The Decline of the Holy Roman Empire
Charlemagne – the fist Holy Roman Emperor in 800 AD
After Charlemagne died, no other Holy Roman Emperor was strong enough to rule over the states in the empire.
On the other hand, the German princes of the states became more powerful individually.
By the mid-17th century, every state in the empire, in fact, became independent of the emperor.
There was no more unity in Europe.
The Rise of National Government
During most of the Middle Ages, there were no strong national governments in Europe.
E.g. French was divided into at least 10.000 separate fiefs which were ruled by feudal lords.
There were kings, but they had no actual power.
In theory, they ruled over the feudal lords, but in practice, the lords often did what they wanted.
By the end of the Middle Ages, a number of nation-states had gradually grown.
A nation-state was built when a group of people, who spoke a single language, shared the same religion and had the same cultural origin, united to form a country under a central government.
In a nation-state, the nobles were no longer powerful. Instead, the king was strong, and he ruled by setting up a central government.
15th and 16th centuries – trade expanded and cities grew rapidly.
A new class of merchants, the borgeoisie, developed in the cities.
They needed law and order for trade.
They needed a safer and more efficient transport system.
Feudal lords were unable to provide what the people needed.
Lords fought among themselves, and this made them weak.
The feudal system was inadequate for the changing European societies.
The bourgeoisie and the people support the kings because strongs kings could provide a more efficient government to protect the people.
Kings collected taxes from the merchants and in exchange, they protected their property.
With money, the kings hired professional soldiers and civil servant to serve them.
It made the nobles and knights less important.
End of doc.
Minggu, 24 Mei 2009
Selasa, 19 Mei 2009
Grade 8 : The causes of World War I
CAUSES OF WORLD WAR I
Colonial Rivalry
Nationalism
Militarism and Armament race
Two Rival Armed Camps
Colonial Rivalry
By 1870, the major European nations were industrialized.
In order to look for markets and raw materials, they began to acquire colonies in Asia, Africa and the Pacific. These led to growing clashes among the powers. E.g. France quarrelled with Italy over Tunisia, Germany over Marocco, Russia with Austria over the Balkans, and Britain with France over Egypt.
Nationalism
In the early 20th century, there was a growing desire among native people to govern themselves and maintain their own culture, religion and way of life.
Some extreme nationalists proudly believed that they were superior to their neighbours and that war was an excellent means of proving their nation’s superiority.
Some believed in going to war to liberate fellow nationals living under foreign rule, or to civilize ‘inferior races’.
Militarism and Armament race
Some believed that only military action could solve problems. (This to increase in military and naval forces)
By 1914, all the European powers except Britain had adopted some form of compulsory military service. This created an atmosphere of fear and distrust.
In an atmosphere of fear and distrust, each of the great powers tried to build a stronger fighting force than that of its neighbours. This started the armament race among them.
Two Rival Armed Camps
Bismarck, the German Chancellor, organized a system of alliances with other European powers.He wanted to prevent France from seeking revenge for her defeat in the Franco-Prussian War and from making alliances with other European powers.
He persuaded Austria-Hungary, and Russia to side with Germany in the League of the Three Emperors so as isolate France. In this allience, they agreed to preserve peace and maintain status quo
In 1878, Bismarck was forced to take the side of Austreia in a dispute between Austria and Russia over Balkans. Fearing that Russia would resent this decision and join with France, Bismarck brought Germany and Austria-Hungary together in a defensive alliance known as the Dual Alliance in 1879. In 1882, Italy joined this alliance and turned it into the Tripple Alliance.
The French, worried by the Tripple Alliance, formed an alliance with Russia in 1894.
At the sametime, the growing threat from the Germans forced Britain to seek allies. In 1904, Britain and French reached an Entente Cordiale, by which they settled their aggrements over colonies. In 1907, the two countries and Russia joined together in an alliance known as the Tripple Entete.
