Tuesday 10/8/13. Collect Critical Thinking activities from Unit 1 Introduction to Unit 2: Enlightenment Revolutions Glorious Revolution notes, read Prologue Section 3 HW: Finish GR notes?. Tuesday 10/8/13. Find the critical thinking activities listed on the small sheet
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Tuesday 10/8/13 • Collect Critical Thinking activities from Unit 1 • Introduction to Unit 2: Enlightenment Revolutions • Glorious Revolution notes, read Prologue Section 3 HW: • Finish GR notes?
Tuesday 10/8/13 • Find the critical thinking activities listed on the small sheet • Fill out name, date and period • Group them in order • Attach the small sheet to the front • You have 5 minutes to get organized!
Welcome to Unit 2!: Enlightenment Revolutions In order to understand why people revolted around the world, take the time to guess first… • Create a T chart for revolution and for reform. Brainstorm again: what do you think of when you read these two terms? • Brainstorm with your partner as many reasons as you can think of why citizens of a nation might revolt against a leader/government.
Block • Bonding time • Prep Check Glorious Revolution, Prologue Section 3 graphic organizer • American Revolution Timeline using Ch. 6.4 and check answers • Start France simulation HW: 1. ch.7.1 CN due Monday
Block 10/9-10/13 • Please get out the following: • Prologue Section 3 Graphic Organizer (Glorious Revolution) • Unit 2 Content Rubric • Sheet of paper with name, date period and “Opener” as the title Wacky Wear Wednesday
Block 10/9-10/13 • Please get out the following: • Prologue Section 3 Graphic Organizer (Glorious Revolution) • Unit 2 Content Rubric • Sheet of paper with name, date period and “Opener” as the title A Day at The Carnival
Time to Bond! • Do not write you name on it • Do not share with anyone • Write the following 3 things on the index card: • Something general and common about you. (I graduated from middle school) • Something fairly unique to you. (I had eggs for breakfast) • Something VERY unique about you. (I was a 2-time state 4H winner in middle school)
Prologue, Section 3 • One of the first, quickest and influential places of revolution was in England • Check that you filled out the handout while reading to understand the revolution itself and influential English documents. (this is instead of Cornell Notes) • Share with your table
Opener: 10/9-10/13 • Without looking at your graphic organizer on the Glorious Revolution, name the two significant documents from England, the years they were written and their significance. • What does it mean to create a “cause and effect” relationship?
American Revolution Timeline Directions: 1. Use Ch. 6, Section 4 of the text book to put the below events in order by date in a timeline. 2. Create your timeline on two facing pages, in any creative manner you wish. Draw an image or symbol for at least five of the events. 3. On a 3rd page or the back of your timeline, list five “cause and effect” relationships on the timeline and explain in at least one sentence for each how the first event caused the other. • You only have to know the year. • You may have to do math to determine years for certain events.
Possible Timeline Formats… DNA Railroad Movie Film Strip Board Game Ladder Treasure Map Winding River Caterpillar
American Revolution Timeline Key 1754 French and Indian War 1765 Stamp Act 1773 Boston Tea Party 1773 British Close the Port of Boston to all Trade 1774 First Continental Congress Meets 1774 Second Continental Congress 1775 Battle of Lexington and Concord 1776 Declaration of Independence Written and Published 1776 War Declared between England and the Colonies 1778 French Join the Fight on the side of the Colonies 1781 English Surrender at Yorktown- The war is over. 1781 Articles of Confederation written and Ratified 1787 Constitutional Convention Held 1787 New Constitution Written 1789 Bill of Rights added to the Constitution 1791 Constitution Ratified by the new States On the back of your timeline or on a separate sheet, categorize the events into “causes,” “course,” and “outcome” of the AR
Friday 10/11/13 • Opener: Were the Glorious Revolution and American Revolution reforms or revolutions and why? • France during the Enlightenment simulation HW: 1. Ch. 7.1 CN due Monday
Friday 10/11/13 • Please get out the following: • AR timeline • In class notes from yesterday • Pencil
Picnic 12:30 PM – 1:45 PM Soccer Field Parade 1:45 PM – 2:15 PM Student Parking Lot to Football Field Football Game MVHS Marching Band Field Show 2:45 PM Varsity Game 3:15 PM Football Field Homecoming Dance 8:00PM-11:00PM MVHS Gym
Opener: Friday 10/11/13 • Claim practice: • Was the Glorious Revolution of England more of a reform or revolution? Explain with at least two pieces of evidence. • Was the American Revolution more of a reform or revolution? Explain with at least two pieces of evidence.
