·Conflict and Change was the dominant theme in Europe following WWI.

·         Much of Europe was in chaos after WWI.  People were homeless and hungry.

·         Years of rule by the powerful and wealthy czars led to a Russian Revolution.

·         Communism seemed a welcome option for the Russian people, but laid plans for future conflicts.

·         Describe the basic components of the Treaty of Versailles. Let students read the articles which deal with the reparations Germany had to make and how Germany lost lands.

·         Discuss with students how these concessions led to resentment and opened the door to Nazism.

·         Hitler promised to end unemployment, poverty and make Germany a world power again.

·         Explain the impact of the world-wide depression and how economic depression can lead the way for conflict and change. 

·         The Holocaust resulted in the extermination of 6 million Jews in Europe- almost the entire Jewish population was destroyed.

·         The Jews that survived had to be relocated and this resulted in many refugees and immigrants that migrated to other parts of the world.

·         Russia and the US (became known as the SuperPowers), allies in WWII, became bitter enemies after WWII because of differences in political ideas: communism and democracy.

·         This resulted in political conflicts and nuclear build-up: The Cold War.

·         The US wanted to rebuild European countries with democratic governments and the Soviet Union wanted these countries to have a communist government.

·         Many countries in Europe became communist after WWII: Poland, Romania, East Germany, and Yugoslavia. 

·         Germany was split after WWII into West Germany- Democratic and East Germany-Communist with the Berlin Wall dividing the two countries.

·         Life in the communist countries was difficult. Goods made in the countries were not of good quality and many goods could not be found. There were many food shortages.

·         People were becoming dissatisfied with the communist government. 

·         Mikhail Gorbachev was the General Secretary of the Communist Party of the Soviet Union. 

·         One of the policies he introduced was glasnost which means openness.  This policy allowed the people and press of the Soviet Union to question and criticize the policies and procedures of the Soviet Union. 

·         The Cold War lasted 40 years. 

·         The US and USSR entered a new era of cooperation from 1985 to 1987 under Ronald Reagan and Mikhail Gorbachev.

·         The Soviet Union of Socialist Republics collapsed in 1991 and no longer existed. 

·         The collapse of the Soviet Union led to the re-unification of Germany in 1990.

 National History Day collection of Data: Wednesdays for 1,5,6, periods only. Please bring a lap top if possible to do your work on.  Topics will be reviewed and worked on this day in the classroom.
Have a great day!

Work Session –– Canada’s Economics – Students will continue to image Canada using Charts, graphs, pictures, and devices to retrieve information that is important to the section chosen to work on in class. Bring markers, color pencils, paste, etc to make this the best group master piece. Students are competing for the best Master Piece and Prizes; to be finished by Wednesday for presentation on Thursday for a grade.

Closing – Open Ended Question for ticket out the door

HMWK: Review notes on Economics for test on Friday 3/3/2017

2/22 -24-2017
Our week is short on next week; students return on Wednesday. The students have been given a Black History Project.  Each student selected an area to focus on and find an African American famous from Georgia to do research.  Science/Medicine may choose from another State if not able to find someone from Georgia. They are to have 4 - written (neatly) or typed paragraphs that includes birth, early life, education and contribution made to society. To finish the report, students will find pictures of the person and select 1- category from the selection provided to help define the person's impact on society (poems, songs, newspaper articles, magazine articles, or other items that relate to your report). The report is due upon return for a minimal project grade (25%). These reports will be shared with the class.  Enjoy the research. 

HMWK: Quiz on Thursday; Review notes on EDMODO

Work Session:  Essential Question and how geographers analyze cultural, political, economic, and physical artifacts to draw conclusions. They will record their thoughts on handout and then answer the question, “How does where Olaf lives influence how he lives?”

SS6CG3 Compare and Contrast various forms of government. a. Explain citizens participation in autocratic and democratic government [i.e., role of citizens in choosing the leaders of the United Kingdom (parliamentary democracy), Germany (parliamentary democracy), and Russia (presidential democracy)]. b. Describe the two predominant forms of democratic government: parliamentary and presidential. 

SS6E7 Analyze different economic systems. a. Compare how traditional, command, and market economies answer the economic questions of 1- what to produce, 2-how to produce, and 3-for whom to produce. b. Explain that countries have a mixed economic system located on a continuum between pure market and pure command. c. Compare the basic types of economic systems found in the United Kingdom, Germany, and Russia.

 Literacy Standards: L6-8RHSS1: Cite specific textual evidence to support analysis of primary and secondary sources. 

L6-8RHSS2: Determine the central idea or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

Essential Questions: What role do people play in different style of government? • What type of economic systems exists in Europe? • What economic factors determine if a region is good or bad place to live? Monday review of notes over quiz; Quiz on Tuesday over WWII, Cold War, and Reunification of Europe.
National History Day talk on Wednesday; Europe Choice Board Review of entire unit classwork

Warm Up/Opening – Brain Pop -review of WWII, Cold War, and Reunification
 Types of Government and What People Say/Do:

1.        Discuss the types and its meaning

2.       Set Up a Shop: Bakery (Variety), Grocery Store, Barber Shop, Beauty Shop, Candy Shop, Ice Cream Shop, Clothing Store, Nail Shop, Toy Store etc

3.       Write 5 Scenarios (Include Parliamentary and Presidential) to show how the types of governments could play a role in your choice shop.

4.       Illustrate in a small way each scenario

5.       Present to the class on Thursday

Closing – Journal Entry