zilongwang/ReadingBank huggingface dataset:
D: Decimals Practice (Please circle your final answer) 19. 670,000 meters = hectometers 20. 6544 liters = milliliters 21. .078 kilometers = meters 22. 17 = kilograms E: Scientific Notation Practice (Please circle your final answer) Write the following numbers in scientific notation: 23. 145,000,000,000 24. 13 million 25. 0.000348 Complete the following calculations: 26. 3 x 103 + 4 x 103 27. 4.67 x 104 + 323 x 103 28. 3.7 x 1013 - 2.9 x 1011 29. 0.0012 x 10-13 – 1.5 x 10-10 30. 1.3 x 108 X 2.4 x 104 31. 3.7 x 103 X 2.9 x 102 32. 3.4 x 109 / 8.5 x 103 33. 1.9 x 10-4 / 9.5 x 10-6
AP EURO QUICK REFERENCE SYLLABUS Pendleton – Room 326 My Homepage: LATE WORK POLICY: We will follow school guidelines on late work. See agenda. ID CARD COLORS: yellow – intellectual history yellow - cultural history pink – political history orange – diplomatic history white – social history green - economic history TEXTBOOK ASSIGNMENTS – DUE DATES – Expect a quiz! (Red day listed – white day due date is the day after.) CHAPTER 12 - 15 - 9/22 CH 18 – 10/23 CHAPTER 13 – 8/28 CH 16 - 9/30 CH 19 – 11/6 CHAPTER 14 – 9/4 CH 17 - 10/9 CH 20 – 11/18 EXAM ONE – 9/10 EXAM TWO – 10/13 EXAM 3 – 11/24
Directions: Read the chapter slowly, carefully, and completely. As you read, take thoughtful answers in each box. This study guide may or may not be graded/checked for completion and accuracy. You can use this study guide on all quizzes but not on any chapter tests. You may be expected to use your online text to complete some portions of this study guide. Learning Objective 10 What forces gave rise to radical political Islamism? Important Terms and/or People for LO 10 AP EUROPEAN HISTORY STUDY GUIDE CHAPTER 21 The Cold War Era, Decolonization, and the Emergence of a New Europe
AP WORLD HISTORY: TERMS FOR CHAPTERS 19-22 DIRECTIONS: For each term listed below, provide a well-developed definition that explains the significance of that term. Your definition should be written in a complete sentence(s). All terms and their definitions must be numbered and hand-written. ex. Cuneiform: This is the first known writing system and was developed c3500 BCE by the Sumerian civilization located in Mesopotamia’s Fertile Crescent. **Please note**: The terms below are not necessarily listed in the order that they are found in the text. Many terms are NOT highlighted or italicized as you read them in the textbook. Use your textbook’s glossary or index to locate the terms. You may also use outside resources to define the term, but the definition provided must be relevant to our historical studies. Do NOT trust publically edited websites such as Wikipedia or Yahoo Answers to retrieve definitions. Latin America Bartolome de las Casas encomienda Hernan Cortes Francisco Pizarro galleons Jesuits viceroyalty [as related to Spain’s empire in the Americas] Treaty of Tordesillas peninsulares creoles [as related to Latin America!] Tupac Amaru mita [as related to the Spanish in Peru] Rio de Janeiro Triangle Trade Potosi mines Mines of Zacatecas Vodun Ottoman Empire Sultan Mehmed (or Mehmet) II Istanbul [as related to the Ottomans] Sultan Suleyman “the Magnificent” Janissaries vizier Battle of Lepanto Safavid Empire Red Heads [as related to the Safavid Empire] Shah Abbas the Great Isfahan Mughal Empire the Great Aurangzeb Taj Mahal imam Francis Xavier Matteo Ricci Toyotomi Hideyoshi Tokugawa Shogunate Tokugawa Ieyasu alternate attendance Edo Closed Country Edict of 1635 Dutch Studies
Mr. Weakland A.P. European History 2014 Summer Assignment weaklana@delawarecityschools.net School (740) 833-1010 x4036 The summer assignment for A.P. European History is fairly straightforward, and should give each student some of the background necessary to jump into the curriculum prescribed by the College Board. What you need to do is to read the packet of material (it’s the first chapter of the text – so you’ll have the chance to see the complexity of the material…), and complete the assigned questions, vocabulary, and packet. The questions and vocabulary are typical of what will be assigned each chapter as we go through the year, though there are usually more questions. The homework packet will also be a typical assignment that you will have an option to complete. We will not review this material in class as the year begins, but will have a test on the material the first full day of class (multiple choice and essay). If you have any questions for me, my school email is: . Feel free to contact me with questions, but you will need to be ready for the test when school begins, so I encourage each of you to make the necessary effort over the summer. I like to make this course accessible to all who want the challenge, but only if you are willing to do the work, and if you are dedicated enough to keep up with assignments. With that in mind, make sure that you’ve given the reading enough time, and also make sure that your answers are complete, so that you benefit from the assignment. By the way, I’ll normally assign questions/vocabulary on a daily basis – to cover the assigned reading, and will collect each day the questions/vocabulary for the day. This is a new policy designed to encourage students to come to class prepared/with a basic understanding of the material on a daily basis. If you are unable to find one of the vocabulary terms in the chapter, get online and use the Internet to search it out – remember that the A.P. test in the spring is a nation-wide test, and is not simply based on the material in our text. When possible, I’ll provide you with some of the extra vocabulary/topics that may not be covered in our book. Enjoy your summer and I look forward to working with you in the fall. Sincerely, Mr. Weakland
