Tuesday, January 31, 2017

Lesson on Tuesday, January 31, 2017

Aim: what is Absolutism? 

  Bell Ringer: Review and stamp HW

Objectives:
1. Students will compare the development of constitutional monarchy in England with that in France, Spain, and Russia.  
2. Students will use political maps to describe the change in boundaries and governments within continents. 


Agenda:
1. Bell Ringer (10 min) 
2. Independent work: Absolutism worksheet / staple sections 1-5 and grade  (10 min) 
3. All-Write-Round-Robin: 
A.How did the Stuarts differ from the Tudors in their approach to Parliament? 
B. What were two results of the Glorious Revolution?  
C. What impact did the Thirty Years' War have on the German states?  
D.                        What two major powers emerged in Europe at the end of the Thirty Years' War? How were the goals of these two nations similar? 
E.  How did European nations maintain a balance of power? 
F.  What were three goals of Peter the Great? 
G.                        Why was obtaining a warm-water port a major priority for Peter? 
H.                        How did Peter and Catherine envision Russia's future? (rest of class)



Home Learning: Watch YouTube videos on Absolutism: https://www.youtube.com/watch?v=S3uGg-JPykA and https://www.youtube.com/watch?v=mjJit_1X8TE / Make a list for each video that contains vocabulary words, rulers, and countries that we have already mentioned in class. 

Lesson on Monday, January 30, 2017

Aim: How did Peter the Great and Catherine the Great strengthen Russia and expand its territory?

Bell Ringer: https://www.youtube.com/watch?v=2rZuFj-dbEU   /    Journal 69 – How did Catherine the Great change Russia? Answer by watching the video.


Objectives:
1. Students will compare the development of constitutional monarchy in England with that in France, Spain, and Russia.
2. Students will use political maps to describe the change in boundaries and governments within continents.

Agenda:
1. Bell Ringer (10 min)
2. Read pages 347 – 349 "Catherine the Great Follows Peter's Lead" and "Looking Ahead" (10 min)
3. Journal 70 – How were Catherine's goals similar to those of Peter? (10 min)
4. Complete Section 5 G.O. the 'Catherine' side (10 min)
5. Review weekend HW (rest of class)


Homework:
1. Section 5 Assessment, questions 3, 4, 5 on the back of Section 5 G.O.

2. Map work on page 348, questions 1, 2, and 3 on a loose leaf



Friday, January 27, 2017

Lesson on Friday, January 27, 2017

Aim: How did Peter the Great and Catherine the Great strengthen Russia and expand its territory?

Bell Ringer: YouTube video: https://www.youtube.com/watch?v=pI4NTv_dgxI
Journal 68 – How did Peter the Great change Russia?

Objectives:
1. Students will compare the development of constitutional monarchy in England with that in France, Spain, and Russia.
2. Students will use political maps to describe the change in boundaries and governments within continents.


1. Bell Ringer (10 min)
2. Read pages 344 – 347 "Peter the Great Modernizes Russia" and "Peter Expands Russia's Borders" (15 min)
3. Copy Section 5 G.O. and complete the 'Peter' side. (10 min)
4. "Peter the Great and His Navy" page 346, questions 1 on a loose leaf (10 min)


Home Learning:
T-Chart on YouTube videos: https://www.youtube.com/watch?v=Ej7eFLgFzN4  on the Thirty Years' War / Alternative video: https://www.youtube.com/watch?v=B18zwAVO4q0  

Please have questions you may have at the bottom of your T-Chart.

*some students were unable to complete the activity on page 346 "Peter the Great and His Navy." Read that section and answer questions 1 and 2 below the Section 5 graphic organizer. 


Thursday, January 26, 2017

Lesson on Thursday, January 26, 2017

Aim: How did the two great empires of Austria and Prussia emerge from the Thirty Years' War?

Bell Ringer: https://www.youtube.com/watch?v=hJdXXUhnE3s

Journal 67 – What were the Causes of the Thirty Years' War?

Objectives:
1. Students will compare the development of constitutional monarchy in England with that in France, Spain, and Russia.
2. Students will use political maps to describe the change in boundaries and governments within continents.


