The Week of June 15-19
Monday, June 15
Due on day of final exam: __**Final Exam Study Guide**__
Tuesday, June 16
Due on day of final exam: __**Final Exam Study Guide**__
Wednesday, June 17
Due on day of final exam: __**Final Exam Study Guide**__
Thursday, June 18
Finals!
Friday, June 19
Finals!
The Week of June 8-12
Monday, June 8
1. Public awareness campaign projects
2. Dos and Don'ts Sample PowerPoint Slides
3. Components of an Effective Oral Presentation
HW: Public awareness campaign projects All presentations are due via Google Drive to [email protected]. (Dos and Don'ts Sample PowerPoint Slides). Due Wednesday, June 10.
Tuesday, June 9
1. Public awareness campaign projects
2. Dos and Don'ts Sample PowerPoint Slides
3. Components of an Effective Oral Presentation
HW: Public awareness campaign projects All presentations are due via Google Drive to [email protected]. (Dos and Don'ts Sample PowerPoint Slides). Due Wednesday, June 10.
Wednesday, June 10
Objectives: Students should be able to:
1. Deliver a scholarly oral presentation based on an assigned aspect of World War II
Procedure:
1. Public awareness campaign projects
2. Dos and Don'ts Sample PowerPoint Slides
3. Components of an Effective Oral Presentation
HW: None.
Thursday, June 11
Objectives: Students should be able to:
1. Deliver a scholarly oral presentation based on an assigned aspect of World War II
Procedure:
1. Public awareness campaign projects
2. Dos and Don'ts Sample PowerPoint Slides
3. Components of an Effective Oral Presentation
HW: None.
Friday, June 12
Objectives: Students should be able to:
1. Deliver a scholarly oral presentation based on an assigned aspect of World War II
Procedure:
1. Public awareness campaign projects
2. Dos and Don'ts Sample PowerPoint Slides
3. Components of an Effective Oral Presentation
HW: None.
The Week of June 1-5
Monday, June 1
Objectives: Students should be able to:
1. Describe how the cult of personality applied to Stalin
2. Analyze the effectiveness of Stalin's reforms in the USSR
Procedure:
1. Do Now: Place the following events in order and write a brief description: November/Bolshevik Revolution, Russo-Japanese War, March Revolution, Lenin's death, Provisional Government, Russian Civil War, New Economic Plan Smartboard
2. PowerPoint
3. Cult of Personality - Around the Room (Note the Five-Year Plan in some posters)
4. Summative Review: Good propaganda: http://guity-novin.blogspot.com/2012/12/chapter-63-posters-of-russian-civil-war.html
A. Film: http://www.youtube.com/watch?v=wlvYGqi3Dbc
B. Film: http://www.youtube.com/watch?v=SIGL_VWx9Yg
HW: Prepare for quiz on Wednesday, June 3
Tuesday, June 2
Objectives: Students should be able to:
1. Discuss how Stalin's communism differed from Marx's communism
2. Analyze the totalitarian aspects of Stalin's regime
Procedure:
1. Do Now: Stalin Song Lyrics
2. Stalin's Russia
3. PowerPoint
4. Why do a mere 13% disapprove of Stalin today?
5. Animated Soviet Propaganda: What elements do you see? http://www.youtube.com/watch?v=t0JTbGlnchw
HW: Prepare for quiz on Wednesday, June 3
Wednesday, June 3
Objectives:Students should be able to:
1. Describe the role of apartheid in South Africa
2. Determine and evaluate the underpinnings of apartheid
Procedure:
1. Quiz
2. Current Evens
HW: Work on public awareness campaign projects --- (Dos and Don'ts Sample PowerPoint Slides)
Thursday, June 4
Objectives: Students should be able to:
1. Distinguish between effective and ineffective components of an oral presentation
Procedure:
1. Rubric
2. Components of an Effective Oral Presentation
3. Public Speaking Game
HW: Work on public awareness campaign projects --- (Dos and Don'ts Sample PowerPoint Slides)
Friday, June 5
Freshman Field Day
The Week of May 25-29
Monday, May 25
No School
Tuesday, May 26
Objectives: Students should be able to:
1. Research and compile resources for public awareness campaign projects
Procedure:
1. Public Awareness Campaign Projects Directions
2. Sample (*Note: You cannot do your project on genetically modified foods)
HW: Work on public awareness campaign projects
Wednesday, May 27
Objectives: Students should be able to:
1. Describe how the cult of personality applied to Stalin
2. Analyze the effectiveness of Stalin's reforms in the USSR
Procedure:
1. PowerPoint
2. Components of an Effective Oral Presentation
3. Speaking Game
HW: Work on public awareness campaign projects --- (Dos and Don'ts Sample PowerPoint Slides)
Thursday, May 28
Objectives: Students should be able to:
1. Discuss how Stalin's communism differed from Marx's communism
2. Analyze the totalitarian aspects of Stalin's regime
Procedure:
1. Do Now: Stalin Song Lyrics
2. Stalin's Russia
3. PowerPoint
4. Why do a mere 13% disapprove of Stalin today?
5. Animated Soviet Propaganda: What elements do you see? http://www.youtube.com/watch?v=t0JTbGlnchw
HW: Work on public awareness campaign projects -- (Dos and Don'ts Sample PowerPoint Slides)
Friday, May 29
Objectives: Students should be able to:
1. Research and compile resources for public awareness campaign projects
Procedure:
1. Public Awareness Campaign Projects Directions
2. Sample (*Note: You cannot do your project on genetically modified foods)
3. Dos and Don'ts Sample PowerPoint Slides
HW: Work on public awareness campaign projects
The Week of May 18-22
Monday, May 18
Objectives: Students should be able to:
1. Research and compile resources for public awareness campaign projects
Procedure:
1. Public Awareness Campaign Projects Directions
2. Sample (*Note: You cannot do your project on genetically modified foods)
HW: Work on public awareness campaign projects/annotated bibliographies due on Tuesday, May 26
Tuesday, May 19
Objectives: Students should be able to:
1. Analyze the causes of the Russian Revolution
Procedure:
1. Do Now: Detailed report of teacher
2. Interpret the Numbers
3. PowerPoint
4. "Bloody Sunday" - http://www.youtube.com/watch?v=RIgU0homwBU
5. Summative Review: Review Thursday's test
HW: Work on public awareness campaign projects/annotated bibliographies due on Tuesday, May 26
Wednesday, May 20
Objectives: Students should be able to:
1. Analyze the causes of the Russian Revolution
Procedure:
1. Do Now: Rasputin Reading (Groups) OR Communist Manifesto
2. PowerPoint
3. Summative Review
HW: Work on public awareness campaign projects/annotated bibliographies due on Tuesday, May 26
Thursday, May 21
Guidance presentation in the PARCC room
Friday, May 22
Objectives: Students should be able to:
1. Research and compile resources for public awareness campaign projects
Procedure:
1. Public Awareness Campaign Projects Directions
2. Sample (*Note: You cannot do your project on genetically modified foods)
HW: Work on public awareness campaign projects/annotated bibliographies due on Tuesday, May 26
The Week of May 11-15
Monday, May 11
Objectives: Students should be able to:
1. Relate the Industrial Revolution to population growth, new migration patterns, urbanization, and the environment.
Procedure:
1. Do Now: The Luddite Song (Horrible Histories): http://www.youtube.com/watch?v=TtdPhR7CWCg
2. "King Ludd's War"
3. Graph: http://www.lahabrahighschool.net/ourpages/auto/2009/4/24/65710733/10_3_3.pdf
4. PowerPoint
5. Summative Review: Look at the list of rampage shootings at the workplace. To what extent is this similar and/or different to the Luddite movement?
HW: Prepare for test next Thursday, May 14.
Tuesday, May 12
Objectives: Students should be able to:
1. Relate the Industrial Revolution to population growth, new migration patterns, urbanization, and the environment.
Procedure:
1. What are the roles of unions? What actions do unions possess? How does this conflict with management?
2. Simulation
3. Summative Review
HW: Prepare for test next Thursday, May 14.
Wednesday, May 13
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content with respect to the Industrial Revolution.
Procedure:
1. Study Guide
2. Jeopardy
HW: Prepare for test next Thursday, May 14.
Thursday, May 14
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content with respect to the Industrial Revolution.
Procedure:
1. Test
HW: None.
Friday, May 15
Objectives: Students should be able to:
1. Research and compile resources for public awareness campaign projects
Procedure:
1. Public Awareness Campaign Projects Directions
2. Sample (*Note: You cannot do your project on genetically modified foods)
HW: Work on public awareness campaign projects
The Week of May 4-8
Monday, May 4
Objectives: Students should be able to:
1. Relate the Industrial Revolution to population growth, new migration patterns, urbanization, and the environment.
Procedure:
1. Technology controlling your lives? http://www.youtube.com/watch?v=i7S6jSplCnE
2. PowerPoint (first two slides)
3. Frame-Breaking Act
4. Members of Parliament and Members of US Congress Today: http://www.rollcall.com/50richest/the-50-richest-members-of-congress-112th.html
5. PowerPoint (third slide)
6. Bangladesh Factory Fire: http://www.youtube.com/watch?v=yi2fv0KKLzE
7. Summative Review : Sentences
HW: Read "King Ludd's War" and answer the following questions. This is worth a quiz grade. Each day late is 20% off. Due Monday May 11.
Tuesday, May 5
Objectives: Students should be able to:
1. Relate the Industrial Revolution to population growth, new migration patterns, urbanization, and the environment.
2. Evaluate the rise of the market, command, and mixed economies.
Procedure:
1. Do Now: Make a list of the most "secure" jobs and a list of the least "secure" jobs. Be exhaustive.
2. What type of economy?
3. PowerPoint
4. Care for a hamburger? http://www.youtube.com/watch?v=87uBMXdIyjo
5. Summative Review: Political Cartoon on right
HW: Read "King Ludd's War" and answer the following questions. This is worth a quiz grade. Each day late is 20% off. Due Monday May 11.
Wednesday, May 6
Objectives: Students should be able to:
1. Relate the Industrial Revolution to population growth, new migration patterns, urbanization, and the environment.
2. Evaluate the rise of the market, command, and mixed economies.
Procedure:
1. Do Now: Interpret the political cartoon on right. Who is this depicting? How do you know?
2. PowerPoint
3. "Right to Work State" Weapons used by unions/employers
4. Summative Review: Unions a good thing?
HW:
1. Read "King Ludd's War" and answer the following questions. This is worth a quiz grade. Each day late is 20% off. Due Monday May 11.
2. Prepare for debate on Thursday, May 7 (Debate over whether unions are needed in 2015).
Thursday, May 7
Objectives: Students should be able to:
1. Relate the Industrial Revolution to population growth, new migration patterns, urbanization, and the environment.
Procedure:
1. Pro-union: www.youtube.com/watch?v=LQQPaBfAZYQ
2. Anti-union: http://www.youtube.com/watch?v=rSgJ5wBLbh4
3. Debate over unions in 2015
4. Summative Review
HW:
1. Read "King Ludd's War" and answer the following questions. This is worth a quiz grade. Each day late is 20% off. Due Monday May 11.
Friday, May 8
Objectives: Students should be able to:
1. Relate the Industrial Revolution to population growth, new migration patterns, urbanization, and the environment.
Procedure:
1. Quiz
HW:
1. Read "King Ludd's War" and answer the following questions. This is worth a quiz grade. Each day late is 20% off. Due Monday May 11.
The Week of April 27-May 1
Monday, April 27
Mr. Falkowski will not be here - please bring textbook
Assignment: Read and outline 652-674 in your notebook.
Tuesday, April 28
Objectives: Students should be able to:
1. Analyze interrelationships among the “agricultural revolution,” population growth, industrialization, specialization of labor, and patterns of land-holding.
Procedure:
1. Do Now: What are some implications we can derive from the picture on right?
2. PowerPoint
3. Child Labor Primary Source
4. Traffic Robot: http://www.cnn.com/2014/02/24/tech/robot-cops-rule-kinshasa/
5. Summative Review: China and Pollution: http://www.youtube.com/watch?v=16b-GJSa2H0
HW: Read and outline pages 652-674. Due Wednesday, April 29.
Wednesday, April 29
Objectives: Students should be able to:
1. Analyze interrelationships among the “agricultural revolution,” population growth, industrialization, specialization of labor, and patterns of land-holding.
Procedure:
1. Do Now: Picture Analysis
2. PowerPoint
3. Urbanization Game
4. Summative Review: How is urbanization depicted through this simulation? How does this reflect the Enclosure Movement?
HW: None.
Thursday, April 30
Objectives: Students should be able to:
1. Analyze interrelationships among the “agricultural revolution,” population growth, industrialization, specialization of labor, and patterns of land-holding.
Procedure:
1. Do Now: Google Driving: http://www.youtube.com/watch?v=cdgQpa1pUUE
2. Gapminder World: Which countries in the world are emerging?
3 PowerPoint
4. Discuss page #1 or Distressed Seamstress
5. Factories and China Today: http://www.youtube.com/watch?v=IlcDFNzqEi4&feature=related
6. Summative Review
HW: None.
Friday, May 1
Objectives: Students should be able to:
1. Analyze interrelationships among the “agricultural revolution,” population growth, industrialization, specialization of labor, and patterns of land-holding.
Procedure:
1. Simulation
2. Debrief
3. Distressed Seamstress
HW: None.
The Week of April 20-24
Monday, April 20
Objectives: Students should be able to:
1. Analyze the Haitian and Latin American Revolution and evaluate to what extent Enlightenment ideas and concepts are present in these revolutions
Procedure:
1. Map Work
2. PowerPoint
3. Constitution of 1801
4. Summative Review
HW:
Tuesday, April 21
Objectives: Students should be able to:
1. Analyze the Haitian and Latin American Revolution and evaluate to what extent Enlightenment ideas and concepts are present in these revolutions
Procedure:
1. Do Now: Bolivar
2. PowerPoint
3. Brazil Today: http://www.youtube.com/watch?v=co1cwVXhHQc
4. Summative Review
HW:
Wednesday, April 22
Objectives: Students should be able to:
1. Analyze causes of modern-day slavery
Procedure:
1. Webquest - http://thefalkowskination.wikispaces.com/Modern+Slavery+Assignment
HW: Webquest due Friday, April 24
Thursday, April 23
Objectives: Students should be able to:
1. Analyze causes of modern-day slavery
Procedure:
1. Webquest - http://thefalkowskination.wikispaces.com/Modern+Slavery+Assignment
HW: Webquest due Friday, April 24
Friday, April 24
Objectives: Students should be able to:
1. Analyze causes of modern-day slavery
Procedure:
1. Return research papers
2. Review Webquest - http://thefalkowskination.wikispaces.com/Modern+Slavery+Assignment
HW: None.
The Week of April 13-17
Monday, April 13
Objectives: Students should be able to:
1. Analyze the Haitian and Latin American Revolution and evaluate to what extent Enlightenment ideas and concepts are present in these revolutions
Procedure:
1. Do Now: Describe what you see. How might this depiction demonstrate slavery in Haiti? Smartboard
2. Clip from Amistad: http://www.youtube.com/watch?v=8nePOpkYwjY
3. Brief PowerPoint
4. The Black Jacobins: Compare/Contrast conditions in France with those in Haiti prior to their respective revolutions on Smartboard
5. Summative Review: Compare/Contrast Spanish and French Colonization
HW: Work on Research Paper due April 15. Hard copy and digital copy due via turnitin.com (even if absent by the time class starts)
Tuesday, April 14
Objectives: Students should be able to:
1. Analyze the Haitian and Latin American Revolution and evaluate to what extent Enlightenment ideas and concepts are present in these revolutions
Procedure:
1. Map Work
2. Brief PowerPoint
3. Code Noir
4. Summative Review: Review test from last week
HW: Work on Research Paper due April 15. Hard copy and digital copy due via turnitin.com (even if absent by the time class starts)
Wednesday, April 15
Objectives: Students should be able to:
1. Analyze the Haitian and Latin American Revolution and evaluate to what extent Enlightenment ideas and concepts are present in these revolutions
Procedure:
1. Political Cartoon: How is this relevant to the French/Haitian Revolution? Smartboard
2. Brief PowerPoint
3. Constitution of 1801 (Compare/Contrast to the Bill of Rights/Enlightenment Influence)
4. Summative Review
HW:
Thursday, April 16
Falkowski absent. :(
Read Constitution of 1801 and answer the following questions:
1. How is this document or how isn’t this document representative of the Revolution? Cite from the text.
2. To what extent is this a democracy? Cite from the text.
3. Do you think most people would support this document in Haiti? Explain.
4. Would anyone have objections to this document in Haiti? Outside of Haiti? If so, who and why?
HW: Prepare for quiz on Friday, April 17 on the Haitian Revolution.n
Friday, April 17
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the Haitian and Latin American Revolutions
Procedure:
1. Quiz
2. Current Events
HW:
The Week of April 6-10
Monday, April 6
No School
Tuesday, April 7
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the French Revolution.
