Thursday, January 30, 2020

Revolutions Mini-Projects - Notes


Overall, I was very happy with your work on these mini-research projects.  A few tips for next time:

·      Practice saying names and hard words ahead of time
·      Don’t just stand and read the slides
·      Put some sort of image and title on each slide, not too much text
·      Even though you have cited your sources, you still have to use “quotation marks” when you use their words
·      A smile, joke, or a little humor can make everyone more comfortable. J

Below are my notes from the presentations.  You may want to read over them to see if you missed any important points.  You may print them out and tape them to page 52 in the ISN WITH your notes, or you can just refer to them here.  You do not have to print them out or add to your notes, but you would be wise to read over them.


Protestant Revolution (Luther trying to “fix” church, not start new one)
Causes: non-Biblical practices, corruption in the church, Martin Luther’s 95 Theses, monarchy frustrated with the Pope’s power
Effects: start of Protestant denominations, loss of power for Rome/The Pope over political/economic/social/religious matters throughout large parts of Europe, allowed people to publicly question the church helping lead to the Scientific Revolution and the Enlightenment

Enlightenment  (”The Age of Reason”)
Causes: Renaissance, Protestant Reformation, Scientific Revolution, desire for new ways of doing things like governments and medicine, people unhappy with their current social and political situation
Effects: inspired political and social rebellions, further challenges to the power of the church, new and more “modern” ways of viewing the world/politics/science/life,

Scientific Revolution (if the church was wrong about X, it could be wrong about Y)
Causes: Printing Press – allowed for ideas to spread and people can build upon prior knowledge/discoveries instead of always “reinventing the wheel”, desire to discover the properties of the physical world, specific geniuses who had access to learning and bravery to challenge the Catholic Church, plagues
Effects:  led to more questioning of the church and old beliefs, led to huge advancements in technology, medicine and science – including the Agricultural and Industrial Revolutions, beginning of modern science/scientific method

Industrial Revolution  (Started in Great Britain moved across Europe and beyond)
Causes: new improvements in science/tech such as the steam engine, people are not starving/takes fewer people to farm because of the Scientific and Agricultural Revolution
Effects: mass migration from rural to urban, rise in population, increased pollution and disease in the cities, capitalism, shift in child labor (for the worse), efficiency, advances in mechanics of all kinds

American Revolution (from Great Britain’s Perspective)
Causes: distance, Enlightenment philosophy, excessive taxation, lack of power and say in decisions made for them, lots of resources in America
Effects: a new country, loss of land/money/trade/power for Great Britain, lots of death and debt, inspired other revolutions across the world

French Revolution (ironically King Louis XVI would have been OK with a constitutional monarchy)
Causes: American Revolution (inspired and bankrupted France), Enlightenment thinking, People were broke and starving, monarch lost control and touch with the people,
Effects: lots of death and debt, “triggered” loss of absolute monarchy and feudalism throughout much of Europe, inspired further rebellions

Russian Revolution (Tsar Nicolas II was particularly anti-rebellion since his father was killed in one, this made him unwilling to listen to the people’s needs and demands)
Causes: people were broke and starving, previous semi-successful rebellions, unresponsive leadership, rise in communist theory (Marks, Lenin), WW1
Effects: lots of death and debt, communism spreads – eventually leads to the cold war, still mass starvation under Lenin/Communism

Jan. 27-31

Monday - Speaker from the Holocaust Museum

Tuesday - Complete and practice Revolutions Mini-Projects

Wednesday - Present Revolutions Mini-Projects

Thursday - Complete Presentations and do reflection

Friday - World War 1 activities in ItsLearning.  I have a copy of the notes below for each student, but in case you lose yours and/or are absent, there is a copy below.  All instructions on what to read and watch are on It'sLearning under "World War 1".


World War I  19____ - 19____
AKA “The _______ to _______ all __________”  and 
“The _____________ _______”

World War I was an extremely bloody, complicated conflict that eventually involved countries from all over the world.

The assassination of Arch Duke Franz and Arch Duchess Sophie Ferdinand of _______________ was the inciting incident of World War I.  However it is far from the only cause of the war.

Historians often use the acronym M.A.I.N. to summarize the complex web of causes leading to WW I.
M____________________________ (arms race, race to control the seas, assumption there                                                                              will always be a next war)

A____________________________ (distrust of different, old allies and enemies, military                                                                                alliances and pacts)

I_____________________________ (colonialism, race to control the seas, race to control                                                                                    resources)

N____________________________ (fear of different, prejudices, feelings of superiority)

Nationalism does not equal patriotism – you can love your country and be proud of your country without thinking your country is better than the rest of the world and therefor entitled to rob or invade other countries.

