Tuesday, February 28, 2017

Lesson on Tuesday, February 28, 2017

Aim: What events helped bring about the Industrial Revolution?

Bell Ringer: Brainpop: Industrial Revolution. Complete: Activity and Graphic Organizer.

Objectives:
1. Students will summarize the social and economic effects of the Industrial Revolution.
2. Students will describe the innovations that led to industrialization in Great Britain.

Agenda:
1. Bell Ringer (10 min)
2. Complete the Industrial Revolution note-taking guide using your textbook (Prentice Hall World History pp. 422-440) (rest of class) (due Wednesday)


Home Learning: Complete Brainpop handout / Have Journals 71-79 ready to be graded.

Brainpop info:

Username: yonkers14
Password: yonkers

Monday, February 27, 2017

Lesson on Monday, February 27, 2017

Today we performed our Industrial Revolution skits. If you were absent, please see me for an alternative assignment.

Friday, February 24, 2017

Lesson on Friday, February 24, 2017

Aim: What positive/negative impact did Industrialization have on the United States?

Bell Ringer: Grade Note-taking guide.

Objectives:
1. Students will summarize the social and economic effects of the Industrial Revolution,.
2. Students will examine the social, political, and economic causes, course, and consequences of the second Industrial Revolution that began in the late 19th century.

Agenda:
1. Bell Ringer (10 min)
2. Pair up to create a skit between the two individuals. The skit should be 2-3 minutes in length.
3. Incorporate the following key terms into your skits: child labor, entrepreneur, Industrial Revolution, tenements, monopoly. (15 min.)

4. Perform skits and evaluate your peers using the attached rubric. (25 min.)

5. Closure: Discuss the overall economic and social impact industrialization had on the United States. Ask students to respond in writing to the following prompt: Did the Industrial Revolution have more of a positive or negative impact on the United States? Explain. (10 min.)



Home Learning: Journal 79 – Did the Industrial Revolution have more of a positive or negative impact on the United States? Explain./ We will be performing our skits on MONDAY. 

Thursday, February 23, 2017

Lesson on Thursday, February 23, 2017

Aim: What positive/negative impact did Industrialization have on the United States?

Bell Ringer: Review Journal 78 (HW).

Objectives:
1. Students will summarize the social and economic effects of the Industrial Revolution,.
2. Students will examine the social, political, and economic causes, course, and consequences of the second Industrial Revolution that began in the late 19th century.

Agenda:
1. Bell Ringer (10 min)
2. Divide the classroom in half and assign each student one of the following roles: industrialist or low wage worker. Some industrialists to choose from: Henry Ford, John Rockefeller, Andrew Carnegie, etc.

3. Use the internet to research your individual, or use section 3 of your textbook. If you are researching an industrialist, you should focus on how this individual profited from industry and how they contributed to economic growth. If you are researching a low wage worker, you should focus on working conditions at the time and living conditions in the cities.

4. Take notes using the note-taking guides (Attachments A & B) on important facts while researching. Use these notes to create a skit with a partner. (20 min.)
Some suggested websites:   g

3. Provide video footage for students to add information to their note-taking guide.


Home Learning: Complete  your note-taking guide. 

Wednesday, February 22, 2017

Lesson on Wednesday, February 22, 2017

Aim: What positive/negative impact did Industrialization have on the United States?

Bell Ringer: Journal 77 – What do you know about the Industrial Revolution?

Objectives:
1. Students will summarize the social and economic effects of the Industrial Revolution,.
2. Students will examine the social, political, and economic causes, course, and consequences of the second Industrial Revolution that began in the late 19th century.

Agenda:
1. Bell Ringer (10 min)
2. Review previous test (10 min)
3. Introduction/HOOK: Project the slideshow of child labor images found at the following link (https://www.youtube.com/watch?v=-WnlknfmsXM) After viewing the short video, prompt students to share their thoughts and feelings about the photographs. This discussion will lead to the lesson on the Industrial Revolution and the economic and social impact it had on the United States. (10 min.)


Home Learning: Journal 78 – Why is Child Labor not fitting for today's society? Watch the video below then answer Journal 78. 


Tuesday, February 21, 2017

Lesson on Tuesday, February 21, 2017

Aim: What led to the storming of the Bastille, and therefore, to the start of the French Revolution?

Bell Ringer: French Revolution Test Review / "French Revolution Crash Course" on YouTube. 

Objectives:
1. Students will analyze the extent to which the Enlightenment impacted the French Revolution.
2. Students will summarize the causes, events and effects of the French Revolution including the rule of Napoleon

Agenda:
1.     Bell Ringer (10 min)
2.     French Revolution Exam


NO HW! 

Friday, February 17, 2017

Lesson on Friday, February 17, 2017

Aim: What led to the storming of the Bastille, and therefore, to the start of the French Revolution?


Bell Ringer:  Review Journal 76.


Objectives:
1.Students will analyze the extent to which the Enlightenment impacted the French Revolution.
2.Students will summarize the causes, events and effects of the French Revolution including the rule of Napoleon.


Agenda:
1. Bell Ringer (10 min)
2. Complete concept Map and The Enlightenment note-taking guide presentations. (rest of class)
3. Have students complete the note-taking guide as each group presents their designated topic.



This political cartoon will be on the French Revolution exam. Please review the questions below the cartoon. Also, do your own research about other "Napoleon political cartoons" on google and add "meaning" to titles of other cartoons. 


1.Why are the scepter, or staff, and the glove shown falling from Napoleon’s hands? What do they represent?
2.At which of the following times was this cartoon most likely drawn?
a.               After Napoleon’s defeat in Russia
b.               As he claimed victory after victory in Europe
c.               At the beginning of his military career
d.               When he was crowned Emperor of the French

3.What is the cartoonist trying to show by including Russian buildings on the lower right in the cartoon?



Home Learning: Read over your French Revolution study guide (notes) and study guide on the blog. 

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If you have not completed that last box of your study guide, here are the pages. Read and complete before Tuesday's exam. 




Wednesday, February 15, 2017

Lesson on Wednesday, February 15, 2017

Aim: What led to the storming of the Bastille, and therefore, to the start of the French Revolution?


Bell Ringer:  YouTube video on French Revolution: https://www.youtube.com/watch?v=X1_2NwmIobU


Objectives:
1.Students will analyze the extent to which the Enlightenment impacted the French Revolution.
2.Students will summarize the causes, events and effects of the French Revolution including the rule of Napoleon.


Agenda:
1. Bell Ringer (10 min)  
2. Concept Map and The Enlightenment note-taking guide presentations. (rest of class)  
3. Have students complete the note-taking guide as each group presents their designated topic.



Home Learning: Journal 76 – What caused the French Revolution?  https://www.youtube.com/watch?v=PBn7iWzrKoI 

Tuesday, February 14, 2017

Lesson on Tuesday, February 14, 2017

Aim: What led to the storming of the Bastille, and therefore, to the start of the French Revolution?

Bell Ringer: Journal 75 – Compare and contrast the French and American Revolutions. 

Objectives:
1.Students will analyze the extent to which the Enlightenment impacted the French Revolution.
2.Students will summarize the causes, events and effects of the French Revolution including the rule of Napoleon.

Agenda:
1.Bell Ringer (10 min)  
2.French Revolution worksheet “The Third Estate Fights For Change”
3. YouTube video: https://www.youtube.com/watch?v=tiTXftPAB8g and https://www.youtube.com/watch?v=TU511xZ6kuY to help answer the worksheet. 
3.Work on a concept map about your assigned section of the French Revolution note-taking guide. (rest of class)


Home Learning: Complete French Revolution Concept Map and your assigned section of the notes. Presentations tomorrow!!! 

Monday, February 13, 2017

Lesson on Monday, February 13, 2017

Aim: What led to the storming of the Bastille, and therefore, to the start of the French Revolution?
Bell Ringer: Brainpop: French Revolution. Complete: Activity and Graphic Organizer
Objectives:

1. Students will analyze the extent to which the Enlightenment impacted the French Revolution.
2. Students will summarize the causes, events and effects of the French Revolution including the rule of Napoleon

Agenda:
1. Bell Ringer (10 min)
2. Have students complete the French Revolution note-taking guide using their textbook (Prentice Hall World History pp. 386-414), online resources, or class notes as appropriate. Teachers may want to guide students through completing the notes, have students work in small groups, or independently on assigned topics of the note-taking guide. (rest of class) (due Wednesday)


Home Learning: Complete the Brainpop handouts.

Brainpop.com
Username: Yonkers14
Password: Yonkers
Episode: French Revolution

Friday, February 10, 2017

Lesson on Friday, February 10, 2017

Aim: What effects did Enlightenment philosophers have on government and society?

Bell Ringer: Enlightenment Quiz-Quiz-Trade or watch the following videos to review:
https://www.youtube.com/watch?v=OGBox9kyjfs#passwor 
https://www.youtube.com/watch?v=J0B28_gwj0M 

Objectives:
1. Students will identify causes of the Enlightenment
2. Students will summarize the major ideas of Enlightenment philosophers
3. Students will evaluate the impact of Enlightenment ideals

Agenda:
1. Bell Ringer (20 min)
2. Enlightenment Exam (rest of class)



Home Learning: NO HW! 

Thursday, February 9, 2017

Lesson on Thursday, February 9, 2017

Aim: What effects did Enlightenment philosophers have on government and society?

Bell Ringer: Grade and review “Enlightenment Worksheet” worksheet.

Objectives:
1. Students will identify causes of the Enlightenment
2. Students will summarize the major ideas of Enlightenment philosophers
3. Students will evaluate the impact of Enlightenment ideals

Agenda:
1. Bell Ringer (10/12 min)
2. Complete Concept Map and The Enlightenment note-taking guide presentations. (rest of class)
3. Have students complete the note-taking guide as each group presents their designated topic.


Home Learning: Enlightenment Study guide


Wednesday, February 8, 2017

Lesson on Wednesday, February 8, 2017

Aim: What effects did Enlightenment philosophers have on government and society?

Bell Ringer: Journal 74 – Describe the difference between the political philosophies of Hobbes and Locke.
*Grade “The Enlightenment” worksheet.

Objectives:
1. Students will identify causes of the Enlightenment
2. Students will summarize the major ideas of Enlightenment philosophers
3. Students will evaluate the impact of Enlightenment ideals

Agenda:
1. Bell Ringer (10 min)
2. Concept Map and The Enlightenment note-taking guide presentations. (rest of class)
3.  Have students complete the note-taking guide as each group presents their designated topic.


Home Learning: “Enlightenment Worksheet” worksheet

Tuesday, February 7, 2017

Lesson on Tuesday, February 7, 2017


Aim: What effects did Enlightenment philosophers have on government and society?

Bell Ringer: Stamp journal 73 and review

Objectives:
1. Students will identify causes of the Enlightenment
2. Students will summarize the major ideas of Enlightenment philosophers
3. Students will evaluate the impact of Enlightenment ideals

Agenda:
1. Bell Ringer (10 min)
2. Begin worksheet "The Enlightenment" (read independently or together, have students complete questions independently) (15 min)
3. Work on a concept map about your assigned section of the Enlightenment note-taking guide. (rest of class)

Home Learning:
1. Complete Concept Map
2. Complete "The Enlightenment" worksheet





Monday, February 6, 2017

Lesson on February 6, 2017

Aim: What effects did Enlightenment philosophers have on government and society?

Bell Ringer: Journal 72 – Describe the Enlightenment. /
1. https://www.youtube.com/watch?v=nly9r_xYyPA
2. https://www.youtube.com/watch?v=mbd2tukGv18


Objectives:
1. Students will identify causes of the Enlightenment
2. Students will summarize the major ideas of Enlightenment philosophers
3. Students will evaluate the impact of Enlightenment ideals


Agenda:
1. Bell Ringer (10/12 min)
2. Have students complete the Enlightenment note-taking guide using their textbook (Prentice Hall World History pp. 358-380), online resources, or class notes as appropriate. (rest of class) (due Wednesday)



Home Learning: Journal 73 – List new ideas mentioned in the video about Enlightenment. https://www.youtube.com/watch?v=J0B28_gwj0M

Friday, February 3, 2017

Absolutism Exam

Today the Absolutism Exam was given and Journals 61-70 and Sections 1-5 G.O. and assessments were graded. Please make sure you make up all assignments. NO HOMEWORK!

Wednesday, February 1, 2017

Lesson on Wednesday, February 1, 2017

Aim: What is Absolutism?

Bell Ringer: https://www.youtube.com/watch?v=3s1OdnGl7nI  / Journal 71 – List topics covered in class, and covered in this 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

Agenda:
1. Bell Ringer (20 min)
2. Review “Characteristics of an Absolute Monarch” (5 min)
3. All-Write-Round-Robin (15 min)
4. Quiz-Quiz-Trade (rest of class)


Home Learning: Review your notes, and QQT questions posted on the blog about Absolutism. Review flash cards and quiz questions on the following link: http://www.raleighcharterhs.org/faculty/bnewmark/euroquizzes.html

GRADED ON FRIDAY:
1. JOURNALS 61-70
2. TWO T-CHARTS ON THE ABSOLUTISM VIDEOS
3. SECTIONS 1-5 G.O. & ASSESSMENTS
4. ABSOLUTISM EXAM

5. BRING INITIALLED JOURNAL 71 TO USE AS NOTES. 


BELOW ARE THE Quiz-Quiz-Trade (QQT) questions we used in class:

1.      Q - A system where a monarch wields supreme power and claims to have to answer only to God / A – Absolutism

2. Q - A balance between governmental powers and the rights of a government's subjects / A - Constitutionalism

3. Q - The belief that a King is God's chosen instrument on Earth and answerable to God alone / A - Devine Right

4. Q - A system of republican government, used to inaccurately characterize the Protectorate under Cromwell (England) / A - Commonwealth

5. Q - A system central to feudalism in which people worked on a lord's lands in exchange for protection / A - Serfdom

6. Q - A King with limited powers. / A - Administrative Monarch

7. Q - The first King of the Bourbon dynasty who converted to Catholicism to become King of France. / A - Henry IV

8. Q - The embodiment of French absolutism, and longest-serving European monarch, who revoked the Edict of Nantes / A - King Louis XIV (The Sun King)

9. Q - The de facto capital of France during the 18th century and home of an opulent palace. / A - Versailles

10. Q - Government policies to regulate a nation's economic activities / A - Mercantilism

11. Q - Last Tudor monarch of England, successor to Elizabeth I / A - James I

12. Q - Strong religiously conservative Protestants in England who sought to eliminate Roman Catholic elements from the Anglican Church. / A - Puritans

13. Q - A conflict between Parliamentary and Royalist forces that ended with a victory for the Parliamentarians. / A - English Civil War

14. Q - Leader of the Parliamentary forces and Lord Protector of England. / A - Oliver Cromwell

15. Q - A law passed by Parliament strengthening the rule that people unlawfully detained cannot be prosecuted by a court of law. / A - Habeas Corpus Act

16. Q - The bloodless deposition of James II (when Queen Mary and her Husband William of Orange were put on the throne of England by Parliament / A - Glorious Revolution 1688

17. Q - A document written by Parliament following the Glorious Revolution enumerating certain guarantees for all English citizens. / A - Bill of Rights of 1689

18. Q - Foremost Spanish artist of Mannerism. Painted "View of Toledo" and the "Burial of the Count of Orgaz." / A - El Greco

19. Q - Muslim dynasty centered in Turkey that had its peak between the 16th and 17th centuries. / A - Ottoman Empire

20. Q - The man under whom the Ottoman Empire saw its zenith. Father of "Selim the Halfway Decent"  / A - Suleiman the Magnificent

21. Q - Eastern European nation located on the present-day Czech Republic, the site of the beginning of the Thirty Years War. / A - Bohemia

22. Q - The son of Frederick William who created a strong Prussian military and established strong absolutist rule in Prussia / A - Frederick William I "The Soldier's King"

23. Q - The Church formed as a result of the Great Schism with the Catholic Church / A - Eastern Orthodox Church
  
24. Q - The highest-ranking Russian nobles / A - Boyars

25. Q - A famous Tsar who sought to build the Russian state and apply lessons from Western Europe to his own nation / A - Peter the Great

26. Q - Construction began on this city in 1702 and shortly thereafter it replaced Moscow as Russia's capital / A - St. Petersburg

27. Q – A famous Tsarina who sought to expand Russia’s border / A – Catherine the Great