Announcements: Students will take notes using the Cornell Note Format. Click on the following link for a Word Cornell Note Template.
Class Overview
Our class starts with the Renaissance, Reformation and the Scientific Revolution. From there we will move on to European exploration and expansion. Next we will analyze the impact of the spread of Muslim civilizations and the emergence of the Middle East as an influential region in world politics, economics and culture. Then our class will evaluate the changing political systems throughout Europe during the Age of Absolutism. Once that is covered we will explain essential concepts from the enlightenment that represented a touring point in intellectual history. Then the class will analyze the causes and outcomes of the French Revolution and the establishment of the republican governments grounded in Enlightenment thought. We will move on to evaluate the emergence and impact of the industrial Revolution on economic and social structures. Next we will critique the motives and impact imperialism and anti- colonial movements in Latin America, Africa, and Asia. We will then compare the strategies and outcomes of modernization adopted by nations prior to World War 1. Once this is complete we will analyze the causes, significant events and consequences of World War 1 and 2. From there we will summarize major 20th Century intellectual, social, environmental and artistic developments. The last thing we will do is to differentiate between the opposing ideologies during the Cold War and their impact on various regions of the world. it should be a great year.
Class Directions:
For each class I will post what we did that period. Some days there will be book work assignments. Some days there will be power-points to review, notes to take, or some other assignment or activity to complete. Each day will be different. I believe that students do not like the same old, same old. They like to do different types of activities and projects. This is the reason I like to keep class assignments mixed up. This Website will help you to keep up or get you caught up. Look on this page everyday for the updated list of class activities and assignments.
8/15-20/18
Class introduction activity
Today is the first day of class. The first thing that we must accomplish is to introduce ourselves (Kagen Activity), set up the ground rules, and go over the class expectations. We will be conducting a number of classroom activies to accomplish this goal. If there is any time left over we will check out books.
1st- Seating chart (Alphabetically)
2nd- Mr. Nichol Introduction- Website Preview
3rd- Introduction activity
4th- Classroom questions
5th Online Text book passwords
1st- Seating chart (Alphabetically)
2nd- Mr. Nichol Introduction- Website Preview
3rd- Introduction activity
4th- Classroom questions
5th Online Text book passwords
8/21/18
Unit (I Can....): I can identify/ define the significant beliefs, contributions and ideas of the Renaissance/ Reformation/Scientific Revolution
Essential question: Why is studying history important?
Lesson Goal: Students will be able to log on and navigate class website and on-line text book.
Lesson:
Students will write a 1 page Personal Introductory Essay about themselves. At the end of this paper students will answer the question, “Why is studying History important?” I will be the only one reading this, so you can tell me whatever you want. (Within reason)
Students will go to Google Classroom to complete this assignment.
While students are writing their Biography, I will be providing them with their online text book user name and password. The rest of the hour students will be able to explore both the class and text book website.
Once students do this they will be given a pass word and user name for the on line text book.
Technology Standards:
TPS.WH.3: A use various search strategies to access information such as keyword(s) and other strategies appropriate to specific search engines.
Essential question: Why is studying history important?
Lesson Goal: Students will be able to log on and navigate class website and on-line text book.
Lesson:
Students will write a 1 page Personal Introductory Essay about themselves. At the end of this paper students will answer the question, “Why is studying History important?” I will be the only one reading this, so you can tell me whatever you want. (Within reason)
Students will go to Google Classroom to complete this assignment.
While students are writing their Biography, I will be providing them with their online text book user name and password. The rest of the hour students will be able to explore both the class and text book website.
Once students do this they will be given a pass word and user name for the on line text book.
Technology Standards:
TPS.WH.3: A use various search strategies to access information such as keyword(s) and other strategies appropriate to specific search engines.
Renaissance and Reformation Unit Design Map
This is the List of the Essential Questions, Key Content Vocabulary, Learning Targets,and Standards that we will be covering in the first unit. There are also resources to help you further understand the content.
8/22-23/18
Lesson Goal:
Students will understand why The Renaissance started in Italy.
Bell Ringer
Bell Ringer-Students will spend 15 min. exploring the book website and then on a piece of paper write a 10 things that you like about the online text book.
Students will then brainstorm everything they know about the Renaissance. Students will then break up into small groups and share their lists. We will then share them with the class.
Students will then watch a short video over the Renaissance and fill out the corresponding questions.
Unit Learning Targets:
I can analyze the changes in European thought and culture resulting from the Renaissance, the Reformation, and the Scientific Revolution.
History Standards Standards:
3.2: The student will draw conclusions about significant beliefs, contributions, and ideas, analyzing the origins and context under which these competing ideals were reached and the multiple perspectives from which they come.
Students will understand why The Renaissance started in Italy.
Bell Ringer
Bell Ringer-Students will spend 15 min. exploring the book website and then on a piece of paper write a 10 things that you like about the online text book.
Students will then brainstorm everything they know about the Renaissance. Students will then break up into small groups and share their lists. We will then share them with the class.
Students will then watch a short video over the Renaissance and fill out the corresponding questions.
Unit Learning Targets:
I can analyze the changes in European thought and culture resulting from the Renaissance, the Reformation, and the Scientific Revolution.
History Standards Standards:
3.2: The student will draw conclusions about significant beliefs, contributions, and ideas, analyzing the origins and context under which these competing ideals were reached and the multiple perspectives from which they come.
8/24/18
Lesson Goal:
Students will understand why The Renaissance started in Italy.