Because so many of the European powers at the heart of WW I had colonies and territories all over the world, eventually 32 countries were involved.  The main battles and focus of the conflict were in Europe, called “The Western Front” and “The Eastern Front”.  The two sides were:

The Allies –

Central Powers –

Special case:  Italy, at the beginning of the war, was part of a three-way alliance with the Central Powers (Triple Alliance). However, they *sort of* became “neutral” instead of joining the war. THEN, when they saw the Allies were clearly going to win, they made a secret deal with Great Britain and France to support the Allies.


As a result of many of the revolutions we studied, especially the scientific and industrial, WW I was incredibly deadly.  People became efficient at killing each other. List some of the major advancements in military tactics and machinery first used in WW I.
1.
2.
3.
4.
5.
6.
7.
8.
9.  Airplanes
            A.
            B.

Give 3 additional interesting facts about WWI. (Don’t repeat info. already on this sheet.)

1.


2.


3.



Tuesday, January 21, 2020

Age of Revolution - Due BOC, Wed., 1/29 - will be assigned Tue. 1/22


Age of Revolution
Revolution  (noun)
1.    the usually violent attempt by many people to end the rule of one government and start a new one;
2.    a sudden, extreme, or complete change in the way people live and work.

The Age of Revolution is the period from approximately 1775 to 1848 when several significant revolutionary movements occurred in Europe and the Americas.  However, the roots of this time can be seen as far back as the signing of the Magna Carta.
You and your group will research and present one of the following revolutions that occurred in Europe (but not only Europe) before or during the Age of Revolution.

v  Protestant Reformation
v  Enlightenment
v  Scientific Revolution
v  Industrial Revolution
v  American Revolution (from Great Britain’s point of view)
v  French Revolution
v  Russian Revolution

Find the following information about your revolution and include all in your presentation. 
·       When did the revolution begin?
·       Where did the revolution begin?
·       Who were the individuals or groups of people who were involved in the revolution?
·       What events led to the revolution?
·       Is there a connection between your revolution and any of the other revolutions?
·       What happened during the revolution?
·       How did life change for people because of the revolution – positive and negative?

Divide and Conquer!
You will have two class periods to research your revolution and plan your presentation, but in order to complete the research in time to work on your presentation, you will need to divide the information you are looking for among the people in your group.  I would suggest you have TWO people responsible for each questions so they can compare answers. You will have enough class time to plan and prepare your presentation if you use your time wisely.   

Revolution Presentations
There are several methods you might choose to present your revolution to the class.  Decide which would be the best for the members of your group and for presenting your revolution. 

Presentations are due : _________________________________

Revolutionary Rubric
________(40) Individual Notes – relate directly to questions, have source documentation
________(10) Individual Participation – worked well with others, did your share
________(40) Group Presentation
-       answers all questions, with relevant details/specifics
-       no longer than 6 minutes
-       easy to follow/understand, well organized
-       citations for any images/visuals used
________(10) Individual Reflection – thoughtful reflection with examples and connections

Reminders about Documentation
There are many different ways to document your sources.  For this particular project, we are using a modified MLA style*.
For each online source you use, you will need to note:
-       The author or creator of the site.
-       The name of the PAGE or ARTICLE on that site
-       The name of the web site
-       The copyright or last updated date of the site
-       The day YOU went to the web site

You need to create a citation for any and every source you take notes from. You are turning your notes into me – the notes will be quotations directly from the source and/or summaries from the source. You may need to use several sources to answer a question completely. You must cite the source.  The citation will follow this format:
Baxter, Bob. “Protestant Revolution.” Encyclopedia of Revolutions. 2009. 9 Jan. 2017.
For any books you use, you will need to note:
-       The author of the book
-       The title of the book
-       The city where the book was published
-       The publisher (maker) of the book
-       The date the book was published
Baxter, Bob. Revolutions. New York: Bantham Press, 2012.
                             *You may use Noodle Tools or other online resources that help you make a MLA citation. Some online sources even give you the citation format if you look carefully. J

Jan. 20-24

Monday - Look for your class and complete the items your class needs to finish.

1st and 7th period - needs to do 3, 4, and 5
2nd period - needs to do 3 and  5
3rd period - needs to do 3 and 5 - and watch videos from 4 


1. Wrap up Middle Ages with Battle of Hastings and the Magna Carta. You need to use my selective highlighting on the Battle of Hastings (ISN page 46) and then do your own selective highlighting on the Magna Carts (ISN page 47).  

