Announcements: Students will take notes using the Cornell Note Format. Click on the following link for a Word Cornell Note Template.
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. I should be a great year.
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 powerpoints 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 caught up with what is going on with class. Look on this page everyday for the updated list of class activities and assignments.
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 powerpoints 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 caught up with what is going on with class. Look on this page everyday for the updated list of class activities and assignments.
First Day of Class
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
8/17/15
Lesson Plan:
Students will Finish the Intro activity
Students will then get their Log On to the computer
Students will log on to their Drive accounts
Students will Finish the Intro activity
Students will then get their Log On to the computer
Students will log on to their Drive accounts
8/18/15
Unit Essential Question: How does geography impact what people believe and/or how they behave?
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.
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.
8/19-20/15
Lesson Goal:
Students will understand why The Renaissance started in Italy.
Lesson Plan:
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 take Cornell Notes over Chapter 1, section 1.
Homework:
Students will read chapter 1 section 1, define the vocab. words, use them in a sentence, and answer the section review questions.
Students will understand why The Renaissance started in Italy.
Lesson Plan:
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 take Cornell Notes over Chapter 1, section 1.
Homework:
Students will read chapter 1 section 1, define the vocab. words, use them in a sentence, and answer the section review questions.
8/21/15
Lesson Goal:
Students will understand why The Renaissance started in Italy.
Lesson Plan: students Will take Cornell Notes over Chapter 1 section 1.
Students will understand why The Renaissance started in Italy.
Lesson Plan: students Will take Cornell Notes over Chapter 1 section 1.
8/24/15
Students will understand why The Renaissance started in Italy.
Lesson Plan: students Will take Cornell Notes over Chapter 1 section 1.
Lesson Plan: students Will take Cornell Notes over Chapter 1 section 1.
8/25/15
Lesson Goal: I can find where major countries of Europe are located and be prepared for a test on Friday.
Lesson Plan:
Students will take a Pre-Test map quiz over the major countries of Europe. (Map and Note Test on Friday)
Students will then take Cornell Notes over Chapter 1 Power point.
Activity-But we will do things differently to break things up. Directions Students will be broken into small groups. They will be assigned 3 slides they are to paraphrase the information and lead the class through those slides.
Lesson Plan:
Students will take a Pre-Test map quiz over the major countries of Europe. (Map and Note Test on Friday)
Students will then take Cornell Notes over Chapter 1 Power point.
Activity-But we will do things differently to break things up. Directions Students will be broken into small groups. They will be assigned 3 slides they are to paraphrase the information and lead the class through those slides.
8/26-27/15
Students will get 15 minutes to visit with their group and finish preparing for their presentation. Once this time is up students will present their slides.
8/28/15
Lesson Plan:
Students will take map quiz.
Students will finish presenting their presentations.
Students will have a Note quiz over slides 1-34 (See Google Classroom)
Homework:
Students will finish note quiz
Students will take map quiz.
Students will finish presenting their presentations.
Students will have a Note quiz over slides 1-34 (See Google Classroom)
Homework:
Students will finish note quiz
8/31/15
Lesson Goal:
I can explain the importance of one Renaissance Artist
Lesson Plan:
Turn in homework
Students will began our first project of the year. It is a mini project over a Renaissance Artist they chose. Students can work in groups of up to three.Students will become an expert over that Renaissance Artist and present a short 5-10 min. lesson. I am purposely not giving very much direction because I what to see what you can do on your own. Creativity is a must. You will get the rest of today, tomorrow, and your block day to work on this. We will start presenting on Friday.
Homework:
Projects are due The first Class Period of Next week. You will have today and any spare time (after quiz) to work on this.
I can explain the importance of one Renaissance Artist
Lesson Plan:
Turn in homework
Students will began our first project of the year. It is a mini project over a Renaissance Artist they chose. Students can work in groups of up to three.Students will become an expert over that Renaissance Artist and present a short 5-10 min. lesson. I am purposely not giving very much direction because I what to see what you can do on your own. Creativity is a must. You will get the rest of today, tomorrow, and your block day to work on this. We will start presenting on Friday.