Lesson Plan:
Students will make 5 questions and answers from the information that you learned yesterday. Students will then quiz each other.
students Will take Cornell Notes over Chapter 1 section 1
Students will do a number of Kagan activities (Stand up, Hand up, Pair Up) to check for and supplement learning.
Homework:
will summarize their Cornell notes and create 5 reflection question to quiz the class on Friday these will be added to their Cornell notes. I will check them first thing on Friday.
History Standard:
4.3: The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue.
Unit Learning Targets:
I can analyze the changes in European thought and culture resulting from the Renaissance, the Reformation, and the Scientific Revolution.
I can connect the changes and continuity within society during the Reformation and the Renaissance to today.
Students will understand why The Renaissance started in Italy.
Lesson Plan:
Students will make 5 questions and answers from the information that you learned yesterday. Students will then quiz each other.
students Will take Cornell Notes over Chapter 1 section 1
Students will do a number of Kagan activities (Stand up, Hand up, Pair Up) to check for and supplement learning.
Homework:
will summarize their Cornell notes and create 5 reflection question to quiz the class on Friday these will be added to their Cornell notes. I will check them first thing on Friday.
History Standard:
4.3: The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue.
Unit Learning Targets:
I can analyze the changes in European thought and culture resulting from the Renaissance, the Reformation, and the Scientific Revolution.
I can connect the changes and continuity within society during the Reformation and the Renaissance to today.
8/27-28/18
Lesson Plan:
Students will continue taking Cornell Notes
Students will continue taking Cornell Notes
8-29-31/18
Essential Question(s):
How do trade and wealth shape decisions?
I can Statement:
I can analyze the changes in European thought and culture resulting from the Renaissance, the Reformation, and the Scientific Revolution.
History Standards Standards:
Lesson Plan: Students will start the Renaissance teaching project
Renaissance Artist Teaching Project
This is the first major project of the year. You are going to become an “Expert” on a Renaissance Artist. You and a partner will be responsible for teaching the class about your subject. This is a huge project and is going to take a lot of work. I have very high expectations for your finished project.
This is a teaching project. You will pick your subject. You have the responsibility of presenting the information on this subject to the class. Your presentation will include a PowerPoint show or Prezi, an outline/handout, and a verbal lecture on the subject.
For this project each member of the group is expected to do their fair share of the work. If you do not use your time wisely you will be docked points. This includes visiting inappropriate web sites, not staying on task, and etc. Please push yourself and use your creativity. Remember if it is boring to you it will be boring to the rest of the class. You are the “Expert” teach us.
Grading
125 points total
Renaissance Artists:
Bellini, Botticelli, Bruegel, da Vinci, Durer, Michelangelo, Rapheal, Titian, Uccello,
Van Eyck
Renaissance Writers:
Castiglione, Luther, Machiavelli, Manutius, Shakespeare
Renaissance Scientists:
Copernicus
Descartes
Galileo
Mercator
Renaissance Sculptors:
Cellini
Donatello
Ghiberti
Verrocchilo
Renaissance Architects:
Alberti
Brunelleschi
Palladio
Renaissance Explorers:
Columbus
Magellan
Marco Polo
Da Gama
Renaissance Women:
Isabella d’Este
Catherine de Medici
Other Renaissance Ideas:
Food
Fashion
Fun/ entertainment
How do trade and wealth shape decisions?
I can Statement:
I can analyze the changes in European thought and culture resulting from the Renaissance, the Reformation, and the Scientific Revolution.
History Standards Standards:
Lesson Plan: Students will start the Renaissance teaching project
Renaissance Artist Teaching Project
This is the first major project of the year. You are going to become an “Expert” on a Renaissance Artist. You and a partner will be responsible for teaching the class about your subject. This is a huge project and is going to take a lot of work. I have very high expectations for your finished project.
This is a teaching project. You will pick your subject. You have the responsibility of presenting the information on this subject to the class. Your presentation will include a PowerPoint show or Prezi, an outline/handout, and a verbal lecture on the subject.
For this project each member of the group is expected to do their fair share of the work. If you do not use your time wisely you will be docked points. This includes visiting inappropriate web sites, not staying on task, and etc. Please push yourself and use your creativity. Remember if it is boring to you it will be boring to the rest of the class. You are the “Expert” teach us.
Grading
- Visual aid 25 points
- Creativity 25 points
- Activity 25 points
- Exciting and high quality information 25 points
125 points total
Renaissance Artists:
Bellini, Botticelli, Bruegel, da Vinci, Durer, Michelangelo, Rapheal, Titian, Uccello,
Van Eyck
Renaissance Writers:
Castiglione, Luther, Machiavelli, Manutius, Shakespeare
Renaissance Scientists:
Copernicus
Descartes
Galileo
Mercator
Renaissance Sculptors:
Cellini
Donatello
Ghiberti
Verrocchilo
Renaissance Architects:
Alberti
Brunelleschi
Palladio
Renaissance Explorers:
Columbus
Magellan
Marco Polo
Da Gama
Renaissance Women:
Isabella d’Este
Catherine de Medici
Other Renaissance Ideas:
Food
Fashion
Fun/ entertainment
9/4/18
Lesson Plan:
Students will have class time to work on their project. This will be the last day that students will have class time to work on their project.
Students will have class time to work on their project. This will be the last day that students will have class time to work on their project.
9/5-6/18
Lesson Goal:
Students will understand why The Renaissance started in Italy.
Lesson Plan:
students Will Continue Finish taking Cornell Notes over Chapter 1 section 1
Students will do a number of Kagan activities to check for and supplement learning.