Select 2 large states and 2 republics. Explain, using some details, how each gained and consolidated power. CTQ: Was there much of a difference in rule and power between the large states and republics? CTQ: Which of the examples—states/monarchies or republics—seemed to be most successful at gaining and consolidating power? What are your reasons? 8-24 Fri. National politics: centralization and the map of Europe during the Renaissance *The Prince reading selection Note: you should be organizing your art assignment and analyzing the Machiavelli reading. #4. Read pp. 427-436 Humanists saw themselves as “resuscitators”. Why were these brilliant minds essential for the Renaissance? How did art and architecture show a Renaissance interest in the classical past? CTQ: What kind of similarities might be drawn between humanism and the new approach to art? 8-27 Mon. *Discussion of The Prince Read and take notes. Work on your art assignment. 8-28 Tues. Everyday life and ordinary people in the Renaissance The impact of humanism *document review activity Finish your art assignment. 8-29/30 BLOCK *Art Assignment Presentations for the Unit 1 Test (Multiple Choice Section and Thesis Writing Section) 8-31 Fri. Multiple Choice Test on Chapter 13 Thesis Writing Pre-Test Turn in Assignment Packet
AP European History Unit IX: Ideologies and Upheavals Study Guide The “Isms” Conservatism – Priorities and Goals Klemens von Metternich Congress System – “Concert of Europe” Carlsbad Decrees Liberalism – Beliefs and Goals - Jeremy Bentham - utilitarianism - John Stuart Mill Nationalism – Characteristics and Goals - Johann Gottfried Herder - Johann Gottlieb Fichte Socialism – Beliefs and Goals Utopian Socialist: - Count Henri de Saint-Simon - Blanc - Pierre Joseph Proudhon - Charles Fourier Marxism (Scientific Socialism) Marx & Engels - The Communist Manifesto The proletariat & the bourgeoisie The Romantic Movement Romanticism – Characteristics Poetry/Literature (inc. nationalities and major works): Johann Wolfgang von Goethe William Wordsworth Samuel Taylor Coleridge Sir Walter Scott George Gordon Lord Byron Percy Bysshe Shelley Victor Hugo George Sand Brothers Grimm Aleksander Pushkin Art (inc. nationalities and major works): Caspar David Friedrich J.M.W. Turner John Constable Théodore Géricault Eugène Delacroix Music (inc. nationalities and major works): Ludwig van Beethoven Franz Liszt Frederic Chopin Giuseppe Verdi Richard Wagner Peter Tchaikovsky Reforms and Revolutions : Corn Laws “Peterloo Massacre” Reform Bill of 1832 Factory reforms of Chartist Movement : Decembrists Uprising Nicholas I : Nationalist revolution vs. Turks : Giuseppe Mazzini & Young Risorgimento : Great Famine & results : July Revolution – 1830 Louis Philippe February Revolution – 1848 “June Days” Revolution Louis Napoleon : Hungarian revolt Effects of nationalism Francis Joseph : Liberal revolt – 1848 Failure and return to German confederation
AP European History Unit V – Wars of Religion Study Guide Setting the Stage Treaty of Cateau-Cambrèsis Results of Hapsburg-Valois Wars Philip II of Lepanto Spanish Dutch Revolt William of (William I) Union of Utrecht United Provinces of the Netherlands Spanish Armada Catherine de Medici Huguenots French Wars of Religion Valois-Bourbon-Guise Bartholomew’s Day Massacre War of the Three Henries Henry IV (Henry of ) politique Edict of Thirty Years’ War (4 phases) Defenestration of Albrecht von Wallenstein Edict of Restitution Gustavus Aldophus of Sweden Cardinal Richelieu of France Treaty of Westphalia – Results Results of the Thirty Years’ War Stuart dynasty James I Charles I Parliament Puritans England (cont.) “Long Parliament” English Civil War “Cavaliers” vs. “Roundheads” Oliver Cromwell New Model Army Pride’s Purge “Rump Parliament” English dissidents: Levellers Diggers Quakers The Interregnum: Commonwealth Protectorate Restoration Charles II Great Fire of Essay Question Analyze the impact that religion played in the Dutch Revolt, the French Civil Wars, the Thirty Years’ War, and the English Civil War
Answers to Forces 2 wksheet for AP 1 B, C, D, B, B, C, B, A, B, C 1982B2 a. b. T1 is in internal system force and will cancel in combined equations. Using Fexternal = mtotala gives T2 – m1g – m2g = (m1 + m2)a, solving yields T2 = 6600 N. Now using F = ma for the load gives T1 – m1g = m1a and T1 = 6000 N 2000B2 a. b. f = N where N = m1g cos gives c. constant velocity means F = 0 where Fexternal = m1g sin + m2g sin – f – 2f – Mg = 0 solving for M gives M = (m1 + m2) sin – (3f)/g d. Applying Newton’s second law to block 1 gives F = m1g sin – f = m1a which gives a = g sin – f/m1
Explanation The student offers a detailed and meaningful explanation of what the article(s) taught them about our government and/or political system. The explanation goes beyond simple definitions and explains how and why our government and political system function. The student offers a limited explanation of what the article(s) taught them about our government and/or political system. The explanation may focus too heavily on defining terms rather than explaining their significance. Student offers no explanation of what the article(s) taught them about our government and/or political system Journal Length The current event journal reflects two well written paragraphs The current events journal reflects one-two written paragraphs The current events journal is one paragraph or less The student commits no major The student commits a Spelling, Grammar, and Syntax errors in spelling, grammar, or syntax. The student commits several errors in spelling, grammar, or syntax, but they do not interfere with the reader's ability to significant number of errors in spelling, grammar, or syntax that may interfere with the reader's ability to understand. understand
Draw Inferences Why do the President has almost always given the State of the Union Address in person, since 1913? Text 2: The Presiding Officers Draw Inferences Why do you think that neither the Constitution nor the rules of the House require the Speaker of the House to be chosen from among the members of the House or from the majority party? Paraphrase The Speaker of the is expected to preside in a fair and judicious manner and is expected to aid the fortunes of the majority party and its legislative goals. In your own words, describe what this means. Text 3: Party Officers Draw Inferences Why do you think party officers are chosen during the party’s caucus, before the Opening Day, in both the House and the Senate?
