Sat Sept 28 -Sunday Oct 6th

Enjoy the Fall Break

We will start with Module #5 The French Revolution when we return on Monday Oct 7th. AFTER the quiz covering the last Lesson, Enlightened thinkers and the Bill of Rights

Thursday Sept 26th Day 19

Journal: #2 - How and why did the colonists react to the Stamp Act?

Journal #3 - How did the 2nd continental congress respond to the events at Lexington and Concord?

Constitution Presentation

then...

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

Review Activities Game

Use these drag and drop games to test your vocab

Chapter 2 People and Concepts Vocabulary 

Bill of Rights Amendments Matching

Tuesday Sept 24th Day 18

Login, select Clever, select the Brown button with Ed on it

American Revolution

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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: In 1651 British Parliament passed a trade law called the Navigation Act, what impact/restrictions did this place on the American colonies

Today, we will go through a summary presentation regarding the American Revolution. You will have two assignments which you can do with a partner. (located on Google Classroom, not active yet)

We'll see if we can get aceess to the new textbook online materials

Monday Sept 23rd Day 17

Absolute VS Enlightened Monarchs

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.

We'll start by finalizing a few points in regards to Absolute Monarchs VS Enlightened Monarchs...
We'll watch a short video on Machiavelli ("the ends justify the means") and understand his influence on the actions of both types of Monarchs.Machiavelli (read this short article to get a better understanding of his thoughts and beliefs and how these would influence the actions of absolute Monarchs
Machiavelli Video (edpuzzle)
There is a short worksheet on Machiavelli (Google Classroom) and then we will transition into the American Revolution on Tuesday
Schedule: Quiz will be Thursday after we cover the material in the lesson...which should produce a lot of 10/10 on the quiz
No Journal today, we will have one tomorrow.

Thursday Sept 19th Day 16

Module #3 Lesson #2 Quiz

Quizzes activity on the stuff from Tuesday

Compare and contrast the positive and negative impacts of social and political systems on various societies.
 Connect how authority and power influence the government in societies
 Explain how leadership influences the social, economic and political interest of a society.
 Deduce how ideals influence and help form political thought
 Interpret the role of citizens and their responsibilities toward their government
 Evaluate how changes in society and government lead to conflict
 Analyze how cultural values influence the ways that citizens and governments interact.

ESSENTIAL QUESTIONS:
Why do you think absolute monarchs came to power in many different regions,
and what caused their demise?

Journal: What was the Edict of Nantes and why was it important?

for today...short presentation on Louis XIV-  with a classroom question to answer at the end

Due SUNDAY NIGHT
The American Revolution - Module #4 Lesson #4 (Located on Google Classroom)
Quiz on Monday covering the Lesson

Tuesday Sept 17th Day 15

Compare and contrast the positive and negative impacts of social and political systems on various societies.
 Connect how authority and power influence the government in societies
 Explain how leadership influences the social, economic and political interest of a society.
 Deduce how ideals influence and help form political thought
 Interpret the role of citizens and their responsibilities toward their government
 Evaluate how changes in society and government lead to conflict
 Analyze how cultural values influence the ways that citizens and governments interact.

ESSENTIAL QUESTIONS:
Why do you think absolute monarchs came to power in many different regions,
and what caused their demise?

Journal: Who was Dierderot and what did he produce? What impact did it have on society 

for today...short presentation on Absolute Monarchs - use the provided outline form to take notes...(you're welcome)

Due TOMORROW NIGHT
Part 2 - Absolute Monarch articles and questions (go to Google Classroom to get the materials)

Complete the outline for Module #3 Lesson #2 The Reign of Louis XIV
- we are covering this lesson because The Frech Revolution will be covered after the Fall Break, and this lesson sets the stage for what happens.

Monday Sept 16th Day 14

Chapter 2 Section #2 Quiz

ENLIGHTENED DESPOTS

Objective:
* Identify the roles that censorship and salons played in the spread of new ideas
* Describe how the Enlightenment affected the arts and literature
* Understand how philosophes influenced enlightened despots
* Explain why Enlightenment ideas were slow to reach most Europeans

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.


