Debates Schedule for December

Wed 12/21: Taking Sides Issue #11
Pro: Gillian/Hannah Con: Natalie/Mallory Moderator: Shawn

Thursday 12/22: Taking Sides Issue #12
Pro: Aaron/Lexy Con: Felipe/Katie Moderator: Estephany

Friday 12/23: Taking Sides Issue #10
Pro: Caitlyn/Isha Con: Nick/Christian Moderator: Linda

Homework Due 12/22 (Thursday)

Social History Charts (file is on my BMHS Site) based on chapter 16 of Kagan

Homework Due 12/16

Make comparison chart for Peter the Great & Catherine the Great of Russia (similarities & differences) & read document packet (handed out in class)

*Reading schedule pushed from Thursday & Friday to Tuesday 12/20

December 12-16 Reading/Topic Schedule

Monday 12/12
Russia: Land of the Tsars (History Channel)
Question: Trace the Russian monarchy from its founding through Peter the Great. (Consider PERSIA)

Tuesday 12/13
Kagan: pp 492-501 (stop @Russia)
Discussion Topics:
-Rise & Fall of The Netherlands
-Emergence of Austria & Prussia
-The Ottoman Empire

Wednesday 12/14
Kagan: pp 501-507
Discussion Topic:
-Russia under Peter the Great
Document Analysis:
Absolutism of Peter I & Catherine II of Russia

Thursday 12/15
Sherman: pp. 83-84, “Letter to a Lady R., 1716: Women and the Aristocracy, & “Women of the Third Estate”
Kagan: pp. 514-524 (stop at Children & the World of the Family Economy)
Discussion Topics:
-Aristocracy v. Peasantry
-Women of the Old Regime

Friday 12/16
Sherman: pp. 88-91 (all sources)
Kagan: pp. 524-529 (stop at Industrial Revolution)
Discussion Topics:
-Aristocracy v. Peasantry
-Agricultural Revolution

Homework due 12/12

Read Kagan: p481-492

Homework for 12/7-12/9

Due Thursday 12/8: Complete reading of Kagan chapter 14

Due Friday 12/9: Read Sherman chapter 6 & answer review questions on page 78
*responses must be submitted to turnitin.com*

Current Event Due Monday 12/5

-See my BMHS page for full assignment
-Use News Links for articles

Test Wed 11/30

Multiple choice & mini DBQ essay

Due Wed 11/30

Kagan Chp 13 Questions ( p444 q1-6)
PERSIA Chart-chp 13 (must submit to turnitin.com)
Term sheet, chp13

Art Gallery Assignment-see BMHS site for full assignment (must submit to turnitin.com)
Yale Center for British Art Database

Homework due 11/23

Sherman: read the following sources & respond to the "consider" questions/statements:
P. 66 Maternal Care (painting)
P. 68 Centuries of Childhood
P. 68-69 The World We Have Lost: The Early Modern Family

1982 DBQ Thesis

Post thesis for the 1982 DBQ: Upper Class English Child Rearing (1500s-1700s)

Homework Due Wed 11/16

Sherman: p67-68, Durant & Trevelyn (if you haven't already read)
"The English Declaration of Rights" read and answer the two review questions that follow (handed out in class)

Homework Due Friday 11/11

Read "Declaration of Sports" & "Petition of Right"
-Summarize main idea for both (1 paragraph each)
-Make a connection to the time period-how did this document reflect what was going on at the time?(1 paragraph each)

Due Friday!!

Corrections for Test #3
Permission Slip for Yale Trip

Homework for Friday 11/4

Kagan: read through page 430
Sherman: Read pp. 49-50 "The Powers of the Monarch in England" & "The Powers of Parliament in England" & answer "Consider" questions for each

Make categories from DBQ Chart: "Education for Women"

Outline comparison arguments from "Royal Power is Absolute" article (either Boussuet, James I,Voltaire, or Hobbes) with Joseph II of Austria

All Due Wed 11/9

Homework Due Friday 11/4

"Royal Power is Absolute" documents & questions (given out in class)

Homework for Tuesday Nov 1

Read Kagan pp. 417-425
DBQ Chart: Education for Women (16th-18th Century)

All Due Thursday 11/3

Schedule Update (Thursday/Friday)