Homework:
Students will define the attached Key terms They will be tested over this Friday in our 2nd weekly quiz.
Students will understand why The Renaissance started in Italy.
Lesson Plan:
students Will Continue Finish taking Cornell Notes over Chapter 1 section 1
Students will do a number of Kagan activities to check for and supplement learning.
Homework:
Students will define the attached Key terms They will be tested over this Friday in our 2nd weekly quiz.
9/7/18
Essential Question(s):
How do trade and wealth shape decisions?
I can Statement:
I can evaluate how the geographic features of a region impact the cultural characteristics of that region.
History Standards Standards:
Geography Skills:
D2.Geo.5.9-12: Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions.
Lesson Plan:
Students will take their weekly quiz. This will be over the vocab words assigned earlier in the week. It will be on Google Classroom.
Students will take Cornell Notes over the attached Google Slides
Students will then summarize their notes and reflect on the difference between the Italian and Northern Renaissance.
How do trade and wealth shape decisions?
I can Statement:
I can evaluate how the geographic features of a region impact the cultural characteristics of that region.
History Standards Standards:
Geography Skills:
D2.Geo.5.9-12: Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions.
Lesson Plan:
Students will take their weekly quiz. This will be over the vocab words assigned earlier in the week. It will be on Google Classroom.
Students will take Cornell Notes over the attached Google Slides
Students will then summarize their notes and reflect on the difference between the Italian and Northern Renaissance.
9/10-11/18
Essential Question(s):
How do trade and wealth shape decisions?
I can Statement:
I can evaluate how the geographic features of a region impact the cultural characteristics of that region.
History Standards Standards:
Geography Skills:
D2.Geo.5.9-12: Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions.
Lesson Plans:
Students will finish ch 1 section 2 notes and activities.
Students will present their projects on the long day.
How do trade and wealth shape decisions?
I can Statement:
I can evaluate how the geographic features of a region impact the cultural characteristics of that region.
History Standards Standards:
Geography Skills:
D2.Geo.5.9-12: Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions.
Lesson Plans:
Students will finish ch 1 section 2 notes and activities.
Students will present their projects on the long day.
9/12-13/18
Essential Question(s):
How do the arts represent and transform society?
I can Statement:
I can analyze the changes in European thought and culture resulting from the Renaissance, the Reformation, and the Scientific Revolution.
History Standards Standards:
4.3: The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue.
Lesson Plan:
The students will present their presentations to the class. This will take a couple of days.
How do the arts represent and transform society?
I can Statement:
I can analyze the changes in European thought and culture resulting from the Renaissance, the Reformation, and the Scientific Revolution.
History Standards Standards:
4.3: The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue.
Lesson Plan:
The students will present their presentations to the class. This will take a couple of days.
9/14/18
Students will finish up Presentations.
Once these are complete, teacher will introduce Chapter 1 section 3.
Once these are complete, teacher will introduce Chapter 1 section 3.
9/17/18
History Standards Standards:
4.3: The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue.
I Can Statement:
I can connect the changes and continuity within society during the Reformation and the Renaissance to today.
Lesson Plan:
Students will take Cornell Notes over the attached Power Point
4.3: The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue.
I Can Statement:
I can connect the changes and continuity within society during the Reformation and the Renaissance to today.
Lesson Plan:
Students will take Cornell Notes over the attached Power Point
9/18-20/18
Lesson Plan:
Students will watch the Movie, Luther
History Standards Standards:
3.2: The student will draw conclusions about significant beliefs, contributions, and ideas, analyzing the origins and context under which these competing ideals were reached and the multiple perspectives from which they come.
Lesson Plan: What's the Big Idea?
Students will write a review of the movie. They will explain in about a page what the Big Idea of the movie was. Possible questions are-
1. What was the movie about? 2. Who was Martin Luther? 3. How did he affect history? 4. What was the Protestant Reformation? 5. What were indulgences?
Students will watch the Movie, Luther
History Standards Standards:
3.2: The student will draw conclusions about significant beliefs, contributions, and ideas, analyzing the origins and context under which these competing ideals were reached and the multiple perspectives from which they come.
Lesson Plan: What's the Big Idea?
Students will write a review of the movie. They will explain in about a page what the Big Idea of the movie was. Possible questions are-
1. What was the movie about? 2. Who was Martin Luther? 3. How did he affect history? 4. What was the Protestant Reformation? 5. What were indulgences?
9/21/18
Lesson Plan:
Students will take the Protestant Reformation weekly quiz
Students will then finish taking Cornell Notes over the Protestant Reformation.
Homework: Students will be responsible for the rest of the notes from the Protestant Reformation.
Students will take the Protestant Reformation weekly quiz
Students will then finish taking Cornell Notes over the Protestant Reformation.
Homework: Students will be responsible for the rest of the notes from the Protestant Reformation.
9/24-25/18
Lesson Plans:
Students will take Cornell Notes over the attached Google Slides
Students will take Cornell Notes over the attached Google Slides
9/26-27/18
Unit Learning Targets:
I can connect the changes and continuity within society during the Reformation and the Renaissance to today.
History Standards Standards:
4.3: The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue.
Lesson Plan: Peer Notes Activity
Students will work in groups to finish taking notes over the Google slides Ch1 sect 3-4.
Directions:
Students will be given 10 min to finish taking Cornell Notes from the provided slides. Students will then be numbered off 1-5 and put into groups accordingly.
