World War II test

 

SS6H7a, b, and c:   Explain conflict and change in Europe to the 21st century

 

1. Which of these lists is in the right order from first to last?

a.  World War I, Nuclear Weapons (Atomic Bombs) first used, Cold War, World War II

b.  World War I, Holocaust, World War II begins, Cold War

c.  Holocaust, World War II begins, Cold War, Nuclear Weapons (Atomic Bombs) first used

d.  World War I, World War II begins, Holocaust, Cold War

 

 

Causes of World War II

2. Which person was elected leader in Germany between World War I and World War II?

   

3. What was the name of the political party (group of people) that elected the German leader before World War II?

 

4. The Treaty of Versailles did two things that made Germans mad.  List one.

 

5. The Treaty of Versailles did two things that made Germans mad.  List the other one.

 

6. How did the Treaty of Versailles help cause World War II?

 

    ______________________________________________________________________

 

    ______________________________________________________________________

 

 

World War II

7. Which country started World War II?

 

8. Which country attacked the USA, which got the USA into World War II?

 

9. Which group of countries won the war?

   a. Axis   b. Allies   c. Central Powers    d. NATO

 

10. Did the Soviet Union win or lose in this war?

 

11. Did the USA win or lose in this war?

 

12. Did Germany win or lose in this war?

 

13. Which country dropped an atomic bomb on Hiroshima and Nagasaki, which led Japan to surrender?

 

Effects of World War II-Holocaust

14. Which country was responsible for the Holocaust?

   a. U.S.A.  b. Germany   c. Soviet Union    d.  United Kingdom

 

15. About how many people were killed in the Holocaust?

   a. 60,000  b. 600,000  c. 6,000,000  d. 60,000,000

 

16. Which religious group was mainly killed in the Holocaust?

    a. Christians   b. Jews   d. Muslims   d. Hindus

 

17. How were people treated before being killed in the Holocaust?  Think back to the

     pictures we looked at.

  

     _________________________________________________________________________

 

18. About how many people were killed in total during World war II?

    a. 600,000  b. 6,000,000  c. 60,000,000  d. 600,000,000

 

Effects of World War II-the Superpowers and Atomic bombs

19. Which two countries had the strongest army, navy, and air force after World War II? 

      __________________ and ________________________

 

20. Which country was the first one to develop atomic bombs? _____________

 

21. Which country was the second one to develop atomic bombs? _____________

 

22. Instead of using planes to drop bombs, what new technology was developed by both

     superpowers that made it almost impossible to protect a country?

 

23. ONE atomic bomb could destroy

     a. a block    b. a small town    c. a city     d. a whole country

 

Effects of World War II-the Cold War

24. How many people were killed in the Cold War compared to World War II?

a. many fewer were killed    b. about half   c. about the same   d. many more

 

25. What was one country that was arguing during the Cold War?

 

26. What was the second country that was arguing during the Cold War?

 

27. Which country was split in half during the Cold War? Berlin was its capital city.

 

28. What was built in Berlin to keep people from escaping from the one side to the other side?

 

29. Which side had a communist system?  ___________________________

 

30. regular: Why was communism a bad thing?

 

     _____________________________________________________________

     

     _____________________________________________________________ 

 

30. gifted: What was the main idea of communism, and why was that bad?

 

      ____________________________________________________________

    

      ____________________________________________________________

 

31. During the Cold War, an "Iron Curtain" divided Europe.  One thing that means is that

     about half of Europe was controlled by the Soviet Union during the Cold War. 

     Which half?

     a. North   b. South    c. East    d. West

 

32. Most people in the U.S.A. were very scared during the Cold War.  Were they right to be

     scared?  Why or why not?

    

     ____________________________________________________________________________

     

     ____________________________________________________________________________

 

The end of the Cold War

33. Which country collapsed (fell apart), ending the Cold War? ____________________

 

34. Which big country was created out of this collapse? _________________________

 

35. Which European country, that had been divided in half, was put back together at the end of the Cold War?

   

36. Is there any danger today of the United States being attacked by nuclear missiles?  _________

 

End of the 9 weeks

I have to have all grades in by this Thursday. Last week we took a benchmark test, and the grades have gone back to the students. The average score was a B. If a student is interested in pulling up their grade there are some things they can do. I'm available before and after school for students to get help, and several students have taken advantage of that. I can also pull students out of their Connections classes to work on improving their grades.

For the second 9 weeks, we're beginning with some history. For the next 2 weeks we'll be working on 20th century Europe. This week we're studying how World War I helped cause the Russian Revolution and the rise of Nazism in Germany. Next week we'll be begin with the effects of World War II, and from there we'll go on to the creation of the European Union.

Religion in Europe

So far this year students have learned a good bit about the geography of Europe. We're now about to get in to some of the history. The history we study will be used to explain how Europe is today.

We're going to be studying the religions of Europe. Though there are many religions in Europe, Georgia expects students to know about Judaism, Christianity, and Islam. Georgia expects students to be able to "describe the major religions in Europe." Naturally students will bring their own views about these subjects to class, and sometimes they will share them. I won't be sharing my views about which religion is best, as its not my job to tell your child what religion they should practice.

