A Block World History: due Jan. 5

I'd recommend working on this over break!

Check Sparknotes.com for what happens in Things Fall Apart during the middle chapters. Please be sure to read from Chapter 16 to the end of the book. Fill out the attached worksheets.

Worksheet 1 | Worksheet 2

Enjoy your time away and Happy New Year!

AP Psych: Chapter 7 Project

Don't forget to check the Assignment Calendar page for this chapter.

Starting the day after Christmas, start keeping track of

• how many hours of sleep you get
• your caffeine intake
• your energy level and mood at three points during the day: 

1. when you wake up
2. in the mid-afternoon
3. at night

Your energy level should be tabulated as a number between 1 (little energy) and 10 (highly energetic)
Likewise, track your mood using a  number between 1 (awful mood) and 10 (fantastic mood). Please note any unusual circumstances that might affect your sleep, caffeine intake, energy level, or mood.

How you choose to keep track of your data is up to you. Keep in mind that you will be doing some analysis of this data, so it should be organized in a sensible way. I will be looking for your data from Dec. 26 through Jan. 2, so don't skip a day.

A Block World History: Homework for Friday

We spent about half of class today looking at the portrayal of Congolese in the Tintin book, and how it changed during the first half of the 20th century. During our next class, we will investigate what has happened to the country after gaining independence from Belgium.

Step One: Figure out what group you are in, depending on your last name.

Last names A through H (group 1): 1960 to 1965
Last names K through P (group 2): 1971 to 1995
Last names R through T (group 3): 1996 to Today

Step Two: Conduct research about the country now known as The Democratic Republic of the Congo.

Step Three: Create a timeline to showcase your research.

Use the websites that link from below to help you uncover Congolese history during THE YEARS ASSIGNED TO YOU:

• name(s) of the country and significance of the name
• names of heads of state and at least one other historical figure
• other nations' involvement and reasons why
• any warring nations and reasons why
• the country's overall economic situation

Include as much of of this information in a timeline for your assigned time period only.

Here are the websites:

http://news.bbc.co.uk/2/hi/africa/country_profiles/1072684.stm

http://en.wikipedia.org/wiki/Democratic_Republic_of_the_Congo

http://www.historyworld.net/wrldhis/PlainTextHistories.asp?historyid=ad34

http://www.state.gov/r/pa/ei/bgn/2823.htm

http://www.cbc.ca/world/story/2008/11/20/f-congo-timeline.html


Feel free to e-mail me with questions if you have them.

AP Psych: Chapter 15 study tools

Quizlet | Practice Tests, Crossword, Answer Keys

AP Psych: Personality Project

Using the trait perspective of personality, write a 2-3 page autobiography.

Be sure to include:

• An introduction of the trait perspective
• One trait you got from your mother*
• One trait you got from your father*
• One trait from experience
• One trait that is unique to you
• A conclusion

Keeping in mind the chapter's discussion of self-esteem, you may include a maximum of one negative trait. Be certain to review pages 591-595 and 598-599 in your textbook prior to writing.

*Your teacher recognizes that not all families are traditional. If the outline above does not apply to you, identify another person whose traits have influenced your personality.

Out of 60 points. Due 12/21/11.

AP Psych Students!

Please note the location of your homework assignments. It is in the column to the right of this page, at the top.

AP Psych: Chapter 11 study tools

Chapter 11 practice tests | Chapter 11 crossword | Answers to Chapter 11 tests & crossword | Quizlet Chapter 11

A Block World History: IR Jeopardy

Page 1 | Page 2

Sorry about not being there today.

I don't like having you go to Old Hall, but I'm not well enough today to come in.

A Block History: Presentations will start up again on Thursday, not tomorrow. Tomorrow, Ms. Fitzgibbon will be leading you in a review activity. Since we do not meet Friday ( U day), the unit test will not be until next week. Please start reviewing now.

Psych: Get started on chapter 11 if you have not done so already. Take the survey that links from the posting below.

