Friday Sept 29th Day 19

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 might make right?

__________________________________________________________________________________________________

Journal Topic:

#1 - Estates Tax - "Pants on Fire"...Do you see the irony of the author??

For Friday...
Introduce the  - Declaration of the Rights of Man  - writing assignment A copy of the Declaration Copy of the actual Declaration of the Rights of Man

Short review video - ( here ) this is a Crash Course video summarizing the conditions and events which led to the French Revolution

Use the presentation pdf as well as chapter 3 Sections #1 and #2 to fill-in this chart - Causes and Consequences of French Revolution

French Revolution Presentation

Chapter 3 Section 2 finished by Friday, 

Below info will be for when we return...

Journal Topic:

What is the national Debt and Deficit? Deficit, Debt & Interest

Journal Question: What would you do to address this issue? What programs would you cut and how much would you cut them?...OR would you increase taxes and if so, who or what would you increase them on? Is there a solution??

Upon finishing the Journal, we will continue with the French Revo presentation.

What are human rights?

Wednesday Sept 27th Day 18

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: 

How does the Declaration reflect the French Revolution  slogan of the "Liberty, Equality and Fraternity" 

__________________________________________________________________________________________________

Journal Topic:
#1 - Describe the members of each of the 3 Estates in France

#2 -   What was the fear and hope of the King and the Aristocracy regarding assembly of the Estates General?_____________________________________________________________________________

_________________________________________________________________________________

Start on the French Revo presentation -

France then, America Today - this article does a comparison about the issues affecting the American Economy and social class of today and how it compared with the same subjects in France in the 1780's

Answer both of these docs for Friday -
Causes of the French Revo Doc 1 - ( here ) (you do not need to answer extensions 1 or 2)
Causes of the French Revo Doc 2 - ( here ) (you don't have to write the two pages described on Question 10, you can just ignore it)

Don't forget to make progress on Sutori Chapter 1, 2 timeline...you will be adding to the timeline with events/people/outcomes from Chapter 3

For Friday...
Introduce the  - Declaration of the Rights of Man  - writing assignment A copy of the Declaration Copy of the actual Declaration of the Rights of Man

Short review video - ( here )

Chapter 3 Section 2 finished by Friday, 

Monday Sept 25th Day 17

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 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 were the social and economic characteristics of France in the late 1700's that led to a popular uprising against 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 families 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 benefits 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 benefit the top at 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 should 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? if so what would it be based on?

Bernie Sanders on these issues  ( here )
_________________________________________________________________________________

Class response to Journal question from Friday.... 14th Amendment question.

For today....go to Sutori.com and begin to build a timeline of major events within the 1st two chapters. Only use Text, Pictures, and Headings

For Wednesday...

First, we will watch a quick Summary of the entire Revolution - ( here )

Once we finish the Video we will start the presentation on- History of the French Revolution

Once that is finished we will introduce the  - Declaration of the Rights of Man  - writing assignment A copy of the Declaration Copy of the actual Declaration of the Rights of Man

Chapter 3 Section 1 finished by Wednesday, Chapter 3 Section 2 finished by Friday

There will be no assignments over break

Friday Sept 22nd Day 16

6 week grading period ends today - check assignment sheet and grades on-line

CHAPTER 2 TEST DAY

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 completing the test on Chapter 2 students will demonstrate their understanding of the main concepts presented within the Unit.

___________________________________________________________________________________________________

Test Prep Activities for Friday

Use these drag and drop games to test your vocab

Chapter 2 People and Concepts Vocabulary 

Quizlet

Chapter 2 Review

( Kahoot Game will be played  before the test)

_________________________________________________________________________________

Chapter 3

__________________________________________________________________________________________________

Journal Topic:  (After the Chapter 2 Test, answer this journal Question and start Outlining Chapter 3 Section #1)

Nationalism is becoming a very hot topic with the influx of immigrants around the world (Syrian refugees entering Europe, etc, etc). 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 (We will see the reasons inside Chapter 3). 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. Would you keep that Amendment in place or modify it? if so how?

