Video Vocabulary: "Napoleon: The End, An Empires Special"
Look up and define these words as applied to Napoleon (if at all possible).
1. liberator
2. mentality
3. blockade
4. Iberian Peninsula
5. illiterate
6. resistance
7. retaliate
8. mutilate
9. atrocity
10. guerilla war
11. decisive
12. mobilize
13. Danube
14. Caesar (as a title)
15. Fontenbleu
16. Josephine
17. Marie Louise
18. Minotaur
19. conquer
20. venerable
21. transformed
22. bourgeois
23. repose
24. Czar Alexander
25. Cossacks
26. Borodino
27. strategic
28. subtlety
29. horrific
30. fatigue
31. flank
32. vial
33. coup
34. sublime
35. Talleyrand
36. Leipzig
37. invincibility
38. renounced
39. agitation
40. grieve
41. regimental
42. warship
43. Mediterranean
44. Corsica
45. villa
46. sovereign
47. isle
48. Elba
49. personified
50. meager
51. severed
52. Bourbon
53. Louis XVIII
54. floundering
55. eluded
56. steeple
57. abdication
58. tranquility
59. coalition
60. Waterloo
61. Duke of Wellington
62. disdainful
63. unflinching
64. idolize
65. intercept
66. braced
67. barrage
68. cavalry
69. "squares" (military tactic)
70. disengage
71. Imperial Guard
72. falter
73. catastrophe
74. futility
75. abdicated
76. exile
77. St. Helena
78. entourage
79. incessant
80. vestige
81. etiquette
82. retinue
83. retainers
84. dictated
85. memoirs
86. conveyed
87. delirium
88. martyrdom
89. infinite
90. tyrannical
91. tarnish
92. immortality
93. Ney
G. Mick Smith, PhD, Senior Educational Technology Executive: https://www.linkedin.com/in/gmicksmith/
Thursday, February 22, 2007
WH, Extra Credit Collaboration
Extra Credit Collaboration
Go to:
http://www.seedwiki.com/wiki/gmicksmith/gmicksmith.cfm
Where you will find:
"TEXTBOOK PAGE REFERENCES
Here below is where you should be adding page references for Extra Credit:
Chapter 17 Section 1, etc."
Type, "Terms," "Map," "Checkpoint," etc., and the corresponding page numbers in the textbook starting with Chapter 17 regardless of whether I assign it or not.
Go to:
http://www.seedwiki.com/wiki/gmicksmith/gmicksmith.cfm
Where you will find:
"TEXTBOOK PAGE REFERENCES
Here below is where you should be adding page references for Extra Credit:
Chapter 17 Section 1, etc."
Type, "Terms," "Map," "Checkpoint," etc., and the corresponding page numbers in the textbook starting with Chapter 17 regardless of whether I assign it or not.
Wednesday, February 21, 2007
WH, Ch. 18 Sections 3 & 4
WH, Chapter 18 Section 4 The Age of Napoleon Begins (page references are to the former textbook).
p. 484, Vocab.
Fact Finder, p. 484
Caption, p. 485
Map, p. 486
Cause and Effect, p. 487
HW #1, 3-5 Extra Credit #6-7
WH, Ch. 18 Sec. 3 Radical Days
Section 3 Radical Days
Vocab. p. 478
Caption, p. 478
Analyzing Primary Sources, p. 479
Caption, p. 480
Caption, p. 481
Primary Source, p. 483
HW, p. 483, #1, 3-5, Extra Credit #6-7
p. 484, Vocab.
Fact Finder, p. 484
Caption, p. 485
Map, p. 486
Cause and Effect, p. 487
HW #1, 3-5 Extra Credit #6-7
WH, Ch. 18 Sec. 3 Radical Days
Section 3 Radical Days
Vocab. p. 478
Caption, p. 478
Analyzing Primary Sources, p. 479
Caption, p. 480
Caption, p. 481
Primary Source, p. 483
HW, p. 483, #1, 3-5, Extra Credit #6-7
WH, 2007 J8 Program Opportunity
2007 J8 Program*
Morgan Stanley and UNICEF have partnered to bring about the 2007 J8 Program, a global citizenship education program that enables young people, with guidance from a teacher, to learn more about major global issues, form their own ideas about these issues, and develop their group work skills.