F Block History: We will be finishing our studies of the Industrial Revolution this week. Sorry that you had your long block in Old Hall.

AP Psych: Multiple Intelligences Survey

Please complete this survey. Print out your results page and bring it to class.

A Block World History: order of presenters & rubric

RA, SF, LR, ST, MP, LB, JH, ZS, JL-P, DM, JB, JK, YO, JL, NR, RS, LL, AC, NP, JR, ES, LC-D, ZC-O


Rubric:
30 points Information: Student summarizes the article well and any information included about industrialization is accurate and relevant to the topic.
20 points Layout: readability of text, color choice, graphics/finishing elements, clarity of image  

25 points Presentation: loud, clear voice with varying inflection/tone, ability to glance at (not read off) screen and notecards, ability to maintain eye contact and engage the audience, ability to navigate animation 

AP Psych: study tools for Ch. 9 & 10

Practice test and answers for Ch. 9 | Practice test and answers for Ch. 10 | Ch 10 crossword | link to crossword answers | Quizlet Ch. 9 | Quizlet Ch. 10 | very interesting TED talk about babies and language | The Bias Song

A Block World History: IR Project

We will go over this in class.

For Thursday, in the comments section below, include the web address of the article you would like to present, the title and author of the article, the name of the periodical in which it appeared, and its date of publication.

A Block World History: IR webquest

Go to http://www.bbc.co.uk/history/british/victorians/ (this is hereafter referred to as the homepage)

Click on “Britain’s Industrial Revolution,” then the “Who Wants to be a Cotton Millionaire?” game.
Play the game twice and alter your decisions the second time. In your notebook or in a new document, respond to the following prompt after you’ve played: (1) How did the various decisions you made affect your level of success?

Return to the homepage and click “Daily life in Victorian Britain.” Click on “Tudors and Victorians: Dressing Up” and dress up the characters. (2) Which period of dress seems preferable (and why)? (3) Also, how do you see Victorian middle-class values reflected in their dress?

Click on “Welfare and health in Victorian Britain” and open the “Muck and Brass” simulation game. As with the cotton millionaire, play the game a couple of times to see how different decisions you make affect your results, and respond to the same prompt: (4) how did the various decisions you made affect your level of success? (5) Also, did you find this decision-making simulation more or less of a challenge than being a cotton millionaire? Explain.

With the remainder of your time, you are free to explore the other parts of the website. Return to the homepage and click on the various links and see what looks interesting to you. There are several good visuals, videos and articles. (6) Look at anything that strikes your fancy (how very Victorian!) and record any five interesting facts or tidbits you discovered.

Whatever you do not finish during this class period will be homework. Please hand in your responses tomorrow in class.

AP Psych: The top ten proposals!

Congrats to: 115076, 113961, 114812, 114722, 114800, 114867, 114131, 114955, 114908, and 114940. This was challenging to narrow down!

See project options one through nine. Here is option ten.

If your ID# is listed above, please create a rubric by 11/16.

AP Psych: Memory Project Proposal

At this point in your academic careers, you likely know what kinds of projects you enjoy working on. Are you a poster-making type or an in-class presentation specialist? What’s your preference: introspection or academic analysis? Group work or solo projects.

I am not assigning a project right now. Instead, I am asking that you design a project to go along with our unit on memory.

At this time, I am not asking you to complete the project you’ll be designing. Rather, I will select top ten (or so) proposals and you will choose one of those selected projects to complete. If your project proposal is selected, you will have different -- and, potentially, more enjoyable -- responsibilities from your classmates. See below.

Please consider the following questions in designing your project proposal:

• 
  
  Does it connect to the text? (It needs to.)



• 
  
  Would you actually want to do this project?



• 
  
  Is it feasible for an AHS student?



• 
  
  Does it lend itself to a rubric for clear grading standards?



• 
  
  When is it due? Keep in mind that the test on Chapters 9 & 10 will be on or around Friday, November 18 (S Day.)