American Revolution Timeline Key 1754 French and Indian War 1765 Stamp Act 1773 Boston Tea Party 1773 British Close the Port of Boston to all Trade 1774 First Continental Congress Meets 1774 Second Continental Congress 1775 Battle of Lexington and Concord 1776 Declaration of Independence Written and Published 1776 War Declared between England and the Colonies 1778 French Join the Fight on the side of the Colonies 1781 English Surrender at Yorktown- The war is over. 1781 Articles of Confederation written and Ratified 1787 Constitutional Convention Held 1787 New Constitution Written 1789 Bill of Rights added to the Constitution 1791 Constitution Ratified by the new States On your timeline categorizethe events into “causes,” “course,” and “outcome” of the AR
Monday 10/14/13 • Prep Check Ch. 7.1 CN • France during the Enlightenment simulation HW: • ch. 7.2 CN due Friday
Monday 10-14-13 • Please get out the following: • Ch. 7.1 CN for prep check • Piece of binder paper for notes today and tomorrow. Title: France during the Enlightenment
France During the Enlightenment • You will experience a simulation which will help you understand what it was like living in France during the Enlightenment period. • Throughout the simulation pay close attention to how it makes you feel. • First, read over your background information sheet and be prepared to answers questions.
King Louis Queen Marie Antoinette Controller-General 3 Clergy Members Lord Lord P P P P P P P Lord Lord P P P P P P P P P Back of Classroom
The Palace Of Versailles, France • Who was King Louis XIV? • When did he reign over France? • What was the Palace of Versailles? • How did Louis VIV use the palace to increase his power? • Who was King Louis XVI? • When did he reign? • Who was the Queen of France during Louis XVI’s reign? Where was she from?
France During the Enlightenment:Reign of King Louis XVI • Peasants, produce food! You must copy the exact image you see on your information sheet. OVER and OVER and OVER again! • Food production was crucial to the stability and well-being of French society. • Your primary function in society was to produce food and babies! • If you don’t produce food you and your family will starve! • You must produce at least 20 food tokens each!
France During the Enlightenment:Reign of King Louis XVI • Lords: collect all food tokens from the peasants • Clergy: take 10% of tokens from Lord’s as the tithing to the church • Controller-General: take 50% of what’s left from the Lords. This is the government tax. Show this to the king and queen. • Lords: take 50% of what’s left for yourself. Evenly redistribute what is left now to the peasants. • Controller-General: make your emergency announcement to the French people.
This is for the handout copy Above the Surface: What is happening in this cartoon? Who are these people? How do you know? Below the Surface: How does this cartoon portray the peasants of France? Why are the two men standing on the third? What is this meant to say? Plow Bible Sword Church tax, Good tax, Forced labor
Causes of the FR Notes: The Three Estates Issues and Causes of the French Revolution Estates General Dissolves A Great Fear Sweeps France The King Comes to Paris
Block 10-15 and 17 • Please get out the following: • Notes from simulation • Pen, pencil and highlighter • Ch. 7.1 CN
France in the late 1700s Simulation Debrief: • Describe how it felt to be in the role you were in. • How does it feel to be born into a role you cannot change? • Who had the most power in society and who had the least? • What are some of the advantages and disadvantages of organizing a society in this way? • What do you think should have been done to save the French nation during the late 1700s? • Explain a situation when you (or someone you know) have felt treated unfairly because of who you are and how you felt. Consider age, gender, skin color, ethnicity, economic status etc. • *Only write your answers*
King Louis XIV and XVI Absolute Monarchs in FranceAnd Not All That Enlightened
Built to impress the nobility and awe the peasantry, the Palace of Versailles became a symbol of Louis XIV’s and XVI’s power and wealth. Here the King could entertain his friends, keep an eye on his nobles, crush his enemies and bankrupt his nation. The Palace was filled with all the luxuries money could buy: Booze, Prostitutes, Drugs, Music, Fine Food, Theater, Tennis Courts, Private Parks and a Zoo.
