Copy of Blank Study Guide

Study Guide

EXAM DAY INSTRUCTIONS - A DAY

1st block

4th Block

Exam Review Day - A Day

1A Study Guide Review

4A study guide review

Take Home Test Honor Code Agreement

Please copy and return with test

I ,____________, have not received nor given any help on Mr. Beller's take home test. I understand this agreement means the following:

1. I have not asked my peers for help on specific questions on the test 
2. I have not asked my parents for help on specific questions on the test 
3. I have not given help to my peers on specific questions of the test 
4. Mr. Beller reserves the right to ask for evidence of my notes and/or further explanation of any question on the test.
5. That if I am caught cheating, not only has my personal character been adversely affected, but I will receive a failing grade on the test. 

Signed, 

  _____________

Chapters for Take Home Test (copy and paste link)

A- Day Classes Due Date: Day of Exam (May 27th and 28th)
B- Day Classes Due Date: June 1st (B-Day Review)

WWI: 
29.1: http://historywithmrgreen.com/page2/assets/Marching%20Toward%20War.pdf
29.2: http://historywithmrgreen.com/page2/assets/Europe%20Plunges%20into%20War.pdf
29.3: http://jmcentarfer.tripod.com/ch29_3.pdf
29.4: http://jmcentarfer.tripod.com/ch29_4.pdf

WWII:
31.3: http://historywithmrgreen.com/page2/assets/Fascism%20Rises%20in%20Europe.pdf
31.4: http://historywithmrgreen.com/page2/assets/Aggressors%20Invade%20Nations.pdf
32.1: http://historywithmrgreen.com/page2/assets/W5G32AAD.pdf
32.2: http://jmcentarfer.tripod.com/ch32_2.pdf
32.3: see below for Holocaust
32.4: http://jmcentarfer.tripod.com/ch32_4.pdf
32.5: http://historywithmrgreen.com/page2/assets/W5G32EAD.pdf

Cold War HW

Directions:
1. Read the outline, highlighting and taking note of key events and figures of the Cold War. 

2. For each section of the outline (see list below), turn the heading into a question and write the question on a sheet of paper. Answer the question and pick one event/term and one individual(if available) and explain the historical significance to the section and/or the Cold War. 

    I. The background of the Cold War 

    II. How the Cold War Began

   III. How places 

   IV. Hot Issues 

    V. Tensions go up, tensions go down

   VI. the collapse of communism 

   VII. Epilogue

   VIII. The danger of the USA to the world 

Due: Thursday 5/21

Holocaust HW

Chapter 32 Section 3: The Holocaust

WHO

- Who were the victims of the Holocaust?

- Who were the members of the "master race"?

WHAT

- What were the Nuremberg Laws?

- What happened on the night of 11/9/38?

- What was Hitler's "Final Solution"?

WHERE

- Where did German Jews try to migrate to find safety from Nazi terror?

- Where were Jews forced to live in German controlled cities? 

- Where were the concentration camps? 

WHY? 

 - Why did Hitler believe that Jews and other"subhumans" had to be exterminated? 

WHEN

 - When did the final stage of the "final solution" begin?

HOW

 - How many Jews died in the Holocaust? 

 - How does the poem (below) express the importance of compassion for your fellow man in the face of danger/prejudice? 

they came for the Socialists, and I did not speak out— Because I was not a Socialist.

Then they came for the Trade Unionists, and I did not speak out— Because I was not a Trade Unionist.

 Then they came for the Jews, and I did not speak out— Because I was not a Jew.

 Then they came for me—and there was no one left to speak for me.

-Martin Niemoller

World History Review - Final Exam

Advice: Look over these presentations - answer the review questions and check your answers. Come to class prepared to ask me questions!!


Review Power Point #1

Review Power Point #2

Review Power Point #3

Review Power Point #4

Practice Test

Practice Test Answer Key

Make up HW for Chapter 30

Chapter 30 Section 1

Chapter 30 Section 2

Assignment: Click this link and complete on a sheet of paper

Homework due 5/5 and 5/6

Read chapter 29.3 (see previous post) and Chapter 29.4

Read pages 854-861 - be prepared for a reading check.

Homework due 4/29

Chapter 29.3


Please use the handout given in class.

1) under "Global Conflict" you are to read pages 851-853 and create a thesis statement for the section.