Procedure:
1. Study Guide
2. Jeopardy
HW: Prepare for test on Wednesday, April 8
Wednesday, April 8
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the French Revolution.
Procedure:
1. Test
HW:
Thursday, April 9
Objectives: Students should be able to:
1. Compile resources for research paper
Procedure:
1. Research Paper
HW: Work on Research Paper due April 15. Hard copy and digital copy due via turnitin.com (even if absent by the time class starts)
Friday, April 10
Objectives: Students should be able to:
1. Compile resources for research paper
Procedure:
1. Research Paper
HW: Work on Research Paper due April 15. Hard copy and digital copy due via turnitin.com (even if absent by the time class starts)
The Week of March 30-April 3
Monday, March 30
No School
Tuesday, March 31
Objectives: Students should be able to:
1. Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions.
Procedure:
1. French Revolution "March Madness" Bracket
HW:
Wednesday, April 1
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the French Revolution.
Procedure:
1. Study Guide
2. Jeopardy
HW: Prepare for test on the French Revolution on Thursday, April 2.
Thursday, April 2
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the French Revolution.
Procedure:
1. Test
HW: None.
Friday, April 3
No School
The Week of March 23-27
Monday, March 23
Objectives: Students should be able to:
1. Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions.
Procedure:
1. Do Now: Who does this depict? Why is this happening to her?: http://www.youtube.com/watch?v=6pNZKJyWUa0
2. Directory Reading
3. PowerPoint
4. Summative Review
HW:
Tuesday, March 24
Objectives: Students should be able to:
1. Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions.
Procedure:
1. Do Now: Explain the significance of the political cartoon on right (figure 1)
2. Based on the picture below, what interpretations can you make of Napoleon? Smartboard
3. Napoleon's Picture (figure 2)
4. Napoleonic Code Questions
5. What does this say about the conditions in Russia: http://www.youtube.com/watch?v=bu00RiPjaa4
6. PowerPoint
7. Compare and contrast the first photo (figure 2) with the photo (figure 3) on right:
HW:
Wednesday, March 25
Objectives: Students should be able to:
1. Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions.
Procedure:
1. Do Now: What are the four phases of the French Revolution. Pick the most significant event from each phase and describe it. Classify which ones achieve the goals of liberty, fraternity, and equality.
2. Napoleon in a "nut shell" - http://www.youtube.com/watch?v=tfHnwqtJT9U
3. Brief PowerPoint
4. French Revolution "March Madness" Bracket
5. Napoleon/Horrible Histories: http://www.youtube.com/watch?v=8gC00avITj0
6. Wrap-Up: http://www.youtube.com/watch?v=lTTvKwCylFY
HW: French Revolution "March Madness" Bracket for Tuesday, March 31
Thursday, March 26
Objectives: Students should be able to:
1. Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions.
Procedure:
1. French Revolution "March Madness" Bracket
HW: French Revolution "March Madness" Bracket for Tuesday, March 31
Friday, March 27
Class will not meet due to the Freshman Academy Assembly.
HW: French Revolution "March Madness" Bracket for Tuesday, March 31
The Week of March 16-20
Monday, March 19
Objectives: Students should be able to:
1. Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions.
Procedure:
1. Do Now: Review
2. Compare & Contrast: Declaration of the Rights of Women and Declaration of the Rights of Man
A. Is this a parody?
B. Why has the Revolution failed in her opinion?
C. How is this document similar/different from the Declaration of the Rights of Man?
D. Write down what it states and whose ideas from the Enlightenment are being expressed
E. Compare with the Declaration of Sentiments
3. PowerPoint
4. Summative Review: Write down in 3 sentences, the most salient point.
HW: Read and outline pages 627-631 for Wednesday, March 21.
Tuesday, March 20
We will not meet due to PARCC testing
HW: Read and outline pages 627-631 for Wednesday, March 21
Wednesday, March 21
Objectives: Students should be able to:
1. Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions.
Procedure:
1. Do Now: Jean Marat (use excerpts to lead into Reign of Terror)
2. Place the following events in chronological order. Next, explain them: Storming the Bastille, Tennis Court Oath, Constitution of 1791, Estates General Meeting, Old Regime Problems.
3. PowerPoint
4. Time Remaining: http://www.youtube.com/watch?src_vid=PyZsLYxaIuM&feature=iv&v=NTMFtLAS90Q&annotation_id=annotation_855379
5. Summative Review: Write down in 3 sentences, the most salient point.
HW:
Thursday, March 22
Objectives: Students should be able to:
1. Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions.
Procedure:
1. Analyze what this means: "We Have the Baker, the Baker’s Wife, and the Baker’s Son.We Shall Have Bread.”
2. PowerPoint
3. Methods of Execution in the US: http://www.deathpenaltyinfo.org/methods-execution
4. States with the death penalty: Refer to figure 1 and figure 2 on right.
5. Declaration of the Rights of Man and Citizen & the UNDHR (if time remains)
6. Summative Review: What are the implications of King Louis's execution based on the map on right ? Explain.
HW:
1. Prepare for quiz on Friday, March 21
2. Complete a current event using this sheet for Friday, March 21.
Friday, March 23
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the radical phase of the French Revolution
Procedure:
1. Quiz
2. Current Events
HW: None.
The Week of March 9-13
Monday, March 9
Period 8 will not meet due to PARCC testing
Tuesday, March 10 - Wednesday, March 11
Falkowski absent :( Model UN conference
Assignment:
1. Handout - complete questions 1-3. Due Friday, March 13.
2. Quiz on the moderate phase on Friday, March 13.
Thursday, March 12
Period 8 will not meet due to PARCC testing
HW:
1. Handout - complete questions 1-3. Due Friday, March 13.
2. Quiz on the moderate phase on Friday, March 13.
Friday, March 13
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the moderate phase of the French Revolution.
Procedure:
1. Quiz
2. Current Events
HW: None.
The Week of March 2-6
Monday, March 2
Period 8 will not meet due to PARCC testing
Tuesday, March 3
Objectives: Students should be able to:
1. Evaluate the timelessness of Enlightenment ideas in the Arab Spring
Procedure:
1. Arab Spring Project Reviews
a. Egypt: http://egyptrevoluton.weebly.com/
b. Syria: http://syria-central.weebly.com/
c. Tunisia: http://tunisian-arabsprings.weebly.com/
d. Bahrain: http://bahrainianjustice.weebly.com/
e. Libya: http://arabspringlibya.weebly.com/
HW:
1. Prepare for quiz on Friday, March 6.
2. Complete a current event using this sheet for Friday, March 6.
Wednesday, March 4
Period 8 will not meet due to PARCC testing
Thursday, March 5
Objectives: Students should be able to:
1. Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions.
Procedure:
1.Do Now: Review
2. Declaration of the Rights of Man
3. PowerPoint
4. Summative Review
HW:
1. Prepare for quiz on Friday, March 6.
2. Complete a current event using this sheet for Friday, March 6.
Friday, March 6
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the moderate phase of the French Revolution.
Procedure:
1. Quiz
2. Current Events
The Week of February 23-27
Monday, February 23
Objectives: Students should be able to:
1. Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions.
Procedure:
1. Do Now: Bread Reading
2. Could you live off of $438 a week?
3. PowerPoint
4. Wealth Distribution in the United States: http://www.youtube.com/watch?v=QPKKQnijnsM
5. Closing Question (or continuous write depending on time): What are some key similarities between the United States and France? What are some important differences? Is the United States headed for a revolution?
HW: Work on Arab Spring Project (paper) due Wednesday, website due Friday
Tuesday, February 24
Objectives: Students should be able to:
1. Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions.
Procedure:
Do Now: How does this video relate to the French Revolution?: http://www.youtube.com/watch?v=GgJ5f9ZqOFc
2. Choose a leader of the Revolution
3. PowerPoint
4. Summative Review: Summarize today's lesson in one descriptive sentence.
HW: Work on Arab Spring Project (paper) due Wednesday, website due Friday
Wednesday, February 25
Objectives: Students should be able to:
1.Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions.
Procedure:
1. Do Now #1: Great Fear (http://www.theforbiddenknowledge.com/hardtruth/fact_and_fiction.htm)
2. PowerPoint
3. Storming the Bastille (Around the Room?)
4. Summative Review
HW: Work on Arab Spring Project website due Friday
Thursday, February 26
Falkowski on DECA Trip :(
HW: Work on Arab Spring Project website due Friday by 11:59 PM.
Friday, February 27
Falkowski on DECA Trip :(
HW: Work on Arab Spring Project website due Friday by 11:59 PM.
The Week of February 16-20
Monday, February 16
No School
Tuesday, February 17
No School
Wednesday, February 18
Objectives: Students should be able to:
1. Determine how the principle ideas of the Enlightenment continue to alter political thought in the world today.
Procedure:
1. NPR: Voltaire and ISIS: http://www.npr.org/blogs/parallels/2015/02/15/385422239/after-paris-attacks-voltaires-tolerance-is-back-in-vogue
2. Arab Spring Project
3. Log in: students.weebly.com
4. Sample: http://syrianrevolt.weebly.com/
HW: Work on Arab Spring Project
Thursday, February 19
Objectives: Students should be able to:
1. Determine how the principle ideas of the Enlightenment continue to alter political thought in the world today.
Procedure:
1. Arab Spring Project
2. Log in: students.weebly.com
3. Sample: http://syrianrevolt.weebly.com/
HW: Work on Arab Spring Project
Friday, February 20
Objectives: Students should be able to:
1. Determine how the principle ideas of the Enlightenment continue to alter political thought in the world today.
Procedure:
1. Arab Spring Project
2. Log in: students.weebly.com
3. Sample: http://syrianrevolt.weebly.com/
HW: Work on Arab Spring Project
The Week of February 9-13
Monday, February 9
No School
Tuesday, February 10
Objectives: Students should be able to:
1. Determine how the principle ideas of the Enlightenment continue to alter political thought in the world today
Procedure:
1. Do Now: Review of the Enlightenment Thinkers: Match Game
2. Salons
3. Summative Review
HW: Read (do not answer) Enlightenment DBQ Analysis. Prepare for a graded discussion on Thursday, February 12.
Wednesday, February 11
Objectives: Students should be able to:
1. Determine how the principle ideas of the Enlightenment continue to alter political thought in the world today.
Procedure:
1. Do Now: Name the Enlightenment thinker with the song:
Aretha: http://www.youtube.com/watch?v=1OncKtzZ2Nc
Andy Williams: http://www.youtube.com/watch?v=1pR6ho_GSZs
Beatles Revolution: http://www.youtube.com/watch?v=AqC_Gma221M
Bad to the Bone: http://www.youtube.com/watch?v=s_qnGskGLxQ
Taking Care of Business: http://www.youtube.com/watch?v=94sPQoWO5nk
John Mayer: http://www.youtube.com/watch?v=4ZseqXHLOwk
World: http://www.youtube.com/watch?v=IwuO2dfqrF4
2. What would your Enlightenment thinker say? Scenarios
3. Summative Review
HW:
1. Quiz on Friday, February 13
2. Read (do not answer) Enlightenment DBQ Analysis. Prepare for a graded discussion on Thursday, February 12.
Thursday, February 12
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the Enlightenment
Procedure:
1. Do Now: History Circle
2. History Circle: Enlightenment DBQ Analysis
3. Summative Review: Reflection
4. If time remains, website
HW:
1. Quiz on Friday, February 13
Friday, February 13
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the Enlightenment
Procedure:
1. Quiz
2. Current Events
HW: None.
The Week of February 2-6
Monday, February 2
No School
Tuesday, February 3
Mid-terms
Wednesday, February 4
Objectives: Students should be able to:
1. Determine how the principle ideas of the Enlightenment altered political thought in Europe, and trace the impact of these ideas over time.
Procedure:
1. Do Now: What would you do: http://www.youtube.com/watch?v=BRX31HOikws --- Are people naturally good or evil?
2. PowerPoint
3. Continuous Write
4. Summative Review
HW: Locke and Hobbes reading. Complete for Friday, February 6.
Thursday, February 5
Objectives: Students should be able to:
1. Determine how the principle ideas of the Enlightenment altered political thought in Europe, and trace the impact of these ideas over time.
Procedure:
1. Do Now: Continuous Write
2. PowerPoint
3. Freedom vs. Safety:
4. Summative Review
HW: Locke and Hobbes reading. Complete for Friday, February 6.
Friday, February 6
Objectives: Students should be able to:
1. Determine how the principle ideas of the Enlightenment altered political thought in Europe, and trace the impact of these ideas over time.
Procedure
Procedure:
1. Do Now: Pass Activity
2. Review Locke and Hobbes reading.
3. PowerPoint
4. Summative Review
HW: None.
The Week of January 26-30
Monday, January 26
Mid-term Study Guide
Tuesday, January 27
Mid-terms
Wednesday, January 28
Mid-terms
Thursday, January 29
Mid-terms
Friday, January 30
Mid-terms
The Week of January 19-23
Monday, January 19
No School
Tuesday, January 20
Falkowski Absent :(
1. Scientific Revolution DBQ
2. Mid-term Study Guide
HW: Scientific Revolution DBQ due Wednesday, January 21.
Wednesday, January 21
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the Scientific Revolution
Procedure:
1. Scientific Revolution DBQ
2. Review for Mid-term
HW: None.
Thursday, January 22
Objectives: Students should be able to:
1. Prepare for midterm
Procedure:
1. Mid-term Study Guide
HW: Prepare for midterm
Friday, January 23
Objectives: Students should be able to:
1. Prepare for midterm
Procedure:
1. Mid-term Study Guide
HW: Prepare for midterm
The Week of January 12-16
Monday, January 12
Objectives: Students should be able to:
1. Utilize research databases to compile resources for their research projects.
Procedure:
1. Library Research Databases
HW: Research assignment due on Thursday, January 15. A paper and digital copy required via turnitin.com.
Tuesday, January 13
Falkowski in meeting all day :(
Use computer time for research assignment
HW: Research assignment due on Thursday, January 15. A paper and digital copy required via turnitin.com.
Wednesday, January 14
Falkowski in meeting all day :(
Use computer time for research assignment
HW: Research assignment due on Thursday, January 15. A paper and digital copy required via turnitin.com.
Thursday, January 15
Objectives: Students should be able to:
1. Analyze primary source documents relating to the scientific revolution.
Procedure:
1. Review and Collect Research Papers
2. Scientific Revolution DBQ
HW: Work on scientific revolution DBQ
Friday, January 16
Objectives: Students should be able to:
1. Analyze primary source documents relating to the scientific revolution.
Procedure:
1. Scientific Revolution DBQ
HW: None.
The Week of January 5-9
Monday, January 5
Objectives: Students should be able to:
1. Discuss the conflict between the Church and scientists during the Scientific Revolution
2. Analyze the extent to which women participated in the Scientific Revolution
Procedure:
1. Do Now: Which of the two diagrams are correct? Why might the correct diagram be upsetting to the average person and the Church?
2. PowerPoint
3. Women and Science: Analyze and discuss attitudes and reactions toward the participation of women in the sciences during the seventeenth and eighteenth centuries.
