Week 22: Feb. 1-5, 2k21

Zooooooom Info

Ms. Jordan - 880 938 770
Mr. Barry - 920 2495 7857

Vive le Revolution!

Day 1 and 2

In Class:  Welcome to the French Revolution!

Answering the Q's for a HW grade due by the end of Day 1

1. Historically speaking, who has generally been the most important person in a “nation’s” history?

2. What was the Bastille?

3. Who made up 90% of France's population in the 1700s?

4. Who were the bourgeoisie? 

5. How did the Estate System truly divide France?

6. What was the Enlightenment?

7. What was the National Assembly and what did they do?

8. What is a constitutional monarchy?

9. What happened to King Louis XVI in January 1793? 

10. Who were the Jacobins?

11. Who was Robespierre?

12. What made the events in France in the 1780s-1790s a revolution?

13. How did these events prove to be revolutionary?

14. How could France have experienced a revolution through a different way? (opinionated)

15. In what ways was the revolution a success?  In what ways was the revolution a failure? (opinionated)

FAST French Revolution...

Not so fast French Revolution...

HW:  None -- Revolutions test on Day 3 of this week!  This will be a test on all three revolutions!

Day 3

In Class:  Revolutions test!

HW:  None!

Week 21: Jan. 25-29, 2k21

Zooooooom Info
Ms. Jordan - 880 938 770
Mr. Barry - 920 2495 7857

Day 1, 2, and 3

In Class:  How Industrial is your Revolution? -- Reading the Google Doc and watching the following flicks about the Industrial Revolution.  

Essential Q:  What makes the advancements in industry and technology in Europe in the late 1700s to early 1800s an Industrial Revolution?

Crash Course: Industrial Revolution in Europe!

How steam power works!

How does a steam locomotive work?

The 2012 London Olympic Games Opening Ceremonies 

18:45--32:40

Answer the following Q:  How did the 2012 London Olympic Opening Ceremonies accurately depict what happened during the Industrial Revolution?  Provide examples from the video in your answer.  This must be written paragraph/essay format.

HW:  None!

Week 20: Jan. 18-22, 2k21

Zooooooom Info

Ms. Jordan - 880 938 770
Mr. Barry - 920 2495 7857

Day 1, 2, and 3

In Class:  How Scientific is YOUR Revolution?  Scientific Revolution Rankings Project -- Due by Day 3 all classes!

The following thinkers are considered some of the greatest minds of the Scientific Revolution. You are tasked with the following. Read the chapter and look at the lists of the top thinkers of the Scientific Revolution. Create a “rankings list” of the following people. The person who ranks #1 is the most important thinker of the Scientific Revolution who had the most important discoveries. The person who ranks at the bottom was still important, but their contributions/discoveries are the least important compared to the people on this list.

On a small poster (provided by the teacher) you will create this list and write a minimum three sentences explaining who the person is, what their contributions were to the Scientific Revolution, and why you ranked them in that particular spot on the list. You may write in the first person for this rankings list.

You must also have at least one picture/illustration/drawing for each of these thinkers. You can draw a picture of one of their theories. You can print a picture of the thinker. You can draw a picture of their invention/idea. You must simply have at least one picture/illustration/drawing for each thinker that relates to the the person. Color is nice, too!

-Galileo Galilei     -Nicolaus Copernicus     -Francis Bacon     -Rene Descartes

-Johannes Kepler         -Isaac Newton         -Antoine van Leeuwenhoek

-Evangelista Torricelli      -Daniel Fahrenheit

Scientific Revolution Chapter Reading 

Top 13 Thinkers...EVER!

Scientific Revolution Thinkers II

Crash Course Sci. Rev Flicks!

Grading:  Each thinker is worth 5 points.  The 5 points are earned if you explain in minimum three sentences who the person is, what their contributions were, and why you ranked them on the particular spot.  The illustration/drawing/picture is also included in this.  Neatness is also included.

