Week of Dec. 5-9

Dec. 5/6
1. Condlude Prediction Cycle Maps (Hand-in)
2. Major Turning Points of WWI (In Class Activity)

Dec. 7/8/9
1. Major Turning Points Concluded
2. Battles/Major Turning Points Quiz
3. Human Costs of War and Colonial Contributions
4. Versailles Activity
5. Ch. 13 section 4 Notes "A Flawed Peace"


Final Exam Study Guide Part II (click on title to access worksheet) Due on Day of Final Exam along with Block Assessment Review Worksheet
Period 2 and 4 Final Exam December 15
Period 3 Final Exam December 14

Week of Nov. 28-Dec. 2 (World War I)

World War I Week and Due Date Week

Extra-Credit Reminder: Syllabus (click on syllabus link to the left)

Save These Directions: Extra-Credit For Semester Due Dec. 1-2 (Check your odd or even day)

Movie Choices are on the Syllabus...

Nov. 28-29---Thanksgiving Break Review Worksheet Due for all students with a C or lower grade.
1. World War I Causes--- WWI Ch. 13 sec. 1 (Get notes by clicking title)
2. Whose to Blame Activity? (Click Title to get hand-out)
**WWI -Quick Writes #1  (on hand-out link above) added to Imperialism Quick-Writes
**Complete Conclusion (C.) at bottom of page in 1 paragraph. Write it directly on same page with your quick-writes.


Nov. 30-Dec. 1--(Extra-Credit Due Dec. 1)
1. WWI Battles Activity-Prediction Cycle Map -- http://www.pbs.org/greatwar/maps (WWI Web-site)
2. Major Turning Points of WWI (tentative)

Dec. 2/5 (Extra Credit Due Dec .2)
1. Condlude Prediction Cycle Maps
2. Major Turning Points of WWI

Final Exam Study Guide Part II (click on title to access worksheet) Due on Day of Final Exam along with Block Assessment Review Worksheet
Period 2 and 4 Final Exam December 13
Period 3 Final Exam December 14

WWI STANDARDS/OBJECTIVES: CH. 13

6.1.  M. The arms race led to a concentration on large armies and the ability to mobilize quickly for war.  Militarism was a policy that came from glorifying military power and maintaining an army prepared for war. (364)

6.2. A.  Growing international rivalries led the nations to make military alliances.  Ironically, this Alliance system was to keep peace in Europe. (364-365)

6.3. I. Imperialism and the competition among European nations over colonial holdings in Asia and Africa fueled rivalries. (363)

6.4. N.  Many people of Europe joined groups to work for peace.  A result of these groups is the developing force of a unifying movement known as Nationalism.  (363)

6.5. SPARK: The Balkan Peninsula was home to an assortment of ethnic groups with nationalist and ethnic disputes. The Balkans was known as the “powder keg” of Europe. (365-366)

6.6.  National goals and interest combined with the complex system of alliances divide European nations between the Central Powers and the Allies.

6.7.  One European nation after another was drawn into a large and industrialized war that resulted in many casualties on many battlefronts.  WWI battles spread to several continents and required the full resources of many governments, including colonies. (367-371)

6.8.  Germany’s attacks on passenger ships and a German plot bring the US into the conflict. (373-376)

6.9.  WWI becomes a total war, and governments take control of national economies. (373-376)

6.10. In 1917, the United States entered the US on the side of the Allies.  War-weary Russians no longer supported the Russian Czar and the war; Communists seized the Russian government. (376, 390-394)

6.11. After winning the war, the Allies dictated a harsh peace settlement that left many nations feeling betrayed.  (380-383)

6.12. After The Great War, peace was uncertain because the treaty satisfied no one. The war had made a major impact on the world. (382-383)

Review Week Nov. 21-25

November Break Worksheet for C or lower students. (click on Title to the left)
Directions: Print out the hand-out and complete the questions on the worksheet. Be sure to bring it back upon your return from break.