4. Summative Review: Devise a thesis statement
HW:
1. Read and outline textbook pages 512-516. Due Wednesday, January 7.
2. Research Assignment due Tuesday, January 13.
Tuesday, January 6
Objectives: Students should be able to:
1. Discuss the conflict between the Church and scientists during the Scientific Revolution
Procedure:
1. Do Now: What is the common theme amongst these superstitions? How would a member of the church and the Scientific Revolution respond?: http://www.youtube.com/watch?v=qFyDUaSi-5w
2. PowerPoint
3. Galileo Trial Documents
4. Summative Review: See political cartoon on right.
HW:
1. Prepare for Galileo Trial Documents on Thursday, January 8
2. Read and outline textbook pages 512-516. Due Wednesday, January 7.
3. Research Assignment due Tuesday, January 13.
Wednesday, January 7
Objectives: Students should be able to:
1. Discuss the conflict between the Church and scientists during the Scientific Revolution
Procedure:
1. Do Now: Possible explanations for the crop circle on right
2. Writing Prompt
3. Galileo Trial Documents
HW:
1. Prepare for Galileo Trial Documents on Thursday, January 8
2. Research Assignment due Tuesday, January 13.
Thursday, January 8
Objectives: Students should be able to:
1. Discuss the conflict between the Church and scientists during the Scientific Revolution
Procedure:
1. Galileo Trial Documents
2. Debrief/Takeaways
HW:
1. Prepare for quiz on Friday, January 9
2. Research Assignment due Tuesday, January 13.
Friday, January 9
Objectives: Students should be able to:
1. Discuss the conflict between the Church and scientists during the Scientific Revolution
Procedure:
1. Quiz
2. Current Events
HW: Research Assignment due Tuesday, January 13.
The Week of December 22-23
Monday, December 22
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the Renaissance and Reformation.
Procedure:
1. Quiz
2. Current Events
HW: Work on research assignment.
Tuesday, December 23
Objectives: Students should be able to:
1. Complete teacher surveys.
Procedure:
1. Student Survey
HW: Have a wonderful Winter Solstice!
The Week of December 15-19
Monday, December 15
Objectives: Students should be able to:
1. Analyze the underlying causes of the Protestant Reformation
Procedure:
1. Do Now: Make a list of grievances you have against homework
2. PowerPoint
3. 95 Theses (Jigsaw)
4. Closing Activity: Explain the lyrics to this video: YouTube: "95 Theses, but the Pope Ain't One" (Lyrics).
5. Summative Review
HW:
1. Watch the following YouTube video. Post on www.turnitin.com in ten sentences in which you compare social media in the Arab Spring to the printing press during the Protestant Reformation. Due Tuesday, December 16.
Tuesday, December 16
Objectives: Students should be able to:
1. Examine the role of the printing press during the Protestant Reformation
Procedure:
1. Explain how the political cartoon on right relates to the Protestant Reformation
2. TurnItIn Discussion Question Review
3. PowerPoint
4. Propaganda Activity (Posted around room) and Answers
5. Summative Review
HW:
1. Complete a current event using this sheet for Friday, December 19.
Wednesday, December 17
Objectives:Students should be able to:
1. Examine the response to Luther's 95 theses
Procedure:
1. Do Now: Assign Research
2. Edict of Worms
3. PowerPoint
4. Summative Review
HW:
1. Complete a current event using this sheet for Friday, December 19.
Thursday, December 18
Objectives:Students should be able to:
1. Examine the evolution of Protestantism with respect to Calvinism and Anabaptism
Procedure:
1. Analyze what these aspects have in common with respect to Calvinism
2. PowerPoint
3. Blue Laws: http://www.youtube.com/watch?v=m62s1JtOoA0
4. Summative Review: Refer to political cartoon on right.
HW:
1.Complete a current event using this sheet for Friday, December 19.
Friday, December 19
Objectives:Students should be able to:
1. Analyze and demonstrate mastery of content with respect to the Renaissance and the Protestant Reformation
Procedure:
1. Current Events
HW: Quiz on Monday.
The Week of December 8-12
Monday, December 8
Objectives: Students should be able to:
1. Discuss the causes of the Renaissance in Italy
2. Explain the rise in humanism and secularism in Italy
Procedure:
1. Do Now: Compare and contrast these two figures on right:
2. PowerPoint Voice Overview Day 1 & 2
3. Humanism during the Renaissance
A. Is humanism on the decline with technology? Is technology making us less
human? Or more?
B. Are humans too distracted by worldly pleasures? Should there be a
religious revival?
C. Video on Humanism (Optional)
4. Bill O'Reilly Youtube: http://www.youtube.com/watch?v=0u_Vlmnt1rs
A. Is secularism going to lead to the moral decay of society?
B. To what extent is our society too secular?
5. Summative Review
HW:
1. Read Supporting the Arts. Answer questions 1-3. Due Tuesday, December 9.
2. Watch the following YouTube video. Explain to what extent you agree with the author's premise that the Renaissance "wasn't really a thing" in about 10 sentences. Post on www.turnitin.com. Due Thursday, December 11.
Tuesday, December 9
No School
Wednesday, December 10
Objectives: Students should be able to:
1. Identify and analyze changes in art during the Renaissance period
Procedure:
1. Discuss Supporting the Arts
2. PowerPoint Voice Overview Day 1 & 2
3. Medieval or Renaissance Art?
4. Review
5. Art Video (Optional)
6. Summative Review
HW:
1. Watch the following YouTube video. Explain to what extent you agree with the author's premise that the Renaissance "wasn't really a thing" in about 10 sentences. Post on www.turnitin.com. Due Thursday, December 11.
Thursday, December 11
Objectives: Students should be able to:
1. Examine to what extent were attitudes toward gender changed during this “rebirth” of learning
Procedure:
1. Do Now: On PP
2. PowerPoint Voice Overview Day 3 & 4
3. The Courtier
4. List of Renaissance Men: http://en.wikipedia.org/wiki/List_of_Renaissance_men
5. Summative Review
HW: Be ready with a current event for Friday to discuss. Nothing written.
Friday, December 12
Objectives: Students should be able to:
1. Analyze changes in literature during the Renaissance period
Procedure:
1. Do Now: YouTube Video Discussion
2. PowerPoint Voice Overview Day 3 & 4
3. //The Prince//
4. The Prince Discussion
5. Summative Review
HW: None.
The Week of December 1-5
Monday, December 1
Objectives: Students should be able to:
1. Describe the impact of cultural contact and cultural exchange on the conqueror as well as the conquered, and the global consequences of these contacts and exchanges.
Procedure:
1. Do Now: Ethnocentrism: World Delicacies: http://www.youtube.com/watch?v=rK1AaCbnXjg
2. PowerPoint
3. Ottoman Empire Reading
4. Political Cartoon Analysis
5. Summative Review: Picture on right
HW: Test on Friday, December 5. Consult study guide.
Tuesday, December 2
Objectives: Students should be able to:
1. Determine the reasons for, and the consequences of, the rise of powerful, centralized nation states in Europe
Procedure:
1. Twitter Project Directions Twitter Template
HW:
1. Test on Friday, December 5. Consult study guide.
2. Twitter project due Monday, December 8. Upload and share to Google Classroom by the time class starts.
Wednesday, December 3
Objectives: Students should be able to:
1. Analyze various points of view concerning Louis XIV as an absolute monarch
Procedure:
1. Eulogies from the point of view of Louis XIV from the point of view of a: peasant, Henry VIII, the Pope, Elizabeth I, and Philip II
2. Eulogy Format
HW:
1. Test on Friday, December 5. Consult study guide.
2. Twitter project due Monday, December 8. Upload and share to Google Classroom by the time class starts. Google Classroom code: 8f4a16h
Thursday, December 4
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning absolutism.
Procedure:
1. Study guide
2. Jeopardy
HW:
1. Test on Friday, December 5. Consult study guide.
2. Twitter project due Monday, December 8. Upload and share to Google Classroom by the time class starts. Google Classroom code: 8f4a16h
Friday, December 5
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning absolutism.
Procedure:
1. Test
HW: Twitter project due Monday, December 8. Upload and share to Google Classroom by the time class starts. Google Classroom code: 8f4a16h
The Week of November 24-29
Monday, November 22
Objectives: Students should be able to:
1. Determine the reasons for, and the consequences of, the rise of powerful, centralized nation states in Europe
Procedure:
1. Do Now: Draw TWO conclusions based on this chart.
2. Review religion and England
3. Switching gears to France: Who/what is to blame for this?: http://www.usdebtclock.org/
4. King Louis XIV of France: Picture/Reading Excerpts 'Round the Room Worksheet Organizer
5. Review sources
HW: Complete a current event using this sheet for Wednesday, October November 24.
Tuesday, November 23
Objectives: Students should be able to:
1. Determine the reasons for, and the consequences of, the rise of powerful, centralized nation states in Europe
Procedure:
1. Do Now: What are TWO conclusions one can make about this map?
2. PowerPoint
3. Compare/Contrast the Ottoman Empire, France, England, and Spain
4. Summative Review: How to become the British Monarch: http://www.youtube.com/watch?v=BUY6HGqYweQ
HW: Complete a current event using this sheet for Wednesday, October November 24.
Wednesday, November 23
Objectives: Students should be able to:
1. Determine the reasons for, and the consequences of, the rise of powerful, centralized nation states in Europe
Procedure:
1. Current Events
HW: Have a wonderful Thanksgiving Break!
Thursday, November 24
No School
Friday, November 25
No School
The Week of November 17-21
Monday, November 17
Objectives: Students should be able to:
1. Determine the reasons for, and the consequences of, the rise of powerful, centralized nation states in Europe
Procedure:
1. Do Now: Obama and Congress: What could hypothetically solve this more easily? http://www.youtube.com/watch?v=JVho_9p25Bs
2. PowerPoint
3. Absolutism Reading
4. Absolutism in the World Today: Refer to picture on right.
5. Absolutism Today in North Korea: https://www.youtube.com/watch?v=euNK6h95pGg
6. Summative Review
HW: Read and outline pages in your textbook 500-504. Due Wednesday, November 18.
Tuesday, November 18
Objectives: Students should be able to:
1. Determine the reasons for, and the consequences of, the rise of powerful, centralized nation states in Europe
Procedure:
1. Do Now: Matching Activity
2. PowerPoint
3. The Committee for the Promotion of Virtue and the Prevention of Vice
4. Things Banned in a Dictatorship (Saudi Arabia): http://listverse.com/2012/11/12/top-10-everyday-things-banned-in-saudi-arabia/
5. Review Tests
HW: Read and outline pages in your textbook 500-504. Due Wednesday, November 18.
Wednesday, November 19
Objectives: Students should be able to:
1. Determine the reasons for, and the consequences of, the rise of powerful, centralized nation states in Europe
Procedure:
1. Do Now: Does or should a politician's religion matter today when voting in the United States?
2. PowerPoint (Hand out to class)
3. English Bill of Rights Activity
4. Summative Review
5. If time remains, Horrible Histories: Henry VIII: http://www.youtube.com/watch?v=-fadCAHjN-s
HW:
1. Finish English Bill of Rights Activity for Thursday, November 20.
2. Prepare for quiz on Friday, November 21.
Thursday, November 20
Objectives: Students should be able to:
1. Determine the reasons for, and the consequences of, the rise of powerful, centralized nation states in Europe
Procedure:
1. Do Now: Review English Bill of Rights Activity/Political Cartoons
2. American Bill of Rights
3. Which amendments in action? http://www.youtube.com/watch?v=DX26HelP7yc
4. Review tests
HW:
1. Prepare for quiz on Friday, November 21.
Friday, November 21
Objectives: Students should be able to:
1. Determine the reasons for, and the consequences of, the rise of powerful, centralized nation states in Europe
Procedure:
1. Quiz
2. Current Events
HW: None.
The Week of November 10-14
Monday, November 10
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning cross-cultural interactions and reforms.
Procedure:
1. Podcast Activity
HW:
1. Prepare for test on Friday, November 14. Study Guide
2. Transcript for podcast activity due Wednesday, November 12.
Tuesday, November 11
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning cross-cultural interactions and reforms.
Procedure:
1. Podcast Activity
HW:
1. Prepare for test on Friday, November 14. Study Guide
2. Transcript for podcast activity due Wednesday, November 12.
Wednesday, November 12
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning cross-cultural interactions and reforms.
Procedure:
1. Podcast Activity
HW: Prepare for test on Friday, November 14. Study Guide
Thursday, November 13
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning cross-cultural interactions and reforms.
Procedure:
1. Review Podcast Activity
2. Review for test Study Guide
HW: Prepare for test on Friday, November 14. Study Guide
Friday, November 14
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning cross-cultural interactions and reforms.
Procedure:
1. Test
HW: None.
The Week of November 3-7
Monday, November 3
Objectives: Students should be able to:
1. Discuss the western improvements espoused by Peter the Great in Russia
Procedure:
1. What inferences can you make based on the image on right?
2. Peter the Great Biography(group reading)
3. PowerPoint
4. Summative Review
HW: None.
Tuesday, November 4
Objectives: Students should be able to:
1. Discuss the western improvements espoused by Peter the Great in Russia
Procedure:
1. Do Now: Caste System Review
2. Amish: Should they embrace their culture or shun it? http://www.youtube.com/watch?v=jp_dWkwwyT4
3. Westernization: To what extent is it possible to westernize without "polluting" one's own culture?
4. PowerPoint
5. Summative Review: What type of leader is needed for these reforms? What type of backlash might he encounter?
HW:
Wednesday, November 5
Objectives: Students should be able to:
1. Discuss the western improvements espoused by Peter the Great and Catherine the Great in Russia.
Procedure:
1. Match game
2. PowerPoint
3. Peter's Reforms
4. Summative Review
HW: None.
Thursday, November 6
No School.
Friday, November 7
No School.
Picture
The Week of October 27-31
Monday, October 27
Objectives: Students should be able to:
1. Compile information concerning research project
Procedure:
1. Library - Research Paper.
HW:
1. Research paper due via turnitin.com (even if absent) and paper copy by the time class starts for Wednesday, October 29.
Tuesday, October 28
Objectives: Students should be able to:
1. Describe the impact of cultural contact and cultural exchange on the conqueror as well as the conquered, and the global consequences of these contacts and exchanges.
Procedure:
1. Review: White Man's Burden.
2. Do Now: How is the following statement supported by the map: The sun never sets on the British Empire:
3. Picture Analysis: What insights can you make about British colonization based on the picture?
4. PowerPoint
5. McDonald's and Tailoring Food to a Culture: http://www.chicagotribune.com/business/ct-biz-mcdonalds-food-around-the-world,0,5168632.photogallery
6. Sepoy Rebellion: https://www.youtube.com/watch?v=2yXKbd5IDzU (Stop at 5:00)
7. Summative Review: Explain to what extent Mangal Pandey rebelled against the British solely because of the cartridge incident
HW: Research paper due via turnitin.com (even if absent) and paper copy by the time class starts for Wednesday, October 29.
Wednesday, October 29
Objectives: Students should be able to:
1. Discuss the basic tenets of Hinduism and how this directly relates to India
Procedure:
1A. How does the picture below demonstrate colonization/imperialism? What concept does this exemplify?
2. British Map
3. Would you like to consume some bat? (Thailand delicacy)
4. Jigsaw
5. Hinduism PowerPoint
6. Summative Review: Use the six concepts in one sentence.
HW: Prepare for quiz on Friday, October 31.
Thursday, October 30
Objectives: Students should be able to:
1. List and explain the different castes in the caste system in India.
2. Describe how the caste system fits into India.
Procedure:
1. Do Now: Caste System Story
2. What concept does the depiction below illustrate? How and why did this concept come about?
3. Gopastami Festival ("Cow Holiday" in India): http://framework.latimes.com/2011/11/03/pictures-in-the-news-303/#/2
4. Brief PowerPoint on the Caste System
5. Caste System Today (Untouchability Alive and Kicking in India): http://www.youtube.com/watch?v=3rN-HabeB4A
A. Why is it very difficult for India to abandon the caste system today?
B. According to the video, why are untouchables not allowed to cook food for upper caste children?
C. India is the world's largest democracy. Yet, the caste system is still practiced despite it being illegal. Is there anything that can be done to alter the mindset of Indians?
6. Closing question: Compare and contrast the class system in the United States with that of the caste system. What are the differences/similarities?
HW:
1. Prepare for quiz on Friday, October 31.
Friday, October 31
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning imperialism.
Procedure:
1. Quiz
2. Current Events
HW: None.
