Class+Activity

= = =The big 'isms': Industrialism, Socialism, Realism and Darwinism=


 * Please be quiet, listen, interpret and then comment. If you must speak, raise your hand.**


 * Industrialism:** This Simpson episode illustrates the ills of mass production -the sweatshop:

media type="youtube" key="It_yi3V6EX8" height="315" width="560"


 * Socialism:** The myth behind the semantics:

media type="youtube" key="LMS_P09dKbc" height="315" width="560"


 * Realism:** Art imitating life:

media type="youtube" key="ArCbx99mc8k" height="408" width="546"


 * Darwinism:** Evolution vs Evilution:

media type="youtube" key="CKDSiNf_rLo" height="315" width="560"


 * Putting it all together for us:** Niall Ferguson explains why some prosper while others falter:

media type="youtube" key="xpnFeyMGUs8" height="315" width="560"


 * All of the above provide you with really important information. As such, you should be prepared to answer questions on future tests referring to these clips.**

= = =Industrial Revolution (under construction)=

LESSON PLAN:





Please watch the following videos so you have a better understanding of the history behind the industrial Revolution media type="youtube" key="3Efq-aNBkvc" height="408" width="546"

For a fuller discourse on the subject of the causes and effects of the Industrial Revolution, you should try and listen to this video. Do not worry about social classes and the spread of imperialism -we will cover that much later this trimester. media type="youtube" key="Wrmax07bxyQ" height="315" width="560"

Watch the following video to see an alternative perspective of the Industrial Revolution. media type="youtube" key="87eVOpbcoVo" height="315" width="560"

Napoleon and Nationalism
The effects of the French Revolution were profound -at home and across Europe as well. The vacuum created after the purge of the French Aristocracy provided ample opportunity for ambitious men. No man was more ambitious than Napoleon. Read, learn and determine if this great general and emperor exemplified the post-French Revolution enlightened ideas of fraternity and freedom? Would you rule differently if you were wearing the emperor's new clothes?

=Flow Chart - What Happened Next?=

Copy the flow chart below and complete it using the word bank below. Please note that the three boxes at the top represent the causes of a huge event in history. You have been discussing these problems for weeks now -fill them in with your own thoughts. Use your textbook (chapter 18 sections 1, 2 and 3) to help you complete the chart.



This is a pass/Fail assignment. You had time to complete this in class. If you are wasting your time, you have no one else to blame but yourself.

=Avoiding the French Revolution=

Below is a brief outline of the problems facing Pre-Revolutionary France. Try to complete a presentation that can solve the crisis before it happens. Use the following PowerPoint presentation as a guide.



=Solution Table=

The French Revolution sent a shiver down the spine of aristocratic Europe. Your job will be to prevent this horrific event from ever happening. Let's jump into our time machine and see if we can stop things from getting out of hand in France and Europe.

Step 1: Take a seat and choose a captain, secretary and clerk. Step 2: Captains are responsible for answering questions. If they don't know the answer, they send their clerks to the board to write the question. The teacher's job is to answer the questions as soon as possible. Step 3: Secretaries are responsible for handing in the finish product. Chose someone whose handwriting is very neat. Step 4: To get started, each students must draw a large box with nine compartments. It will look something like this:


 * Political || ..........Problem 1.......... || ..........Solution 1.......... ||
 * Social || Problem 2 || Solution 2 ||
 * ......Economical...... || Problem 3 || Solution 3 ||

Step 5: Fill in the box including the 3 major causes of the French Revolution: Political, Social and Economic Step 6: Fill the first column with the existing problems that caused the French Revolution. Step 7: Fill in the 3rd and final column with your proposed solutions to each issue. Include as much detail as possible -your grade depends on it Step 8: As a bonus, include a diagram illustrating how the house of representatives (where the voting takes place) will look like. Step 9: Sign your names in the box you filled out and have the clerk hand in the final product = = = =

=Trim 2: Commitment to Progress and Growth=

**Sit, Listen and Answer:**
Watch the brief presentation and answer your teachers questions in your notebook. Do not write the question but try to answer the question by embedding the question asked. For example, your teacher asks: "Why did the citizens of Paris storm the Bastille?" Your answer would be: They stormed the Bastille because they wanted to capture the city´s stronghold and armory (weapons).