2) Under "War Affects the Home Front"  you are to read pages 853-854 and list the specific factual information that would support the following thesis, " The War did not only affect the soldiers but the citizens as well. The idea of "total war" impacted countries' economies, liberties, and gender roles. "
**SFI should come from the black sub-headings, "Governments wage total war" and "Women and the War"

Homework due 4/28 and 4/29

Textbook Chapter 29.1

Textbook Chapter 29.2


Answer questions in complete sentences

29.1
1. Define nationalism and explain how it contributed to war
2. Explain how both imperialism and militarism contribute to war
3. what are alliances? Identify the two sets of alliances pre-WWI
4. What single event "sparked" WWI?

29.2
1. Identify the countries that made up a)Central Powers b) Triple Entente
2. What problem did Germany face at the start of WWI? How did the Schlieffen Plan attempt to solve this? Results?
3. Summarize key characteristics of trench warfare in WWI.
4. Identify: Western Front & Eastern Front
5. Why did Russia struggle during the war?

1.2 Imperialism Thesis Statements

Task: using the presentations below (if you are having trouble gaining access to presentations in YOUR class, select the identical topic from another class) you are to complete the following:

1. Look over the individual terms for each topic - know these terms and understand how they connect to the topic of imperialism
2. create a thesis statement for the entire chapter (Imperialism) . Your thesis statement should include 3 categories 
3. For each category, create a topic sentence (in other words a mini-thesis)
1. list 3 pieces of evidence that could be used in support of that topic sentence 
2. select 1 piece of evidence and explain how/why it supports your thesis

study guide - Industrial Revolution and Imperialism

Study Guide

Imperialism Presentations

1A

Attitudes

Types of Control

Imperialism and the Ottoman Empire

British Imperialism in India



1B

British Imperialism in India

Attitudes

Forms of Control

Imperialism and the Ottoman EMpire

Imperialism and Africa

4A
Ottomans and Imperialism

Attitudes towards Imperialism

Forms of Control

British Imperialism in India



4B
Forms of Control

Imperialism in Africa

Ottomans and Imperialism

Attitudes towards Imperialism

British Imperialism in India

Nationalism Peer Review Checklist

1.3 Peer Review

Imperialism Textbook Sections 3 and 4 and Classwork 4/16 and 4/17

Chapter 27 Section 3 (Ottoman Empire)

Chapter 27 Section 4 (British Imperialism in India)  **NOTE you will also need to google search "chapter 30 section 4 Nationalism in India and Southwest Asia**

Google Slides Assignment

What should you do?
1. Read the directions for the assignment
2. all members should sign into their Google account (or WCPSS)
3. One member should enter their Google Drive and create a Google Slides Presentation
4. Creator should click on the blue box labeled "share" in the top right corner of their presenation
5. Member emails should be entered in the appropriate box
6. Make sure that all members "can edit" the presentation
7. Members should look in their Google Drive under "shared with me" option on left side of screen.
8. At the end of the class make sure you have shared with Mr. Beller (click "can view" option) - send to dbeller2@wcpss.net

Classwork 4/14

Student Handout

Textbook Chapter 27 Section 1 :Scramble for Africa

Textbook Chapter 27 Section 2: Imperialism Case Study

Homework due 4/16 (A) and 4/17 (B)

Pg. 687-689

• Copy red heading and provide a focused thesis statement 
• Copy the circle chart on pg. 689 "Bonds that Create a Nation-State"  

pg. 692, 695-697

• copy the chart on pg. 692
• Main Idea Log for pgs. 695-697

25.2 Checklist

25.2 Checklist

Warm Ups #1-3 for Unit 6

Warm Ups

Homework due 4/7 and 4/8

Task: Main Idea Logs (mandatory)

Chapter 25 Section 2

Main Idea Log Instructions 

25.1 - Due Monday April 7, 2015

Cornell Notes

Textbook 25.1

Tuesday March 24th and Wednesday March 25th Intro

Tuesday March 24th Intro


Wednesday March 25th

Warm Ups for Unit 5

Warm Ups

You are expected to have all of these for credit.

Timeline Instructions (objective 1.6)

Read the events on the timeline. For each event, determine if it has a political, social, economic, or religious impact.

Put a P,S,E, or R in column.

