Agenda: 

1. Move into tables 
2. MAKE A NAMETAG
3. Discussions 
4. Thesis Recap 

QOD: 

MOVE INTO TABLES - 4 SEATS PER TABLE. DON'T CHANGE YOUR SEAT. 

Homework: 

Nothing. 

Pick a Thesis Topic for Day 1 

12/19-12/23 Day 3

Agenda: 

1. Move into tables 
2. Table Brainstorm
3. Intro Thesis Assignment
4. Samples + Org Chart
5. Recommendations by Seniors

QOD: 

MOVE INTO TABLES - 4 SEATS PER TABLE. DON'T CHANGE YOUR SEAT. 

Homework: 

Discussion Prep Sheet - fill out from perspective of your character! :) 

Can you bring food?? You do you. 

12/12-12/16 - Day 4

Agenda:

1. QOD
2. Tests Back
3. Character Selection
4. Review 

QOD: 

Reflection: How does one's social/economic position in society impact their view of their nation? 2-3 sentences. 

Objective: [Students will be able to]

1. 
   

Homework: 

BEGIN TO REVIEW - Q2 on Tuesday 

12/12-12/16 - Day 2

Agenda:

1. QOD
2. End of War 
3. Life Lessons - WWI

QOD: 

EXPLAIN how one of the following events changed the SCOPE of the war...

1. Treaty of Brest Litovsk 
2. Entrance of USA into the Allies 

Objective: [Students will be able to]

1. Explain armistice and how it's end signifies something different from other wars
2. Identify the strengths and weaknesses of the Treaty of Versailles [German Response]
3. Create Enduring Understandings for WWI

Homework: 

ALL THE HOMEWORKS - Test tomorrow

12/12-12/16 - Day 1

Agenda:

1. QOD
2. Final Fighting Notes
3. Russ. Rev Video
4. End of War 

QOD: 

What is a "War of Attrition"? How do you think that strategy might change the aftermath of war (no matter who wins)?

Objective: [Students will be able to]

1. Describe why nations experience mutiny near the end of war
2. How has war impacted citizens and governments? 

Homework: 

 - Treaty of Versailles 

12/5-12/9 Day 4

Agenda:

1. QOD
2. Fighting Notes - Group
3. Great War - Video 

QOD: 

BLUE: Which do you think is more effective in influencing civilian behavior: propaganda or government oversight (censorship/treason arrests/etc)....why?

PURPLE: What is Total War? Based on the last two days of class - give ONE specific example of ways nations fought using Total War...

Links for class: 

Imperial War Museum

History  - Tannenberg

Smithsonian  - U-Boats

Objective: [Students will be able to]

1. Identify and describe the fronts of the war 
2. Summarize the strengths and weaknesses of the major powers
3. Describe how the Great War could be described a World War. 

Homework: 

Notes - 29.4 

12/5-12/9 Day 3

Agenda:

1. QOD
2. Real-War Image/caption  w/ partner
3. Gallery Walk/Share with kmccabe@belmontschools.net
4. Great War - Video 

QOD: 

Which do you think is more effective in influencing civilian behavior: propaganda or government oversight (censorship/treason arrests/etc)....why? 

Objective: [Students will be able to]

1. Create propaganda that accurately reflects some realities of war - encourages some action. 
2. Identify and describe the fronts of the war 

Homework: 

Notes - 29.4 

12/5-12/9 Day 2

Agenda:

1. QOD
2. Propaganda WebQuest  [ British ] [German ] [ French ] [Russian]
3. Real-War Image/caption 

QOD: 

Explain how censorship might influence a nation's ability to fight in WWI? 

GUESS: How did soldiers get around censorship if they knew it was happening? 

Objective: [Students will be able to]

1. Identify types of propaganda used in multiple countries to encourage fighting. 
2. Create propaganda that accurately reflects some realities of war - encourages some action. 

Homework: 

Part II - 29.3 [1703-1706 & 1709-1712]

12/5 - 12/9 - Day 1

Agenda:

1. QOD
2. Total War Notes 
3. Letters 

QOD

1. Describe the Schlieffen Plan - what was the purpose/success? 

Objective: [Students will be able to...]

Summarize: What is a stalemate and what does it show about the powers fighting on the Western Front?

Describe the impact of modern technology on fighting in World War I? 

Homework: 

Read 29.3 pg 1706-1709 

11/29 - 12/2 Day 4

Agenda:

1. QOD
2. Outbreak of War Video 
3. Weapons of War Notes
4. Trench-Life Webquest
5. Letter Home from Trenches - Homework Prep 

QOD

1. How did war break out so quickly after Austria Hungary declared war on Serbia?  

Objective: [Students will be able to...]

