Welcome to Mr. Walker's Classroom
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Greetings!

This site was created as an online resource for students involved with my social studies classes and their parents/guardians last year (2009-2010). I am currently in the process of creating a new more interactive website called moodle. I plan to launch that website soon, in the meantime however this website's main page will remain as a resource for my students. Please pay no attention to the links at left as they are all outdated. Instead focus on this home page, and what is typed below. I thank you for your patience in this time of website transition.

Best,

- Mr. Walker (2010)

viking.jpg

Can't Hide That Viking Pride!

Link to Online African American History Textbook

Link to Online AP Human Geography Textbook Preview (NOTE THIS IS NOT THE COMPLETE TEXT)

AP Human Geography: Genocide Unit

Project Outline: Project Outline Sheet for Genocide Media Project

Outline and Summary Format Requirements

  • 1-inch page margins
  • Font size 12, Times New Roman
  • Double-space typing (don't hit "enter" key between lines, actually set the page to double-space line spacing)

Project Outline Guidelines:

  • Goal or purpose of how media should cover genocide (your philosophy) — 3 lines
  • 2 examples of the genocide you are covering — Provide at least a summary of key facts about each genocide case (refer to genocide chart for categories)
  • 3 examples of “right” way genocide is covered — Explanation of why each example is “right” – 2 sentences each
  • 3 examples of “wrong” way genocide is — Explanation of why each example is “wrong” – 2 sentences each
  • Recommendation for how media should cover it in the future — 1 sentence.

Project Summary Guidelines:

The summary is to explain what might have been lost in your project. Include all information that you intend to cover in your presentation.

  • What is your goal or purpose of how media should cover genocide? (your philosophy) — 1 paragraph – at least 5 sentences
  • What are the details on the 2 examples of the genocide you are covering? — Include all details and information
  • What are the 3 examples of the “right” way genocide is covered? — Why is each example is “right”?
  • What are the 3 examples of the “wrong” way genocide is covered? — Why is each example is “wrong”?
  • What is your recommendation for how media should cover it in the future — Should be about a paragraph

AA History —

Civil Rights Movement Slides: CRM PowerPoint Slides

I have a Dream Speech Text: Speech Text —> If the file doesn't work for you, google "MLK I have a Dream Speech text"

Answer one of the following about the I Have a Dream speech:

Did MLK accomplish his purpose in this speech? Yes or no? How do you know?
Give 2 examples from this speech that support your answer.

  • Remember the Purpose: To inspire support for a new federal civil rights law

Do you think this speech helps accomplish the goals of the Civil Rights Movement? Yes or no? Why?
Give 2 examples from this speech that support your answer.

HW from last Friday — Read chapter 21.3 answer all "guide to reading questions" — this is due on Thursday 6/2/11.

AA History — Final Study Guide

Here is the link to our Study Guide for the African American History Final on Friday, June 3rd. AA Final Study Guide (Microsoft Word Version)

Cumulative Final Exam Study Guide:
Africa
1. Culture
a. Polytheism
b. Patriarchal Society
c. Gender Roles
d. Structure of home
e. Yams
f. Griots & Music
g. Slavery
2. Things Fall Apart
a. Okonkwo
b. Basic Plot of Book
c. Why it was written
d. Who wrote the book – Chinua Achebe
e. Heart of Darkness
Slavery:
1. Olaudah Equiano, Venture Smith
2. 6 Phases of Slave Trade
3. Trans-Saharan (old world) vs. Trans-Atlantic (new world)
4. The Dewolf Family
5. Triangular Trade
6. The Role of Rum in slave trade
7. Bacon’s Rebellion
8. Hispaniola
9. Jamestown
10. Indentured Servants vs. Slaves
11. Slave Codes

Revolutionary War Era & Black Enlightenment
1. Declaration of Independence & African Americans
2. George Washington views on black soldiers
3. Black Loyalist vs. Black Patriots
4. Lord Dunmore
5. Thomas Jefferson’s Notes on State of Virginia
6. Benjamin Banneker

