Thursday Sept 27th Day 20

French Revolution Day 2

Chapter 3 Sections #1 & #2 Quiz

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.

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Today's Essential Question: What causes Revolutions? 

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Journal Topic:
#3 - When the Cahiers (kah-YAYZ) (notebooks) were presented to Louis as part of the preparation of the Estates General, what were some of the sentiments expressed by the various groups?

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Part 1:

Finish the French Revo presentation (get the last page for notes)

Part 2: 

Directions are listed on the chart
French Revolution - Causes and Outcomes Chart download the chart and make a copy of it for yourself.
Causes Resources:
Person #1 - ECONOMIC CAUSES
Person #2 - SOCIAL CAUSES
Person #3 - POLITICAL CAUSES
Person #4 - INTELLECTUAL CAUSES

(the entire group collaborates on Immediate Causes)
IMMEDIATE CAUSES

Part 3: (if Time Permits)

Declaration of the Rights of Man Activity.
Declaration of the Rights of Man Summary
Declaration Question sheet
Socrative.com site to post your response

Part 4: Closure

Kahoot- how well do you know the causes and events of the revolution?

Homework:

Answer both of these docs  -
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)

Tuesday Sept 25th Day 19

French Revolution Day 1

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: 

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

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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?
_____________________________________________________________________________

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Start on the French Revo presentation -Quick Writes for Presentation

Answer both of these docs  -
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)

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

Chapter 3 Section 2 finished by Wednesday Night, 

Monday Sept 24th Day 18

Section #1 & Section #2 On Thursday

Section #2 Due Wednesday Night

CHAPTER 3 FRENCH REVOLUTION

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?)


Jeff Bezos
Min Wage Pro and Con
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Go over Chapter 2 test

Update Assignment Sheets

Thursday Sept 20th day 17

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

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Chapter 3

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When you are done with the test, consider working on:

your timeline

your assignment sheet

the journal entry below

chapter 3 Section #1 Due Sunday Night

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 from around the world (Syrian refugees entering Europe, etc, etc). The subject of immigration has never been more at 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 yes, 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. "Birthright 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?

Thursday Sept 20th Day 16

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

Chapter 2 Test Link- Available at 10:53 

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Chapter 3

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When you are done with the test, consider working on:
your timeline
your assignment sheet
the journal entry below
chapter 3 Section #1 Due Sunday Night

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 from around the world (Syrian refugees entering Europe, etc, etc). The subject of immigration has never been more at 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 yes, 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. "Birthright 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?

Tuesday Sept 18th Day 15

Section #3 Quiz     

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

Here is the rest of the presentation, you will need to go through the presentation and finish:  Philosophe 101 presentation

-Quick Writes from Presentation

-This is the Social Contract reference from the presentation -

Purpose of Gov't - Hobbes

Purpose of Gov't - Locke

-Yes/No Philosophe Positions

-At the end of the presentation see if you can fill-in this worksheet covering the 6 philosophes mentioned in the presentation (Hobbes, Locke, Montesquieu, Rousseau, Voltaire, Beccaria)
Inspired Quotes Worksheet

Section #3 materials -  American Revolution Scavenger Hunt - 
Constitution Presentation

Quick Writes will be due Wed night by 11:59, as well as the Yes/No Worksheet, Inspired Quotes, and the American Revo Scavenger Hunt

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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.

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Today's Essential Question: 

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

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



 American Revolution Scavenger Hunt

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

Trey Gowdy Video

Test Prep Activities for Thursday

Use these drag and drop games to test your vocab

Chapter 2 People and Concepts Vocabulary 

Bill of Rights Amendments Matching

Quizlet

Bill of Rights Summary

Monday Sept 17th Day 14

Section #2 Quiz - 

Due Monday: (Sept 17th...by 11:59 PM)

Chapter 2 Section #3 Outline

Tuesday: (Sept 18th)

Chapter 2 Sections #2 & #3 Quiz

CHAPTER 2 TEST THURDAY 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.

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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: Can a Despot be enlightened?

Journal Question: For Chapter 2

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

Journal #5 - What makes a Despot Enlightened?

