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. it 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 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 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
8/18/16
Continue with Introduction activity
8/19 and 22/16
Bell Ringer: Students will do the Introduction Activity
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 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.
8/23/16
3rd Hour will write 1 page paper and get log-in.
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.
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.
8/24-25/16
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 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.
Students will understand why The Renaissance started in Italy.
Lesson Plan: 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.
8/26/16
Lesson Goal:
Students will understand why The Renaissance started in Italy.
Lesson Plan: students Will Continue 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 read Chapter 1 section 1 and Define the Vocab. words and answer the review questions. This will be posted on Google Classroom.
Students will understand why The Renaissance started in Italy.
Lesson Plan: students Will Continue 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 read Chapter 1 section 1 and Define the Vocab. words and answer the review questions. This will be posted on Google Classroom.
8/29/16
Lesson Goal:
Students will understand what the Renaissance was and how it started.
Lesson Plan:
Students will take Cornell Notes over chapter 1 section 1.
Students will take a Practice map quiz over the major countries of Europe and the major land marks of the world.
Homework: Students will write a summary over the notes they have taken.
Students will understand what the Renaissance was and how it started.
Lesson Plan:
Students will take Cornell Notes over chapter 1 section 1.
Students will take a Practice map quiz over the major countries of Europe and the major land marks of the world.
Homework: Students will write a summary over the notes they have taken.
8/30/16
Lesson Goal:
Students will understand what the Renaissance was and how it started.
Lesson Plan:
Bell Ringer: Have students review their notes by writing 5 questions and 5 answers. Students will then be quized over their answers. Winners will receive a prize.
Students will take Cornell Notes over chapter 1 section 1.
Students will take a Practice map quiz over the major countries of Europe and the major land marks of the world.
Homework: Students will write a summary over the notes they have taken.
Students will understand what the Renaissance was and how it started.
Lesson Plan:
Bell Ringer: Have students review their notes by writing 5 questions and 5 answers. Students will then be quized over their answers. Winners will receive a prize.
Students will take Cornell Notes over chapter 1 section 1.
Students will take a Practice map quiz over the major countries of Europe and the major land marks of the world.
Homework: Students will write a summary over the notes they have taken.
8/31-9/1/16
Lesson Goal:
Students will understand what the Renaissance was and how it started.
Lesson Plan:
Bell Ringer: Have students review for the map quiz. Quiz will be on Friday.
Students will take Cornell Notes over chapter 1 section 1.
Group work: Students will break up in to their group of four and review slides 30-34 they will decide what is important information and present it to the class.
Students will take a Practice map quiz over the major countries of Europe and the major land marks of the world.
Homework: Students will write a summary over the notes they have taken.
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
Lesson Goal:
Students will understand what the Renaissance was and how it started.
Lesson Plan:
Bell Ringer: Have students review for the map quiz. Quiz will be on Friday.
Students will take Cornell Notes over chapter 1 section 1.
Group work: Students will break up in to their group of four and review slides 30-34 they will decide what is important information and present it to the class.
Students will take a Practice map quiz over the major countries of Europe and the major land marks of the world.
Homework: Students will write a summary over the notes they have taken.
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
- Effort 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
9/2/16
Lesson Plan:
Students will take Map quiz over Europe
Students will play a Kahoot review game.
Students will then use the rest of there time to work on their project.
Students will take Map quiz over Europe
Students will play a Kahoot review game.
Students will then use the rest of there time to work on their project.
9/6-8/16
Essential Question: How did my person/ subject contribute to the Renaissance?
I Can Statement: I can teach the class about one Renaissance artist.
Lesson Plan:
Students will work on their teaching project.
I Can Statement: I can teach the class about one Renaissance artist.
Lesson Plan:
Students will work on their teaching project.
9/9/16
Essential Question: How did my person/ subject contribute to the Renaissance?
I Can Statement: I can teach the class about one Renaissance artist.
Lesson Plan:
Students will present their teaching projects and take Cornell notes over other students presentation.
I Can Statement: I can teach the class about one Renaissance artist.
Lesson Plan:
Students will present their teaching projects and take Cornell notes over other students presentation.
9/12/16
Students will present their Renaissance Artist project. other students will listen and learn from other students presentations.
9/13/16
Students will present their Renaissance Artist project. other students will listen and learn from other students presentations.
9/14-15/16
Essential Question: How did the events of the Italian Renaissance affect the rest of the Europe?
I Can Statement: I can explain the Italian Renaissance and at least 3 Artists of that time.
Lesson Plan: Students will receive the Ch 1 section 1 study questions work sheet. Students will have 30 min to complete this assignment. Once it is complete the class will go over the correct answers. Students will then have the rest of the class period to work on their study guide. This is posted on Google Classroom and also below. Start studying for the test.
Test will be on Monday.
I Can Statement: I can explain the Italian Renaissance and at least 3 Artists of that time.
