Lip Dub Previews

Here's my lip dub preview video:


Here's one from the lip dub team!  I recognize so many of my students in there.  You guys did a great job!

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Notes - Chapter 23

Top help prepare for the test on World War I - Chapter 23 (next Friday, May 6th), here are the notes from the chapter:
14207064 Chapter 23 World War I


14714204 Chapter 23 World War I Part II

Chapter 23 World War One Part III

Trench War Simulation

Trench Warfare Simulation Video (I emailed out the password.  If you would like it and don't have it, just email me or leave a comment here with your email address):


I'll be posting some pics and reflections from students here throughout the weekend about our trench war simulation.  It was a lot of fun, but I believe it was a great way to simulate and experience some of the emotions that the men on the Western Front in WWI may have felt.

Trench War Ammunition.  The bucket was about full by the end of the day.  :)  Recycled, of course.  

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Agenda: TAKS Week 2011

Quote of the Week:  “There are no secrets to success. It is the result of preparation, hard work learning from failure.” ~ General Colin Powell

Colin Powell (1937 – ) is a retired four-star general in the US Army and the 65th United States Secretary of State (and the first African American appointed to this position) serving under President George W. Bush from 2001-2005.

Learning Targets:
TAKS - Students will have a clear understanding of what to do to prepare for the Social Studies TAKS test.  It is on Friday.  
Review Sheet for TAKS
Targets for Chapter 23 - WWI
Harry's War Packet

Monday's Agenda:
1.  School House Rocks Video for warmup (help to review US History content for TAKS - check this link for all the videos and review information).
2.  Social Studies TAKS questions.  Mr. Duez will project the practice test that he handed out and students will attempt some of the problems.  The class will discuss the toughest questions and will work on strategies.
3.  We will watch the 10 minute Trench Warfare Simulation video - see it here on Youtube (but contact me to add you as an account who can see the video if  you are interested.  I have it marked private.)
Students will use Harry's War Packet during a Socratic Seminar in small groups. Guiding question: "What is the nature of trench warfare?" One person will be the moderator.  One person in the group will take notes of the questions that are asked and the discussion topics.  We will collect the notes and questions at the end.  15 min discussion.  5 minute debrief at the end.

Agenda for the rest of the week:
Students will meet only once (or twice) during the TAKS week schedule in World History.  Mr. Duez will show some of the very best video projects during this week and we'll also do the Ball Toss game.
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Agenda: Wednesday, April 19, 2011

Quote: "It was a rum job going over the top, without any rum." - Harry Lamin on the Western Front during Trench Warfare

Learning Targets:
* What was the nature of trench warfare?
* How did the western front compare to the eastern front during World War one?

Agenda:
1.  Video clip from Paschendale.
2.  Notes on Trench Warfare and the Western Front
3.  Trench Warfare simulation




Lyrics:
In a foreign field he lay
lonely soldier unknown grave
on his dying words he prays
tell the world of Paschendale

Relive all that he's been through
last communion of his soul
rust your bullets with his tears
let me tell you 'bout his years

Laying low in a blood filled trench
killing time 'til my very own death
on my face I can feel the falling rain
never see my friends again
in the smoke in the mud and lead
the smell of fear and the feeling of dread
soon be time to go over the wall
rapid fire and the end of us all

Whistles, shouts and more gun-fire
lifeless bodies hang on barbed wire
battlefield nothing but a bloody tomb
be reunited with my dead friends soon
many soldiers eighteen years
drowned in mud, no more tears
surely a war no one can win
killing time about to begin

Home, far away. From the war, a chance to live again
Home, far away. But the war, no chance to live again

The bodies of ours and our foes
the sea of death it overflows
in no-man's land God only knows
into jaws of death we go...

Crucified as if on a cross
allied troops, they mourn their loss
German war propaganda machine
such before has never been seen
swear I heard the angels cry
pray to God no more may die
so that people know the truth
tell the tale of Paschendale

Cruelty has a human heart
every man does play his part
terror of the men we kill
the human heart is hungry still

I stand my ground for the very last time
gun is ready as I stand in line
nervous wait for the whistle to blow
rush of blood and over we go...