Abolitionist Movement:
1. Kemble v Butler
2. William Lloyd Garrison
3. Frederick Douglass
4. Gabriel Prosser & Denmark Vessey
5. Henry Box Brown
6. Liberia – Colonization Society
7. David Walker — Appeal
Civil War
1. The “Path to Civil War”
a. Election of 1860, Bleeding Kansas, Dred Scott Decision, etc.
2. African American Involvement in the War
a. Union initial position on black soldiers
b. Discrimination, inequality, segregation
c. Contraband Regiments
d. Volunteer Regiments
e. Massachusetts 54th
i. Robert Gould Shaw
ii. William Carney (Pvt. Silas Trip)
iii. Assault on Battery Wagner/Fort Wagner
f. Confederate Proclamation against Black Soldiers
3. Abraham Lincoln
a. Political Bungling – pleasing Abolitionists vs. Border States
b. Emancipation Proclamation
c. Fight to “Preserve the Union” vs. “Fight to End Slavery”

Reconstruction
1. 13th, 14th , 15th amendments
2. KKK
3. Freedman’s Bureau
4. Reparations
5. Special Field Order #15 – Forty Acres and a Mule
6. Sharecropping
7. Lynching/Southern Justice
8. Black Codes

Civil Rights
1. Jim Crow Laws
2. Plessy vs. Ferguson
3. Emmet Till
4. Brown v Board of Education
5. Montgomery Bus Boycott/Rosa Parks
6. Dr. Martin Luther King Jr.
7. Malcom X
8. Ghandi and MLK
9. March on Washington
10. I Have a Dream speech
11. John F. Kennedy
12. Black Panthers

Announcements and Important Info!


AP HuGe

STUDY GUIDE PROJECT

Each Unit Study Guide Needs:

  • A title
  • 2-3 guiding/major questions
  • A list of the chapters that belong in that unit (3-5) — Summarize/explain in 3 sentences what is useful about the chapter.
  • A list of the Top 10 key terms for the entire unit. Up to 3 of these can also be articles we read or examples to illustrate the point of the unit.

You may work in a group or by yourself. There are benefits and drawbacks to both, it’s your call!
You still must create AT LEAST 4 unit per person even in your group.

Here is a link to the template if you wish to type in your work. Study Guide Template (Microsoft Word Version)

AA History

Tonight's HW — 14.3 Reading Guide

  • You do not need to complete 4 boxes
  • Define all vocab
  • Answer the following EQ: "How, where and why did segregation and discrimination of races begin in the South at this time? " Please use ALL VOCAB in your response and underline each vocab word in your answer!

Remember to read the past reading on the KKK and 14.3, both of these readings are fair game for Friday's Quiz. The quiz itself will be a combination of questions to see if you understood the material as well as a couple of questions to determine whether or not YOU ACTUALLY DID THE READING!

KKK Reading Pages:

Chapter 12.2 — pp 405-406
Chapter 13.2 — pp 436-439
Chapter 13.3 — pp 440-442

Remember the material on these pages is fair game for this Friday's upcoming quiz and our final exam on June 3rd.

Chapter 12.1 Reading Guide

  • You do not need to complete 4 boxes
  • Define all vocab
  • Answer the following EQ: "How effective were efforts made by various groups to aide newly freed blacks?" Please use ALL VOCAB in your response and underline each vocab word in your answer!

Be sure to study this section as well for tomorrow's quiz. The quiz itself will be a combination of questions to see if you understood the material as well as a couple of questions to determine whether or not YOU ACTUALLY DID THE READING!

Study hard!

Affirmative Action

Read the article on affirmative action: Washington Post Affirmative Action Special Report

EQ: What makes affirmative action such a controversial issue?

  1. In the article find 3 examples of controversy about affirmative action. Your 3 quotes should show both sides of the argument, those who are for it vs. those who are against it. Fill out a graphic organizer like this: Affirmative Action Graphic Organizer
  1. Answer the EQ, What makes affirmative action such a controversial issue?, using the three quotes from the article. Please be sure to underline your quoted examples and EXPLAIN what the quotes mean and how they relate to the EQ!

