Tuesday Oct 6th Day 34

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.

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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.

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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:

The 2nd listing of the Declaration of the Rights of man lists this -

The aim of all political association is the preservation of the natural and imprescriptible rights of man. These rights are liberty, property, security, and resistance to oppression.

Should this right include your right to end your life under doctors supervison? (medically assisted suicide). Hippocratic oath - I swear to fulfill, to the best of my ability and judgment, this covenant:

I will respect the hard-won scientific gains of those physicians in whose steps I walk, and gladly share such knowledge as is mine with those who are to follow.
I will apply, for the benefit of the sick, all measures which are required.
I will remember that there is art to medicine as well as science, and that warmth, sympathy, and understanding may outweigh the surgeon's knife or the chemist's drug.
I will not be ashamed to say "I know not," nor will I fail to call in my colleagues when the skills of another are needed for a patient's recovery.
I will respect the privacy of my patients, for their problems are not disclosed to me that the world may know. Most especially must I tread with care in matters of life and death. If it is given me to save a life, all thanks. But it may also be within my power to take a life; this awesome responsibility must be faced with great humbleness and awareness of my own frailty.
I will prevent disease whenever I can, for prevention is preferable to cure.

Yesterday Govenor Jerry Brown of Calif signed a bill into law allowing for medically assisted suicide. Was it the right decision?

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Video of the person that this bill was inspired by...
( here )

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Declaration of the rights of man review -
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Continue presentation of Frech Revolution -( pdf here )

Lorde connecting to class struture - ( here )
Short review video - ( here )

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

Monday Oct 5th Day 33

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:

The right to bare arms - with another shooting in Oregon over the break, the question of the right to bare arms once agian is raised.

2nd amendment text -

As ratified by the States and authenticated by Thomas Jefferson, then-Secretary of State: 

A well regulated militia being necessary to the security of a free state, the right of the people to keep and bear arms shall not be infringed.

Since the time of ratification, the Supreme Court has addressed/narrowed/interpreted/modified/etc the 2nd amendment as follows...

In United States v. Cruikshank (1876), the Supreme Court of the United States ruled that, "The right to bear arms is not granted by the Constitution; neither is it in any manner dependent upon that instrument for its existence" and limited the applicability of the Second Amendment to the federal government.^[9] In United States v. Miller (1939), the Supreme Court ruled that the federal government and the states could limit any weapon types not having a "reasonable relationship to the preservation or efficiency of a well regulated militia".

In the twenty-first century, the amendment has been subjected to renewed academic inquiry and judicial interest. In District of Columbia v. Heller(2008), the Supreme Court handed down a landmark decision that held the amendment protects an individual right to possess and carry firearms.In McDonald v. Chicago (2010), the Court clarified its earlier decisions that limited the amendment's impact to a restriction on the federal government, expressly holding that the Fourteenth Amendment applies the Second Amendment to state and local governments to the same extent that the Second Amendment applies to the federal government. Despite these decisions, the debate between various organizations regarding gun control and gun rights continues.

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Hilary Clinton - Clinton’s plan, her campaign said, will continue calls for universal background checks and for the ban of military-style assault weapons from the streets.

In addition, it will call for a crackdown on the sale of guns on the Internet and at gun shows -- something Clinton will say she will even take executive action to do -- in order to ensure that all gun sellers are held to the same standards as gun stores.

It will also push for legislation to prevent gun sales from going through without completed background checks (something currently dubbed a "Charleston Loophole"), and for legislation to prohibit domestic abusers and stalkers from buying and possessing guns. And it will call for repealing the Protection of Lawful Commerce in Arms Act, in order to make sure dealers and manufacturers are held accountable for negligence when crimes are committed with products they’ve sold.

Donald Trump - Trump said he was a staunch advocate of the Second Amendment and that any gun legislation that emerges as a result of mass shootings in the U.S. should be limited to addressing mental health.

He went as far as to imply that if teachers were armed at Oregon's Umpqua Community College, where nine people were killed on Thursday, the campus "would have been a hell of a lot better off."

