Unit 2- Revolutions

Fri., Mar. 20

• Project Work Day:You should be writing script and making puppets(also planning time with team to wrap up)

Thur., Mar. 19

• Handout: Two Post-Industrial Perspectives (behind this)

• GQ: What were the eventual intellectual, political and economic effects of the Industrial Revolution?(PPT notes on Post-Industrial thinking and politics)

• The handout goes with 2 primary source documents.We did SOAPS/ POV analysis on Doc 1 in class Homework: Doc 2 – due Monday

Wed., Mar. 18

• Handout: POV/SOAPS reference (behind this):Paste it at the back of your notebook, where youcan reference it any time.

• Unit 2 Quiz – • You need 37 minutes to make up:

Pack +12 if you’re available or Friday during class (but your team will miss you!)

Tue., Mar. 17

• Project Research (sources & notes) due today

• Practice Quiz on Industrial Revolution(behind this)

• Unit 2 Quiz tomorrow• Project Production Notes due tomorrow

Fri.-Mon., Mar. 13 & 16

• Project work time;schedule updated – see website

(Research component due Tuesday)

Thu., Mar. 12

• Shared results of yesterday’s exercise:Creating a cause chart for why the Industrial Revolution began in rural England(except 5th per. where we had to postpone due to ‘technical difficulties’)

• Project work time

Wed., Mar. 11

• Group participation exercise:Creating a cause chart for why the Industrial Revolution began in rural England

Tue., Mar. 10

• Video: The Day the Universe Changed – Credit Where It’s Due

GQ: Why did the Industrial Revolution begin in rural England? >How England did manage to achieve this first

• Handed out remaining project materials (behind this): -grading scale and calendar

-personal contribution record

Mon., Mar. 9

• Collected Project Homework (see prior day)

• Warm-up: revisited question from last Monday:What would we lack today –other than more things—if we’dnever had mass production? (make a list on LEFT-side page,where you left off, under your 18th c. company description;think about last week’s time-lapse drawing exercise and all the things that changed)

• PPT notes (right-side) on: GQ: Why did the Industrial Revolution begin in rural England? >Why England achieving such an accomplishement was surprising

Thu.-Fri., Mar. 5-6

• Time to work on projects in library• HOMEWORK for Monday:

-Textbook source page stapled on top of printed project sources (with initial highlighting)note: This does not have to be considered finished; I just want to gauge progress and give feedback

Wed., Mar. 4

• Projects assigned• Handed out:

Project Requirements Textbook source notes page

• First interim due date:Mon. Mar. 9 – Highlighted source pages Completed textbook source notes page

Tue., Mar. 3

GQ: Was the Industrial Revolution truly revolutionary?

• Warm-up in notebook (LEFT side): “A World Without Mass Production”You have a small 18th century business; tell us:• What do you produce?• Where (generally) are you located?• Who works in the business?• How do you get your customers?• How do you get your product to your customers?• What do you do besides work?

• Time-lapse drawing activity, tracking the effects of a coke-powered steam engine coming to your 18th century English village

Mon., Mar. 2

• Collected Career Day Passports• Took practice Quiz on Haiti (behind this)

and went over answers• Talked about note-taking

GQ: Can there be a revolution without conflict?• Discussed what we would lack in a world without

mass-production; will drill into this further tomorrow• Meanwhile, used “Agricultural Revolution” as an

example, by doing an effects flowchart as a class:There were incredibly far-ranging effects beside just “more food/less famine”, making it seem to deservethe title “Revolution”

Thu., Feb. 26 & Fri., Feb. 27

• No regular class on Thursday (guest speaker)• Short class on Friday (Career Day):

Handed out revolution project choices (behind this)> Due Tuesday March 3

Wed., Feb. 25

• GQ: What choices are made in Haiti that determine the outcome of the revolution? (cont.)

• PPT notes on what actually did happen in Haiti

Tue., Feb. 24

• GQ: What choices are made in Haiti that determine the outcome of the revolution?Today was a continuation of yesterday’s role-play, with characters responding to more news by selecting an action, and then seeing the results of their action.

