Thursday Oct 29th Day 46

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 recognize the causes and influences of the French Revolution,  develop an awareness of the pivotal characters involved in the conflict, and list the results of the conflict and its impact on world history

Rationale:

The French Revolution is well known as being one of if not the most influential Revolutions to have ever happen. People rising up over a social system as well as a religious and military system that was in place to support it, remains the standard for revolutions that changed the way the world viewed government, rights and freedoms of citizens.

Evidence:

Being able to identify and connect various events, the value system that spawned them, and the effect they had on not just France but the rest of the world will allow students to see modern day revolutions from a perspective of knowledge when  comparisons arise.

___________________________________________________________________________________________

Today's Essential Question: 

Should there be a restriction/limit on the number of babies a family can have?

__________________________________________________________

Journal Topic: China announced it was going to end it one-child policy for fear of a greyish populace.
 Video link - ( here )

China has decided to end its decades-long one-child policy, the state-run Xinhua news agency reports.

Couples will now be allowed to have two children, it said, citing a statement from the Communist Party. The controversial policy was introduced nationally in 1979, to slow the population growth rate. It is estimated to have prevented about 400 million births. However concerns at China's ageing population led to pressure for change. Couples who violated the one-child policy faced a variety of punishments, from fines and the loss of employment to forced abortions. Over time, the policy has been relaxed in some provinces, as demographers and sociologists raised concerns about rising social costs and falling worker numbers.The Communist Party began formally relaxing national rules two years ago, allowing couples in which at least one of the pair is an only child to have a second child.

Write the policy for who can have a child and how many they can have....with the critical reality of economic collapse if the current birth rate continues.

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Today's Schedule

Latin America Revolutions ppt - ( here )

Chapter 4 sec #1 - ( here )
Chapter 4 sec #2 - ( here )
Chapter 4 sec #3 - ( here )
Chapter 4 Primary Source wksht - ( here )

Be ready to get your Sec #3 stamped today (by the end of the period is not already done)

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Tuesday Oct 27th Day 44

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.

10.2.1. Performance Standard:

Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke,  Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison).  

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 movie depicting the social and political events in France following the downfall of Napoleon, students will be able to connect events in the film to actual historical events which took place in France during this tumultuous time.

Rationale:

The French Revolution is well known as well as the story of Napoleon, but very few students understand the times following the ouster of Napoleon and what followed in France, which impacted the rest of Europe and Latin America

Evidence:

Being able to identify explain the effects of events in the movie with the actual historical events will provide evidence that students understand what actually took place and how accurate the movie is in depicting those events.

___________________________________________________________________________________________

Today's Essential Question: 

Is food and shelter a basic human right or an earned privilege?

__________________________________________________________

Journal Topic: No journal today, movie time

__________________________________________________________

Today's Schedule

Be ready to have your Chapter 4 Sec #2 stamped (or submit it into Google Classroom) By Thurs, 
Chapter 4 Sec #3 will be due by Monday

___________________________________________________________________________________________

Extra Credit Opportunity - ( article here ) Write an opinion piece defending one side of the argument presented in the article, and what steps should be implemented 
___________________________________________________________________________________________

Your Chapter 4 test

 will be Tuesday of next week (Jeopardy or Kahoot, or something by Monday)

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Monday Oct 26th Day 43

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.

10.2.1. Performance Standard:

Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke,  Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison).  

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 movie depicting the social and political events in France following the downfall of Napoleon, students will be able to coonect events in the film to actual historial events whick took place in France during this tumultuous time.

Rationale:

The French Revolution is well known as well as the story of Napoleon, but very few students understand the times following the ouster of Napoleon and what followed in France, which impacted the rest of Europe and Latin America

Evidence:

Being able to identify explain the effects of events in the movie with the actual historical events will provide evidence that students understand what actually took place and how accurate the movie is in depicting those events.

___________________________________________________________________________________________

Today's Essential Question: 

Is food and shelter a basic human right or an earned privilege?

__________________________________________________________

Journal Topic: No journal today, movie time

__________________________________________________________

Today's Schedule

Be ready to have your Chapter 4 Sec #2 stamped (or submit it into Google Classroom) By Thurs, 
Chapter 4 Sec #3 will be due by Monday

___________________________________________________________________________________________

Extra Credit Opportunity - ( article here ) Write an opinion piece defending one side of the argument presented in the article, and what steps should be implemented 
___________________________________________________________________________________________

Your Chapter 4 test

 will be Tuesday of next week (Jeopardy or Kahoot, or something by Monday)

___________________________________________________________________________________________

Thursday Oct 22nd Day 42

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.