Picture
The British Empire
Picture
Picture
Places the British attempted to invade
Picture
The White Man's Burden
The Week of October 20-24
Monday, October 20
Objectives:Students should be able to:
1. Analyze differing points of view pertaining to Spanish colonization in the Americas
2. Describe the results of the first encounters between the Spanish and Native Americans
Procedure:
1. Do Now Word Generator: Write a sentence.
2. PowerPoint
3. Spanish Colonization POV Debate
4. Summative Review
HW:
1. Prepare for Spanish Colonization POV Debateon Wednesday, October 22.
Tuesday, October 21
Objectives:Students should be able to:
1. Analyze differing points of view pertaining to Spanish colonization in the Americas
2. Describe the results of the first encounters between the Spanish and Native Americans
Procedure:
1. Do Now: Choose any two words from the word wall and write a sentence that demonstrates its meaning.
2. PowerPoint
3. Spanish Colonization POV Debate
HW: Prepare for Spanish Colonization POV Debateon Wednesday, October 22.
Wednesday, October 22
Objectives:Students should be able to:
1. Analyze differing points of view pertaining to Spanish colonization in the Americas
Procedure:
1. Spanish Colonization POV Debate
HW:
1. Prepare for quiz on Friday, October 23.
2. Complete a current event using this sheet for Friday, October 23.
Thursday, October 22
Objectives:Students should be able to:
1. Discuss the political, military, and economic motives behind imperialism.
Procedure:
1.Imperialism(tie activity)
2. What can we inquire about imperialism based on this photo?
3. Political Cartoon on right
4. Imperialism PowerPointaccompanied with Imperialism Graphic Organizer
5. Summative Review: Advanced technology and a strong military enabled western nations to exert their will around the globe. What are the responsibilities of powerful nations toward those that are less powerful?
HW:
1. Prepare for quiz on Friday, October 23.
2. Complete a current event using this sheet for Friday, October 23.
Friday, October 23
Objectives:Students should be able to:
1. Analyze and demonstrate mastery of content concerning European imperialism.
Procedure:
1. Quiz
2. Current Events
HW: None.
Picture
A German landowner relaxes in Togo during the early 1885. The Europeans were good at forcing the local people to serve them.
Picture
The Week of October 13-17
Monday, October 13
No School.
Tuesday, October 14
Objectives: Students should be able to:
1. Locate and compile sources for their research paper.
2. Employ research skills to obtain information for their research paper.
Procedure:
1. Library - Research Paper EXAMPLE
2. Reformer vs. Revolutionary Characteristics
3. Credible Sources Assignment
HW: Continue working on Research Paper. Part I due on Friday.
Wednesday, October 15
Objectives: Students should be able to:
1. Locate and compile sources for their research paper.
2. Employ research skills to obtain information for their research paper.
Procedure:
1. Library - Research Paper
2. Reformer vs. Revolutionary Characteristics
3. Credible Sources Assignment
4. www.vthslibrary.com Proquest = username = vthslibrary pass = library EBSCO = 26602 (no username)
HW: Continue working on Research Paper. Part I due on Friday.
Thursday, October 16
Keith Hawkin's Assembly/Freshman Academy Assembly
Friday, October 17
Objectives: Students should be able to:
1. Explain why Spanish explorers traveled to the Americas
2. Analyze primary sources in order to explain reasons for Spanish victory over the Aztec empires
3. Analyze differing points of view pertaining to Spanish colonization in the Americas
Procedure:
1. Do Now Picture Analysis
2. PowerPoint
3. Identify the ethnocentrism
4. PowerPoint
5. Summative Review
HW: None.
The Week of October 6-10
Monday, October 6
Objectives: Students should be able to:
1. Debate the consequences of globalization in the 21st century for the United States
Procedure:
1. Globalization Debate __**Assigned groups click here**__
2. If time remains: Globalization and the Silk Roads: (http://www.youtube.com/watch?v=7owMXrLu2d8)
A. According to Obama, there are new challenges that have emerged. What are these challenges?
B. Does the internet eliminate the boundaries? (refer to internet map)
C. Should we shut down immigration and close the borders?
D. Why can't we turn back the tide of globalization, according to Obama?
E. How can the US compete and succeed in the 21st century if jobs are being outsourced?
F. Overall, what is Obama's message on globalization? Do you agree?
3. Summative Review: http://aplangkmac.files.wordpress.com/2011/09/bluh1.gif
HW:
1. Prepare for test on Thursday, October 9. (Study Guide)
Tuesday, October 7
Objectives: Students should be able to:
1. Describe the economic, political, and social effects of the gold-salt trade
Procedure:
1. Review Ibn Battuta Project (rubric attached) and Battuta Sources to Use
2. What is the purpose of a DBQ? What is the student's responsibility in a DBQ?
3. Example DBQ Smartboard Display
HW:
1. Prepare for test on Thursday, October 9. (Study Guide)
Wednesday, October 8
Objectives: Students should be able to:
1. Explain the process of analyzing a DBQ
2. Write a well-developed response to a document-based question.
Procedure:
1. Silk Roads DBQ (Consult rubric)
2. DBQ PowerPoint
3. Jeopardy
HW:
1. Prepare for test on Thursday, October 9. (Study Guide)
2. Work on Silk Roads DBQ due Tuesday, October 14.
Thursday, October 9
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning types of thematic maps, population density, cultural geography, gold-salt trade, cultural diffusion, and the silk roads.
Procedure:
1. Study Guide
2. Jeopardy
HW: Work on Silk Roads DBQ due Tuesday, October 14.
Friday, October 10
Objectives: Students should be able to:
1. Locate and compile sources for their research paper.
2. Employ research skills to obtain information for their research paper.
Procedure:
1. Assign Research Paper
2. Credible vs. Non-Credible Source PowerPoint
3. Citations
HW: Work on Silk Roads DBQ due Tuesday, October 14.
The Week of September 29-October 3
Monday, September 29
Objectives: Students should be able to:
1. Describe the economic, political, and social effects of the gold-salt trade
Procedure:
1. Ibn Battuta Project (rubric attached) and Battuta Sources to Use
2. Sample Battuta Project
HW: Project due Friday, October 3.
Tuesday, September 30
Objectives: Students should be able to:
1. Describe the economic, political, and social effects of the gold-salt trade
Procedure:
1. Ibn Battuta Project (rubric attached) and Battuta Sources to Use
2. Sample Battuta Project
HW: Project due Friday, October 3.
Wednesday, October 1
Objectives: Students should be able to:
1. Describe the economic, political, and social effects of the Silk Roads
Procedure:
1. Do Now: Find Your Match
2. Silk Roads PowerPoint
3. Cultural Diffusion Activity
4. Summative Review
HW: Project due Friday, October 3.
Thursday, October 2
Objectives: Students should be able to:
1. Discuss the economic and social consequences including cultural diffusion of the Silk Roads
2. Evaluate to what extent the Silk Roads was the beginning of globalization
Procedure:
1. Do Now: To what extent does the Silk Roads meet the following definitions of globalization:
A. The breaking down of traditional boundaries in the face of increasingly global and financial trends.
B. It is a process of increasing interdependence and interaction among people, companies, and governments of different nations, driven by international trade and made possible by innovations in information technology.
2. Make an exhaustive list of advantages and disadvantages with respect to globalization. In your group, determine whether you want the United States to continue or stop globalizing. Make an argument.
3. Statistics: http://newint.org/features/1997/11/05/facts/
A. Do these statistics demonstrate more advantages or disadvantages? Reassess your conclusion in #2.
B. Who benefits MOST and LEAST from globalization? Do YOU?
4. Globalization and the Silk Roads:A. According to Obama, there are new challenges that have emerged. What are these challenges?
(http://www.youtube.com/watch?v=7owMXrLu2d8)
B. Does the internet eliminate the boundaries? (refer to internet map)
C. Should we shut down immigration and close the borders?
D. Why can't we turn back the tide of globalization, according to Obama?
E. How can the US compete and succeed in the 21st century if jobs are being outsourced?
F. Overall, what is Obama's message on globalization? Do you agree?
5. PowerPoint
6. Summative Review
7. Exit Slip: Explain how the political cartoon below relates to globalization in 5-6 sentences
HW:
1. Project due on Friday, October 3.
2. Prepare for quiz on Friday, October 3.
Friday, October 3
Objectives: Students should be able to:
1. Explain the process of analyzing a DBQ
2. Write a well-developed response to a document-based question.
Procedure:
1. Quiz
2. Current Events
HW: Bring in two sources (print or online) and be prepared to debate about whether globalization is a beneficial or detrimental force to the world. Due for Monday, October 6. __**Assigned groups click here**__
The Week of September 22-26
Monday, September 22
Objectives: Students should be able to:
1. Distinguish between a primary and secondary source.
2. Analyze the importance of historians using primary sources.
Procedure:
1. Do Now: Youtube Video: http://www.youtube.com/watch?v=Sv1niwxQgoY
A. How were the producers able to depict this scene "accurately"?
B. What types of sources do you think they used?
2. Primary Source PowerPoint
3. Primary or Secondary AND Analyze this Source
4. Use APPARTS: http://apcentral.collegeboard.com/apc/members/repository/ap05_ushist_greer_2_p_50286.pdf
HW: None.
Tuesday, September 23
Objectives: Students should be able to:
1.Identify city-states that participated in the Indian Ocean trade network
2.List conditions that facilitated or hindered trade in the Indian Ocean
Procedure:
1. Do Now: Analyze this picture according to APPARTS
2. Brief PowerPoint
3. Simulation Preparation of the Indian Ocean Basin Trade
4. Summative Review
HW: Prepare for simulation on Wednesday, September 24.
Wednesday, September 24
Objectives: Students should be able to:
1. Identify city-states that participated in the Indian Ocean trade network
2.List conditions that facilitated or hindered trade in the Indian Ocean
Procedure:
1.Do Now: Describe words you associate with Africa
2. Simulation Preparation of the Indian Ocean Basin Trade and Materials
3. Hindustani classical music: http://www.youtube.com/watch?v=EmdfcNFYiiE during simulation.
4. Summative: Write three generalizations of the Indian Ocean Basin Trade Simulation
HW: None.
Thursday, September 25
Objectives: Students should be able to:
1. Describe the economic, political, and social effects of the gold-salt trade
Procedure:
1. Do Now: Consider what an African native means by the following quote: "The only way to get around in the Sahara Desert are by the ships of the desert." What are these "ships?" What makes them so important and valuable?
2. Examine climate/geography of Trans-Saharan Trade Routes: http://education.nationalgeographic.com/education/mapping/interactive-map/
3. PowerPoint
4. Map Work (part 1)
HW: Map Work (part 1) due Friday, September 26
Friday, September 26
Objectives: Students should be able to:
1. Describe the economic, political, and social effects of the gold-salt trade
Procedure:
1. Do Now: Matching Activity
2A. As students enter: https://www.youtube.com/watch?v=AZwiIXWIMdA (Justin B.) and Beatles German (http://www.youtube.com/watch?v=HrZQk03uKsQ)
2B. Do Now: What shared characteristics do these pictures share? What is unique about them? Picture 1 Picture 2Picture 3
3. PowerPoint
4. Map Work
HW: None.
The Week of September 15-19
Monday, September 15
Objectives: Students should be able to:
1. Describe the various types of maps while expressing each style's individual positives and negatives.
Procedure:
1. Review Cartogram Project Teacher Copy
2. Cartogram - Around the Classroom
3. Summative Review
HW: Read "The West Unique, Not Universal." Next, post on www.turnitin.com (discussion board....class id#8664134 pass: history) the author's thesis. Explain whether you agree with the author's argument. Responses should be at least 15+ sentences. Next, respond to one other classmate. Due Thursday, September 18.
Tuesday, September 16
Objectives: Students should be able to:
1. Describe the role of natural resources, climate and topography on population patterns, language distribution and cultural interaction.
Procedure:
1. Do Now: Population Data: http://www.worldometers.info/ (What are some inferences we can make from this data?)
2. Most Typical Person: What does the most typical person in the world look like? What would its gender, ethnicity, and age be?
(http://www.youtube.com/watch?feature=player_embedded&v=4B2xOvKFFz4#!)
3. PowerPoint
4. Review of thematic maps: http://education.nationalgeographic.com/education/mapping/interactive-map/
5. Summative Review
HW: Read "The West Unique, Not Universal." Next, post on www.turnitin.com (discussion board....class id#8664134 pass: history) the author's thesis. Explain whether you agree with the author's argument. Responses should be at least 15+ sentences. Next, respond to one other classmate. Due Thursday, September 18.
Wednesday, September 17
Objectives: Students should be able to:
1. Describe the role of natural resources, climate and topography on population patterns, language distribution and cultural interaction.
Procedure:
1. Write three generalizations you can make about this map of New Jersey:
2. China's One-Child Policy
3. PowerPoint
4. Summative Review: How would a mountain potentially impact a location's population density? Explain.
5. Population: http://www.youtube.com/watch?v=WzisAre6p1c
HW:
1. Read "The West Unique, Not Universal." Next, post on www.turnitin.com (discussion board....class id#8664134 pass: history) the author's thesis. Explain whether you agree with the author's argument. Responses should be at least 15+ sentences. Next, respond to one other classmate. Due Thursday, September 18.
Thursday, September 18
Objectives: Students should be able to:
1. Discuss the effect of American culture on the world.
Procedure
1. Coca-Cola: https://www.youtube.com/watch?v=IUJbCcopv-E
2. The West Unique, Not Universal small group discussion
3. Additional Information: http://prezi.com/d-nfui8lpy9h/the-west-unique-not-universal/
HW:
1. Prepare for quiz on Friday, September 19.
Friday, September 19
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning physical and cultural geography.
Procedure:
1. Quiz
2. Current Events
HW: None.
Picture
Most Common Man in the World
The Week of September 8-12
Monday, September 8
Mr. Falkowski will be officiating a wedding.
Assignment: Write ten things you LEARNED from the following video:
http://www.youtube.com/watch?v=dymPP9RhPjw
Tuesday, September 9
Objectives: Students should be able to:
1. Describe the various types of maps while expressing each style's individual positives and negatives.
Procedure:
1. Do Now: Explain how the United States' national security is impacted by geography based on this map: (Think-Pair-Share) - $1.2 trillion spent every year
2. Why Geography Matters: (start at 0:48): https://www.youtube.com/watch?v=7_pw8duzGUg
3. Mind-Blowing Geography Facts: http://www.youtube.com/watch?v=kSYBNSvRRAQ
4. PowerPoint
5. Summative Review: List most important point of PowerPoint
HW:
1. Print out last page of Syllabus/Course Expectations and sign it. Due Wednesday, September 10.
2. Draw four maps learned about today in class. Due Wednesday, September 10.
Wednesday, September 10
Objectives: Students should be able to:
1. Describe various geographical terms while expressing each style's individual positives and negatives.
Procedure:
1. Review maps via the Document Projector
2. Define a continent (Think-Pair-Share)
3. Use your definition and compare: https://www.youtube.com/watch?v=3uBcq1x7P34
4. PowerPoint
5. Summative Review
HW: Covered textbook due Friday, September 12.
Thursday, September 11
Objectives: Students should be able to:
1. Describe various geographical terms while expressing each style's individual positives and negatives.
Procedure:
1. In-Class Map Project
HW: Covered textbook for Friday, September 12.
Friday, September 12
Objectives: Students should be able to:
1. Describe various geographical terms while expressing each style's individual positives and negatives.
Procedure:
1. In-Class Map Project
HW: In-Class Map Project due Monday, September 15. Submit project to [email protected].
Picture
(Click to Expand)
The Week of September 4-5
Thursday, September 4
Objectives: Students should be able to:
1. Explain the class rules and explanations for the 2014-2015 school year for World History Honors.
2. Understand the goals for this course and classroom procedures.
Procedure:
1. Who are you?
2. Freshman Academy: Pyramid of Success & ROCK
3. Welcome back to school: http://www.youtube.com/watch?v=x78PnPd-V-A
4. Remind101 Signup
HW: None.
Friday, September 5
Objectives: Students should be able to:
1. Describe the various types of maps while expressing each style's individual positives and negatives.
Procedure:
1. Student Interest Survey
2. Syllabus/Course Expectations
3. Website
4. Remind101 Signup
5. Book distribution
HW:
1. Print out last page of Syllabus/Course Expectations and sign it. Due Wednesday, September 10.
Picture
Monday, June 15
Due on day of final exam: __**Final Exam Study Guide**__
Tuesday, June 16
Due on day of final exam: __**Final Exam Study Guide**__
Wednesday, June 17
Due on day of final exam: __**Final Exam Study Guide**__
Thursday, June 18
Finals!