Often these discussions lead to the role of government in controlling citizens' religious beliefs. If that happens, this gives me the chance to discuss some U.S. history, including the 1st amendment to the Constitution which prevents the government from "establishing" a religion and allows citizens the "free exercise" of any religion.

European Environment and Population

We had a test today over European environmental problems and population density in Europe. Later in the year we'll study Latin America and Canada, and we'll look at how these issues are relevant to those places. The test is below. I hope to get it graded this weekend, but it might be early next week before I get it back.

Test- European Environment and Population

Test- European Environment and Population

SS6G9

SS6G10

1. What is one environmental problem in Europe?

2. What is another environmental problem in Europe?

3. What is another environmental problem in Europe?

4. Which of these is NOT a main cause of pollution in Europe?

a. cars and trucks c. burning trees

b. factories d. generating electricity

5. Which of these does NOT pollute?

a. burning coal c. hydroelectricity

b. burning petroleum d. cars and trucks

6. How much does nuclear power usually pollute?

a. a lot c. a little

b. a medium amount d. not any

7. Which country had the nuclear power accident at Chernobyl?

a. U.K. c. Poland

b. Ukraine d. France

8. Which of these things is true about the accident at Chernobyl?

a. wind carried the pollution to many parts of Europe.

b. the pollution was bad, but it all stayed around Chernobyl

c. little radiation pollution was released

d. the accident only affected a few people

9. Why do people put up with the problems caused by energy resources and factories?

____________________________________________________________________

_____________________________________________________________________

10. What is one thing people can do to pollute less?

_____________________________________________________________________

11. What is a type of energy production that does not pollute? ______________________

12. What does population density mean? ______________________________________

_____________________________________________________________________

13. How is population density different than population? __________________________

_____________________________________________________________________

14. What is one reason that a place might have a high population density?

_____________________________________________________________________

15. Which European country has a low population density, especially in the north?

____________________________________________________

16. Why does that country have a low population density, especially in the North?

____________________________________________________________

Comparing Russia and the U.K.

SS6G10a

Essential Questions: 

How are Russia and the U.K the same and different?

How do their differences affect where people live and how they trade?

 

1. Location and physical features:  

Which continent is the U.K. in? ______________________

 

Which continents is Russia in? _______________________

 

Which country has more land to the North? ____________

 

Which country is an island? __________________________

 

Which country has rivers that run into the Arctic Ocean?

 

___________________________

 

2. Size: 

Which country is small? _________________________________

 

Which country is one of the biggest in the world? ____________

 

3. Resources:

Which country has the most coal? ______________________

 

Which country has the most oil? ________________________

 

Which country has the most natural gas? _________________ 

Which country has more hydroelectricity? _________________

 

Which country has the most iron? ________________________

 

Are more of Russia's resources located in the East or West of Russia?

 

Are more of Russia's resources located in the North or South of Russia?

 

Effects of size, location, physical features, and resources.

1. Where people live:

 

 

 

 

 

 

2. How the countries trade:

 

Quiz Tomorrow

We've got a quiz tomorrow over European countries. Students need to know the locations of Spain, Portugal, France, Belgium, Germany, Poland, Italy, Russia, Ukraine, and the United Kingdom. We'll also be reviewing environmental problems in those countries, and continuing to work on how the climate of those countries affects people's lives, including the decision about where to live.

After introducing some of the history of Spain, Portugal, the United Kingdom, and France last week, we're back to doing more geography this week, though the history is still connected to it. We're working on several related environmental issues.

We've learned about 5 different kinds energy resources. We've mapped their locations, created a table that summarized the resources of the Spain, Portugal, France, the U.K., and Germany, discussed which were used first, and emphasized why they've been used. We've evaluated the good and bad points of using these resources. Today we did some reading and completed some guided notes as a review, and then did some new reading and had a discussion about the benefits and drawbacks of nuclear power, using the accident at Chernobyl as a case study. The review is located here: http://docs.google.com/View?id=dfszq998_46drwggzhf

Tomorrow we'll look at a brief video about Chernobyl after a demonstration of how pollution travels from one place to another. Students will then do some writing about the benefits and drawbacks of different energy resources. If we have time, we'll begin working on the effects of acid rain, which is kind of difficult for the children to understand.

Lots to do next week

Why is most of this world map covered up? Your child should be able to tell you. The history I'll be teaching isn't about memorizing names and dates-instead, its about understanding causes and consequences. One of the challenges for students is that the material they are expected to learn isn't organized in a textbook.

The old vocabulary words important for understanding these causes are Africa, Europe, Asia, Mediterranean Sea, Atlantic Ocean, and Iberian Peninsula. The new vocabulary words are impact, exploration, regions, Spain, Portugal, Prince Henry the Navigator, navigation, boats/ships, colonization, land, wealth, natural resources, market, goods, gold/silver, spices, slavery, trade, trade routes, religion, missionaries, Christianity, competition and honor. That's a lot of vocab., especially when the goal is not to memorize definitions, but to understand relationships between vocabulary words.