Multiple Choice Test #3: Age of Religious Wars-Thursday 10/27

Free-Response Question: French Wars of Religion-Friday 10/28

Kagan Questions, PERSIA Chart, & term sheet due Friday 10/28

Homework due Tuesday 10/24

Respond to the following questions based "The Thirty Nine Articles"

1. What was the purpose of the document?

2. What does the document say about Elizabeth I as a monarch?

3. Choose 1 of the 39 Articles and compare it to a section of the "Council of Trent" that addresses a similar issue.

Homework due Monday 10/24

Read the following articles from the Sherman source book & answer the "consider" questions that accompany each document:

pp. 51-52, "The Surrender of Breda" (painting)
pp. 54-55, "Germany & the Thirty Years' War (maps)
p. 56, "A Political Interpretation of the Thirty Years' War"
pp. 56-57, "A Religious Interpretation of the Thirty Years' War"

Homework Due 10/14

Read Kagan book through p. 404 (stop at Thirty Years War)

Test Corrections due 10/13

Test #1 corrections due on Thursday 10/13
Test correction form can be downloaded on my BMHS site

Homework due 10/13

Kagan: pp. 389-395 (stop at Imperial Spain)
Sherman: pp. 47-49 (stop at James I)

*Reminder class does not meet on Wed 10/12 due to PSAT*

Assignment + Test 10/11

-Chapter 11 Kagan Qs (via turnitin.com)
-Reformation Term Sheet (availble on BMHS site)
-PERSIA chart for Reformation (available on BMHS site)

Multiple Choice Test on Chapter 11-Tuesday 10/11

Homework due 10/6

Read "The Process of Reform" & "The Council of Trent" (handed out in class)
Answer the questions that follow each document

Homework Due 10/5

Read Sherman: pp. 28-29, "What was the Reformation? & A Political Interpretation of the Reformation"

Answer the consider questions for each source

Homework due 10/4

Finish reading Kagan chapter 11 (Reformation)

Due Mon 10/3

Kagan: pp. 368-378 (stop @Family Life)
Sherman: pp. 23-32

Homework due 9/30

Read & be prepared to discuss "Taking Sides Issue 8"

Homework due 9/28

Read & take notes on Kagan through page 368 (stop at The English Reformation)

Homework Due 9/27

Kagan: pp. 353-361 (stop @Reformation Elsewhere)
Sherman: pp. 19-23 (stop @Calvin)

Test Date Change

Test #1 on the Renaissance & Exploration will take place on Monday 9/26 instead of Friday 9/23

All work previously due on 9/23 is now due 9/26

-Kagan Questions (via turnitin.com)
-Term sheet
-PERSIA Chart
-Middle Ages/Renaissance Chart

Thesis Statement

Comment on this post with your name and thesis statement that addresses the following question:

Identify and analyze the characteristics of the 15th century Italian city-states that made them fertile grounds for Renaissance artists.

Comment must be posted before the start of period 2 on Thursday 9/22 (8:21 AM)

9/19 through 9/23 homework schedule

Tuesday 9/20: Images of the Renaissance follow-up

Wednesday 9/21: FRQ Thesis follow-up (given out in class)

Thursday 9/22: Taking Sides Issue 7

Friday 9/23: Submit PERSIA chart & term chart in class
Kagan Chapter 10 questions via turnitin.com
Multiple Choice Test-Renaissance & Discovery

9/12-9/16 HW Schedule

Kagan= Western Heritage (8th Edition) by Donald Kagan (large red text)
Sherman=Western Civilization: Sources, Images, & Interpretations (7th Edition) edited by Dennis Sherman

Tuesday 9/13
Medieval Warfare Sources (handout & questions)

Wednesday 9/14
Kagan: pp. 317-327 (stop @Renaissance Art)

Thursday 9/15
Kagan: pp. 327-337 (stop @Northern Renaissance)

Friday 9/16
Kagan: pp. 337-349

Monday 9/19
Sherman pp. 10-18

Summer Assignment Due 9/1/2011

-Summer assignment is available on the BMHS Site under "2011 Summer Work"
-If you did not receive turnitin.com info, you must email me at melia@norwalkps.org for the class enrollment info
-Assignment counts as 1st test grade (Manchester) and 1st homework grade (Kagan) of the 1st quarter & must be submitted to turnitin.com
-Email me with any questions

June Current Event Due Monday 6/6

Final Current Event of the course

Final Project (for AP Exam takers)

