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.
Class Directions:
For each class I will post what we did that period. I will also post most assignments on Google Classroom. But Make sure you check out this site everyday!!! 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.
8/15/17
Students checked out Chrome Books.
8/16-17/17
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
8/18/17
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.
8/22/17
Lesson Plan:
Students will Brain Storm and list out anything they know about the Renaissance.
Students will watch the attached video and answer questions about it.
Homework:
Students will define the Academic and Key Content Vocabulary: These will be listed on Google Classroom.
Students will Brain Storm and list out anything they know about the Renaissance.
Students will watch the attached video and answer questions about it.
Homework:
Students will define the Academic and Key Content Vocabulary: These will be listed on Google Classroom.
8/23-24/17
Lesson Goal:
Students will understand why The Renaissance started in Italy.
Lesson Plan:
Students will write 5 questions and answers from the video yesterday. Students will then do a stand up hand up activity over their questions.
Students will take Cornell Notes over Chapter 1 section.
Homework:
Students will read chapter 1 section 1. They will Define the Vocab words and answer the review questions. This will be posted on Google Classroom. Due On Monday
Students will understand why The Renaissance started in Italy.
Lesson Plan:
Students will write 5 questions and answers from the video yesterday. Students will then do a stand up hand up activity over their questions.
Students will take Cornell Notes over Chapter 1 section.
Homework:
Students will read chapter 1 section 1. They will Define the Vocab words and answer the review questions. This will be posted on Google Classroom. Due On Monday
8/25/17
Lesson Goal:
Students will understand why The Renaissance started in Italy.
Lesson Plan:
Students will take the Weekly test.(on Classroom)
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 define the attached Key terms
Students will understand why The Renaissance started in Italy.
Lesson Plan:
Students will take the Weekly test.(on Classroom)
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 define the attached Key terms
8/28/17
Lesson Goal:
Students will understand what the Renaissance was and how it started.
Lesson Plan:
Bell Ringer: Students will take a Practice map quiz over the major countries of Europe and the major land marks of the world.
Students will take Cornell Notes over chapter 1 section 1.
Homework: Review your notes and finish any missing work. Study your vocab and map for your weekly quiz on Friday.
Students will understand what the Renaissance was and how it started.
Lesson Plan:
Bell Ringer: Students will take a Practice map quiz over the major countries of Europe and the major land marks of the world.
Students will take Cornell Notes over chapter 1 section 1.
Homework: Review your notes and finish any missing work. Study your vocab and map for your weekly quiz on Friday.
8/29/17
Lesson Plan:
Students will Break up into small groups and research an Italian City state. They are to find pictures of their state, find out who the ruling family was during the Renaissance, and how it got its wealth.
Once the students have finished presenting they will use the Google Slides to complete their notes up until "Examples of Renaissance Men". They will have a note quiz next class.
Homework: students will make sure to study the map and vocab for the weekly quiz. Students will also make sure all of their homework is completed and turned in.
Students will Break up into small groups and research an Italian City state. They are to find pictures of their state, find out who the ruling family was during the Renaissance, and how it got its wealth.
Once the students have finished presenting they will use the Google Slides to complete their notes up until "Examples of Renaissance Men". They will have a note quiz next class.
Homework: students will make sure to study the map and vocab for the weekly quiz. Students will also make sure all of their homework is completed and turned in.
8/30-31/17
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:
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:
Students will take a Note quiz over the slides 1-23. They may use their notes to complete this.
Students will then Take Cornell notes over slides 24-36.
Homework:
Review for Weekly Test. This will be the Map quiz and some of the Vocab words. Know this for Friday!!!!!!!!!
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:
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:
Students will take a Note quiz over the slides 1-23. They may use their notes to complete this.
Students will then Take Cornell notes over slides 24-36.
Homework:
Review for Weekly Test. This will be the Map quiz and some of the Vocab words. Know this for Friday!!!!!!!!!
9/1/17
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.
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
TPS.WH.3: A use various search strategies to access information such as keyword(s) and other strategies appropriate to specific search engines.
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
- 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
9/5-7/17
Lesson Plan:
Students will work on Group Project. Students will begin presenting on Friday.
Students will work on Group Project. Students will begin presenting on Friday.
9/11-12/17
Students will finish presenting their projects.
9/13-14/17
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 finish presentations
Students will take Cornell Notes over the attached power point.
9/15/17
Lesson plan:
Students will be responsible for finishing Cornell notes over Chapter 1 section 2. They will then have time to finish any assignments they are missing.
Students will be responsible for finishing Cornell notes over Chapter 1 section 2. They will then have time to finish any assignments they are missing.
9/18/17
Lesson plan:
Students will work in small groups to complete the questions that were posted on Google Classroom. Students will get 30 minutes to complete these questions and then we will have a class discussion over them.
Students will work in small groups to complete the questions that were posted on Google Classroom. Students will get 30 minutes to complete these questions and then we will have a class discussion over them.
9/19/17
Lesson Plan:
I will be gone today. You will start the movie "Luther." It is important to watch the movie and pay attention. You will have to write a summary and answer questions over it when we finish it on the long day.
