Juan's Digital Portfolio
WWI Glog
10.5 Students analyze the causes and course of the First World War:
1.0 Analyze the arguments for entering into war presented by leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of “total war.”
2.0 Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate).
3.0 Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war.
4.0 Understand the nature of the war and its human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort.
5.0 Discuss human rights violations and genocide, including the Ottoman government’s actions against Armenian citizens.
10.6 Students analyze the effects of the First World War:
1.0 Analyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of Versailles and Woodrow Wilson’s Fourteen Points, and the causes and effects of the United States’s rejection of the League of Nations on world politics.
2.0 Describe the effects of the war and resulting peace treaties on population movement, the international economy, and shifts in the geographic and political borders of Europe and the Middle East.
3.0 Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.
4.0 Discuss the influence of World War I on literature, art, and intellectual life in the West (e.g., Pablo Picasso, the “lost generation” of Gertrude Stein, Ernest Hemingway).
To learn about the causes and effects of World War I, we were assigned to create a glog, a digital poster. We were given several topics to write about and demonstrate with the use of a picture or video. Those topics were the causes of World War I, The Assassination of Archduke of Austria-Hungary, the Schleiffen Plan, Total War, Propaganda, Stalemate, Trench Warfare, No Man's Land, American Genocide, Unrestricted Submarine Warfare, the Zimmerman Note, the Paris Peace Conference, Wilson's Fourteen Points, and the Treaty of Versailles. For each topic, I wrote a summary thoroughly explaining it. It was simple.
This project taught me a variety of new concepts. I learned a few of the causes of World War I. They are as following: the advancement of military technology, the growing imperialist (the desire to acquire new lands) nature of European nations, the alliances made throughout the world, and the nationalistic (believing your country is superior to others) attitude of several countries. It was particularly enjoyable to learn about how technology was used in World War I. Submarines became commonplace, as well as machine guns. I also learned about the formation of the League of Nations which laid the framework for the United Nations. Overall, it was an incredibly educational project.
1.0 Analyze the arguments for entering into war presented by leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of “total war.”
2.0 Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate).
3.0 Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war.
4.0 Understand the nature of the war and its human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort.
5.0 Discuss human rights violations and genocide, including the Ottoman government’s actions against Armenian citizens.
10.6 Students analyze the effects of the First World War:
1.0 Analyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of Versailles and Woodrow Wilson’s Fourteen Points, and the causes and effects of the United States’s rejection of the League of Nations on world politics.
2.0 Describe the effects of the war and resulting peace treaties on population movement, the international economy, and shifts in the geographic and political borders of Europe and the Middle East.
3.0 Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.
4.0 Discuss the influence of World War I on literature, art, and intellectual life in the West (e.g., Pablo Picasso, the “lost generation” of Gertrude Stein, Ernest Hemingway).
To learn about the causes and effects of World War I, we were assigned to create a glog, a digital poster. We were given several topics to write about and demonstrate with the use of a picture or video. Those topics were the causes of World War I, The Assassination of Archduke of Austria-Hungary, the Schleiffen Plan, Total War, Propaganda, Stalemate, Trench Warfare, No Man's Land, American Genocide, Unrestricted Submarine Warfare, the Zimmerman Note, the Paris Peace Conference, Wilson's Fourteen Points, and the Treaty of Versailles. For each topic, I wrote a summary thoroughly explaining it. It was simple.
This project taught me a variety of new concepts. I learned a few of the causes of World War I. They are as following: the advancement of military technology, the growing imperialist (the desire to acquire new lands) nature of European nations, the alliances made throughout the world, and the nationalistic (believing your country is superior to others) attitude of several countries. It was particularly enjoyable to learn about how technology was used in World War I. Submarines became commonplace, as well as machine guns. I also learned about the formation of the League of Nations which laid the framework for the United Nations. Overall, it was an incredibly educational project.
Cold War Glog
10.9 Students analyze the international developments in the post–World War II world:
1.0 Compare the economic and military power shifts caused by the war, including the Yalta Pact, the development of nuclear weapons, Soviet control over Eastern European nations, and the economic recoveries of Germany and Japan.
2.0 Analyze the causes of the Cold War, with the free world on one side and Soviet client states on the other, including competition for influence in such places as Egypt, the Congo, Vietnam, and Chile.
3.0 Understand the importance of the Truman Doctrine and the Marshall Plan, which established the pattern for America’s postwar policy of supplying economic and military aid to prevent the spread of Communism and the resulting economic and political competition in arenas such as Southeast Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa.
4.0 Analyze the Chinese Civil War, the rise of Mao Tse-tung, and the subsequent political and economic upheavals in China (e.g., the Great Leap Forward, the Cultural Revolution, and the Tiananmen Square uprising).