Homework:
Projects are due The first Class Period of Next week. You will have today and any spare time (after quiz) to work on this.
9/1/15
Students will work on their project.
9/2-3/15
Students will have the entire class period to work on their project.
9/4/15
Students will finish their presentations and will be ready to present on 9/9-10/15
9/9-10/15
Students will present their projects.
9/11/15
It's Game Day!!!!! Tonight is the first Home Varsity Football Game. Come out and show your school spirit. Take a selfie of yourself at the game and tweet it out to me @MrJnichol or bring it to me on Monday and I will give you 10 points of extra credit.
Essential question: How is the Northern Renaissance alike and different than the Italian Renaissance?
Lesson Goal:
Students can explain the role of the Northern Renaissance had on society.
Lesson Plan:
Students will Start Cornell Notes over Chapter 1 section 2.
Homework:
Students will read chapter 1 section 2 define the vocab words and answer the review questions. Students will also find 5 movies that are based on a Shakespeare play. Name the movie and the play. Also find two stories that have hidden meanings.
Essential question: How is the Northern Renaissance alike and different than the Italian Renaissance?
Lesson Goal:
Students can explain the role of the Northern Renaissance had on society.
Lesson Plan:
Students will Start Cornell Notes over Chapter 1 section 2.
Homework:
Students will read chapter 1 section 2 define the vocab words and answer the review questions. Students will also find 5 movies that are based on a Shakespeare play. Name the movie and the play. Also find two stories that have hidden meanings.
9/14/15
Lesson Plan.
Students will take Cornell Notes over Chapter 1 section 2. and will complete the Homework from Friday.
Students will take Cornell Notes over Chapter 1 section 2. and will complete the Homework from Friday.
9/15/15
Lesson Plan:
Students will continue taking Cornell Notes over Chapter 1 section 2.
Homework:
Students will also find 5 movies that are based on a Shakespeare play. Name the movie and the play. Also find two stories that have hidden meanings. I will post this on Google Classroom.
Students will continue taking Cornell Notes over Chapter 1 section 2.
Homework:
Students will also find 5 movies that are based on a Shakespeare play. Name the movie and the play. Also find two stories that have hidden meanings. I will post this on Google Classroom.
9/16-17/15
Essential question: How did the renaissance change life in Europe?
Lesson Goal: I can explain who Martin Luther was and how he changed the world.
Lesson Plan:
Students will share their homework and we will have a class discussion over it.
Students will then Take Cornell Notes over chapter 1 section 3.
Homework:
Extra Credit:
For National Constitution Day. All Social Studies teachers are required to teach or do some type of activity involving the Constitution. We will be completing a Constitution scavenger hunt. Students will download the attached file and use the computer to answer the following questions. When students are completed with the scavenger hunt they will have time to work on their project.This is an extra Credit assignment.
Lesson Goal: I can explain who Martin Luther was and how he changed the world.
Lesson Plan:
Students will share their homework and we will have a class discussion over it.
Students will then Take Cornell Notes over chapter 1 section 3.
Homework:
Extra Credit:
For National Constitution Day. All Social Studies teachers are required to teach or do some type of activity involving the Constitution. We will be completing a Constitution scavenger hunt. Students will download the attached file and use the computer to answer the following questions. When students are completed with the scavenger hunt they will have time to work on their project.This is an extra Credit assignment.
9/18/15
Students will take an open note quiz over chapter 1 section 2 and 3 notes
9/21-24/15
Students will watch the movie Martin Luther and write a summary on it.
9/25/15
Students will take Cornell Notes over chapter 1 section 3 and 4.
9/28/15
Lesson Plan:
Today students will take Cornell Notes over chapter 1 section 4.
Homework: Read Chapter 1 section 3 and 4 Define the key terms and answer the section assessment questions, on page 60 and 66. I will put this on Google Classroom.