(Washington) “They’re asking me to lead… What precedent did Washington establish in doing …I’m asking you to be my right hand man.” this? What do we call these accepted parts of our government that are not actually law? Give two other examples. What’d I Miss? (Burr – simply as a narrator) “How did a bastard, orphan, immigrant, Burr is referring to which part of Hamilton’s war vet, unite the colonies through more debt?” financial plan? “Treasury secretary, Washington’s the President, Who came along? Where had he been? every American experiment sets a precedent. Not so fast, someone came along to resist him, Are political parties mentioned in the Constitution? pissed him off ‘till we had a two-party system.” What were the of our first two political parties and who led each? What would you consider the biggest dispute between the two? (Jefferson) “There’s a letter on my desk from the President… Who is being referenced here? And how does this …Sally be a lamb darlin’, won’t you open it.” (rumored before DNA was unlocked) fly in the face of the line of the Declaration? (Madison) “Hamilton’s new financial plan is nothing short Um…who was the main author of the Constitution? of government control. I’ve been fighting for the South alone.” How could this make him an early “flip-flopper”? Why did the South have different opinions on Hamilton’s financial plan? How did the South feel about tariffs? Why? Give an example from the next century. Cabinet Battle #1 (Washington) “The issue on the table: Secretary Hamilton’s plan to establish a national bank and assume state’s debts.”
Component of the Federal Bureaucracy Characteristics Examples of Agencies & Departments Cabinet Departments (Review from our presentations) (Review from our student presentations) Independent Executive Agencies Independent Regulatory Commissions Government Corporations Part 5: Directions – Complete the handout I have provided for you earlier. I have provided the following information including the classification of each (independent agency, agency within a cabinet department, independent regulatory commission, or government corporation). Your task is to “match” up the descriptions I have provided with the agency that conducts the work. The following website is an excellent resource: Good Luck!
Deer Park High School Advanced Placement US Government & Politics Andrew Fraley afraley@dpisd.org 832-668-7200 Seventh Period Conference Introduction Welcome to AP US Government & Politics! Congratulations on taking this class. Advanced Placement classes are designed to challenge you as students. It is impressive that you have decided you are up for the challenge! Even though AP Government classes have the reputation of being tough, please know that you can and will be successful if you work for success. Everyone is capable of having a good grade as long as they put in the time and effort necessary. Course Design Advanced Placement US Government & Politics is a rigorous and challenging course that is meant to be the equivalent of an introductory college course and students can potentially earn college credit or advanced placement in college. Solid reading and writing skills, along with a willingness to devote considerable time to homework and study, are necessary to succeed. Emphasis is placed on critical and evaluative thinking skills, essay writing, interpretation of original documents, and historiography. For more information on AP US Government & Politics, visit apcentral.collegeboard.com and view the course description and other information. Advanced Placement Exam The AP Exam for this course will be given on Monday, May 6, 2019. The AP exam is the culminating assessment of the entire course of study. It is the expectation at Deer Park High School that students in AP courses sign up for and take the AP exams in the spring. AP scores are based on the following 5-point scale: AP Grade: Qualification: 5 Extremely Well Qualified 4 Well Qualified 3 Qualified 2 Possibly Qualified 1 No Recommendation
2008 Gerrymandering congressional reapportionment and explain one reason why it is important to states. Gerrymandering congressional redistricting. Gerrymandering two goals of politicians when they gerrymander during redistricting. Gerrymandering two limits that the US Supreme Court has placed on congressional redistricting. Powers of POTUS two formal powers that enable the president to exert influence over domestic policy. Powers of POTUS mandatory spending & explain how it limits the POTUS’ ability to influence policymaking in H&S. Powers of POTUS party polarization & explain how it limits the POTUS’ ability to influence policymaking in Congress. Powers of POTUS lame-duck period & explain how it limits the POTUS’ ability to influence policymaking in Congress. Economic Policy fiscal policy. Economic Policy one significant way the executive branch influences fiscal policy. Economic Policy one significant way the legislative branch influences fiscal policy. Economic Policy monetary policy. Economic Policy two reasons why the Federal Reserve Board is given independence in establishing monetary policy. Voter Turnout how two measures taken by some states prior to the 1960s affected voter turnout for African Am. CR two alternative forms of participation that helped bring about changed in civil rights policies. CR one form of participation and explain why it was effective in changing civil rights policies. 2007 Elections the winner-take-all feature of the electoral college. Elections one in which the winner-take-all feature affects how presidential candidates run their campaigns. Elections one way in which the winner-take-all feature hinders third-party candidates. Elections two reasons why the electoral college has not been abolished. Con. Clause the clause upon which the US Supreme Court based its decision (Engel v. Vitale; Lemon). CL the SCOTUS’ decision in the case you selected.
