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.
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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: 

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

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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.

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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: 

What is to be Enlightened?
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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?

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Presentation on the The Philosophers Locke and Hobbes - PDF Version

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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
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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 )

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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?

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

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Hobbes Video summary - ( here )
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Locke Video Summary -( here )
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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

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

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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

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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...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.

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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.

Friday Sept 8th Day 10

CHAPTER 1 TEST Today Sept 8th

Due Sunday  (Sept 10th...by 11:59 PM)

Chapter 2 Section #1 Outline

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

Wednesday Sept 6th Day 9

Due Wednesday (Sept 6th...by 11:59 PM)

Magna Carta PDF

Due Thurs: (Sept 7th...by 11:59 PM)
Chapter 1 Section #5 Outline
Chapter 1 Sectional Quizzes 1-5 (place all answers on 1 doc)

For the 1st test of the year, seeing it has 5 sections and is really long, students will be able to use their printed-out outlines on the test.

CHAPTER 1 TEST Fri Sept 8th

CHAPTER ONE

Objective: Given a textbook covering the Greeks, Romans, Judaism, and Christianity, students will be able to accurately outline the chapter using a template guide, and be able to explain how democracy developed in the Greek city-state of Athens and how the Greek philosophers viewed reason, democracy, tyranny, and rule of law.

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 answering the chapter template accurately, students will demonstrate a basic understanding of events which created the modern day version of democracy western civilized countries practice.

10.1 Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.

1. Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual.
2. Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny, using selections from Plato's Republic and Aristotle's Politics.
3. Consider the influence of the U.S. Constitution on political systems in the contemporary world.

10.2 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

1. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison).
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).
3. Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations.
4. Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire.
5. 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.

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Polytheism to Monotheism

Journal write: (Sec #3) -What were the 10 Commandments and the 7 Universal Laws
(Sec #4) - What role did Thomas Aquinas play in the uniting of two seemingly conflicting principles

Section #5 Journal to be answered after we cover that material in class

(Sec #5) - What significance did the Magna Carta play in the life of ordinary citizens

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We will begin by watching a Video covering the "Charter of Liberties"...which becomes the Magna Carta and completing a short PDF assignment about the Magna Carta, Magna Carta (answer on new drive doc and submit to Classroom folder).

Upon the completion of the Magna Carta PDF, students will work at their table reviewing the sectional quizzes and collectively decide on the correct answers to each question.

• Section #1
• Section #2
• Section #3
• Section #4
• Section #5

Once that is complete, students can access the quizlet review game on the chapter
Quizlet Chapter 1 Review
and we will as a class play Kahoot with 25mins remaining in the block period.

Sutori timeline maker - class code 48206  - www.sutori.com

I will explain the JS Timeline site on Monday
go to the JS Timeline maker website and watch the tutorial video about making a timeline
How to video
Website where you will find resource directions on the timeline
after the video students will download the drive sheets template to make their timeline.
Timeline Maker Template


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• Section #1
• Section #2
• Section #3
• Section #4
• Section #5

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Friday Sept 1st Day 8

Due today (Sept 1st...by 11:59 PM)

Section #3 Outline
Aristotle vs Plato

Due Mon: (Sept 4th...by 11:59 PM)
Chapter 1 Section #4 Outline
12 Tables Decipher and Questions
Roman Gov't Structure Video Questions
Make sure you watch Plato's Allegory of a Cave

CHAPTER ONE

Objective: Given a textbook covering the Greeks, Romans, Judaism, and Christianity, students will be able to accurately outline the chapter using a template guide, and be able to explain how democracy developed in the Greek city-state of Athens and how the Greek philosophers viewed reason, democracy, tyranny, and rule of law.

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 answering the chapter template accurately, students will demonstrate a basic understanding of events which created the modern day version of democracy western civilized countries practice.

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DEMOCRACY

Journal write: (Sec #1) -Socrates said "the unexamined life is not worth living" provide examples of how Socrates actions and beliefs explain this quote.
(Sec #2) - Romans developed a "Republic" form of Gov't, what process did they put in place to ensure that a Republic would prevent any individual from gaining too much power? Provide an explanation that describes the roles that were played in the "republic"

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Plato "Allegory of a Cave" - Plato claimed that knowledge gained through the senses is no more than opinion and that, in order to have real knowledge, we must gain it through philosophical reasoning. This was Plato's way of explaining the Life of Socrates, and how he "saw the light" which many others were incapable of seeing.
Explanation of the meaning of the video

12 Tables - Roman law was described in something called the 12 Tables. Follow the direction on how you will re-write the 12 tables and answer questions in regard to them.
12 Tables assignment

Roman Video and Questions:
Roman Video Questions
Roman Gov't Structure Video

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