Monday Oct 31st Day 29

Assignments due Tuesday Nov 1st 

Chapter 5 Section #2 -

Assignments due Thursday Nov 3rd

Video Questions on Cornelius Vanderbilt, Chapter 5 Section #3 -

Unit 4 Standards (Industrial Revolution)
Chapters 5 & 6

10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.

1. Analyze why England was the first country to industrialize. 
2. Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison).
3. Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution. 
4. Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement. 
5. Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy. 
6. Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism. 
7. Describe the emergence of Romanticism in art and literature (e.g., the poetry of William Blake and William Wordsworth), social criticism (e.g., the novels of Charles Dickens), and the move away from Classicism in Europe. 

________________________________________________________________________

Objective:

After studying this chapter students should be able to:

1. Understand the causes of the Industrial Revolution in England, Europe, and the United States.

2. Be able to describe the technological innovations that spurred industrialization.

3. Be able to describe the social, economic, and environmental impact of the Industrial Revolution and to make connections between the impact of the Industrial Revolution and the ideological and political responses.

4. Understand the relationship between the industrialized world and the non-industrialized world as demonstrated in the cases of Russia, Egypt, and India.

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.

___________________________________________________________________________________________

Change in the way work is done

Essential question - do machines replace human labor or enhance the ability for human labor to increase production?

___________________________________________________________________________________________
Journal Entry - Is the minimum wage a good thing, or does it prevent young people from getting their first job?

Once you have answered this, go to this short article by Economist Milton Friedman and get his opinion - ( here )
___________________________________________________________________________________________

history-of-halloween
Introduction to Industrial Revolution

Unit - Chapter 5, Industrial Revo Project ( wordle, Infographic and presentation) Men Who Built America Video series, and the Urban Game Project.

Today's assignment - you will be placed into two sections of the class. Each section will have 15 students. Each section will have 7 pairs (the two #15 students will be paired). Each pair will be assigned a group project of the Industrial Revolution. 

There are a total of 8 subjects to research, each side of the room will be assigned the same 8 subjects (the #15 pair will also be assigned one of those subjects). 

Each group will present their project to their own side of the room. 

The project will include:

 -A presentation (with sentence frame handouts for students to follow and fill-in during the presentation). 

- There will also be a Wordle assigned to the project. Each pair will need to design and produce a Wordle that covers their project. 

- Lastly, each pair will need to produce an Infographic Poster (20 X 30) that represents their subject.

 Directions sheet

Due Date: Week of Nov 14th

___________________________________________________________________________________________

Part 2 of the work assigned in this chapter - Watch and reflect on the History Channel's 

Men Who Built America

Answers to the questions for part 1 will be Thursday

Here is a short intro video on Cornelius Vanderbilt - CORNELIUS VANDERBILT

Part 1 (Watch and answer before Thursday) - Here is the video on Vanderbilt   

Episode 1: A New War Begins As the nation attempts to rebuild following the destruction of the Civil War, Cornelius Vanderbilt is the first to see the need for unity to regain America’s stature in the world. Vanderbilt makes his mark in shipping and then the railroad industry. Railroads stitch together the nation, stimulating the economy by making it easier to move goods across the country. But Vanderbilt faces intense competition early on, showing that captains of industry will always be challenged by new innovators and mavericks. 

Key terms to define ARCHETYPE, ENTREPRENEUR, INFRASTRUCTURE, INGENUITY, INNOVATION 

Questions to answer  

1. Some may have called the United States a “failed experiment” after the Civil War. Why? 

2. What role did Vanderbilt play in helping the country rebuild after the Civil War? 

3. What is a hostile takeover? How did Vanderbilt deal with this kind of competition? 

4. What major industries emerged in the decades after the Civil War?

___________________________________________________________________________________________

Here is a short intro video on Rockefeller and the building of Standard Oil - John D. Rockefeller

Questions to be answered - (by Monday)

Part 2 for Thursday night - Here is the video on Standard Oil  

The questions listed below should be answered while watching the Standard Oil video

Episode 2: Oil Strike Vanderbilt expands his enterprises, realizing that oil is the nation’s next crucial commodity. The demand for oil is high and Vanderbilt knows that it will be an important item for his trains to transport. He turns to a young oilman from California named John D. Rockefeller to make a deal that will work for both businessmen, but rivalries emerge between them. Rockefeller’s Standard Oil has become one of the nation’s first monopolies. A financial panic in 1873 shows that the American economy is on shaky ground even as it expands. 