I will be gone today. You will start the movie "Luther." It is important to watch the movie and pay attention. You will have to write a summary and answer questions over it when we finish it on the long day.
9/22/17
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?
This is posted on Google Classroom. Due Monday
9/25/17
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
9/26/17
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.
Unit Learning Targets:
I can analyze the changes in European thought and culture resulting from the Renaissance, the Reformation, and the Scientific Revolution.
Lesson Plan:
Students will continue to take Cornell Notes over the attached power point.
Homework:
Students will research Henry VIII and list 10 facts about him. This is on Google Classroom. It is Due next class period.
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.
Unit Learning Targets:
I can analyze the changes in European thought and culture resulting from the Renaissance, the Reformation, and the Scientific Revolution.
Lesson Plan:
Students will continue to take Cornell Notes over the attached power point.
Homework:
Students will research Henry VIII and list 10 facts about him. This is on Google Classroom. It is Due next class period.
9/27-28/17
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.
Unit Learning Targets:
I can analyze the changes in European thought and culture resulting from the Renaissance, the Reformation, and the Scientific Revolution.
Lesson Plan:
Bell-ringer- Students will research Henry VIII and list 10 facts about him. (This is on Google Classroom)
Students will take Cornell Notes over the Protestant Reformation.
Students are responsible for the rest of the notes on the power point.
Homework:
Students need to start studying for their test. Test will be on the long day next week.Students were given a study guide on Google Classroom
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.
Lesson Plan:
Bell-ringer- Students will research Henry VIII and list 10 facts about him. (This is on Google Classroom)
Students will take Cornell Notes over the Protestant Reformation.
Students are responsible for the rest of the notes on the power point.
Homework:
Students need to start studying for their test. Test will be on the long day next week.Students were given a study guide on Google Classroom
10/2/17
Lesson Plan:
Students will finish taking Cornell Notes
Students will work on their study guide.
Students will finish taking Cornell Notes
Students will work on their study guide.
10/3/17
Review for the Test
Students will play a Kahoot review game
Teacher lead review question and answer sesson
Students will play a Kahoot review game
Teacher lead review question and answer sesson
10/4-5/17
Lesson Plans:
Test Day
Standards Tested:
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.
4.3: The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue.
Process Skills Standards:
D2.His.16.9-12: Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.
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.
Test Day
Standards Tested:
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.
4.3: The student will investigate an example of continuity and/or change and connect that continuity and/or change to a contemporary issue.
Process Skills Standards:
D2.His.16.9-12: Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.
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.
10/6/17
esson 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.
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.
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.
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.
10/9/17
Lesson Plan:
Students will Take Cornell Notes and follow the activities in the Google Slides Presentation.
Students will Take Cornell Notes and follow the activities in the Google Slides Presentation.
10/10/17
10/11-12/17
Lesson Plan:
Students will take Cornell Notes over Chapter 2 section 1.
Homework:
Students will Create a Resume of a European Explorer. This is located on Google Classroom DUE: 10/18/17
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 take Cornell Notes over Chapter 2 section 1.
Homework:
Students will Create a Resume of a European Explorer. This is located on Google Classroom DUE: 10/18/17
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?
10/16/17
Lesson Plan:
Students will continue to work on their Resume Projects. They are Due Wednesday 10/18/17
Students will continue to work on their Resume Projects. They are Due Wednesday 10/18/17
10/17/17
Lesson Plan:
Students will take Cornell Notes over Chapter 2 section 2
Homework:
Students need to read Chapter 2 section 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.
Students will take Cornell Notes over Chapter 2 section 2
Homework:
Students need to read Chapter 2 section 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.
10/18/17
Lesson Plan:
Students will have 15 minutes to work on their Resume. Once this time is up students will take Cornell Notes over Chapter 2 section 2.
Students will have 15 minutes to work on their Resume. Once this time is up students will take Cornell Notes over Chapter 2 section 2.
10/23/17
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.
10/24/17
Lesson Plan:
Students will take Cornell Notes over the Columbian Exchange
Home work: Students are assigned Eating History assignment. This is due on Friday. See attached assignment.
Students will take Cornell Notes over the Columbian Exchange
Home work: Students are assigned Eating History assignment. This is due on Friday. See attached assignment.
10/25/17
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.
10/26-27/17
Lesson Plan:
Student will finish taking notes over "How to write a DBQ" slides. This is a practice DBQ. The teacher will walk you through it and how to start it. The DBQ in the fall will be the real deal. I will not be able to help you then.
Standards:
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.
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.
Student will finish taking notes over "How to write a DBQ" slides. This is a practice DBQ. The teacher will walk you through it and how to start it. The DBQ in the fall will be the real deal. I will not be able to help you then.
Standards:
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.
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.
10/28/17
Students will work on their DBQ
I can statement:
I can investigate the economic, political, and social consequences of European exploration and expansion.
I can statement:
I can investigate the economic, political, and social consequences of European exploration and expansion.