AP European History Final Project (Final Exam) Mr. Meli 2010-11
Directions:
A. Choose 1 individual from the list of the 25 most influential Europeans (from Renaissance to the present). No two students may have the same person. You will use this individual for both aspects of your final project during the final examination period for the class.
1. Johannes Gutenberg
2. Martin Luther
3. Napoleon Bonaparte
4. Isaac Newton
5. Christopher Columbus
6. Karl Heinrich Marx
7. Leonardo da Vinci
8. John Calvin
9. Ferdinand & Isabella (Spain) *
10. Albert Einstein
11. Louis XIV (France)
12. Winston Churchill
13. Vladimir Ilyich Lenin
14. Otto von Bismarck
15. Joseph Stalin
16. Adolf Hitler
17. Elizabeth I (England)
18. Peter the Great (Russia)
19. Nikita Khrushchev
20. Frederick William I (Prussia)
21. William Shakespeare
22. Klemens von Metternich
23. Charles Darwin
24. King Charles V (Spain)
25. Machiavelli
*One student must do Ferdinand or Isabella, not both*

B. Must complete “Facebook Page” (attached) using your individual. Pages are due on 6/13. Presentations & wall signings will take place on 6/15 (during exam period)

C. Must attend, present, and participate in “Dinner Party (for Breakfast)” (attached) as your individual.

D. If you do not have your presentations ready on the day of the final, or are absent*, you must take written (scantron & FRQ) final exam based on the AP exam.
*Absences during finals must be excused by housemaster only to make up or receive a zero.


Facebook Page (Due Monday, 6/13)

Directions: on a large sheet of white paper, create a Facebook profile for your individual from the list.

Things to include:

Name of Person

Basic Information:
*network (make this up)
*Birthday
*Hometown
*Relationship status


Personal Information
*Interests
*Activities
*Famous quotations (either the person said or said about person)
*About Me section (must be 2 paragraphs in length and each paragraph must be 5-7 sentences)
*Photos (you need to include at least five different photos of the person or event and include a title for your album)
*Wall-you will present your person in class and there will be time for your person to sign the walls of five other people. It’s a good idea to bring in some pictures for other people’s walls and you must sign five walls and be appropriate (points will be deducted if you aren’t). Space on the back of your paper is where the wall is located. You may also “Like” other’s comments and posts.
*Groups- create at least four groups that your person belongs to (must be historically relevant)

Dinner Party (for Breakfast)

Dinner parties are given to allow guests to meet new people, discuss contemporary social and political issues and enjoy good food and conversation. As a class, we will have our dinner party and our guests will come from the top 25 influential Europeans list (attached).
Process:
1. After choosing your individual, you will spend some time reviewing biographical data from course readings or outside sources. You also should spend time watching or reading the local, national and world news.
2. During the Dinner Party you will spend no more than one minute introducing yourself with a prepared speech explaining why you are the list as one of the most influential Europeans. You should also point out your facebook page that will be on display in the back of the classroom.
3. After the intros, we will enjoy our meal as I begin to ask questions to the guests about historical issues and current events. You will answer these questions the way you think your historical figure would. For example, “What do you think of the death penalty?” If I was playing Stalin, I might answer, “It’s a necessary thing. If you remove the person, you remove the problem!”
4. During the questioning session, attendees will sign the “walls” of the facebook pages for their fellow guests. Each attendee must sign a minimum of 5 others walls.
5. Finally, the attendees will draw a wrapped prize from the grab bag, open them and try and guess who brought it.

What you Need to Bring:

1. Food item from your person’s country. We will have a sign up sheet in class. You only need to bring enough for a small amount for each person in the class (16 people-those who took the AP Exam).
2. Gift that represents something significant about your person. The gift should not cost more than $5, and can be made rather than purchased. You must wrap your gift, as it will be opened during the grab bag phase of the party. Do not tell others what you brought. Example: Stalin could bring a toy truck representing heavy industrialization or an animal farm coloring book representing collectivization.
3. Dress up as the person you are playing. Nothing elaborate, just make an effort to do something that indicates who the person was. For example, if I was Stalin, I could get a military hat and place a red star on the front of it.