"The Second Amendment of our Constitution is clear," Trump said, reading from his second policy paper on gun rights. "Every time something happens, they don't blame mental illness -- that our mental healthcare is out of whack and all of the other problems. And by the way, it was a gun-free zone. I will tell you -- if you had a couple of the teachers or somebody with guns in that room, you would have been a hell of a lot better off."

Question: - If you were running for president, what policy would you advocate to address the current situation regarding guns

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Once the journal entry is finished you can work on Chapter 3 section 4

Thursday Sept 24th Day 31

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: 

What were the social and economic characteristics of France in thelate 1700's that led to a popular uprising agaianst 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 familes 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 benfits 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 benfit the top a 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 shoud 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?

Bernie Sanders on these issues  ( here )
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First we will watch a quick Summary of the entire Revolution - ( here )

Once we finish the Video we will start the presentation on the history of the French Revolution - ( here )

Once that is finished we will introduce the Declaration of the Rights of Man writing assignment - ( assignment here )   A copy of the Declaration ( here )

Chapter 3 section 2 finished by Tuesday Midnight. Section 3 by Thursday Midnight.

There will be no assignments over break

Tuesday Sept 22nd Day 29

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: 

What effect/influence did enlightenment thinkers as well as the American Revolution have on the French in their actions to overthrow their own King?

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Journal Topic:

Nationalism is becoming a very hot topic with the presidential debates. 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. 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.



Follow-up from last week - Kim Davis ( the other side of the story)

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Once we finish the Journal question, we will  correct the Chapter 2 test

Then we will play Kahoot for the Bill of Rights.

Once that is finished we will start the French Revolution ppt, and introduce the Declaration of the Rights of Man assignment - ( assignment here )   A copy of the Declaration ( here )

We will start the Frech Revolution presentation - ( part 1)

Chapter 3 section 2 finished by Tuesday Midnight. Section 3 by Thursday Midnight.

There will be no assignments over break

Monday Sept 21st Day 28

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 listing and explaining the various sections of the Constitution, students will provide evidence as to their understanding of its origins, its contents, and its effects.

___________________________________________________________________________________________________

Today's Essential Question: 

What effect/influence did enlightenment thinkers have on revolutionaries in "America" in the writing of the Declaration of Independence? Secondly, what are the “3 sections” of our Constitution, and what do they address?

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Journal Topic:

The founding of our nation occurred over 200 years ago, yet its laws and rights of its citizens are being challenged every day. Recently in Kentucky, a woman felt compelled to stand by her religious beliefs and not grant a marriage license to a same sex couple. The very nature of our constitution was being challenged. A person's right to practice their religion came in conflict with their duties to fulfill their job representing the state/county government.
Questions:
Where does the line for personal expression of a belief trump the right's of a person who while trying to exercise their right's conflicts with your belief system?

Does it make a difference if these beliefs were held prior to obtaining the job? Does it matter if the "new law" was passed and as a result, that new law created the conflict?

For ex -
Can a Fish and Game warden refuse to grant a fishing license because he/she is a vegan?
Can a Muslim flight attendant refuse to serve alcohol as part of her job?

Kim Davis Sulu takes a stand  - ( here )
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Students should finish filling-in theor Bill of Rights Chart
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Bill of Rights - ( chart here )
Each table will be assigned 8 amendments (1-8)
Person A gets amendments  1 & 5
Person B gets amendments   2 & 6
Person C gets Amendments  3 & 7
Person D gets Amendments  4 & 8

Fill in your chart with your 2 amendments, then in order starting with Person A
teach the other students at the table your amendments.

Amendment # 1- ( here )
Amendment # 2- ( here )
Amendment # 3- ( here )
Amendment # 4- ( here )
Amendment # 5- ( here )
Amendment # 6 - ( here )
Amendment # 7 - ( here )
Amendment # 8- ( here )

I will cover Amendments 9 & 10
Amendment # 9 - ( here )
Amendment # 10 - ( here )

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Bill of Rights Review (quiz prep) ( here )

Bill of Rights CFU -open kahoot.it
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Closure activity - Last slide on ppt
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Bill of Rights Activity - ( here ) (this will be homework if we don't get to it in class)

Thursday Sept 17 day 26

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 listing and explaining the various sections of the Constitution, students will provide evidence as to their understanding of its origins, its contents, and its effects.