1. Inquisition
2. Jesuits
3. Teresa of Avila
4. witches
5. Jews
Each Group member will be given a job. They will be graded on the completion and quality of their work.
Groups Jobs
1. Additional Research
2. Presenter
3. Draw a picture
4. Draw a Cartoon
5. Find a current example and explain
I can connect the changes and continuity within society during the Reformation and the Renaissance to today.
History Standards Standards:
4.3: The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue.
Lesson Plan: Peer Notes Activity
Students will work in groups to finish taking notes over the Google slides Ch1 sect 3-4.
Directions:
Students will be given 10 min to finish taking Cornell Notes from the provided slides. Students will then be numbered off 1-5 and put into groups accordingly.
1. Inquisition
2. Jesuits
3. Teresa of Avila
4. witches
5. Jews
Each Group member will be given a job. They will be graded on the completion and quality of their work.
Groups Jobs
1. Additional Research
2. Presenter
3. Draw a picture
4. Draw a Cartoon
5. Find a current example and explain
9/28/18
Test over Chapter 1
10/1/18
Lesson Plan:
Today we will will work on missing assignments. Students will be shown their grade and what they can do to get them up.
Today we will will work on missing assignments. Students will be shown their grade and what they can do to get them up.
10/2/18
Social Studies Standards:
1.3: The student will investigate examples of causes and consequences of particular choices and connect those choices with contemporary issues.
Process Skills:
D1.5.9-12: Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.
Essential question: Why were Europeans willing to risk their lives to explore the World?
Lesson Goals:
Students can-
-explain what the foundations that the Age of Exploration was built on.
-List the discoveries that were made by explorers from Portugal and Spain.
-explain what drove explorers from the rest of Europe?
Lesson Plan:
Students will take Cornell notes over the attached Google Slides Presentation. This is Chapter 2 section 1
1.3: The student will investigate examples of causes and consequences of particular choices and connect those choices with contemporary issues.
Process Skills:
D1.5.9-12: Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.
Essential question: Why were Europeans willing to risk their lives to explore the World?
Lesson Goals:
Students can-
-explain what the foundations that the Age of Exploration was built on.
-List the discoveries that were made by explorers from Portugal and Spain.
-explain what drove explorers from the rest of Europe?
Lesson Plan:
Students will take Cornell notes over the attached Google Slides Presentation. This is Chapter 2 section 1
10/3-4/18
Lesson Plan:
Students will be introduced to European explorers.
Students will watch the Crash Course video.
Students will list 5 facts that they learned from the video and write 5 questions that you had from the video.
Students will then continue taking notes from section 1 and 2.
Social Studies Standards:
1.3: The student will investigate examples of causes and consequences of particular choices and connect those choices with contemporary issues.
Unit Learning Targets:
I can investigate the economic, political, and social consequences of Asian exploration.
Homework:
Fill out the worksheet on European Explorers.
This is on Classroom.
Directions Located on Google Classroom.
Columbus Hero or Villain
Students will be introduced to European explorers.
Students will watch the Crash Course video.
Students will list 5 facts that they learned from the video and write 5 questions that you had from the video.
Students will then continue taking notes from section 1 and 2.
Social Studies Standards:
1.3: The student will investigate examples of causes and consequences of particular choices and connect those choices with contemporary issues.
Unit Learning Targets:
I can investigate the economic, political, and social consequences of Asian exploration.
Homework:
Fill out the worksheet on European Explorers.
This is on Classroom.
Directions Located on Google Classroom.
Columbus Hero or Villain
10/5/18
Lesson Plan:
Students will begin with Note Card activity (teacher will explain)
Once this is complete students will discuss the idea of the Columbian Exchange. Students will take Cornell Notes over the attached Google Slides. Students will then watch the attached YouTube Clip.
Students will begin with Note Card activity (teacher will explain)
Once this is complete students will discuss the idea of the Columbian Exchange. Students will take Cornell Notes over the attached Google Slides. Students will then watch the attached YouTube Clip.
10/8/18
Enduring Understandings (Big Ideas/Concepts):
Relationships among people, places, ideas, and environment are dynamic.
Essential Question(s):
What are the benefits/challenges of a diverse society?
Social Studies Standards:
5.2: The student will analyze the context of significant relationships and draw conclusions about a contemporary world.
Lesson Plan:
Today I will not be here. I have attached two assignments both to this website and to Google Classroom. Complete the Food of the Columbian Exchange assignment first. Then complete the Eating World History assignment.
The Food of the Columbian Exchange is due at the end of class and the Eating World History is due on Tuesday.
Relationships among people, places, ideas, and environment are dynamic.
Essential Question(s):
What are the benefits/challenges of a diverse society?
Social Studies Standards:
5.2: The student will analyze the context of significant relationships and draw conclusions about a contemporary world.
Lesson Plan:
Today I will not be here. I have attached two assignments both to this website and to Google Classroom. Complete the Food of the Columbian Exchange assignment first. Then complete the Eating World History assignment.
The Food of the Columbian Exchange is due at the end of class and the Eating World History is due on Tuesday.
10/9-12/18
Lesson Plan:
District DBQ- Students will complete the DBQ packet and the DBQ outline.
District DBQ- Students will complete the DBQ packet and the DBQ outline.
10/17-18/18
Lesson Plan:
Students will finish taking Cornell Notes over Columbian Exchange notes.
Students will Create a Resume of a European Explorer. This is located on Google Classroom
Social Studies Standards:1.3: The student will investigate examples of causes and consequences of particular choices and connect those choices with contemporary issues.