How will you be graded:

Creativity/Effort in presentation, participation, & facebook page: 50%
Content: Oral presentation, question responses, & facebook page: 50%

Please note, this will count as your final exam grade, not as a 4th quarter assignment and will only be available to students who took the AP European History Exam on May 6 and who are present for the day of the final exam (6/15)

Black Death Film Questions-Due Monday 5/16

“Black Death” Reaction Questions
Respond to the following questions in approximately 1-2 paragraphs each
1. What was your overall reaction to the film? Did you find it disturbing, fascinating, shocking, informative, or something else entirely? Why did you have this reaction?
2. How did the film illustrate the religious fervor of 14th century Europe during the Black Plague? Cite examples from the film.

Cold War Packet Due Friday 5/20

AP Exam Friday May 6

Reading Schedule for Week of 4/25 through 4/29

*All reading pages are from the Kagan book unless otherwise noted*
Tuesday: up to 1048
Wednesday: up to 1061
Thursday: up to 1079
Friday/Weekend: Take-home Unit Test
Sherman chapters 17 & 18

Test Corrections Due Friday 4/15

Unit Test #2 & Chapter 26 (Multiple Choice Section)

Debates Thursday 4/14 & Friday 4/15

Political Experiments of 1920s & 1930s Debate- Thursday 4/14 & Friday 4/15

Debate Prep
1. Write out 3 arguments supporting your assigned regime (Nazi Germany, Soviet Russia, or Fascist Italy). You must list the argument (phrase) then support your argument with factual evidence and reasoning. You only need to write out 2-3 sentences for each argument, but you should elaborate on your points verbally to win the debate.
2. Repeat step 1, except now you must denounce your regime. You must prepare to argue both sides, which will also prepare you to refute arguments against you.
3. You only need to submit one sheet with written arguments to Mr. Meli.

Debate Structure
1. Opening statement-Pro Regime (30 sec.): Short statement why your regime was a good idea for the country in question. List your 3 main arguments, but do not elaborate on them.
2. Opening statement-Con (30 sec.) Short statement why your regime was not a good idea for the country in question. List your 3 main arguments, but do not elaborate on them.
3. Argument 1-Pro. (1 min) Elaborate on first argument only.
4. Argument 1-Con. (1 min) Elaborate on first argument only.
5. Argument 2-Pro. (1 min) Elaborate on second argument only.
6. Argument 2-Con. (1 min). Elaborate on second argument only.
7. Argument 3-Pro. (1 min). Elaborate on third argument only.
8. Argument 3-Con. (1 min). Elaborate on third argument only.
9. Cross-examination-Pro (2 min). Con side may ask questions to pro speaker, who must answer them. All con speakers may ask questions. Only one pro speaker may answer.
10. Cross-examination-Con (2 min). Con side may ask questions to pro speaker, who must answer them. All pro speakers may ask questions. Only one con speaker may answer.
11. Closing Statement-Pro (2 min.) Wrap up arguments and refute any points made by opposing team.
12. Closing Statement-Con (2 min.) Wrap up arguments and refute any points made by opposing team.

Debate Rules
1. All members must give speeches at least once. Member standing for cross-ex may not be the same as the member giving closing statement.
2. Be civil! Points will be taken off for students who are rude. Audience (including teams participating must be silent during speeches).
3. Time keeper has the right to cut you off and declares when time is up.
4. You may use your notes, but make eye contact with opposing team and audience during speeches.
5. Vote by non-participating members decides “winner. ” Time-keeper votes only to break tie.

Debate Grading

Quiz Grade-participating and adherence to the rules equals 100% quiz grade for 3rd quarter.
Points will be taken off for lack of coherent arguments, non-participation, missing written arguments, or lack of civility.

Chapter 26 Test Date Changed to Monday 4/11

All work that was previously due on Friday, 4/8 is now due on Monday 4/11

Extra Credit Movie Dates

Wednesday 4/13: The King's Speech

Thursday 4/14: Downfall

*Must attend in order to receive credit*
Both films are approximately 2 hours and begin at 2:30 in room 2104

Homework for Week of 4/4 through 4/8 (Amended)

Due Monday 4/4:
Current Event (April)
Due Tuesday 4/5:
Read "Down the Path into the Pit of War" & be prepared to discuss
Due Wednesday 4/6:
Read "Taking Sides" p. 300, Issue 16 & be prepared to discuss