Lesson Plan: Students will receive the Ch 1 section 1 study questions work sheet. Students will have 30 min to complete this assignment. Once it is complete the class will go over the correct answers. Students will then have the rest of the class period to work on their study guide. This is posted on Google Classroom and also below. Start studying for the test.
Test will be on Monday.
9/16/16
Essential Question: How did the events of the Italian Renaissance affect the rest of the Europe?
I Can Statement: I can explain the Italian Renaissance and at least 3 Artists of that time.
Lesson Plan: Students will write 5 test questions and answers. Once this is complete we will play a review game for the test on Monday
I Can Statement: I can explain the Italian Renaissance and at least 3 Artists of that time.
Lesson Plan: Students will write 5 test questions and answers. Once this is complete we will play a review game for the test on Monday
9/19/16
Students will take Italian Renaissance Test
9/20/16
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.
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.
9/21-22/16
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 Finish Cornell Notes over Chapter 1 section 2.
Homework:
Students will work in small groups to briefly research a Northern Renaissance Artist. They will create a small Google slides cover the 5 W;s of that artist and show examples of their work. They 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.
Lesson Goal:
Students can explain the role of the Northern Renaissance had on society.
Lesson Plan:
Students will Finish Cornell Notes over Chapter 1 section 2.
Homework:
Students will work in small groups to briefly research a Northern Renaissance Artist. They will create a small Google slides cover the 5 W;s of that artist and show examples of their work. They 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.
9/23/16
Students will get 10 min to finish their group work. Then they will present to the class.
9/26/16
Essential question: Explain what the Protestant Reformation was and why it was important.
Lesson Goal:
I can explain who Martin Luther was and how he affected history.
Lesson Plan:
Students will take Cornell Notes over chapter 1 section 3
Homework:
Read Chapter 1 section 3 Define the Vocab works and answer the review questions.
Lesson Goal:
I can explain who Martin Luther was and how he affected history.
Lesson Plan:
Students will take Cornell Notes over chapter 1 section 3
Homework:
Read Chapter 1 section 3 Define the Vocab works and answer the review questions.
9/27/16
Essential question: Explain what the Protestant Reformation was and why it was important.
Lesson Goal:
I can explain who Martin Luther was and how he affected history.
Lesson Plan:
Students will finish the Cornell Notes over Martin Luther.
Students will watch 95 Thesis rap video, then students will Mark the Text over the lyrics. Students must write questions they have over the lyrics and answer their questions.
Lesson Goal:
I can explain who Martin Luther was and how he affected history.
Lesson Plan:
Students will finish the Cornell Notes over Martin Luther.
Students will watch 95 Thesis rap video, then students will Mark the Text over the lyrics. Students must write questions they have over the lyrics and answer their questions.
9/28-29/16
Students will watch the Movie Luther. They will write a short summary over the Movie.
10/3/16
Finish the movie Luther
10/4/16
Essential question: Explain How did the Protestant Reformation spread and how did it affect religion today?
Lesson Goal:
I can explain what what happen after Martin Luther and who came next.
Lesson Plan:
Students will take Cornell notes over Section 4.
Homework:
Students will read chapter 1 section 3 and 4. Define the vocab and answer the review questions. These will be on Google Classroom.
Lesson Goal:
I can explain what what happen after Martin Luther and who came next.
Lesson Plan:
Students will take Cornell notes over Section 4.
Homework:
Students will read chapter 1 section 3 and 4. Define the vocab and answer the review questions. These will be on Google Classroom.
10/5-6/16
Essential question: Explain How did the Protestant Reformation spread and how did it affect religion today?
Lesson Goal:
I can explain what what happen after Martin Luther and who came next.
Lesson Plan:
Students will finish taking Cornell notes over Section 4. Students will have a small group research activity over a topic from section 3 or 4.
Homework:
Students will finish section 3 and 4 vocab and review and start studying for Chapter 1 section 2-4 Test.
Lesson Goal:
I can explain what what happen after Martin Luther and who came next.
Lesson Plan:
Students will finish taking Cornell notes over Section 4. Students will have a small group research activity over a topic from section 3 or 4.
Homework:
Students will finish section 3 and 4 vocab and review and start studying for Chapter 1 section 2-4 Test.
10/10/16
Lesson Plan:
Students will work on any missing work
Students will recieve a study guide for Chapter 1 section 2,3,4 Test. Test will be on the long day this week.
Students will work on any missing work
Students will recieve a study guide for Chapter 1 section 2,3,4 Test. Test will be on the long day this week.
10/11/10
Lesson Plan:
Students will play a review game for test
Students will play a review game for test
10/12-13/16
Lesson Plan:
Students will take Chapter 1 section 2,3,4 Test
Students will then work on any missing work
Students will read chapter 2 section 1 and write 10 things that they have learned from the reading
Students will take Chapter 1 section 2,3,4 Test
Students will then work on any missing work
Students will read chapter 2 section 1 and write 10 things that they have learned from the reading
10/17/16
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 Exporation 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 3 section 1
Homework: Read chapter 3 section 2 and 3 List 10 important details for each section.