Today students will take Cornell Notes over chapter 1 section 4.
Homework: Read Chapter 1 section 3 and 4 Define the key terms and answer the section assessment questions, on page 60 and 66. I will put this on Google Classroom.
9/29/15
Lesson Plan:
Students will receive a study guide for the Chapter 1 Test. Test will be open note and will be given on the next class period.
All Missing work must be completed by the end of this week!!!!!
Students will receive a study guide for the Chapter 1 Test. Test will be open note and will be given on the next class period.
All Missing work must be completed by the end of this week!!!!!
9/30-10/1/15
Lesson Plan:
Students will take chapter 1 test. This will be an open note test.
Students will take chapter 1 test. This will be an open note test.
10/2-6/15
Lesson Plan: Group Project
Students will break up into groups of 4.. They will pick a topic from the list provided below. Students will create a multimedia presentation over their topic. They will be responsible for teaching the class about their topic. These presentations can consist of a movie, Google Slides, Photo story, Prezi, or some other form of multimedia. (The teacher must approve any other type of presentation) Students will have class time on Friday 10/2/15, Monday 10/5/15, and Tuesday 10/6/15 to complete their assignment. All assignments are to be presented on Wednesday or Thursday. Every group must submit an outline with a list of responsibilities for each member of the group. Each group must use note cards and the 5 by 5 rule.
Grading
This will be a 100 pt assignment. See attached Presentation Rubric
Topics
Reasons for European exploration
Columbus- Hero or Villain
Hernado Cortez/ Aztecs
Francisco Pizarro/ Incans/ Atahualpa
French/ New France
Jamestown
Pilgrims
French and Indian War
Effect of disease on Native Americans
Atlantic Slave Trade/ Triangular Trade/ Middle Passage (There are many topics that you can chose from in this topic. I want you to narrow down a specific topic and cover it in depth)
Columbian Exchange
Ponce de Leon
Capitalism/ Joint-Stock Companies
Mercantilism
Puritans
Henry Hudson
Explorers sailing Ships/ design of ships/ conditions/ mutinies/ technology
Students will break up into groups of 4.. They will pick a topic from the list provided below. Students will create a multimedia presentation over their topic. They will be responsible for teaching the class about their topic. These presentations can consist of a movie, Google Slides, Photo story, Prezi, or some other form of multimedia. (The teacher must approve any other type of presentation) Students will have class time on Friday 10/2/15, Monday 10/5/15, and Tuesday 10/6/15 to complete their assignment. All assignments are to be presented on Wednesday or Thursday. Every group must submit an outline with a list of responsibilities for each member of the group. Each group must use note cards and the 5 by 5 rule.
Grading
This will be a 100 pt assignment. See attached Presentation Rubric
Topics
Reasons for European exploration
Columbus- Hero or Villain
Hernado Cortez/ Aztecs
Francisco Pizarro/ Incans/ Atahualpa
French/ New France
Jamestown
Pilgrims
French and Indian War
Effect of disease on Native Americans
Atlantic Slave Trade/ Triangular Trade/ Middle Passage (There are many topics that you can chose from in this topic. I want you to narrow down a specific topic and cover it in depth)
Columbian Exchange
Ponce de Leon
Capitalism/ Joint-Stock Companies
Mercantilism
Puritans
Henry Hudson
Explorers sailing Ships/ design of ships/ conditions/ mutinies/ technology
10/7-8/15
Students will present their projects over exploration.
10/12/15
Lesson Plan:
Students will finish presenting projects and we will check and discuss the answers from the Reasons for European Exploration worksheet. Students must have this finished by the end of the hour.
Students will finish presenting projects and we will check and discuss the answers from the Reasons for European Exploration worksheet. Students must have this finished by the end of the hour.
10/13/15
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 turn in the 53 question worksheet from yesterday.
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
I can statement: I can predict the cause and effect patterns within different government systems
Lesson Plan:
Students will turn in the 53 question worksheet from yesterday.