AP HU.GE.

Use this link as a resource for understanding the 3 agricultural revolutions: The Three Agricultural Revolutions

Remember to finish your charts from class and write a 1/2 page explanation in complete sentences about how each of the revolutions are both similar and different. Hint, give examples from what you read!

AA History

What's on the Test for Monday 4/25/11?

Materials to Review

** Pay Attention to the following Key Terms**

Lincoln, his election, his views/opinions on slavery and ending slavery
Emancipation Proclamation
Confederate States of America vs. United States of America vs. Border States
The Path to Civil War (Dred Scott, Harriet Beecher Stowe, etc.)
Macro vs. Micro issues

An African-American Soldier Writes to the President Appealing for Equality in 1863

Here is a link to the source: Gooding's letter to Abraham Lincoln

After reading the letter complete the following tasks:

IF YOU ARE IN 4TH PERIOD AAHST ADV DO THE FOLLOWING:

Answer the following question:

How did African Americans soldiers like Gooding justify the need for equality in the US Army?
Give 3 underlined examples from the text to support your response.

Your examples should be quoted directly from the text, e.g. "the Black man laid his life at the altar of the Nation…"

After giving the quote you need to follow up the quote with a sentence or two explaining how that quote relates to the question you are answering, e.g. This quote shows/explains Gooding's ideas about equality in the army because…

Written response should be 1 page minimum.

Remember if you don't explain your quoted examples, you haven't finished your work!

IF YOU ARE IN 3RD OR 7TH PERIOD AAHST DO THE FOLLOWING:

1) Who is James Henry Gooding? Based on his writing skills what character from Glory is he most like?
2) Why is James Henry Gooding writing this letter? What request is he making?
3) Interpret the following passage:
But when the war trumpet sounded o’er the land, when men knew not the Friend from the Traitor, the black man laid his life at the altar of the Nation,—and he was refused. When the arms of the Union were beaten, in the first year of the war, and the Executive called for more food for its ravenous maw, again the black man begged the privilege of aiding his country in her need, to be again refused.
What happened when the war trumpet sounded, how did the black man respond?
What happened after the first year of the war? "food for its ravenous maw" What is the food, what is the maw? How did the black man respond to this after the first year?

4) Interpret the following passage:
Now your Excellency, we have done a Soldier’s duty. Why can’t we have a Soldier’s pay? You caution the Rebel chieftain, that the United States knows no distinction in her soldiers. She insists on having all her soldiers of whatever creed or color, to be treated according to the usages of War. Now if the United States exacts uniformity of treatment of her soldiers from the insurgents, would it not be well and consistent to set the example herself by paying all her soldiers alike?
Who is the "Rebel Chieftain"? (Think North vs. South)
Why does it matter that the United States shows "no distinction in her soldiers" to the Rebel Chieftain. Why would Gooding bring up this point in his letter to Lincoln?

Due Wednesday 4/13/11

John Brown's Body: The Song!

Lyrics:

John Brown's body lies a-mouldering in the grave,
John Brown's body lies a-mouldering in the grave,
John Brown's body lies a-mouldering in the grave,
But his soul goes marching on.

Chorus:

Glory, Glory, Hallelujah!
Glory, Glory, Hallelujah!
Glory, Glory, Hallelujah!
His soul goes marching on.
 
The stars above in Heaven now are looking kindly down
The stars above in Heaven now are looking kindly down
The stars above in Heaven now are looking kindly down
On the grave of old John Brown.

Chorus

He captured Harpers Ferry with his nineteen men so few,
And he frightened "Old Virginny" till she trembled through and through,
They hung him for a traitor, themselves a traitor crew,
But his truth is marching on.

Chorus

He's gone to be a soldier in the Army of the Lord
He's gone to be a soldier in the Army of the Lord
He's gone to be a soldier in the Army of the Lord
His soul goes marching on.
 
Chorus

Mine eyes have seen the glory of the coming of the Lord
He is trampling out the vintage where the grapes of wrath are stored,
He has loosed the fateful lightening of His terrible swift sword
His truth is marching on.