Quarter 1 Block Review Worksheet (this should already have been completed but if you lost it it is in your best interest to make sure that it is done before Dec. 2)
Beging Reading Chapter 13 Section 1 pp. 407-410
Extra-Credit Reminder: Syllabus (click on syllabus link to the left)
Save These Directions: Extra-Credit For Semester Due Dec. 1-2 (Check your odd or even day)
Movie Choices are on the Syllabus...

Directions:
For each film, complete a typewritten reflection that includes the following:
Part I: A two paragraph (6-8 sentences each) summary of the historical events, people, eras, and/or themes the film seeks to portray.
Part II: A two paragraph (6-8 sentences each) reaction as to how useful the movie was in increasing your understanding of the historical events, people, eras, and/or themes. Please explain your reaction and provide reasons for your assessment of the film's portrayal.

Week Nov. 14-18 (Imperialism to WWI)

Nov. 14-15 (Unit 4 Test Week "Imperialism")
Test Review p. 369 #'s 1-18 and p. 384 #'s 1-16

1. Example of Subjugation Continued "Bugs Life" (Click Title for hand-out for film)
2. Debrief examples of subjugation
3. Review for Imperialism Exam with one or all of the following hand-outs below:
Note: If you miss the viewing of "Bugs Life" you must complete the following: p. 367 Writing For History #2, Directions: Write a news article about the effects of colonialization. (4 paragraphs) the remainder of the directions are on p 367 of your textbook. (Alternate Assignemnt if absent 11/14-16).

Hand-outs on Imperialism with Quick-writes (click on titles to access hand-outs):

Roots of Racism

Opium Wars

Suez Canal

Perry Opens Japan

Study Guide For Imperialism Test (Unit 4): Imperialism (Causes/Effects), Berlin Conference, Resistance to Imperialim, Industrialization and Imperialism connections, Africa and Imperialism (causes/effects), China/Imperialism (Opium War, Boxer Rebellion, Open Door Policy), Imperialism/Subjugation, India/Imperialism (Sepoy Mutiny), U.S./Imperiliasm, Social Darwinism, Direct and Indirect Control (Ch. 11 sections 1-5, Ch. 12 Sections 1-4, Ch. 8 section 1)
Nov. 16-17 (Hand in Imperialism Quick-Writes)
1. Imperialism Exam (Unit 4)
2. Prep for Unit 5 WWI
3. Introduce WWI Ch. 13 sec. 1 (Get notes by clicking Title)

Nov. 18
1. Introduce WWI Ch. 13 sec. 1 (Get notes by clicking title)
2. Who Caused WWI Activity (Click title for hand-outs)
Nov. 21-25 Review Homework (see attachment)
**Students with a grade of a D or lower should utilize this time to do the extra-credit movie reflection assignment and/or complete review hand-out.

WWI STANDARDS/OBJECTIVES: CH. 13

6.1.  M. The arms race led to a concentration on large armies and the ability to mobilize quickly for war.  Militarism was a policy that came from glorifying military power and maintaining an army prepared for war. (364)

6.2. A.  Growing international rivalries led the nations to make military alliances.  Ironically, this Alliance system was to keep peace in Europe. (364-365)

6.3. I. Imperialism and the competition among European nations over colonial holdings in Asia and Africa fueled rivalries. (363)

6.4. N.  Many people of Europe joined groups to work for peace.  A result of these groups is the developing force of a unifying movement known as Nationalism.  (363)

6.5. SPARK: The Balkan Peninsula was home to an assortment of ethnic groups with nationalist and ethnic disputes. The Balkans was known as the “powder keg” of Europe. (365-366)

6.6.  National goals and interest combined with the complex system of alliances divide European nations between the Central Powers and the Allies.

