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

10/3-10/7 - Day 2

Agenda: 

1. QOD
2. Industrial Revolution Simulation - Debrief 
3. Agricultural Revolution Simulation 
4. AR - Notes 

QOD: 

Consider your town - 

• How did life get BETTER for someone/group/demographic over the 100 years? 
• How did life get WORSE for someone/group/demographic over the 100 years? 

Objective - Students will be able to: 

• Describe the impact of the Industrial Revolution on 2 groups of people. 
• What factors led to the Agricultural Revolution? 
• How did the Agricultural Revolution pave the way for industrialization? 

Homework: 

10/3-10/7 - Day 1

Agenda: 

1. QOD
2. Industrial Revolution Simulation

QOD: 

Put all your stuff away. Place your backpack on the shelf around the classroom or against a wall. Take ONE MARKER from the bins in the back and front of the room - Any color except yellow 

Objective - Students will be able to: 

• Understand the pace of change during the Industrial Revolution. 
• Describe the impact of the Industrial Revolution on 2 groups of people. 

Homework: 

Notes 25.1
Industrial Revolution Unit Sheet