Intervening opportunity Migration patterns Intercontinental Interregional • Rural-urban Migratory movement Periodic movement Personal space Place utility Push-pull factors Refugee Space-time prism Step migration Transhumance Transmigration Voluntary Assessment and Resources Debate: Population Issue Resolutions: --The world is facing a population crisis and should pursue policies to achieve zero-population growth --The United States should establish a guest worker program for Mexican immigrants currently residing and working in the US illegally Population Issues: Presentation ’s AIDS Crisis Why has AIDS been so difficult to contain in , and what are the implications of AIDS for the continent’s future? The Plan How was the 1994 Cairo Conference a watershed event in efforts to control population growth? ’s Vanishing Act Why are many European countries experiencing zero or negative population growth, why is this causing such concern, and what can be done in response? International Human Smuggling Discuss the illegal business of trafficking in human cargo: the most common routes, the experiences of those smuggled, and the efforts to stop it. ’s One child Policy Evaluate the impact/ morality of ’s “one-child” policy. The Developing World’s Trap” Why are developing countries not proceeding through the stages of the demographic transition model in the same manner as European countries? Making a Run for the Border Examine the challenges faced by the Border Patrol in securing the US-Mexican border & the experiences of those Mexicans (and others) who cross the border illegally.
Practiced/Ongoing Outcomes: (not formally assessed) The Student Will interpret maps and analyze geospatial data. TSW understand and explain the implications of associations and networks in places. TSW recognize and interpret the relationships among patterns and processes at different scales of analysis. TSW define regions and evaluate the regionalization process. TSW characterize and analyze changing interconnections among places. Key Terms and Concepts: (also look at Ch.8 & Ch.9 glossary) Annexation Boundary, disputes (definitional; locational; operational; allocational) Boundary, origin (antecedent; subsequent; superimposed; relic) Boundary, process (definition; delimitation; demarcation) Boundary, type (natural/physical; ethnographic/ cultural; geometric) Territorial morphology (compact; fragmented; elongated; prorupt; perforated) Conference of Berlin (1884) Core/ periphery Decolonization Devolution Domino theory EEZ European Union Federal Forward capital Geopolitics Gerrymander Global commons International organization Iron Curtain Irredentism Law of the Sea Mackinder, Halford J. Manifest destiny Nation National iconography Nation-state Raison d’être Reapportionment Regionalism Self-determination Shatter belt Sovereignty State Stateless nation Suffrage Unitary USSR collapse Treaty ports Women’s Cultural convergence Dependency theory Foreign direct investment Gross domestic product (GDP) Gross national product (GNP) Human Development Index Levels of development Measures of development Purchasing power parity Rostow, W.W. “Stages of Growth” Technology gap Technology transfer World Confederation Enclave/ exclave Immigrant states Microstate/ Ministate Satellite state UNCLOS Physical Quality of Life Index Electoral regions Heartland/rimland Median-line principle Reunification Supranationalism Development Neo-colonialism World Systems Theory Energy consumption Buffer Suggested Materials/Resources: Rubenstein, Chapter 8 and 9: “Political Geography” and “Development”
Practiced/Ongoing Outcomes: (not formally assessed) The Student Will interpret maps and analyze geospatial data. TSW understand and explain the implications of associations and networks in places. TSW recognize and interpret the relationships among patterns and processes at different scales of analysis. TSW define regions and evaluate the regionalization process. TSW characterize and analyze changing interconnections among places. Annexation Census Tract Central Business District Combined Statistical Area Concentric Zone Model Core Based Statistical Area Edge City Metro-politan Statistical Area Statistical Area Multiple Nuclei Model Peripheral Model Primary Census Statistical Area Sector Model Social Area Analysis Sprawl Squatter Settlement Urbanized Area Acid Rain Animate Biodiversity Conservation Ferrous / Nonferrous Fossil Fuel Geenhouse Effect Point / pollution Passive Solar Energy Smog Photovoltaic Cell Potential Reserve Proven Reserve Sanitary Landfill Sustain-ability Sustainable Development Key Terms and Concepts: Suggested Materials/Resources: Rubenstein, Chapter 13 and 14: Patterns” and “Resource Issues” Kuby, Harner, and Gober, Chapter 10 ,11 and 14: “Reading the Urban Landscape: Census Data and Field Observation” ; “The Disappearing Front Range: Urban Sprawl in Colorado” ; “Preserving the Planet: Human Impact on Environmental Systems” Pearson’s Human Geography video series, “Tale of Two Cities” and “Smokeless in China” Pearson Online Support via Technology Links: WebPath Express in school library) Gentrification and Resistance in New York City: Does Urban Growth Have to Mean Gentrification? Kevin Lynch Image of the City: Kevin Lynch Image of the City: Douglas, M., Jane Jacobs, New York Times. August 5, 2009: Rothstein, E., Jane Jacobs, “Foe of Plans and Friend of City Life” New York Times. September 25, 2007: Urban Sprawls: Water Pollution in the Great Lakes: Observations of Solid Waste Landfills in Developing Countries: Africa, Asia, and Latin America:
Human Geography in Action, Kuby, Harner, and Gober, Chapter 1: “True Maps, False Impressions: Making, Manipulating and interpreting Maps” Additional Resources: Pearson’s Geography video series, “Message in a Bottle” Pearson Online Support via E02 – Population & Migration Basic Resource: Contemporary Human Geography, Rubenstein, Chapter 2 and 3: “Population” and “Migration” Human Geography in Action, Kuby, Harner, and Gober, Chapter 3, 4, 5: “Tracking the Aids Epidemic in the United States: Diffusion through Space and Time”; Newton’s First Law of Migration: The Gravity Model”; “One Billion and Counting: The Hidden Momentum of Population Growth in India” Additional Resources: Rosling, Hans. Don’t Panic: The Truth About Population. Wingspan Productions, BBC Pearson’s Human Geography video series, “Kill or Cure” and “The Real Leap Forward” Pearson Online Support via E03 – Culture & Language Basic Resource: Contemporary Human Geography, Rubenstein, Chapter 4 and 5: “Folk and Popular Culture” and “Language” Human Geography in Action, Kuby, Harner, and Gober, Chapter 2: “Layers of Tradition: Culture Regions at Different Scales” Additional Resources: Pearson’s Human Geography video series, “Roma Rights” and “Gas, Gas, Gas” Pearson Online Support via E04 – Religion & Ethnicity Basic Resource: Contemporary Human Geography, Rubenstein, Chapter 6 and 7: “Religion” and “Ethnicity” Human Geography in Action, Kuby, Harner, and Gober, Chapter 12: “Do Orange and Green Clash?: Residential Segregation in Northern Ireland” Additional Resources: Pearson’s Human Geography video series, “Untouchable?” and “Srebrenica: Looking for Justice” Pearson Online Support via E05 – Political Organization of Space & Development Basic Resource: Contemporary Human Geography, Rubenstein, Chapter 8 and 9: “Political Geography” and “Development” Human Geography in Action, Kuby, Harner, and Gober, Chapter 13 and 7: “Breaking Up Is Hard to Do: Nations, States, and Nation-States” and “Rags and Riches: The Dimensions of Development”
is the illegal process by which real estate agents encourage the sale of homes because people of certain races have moved into a neighborhood? Redlining Ghettoization Segregation White Flight Blockbusting Free Response Question: Models you Need to Know: Identify, Label and Explain each.
Students will need a sturdy 2-inch three-ring binder in which to collect and organize their work. Students will need to bring 8 dividers for their binder. Things like old manila folders or pieces of card stock will work wonderfully for dividers. Colored pencils (at least 15 different colors) will also be used in some sketch mapping. If there is any problem obtaining these items, students should see me. *As a PowerUp school, you will be required to have your laptop, CHARGED AND READY, to use for the day’s work.
AP PSYCHOLOGY AGENDA Tueday, January 2/Wednesday, January 3 Unit Objectives - Chapter 8 – Learning Describe the process of classical conditioning (Pavlov’s experiments) Explain the process of acquisition, extinction, spontaneous recovery, generalization and discrimination Describe the process of operant conditioning, including the procedure of shaping, as demonstrated by Skinner’s experiments. Identify the different types of reinforces and describe the schedules of reinforcement Discuss the importance of cognitive processes and biological predispositions in conditioning Discuss the effects of punishment on behavior Describe the process of observational learning, as demonstrated in Bandura’s experiment What Are We Today? Warm Up Most Missed Notes/videos (Pavlov/ Big Bang/Little Albert) QUIZ Classical Conditioning Practice HOMEWORK: Vocab ~ Ch. 8 14-29, people 4-5 Read ~ pages 322-335 Daily Quiz! Chapter 8 Calendar 12/14 & 12/15: CH. 18 TEST 1/2 & 1/3: Classical Conditioning HW: Ch. 8 14-29, people 4-5, pages 322-335 1/4 & 1/5: Operant Conditioning HW: Study Guide due test day 1/8 & 1/9: Review Day 1/10 & 1/11: Ch. 8 Test & FRQ
WARM UP Read each statement. each statement, WRITE the choice which is closest to your own thinking or reaction. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. -*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-* CLOSURE Driving to school one wintry day, Marco narrowly misses a car that slides through a red light. “Slow down! What a terrible driver,” he thinks to himself. Moments later, Marco himself slips through an intersection and yelps, “Wow!” These roads are awful. The city snow plows need to get out here.” What social psychology principle has Marco just demonstrated? Explain. You are organizing a Town Hall meeting of fiercely competitive political candidates. To add to the fun, friends have suggested handing out masks of the candidates’ faces for supporters to wear. What phenomenon might these masks engage?
Calculate the net secondary productivity in grams per meter per week for the population of Tenebrio. Did the mealworm container change mass over the of the experiment? What does this indicate about the conservation of mass in a closed system (That is a system in which nothing is added or removed) Did the mealworms grow or progress from larvae to pupae to adults during the experiment? What does this indicate about the conservation of mass in a closed system? Are there ways to increase the net productivity of either the wheat or the Tenebrio? What environmental factors may affect the net productivity? How can the respiration rate be determined for the or the Tenebrio? Is the net primary productivity different for a dicot plant or another small animal? Of the factors identified in the above questions, which can be replicated as an experiment in the laboratory?