10.2.1. Performance Standard:

Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke,  Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison).  

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 movie depicting the social and political events in France following the downfall of Napoleon, students will be able to coonect events in the film to actual historial events whick took place in France during this tumultuous time.

Rationale:

The French Revolution is well known as well as the story of Napoleon, but very few students understand the times following the ouster of Napoleon and what followed in France, which impacted the rest of Europe and Latin America

Evidence:

Being able to identify explain the effects of events in the movie with the actual historical events will provide evidence that students understand what actually took place and how accurate the movie is in depicting those events.

___________________________________________________________________________________________

Today's Essential Question: 

Is food and shelter a basic human right or an earned privilege?

__________________________________________________________

Journal Topic: No journal today, test correction and movie time

__________________________________________________________

Today's Schedule

Be ready to have your Chapter 4 Section #1 stamped (or submit it into Google Classroom)
Watch the Movie Les Miserables
Read the Intro/explanation of the book, turned movie - ( here )
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Tuesday Oct 20th Day 39

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 recognize the causes and influences of the French Revolution,  develop an awareness of the pivotal characters involved in the conflict, and list the results of the conflict and its impact on world history

Rationale:

The French Revolution is well known as being one of if not the most influential Revolutions to have ever happen. People rising up over a social system as well as a religious and military system that was in place to support it, remains the standard for revolutions that changed the way the world viewed government, rights and freedoms of citizens.

Evidence:

Being able to identify and answer various practice questions about the French Revolution will demonstrate a prepardness for the test.

___________________________________________________________________________________________

Today's Essential Question: 

This is Jeopardy!

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Journal Topic: No journal today, test review

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Today's Schedule

Here's what's due:
Upload into Google Classroom 
Chapter Test Review #1-4
Napoleon worksheet questions
Napoleon Viewpoints comparison worksheet
French Revolution documentary questions
___________________________________________________________________________________________

Jeopardy game today - 

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French Revolution Test

___________________________________________________________________________________________

When you are finished with the test, start on Chapter 4 Section 1 outline

Monday Oct 19th Day 38

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:

Provided with a classroom of chromebooks displaying Frech Revolution Timelines, students will be able to assess the correctness and completeness of student generated timelines of the Frech Revoltuion, and determine which are the best representation of this historical timeframe.

Rationale:

Being able to determine the accuracy of a historical timeline requires the student to have a working knowledge of the period

Evidence:

Being able to identify and evaluate the French Revolution timelines will valuadate the students understanding of the various events that took lace during the most famous and influencial of revolutions.

___________________________________________________________________________________________

Today's Essential Question: 

Was the Declaration of the Rights of Man more influencial than the America Bill of Rights?

__________________________________________________________

Practice Quiz for your test tomorrow - ( here )
Here's another one - ( here )

__________________________________________________________

Today's Schedule

You will be given this period to work on assigned materials for the test tomorrow

Friday Oct 16th Day 38

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 recognize the causes and influences of the French Revolution,  develop an awareness of the pivotal characters involved in the conflict, and list the results of the conflict and its impact on world history

Rationale:

The French Revolution is well known as being one of if not the most influential Revolutions to have ever happen. People rising up over a social system as well as a religious and military system that was in place to support it, remains the standard for revolutions that changed the way the world viewed government, rights and freedoms of citizens.

Evidence:

Being able to identify and connect various events, the value system that spawned them, and the effect they had on not just France but the rest of the world will allow students to see modern day revolutions from a perspective of knowledge when  comparisons arise.