King Louis XVI Grandson of the Louis XIV, the most powerful king in French history, Louis XVI is less powerful, less convincing and a little bit of a loser. He inherits a huge debt and he spends money like water. He prefers parties to government and he lives in the country, at Versailles, where he can easily avoid his people and his duty. He is a weak king, easily influenced by his queen and courtiers.
Queen Marie Antoinette Daughter of Maria Teresa of Austria, and sister to Austria’s king, Marie is not much welcome in France. The two nations are bitter enemies. She is just a young girl when she maries Louis and unused to the customs of the French court. She remains completely isolated from the realities of the lives of her subjects or the situation of her country and regularly gives Louis terrible advice about what to do in government and economy.
A whole peasant village… just for the Queen to play in. Real peasants grew her vegetables, fed her chickens,milked her cows, and made her cheese.
Built for Marie Antoinette to play in…. she liked to pretend to be a French Peasant…in silk and satin, of course! Q: How do you think the French peasants feel about that?
Causes of the FR Notes: There are 5 Topics on the following slides. You may either take bullet point notes and answer the questions or only answer the questions for each topic. You judge how much you learned from your Ch. 7.1 Cornell Notes. Questions are in Orange
1. The Three Estates 1stEstate ( 1%): Roman Catholic Church • Paid no taxes, held office, DID make strong ties with peasants 2ndEstate (2%): Rich nobles, • owned 20% of land, Collected most of the taxes to spend on themselves What do you think this cartoon symbolizes?
90% of the wealth 3rdEstate (97%): • Bourgeoisie – merchants, artists ~ educated, rich (compared to the peasants), wanted privileges • City workers – cooks, servants, etc. ~ low wages, hungry • Peasants – largest group (80% of pop.) ~ ½ of income paid in taxes 10% of the wealth • BSQ: • Who was paying the most in taxes in France and how do you think they felt about this? • What would you do in a situation where you couldn’t afford to buy food for you or your family?
Go to your handout and answer the questions in the box next to the political cartoon. Above the Surface: What is happening in this cartoon? Who are these people? How do you know? Below the Surface: How does this cartoon portray the peasants of France? Why are the two men standing on the third? What is this meant to say? Bible Sword Plow Church tax, Good tax, Forced labor
Friday 10/18/13 • Get out the following: • Unit 2 content rubric • Ch. 7.2 CN for prep check and 7.1 for practice • Cornell Notes rubric • FR packet for notes from block day • Pen, pencil and highlighter
Cornell Notes Skill Mastery • Check my comments on your returned paper! You should revise. I take the highest grade. • There are some common mistakes I noticed: • Forgetting headings/topics on left side • Writing ASQs, but no BSQs for the advanced options • Summaries don’t include enough detail/vocabulary – how did the Enlightenment ideas add to WPT? • No date, period, correct title • Turning in the wrong section • Peer editors: It’s NOT out of points – give a letter score
Cornell Notes Skill Mastery • You will receive a yellow card • You may trade with someone near you if they are willing • Looking at the notes you were just given back, your 7.1 and 7.2 CN, add this application to all 3. EX: “Restate the content as a formula” could be “ taxes + starvation + mockery = rebellion”
Cornell Notes Skill Mastery • Leave out your Ch. 7.2 CN • Go on a “silent walking espionage mission” to see what others have that you don’t have. • STEAL! take the notes back to your desk and add what you need in your notes. • Return the notes and thank that person.