As part of the J8 Program, students are encouraged to participate in a competition where groups of eight students (ages 13-17, working with a teacher) write a brief communiqué on the topics being discussed at the G8 Summit for a chance to earn a spot at the J8 Summit in Germany this June. At the Summit the students will have the opportunity to present their ideas directly to President George W. Bush and the other Heads of State from the G8 countries.
Entries must be received by March 29th 2007.
Questions?
Please contact the Morgan Stanley Community Affairs Department directly: Anna.Farber@morganstanley.com or visit the http://www.j8summit.com website.
Morgan Stanley and UNICEF have partnered to bring about the 2007 J8 Program, a global citizenship education program that enables young people, with guidance from a teacher, to learn more about major global issues, form their own ideas about these issues, and develop their group work skills.
As part of the J8 Program, students are encouraged to participate in a competition where groups of eight students (ages 13-17, working with a teacher) write a brief communiqué on the topics being discussed at the G8 Summit for a chance to earn a spot at the J8 Summit in Germany this June. At the Summit the students will have the opportunity to present their ideas directly to President George W. Bush and the other Heads of State from the G8 countries.
Entries must be received by March 29th 2007.
Questions?
Please contact the Morgan Stanley Community Affairs Department directly: Anna.Farber@morganstanley.com or visit the http://www.j8summit.com website.
Tuesday, February 13, 2007
WH, Take the Self-quiz, print a hard copy, and bring it to class
Access the Pearson textbook site for:
The French Revolution and Napoleon (1789–1815)
On the Eve of Revolution
Self-quiz with Vocabulary Practice
The French Revolution and Napoleon (1789–1815)
On the Eve of Revolution
Self-quiz with Vocabulary Practice
Monday, February 12, 2007
WH, Ch. 18 The French Revolution and Napolean, Sec. 1 On the Eve of Revolution
World History
Chapter 18 The French Revolution and Napoleon (1789-1815)
Section 1 On the Eve of Revolution
Chapter Outline
1. On the Eve of Revolution
2. Creating a New France
3. Radical Days
4. The Age of Napoleon Begins
5. The End of an Era
[Page references are to the former textbook p. 466].
Read intro
Using the Chapter Opener
Using the chapter opener story, map, picture, and time line to know responses to the following question words regarding the French Revolution and the Napoleonic Era: who, what, where, when, why, and how.
Graph p. 469
Political and Social Systems
Versailles represented the luxurious lives of the monarch and nobility. The Bastille represented the oppression of the people.
Storming the Bastille
When the crowd attempted to enter the Bastille, its commander, the Marquis de Launay, ordered his troops to open fire. In the ensuing four-hour battle, revolutionary fervor seized Paris. Some French soldiers joined the besiegers and turned their cannons against the fortress. Finally, after killing 98 of the attackers, de Launay surrendered. An angry mob beheaded him, stuck his head on a pike, and paraded it through the streets, foreshadowing the violent days that lay ahead.
Sec. 1, On the Eve of Revolution
Amazing Transformation (Listen to the podcast, or, from the blog bring into class proof that you have found the following code, i.e., tell me the following saying: "A stitch in time saves nine.").
1. Lesson Plan Focus
In 1789, French society consisted of three social classes: the clergy or First Estate; the nobility, or Second Estate; and the rest of the population, who comprised the Third Estate. The nation faced social unrest, enormous debt, and food shortages. When the king summoned the Estates General to carry out reforms, members of the Third Estate broke away and formed the National Assembly. On July 14, 1789, angry Parisians stormed the Bastille.