[|The French Revolution]

DUE DATE: End of the week (Dec. 9, 2011)
 * TASK 1 - New Scientific Ideas:**

Download the following PowerPoint presentation and complete it. Read and follow the instructions. You can work with a partner or two so please submit your work with a cover page that includes your class color and all your names. Late work receives -5% penalty per day and no late submissions will be accepted after Sunday -no exception.



DON'T FORGET TO INCLUDE ALL YOUR NAMES WHEN SUBMITTING WORK

DUE DATE: Tuesday (Dec. 13, 2011)**.** Late work receives -5% penalty per day and no late submissions will be accepted after Friday, December 16th -no exception.
 * TASK 2 - Enlightened Thinker All-stars**

Using the template provided or one of your own choosing, create an enlightened thinker all-star card. The trading card should include a picture, personal information such as birth, death and nationality and the person's contribution to society. To get top marks, your card ought to be unique. Also, it should be well made, creative and provide a solid explanation of the all-star's important contribution to the world of their time and ours. And don't forget to have fun!

Each person in your group must contribute one card. Each card must be of a different enlightened thinker. You can find plenty examples from chapter 17 section 1, 2 and 3. You may choose a philosopher, scientist, artist or ruler who exemplified enlightened thought during his or her lifetime.



I CAN'T BELIEVE SOME OF YOU HAVE NOT FINISHED THIS EXERCISE YET!

Time Line: Cause and Effect
DUE DATE: End of the week (Nov. 25/11)

Review the PowerPoint below and build your own time line. You and your group will receive 20 points for each original world changing event you can add to the existing time line provided. You do not have to create the same 2-dimensional graph, but you must explain and illustrate the various causes and effects of major turning points in human history in an understandable way. You may use the internet and your textbooks to help you but they are not required. The maximum score is 100. Good luck.



Research:
Some of you are falling behind. Do not let this continue. Once the trimester is over, it's over. Activities have to be handed in and teachers have to assess them and enter the grades. There is no more waiting for tomorrow. Do it now!

Here is the homework in case you did not complete the tasks in class on time:

=Final Product for TRIM 1:=


 * The King/Queen's Council**


 * Scenario: ** You are part of a young Asian king/queen’s council. Your ruler is facing several tough decisions due to growing unrest. While inflation has consumed much of the royal treasury, other problems have become inflamed. Several religious and cultural groups are making demands and are anxious for action. To make matters worse, neighboring countries are clamoring for war. If problems at home continue to intensify, defending the realm may be impossible. Your job is to help the struggling king/queen re-engineer his/her empire. You will need to renovate everything from the country flag to where the capital city should be located. To do this, you will need to use your historical knowledge and abilities to do research. Hint: There are plenty of examples to draw from in your textbooks. Review chapters 14, 15 and examine chapter 16.

Your group needs a **Speaker, Writer, Editor and Organizer**.
 * Speaker’s Job ** : help with research, coordinate with and introduce the plan to the ruler
 * Writer’s Job: ** help write up drafts for the final report
 * Editor’s Job: ** verify research and correct drafts for final report
 * Organizer’s Job: ** organize report for submission and submit final work to Speaker


 * Assessment: **
 * Criteria || Poor (1-2) || Fair (3) || Good (4) || Excellent (5) ||
 * Creativity || Not original, lots of copying and pasting || Some copying and pasting || Some original ideas, no copying involved || Original ideas, fresh, and interesting ||
 * Quality || Messy, not well thought out || Somewhat organized but little effort || Clear, organized and easy to follow || Very clear idea, vivid and inspiring ||
 * Practicality || No references, very little thought put in || Refers to some real past events || Good references to past events || References support plan perfectly ||
 * Content || No write up, pictures, or drawings; basically incomplete || Report is poorly written and lacking visual aids || Well written and designed presentation || Excellent write up and visually impressive. ||
 * Team Work || Spoke little or no English, bothersome || Spoke some English and somewhat bothersome || Spoke English most of the time || Spoke English all the time ||

Here is progress chart to help you in case you fall behind:

Here is a sample of what an outline looks like. You do not have to use PowerPoint to make yours, but you do have to create a simple outline of your ruler's problems before you can go about solving them.