6.7.  One European nation after another was drawn into a large and industrialized war that resulted in many casualties on many battlefronts.  WWI battles spread to several continents and required the full resources of many governments, including colonies. (367-371)

6.8.  Germany’s attacks on passenger ships and a German plot bring the US into the conflict. (373-376)

6.9.  WWI becomes a total war, and governments take control of national economies. (373-376)

6.10. In 1917, the United States entered the US on the side of the Allies.  War-weary Russians no longer supported the Russian Czar and the war; Communists seized the Russian government. (376, 390-394)

6.11. After winning the war, the Allies dictated a harsh peace settlement that left many nations feeling betrayed.  (380-383)

6.12. After The Great War, peace was uncertain because the treaty satisfied no one. The war had made a major impact on the world. (382-383)

Week Nov. 7-9

Nov. 7-8
1. Debrief Motives of Imperialism (Review bold print items on hand-out)
2. Imperialism Group Project
3. Work on Project

Hand-outs on Imperialism with Quick-writes (click on titles to access hand-outs):
Roots of Racism
Opium Wars
Suez Canal
Perry Opens Japan

Nov. 9
1. Continue work on group project
2. "Example of Subjugation " (click on link to get hand-out)
3. Debrief Imperialism and Example of Subjugation

HW: BRING IMAGES OF IMPERIALISM TOPICS BASED ON THE FOLLOWING CHAPTERS AND SECTIONS: CH. 11 SEC. 1-5, CH. 12 SEC. 1, 3-4, CH. 8 SEC. 1. IMAGES SHOULD BE NO LARGER THAN 1/8TH OF A PAGE. THESE WILL BE USED FOR YOUR GROUP PROJECT.

Learning Standards/Objectives Unit 4

5.1. Industrialization led European nations into the Age of Imperialism.

5.2. European imperialism was motivated by economic (Gold) motives; European industrialization required raw materials, new markets, and investment opportunities.

5.3.  European imperialism was motivated by political (Glory) motives; national security rested on acquiring lands for strategic defense of national interest.

5.4.  European imperialism was motivated by social (God) motives; a Western philosophy of the responsibility to educate, Christianize, and civilize people of other lands.

5.5.  European imperialist nations embarked on a new phase of empire-building that affected various lands of the world.

5.6. Europeans attempt to control the land, people, and resources of Africa.

5.7. Great Britain attempts to control the land, people, and resources of India.

5.8. Great Britain and other imperialist nations attempt to control the land, people, and resources of China.

5.9. The views of those who wielded power in overseas colonies usually clashed directly with those of the colonized.

5.10. Imperialism has both positive and negative short-term and long-term effects on peoples under colonial rule.

Week of Oct.31-Nov. 4

Oct. 31/Nov. 1
1. Period 2/4 will be taking Unit 3 exam on the Industrial Revolution (25 Multiple Choice Question Test) please bring number 2 pencils.
2. After the exam you will be viewing the film Oliver Twist and answer questions related to the film.
**Anyone absent on this day will have to do an alternate assignment for the film questions.
Period 3 will be viewing the film on Tuesday and any students who did not take the exam will make it up.

Nov. 2/3
1. Conclude Film on Oliver Twist Absent students must complete p. 309 Writing About History Question #2.
2. European Imperilism Quick-Write #1 (Click on European Imperialism to access hand-out)
3. Introduce Imperialism
4. Imperialism Motives Activity (In class activity)
5. Imperialism Notes (click to go to notes ch. 11 sec. 1)

Nov. 4
1. Continue Motives of Imperialism Activity
2. Imperialism Acrostic (click on Imperialism Acrostic to view directions) tentative
3. Form Groups for Imperialism Project
HW: BRING IMAGES OF IMPERIALISM TOPICS BASED ON THE FOLLOWING CHAPTERS AND SECTIONS: CH. 11 SEC. 1-5, CH. 12 SEC. 1, 3-4, CH. 8 SEC. 1. IMAGES SHOULD BE NO LARGER THAN 1/8TH OF A PAGE. THESE WILL BE USED FOR YOUR GROUP PROJECT.
Learning Standards/Objectives Unit 4

5.1. Industrialization led European nations into the Age of Imperialism.

5.2. European imperialism was motivated by economic (Gold) motives; European industrialization required raw materials, new markets, and investment opportunities.