Technology Standards: TPS.WH.1.B: Explore appropriate digital editing tools using established design principles to create and publish a product.
Learning Targets:I can investigate the economic, political, and social consequences of European exploration and expansion.
Essential Question(s):
Students will finish taking Cornell Notes over Columbian Exchange notes.
Students will Create a Resume of a European Explorer. This is located on Google Classroom
Social Studies Standards:1.3: The student will investigate examples of causes and consequences of particular choices and connect those choices with contemporary issues.
Technology Standards: TPS.WH.1.B: Explore appropriate digital editing tools using established design principles to create and publish a product.
Learning Targets:I can investigate the economic, political, and social consequences of European exploration and expansion.
Essential Question(s):
- How do trade and wealth shape decisions?
- What are the benefits/challenges of a diverse society?
- How do civilizations/nations/organizations interact with others?
10/22-23/18
Lesson goal: I can understand and explain the Atlantic Slave Trade.
Unit Learning Targets: I can analyze the way a group’s motivations affect the way they treat others.
Social Studies Standards: 1.3: The student will investigate examples of causes and consequences of particular choices and connect those choices with contemporary issues.
Atlantic Slave Trade Lesson Plan
Watch the Clip on the Atlantic Slave Trade.
Complete the Atlantic Slave Trade Activity
Activity
Students will be given a # 1-6.
1. Middle Passage
2. capture of slaves to Middle Passage
3. Once they (slaves) get to the Americas
4. Working conditions in North America
5. Working conditions in the Caribbean.
6. Working conditions in Brazil.
Students will have 15 minutes to individually research their topic. Once this time is up students will get into groups with their numbers and prepare a short presentation. Each member of the group will have a job. They must complete their job to receive credit.
Group Jobs
1. Information- organizing it and presenting it.
2. Visual- finding pictures and putting them on a google slide along with the information.
3. Artist- Draw a picture, make a cartoon, or something else depicting the information that you and your group researched.
4. Primary Source account- Find Quotes or descriptions of the time.
Unit Learning Targets: I can analyze the way a group’s motivations affect the way they treat others.
Social Studies Standards: 1.3: The student will investigate examples of causes and consequences of particular choices and connect those choices with contemporary issues.
Atlantic Slave Trade Lesson Plan
Watch the Clip on the Atlantic Slave Trade.
Complete the Atlantic Slave Trade Activity
Activity
Students will be given a # 1-6.
1. Middle Passage
2. capture of slaves to Middle Passage
3. Once they (slaves) get to the Americas
4. Working conditions in North America
5. Working conditions in the Caribbean.
6. Working conditions in Brazil.
Students will have 15 minutes to individually research their topic. Once this time is up students will get into groups with their numbers and prepare a short presentation. Each member of the group will have a job. They must complete their job to receive credit.
Group Jobs
1. Information- organizing it and presenting it.
2. Visual- finding pictures and putting them on a google slide along with the information.
3. Artist- Draw a picture, make a cartoon, or something else depicting the information that you and your group researched.
4. Primary Source account- Find Quotes or descriptions of the time.
10/29/18
Standards:
1.3: The student will investigate examples of causes and consequences of particular choices and connect those choices with contemporary issues.Process Skills:
D1.5.9-12: Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.
Geography Skills:
D2.Geo.5.9-12: Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions.
Technology Standards:
TPS.WH.1.B: Explore appropriate digital editing tools using established design principles to create and publish a product.
Lesson Plan:
Students will finish presenting Peer Presentation
Once this is finished students will take Cornell Notes over the Atlantic Slave Trade Notes.
1.3: The student will investigate examples of causes and consequences of particular choices and connect those choices with contemporary issues.Process Skills:
D1.5.9-12: Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.
Geography Skills:
D2.Geo.5.9-12: Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions.
Technology Standards:
TPS.WH.1.B: Explore appropriate digital editing tools using established design principles to create and publish a product.
Lesson Plan:
Students will finish presenting Peer Presentation
Once this is finished students will take Cornell Notes over the Atlantic Slave Trade Notes.
10/30/18
Students were given unit review questions. They can work in peer groups to come up with the answers. These are to be finished at the beginning of the hour next class. They are posted on classroom and also below.
10/31-11/1/18
Bell ringer- Students will write a Halloween Story. Students will start story and write for 5 min. and then they will switch to another student's story and continue writing for another 5 min. Students will switch one more time and then share stories
Lesson Plan:
Students will get 15 min. to work on yesterday's questions. Once the time is up we will go over the questions and make sure all students have the correct answers.
Once this is finished students will be shown their grades and given time to work on missing assignments.
Lesson Plan:
Students will get 15 min. to work on yesterday's questions. Once the time is up we will go over the questions and make sure all students have the correct answers.
Once this is finished students will be shown their grades and given time to work on missing assignments.
11/2/18
Lesson Plan: Students will take a open ended test over Chapter 2.
Once the test is over they will have time to finish any missing assignments
History Standards
1.3: The student will investigate examples of causes and consequences of particular choices and connect those choices with contemporary issues.
3.1: The student will recognize and evaluate significant beliefs, contributions, and ideas of the many diverse peoples and groups and their impact on individuals, communities, states, and nations.
5.2: The student will analyze the context of significant relationships and draw conclusions about a contemporary world.
Once the test is over they will have time to finish any missing assignments
History Standards
1.3: The student will investigate examples of causes and consequences of particular choices and connect those choices with contemporary issues.