Write your proposal in such a way that, if selected, it can be posted to the blog as is. In other words, make the instructions and expectation clear but not overly verbose. Your project proposal is worth 25 points and is due next Tuesday, November 8.

If your proposal is selected as one of the project options, you will not be asked to complete the project. Instead, your task will be to design a scoring rubric and to assist me in correcting your peers' work. For this reason, students will be asked to turn in their completed projects labeled with their student ID number, not their name.

AP Psych: Memory Lab

Step One: turn the volume down on your computer. Now let's start with some games:

Visit http://ngm.nationalgeographic.com/games/memory-game and play one or two of the games. Or, go here http://www.thepcmanwebsite.com/media/simon/

Don't spend more than five minutes playing games.

Don't be sheepish...visit this site: http://www.exploratorium.edu/memory/braindissection/index.html and read through the text.

Now, visit http://ngm.nationalgeographic.com/2007/11/memory/brain-interactive. Read through all of the content under each of the three tabs. On a piece of paper, answer the following prompts. (Click here for a Word doc with these questions.)

Making Memories: What synonym for "sensory memory" does this page use? What synonym for "short-term memory"?

Storing Memories: On what part of our brain do our habits and motor skills rely?

Forgetting: Write down one interesting fact you learned on the "Normal Aging" page.
What are the symptoms of moderate Alzheimer's Disease? To what part of the brain has it spread?

Next, visit http://bcs.worthpublishers.com/myers7e/content/psychsim/chapter08.htm

Stop at the "Paired Associates" task. It's not worth your time.

Then, read the entirety of one of the following articles:



http://ngm.nationalgeographic.com/2007/11/memory/foer-text or http://www.smithsonianmag.com/science-nature/How-Our-Brains-Make-Memories.html#

If time remains, explore the site about H.M. at http://thebrainobservatory.ucsd.edu/hm

F Block World History Homework

Here is a better copy of the graphic on the back of today's handout. Use it to answer the two questions for homework. Download it to see it best. (The download button will be in the top right of your screen.)

AP Psych: Chapter 8 study tools

Practice tests and answers | Quizlet | schedules of reinforcement worksheet with answers | answers to "classical or operant conditioning?" worksheet

F Block World History: Napoleon webquest links

Part 1: http://www.dictionary.com

Part 2: http://www.bbc.co.uk/history/historic_figures/bonaparte_napoleon.shtml

Part 3: http://fc.greensboroday.org/~ldrewiczewing/NapoleonEmpire.JPG

Part 4: http://www.pbs.org/empires/napoleon/

AP Psych: Learning webquest

This is classwork for C & G block on Tuesday, and for E block on Wednesday.

A Block World History Homework

Here's the "Napoleon's report card" assignment.

A Block World History: Napoleon PowerPoint

Here's the PowerPoint that Ms. Fitzgibbon created for you.

A Block World History Homework

Read and take notes on pages 486-487 and complete this webquest. Print it out and bring your completed webquest to class on Thursday.

AP Psych: Behavior Modification Program

In class, we have discussed (or will discuss) a number of methods for altering undesirable behavior or increasing desirable behavior. In this project, you will design and implement a self-modification program based on the principles of learning.

This project consists of five steps:

(1) Choosing a behavior

(2) Observing and recording a baseline of the behavior (4 days)

(3) Designing a behavior modification program

(4) Implementing the program

(5) Writing a brief paper

You will turn in:

(1) a histogram (see below)

(2) a 2-page explanation of your program and its effectiveness

STEP 1: Choose a Behavior

Select a simple behavior that you would like to increase or decrease. Examples of undesired behavior might be punctuating sentences with “you know,” biting your nails, watching too much TV, or using an offensive word; examples of desired behavior might be smiling, getting exercise, being polite, or walking the dog

STEP 2: Observe and Record a Baseline

Before you can begin a behavior modification program, you must determine the normal rate of the behavior you want to change and the conditions under which it appears. This process is called establishing a baseline.