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
10/14/15
Students will present castle projects
Homework:
Students will read page 155-161 and answer the assessment questions on page .
Homework:
Students will read page 155-161 and answer the assessment questions on page .
10/16/15
I can statement:
Understand what life was life for the everyday person during the 1500 and 1600's
Lesson Plan:
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.
Homework: 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 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.
Homework: 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.
10/18/15
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 clips.
Students will then start on Absolute Monarch Resume.
I can explain the difference between major European Monarchs and Absolute Monarchs.
Lesson Plan:
Students watch and take notes over the following video clips.
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
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
10/20-21/15
Students will get 30 minutes to work on their Resume. This is due on Monday 10/26/15.
Students will then take Cornell notes over How to Take a DBQ.
Students will then start on a practice DBQ.
Students will then take Cornell notes over How to Take a DBQ.
Students will then start on a practice DBQ.
10/26/15
I can statement:
Look at documents and answer questions based from those documents. I can write a quality DBQ.
Lesson Plan:
Students will complete the DBQ packet and create an outline for an essay.
Look at documents and answer questions based from those documents. I can write a quality DBQ.
Lesson Plan:
Students will complete the DBQ packet and create an outline for an essay.
10/27/15
I can statement:
Look at documents and answer questions based from those documents. I can write a quality DBQ.
Lesson Plan:
Students will turn in Practice DBQ packet and outline and write a practice DBQ essay.
Homework:
Students will finish practice DBQ essay
Look at documents and answer questions based from those documents. I can write a quality DBQ.
Lesson Plan:
Students will turn in Practice DBQ packet and outline and write a practice DBQ essay.
Homework:
Students will finish practice DBQ essay
10/28-30/15
Students will work on and complete district DBQ. They will write their DBQ using Google Classroom.
11/2/15
I am not feeling well today, so I will not be in today.
Lesson Plan:
Students will finish DBQ and resubmit them.
Once they have finished this, students will complete any missing work.
If they are finish with all missing work they will Research what the Enlightenment was and write a brief summary over what they have found.
Lesson Plan:
Students will finish DBQ and resubmit them.
Once they have finished this, students will complete any missing work.
If they are finish with all missing work they will Research what the Enlightenment was and write a brief summary over what they have found.
11/3/15
Essential Question for the week:
How does government balance the rights of individuals with the common good?
Bellringer- 1. Brainstorm on what the Scientific Revolution was/is and write it down.
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.
Homework: Read chapter 6 section 1. Define the vocab words and answer the review questions.
How does government balance the rights of individuals with the common good?
Bellringer- 1. Brainstorm on what the Scientific Revolution was/is and write it down.
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.
Homework: Read chapter 6 section 1. Define the vocab words and answer the review questions.
11/4-5/15
Lesson Plan
Students will take Cornell Notes over the Scientific Revolution
Once the Notes are finished students will think of 2 present day problems and how thy can use the Scientific Method to solve this problem. This will be turned in on Friday.
Students will take Cornell Notes over the Scientific Revolution
Once the Notes are finished students will think of 2 present day problems and how thy can use the Scientific Method to solve this problem. This will be turned in on Friday.
11/6/15
Lesson Plan
Students will break up into groups of 2 or 3. They will pick a major figure from the Scientific Revolution and research about this person. They will create a Google Slide presentation over their person. Students must cover the importance of their person.
Who were they
What was their role in the Scientific Revolution.
Why were they important.
etc.
This should be a minimal of 5 slides and it is Due on Monday.
It will be worth 50 points. Work hard because you only have 1 day to finish this.
Students will break up into groups of 2 or 3. They will pick a major figure from the Scientific Revolution and research about this person. They will create a Google Slide presentation over their person. Students must cover the importance of their person.
Who were they
What was their role in the Scientific Revolution.
Why were they important.
etc.
This should be a minimal of 5 slides and it is Due on Monday.
It will be worth 50 points. Work hard because you only have 1 day to finish this.
11/9/15
Students will present their presentations
11/10/15
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.
