Lesson on Friday, March 31, 2017

Aim: How did science, technology, and big business promote industrial growth?

Bell Ringer: Review HW

Objectives;

1. Students will describe the innovations that led to industrialization in Great Britain and its subsequent spread

Agenda:

1. Bell Ringer (10 min)

2. YouTube video: Skyscrapers - https://www.youtube.com/watch?v=kHmg7zIWns  and https://www.youtube.com/watch?v=HJXhWSKqegE#t=106.981515  and https://www.youtube.com/watch?v=bqJmw7tvqlw  (10 min)

3. Journal 92 – Which of the elements of skyscrapers described in the video is the most important?

4. Concept Map and Life in the Industrial Age note-taking guide presentations. (rest of class)

5. Have students complete the note-taking guide as each group presents their designated topic

Home Learning: Journal 93 – What are the advantages and disadvantages of Monopolies?

Lesson on Wednesday, March 29, 2017

Aim: How did science, technology, and big business promote industrial growth?

Bell Ringer: Grade and review HW

Objectives:

1. Students will describe the innovations that led to industrialization in Great Britain and its subsequent spread.

Agenda:

1. Bell Ringer (10 min)

2. Journal 91 – Describe advances in transportation and communication as described on p. 478 and 479 (10 min)

3. Have students work on a concept map about their assigned section of the Age of Revolutions note-taking guide. (rest of class)

4. Grade journals 81-90

Home Learning: "The Modern Office" p. 478, questions 1 and 2 (on the back of your packet)

Lesson on Thursday and Monday, March 23 and 27, 2017

Aim: How did science, technology, and big business promote industrial growth?

Bell Ringer: Review/grade previous exam.

Objective:

1.  Students will describe the innovations that led to industrialization in Great Britain and its subsequent spread

Agenda:

1. Bell Ringer (10 min)

2. YouTube: https://www.youtube.com/watch?v=St2HLGQIYOg

3. Journal 90 – Describe life in the industrial age. (10 min)

4. YouTube: https://www.youtube.com/watch?v=UMlHKt9QlWk  (10 Facts about Victorian London) (10 min)

5. Map Skills: p. 475, complete questions 1 and 2 on the back of your new packet. (5 min)

6. Have students complete the Life in the Industrial Revolution note-taking guide using their textbook (Prentice Hall World History pp. 473-503), 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 Friday)

Home Learning: Industrial Age worksheet

(note: we are continuing the lesson on Monday. I will give you "Industrial Age worksheet" on Monday, so you have no weekend HW. You're WELCOME! 

Lesson on Wednesday, March 22, 2017

Aim: What were the causes and effects of the revolutions in Europe in 1830 and 1840?    

Bell Ringer: Grade and review Age of Revolutions worksheet.

Objectives:

1. Students will describe the 19th and early 20th century political reforms and reform movements and their effects.

Agenda:

1. Bell Ringer (10 min)  

2. YouTube: Monroe Doctrine https://www.youtube.com/watch?v=kInJWF5--jE  

3. Age of Revolutions Exam (rest of class)

Home Learning: NO HW! (if you did not complete your short answer response, do so for homework)

DUE TOMORROW!

1. Age of Revolutions Concept Map
2. 19th Century Latin American Revolutions Political Figures worksheet
3. Latin American People Win Independence worksheet
3. Age of Revolutions Test

Lesson on Monday, March 20, 2017

Aim: Who were the key revolutionaries that led the movements for independence in Latin America, and what were their accomplishments?

Bell Ringer: Review Latin American Revolutions worksheet (students should not be done, work together to fill out some information)

Objectives:

1.  Students will describe the 19th and early 20th century political reforms and reform movements and their effects.

Agenda:

1. Bell Ringer (10 min)

2. Copy "Causes and Effects" and Independence Movements" to your packet. These are found on page 466. (10 min)

3. Complete concept Map and The Enlightenment note-taking guide presentations. (rest of class)

4. Have students complete the note-taking guide as each group presents their designated topic.

Home Learning:

1. 2nd Age of Revolutions worksheet "Latin American Peoples Win Independence"

2. Watch Age of Revolutions videos from previous lessons

Lesson on Friday, March 17, 2017

Aim: Who were the key revolutionaries that led the movements for independence in Latin America, and what were their accomplishments?

Bell Ringer: YouTube video: https://www.youtube.com/watch?v=rX4rdwpI4ks

Objectives:

1.  Students will describe the 19th and early 20th century political reforms and reform movements and their effects.

Agenda:

1. Bell Ringer (15 min)

2. Journal 88 – Where did creoles get many of their revolutionary ideas from?

3. Journal 89 – How did events in Spain affect the fight for Mexican independence?

4. Check Wednesday’s HW

5. Complete concept Map and Industrial Revolution note-taking guide presentations. (rest of class)

6. Have students complete the note-taking guide as each group presents their designated topic.

Home Learning: Worksheet “Latin American Revolution Important Figures”

Lesson on Wednesday, March 15, 2017

Aim: Who were the key revolutionaries that led the movements for independence in Latin America, and what were their accomplishments?

Bell Ringer: Analyze P. 463 and answer the questions 1 and 2 at the end of your packet.

Objectives:

1. Students will describe the 19th and early 20th century political reforms and reform movements and their effects.

Agenda:

1. Bell Ringer (10 min)

2. Stamp and review Journal 87 (5 min)

3. Concept Map and The Enlightenment note-taking guide presentations. (rest of class)

4. Have students complete the note-taking guide as each group presents their designated topic.

Home Learning:

1.     Section 3 Assessment, questions 3 and 5

2.     Primary Source on P. 465, questions 1 and 2

3.     Note: Complete both HWs in the back of your packet.

Lesson on Tuesday, March 14, 2017

Aim: What were the causes and effects of the revolutions in Europe in 1830 and 1840?

Bell Ringer: YouTube: https://www.youtube.com/watch?v=PCxT4TTl-fY
Journal 86 – What influenced the revolutions of 1830 and 1848 in Europe?

Objectives:

1. Students will describe the 19th and early 20th century political reforms and reform movements and their effects.

Agenda:

1. Bell Ringer (10 min)

2. Journal 86 (10 min)

3. Have students work on a concept map about their assigned section of the Age of Revolutions note-taking guide. (rest of class) (rest of class)

Home Learning: Diagram on P. 456 Journal 87 – Could one of these factors by itself have caused such widespread rebellion? Why or why not?

Lesson on Monday, March 13, 2017

Aim: What events proved that Metternich was correct in his fears?

Bell Ringer: Review Industrial Revolution Exam / File Papers

Objectives:

1.  Students will describe the 19th and early 20th century political reforms and reform movements and their effects.

Agenda:

1.  Bell Ringer (15 min)

2.  YouTube video introducing 'Age of Revolutions' https://www.youtube.com/watch?v=TJHyyqCUo80  (5 min)

3.  Journal 85 – What fueled the Age of Revolution? (10 min)

4.  Have students complete the Age of Revolution note-taking guide using their textbook (Prentice Hall World History pp. 446-465), 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 Friday)

Home Learning: Political Cartoon on P. 449. Answer questions 1-2

Lesson on Friday, March 10, 2017

Industrial Revolution Unit Test

Home Learning: None!

Industrial Revolution Study Guide

Please make sure you can answer the following questions:

1. What is urbanization? or rural-to-urban migration?
2. Country recognized as the birthplace of the Industrial Revolution.
3. Reserves of COAL powered steam engines.
4. IRON was the basic building block of large machines.
5. What was England's Enclosure Act?
6. What is the textile industry?
7. Who invented the flying shuttle?
8. Who invented the spinning jenny?
12. Who invented the cotton gin?

READ YOUR NOTE-TAKING GUIDE AND TAKE IT TO CLASS!

Lesson on Wednesday & Thursday, March 8 & 9, 2017

Aim: What events helped bring about the Industrial Revolution?  

 Bell Ringer: Review Industrial Revolution BP Handouts.

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. History of US V3.1 (15 min) 

3. V4.21 "Yankee Ingenuity: Cotton and Muskets" 

4. V4.22 "Going Places" (rest of class)

Home Learning: Study for tomorrow’s exam / Complete V4.21-22 questionnaires. 

Lesson on Monday, March 6, 2017

Aim: What events helped bring about the Industrial Revolution?

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 concept Map and Industrial Revolution note-taking guide presentations. (rest of class)

3. Have students complete the note-taking guide as each group presents their designated topic.

Home Learning: REST FOR TOMORROW’S EXAM! 

Lesson on Friday, March 3, 2017

Aim: What events helped bring about the Industrial Revolution?

Bell Ringer: Review Journal 83

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 concept Map and Industrial Revolution 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 84 - List topics that have not been covered in class about Industrialization.
To answer the journal, watch the video below:

Lesson on Thursday, March 2, 2017

Aim: What events helped bring about the Industrial Revolution?

Bell Ringer: Journal 82 – How does Engels feel about the living conditions he observes? What seems to be Engels' general attitude toward the Industrial Revolution?

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. 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:  Go to YouTube and search for a product that is made in a factory. For example, you can type “how gum is made” and you will see tons of videos on gum factories. You cannot choose gum. Think of something else.

Journal 83 – Search for a product made in a factory. How did people come up with this product before factories? Be ready to share with the class. Save the link. 

Lesson on Wednesday, March 1, 2017

im: What events helped bring about the Industrial Revolution?

Bell Ringer: Read page 424 "Biography of James Watt" / Journal 80 – How might the Industrial Revolution have been different if Watt had not found a business partner?

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. Industrial Revolution worksheet "Economic and Social Revolutions II"

3. Work on a concept map about your assigned section of the Industrial Revolution note-taking guide. (rest of class)

4. Grade journals 71-80

Home Learning: Complete Concept Map / Read "Friedrich Engels: The Constitution of the Working Class in England in 1844" on page 435 and then complete Journal 81 – How did the development of the railways affect the working-class districts?