10/30/17
Lesson Plan:
Students will finish their DBQ.
Students will finish their DBQ.
10/31/17
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.
Technology Standards:
TPS.WH.1.B: Explore appropriate digital editing tools using established design principles to create and publish a product.
Technology Standards:
TPS.WH.1.B: Explore appropriate digital editing tools using established design principles to create and publish a product.
11/1-2/17
Lesson Plan:
Students will be given a note card at the beginning of class. Students will also be given a term. You are responsible for defining and explaining what your term means and its importance.
Students will then present their term. While the class is presenting their terms students will follow along and fill out the Vocab sheet posted on Google Classroom.
Students will be given a note card at the beginning of class. Students will also be given a term. You are responsible for defining and explaining what your term means and its importance.
Students will then present their term. While the class is presenting their terms students will follow along and fill out the Vocab sheet posted on Google Classroom.
11/3/17
Atlantic Slave Trade Lesson Plan
Watch the Clip on the Atlantic Slave Trade.
Take Cornell Notes over Atlantic Slave Trade (Attached Google Slides)
Homework:
Watch at least 2 other videos about the Middle Passage and write a 1/2 page reflection.
Watch the Clip on the Atlantic Slave Trade.
Take Cornell Notes over Atlantic Slave Trade (Attached Google Slides)
Homework:
Watch at least 2 other videos about the Middle Passage and write a 1/2 page reflection.
11/6/17
Lesson Plan:
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.
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.
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.
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.
11/7/17
Students will present their presentations and prepare for the Age of Exploration Test.
11/13/17
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
11/14/17
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.
11/15-16/17
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
11/17/17
Lesson Plan:
Students will have a make up day. Students will work on any missing assignments or retake any assessments that they need.
Students will have a make up day. Students will work on any missing assignments or retake any assessments that they need.
11/20/17
Lesson Plan:
Students will watch two short video clips about Absolute Monarchs. Once this is complete students will have a class discussion about what Absolute Monarchs are and why there are so few of them left.
Students will then brake up into small groups and complete a short research Google Slides on an assigned Absolute Monarch.
Students will present their presentations tomorrow.
Students will watch two short video clips about Absolute Monarchs. Once this is complete students will have a class discussion about what Absolute Monarchs are and why there are so few of them left.
Students will then brake up into small groups and complete a short research Google Slides on an assigned Absolute Monarch.
Students will present their presentations tomorrow.
11/21/17
Students will present their group presentations.
11/27/17
Students will complete their bell ringer. This is a writing activity in which students will answer the following questions.
1. What I am thankful for. (On Classroom)
2. How do I rate my performance for the first part of the year?
3. What is my plan is to end the semester, how can I get to where I want to go.
Students will start taking notes over the Scientific Revolution.
1. What I am thankful for. (On Classroom)
2. How do I rate my performance for the first part of the year?
3. What is my plan is to end the semester, how can I get to where I want to go.
Students will start taking notes over the Scientific Revolution.
11/29-30/17
Students will finish Cornell Notes over Scientific Revolution.
Students will then list 3 problems that could be solved by using the Scientific Method. List it out step by step.
Homework: Read Chapter 5 section 1. Define the vocab words/ key terms and answer the assessment questions. (Class Room)
Students will then list 3 problems that could be solved by using the Scientific Method. List it out step by step.
Homework: Read Chapter 5 section 1. Define the vocab words/ key terms and answer the assessment questions. (Class Room)
12/1/17
Sorry kids I will not be at school today. I caught that stomach bug that is going around. So follow along and you will know what to do today.
1. watch short video clip over the Scientific Revolution.
2. write a short review/ reflection over it ( this is located on Classroom)
3. use the rest of you time in class to work on any missing assignment.
4. have a great weekend and do not get sick!!!!!
1. watch short video clip over the Scientific Revolution.
2. write a short review/ reflection over it ( this is located on Classroom)
3. use the rest of you time in class to work on any missing assignment.
4. have a great weekend and do not get sick!!!!!
12/4/17
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.
12/6-7/17
Lesson Plan:
Students will get 30 min to work on missing work.
Students will watch the attached video clip
Students will complete the chapter 5 section 1 and 2 worksheet. (on Classroom)
If time students will take more Cornell notes over chapter 5 section 3.
Students will get 30 min to work on missing work.
Students will watch the attached video clip
Students will complete the chapter 5 section 1 and 2 worksheet. (on Classroom)
If time students will take more Cornell notes over chapter 5 section 3.
12/8/17
Students will have a make up day.
12/11/17
Lesson 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.
Plan:
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.
Plan:
12/12/17
Lesson Plan:
Students will finish taking Cornell Notes over the French Revolution notes.
Students will finish taking Cornell Notes over the French Revolution notes.
12/13/17
Lesson Plan:
Students will take the Quiz over the Scientific Rev, Enlightenment, and French Rev.
Once this is finished students will watch a documentary over the French Rev.
Students will take the Quiz over the Scientific Rev, Enlightenment, and French Rev.
Once this is finished students will watch a documentary over the French Rev.