2. In-class Instruct
Work with a partner. Assign each partner to write brief profiles for three of the following:a nun,a priest,a nobleman,a banker,a manufacturer,a lawyer,a peasant,a member of the royal family,a journeyman,a servant girl.In your profiles, students should identify the estate to which the person belongs, privileges that the person might have had, complaints that the person might have had, and changes that the person might have desired. After you have finished your profiles, volunteer to read profiles to the class.
3. Close
Draw a political cartoon that represents the views of one or more of the persons profiled: nun, priest, nobleman, banker, manufacturer, lawyer, peasant, royal family member, journeyman, or servant.
Guide for Reading
Section 1
What is the social structure of the old regime? Why did France face an economic crisis by 1789? Why did efforts at reform fail?
p. 468, Vocabulary: bourgeoisie, deficit spending
Caption, p. 469 (Graph)
Answer to Graph
The First Estate had the fewest people. The Third Estate owned the most land. The Third Estate was discontented because the First and the Second Estates, though comprising only 2% of the population, owned 30% of the land.
Activity: Learning Styles (Visual)After you have studied the graphs on this page, create other visual means of looking at land ownership and the social structure of France in 1789. You might create a pyramid chart displaying the relative size and status of the three estates.
Activity: Learning Styles (Auditory)
The following excerpt is from Abbe Sieyes's pamphlet What is the Third Estate? Respond to the questions that follow. For extra help, read a copy of the excerpt and look up difficult vocabulary words." Thus, what is the third estate? Everything; but an everything shackled and oppressed. What would it be without the privileged order? Everything, but an everything free and flourishing. Nothing can progress without it; everything would proceed infinitely better without the others. . . . [The] nobility does not belong to the social organization at all; . . . indeed, it may be a burden upon the nation." 1. How would you feel and respond to these words if you were a member of the Third Estate? 2. What might your reaction be if you were a member of the nobility?
Caption, p. 469
Political and Social Systems
The cartoonist's message was that peasants lived in misery because of their responsibilities to the government, the nobility, and the clergy.
Background: Historical Evidence
Petitioning the King
The following excerpt is from a petition to King Louis XV from the village of Lion-en-Sullias, dated March 1, 1789. It reflects the popular feeling that government policies were responsible for the famine that afflicted the countryside." Relying on His Majesty's paternal goodness, they dare to hope that he will . . . exempt their sons and domestics from militia service in order to let them attend to the cultivation of the land and provide the kingdom with more grain, as useful to the State as military service and they ask this with all the more reason because hands are lacking in the countryside. What causes the countryside to be deserted is the too great misery that reigns over it. . . . a result of the extreme misery caused by the excessive burden of numerous taxes." This primary source can stimulate a class discussion about French peasant life and the policies of the French government.
Activity: Heterogeneous Groups (Enrichment)
As an enrichment activity, students can write an essay comparing the conditions in England in the 1600s with the conditions in France in the 1700s. Student essays should outline the complaints that caused popular unrest and should address the question of whether or not revolution was inevitable in each case.
Background, Daily Life
Life at the Bastille
The seven prisoners who were freed from the Bastille on July 14 may not have been as jubilant as their rescuers expected. Ironically, inmates at the Bastille were treated more as guests of the King than as criminals. If they desired, they were provided with furniture. Or, if they had the means, as many did, they were permitted to bring their own furnishings, including works of art and musical instruments. Meals at the Bastille consisted of several courses, and often catered to personal tastes. Prisoners could hire personal servants and could have parties attended by fellow prisoners as well as by outside guests.
HW
p. 472 #1, 3-6, Extra Credit #7-8
Chapter 18 The French Revolution and Napoleon (1789-1815)
Section 1 On the Eve of Revolution
Chapter Outline
1. On the Eve of Revolution
2. Creating a New France
3. Radical Days
4. The Age of Napoleon Begins
5. The End of an Era
[Page references are to the former textbook p. 466].
Read intro
Using the Chapter Opener
Using the chapter opener story, map, picture, and time line to know responses to the following question words regarding the French Revolution and the Napoleonic Era: who, what, where, when, why, and how.