5.3.  European imperialism was motivated by political (Glory) motives; national security rested on acquiring lands for strategic defense of national interest.

5.4.  European imperialism was motivated by social (God) motives; a Western philosophy of the responsibility to educate, Christianize, and civilize people of other lands.

5.5.  European imperialist nations embarked on a new phase of empire-building that affected various lands of the world.

5.6. Europeans attempt to control the land, people, and resources of Africa.

5.7. Great Britain attempts to control the land, people, and resources of India.

5.8. Great Britain and other imperialist nations attempt to control the land, people, and resources of China.

5.9. The views of those who wielded power in overseas colonies usually clashed directly with those of the colonized.

5.10. Imperialism has both positive and negative short-term and long-term effects on peoples under colonial rule.

Week of Oct. 24-28 TEST WEEK

Oct. 24-25 (Click on highlighted page numbers or hand-outs to get worksheet)
1. Hand-In Effects of Industrial Revolution Assignment
2. Industrial Revolution Spreads pp. 295-299, pp. 376-379
Hand-outs: Meji Restoration
3. Reforms and Reactions to the Industrial Revolution pp. 300-306, 313-315
Hand-outs: General Lud's Army, Capitalism or Marxism, Abolition of the Slave Trade
Homework: Study For Unit 3 Exam Thurs/Fri. Oct. 27/28 tentative
Study Guide Below

Oct. 26-27
1. Continue Reforms and Reaction
2. Capitalism vs. Marxist Debate Dialogue
3. Review for Test
4. Period 2/4 Exam (tentative)

Oct. 28
1. Period 3 Exam

Unit 3 Exam Study Guide:

1)     Examine how scientific and technological changes and new forms of energy brought about massive social change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, and Thomas Edison).

2)     Examine how scientific and technological changes and new forms of energy brought about massive cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, and Thomas Edison).

3)     Analyze the emergence of capitalism as a dominant economic pattern.

4)     Analyze the responses to capitalism, including Utopianism, Social Democracy, Socialism, and Communism.

5)      Describe the rise of industrial economics.

All Items from your notes should be reviewed for the exam. Your focus should be on key concepts, terms and/or people. p. 308 #1-20 will give you a good overview/sample study questions to use.

Movie Reflection Directions Reposted

Save These Directions: Extra-Credit For Semester Due Dec. 1-2 (Check your odd or even day)Movie Choices are on the Syllabus...

Directions:
For each film, complete a typewritten reflection that includes the following:
Part I: A two paragraph (6-8 sentences each) summary of the historical events, people, eras, and/or themes the film seeks to portray.
Part II: A two paragraph (6-8 sentences each) reaction as to how useful the movie was in increasing your understanding of the historical events, people, eras, and/or themes. Please explain your reaction and provide reasons for your assessment of the film's portrayal.

Week Oct. 17-21 (Homecoming Week!)

Extra Credit if you go to Volleyball varsity game on Weds. Oct. 19 approximately 5:15 pm to support them in their Breast Cancer Awareness Campaign. Be sure to wear Pink!!! Extra-Credit will be given if you stay and check in at the game and if you are missing an assignment you will get to make it up or if you have all of your assignments in you will get points. 

Oct. 17-18
1. Invention Presentations (Refer to Friday Oct. 14th for make-up assignment if you do not present)
2. Effects of the Industrial Revolution
**Study For Quiz for Weds. Oct. 19 or Thurs. Oct. 20



Oct. 19-20
1. Continue Effects of Industrial Revolution
2. Editorial on Effects of Industrial Revolution
3. The Dark Side of the Industrial Revolution (Hand-out)

Oct. 21
1. The Dark Side of the Industrial Revolution(Hand-out)

Select One of the following options below: (Due 10/24 or 25)Write an editorial (opinion essay) about whether or not the Industrial Revolution improved life.
 Intro Paragraph – introduce Industrial Revolution & state whether you think the overall effects of the Industrial Revolution on individuals and society are mostly positive, mostly negative, or mixed.
 Positive Effects Paragraph: explain the positive effects of the industrial revolution on individuals and/or society.
 Negative Effects Paragraph: explain the negative effects of the industrial revolution on individuals and/or society.
 Suggestions for improvement Paragraph: explain your recommendations about how to address the negative effects of the industrial Revolution.