Lesson Goals:
Students can-
-explain what the foundations that the Age of Exporation 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 3 section 1
Homework: Read chapter 3 section 2 and 3 List 10 important details for each section.
10/18/16
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 Exporation 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 Finish taking Cornell notes over the attached Google Slides Presentation. This is Chapter 3 section 1
Homework: Read Chapter 4 section 1 and 2.
Lesson Goals:
Students can-
-explain what the foundations that the Age of Exporation 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 Finish taking Cornell notes over the attached Google Slides Presentation. This is Chapter 3 section 1
Homework: Read Chapter 4 section 1 and 2.
10/24/16
Lesson Plan: Students are broken up into small groups. Each group will be given a topic in the text book, Chapter section 1 and 2. Students will have today to research and prepare a short google slides and will teach it to the rest of the class tomorrow.
10/25/16
Lesson Plan: Students will present their short group presenatations.
10/26-27/16
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.
10/28/16
Lesson Plan:
Students will finish taking Cornell Notes over Columbian Exchange
Students will then complete the Google Classroom assignment on Reasons for European Exploration. This is found on Google Classroom
Students will finish taking Cornell Notes over Columbian Exchange
Students will then complete the Google Classroom assignment on Reasons for European Exploration. This is found on Google Classroom
10/31/16
Start on DBQ
Today we will start preparing for our DBQ.
Students will take Cornell notes over how to take a DBQ.
Today we will start preparing for our DBQ.
Students will take Cornell notes over how to take a DBQ.
11/1/16
Students will start their DBQ.
11/2-3/16
Students will write their DBQ.
11/4/16
Lesson Plan:
Students will take Cornell Notes over the Atlantic Slave Trade over the attached Google Slides
Homework:
Watch at least 2 other videos about the Middle Passage and write a 1/2 page reflection.
Students will take Cornell Notes over the Atlantic Slave Trade over the attached Google Slides
Homework:
Watch at least 2 other videos about the Middle Passage and write a 1/2 page reflection.
11/7/16
Lesson Plan:
Students will finish Cornell Notes over the Atlantic Slave Trade. They will then watch the attached Crash Course video and add to their notes.
Students will finish Cornell Notes over the Atlantic Slave Trade. They will then watch the attached Crash Course video and add to their notes.
11/8/16
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
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
11/9-10/16
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.
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 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.
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.
11/11/16
Lesson Plans:
Students will get 30 min. to complete your story. Once this time is up students will share their stories to the class.
Students will get 30 min. to complete your story. Once this time is up students will share their stories to the class.
11/14/16
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
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
11/18/16
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.
Lesson Plan
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.
Lesson Plan
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.
11/22/16
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
11/27/16
Lesson Plan:
Students will take Cornell Notes over Enlightenment 1.
Students will take Cornell Notes over Enlightenment 1.
11/28/16
Lesson Plan
Students will finish Cornell Notes over Enlightenment 1.
Students will write 10 questions and answers. Students will then have a Stand Up- Hand Up- Pair up Tournment using their questions. The winner will get a prize
Students will finish Cornell Notes over Enlightenment 1.
Students will write 10 questions and answers. Students will then have a Stand Up- Hand Up- Pair up Tournment using their questions. The winner will get a prize
11/30-12/1/16
Lesson Plan:
Students will take Cornell Notes over Enlightenment 2
Students will create a Concrete Spelling over the words Baroque and Rococo. Students will spell out the words in that style.
Homework:
Students will get their topics for the Dating Game activity.
Each students must write a summary of their topic. This is due Friday.
Students will take Cornell Notes over Enlightenment 2
Students will create a Concrete Spelling over the words Baroque and Rococo. Students will spell out the words in that style.
Homework:
Students will get their topics for the Dating Game activity.
Each students must write a summary of their topic. This is due Friday.
12/5/16
Lesson Plans:
Students will complete the assignment on google classroom.
This is chapter 6 section 1 and 2 study questions.
Students will complete the assignment on google classroom.
This is chapter 6 section 1 and 2 study questions.
12/6/16
Students will write 5 test questions and answers from the Trangle Trade, Enlightenment, and Scientific Revolution. Students will then play a peer review game.
12/7-8/16
Lesson Plan:
Students will take Enlightenment Test
Students will take Enlightenment Test
12/9/16
Lesson Goals: Students will understand different reasons why revolutions happen.
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.
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.
12/12/16
Lesson Plan:
Students will finish Cornell Notes over French Rev. They will then create their own Political Cartoon over a revloution.
Homework:
Finish your Ploitical Cartoon.
Students will finish Cornell Notes over French Rev. They will then create their own Political Cartoon over a revloution.
Homework:
Finish your Ploitical Cartoon.