Reread the timeline focusing only on political events. Put an arrow next to each to indicate whether the event positively impacted France (up arrow) or negatively impacted France (down arrow)

Chapter 23.3 and 23.4 Notes Option

Rise and Fall of Napoleon

4A Enlightenment Quiz

22.2 Enlightenment Thinkers Quiz

Comparison Assignments

Comparison Assignment

4B Enlightenment Quiz

22.2 Quiz

Additional Resources

Chapter 23 Cornell Notes

Chapter 23 YouTube Videos

Comparing French and American Revolutions (assignment)  Comparing French and American Revolution Reading

Ideas of the Enlightenment Survey

Unit 5 Objectives Grid

Chapter 22.2 Enlightenment in Europe Textbook

Hobbes v. Locke Document   Hobbes v. Locke Instructions

Chapter 23.1 Textbook

Chapter 23.2 Textbook

Chapter 23.3 Textbook

chapter 23.4 Textbook

chapter 23.5 Textbook

SubPlans 2/20

Sub Plans

22.2 The Enlightenment Guided Reading Handout

22.2 Cornell Notes

Calendar

Please check calendar for updates!

Midterm Corrections for ESL students

Instructions:

1. Use a textbook to find the definitions/explanations for the terms you got wrong
2. Correct all wrong answers
3. Write the page number where you found the right answer


Due: 1 week (2/19)

HW Due 2/17 and 2/18: Main Idea Logs

What: Main Idea Logs

Where can I find instructions? Here for Honors and Here for Non-Honors

What Chapters of the Textbook? 22.1 The Scientific Revolution (Honors)   Non-Honors

Due Date? 2/17 and 2/18

*There will be a quiz based on your notes

*Please post main idea logs to your blog

Textbook Chapters for Take Home Test

19.1: Europeans Explore the East

Chapter 19.2 China limits European Contacts

19.3 Japan returns to isolation

20.1 : Spain Builds an Empire

20.2 Europeans settle North America

20.3 Atlantic Slave Trade

20.4 Columbian Exchange and Global Trade

Atlantic Slave Trade and Human Trafficking

You will read two sources today on slavery. One is details the Atlantic Slave Trade of the early modern world, the other about human trafficking in the 21st century. Your task is to focus on the main ideas of each of the source's sections. 

FIRST:For each section (the bolded Titles within the reading) you are to come up with the FIVE main ideas of that section. To do this you are to make a question out of the heading – the five points should address the question or help answer the question. (The 2012 article can have less than 5 points for each section - however, if this is the case the points will be graded on QUALITY)

SECOND:When you complete the section, you are to develop a thesis statement / summary of the section. 

THIRD: When done with both sources, you need to write a short reflection in which you comment on the readings, as well as detail how the two readings are linked. 

**These should be posted to your blog**

Comment: a verbal or written remark expressing an opinion or reaction.

Link: a relationship between two things or situations, especially where one thing affects the other.

rhetoric: the art of effective or persuasive speaking or writing, especially the use of figures of speech 

Quantitative analysis:a form of research in which people seek to understand behavior by using math, measurement and research. 

euphemism: a mild or indirect word or expression substituted for one considered to be too harsh or blunt when referring to something unpleasant or embarrassing.

Perpetuate: to make something continue indefinitely (usually something untrue)

Slavery's Global Comeback and the Atlantic Slave Trade Sources

2012 Atlantic Journal Article

Atlantic Slave Trade

2/2 SMART LUNCH Assigsnment

1. Complete Daily Questions from 1/19 and submit to Mr. Beller
2. Complete Explorers Baseball Activity

Essay Contest

Calling all high school students: Martin Luther King, Jr. used his words to change history. How will you use yours? To participate, go to LibertyMuseumSelmaContest.org. Grand prize: $5,000! Contest timeline: December 25, 2014 – Feb. 15, 2015.

 

Who Can Participate?

The National Liberty Museum’s Selma Speech & Essay Contest is open to US High School students ages 14-18 (as of the Feb. 15 deadline), who are enrolled in a public, private or parochial high school or home study program in the United States and its territories. After viewing Paramount Pictures film SELMA, contestants will respond to the Contest topic with an original 500-700 word essay and videotaped speech reading of their essay. For rules: libertymuseumselmacontest.org/guidelines  

It all started with a speech:

At the age of 15, a young Martin Luther King, Jr. entered a high school public speaking competition with his submission called, “The Negro and the Constitution.” He was in his junior year, and he won the competition. On the bus ride home, young King and his three companions were told to give up their seats to a white couple who had just boarded the bus, and they stood for several hours on their way back to Atlanta.

It has been widely written that the high school speech Dr. King wrote inspired his “I Have a Dream” oration, since all of the concepts in his competition submission were encapsulated into the historic 1963 speech. There are striking parallels between the two writings. That is the power of words.