Europe was divided into two armed camps :
Germany, Austria-Hungary and Italy on one side.
Britain, France and Russia on the other side.
End of doc.
Colonial Rivalry
Nationalism
Militarism and Armament race
Two Rival Armed Camps
Colonial Rivalry
By 1870, the major European nations were industrialized.
In order to look for markets and raw materials, they began to acquire colonies in Asia, Africa and the Pacific. These led to growing clashes among the powers. E.g. France quarrelled with Italy over Tunisia, Germany over Marocco, Russia with Austria over the Balkans, and Britain with France over Egypt.
Nationalism
In the early 20th century, there was a growing desire among native people to govern themselves and maintain their own culture, religion and way of life.
Some extreme nationalists proudly believed that they were superior to their neighbours and that war was an excellent means of proving their nation’s superiority.
Some believed in going to war to liberate fellow nationals living under foreign rule, or to civilize ‘inferior races’.
Militarism and Armament race
Some believed that only military action could solve problems. (This to increase in military and naval forces)
By 1914, all the European powers except Britain had adopted some form of compulsory military service. This created an atmosphere of fear and distrust.
In an atmosphere of fear and distrust, each of the great powers tried to build a stronger fighting force than that of its neighbours. This started the armament race among them.
Two Rival Armed Camps
Bismarck, the German Chancellor, organized a system of alliances with other European powers.He wanted to prevent France from seeking revenge for her defeat in the Franco-Prussian War and from making alliances with other European powers.
He persuaded Austria-Hungary, and Russia to side with Germany in the League of the Three Emperors so as isolate France. In this allience, they agreed to preserve peace and maintain status quo
In 1878, Bismarck was forced to take the side of Austreia in a dispute between Austria and Russia over Balkans. Fearing that Russia would resent this decision and join with France, Bismarck brought Germany and Austria-Hungary together in a defensive alliance known as the Dual Alliance in 1879. In 1882, Italy joined this alliance and turned it into the Tripple Alliance.
The French, worried by the Tripple Alliance, formed an alliance with Russia in 1894.
At the sametime, the growing threat from the Germans forced Britain to seek allies. In 1904, Britain and French reached an Entente Cordiale, by which they settled their aggrements over colonies. In 1907, the two countries and Russia joined together in an alliance known as the Tripple Entete.
Europe was divided into two armed camps :
Germany, Austria-Hungary and Italy on one side.
Britain, France and Russia on the other side.
End of doc.
Senin, 04 Mei 2009
Grade 7B : American Revolution Part 1 (Tuesday, 5 May 2009)
Summary
The American continent discovered by Columbus.
It was gradually colonized. By 1733, there were 13 colonies. The British government allowed its colonies to elect their local assemblies and make laws.
Being heavily in debt after the Seven Years’ War, England began to tighten economic control of the American colonies.
The English began to treat the American colonies as sources of raw materials for British industries and as markets for their goods. This angered the colonist.
The American refused to pay taxes because they were not represented in Parliament. Eventually war broke out.
The Americans won and formed an independent nation.
The new nation had to deal with many economic and territorial problems. All these showed that a stronger union was needed.
In 1787, the American Constitution was drawn up, creating a republic with a strong central government.
TIME LINE
The British began to colonize America 1606
13 British colonies were established along the Atlantic coast 1733
COLONIAL RULE
Seven Years’ War 1756-1763
Sugar Act 1764
Stamp Act, Stamp Act Congress 1765
Townshend Acts 1767
Boston Massacre 1770
Tea Act, Boston Tea Party 1773
Intolerable Acts, First Continental Congress 1774
AMERICAN WAR OF INDEPENDENCE
Battle of Lexington, Second Continental Congress
Declaration of Independence 1776
British troops surrendered in Yorktown 1781
A confederation was set up under the Articles of Confederation 1781
UNITED STATES OF AMERICA
Treaty of Paris
The American Constitution was drawn up 1787
End of Summary
THE ENGLISH IN AMERICA
The 13 Colonies
Columbus found America
British colonized it in 1606 when group of English set up a plantation in Virginia
By 1773 there were 13 British colonies in America along the Atlantic coast
The colonists, who were mainly English, totalled one and half million. There were also Irish, Scottish, Dutch, German, Swedish and other settlements in these colonies.
