at

West Point

Worked to modernize US army

Abandoned the Philippines and left his men behind

Returned to the Philippines

Ultimately beat Japan

in the Pacific

Rebuilt Japan and helped them write a new constitution

Defied his Commander in Chief Said, “I will

Return!”

Issued his own policy statements

about Korean War

Became a 5 star general

Recaptured many islands from the Japanese

New Guinea

Started reforms in

Japan

Land reform

Political Reform

Now make Bubble Graphs out of what goes together…

Was fired for insisting on nuking China

Intelligent Your bubble graphs become your outline…..

High Academic scores at

West Point

Rebuilt Japan and helped them write a new constitution

I. MacArthur was Intelligent

A. He earned some of the highest academic scores ever recorded at West Point Academy.

1. He was obviously very academically capable.

B. He rebuilt Japan

1. Helped write a successful Constitution which is still used today.

2. Started many reforms in Japan

a. Land Reform

b. Political Reform

Started reforms in

Japan

Land reform

Political Reform

Now make your own Outlines out of what you have on your papers.

I.I.I.I.I.I.I.I.

B.

a.

2.

A.

1.

1.

2.

C.

1.1.1. 1.a. i.

First, Copy this bubble graph to Outline model onto page 11A in your notebook. (11A might be the first right hand page after 10C. It will NOT be the back of 10C.)

Please do not talk at this time Feb. 9

HW: Chapter 16, Sec. 5 Due TuesdayTest 2/13, Notebook 2/13, Outline 2/12

Notice: The farther away from the central circle the smaller the number symbol….

I. Main IdeaA. Detail

1. Specifica. even

more specificB. Different Detail

High Academic scores at West

Point

Rebuilt Japan and helped them write a new constitution

Started reforms in

Japan

Land reform

Political Reform

Intelligent

Secured Votes for women

Still on 11A, using the Bubble Graph to Outline Model, turn this bubble graph into an outline.

Still use Constitution

today

Does yours look like this:

I. MacArthur was very intelligentA. He earned some of the highest academic scores ever

recorded at West Point Academy.B. He rebuilt Japan and helped write their constitution.

1. The Japanese still use this Constitution today.2. He started important reforms.

a. He secured voting writes for women in the new democracy.

b. He started land reform.c. He started political reforms.

C. Explanation...

Great! You only have one more piece to add... the Explanation. This piece is Vital in any essay outline or essay. This is where you say HOW your evidence proves your claim. Our Claim is that MacArthur was intelligent. Our evidence is below that. Now say how the evidence proves he was intelligent.

As we go through this lecture record your emotional response to the information in a T-Chart on Pg. 12A

My Reaction A Typical Reaction from the Public

After a time of human rights violations the

following questions are asked:

• Who should be held responsible?

• What is justice?

• On Pg. 13A in your notebook, give your own best answer to these questions.

Please do not talk at this time Feb 26

HW: Using Chapter 17, Sec 1, Complete the handout on Restoring the Peace after WWII (back of your Transitional Justice Paper)

Use your completed chart to answer this question on Pg. 14A in your notebook:

What factors might explain the continuing tensions and conflicts between the US and the USSR after WWII?

Please do not talk at this time March 27

• Classifying History- History is big. And there is a LOT of stuff in it. In order to make it meaningful, scholars often look at only a piece of history, as if looking through a telescope at a particular set of stars instead of the whole universe. We call this viewing history through a Lens.

• Three very useful lenses to help us focus on history are to look at the Political, Economic and Social aspects of history individually.

• What do you think would fall into each category? Write your answer at the top of pg. 15A

HW: Review Imperialism in China: Complete Handout Side 1 Due Mon.

Side 2 Due Tues

Categorizing Events in History!

Copy this chart onto the bottom pg. 16A Of your notebook.

• SocialPeople

• PoliticalGovernment

• EconomicMoney

Modern China• Why would it be important for American

students to study about China?

• Get the handout- BBC: Country profile: China

• Read this handout and use your new filters (Social, Economic, and Political) to organize the key information from this reading.

• Record key information for each category in each of the three boxes on page 16A in your notebook.

Please consider your homework…• On Pg. 17A of your notebook: Based on what you

read, what do the Chinese people want? Choose the top 5 issues and rank your answer from Most important to Least important to the Chinese People. Make sure you can explain your choices.

Vocabulary:Please do a vocab word map on page 18A for each of

the following words:

• Civil War A war between political factions or regions within the same country.

• Communes Collective farms where people work and live together.

• Land Reform The redistribution of farmland by breaking up large estates and giving the smaller farms to peasants.

• Rural Pertaining to the countryside.

Set up page 19A in your notebook like this:

Then,put the seven period of Chinese history on the

timeline in chronological order.

Use the BOLD title for each event, include the

dates and write a 1 sentence summary of the

event.

Timeline of Modern China

1900

1910

1920

1930

1940

1950

1960

1970

1980

1990

2000

Please do not talk at this time May 5

Please answer on Pg. 20A of your notebook: A. What is the main message of the story?B. What does the story say about

colonialism?C. How does the story portray the

Independence Movements in Africa in the 1950’s and 1960’s?

D. What type of violence or injustice is described in the stories?

E. What solutions are offered to the problems discussed in the stories?

On pg. 21A In your notebook, As you read the Overview of Apartheid, record the different ways white South Africans

controlled these three areas of life for non white South Africans

• Social • Economic • Political

As you read about the End of Apartheid answer these questions on Pg. 23A of your notebook:

1.What evidence do you see that black Africans are overcoming the limitations on Education, Unity and Wealth caused by Apartheid?

2.Last time, our Eagle parable talked about black Africans losing and regaining their identity. What events in the timeline show Africans beginning to create or regain their identity? How is this connected to the power of Unity?

Pg. 24 A in your Notebook:

• What are some main causes of conflicts between groups of people. Make a list:

Please do not talk at this time May 14

Reading on the main Issues of the Arab/Israeli Conflict

• As we read, list the main issues on pg. 25A of your notebook. Define each issue as we go.

Pg. 26 A in your Notebook: Have you ever experienced a betrayal from someone your trusted?

• How did you feel afterward toward that

person? Toward others?

• What would it take for you to trust that person again?

• What if this was not a matter of feelings, but one of survival? How would that change your answer?

Please do not talk at this time May 18