Selma Speech & Essay Contest Topic:“The movie Selma tells the story of how Martin Luther King, Jr. and others peacefully protested to advance voting rights. What do you think needs to be done today to protect individual freedom and self-determination? What are you doing or will you do to peacefully advance those rights?” 

Contest Prizes:

• One grand prize: $5,000
• First runner up: $2,500
• Second runner up: $1,000
• Seven honorable mentions: $500 each

Contest Timeline:

• December 25, 2014, 12:01am EST: Official Opening of Selma Contest & limited release ofSelma film
• January 9, 2015: Wide release in theaters of Selma film
• Feb. 15, 2015, 11:59pm EST : DEADLINE for submissions
• March 2015 Winners notified
• April 20-22, 2015 Award Ceremony held in Philadelphia, PA

The Selma Speech & Essay Contest is made possible through a grant from the John Templeton Foundation and in-kind support of Paramount Pictures.

Chapter 20 Section 1 Textbook (supplemental reading for non-honors - OPTIONAL)

Chapter 20 section 1

If you are choosing this assignment for supplemental reading you will need to answer questions 1,3,4,5,6 in the textbook on pg. 559 and 1-6 on the homework packet under Chapter 20 Section 1

Due 2/3 and 2/4

American Holocaust HW/Discussion Questions - DO THESE NOT THE ONES AT THE END OF THE READING

To ensure that you have read, please provide evidence by answering the following questions. You can answer these in paragraph form or answer them number by number. Please post the answers to your blog by 2/3 and 2/4


1. Describe Columbus's first impressions of the new land he "discovered" and the people who live there.
2 How did the Spanish treat the peoples they conquered? Please provide specific examples from the essay.
3. How would you explain the treatment of the Indians? Was it all about greed for gold, land and other riches? Was it prejudice towards a supposedly inferior race? Or was it a combination of factors?
4. Explain the system that Columbus developed to encourage the natives to find gold and the punishment he inflicted if they failed.
5. What was the likely disease  that killed so many Native Americans when Columbus came back on his second voyage and established the town of Isabella?

2nd Quarter Grades

Due to the fact that I accepted late work (outlines, absolutism quiz corrections) any necessary grade changes will be made after Friday, January 30th. Students receiving a grade change will receive a copy of the paperwork.

Map Routes for Explorers

Explorer Routes

ESL Due Dates

Los estudiantes,

  Esta web es la que le permite trabajar de forma más eficiente al completar los proyectos en español y su traducción en Inglés .Tenemos que crear un blog (si eres teléfono está causando problemas es necesario utilizar la biblioteca) y presentar alll trabajo para él.

Misiones para el Capítulo 19-21

1. Ir a la pizarra y encontrar los folletos bajo Documentos del curso .

2. Pon Respuestas ( en oraciones completas ) a tu blog

• Capítulo 19 - Semana del 1/26
• Capítulo 20 y 21 -Semana del 2/2

 3. Por favor, no hacer la elección múltiple o sección principal de ideas al final de cada capítulo

4. Al publicar sus respuestas por favor también publican la traducción en Inglés también.

Mid Term Flash Cards

Mid Term Study Guide Flashcards

Supplemental Readings

American Holocaust : start on pg. 6 (in book) (pg. 7 on phone)with "this was the world an ex-trader of African slaves...."

Map Work - Please label post on Blog "Map Examination - Age of Exploration"

Label these countries on the world map

1. Portugal color it red.

2. Spain color it blue.

3. England color it green

4. France color it orange .

Label these continents on the world map

1. Europe

2. Africa

3. North America

4. South America

Label these waterways

1. Atlantic Ocean

2. Pacific Ocean

3. Indian Ocean

Examine your map - Please post these answers to your blog in complete sentences. 

1. Europe had an ideal location for exploring the Old World (Europe Africa and Asia). Why?

2.  Europe had an ideal location for exploring the New World (North and South America). Why?

Textbook Links for HW - Due 1/29 and 1/30

Chapter 19.2

Chapter 19.3

Make up Work Lists for Gadsden and Lyon (1B)

Gadsden:

Chapter 17 Test – Renaissance and Reformation   Due Date: 2/2

Midterm Study Guide (on blog – bellerworldhistory.blogspot.com)  - Due Date 2/6

19.1 Notes (on blog) – due date 1/28

Daily Questions (on blog) due date 1/28

Create personal blog – see blog-o-signment #1  - due date 1/28

19.2/19.3 HW – 1/30

Lyon:

Chapter 17 Test – Renaissance and Reformation   Due Date: 2/2

Midterm Study Guide (on blog – bellerworldhistory.blogspot.com)  - Due Date 2/6

19.1 Notes (on blog) – due date 1/28

Daily Questions (on blog) due date 1/28

Create personal blog – see blog-o-signment #1  - due date 1/28

19.2/19.3 HW – 1/30 

Daily Questions #1 Week of Jan. 19th

Please record answers on your blog and IN COMPLETE SENTENCES. These need to be completed before Tuesday/Wednesday, January 27th/28th

1. What role did the Renaissance play in launching an age of exploration?
2. What was Prince Henry's goal and who actually achieved it?
3. What did the Treaty of Tordesillas reveal about Europeans attitudes toward non-European lands and people? (THINK: who was involved in deciding the terms of the treaty?)
4. What were the motives behind European exploration?

"Exploring for Explorers" - Please label or provide a key for the routes on your maps!!! In-Class activity

Instructions:  after getting into your groups, you will receive a) a map of the school b) a blank world map c) instructions for your first station. You should complete all tasks before moving to the next station. Please record the answers on your blogs. 

Vasco da Gama  (band room)       1 – Go to 801-05

 Vasco da Gama was the first European to reach Asia by sea. From Europe, he sailed east.

·         To get to Asia, what continent did he have to go around?

·         What is the cape at the southern tip of Africa?

·         What is the “East Indies”?

·         Make a map showing the route from Portugal to India by way of the Cape of _____and the Indian Ocean.   

Amerigo Vespucci  (801-05)        2 – Go to 2411

·         It is said that Columbus discovered a new world, but what is Vespucci famous for doing?

·         Make a map showing the route from Portugal to Brazil by way of the Atlantic Ocean.

Columbus (2411)              3-  Go to 209

 Christopher Columbus sailed west.

·         He was not aware of two continents. What were they?

·         When he landed in the Americas, what continent did he think he had discovered?

·         What is the “West Indies”?

·         Make a map showing the route from Spain to the West Indies .

Balboa  (209)      4 – Go to Dance Room (band room side)

·         Every explorer sailed on the Atlantic Ocean. Balboa found what ocean?

·         What narrow strip of land separates the Atlantic and Pacific oceans?

·         Make a map of the world, showing the route from Hispaniola (Haiti and the Dominican Republic) to Panama and the Pacific Ocean.

Cabot & Cartier (Dance Room)   5 – Go to 206

·         Cabot and Cartier sailed to Canada and tried to find the Northwest Passage. What is that?

·         Individually, what is each explorer famous for?

·         Make a map showing the route from England to Newfoundland by way of the Atlantic Ocean (Cabot)

·         Make a map showing the route from France to Montreal, Canada by way of the Atlantic Ocean, Gulf of St. Lawrence, and St. Lawrence River.  (Cartier)

 

Magellan  (206)                6 – Go to Chorus Room

Magellan sailed west. He was the first person to sail around the world.

·         How did he get from the Atlantic Ocean to the Pacific Ocean?

·         What do you call the southern tip of South America?

·         Make a map showing the route from Portugal to the Philippines by way of the Atlantic Ocean, Strait of Magellan and Pacific Ocean.

Sir Francis Drake (Chorus Room)               7 -  Go to 802-05

Sir Francis Drake of England was the second man to sail around the world.

·         Did Drake use the Strait of Magellan?

·         Make a map showing the route from England to Asia by way of Atlantic Ocean, Strait of Magellan, Pacific Ocean, nearly the entire west coast of South America and North America, the Philippines, Indian Ocean, Cape of Good Hope, and the Atlantic Ocean.

Cortez and Pizarro  (802-05)    8 – Go to Band Room

Explorers did not need to go to Asia to find riches.

·         Cortez in Mexico and Pizarro in Peru found valuable minerals. What minerals?

·         This was a sad experience for the Aztecs and the Inca. Why?

·         Make a map showing the route from Cuba to Mexico City by way of the Caribbean Sea and Gulf of Mexico. (Cortez)

·         Make a map showing the route from Hispaniola (Haiti and the Dominican Republic) to Peru by way of the Caribbean Sea, Panama, and the Pacific Ocean. (Pizarro)

  

Midterm Review (Mid Term date: 2/5 and 2/6)

Name ____________________________

Midterm Review

Task(Honors): From each of the themes given below create a paragraph using three – four of the terms completed in the vocabulary to describe the main idea / theme. You are to choose EIGHT of the themes to write a paragraph on. You can also develop you own theme paragraph using vocabulary terms you choose. The key to this exercise is to create a paragraph connecting the vocab words in a detailed description of the concept. I’ve given several vocab words you can use or you can pull in other vocab words that you choose. Try to create a “connecting” paragraph rather than a group of vocab words, instead of just defining the vocab in the paragraph.