The 13 British Colonies in America by 1773 :
Massachusetts
New Hamsphire
New York
Connecticut
Rhode Island
Pennsylvania
New Jersey
Maryland
Delaware
Virginia
North Carolina
South Carolina
Georgia
British policy on the American Colonies.
At first The Bristish Government did not control the colonies strictly
In each colony, there was a governor sent from London by appointment.
The colonists elected a local assembly to help and advise the governor in making decisions. The laws were passed in the assembly and sent to british parliament for approval. (the colonists enjoyed the freedom of autonomy and sense of independence)
Britain wanted to increase its national income so Britain treat its colonies as sources of raw materials and as markets for British goods.
In the early 18th century, British Parliament passed laws to control trade in the American colonies and it became strict in 1763 when Britain wanted to raise more money from the colonies
The American continent discovered by Columbus.
It was gradually colonized. By 1733, there were 13 colonies. The British government allowed its colonies to elect their local assemblies and make laws.
Being heavily in debt after the Seven Years’ War, England began to tighten economic control of the American colonies.
The English began to treat the American colonies as sources of raw materials for British industries and as markets for their goods. This angered the colonist.
The American refused to pay taxes because they were not represented in Parliament. Eventually war broke out.
The Americans won and formed an independent nation.
The new nation had to deal with many economic and territorial problems. All these showed that a stronger union was needed.
In 1787, the American Constitution was drawn up, creating a republic with a strong central government.
TIME LINE
The British began to colonize America 1606
13 British colonies were established along the Atlantic coast 1733
COLONIAL RULE
Seven Years’ War 1756-1763
Sugar Act 1764
Stamp Act, Stamp Act Congress 1765
Townshend Acts 1767
Boston Massacre 1770
Tea Act, Boston Tea Party 1773
Intolerable Acts, First Continental Congress 1774
AMERICAN WAR OF INDEPENDENCE
Battle of Lexington, Second Continental Congress
Declaration of Independence 1776
British troops surrendered in Yorktown 1781
A confederation was set up under the Articles of Confederation 1781
UNITED STATES OF AMERICA
Treaty of Paris
The American Constitution was drawn up 1787
End of Summary
THE ENGLISH IN AMERICA
The 13 Colonies
Columbus found America
British colonized it in 1606 when group of English set up a plantation in Virginia
By 1773 there were 13 British colonies in America along the Atlantic coast
The colonists, who were mainly English, totalled one and half million. There were also Irish, Scottish, Dutch, German, Swedish and other settlements in these colonies.
The 13 British Colonies in America by 1773 :
Massachusetts
New Hamsphire
New York
Connecticut
Rhode Island
Pennsylvania
New Jersey
Maryland
Delaware
Virginia
North Carolina
South Carolina
Georgia
British policy on the American Colonies.
At first The Bristish Government did not control the colonies strictly
In each colony, there was a governor sent from London by appointment.
The colonists elected a local assembly to help and advise the governor in making decisions. The laws were passed in the assembly and sent to british parliament for approval. (the colonists enjoyed the freedom of autonomy and sense of independence)
Britain wanted to increase its national income so Britain treat its colonies as sources of raw materials and as markets for British goods.
In the early 18th century, British Parliament passed laws to control trade in the American colonies and it became strict in 1763 when Britain wanted to raise more money from the colonies
Jumat, 24 April 2009
Grade 7C : Info Unit Test on Friday 1 May 2009
Dear Grade 7C Students,
Please be noted that we will be having a unit test on Friday 1 May 2009.