A baseline provides a control condition against which you can compare the effects of whatever training method you choose. It also provides information about the possible motivation and discriminative cues that control the behavior. This information is frequently important when designing an effective program.

Typically observation and recording are done by someone other than the subject, in part because observation of your own behavior can change the behavior and distort the baseline. For our purposes, self-observation is acceptable.

Establish your baseline by recording and charting your chosen behavior for at least 4 days. Behaviors can be recorded by frequency or duration. Choose the method that seems appropriate for your chosen behavior. For example, if the behavior is the habit of saying “you know,” you will want to record how many times you say it in the course of conversation. If the behavior is TV watching, you will want to record in minutes or hours per day. You will also need to consider whether the behavior is particular to a situation or more generalized.

For the greatest reliability, you should record the behavior as it occurs, rather than store the data mentally until the end of the day. (Put it in your fancy phone, or carry an index card and pen with you.) Make sure to note the circumstances under which the behavior occurred.

Plot your baseline data on a histogram (bar graph) with “Day” on the x-axis and “Frequency (or Duration) of behavior” on the y-axis.

STEP 3: Design a Behavior Modification Program

Design a program to change your chosen behavior that incorporates the behavioral principles in this chapter. Think carefully about why you are choosing a particular method or methods, and not using other methods.

STEP 4: Implement the Program

Implement the program over a 4-day period. Observe and chart any changes in your behavior. Plot this data on your histogram.

STEP 5: Write your Paper

Write a 2-page paper, typed and double-spaced, in which you do the following:

Describe the behavior under the baseline condition. Mention any discriminative stimuli you observed and types and/or schedules of reinforcement, etc. Be sure to demonstrate your ability to apply the concepts discussed in class.

Describe the training program that you designed. Explain how you altered the contingencies controlling the behavior. Make specific references to concepts of classical or operant conditioning (positive/negative reinforcement, schedules, conditioned stimulus, shaping, extinction, etc.) where appropriate. Be sure to demonstrate your ability to apply the concepts from the chapter.

Reflect on the effectiveness of your program. How well did it work? Why was it effective or ineffective? What changes might you make to your program?

If you want to write about your Facebook usage, e-mail me first to reserve one of the 10 spots.

Out of 75 points. New spooky due date is Monday, Oct. 31.

Note: this project is due after the Chapter 8 test on Thursday, October 27 for all sections.

Buyaka!

A Block World History Homework

In class today, our guests spoke about the Arab Spring. For homework, respond to the following "3-2-1" prompts. Send your answers in an e-mail to me at msandler@arlington.k12.ma.us. Include any additional commentary/critique about the presentation that you would like to share with me (and only me).

Provide: 3 important pieces of new information you learned in class, 2 connections to the French Revolution, and 1 question that you still have.

Have an enjoyable weekend.

F Block World History: for tomorrow

Bring your Estates character to class. Write down your answer to the following question: What would you (your character) have done to prove that they were for (not against) the Revolution? Remember, they do not want to be executed after their tribunal. Three sentences minimum, please.

A Block World History: Study Tools for Thursday's Test

Study guide is here. Jeopardy! review is here.

AP Psych: study tools for Chapter 2

Quizlet | Practice quizzes | Crossword | Crossword Answers | Practice Test 1 | Practice Test 2 | Answers to Practice Tests

AP Psych: links to sites of interest

Here's the link to the futuristic brain visualization article.

Here's the link to Jill Bolte Taylor's talk from TED.com.

C Block: We watched until about 14:00.

E Block: We watched the entire talk.

G Block: We didn't watch it. Please do so; it will help you to learn about the differences between your brain's hemispheres...and much more.

F Block World History: Tonight's Homework

Watch from the beginning to 9:15 of this video.

A Block World History: Links to French Revolution Video (and clarification for Tuesday)

We stopped watching at 8:10 of this video (Part 4 out of 9) . To continue in the video, use the links on the right of the YouTube page (5/9, then 6/9, etc.). There are about 45 minutes total left in the video. For up to 15 points of extra credit, create (and answer) 10-15 questions to accompany the video. These should be similar to the questions I handed out when we first started watching it in class. Questions should follow the video in order and should be spaced throughout the 45 minutes.