Graph p. 469
Political and Social Systems
Versailles represented the luxurious lives of the monarch and nobility. The Bastille represented the oppression of the people.
Storming the Bastille
When the crowd attempted to enter the Bastille, its commander, the Marquis de Launay, ordered his troops to open fire. In the ensuing four-hour battle, revolutionary fervor seized Paris. Some French soldiers joined the besiegers and turned their cannons against the fortress. Finally, after killing 98 of the attackers, de Launay surrendered. An angry mob beheaded him, stuck his head on a pike, and paraded it through the streets, foreshadowing the violent days that lay ahead.
Sec. 1, On the Eve of Revolution
Amazing Transformation (Listen to the podcast, or, from the blog bring into class proof that you have found the following code, i.e., tell me the following saying: "A stitch in time saves nine.").
1. Lesson Plan Focus
In 1789, French society consisted of three social classes: the clergy or First Estate; the nobility, or Second Estate; and the rest of the population, who comprised the Third Estate. The nation faced social unrest, enormous debt, and food shortages. When the king summoned the Estates General to carry out reforms, members of the Third Estate broke away and formed the National Assembly. On July 14, 1789, angry Parisians stormed the Bastille.
2. In-class Instruct
Work with a partner. Assign each partner to write brief profiles for three of the following:a nun,a priest,a nobleman,a banker,a manufacturer,a lawyer,a peasant,a member of the royal family,a journeyman,a servant girl.In your profiles, students should identify the estate to which the person belongs, privileges that the person might have had, complaints that the person might have had, and changes that the person might have desired. After you have finished your profiles, volunteer to read profiles to the class.
3. Close
Draw a political cartoon that represents the views of one or more of the persons profiled: nun, priest, nobleman, banker, manufacturer, lawyer, peasant, royal family member, journeyman, or servant.
Guide for Reading
Section 1
What is the social structure of the old regime? Why did France face an economic crisis by 1789? Why did efforts at reform fail?
p. 468, Vocabulary: bourgeoisie, deficit spending
Caption, p. 469 (Graph)
Answer to Graph
The First Estate had the fewest people. The Third Estate owned the most land. The Third Estate was discontented because the First and the Second Estates, though comprising only 2% of the population, owned 30% of the land.
Activity: Learning Styles (Visual)After you have studied the graphs on this page, create other visual means of looking at land ownership and the social structure of France in 1789. You might create a pyramid chart displaying the relative size and status of the three estates.
Activity: Learning Styles (Auditory)
The following excerpt is from Abbe Sieyes's pamphlet What is the Third Estate? Respond to the questions that follow. For extra help, read a copy of the excerpt and look up difficult vocabulary words." Thus, what is the third estate? Everything; but an everything shackled and oppressed. What would it be without the privileged order? Everything, but an everything free and flourishing. Nothing can progress without it; everything would proceed infinitely better without the others. . . . [The] nobility does not belong to the social organization at all; . . . indeed, it may be a burden upon the nation." 1. How would you feel and respond to these words if you were a member of the Third Estate? 2. What might your reaction be if you were a member of the nobility?
Caption, p. 469
Political and Social Systems
The cartoonist's message was that peasants lived in misery because of their responsibilities to the government, the nobility, and the clergy.
Background: Historical Evidence
Petitioning the King
The following excerpt is from a petition to King Louis XV from the village of Lion-en-Sullias, dated March 1, 1789. It reflects the popular feeling that government policies were responsible for the famine that afflicted the countryside." Relying on His Majesty's paternal goodness, they dare to hope that he will . . . exempt their sons and domestics from militia service in order to let them attend to the cultivation of the land and provide the kingdom with more grain, as useful to the State as military service and they ask this with all the more reason because hands are lacking in the countryside. What causes the countryside to be deserted is the too great misery that reigns over it. . . . a result of the extreme misery caused by the excessive burden of numerous taxes." This primary source can stimulate a class discussion about French peasant life and the policies of the French government.