3.1: The student will recognize and evaluate significant beliefs, contributions, and ideas of the many diverse peoples and groups and their impact on individuals, communities, states, and nations.
5.2: The student will analyze the context of significant relationships and draw conclusions about a contemporary world.
11/5/18
Essential Question: What were the consequences of Absolutism?
I can statement: I can predict the cause and effect patterns within different government systems
Lesson Plan:
Students will Brainstorm What Absolutism is. Define Absolute monarch and Divine Right.
Castle web-search assignment
Absolute Monarchs and Divine Right
Assignment; Students will be divided into small groups and assigned to report (How big? How many rooms? etc.) --and illustrate, ONE of the following castles/palaces of Europe. They may pick a partner.
No more that two per group.
Directions: This is a visual project. Students will be creating a Google Slides presentation over one of these castles. I am looking for mostly pictures to get us a feel how theses Absolute Monarchs lived. But students should put in some basic information like Who lived there, When was it built, Where is it located, and any other interesting facts about it. I want LOTS of pictures of the castle and its grounds.
Time: you only get today to work on this!!!!!!!
Students will understand
· Extravagance of the monarchy
· There are many monarchies in Europe
· Enlightenment ideals challenge the monarchies of Europe
1. Apeldoorn – Netherlands
2. Versailles – France
3. Neuschwanstein – Germany
4. Hermitage – Russia
5. Tuileries – France
6. Segovia – Spain
7. Buckingham – England
8. Vatican – Italy
9. Sforzesco – Italy
10. Windsor – England
11. Schwerin – Germany
12. Schönbrunn -- Austria
History Standards
1.2: The student will analyze the context under which choices are made and draw conclusions about the motivations and goals of the decision-makers.
3.1: The student will recognize and evaluate the rights and responsibilities of people living in societies.
5.3 The student will analyze the context of significant relationships and draw conclusions about a contemporary world.
I can statement: I can predict the cause and effect patterns within different government systems
Lesson Plan:
Students will Brainstorm What Absolutism is. Define Absolute monarch and Divine Right.
Castle web-search assignment
Absolute Monarchs and Divine Right
Assignment; Students will be divided into small groups and assigned to report (How big? How many rooms? etc.) --and illustrate, ONE of the following castles/palaces of Europe. They may pick a partner.
No more that two per group.
Directions: This is a visual project. Students will be creating a Google Slides presentation over one of these castles. I am looking for mostly pictures to get us a feel how theses Absolute Monarchs lived. But students should put in some basic information like Who lived there, When was it built, Where is it located, and any other interesting facts about it. I want LOTS of pictures of the castle and its grounds.
Time: you only get today to work on this!!!!!!!
Students will understand
· Extravagance of the monarchy
· There are many monarchies in Europe
· Enlightenment ideals challenge the monarchies of Europe
1. Apeldoorn – Netherlands
2. Versailles – France
3. Neuschwanstein – Germany
4. Hermitage – Russia
5. Tuileries – France
6. Segovia – Spain
7. Buckingham – England
8. Vatican – Italy
9. Sforzesco – Italy
10. Windsor – England
11. Schwerin – Germany
12. Schönbrunn -- Austria
History Standards
1.2: The student will analyze the context under which choices are made and draw conclusions about the motivations and goals of the decision-makers.
3.1: The student will recognize and evaluate the rights and responsibilities of people living in societies.
5.3 The student will analyze the context of significant relationships and draw conclusions about a contemporary world.
11/7-8/18
I can statement:
Understand what life was life for the everyday person during the 1500 and 1600's
Lesson Plan:
Students will present their Castle Projects.
Students will research and answer the question "What was life like for the everyday person during the 1500-1600's. Students will take notes over their findings. Students will lead a class discussion over this topic.
Creative Writing:
Students will write a story from the perspective of a peasant seeing a palace of a Noble for the first time. How does it make you feel coming from such struggle? What is your reaction? Would it give you cause to start a revolution?
This paper needs to be about a page long. Be creative, but try to put yourself in the peasant's shoes. I will put this on Google Classroom.
Understand what life was life for the everyday person during the 1500 and 1600's
Lesson Plan:
Students will present their Castle Projects.
Students will research and answer the question "What was life like for the everyday person during the 1500-1600's. Students will take notes over their findings. Students will lead a class discussion over this topic.
Creative Writing:
Students will write a story from the perspective of a peasant seeing a palace of a Noble for the first time. How does it make you feel coming from such struggle? What is your reaction? Would it give you cause to start a revolution?
This paper needs to be about a page long. Be creative, but try to put yourself in the peasant's shoes. I will put this on Google Classroom.
11/9-13/18
I can statement:
I can explain the difference between major European Monarchs and Absolute Monarchs.
Lesson Plan:
Students watch and take notes over the following video clip.
Students will then start on Absolute Monarch Resume.
Resume Day-
Today students will be creating a resume for a European Monarch. Students will need to create a cover page, with cover letter, and a Resume. The Resume can only be 1-page front and back. I have attached additional information to the attachment below
11/14/18
Essential Question for the week:
How does government balance the rights of individuals with the common good?
Bell-ringer- 1. Brainstorm on what the Scientific Revolution was/is and write it down.
Lesson Plan
Talked to students about grades. Talked to each student individually about what they are missing and creating a plan on how to raise their grade.
Today students will watch the following YouTube video over the Scientific Revolution. Students will take Cornell Notes over the videos and we will have a class discussion.
Students will then take Cornell Notes over the Sides.