Task (NonHonors): You are to create a complex sentence for each of the ten themes listed below. You are to use at least three-four of the terms to complete the sentence. Complex Sentence instructions: Write one clear, concise, sentence which shows understanding of the content and incorporates all of the listed info:

WARNING: YOU WILL BE RESPONSIBLE FOR ALL TERMS AND CONCEPTS LISTED BELOW

Early River Valley Civilizations

Civilization, cultural diffusion, Mesopotamia, Ancient Egypt, Indus Valley, Ancient China

Religion**

Monotheism, polytheism, Buddhism, Judaism, Hinduism, Christianity, Islam

Forms of Government

Aristocracy, theocracy, monarchy, oligarchy, democracy

Ancient Rome

Roman republic, patricians, plebeians, Pax Romana, causes to the decline of the Roman Republic, caused to the decline of the Roman Empire, legacy of Roman civilization,

Ancient Greece

Pericles (3 goals), Athens, Sparta

Middle Ages

Feudalism

Renaissance

Renaissance, humanist, Medici family, “renaissance man”, William Shakespeare, Leonardo da Vinci

Reformation

Indulgence, Martin Luther, 95 Theses,  Henry VIII

Absolutism

Peter the Great, Absolute Monarchs, Boyars, Edict of Nantes, Ivan the Terrible, Glorious Revolution, Constitutional Monarchy, Restoration, Versailles, Louis XIV, 30 Years War, Westernization, St. Petersburg, Divine Right , **Frederick the Great, **Maria Theresa

Age of Exploration

Columbian Exchange, Triangle Trade, Conquistadors, Joint-Stock Company, Vasco da Gama, Christopher Columbus

Primary Source Section:

There are 16 primary source based questions.   These questions will require you to think like a historian.  Primary sources could include maps, readings, quotes, charts, and pictures.   

**= not in the Absolutism Notes – You will need to look them up.

** = Religions can be found on pages 282-294 in the textbook

Blog-o-signment #1: set up blog

Due Date for this task: Monday January 26th

So being the super techno, hyper-crazy computer nerd (insert chuckle here... ), I decided to embark on a mission to use the blog as an entry point for the 2nd semester. I think it will make class interesting, innovative and interesting for all.

You will be creating your own blog for world history, so your job this week is to set up your history blog.

Create your "home" blog to answer weekly journal / essential questions, historical inquiries and general queries about history.

Here are your tasks for this week:

1) Go to blogger.com and set it up.

It is pretty self explanatory, the only direction is you must email me your blogger.com web address / URL. Email me at dbeller2@wcpss.net. Keep it simple.

You can choose the color, the layout and design. Please avoid immediately putting a ton of photos and links, this is an academic page, so lets keep it fun and interesting, but focused on the task at hand.

-----------
Your academic task due Thursday January 22 and Friday January 23rd: 
 You will watch the lecture videos on the beginnings of the Age of Exploration and take notes. You will be graded on completion and later tested on the materials. 

Age of Exploration Videos - 19.1

Instructions: watch the videos and take notes. Please know that just copying the outline will not be sufficient!!

Part 1: https://www.youtube.com/watch?v=SMLa29700Qg

Video 2: https://www.youtube.com/watch?v=WRATFtI8pQY

Video 3: https://www.youtube.com/watch?v=1RCaN_6I1Vs

Video 4: https://www.youtube.com/watch?v=eq8qGDmtZXc

Video 5: https://www.youtube.com/watch?v=dCeWqHwHQ9w

Video 6 :https://www.youtube.com/watch?v=2kmHSndUtYA    (not my best)

Complex Sentence Structure Practice - Absolutism

Instructions: Write one clear, concise, sentence which shows understanding of the content and incorporates all of the listed info:

1. absolutism, religious wars, divine right: Due to the instability caused by religious wars, absolute monarchs rose to power justifying their complete power over the government through the idea of power derived from God, or divine right. 

2. St. Bartholomew's Day Massacre, Henry of Navarre, Politique, Huguenots, Edict of Nantes,

3. Louis XIV, nobles, patron, Versailles Palace

4. Peter t he Great, westernization, newspapers, St. Petersburg


***NOTE*** This is a simple and effective way to practice content. You should be able to practice this on your own using your notes and daily questions.