QUESTIONS ABOUT THE JOHN BROWN SONG

Minimum 5 lines per answer.

  1. The song tells us that John Brown's body lies moldering in a grave but his truth is marching on. What does this mean?
  2. What does the line, "they hung him as a traitor, themselves a traitor crew." mean? Who are traitors and what are they traitors to?
  3. The final stanza, which starts "mine eyes…" is actually the first stanza of a later version of this song; "The Battle Hymn of the Republic." What was this hymn? What's it about? Why would a song about John Brown be linked to a battle hymn?

Due in class 4/06/11 — no excuses.

AA History

America Reacts to the Dred Scott Decision

Complete the following worksheet: America Reacts to Dred Scott

You may also use the following audio files to listen to a speaker read the reaction aloud.

Complete the worksheet for Monday's class 4/4/11.

AP Hu.Ge

United Nations Millennium Development Project Readings

Here are the links to the articles we read today in class.

When you have completed the reading, complete this worksheet: Millennium Project Worksheet

Bring the completed worksheet to class tomorrow (Wednesday).

Measure of America HW Assignment #1:

Go to the following link: www.measureofamerica.org/maps

Set the following:

  • Human Development Index
  • By “Ten Most Populous Metro Areas”
  • For (compare across races “ALL Black/White/Asian/etc.”)

Task:

  • Compare Philadelphia’s different races using the data. What explains their differences?

Your answer should be at least 1/2 a page in length. Remember to compare all of the available race data and discuss the differences according to the data that is given.

AA HST

Kimble vs. Butler Project

Here are the links to all guidelines and directions for the project:

Here are the links to all Primary and Secondary Sources:

Reminder, all work is due by Friday. This means group final drafts of scripts, and all individual appetizer and side dish assignments.

AP Hu.Ge.

Travel Swells Cost of Housing — Link to Article: Boston Article

How does this article about Boston’s layout relate to our discussion of city models (concentric, sector, etc.), urban morphology and
functional zonation?

  • Give 3 examples from the article to support your answer.
  • S.E.E. – Statement, Examples, Explanation of examples
  • Minimum 1 page.

Due Monday 3/14/11

City Picture Assignment! — Due Thursday March 10th (Tomorrow)

Please see the following PowerPoint slides as a reference for the assignment: Assignment Slides

What you don't have PowerPoint? Then try this file on for size: Assignment Slides.pdf

AA History Homework

Due Wednesday 3/9/11

Henry Box Brown!

Check out the link to the article and audio file here: NPR.org -- New Evidence Tells of Man's Escape in a Box

Check out the Virginia Historical Society on Henry Box Brown: The Resurrection of Henry Box Brown

Assignment: Re-read or re-listen to the article at the NPR link. Afterwords do the following in no less than 1/2 page.

How was the Abolitionist movement affected by Henry Box Brown? Give 3 underlined examples from the interview to explain his impact.

Due Thursday 3/3/11 — Garrison's Opinion of David Walker:

Directions: Read the excerpt below taken from Garrison's newspaper The Liberator and afterward answer this question in 5 lines or more. "What is Garrison's opinion of David Walker, his book The Appeal, and of the people who used violence after reading The Appeal?"

Remember to back up what you are writing with evidence

"Believing, as we do that a good end does not justify wicked means… , we deprecate [disapprove of] the spirit and tendency of this Appeal. Nevertheless, it is not for the American people, as a nation, to denounce it [the appeal] or the abolitionists who were responsible for Walker's call for violence…slaveholders and other slavery proponents…Every sentence they write — every word they speak — every resistance they make…is a call upon their slaves to destroy them." — William Lloyd Garrison in his 2nd issue of the Liberator.

Due Friday 3/4/11 — Reading Guide of Chapter 9.3

Be sure to include all of the following:

4 Boxes: Asking a Question, Making a Connection, Making a Comment, Picturing the Text
Vocab: The North Star , Freedom's Journal , African Methodist Episcopal (AME) Church
EQ: What roles did black institutions play in the antislavery movement? (use all vocab in your answer/underline them!)

