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Cooperation and Conflict SOL 10ab Assignment

Cooperation and Conflict SOL 10ab Computer Research Assignment

Examine any ONE conflict  and analyze in a 3-5 sentences the reasons for the conflict (HINT: Think about economic, social, political, cultural, geographic, historical, religious, or ethnic reasons)

Conflicts
Syria (Golan Heights) and Israel
Western-Sahara and Morocco
China and Taiwan
India and Pakistan
Indonesia
Canada (Quebec)
Sudan
Balkan Peninsula (the break-up of Yugoslavia at the end of the Cold War)
Cyprus  (Greece side and Turkish Side)

Choose any ONE International Cooperative Organizations and explain in 3-5 sentences how the organization fosters cooperation and agreement among member nations AND provide an example of it doing so.
NATO (North-American Treaty Organization)
EU (European Union)
OPEC (Oil Producing and Exporting Countries)
NAFTA (North American Free Trade Agreement)
OAS (Organization of American States)
League of Arab States
ASEAN (Association of South East Asian Nations)
AU (African Union)
United Nations
Red Cross/Red Crescent

 

 

 

 

 

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Voting in World War II

How American Soldiers Voted in World War II

Unlike today, voting for the World War Two serviceman was not such a straight forwarded affair. Numerous obstacles were in place to make absentee voting difficult or non-existent. It took a series of changes, each building incrementally to loosen-up the restrictions in time for the armed forces to vote in the Presidential election of 1944. One of the biggest changes was the political shift of the Republicans to allow (or at least not inhibit the Democrats) a federal presence in what is to be considered an area of states rights.
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WG 3abc Regions and 6 Human Migration

World Geography SOL 3abc and 6 Human Migration

Internet Search Questionnaire 3abc

World Geography SOL 3abc and SOL 6 Human Migration Powerpoint

Map Activity: Use the Blank Political Map to Complete the Regions Location Instructions

3abc Regions Location Map Blank Political Map

3abc Regions Location Map Instructions

Map Questions to complete when done: Use your notes, textbook OR map to answer:

  • 1. Where is the “Rust Belt”?
  • 2. In America, we call the region of Northern Africa and SW Asia “The Middle East.” What is another name for it?
  • 3. Where is the “Wheat Belt”?
  • 4. What is a goal of the European Union?
  • 5. What is the “Francophone World”?
  • 6. Name three countries in the Francophone World other than France.
  • 7. Why are regions important?

    For More Lesson Plans Click Here To Go To The Main World Geography Lesson Plan Page

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World Geography Climate 2a

World Geography: Climate 2a

World Geography Climate Notes

World Geography Climate Sorting Activity

 

Click Here To Back to the World Geography Lesson Plan Page

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Games of the World War Two Soldier

World War Two Games

Board and Card Games for the Allied Soldier

World War Two games were an important part of a solider’s life. As a Second World War enthusiast and historical reenactor, I thought I might share an especially small and unknown historical niche in the history and hobby: Games.

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World Geography SOL 1e: Disputed Areas Map Activity

World Geography Disputed Areas Map Activity

Disputed Areas Powerpoint WG 1e_

 Disputed Areas activity map activity

Disputed Areas 1e Question Sheet

 

Click Here To Go Back To The World Geography Lesson Plan Page

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Lesson Plans World History II SOL 5e

Lesson Plans World History II SOL 5e Mercantilism and the Atlantic Dash for Cash

I. Abstract

  1. This entry is for use within a 90 minute, 9-12, World History II class. It can be used as a stand-alone lesson or it can be divided-up into smaller lessons as part of each individual SOL. Students will examine content related to Mercantilism. The skills students will practice include identifying political boundaries, analyzing primary and secondary sources, and analyzing the impact of economic forces. The student outcome will be demonstrating knowledge by describing and evaluating mercantilism.

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SOL 2cde Review Questions: 9/12-15/14

Answer the following questions using your notes, maps, and textbook.

A. Identify what religions are found in:

Europe:The Americas (N and S):Africa:
Middle East (Ottoman Empire):India:Eastern Asia

B. Describe any TWO trade routes. Tell me approximately where it started and ended.

C. Why are trade routes important?

D. Which empire traded in:
-Salt
-Silk/Tea
-Spices

E. List one scientific/technological advancement that came from:
-China
-Middle East

F. Which scientific/technological advancement do you thin is the MOST important? Why?

 

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Second Great Decoupling: Separating Students from Schools

Second Great Decoupling: Separating Students from Schools

The purpose of this article is to briefly describe education policy within a historical narrative

Decouple: to cause to become separated, disconnected, or divergent; uncouple.

The first Great Decoupling occurred around the turn of the last century when students were separated from their immediate community and as some argue their family. The origin of which were contained in the kernel of the Industrial Revolution and brought to froth in the post-Civil War business climate. Those original one-room school houses of an agrarian 1830s/1840s past were combined with adjacent and localized school communities in order to achieve maximum efficiency. Indeed, at one point in the US we had over 200,000 school districts (although some were a one-room, one school, school district)! Currently, we have about 15,000 school districts.