=The Muslim Empires (Chapter 15)=

You will work as part of a team responsible for finding your ruler a solution to his realm's growing social crisis. To do so, you will need to recall what you have learned about European absolutist rulers like Louis the XIV and Peter the Great to help you. Also, you should gather as much information about the various Muslim leaders you will learn about in chapter 15 of your class textbook. After all, rulers like Osman and Babur created empires that lasted for centuries and spread across 3 continents and the sub-continent of India. They must have had something worthy of emulating.

To do this:

1) the class will be divided into groups of no more than 3, no less than 2 students 2) each group will be assigned a station (each person in the group will be given a particular role to play) 3) each station must be completed in one class period 4) each station is worth a group grade, at the end of all the stations your group grade will be tabulated 5) instructions will be provided for each station 6) no extra time will be given -if you miss a station or fall behind, it is up to you to make up for lost time 7) Finally, you will take everything you know and make your presentation to another group in class

= = =Art: Who Needs It? (Chapter 14, Section 4) - to be completed on your time=

Below is a document that explains what you and your group are responsible to complete by your last class this week.


 * The First part** is on 16th and 17th century art. Mannerism and Baroque were very influential styles during this period. You will review them both and create an art exhibit before the end of the week.


 * The Second part** is about philosophy. You will need to research and understand the views of Thomas Hobbes and John Locke. The essay portion (SEE the essential question below) is due once you return to school. Don't worry. The essay can be emailed to me or you can do it in class when you return from your Uribe vacation.


 * The essential question:**

Of all the rulers you have read about in chapter 14 and 15 which rulers would follow Thomas Hobbes point of view and which rulers would be inclined to follow John Locke's? (this is due this week and will be assessed using the writing rubric)

Quick Quiz worth a bonus:

Instructions:

Absolutism: A Response to Crisis
I don't know about you, but after years of war and fighting over religion, land and power, I would feel exhausted and fed up. Feeling like things had been out of control long enough, some monarchies within Europe decided to take the idea behind "The Divine Right of Kings" a step further than their predecessors. Rulers like Louis the XIV and Peter the Great wrestled control from troublesome nobles and began to lead their countries with an iron will of their own. For better or worse, you will have to decide who is the best absolutist.


 * Task:** You and your team will have to choose from the variety of absolutist leaders you have read about in sections 3 and 4 of your textbook.

**Scenario:** Europe is once again in crisis and our country needs a strong ruler to consolidate its power. The HR (human resources) department is in need of a strong absolutist leader to lead our country’s centralized government but it is also weary of leaders who exaggerate their own sense of entitlement and belief in the divine right of kings. In addition to helping a ruler write up his/her resume, your job also includes picking out the best candidate who you have **NOT** helped.

Step 1) build a graphic organizer that includes:
 * What country they come from (not necessarily the same country they ruled)
 * Their rise to power
 * Positions/titles held
 * Actions taken as a monarch
 * Accomplishments/Mistakes

Step 2) Write a resume for one of the rulers from your graphic organizer

Step 3) Prepare a questionnaire for possible candidates for the job. Below are some suggested questions to ask
 * What is his/her position/title?
 * What country does he/she rule?
 * What religion is he/she affiliated with?
 * What have you done during your life that makes you qualified to lead?
 * What qualities do you possess that make you an ideal candidate to be the monarch?
 * As ruler, how would you rule your country and why?

Step 4) Select the best candidate. Explain in a brief essay, why you chose that particular ruler.

Social Crisis, War and Revolution:
Visit module 3 power point. Review the list of important historical characters found on the second last slide.

Task: You and your partner must write a brief biography of the historical figure given to you by your teacher. Be quick. Next class you will be expected to fill in your class mates on everything you have learned about your famous leader.