We will start a timeline of the first 2 chapters and identify key developments 

Go to Sutori.com

Wednesday Sept 20th Day 15

Standard 10.2.2

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).

________________________________________________________________________

Goal-For students to understand, summarize, and analyze original texts of historical significance. Students will demonstrate this knowledge by writing summaries of selections from the original document and, by the end of the unit, articulating their understanding of the complete document by answering questions in an argumentative writing style to fulfill the Common Core Standards. Through this step-by-step process, students will acquire the skills to analyze any primary or secondary source material.

Objective

Students will understand the rights and restrictions that are defined by the first five amendments of the Bill of Rights in the United States Constitution. They will demonstrate that understanding by restating those ideals in their own words.

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 completing the test on Chapter 2 students will demonstrate their understanding of the main concepts presented within the Unit.

___________________________________________________________________________________________________

Journal #7 - Which 3 European countries supported the colonies efforts to gain independence, and which single event convinced the first of them to join?

Bill of Rights:

Each group will be assigned an amendment. Select the amendment link below assigned to your group and fill-in your chart as it relates to your amendment. Once each group has filled-in their amendment on the chart, select a person to read out what you put in your chart so the rest of the class can fill-in those sections.  Summarize the main idea of your Amendment, and provide some examples of the types of cases that it deals with.

Bill of Rights Chart - open this link and fill-in the table of the 1st 10 amendments when they are presented.

Amendment #1                    Amendment #2                    Amendment #3             

Amendment #4                    Amendment #5                    Amendment #6

Amendment #7                    Amendment #8                    Amendment #9

Amendment #10              

Amendment #14

Once we complete the chart, we will watch the Bill of Rights in Action, in Congress.

Trey Gowdy Video

Play Kahoot Bill of Rights Game

Not assigned but educational...
* If time permits there is an extra assignment you can try to fill-in to see how well you can apply the ideas of the Bill of Rights. Violation of Rights Worksheet

2nd amendment Pro Con - Which side is right?

Two videos to watch  - Civil Rights Vs Liberties          Freedom of Speech

Test Prep Activities for Friday

Use these drag and drop games to test your vocab

Chapter 2 People and Concepts Vocabulary 

Bill of Rights Amendments Matching

Quizlet

Chapter 2 Review

( Kahoot Game  will be played Friday before the test)

_________________________________________________________________________________

Monday Sept 18th Day 14

Due Tuesday: (Sept 19th...by 11:59 PM)
American Revolution Scavenger Hunt

Due Wednesday: (Sept 20th...by 11:59 PM)
Chapter 2 Sectional quizzes (1-3)
Bill of Rights Activity

Wednesday in Class - Kahoot on Chapter 2

CHAPTER 2 TEST MOVED to FRIDAY SEPT 22nd

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 

Trace The Development Of The Western Political Ideas Of The Rule Of Law And Illegitimacy Of Tyranny, Using Selections From Platos Republic And Aristotles Politics.
________________________________________________________________________
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.

___________________________________________________________________________________________________

Today's Essential Question: 

American Revolution....what do you know?
__________________________________________________________________________________________________

Journal: Journal #6 - King George thought the colonists should pay to help with wars, what two taxes were imposed on the colonists in 1764 and 1765, and what was the reaction?

_________________________________________________________________________________

Section 3 will not be assigned until next week
Section 3 Quiz

Monday -  The American Revolution Scavenger Hunt - American Revolution Scavenger Hunt

Friday Sept 15th Day 13

Due Sunday: (Sept 17th...by 11:59 PM)

Chapter 2 Section #3 Outline

Due Tuesday: (Sept 19th...by 11:59 PM)

Chapter 2 Sectional quizzes

CHAPTER 2 TEST WEDNESDAY SEPT 20th

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.