Friday, June 19
Finals!
The Week of June 8-12
Monday, June 8
1. Public awareness campaign projects
2. Dos and Don'ts Sample PowerPoint Slides
3. Components of an Effective Oral Presentation
HW: Public awareness campaign projects All presentations are due via Google Drive to [email protected]. (Dos and Don'ts Sample PowerPoint Slides). Due Wednesday, June 10.
Tuesday, June 9
1. Public awareness campaign projects
2. Dos and Don'ts Sample PowerPoint Slides
3. Components of an Effective Oral Presentation
HW: Public awareness campaign projects All presentations are due via Google Drive to [email protected]. (Dos and Don'ts Sample PowerPoint Slides). Due Wednesday, June 10.
Wednesday, June 10
Objectives: Students should be able to:
1. Deliver a scholarly oral presentation based on an assigned aspect of World War II
Procedure:
1. Public awareness campaign projects
2. Dos and Don'ts Sample PowerPoint Slides
3. Components of an Effective Oral Presentation
HW: None.
Thursday, June 11
Objectives: Students should be able to:
1. Deliver a scholarly oral presentation based on an assigned aspect of World War II
Procedure:
1. Public awareness campaign projects
2. Dos and Don'ts Sample PowerPoint Slides
3. Components of an Effective Oral Presentation
HW: None.
Friday, June 12
Objectives: Students should be able to:
1. Deliver a scholarly oral presentation based on an assigned aspect of World War II
Procedure:
1. Public awareness campaign projects
2. Dos and Don'ts Sample PowerPoint Slides
3. Components of an Effective Oral Presentation
HW: None.
The Week of June 1-5
Monday, June 1
Objectives: Students should be able to:
1. Describe how the cult of personality applied to Stalin
2. Analyze the effectiveness of Stalin's reforms in the USSR
Procedure:
1. Do Now: Place the following events in order and write a brief description: November/Bolshevik Revolution, Russo-Japanese War, March Revolution, Lenin's death, Provisional Government, Russian Civil War, New Economic Plan Smartboard
2. PowerPoint
3. Cult of Personality - Around the Room (Note the Five-Year Plan in some posters)
4. Summative Review: Good propaganda: http://guity-novin.blogspot.com/2012/12/chapter-63-posters-of-russian-civil-war.html
A. Film: http://www.youtube.com/watch?v=wlvYGqi3Dbc
B. Film: http://www.youtube.com/watch?v=SIGL_VWx9Yg
HW: Prepare for quiz on Wednesday, June 3
Tuesday, June 2
Objectives: Students should be able to:
1. Discuss how Stalin's communism differed from Marx's communism
2. Analyze the totalitarian aspects of Stalin's regime
Procedure:
1. Do Now: Stalin Song Lyrics
2. Stalin's Russia
3. PowerPoint
4. Why do a mere 13% disapprove of Stalin today?
5. Animated Soviet Propaganda: What elements do you see? http://www.youtube.com/watch?v=t0JTbGlnchw
HW: Prepare for quiz on Wednesday, June 3
Wednesday, June 3
Objectives:Students should be able to:
1. Describe the role of apartheid in South Africa
2. Determine and evaluate the underpinnings of apartheid
Procedure:
1. Quiz
2. Current Evens
HW: Work on public awareness campaign projects --- (Dos and Don'ts Sample PowerPoint Slides)
Thursday, June 4
Objectives: Students should be able to:
1. Distinguish between effective and ineffective components of an oral presentation
Procedure:
1. Rubric
2. Components of an Effective Oral Presentation
3. Public Speaking Game
HW: Work on public awareness campaign projects --- (Dos and Don'ts Sample PowerPoint Slides)
Friday, June 5
Freshman Field Day
The Week of May 25-29
Monday, May 25
No School
Tuesday, May 26
Objectives: Students should be able to:
1. Research and compile resources for public awareness campaign projects
Procedure:
1. Public Awareness Campaign Projects Directions
2. Sample (*Note: You cannot do your project on genetically modified foods)
HW: Work on public awareness campaign projects
Wednesday, May 27
Objectives: Students should be able to:
1. Describe how the cult of personality applied to Stalin
2. Analyze the effectiveness of Stalin's reforms in the USSR
Procedure:
1. PowerPoint
2. Components of an Effective Oral Presentation
3. Speaking Game
HW: Work on public awareness campaign projects --- (Dos and Don'ts Sample PowerPoint Slides)
Thursday, May 28
Objectives: Students should be able to:
1. Discuss how Stalin's communism differed from Marx's communism
2. Analyze the totalitarian aspects of Stalin's regime
Procedure:
1. Do Now: Stalin Song Lyrics
2. Stalin's Russia
3. PowerPoint
4. Why do a mere 13% disapprove of Stalin today?
5. Animated Soviet Propaganda: What elements do you see? http://www.youtube.com/watch?v=t0JTbGlnchw
HW: Work on public awareness campaign projects -- (Dos and Don'ts Sample PowerPoint Slides)
Friday, May 29
Objectives: Students should be able to:
1. Research and compile resources for public awareness campaign projects
Procedure:
1. Public Awareness Campaign Projects Directions
2. Sample (*Note: You cannot do your project on genetically modified foods)
3. Dos and Don'ts Sample PowerPoint Slides
HW: Work on public awareness campaign projects
The Week of May 18-22
Monday, May 18
Objectives: Students should be able to:
1. Research and compile resources for public awareness campaign projects
Procedure:
1. Public Awareness Campaign Projects Directions
2. Sample (*Note: You cannot do your project on genetically modified foods)
HW: Work on public awareness campaign projects/annotated bibliographies due on Tuesday, May 26
Tuesday, May 19
Objectives: Students should be able to:
1. Analyze the causes of the Russian Revolution
Procedure:
1. Do Now: Detailed report of teacher
2. Interpret the Numbers
3. PowerPoint
4. "Bloody Sunday" - http://www.youtube.com/watch?v=RIgU0homwBU
5. Summative Review: Review Thursday's test
HW: Work on public awareness campaign projects/annotated bibliographies due on Tuesday, May 26
Wednesday, May 20
Objectives: Students should be able to:
1. Analyze the causes of the Russian Revolution
Procedure:
1. Do Now: Rasputin Reading (Groups) OR Communist Manifesto
2. PowerPoint
3. Summative Review
HW: Work on public awareness campaign projects/annotated bibliographies due on Tuesday, May 26
Thursday, May 21
Guidance presentation in the PARCC room
Friday, May 22
Objectives: Students should be able to:
1. Research and compile resources for public awareness campaign projects
Procedure:
1. Public Awareness Campaign Projects Directions
2. Sample (*Note: You cannot do your project on genetically modified foods)
HW: Work on public awareness campaign projects/annotated bibliographies due on Tuesday, May 26
The Week of May 11-15
Monday, May 11
Objectives: Students should be able to:
1. Relate the Industrial Revolution to population growth, new migration patterns, urbanization, and the environment.
Procedure:
1. Do Now: The Luddite Song (Horrible Histories): http://www.youtube.com/watch?v=TtdPhR7CWCg
2. "King Ludd's War"
3. Graph: http://www.lahabrahighschool.net/ourpages/auto/2009/4/24/65710733/10_3_3.pdf
4. PowerPoint
5. Summative Review: Look at the list of rampage shootings at the workplace. To what extent is this similar and/or different to the Luddite movement?
HW: Prepare for test next Thursday, May 14.
Tuesday, May 12
Objectives: Students should be able to:
1. Relate the Industrial Revolution to population growth, new migration patterns, urbanization, and the environment.
Procedure:
1. What are the roles of unions? What actions do unions possess? How does this conflict with management?
2. Simulation
3. Summative Review
HW: Prepare for test next Thursday, May 14.
Wednesday, May 13
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content with respect to the Industrial Revolution.
Procedure:
1. Study Guide
2. Jeopardy
HW: Prepare for test next Thursday, May 14.
Thursday, May 14
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content with respect to the Industrial Revolution.
Procedure:
1. Test
HW: None.
Friday, May 15
Objectives: Students should be able to:
1. Research and compile resources for public awareness campaign projects
Procedure:
1. Public Awareness Campaign Projects Directions
2. Sample (*Note: You cannot do your project on genetically modified foods)
HW: Work on public awareness campaign projects
The Week of May 4-8
Monday, May 4
Objectives: Students should be able to:
1. Relate the Industrial Revolution to population growth, new migration patterns, urbanization, and the environment.
Procedure:
1. Technology controlling your lives? http://www.youtube.com/watch?v=i7S6jSplCnE
2. PowerPoint (first two slides)
3. Frame-Breaking Act
4. Members of Parliament and Members of US Congress Today: http://www.rollcall.com/50richest/the-50-richest-members-of-congress-112th.html
5. PowerPoint (third slide)
6. Bangladesh Factory Fire: http://www.youtube.com/watch?v=yi2fv0KKLzE
7. Summative Review : Sentences
HW: Read "King Ludd's War" and answer the following questions. This is worth a quiz grade. Each day late is 20% off. Due Monday May 11.
Tuesday, May 5
Objectives: Students should be able to:
1. Relate the Industrial Revolution to population growth, new migration patterns, urbanization, and the environment.
2. Evaluate the rise of the market, command, and mixed economies.
Procedure:
1. Do Now: Make a list of the most "secure" jobs and a list of the least "secure" jobs. Be exhaustive.
2. What type of economy?
3. PowerPoint
4. Care for a hamburger? http://www.youtube.com/watch?v=87uBMXdIyjo
5. Summative Review: Political Cartoon on right
HW: Read "King Ludd's War" and answer the following questions. This is worth a quiz grade. Each day late is 20% off. Due Monday May 11.
Wednesday, May 6
Objectives: Students should be able to:
1. Relate the Industrial Revolution to population growth, new migration patterns, urbanization, and the environment.
2. Evaluate the rise of the market, command, and mixed economies.
Procedure:
1. Do Now: Interpret the political cartoon on right. Who is this depicting? How do you know?
2. PowerPoint
3. "Right to Work State" Weapons used by unions/employers
4. Summative Review: Unions a good thing?
HW:
1. Read "King Ludd's War" and answer the following questions. This is worth a quiz grade. Each day late is 20% off. Due Monday May 11.
2. Prepare for debate on Thursday, May 7 (Debate over whether unions are needed in 2015).
Thursday, May 7
Objectives: Students should be able to:
1. Relate the Industrial Revolution to population growth, new migration patterns, urbanization, and the environment.
Procedure:
1. Pro-union: www.youtube.com/watch?v=LQQPaBfAZYQ
2. Anti-union: http://www.youtube.com/watch?v=rSgJ5wBLbh4
3. Debate over unions in 2015
4. Summative Review
HW:
1. Read "King Ludd's War" and answer the following questions. This is worth a quiz grade. Each day late is 20% off. Due Monday May 11.
Friday, May 8
Objectives: Students should be able to:
1. Relate the Industrial Revolution to population growth, new migration patterns, urbanization, and the environment.
Procedure:
1. Quiz
HW:
1. Read "King Ludd's War" and answer the following questions. This is worth a quiz grade. Each day late is 20% off. Due Monday May 11.
The Week of April 27-May 1
Monday, April 27
Mr. Falkowski will not be here - please bring textbook
Assignment: Read and outline 652-674 in your notebook.
Tuesday, April 28
Objectives: Students should be able to:
1. Analyze interrelationships among the “agricultural revolution,” population growth, industrialization, specialization of labor, and patterns of land-holding.
Procedure:
1. Do Now: What are some implications we can derive from the picture on right?
2. PowerPoint
3. Child Labor Primary Source
4. Traffic Robot: http://www.cnn.com/2014/02/24/tech/robot-cops-rule-kinshasa/
5. Summative Review: China and Pollution: http://www.youtube.com/watch?v=16b-GJSa2H0
HW: Read and outline pages 652-674. Due Wednesday, April 29.
Wednesday, April 29
Objectives: Students should be able to:
1. Analyze interrelationships among the “agricultural revolution,” population growth, industrialization, specialization of labor, and patterns of land-holding.
Procedure:
1. Do Now: Picture Analysis
2. PowerPoint
3. Urbanization Game
4. Summative Review: How is urbanization depicted through this simulation? How does this reflect the Enclosure Movement?
HW: None.
Thursday, April 30
Objectives: Students should be able to:
1. Analyze interrelationships among the “agricultural revolution,” population growth, industrialization, specialization of labor, and patterns of land-holding.
Procedure:
1. Do Now: Google Driving: http://www.youtube.com/watch?v=cdgQpa1pUUE
2. Gapminder World: Which countries in the world are emerging?
3 PowerPoint
4. Discuss page #1 or Distressed Seamstress
5. Factories and China Today: http://www.youtube.com/watch?v=IlcDFNzqEi4&feature=related
6. Summative Review
HW: None.
Friday, May 1
Objectives: Students should be able to:
1. Analyze interrelationships among the “agricultural revolution,” population growth, industrialization, specialization of labor, and patterns of land-holding.
Procedure:
1. Simulation
2. Debrief
3. Distressed Seamstress
HW: None.
The Week of April 20-24
Monday, April 20
Objectives: Students should be able to:
1. Analyze the Haitian and Latin American Revolution and evaluate to what extent Enlightenment ideas and concepts are present in these revolutions
Procedure:
1. Map Work
2. PowerPoint
3. Constitution of 1801
4. Summative Review
HW:
Tuesday, April 21
Objectives: Students should be able to:
1. Analyze the Haitian and Latin American Revolution and evaluate to what extent Enlightenment ideas and concepts are present in these revolutions
Procedure:
1. Do Now: Bolivar
2. PowerPoint
3. Brazil Today: http://www.youtube.com/watch?v=co1cwVXhHQc
4. Summative Review
HW:
Wednesday, April 22
Objectives: Students should be able to:
1. Analyze causes of modern-day slavery
Procedure:
1. Webquest - http://thefalkowskination.wikispaces.com/Modern+Slavery+Assignment
HW: Webquest due Friday, April 24
Thursday, April 23
Objectives: Students should be able to:
1. Analyze causes of modern-day slavery
Procedure:
1. Webquest - http://thefalkowskination.wikispaces.com/Modern+Slavery+Assignment
HW: Webquest due Friday, April 24
Friday, April 24
Objectives: Students should be able to:
1. Analyze causes of modern-day slavery
Procedure:
1. Return research papers
2. Review Webquest - http://thefalkowskination.wikispaces.com/Modern+Slavery+Assignment
HW: None.
The Week of April 13-17
Monday, April 13
Objectives: Students should be able to:
1. Analyze the Haitian and Latin American Revolution and evaluate to what extent Enlightenment ideas and concepts are present in these revolutions
Procedure:
1. Do Now: Describe what you see. How might this depiction demonstrate slavery in Haiti? Smartboard
2. Clip from Amistad: http://www.youtube.com/watch?v=8nePOpkYwjY
3. Brief PowerPoint
4. The Black Jacobins: Compare/Contrast conditions in France with those in Haiti prior to their respective revolutions on Smartboard
5. Summative Review: Compare/Contrast Spanish and French Colonization
HW: Work on Research Paper due April 15. Hard copy and digital copy due via turnitin.com (even if absent by the time class starts)
Tuesday, April 14
Objectives: Students should be able to:
1. Analyze the Haitian and Latin American Revolution and evaluate to what extent Enlightenment ideas and concepts are present in these revolutions
Procedure:
1. Map Work
2. Brief PowerPoint
3. Code Noir
4. Summative Review: Review test from last week
HW: Work on Research Paper due April 15. Hard copy and digital copy due via turnitin.com (even if absent by the time class starts)
Wednesday, April 15
Objectives: Students should be able to:
1. Analyze the Haitian and Latin American Revolution and evaluate to what extent Enlightenment ideas and concepts are present in these revolutions
Procedure:
1. Political Cartoon: How is this relevant to the French/Haitian Revolution? Smartboard
2. Brief PowerPoint
3. Constitution of 1801 (Compare/Contrast to the Bill of Rights/Enlightenment Influence)
4. Summative Review
HW:
Thursday, April 16
Falkowski absent. :(
Read Constitution of 1801 and answer the following questions:
1. How is this document or how isn’t this document representative of the Revolution? Cite from the text.
2. To what extent is this a democracy? Cite from the text.
3. Do you think most people would support this document in Haiti? Explain.
4. Would anyone have objections to this document in Haiti? Outside of Haiti? If so, who and why?
HW: Prepare for quiz on Friday, April 17 on the Haitian Revolution.n
Friday, April 17
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the Haitian and Latin American Revolutions
Procedure:
1. Quiz
2. Current Events
HW:
The Week of April 6-10
Monday, April 6
No School
Tuesday, April 7
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the French Revolution.