Due Thursday 4/7:
Read Sherman: pp. 203-216

Due Friday 4/8
Kagan Qs (Chp 26)
Sherman Qs (p.216 1-3)
PERSIA Chart (Chp 26)
Imperialism Map & Qs (if not already turned in)
Treaty/Alliance Chart
Chapter 26 Test (Multiple Choice & FRQ)

Homework Assignments from 3/22

Due Thursday 3/24: Read Sherman chapter 14 & answer q. 1-5 on p. 202
Due Friday 3/25: PERSIA Chart (Chapters 23, 24, 25)
Kagan Qs-Chapters 23, 24, 25

Due Tuesday 3/29: Isms Mini-Project

Homework for 3/17

Due Friday 3/18: Finish reading Kagan Chapter 24 & Sherman Chapter 14
Due Monday 3/21: Read Kagan pp. 854-864

Unit Test #2 date changed from Tuesday 3/22 to Wednesday 3/23

Homework due 3/17

DBQ Essay Prep: Industrialization in Manchester
Prepare to write in class essay by filling out charts and creating a thesis

Homework for 3/11 (Weekend)

For Monday (3/14)
Read Kagan-complete chapter 23
Read Sherman-complete chapter 13
Current Event (if you have not handed in yet)

For Tuesday (3/15)
Read Kagan pp. 815-825

Homework for 3/7

Read German & Italian Unification Document Packets
Answer document questions
Read Sherman (pp. 167-172)
List the common factors of Nationalism
Be prepared to discuss German & Italian Unification in class on Thursday 3/10

Current Event (March) Due Monday 3/14

Homework for Weekend (3/4-3/7)

Read Sherman chapter 12
Answer the following questions based on the "Revolutions of 1848 PowerPoint" (on my BMHS site-link on right part of page)

1. What were the main causes of the revolutions of 1848? In what parts of Europe did revolution quickly spread?
2. What was the usual pattern followed by these revolutions?
3. Why was it said that "when France sneezes, all of Europe catches cold?" [refer to the events in Hungary, Austria, Prussia, Spain, and Italy in 1848].
4. What social/political divisions were exposed by the revolutions of 1848 in France, Austria, and Prussia?
5. Why did Louis Blanc become popular in Paris during the June uprisings there?
6. How was the Frankfurt Assembly a more national political body than a democratic one?
7. Why did Louis Napoleon Bonaparte win the election for President of the Second French Republic at the end of 1848?
8. How was the Frankfurt Constitution a reflection of the egalitarian values of the mid-19c? What ultimately happened to it?
9. Why can it be said that "1848 was the turning-point at which modern history didn't turn?"
10. Why were the 1848 revolutions unsuccessful?
11. Even though they were an immediate failure, what were some of the long-term effects of the Revolutions of 1848? What political gains were sustained?

Due Date Change

Date Changed from 3/1 to 3/2
Unit Multiple Choice Test (20,21,22)
Kagan Qs
PERSIA Chart
Revolutions Chart

Date Changed from 3/1 to 3/3
German Unification DBQ Essay & Chart

Due Tuesday 3/1

DBQ Chart & Essay: German Unification (available on my BMHS site)
Chapters 20, 21, & 22 Review Qs (Kagan Book)
1 PERSIA chart (with info from all 3 chapters)
Revolutions packet (given out on 2/24)

On Tuesday 3/1:
Multiple Choice Test (65 Questions in 45 Minutes)
Material from chapters 20, 21, & 22 of the Kagan text

Homework for 2/22 (Due 2/23)

Read Sherman: pp. 137-145

Homework for 2/18 (weekend)

Read Kagan, pp. 743-756 (stop at Problems of Crime & Order)

Congress of Vienna Simulation Research Links

Congress of Vienna

Austria- Prince Klemens von Metternich

Prussia- Prince von Hardenberg

Russia- Tsar Alexander I

Great Britain- Lord Castlereagh

France- Charles Talleyrand

Reading for 2/16 & 2/17

Kagan: Chapter 21 should be completely read
Sherman: pp. 153-159 (stop at Annual Register, 1848)

Homework for 2/10 (Due 2/14)

Read Kagan: pp. 706-716 (Due Monday 2/14)

Homework for 2/4

Read Kagan pp. 668-676 (Due 2/7)

Read Kagan pp. 676-685 (Due 2/8)

Read Kagan pp. 687-699 (Due 2/9)