Bayeux Tapestry Site: https://www.bayeuxmuseum.com/en/the-bayeux-tapestry/discover-the-bayeux-tapestry/


2. View and discuss several maps and see the Vatican City video  http://www.history.com/topics/vatican-city .

3. Look at the maps on pages 380-384 in the textbook. Answer the following questions on a piece of paper to turn in tomorrow.

        1. Give two examples of physiographic features making up all or part of a political border.
        2. Based on the climate map, why do you think Italy and Spain are know for their olive oil
             and wine while Sweden is know for its smoked fish?
        3. Using any two of the maps on pages 380-384, draw one more conclusion about something in
             Europe - it can be about travel, weather, resources, historical events, anything that looking at
             the maps brings to mind.

4. Boreal Forest - Watch the videos and think about how the world has "bands" of different kinds of forests.
https://www.youtube.com/watch?v=n0r9AXPi0ow
https://www.youtube.com/watch?v=gT2rhay-x_g

5. Go to Its Learning and do the Feudalism Activity - there are directions to watch a BrainPop and some questions to answer.  The questions cover feudalism, vikings, and the Middle Ages.  They are a daily grade.


Wednesday-
1. Quote pass and word dive for Rebel/Revolt
2. Assign Age of Revolution Work groups/project   

Thursday – 
1. Europe Map Quiz
2. Age of Revolution Work groups/project - time on mini-project   

Friday - 

1. Age of Revolution Work time on mini-project   - present next Wednesday, 1/29


Friday, January 17, 2020

Europe Map Quiz - What to Study - Thursday, 1/23

Europe Map Quiz 

You may be asked to identify any or all of these countries:
England                     Russia (Russian Federation)
France                       Poland
Germany                   Sweden
Spain                         Turkey
Italy                           Greece
Ukraine                     Czech Republic                   

You may be asked to identify any or all of these capital cities:
London, Berlin, Moscow, Rome, Athens, Madrid, Bern, Paris, Prague, Warsaw

You may be asked to identify any or all of these seas plus the Atlantic Ocean:
Aegean, Baltic, Black, Caspian, Mediterranean, North, Norwegian

You may be asked to identify any or all of these physical features:
Alps and/or Ural Mountains
Danube, Rhine, Seine, and/or Volga Rivers
The English Channel and/or the Strait of Gibraltar

Tuesday, January 14, 2020

Jan. 13-17


Monday
1. Set up ISN for the rest of the week.
2. Debrief the unit overview chart on 39.
3. Debrief Ancient Greece and the comparison with the Maya.
4. Start Rome as time allows.
HMWK: Europe Physiographic Features – due Friday, BOC – Europe map quiz in next Thursday, Jan. 23.

Tuesday 
1. Rome and it’s legacy – including spreading Greek culture all around the world.
HMWK: Read pages 426-428 in textbook and finish note sheet as needed.

Wednesday
1. Vikings!
2. Continue with Middle Ages as time allows. 

Thursday
Middle Ages in Europe with the Battle of Hastings and Magna Carta

Friday – Map Day!
1. Revisit our Europe Map along with several other interesting maps.  Draw conclusions about how the physiographic features of Europe have impacted it's history and development. 

Europe Map quiz - next Thursday, Jan. 23.

Tuesday, January 7, 2020

Jan. 7- 10

It's going to be a little crazy, but lots of fun stuff!

Tue. 1/7 We're going over the graded semester exams, updating all our "stuff" to the right schedule, and setting up our ISNs for tonight's homework and cave paintings later in the week.  We're also taking a quick look at the wildfires in Australia.

Homework, due Friday, BOC - Read pages 396-403 in the textbook.  For each section we created on page 39 in the ISN record a picture OR a word OR a phrase that summaries or demonstrates the main idea of that section.



Wed. 1/8 Start Ancient Europe with the Lascaux Cave Paintings - notes and impressions on page 42 in the ISN.

Thu. 1/9 Wrap up Lascaux as needed. Compare Ancient Greek civilization with what we saw with the Mayan Civilization - complete by Monday, BOC as needed.  Mini-lesson on Dates/Timelines.

Link to Greece Video: https://www.youtube.com/watch?v=zsOZujLI4X4&list=PLJuf9HnxGVrxQhBU5Y6OpmzqD1BaXkBW_&index=1


Fri. 1/10 - INTERNATIONAL DAY!  Whoo-hoo!  We're going to share our symbols and summaries on page 39 in the ISN.