Procedure:
1. Study Guide
2. Jeopardy
HW: Prepare for test on Wednesday, April 8
Wednesday, April 8
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the French Revolution.
Procedure:
1. Test
HW:
Thursday, April 9
Objectives: Students should be able to:
1. Compile resources for research paper
Procedure:
1. Research Paper
HW: Work on Research Paper due April 15. Hard copy and digital copy due via turnitin.com (even if absent by the time class starts)
Friday, April 10
Objectives: Students should be able to:
1. Compile resources for research paper
Procedure:
1. Research Paper
HW: Work on Research Paper due April 15. Hard copy and digital copy due via turnitin.com (even if absent by the time class starts)
The Week of March 30-April 3
Monday, March 30
No School
Tuesday, March 31
Objectives: Students should be able to:
1. Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions.
Procedure:
1. French Revolution "March Madness" Bracket
HW:
Wednesday, April 1
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the French Revolution.
Procedure:
1. Study Guide
2. Jeopardy
HW: Prepare for test on the French Revolution on Thursday, April 2.
Thursday, April 2
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the French Revolution.
Procedure:
1. Test
HW: None.
Friday, April 3
No School
The Week of March 23-27
Monday, March 23
Objectives: Students should be able to:
1. Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions.
Procedure:
1. Do Now: Who does this depict? Why is this happening to her?: http://www.youtube.com/watch?v=6pNZKJyWUa0
2. Directory Reading
3. PowerPoint
4. Summative Review
HW:
Tuesday, March 24
Objectives: Students should be able to:
1. Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions.
Procedure:
1. Do Now: Explain the significance of the political cartoon on right (figure 1)
2. Based on the picture below, what interpretations can you make of Napoleon? Smartboard
3. Napoleon's Picture (figure 2)
4. Napoleonic Code Questions
5. What does this say about the conditions in Russia: http://www.youtube.com/watch?v=bu00RiPjaa4
6. PowerPoint
7. Compare and contrast the first photo (figure 2) with the photo (figure 3) on right:
HW:
Wednesday, March 25
Objectives: Students should be able to:
1. Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions.
Procedure:
1. Do Now: What are the four phases of the French Revolution. Pick the most significant event from each phase and describe it. Classify which ones achieve the goals of liberty, fraternity, and equality.
2. Napoleon in a "nut shell" - http://www.youtube.com/watch?v=tfHnwqtJT9U
3. Brief PowerPoint
4. French Revolution "March Madness" Bracket
5. Napoleon/Horrible Histories: http://www.youtube.com/watch?v=8gC00avITj0
6. Wrap-Up: http://www.youtube.com/watch?v=lTTvKwCylFY
HW: French Revolution "March Madness" Bracket for Tuesday, March 31
Thursday, March 26
Objectives: Students should be able to:
1. Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions.
Procedure:
1. French Revolution "March Madness" Bracket
HW: French Revolution "March Madness" Bracket for Tuesday, March 31
Friday, March 27
Class will not meet due to the Freshman Academy Assembly.
HW: French Revolution "March Madness" Bracket for Tuesday, March 31
The Week of March 16-20
Monday, March 19
Objectives: Students should be able to:
1. Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions.
Procedure:
1. Do Now: Review
2. Compare & Contrast: Declaration of the Rights of Women and Declaration of the Rights of Man
A. Is this a parody?
B. Why has the Revolution failed in her opinion?
C. How is this document similar/different from the Declaration of the Rights of Man?
D. Write down what it states and whose ideas from the Enlightenment are being expressed
E. Compare with the Declaration of Sentiments
3. PowerPoint
4. Summative Review: Write down in 3 sentences, the most salient point.
HW: Read and outline pages 627-631 for Wednesday, March 21.
Tuesday, March 20
We will not meet due to PARCC testing
HW: Read and outline pages 627-631 for Wednesday, March 21
Wednesday, March 21
Objectives: Students should be able to:
1. Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions.
Procedure:
1. Do Now: Jean Marat (use excerpts to lead into Reign of Terror)
2. Place the following events in chronological order. Next, explain them: Storming the Bastille, Tennis Court Oath, Constitution of 1791, Estates General Meeting, Old Regime Problems.
3. PowerPoint
4. Time Remaining: http://www.youtube.com/watch?src_vid=PyZsLYxaIuM&feature=iv&v=NTMFtLAS90Q&annotation_id=annotation_855379
5. Summative Review: Write down in 3 sentences, the most salient point.
HW:
Thursday, March 22
Objectives: Students should be able to:
1. Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions.
Procedure:
1. Analyze what this means: "We Have the Baker, the Baker’s Wife, and the Baker’s Son.We Shall Have Bread.”
2. PowerPoint
3. Methods of Execution in the US: http://www.deathpenaltyinfo.org/methods-execution
4. States with the death penalty: Refer to figure 1 and figure 2 on right.
5. Declaration of the Rights of Man and Citizen & the UNDHR (if time remains)
6. Summative Review: What are the implications of King Louis's execution based on the map on right ? Explain.
HW:
1. Prepare for quiz on Friday, March 21
2. Complete a current event using this sheet for Friday, March 21.
Friday, March 23
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the radical phase of the French Revolution
Procedure:
1. Quiz
2. Current Events
HW: None.
The Week of March 9-13
Monday, March 9
Period 8 will not meet due to PARCC testing
Tuesday, March 10 - Wednesday, March 11
Falkowski absent :( Model UN conference
Assignment:
1. Handout - complete questions 1-3. Due Friday, March 13.
2. Quiz on the moderate phase on Friday, March 13.
Thursday, March 12
Period 8 will not meet due to PARCC testing
HW:
1. Handout - complete questions 1-3. Due Friday, March 13.
2. Quiz on the moderate phase on Friday, March 13.
Friday, March 13
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the moderate phase of the French Revolution.
Procedure:
1. Quiz
2. Current Events
HW: None.
The Week of March 2-6
Monday, March 2
Period 8 will not meet due to PARCC testing
Tuesday, March 3
Objectives: Students should be able to:
1. Evaluate the timelessness of Enlightenment ideas in the Arab Spring
Procedure:
1. Arab Spring Project Reviews
a. Egypt: http://egyptrevoluton.weebly.com/
b. Syria: http://syria-central.weebly.com/
c. Tunisia: http://tunisian-arabsprings.weebly.com/
d. Bahrain: http://bahrainianjustice.weebly.com/
e. Libya: http://arabspringlibya.weebly.com/
HW:
1. Prepare for quiz on Friday, March 6.
2. Complete a current event using this sheet for Friday, March 6.
Wednesday, March 4
Period 8 will not meet due to PARCC testing
Thursday, March 5
Objectives: Students should be able to:
1. Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions.
Procedure:
1.Do Now: Review
2. Declaration of the Rights of Man
3. PowerPoint
4. Summative Review
HW:
1. Prepare for quiz on Friday, March 6.
2. Complete a current event using this sheet for Friday, March 6.
Friday, March 6
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the moderate phase of the French Revolution.
Procedure:
1. Quiz
2. Current Events
The Week of February 23-27
Monday, February 23
Objectives: Students should be able to:
1. Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions.
Procedure:
1. Do Now: Bread Reading
2. Could you live off of $438 a week?
3. PowerPoint
4. Wealth Distribution in the United States: http://www.youtube.com/watch?v=QPKKQnijnsM
5. Closing Question (or continuous write depending on time): What are some key similarities between the United States and France? What are some important differences? Is the United States headed for a revolution?
HW: Work on Arab Spring Project (paper) due Wednesday, website due Friday
Tuesday, February 24
Objectives: Students should be able to:
1. Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions.
Procedure:
Do Now: How does this video relate to the French Revolution?: http://www.youtube.com/watch?v=GgJ5f9ZqOFc
2. Choose a leader of the Revolution
3. PowerPoint
4. Summative Review: Summarize today's lesson in one descriptive sentence.
HW: Work on Arab Spring Project (paper) due Wednesday, website due Friday
Wednesday, February 25
Objectives: Students should be able to:
1.Explain how and why various ideals (e.g., liberty, popular sovereignty, natural rights, democracy, and nationalism) became driving forces for reforms and revolutions.
Procedure:
1. Do Now #1: Great Fear (http://www.theforbiddenknowledge.com/hardtruth/fact_and_fiction.htm)
2. PowerPoint
3. Storming the Bastille (Around the Room?)
4. Summative Review
HW: Work on Arab Spring Project website due Friday
Thursday, February 26
Falkowski on DECA Trip :(
HW: Work on Arab Spring Project website due Friday by 11:59 PM.
Friday, February 27
Falkowski on DECA Trip :(
HW: Work on Arab Spring Project website due Friday by 11:59 PM.
The Week of February 16-20
Monday, February 16
No School
Tuesday, February 17
No School
Wednesday, February 18
Objectives: Students should be able to:
1. Determine how the principle ideas of the Enlightenment continue to alter political thought in the world today.
Procedure:
1. NPR: Voltaire and ISIS: http://www.npr.org/blogs/parallels/2015/02/15/385422239/after-paris-attacks-voltaires-tolerance-is-back-in-vogue
2. Arab Spring Project
3. Log in: students.weebly.com
4. Sample: http://syrianrevolt.weebly.com/
HW: Work on Arab Spring Project
Thursday, February 19
Objectives: Students should be able to:
1. Determine how the principle ideas of the Enlightenment continue to alter political thought in the world today.
Procedure:
1. Arab Spring Project
2. Log in: students.weebly.com
3. Sample: http://syrianrevolt.weebly.com/
HW: Work on Arab Spring Project
Friday, February 20
Objectives: Students should be able to:
1. Determine how the principle ideas of the Enlightenment continue to alter political thought in the world today.
Procedure:
1. Arab Spring Project
2. Log in: students.weebly.com
3. Sample: http://syrianrevolt.weebly.com/
HW: Work on Arab Spring Project
The Week of February 9-13
Monday, February 9
No School
Tuesday, February 10
Objectives: Students should be able to:
1. Determine how the principle ideas of the Enlightenment continue to alter political thought in the world today
Procedure:
1. Do Now: Review of the Enlightenment Thinkers: Match Game
2. Salons
3. Summative Review
HW: Read (do not answer) Enlightenment DBQ Analysis. Prepare for a graded discussion on Thursday, February 12.
Wednesday, February 11
Objectives: Students should be able to:
1. Determine how the principle ideas of the Enlightenment continue to alter political thought in the world today.
Procedure:
1. Do Now: Name the Enlightenment thinker with the song:
Aretha: http://www.youtube.com/watch?v=1OncKtzZ2Nc
Andy Williams: http://www.youtube.com/watch?v=1pR6ho_GSZs
Beatles Revolution: http://www.youtube.com/watch?v=AqC_Gma221M
Bad to the Bone: http://www.youtube.com/watch?v=s_qnGskGLxQ
Taking Care of Business: http://www.youtube.com/watch?v=94sPQoWO5nk
John Mayer: http://www.youtube.com/watch?v=4ZseqXHLOwk
World: http://www.youtube.com/watch?v=IwuO2dfqrF4
2. What would your Enlightenment thinker say? Scenarios
3. Summative Review
HW:
1. Quiz on Friday, February 13
2. Read (do not answer) Enlightenment DBQ Analysis. Prepare for a graded discussion on Thursday, February 12.
Thursday, February 12
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the Enlightenment
Procedure:
1. Do Now: History Circle
2. History Circle: Enlightenment DBQ Analysis
3. Summative Review: Reflection
4. If time remains, website
HW:
1. Quiz on Friday, February 13
Friday, February 13
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the Enlightenment
Procedure:
1. Quiz
2. Current Events
HW: None.
The Week of February 2-6
Monday, February 2
No School
Tuesday, February 3
Mid-terms
Wednesday, February 4
Objectives: Students should be able to:
1. Determine how the principle ideas of the Enlightenment altered political thought in Europe, and trace the impact of these ideas over time.
Procedure:
1. Do Now: What would you do: http://www.youtube.com/watch?v=BRX31HOikws --- Are people naturally good or evil?
2. PowerPoint
3. Continuous Write
4. Summative Review
HW: Locke and Hobbes reading. Complete for Friday, February 6.
Thursday, February 5
Objectives: Students should be able to:
1. Determine how the principle ideas of the Enlightenment altered political thought in Europe, and trace the impact of these ideas over time.
Procedure:
1. Do Now: Continuous Write
2. PowerPoint
3. Freedom vs. Safety:
4. Summative Review
HW: Locke and Hobbes reading. Complete for Friday, February 6.
Friday, February 6
Objectives: Students should be able to:
1. Determine how the principle ideas of the Enlightenment altered political thought in Europe, and trace the impact of these ideas over time.
Procedure
Procedure:
1. Do Now: Pass Activity
2. Review Locke and Hobbes reading.
3. PowerPoint
4. Summative Review
HW: None.
The Week of January 26-30
Monday, January 26
Mid-term Study Guide
Tuesday, January 27
Mid-terms
Wednesday, January 28
Mid-terms
Thursday, January 29
Mid-terms
Friday, January 30
Mid-terms
The Week of January 19-23
Monday, January 19
No School
Tuesday, January 20
Falkowski Absent :(
1. Scientific Revolution DBQ
2. Mid-term Study Guide
HW: Scientific Revolution DBQ due Wednesday, January 21.
Wednesday, January 21
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the Scientific Revolution
Procedure:
1. Scientific Revolution DBQ
2. Review for Mid-term
HW: None.
Thursday, January 22
Objectives: Students should be able to:
1. Prepare for midterm
Procedure:
1. Mid-term Study Guide
HW: Prepare for midterm
Friday, January 23
Objectives: Students should be able to:
1. Prepare for midterm
Procedure:
1. Mid-term Study Guide
HW: Prepare for midterm
The Week of January 12-16
Monday, January 12
Objectives: Students should be able to:
1. Utilize research databases to compile resources for their research projects.
Procedure:
1. Library Research Databases
HW: Research assignment due on Thursday, January 15. A paper and digital copy required via turnitin.com.
Tuesday, January 13
Falkowski in meeting all day :(
Use computer time for research assignment
HW: Research assignment due on Thursday, January 15. A paper and digital copy required via turnitin.com.
Wednesday, January 14
Falkowski in meeting all day :(
Use computer time for research assignment
HW: Research assignment due on Thursday, January 15. A paper and digital copy required via turnitin.com.
Thursday, January 15
Objectives: Students should be able to:
1. Analyze primary source documents relating to the scientific revolution.
Procedure:
1. Review and Collect Research Papers
2. Scientific Revolution DBQ
HW: Work on scientific revolution DBQ
Friday, January 16
Objectives: Students should be able to:
1. Analyze primary source documents relating to the scientific revolution.
Procedure:
1. Scientific Revolution DBQ
HW: None.
The Week of January 5-9
Monday, January 5
Objectives: Students should be able to:
1. Discuss the conflict between the Church and scientists during the Scientific Revolution
2. Analyze the extent to which women participated in the Scientific Revolution
Procedure:
1. Do Now: Which of the two diagrams are correct? Why might the correct diagram be upsetting to the average person and the Church?
2. PowerPoint
3. Women and Science: Analyze and discuss attitudes and reactions toward the participation of women in the sciences during the seventeenth and eighteenth centuries.