Table 1: Pillbug Count Time (min.) Number in Wet Chamber Number in Dry Chamber Other Notes 0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0 6.5 7.0 7.5 8.0 8.5 9.0 9.5 10.0 For Your Lab Report: The Results section of your lab report will include:
Short-sightedness Narrow mindedness Intolerance/prejudice Pettiness Careless use of language Lack of self-control Indecisiveness Shallow flirtatiousness Vanity/conceit/egoism Self-centeredness Apathy Callousness Selfishness Corruption Vice Wastefulness Hypocrisy Careless spending Dishonesty Irresponsibility Excess of any kind Willful ignorance Timidity Prudery Crime Boorishness Rudeness conduct Silliness Immaturity Stubbornness Copyright © 2008 Laying the Foundation®, Inc., Dallas, TX. All rights reserved. Visit: www.layingthefoundation.org 4 Student Activity—Satire In Politics and Government Warmongering Unnecessary taxation and spending Nepotism/favoritism Poor handling of crises and disasters Misuse of power Inappropriate or immoral conduct of leaders Injustice Human rights violations In Institutions and Businesses
Abstract Alliteration Allusion Analogy Anaphora Anecdote Antithesis Aphorism Apostrophe Argumentation Assonance Asyndeton Cacophony Caricature Chiasmus Cliché Colloquialism Concrete Language Connotation Consonance Conundrum Deduction Denotation Description Diction Didactic Discourse Dissonance Ellipsis Epistrophe Ethical Appeal Euphemism Euphony Explication Exposition Extended Metaphor Figurative Language Figures of Speech Foreshadowing Generalization Genre Humor Hyperbole Image Imagery Induction Interior Monologue Inversion Irony Jargon Juxtaposition Lending Credence Litotes Logic Logical Fallacy Loose Sentence Metaphor Metonymy Mood Motif Narration Objectivity Onomatopoeia Oversimplification Oxymoron Pacing Parable Paradox Parallelism Parody Pedantic Periodic Sentence Personification Persuasion Polysyndeton Protagonist Repetition Rhetoric Rhetorical modes Rhetorical Question Sarcasm Satire Setting Simile Speaker Spin Stereotype Style Subjectivity Syllogism Symbolism Synecdoche Syntax Tone Transition Understatement Voice Zeugma
“Smarter Than You Think: How Technology Is Changing Our Minds for the Better” by Clive Thompson “Watching TV Makes You Smarter” by Steven Johnson “Better than Human: Why Robots Will--and Must--Take Our Jobs” by Kevin Kelly “The Distorting Mirror of Reality TV” by Coleman “We ALL Pay for Internet Plagiarism” by Ellen Laird “The Dumbest Generation” (Mark Bauerlain) “The Dumbest Generation? Don’t Be Dumb” (Sharon Begley) “Living and Learning with New Media: Summary of Findings from the Digital Youth Project” (Mizuko Ito, et al.) “Is Google Making Us Stupid” (Nicholas Carr) “Your Brain on Video Games” (Steven Johnson) “The New Literacy” (Clive Thompson) Shelved (cartoon- Roz Chast)\ Photo essay (Hungry Planet) “A Naturalist in the Supermarket” (Michael Pollan) “The Locavore Myth” (James McWilliams) “The American Table and the Global Table” (Jonathan Safran Foer) “The Carnivore’s Dilemma” (Nicolette Hahn Newman) “A Good Food Manifesto for America” (Will Allen) “Farm to Table: How Our Restaurant Gets Its Food to Your Plate” (A.J. Jacobs) from Test Tube Burgers (Michael Specter) “Five Myths about Immigration” (David Cole) “The Worker Next Door” Chiswick) “Angels in America” (John Tierney) “Our Brave New World of Immigration” (Victor Davis Hanson) “Called by God to Help” (Cardinal Roger Mahony) “Marlboro Man” (photo-Leonard McCombe) “Being A Man” (Paul Theroux) Men” (Gretel Ehrlich) “Putting Down the Gun” (Rebecca Walker) “Why Johnny Won’t Read” (Mark Bauerlein & Sandra Stotsky) “Mind over Muscle” Brooks) Tufts University Sexual Harassment Policy “The Reasonable Woman Standard” (Ellen Goodman) “Bared Buttocks and Federal Cases” (Ellen Frankel Paul) “Cultural Fascism” McCarthy) “How to be a Woman Programmer” (Ellen Ullman) ***Additionally, there will be independent reading assigned throughout the year. Students will have several choices in what they read. Those choices may include: Nagasaki: Life After Nuclear War by Susan Southard Columbine by Dave Cullen
Teacher: Russo Course: Anatomy Period(s): 2,4,5 Week of: 1/29/18 Monday Tuesday Wednesday Thursday Friday Unit Learning Goals Describe the anatomy and functions of the various parts of the nervous system. Daily Learning Goal Name the of the CNS and PNS Name the parts of the CNS and PNS Distinguish the two types of nerve cells Name the two types of nervous system organs Explain the general function of the CNS Activities: Bell work, independent reading and review questions Bell work, independent reading and review questions Bell work, power point presentation and guided notes Bell work, power point presentation and guided notes Bell work, power point presentation and guided notes Classwork / Homework/ Bell Work In your own words explain what the function of the nervous system Explain diagram sensory feedback loop. Stimulus… Axon – cylinder nerve fiber that carries impulses away from the neuron cell body Dendrite – Branched cell processes that serves as a receptor Ganglion – mass of nerves cell bodies Neurolemma – that surrounds a nerve cell Meninges – covering of brain and spinal cord Motor Neuron – nerve cell that stimulates a muscle cell CNS – Central Nervous System – Brain & Spinal Cord Peripheral Nervous System – brain and spinal cord Plexus – mas of nerves Sensory nerve Cell – nerves cell that carry Standards or Frameworks: SC.912.L.14.49 SC.912.L.12.50, SC.912.14.51, SC.912.L.14.52 SC.912.L.14.49 SC.912.L.12.50, SC.912.14.51, SC.912.L.14.52 SC.912.L.14.49 SC.912.L.12.50, SC.912.14.51, SC.912.L.14.52 SC.912.L.14.49 SC.912.L.12.50, SC.912.14.51, SC.912.L.14.52 SC.912.L.14.49 SC.912.L.12.50, SC.912.14.51, SC.912.L.14.52