We started this unit by looking at why and how Europeans explored. Your child should be able to tell you why boats/ships (instead of other methods) were used by Europeans for exploration, which requires them to understand where the continents are, the basic shape of Europe, how much technology has changed in the past 600 years, and the advantages and disadvantages of different kinds of transportation. Today we
1. drew a map, or wrote sentences describing, what Europeans knew about the world in 1400,
2. talked about how people make money by buying and selling things,
3. looked at different trade routes from Europe to Asia,
4. began looking at how Prince Henry wanted to find a route to Asia from the
Iberian Peninsula.
On Monday we'll
1. Review Europeans' knowledge of the world in 1400,
2. Review the reason boats/ships were used by Europeans,
3. Review how people can make money buying and selling things, introducing the words
goods and market,
4. Introduce the goods Europeans wanted to get and sell, such as spices,
5. See if the students can figure out why a country would want to colonize another
region,
6. Continue looking at Prince Henry's specific contributions, working on the concept
of navigation and and what exactly
Europeans hoped to get from Asia.
7. Begin predicting the impact of exploration on relationships between European
countries.

There's a lot to learn, and I'm looking forward to it.

Quiz tomorrow + next assignment

We have a quiz tomorrow on European physical features. We took a pre-test today so the students would know exactly how prepared they were and what they needed to study.
If your child says she already knows all of the required physical features and why they are important, please ask her how she did today on the practice quiz. Some of the games at http://www.sheppardsoftware.com/European_Geography.htm do a good job of letting students practice for the water features they need to know, plus additional features for those of you who'd like your child to learn information beyond the standards.

After the quiz tomorrow we'll begin learning about European history. Georgia has decided that our focus is on modern Europe, so we won't be teaching much about Europe before the 1400s. We'll begin with how Europe in 1450 was somewhat isolated geographically, where Europeans wanted to go, why they wanted to go there, and how they planned to get there. As we learn the history we'll also begin learning the countries of Europe.

2nd assignment and grade report

Our second assignment is a bit more challenging than the first. The first assignment required students to learn the locations of continents, including Europe. The second requires them to learn the locations of 11 European physical features: the Rhine river, Danube river, English Channel, Atlantic Ocean, Mediterranean Sea, Alps mountains, Pyrenees mountains, Ural mountains, European Plain, Iberian Peninsula, and Scandinavian Peninsula. In this second assignment students are also expected to begin understanding why these physical features are important-rivers are used for trade, the European Plain is used for farming, the English Channel somewhat isolates the British islands, the Ural mountains are one dividing line between Europe and Asia, etc... We'll have a grade on this in the middle of this week.

If your child has not shown you her graded continents assignment, please ask about it. I've graded all of them, and returned all those except a few without names and one or two others.

The average grade on this first assignment was very high-almost 100-because the students worked very hard. Don't forget that your child can re-do most assignments, including this one, if he makes a low grade.

Rhine map image from

http://www.rollintl.com/roll/rhine.gif

First Graded assignment

We had our first graded assignment today, on the continents.

I'll have it graded and back to the students tomorrow or Thursday, so please be looking for it.
Don't forget that if a student wants to re-do most assignments, they can. This is one of those that can be re-done.

first assignment

We'll be studying Europe, Latin America, Canada, and Australia this year. Its hard to study a place if you can't locate it on a map.

The first assignment is in three parts.

Part one is to learn the locations and general shapes and relative sizes of North America, South America, Europe, Australia, Africa, Asia, and Antarctica. This doesn't mean just labeling them on a map. Students need to recognize the shape when they see it, even if it's "upside down." They should be able to create an accurate map from the continent shapes, like a jigsaw puzzle.

Part two is to identify where Latin America is located, using continent names. This is more difficult for some students, because Latin America is made up of all of one continent and only part of another, and the reason for this is historical/cultural, not just geography.

Part three is to understand what North, East, South and West mean (North isn't always at the top of a map), to understand the location of the Northern and Southern hemispheres, and use the directions and hemispheres to describe the locations of the places we'll be studying.

This assignment should take 3-4 days, as we'll also be dealing with lockers, learning names, class procedures, slow lunches, bus delays, and all the other stuff involved when school begins.

This online game is helpful

http://www.sheppardsoftware.com/World_Continents.htm

What are we studying this year?

Clicking on this post's title takes you to the Georgia Department of Education's curriculum for 6th grade. This is what we'll study this year. However, we won't study it in that order. Generally, we'll follow the order suggested by the Georgia Council for the Social Studies, found at
http://www.gcss.net/SixthGrade.doc (opens as a Microsoft Word document)

Open House

Where are those classes?
What are the teachers like at CJHS?
What's 6th grade Social Studies about?
What can you expect in my class?
What am I expecting out of my students?
What are the biggest challenges for most 6th graders?
How can a child be successful in 6th grade?


Come to open house, follow your child's schedule, take a look at some student work, and find out the answers to these and whatever other questions you have.


Can't make it when open house is scheduled? Come by the next day before or after school.


Need to make some special arrangements? Leave me a message using the CJHS phone number 770-832-6535 or email me at garner.phillips@carrolltoncityschools.net