How does government balance the rights of individuals with the common good?
Bell-ringer- 1. Brainstorm on what the Scientific Revolution was/is and write it down.
Lesson Plan
Talked to students about grades. Talked to each student individually about what they are missing and creating a plan on how to raise their grade.
Today students will watch the following YouTube video over the Scientific Revolution. Students will take Cornell Notes over the videos and we will have a class discussion.
Students will then take Cornell Notes over the Sides.
11/15-16/18
Lesson Plan:
Students will Take Cornell Notes over the attached power point.
Assignment on Classroom.
List and explain 2 examples of how you can use the Scientific Revolution. List out the steps and explain each step. Then choose a Person of the Scientific Revolution and Research about them. You need to find the following about them.
1. At Least One Picture
2. Why They were important
3. 5 Facts about them
4. How did they change science
Students will Take Cornell Notes over the attached power point.
Assignment on Classroom.
List and explain 2 examples of how you can use the Scientific Revolution. List out the steps and explain each step. Then choose a Person of the Scientific Revolution and Research about them. You need to find the following about them.
1. At Least One Picture
2. Why They were important
3. 5 Facts about them
4. How did they change science
11/19/18
Unit Learning Targets:
History Standards:
5.3 The student will analyze the context of significant relationships and draw conclusions about a contemporary world.
Technology Standards:
TPS.WH.1.B. explore appropriate digital editing tools using established design principles to create and publish a product.
TPS.WH.4.D. evaluate student-created products through self and peer review for relevance to the assignment or task.
Lesson Plan: Scientific Revolution/Enlightenment Poster Board Project
OBJECTIVE: Create an advertising poster using poster board, advertisement, or commercial for an influential scientist or Enlightenment thinker that lived during the Scientific Revolution or Enlightenment.
SCENARIO: Your chosen scientist/thinker is promoting his invention or idea and you must “sell it” to the public or Catholic Church.
WHAT IS AN ADVERTISING POSTER? A bill or placard for posting often in a public place; especially: one that is decorative or pictorial; an eye-catching printed paper announcement or advertisement that is exhibited to promote a product, event, or idea.
DIRECTIONS: Using the computer create an informative and interesting advertising poster/campaign for the scientist assigned to you. The more remarkable the poster the more likely your scientist will be to promote/sell his idea or invention. You could also make a video(to be creative!!).
Facts must be accurate and a drawing or picture of the scientist or his invention or idea must be included.
Needs to be Included
5w’s Who What When Where Why
At least 5 facts about your person
Sir Isaac Newton
Nicolas Copernicus
Johannes Kepler
Galileo Galilei
William Harvey
Andreas Vesalius
Francis Bacon
René Descartes
Tycho Brahe
Robert Boyle
Hans Janssen
Anton Van Leeuwenhoek
Robert Hooke
Christiaan Huygens
Evangelista Torricelli
Santorio Santorio
Wilhelm Schickard
Thomas Hobbes
John Locke
Jean-Jacques Rousseau
Baron de Montesquieu
Voltaire
History Standards:
5.3 The student will analyze the context of significant relationships and draw conclusions about a contemporary world.
Technology Standards:
TPS.WH.1.B. explore appropriate digital editing tools using established design principles to create and publish a product.
TPS.WH.4.D. evaluate student-created products through self and peer review for relevance to the assignment or task.
Lesson Plan: Scientific Revolution/Enlightenment Poster Board Project
OBJECTIVE: Create an advertising poster using poster board, advertisement, or commercial for an influential scientist or Enlightenment thinker that lived during the Scientific Revolution or Enlightenment.
SCENARIO: Your chosen scientist/thinker is promoting his invention or idea and you must “sell it” to the public or Catholic Church.
WHAT IS AN ADVERTISING POSTER? A bill or placard for posting often in a public place; especially: one that is decorative or pictorial; an eye-catching printed paper announcement or advertisement that is exhibited to promote a product, event, or idea.
DIRECTIONS: Using the computer create an informative and interesting advertising poster/campaign for the scientist assigned to you. The more remarkable the poster the more likely your scientist will be to promote/sell his idea or invention. You could also make a video(to be creative!!).
Facts must be accurate and a drawing or picture of the scientist or his invention or idea must be included.
Needs to be Included
5w’s Who What When Where Why
At least 5 facts about your person
Sir Isaac Newton
Nicolas Copernicus
Johannes Kepler
Galileo Galilei
William Harvey
Andreas Vesalius
Francis Bacon
René Descartes
Tycho Brahe
Robert Boyle
Hans Janssen
Anton Van Leeuwenhoek
Robert Hooke
Christiaan Huygens
Evangelista Torricelli
Santorio Santorio
Wilhelm Schickard
Thomas Hobbes
John Locke
Jean-Jacques Rousseau
Baron de Montesquieu
Voltaire
11/20/19
Lesson Plan:
Students will have 20 minutes to finish their Poster assignment. Once time is up students will present their projects.
Students will have 20 minutes to finish their Poster assignment. Once time is up students will present their projects.
11/28/18
Essential Question for the week:
How does government balance the rights of individuals with the common good?
Bellringer- 1. Brainstorm on what Enlightenment was/is and write it down.
2. Use the computer to find the definition of Enlightenment and write it in your own words.
Today students will watch the following YouTube videos over the Enlightenment. Students will take Cornell Notes over the videos and we will have a class discussion.
How does government balance the rights of individuals with the common good?
Bellringer- 1. Brainstorm on what Enlightenment was/is and write it down.
