Thursday, January 7, 2016

Thursday Jan 7th Day 2

Objective:
After viewing the presentations on the growth of Democratic Reform in England, students will be able to reflect on the various ways that England (as well as other European Countries) responded to the Industrial Revolution including advances in political democracy and the emergence of capitalism as a dominant economic pattern and the response to it, including Utopianism, Social Democracy, Socialism and Communism

Rationale:
The Industrial Revolution was the biggest social turning point in history, transforming the very way people lived their lives. Identifying the various social, political, and economic changes of the times is essential in understanding the period and the effects it had on the world.

Evidence:
Being able to identify and explain the effects of the Industrial Revolution on the living experience of people all of over the world will assist in understanding the different paths societies took as they developed.

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Essential Question - How did political reform gradually expand suffrage and make the British Parliament more democratic during the 1800's?
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Journal Entry - Veto Power - State level has Line-item veto power (veto portions of a bill, and can strip money out, which eliminates a portion) Fed (president) does not have line-item veto power (it's all or nothing). Should the president have the ability to only veto portions of a bill or should it remain all or nothing? Congress can override a Presidential veto, what do you think is the correct % of congressional votes that should be necessary for Congress to override the President?

Link to article - Here      Presidential Veto power - Here

During the Victorian Age in England, the Veto power resided with the House of Lords, but that gradually changed.
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Today's Agenda - Political Change in England
(Chapter 8 section #1 due today)

Prior to Queen Victoria, England was going through change that was a result of the revolutions within Europe (French Primarily). The change in politics slowly began eroding the social situations enjoyed by the wealthy...very slowly. Slavery in the USA was abolished in the 1860's but the civil rights movement didn't really make social change until the 1950, so things take time.
Democracy was on the move in Europe, and England played its part.

First we will review the social structure within England activity from Tuesday.

Pro Con Chart of Etiquette - in this chart there are 10 social norms that were demanded of society. At your table, split-up the 10 and assign 2 to each person (with the remaining two to be done collectively or by whomever finishes their 2 articles first). Read each etiquette expectation, and think about how that expectations could be seen as a positive thing (what's good about it) and also how these actions could be perceived negatively.
* Your focus should be on the what society feels about the "place" or "role" that certain people play, not about the specific acts of etiquette themselves. It's not about how the people are acting, it's about the reason why people are treating in this way, and how that reasoning affects society's expectation of what role that person would play moving forward.

Chapter 8 (sec #1) presentation will get us started down that road. - Chapter 8 Section #1

Theme Activity Sheet

For tonight (if you haven't already done it) , please watch this 10 min video on Victorian Age political change. You can follow the video's instructions and take the notes the presenter is suggesting.

Victorian Age History (homework for viewing)


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 Section #2 - Monday (Jan 11th), Section #3 for Tuesday (Jan 12th) Section #4 for Thursday (Jan 14th)
Chapter 8 Quizzes in class Tuesday Jan 19th . Jeopardy or Kahoot will be played on Tuesday in preparation for the test on Thursday
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CHAPTER 8 TEST Thursday Jan 20th 
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