AA History: Kidnapping in Pennsylvania

How can forces for slavery like the U.S. Constitution and technology like the cotton gin in the south affect every day life for blacks in Pennsylvania?
Answer this question citing 2 examples from the text. BE SURE TO EXPLAIN HOW YOUR EXAMPLES RELATE
Min ½ page, less than ½ = no credit

Check this link for the required reading on Kidnapping in Pennsylvania: Kidnapping in Pennsylvania

A.P. Hu.Ge. — Relgion/Identity Test Review

See attached link for a downloadable review sheet: Review Guide for Test

Test will be on Wednesday, we will review on Tuesday. Cheers!

AP HU.GE. — 5 Identity Scale Assignment (2/2/11)

Assignment Requirements: 1 Drawn diagram showing your identity across 5 scales, 1/2 page (100 words) written caption

Assignment Guidelines:

5 Scales — Global, National, Regional, Local, Individual

Example (Mr. Walker) — Westerner, American, Midwesterner, NEHS, Teacher
Remember — At each scale you are considering what your identity is at that scale, remember to think "How am I viewed at this scale?"

  • Diagram — On a sheet of paper (use a full side) draw you (or use something that represents you). This image represents your individual level. For each scale draw a circle around your individual level moving outward. Each circle will be larger than the prior one. Think concentric circles (google images example of concentric circles) — Label 3 different identities for each scale.
  • Caption Write a 100 word, ½ page caption that describes how your identity varies according to scale. Discuss your examples.
  • Presentation Matters! Make it neat, make it pretty, make it accurate please.

AA HISTORY CLASS — Resources for Jefferson vs. Banneker Skit Project

Mr Walker, what do I study for the American War for Independence Era Test on Wednesday?

Materials to Review

Key Terms to Consider

  • French Indian War (role in start of American War for Independence)
  • Declaration of Independence (both drafts)
  • Black Reaction to declaration of Independence
  • Thomas Jefferson
  • Lord Dunmore
  • Black Loyalist
  • Black Patriots
  • Privateers
  • George Washington's stance on black soldiers
  • Enlightenment
  • John Locke
  • Natural Rights
  • Tabula Rasa
  • Washington's Crossing & Battle of Bunker Hill Painting paintings
  • Hypocrisy/Irony of founding fathers (oppressor/victim relationships)
  • North vs. South usage of black soldiers
  • What happened to black loyalist soldiers after the war?
  • Anti-slavery societies
  • Gradual Emancipation

African American History Homework — 1/19/11 (Due Thursday 1/20/11)

Look over your notes from today and answer the following questions:

  1. How were slaves a “commodity” during the war?
  2. Why did the US want to avoid slave involvement in the war at first?
  3. If you had been in Washington’s position what would you have done with the question on using slaves as soldiers? Why?
  4. Why were a majority of the slave-involved battles in the North? (Look on page 124, Chapter 4.4, for a map.)

African American History Homework — 1/18/11 (Due Thursday 1/20/11)

Create your own reading guide on lined paper

  • Be sure to include the 4 boxes (making a comment, asking a question, picturing the text, making a connection)
  • Complete all vocab, also add the term "Black Patriot"
  • Answer the following questions using all vocab in your response (min 5 lines) — "What role did African Americans play in the American War for Independence?"

African American History Homework — 1/14/11 (Due Tuesday 1/18/11)

Free blacks and black slaves were genuinely excited by the Declaration of Independence.
Why would they be excited by the Declaration of Independence? Give 2 examples from the D of I that explains their reaction.

½ page to a page
Be sure to give 2 examples and then explain how those example justify/support the excitement of the African Americans.

AP HU.GE. — Dictionary Assignment Specifics

Goal of assignment: Where does language come from and how does it spread?
The Assignment: Create a dictionary with 5 different words

Rules for the dictionary:
1. Definition for each word (what does it mean?)
2. Give a history behind the meaning of the word

  • Include what branch the word came from (make a language hierarchy all the way to the language family)
  • Include root words (what words were originally used?
  • Dates of when it was first used.