Homework: Read chapter 6 section 1 and 2.
Watch 2nd video and take Cornell notes over it.
Write a summary over the Enlightenment
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.
Homework: Read chapter 6 section 1 and 2.
Watch 2nd video and take Cornell notes over it.
Write a summary over the Enlightenment
11/13/15
Lesson Plan:
Students will take Cornell Notes over the Enlightenment Part 2
Homework:
Students will write a 1/2 Summary from the information in their notes. This is due on Monday
Students will take Cornell Notes over the Enlightenment Part 2
Homework:
Students will write a 1/2 Summary from the information in their notes. This is due on Monday
11/16/15
Lesson Plan:
Students Will finish Cornell Notes over Chapter 6 section 3.
Students will create a Concrete Spelling over the words Baroque and Rococo. Students will spell out the words in that style.
Students Will finish Cornell Notes over Chapter 6 section 3.
Students will create a Concrete Spelling over the words Baroque and Rococo. Students will spell out the words in that style.
11/17/15
Lesson Plan
Students will take Cornell Notes over chapter 6 section 4
Homework:
Students will read Chapter 6 section 3 and 4 and answer the Assessment questions on page 205 and 211.
Students will take Cornell Notes over chapter 6 section 4
Homework:
Students will read Chapter 6 section 3 and 4 and answer the Assessment questions on page 205 and 211.
Test over Chapter 6 on Monday!!!!!!! 11/23
Make sure all of the Chapter 6 Assessment ?'s are completed by Friday 11/20
11/18-19/15
Lesson Plan: Students will get a study guide and prepare for the test on Monday
11/20/15
Lesson Plan:
Students will play review game to prepare for the test
Students will play review game to prepare for the test
11/23/15
Lesson Plan:
Students will take Chapter 6 Test
Students will take Chapter 6 Test
11/30/15
Lesson Goals: Students will understand different reasons why revolutions happen.
Lesson Plan:
Students will write a summary over their break. Once this is complete 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.
Lesson Plan:
Students will write a summary over their break. Once this is complete 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.
12/1/15
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 take Cornell Notes over the following Power Point
Homework: •Students must draw a political cartoon demonstrating a revolutionary situation. Cartoon must have color and be well done. It is worth 25 pts and is due next class period.
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 take Cornell Notes over the following Power Point
Homework: •Students must draw a political cartoon demonstrating a revolutionary situation. Cartoon must have color and be well done. It is worth 25 pts and is due next class period.
12/2-3/15
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.
Home Work:
Students will read chapter 7 section 1 and answer the section assessment questions. These are due Friday.
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.
Home Work:
Students will read chapter 7 section 1 and answer the section assessment questions. These are due Friday.
12/4/15
I can statement:
I can understand why the French people rose up and started a revolution.
Lesson plan:
Students will begin the movie about the French Revolution. Students will take notes and prepare for a writing assignment over the movie.
I can understand why the French people rose up and started a revolution.
Lesson plan:
Students will begin the movie about the French Revolution. Students will take notes and prepare for a writing assignment over the movie.
12/7/15
Students will what part 2 of the French Revolution video and complete the work sheet that goes along with it.
12/8/15
Students will finish the French Revolution video and complete the work sheet that goes along with it.
12/9-10/15
Lesson Goal:
I can explain who Napoleon was and list some of his major accomplishments.
Lesson Plan:
Students will take Cornell notes over the attached power point. Once the notes have been finished, students will participate in the Hero or Zero activity.
Hero or Zero
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:
50 Test pts.
Due Monday 12/15/14
Topics to be covered
-Accomplishments
-personality
-photos
-biographical information
-friend list
-etc.
I can explain who Napoleon was and list some of his major accomplishments.
Lesson Plan:
Students will take Cornell notes over the attached power point. Once the notes have been finished, students will participate in the Hero or Zero activity.
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:
50 Test pts.
Due Monday 12/15/14
Topics to be covered
-Accomplishments
-personality
-photos
-biographical information
-friend list
-etc.