___________________________________________________________________________________________________

Today's Essential Question: 

What effect/influence did enlightenment thinkers have on revolutionaries in "America" in the writing of the Declaration of Independence? Secondly, what are the “3 sections” of our Constitution, and what do they address?

__________________________________________________________________________________________________

Journal Topic:

The founding of our nation occurred over 200 years ago, yet its laws and rights of its citizens are being challenged every day. Recently in Kentucky, a woman felt compelled to stand by her religious beliefs and not grant a marriage license to a same sex couple. The very nature of our constitution was being challenged. A person's right to practice their religion came in conflict with their duties to fulfill their job representing the state/county government.
Questions:
Where does the line for personal expression of a belief trump the right's of a person who while trying to exercise their right's conflicts with your belief system?

Does it make a difference if these beliefs were held prior to obtaining the job? Does it matter if the "new law" was passed and as a result, that new law created the conflict?

For ex -
Can a Fish and Game warden refuse to grant a fishing license because he/she is a vegan?
Can a Muslim flight attendant refuse to serve alcohol as part of her job?

Kim Davis 2 sides - ( here )

Make sure you consider the existing federal law regarding this...

Religious Discrimination & Reasonable Accommodation

The law requires an employer or other covered entity to reasonably accommodate an employee’s religious beliefs or practices, unless doing so would cause more than a minimal burden on the operations of the employer’s business. This means an employer may be required to make reasonable adjustments to the work environment that will allow an employee to practice his or her religion.

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Our constitution is being pulled, pushed, challenged, upheld and interpreted every day. Lets look at where things started

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Founding of a Nation and fight for independence -( here )

Introductory Video regarding the Declaration of Independence - ( here )

Check for understanding quiz  - Open Kahoot.it on your browser

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A brief overview of the Constitution - ( here )
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Quick write #1 - ( here )
School House Rock Preamble - ( here )

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Quick write #2 ( here )
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Branches of Gov't School House Rock vid ( here )
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Bill of Rights - ( chart here )
Each table will be assigned 8 amendments (1-8)
Person A gets amendments  1 & 5
Person B gets amendments   2 & 6
Person C gets Amendments  3 & 7
Person D gets Amendments  4 & 8

Fill in your chart with your 2 amendments, then in order starting with Person A
teach the other students at the table your amendments.

Amendment # 1- ( here )
Amendment # 2- ( here )
Amendment # 3- ( here )
Amendment # 4- ( here )
Amendment # 5- ( here )
Amendment # 6 - ( here )
Amendment # 7 - ( here )
Amendment # 8- ( here )

I will cover Amendments 9 & 10
Amendment # 9 - ( here )
Amendment # 10 - ( here )

_________________________________________________________________________________

Bill of Rights Review (quiz prep) ( here )

Bill of Rights CFU -open kahoot.it
_________________________________________________________________________________

Closure activity - Last slide on ppt
_________________________________________________________________________________

Bill of Rights Activity - ( here ) (this will be homework if we don't get to it in class)
Homework - Chapter 3 Sec #2 Due Monday

Tuesday Sept 15th Day 24

CHAPTER 2 TEST DAY

Today you will be taking the chapter 2 test. Make sure you set-up the tables for testing.

Backpacks in the middle chromebooks on the outside, open but not on.

When you are finished, please complete (if you haven't already) 

the American Revolution Scavenger Hunt - ( here )

You can start working on Chapter 3 Section 1. This will be due Thursday at the beginning of the period. On Thursday we will be having a Constitution Day activity similar to the Lock Hobbes lesson with quick writes and discussions.

Please remember to turn-in your chapter 2 summaries after the test