Thursday Sept 24th Day 31

CA.10.2. Content Standard: World History, Culture, and Geography

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

10.2.4. Performance Standard:

Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire.

10.2.5. Performance Standard:

Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.

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Objective:

Given an historical background on the social and political atmosphere in France in the 1700's, students will be able to list and explain the connections, casual and otherwise, between particular historical events and larger social, economic, and political trends and developments in France, which led to the French Revolution

Rationale:

The effects of the Philosophes was particularly felt in France where most of them did their "Philosophizing," understanding the effects on the actual political and social situation, as well as understanding what the effect of the American Revolution had, will bring these two events in clear influence and connection.

Evidence:

Being able to identify and connect various events, philosophies, and changes within France will demonstrate a students ability to connect causes and outcomes of many of the revolutionary events in Europe.

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Today's Essential Question: 

What were the social and economic characteristics of France in thelate 1700's that led to a popular uprising agaianst the king and his aristocracy?__________________________________________________________________________________________________

Journal Topic:

The shrinking middle class in America has been a growing phenomenon over the last 20 years. The financial collapse in 2008 brought this point to the forefront, and since 2008 over 90% of the recovered wealth of that collapse has gone to the top 2%. Wage stagnation, stuck minimum wage, lack of quality jobs with growth potential, 2 income familes becoming a must to survive, student debt at an all-time high, etc, have all led to populist movements gaining steam.
(populist - a member or adherent of a political party seeking to represent the interests of ordinary people.)

France in the 1700's was still a society based on a feudalistic past, with an established aristocracy that received all the benfits of a society filled with skilled workers and artisans. The "middle class" of France was getting sick and tired of a system that seemed to benfit the top a their expense.
What social policies should be put in place to address these issues: (pick one to write on)
1. Wages (should there be a minimum wage? if so what should it be, and shoud it be localized to  the cost of living of where it is applied?)
2. College costs (should it be free? if so who and how is it paid for? if there is a cost, how would student loans work?)
3. CEO pay? should there be a limit or let the market /company board decide? Should there be a limit on the % higher the CEO pay is to the average professional employee in the company?
4. Rent control? should there be a limit of rent?

Bernie Sanders on these issues  ( here )
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First we will watch a quick Summary of the entire Revolution - ( here )

Once we finish the Video we will start the presentation on the history of the French Revolution - ( here )

Once that is finished we will introduce the Declaration of the Rights of Man writing assignment - ( assignment here )   A copy of the Declaration ( here )

Chapter 3 section 2 finished by Tuesday Midnight. Section 3 by Thursday Midnight.

There will be no assignments over break

Tuesday Sept 22nd Day 29

CA.10.2. Content Standard: World History, Culture, and Geography

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

10.2.4. Performance Standard:

Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire.

10.2.5. Performance Standard:

Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.

________________________________________________________________________

Objective:

Given an historical background on the social and political atmosphere in France in the 1700's, students will be able to list and explain the connections, casual and otherwise, between particular historical events and larger social, economic, and political trends and developments in France, which led to the French Revolution

Rationale:

The effects of the Philosophes was particularly felt in France where most of them did their "Philosophizing," understanding the effects on the actual political and social situation, as well as understanding what the effect of the American Revolution had, will bring these two events in clear influence and connection.

Evidence:

Being able to identify and connect various events, philosophies, and changes within France will demonstrate a students ability to connect causes and outcomes of many of the revolutionary events in Europe.

___________________________________________________________________________________________________

Today's Essential Question: 

What effect/influence did enlightenment thinkers as well as the American Revolution have on the French in their actions to overthrow their own King?

__________________________________________________________________________________________________

Journal Topic:

Nationalism is becoming a very hot topic with the presidential debates. The subject of immigration has never been more on the forefront of American political thought. During the American Revolution, and the french Revolution, people had to "decide" where their allegiances lay. Many of the colonists were still loyal to England, and that caused a problem. In France, many "heads rolled" as a result of allegiances being questioned. Looking at our current immigration issue there are 11 million (estimated number)  people who are undocumented in the USA today. What would you do with them if you were the person setting the policy?
Things to consider:
1. path to citizenship? if what what are the requirements, timeframes, etc
2. deportation? how would you arrange that and who or what pays for the costs
3. arrest and detention? time frame, how long, who pays for the cost of incarceration
4. identification cards? allows undocumented to stay but does not grant amnesty, and do all 11 million get this? if not who qualities?
5. Birth right citizenship question - keep as is or modify

The 14th Amendment to the Constitution was ratified on July 9, 1868, and granted citizenship to “all persons born or naturalized in the United States,” which included former slaves recently freed.



Follow-up from last week - Kim Davis ( the other side of the story)

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Once we finish the Journal question, we will  correct the Chapter 2 test

Then we will play Kahoot for the Bill of Rights.

Once that is finished we will start the French Revolution ppt, and introduce the Declaration of the Rights of Man assignment - ( assignment here )   A copy of the Declaration ( here )

We will start the Frech Revolution presentation - ( part 1)

Chapter 3 section 2 finished by Tuesday Midnight. Section 3 by Thursday Midnight.

There will be no assignments over break

Monday Sept 21st Day 28

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.

Standard 10.2.2

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 background on enlightened thinkers and the social and political environment of the War of Independence, students will be able to identify the various components of the Constitution as well as understand and evaluate the Bill of Rights on basic citizenship liberties.

Given a list of the Bill of Rights, students will be able to evaluate which rights they feel are the most valued in our society as well as to them as individuals.

Rationale:

The study of the enlightened thinkers allows for students to understand what influences our founding fathers used in crafting the Constitution. Furthermore, understanding the various sections and details of the constitution, will allow students to gain a better understanding of its purpose and practice is daily life.

Evidence:

By listing and explaining the various sections of the Constitution, students will provide evidence as to their understanding of its origins, its contents, and its effects.

___________________________________________________________________________________________________

Today's Essential Question: 

What effect/influence did enlightenment thinkers have on revolutionaries in "America" in the writing of the Declaration of Independence? Secondly, what are the “3 sections” of our Constitution, and what do they address?

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Journal Topic:

The founding of our nation occurred over 200 years ago, yet its laws and rights of its citizens are being challenged every day. Recently in Kentucky, a woman felt compelled to stand by her religious beliefs and not grant a marriage license to a same sex couple. The very nature of our constitution was being challenged. A person's right to practice their religion came in conflict with their duties to fulfill their job representing the state/county government.
Questions:
Where does the line for personal expression of a belief trump the right's of a person who while trying to exercise their right's conflicts with your belief system?

Does it make a difference if these beliefs were held prior to obtaining the job? Does it matter if the "new law" was passed and as a result, that new law created the conflict?

For ex -
Can a Fish and Game warden refuse to grant a fishing license because he/she is a vegan?
Can a Muslim flight attendant refuse to serve alcohol as part of her job?

Kim Davis Sulu takes a stand  - ( here )
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Students should finish filling-in theor Bill of Rights Chart
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Bill of Rights - ( chart here )
Each table will be assigned 8 amendments (1-8)
Person A gets amendments  1 & 5
Person B gets amendments   2 & 6
Person C gets Amendments  3 & 7
Person D gets Amendments  4 & 8

Fill in your chart with your 2 amendments, then in order starting with Person A
teach the other students at the table your amendments.

Amendment # 1- ( here )
Amendment # 2- ( here )
Amendment # 3- ( here )
Amendment # 4- ( here )
Amendment # 5- ( here )
Amendment # 6 - ( here )
Amendment # 7 - ( here )
Amendment # 8- ( here )

I will cover Amendments 9 & 10
Amendment # 9 - ( here )
Amendment # 10 - ( here )

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Bill of Rights Review (quiz prep) ( here )

Bill of Rights CFU -open kahoot.it
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Closure activity - Last slide on ppt
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Bill of Rights Activity - ( here ) (this will be homework if we don't get to it in class)

Thursday Sept 17 day 26

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.

Standard 10.2.2

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 background on enlightened thinkers and the social and political environment of the War of Independence, students will be able to identify the various components of the Constitution as well as understand and evaluate the Bill of Rights on basic citizenship liberties.

Given a list of the Bill of Rights, students will be able to evaluate which rights they feel are the most valued in our society as well as to them as individuals.

Rationale:

The study of the enlightened thinkers allows for students to understand what influences our founding fathers used in crafting the Constitution. Furthermore, understanding the various sections and details of the constitution, will allow students to gain a better understanding of its purpose and practice is daily life.

Evidence:

By listing and explaining the various sections of the Constitution, students will provide evidence as to their understanding of its origins, its contents, and its effects.

___________________________________________________________________________________________________

Today's Essential Question: 

What effect/influence did enlightenment thinkers have on revolutionaries in "America" in the writing of the Declaration of Independence? Secondly, what are the “3 sections” of our Constitution, and what do they address?

__________________________________________________________________________________________________

Journal Topic:

The founding of our nation occurred over 200 years ago, yet its laws and rights of its citizens are being challenged every day. Recently in Kentucky, a woman felt compelled to stand by her religious beliefs and not grant a marriage license to a same sex couple. The very nature of our constitution was being challenged. A person's right to practice their religion came in conflict with their duties to fulfill their job representing the state/county government.
Questions:
Where does the line for personal expression of a belief trump the right's of a person who while trying to exercise their right's conflicts with your belief system?

Does it make a difference if these beliefs were held prior to obtaining the job? Does it matter if the "new law" was passed and as a result, that new law created the conflict?

For ex -
Can a Fish and Game warden refuse to grant a fishing license because he/she is a vegan?
Can a Muslim flight attendant refuse to serve alcohol as part of her job?

Kim Davis 2 sides - ( here )

Make sure you consider the existing federal law regarding this...

Religious Discrimination & Reasonable Accommodation

The law requires an employer or other covered entity to reasonably accommodate an employee’s religious beliefs or practices, unless doing so would cause more than a minimal burden on the operations of the employer’s business. This means an employer may be required to make reasonable adjustments to the work environment that will allow an employee to practice his or her religion.

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Our constitution is being pulled, pushed, challenged, upheld and interpreted every day. Lets look at where things started

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Founding of a Nation and fight for independence -( here )

Introductory Video regarding the Declaration of Independence - ( here )

Check for understanding quiz  - Open Kahoot.it on your browser

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A brief overview of the Constitution - ( here )
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Quick write #1 - ( here )
School House Rock Preamble - ( here )

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Quick write #2 ( here )
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Branches of Gov't School House Rock vid ( here )
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Bill of Rights - ( chart here )
Each table will be assigned 8 amendments (1-8)
Person A gets amendments  1 & 5
Person B gets amendments   2 & 6
Person C gets Amendments  3 & 7
Person D gets Amendments  4 & 8

Fill in your chart with your 2 amendments, then in order starting with Person A
teach the other students at the table your amendments.

Amendment # 1- ( here )
Amendment # 2- ( here )
Amendment # 3- ( here )
Amendment # 4- ( here )
Amendment # 5- ( here )
Amendment # 6 - ( here )
Amendment # 7 - ( here )
Amendment # 8- ( here )

I will cover Amendments 9 & 10
Amendment # 9 - ( here )
Amendment # 10 - ( here )

_________________________________________________________________________________

Bill of Rights Review (quiz prep) ( here )

Bill of Rights CFU -open kahoot.it
_________________________________________________________________________________

Closure activity - Last slide on ppt
_________________________________________________________________________________

Bill of Rights Activity - ( here ) (this will be homework if we don't get to it in class)
Homework - Chapter 3 Sec #2 Due Monday

Tuesday Sept 15th Day 24

CHAPTER 2 TEST DAY

Today you will be taking the chapter 2 test. Make sure you set-up the tables for testing.

Backpacks in the middle chromebooks on the outside, open but not on.

When you are finished, please complete (if you haven't already) 

the American Revolution Scavenger Hunt - ( here )

You can start working on Chapter 3 Section 1. This will be due Thursday at the beginning of the period. On Thursday we will be having a Constitution Day activity similar to the Lock Hobbes lesson with quick writes and discussions.

Please remember to turn-in your chapter 2 summaries after the test

Monday Sept 14th Day 23

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 a list of vocabulary words and a fully functioning chromebooks, students will be able to successfully identify the answers to a superteachertools vocabulary game within 5 mins, as well as successfully play a game of Kahoot as a preview of their test.

Rationale:
Practicing vocabulary before a test is an effective way of testing a students understanding of the material before the actual test occurs

Evidence:
By answerng the vocabulary and Kahoot questions, students will discover how prepared they are or the test

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Journal Entry: Is capital punishment an effective form of accountability for certain crimes? If so, what types of crimes would qualify for capital punishment, and what form of capital punishment is the "best?" 

If capital punishment is not an effective form of accoutability for crimes, what is? 

What about crimes committed by non-citizens, how do we handle that issue? Deport, or prosecute and pay for their incarceration here? Do they get the same rights as citizens or are they treated differently becasue they are not citizens? 

Do citizens who take action agaisnt the USA in warfare lose their citizenship? if captured, do they get capital punishment?


( vocab game )

( Kahoot Game )

Thursday Sept 12th day 21

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.

________________________________________________________________________

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, and the role that government plays in the rights exercised by its citizens.

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 began.

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Today's Essential Question: 

How did enlightenment thinkers inspire revolutionaries to push for radical changes in government and society

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Journal Topic:

What would be the best characteristics of a "perfect" government?
1. Single ruler or group? If group haw many groups... just one, or is there more?
2. How did they obtain their position? How long do they stay in power?
3. What type of power do they have? Do they make the rules by themselves, or is there a group?
4. Is it majority rule or super majority (60-40) or some other number?
5. Is there a separate system for laws, or does the ruler/leader decide?
Address these 5 points in your answer

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After the journal entry, we will have a presentation on the The Philosophers Locke and Hobbes - ( pdf version here )

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( do not access these links until instructed to do so by me)



Who should Rule? Monty Python Video clip explaining the contrastsing views - ( here )
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Hobbes Video summary - ( here )
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Quick write #1 - ( survival of the fittest )
Quick Write #2 - ( freedom vs security)
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Locke Video Summary -( here )
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Quick Write #3 - ( Who is right? )
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Social Contract assignment
Why Government Hobbes - ( here )
Why Government Locke - ( here )
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 If time remains, start on the American Revolution Scavenger Hunt - ( here )

Tuesday Sept 8th Day 19

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.

________________________________________________________________________

Objective:
Given an historical presentation on the various influences that shaped the re-birth of philosophy in the the 1700's, students will be able to identify, explain and evaluate the basic premise of the philosophy that developed in Europe in the late 1600's, as well as explaining Plato's Allegory of a Cave story.

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 Descartes, can help students to understand the specific reasoning that was used to question everything

Evidence:
By listing and explaining the role of reason and observation, students will demonstrate a basic understanding of the change that was beginning in Europe as it related to governmental structure, laws and the rights of man (human)

___________________________________________________________________________________________________

Today's Essential Question: 

How did enlightenment thinkers inspire revolutionaries to push for radical changes in government and society

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Journal Topic:
Is the concept of "ignorance is bliss" a desirable outcome? Does being exposed to knowledge create a burden on people to push their beliefs about the nature of the world around them and the very understanding of wisdom itself? Is it better to simply "go along to get along" or are people obligated to question their own understandings and beliefs?

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After the journal entry, we will have a presentation on the Beginnings of Philosophy - ( here )


At the end of the presentation, we will watch Plato's dedication to the life of Socrates in his story  "the Allegory of a Cave" ( here is a video rendition of the story)

At the conclusion ppt the discussion we will see a short presentation on types of government. This will serve as a foundation as we discuss what type of government is "best" based on the philosophes recommendations/opinions. ( forms of Gov't )

Time permitting,  the remainder of the time in class will be used to outline chapter 2 Sec 3 (which will be due Thursday Dept 10th at the beginning of the period)

Friday Sept 4th Day 17

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.

________________________________________________________________________

Class time will be spend outlining Chapter 2 Section 2

Thursday Sept 4th Day 16

Test Correction for Chapter 1

Start to build the assignment sheet for this semester. Google Sheets App

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.

________________________________________________________________________

Objective:
Given an historical presentation on the various scientist of the scientific revolution students will be able to identify, explain and evaluate the various discoveries/advancements and theories that impacted they way knowledge was acquired.

Rationale:
The use of Rationale to be the title of this category is the precise reason why students should know where and who influenced the use of reason to address the unknown.

Evidence:
By listing and explaining specific scientists of the time, students will understand the atmosphere that led to the start of the Philosphe movement

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Today's Essential Question: 

How did enlightenment scientific thinkers address the unknown in the field they were studying?

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Journal Topic:
When first encountering something that you have never seen before, what is your process to find out what it is? ( assume there is no one there to simply ask)

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After the journal entry will we have a short presentation on the Scientific Revolution - ( here )

Time permitting, students can work on Chapter 2 Sect 1, Due by midnight tonight