Blood is falling like the rain
its crimson cloak unveils again
the sound of guns can't hide their shame
and so we die in Paschendale

Dodging shrapnel and barbed wire
running straight at canon fire
running blind as I hold my breath
say a prayer symphony of death
as we charge the enemy lines
a burst of fire and we go down
I choke I cry but no one hears
feel the blood go down my throat

Home, far away. From the war, a chance to live again
Home, far away. But the war, no chance to live again
Home, far away. From the war, a chance to live again
Home, far away. But the war, no chance to live again

See my spirit on the wind
across the lines beyond the hill
friend and foe will meet again
those who died at Paschendale

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AHS Steps Up for MS


Atascocita High School steps up for teacher with MS


Posted: Monday, April 18, 2011 1:00 pm

It started as nausea and unexplained dizziness for Atascocita High School social studies teacher David Duez.
Although he visited several doctors and went through a series of tests, Duez could not get an actual diagnosis until Thanksgiving 2010 when he woke with serious pain and could not walk.
“I was experiencing extreme fatigue which I thought was because of teaching, but it never let up - I knew there was something wrong. It was the Saturday of Thanksgiving - I could not get out of bed and through a round of tests I was diagnosed with multiple sclerosis,” Duez said.
A hug for Mrs. O'Brien
Since the diagnosis, Duez has started daily injections to slow the process of degeneration of his central nervous system and decided to share his story with his students and fellow peers at Atascocita High School to bring awareness to MS.
On the heels of one of the largest bike rides from Houston to Austin April 16-17, the MS 150, the school, teachers and students have stepped up with fundraisers for Duez and by raising awareness.
Between designing and selling T-shirts, bracelets, organizing a benefit softball game and other teachers raising money to shave their heads, Atascocita High School stands behind Duez.
The teachers who raised money, including a few female teachers, all gathered April 14 to show their support and shave their heads for Duez.
Mr. Scalia
“I cannot list everything that people have done for me; it is overwhelming. Atascocita High School comes together every year to fundraise for a different cause - I was not too surprised when they approached me about being the beneficiary,” Duez said.
“It means a lot to me. The head shaving event was like an out-of-body experience - it shows me that people at Atascocita High School care and I am part of this community.”
Fellow teacher Mark Scalia was one of the teachers who raised money to shave his head and support one of his good friends.
“Everyone at Atascocita High School is like a family. We watch out for each other and help when they are in need. When Duez was diagnosed, it was something that affected us all so it was a small sacrifice I could make to raise money and shave my head,” Scalia said.
Mrs. Davison raised $1600!
Scalia added that it was great to see females join in the head shaving and since it had been a while since he had received a haircut, he forgot how cold it can be with a shaved head. One of the teachers even raised more than $1,500 to shave her head.
In addition to a foundation set up in his name, there are several local businesses, such as Charming Charlie’s in Atascocita, that have also stepped forward to help Duez and his family with medical bills and other costs through shopping fundraisers.
As for Duez, the doctors said it is early in the MS diagnosis and he will continue to teach at Atascocita High School for as long as he can.
“With all of the support and help I have received from the school, students, teachers and community, I am making sure I pay it back in some way. Since I have slowed down due to MS, you learn to appreciate a lot more things. It means the world to me that everyone has stood behind me,” Duez said.
Mrs. O'Brien got a very nice trim!
Mr. Head has his "head" shaved by Kristin, one of Mr. Duez's former students.
More Operation Bald Eagle Pics and Video here

Video Project Reflections

The video projects this year were incredible.  Mr. Duez will be developing a website where we can load these up to Youtube and share them with the world.  Please let Mr. Duez know if you would like to have your video considered.  


Here are some of the things that students wrote in their reflections:
3rd period:
I am proud of all the projects.  Some were really personal and moving, which I found really cool.  I thought I was going to hate this project, but I ended up really liking it.  Everyone is so creative!


The video project was a fun project to do.  The video was very easy to make.  It was fun to learn new things to help people understand (our topic).  


I loved making a video because I never made one before.  (My partner) and I worked great together.


All of these projects were really amazing and well done.  They were so informative and each explained their issue in their own ways.  


This was my first time making a movie and it was pretty cool to learn something so awesome.


This was my favorite project of the whole year!  I learned so much information about things I never knew about before the project.  I also had a chance to see how creative my classmates are.


I had to change/redo my video several times, but I liked how it turned out a lot.  It was worth the effort.