Agenda:
1. Bell Ringer (10 min)
2. Read pages 339 – 341 "The Thirty Years' War Ravages Europe" (10 min)
3. Copy Section 4 G.O. (5 min)
4. Map work: page 340, questions 1 and 2 (behind Section 4 G.O.) (5 min)
5. Read pages 341 – 342 "Hapsburg Austria Changes its Focus" (10 min)


Home Learning: Read pages 342 – 343 "Hohenzollern Prussia" and "The Rivalry of Great Powers" / Section 4 Assessment, questions 3, 4, and 5.



Wednesday, January 25, 2017

Lesson on Wednesday, January 25th, 2017

Aim: How did the British Parliament assert its rights against royal claims to absolute power in the 1600s?


Bell Ringer: Read "A Voice of Absolutism" on page 331 then answer Journal 66 – How might people who supported Parliament over the monarch have argued against Hobbe's view?


Objectives:
1.     Students will compare the development of constitutional monarchy in England with that in France, Spain, and Russia.
Agenda:
1. Bell Ringer (10 min)
2. Read pages 333-334 "Cromwell and the Commonwealth" (5 min)
3. Complete Section 3 G.O. up to "Cromwell and the Commonwealth" (10 min)
4. Read pages 334-336 "From Restoration to Glorious Revolution" (7 min)
5. Complete Section 3 G.O. "From Restoration to Glorious Revolution" (7 min)



Home Learning: Section 3 Assessment, Questions 3 and 5 (complete on the back of Section 3 G.O.



Tuesday, January 24, 2017

Lesson on Tuesday, January 24, 2017

Aim: How did the British Parliament assert its rights against royal claims to absolute power in the 1600s?

Bell Ringer: Review HW (page 327, questions 1 and 2 / Review Section 2 graphic organizer and Section 2 Assessment.

Objectives:
1. Students will compare the development of constitutional monarchy in England with that in France, Spain, and Russia.

Agenda:
1. Bell Ringer (10 min)
2. All-Write-Round-Robin (questions below)(15 min)
A. Why did Spanish power and prosperity decline?
B. Why is the period from 1550 and 1650 considered Spain's golden age?
C. How did Henry IV's conversion to Catholicism help France unite?
D. What was the purpose of Louis XIV's extravagant palace and daily rituals?
E. Why did other European nations form alliances to oppose France's plans to expand?

3. Read pages 330-333 "The Tudors Work With Parliament", "A Century of Revolution Begins", "Fighting A Civil War" (15 min)
4. Copy Section 3 G.O.

Home Learning: Watch video "English Civil War: 3 minute history" https://www.youtube.com/watch?v=J9qwXoT8Yao


Journal 65 – What was the result of the English Civil War? 

Periods 2, 3, 4 did not finish the required reading for today. Please read until the end of the section titled "Fighting a Civil War." The pages are found below:





Friday, January 20, 2017

Lesson on Friday, January 20, 2017

Aim: How did France become the leading power of Europe under the absolute rule of Louis XIV?

Bell Ringer: Video: MTV Cribs: Palace of Versailles
https://www.youtube.com/watch?v=fpUcqkUbZsM


Objectives:
Students will compare the development of constitutional monarchy in England with that in France, Spain, and Russia.


Agenda:
1.  Bell Ringer (5 min)
2.   Read pages 326-328 "Versailles: Symbol of Royal Power" and "A Strong State Declines" (10 min)
3.  Complete Section 2 Graphic Organizer (10 min)
4.  Journal 64 – How did Louis XIV secure support from the nobility? How did Louis's actions weaken France's economy? (10 min)
5.  Section 2 Assessment, questions 3, 4, and 5 and Quick Write.



Home Learning: Read page 327, questions 1 and 2 on a loose leaf. 


Thursday, January 19, 2017

Lesson on Thursday, January 19, 2017

Aim: How did France become the leading power of Europe under the absolute rule of Louis XIV?


Bell Ringer: Review Section 1 Outline

Objectives:
1.                        SS.912.W.5.1 Compare the development of constitutional monarchy in England with that in France, Spain, and Russia.


Agenda:
1.                        Bell Ringer (10 min)
2.                        Section 1 Assessment, questions 4 and 5 (10 min)
3.                        Read Section 2, pages 324-326 "Henry IV Restores Order" and "An Absolute Monarch Arises" (10 min)
4.                        Journal 63 – What rights did Edict of Nantes extend to Huguenots? (10 min)

5.                        Copy Section 2 graphic organizer "France Under Louis XIV"


NO HOMEWORK! 

Wednesday, January 18, 2017

Lesson on Wednesday, January 18, 2017

Aim: What were Philip II's motivations for waging war?

Bell Ringer: Add info to Journal 61 while watching the video on Absolutism: https://www.youtube.com/watch?v=n3ru_S_5k2c

Objectives:
1. SS.912.W.5.1 Compare the development of constitutional monarchy in England with that in France, Spain, and Russia.

Agenda:
1. Bell Ringer (10 min)
2. Handout "Reformation and Counter Reformation" / Stamp and review HW (10 min)
3. Read pages 321-322 / continue "Philip II Solidifies Power" starting in section "The Armada Sails Against England" (10 min)
4. Section 1 "Spanish Power Grows" G.O. (rest of class)



Home Learning: Journal 62 – What were Phillip II’s motivations for waging war? 

Tuesday, January 17, 2017

Lesson on Tuesday, January 17, 2017

Aim: How did Philip II extend Spain's power and help establish a golden age?

Bell Ringer: Read "A Child Becomes King" on page 317 and discuss.


Objectives:
1.SS.912.W.5.1 Compare the development of constitutional monarchy in England with that in France, Spain, and Russia.

Agenda:
1.Bell Ringer (5 min)
2.Journal 61 – Describe Absolutism as explained in the YouTube video. (10 min)
3.Youtube video: What Was Absolutism? https://www.youtube.com/watch?v=53uXoYrntQ8  
4.Read pages 318 "Charles V Inherits Two Crowns" and "Philip II Solidifies Power" (rest of class)


Home Learning: P. 319 "The Wars of Philip II,       1571-1588" and P. 320 "Philip II and the Rise of Spain" (answer all questions on both pages)



Tuesday, January 10, 2017

Lesson on Tuesday, January 10, 2017

Aim: How did the voyages of European explorers lead to new economic systems in Europe and its colonies?

Bell Ringer: Review Journal 59 & 60 and "Transforming the World: The Columbian Exchange"

Objectives:
1.     Students will evaluate the impact of the Columbian Exchange on Europe, Africa, Asia, and the Americas.

Agenda:
1.                        Bell Ringer (15 min)
2.                        Review History Lab Sources
3.                        Chapter 15 Quiz-Quiz-Trade (rest of class)


Home Learning: Review graphic organizers and journals and read the QQT questions on the blog. 

QQT questions and answers are in the post below... 

Chapter 15 Quiz-Quiz-Trade Qs & As

1.     Q - Who were the Conquistadores? 
A - conquerors who soon arrived in the Americas. They seized Native Americans’ gold and land.


2. Q - Define immunity.
A - resistance to diseases spread rapidly



3. Q - Describe three reasons why Conquistadores were able to conquer the Natives?
A - Guns, Disease, Horses



4. Q - Who was Hernan Cortes?
A - The conquistador who conquered the Aztec Empire in Mexico



5. Q - Who was Francisco Pizarro? 
A - The conquistador who conquered the Inca in Peru



6. Q - Who was Montezuma I? 
A - The last Aztec ruler who was conquered by Hernan Cortes



7. Q - What happened to Tenochtitlan?
A - It was the capital city of the Aztec empire and after it was conquered by Spain it became Mexico City


8. Q - How did Spanish conquistadors treat the Tainos? 
A - The Spanish treated the Tainos harshly. The Conquistadors assaulted Taino men and women, claimed their land for Spain, and seized some to take back to the Spanish king. The Spanish killed any Tainos who dared to resist.



9. Q - What impact did the Aztecs’ religious beliefs have on Cortes’ approach to Tenochtitlan? 
A - Montezuma wondered if the leader of the pale-skinned, bearded strangers might be Quetzalcoatl, an Aztec god-king who had long ago vowed to return from the east. Since Montezuma wasn’t sure, he didn’t know how to respond. 



10. Q - What factors encouraged Spanish success in Peru?
A - The Incas were having a civil war when the Spanish arrived.



11. Q - In what ways did Native Americans resist Europeans? 
A - the Aztecs fought against the Spanish, revolts erupted in Central and South America. They also preserved aspects of their own native cultures, including language, religious traditions, and clothing. 



12. Q - Who were viceroys? 
A - representatives who ruled in the name of the King in the Americas



13. Q - Describe the Encomienda system
A - the right to demand labor or tribute from Native Americans in a particular area. Conquistadors used this system  to force Native Americans to work under the most brutal conditions. Those who resisted were killed



14. Q - Who was Bartolome de las Casas? 
A - a priest who condemned the evils of the encomienda system. He recommended to bring workers from Africa, instead of using the Natives who were dying. 



15. Q - Who were the peninsulares? 
A - people born in Spain who ruled in America



16. Q - Who were the creoles? 
A - American-born descendants of Spanish settlers. Creoles owned most of the plantations, ranches, and mines. 



17. Q - Who were the mestizos? 
A - people of Native American and European descent



18. Q - Who were the mulattoes? 
A - people of African and European descent


19. Q - What European country founded Brazil?
A - Portugal


20. Q - What European country founded Canada? 
A - France


21. Q - Why did French settlers abandon farming in favor of fur trapping and trading? 
A - It was more profitable, since Canada’s climate was not good for farming



22. Q - What European country founded 13 colonies in the Eastern coast of North America? 
A - England


23. - Q - Why was the French & Indian War fought?
A - for control of North America


24. Q - Who fought in the French & Indian War? 
A - the French and Indians vs. English and English Colonists


25. Q - Who won the French & Indian War? 
A. England, France was kicked out of North America 


26. Q - Why is Olaudah Equino’s story significant? 
A - He was an enslaved African who told the story of the Africans who were brought to America against their will in the Middle Passage.



27. Q - What was the triangular trade route?
A - A three-legged international trade network between America, Europe, and Africa. 



28. Q - What was the Middle Passage? 
A - The second leg of the triangular trade route where slaves were transported to America and traded for sugar, molasses, and other products manufactured at plantations owned by Europeans


29. Q - How did triangular trade affect colonial economies? 
A - Industries and cities thrived. It made money for a lot of Europeans. Merchants grew wealthy. A shipbuilding industry grew in New England and many cities grew


30. Q - What was the Columbian Exchange?
A - A vast global exchange of goods and cultural elements that would profoundly affect the world. 


31. Q - What was the commercial revolution?
A - A period in European history after Columbus arrived in America when inflation rose rapidly


32. Q - What is capitalism?
A - an economic system in which most businesses are owned privately. 


33. Q - What is mercantilism? 
A - An economic theory that states that a nations’s real wealth was measured in its gold and silver treasure. To build its supply of gold and silver, they said, a nation must export more goods than it imports.

Monday, January 9, 2017

Lesson on Monday, January 9, 2017


Aim: How did the voyages of European explorers lead to new economic systems in Europe and its colonies?

Bell Ringer: Journal 58 – Describe inflation and capitalism in your own words.


Objectives:
1.                        Students will evaluate the impact of the Columbian Exchange on Europe, Africa, Asia, and the Americas.
2.                        Students will examine the various economic systems of the Netherlands, France, and England in the Americas.


Agenda:
1. Review Journal 58 (10 min)
2. All-Write-Round-Robin: (15 min)

A. Name three reasons why the Conquistadors were able to defeat the Tainos, Aztecs, and Incas, despite being outnumbered.
B. Describe the Encomienda system.
C. Draw a social class system and place these in their proper order: Africans, native americans, mestizos/mulattoes, creoles, peninsulares.
D. How did the Atlantic slave trade shape the lives and economies of Africans and Europeans?
E. How did the voyages of European explorers lead to new economic systems in Europe and its colonies?

3. Read pages 308=309 "Mercantilism Arises" (10 min)
4. Journal 59 – How did the Atlantic Slave trade shape the lives and economies of Africans and Europeans? (Use the terms: Olaudah Equiano, Middle Passage, triangular trade, Columbian Exchange) (rest of class)


Home Learning: Journal 60 – How did the voyages of European explorers lead to new economic systems in Europe and its colonies? (Use the terms: Columbian Exchange, inflation, entrepreneur, inflation, price revolution, capitalism, mercantilism, tariff) / Journals will be graded on Wednesday.


Read pages 310-311 / Answer questions 1 & 2 on a loose leaf, title it "Transforming the World: The Columbian Exchange"