Assignments due this week-
Napoleon Worksheet
Chapter 3 Section #4 - Thursday
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
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.
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.
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.
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.
This encompasses two factors: (1) physical surroundings like temperature, fumes, and ventilation; and (2) hazards.
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.
__________________________________________________________
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.
_________________________________________________________________________________