5th period:
Oh my goodness Mr. Duez, I had loads and loads of fun doing this project (with my partner).  This has been a learning experience.  I usually don't enjoy working with partners, but I really liked working with her because we were truly equals.  This was easily my favorite project of the year.  I wish the whole school could see it because it is such an important topic.


I procrastinated like CRAZY.  So I was eventually freaking out to get this done.  I learned my lesson!


I now have an alternative for projects in the future (I can make a video!).


I had a GREAT time doing this!


What I learned is to communicate better with my partner.  That was a major issue for us.


I liked picking my own topic.  


Aren't computers great?  I loved making my first video ever.


I felt like I should have managed my time much better.  It was difficult to get connected with my partner.  


I worked alone and I like it that way.


What I learned was that when you care about a subject the end result is so much better.  That was obvious when we saw videos that are so important to the people that created them.


This project was so inspirational.


I learned that making a video is really a skill you can develop.  My partner and I had the same level of work ethic and OCD when it came to our project.


You can not wait until the last minute!


This was a challenging project, but very informative and fun.  I loved having full range over choosing the topic and what we would research and show to the class.  I felt that I went in with very little knowledge and came out with a brain overflowing with information.  


I really loved this project.  It gave us a chance to be creative and do our best work.  We had so much fun.


The time allotted gave me the chance to not have to stress over this.  THANK YOU MR. DUEZ!


6th period:
I believe we worked really well together in my group.  I learned so much.


The project went swell!  We both worked so hard on details in the video that many people probably didn't even realize.  


We had a lot of fun doing this.  


All the projects were great!  


This project gave me the chance to learn how to make a video.  It also gave me the chance to research a topic that I was always curious about.  


I loved my project but had difficulties with Windows Movie Maker.  Everyone's personal voice in the video and their passion for the topic made it great.


I learned that we should have slowed down the video to make it easier to read.  


I only had one source, due to not reading the rubric carefully enough.  But, I loved my project and it was important to me.  I would definitely do it again, I liked that we were able to choose a topic that was personal.


This project felt like an interesting way to learn about modern topics and expand our knowledge.  Instead of doing homework assignments, the topics we chose hit close to home and were important.


I learned so much more than I thought I would.  My partner was awesome.


The video was so much fun to make, but I wish I would have spent more time on it.  


I never thought I would just cry in this class, but these projects brought tears to my eyes.  They were important to learn about.

Agenda: Tuesday April 19, 2011

Quote of the Day:  "The war has ruined us for everything." Remarque, All Quiet on the Western Front
Targets for Chapter 23 - WWI:
• Most people in 1914 believed that the war would end quickly. The picture changed, though, as trench warfare between France and Germanyturned into a stalemate and casualties mounted throughout Europe. 
• Italy switched sides, and the Ottoman Empirejoined the war on the side of the Triple Alliance. The war broadened further when German colonies came under attack and the British encouraged Ottoman provinces in the Middle East to revolt.
• The United States entered the war in 1917 in response to the German use of submarines against passenger ships. As the war dragged on, governments took control of national economies, censored the news media, and used propaganda to bolster public opinion. 
• Women entered the workforce in large numbers. After the war, many lost their jobs to men but gained expanded rights and status. By 1921 women had the vote in Austria, Germany, Great Britain, and the United States.

Agenda:
1.  Harry's War - collect packets and discuss summaries.  We will get the packets back next week and have a socratic seminar over the packet.
Show Harry's War background info:
MSNBC Video:


Harry's Song Written by Bill Lamin:


What happens to Harry Lamin?  Find out here
2.  Notes - Chapter 23 - Part II - The Nature of Trench Warfare.

Tomorrow we'll discuss Trench Warfare and do our simulation.  We'll also take some photos!
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Agenda: Monday April 18, 2011

Quote of the Day:  "A dog is not considered a good dog because he is a good barker.  A man is not considered a good man because he is a good talker."  - Buddha


Targets for Chapter 23 - WWI:
• Most people in 1914 believed that the war would end quickly. The picture changed, though, as trench warfare between France and Germany turned into a stalemate and casualties mounted throughout Europe. 
• Italy switched sides, and the Ottoman Empire joined the war on the side of the Triple Alliance. The war broadened further when German colonies came under attack and the British encouraged Ottoman provinces in the Middle East to revolt.
• The United States entered the war in 1917 in response to the German use of submarines against passenger ships. As the war dragged on, governments took control of national economies, censored the news media, and used propaganda to bolster public opinion. 
• Women entered the workforce in large numbers. After the war, many lost their jobs to men but gained expanded rights and status. By 1921 women had the vote in Austria, Germany, Great Britain, and the United States.