Protest Letter: Write a letter to your local parliamentarian (member of Congress) protesting the working conditions of the industrial revolution. (minimum 4 paragraphs)

Protest Song: Create a protest song focused on the working and living conditions of the poor workers during the industrial revolution. (1 page)

Poster Power: Make a poster illustrating the poor conditions for workers during the industrial revolution. (minimum 2 different areas)

UNIT 3 TEST ON INDUSTRIAL REVOLUTON TENTATIVELY SET FOR OCT. 27/28.

Week of Oct. 10-14

Absent Students on Friday 10/7 or Monday, 10/10 must complete p. 288 #1 in complete sentences. Due upon your return.....
Oct. 10 (Odd)
1. Quick-Write:

In your own words, describe how you could make a profit of something you know how to make.  AND Describe how you feel when you are able to eat better, wear better clothes, and have pride in earning your own money.

2. Agricultural Revolution to Industrial Revolution pp. 288-283
3. Quick --Write #2:
Do the following quick write: Think back for a moment to the proudest moment in your life? Why were you so proud and what were the steps you took before that moment made you so proud?
4. Why was Britain the First to Industrialzie?
5. Essay or Poster Read Directions (in folder under Why was Britain the First to Industrialize?)

Oct. 11-12 (Focus: What is the relationship between the Agricultural Revolution and the Industrial Revolution?)
1. Quick --Write #3:
Do the following quick write: Think back for a moment to the proudest moment in your life? Why were you so proud and what were the steps you took before that moment made you so proud?
2. Why was Britain the First to Industrialzie?
3. Essay or Poster Read Directions (in folder under Why was Britain the First to Industrialize?)
4. Factory System & Effects of Textile Factories on Britain (Focus: How did the Industrial Revolution profoundly alter society & the economy?)
5. Compare and Contrast the Factory System and Cottage Industry (Major Compnents)

Oct. 13-14 (Focus: How did the new advancements in science and technology affect people socially, culturally, & economically.
1. Quick Write #4: Think of a major invention you would like to see made.  Write a short paragraph describing it.
2. Inventors Activity (See Rubric in folder)
Alternate assignment if you were absent for inventions presentations: "How science and technology changes and new forms of energy brought about massive changes?" Five paragraph essay with each paragraph being 5-8 sentences and you must include historical facts from the Industrial Revolution Power Point and/or your textbook.

Week of Oct. 3-7 (End of 1st Quarter)

Oct.3-4
1. Collected Homework p. 242 9-18 (Even classes)
2. Unit 2 Test
3. Block Review Worksheet (Odd Numbers Only) located in folders at bottom of site)
4. Marie Antoinette Movie Reflection Due or Alternative Assignment


ALTERNATE ASSIGNMENT FOR SEPT. 29 OR 30TH Absent Students
If you were absent for the viewing of Marie Antoinette Movie you will have to do an alternate assignment. Your task is as follows: EACH PARAGRAPH SHOULD BE 6-8 SENTENCES MINIMUM.  WRITE A 5 PARAGRAPH ESSAY COMPARING AND CONTRASTING 3 MAJOR POINTS OF THE AMERICAN AND FRENCH REVOLUTIONS Ch. 6 and 7
SAMPLE OUTLINE:
I. INTRO/THESIS PARAGRAPH DISCUSSING THREE MAJOR POINTS YOU WILL DISCUSS
II. MAJOR POINT #1 DISUCUSS SIMILARITIES AND DIFFERENCES
III. MAJOR POINT #2 DISUCUSS SIMILARITIES AND DIFFERENCES
IV. MAJOR POINT #3 DISUCUSS SIMILARITIES AND DIFFERENCES
V. CONCLUSION PARAGRAPH

