Look to individual classes to see homework.
10 wk assessment next week!
Ms. Flaherty's World Studies |
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HAPPY HALLOWEEN!!
Look to individual classes to see homework. 10 wk assessment next week!
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PLEASE SEE INDIVIDUAL CLASSES FOR HOMEWORK
BUT ALL CLASSES HAVE AWL VOCAB QUIZ TOMORROW ALL CLASSES:
1) Complete Annotations: Read and Annotate the Introductory reading to the Holodomor. When you annotate, identify areas of the reading that demonstrate any of the 8 stages of Genocide. 2) On the worksheet (that you grabbed in class), give me textual evidence (from the reading) that shows that the stages are evident (give me evidence to prove that 'classification' is present in the reading, etc). IF a stage is not present in the reading, tell me why (it could be that it doesn't fit in the situation, not enough information, etc). DUE THURSDAY (3rd, DUE FRIDAY) FOR ALL CLASSES: Look at the words on the quizlet look at the flashcards/take quizzes/play games/etc.... Vocabulary quiz on these 12 words on Friday
FOR ALL CLASSES:
Complete the Darfur Packet. You must read, annotate and answer the questions/terms. Due tomorrow. FOR ALL CLASSES: DUE MONDAY: 1) Imagine that you are presenting to the UN your argument that the Armenian conflict in 1915 should be considered genocide. What evidence do you have to prove that it is genocide? Utilize your readings on genocides and the Armenian genocide. I need to see references to the pyramid of hate, UN’s definition of genocide, the 8 stages of genocide and your information on the Armenian Revolution. a. This will be due MONDAY b. Must be at least a page and a half c. Use ALL materials from this week! (Monday’s intro, Wednesday’s information and Thursday’s movie and Turkish response) d. Look at the list of behaviors the UN recognizes as genocides and address each one. DUE TUESDAY: Darfur Packet: Read/Annotate/Answer Questions/Fill out terms ALL CLASSES: I apologize for the late post; I was unable to access a computer. The homework is two parts: read/annotate the Turkish response and also indicate areas of the reading that demonstrate denial (denial of any involvement, denial of the extent of involvement, placing blame on other groups) 2nd part- read the Chicago style handout and (on the back) indicate what type of source each source is. Use the example side to help you determine the different types of sources. Due tomorrow Read and annotate the Armenian Genocide Reading. Below is the reading itself. Due Tomorrow.
FOR ALL CLASSES: Here is a copied version of tonight's reading: Historical Background The Armenians established their first historic principality in the 7th century before Christ. Powerful empires, such as those of ancient Persia, Rome, and the Mongols, interrupted long periods of Armenian independence. In 301 AD, Armenia became the first country to accept Christianity as the state religion. In the centuries that followed, the Armenians continued to make significant contributions in the areas of art, trade, literature, the sciences, and particularly in architecture. The first Turkish invasions of the Armenian homeland began in the 11th century. In the 16th century, Turks made Armenia a part of the Ottoman Empire. By the beginning of the 19th century, the Armenians living in the Ottoman Empire were experiencing a cultural and intellectual awakening. They were influenced through commercial activity and contacts with Europe and America. As the European states resisted the extension of Turkish power, the once massive Ottoman Empire diminished in size. In the 19th century, subject peoples such as Greeks, Serbs, and Romanians secured their independence. By the time of World War I in 1914, the Armenians and the Arabs were the principal subject peoples in the Middle East, still living under the authoritarian rule of the Turks. As the Ottoman administrative system began to break down through corruption and mismanagement, oppression against the Armenian minority increased. Although a vast number of Armenians were peasants, many Turks were envious of the Armenians who were the professionals, the businessmen and the skilled craftsmen. The Armenians were treated as second-class citizens and were branded as a religious minority. They were called ―infidels‖ or non-believers. Discriminatory taxes levied on Armenians were increased. Persecutions also increased. The Armenians lived in a climate of tyranny. In some areas, they were afraid to speak their language openly, or read Armenian history books. Sultan Abdul Hamid, the ruler of the Ottoman Empire from 1876-1909, banned many Armenian books. He established censorship because he feared scientific and social ideas from the West. Between 1894 and 1896, in answer to demands for reform, he had more than 100,000 Armenians massacred in widespread pogroms. EC 5/03 © The Armenian Education Center/834 Pepper Ave./Richmond, VA 23226 SOL WH II, 12b During times of persecution, the Armenians looked in vain to Europe to intercede on their behalf. Because European intervention was ineffective against Turkish tyranny, some Armenians took up arms in self-defense. The Turks feared that the Armenians would someday make demands to pull out of the Empire, just as the Balkan states had previously done. At the turn of the 20th century, the Armenians were asking for basic democratic reforms and constitutional government. They were asking for an equal place in society, the right to vote, and freedom from harassment and persecution. On the eve of World War I, the Ottoman Empire was in a period of intense crisis. Reform-minded Turkish nationalists took control of the tottering government in 1908. The Armenians were overjoyed, however, within a few years, Turkish national extremists seized power and embarked upon a reign of terror. Enver Pasha, Talaat Pasha, Djemal Pasha, and a group of other dictatorial Turkish rulers subscribed to the elitist or racist ideology of Pan-Turkism, a belief in Turkey for the Turks only. They rejected the idea of a pluralistic society, wherein all people, including minorities, would be assured of equal rights. The fundamental belief of Pan-Turkism was to change a multi-national, multi- cultural, and multi-religious empire into a state inhabited by Turkish peoples as far away as Central Asia. The Armenians lived in the very path of the Turkish expansionist plan. Thus, the Turkish rulers decided to eliminate them. Geographic Background Historic Armenia is located at the crossroads of three continents – Europe, Asia, and Africa. It was bounded by the Caucasus Mountains and the Black Sea to the north, the Caspian Sea to the east, the Syrian Desert to the south, Anatolia to the west, and the Mediterranean Sea to the southwest. Historically, the Armenian people have been divided between the Turkish Ottoman Empire, the Russian Empire, and Persia. What remains of Armenia was incorporated as part of the Soviet Union in 1920 as its smallest republic. Armenia was an independent republic between 1918-1920. In 1991, Armenia declared its independence from the Soviet Union.Currently it borders on Turkey, Georgia, Iran and Azerbaijan. AWL VOCAB QUIZ MONDAY. WORDS CAN BE FOUND AT THE QUIZLET HERE
STUDY FOR QUIZ!!!!!!!!!!!! ALL CLASSES: You have three items due tomorrow: 1) Your station packets should be completed; all questions from the stations you visited should be answered. 2) Complete the Writing Assignment (on the back of the packet) 3) Propaganda Poster Project |
World Studies:This is a daily homework blog for Ms. Flaherty's World Studies students at Senn High School. Check here everyday for homework, announcements, materials and important links! Archives
September 2015
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