• Notebook right side: One item added to timeline from yesterday; Notebook left side: two more journal entriesSee updated notebook specifications on website If absent both Mon/Tue, you are exempt from the journal entries but see note next to the Week 4 lecture notes on the website, and follow the link

Mon., Feb. 23

• Handed out timeline leading up to the Haitian Revolution(behind this)See updated notebook specifications on website

• GQ: What was Haitian society like before the revolution?Assigned character to role-play See me about this

Fri., Feb. 13

• Finished going over toughest questions on the practicequiz, and watched an excerpt from Le Revolution francaise – part 2: Les Annees Terrible (first 45 minutes;available on Youtube)

Thur., Feb. 12

• Crash Course video on the French Revolution(John Green - find it on YouTube)

• Practice quiz (behind this)

• Went over answers + some tips on tricky questions

Wed., Feb. 11

• Shared “45-second French Revolutions” (homeworktopic sentences)

• Introduced PERSIA – a helpful acronym for analyzing the effects of change.

• New LEFT-side notebook assignment, due Friday:Create a PERSIA chart, tracking changes/continuities in the 6 categories (Politics, Economics, Religion, Society, Intellectual and Area –i.e. Geographic) across the 3-4 “pivotal points of change” identified in yesterday’s homework

Tue., Feb. 10

• Collected The Reign of Terror: Was It Justified?

• PPT notes on the rest of the French Revolution

• Worked with partners to define 3 pivotal points of change in the story of the French Revolution

• Homework notebook assignment: On LEFT side of above notes, write 3-4 topic sentences describing pivotal points of change in an overview of the revolution, emphasizing political and social change over the near century from 1789 to 1870.

Mon., Feb. 9

• Worked individually on the back page (outline) of The Reign of Terror: Was It Justified?

Due tomorrow.

Fri., Feb. 6

• Worked in partners on yesterday’s handout/homework(The Reign of Terror: Was It Justified?): -compare document analysis -complete ‘Next Steps’

• Notebook Assignment on LEFT side of French Revolution notes (after Declaration of Rights of Man pages): -create a Venn Diagram comparing/contrasting the American Revolution with what you know of the French Revolution so far

Amer both Fr

Thur., Feb. 5

• Reviewed notebook assignment from yesterday.

• A few more PPT notes (continuation of “How did the French Revolution compare to the American Revolution?”)

• Handout: The Reign of Terror: Was It JustifiedAnalyze documents as homework for Friday(do not do ‘Next Steps’)

Wed., Feb. 4

• Collected Was the American Revolution Really a Revolution?

• Reviewed notebook assignment from yesterday.

• 2 Handouts to put in notebook: On next blank LEFT/RIGHT spread, paste Declaration of the Rights of Man Scavenger Hunt on the LEFT, and paste actual Articles on the RIGHT; Complete “scavenger hunt” and color-code to match the number on the “hunt” to the actual article

• Also took some notes on a new GQ: “How did the French Revolution compare with the American Revolution?”

Tue., Feb. 3

• PPT: More notes under “Was the American Revolution Really a Revolution?”

• Went over handout of the same name from yesterday. Kept for tomorrow.

• Notebook assignment: LEFT side of the above, entitled “Revolution in 3 Phases”: -Divide page into 3 horizontal sections, labeled Phase I, Ph II, Ph III -Draw chart of inputs/causes and outputs/effects where > Ph I output is “republican colonial govts.’, > Ph II shows causes and effects of Revolutionary War, > Ph III output is The Constitution

Mon., Feb. 2

• Handout: Was the American Revolution really a revolution?

• Took a couple notes under the same heading:Definition of revolution; 2 types of revolutions

• Had remainder of class to work on handout.Due Tuesday.

Thur., Jan. 29

• Concluded going over 2nd semester syllabus(hard copies available on ledge under board)

• Took American Revolution Pre-Test(behind this – not graded/no make-up required)and shared some answers.

Wed., Jan. 28

• Completed discussion of Teenage World. Collected it.

• Went over formatting of the notebook for the 2nd semester. See Mr. L for description.

• PPT on Enlightenment Philosophers.• Began to go over 2nd semester syllabus as PPT.

Tue., Jan. 27

Worked in table groups on the handout, Teenage World. Shared natural rights and responses of each group to the scenario. Kept for tomorrow.