For class on Tuesday, each student will have 60 seconds to plead for his or her life at the guillotine. Answer the questions: "How can we revolutionaries be certain that you are not against the revolution? What have you done to prove your loyalty to the revolution?" Please keep your comments brief. You may write out your notes, but I will not be collecting them.

A Block History: Chronology of the French Revolution

This website does a good job of explaining the major events of the revolution.

F Block History: Today's Old Hall assignment

Download it here.

AP Psych: Helpful Sites

Understand split brains! | Memorize the parts of the brain!

World History: Blog Assignment

Find it here.

AP Psych: Neuroscience Poster Project

You will be creating a poster featuring the one and only...YOU!

You have been provided with a brain (well, a drawing of one.) You will have some time in class to have the outline of your head traced, by using the shadow from the overhead projector. This tracing will serve as a template for the model of the brain you will create. I have paper available for $0.25 per sheet, or you can go to Play Time and spend more money.

Outline or draw each of the sections of the brain indicated below. Label each area and include a visual to explain the function of the area. For example, the temporal area could include a picture or drawing of the ear. Each area will also need a brief, accurate description of its function. There's a lot that needs to fit on this poster, so plan accordingly.

Be creative; the more interesting posters will decorate our classroom for many months.

Your poster will be graded with the following in mind: picture connectedness and creativity, function descriptions, part location, overall creativity and visual presentation.

Required elements: thalamus, hypothalamus, hippocampus, amygdala, corpus callosum, pituitary gland, cerebellum, cerebral cortex, the four lobes of the brain, motor cortex, somatosensory cortex.

Out of 75 points. Due Tuesday, October 11 for C and E Blocks. Due Wednesday, October 12 for G Block.

Heads up: Your Chapter 2 test will be Wednesday, October 12.

AP Psych: Assignment Due Thursday

First read the Time Magazine article What Makes Teens Tick from May 10, 2004. (I know the time.com site says differently.) Then read Teenage Brains from the most recent issue of National Geographic Magazine.

In a well-crafted e-mail, compare and contrast the two articles. How were they similar, and how were they different? What have we learned about teenagers' brains in the past seven years? Did you prefer one article over the other?

E-mails are to be sent to msandler@arlington.k12.ma.us by 11:59 PM, Thursday, October 6.

Also, here is the flyer for the hoarding assembly. It's free for students. 35 points extra for attendees who write a 1 to 1 1/2 page reaction to the presentation. Due Friday via e-mail.

AP Psych: Links to neuron animations

neuronal communication | synaptic communication

F Block World History

French last names | Female first names | Male first names

AP Psych: Study Tools for Monday's test

Chapter 1 Crossword | Chapter 1 Crossword Answers | Chapter 3 Crossword | Chapter 3 Crossword Answers | Prologue Practice Test | Prologue Practice Test Answers | Chapter 1 Practice Tests | Chapter 1 Practice Tests Answers | Link to Quizlet Prologue | Link to Quizlet Ch 1. | Link to Quizlet Ch 3 | Answer Keys to Classwork pt. 1 | Answer Keys to Classwork pt. 2 | Link to Myers' website

F Block History Homework

Please watch from the beginning of the video to 5:40. Here is the link. Remember to rewind and re-watch what is not clear. You may be quizzed on what is covered in the video.

AP Psych: Input your 4-digit code

Do it here.

AP Psych: Two study tools

Here is a link to the presentation we looked at in class.

Also, if you are interested in purchasing the study guide to go along with your text, follow this link.

AP Psych: Naturalistic Observation Assignment

View it here.

A Block World History Homework

Click this link for the Enlightenment Music assignment.

History: More Review Stuff

Link to the site I used to make today's multiple-choice review.

Link to Meghan and John's Quizlet set. THANKS!

Link to the Quizlet set we started in class.

History: Crayon Review Sheet

Here it is.