___________________________________________________________________________________________________

Today's Essential Question: 

What is to be Enlightened?
__________________________________________________________________________________________________

Journal:Journal #4 - Describe the difference between the accepted thought process of most Europeans as it related to class and social role vs the Enlightened belief regarding these areas

#5 What makes a Despot Enlightened?

_________________________________________________________________________________

Presentation on the The Philosophers Locke and Hobbes - PDF Version

_________________________________________________________________________________

There are several slides in the presentation that ask your to reflect on something Enlightenment related, use the template below to answer the quick rites within the presentation
Quick Writes from Presentation
_________________________________________________________________________________

Social Contract Assignment - Get the question(s) from the presentation, discuss at your table, enter your response into your journal cell for today (label that section so I know what you are answering) 

Why Government Hobbes - ( here )

Why Government Locke - ( here )

__________________________________________________________________________________________________

When the presentation is over, work on the two Enlightenment docs below

Enlightenment Worksheet assignment - Positions of Philosophes

Once the previous worksheet has been completed, see if you can accurately apply the the quote to the philosophe - Quotes

Lastly, each section has a quiz that needs to be finished as a review for your test.
Combine all three quizzes onto 1 document and submit into Google Classroom folder



Monday -  The American Revolution Scavenger Hunt - American Revolution Scavenger Hunt

Wednesday Sept 13th Day 12

Due Thursday  (Sept 14th...by 11:59 PM)

Chapter 2 Section #2 Outline
TBA

Due Sunday: (Sept 17th...by 11:59 PM)

Chapter 2 Section #3 Outline

Due Tuesday: (Sept 19th...by 11:59 PM)

Chapter 2 Sectional quizzes

CHAPTER 2 TEST WEDNESDAY SEPT 20TH

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.

___________________________________________________________________________________________________

Today's Essential Question: 

Journal Question: What did Montesquieu think was necessary to protect liberty? What gov’t formed some time later adopted these principles?

__________________________________________________________________________________________________

Presentation on the The Philosophers Locke and Hobbes - (available after the presentation)

_________________________________________________________________________________

Hobbes Video summary - ( here )
______________________________________________________________________________

Locke Video Summary -( here )
________________________________________________________________________________
There are several slides in the presentation that ask your to reflect on something Enlightenment related, use the template below to answer the quick rites within the presentation
Quick Writes from Presentation

Social Contract assignment
Why Government Hobbes - ( here )
Why Government Locke - ( here )
__________________________________________________________________________________________________

At the end of the presentation see if you can fill-in this worksheet covering the 4 philosophes mentioned in the presentation (Hobbes, Locke, Montesquieu, Rousseau, Voltaire, Beccaria)
Worksheet Here

Enlightenment Worksheet assignment - Enlightenment Worksheet

If time remains, start on the American Revolution Scavenger Hunt - American Revolution Scavenger Hunt

Monday Sept 11th Day 11

Due Thursday  (Sept 14th...by 11:59 PM)

Chapter 2 Section #2 Outline
TBA

Due Sunday: (Sept 17th...by 11:59 PM)

Chapter 2 Section #3 Outline

Due Tuesday: (Sept 19th...by 11:59 PM)

Chapter 2 Sectional quizzes

CHAPTER 2 TEST WEDNESDAY SEPT 20TH

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 Philosophe movement

___________________________________________________________________________________________________

Today's Essential Question:

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

__________________________________________________________________________________________________

Journal Topic:

What do you know about the events that unfolded on 9/11/2001...most of you were 1 or 2 yrs old, so what you know you heard or found out or were taught by someone...so what do you know?

Journal #1 : Explain in simple terms how Thomas Hobbes felt about Human Nature and contrast that with how John Locke felt about Human Nature

Journal #2 - Explain Hobbes "Social Contract" and why he felt it needed to happen.

__________________________________________________________________________________________________

After Journal we will correct the test, update the assignment sheets and start presentation

- the Scientific Revolution

Time permitting, students can work on Chapter 2 Sect 2, Due by midnight Tuesday.