HW: Scientific Revolution Rankings due by Friday - All Classes - Day 3 discussion will be looking at these thinkers and creating a class rankings.

Week 19: Jan. 11-15, 2k21

Zooooooom Info
Ms. Jordan - 880 938 770
Mr. Barry - 920 2495 7857

Day 1, 2 and 3
In Class: Age of Xploration Writing Assignment -- Due by Friday, Jan. 15. -- Age of Xploration Doc

Explain both the positive and negative effects of European exploration and its results.

This is a paper that will be no longer than two pages, typed, MLA format, 12 font, Times New Roman, double-spaced, one-inch margins. 5 points will be taken off for each/any of these directions not followed. In your writing, provide examples of information from our Xplorers packet, our guided notes, and our discussions in class about the effects of Xploration by Europeans.

Paragraph 1 → Introduction (3-5 sentences) -- Get to the point!
→ Topic sentence that introduces what the paper is about
→ Sentence #2 --What enabled Europeans to explore the world? 
→ Sentence #3 -- Why did Europeans explore the world? 
→ Thesis statement at the end of the intro

Body Paragraphs: 
→ Explain the effects of European exploration. 
→ A minimum one paragraph that explains the positive effects 
→ A minimum one paragraph that explains the negative effects

Last Paragraph → Conclusion → Restate your thesis and conclude the paper.

Think about answering the following Q's in your essay...

• What impact did the Europeans have on the people they encountered?
• What impact did the new discoveries of the lands have on Europeans, Africans, and Native Americans?
• What impact did the Columbian Exchange have between the two worlds, East and West?
• Is there an everlasting impact from the Age of Xploration?  What is it?

Rubric: (5 pt increments) 

90-100 -- Contains a clear thesis. Written in ROCKET DOWN format. The thesis informs the reader of the topic(s) that will be discussed in the paper. The paper explains in detail the answer to the question, has an appropriate sentence and paragraph length, provides an effective analysis of the events, is well organized and written, minor to no grammatical flaws.

80-90 -- Contains a good argument and explains most of the answer to the question, has a few sentences or paragraphs of inadequate length, analyzes some of the events, has acceptable organization and few grammatical flaws.

70-80 -- Contains a vague argument. The question is often left unanswered and few details are provided. Sentences and paragraph structure are weak or unclear, lacks good analysis of the events, poorly organized, serious grammatical flaws

>70 -- No argument. Weak comparison and contrast. The question is not answered, sentences and paragraph structure are very weak, no analysis of events, no organization, substantial grammatical flaws  

Week 18: Jan. 4-8, 2k21

Welcome to 2k21!

Zooooooom Info
Ms. Jordan - 880 938 770
Mr. Barry - 920 2495 7857

Day 1

In Class: Is it the Age of Xploration or Invasion?  

Age of Xploration Unit Pre-Q's

1. What do you think motivates the United States to explore space today?
2. Should the United States spend more or less money on space exploration? Why?
3. What do you think are the biggest differences between exploring and colonizing?
4. Why is “land ownership” a controversial concept/idea?
5. How has exploration both positively and negatively affected the world throughout history?
6. What are some pros and cons of land/ocean/space exploration?

How did the Xplorers navigate the vast ocean?

Q's with the above flick:

1. Long before the magnetic compass reached Europe, the ___________ sailed the Atlantic Ocean where they discovered Iceland, Greenland, and even North America in as early as 1000.
2. Sometimes sailors carried cages of ________________ with them.
3. Sailors navigated using the stars. The North Star, known as ________________ never moved in the sky, so the sailors used this one to guide them. The Big Dipper may always rotate, however the North Star never moves around…
4. _____________ was a way for a sailor to determine a ship’s speed. It was a way for a sailor to determine time and distance travelled. This was used by measuring how long it took seaweed or a wood chip to pass by the boat as they travelled. They were way off
5. Which was easier? Calculating latitude or longitude at sea? 
6. In 1714, the British government offered a prize to someone who could design a ___________ that could accurate over long voyages at sea.
7. A ________________ is used to measure the angles between the sun, moon, and horizon, which is used as a backup GPS system.