Journal - #1 - 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.

#2 - What makes a Despot Enlightened?

Schedule til Fall Break...

Module #4 Lesson 3 "The Enlightenment Spreads" This is assigned to be submitted Tonight. - Module #4

We will spend tomorrow class regarding Enlightened Despots. (presentation and activity about Monarchs and Glorious Revolution)

For Wednesday Night finish Module #3 Lesson #2 Outline on The Reign of Louis XIV
Module #3 Lesson #2 - we are covering this lesson because The Frech Revolution will be covered after the Fall Break, and this lesson sets the stage for what happens.


American Revolution

Chapter 2 Section #3

I am getting new textbook training on Wed, so you should have on-line access (hopefully) by Thursday. Next week will be spent on American Revolution, Bill of Rights, etc. This will take us into Fall Break. Nothing will be assigned over the break.

Thursday Sept 12th Day 13

Philosophes presentation for the quick write assignment

Due Sunday  (Sept 16th...by 11:59 PM)

Chapter 2 Section #2 Outline

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.

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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?

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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 writes within the presentation
(go to Google Classroom to get the tempalte)
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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 - (go to Google Classroom to get the template)
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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)
(Go to Google Classroom to get the template)
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Chapter 2 Section #2 Outline due Sunday Night...quiz on Section #2 Monday

Tuesday Sept 10th Day 12

Chapter 2 Section #2 Outline

Due Sunday: (Sept 15th...by 11:59 PM)

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 go over the test, update the assignment sheets and start the presentation

Scientific Revolution Short version. (presentation...with 2 Edpuzzle Videos)

Scientific Revolution Main Players - Chart (fill-in significant accomplishments for each of the 9 People)

Scientific Revolution Playing Card - (Select one of the people from above and build a "playing card")
When building the card do a little research so you have a more expansive understanding of his accomplishments

Monday Sept 9th Day 11

Chapter 2 Section #1 Quiz  

Chapter 2 Section #2 Outline...

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

Test Correction for Chapter 1 (Gowdy Due Process Edpuzzle Enlightenment)

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?

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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 (if time permits, if not we'll start it tomorrow)

- the Scientific Revolution

Thursday Sept 5th Day 10

Agenda today:

Module #1 (lessons 1-3) Exam

Essential Question: How did the theory and practice of Democracy develop and shape the world today?

Big Idea: England began to develop democratic institutions that limited
the power of the monarchy.

Why it Matters: Democratic traditions developed in England have influenced many countries, including the United States.

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For Today...

Take the Google Forms based Exam, and then answer the short answer section.
When finished take a look at creating your 1st Module Timeline.
Select 5 major events/milestones/laws/rights/etc that occurred during the Module that you feel were the most significant.


For Sunday Night, finish the outline of the Old Textbook Section #1 and be ready to take the quiz on that section Monday in Class.

Tuesday Sept 3rd Day 9

Agenda today:

LESSON THREE Continued

Lesson #3 Quiz

Essential Question: How did the theory and practice of Democracy develop and shape the world today?

Big Idea: England began to develop democratic institutions that limited
the power of the monarchy.

Why it Matters: Democratic traditions developed in England have influenced many countries, including the United States.

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Journal Entry - What was the "Petition of Right" and what did Parliament hope to change by forcing the king to sign it?

Let's watch the short video - (edpuzzle)

What about Habeas Corpus?....- (edpuzzle)

For Today...

Answer the short questions about Lesson #3 and submit to them classroom folder. The questions doc is attached to the folder.

The remainder of the time should be spent on Lesson #4 Outline and answering the short questions on Lesson #4 (also attached to a google classroom folder)

Questions for Lesson #3 due by tonight, questions for Lesson #4 due tomorrow night

Questions for Lesson #1 - Lesson #1