4. Summative Review: Devise a thesis statement
HW:
1. Read and outline textbook pages 512-516. Due Wednesday, January 7.
2. Research Assignment due Tuesday, January 13.
Tuesday, January 6
Objectives: Students should be able to:
1. Discuss the conflict between the Church and scientists during the Scientific Revolution
Procedure:
1. Do Now: What is the common theme amongst these superstitions? How would a member of the church and the Scientific Revolution respond?: http://www.youtube.com/watch?v=qFyDUaSi-5w
2. PowerPoint
3. Galileo Trial Documents
4. Summative Review: See political cartoon on right.
HW:
1. Prepare for Galileo Trial Documents on Thursday, January 8
2. Read and outline textbook pages 512-516. Due Wednesday, January 7.
3. Research Assignment due Tuesday, January 13.
Wednesday, January 7
Objectives: Students should be able to:
1. Discuss the conflict between the Church and scientists during the Scientific Revolution
Procedure:
1. Do Now: Possible explanations for the crop circle on right
2. Writing Prompt
3. Galileo Trial Documents
HW:
1. Prepare for Galileo Trial Documents on Thursday, January 8
2. Research Assignment due Tuesday, January 13.
Thursday, January 8
Objectives: Students should be able to:
1. Discuss the conflict between the Church and scientists during the Scientific Revolution
Procedure:
1. Galileo Trial Documents
2. Debrief/Takeaways
HW:
1. Prepare for quiz on Friday, January 9
2. Research Assignment due Tuesday, January 13.
Friday, January 9
Objectives: Students should be able to:
1. Discuss the conflict between the Church and scientists during the Scientific Revolution
Procedure:
1. Quiz
2. Current Events
HW: Research Assignment due Tuesday, January 13.
The Week of December 22-23
Monday, December 22
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning the Renaissance and Reformation.
Procedure:
1. Quiz
2. Current Events
HW: Work on research assignment.
Tuesday, December 23
Objectives: Students should be able to:
1. Complete teacher surveys.
Procedure:
1. Student Survey
HW: Have a wonderful Winter Solstice!
The Week of December 15-19
Monday, December 15
Objectives: Students should be able to:
1. Analyze the underlying causes of the Protestant Reformation
Procedure:
1. Do Now: Make a list of grievances you have against homework
2. PowerPoint
3. 95 Theses (Jigsaw)
4. Closing Activity: Explain the lyrics to this video: YouTube: "95 Theses, but the Pope Ain't One" (Lyrics).
5. Summative Review
HW:
1. Watch the following YouTube video. Post on www.turnitin.com in ten sentences in which you compare social media in the Arab Spring to the printing press during the Protestant Reformation. Due Tuesday, December 16.
Tuesday, December 16
Objectives: Students should be able to:
1. Examine the role of the printing press during the Protestant Reformation
Procedure:
1. Explain how the political cartoon on right relates to the Protestant Reformation
2. TurnItIn Discussion Question Review
3. PowerPoint
4. Propaganda Activity (Posted around room) and Answers
5. Summative Review
HW:
1. Complete a current event using this sheet for Friday, December 19.
Wednesday, December 17
Objectives:Students should be able to:
1. Examine the response to Luther's 95 theses
Procedure:
1. Do Now: Assign Research
2. Edict of Worms
3. PowerPoint
4. Summative Review
HW:
1. Complete a current event using this sheet for Friday, December 19.
Thursday, December 18
Objectives:Students should be able to:
1. Examine the evolution of Protestantism with respect to Calvinism and Anabaptism
Procedure:
1. Analyze what these aspects have in common with respect to Calvinism
2. PowerPoint
3. Blue Laws: http://www.youtube.com/watch?v=m62s1JtOoA0
4. Summative Review: Refer to political cartoon on right.
HW:
1.Complete a current event using this sheet for Friday, December 19.
Friday, December 19
Objectives:Students should be able to:
1. Analyze and demonstrate mastery of content with respect to the Renaissance and the Protestant Reformation
Procedure:
1. Current Events
HW: Quiz on Monday.
The Week of December 8-12
Monday, December 8
Objectives: Students should be able to:
1. Discuss the causes of the Renaissance in Italy
2. Explain the rise in humanism and secularism in Italy
Procedure:
1. Do Now: Compare and contrast these two figures on right:
2. PowerPoint Voice Overview Day 1 & 2
3. Humanism during the Renaissance
A. Is humanism on the decline with technology? Is technology making us less
human? Or more?
B. Are humans too distracted by worldly pleasures? Should there be a
religious revival?
C. Video on Humanism (Optional)
4. Bill O'Reilly Youtube: http://www.youtube.com/watch?v=0u_Vlmnt1rs
A. Is secularism going to lead to the moral decay of society?
B. To what extent is our society too secular?
5. Summative Review
HW:
1. Read Supporting the Arts. Answer questions 1-3. Due Tuesday, December 9.
2. Watch the following YouTube video. Explain to what extent you agree with the author's premise that the Renaissance "wasn't really a thing" in about 10 sentences. Post on www.turnitin.com. Due Thursday, December 11.
Tuesday, December 9
No School
Wednesday, December 10
Objectives: Students should be able to:
1. Identify and analyze changes in art during the Renaissance period
Procedure:
1. Discuss Supporting the Arts
2. PowerPoint Voice Overview Day 1 & 2
3. Medieval or Renaissance Art?
4. Review
5. Art Video (Optional)
6. Summative Review
HW:
1. Watch the following YouTube video. Explain to what extent you agree with the author's premise that the Renaissance "wasn't really a thing" in about 10 sentences. Post on www.turnitin.com. Due Thursday, December 11.
Thursday, December 11
Objectives: Students should be able to:
1. Examine to what extent were attitudes toward gender changed during this “rebirth” of learning
Procedure:
1. Do Now: On PP
2. PowerPoint Voice Overview Day 3 & 4
3. The Courtier
4. List of Renaissance Men: http://en.wikipedia.org/wiki/List_of_Renaissance_men
5. Summative Review
HW: Be ready with a current event for Friday to discuss. Nothing written.
Friday, December 12
Objectives: Students should be able to:
1. Analyze changes in literature during the Renaissance period
Procedure:
1. Do Now: YouTube Video Discussion
2. PowerPoint Voice Overview Day 3 & 4
3. //The Prince//
4. The Prince Discussion
5. Summative Review
HW: None.
The Week of December 1-5
Monday, December 1
Objectives: Students should be able to:
1. Describe the impact of cultural contact and cultural exchange on the conqueror as well as the conquered, and the global consequences of these contacts and exchanges.
Procedure:
1. Do Now: Ethnocentrism: World Delicacies: http://www.youtube.com/watch?v=rK1AaCbnXjg
2. PowerPoint
3. Ottoman Empire Reading
4. Political Cartoon Analysis
5. Summative Review: Picture on right
HW: Test on Friday, December 5. Consult study guide.
Tuesday, December 2
Objectives: Students should be able to:
1. Determine the reasons for, and the consequences of, the rise of powerful, centralized nation states in Europe
Procedure:
1. Twitter Project Directions Twitter Template
HW:
1. Test on Friday, December 5. Consult study guide.
2. Twitter project due Monday, December 8. Upload and share to Google Classroom by the time class starts.
Wednesday, December 3
Objectives: Students should be able to:
1. Analyze various points of view concerning Louis XIV as an absolute monarch
Procedure:
1. Eulogies from the point of view of Louis XIV from the point of view of a: peasant, Henry VIII, the Pope, Elizabeth I, and Philip II
2. Eulogy Format
HW:
1. Test on Friday, December 5. Consult study guide.
2. Twitter project due Monday, December 8. Upload and share to Google Classroom by the time class starts. Google Classroom code: 8f4a16h
Thursday, December 4
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning absolutism.
Procedure:
1. Study guide
2. Jeopardy
HW:
1. Test on Friday, December 5. Consult study guide.
2. Twitter project due Monday, December 8. Upload and share to Google Classroom by the time class starts. Google Classroom code: 8f4a16h
Friday, December 5
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning absolutism.
Procedure:
1. Test
HW: Twitter project due Monday, December 8. Upload and share to Google Classroom by the time class starts. Google Classroom code: 8f4a16h
The Week of November 24-29
Monday, November 22
Objectives: Students should be able to:
1. Determine the reasons for, and the consequences of, the rise of powerful, centralized nation states in Europe
Procedure:
1. Do Now: Draw TWO conclusions based on this chart.
2. Review religion and England
3. Switching gears to France: Who/what is to blame for this?: http://www.usdebtclock.org/
4. King Louis XIV of France: Picture/Reading Excerpts 'Round the Room Worksheet Organizer
5. Review sources
HW: Complete a current event using this sheet for Wednesday, October November 24.
Tuesday, November 23
Objectives: Students should be able to:
1. Determine the reasons for, and the consequences of, the rise of powerful, centralized nation states in Europe
Procedure:
1. Do Now: What are TWO conclusions one can make about this map?
2. PowerPoint
3. Compare/Contrast the Ottoman Empire, France, England, and Spain
4. Summative Review: How to become the British Monarch: http://www.youtube.com/watch?v=BUY6HGqYweQ
HW: Complete a current event using this sheet for Wednesday, October November 24.
Wednesday, November 23
Objectives: Students should be able to:
1. Determine the reasons for, and the consequences of, the rise of powerful, centralized nation states in Europe
Procedure:
1. Current Events
HW: Have a wonderful Thanksgiving Break!
Thursday, November 24
No School
Friday, November 25
No School
The Week of November 17-21
Monday, November 17
Objectives: Students should be able to:
1. Determine the reasons for, and the consequences of, the rise of powerful, centralized nation states in Europe
Procedure:
1. Do Now: Obama and Congress: What could hypothetically solve this more easily? http://www.youtube.com/watch?v=JVho_9p25Bs
2. PowerPoint
3. Absolutism Reading
4. Absolutism in the World Today: Refer to picture on right.
5. Absolutism Today in North Korea: https://www.youtube.com/watch?v=euNK6h95pGg
6. Summative Review
HW: Read and outline pages in your textbook 500-504. Due Wednesday, November 18.
Tuesday, November 18
Objectives: Students should be able to:
1. Determine the reasons for, and the consequences of, the rise of powerful, centralized nation states in Europe
Procedure:
1. Do Now: Matching Activity
2. PowerPoint
3. The Committee for the Promotion of Virtue and the Prevention of Vice
4. Things Banned in a Dictatorship (Saudi Arabia): http://listverse.com/2012/11/12/top-10-everyday-things-banned-in-saudi-arabia/
5. Review Tests
HW: Read and outline pages in your textbook 500-504. Due Wednesday, November 18.
Wednesday, November 19
Objectives: Students should be able to:
1. Determine the reasons for, and the consequences of, the rise of powerful, centralized nation states in Europe
Procedure:
1. Do Now: Does or should a politician's religion matter today when voting in the United States?
2. PowerPoint (Hand out to class)
3. English Bill of Rights Activity
4. Summative Review
5. If time remains, Horrible Histories: Henry VIII: http://www.youtube.com/watch?v=-fadCAHjN-s
HW:
1. Finish English Bill of Rights Activity for Thursday, November 20.
2. Prepare for quiz on Friday, November 21.
Thursday, November 20
Objectives: Students should be able to:
1. Determine the reasons for, and the consequences of, the rise of powerful, centralized nation states in Europe
Procedure:
1. Do Now: Review English Bill of Rights Activity/Political Cartoons
2. American Bill of Rights
3. Which amendments in action? http://www.youtube.com/watch?v=DX26HelP7yc
4. Review tests
HW:
1. Prepare for quiz on Friday, November 21.
Friday, November 21
Objectives: Students should be able to:
1. Determine the reasons for, and the consequences of, the rise of powerful, centralized nation states in Europe
Procedure:
1. Quiz
2. Current Events
HW: None.
The Week of November 10-14
Monday, November 10
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning cross-cultural interactions and reforms.
Procedure:
1. Podcast Activity
HW:
1. Prepare for test on Friday, November 14. Study Guide
2. Transcript for podcast activity due Wednesday, November 12.
Tuesday, November 11
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning cross-cultural interactions and reforms.
Procedure:
1. Podcast Activity
HW:
1. Prepare for test on Friday, November 14. Study Guide
2. Transcript for podcast activity due Wednesday, November 12.
Wednesday, November 12
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning cross-cultural interactions and reforms.
Procedure:
1. Podcast Activity
HW: Prepare for test on Friday, November 14. Study Guide
Thursday, November 13
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning cross-cultural interactions and reforms.
Procedure:
1. Review Podcast Activity
2. Review for test Study Guide
HW: Prepare for test on Friday, November 14. Study Guide
Friday, November 14
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning cross-cultural interactions and reforms.
Procedure:
1. Test
HW: None.
The Week of November 3-7
Monday, November 3
Objectives: Students should be able to:
1. Discuss the western improvements espoused by Peter the Great in Russia
Procedure:
1. What inferences can you make based on the image on right?
2. Peter the Great Biography(group reading)
3. PowerPoint
4. Summative Review
HW: None.
Tuesday, November 4
Objectives: Students should be able to:
1. Discuss the western improvements espoused by Peter the Great in Russia
Procedure:
1. Do Now: Caste System Review
2. Amish: Should they embrace their culture or shun it? http://www.youtube.com/watch?v=jp_dWkwwyT4
3. Westernization: To what extent is it possible to westernize without "polluting" one's own culture?
4. PowerPoint
5. Summative Review: What type of leader is needed for these reforms? What type of backlash might he encounter?
HW:
Wednesday, November 5
Objectives: Students should be able to:
1. Discuss the western improvements espoused by Peter the Great and Catherine the Great in Russia.
Procedure:
1. Match game
2. PowerPoint
3. Peter's Reforms
4. Summative Review
HW: None.
Thursday, November 6
No School.
Friday, November 7
No School.
Picture
The Week of October 27-31
Monday, October 27
Objectives: Students should be able to:
1. Compile information concerning research project
Procedure:
1. Library - Research Paper.
HW:
1. Research paper due via turnitin.com (even if absent) and paper copy by the time class starts for Wednesday, October 29.
Tuesday, October 28
Objectives: Students should be able to:
1. Describe the impact of cultural contact and cultural exchange on the conqueror as well as the conquered, and the global consequences of these contacts and exchanges.
Procedure:
1. Review: White Man's Burden.
2. Do Now: How is the following statement supported by the map: The sun never sets on the British Empire:
3. Picture Analysis: What insights can you make about British colonization based on the picture?
4. PowerPoint
5. McDonald's and Tailoring Food to a Culture: http://www.chicagotribune.com/business/ct-biz-mcdonalds-food-around-the-world,0,5168632.photogallery
6. Sepoy Rebellion: https://www.youtube.com/watch?v=2yXKbd5IDzU (Stop at 5:00)
7. Summative Review: Explain to what extent Mangal Pandey rebelled against the British solely because of the cartridge incident
HW: Research paper due via turnitin.com (even if absent) and paper copy by the time class starts for Wednesday, October 29.
Wednesday, October 29
Objectives: Students should be able to:
1. Discuss the basic tenets of Hinduism and how this directly relates to India
Procedure:
1A. How does the picture below demonstrate colonization/imperialism? What concept does this exemplify?
2. British Map
3. Would you like to consume some bat? (Thailand delicacy)
4. Jigsaw
5. Hinduism PowerPoint
6. Summative Review: Use the six concepts in one sentence.
HW: Prepare for quiz on Friday, October 31.
Thursday, October 30
Objectives: Students should be able to:
1. List and explain the different castes in the caste system in India.
2. Describe how the caste system fits into India.
Procedure:
1. Do Now: Caste System Story
2. What concept does the depiction below illustrate? How and why did this concept come about?
3. Gopastami Festival ("Cow Holiday" in India): http://framework.latimes.com/2011/11/03/pictures-in-the-news-303/#/2
4. Brief PowerPoint on the Caste System
5. Caste System Today (Untouchability Alive and Kicking in India): http://www.youtube.com/watch?v=3rN-HabeB4A
A. Why is it very difficult for India to abandon the caste system today?
B. According to the video, why are untouchables not allowed to cook food for upper caste children?
C. India is the world's largest democracy. Yet, the caste system is still practiced despite it being illegal. Is there anything that can be done to alter the mindset of Indians?
6. Closing question: Compare and contrast the class system in the United States with that of the caste system. What are the differences/similarities?
HW:
1. Prepare for quiz on Friday, October 31.
Friday, October 31
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning imperialism.
Procedure:
1. Quiz
2. Current Events
HW: None.