Detail Instruction. 1)Find a partner and sit with them quietly 2)Find out who you have to write a biography about 3)Gather information about that person using your textbook and/or the Internet. 4)Create a rough draft outlining the person´s characteristics. Answer the following questions: Where was he/she born and raised? What religion did they practice? When did they become ruler? How did they perform their duty as ruler (well, poorly, etc)? What were their greatest accomplishments/failures? How did their reign end and in what state did they leave their country in when they were replaced? 5)You will need to hand in a rough draft to your teacher so make copies. 6)Prepare a final draft on your own (this will be done in class so have all your research ready)

=Wars of Religion Part II=

The following is due on Monday/Tuesday -depending on what day your first class falls on.

Imagine you are a journalist (a reporter) living in France during the late 16th century. Suddenly a riot breaks out and complete mayhem is unleashed before your eyes. You have never witnessed such brutality. **__The French Wars of Religion__** have reached the streets of Paris, France; your streets. Now you must report on what you have witnessed. Using all your courage, piece together a brief report for a journal you plan on publishing. You may use newspaper style reporting, images, cartoons and/or caricatures. Have fun with this! You can use any medium for your presentation. It can be on simple paper, an electronic presentation like PowerPoint or even a drawing on colored paper. You decide -it's your journal!

All work handed in on time receives a minimum of 70% and a maximum 100%.

Here are some links you can check out if you want some tools to make an interesting presentation:

www.prezi.com to make a stylish presentation. Simply go to the web site, create a free account, collect some cool images using google images and go nutz!

Try out glogster.com if you want to add animation to your blogging. I used this nifty tool to make the home page for this wiki. Check out my latest piece on Queen Elizabeth and Philip the II at [|http://fengelli.edu.glogster.com/glog-5535-8087/]

If you like making cartoons, try out comic life for free at []

= = =Wars of Religion=

For those students who have fallen behind because of scheduling problems at school or you simply want to review class material, do the following exercise. You will find many answers within the pages of Chapter 14 Section 1 and 2.


 * First,** check out module 3 on our web page
 * Second,** design a Venn diagram to compare and contrast Catholicism with Protestantism
 * Third,** complete the table that lists the different religions practiced in England, France and Spain during the 16th and early 17th centuries. Include the major government heads and the defining conflicts of the era.

16th century Europe: revolt in Netherlands, and the defeat of the Armada by England || A) What were the causes and results of France´s wars of religion?
 * || England || France || Spain ||
 * Government ||  || monarchy: Henry IV ||   ||
 * Religion || Protestant ||  ||   ||
 * Conflict ||  ||   || Battle of Lepanto (1571),
 * Finally,** answer the following essential questions:

B) How do the policies of England´s Queen Elizabeth I compare with the King of Spain, Philip II.

If reading a lot does not sound like fun, you should watch either "Elizabeth" (the 1998 version with Cate Blanchett) and/or "The Golden Age" (again with Cate Blanchett)

=Understanding Maps=

The Legend:

a) work with a partner b) use graph paper, a pencil and a ruler c) draw your map -you have 5 minutes
 * 1. Create a map of your classroom. Include all the furniture but not the individuals inside.**

a) work with your partner b) use graph paper, a pencil and a ruler c) draw your map d) include a legend -you have 10 minutes
 * 2.** **Create a map of your school. Include all the buildings between Calle 84 & 85, Cr 59B & 64.**

a) choose the best route to take. Explain. b) use a colored pen to mark your chosen path (remember -we have no flying brooms here)
 * 3. Using your school map, draw a line from the home plate of the baseball field to the guard house.**

a) draw or print a map of the Mediterranean Sea which includes North Africa, Turkey, Italy and Spain. b) locate Jerusalem, Israel, Cairo, Egypt and Cordoba, Spain on your map c) imagine you are a famous architect living in Jerusalem during the 10th century. You have been commissioned (hired) to design and build a new mosque in Cordoba, Spain. Now show (draw on your map) what path you would take to get from your home to your building site. Since you are literate, you will write a brief journal describing what you encountered along your journey. You might want to write about what languages you had to speak and what the terrain was like. d) now do the same thing but imagine you were doing it in the present.
 * 4. Final task to be done on your own so sit alone for now.**