2. Use the computer to find the definition of Enlightenment and write it in your own words.
Today students will watch the following YouTube videos over the Enlightenment. Students will take Cornell Notes over the videos and we will have a class discussion.
12/3-4/18
History Standards:
1.2: The student will analyze the context under which choices are made and draw conclusions about the motivations and goals of the decision-makers.
Civics & Government Standards:
D2.Civ.8.9-12: Evaluate social and political systems in different contexts, times, and places, that promote civic virtues and enact democratic principles.
Unit Learning Targets:
I can describe how small changes to an economic system can have large effects on people in both positive and negative ways.
Lesson Plan:
Create a book jacket for a biography about a great Enlightenment philosopher. Choose one of the figures from the rubric as your topic and use your textbook, notes, and the internet to develop ideas for your jacket. Information on the jacket should show thought and creativity and demonstrate your understanding of the philosopher's accomplishments. Be sure to follow the requirements of the rubric for full credit. Due the long day.
Test on Friday!!!!!!!
This is a Multiple Choice test over the Scientific Revolution and the Enlightenment. Start Studying now!!!! I have attached a Study guide on the link below. Be prepared and study!!
12/5-6/18
History Standards:
3.1: The student will recognize and evaluate the rights and responsibilities of people living in societies.
Technology Standards:
TPS.WH.4.C. collect, interpret, and show data to solve problems using tools such as word processing, databases, spreadsheets, graphic organizers, charts, multimedia, simulations, models, and programming languages
Lesson Plans:
Students will take Cornell Notes over the attached Google Slides.
Students will review for Test.
Extra Credit- Baroque and Rococo concrete spelling activity. Students must spell out the Word in the style of the art.
3.1: The student will recognize and evaluate the rights and responsibilities of people living in societies.
Technology Standards:
TPS.WH.4.C. collect, interpret, and show data to solve problems using tools such as word processing, databases, spreadsheets, graphic organizers, charts, multimedia, simulations, models, and programming languages
Lesson Plans:
Students will take Cornell Notes over the attached Google Slides.
Students will review for Test.
Extra Credit- Baroque and Rococo concrete spelling activity. Students must spell out the Word in the style of the art.
12/7/18
Scientific Rev. and Enlightenment Test
Students will take the Test that is posted on Classroom
Students will take the Test that is posted on Classroom
12/10/18
History Standards:
1.2: The student will analyze the context under which choices are made and draw conclusions about the motivations and goals of the decision-makers.
Unit Learning Targets:
I can analyze how conditions in a place can create desire for political change during this time period.
Civics & Government Standards:
D2.Civ.12.9-12: Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues.
Lesson Plan:
students will take Cornell notes over the French Revolution and follow the attached power point.
Students will write a reflection over the YouTube video clip.
Students will write a short description over the picture over the first picture in the power point.
1.2: The student will analyze the context under which choices are made and draw conclusions about the motivations and goals of the decision-makers.
Unit Learning Targets:
I can analyze how conditions in a place can create desire for political change during this time period.
Civics & Government Standards:
D2.Civ.12.9-12: Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues.
Lesson Plan:
students will take Cornell notes over the French Revolution and follow the attached power point.
Students will write a reflection over the YouTube video clip.
Students will write a short description over the picture over the first picture in the power point.
12/11/18
Essential question:
What would cause you to cause a revolution?
I Can Statement:
I can list the 3 estates of the French Revolution
Lesson Plan:
Students will finish the Cornell Notes over the French Rev.
What would cause you to cause a revolution?
I Can Statement:
I can list the 3 estates of the French Revolution
Lesson Plan:
Students will finish the Cornell Notes over the French Rev.
12/12-13/18
Students will watch the movie over the French Revolution and complete the worksheet that goes with it.
12/14/18
Essential question:
Why was the French Revolution important? How did it affect the rest of the World?
I Can Statement: I can explain the Big Picture of the French Rev. and the affect it had on the birth of Democratic Governments.
Lesson Plans:
Students will finish watching the movie. The class will discuss the questions and get the main concepts of the French Revolution.
Class Activity: If there is time students will work in small groups to complete the attached activity. This will be on Google Classroom as well.
Why was the French Revolution important? How did it affect the rest of the World?
I Can Statement: I can explain the Big Picture of the French Rev. and the affect it had on the birth of Democratic Governments.
Lesson Plans:
Students will finish watching the movie. The class will discuss the questions and get the main concepts of the French Revolution.
Class Activity: If there is time students will work in small groups to complete the attached activity. This will be on Google Classroom as well.
12/17-19/18
Lesson Plan:
Students will watch a short video about Napoleon.
Students will then take Cornell Notes over the attached Google Slides.
Once this is complete students will do additional research over Napoleon and complete the class discussion Hero vs. Villain.
Hero or Zero
- Split the class into two teams to stage a debate about Napoleon's impact on the world. Have students use the internet, textbooks, and other source materials to prepare an argument they can defend with specific details and facts. Then have students engage in the debate of the pros and cons. At the end, you can have students vote on whether they'd keep Napoleon or banish him.
Fake Facebook
Friending Napoleon
• Everyone seems to be on Facebook, so why not make Napoleon part of that trend? Create a Facebook profile that gives the reader insight into Napoleon's life, accomplishments and personality. Include photos, biographical information, likes and friend lists. Students can also add in wall posts and status updates from key dates in French history.
Requirements:
Topics to be covered
-Accomplishments
-personality
-photos
-biographical information
-friend list
-etc.