including annotation of poet’s use of poetic devices – to develop interpretation of meaning and function. critical and reflective, showing comprehensive interpretation of meaning and function consists of identification and summary; subsequent discussion of poem suggests that understanding of meaning is factual but limited symbolism, theme, tone and meaning in poetry. Analysis of poetry is insightful and perceptive, citing specific textual evidence to discuss and interpret the use of symbolism, theme, tone and meaning and their effect on the poem. Analysis of poetry is adequate and based on textual evidence, but lacks depth and detail the Metaphysical Poets’ unique approach to poetry. Makes connections between societal factors and the emergence of metaphysical poetry evaluate common traits metaphysical poems, including but not limited to, simple vocabulary within complex sentence patterns, metaphysical conceits (a type of extended metaphor), paradoxes, disruptions of poetic meter, witty and imaginative play on words. Discussion of common traits is and includes comparative analysis of multiple points in the poems Identifies common traits across the poems and provides relevant quotations
commentary on style with specific detail from text. compare various texts by women in terms of structure, plot, character, point of view, setting, tone, and purpose. Oral and written comparison of the works’ construction is analytical, critical and reflective; analysis based on multiple points/examples in the texts; discussion and analysis demonstrates maturity and sophistication Interpretation of different areas of a text’s construction identifies similarities and differences and provides specific textual evidence of these analyze experimental forms and subject matter in women’s literature. Comparison of women’s literature and traditional literature is considered and thoughtful, providing extensive support from the texts and using this as a basis for insightful conclusions about women’s literature as a genre Identifies experimental forms and subject matter in women’s literature; compares these to traditional forms and subjects; uses textual evidence to support comparison analyze the treatment of typical themes in women’s literature. Discussion of typical themes is complete and in-depth, involving analysis of unifying characteristics within the genre, and supported by well-chosen, well-used relevant quotations Identifies one or more typical themes provides specific textual support
Teacher: Russo Course: Anatomy Period(s): 2,4,5 Week of: 1/3/18 Monday Tuesday Wednesday Thursday Friday Unit Learning Goals Describe the structure and function of skeletal muscle tissue. Identify the major muscles along with function of the skeletal muscle system. Daily Learning Goal No School No School List the function of the skeletal muscle system. Differentiate between skeletal, cardiac and smooth muscle Describe how connective tissue is part of skeletal muscle Activities: Bell work, independent reading assignment with “Get It” questions. Bell work, independent reading assignment with “Get It” questions. Bell work, independent reading assignment with “Get It” questions. Classwork / Homework/ Bell Work Fascia – layers of connective tissue that separate muscle from other tissue. Aponeuroses – layers of connective tissue sheets that may connect muscle to bone or other muscle Sarcomere – single muscle unit within a muscle fiber/cell Myosin - thick protein filament within a single sarcomere Actin – Thin protein filament within a single sarcomere I Band – the light colored band of a sarcomere made up of actin filaments A Band – Dark colored band of a sarcomere made up of myosin filaments Z line – end of sarcomere H zone – middle of a sarcomere where actin filaments do not overlap (H zone disappears with a muscle contraction. Epimysium – outer covering of a muscle. Perimysium – covering of a bundle of muscle fibers Endomysium – covering of a single muscle fiber Standards or Frameworks: SC.912.L.14.16 SC.912.L.14.17 SC.912.L.14.18 SC.912.L.14.16 SC.912.L.14.17 SC.912.L.14.18 SC.912.L.14.16 SC.912.L.14.17 SC.912.L.14.18
How to Read Literature like a Professor: :Read and annotate Chapters 24 & 25 Jane Eyre: Read and annotate Chapters 32-37 Turnitin: How Students Create Accounts Creating a Student Account 1. In your web browser, type www.turnitin.com 2. On the left, click Create Account 3. Scroll down and click on Student
9. Use your school email account: School 10. Enter your Infinite Campus password. 11. Enter your password again. 12. Choose a Secret Question you will be likely to remember in case you forget your password. 13. Type the answer to the above Question.
Appendix B Summer Assignment 2: One Flew Over the Cuckoo’s Nest by Ken Kesey Obtain a copy of One Flew Over the Cuckoo’s Nest by Ken Kesey and read the novel in its entirety, keeping a double entry journal as you read. Double Entry Journal During your reading of the novel, you should complete a double entry journal. Teachers want students to do more than glide over the text, decoding with ease, but making only limited amounts of meaning. They want students to handle the text, take it apart, manipulate it, look for its heart, and find out what makes it tick, chunk it into meaningful bits, and then interrogate each bit. Double entry journals are a way to help students read with an investigating eye. It helps students to slow down and pay attention when they read. Double entry journals teach students the critical art of close reading. These double entry journals will be collected on the first day of the school year. You will write at least one journal entry for each chapter (or more if you have a poor memory for events). Keep in mind your journal may be used on the objective test over the novel that you will take the first day of class. Divide the notebook paper in half vertically (from top to bottom). This can be done by folding the page or drawing a line, whichever you choose. You must handwrite the following assignments in your spiral notebook. The left hand side of your journal will contain important quotes and/or summary including page numbers from each chapter. The right hand side of the page will contain your insights (including use of literary devices), questions, and responses to the reading. An example of a journal for the first 5 pages of the novel is below: Quotes, Summary, Page numbers Insights, Questions, Responses Narrator, Broom, is half Native American (9) Characterization=minority Point of view=first person Nurse Ratchet “funny orange” of nails like “smoldering iron” (10); she “swells” up when she yells at them for not working (11) Characterization=harsh; imagery Black boy “smelling and hunting around” (12) Characterization=predators? Chief cannot stand being shaved (13) Significance of fog and machinery? Reliability of narrator?