Activity: Heterogeneous Groups (Enrichment)
As an enrichment activity, students can write an essay comparing the conditions in England in the 1600s with the conditions in France in the 1700s. Student essays should outline the complaints that caused popular unrest and should address the question of whether or not revolution was inevitable in each case.
Background, Daily Life
Life at the Bastille
The seven prisoners who were freed from the Bastille on July 14 may not have been as jubilant as their rescuers expected. Ironically, inmates at the Bastille were treated more as guests of the King than as criminals. If they desired, they were provided with furniture. Or, if they had the means, as many did, they were permitted to bring their own furnishings, including works of art and musical instruments. Meals at the Bastille consisted of several courses, and often catered to personal tastes. Prisoners could hire personal servants and could have parties attended by fellow prisoners as well as by outside guests.
HW
p. 472 #1, 3-6, Extra Credit #7-8
WH, Web Searches info
HELPFUL HINTS FOR SEARCHING THE WEB:
Academic Search Engines:
Power Library can be accessed from any computer in school. This is a super resource. You can search a particularly good magazine for articles on a specific topic. For example, having trouble finding information from people other than the Chinese on their space mission? In the box, plug in the years you want to search in The Economist, specifically.
Proquest
History Study Center
A collection of primary and secondary sources on global history from ancient times to the present day. Contents include reference books, essays, journal articles, historical newspaper and magazine articles, maps, rare books, government documents, transcripts of historical speeches, images and video clips. Study Units offer editorially selected material on over 500 historical topics.
Learning Literature
A comprehensive resource including 3,000+ author biographies; 40 searchable full-text literature journals; full-text literary works; and other key criticism and reference sources.
Opposing Viewpoints
Gathers essays, statistics, articles, and primary source documents supporting opposing sides of topics. Great resource for debate research.
Newsbank
NewsBank World Wide provides access to current and archived content from more than 2,000 newspaper titles, as well as newswires, transcripts, business journals, periodicals, government documents and other publications. Included also is America's News Magazines, providing access to popular journals in the areas of news, sports, entertainment and lifestyle. Current Events and Special Reports gather articles on issues such as the environment, global terrorism, and world economics.
Nettrekker : Nettrekker is an academic search engine with over 160,000 teacher-reviewed websites. When you arrive at this site you have to create a "NEW USER ACCOUNT" by typing in a USER NAME and PASSWORD. It will also ask you for an IU KEYWORD which is EAGLES. When you get to the " Welcome to Nettrekker Page" you can do a keyword search. If you are having problems setting up you account check out more detailed instructions at http://www.phila.k12.pa.us/offices/ptrn_nettrekker_info.html
Free Library of Philadelphia: On the home page, in the blue box labeled FIND look for the word Databases and click
Enter your search term and scroll through the resources, clicking those you want
The Gov't. Documents and Magazines and Newspapers bring up the best sources.
This process will get you into many of the data bases available in the library.
You will need to enter your library card # and pin to open the found documents.
More general search engines:
To use search engines well, be as specific as you can with your question, using Boolean terms, of full sentences
http://scholar.google.com/
www.google.com
Particularly good if you know what you are looking for. By using good search terms and Boolean terms, you can narrow responses quickly.Tag “news” to cut out games, and “images” to get pictures.
www.google.com/help/features.html
Helps you understand what google can do, with a more sophisticated search, using Boolean terms
www.google.com/help/interpret.html
Helps you interpret your results
www.google.com/help/refinesearch.html
Helps you refine your search
www.teoma.com
Excellent, particularly when you’re not sure what you’re looking for. The clusters of “Refine Your Search” and “Resources” are very useful.
www.altavista.com
Altavista often covers a broader slice of the Web than Google. Tools such as link: and host: make altavista powerful. They enable you to search for information only within a particular department of the government, for example.
www.alltheweb.com -A good all around search engine which usefully clusters devices. The standout feature on alltheweb is the url investigator which gives the owner, external links, and archived views of the site, helping to gain critical information about your website: Type the url of the site you’re checking, and press return. It takes you to a page that shows external links to the site, who owns the site, and what it used to look like.
www.dogpile.com
Combines a lot of other search engines. Good if you know what you are looking for more specific websites that produce a great deal of good information:
www.NYTIMES.com
www.PBS.org
www.nationalgeographic.com
www.Economist.com :Most Magazines have search engines, and charge money for full text.
www.Library.phila.gov The country links below are more specific in nature and may be valuable if your project deals with one of these areas.