Oct. 5-6
1. Block Review Worksheet Continued
2. Introduce Industrial Revolution (Ch. 9)
3. TBA

Oct. 7
1. Agricultural Revolution to Industrial Revolution pp. 283-288
2. Industrial Revolution Quick-Writes

Do the following quick writes: In your own words, describe how you could make a profit of something you know how to make.  Describe how you feel when you are able to eat better, wear better clothes, and have pride in earning your own money. (Note: we will add more quick writes to this for the unit)

3. Create an image for each of the new innovations (farming techniques, tools, etc) of the Agricultural Revolution.

Movie Reflection Directions

Save These Directions: Extra-Credit For Semester Due Dec. 1-2 (Check your odd or even day)Movie Choices aer on the Syllabus...

Directions:
For each film, complete a typewritten reflection that includes the following:
Part I: A two paragraph (6-8 sentences each) summary of the historical events, people, eras, and/or themes the film seeks to portray.
Part II: A two paragraph (6-8 sentences each) reaction as to how useful the movie was in increasing your understanding of the historical events, people, eras, and/or themes. Please explain your reaction and provide reasons for your assessment of the film's portrayal.

Week of Sept. 26-30 Unit Test This Week!!!

9/26-9/27
1. Continue Napoleon Political Cartoons Analysis pp. 229-37
2. Congress of Vienna pp. 238-241
3. All Revolutions Charts pp. 272-277
4. p. 242 Answer #'s 9-18 in complete sentences (Period 2 and 4 Only)
Period 2/4 Due 9/27Comparison/Contrast of American Revolution
American Revolution Compare/Contrast:
a. Causes/Effects
b. Famous Documents
c. Key Players
Period 3 (Due 9/28)
p. 233 #'s 1,3-5 all in complete sentences
p. 237 #'s 1, 3-5 all in complete sentences

9/28-29
1. Continue Congress of Vienna
2. Other Global Revolutions
3. Period 3 Unit 2 Test on Sept. 30

9/29
1. Unit 2 Test Period 2/4

Unit 2 Study Guide

Chapter 6 American Revolution
**Causes/Effects
**Declaration of Independence
**U.S. Bill of Rights
**Impact of U.S. Constitution on other countries
**Enlightenment Philosophers Major Ideas (Locke, Rousseau, etc)
Chapter 7 French Revolution (Most of test)
**Estates
**Old Regime (King Louis XVI & Marie Antoinette)
**Causes of Fr. Revolution
**Tennis Court Oath
**Great Fear
**Legislative Assembly
**National Assembly
**March on Versailles
**guillotine
**Reign of Terror
**Storming of the Bastille
**Declaration of Rights of Man/Citizen
**Robespierre
**emigres
**sans-culottes
**Jacobins
**National Convention
**Directory
**Napoleon
**Napoleonic Code
**Napoleon's Major Battles
**Napoleon's Rise & Fall
**Congress of Vienna
**Legitimacy
**Balance of Power
**Concert of Europe
**Holy alliance
**Klemens Von Metternich
**Nationalism
**Latin American Revolutions (Ch. 8)
**Simon Bolivar (Ch. 8)

Objectives:
1. Compare the major ideas of philosophers (e.g., John Locke, Charles-Montesquieu, Jean-Jacques Rousseau, Simon Bolivar, Thomas Jefferson, James Madison).

2. Compare the effects of the major ideas of philosophers (look at names in objective II) on the democratic revolutions in England, the United States, France, and Latin America.