Teacher: Russo Course: Anatomy Period(s): 2,4,5 Week of: 10/23/17 Monday Tuesday Wednesday Thursday Friday Unit Learning Goals Describe the general characteristics and functions of the four major tissue types. Daily Learning Goal List the four primary of tissue Differentiate between the three different types of epithelial tissue Describe the location of the different types of muscle tissue and provide at least two characteristics each Differentiate between the 5 types of connective tissue Describe the function of nervous tissue Activities: Bell work, power point presentation with guided notes Bell work, power point presentation with guided notes Bell work, power point presentation with guided notes Bell work, point presentation with guided notes Bell work, power point presentation with guided notes Classwork / Homework/ Bell Work Four Primary types of tissues: Epithelial Tissue, Connective tissue, Muscle tissue, Nervous tissue. List the three locations of epithelial tissue and 4 functions. Five types of connective tissue: Bone, Cartilage, Dense, Loose, Blood 3 of muscle tissue: Skeletal, cardiac & smooth Function of nervous tissue: Irritability – ability to pick up a signal or to be irritated. Conductivity –ability to send signal, conduct electrical impulse. Standards or Frameworks: SC.912.N.1.2 SC.912.L.1.2 SC.912.L.14.2 SC.912.N.1.2 SC.912.L.1.2 SC.912.L.14.2 SC.912.N.1.2 SC.912.L.1.2 SC.912.L.14.2 SC.912.L.18.1 SC.912.L.18.11 SC.912.L.16.8 SC.912.L.18.1 SC.912.L.18.11 SC.912.L.16.8
AP History 10 Henretta Chapter 4 I. New England’s Freehold Society A. Farm Families: in the Household Economy 1. Husband the head of the household – In The Well-Ordered Family (1712), Reverend Benjamin Wadsworth of Boston told women that it was their duty “to love and reverence” their husbands; girls learned from their mothers to be subordinate to their fathers; courts prosecuted more women than men for the crime of fornication. 2. Wife as the “helpmate” – Women assumed the role of dutiful helpmates; they tended gardens, spun thread and yard from flax and wool, wove cloth, knitted sweaters and stockings, made candles and soap, churned milk into butter, fermented malt for beer, preserved meats, and mastered dozens of other household tasks. 3. Motherhood – Most women married in their early twenties and had given birth six or seven times by their early forties. Fear of death during childbirth and the importance of baptism for the new baby were believed to be a reason many Puritan women clung to the church even when fewer men were attending. 4. Restrictions – No equality for women within the church; most women accepted such restrictions as social norms. B. Farm Property: Inheritance 1. Family authority – Emigrants wanted farms to provide for them and their grown children; landless children could be placed as indentured servants until age 18 or 21; landless men hoped to climb from laborer to tenant to freeholder. 2. Children of wealthy parents – Marriage portion was given when children of well-to-do farmers were in their early twenties; consisted of land, livestock, or farm equipment; enabled parents to choose their children’s spouses because economic concerns outweighed love in the long-term interests of the extended family.
10 The manufacturer of the computer raises the price on the games. 1. Draw and Label Equilibrium: 2. The Change: Supply or Demand Increase or Decrease Shifter 3. After: Price _____ Quantity_____ 11 In order to promote American production, Congress provides a subsidy to game producers. (Analyze only American firms) 1. Draw and Equilibrium: 2. The Change: Supply or Demand Increase or Decrease Shifter 3. After: Price _____ Quantity_____ 12 A large firm enters the game business with a new line of games. (Analyze the whole game industry) 1. Draw and Label Equilibrium: 2. The Change: Supply or Demand Increase or Decrease Shifter 3. After: Price _____ Quantity_____ 13 In order make computer games available to families, Congress sets a price ceiling for the games. 1. Draw and Equilibrium: 2. The Change: Supply or Demand Increase or Decrease Shifter 3. After: Price _____ Quantity_____ 14 The popularity of the computer increases in the world markets. At the same time new technology lower production costs. (Double Shift) 1. Draw and Equilibrium: 2. The Change: Demand- Up or Down Shifter- Supply- Up or Down Shifter- 3. After: Price _____ Quantity_____
Teacher: Russo Course: Anatomy Period(s): 2,4,5 Week of: 10/16/17 Monday Tuesday Wednesday Thursday Friday Unit Learning Explain the structure and function of a cell Daily Learning Goal No School List stages of Mitosis Complete review guide Identify strong and weak areas within unit Achieve 80% or higher on unit test Activities: Bell work, power point presentation and guided notes Review Review Jeopardy Unit test Classwork / Homework/ Bell Work Cell Life Mitosis – division or splitting of cell – 5 stages Interphase, Prophase, metaphase, anaphase, Telophase Explain what is happening in the 5 stages of mitosis Prepare for jeopardy Prepare for unit test Standards or Frameworks: SC.912.N.1.2 SC.912.L.1.2 SC.912.L.14.2 SC.912.N.1.2 SC.912.L.1.2 SC.912.L.14.2 SC.912.L.18.1 SC.912.L.18.11 SC.912.L.16.8 SC.912.L.18.1 SC.912.L.18.11 SC.912.L.16.8