Picture
The British Empire
Picture
Picture
Places the British attempted to invade
Picture
The White Man's Burden
The Week of October 20-24
Monday, October 20
Objectives:Students should be able to:
1. Analyze differing points of view pertaining to Spanish colonization in the Americas
2. Describe the results of the first encounters between the Spanish and Native Americans
Procedure:
1. Do Now Word Generator: Write a sentence.
2. PowerPoint
3. Spanish Colonization POV Debate
4. Summative Review
HW:
1. Prepare for Spanish Colonization POV Debateon Wednesday, October 22.
Tuesday, October 21
Objectives:Students should be able to:
1. Analyze differing points of view pertaining to Spanish colonization in the Americas
2. Describe the results of the first encounters between the Spanish and Native Americans
Procedure:
1. Do Now: Choose any two words from the word wall and write a sentence that demonstrates its meaning.
2. PowerPoint
3. Spanish Colonization POV Debate
HW: Prepare for Spanish Colonization POV Debateon Wednesday, October 22.
Wednesday, October 22
Objectives:Students should be able to:
1. Analyze differing points of view pertaining to Spanish colonization in the Americas
Procedure:
1. Spanish Colonization POV Debate
HW:
1. Prepare for quiz on Friday, October 23.
2. Complete a current event using this sheet for Friday, October 23.
Thursday, October 22
Objectives:Students should be able to:
1. Discuss the political, military, and economic motives behind imperialism.
Procedure:
1.Imperialism(tie activity)
2. What can we inquire about imperialism based on this photo?
3. Political Cartoon on right
4. Imperialism PowerPointaccompanied with Imperialism Graphic Organizer
5. Summative Review: Advanced technology and a strong military enabled western nations to exert their will around the globe. What are the responsibilities of powerful nations toward those that are less powerful?
HW:
1. Prepare for quiz on Friday, October 23.
2. Complete a current event using this sheet for Friday, October 23.
Friday, October 23
Objectives:Students should be able to:
1. Analyze and demonstrate mastery of content concerning European imperialism.
Procedure:
1. Quiz
2. Current Events
HW: None.
Picture
A German landowner relaxes in Togo during the early 1885. The Europeans were good at forcing the local people to serve them.
Picture
The Week of October 13-17
Monday, October 13
No School.
Tuesday, October 14
Objectives: Students should be able to:
1. Locate and compile sources for their research paper.
2. Employ research skills to obtain information for their research paper.
Procedure:
1. Library - Research Paper EXAMPLE
2. Reformer vs. Revolutionary Characteristics
3. Credible Sources Assignment
HW: Continue working on Research Paper. Part I due on Friday.
Wednesday, October 15
Objectives: Students should be able to:
1. Locate and compile sources for their research paper.
2. Employ research skills to obtain information for their research paper.
Procedure:
1. Library - Research Paper
2. Reformer vs. Revolutionary Characteristics
3. Credible Sources Assignment
4. www.vthslibrary.com Proquest = username = vthslibrary pass = library EBSCO = 26602 (no username)
HW: Continue working on Research Paper. Part I due on Friday.
Thursday, October 16
Keith Hawkin's Assembly/Freshman Academy Assembly
Friday, October 17
Objectives: Students should be able to:
1. Explain why Spanish explorers traveled to the Americas
2. Analyze primary sources in order to explain reasons for Spanish victory over the Aztec empires
3. Analyze differing points of view pertaining to Spanish colonization in the Americas
Procedure:
1. Do Now Picture Analysis
2. PowerPoint
3. Identify the ethnocentrism
4. PowerPoint
5. Summative Review
HW: None.
The Week of October 6-10
Monday, October 6
Objectives: Students should be able to:
1. Debate the consequences of globalization in the 21st century for the United States
Procedure:
1. Globalization Debate __**Assigned groups click here**__
2. If time remains: Globalization and the Silk Roads: (http://www.youtube.com/watch?v=7owMXrLu2d8)
A. According to Obama, there are new challenges that have emerged. What are these challenges?
B. Does the internet eliminate the boundaries? (refer to internet map)
C. Should we shut down immigration and close the borders?
D. Why can't we turn back the tide of globalization, according to Obama?
E. How can the US compete and succeed in the 21st century if jobs are being outsourced?
F. Overall, what is Obama's message on globalization? Do you agree?
3. Summative Review: http://aplangkmac.files.wordpress.com/2011/09/bluh1.gif
HW:
1. Prepare for test on Thursday, October 9. (Study Guide)
Tuesday, October 7
Objectives: Students should be able to:
1. Describe the economic, political, and social effects of the gold-salt trade
Procedure:
1. Review Ibn Battuta Project (rubric attached) and Battuta Sources to Use
2. What is the purpose of a DBQ? What is the student's responsibility in a DBQ?
3. Example DBQ Smartboard Display
HW:
1. Prepare for test on Thursday, October 9. (Study Guide)
Wednesday, October 8
Objectives: Students should be able to:
1. Explain the process of analyzing a DBQ
2. Write a well-developed response to a document-based question.
Procedure:
1. Silk Roads DBQ (Consult rubric)
2. DBQ PowerPoint
3. Jeopardy
HW:
1. Prepare for test on Thursday, October 9. (Study Guide)
2. Work on Silk Roads DBQ due Tuesday, October 14.
Thursday, October 9
Objectives: Students should be able to:
1. Apply and demonstrate analytical skills and mastery of content concerning types of thematic maps, population density, cultural geography, gold-salt trade, cultural diffusion, and the silk roads.
Procedure:
1. Study Guide
2. Jeopardy
HW: Work on Silk Roads DBQ due Tuesday, October 14.
Friday, October 10
Objectives: Students should be able to:
1. Locate and compile sources for their research paper.
2. Employ research skills to obtain information for their research paper.
Procedure:
1. Assign Research Paper
2. Credible vs. Non-Credible Source PowerPoint
3. Citations
HW: Work on Silk Roads DBQ due Tuesday, October 14.
The Week of September 29-October 3
Monday, September 29
Objectives: Students should be able to:
1. Describe the economic, political, and social effects of the gold-salt trade
Procedure:
1. Ibn Battuta Project (rubric attached) and Battuta Sources to Use
2. Sample Battuta Project
HW: Project due Friday, October 3.
Tuesday, September 30
Objectives: Students should be able to:
1. Describe the economic, political, and social effects of the gold-salt trade
Procedure:
1. Ibn Battuta Project (rubric attached) and Battuta Sources to Use
2. Sample Battuta Project
HW: Project due Friday, October 3.
Wednesday, October 1
Objectives: Students should be able to:
1. Describe the economic, political, and social effects of the Silk Roads
Procedure:
1. Do Now: Find Your Match
2. Silk Roads PowerPoint
3. Cultural Diffusion Activity
4. Summative Review
HW: Project due Friday, October 3.
Thursday, October 2
Objectives: Students should be able to:
1. Discuss the economic and social consequences including cultural diffusion of the Silk Roads
2. Evaluate to what extent the Silk Roads was the beginning of globalization
Procedure:
1. Do Now: To what extent does the Silk Roads meet the following definitions of globalization:
A. The breaking down of traditional boundaries in the face of increasingly global and financial trends.
B. It is a process of increasing interdependence and interaction among people, companies, and governments of different nations, driven by international trade and made possible by innovations in information technology.
2. Make an exhaustive list of advantages and disadvantages with respect to globalization. In your group, determine whether you want the United States to continue or stop globalizing. Make an argument.
3. Statistics: http://newint.org/features/1997/11/05/facts/
A. Do these statistics demonstrate more advantages or disadvantages? Reassess your conclusion in #2.
B. Who benefits MOST and LEAST from globalization? Do YOU?
4. Globalization and the Silk Roads:A. According to Obama, there are new challenges that have emerged. What are these challenges?
(http://www.youtube.com/watch?v=7owMXrLu2d8)
B. Does the internet eliminate the boundaries? (refer to internet map)
C. Should we shut down immigration and close the borders?
D. Why can't we turn back the tide of globalization, according to Obama?
E. How can the US compete and succeed in the 21st century if jobs are being outsourced?
F. Overall, what is Obama's message on globalization? Do you agree?
5. PowerPoint
6. Summative Review
7. Exit Slip: Explain how the political cartoon below relates to globalization in 5-6 sentences
HW:
1. Project due on Friday, October 3.
2. Prepare for quiz on Friday, October 3.
Friday, October 3
Objectives: Students should be able to:
1. Explain the process of analyzing a DBQ
2. Write a well-developed response to a document-based question.
Procedure:
1. Quiz
2. Current Events
HW: Bring in two sources (print or online) and be prepared to debate about whether globalization is a beneficial or detrimental force to the world. Due for Monday, October 6. __**Assigned groups click here**__
The Week of September 22-26
Monday, September 22
Objectives: Students should be able to:
1. Distinguish between a primary and secondary source.
2. Analyze the importance of historians using primary sources.
Procedure:
1. Do Now: Youtube Video: http://www.youtube.com/watch?v=Sv1niwxQgoY
A. How were the producers able to depict this scene "accurately"?
B. What types of sources do you think they used?
2. Primary Source PowerPoint
3. Primary or Secondary AND Analyze this Source
4. Use APPARTS: http://apcentral.collegeboard.com/apc/members/repository/ap05_ushist_greer_2_p_50286.pdf
HW: None.
Tuesday, September 23
Objectives: Students should be able to:
1.Identify city-states that participated in the Indian Ocean trade network
2.List conditions that facilitated or hindered trade in the Indian Ocean
Procedure:
1. Do Now: Analyze this picture according to APPARTS
2. Brief PowerPoint
3. Simulation Preparation of the Indian Ocean Basin Trade
4. Summative Review
HW: Prepare for simulation on Wednesday, September 24.
Wednesday, September 24
Objectives: Students should be able to:
1. Identify city-states that participated in the Indian Ocean trade network
2.List conditions that facilitated or hindered trade in the Indian Ocean
Procedure:
1.Do Now: Describe words you associate with Africa
2. Simulation Preparation of the Indian Ocean Basin Trade and Materials
3. Hindustani classical music: http://www.youtube.com/watch?v=EmdfcNFYiiE during simulation.
4. Summative: Write three generalizations of the Indian Ocean Basin Trade Simulation
HW: None.
Thursday, September 25
Objectives: Students should be able to:
1. Describe the economic, political, and social effects of the gold-salt trade
Procedure:
1. Do Now: Consider what an African native means by the following quote: "The only way to get around in the Sahara Desert are by the ships of the desert." What are these "ships?" What makes them so important and valuable?
2. Examine climate/geography of Trans-Saharan Trade Routes: http://education.nationalgeographic.com/education/mapping/interactive-map/
3. PowerPoint
4. Map Work (part 1)
HW: Map Work (part 1) due Friday, September 26
Friday, September 26
Objectives: Students should be able to:
1. Describe the economic, political, and social effects of the gold-salt trade
Procedure:
1. Do Now: Matching Activity
2A. As students enter: https://www.youtube.com/watch?v=AZwiIXWIMdA (Justin B.) and Beatles German (http://www.youtube.com/watch?v=HrZQk03uKsQ)
2B. Do Now: What shared characteristics do these pictures share? What is unique about them? Picture 1 Picture 2Picture 3
3. PowerPoint
4. Map Work
HW: None.
The Week of September 15-19
Monday, September 15
Objectives: Students should be able to:
1. Describe the various types of maps while expressing each style's individual positives and negatives.
Procedure:
1. Review Cartogram Project Teacher Copy
2. Cartogram - Around the Classroom
3. Summative Review
HW: Read "The West Unique, Not Universal." Next, post on www.turnitin.com (discussion board....class id#8664134 pass: history) the author's thesis. Explain whether you agree with the author's argument. Responses should be at least 15+ sentences. Next, respond to one other classmate. Due Thursday, September 18.
Tuesday, September 16
Objectives: Students should be able to:
1. Describe the role of natural resources, climate and topography on population patterns, language distribution and cultural interaction.
Procedure:
1. Do Now: Population Data: http://www.worldometers.info/ (What are some inferences we can make from this data?)
2. Most Typical Person: What does the most typical person in the world look like? What would its gender, ethnicity, and age be?
(http://www.youtube.com/watch?feature=player_embedded&v=4B2xOvKFFz4#!)
3. PowerPoint
4. Review of thematic maps: http://education.nationalgeographic.com/education/mapping/interactive-map/
5. Summative Review
HW: Read "The West Unique, Not Universal." Next, post on www.turnitin.com (discussion board....class id#8664134 pass: history) the author's thesis. Explain whether you agree with the author's argument. Responses should be at least 15+ sentences. Next, respond to one other classmate. Due Thursday, September 18.
Wednesday, September 17
Objectives: Students should be able to:
1. Describe the role of natural resources, climate and topography on population patterns, language distribution and cultural interaction.
Procedure:
1. Write three generalizations you can make about this map of New Jersey:
2. China's One-Child Policy
3. PowerPoint
4. Summative Review: How would a mountain potentially impact a location's population density? Explain.
5. Population: http://www.youtube.com/watch?v=WzisAre6p1c
HW:
1. Read "The West Unique, Not Universal." Next, post on www.turnitin.com (discussion board....class id#8664134 pass: history) the author's thesis. Explain whether you agree with the author's argument. Responses should be at least 15+ sentences. Next, respond to one other classmate. Due Thursday, September 18.
Thursday, September 18
Objectives: Students should be able to:
1. Discuss the effect of American culture on the world.
Procedure
1. Coca-Cola: https://www.youtube.com/watch?v=IUJbCcopv-E
2. The West Unique, Not Universal small group discussion
3. Additional Information: http://prezi.com/d-nfui8lpy9h/the-west-unique-not-universal/
HW:
1. Prepare for quiz on Friday, September 19.
Friday, September 19
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning physical and cultural geography.
Procedure:
1. Quiz
2. Current Events
HW: None.
Picture
Most Common Man in the World
The Week of September 8-12
Monday, September 8
Mr. Falkowski will be officiating a wedding.
Assignment: Write ten things you LEARNED from the following video:
http://www.youtube.com/watch?v=dymPP9RhPjw
Tuesday, September 9
Objectives: Students should be able to:
1. Describe the various types of maps while expressing each style's individual positives and negatives.
Procedure:
1. Do Now: Explain how the United States' national security is impacted by geography based on this map: (Think-Pair-Share) - $1.2 trillion spent every year
2. Why Geography Matters: (start at 0:48): https://www.youtube.com/watch?v=7_pw8duzGUg
3. Mind-Blowing Geography Facts: http://www.youtube.com/watch?v=kSYBNSvRRAQ
4. PowerPoint
5. Summative Review: List most important point of PowerPoint
HW:
1. Print out last page of Syllabus/Course Expectations and sign it. Due Wednesday, September 10.
2. Draw four maps learned about today in class. Due Wednesday, September 10.
Wednesday, September 10
Objectives: Students should be able to:
1. Describe various geographical terms while expressing each style's individual positives and negatives.
Procedure:
1. Review maps via the Document Projector
2. Define a continent (Think-Pair-Share)
3. Use your definition and compare: https://www.youtube.com/watch?v=3uBcq1x7P34
4. PowerPoint
5. Summative Review
HW: Covered textbook due Friday, September 12.
Thursday, September 11
Objectives: Students should be able to:
1. Describe various geographical terms while expressing each style's individual positives and negatives.
Procedure:
1. In-Class Map Project
HW: Covered textbook for Friday, September 12.
Friday, September 12
Objectives: Students should be able to:
1. Describe various geographical terms while expressing each style's individual positives and negatives.
Procedure:
1. In-Class Map Project
HW: In-Class Map Project due Monday, September 15. Submit project to [email protected].
Picture
(Click to Expand)
The Week of September 4-5
Thursday, September 4
Objectives: Students should be able to:
1. Explain the class rules and explanations for the 2014-2015 school year for World History Honors.
2. Understand the goals for this course and classroom procedures.
Procedure:
1. Who are you?
2. Freshman Academy: Pyramid of Success & ROCK
3. Welcome back to school: http://www.youtube.com/watch?v=x78PnPd-V-A
4. Remind101 Signup
HW: None.
Friday, September 5
Objectives: Students should be able to:
1. Describe the various types of maps while expressing each style's individual positives and negatives.
Procedure:
1. Student Interest Survey
2. Syllabus/Course Expectations
3. Website
4. Remind101 Signup
5. Book distribution
HW:
1. Print out last page of Syllabus/Course Expectations and sign it. Due Wednesday, September 10.
Picture