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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

Here is the rest of the presentation , you will need to go through the presentation and finsih:  Philosophe 101 presentation
 -the quick writes
-Social Contract questions
-Yes/No Positions using the resources listed below.
-Inspired Quotes Worksheet

Quick Writes will be due Wed night by 11:59, as well as the Yes/No Worksheet
__________________________________________________________________________________________________

This is the Social Contract reference from the presentation -
Purpose of Gov't - Hobbes
Purpose of Gov't - Locke
Answer the question on the quick write form listed as "Social Contract"

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Yes/No Positions of Philosohes worksheet - Worksheet Here
__________________________________________________________________________________________________

At the end of the presentation see if you can fill-in this worksheet covering the 6 philosophes mentioned in the presentation (Hobbes, Locke, Montesquieu, Rousseau, Voltaire, Beccaria)
Inspired Quotes Worksheet
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Thursday Sept 13th day 13

Due Sunday  (Sept 16th...by 11:59 PM)

Chapter 2 Section #2 Outline

Due Monday: (Sept 17th...by 11:59 PM)

Chapter 2 Section #3 Outline

Tuesday: (Sept 18th)

Chapter 2 Sections #2 & #3 Quiz

CHAPTER 2 TEST THURDAY 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: 

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. Journal #3 - What did Montesquieu think was necessary to protect liberty? What gov’t (formed some time later) adopted these principles?

__________________________________________________________________________________________________

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
__________________________________________________________________________________________________

This is the Social Contract reference from the presentation -
Purpose of Gov't - Hobbes
Purpose of Gov't - Locke
Answer the question on the quick write form listed as "Social Contract"

__________________________________________________________________________________________________

Yes/No Positions of Philosohes worksheet - Worksheet Here
__________________________________________________________________________________________________

At the end of the presentation see if you can fill-in this worksheet covering the 6 philosophes mentioned in the presentation (Hobbes, Locke, Montesquieu, Rousseau, Voltaire, Beccaria)
Inspired Quotes Worksheet
__________________________________________________________________________________________________

Tuesday Sept 11th Day 12

Chapter 2 Section #2 Outline

Due Wednesday: (Sept 13th...by 11:59 PM)

Chapter 2 Section #3 Outline - TBA

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.

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Objective:

Given a 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

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Today's Essential Question:

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

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Journal Topic:

What do you know about the events that unfolded on 9/11/2001...none of you were born prior to this date, so what you know you heard or found out or were taught by someone...so what do you know?

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

- the Scientific Revolution from Monday

- Presentation from Tuesday

- Continue on Presentation, get up to the Enlightenment
Sci Revo, Descartes, timeline

https://quizlet.com/248698645/scientific-revolution-trading-cards-flash-cards/ (quizlet sci revo people)

Monday Sept 10th Day 11

Chapter 2 Section #1 Quiz - 

Due Wednesday: (Sept 12th...by 11:59 PM)

Chapter 2 Section #2 Outline

Test Correction for Chapter 1

Update the assignment sheet for this semester.

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:

Journal #1 What is Natural Law as it is introduced in Chapter 2, and how was it applied in Europe in 1500-1600 (what did it explain, not what it led to after the Scientific Revolution)

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

- the Scientific Revolution

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

Thursday Sept 6th Day 10

CHAPTER 1 TEST Today Sept 6th 


Due Sunday  (Sept 9th...by 11:59 PM)

Chapter 2 Section #1 Outline

Due Wed: (Sept 12th...by 11:59 PM)
Chapter 2 Section #2 Outline

Scientific Revolution

Enlightenment

Tuesday Sept 4th Day 9

Section #4 & #5 Quiz - Quiz 3

CHAPTER 1 TEST Thursday Sept 6th

Chapter 2 Section #1 Sunday Night Sept 9th

CHAPTER ONE

Objective: 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 US Bill of Rights (1791)

Rationale: Each student should be able to articulate where the current governmental practices originated from and the events or beliefs systems that influenced those ideals.

Evidence: By listing and supporting the founding reason behind the various principles expressed in the identified documents, students will be able to understand the foundations of most Western Democracies and the values on which they were founded.

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Polytheism to Monotheism

Journal write: - (Section 4) What role did Thomas Aquinas play in the uniting of two seemingly conflicting principles

(Section 5) - How was Feudalism Structured
- What significance did the Magna Carta play in the life of ordinary citizens?

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12 Tables - why it's important - 
The Twelve Tables (aka Law of the Twelve Tables) was a set of laws inscribed on 12 bronze tablets created in ancient Rome in 451 and 450 BCE. They were the beginning of a new approach to laws where they would be passed by the government and written down so that all citizens might be treated equally before them. Many say they inspired (part of) the 14th Amendment - nor deny to any person within its jurisdiction the equal protection of the laws.

Tuesday-
Update Assignment sheets

Magna Carta, Video Link

Upon the completion of the Magna Carta Video, students will work at their table reviewing the sectional outlines, writing-up their single page of notes and preparing for the test.

Quizlet Chapter 1 Review
and we will as a class play Kahoot with 25mins remaining in the block period.