3. List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791).

4. Compare the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791)

French Revolution & Napoleon Week Sept. 19-23

Sept. 19/20
1. Conclude French Revolution Documentary (Absent students will do alternate assignment. Please see Mr. Neal for this task.)Video questions Due at conclusion of video
2. Old Reigme Journal Entry (see directions below)
3. Reign of Terror through Directory (Ch. 7 sec. 2-3)
***Quiz on Weds 9/21 and Thursday 9/22 (Ch. 7 sec. 1/2 all bold terms/names may be on quiz, hint: items from your notes will be main focus)
Old Regime---Journal Entry
• Write about what life was like under the old Regime (as a peasant, clergy member, noble or part of the royal court) by discussing the conditions, the financial crisis, other factors, and what should be done to resolve the problems of France prior to outbreak of the French Revolution.
****Absent students on one of the two video days will complete the following: p. 243; Writing About History (Only complete the first four bullets on this assignment)
**EACH JOURNAL ENTRY MUST BE 5-8 SENTENCES LONG AND BASED ON THE FOLLOWING:
1. REVOLUTIONARY (FIRST BULLET)
2. A WOMAN DURING THIS TIME PERIOD (2ND BULLET)
3. A SPECTATOR OF THIS EVENT (3RD BULLET)
4. A SUPPORTER OF ROBESPIERRE (4TH BULLET)

Sept. 21-23
1. French Revoluton Quiz Ch. 7 sec. 1-2
2. Create a Venn Diagram Comparing and Contrasting the American Revolutions (Causes, Groups/People, Key Documents and Effects)Resource: pp. 272-277
3. Directory to Age of Napoleon (ch. 7 sec. 3-4)
4. Napoleon Political Cartoon Activity (to be completed in class)

Unit 2 Test Sept. 28th and 29th(Study Guide Coming Soon!
Objectives:

1. Compare the major ideas of philosophers (e.g., John Locke, Charles-Montesquieu, Jean-Jacques Rousseau, Simon Bolivar, Thomas Jefferson, James Madison).

2. Compare the effects of the major ideas of philosophers (look at names in objective II) on the democratic revolutions in England, the United States, France, and Latin America.

3. List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791).

4. Compare the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791)

French Revolution Week 9/12-9/16

Week 9/12-9/16
1. Document Pyramids Due Odd-9/14 and Even-9/15 (hand-outs at bottom of page)
2. French Revolution (Chapter 7 pp. 217-227)
3. French Revolution Journal (see below) and French Revolution Political Cartoon Worksheet
4. French Revolution Documentary Worksheet (must be in class to complete if you are absent you will have to do an alternate assignment)

Old Regime---Journal Entry
• Write about what life was like under the old Regime (as a peasant, clergy member, noble or part of the royal court) by discussing the conditions, the financial crisis, other factors, and what should be done to resolve the problems of France prior to outbreak of the French Revolution.

Week of Sept. 6-9

Sept. 6-7:
1. American Revolution (HW Read pp. 206-211)
2. Document Analysis (see documents at bottom for directions and power point)
3. Review for test (9/8 or 9/9) See above area for study guide.

Sept. 8-9
1. Unit 1 Test (Rise of Democratic Ideals)
2. Document Analysis/Pyramid (Final Pyramid Summary Due Odd-9/14 and Even-9/15)
3. Read Ch. 7 pp. 215-221

Unit 1 Study Guide "Items to Know"

Greco-Roman Ideas (Main contributions to democracy)
Judeo-Christian Ideas (Main contributions to democracy)
English History of Democratice Ideas (11 timeline items)
Enlightenment Philosophers Main Ideas (especially their impact on democracy)
American Revolution (Causes, Effects, Democratic ideas)

pp. 5-30, pp. 180-183, pp. 195-211 (pages that we have covered)

The test will be 23-25 Multiple Choice Questions. If you review your notes & you have been keeping up with your work you should have no problem doing very well on the test.