Midterm FRQ Bank

APEH Free-Response Thematic Question Bank 2010-11 Midterm Exam
Write an essay that:
-Has a relevant thesis
-Addresses all parts of the question
-Supports thesis with specific evidence
-Is well organized
You will have to choose 1 question from each from 2 separate groups. Only 6 of these questions will be on the exam.
1. Discuss the pre-existing conditions that contributed to the health crisis of the Black Death during the late Middle Ages.
2. Discuss the impact of the invention of the printing press on the northern Renaissance.
3. Compare and contrast the policies of the Catholic Church in Europe before and after the Council of Trent.
4. Analyze some of the existing conditions that led to the Thirty Years’ War.
5. Describe the experience of the Huguenots in seventeenth-century France.
6. Compare and contrast the political views of John Locke and Thomas Hobbes.
7. How and to what extent did the Whigs participate in the English government under George I?
8. Describe some of the ways in which the Industrial Revolution transformed the workplace for women.
9. Analyze how William Pitt’s strategy in the French West Indies and India led to England’s acquisition of America.
10. Discuss the attitudes of Enlightenment thinkers toward organized religion.
11. To what extent was the Third Estate responsible for altering the course of the French government?

Online Discussion-French Revolution

Due to yet another school closing, we will be having our roundtable discussion online.
Post a comment on this post which includes the following:
-Your name
-Your POV (assigned in class)
-Your response to the discussion question, "To what extent was the French Revolution a success?"Your response should be a minimum of 2, but no more than 5 paragraphs. You must include a reference to 1-2 primary sources. Make sure to cite the name, author, and date (if available) of your source. Remember, you are answering this from your assigned point of view, not you as an American in 2011.
-You must post your comment by Sunday night 1/23 (12:00 midnight)in order to receive full credit
-You must also comment on a classmate's post (not your partner) explaining why you agree or disagree with their assessment (1-2 paragraphs). This comment must be submitted by 12:00 midnight on Monday 1/24.
-You must also complete the French Revolution discussion chart (available on my BMHS website) and turn in on Tuesday 1/25.
-Email me at melia@norwalkps.org with any questions or problems posting

1979 French Revolution DBQ Thesis

The following question is based on the documents in the 1979 DBQ Packet:

"Discuss the advantages and the disadvantages of the Terror as an instrument of the French Revolution."

Post your thesis as a comment on this post. Must post by 1/21/2011.

Roundtable Discussion- Friday 1/21/2011

Culminating Activity: Roundtable – To what extent was the French Revolution a success?
1) Complete the French Revolution Chart in order to see change over time—to what extent reforms were made in different aspects of French society.
Old Regime Moderate stage Radical Stage Reaction
Political
Economic
Religious
Social

2) You will be assigned a POV to represent during the Panel Discussion (with 1 partner):
• Peasants
• Sans-culottes
• Bourgeoisie – Jacobin
• Bourgeoisie -- Girondin
• Women
• Clergy
• Nobles
• Solider in the French Revolutionary Army
• Free people of color in Saint Domingue

3) You must research and prepare for discussion by gathering historical information and evidence from 1-2 primary sources to respond to the question: To what extent was the French Revolution a success?
4) During roundtable, you must write brief notes on chart (full version handed out separately)

POV + -
Peasants
Workers
Middle Class--Jacobin
Middle Class—Girondin
  

5) HW: Read scholarly article “Legacies of the French Revolution”
http://chnm.gmu.edu/revolution/chap10a.html

Homework for Week of 1/18 through 1/21/2011

Tuesday 1/18:
Have chapter 19 of Kagan & chapter 9 of Sherman read

Friday 1/21:
French Revolution DBQ Chart & Thesis (post on blog)
French Rev. Events Sheet
Kagan, chapter 19 questions
Sherman chapter 9 questions
PERSIA Chart (French Revolution)
Be Prepared for Roundtable Discussion (details will be given in class on 1/19)

Homework for 1/11

Kagan: pp. 637-645
Sherman: pp. 113-117 (stop at Convention)

Homework for 1/10/2011

Kagan: pp. 626-636
Sherman: pp. 109-113

Homework for 1/4/2011

Kagan: pp. 601-610 (stop at Enlightened Absolutism)
Sherman: pp. 97-101 (stop at Propaganda)

Homework for 1/3/2011

Kagan: pp. 590-601 (stop at Islam)
Sherman: pp. 93-97 (stop at the Philosophy Dictionary)