Summarize: What is a stalemate and what does it show about the powers fighting on the Western Front?

Describe the impact of modern technology on fighting in World War I? 

Homework: 

Write your own Letter home from the Trenches...

Make sure to include at LEAST FIVE elements of life on the Front Lines in the Trenches in your letter home. Try to assume a character and a realistic depiction of what you think you'd be feeling in the winter of 1915.

Extra Fun: War Simulation 

11/28-12/2 Day 3

Agenda:

1. QOD
2. Country Concerns  or NIMA
3. Assassination of Ferdinand 
4. Outbreak of War Notes 

QOD

1. Which of the long term causes of War do you feel was MOST relevant to the outbreak of war in Europe (NIMA) and WHY? 
2. Extra Cool - Explain how Alsalce and Lorraine or Pan-Slavism fits into Nationalist motivation for war. 

Objective:

Differentiate between the concerns of countries at the outset of war
Identify key terms/ideas that are universal beyond country of origin. 
Describe the events that sparked World War I. 

Homework: 

29.2 Notes 

11/28-12/2 Day 2

Agenda:

1. QOD
2. NIMA - groups
3. Country Concerns 

QOD

1. Which of the long term causes of War do you feel was MOST relevant to the outbreak of war in Europe (NIMA) and WHY? 
2. Extra Cool - Explain how 

Objective:

Define and give examples of Nationalism, Imperialism, Militarism and Alliances.
Organize countries at the turn of the century. 

Homework: 

Country Chart 

11/28 - 12/2 Day 1

Agenda:

1. Imperialism Tests Back
2. Middle East - Case Study 

QOD

IYO: Who most successfully navigated imperialism from Western powers?

What's your opinion about imperialism? Is it avoidable? Is it all good/bad?

Objective:

4. “Europeans Claim Muslim Lands”: Chapter 27.3(pp. 1573--1580)

         Define: What are geopolitics and how did they motivate imperialism of the Ottoman Empire?

            Using specific evidence: How did European powers attempt to control Middle Eastern territory?

            Expand: How did European struggles for territory foreshadow conflict in the Middle East in the future?

Homework: 

Notes - 29.1

11/21 - 11/23 Day 1

Agenda

1. Group - Benefits/Drawbacks
2. China Resistance 
3. Japan Notes 

QOD: 

• How did  China's history leave them vulnerable to European imperial influence?
• How did the B.E.I. Trading Co. GAIN influence in China? 

Objective: [Students will be able to...]

• Evaluate the actions/success of Chinese resistance movements. 
•  Describe the reaction of the Japanese government to Western imperial influence. 
• Create a slogan to be learned from Imperialism in Japan 

Homework: 

All HOMEWORK due tomorrow 11/22
Quiz - TOMORROW 11/22

11/14-11/18 - Day 4

Agenda

1. Group - Benefits/Drawbacks
2. China Notes 
3. Opium War DBQ
4. Resistance Mvmt 

QOD: 

Blue Class - None

Purple Class - Take a look at your chart from yesterday - do you think the benefits or the drawbacks of Imperialism carried more weight? Explain. 

Objective: [Students will be able to...]

• Analyze documents to support a thesis statement 
• Identify what makes China vulnerable to imperialism 
•  Describe methods of resistance within China. Evaluate the limits to their success. 

Homework: 

Notes: 28.2
Quiz - Next Tuesday 11/22

11/14-11/18 - Day 3

Agenda

1. QOD 
2. Notes - India Imperialism 
3. Group - Benefits/Drawbacks
4. Modern Connection? 

QOD: 

Explain our study of African Imperialism as an example of Nationalist motivation to expand. 

Objective: [Students will be able to...]

• Describe the takeover of India by the British East India Company. 
• Identify the Benefits and Drawbacks to European influence in India 

Homework: 

Notes: 28.1
Quiz - Next Tuesday 11/22

11/14-11/18 - Day 2

Agenda

1. Berlin Conference - Reading + QOD 
2. Hut Tax Reading - Pairs
3. Ethiopia Resistance 

QOD: 

Read the Berlin Conference reading and answer the following question: 

No African Nations were invited to attend the conference. Connect the Berlin Conference to one of the Four Catagories of Motivation for Imperialism listed below. Be clear about your reason for the connection: 

Economic // Political // Social // Technological

Objective: [Students will be able to...]

• Describe the Berlin Conference - and  connect it to the motivations for imperialism 
• Explain why African nations struggled to resist the control of European nations in the 1800s. 