Key terms to define ETHIC, MODERNIZATION, MONOPOLY, REFINERY, REVENUE 

Questions to answer 

1. What does it mean to “beat the odds,” and how is John Rockefeller an example of this concept? 

2. What is refining oil, and why was it so important when oil first became a popular commodity? 

3. Standard Oil was one of the nation’s first monopolies. What is a monopoly? Why do you think leaders like Rockefeller wanted to shut out competition? 

4. What was the Panic of 1873?

Friday Oct 28th Day 28

Assignments due Monday Oct 31st 

Chapter 5 Section #1 Outline -

We will start the Industrial Revolution (chapter 5, On Monday) 

Unit Standards

10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.

1. Analyze why England was the first country to industrialize. 
2. Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison).
3. Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution. 
4. Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement. 
5. Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy. 
6. Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism. 
7. Describe the emergence of Romanticism in art and literature (e.g., the poetry of William Blake and William Wordsworth), social criticism (e.g., the novels of Charles Dickens), and the move away from Classicism in Europe. 

________________________________________________________________________

Objective:

After studying this chapter students should be able to:

1. Understand the causes of the Industrial Revolution in England, Europe, and the United States.

2. Be able to describe the technological innovations that spurred industrialization.

3. Be able to describe the social, economic, and environmental impact of the Industrial Revolution and to make connections between the impact of the Industrial Revolution and the ideological and political responses.

4. Understand the relationship between the industrialized world and the non-industrialized world as demonstrated in the cases of Russia, Egypt, and India.

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.

___________________________________________________________________________________________

Change in the way work is done

Chapter 3 Test Corrections

Once we finish correcting the tests, students should begin to outline chapter 5 Section #1 for Monday

Thursday Oct 27th Day 27

Chapter 3 Test Day

Objective:

Given a 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.

___________________________________________________________________________________________

Test Review: 

______________________________________________________

We will play Kahoot as a review as well as Quizlet

Journal Topic: No Journal Today

Quizlet Practice review

Use this Quizlet as a practice for the Test on Thursday ( here )

Here is another Quizlet Review Set - ( here )

Jeopardy - Jeopardy review for test

__________________________________________________________

Resource Videos

vid review - ( here ) (after the heads of Louis and Marie roll)

Robespierre fall Napoleon rise vid - ( here )
Napoleon vid - ( here )

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

Industrialization

We will skip Chapter 4 and go straight to Chapter 5. Start the outline of Chapter 5 Section #1 for Monday

Tuesday Oct 25th Day 26

For Tuesday Oct 25th

Sorry I am not in class today, I am at  a training at the District Office. 
Your French Revolution Timeline will be due (for submission into Google Classroom) by Tuesday (the 25th) by  11:59 P.M. 
The History Channel Documentary about the French Revolution ( and the questions) should be uploaded by Tuesday Night as well.

 Chapter 3 Test on Thursday. 

For today (Tuesday) please answer the journal question below and spend the reaminder of the time workin gon your timeline, OR using the quizlet link I supplied to practice for the test, OR watch some of the review video's I have posted. 

We will have some type of review in class before your test  

Please read directions just above the Journal question regarding your cheat sheet for Thursday

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 a 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: 

Mob rule does it ever produce a reasonable outcome?______________________________________________________

Your time in class Tuesday should be spent answering the Journal question, then finishing your timeline and making sure your video questions get submitted as well (see the top of the Blog if your not sure what I mean).