3. Must have at least 3 different branches represented in dictionary.

  • For example: Germanic, Latin, Celtic, etc. You are also welcome to use other language families outside of Indo-European!

4. Common Usage – How would someone use it in a sentence or in everyday life?

  • Are there multiple ways one would use the word? (red pepper v. red traffic light)

Work in groups of 4 - you will combine your work with your classmates to create you dictionary booklet.

Mr Walker, what do I study for the Slavery Unit Test next week?

Materials to Review

  • Text Book Chapters -- Chapters 2.1, 2.2, 2.3 & 3.1
  • De Las Casas letter primary sources, 6 Phases primary sources, Triangular Trade map notes, slave investment process notes, seasoning process notes, all lecture notes beginning with Spain/Hispaniola and forward.

Key Terms to Consider

  • Spanish Conquistadors
  • Hispaniola
  • Taino Indians
  • Bartolome De las Casas
  • Black Legend
  • Jamestown
  • Tobacco Boom
  • Indentured Servants
  • Planters
  • Anthony Johnson
  • Nathaniel Bacon
  • Bacon's Rebellion
  • Race-based Slavery
  • William Byrd
  • 6 Phases of the African Slave Trade (know each step in proper order and all related info for each step)
  • Slave Factories
  • Slavers
  • Role of Africans in slave trade
  • Olaudah Equiano
  • Venture Smith
  • Alexander Falconbridge (middle passage white ship surgeon)

Journal Assignment: The Seasoning Process
Write a journal about your seasoning experience, be sure to use all of the following key terms in your description:

  • New African
  • Old African
  • Creole
  • Great Gang/2nd Gang/3rd Gang (depending on your character)
  • Drivers
  • Seasoning
  • Your New Slave Name

Be creative but accurate and have fun! Be the character, what’s your name? your new name?

Format: 1 Page, handwritten, single-spaced. You may type it if you wish. Underline the key terms please. DUE MONDAY

Bacon's Rebellion Homework

Respond to the following 2 questions in a 1 page, handwritten, single-spaced response.

  1. Describe how Bacon’s rebellion affected life in the colony, specifically its laws and its people like William Byrd. This questions asks you to think about the immediate changes made to Virginia colonial society, laws and people.
  2. How might this rebellion affect the future lives of the African slaves and their African-American descendants? This question asks you to think about the long-term affects of Bacon's Rebellion, 1676-2010!

Thanksgiving Holiday Assignments:

For African American History!

EQ: How does Hispaniola compare to Jamestown?
Task: You will write an essay response comparing the British colonial experience vs. the Spanish colonial experience. Include specific > examples relating to:

  • Labor systems used — what sort of labor did the colony rely on, describe how it worked.
  • Style of colonization — how did each group approach creating a colony, how did they go about it?
  • Relations with Natives — what sort of relationship did each group have with Natives? Describe it!
  • Role of Negroes in the colonies — How were Africans/Negroes introduced to each colony? How were they received in each?

In each example be sure to explain how the two colonies were both similar and different and why they were similar or different

Remember your essay must be a minimum of a page in length. If you write it by hand single space your work. If you type it, double space your work.
For the Venn Diagram (the two overlapping circles) be sure to discuss all four points for each group (Spanish and British), for the similar space tell me 3 things that each group did similar when colonizing the new world.

For AP Human Geography!

EQ: How are the cultures of the Kalahari Bushman and Canadian Arctic Inuit similar and different to one another?
Tasks:
1) Create a Venn Diagram comparing the two cultures, use the information from the film watching guide and your notes to complete the diagram.
2) Write a 5 paragraph essay comparative essay.

  • Introduction – topic sentence, overview of examples
  • Body #1 – first example comparison
  • Body #2 – 2nd example comparison
  • Body #3 – final example comparison
  • Conclusion – restates topic sentence, restates examples and their comparison, concludes paper.

