9/26-9/30 - Day 4

Agenda: 

1. Prepare homework to be turned in 
2. Multiple Choice Test 

Homework: 

Nothing! Enjoy your weekend! Get ready for Unit 2 on Monday

9/26-9/30 -- Day 2

Agenda: 

1. QOD
2. Notes - Latin America 
3. Bolivar Reading
4. Organizer - Revolutions 

QOD: 

Using your reading notes: 

Who do you think made up the "Third Estate" of Spanish Latin American Countries? Explain your comparison 

Objective: 

Students will be able to identify the social hierarchy of Spanish colonies in Latin/South America.

Students will be able to define the actions in different colonial uprisings. 

Homework: 

Catch up on Homeworks/Readings -

REMINDER -- Test Wednesday/Friday 

9/26-9/30 -- Day 1

Agenda: 

1. QOD
2. Finish Group Activity - 
3. Notes - Latin America 
4. 
   

QOD: 

PICK ONE OF THE FOLLOWING REVOLUTIONARY IDEALS

Freedom of Speech

Freedom from Persecution 

Describe one way the French Revolution UPHOLDS this ideal and one way it ATTACKS this idea. 

Objective: 

Students will be able to see the results of the French Revolution from multiple perspectives

Students will be able to identify the social hierarchy of Spanish colonies in Latin/South America.

Students will be able to define the actions in different colonial uprisings. 

Homework: 

Bolivar Reading + Questions

REMINDER -- Test Wednesday/Friday 

9/19-9/23 - Day 4

Agenda: 

1. QOD
2. Terror Reading - Group Review 
3. Evidence/Analysis Sentences 
4. Reign of Terror Group Activity 

QOD: 

Pick one - explain how it is a LIBERAL change: 

Constitution of 1791

Abolition of Feudalism/Serfdom

Religious Toleration Laws 

Objective: 

Students will be able to outline the motivations of the Reign of Terror

Students will argue the merit of the Reign of Terror in protecting France's future.

Homework: 

Read 24.1 + MI and Conn

9/19-9/23 - Day 3

Agenda: 

1. QOD
2. Remind.com
3. Video of the Liberal Phase 
4. Notes/Lecture 
5. Terror Reading 

QOD: 

In your own words - how did we define the difference between Conservative, Liberal, and Radical

** Extra: What ended the emotional connection between the French people and their King Louis XVI?

Objective: 

Students will be able to identify revolutionary actions in the early stages of the French Revolution.

Homework: 

Read/Annotate/Questions: Terror Primary Source

Fun Stuff: 

https://youtu.be/BvSod16wfgg

9/19-9/23 - Day 2

Agenda: 

1. QOD
2. Notes - Origin of French Revolution 
3. DoRoMac -- HW review 

QOD: 

Explain how voting by Estate instead of voting by head was a problem within the Estate General.

Objective: 

Students will be able to identify revolutionary actions in the early stages of the French Revolution.

Homework: 

Read and Take Notes: 23.2

Fun Stuff: 

https://youtu.be/BvSod16wfgg

Interesting Summary of National Assembly's work: http://www.historydiscussion.net/world-history/europe/the-work-of-national-assembly-1789-91-in-europe/1410

9/19-9/23 - Day 1

Agenda: 

1. QOD
2. Finish Cahiers
3. Notes - Origin of French Revolution 

QOD: 

How could social classes impact people's political satisfaction? 

Objective: 

Students will be able demonstrate origins of revolution through a specified perspective

Students will be able to identify revolutionary actions in the early stages of the French Revolution. 

Homework: 

Read and Take Notes: 23.2 -- Save this and come back after class 2

Declaration of Rights of Man and Citizen - download both the documents below:

Assignment Click Here

Reading Click Here 

9/12-9/16 Day 4

Agenda: 

1) QOD

2) Absolutism/Enlightenment Quiz

3) Foundations of Revolution 

QOD: 

To what extent does the Enlightenment represent a radical departure from the Age of Absolutism? 

Objective: 

Students will rock out their Absolutism/Enlightenment Quiz 

Students will identify elements of French Society in the 1700s that increased the vulnerability of the absolute monarchy. 

UNITED STREAMING PDF DOCUMENT

Roles French Rev DOCUMENT

Homework: 

Read 23.1 - Notes + MI/Conn

9/12-9/16 Day 3

Agenda: 

1) Activator - Get into Groups 

2) Gallery Walk 

3) Analyze Enlightenment Ideals 

ACTIVATOR: 

  Get back into groups from  yesterday's Enlightenment activity. 

Grab ONE marker and ONE poster size paper. 

You have ten minutes to write down the primary focus of your Philosophe, why they believed that, their quote - AND WHAT IT SHOWS ABOUT THEM/THE ENLIGHTENMENT. We will SHARE OUT in 7 minutes. 

Objective: 

Students will compare and contrast the Enlightenment philosophes. 

Students will describe Enlightenment ideals in their own words. 

Homework: 

Review - Absolutism/Enlightenment. Multiple Choice Quiz on DAY 4. 

9/12-9/16 Day 2

Agenda: 

1) QOD
1.5) Homework Format 

2) Absolutism -> cost 

3) Quote Search and Analysis 

4) Summarizer 

Q.O.D: 

In the 1700s, historians thought that Louis XIV's reign would be the model for rulers of the future. 

Pick TWO actions taken by Louis XIV and explain why historians might believe his Absolute rule was a model of good government.   

Objective: 

Students will compare the benefits and drawbacks of Absolute Rule. 
Students will be able to analyze primary source quotes from Enlightenment philosophes. 

Students will describe Enlightenment ideals in their own words. 

In Class: 

Philosophes Org

Homework: 

Add Main Idea and Connections to your previous Homework + Finish Group Activity
HOMEWORK FORMAT EXAMPLE PAGE 

9/12-916 Day 1

Agenda: 

1) QOD

2) Notes Outline 

3) Intro Absolutism 

Q.O.D: 

What are the BENEFITS of a feudal society? For whom? 

What are the DRAWBACKS of a feudal society? For whom?  

Objective: 

Students will be able to define Absolute Monarchy in their own words and compare Absolutism to Feudalism. 
Students will identify specific evidence of Louis XIV's consolidation of power in France
Students will be able to explain how Louis XIV's actions represent Absolute Monarchy. 

Homework: 

Read Ch. 22.2 and take notes. [Add Main Idea and Connections].
HOMEWORK FORMAT EXAMPLE PAGE 

Welcome to Modern World History.

Agenda: 

1) QOD

2) Feudalism Review 

3) Notes Outline 

4) Intro Absolutism 

Q.O.D: 

Relate the Movie Example to the relevance of Modern World History. What do you think is the role/responsibility of citizens of the US? How about citizens of the world? How does history change our interactions?

Objective: 

Students will research information on the social roles within a Feudal society

Students will organize that information into meaningful symbols and orders. 

Students will be able to define Absolute Monarchy in their own words and compare Absolutism to Feudalism. 

Homework: 

Chapter 21.2 - Read and take notes + Main Idea/Connection 

Day 1 - Welcome to MWH

Welcome to Modern World History.

Agenda: 

1) QOD

2) Current Events/Brainstorm

3) Syllabus 

Q.O.D: 

Describe yourself as if you were a movie character in 3-4 sentences. Personality, hobbies, preferences, pet peeves, failures and/or values. Think of this like a voice-over - how would an omnipotent narrator describe you? 

Homework: 

Find - online textbook, Portal Plus account,