World History Evaluation

Click here to open the survey.

History: Cold War project & groups

Find the assignment here.

Groups:

1. Building and Fall of the Berlin Wall (Molly, Billy*, Briana)

2. The Vietnam War (Sophia, Caroline, Myriam)

3. China under Mao (Mirella, Hannah, Erika)

4. American relations with Cuba (Sarah, Izzy, Melissa)

5. Nicaragua and the Iran-Contra Scandal (Alex, Manyi, Camilla)

6. The Soviet-Afghan War and its aftermath (Will, Mara, Emily)

7. The Korean War (Adam, Meghan*, Kenzie)

8. The “Space Race” (John, Biyce, Kevin)

9. Decline of the Soviet Empire (Julia, Amanda, Maggie)

*Please note that Billy and Meghan have switched groups

History: The Road to Pearl Harbor

Notes from today's class | Website we looked at together in class

History: Upstanders list

Erika: Thurgood Marshall

John: Frederick Douglass

Will: Rigoberta Menchu

Adam: Dorothea Dix

Mirella: Pierantonio Costa

Kenzie: Anuradha Koirala

Maggie: Jimmy Carter

Hannah: Temple Grandin

Melissa: Ernest Guevara

Mara: John Stryker

Briana: Shirin Ebadi

Alexandra: Paul Farmer

Billy: Carl Wilkins

Sophia: Arn Chorn Pond

Julia: Annie Bessant

Myriam: Miep Gies

Molly: Dr. Terrence Roberts

Kevin: Vanita Gupta

Sarah: Yinka Jegede-Ekpe

Camilla: Julian Assange

Isabel: Nelson Mandela

Amanda: Susan B. Anthony

Emily: Martin Luther King Jr.

Biyce: John F. Kennedy

Manyi: Rosa Parks

Caroline: Rachel Lloyd

Meghan: Abraham Lincoln

Movie List for 2010-2011

These are the films I wrote down on the board during the course of the school year because they popped into my head. This is not my list of favorite movies, though some of my faves are here. Not all of these are appropriate for everybody; some (many?) are disturbing, violent, overly artsy, too slow, or otherwise not right for you.

In no particular order:
Raising Arizona; Do the Right Thing; RIZE; The Prestige; When We Were Kings; There Will Be Blood; Walk the Line; The Poseidon Adventure; Back to the Future; Memento; Soul Power; GoodFellas; American Beauty; The Big Lebowski; This is Spinal Tap; Crumb; Good Hair; Wall-E; Seven; Winged Migration; Shogun Assassin; Crumb; Half Nelson; Dark Days; The Trigger Effect; House of Cards; Rififi; Hoop Dreams; Kinsey; Face/Off; La Vie en Rose; Cool Hand Luke; True Grit (2010); Bridesmaids; How to Train Your Dragon; Before the Devil Knows You're Dead; King of New York

Click here for last year's list. [Yes, I know there are repeats.]

AP Psych: B, E & G Block final project

We've finished watching Lars and the Real Girl or Easy A, and while, yes, it was fun, it also presented a number of examples of ideas that you read about during our studies this year, especially social psych. In this final project – the last one of the year for you seniors – you will collaborate with other AP Psych students on-line to create a document that showcases your ability to contrast the social psych concepts in Lars and the Real Girl or Easy A with those in another film of your choosing.

Step 1: Figure out with whom you want to work. 3 or 4-person groups, please.

Step 2: As a group, select a movie from this list. Try to watch it as a group, if possible.

Step 3: Create an on-line document in which you all (no social loafing allowed!) discuss what the two movies (Lars and the Real Girl/Easy A and the film of your choice) have in common in terms of social psych. The final product's form is up to you: a Google Doc, a wiki, a blog, a conversation over e-mail or Facebook...whatever's clever. Please do not write a synopsis of the film. I can easily read one on imdb.com. Be sure to include relevant terms from our studies of psychology, social psych in particular.