Be sure to fully explain your examples, all paragraphs must be at least 7 sentences in length. Be sure to type your essay according to the stand format given in class earlier this year!

Attach your diagram to your essay with your answers to the movie watching questions (this was given in class when we began watching The Gods Must Be Crazy) — All questions must be answered!

Remember to contact Mr. Walker via email or by phone should you require any assistance. He will not be available Wednesday - Saturday Morning due to the holiday week. However Saturday afternoon and all day Sunday (until 9pm) he is available.

HW Assignments for AA History and AP Human Geography

AA History — Writing a letter to the Spanish King about the Black Legend

A Native Survivor OR A Spanish Conquistador, think about the character of the person writing the letter, what would you want to say to the King as either a native or Spanish Conquistador?
What you need to include in your letter:
1) A personal account of what’s going on between the Natives and Spanish What would a native say about the black legend? How would a Spaniard describe the black legend?
2) Discuss Religion What does the native think of Christianity/becoming Christian (remember De las Casas thought they’d make great Christians) Would the Spanish conqueror see himself as a “good Christian” considering their actions?
3) Reactions to the 100 African slaves brought in. What would a native think of these 100 African slaves? What would the Spaniard think of these new slaves from Africa?

Format of letter — 1 full page, single spaced for handwritten or typed. Use your notes from class, and the De Las Casas letter worksheet for examples to use in your letter.

AP Human Geography Poster Assignment: Create an poster of a local culture

Poster must involve 2 components, a visual component and a caption for the poster to explain the visual component.

The Visual Component:

Present Visual examples on your poster of Collective community Shared experiences Customs and traits that preserves it’s identity What makes it unique.
Be sure to give visuals that are relevant to the culture, they may be either printed off or drawn by hand.

The Caption:

Similar to a picture caption in your book, your caption for this poster must explain specific cultural ideas about the visuals you selected.
1st part of caption — Explain the visual examples of collective community, the shared experiences, customs of the culture. In detail explain, do not simply list examples of each. If you don't explain then you haven't done the assignment correctly.
2nd part of caption — Choose one example of a material cultural item that is present in your visuals. Describe how this material cultural item reflects non-material culture. Remember material culture is something tangible, some that can be constructed, it's physical; and this material culture reflects a certain meaning, which is non-material culture (belief, religion, etc.)

Format of poster — visuals, give several examples, a few pictures would be adequate. Arrange these visuals neatly. The use of headlined words, or phrases that go with your visual examples is fine. The caption must be at least 10 lines in length, and must explain all of the parts outlined above.

Welcome back Vikings for another exciting year of learning! During the time it takes for me to set up our new classroom website mentioned earlier, this page and what is typed below will be your one stop resource for important info and useful links. The list I am setting up below is meant to streamline things and make it easier for you to find various tools and resources for the class and homework.

Behold, our list of very important resources and links for the 2010-2011 schoolyear:

Online Version of African American History Textbook:

The students will regularly use this online form of the textbook to complete their homework reading assignments. All of the files listed on the website are in PDF format. Your computer will need adobe acrobat or something similar to open these files. Adobe acrobat is free and available through Adobe's website. There is a link to Adobe's website on the textbook website (click the link below).

African American History Unit 1: Africa it's history, culture and how Things Fall Apart

This first link is an awesome website maintained by a modern day African Griot (gree-oh). He provides the history, values and traditions of a major component of African Culture; the Griot (African Storyteller).

AP Human Geography Take Notice!

Here are the questions related to the article on India from Today's class (9/29/10):

  1. What types of programs has the Indian govt. tried to stop the population explosion?
  2. What is the newest incentive program to control newlyweds to prevent population growth?
  3. What do you think the term "population explosion" means?
  4. What Rural custom is this pilot program trying to prevent and what is it trying to promote?
  5. Why do some families have more and more babies? (what gets them to stop?)
  6. What is one problem with offering cash to control birth
  7. DO YOU THINK INDIA WILL ALWAYS FIGHT POPULATION INCREASES?
page revision: 171, last edited: 02 Jun 2011 18:46
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