Enlightenement Philosopher Foldable

Enlightenment Foldable
Each student will receive two sheets of paper with bold and dotted lines
Cut ONLY the BOLD lines
Fold the dotted lines
You will have 8 folded pieces of paper (7 philosophers and 1 core beliefs)
The 7 philosophers are from your worksheet:
John Locke
Thomas Hobbes
Jean Jacques Rousseau
Mary Wollstonecraft
Cesare Beccaria
Baron de Montesquieu
Voltaire
On the front of the folded paper, you will color a picture of
each philosopher.
In the inside (right side) you will write each philosopher’s main
ideas and significance.
The last foldable will be the philosophes 5 core beliefs. You will
write each belief on the front and then write their definition on
the right inside page. (located on pg 196)
After you have colored and written all the information you may
glue your folded papers to the main page.

Week Aug. 29-Sept. 2

Aug. 29/Aug. 30 - Due: Hand-in English History Timeline
1. Enlightenment pp. 195-200
2. Enlihtenment Foldable Assigned (see next slide for directions)(Due. Sept. 1 Even and Sept. 2 Odd)
Unit 1 Test Sept. 8 (odd) and Sept. 7 (even)
Covers: Prologue pp. 5-29, 180-183, 195-211

Aug. 31/Sept. 1 (Due Foldable)
1. Enlightnement pp. 195-211
2. Work on Enlightenment Foldable
3. English History Quiz (tentative)

Sept. 2/Sept. 6
1. American Revolution
2. Document Analysis (see slide below for directions)

Week of Aug. 22-26

Aug. 22/23 English History (pp. 18-23 and pp. 180-183)
English History Timeline

Aug. 24/25 Judeo-Christian and Greco Roman Quiz pp. 5-21
Work on English History Timeline (Even Day Timeline due)

Aug. 26/29 Odd Day - Timeline Due
Renaissance, Reformation, Scientific Revolution
Enlightenment Introduction and Activity

English History Timeline Due Friday, Aug. 26 (odd) and Thursday Aug. 25 (even)

Create an annotated and illustrative timeline highlighting significant events in English history from the late 1100s (common law) to 1688 the English Bill of Rights. It should trace how the relationship between the English Parliament and its rulers has changed. (11 Total Events)

The timeline should include:
Your own creative title (example: England’s battle for Democracy”)
Each event in its correct sequence on the timeline.
A brief description highlighting:
The events leader
Significance of the event
Its influence and/or contribution to England’s Democratic tradition

1066 (Beginnings of democratic traditions)
1. Henry II (1154-1189) Jury Trials & Common Law
2. King John I Magna Cara 1215 (Due Process of Law)
3. King Edward Establishment of Parliament/Model Parliament 1295
4. Charles I Petition of Right 1628
5. Charles I English Civil War (English Revolution) 1642-49
6. Cromwells- Commonwealth 1649-1653
7. Charles II Restoration 1660-85
8. Charles II (Parliament) Habeas Corpus 1679
9. Parliament dismissed 1681 by James II
10. William and Mary Glorious Revolution 1688
11. English Bill of Rights 1688 William of Orange (Constitutional Monarchy)

Greco-Roman/Judeo-Christian Activity

SELECT ONE OF THE OPTIONS BELOW:

Write a letter to one of the following: Socrates, Plato, Aristotle, Justinian, Pericles, Moses, Jesus, etc...
2 qualities you admire
2 Ideas you agree with
2 Ideas you disagree with or do not understand

OR

Illustrate the principles of the Roman Republic & the Development of Greek Democracy or Judeo-Christian Ideas (ex. Documents, ideas, etc)
Ex. Thematic picture, political cartoon etc.

Due Monday, Aug. 22 for Period 3 and Tuesday, Aug. 23 for Periods 2 & 4

Week Aug. 15-20 Assignments/Class Work

August 15-16:
1. Greco-Roman Notes pp. 5-11
2. Greek Philosophers
3. Group Government Posters

August 17-18
1. Judeo-Christian Ideas pp. 12-17
2. Greco-Roman & Judeo-Christian Chart
3. Letter or Illustration Activity (Greco Roman & Judeo-Christians)

Welcome!

Welcome World History Students. There will be additional information here as the week progresses. You should familiarize yourself with this sight so you know how to access whatever you need for our class. Thanks and Good Luck this year! Mr. Neal