In your final product, it should be clear that every group member's voice is included. Remember that your task is to uncover the psychology on display, not to provide a critique or analysis of the movie's narrative or direction. This is due Friday, May 27. Each student should have 400-500 words of input.

Yes, these instructions are pretty loose, but I want to give you enough leeway to come up with a final product that is original and insightful.

AP Psych: C Block final project

Analysis of “No Texting Day”

Your project – the final one for you seniors – is to respond to the following prompts. You may work solo or in groups of up to four. The format of your written narrative is up to you. You may have a conversation over Facebook and print it out, write a “normal” paper, or somehow create a series of “texts.” The ultimate form of your work is up to you; however, each person shuld have 400-500 words of their own. This is due in my hand or inbox by Friday, May 27 by 11:59 PM.

What was the purpose of NTD? Did you (individually) and we (as a group) succeed or fail to reach the goals of NTD? Explain your reasoning.

If you had to do it again, what changes would you make? How might you apply the experience of creating NTD to future group projects?

AP Psych: Let your voice be heard!

Take your time working on this. It's important.

AP Psych: More review materials

From another AP Psych teacher's site: Jeopardy 1 | Jeopardy 2 | Bias song | Memorize the parts of the brain | practice test 1 | practice test 2 | practice tests by unit

AP Psych: AP prep stuff

Document from class showing the order of units and corresponding chapters. | Link to College Board site with released essay questions | Helpful review site with audio flash cards.

AP Psych: Social Psych project

The project has been revised slightly. View it here.

World History: WWI review

Unit Test Review: WWI (Answers in Capitals)

Define embargo ONE NATION BLOCKS THE OTHER FROM TRADE

What was England’s intention for blockading Germany STARVATION

President of US during WWI WOODROW WILSON

Leader of Germany during WWI KAISER WILHELM II

Name Big Three at the Paris Peace Conference US, ENGLAND, FRANCE

Policy where any nation can trade with another without any exclusion OPEN DOOR

Date WWI began 1914

Date it ended 1918

In 1914, how much money did US loan to allies? OVER 800 MILLION

How much to the central powers UNDER 200 MILLION

The name of the note sent to Mexico from Germany asking for invasion into US ZIMMERMANN NOTE

What British ship was sunk by a German U Boat with over 1000 passengers and 100

Americans? LUSITANIA

What year did US declare war and get involved with WWI? 1917

What year was the Russian Revolution 1917

What 2 countries passed Britain in #1 ranking in production in the world US GERMANY

Brest-Litovsk treaty was between what 2 countries? GERMANY RUSSIA

Define armistice AGREEMENT TO END FIGHTING

When was armistice day NOVEMBER 11^TH, 1918

How much did Germany owe for “causing” WWI? In German Marx please: 6.6 BILLION

Collective security world organization developed by the allies LEAGUE OF NATIONS

Famous Woodrow Wilson Speech delivered to Congress outlining conditions for world peace 14 POINTS

Where was the Peace Conference PARIS

Name three countries in Triple Entente FRANCE, RUSSIA, ENGLAND

------------Triple Alliance GEMRANY, AUSTRIA-HUNGARY, OTTOMAN EMPIRE

Other Important topics:

14 Points the document itself---know Wilson’s agenda and intentions

MANIA and the causes of war

Weaponry

AP Psych: Homework assignment

Please take the Multiple Intelligences self-test here and print out your results. Also, copy and paste your results code into this Google Doc. Please do not include your name. We will use these in class for a discussion.

Aside from this easy task, spend time reviewing your notes on chapters 10 & 11. The test is Thursday.

AP Psych: Homework during break

Sorry to have to assign a whole chapter to read, but with all of the snow days we've had...I have to.

Please complete Chapter 10 ("Thinking and Language") by Tuesday, March 1. That means notes, too!

Have a happy vacation!

AP Psych (Blocks E & G): Only Child Myth

Here's the full "The Only Child Myth" article. An amazing video that connects to the conversation is here.

AP Psych: Erikson's 8 Stages

The chart from class links from here. (Just scroll down to find it.)