Materials : Age of Reason ( Enlightment Thinkers and Enlightment Despots)
Rgrds,
Anang
Please be noted that we will be having a unit test on Friday 1 May 2009.
Materials : Age of Reason ( Enlightment Thinkers and Enlightment Despots)
Rgrds,
Anang
Selasa, 21 April 2009
Grade 8 : (Wednesday 22 April 2009) Making a poster about World War 1
The students of grade 8 were making a poster about World War 1.
Marshella was preparing the background paper for the poster.
Marshella was preparing the background paper for the poster.
Grade 7 A : History unit test on Age of Reason
Grade 7 A : History unit test on Age of Reason
Info :
Today, Wednesday 22 April 2009, students of grade 7A had History unit test on Age of Reason (Enlightment Thinkers and Enlightened Despots). All students joined the test.
Rgrds,
Anang P.S.
Info :
Today, Wednesday 22 April 2009, students of grade 7A had History unit test on Age of Reason (Enlightment Thinkers and Enlightened Despots). All students joined the test.
Rgrds,
Anang P.S.
Grade 7 B : History unit test on Age of Reason
Info :
Today, 21 April 2009, students of grade 7B had History unit test on Age of Reason (Enlightment Thinkers and Enlightened Despots). All students joined the test.
Rgrds,
Anang P.S.
Today, 21 April 2009, students of grade 7B had History unit test on Age of Reason (Enlightment Thinkers and Enlightened Despots). All students joined the test.
Rgrds,
Anang P.S.
Rabu, 15 April 2009
Grade 8 : Poster Project on World War 1
Please bring materials (Asturo paper, pictures, scissor, markers, etc) for making poster project on Wednesday 22 April 2009.
Assessment criteria :
Content : 20%
Creativity : 25%
Neatness : 20%
Time Management : 15%
Attractiveness : 20%
Assessment criteria :
Content : 20%
Creativity : 25%
Neatness : 20%
Time Management : 15%
Attractiveness : 20%
GRADE 7A : ENLIGHTENED DESPOTS
Grade 7A students learnt about the Age of reason part 2 : The Enlightened Despots.
Note : Please find the summary of the lesson today in this blog.
Information : We will be having a unit test on Age of Reason next week on Wednesday 22 April 2009.
Note : Please find the summary of the lesson today in this blog.
Information : We will be having a unit test on Age of Reason next week on Wednesday 22 April 2009.
Selasa, 14 April 2009
Test yourself (The Age of Reason)
Questions :
1. Name the Enlightment thinkers and their important works.
2. Why was the period between 17th and 18th century called the Age of Reason?
3. How did the Enlightment thinkers attack absolutism?
4. Name two revolutions which were inspired by the Enlightment ideas in the 18th century.
5. Explain the following terms : Enlightened despot, Separation of powers, Social contract.
1. Name the Enlightment thinkers and their important works.
2. Why was the period between 17th and 18th century called the Age of Reason?
3. How did the Enlightment thinkers attack absolutism?
4. Name two revolutions which were inspired by the Enlightment ideas in the 18th century.
5. Explain the following terms : Enlightened despot, Separation of powers, Social contract.
GRADE 7B : Unit test on Tuesday 21 April 2009
Dear students of grade 7B,
You will be having a unit test on The Age of Reason/Enlightenment on Tuesday 21 April 2009.
Please study the summary of the unit (you can find it in this blog), and from Text book p.19-28.
Regards,
Anang P.Setiawan
You will be having a unit test on The Age of Reason/Enlightenment on Tuesday 21 April 2009.
Please study the summary of the unit (you can find it in this blog), and from Text book p.19-28.
Regards,
Anang P.Setiawan
Senin, 13 April 2009
GRADE 7 : ENLIGHTENED DESPOTS
Summary
ENLIGHTENED DESPOTS
Tuesday 14 April 2007
Class : Grade 7B
Introduction
•In the 18th century, several European rulers were influenced by the Enlightment ideas. They believe that they should improve the living standard of their people. But they still held all powers in their hands. These rulers were called enlightened despots
•E.g. Frederick the great of Prussia and Catherine the Great of Russia
•The enlightment despots introduced reforms to lessen the hardships of the people. This gave people idea that their welfare was important and that government was on their side.