For Thursday - the best way to get the timeline information onto a print-out is to take screen shots and place them onto a google slide. That way you can print them out in a shorter number of pages than the current pdf format the Hstry.co website provides.
The easiest way is to take screen grabs of your timeline and place them on a google slide. Once on the slide you can crop them to make them easier to move and place closer together so they print-out on less pages. You can use the same technique if you used the more sophisticated timeline maker. I would suggest you place your timeline back to back on paper so there are less pages to fumble with during the test.


Journal Topic: "Societies exist under three forms sufficiently distinguishable. 1. Without government, as among our Indians. 2. Under governments wherein the will of everyone has a just influence, as is the case in England in a slight degree, and in our states in a great one. 3. Under governments of force: as is the case in all other monarchies and in most of the other republics. To have an idea of the curse of existence under these last, they must be seen. It is a government of wolves over sheep. It is a problem, not clear in my mind, that the 1st. condition is not the best. But I believe it to be inconsistent with any great degree of population. The second state has a great deal of good in it. The mass of mankind under that enjoys a precious degree of liberty and happiness. It has it’s evils too: the principal of which is the turbulence to which it is subject. But weigh this against the oppressions of monarchy, and it becomes nothing.  Even this evil is productive of good. It prevents the degeneracy of government, and nourishes a general attention to the public affairs. I hold it that a little rebellion now and then is a good thing, and as necessary in the political world as storms in the physical.1 Unsuccessful rebellions indeed generally establish the encroachments on the rights of the people which have produced them. An observation of this truth should render honest republican governors so mild in their punishment of rebellions, as not to discourage them too much. It is a medicine necessary for the sound health of government." - Thomas Jefferson to James Madison, Paris, January 30, 1787

This is the passage (especially the bolded text) that everyone uses to quote Thomas Jefferson and his opinion about revolutions...
your task is to explain...
1. what he means (put his words into more simple words that, i.e. what are the 3 societies, which one is best)
2. explain how this passage relates to the French Revolution...justify the French reaction based on Jefferson's definition

_________________________________________________________

Quizlet Practice review

Use this quizlet as a practice for the Test on Thursday ( here )

__________________________________________________________

Here is another cool timeline maker - A more sophisticated timeline maker    Directions on how to make this timeline - Directions

Resource Videos

vid review - ( here ) (after the heads of Louis and Marie roll)

Robespierre fall Napoleon rise vid - ( here )
Napoleon vid - ( here )

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

Timeline

Continue to work on Timeline...you should have the banner image in place, and should be through the Estates General meeting, Storming of the Bastille, and the Fleeing of the Aristocracy by today.
French Revolution Timeline Presentation resource for the timeline

Thursday Oct 20th Day 25

Assignments due this week-

Napoleon Worksheet
Chapter 3 Section #4 - Thursday

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: 

Debate...if you don't abide by the election results...could we have a revolution?

______________________________________________________

Journal Topic:

__________________________________________________________

Here is another cool timeline maker - A more sophisticated timeline maker    Directions on how to make this timeline - Directions

Resource Videos

vid review - ( here ) (after the heads of Louis and Marie roll)

Robespierre fall Napoleon rise vid - ( here )
Napoleon vid - ( here )

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

Worksheet

At the conclusion of the video's you will be assigned a short questionnaire about Napoleon.-
Napoleon Worksheet - ( here )...put these into the Google Folder for this assignment

_____________________________________________________________________________________________________________________

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 33824

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.

Continue to work on Timeline...you should have the banner image in place, and should be through the Estates General meeting, Storming of the Bastille, and the Fleeing of the Aristocracy by today.
French Revolution Timeline Presentation resource for the timeline

_________________________________________________________________________________
Assigned over the weekend...
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 18th Day 24

Assignments due this week-

Napoleon Worksheet
Chapter 3 Section #4 - Thursday

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 all revolutions follow a similar sequence...outrage, uprising, scramble for power, too much power, resentment, coup/change,  new dictator or military control, (hopefully...New system).

__________________________________________________________

Journal Topic: Equal work for equal pay...is it a thing? Is it a good thing? Is it a bad thing?