5.0 Describe the uprisings in Poland (1956), Hungary (1956), and Czechoslovakia (1968) and those countries’ resurgence in the 1970s and 1980s as people in Soviet satellites sought freedom from Soviet control.
6.0 Understand how the forces of nationalism developed in the Middle East, how the Holocaust affected world opinion regarding the need for a Jewish state, and the significance and effects of the location and establishment of Israel on world affairs.
7.0 Analyze the reasons for the collapse of the Soviet Union, including the weakness of the command economy, burdens of military commitments, and growing resistance to Soviet rule by dissidents in satellite states and the non-Russian Soviet republics.
8.0 Discuss the establishment and work of the United Nations and the purposes and functions of the Warsaw Pact, SEATO, NATO, and the Organization of American States.
Similar to the World War I Glogster project, the Cold War Glogster project required us to create a digital poster. However, we worked with a partner this time, and, of course, the poster was about the Cold War. We had to write an explanation of a topic involving an aspect of the Cold War and provide a picture or video to go along with the summary. There were a total of nine events that we were asked to cover. They were the Cold War Alliances, the Marshall Plan, the Arms Race, the Berlin Blockade and Airlift, the Chinese Revolution, the Korean War, the Cuban Missile Crisis, the Vietnam War, and the Fall of Berlin Wall. I completed the last five of the events. Just like the other glog, this project was didactic.
The Cold War was an unstable period of time for the entire world. Competition between the two superpowers of the world, the United States and the USSR, engulfed the politics of every nation. I learned what nations made alliances with each other and what sort of ideologies they believed in. NATO, the North American Treaty Organization, was established by the United States while the Warsaw Pact was created by the USSR. With nuclear weapons in the hands of both associations, the world was constantly at the brink of destruction. I also learned how much money that United States poured into the destruction of communism. Astoundingly, it was in the billions. The US also intervened in several civil wars to prevent the spread of communism, but they failed for the most part. This project was definitely one of the most informative ones I completed this year.
1.0 Compare the economic and military power shifts caused by the war, including the Yalta Pact, the development of nuclear weapons, Soviet control over Eastern European nations, and the economic recoveries of Germany and Japan.
2.0 Analyze the causes of the Cold War, with the free world on one side and Soviet client states on the other, including competition for influence in such places as Egypt, the Congo, Vietnam, and Chile.
3.0 Understand the importance of the Truman Doctrine and the Marshall Plan, which established the pattern for America’s postwar policy of supplying economic and military aid to prevent the spread of Communism and the resulting economic and political competition in arenas such as Southeast Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa.
4.0 Analyze the Chinese Civil War, the rise of Mao Tse-tung, and the subsequent political and economic upheavals in China (e.g., the Great Leap Forward, the Cultural Revolution, and the Tiananmen Square uprising).
5.0 Describe the uprisings in Poland (1956), Hungary (1956), and Czechoslovakia (1968) and those countries’ resurgence in the 1970s and 1980s as people in Soviet satellites sought freedom from Soviet control.
6.0 Understand how the forces of nationalism developed in the Middle East, how the Holocaust affected world opinion regarding the need for a Jewish state, and the significance and effects of the location and establishment of Israel on world affairs.
7.0 Analyze the reasons for the collapse of the Soviet Union, including the weakness of the command economy, burdens of military commitments, and growing resistance to Soviet rule by dissidents in satellite states and the non-Russian Soviet republics.
8.0 Discuss the establishment and work of the United Nations and the purposes and functions of the Warsaw Pact, SEATO, NATO, and the Organization of American States.
Similar to the World War I Glogster project, the Cold War Glogster project required us to create a digital poster. However, we worked with a partner this time, and, of course, the poster was about the Cold War. We had to write an explanation of a topic involving an aspect of the Cold War and provide a picture or video to go along with the summary. There were a total of nine events that we were asked to cover. They were the Cold War Alliances, the Marshall Plan, the Arms Race, the Berlin Blockade and Airlift, the Chinese Revolution, the Korean War, the Cuban Missile Crisis, the Vietnam War, and the Fall of Berlin Wall. I completed the last five of the events. Just like the other glog, this project was didactic.
The Cold War was an unstable period of time for the entire world. Competition between the two superpowers of the world, the United States and the USSR, engulfed the politics of every nation. I learned what nations made alliances with each other and what sort of ideologies they believed in. NATO, the North American Treaty Organization, was established by the United States while the Warsaw Pact was created by the USSR. With nuclear weapons in the hands of both associations, the world was constantly at the brink of destruction. I also learned how much money that United States poured into the destruction of communism. Astoundingly, it was in the billions. The US also intervened in several civil wars to prevent the spread of communism, but they failed for the most part. This project was definitely one of the most informative ones I completed this year.