AGENDA:
1.  Finish Video Project (any last items - reflections or last videos) 10 min.
2.  TAKS Review - Released Test and Review Packet.  Students will work on the released test for 10 min.
3.  WWI - "Trench Warfare" ~ What was the nature of war on the Western Front? Notes Part I
TOMORROW - Harry's War Packet is due in class.  Annotate the text (circle what you don't understand, underline what is important, write notes in the left margin, and write a summary at the end)


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TAKS Review 2011

This post will serve as a quick place to get information, tips & tricks and help on the Social Studies TAKS Test. Of course, if you were super concerned about 'passing' TAKS, you should not be in World History Pre-AP. Our objective is to prepare you for something much more rigorous - APUSH.  Regardless a few things will help you prepare and do a great job next week on the TAKS test.

Taks Test2009 g10 Ss

This is a very comprehensive look at TAKS in the 10th grade for social studies.  If you review this document you will understand the nature of the questions that will be asked of you on the test.  This would be a great guide to look over the night before and the morning of the test:
Grade 10 Taks Ss Review

Tired of all this testing?  Here's a link to some comic relief: http://www.notonthetest.com/
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Operation Bald Eagle

Click here for the great video by our wonderful technology ladies at AHS:

This was a great event.  Thanks to everyone at AHS who donated money in jars to each of these people (and many others who raised money, but did not get their hair cut). 

Ms. Davison raised over $1500 herself!  Thanks to Mr. Scalia for coming up with the head shaving idea.  Thanks to Mr. Anderson for helping to organize and advertise.  Special thanks to Mr. Campbell who has been organizing and spearheading all of this MS Awareness project.  

Link to all of the pictures from the video:

Agenda: Friday, April 14, 2011

Quote of the Day:  "You only live once, but if you do it right, once is enough." - Mae West

Today's Agenda is MISSION IMPOSSIBLE:

Here is your mission, if you choose to accept.  This message will self destruct in 52 minutes.  :)

WE WILL FINISH THE VIDEO PROJECT TODAY!

It is my hope that we finish all the videos so that we can start next week fresh on World War I and also TAKS review.

Next week is only a 3 day week.  So I want to use those three days to get a lot accomplished.  The videos have been great.  We will also hand in our video reflections on the project.  Mr. Duez will use those reflections to choose the top videos in each class.  During TAKS week we'll see some of the best videos from the other classes.  Some have been just INCREDIBLE and I can't wait to share them.
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Thank You Students! Sub Note from Yesterday

"Wonderful students.  Your AVID groups are the best I've witnessed as I go from campus to campus. 
I have an obsession and passion for  history.  To be in a group of students that had respect for the subject was more than exciting.  Feel free to enter my name any time you need a sub. 
My prayers are with you."
- Thomas Smith
That made my day!

Agenda: Wed/Thu April 13 & 14, 2011

Quote of the Day: "Whoever said the pen is mightier than the sword never encountered automatic weapons." - General Douglas MacArthur (American General, 1880 - 1964)
American Doughboy fighting in WWI with machine gun.

Targets for Chapter 23 - WWI:
• Competition over trade and colonies led to the formation of two rival European alliances—theTriple Entente of Great Britain, France, and Russia; and the Triple Alliance, consisting ofGermanyAustria-Hungary, and Italy.
• Repeated crises over Serbian claims on the Austro-Hungarian region of Bosnia revealed the dangers inherent in these alliances. Austria-Hungary, as well as numerous other European governments, confronted challenges from minorities that wished to establish their own national states. 
• Strikes and violent actions by Socialist labor movements also threatened European governments. Many states responded with increasing militarism. 
• The assassination of the heir to the throne of Austria-Hungary Francis Ferdinand by a Bosnian Serb militant set off a chain of diplomatic & military decisions that led all the great powers of Europe to WW I.