Frederick the Great of Prussia
•While Louis XIV believed in absolutism, Frederick the Great of Prussia (ruled from 1740-86) was an enlightened despot. He was influenced by the enlightened thinkers of the time, especially Voltaire. While Louis XIV said “I am the State, Frederick II called himself ‘The first servant of the State”. However, although he held liberal ideas and wanted gave his people a better government, he did not believe the people could rule themselves. He therefore assumed absolute power.
•Frederick wrote’ the people do not exist for the sake of the rulers, but rulers for the sake of the people’. He devoted his time to serving his people. He improved the economy by encouraging agriculture and industry. Science and education progressed under his rule. He also granted religious freedom, and introduced law reforms such as the abolition of torture as punishment.
•Frederick wanted to make Prussia a strong country in Europe. He spent a large sum of money strenghtening his army. He waged wars against other countries to expand his territories. Although he ruled his people like despot and made them pay high taxes to support his wars, Prussia be
came the leader of other German states and was powerful in Europe.
Catherine the Great of Russia
•Another enlightened despot was Catherine the Great of Russia (1729-1796). She was a German princess who married Peter III of Russia. Peter was not a good ruler, and Catherine later deposed him with the help of the Imperial Guard. She called herself Empress of Russia.
•Catherine was influenced by the great thinkers of the time. She tried to practise some ideas of Enlightment. She built schools and hospitals and permitted religious freedom.
•In the 18th century, several European rulers were influenced by the Enlightment ideas. They believe that they should improve the living standard of their people. But they still held all powers in their hands. These rulers were called enlightened despots
•E.g. Frederick the great of Prussia and Catherine the Great of Russia
•The enlightment despots introduced reforms to lessen the hardships of the people. This gave people idea that their welfare was important and that government was on their side.
Frederick the Great of Prussia
•While Louis XIV believed in absolutism, Frederick the Great of Prussia (ruled from 1740-86) was an enlightened despot. He was influenced by the enlightened thinkers of the time, especially Voltaire. While Louis XIV said “I am the State, Frederick II called himself ‘The first servant of the State”. However, although he held liberal ideas and wanted gave his people a better government, he did not believe the people could rule themselves. He therefore assumed absolute power.
•Frederick wrote’ the people do not exist for the sake of the rulers, but rulers for the sake of the people’. He devoted his time to serving his people. He improved the economy by encouraging agriculture and industry. Science and education progressed under his rule. He also granted religious freedom, and introduced law reforms such as the abolition of torture as punishment.
•Frederick wanted to make Prussia a strong country in Europe. He spent a large sum of money strenghtening his army. He waged wars against other countries to expand his territories. Although he ruled his people like despot and made them pay high taxes to support his wars, Prussia be
came the leader of other German states and was powerful in Europe.Catherine the Great of Russia
•Another enlightened despot was Catherine the Great of Russia (1729-1796). She was a German princess who married Peter III of Russia. Peter was not a good ruler, and Catherine later deposed him with the help of the Imperial Guard. She called herself Empress of Russia.
•Catherine was influenced by the great thinkers of the time. She tried to practise some ideas of Enlightment. She built schools and hospitals and permitted religious freedom.
•However she was also depostic. She chose her ministers carefully and selected only those were loyal to her. She did not grant wider freedom to her people and cruelly suppressed peasant revolts.
•Catherine succeeded in turning Russia into a great power. She gained the Crimea and lands along the Black sea from Turkey. She obtained rights for Russian ships to sail through the Dardanelles and the Bosporus into the Mediterranean.