HW: Why do you think we are calling this the Age of Exploration or Age of Invasion?  Explain your answer in as much detail as you can provide.

Day 2

In Class:  Portuguese and Spanish exploration -- The Age of Xploration Doc

Q's with our reading in class

1. What are the two main reasons for European Exploration?
2. What is cartography?
3. By the 1500s, scholars started drawing maps in the shape of a ______.
4. Provide a few effects of each nation’s exploration as we read about Portuguese and Spanish Exploration...Provide both positive and negative effects. Write P or N next to the effect.
5. What was the Columbian Xchange?  Provide three pros and three cons of the Columbian Xchange.
6. Some historians claim the Age of Exploration was not really “exploration” but rather the conquering of indigenous people and the stealing of land and goods. Do you believe this to be a true statement? Why/why not?
7. What nation introduced race-based slavery and why was did the Europeans choose Africans as slaves?
8. After looking at the picture in the Doc of Hernan Cortes meeting Montezuma, do you think this image is an accurate illustration of their meeting and what the Aztec empire.  Do you think this image was painted by a European or an Aztec?
9. What were four factors (in your own words) that contributed to the defeat of the Aztec empire and was their defeat inevitable?
10. According to the map on the last page of the Doc, what two other nations were heavily involved in Xploration?

HW:  Las Casas Assignment! -- Due by day 3

Day 3

In Class:  Introduce the Age of Xploration Writing Assignment...Paper due by Day 2 of next week

 After reading about European Exploration, the effects of exploration, the pros & cons of exploration, and the life of Las Casas we will now answer the following question:

Explain both the positive and negative effects of European exploration and its results.

This is a paper that will be no longer than two pages, typed, MLA format, 12 font, Times New Roman, double-spaced, one-inch margins. 5 points will be taken off for each/any of these directions not followed. In your writing, provide examples of information from our Xplorers packet, our guided notes, and our discussions in class about the effects of Xploration by Europeans.

Paragraph 1 → Introduction (3-5 sentences) -- Get to the point!
→ Topic sentence that introduces what the paper is about
→ Sentence #2 --What enabled Europeans to explore the world?
→ Sentence #3 -- Why did Europeans explore the world?
→ Thesis statement at the end of the intro

Body Paragraphs:
→ Explain the effects of European exploration.
→ A minimum one paragraph that explains the positive effects
→ A minimum one paragraph that explains the negative effects

Last Paragraph → Conclusion → Restate your thesis and conclude the paper.

Think about answering the following Q's in your essay...

• What impact did the Europeans have on the people they encountered?
• What impact did the new discoveries of the lands have on Europeans, Africans, and Native Americans?
• What impact did the Columbian Exchange have between the two worlds, East and West?
• Is there an everlasting impact from the Age of Xploration?  What is it?

Rubric: (5 pt increments) 

90-100 -- Contains a clear thesis. Written in ROCKET DOWN format. The thesis informs the reader of the topic(s) that will be discussed in the paper. The paper explains in detail the answer to the question, has an appropriate sentence and paragraph length, provides an effective analysis of the events, is well organized and written, minor to no grammatical flaws.

80-90 -- Contains a good argument and explains most of the answer to the question, has a few sentences or paragraphs of inadequate length, analyzes some of the events, has acceptable organization and few grammatical flaws.

70-80 -- Contains a vague argument. The question is often left unanswered and few details are provided. Sentences and paragraph structure are weak or unclear, lacks good analysis of the events, poorly organized, serious grammatical flaws

>70 -- No argument. Weak comparison and contrast. The question is not answered, sentences and paragraph structure are very weak, no analysis of events, no organization, substantial grammatical flaws
HW: