Tuesday Sept 1st Day 14

Chapter 1 Test

First and foremost, have your Chapter 1 Section 5 outline ready. 

We will start the class by playing a vocab matching game (timed contest). After the vocab game, we will play Kahoot review game. After review we will take the Chapter 1 Test

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Standard 10.2.2

Students compare & contrast the Glorious Revolution of England, the American Revolution, & the French Revolution and their enduring effects worldwide on the political expectations for self-government & individual liberty.

Standard 10.2.1 

Compare the major ideas of philosophers & their effects on the democratic revolutions in England, the U.S., France, & Latin America (e.g., John Locke, Thomas Hobbes, Charles-Louis Montesquieu, and Jean-Jacques Rousseau.

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Objective:
Given an historical presentation on the various philosophes of the 1700's, students will be able to identify, explain and evaluate the various points of view as to the nature of man.

Rationale:
The study of early philosophes can help students to understand the philosophical underpinnings of the world in which we live today. More specifically, the study of political philosophers, such as Locke, Hobbes, Montesquieu and Voltaire, can help students to understand the specific ramifications a political philosophy can have on the rights they are granted as citizens.

Evidence:
By listing and explaining specific beliefs to specific philosophes, students will demonstrate a basic understanding of where current rights of citizens and limitations of government got their start.

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Today's Essential Question: 

What is a better form of government? A single all powerful ruler that ensures order by the people giving up their individual rights, OR a representative government to ensure the people's rights and liberties are protected?

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Journal Topic:
Which of the following statements do you most agree with and why?
1. Freedom of speech should always be protected
2. Freedom of speech should be restricted during war time
3. Freedom of speech should be restricted if it harms someone
4. Freedom of speech should be restricted if it endangers someone's life.

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Time permitting, we will start the Philosophes presentation


Link to Vocab quiz game - ( here )

Thursday Aug 27th Day 11

• 10.2.2. Performance Standard:

  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).

Objective: Given an historical presentation on the influencial events in developing democracy in England, students will be able to trace important events and the documents they produced  which provided for the increase power of Parliment and the reduced power of the Monarchy.

Rationale: Each student should be able to articulate the foundational events and documents which were the buildingblocks for our current Bill of Rights and Constitution

Evidence: By listing and explaining historial events, students will demonstrate their understanding tha the American Bill of Rights was heavily influenced by previous events. 
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Today's Essential Question: How did Parliament emerge victorious in the struggle for political power in medieval England?
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Journal Topic: "It is important to have grievences tried in court and have the case heard by a jury of your peers" Do you agree or disagree with this statement? Explain your reasoning.
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We will begin by taking notes of the presentation covering the development of Democracy in England. Development of Democracy
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Magna Carta Video - Magna Carta
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Before watching the Common Law video, be ready to answer these questions:

1. Equity is a system based on...
2. (T/F) An injunction is a court order that a part must or must not do something?
3. What is the ultimate domestic source of English law

Here is the video - English Common Law

Once this presentation is finished, students will begin the review of the chapter in preparation for ther test on chapter 1. 

Chapter Quizzes - Chapter 4,   Chapter 5   
Using your chromebook, go to Textbook resource (enter webcode mza-0155)

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Page 50 Chapter Focus Question - What are the main historical sources of the democratic traition? Can you list and explain the role each played in the development?

"To rule well a king requires two things, arms and laws, that by them both times of war and of peace may righly be ordered. For each stands in need of the other, that the achievment of arms be conserved (by the law), and the laws themselves preserved by the support of arms. If arms fail against hostile and unsubdued enemies, then the realm be without defense; if laws fail, justice will be extirpated; nor will there be any man to render just judgment"
                                                                                       Bracton, On the Laws and Customs of England

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Magna Carta

"No freeman shall be taken, imprisoned, disseised, outlawed, banished, or in any way destroyed, nor will We proceed against or prosecute him, except by the lawful judgment of his peers or by the law of the land." 

"To no one will We sell, to no one will We deny or delay, right or justice."

Tuesday Aug 25th Day 9

Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.

1. Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual.

1. Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny, using selections from Plato's Republic and Aristotle's Politics.

Objective: Given the Roman 12 Tables, which was their first attempt to create a Code of Laws, students will be able to decipher the purpose and meaning of each table and connect it to a modern day laws we use in the United States.

Given a historical presentation covering the foundation of the Roman government, students will be able to associate the initial concepts with current policies and practices of the US government.

Rationale: Each student should be able to articulate where the current governmental practices originated from and the events or beliefs systems that influenced those ideals.

Evidence: By deciphering and comparing the 12 Tables to current laws, students will demonstrate evidence that they understand where current laws were established
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Today's Essential Question: What role do the 12 tables play in establishing a code of law that was influential for many western civilizations current legal system
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Journal Topic: 14th Amendment - rights of a natural born person to receive citizenship. Should the government consider altering this amendment to make citizenship based on different criteria? Defend your vote for or against this concept.

Here is the clause: "All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside."
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We need to finish the Roman Gov't presentation - ( pdf version)
We need to watch the Roman Government Structure Video (Video here) - Questions to answer on the video ( here )
We need to start the 12 tables activity (you will work in pairs to decipher the tables, similar to the Pericles speech - re-write the table in current english) and you can answer the worksheet in pairs as well.

Place the answers to the 12 tables re-write, and 12 tables worksheet on the same doc you answered the Establishing of Rome (Romulus and Remus)  Video questions.
12 Tables ( tables here)
12 Tables worksheet - (12 tables worksheet )

Chapter 1 Section 4 by Today, Section 5 by Thursday/Or by start of class Tuesday. Chapter 1 test will be on Tuesday Sept 1st. My goal is to play Kahoot the fist part of the period, and test the 2nd half.

Monday Aug 24th Day 8

Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.

1. Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual.

1. Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny, using selections from Plato's Republic and Aristotle's Politics.

Objective: Given the Roman 12 Tables, which was their first attempt to create a Code of Laws, students will be able to decipher the purpose and meaning of each table and connect it to a modern day law we use in the United States.

Given a historical presentation covering the foundation of the Roman government, students will be able to associate the initial concepts with current policies and practices of the US government.

Students will be able to describe the Roman views of law and identify the components of Greco-Roman civilization.

Rationale: Each student should be able to articulate where the current governmental practices originated from and the events or beliefs systems that influenced those ideals.

Evidence: By answering the chapter template accurately, students will demonstrate a basic understanding of events which created the modern day version of democracy western civilized countries practice.
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Today's Essential Question: What role do the 12 tables play in establishing a code of law that was influential for many western civilizations current legal system
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Journal Topic: Use of Body Camera's on law enforcement is becoming common place around the country. Do you feel the use of these camera's will be helpful, or will they prevent a police officer from getting involved for fear his/her actions will be used against them?
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Section 2 Quiz ( here )   Section 3 Quiz ( here )

We need to finish the Roman Gov't presentation - ( pdf version)
We need to watch the Roman Government Structure Video ( Video here)
We need to start the 12 tables activity (you will work in pairs to decipher the tables, similar to the Pericles speech - re-write the table in current english) and you can answer the worksheet in pairs as well.

Place the answers to the 12 tables re-write, and 12 tables worksheet on the same doc you answered the Establishing of Rome (Romulus and Remus)  Video questions.
12 Tables ( tables here)
12 Tables worksheet - (12 tables worksheet )

12 tables

Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.

1. Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual.

1. Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny, using selections from Plato's Republic and Aristotle's Politics.

Objective: Given a speech by Pericles students will be able to decipher and relate historical speeches to modern day policies and practices of the current democratic political systems.

Given a historical presentation covering the foundation of the Roman government, students will be able to associate the initial concepts with current policies and practices of the US government.

Students will be able to describe the Roman views of law and identify the components of Greco-Roman civilization.

Rationale: Each student should be able to articulate where the current governmental practices originated from and the events or beliefs systems that influenced those ideals.

Evidence: By answering the chapter template accurately, students will demonstrate a basic understanding of events which created the modern day version of democracy western civilized countries practice.
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Today's Essential Question: How did the government of Rome develop
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Journal Topic: Based on what you have seen or heard about the events in Ferguson, Mo. over the last year, do you think the people have the right to protest, riot, loot? Where does freedom of expression and assemble cross the line and the authorities should intervene to usurp the rights of the protesters?
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We will start today by going reviewing  the Chapter Template Outline each student produced and submitted to the Google Classroom folder - (Template Here )

Practice quiz - ( here )

Student samples will be reviewed to confirm format and content. Following this activity, we will see a short video about the formation of Roman government - Video Link
(the answers to these questions can be added to the 12 Tables assignment for Monday)

After the video we will finish the presentation about the Greeks and the Romans, covering the Roman government structure - ( Presentation )
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We will do this activity on Monday - 
After finishing the presentation, we will do a class activity about the 12 Laws of the Romans and decipher their meaning -after students have (in pairs) deciphered the 12 tables, they will answer questions /worksheet related to the 12 Tables -
12 Tables ( tables here)
12 Tables worksheet - (12 tables worksheet )

Students should complete Sections 2 and 3 by Monday start of class

Tuesday Aug 18th Day 5

Objective: Given a textbook covering the Greeks, Romans, Judaism and Christianity, students will be able to accurately outline the chapter using a template guide, and be able to explain how democracy developed in the Greek city-state of Athens and how the Greek philosophers viewed reason, democracy, tyranny, and rule of law.

Rationale: Each student should be able to articulate where the current govenmental practices originated from and the events or beliefs systems that influenced those ideals.

Evidence: By answering the chapter template accurately, students will demonstrate a basic understanding of events which created the modern day version of democracy western civilized countries practice.
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Journal write: What does democracy mean to you? Would you be willing to fight/die for it? Why have others done so in the past?
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We will start today by going over the Chapter Template Outline - (Template Here )

Once we have covered the requirements of the chapter template, we will start with the basic intro presentation to the Greeks - ( Presentation )

After the fist part of the presentation, we will look at the Speeches by Pericles and answer the questions using a Google Drive Doc, and submitting the answers to a google classroom folder.

If there is time remaining, students will begin outlining chapter 1 using their Chapter Template.
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Pericles Speeches - Click Here (when you finish, make sure you submit your answers into the Google Classroom folder before Midnight tonight)

Monday Aug 17th Day 4

Step 1 make sure your group submitted the first set of challenges into Google Classroom.

Step 2 We will review the answers provided by a random selection of groups and determine what the Guidelines for Future citizens of the island to follow as a mandate for how decisions and life should be run on the island.

Step 3, ( time permitting) Look at the Quote from Pericles and translate its meaning

We will be getting our class textbooks this period, and if (time permitting) we will go over the chapter note taking forms you will be using during the class. These are the forms that can be used during tests, but must be followed in format and content, or they will not be available to you while testing (and that would suck)

Below is the assignment from Friday

SHIPWRECKED

Objective: Given the scenario of a group of people being shipwrecked on an island, studensts will be able to dentify the various components/challenges of developing a system to govern the group.

Rationale: Students basic understanding of the foundations of group survival will help shape their understanding of what it takes to develop the foundation of "government"

Evidence: Each group should be able to list the various areas where challenges will occur and how they would solve or address those issues.

Each group should produce a foundation document for each section which establishes the various areas and how they would solve challenges or problems that will arise.
This document should be produced in Google Slides, and should list the various areas and detail how each Foundation Priciple will be applied and or guarenteed to members of the group.

Each group must answer and submit their "solution for each challenge to Google Classroom before viewing and solving the next challenge.

Challenge #1 - Link

Challenge #2 - Link

Challenge #3 - Link







Why study History

Wednesday Aug 12th Day 1

Accelerated World History

Today we will get temporary seating assignments, go over the course syllabus. classroom expectations, procedures, etc,etc.

You will have access to a google chromebook daily (just like last year) and many of the same procudres will be used (chromebook check-out, proper use policy, etc)

We will also be using Google Classroom for assignment submission (if the assignment is electronic in nature)

My contact: sgillis@sjusd.org

course syllabus - Here it is (YOU NEED TO BE LOGGED IN TO YOUR SJUSD ACCT TO ACCESS THE SYLLABUS) I also updated the Google classroom code -we will work on it tomorrow (Thursday)