Agenda:
1.  Pass out the graded DBQ.  Quick debrief on how it went.
2.  Pass out Harry's War Reading Packet - We will do a Socratic Seminar over the packet next week.
3.  Present Video Projects.  Students will write notes and reflections on each of the videos.  We will finish them today (or Friday) and hand in our overall reflections.
4.  If any time remains, we'll discuss World War I.

Friday - World War I Begins and "What was the nature of life on the Western Front?"
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Charming Charlie Sat. Noon to 4pm MS Awareness Benefit


From Mr. Guy Anderson:
This Sat., April 16, from noon to 4 p.m., Charming Charlie clothing store located in Target shopping center will donate 10% of all sales accompanying this flier to MS Awareness and our colleague, David Duez.
 
Please reiterate that you MUST bring along the flier to staple to your sales receipt.

AHS Softball Game - MS Benefit

MS 150

My friend, former World History student and former AVID tutor Sara is riding in the MS 150 bike race.  It is on Saturday and people ride from Houston to Austin to raise money for Multiple Sclerosis through the MS Society.

She is riding in Mr. Duez's name.

Today I put $10 to her efforts.  I would like you to consider making a donation to her cause.  Here is the link:
Sara's Donation Page on MS Society

Sara was my student in World History Pre-AP back at Humble High in 2005 (if I remember correctly).  She just graduated from college and did her student teaching.  She would like to work as a middle school teacher and I think she's going to be a GREAT one.  She has a heart of gold and that smile is always on!  (Pictured at bottom 5th from the right)


Thanks!

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Bald Eagle Event - Thurs. 8:45 Gym $1


Agenda: Tuesday, April 12, 2011

Quote of the Day:  The earliest known use of the term First World War appeared in September 1914 when German biologist and philosopher Ernst Haeckel said, "There is no doubt that the course and character of the feared "European War" ... will become the first world war in the full sense of the word."
"Big Bertha"

Targets for Chapter 23 - WWI:

• Competition over trade and colonies led to the formation of two rival European alliances—theTriple Entente of Great Britain, France, and Russia; and the Triple Alliance, consisting ofGermanyAustria-Hungary, and Italy.
• Repeated crises over Serbian claims on the Austro-Hungarian region of Bosnia revealed the dangers inherent in these alliances. Austria-Hungary, as well as numerous other European governments, confronted challenges from minorities that wished to establish their own national states. 
• Strikes and violent actions by Socialist labor movements also threatened European governments. Many states responded with increasing militarism. 
• The assassination of the heir to the throne of Austria-Hungary Francis Ferdinand by a Bosnian Serbmilitant set off a chain of diplomatic & military decisions that led all the great powers of Europe to WW I.



Agenda:
1.  Substitute will take attendance.
2.  The video "Under the Eagle" will be played and students will answer questions regarding the video, sub will collect at the end of the period.



On Wed/Thu we will present Video Projects.
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Harry's War - Socratic Text - World War I

WWI Socratic Text Harrys War

Applebee's Fund-Raiser MS Awareness

Just wanted to remind you about the Applebee's Fund-raiser tonight. 15% of your bill will go to the MS Awareness fund at AHS. 

Thanks to everyone for your support. I am one lucky guy.
DD


Agenda: Monday, April 11, 2011

Quote of the Day:  “Thousands of candles can be lit from a single candle, and the life of the candle will not be shortened. Happiness never decreases by being shared.” - Budha

Targets for Chapter 23 - WWI:

• Competition over trade and colonies led to the formation of two rival European alliances—the Triple Entente of Great Britain, France, and Russia; and the Triple Alliance, consisting of Germany, Austria-Hungary, and Italy.
• Repeated crises over Serbian claims on the Austro-Hungarian region of Bosnia revealed the dangers inherent in these alliances. Austria-Hungary, as well as numerous other European governments, confronted challenges from minorities that wished to establish their own national states. 
• Strikes and violent actions by Socialist labor movements also threatened European governments. Many states responded with increasing militarism. 
• The assassination of the heir to the throne of Austria-Hungary Francis Ferdinand by a Bosnian Serb militant set off a chain of diplomatic & military decisions that led all the great powers of Europe to WW I.
Agenda:
1.  Notes for WWI - Chapter 23 - Part I.
2.  Video Project Presentations.
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