Homework: 

Notes: 27.4

11/14-11/18 - Day 1

Imperalism Unit

Agenda

1. White Man's Burden - Poem Analysis 
2. Imperialism Notes 
3. Pridict + Critique 

Objective: [Students will be able to...]

• Describe the FOUR main motivations for Imperialism in the 1800s
• Compare and Contrast the styles of Imperial Control. 

Homework: 

Notes: 27.2 - Pages 1556-1565

11/7-11/11 - Day 1

Agenda

1. Word Cloud 
2. Electoral College
3. Extension Look 

Homework: 

No homework for class. Please watch the news, stay informed and enjoy this election. Every time that our democracy flexes it's muscle - we see healthy disagreement and a chance to move forward together! Pay attention - this will be you soon! 

Extra Fun Stuff: 

Today's Word Cloud 

"The Choice" PBS Special

How to Win an Election

10/31-11/4 Day 4

Agenda:

Quarter 1 Exam 

You're going to rock it!

Turn In: Nationalism Homework Packet

Homework: 

None - Enjoy your weekend! 

10/31-11/4 Day 3

Agenda: 

1. Review Sheet 
2. Group Review 
3. Short Answer Prep
4. Independent Review Time 

QOD: 

Grade Bismarck and Napoleon as Nationalist Leaders. "A", "B", "C" and so forth

Explain what you are using as evidence to support your grade. Use at least 3 things. 

Objective [Students will be able to]:    

Homework: 

Q1 Exam Friday

Be Awesome 

10/31-11/4 Day 2

Agenda: 

1. QOD - IR Test Back 
2. Organizer - Domestic Consolidation of Power 
3. Organizer - Primary/Secondary Documents 

QOD: 

Complete the top portion of the graphic organizer with your seatmate. 

Objective [Students will be able to]:    

Identify and describe Bismarck's 3 Wars to unite Germany
Grade Bismarck's methods for building Nationalism.
Contrast Bismarck's methods with Napoleon's - who comes out on top? 

Homework: 

ALL Nationalism HW due Friday

Q1 Exam Friday

Be Awesome 

10/31-11/4 Day 1

Agenda: 

1. QOD
2. Notes - Bismarck's Rise 

QOD: 

You're an advisor to Otto von Bismarck and a student of Napoleon. Give Bismark ONE piece of advice as he attempts to build Nationalism amongst the German - Speaking States that he should learn from Napoleon - that can be one thing TO DO that Napoleon did well - or one thing NOT TO DO - that Bismarck should learn from Napoleon. 

Objective [Students will be able to]:    

Identify and describe Bismarck's 3 Wars to unite Germany
Grade Bismarck's methods for building Nationalism.
Contrast Bismarck's methods with Napoleon's - who comes out on top? 

Homework: 

PDF #2 - Notes - link below 

10/24-10/28 Day 4

Agenda: 

1. QOD
2. Napoleonic Code
3. Napoleon's Defeat 
4. Congress of Vienna 

QOD: 

EXPLAIN HOW NAPOLEON CONSOLIDATED CONTROL.

Feel free to use: Plebecites, Concordat, Legion of Honor, Napoleonic Code, Battle of Morangue 

Objectives - Students will be able to: 

Describe the benefits and costs of Napoleonic control to the French people
Identify the three big mistakes that led to the downfall of Napoleon's rule
Establish/explain how the Congress of Vienna responded to Nationalism 

Homework: 

PDF 1: 
PDF 2:

Video Link from Day 3's Class - Start at Min 27 

** Reminder: Q1 Exam NEXT FRIDAY 11/4** 

10/24-10/28 - Day 3

Agenda: 

1. QOD
2. Nationalism Intro
3. Napoleon's Rise to Power + Video 

QOD: 

What is "Nationalism" in your own words. Describe a piece of American Nationalism - either from your cultural knowledge or from history last year. 

Objectives - Students will be able to: 

Explain how Napoleon used French Nationalism to consolidate executive power in France. 

Describe the benefits of Napoleonic rule for the French people. 

Describe the costs of Napoleonic rule for the French people. 

Homework: 

Notes: 23.4 

10/24-10/28 - Day 2

Agenda: 

1. Homeworks
2. Industrial Revolutions Test

QOD: 

Homework: 

Notes: 1320-1327

10/24-10/28 - Day 1

Agenda: 

1. QOD
2. Advancement in Art
3. Study WaJam

QOD: 

How did the Industrial era impact women's roles in society and government? 

Objective [Students will be able to]:    

Compare and contrast Realist and Romantic art. 

