//cchs.ccusd.org/apps/classes/441209/assignments/ Class Name: AP European History Per. 2-4 Instructor(s): Rachel Snyder Location: Room 30 en-us SchoolSitePro //cchs.ccusd.org/homeworkItem2585917 //cchs.ccusd.org/apps/classes/441209/assignments/ ]]> Thu, 26 Jan 2012 10:44:40 PST //cchs.ccusd.org/homeworkItem2592246 //cchs.ccusd.org/apps/classes/441209/assignments/ ]]> Tue, 31 Jan 2012 14:45:49 PST //cchs.ccusd.org/homeworkItem2562386 //cchs.ccusd.org/apps/classes/441209/assignments/ Okay, this has got be one of the coolest sites. You can choose how you want the terminology to print out. As flash cards or a glossary or a paper you fold in half to quiz yourself. A MUST!!!
http://quizlet.com/660242/print/

French Revolution youtube Part II and III
http://www.youtube.com/watch?v=NTMFtLAS90Q&feature=relmfu
http://www.youtube.com/watch?v=PyZsLYxaIuM&feature=relmfu

This is a different textbook, but checkout the practice flahscards (ch 8/9-18)
http://wps.prenhall.com/wps/media/objects/3301/3381043/flash_cards/index14.html

This gives you access to 3 interactive timelines: Renaissance Enlightenment, and Industrial Revolution. Thanks to Monica Patton for the heads-up.
http://www.wadsworth.com/philosophy_d/special_features/timeline/timeline.html#

Child Labor in the textile factories
http://www.millmuseum.org/Mill_Museum/Classroom_Activities_files/MyCottonDress.pdf
]]> Tue, 24 Jan 2012 09:59:50 PST //cchs.ccusd.org/homeworkItem2583154 //cchs.ccusd.org/apps/classes/441209/assignments/
Unit 2
Assess the extent to which the Protestant Reformation promoted new expectations about social roles in the 16th century. Refer to at least two social groups on your assessment.


Unit 6
There are a number of factors that delayed industrialization of Eastern Europe. Discuss them and then compare them with the factors that encouraged the earlier industrialization of Western Europe.


Describe and analyze the issues and ideas in the debate in Europe between 1750 and 1846 over the proper role of government in the economy.

Both Jean-Baptiste Colbert (1619-1683) and Adam Smith 91723-1790) sought to increase the wealth of their respective countries. How did their recommendations differ?

Other
“Leadership determines the fate of a country.” Evaluate this quotation in terms of either Russia’s experience under Peter the Great or the Holy Roman Empire under Charles V.

Machiavelli suggested that a ruler should behave both “like a lion” and “like a fox.” Analyze the policies of TWO of the following European rulers, indicating the degree to which they successfully followed Machiavelli’s suggestion: Henry VIII of England, Louis XIV, or Oliver Cromwell.

]]> Tue, 24 Jan 2012 12:28:42 PST //cchs.ccusd.org/homeworkItem2583150 //cchs.ccusd.org/apps/classes/441209/assignments/ Unit 2
Assess the extent to which the Protestant Reformation promoted new expectations about social roles in the 16th century. Refer to at least two social groups on your assessment.


Unit 6
There are a number of factors that delayed industrialization of Eastern Europe. Discuss them and then compare them with the factors that encouraged the earlier industrialization of Western Europe.


Describe and analyze the issues and ideas in the debate in Europe between 1750 and 1846 over the proper role of government in the economy.

Both Jean-Baptiste Colbert (1619-1683) and Adam Smith 91723-1790) sought to increase the wealth of their respective countries. How did their recommendations differ?

Other
“Leadership determines the fate of a country.” Evaluate this quotation in terms of either Russia’s experience under Peter the Great or the Holy Roman Empire under Charles V.

Machiavelli suggested that a ruler should behave both “like a lion” and “like a fox.” Analyze the policies of TWO of the following European rulers, indicating the degree to which they successfully followed Machiavelli’s suggestion: Henry VIII of England, Louis XIV, or Oliver Cromwell.

]]> Tue, 24 Jan 2012 12:28:04 PST //cchs.ccusd.org/homeworkItem2562385 //cchs.ccusd.org/apps/classes/441209/assignments/
Okay, this has got be one of the coolest sites. You can choose how you want the terminology to print out. As flash cards or a glossary or a paper you fold in half to quiz yourself. A MUST!!!
http://quizlet.com/660242/print/

French Revolution youtube Part II and III
http://www.youtube.com/watch?v=NTMFtLAS90Q&feature=relmfu
http://www.youtube.com/watch?v=PyZsLYxaIuM&feature=relmfu

This is a different textbook, but checkout the practice flahscards (ch 8/9-18)
http://wps.prenhall.com/wps/media/objects/3301/3381043/flash_cards/index14.html

This gives you access to 3 interactive timelines: Renaissance Enlightenment, and Industrial Revolution. Thanks to Monica Patton for the heads-up.
http://www.wadsworth.com/philosophy_d/special_features/timeline/timeline.html#

Child Labor in the textile factories
http://www.millmuseum.org/Mill_Museum/Classroom_Activities_files/MyCottonDress.pdf
]]> Tue, 24 Jan 2012 10:00:16 PST //cchs.ccusd.org/homeworkItem2577366 //cchs.ccusd.org/apps/classes/441209/assignments/ You can work with review groups
]]> Thu, 19 Jan 2012 12:28:40 PST //cchs.ccusd.org/homeworkItem2577339 //cchs.ccusd.org/apps/classes/441209/assignments/ Either take notes or print out article and highlight/take notes.

Also, printout ppt as "handout" 3 slides for Friday's lecture
]]> Thu, 19 Jan 2012 12:12:05 PST //cchs.ccusd.org/homeworkItem2573630 //cchs.ccusd.org/apps/classes/441209/assignments/ Left Side notes
gather information to answer the question
]]> Tue, 17 Jan 2012 11:56:31 PST //cchs.ccusd.org/homeworkItem2569909 //cchs.ccusd.org/apps/classes/441209/assignments/ Set the timer for 30 minutes only
Unit 6 FRQ #19 This is what you worked on Tuesday night (bottom half of paper with the graphic organizers)
Essay should be hand written, you can use your graphic organizer as your "pre-writing"
Pay attention to the clock
Stop when the time is up.
Do not revise
]]> Thu, 12 Jan 2012 14:06:09 PST