Mnemonic device for memorizing the 8 stages links from here. Thanks, Michael Britt (backtracker extraordinaire!)

World History: Study Guide for Monday's Quiz

Click here to download it.

AP Psych: Developmental Psych Project and alternate assignment

Here's the Baby Book assignment. Here are the alternate assignments we looked at in class.

And here is the additional assignment I talked about in class. The article that goes with this assignment can be found through this link or here.

Due date: Friday, Feb. 18. Out of 100 points.

AP Psych: Chapter 4 calendar

You love these snow days, but I don't; I don't get to make up these days. We have 90 days until the AP exam and a lot of material to cover. Whether or not we have school, here are your assignments for Chapter 4 (reading plus notes.) Also, don't forget to complete and e-mail your self-evaluation -- it's the posting below this one.

FYI: The Chapter 4 test will be Thursday, February 17. Also, your soon-to-be-assigned project will be due Friday, February18 (the day before vacation.)

B Block:
for Thurs. 2/3: 135-142
for Fri. 2/4: 143-149 (Heads up! -- short reading, but lots of vocab)
for Tues. 2/8: 150-158
for Weds. 2/9: 159-171
for Thurs. 2/10: 171-182 (to "Social Development")
for Fri. 2/11: 182-190

C Block:
for Thurs. 2/3: 135-142
for Mon. 2/7 : 143-149 (Heads up! -- short reading, but lots of vocab)
for Tues. 2/8: 150-158
for Weds. 2/9: 159-171
for Thurs. 2/10: 171-182 (to "Social Development")
for Fri. 2/11: 182-190

E Block:
for Thurs 2/3: 135-142
for Fri. 2/4: 143-149 (Heads up! -- short reading, but lots of vocab)
for Mon. 2/7 : 150-158
for Tues. 2/8: 159-171
for Weds. 2/9: 171-182 (to "Social Development")
for Thurs. 2/10: 182-190

G Block:
for Thurs 2/3: 135-142
for Fri. 2/4: 143-149 (Heads up! -- short reading, but lots of vocab)
for Mon. 2/7 : 150-158
for Tues. 2/8: 159-171
for Thurs. 2/10: 171-182 (to "Social Development")
for Fri. 2/11: 182-190

AP Psych: Sensation project evaluation

Download the evaluation here, fill it out, and e-mail it to me (msandler@arlington.k12.ma.us)

World History: Links for you to use.

Opium Wars Powerpoint.

The "Nacirema" lesson I referred to in class.

AP Psych: Vision webquest

Download it here.

AP Psych: Sensation and Perception Group Project

Using visual aids or diagrams, your group will be responsible for describing how one of our senses works. Then, you will demonstrate the process of sensation in a class activity or an experiment.

You will be graded using the following criteria:
*Visual Aids (creative, clear, well labeled, topical)
*Presentation (preparation, eye contact, enunciation, group cohesiveness)
*Understanding (thoroughness, knowledge of topic, clarity of explanation)
*Class Activity (illustrative of sense, relevant, interesting)

80 points (20 points per category)
15 to 20 minutes in length per group (1 ½ class meetings for all 5 senses)

B Block: Weds. 1/26 & Fri. 1/28
G Block: Weds. 1/26 & Thurs. 1/27
Blocks C & E: Thurs. 1/27 & Fri. 1/28

World History: Sites for today's class & homework assignment

http://www.sitesatlas.com/Maps/Maps/Africa.htm
http://www.pbs.org/frontlineworld/fellows/rwanda1103/context.html
http://www.pbs.org/wgbh/pages/frontline/shows/ghosts/etc/cron.html

For our next class meeting, please read pages 631-634 and take notes.

AP Psych: chapter 15 crossword

Crossword is here. Answers posted here.

AP Psych: Great site to review for Friday's test

http://www.thepsychfiles.com/mappr/

I forgot to mention this in class for Blocks B&C: Also, take the Big 5 Personality test and print out your answers.