___________________________________________________________________________________________

Today's Essential Question: 

__________________________________________________________

Journal Topic: Pick a current event to write on

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Today's Schedule

Work on the Frecnch Revolution Timeline

Answer the Napoleon Worksheet Questions - ( here )

Comparison viewpoints of Napoleon ( here )

Practice for your test by answering the Chapter Sectional quizzes -

 (Section 1 )   ( Section 2 )   ( Section 3 )   ( Section 4 )

And finally a French Revo summary vid - French Revo in 9 Mins - ( here )

_____________________________________________________________________________________________________________________

Timeline

Creating a timeline can involve any technology you have access to, including Google Sheets. In addition to Google Sheets, there is another option as well
Go to this site ( www.hstry.co ) and create an acct using this code number - 9561

You timeline should follow a sequence of events that led to or contributed to the French Revolution from beginning to the Fall of Napoleon. Use the textbook as well as lecture notes and especially your table mates, to make the timeline.
You will have Thursday in class to work on the timeline, review materials for the Test, and finish the Napoleon worksheet.
_________________________________________________________________________________

Friday will be Jeopardy Game
_________________________________________________________________________________
Assigned over the weekend in preparation for the Test On Tuesday
History Channel French Revolution - ( here )
Questionnaire which goes along with the video - ( here ) Answer all question EXCEPT the extended Activities at the end.
____________________________________________

Thursday Oct 15th Day 37

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 recognize the causes and influences of the French Revolution,  develop an awareness of the pivotal characters involved in the conflict, and list the results of the conflict and its impact on world history

Rationale:

The French Revolution is well known as being one of if not the most influential Revolutions to have ever happen. People rising up over a social system as well as a religious and military system that was in place to support it, remains the standard for revolutions that changed the way the world viewed government, rights and freedoms of citizens.

Evidence:

Being able to identify and connect various events, the value system that spawned them, and the effect they had on not just France but the rest of the world will allow students to see modern day revolutions from a perspective of knowledge when  comparisons arise.

___________________________________________________________________________________________

Today's Essential Question: 

Do revolutions end with an improvement in areas the people who started them are hoping for?

__________________________________________________________

Journal Topic: 2nd Amendment. The storming of the Bastille was required for people to get access to guns to start the Revolution. In the Democratic debate on Tuesday, the subject of gun control was a hot topic.

Write the rules/requirments/etc for a person to purchase a gun. Considerall aspects that you feel are important.
Things to consider: age, waiting period, criminal record, number of bullets in a clip, size/type of gun, training, etc.

Ben Carson comments: "The likelihood of Hitler being able to accomplish his goals would have been greatly diminished if the people had been armed,"

__________________________________________________________

Today's Schedule

Work on the Frecnch Revolution Timeline

Answer the Napoleon Worksheet Questions - ( here )

Comparison viewpoints of Napoleon ( here )

Practice for your test by answering the Chapter Sectional quizzes -

 (Section 1 )   ( Section 2 )   ( Section 3 )   ( Section 4 )

And finally a French Revo summary vid - French Revo in 9 Mins - ( here )

_____________________________________________________________________________________________________________________

Timeline

Creating a timeline can involve any technology you have access to, including Google Sheets. In addition to Google Sheets, there is another option as well
Go to this site ( www.hstry.co ) and create an acct using this code number - 9561

You timeline should follow a sequence of events that led to or contributed to the French Revolution from beginning to the Fall of Napoleon. Use the textbook as well as lecture notes and especially your table mates, to make the timeline.
You will have Thursday in class to work on the timeline, review materials for the Test, and finish the Napoleon worksheet.
_________________________________________________________________________________

Friday will be Jeopardy Game
_________________________________________________________________________________
Assigned over the weekend in preparation for the Test On Tuesday
History Channel French Revolution - ( here )
Questionnaire which goes along with the video - ( here ) Answer all question EXCEPT the extended Activities at the end.
_________________________________________________________________________________

Tuesday Oct 13th Day 36

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 recognize the causes and influences of the French Revolution,  develop an awareness of the pivotal characters involved in the conflict, and list the results of the conflict and its impact on world history

Rationale:

The French Revolution is well known as being one of if not the most influential Revolutions to have ever happen. People rising up over a social system as well as a religious and military system that was in place to support it, remains the standard for revolutions that changed the way the world viewed government, rights and freedoms of citizens.

Evidence:

Being able to identify and connect various events, the value system that spawned them, and the effect they had on not just France but the rest of the world will allow students to see modern day revolutions from a perspective of knowledge when  comparisons arise.

___________________________________________________________________________________________

Today's Essential Question: 

Does a revolution always slide back to the basics of needing some strong vocal leader as a ruler, who always seem to be backed by the military? Is it inevitable for all revolutions?