Academic Search Engines:
Power Library can be accessed from any computer in school. This is a super resource. You can search a particularly good magazine for articles on a specific topic. For example, having trouble finding information from people other than the Chinese on their space mission? In the box, plug in the years you want to search in The Economist, specifically.
Proquest
History Study Center
A collection of primary and secondary sources on global history from ancient times to the present day. Contents include reference books, essays, journal articles, historical newspaper and magazine articles, maps, rare books, government documents, transcripts of historical speeches, images and video clips. Study Units offer editorially selected material on over 500 historical topics.
Learning Literature
A comprehensive resource including 3,000+ author biographies; 40 searchable full-text literature journals; full-text literary works; and other key criticism and reference sources.
Opposing Viewpoints
Gathers essays, statistics, articles, and primary source documents supporting opposing sides of topics. Great resource for debate research.
Newsbank
NewsBank World Wide provides access to current and archived content from more than 2,000 newspaper titles, as well as newswires, transcripts, business journals, periodicals, government documents and other publications. Included also is America's News Magazines, providing access to popular journals in the areas of news, sports, entertainment and lifestyle. Current Events and Special Reports gather articles on issues such as the environment, global terrorism, and world economics.
Nettrekker : Nettrekker is an academic search engine with over 160,000 teacher-reviewed websites. When you arrive at this site you have to create a "NEW USER ACCOUNT" by typing in a USER NAME and PASSWORD. It will also ask you for an IU KEYWORD which is EAGLES. When you get to the " Welcome to Nettrekker Page" you can do a keyword search. If you are having problems setting up you account check out more detailed instructions at http://www.phila.k12.pa.us/offices/ptrn_nettrekker_info.html
Free Library of Philadelphia: On the home page, in the blue box labeled FIND look for the word Databases and click
Enter your search term and scroll through the resources, clicking those you want
The Gov't. Documents and Magazines and Newspapers bring up the best sources.
This process will get you into many of the data bases available in the library.
You will need to enter your library card # and pin to open the found documents.
More general search engines:
To use search engines well, be as specific as you can with your question, using Boolean terms, of full sentences
http://scholar.google.com/
www.google.com
Particularly good if you know what you are looking for. By using good search terms and Boolean terms, you can narrow responses quickly.Tag “news” to cut out games, and “images” to get pictures.
www.google.com/help/features.html
Helps you understand what google can do, with a more sophisticated search, using Boolean terms
www.google.com/help/interpret.html
Helps you interpret your results
www.google.com/help/refinesearch.html
Helps you refine your search
www.teoma.com
Excellent, particularly when you’re not sure what you’re looking for. The clusters of “Refine Your Search” and “Resources” are very useful.
www.altavista.com
Altavista often covers a broader slice of the Web than Google. Tools such as link: and host: make altavista powerful. They enable you to search for information only within a particular department of the government, for example.
www.alltheweb.com -A good all around search engine which usefully clusters devices. The standout feature on alltheweb is the url investigator which gives the owner, external links, and archived views of the site, helping to gain critical information about your website: Type the url of the site you’re checking, and press return. It takes you to a page that shows external links to the site, who owns the site, and what it used to look like.
www.dogpile.com
Combines a lot of other search engines. Good if you know what you are looking for more specific websites that produce a great deal of good information:
www.NYTIMES.com
www.PBS.org
www.nationalgeographic.com
www.Economist.com :Most Magazines have search engines, and charge money for full text.
www.Library.phila.gov The country links below are more specific in nature and may be valuable if your project deals with one of these areas.