This first Great Decoupling was important and necessary as it prepared students to work in a factory setting. The preparation was so realistic it even included a bell which would ultimately mimic the changing of the factory shift. Students would be taught in an assembly-line fashion , expected to conform to rules, not question authority, and above all “produce” for a nascent superpower.  This first Great Decoupling worked very well. It brought the US an increased standard-of-living, introduced waves of immigrants to democratic ideals, fought a Great Depression, won two World Wars, and brought down the Evil Empire.

However, by the mid-1970s cracks begin to appear. The Oil Embargo, cheaper airline travel, cable TV, the opening of China (predicated upon Mao’s death) and other foreign markets begun erode US factory dominance in two ways. Indeed, the movie the Deer Hunter (1977) opens-up with a nondescript yet in-decline Pennsylvania steel town.

1. The factors helped charge-up globalization which put new competitive pressures on US manufacturing which they were unable to cope. After all, the world is the market NOT just the US.

2. The new technologies helped people connect with each other from around the globe. This helped established improve relations, particularly those of in an business/economic sense.

In fact, US education had eroded so far in about 10 years that by 1983 the seminal report, A Nation At Risk was produced that identified:

declines in educational performance are in large part the result of disturbing inadequacies in the way the educational process itself is often conducted

The American Education system worked well for over 100 years until with in a 10-year time frame it no longer worked! The educational model that made the US a Superpower no longer fit!

Following the report, policies were put into place that sought “boost” educational achievement by mandating a rigorous testing regime. Various states experimented with “test till your blessed” programs that sought correct the “sins” of an educational model through high-stakes standardized testing policies. The various state programs become crystallized under the 2001 No Child Left Behind Act (NCLB) which federally mandated a testing program for all schools receiving government funds

Since NCLB, high-stakes testing regime as taken hold across all states (although some are beginning to reject it). These “test till your blessed” programs will not work because the model they are grafted to is broken. Elected leaders are touting a treatment for a symptom rather than a cure for a disease.

Nevertheless, a cure is not elusive!

Since the Great Recession there has been a trend towards the Second Great Decoupling. The second Great Decoupling relies on the technological advancement and investment in the 1990s which brought high-speed/wireless internet access to large swaths of America and the investments made by millennials in mobile internet via smartphones. Additionally, the Great Recession has placed financial difficulty on states, which have often turned to axing education budgets (education is often the state’s most costly service) in order to achieve a balanced state budget (without raising taxes, of course). School districts have responded in-kind by NOT hiring teachers (which increases class sizes) and NOT increasing pay/benefits (which drives potential candidates away) all the while continually to decree that pre-recession goals still be achieved, mandates met, and budgets maintained. It is truly a feat that in-spite of all odds, American teachers have stepped-up to the plate and delivered.

In the end though, the herculean efforts of American teachers can only do so much against the ruthlessness of economic efficiency and maximization, and perhaps that is for the best. Nothing gets a paradigm shift like a financial crisis.  The second Great Decoupling will result in students being separated from their schools. After staff, capital or “operations”  (such as buildings and buses and the money spent to maintain them) is the second largest expense for most districts. Districts under such economic pressure may decide to sell off school real-estate and in return provide lower-taxes (or at least a slow-down on tax increases) and guarantee online educational access via subsidies for internet access and/or district supplied computers.  One could envision a lively insurance market to insure district computers (loaned out to students) against fraud, theft, and breakage.

In the second Great Decoupling students will be part of a virtual district in a virtual school in a virtual classroom. Teachers may be hired “at-will” with one-year contracts without benefits (mimicking those who are already part of the “freelance” economy) which may result in a further decline of the teacher profession. In such a model, districts may elect to “outsource” teaching to global teacher-temp agencies which may provided better quality services at a lower price. Students may find themselves with a math teacher from Kazakhstan, an English teacher from China, and a history teacher from Peru. One may find American Teachers leaving the US to teacher enclaves/communities in foreign countries with low-standards of living in order to continue to practice their “profession”.

Such a model may result in a win for the students as they experience a truly globalized education, a win for the district as they can provided cheaper services at better quality, and a win for educators who for once may actual be paid what they are worth (though, they may have to leave the country).

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Map Assignment Sept 7th-8th 2014

►Create a map of any room in your house

►Include the following elements:

►1. Title

►2. Compass Rose

►3. Include at least 3 symbols (you can make them-up!) and a key that tells me what they are.

►4. Include a scale: 1-inch on your map= approx. how many feet?

►5. Include an equator (0 degrees) and a Prime Meridian that divides the paper in half

►6. Include 2 lines of latitude and 2 lines of longitude. Label each line accordingly with the correct degrees and direction.

7. Select one item from your key and give the approximate longitude and latitude.

8. Maps have colors, lines, and boundaries. So should yours.

9. You may hand-draw it OR make it on the computer. Either way I need a physical copy.

map of room example

Example(s) from class:

20140908_112104