Comparison of Absolute Monarchy and Enlightened Despotism
•Catherine succeeded in turning Russia into a great power. She gained the Crimea and lands along the Black sea from Turkey. She obtained rights for Russian ships to sail through the Dardanelles and the Bosporus into the Mediterranean.
Comparison of Absolute Monarchy and Enlightened Despotism
DIFFERENCE
•ABSOLUTE MONARCH
Believed in the Divine Right of Kings, and he claimed that his power came from God.
•ENLIGHTENED DESPOT
Claimed to be the servant of the state and introduced reforms to give the people a better government.
SIMILARITY
•ABSOLUTE MONARCH
Absolute in power, all people had to obey his orders
•ENLIGHTENED DESPOT
Did not believe the people could rule themsleves and therefore assumed absolute power.
•ABSOLUTE MONARCH
Believed in the Divine Right of Kings, and he claimed that his power came from God.
•ENLIGHTENED DESPOT
Claimed to be the servant of the state and introduced reforms to give the people a better government.
SIMILARITY
•ABSOLUTE MONARCH
Absolute in power, all people had to obey his orders
•ENLIGHTENED DESPOT
Did not believe the people could rule themsleves and therefore assumed absolute power.
EXAMPLE
•ABSOLUTE MONARCH
Louis XIV of France
James I of England
•ENLIGHTENED DESPOT
Frederick the Great of Prussia
Catherine the Great of Russia
End of doc.
Selasa, 24 Maret 2009
Grade 7 : The Age of Reason Part 1
The Age of Reason Part 1
Summarized by Anang P.Setiawan
Date : Tuesday, 24 March 2009
INTRODUCTION
In the 17th and 18th centuries :
The use of reason as the best method to judge human action (problems of politics, religion, arts, education and law)
It was called the Enlightment/Age of Reason.
The Enlightment : Influenced the educated class.
They believed that Absolutism must be replaced by a reasonable and democratic form of government.
Enlightment Thinkers
Many thinkers believed that natural laws should govern man and society.
These laws could be found by scientific methods based on reasoning.
John Locke (1632-1704)He introduced “Social Contract Theory”.
He wrote “ The Two Treaties on Government”
Ideas :
-All men had basic natural rights of life, liberty and prosperity.
-The people set up a government and gave it the power to protect their right.
-Social contract ( Transfer of power from people to the government)
-If he misused the power, the people had right to revolt against him and form a new government. (revolution against tyranny was legal)
-States run by the people.
Many of his ideas were adopted in the American Declaration of Independence.
Montesquieu (1689-1775)Ideas :
He argued for the separation of powers into the executive, legislatature and the judiciary to avoid tyranny.
His ideas were included in the American Constitution.
Voltaire (1694-1778)
-He attacked the political and social institutions of his time.
-He critized the French government and Roman Catholic and Protestant churches.
-He recognized man’s need for God.
His ideas inspired the French to start the French Revolution.
Rousseau (1712-1778)
Ideas :
-People could be equal under government under government set up by their consent.
-The Monarch’s right to rule was given by the people and not by God.
-Everyone had a responsibility to all others and had individual freedom in a justly organized society.
His “Social Contract” was called the “Bible of the French Revolution”
End of Doc.
Minggu, 22 Maret 2009
Grade 8 : Field Trip to National Monument (MONAS)
Grade 8 : Field Trip to National Monument (MONAS)
By : Anang P.Setiawan
On Friday 13th of March, grade 8 students together with grade 9 students went to MONAS (National Monument) to do their projects. After studying about Dutch Colonization of Indonesia, the 8 graders needed to make an essay for their project about Indonesian History dated from the first time The Dutch came to Indonesia until Indonesia proclaimed its independence on August 17, 1945 after 350 years of colonial rulings.
MONAS was constructed to commemorate and honor the people's relentless strugle for independence and it is also to awaken a sense of patriotism among the people and future generations.