Here are two sides to the argument - (THESE LINKS ARE FOR ME TO USE IN CLASS, DO NOT CLICK ON THEM)
Let's hear what children think...
Women are discriminated against
Not true it a load of crap
a 3rd different approach is presented by Milton Friedman - Nobel Peace Prize winning economist

Equal Pay Act

The Equal Pay Act requires that men and women be given equal pay for equal work in the same establishment. The jobs need not be identical, but they must be substantially equal. It is job content, not job titles, that determines whether jobs are substantially equal. Specifically, the EPA provides that employers may not pay unequal wages to men and women who perform jobs that require substantially equal skill, effort and responsibility, and that are performed under similar working conditions within the same establishment. Each of these factors is summarized below:

• Skill
  
  Measured by factors such as the experience, ability, education, and training required to perform the job. The issue is what skills are required for the job, not what skills the individual employees may have. For example, two bookkeeping jobs could be considered equal under the EPA even if one of the job holders has a master's degree in physics, since that degree would not be required for the job.
• Effort
  
  The amount of physical or mental exertion needed to perform the job. For example, suppose that men and women work side by side on a line assembling machine parts. The person at the end of the line must also lift the assembled product as he or she completes the work and place it on a board. That job requires more effort than the other assembly line jobs if the extra effort of lifting the assembled product off the line is substantial and is a regular part of the job. As a result, it would not be a violation to pay that person more, regardless of whether the job is held by a man or a woman.
• Responsibility
  
  The degree of accountability required in performing the job. For example, a salesperson who is delegated the duty of determining whether to accept customers' personal checks has more responsibility than other salespeople. On the other hand, a minor difference in responsibility, such as turning out the lights at the end of the day, would not justify a pay differential.
• Working Conditions
  
  This encompasses two factors: (1) physical surroundings like temperature, fumes, and ventilation; and (2) hazards.
• Establishment
  
  The prohibition against compensation discrimination under the EPA applies only to jobs within an establishment. An establishment is a distinct physical place of business rather than an entire business or enterprise consisting of several places of business. In some circumstances, physically separate places of business may be treated as one establishment. For example, if a central administrative unit hires employees, sets their compensation, and assigns them to separate work locations, the separate work sites can be considered part of one establishment.

Pay differentials are permitted when they are based on seniority, merit, quantity or quality of production, or a factor other than sex. These are known as "affirmative defenses" and it is the employer's burden to prove that they apply.

In correcting a pay differential, no employee's pay may be reduced. Instead, the pay of the lower paid employee(s) must be increased.

__________________________________________________________

Here is another cool timeline maker - A more sophisticated timeline maker    Directions on how to make this timeline - Directions

Resource Videos

vid review - ( here ) (after the heads of Louis and Marie roll)

Robespierre fall Napoleon rise vid - ( here )
Napoleon vid - ( here )

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

Worksheet

At the conclusion of the video's you will be assigned a short questionnaire about Napoleon.-
Napoleon Worksheet - ( here )...put these into the Google Folder for this assignment

_____________________________________________________________________________________________________________________

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 33824

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.

_________________________________________________________________________________
Assigned over the weekend...
History Channel French Revolution - ( here )
Questionnaire which goes along with the video - ( here ) Answer all question EXCEPT the extended Activities at the end.
_________________________________________________________________________________

Monday Oct 17th Day 23

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: Are revolutions a good thing? Is change through legislature better? Evaluate California's system of "revolution" and provide your opinion or suggested change that you feel would be better. Secondly look-up the current propositions, and select the one you feel is the mist improtant
Initiative, Referendum, Recall
California Propositions

_______________________________________________________________________________

Continue to work on Timeline...you should have the banner image in place, and should be through the Estates General meeting, Storming of the Bastille, and the Fleeing of the Aristocracy by today.
French Revolution Timeline Presentation resource for the timeline


_________________________________________________________________________________

Chapter 3 Section 4 will  be due Thursday.