Life in the Industrial Age
For the Life in Industrial Age project, we were assigned to, with a partner, create a Powerpoint presentation focusing on the Industrial Age chapter in our history books and find a video that also explained the Industrial Age. For every section in the chapter, we created a slide. It was very straightforward. The topics included, but were not limited to, the effects of the growth of industry on people, child labor, the formation of workers' unions, and how capitalism grew. Once the presentation was completed, it was presented to the class.
The Industrial Age was an incredibly revealing time. It showed how effortlessly people were affected by the concept of money. Farmers and those who lived in rural communities moved to city because of the promise of money, a concept called urbanization. Corporate moguls exploited women and children by having them work for more than 15 hours a day in terrible conditions. The divide between the rich and poor got bigger during this period, but a middle class was also created in the process. It was not all bad, though. Technology progressed significantly with the invention of steam power. Workers' unions were founded, making the working world better. Overall, the Industrial Age was a time of change, both beneficial and detrimental.
10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States:
1.0 Analyze why England was the first country to industrialize.
2.0 Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison).
3.0 Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.
4.
Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.
5.
Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.
6.
Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.
7.
Describe the emergence of Romanticism in art and literature (e.g., the poetry of William Blake and William Wordsworth), social criticism (e.g., the novels of Charles Dickens), and the move away from Classicism in Europe.
The Industrial Age was an incredibly revealing time. It showed how effortlessly people were affected by the concept of money. Farmers and those who lived in rural communities moved to city because of the promise of money, a concept called urbanization. Corporate moguls exploited women and children by having them work for more than 15 hours a day in terrible conditions. The divide between the rich and poor got bigger during this period, but a middle class was also created in the process. It was not all bad, though. Technology progressed significantly with the invention of steam power. Workers' unions were founded, making the working world better. Overall, the Industrial Age was a time of change, both beneficial and detrimental.
10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States:
1.0 Analyze why England was the first country to industrialize.
2.0 Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison).
3.0 Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.
4.
Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.
5.
Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.
6.
Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.
7.
Describe the emergence of Romanticism in art and literature (e.g., the poetry of William Blake and William Wordsworth), social criticism (e.g., the novels of Charles Dickens), and the move away from Classicism in Europe.
Industrial Revolution Catalogue
The Industrial Revolution Catalog/Journey Through Time project consisted of two different parts. The first, a poster advertising an invention. This was to be written as if it were during the Industrial Age, so the inventions would be at least a hundred years old. The second part of the project was more of an actual catalog. We were assigned to pretend to be an immigrant moving to America in the late 1800's - early 1900's. It asked us to create a new identity , complete with a country of origin, an age, a document like a ticket or passport, a former occupation, and a reason why we were leaving our country. For every page in the catalog, a picture was needed to represent what an immigrant would go through. The catalog also required us to write a letter to a family member back home. It was basically everything an immigrant would have.
This was one of the more interesting projects of my sophomore year. The advertisement taught me all about the Colt revolver, the invention I chose to make a poster about. I learned about Samuel Colt, the inventor of the revolver, and when it was invented. The catalog was a more informative project. I was given the ability to know how an immigrant would have felt and what he or she had to suffer through. I chose to be Robert Francis, a fifteen year old worker from England. Robert left England to find a better paying job in America, so he could provide for his family. I made him to be a determined young man. I must say, completing this project was a lot of fun.
10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States:
1.0 Analyze why England was the first country to industrialize.
2.0 Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison).
3.0 Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.
4.0 Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.
5.0 Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.
6.0 Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.
7.0 Describe the emergence of Romanticism in art and literature (e.g., the poetry of William Blake and William Wordsworth), social criticism (e.g., the novels of Charles Dickens), and the move away from Classicism in Europe.
This was one of the more interesting projects of my sophomore year. The advertisement taught me all about the Colt revolver, the invention I chose to make a poster about. I learned about Samuel Colt, the inventor of the revolver, and when it was invented. The catalog was a more informative project. I was given the ability to know how an immigrant would have felt and what he or she had to suffer through. I chose to be Robert Francis, a fifteen year old worker from England. Robert left England to find a better paying job in America, so he could provide for his family. I made him to be a determined young man. I must say, completing this project was a lot of fun.
10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States:
1.0 Analyze why England was the first country to industrialize.
2.0 Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison).
3.0 Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.
4.0 Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.
5.0 Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.
6.0 Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.
7.0 Describe the emergence of Romanticism in art and literature (e.g., the poetry of William Blake and William Wordsworth), social criticism (e.g., the novels of Charles Dickens), and the move away from Classicism in Europe.