Saturday, February 10, 2007
G. Mick Smith, review of Armstrong, Karen, The Great Transformation, Choice, February 2007.
The following review appeared in the February 2007 issue of CHOICE.
44-3239 BL430 2005-47536 CIP
Armstrong, Karen. The great transformation: the beginning of our
religious traditions. Knopf, 2006. 469p bibl index ISBN 0375413170,
$30.00
In this current age of "the great transformation," independent scholar
Armstrong postulates how the sages of the foundational Axial Age would
address unspeakable horror, violence, and desperation. The distinctive
and historic Axial Age faiths announced the abandonment of selfishness
and a spirituality of compassion. They stated that first must come
personal responsibility and self-criticism, and that practical,
effective action must follow. Herein lie the problematic aspects of
Armstrong's work and the reasons why this book can be misleading. Its
most serious flaw is its finding evidence for ethical behavior in almost
all religious behavior and ritual. Armstrong seems to miss the insights
of René Girard and Walter Burkert, who have demonstrated how violence and the sacred are inextricably linked. Another problem is that, oddly, she states that Hitler expressed a "militant exclusion of religion from public policy." In fact, Hitler divided German Christians by founding the Patriotic Church in contrast to the Confessing Church. One other interesting side note is that Armstrong's research is based on older published works (only 36 of 284 works cited in the bibliography were
published in 2000 or later). Summing Up: Optional. Lower-/upper-level
undergraduates; general readers.
G. Mick Smith, PhD
44-3239 BL430 2005-47536 CIP
Armstrong, Karen. The great transformation: the beginning of our
religious traditions. Knopf, 2006. 469p bibl index ISBN 0375413170,
$30.00
In this current age of "the great transformation," independent scholar
Armstrong postulates how the sages of the foundational Axial Age would
address unspeakable horror, violence, and desperation. The distinctive
and historic Axial Age faiths announced the abandonment of selfishness
and a spirituality of compassion. They stated that first must come
personal responsibility and self-criticism, and that practical,
effective action must follow. Herein lie the problematic aspects of
Armstrong's work and the reasons why this book can be misleading. Its
most serious flaw is its finding evidence for ethical behavior in almost
all religious behavior and ritual. Armstrong seems to miss the insights
of René Girard and Walter Burkert, who have demonstrated how violence and the sacred are inextricably linked. Another problem is that, oddly, she states that Hitler expressed a "militant exclusion of religion from public policy." In fact, Hitler divided German Christians by founding the Patriotic Church in contrast to the Confessing Church. One other interesting side note is that Armstrong's research is based on older published works (only 36 of 284 works cited in the bibliography were
published in 2000 or later). Summing Up: Optional. Lower-/upper-level
undergraduates; general readers.
G. Mick Smith, PhD
Friday, February 09, 2007
http://www.familywatchdog.us/
http://www.familywatchdog.us/
About us
1 of 5 girls and 1 of 6 boys will be molested before their 18th birthday.
90% of all sexual assaults against children are committed by someone whom the victim knew.
The typical sexual predator will assault 117 times before being caught.
The re-arrest rate for convicted child molesters is 52%.
These shocking statistics come from recent studies on the epidemic of sexual assaults that plagues our society today. Our goal at Family Watchdog is to provide you with the information you need to protect your loved ones. Our service allows you to view known registered offenders and predators in your area. Knowing who these people are and what they've done provides you with your best defense to protect your family - awareness.
We invite you to use our free service to locate registered sex offenders in your area. Just enter an address and we'll show a map. You can click on the squares that appear and see photos (where available) addresses, convictions and other information about the offender.
Our notification service is very simple. You specify up to three addresses that you want to watch and the distance around those addresses. We do the rest. We update our data daily from multiple state sex offender registries. As soon as a convicted sex offender registers an address in your area, we will alert you. It's that easy.
Sources:
Russell, D.E.H. and Bolen, R.M., 2000. The Epidemic of Rape and Child Sexual Abuse in the United States. Newbury Park, California: Sage Publications.