Homework: 

HOMEWORKS DUE TOMORROW - TEST TOMORROW

10/17-10/21 - Day 4

Agenda: 

1. QOD
2. Women's Roles - Victorian Era 
3. Advancement in Art 

QOD:

How did the british government embrace utilitartian ideals - or even move closer to socialism - as a result of the problems of the Industrial era. 

USE ONE PIECE OF SPECIFIC EVIDENCE

Objective [Students will be able to]:    

Describe the roles/expectations of women during the Victorian Era
Identify ways in which women's roles shifted and why
Compare and contrast Realist and Romantic art. 

Homework: 

HOMEWORKS DUE TUESDAY. TEST TUESDAY

10/17-10/21 - Day 3

Agenda: 

1. QOD
2. Reaction
3. Notes 

QOD: 

What kinds of allies did you and the other groups you observed use/need in order to make a change to industrial problems. 

Objective - Students will be able to: 

Catagorize the efforts of Industrial reformers. 

Homework: 

26.1 pg 1488-1493 - Notes

Last Homeworks -- TEST TUESDAY! 

10/17-10/21 - Day 1

Agenda: 

1. QOD
2. Non-Profit Overview
3. GROUP WORK

QOD: 

     none

Objective - Students will be able to: 

• Describe the methods/organization of Non-Profit organizations to address societal issues. 
• Use their findings to create a unique solution to an Industrial Revolution problem

Homework: 

Finish the brochure and the google slides presentation - practice/divvy up presentation

• Chicago Style Cheat Sheet

PLEASE SHARE PRESENTATION BY 8:00pm

Presentation Order - Both Classes 

10/11-10/14 - Day 4

Agenda: 

1. QOD
2. Non-Profit Overview
3. GROUP WORK

QOD: 

     none

Objective - Students will be able to: 

• Describe the methods/organization of Non-Profit organizations to address societal issues. 
• Use their findings to create a unique solution to an Industrial Revolution problem

Homework: 

Finish background info and action plan - begin flier and slides presentation 

10/11-10/14 - Day 2

Agenda: 

1. QOD
2. Non-Profit Search
3. Non-Profit Project Intro 
4. Groupwork

QOD: 

If you're on the DOOR side of the room - pick one of the following and describe what they believe about economic society: 
- Ricardo                           - Bentham                        -Marx

If you're on the WINDOW side of the room - pick one of the following and describe what they believe about economic society: 
- Malthus                  -John Stewart Mill                   -Owen

Objective - Students will be able to: 

• Describe the methods/organization of Non-Profit organizations to address societal issues. 

Homework: 

Brainstorm and Divide Market Research!

Interesting Article - Consider how we create barriers (often unintentionally) of class and occupation and use them to separate instead of unite. Such a cool social innovation. 

10/11-10/14 - Day 1

Agenda: 

1. QOD
2. New thinking Notes 
3. Get ready to Poster!!! 

QOD: 

In your own words - describe specific evidence. Turn to your notes from last week's innovation stations page (or specific evidence organizer)

WRITE: One piece of specific evidence that demonstrated the Industrial Revolutions progress for society. 

Objective - Students will be able to: 

• Differentiate between Economic Theories of industrialization
• Create a unique and memorable slogan for their theorist 
• Argue the conservative, liberal, and radical nature of theorists. 

Homework: 

Chapter 25.4 - PART II - pg 1468-1471

10/3-10/7 - Day 4

Agenda: 

1. QOD
2. Innovation Stations 
3. Ways to fix the problems??
4. Multiple Choice Test Back 

QOD: 

In your own words - describe specific evidence. Turn to your notes from last week's innovation stations page (or specific evidence organizer)

WRITE: One piece of specific evidence that demonstrated the Industrial Revolutions progress for society. 

Objective - Students will be able to: 

• Analyze primary and secondary source documents
• Synthesize the importance of technological advances in farming and industry. 
• Evaluate whether a town SHOULD industrialize using the sources provided. 

Homework: 

Chapter 25.4 - PART I - pg 1459-1467

10/3-10/7 - Day 3

Agenda: 

1. QOD
2. Finish AR Notes 
3. Innovation Stations 

QOD: 

In your own words, define the following two AND then explain why one impacted the make-up of society: 

• Three-Field System
• Crop Rotation 

Objective - Students will be able to: 

• Explain how the Agricultural Revolution paved the way for industrialization? 
• Analyze primary and secondary source documents
• Synthesize the importance of technological advances in farming and industry. 
• Evaluate the impact of industrial progress on the lives of the people. 

Homework: 

Notes: 25.2