__________________________________________________________

Journal Topic: Do military leaders make the best presidents? Should there be a military requirement in order to run for president? The president is the commander in chief of the armed forces, which makes him in charge of all branches of our military.

Current requirements: 

1. 1.be a natural born U.S. citizen (or those born abroad, but only to parents at least one of whom was a U.S. citizen at the time)  The only exception to this was for those around at the time the Constitution was adopted. Their requirement was that they had to be a citizen when the Constitution was adopted.

1. 2. be at least 35 years of age. 

1. 3. have lived in the United States for at least 14 years to be president. This does not have to be consecutive or even the 14 years leading up to becoming president.

Task: re-write the requirements of being able to run for president.

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Today - finish the French Revo presentation -( here)

To get us back up to speed - vid review - ( here ) (after the heads of Louis and Marie roll)

Once the ppt is finished, we will watch a few short video's -
Robspierre fall Napoleon rise vid - ( here )
Napoleon vid - ( here )

At the conclusion of the video's you will be assigned a short questionnaire about Napoleon.-
Napoleon Worksheet - ( here )

And finally a French Revo summary vid - French Revo in 9 Mins - ( here )

_____________________________________________________________________________________________________________________

Timeline

Creating a timeline can involve any technology you have access to, including Google Sheets. In addition to Google Sheets, there is another option as well
Go to this site ( www.hstry.co ) and create an acct using this code number - 9561

You timeline should follow a sequence of events that led to or contributed to the French Revolution from beginning to the Fall of Napoleon. Use the textbook as well as lecture notes and especially your table mates, to make the timeline.
You will have Thursday in class to work on the timeline, review materials for the Test, and finish the Napoleon worksheet.
_________________________________________________________________________________

Friday will be Jeopardy Game
_________________________________________________________________________________
Assigned over the weekend in preparation for the Test On Monday
History Channel French Revolution - ( here )
Questionnaire which goes along with the video - ( here ) Answer all question EXCEPT the extended Activities at the end.
_________________________________________________________________________________

Thursday Oct 8th Day 35

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: 

Does using the swift absolute punishment further the efforts of the revolution or make people want to not be involved?____________________________________________________________________________

Journal Topic: The US Supreme Court is considering hearing cases regarding the death penalty. They will look at if its constitutional ( cruel and unusual punishment ). In France, after the revolution began the use of a guillotine to exact retribution on enemies of the state was used quite frequently. What is your opinion about the death penalty in the USA? Should it be used? if so, what types of crimes would qualify for the death penalty? What about confessions? If a person confesses to a heinous crime, does that change anything?
If you selected that the death penalty should not be used (under any circumstance) what type of punishment would you advocate? If life in prison, under what circumstances (such as solitary confinement) What would deter the "life in prison" person from continuing to commit bad acts?

Here is the latest info regarding the death penalty and the US Supreme Court.

At the end of last term, two justices -– Stephen Breyer and Ruth Bader Ginsburg –- announced in their dissenting opinion in Glossip v. Gross that they had concluded that the death penalty was most likely unconstitutional as a general matter. This is a very significant development -– since the court reinstated the death penalty in 1976 (between 1972 and 1976 the court imposed a de facto moratorium on the death penalty, finding that the arbitrariness of its imposition rendered it unconstitutional), very few justices have concluded that the death penalty is unconstitutional.

The Glossip dissent changed that. And, although justices Elena Kagan and Sonia Sotomayor did not join the Breyer/Ginsburg opinion, their separate opinion was deeply troubled by the court’s rejection of the petitioner’s method-of-execution claim. They wrote that the majority opinion “leaves petitioners exposed to what may well be the chemical equivalent of being burned at the stake.” And Justice Antonin Scalia said at an event last month that there were four votes on the court right now to hold the death penalty unconstitutional.

The court has a number of death penalty cases on its docket this term, and it may yet take more. None of these cases squarely raises the question of the constitutionality of the death penalty. But there may be an appetite for engaging with the question, for the first time in quite some time.

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Guillotine Vid ( here )
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Continue presentation of Frech Revolution -( pdf here ) (part 2)

Reign of Terror review vid - ( here ) (Robepierre)

End of Part 2 Video ( here )
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 After the presentation and videos, please continue on Chapter 3 and finish Section 5 For Monday's class