The students were guided by an official guide. He showed and explained to students about the monument and the story behind it. He said that the architecture and dimensions of the National Monument symbolizes the distinct characteristics of Indonesia. The high rising obelisk signifies the Lingga (pestle) and the soucer-like platform the Yoni (mortar), both are cooking utensils that are commonly found in most Indonesian households. The Lingga and Yoni symbolizes the positive and the negative, male and female, day and night, water and fire, earth and sky, all of which signifies timelessness and immortality.
The guide then took us to the hall of Independence, the place where the proclamation of independece text ( as written and read by Soekarno and Hatta on August 17, 1945) is kept. then he guided us to the top of MONAS called The Flame of Independence. He explained that the top of National Monument is 14 meters tall and 6 meters in diameter. This structure is made og 14.5 tons of bronze and comprises of 77 seperate elements. The entire of the structure is covered with approximately 50 kg of gold sheets. The students enjoyed the view of Jakarta from the top of MONAS. the weather was little bit cool as raining was pouring at that time.
Some students actually still needed time to gather information for their essay but they had no time as we had to leave from MONAS at 2.30 the latest to avoid the traffic jam that always happen in Jakarta. They may get the information from other sources for their essay such as intenet, magazine, articles, encyclopedia, etc. We left MONAS at 2.30pm.
Note : Please submit your essay project the latest is on Friday 27 March 2009.
End of Doc
Grade 7 : Field Trip to National Museum
Grade 7 : Field Trip to National Museum on 12 March 2009
By Anang P.Setiawan
On Thursday, 12 March 2009 the 7 graders went to National Museum, Jakarta to do a field trip. This activity was a part of Social Studies project in History of Indonesia, especially about Pre-historic Era. We left our school at 9.30am and arrived at Museum around 11.30am. After having lunch, the students started to do the project. The students were asked to do some activities, such as doing observation, collecting data, interviewing, answering questions on the project booklet and making an essay based on the data they have gathered from museum.
The students were divided into 3 groups and each group was guided by an official tourist guide. The students listened attentively to the guide and asked many questions about the museum. They were very interested on the items displayed in the museum. It's interesting for them to be able to see the artifacts from the past and learned something from them.
The students finished the activity at 1.45 pm. We left the museum at 2pm. In a bus, on the way back to school they were very tired but felt happy and satisfied with their tasks. We arrived at school at 3pm. It was an exciting and educational trip.
Note : The duedate for submitting the booklet project and essay is extended till 27 March 2009.
Please do not be late to submit your task.
End of Doc.
Senin, 02 Maret 2009
Grade 7B : The deadline to submit the brochure project
Dear grade 7B students,
Please be noted that the latest day for submitting your brochure is on Tuesday, 10 March 2009.
Rgrds,
Anang P.Setiawan
Please be noted that the latest day for submitting your brochure is on Tuesday, 10 March 2009.
Rgrds,
Anang P.Setiawan
Kamis, 26 Februari 2009
Grade 7C : The Latest date of submitting the brochure
Dear Students of grade 7C,
Please submit your project on Friday,March 6th, 2009.
Rgrds,
Anang P.Setiawan.
Please submit your project on Friday,March 6th, 2009.
Rgrds,
Anang P.Setiawan.
Rabu, 25 Februari 2009
Grade 7A : Brochure Project Submission
Dear grade 7A Students,
Please submit your brochure on Absolutism in England the latest on Wednesday 4 March, 2009.
Rgrds,
Anang P.Setiawan
Please submit your brochure on Absolutism in England the latest on Wednesday 4 March, 2009.
Rgrds,
Anang P.Setiawan
Selasa, 24 Februari 2009
Grade 8 : Brochure Project
Dear Grade 8 Students,
Please submit the brochure on British in South East Asia the latest is on Wednesday 4 March 2009.
I will not accept any late brochures.
Rgrds,
Anang P.Setiawan
Please submit the brochure on British in South East Asia the latest is on Wednesday 4 March 2009.
I will not accept any late brochures.
Rgrds,
Anang P.Setiawan
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