Snyder, H.N., U. S. Department of Justice Statistics, 2000. Sexual Assault of Young Children as Reported to Law Enforcement: Victim, Incident, and Offender Characteristics.
Center for Sex Offender Management, (2001). Recidivism of Sex Offenders, Full Report and Statistics.
About us
1 of 5 girls and 1 of 6 boys will be molested before their 18th birthday.
90% of all sexual assaults against children are committed by someone whom the victim knew.
The typical sexual predator will assault 117 times before being caught.
The re-arrest rate for convicted child molesters is 52%.
These shocking statistics come from recent studies on the epidemic of sexual assaults that plagues our society today. Our goal at Family Watchdog is to provide you with the information you need to protect your loved ones. Our service allows you to view known registered offenders and predators in your area. Knowing who these people are and what they've done provides you with your best defense to protect your family - awareness.
We invite you to use our free service to locate registered sex offenders in your area. Just enter an address and we'll show a map. You can click on the squares that appear and see photos (where available) addresses, convictions and other information about the offender.
Our notification service is very simple. You specify up to three addresses that you want to watch and the distance around those addresses. We do the rest. We update our data daily from multiple state sex offender registries. As soon as a convicted sex offender registers an address in your area, we will alert you. It's that easy.
Sources:
Russell, D.E.H. and Bolen, R.M., 2000. The Epidemic of Rape and Child Sexual Abuse in the United States. Newbury Park, California: Sage Publications.
Snyder, H.N., U. S. Department of Justice Statistics, 2000. Sexual Assault of Young Children as Reported to Law Enforcement: Victim, Incident, and Offender Characteristics.
Center for Sex Offender Management, (2001). Recidivism of Sex Offenders, Full Report and Statistics.
WH, Study Guide for "Marie Antoinette,: Due 16 Feb. '07
Study Guide for "Marie Antoinette: The Tragic Queen"
Define and/or identify the following items.
1. def•i•cit
2. consumate
3. ab•di•cate
4. man•i•fes•to
5. Ver•sailles
6. bas•tille
7. li•ber•té, é•ga•li•té, fra•ter•ni•té
8. Charles I
9. guil•lo•tine
10. Necker, Jacques
11. Marat, Jean Paul
12. coup d'é•tat
13. plac•ate
14. prop•a•gan•da
15. tri•col•or
16. che•mise
17. Dauphin
18. con•de•scen•sion
19. os•ten•si•ble
20. mus•lin
21. ex•trav•a•gance
22. in•gra•ti•ate
23. de•bauch•er•y
24. cor•tege
25. ve•to
26. trea•son
27. tact•ful
28. farce
29. des•pot•ic
30. e•mas•cu•late
31. ob•liv•i•on
32. wretch•ed
33. in•dul•gence
34. re•prieve
35. pro•pi•ti•ate
36. daunt•less
37. The Estates General and the Legislative Assembly
Define and/or identify the following items.
1. def•i•cit
2. consumate
3. ab•di•cate
4. man•i•fes•to
5. Ver•sailles
6. bas•tille
7. li•ber•té, é•ga•li•té, fra•ter•ni•té
8. Charles I
9. guil•lo•tine
10. Necker, Jacques
11. Marat, Jean Paul
12. coup d'é•tat
13. plac•ate
14. prop•a•gan•da
15. tri•col•or
16. che•mise
17. Dauphin
18. con•de•scen•sion
19. os•ten•si•ble
20. mus•lin
21. ex•trav•a•gance
22. in•gra•ti•ate
23. de•bauch•er•y
24. cor•tege
25. ve•to
26. trea•son
27. tact•ful
28. farce
29. des•pot•ic
30. e•mas•cu•late
31. ob•liv•i•on
32. wretch•ed
33. in•dul•gence
34. re•prieve
35. pro•pi•ti•ate
36. daunt•less
37. The Estates General and the Legislative Assembly
WH, Test, The Enlightenment and the American Revolution,
WH, The Enlightenment and the American Revolution Test today.
Thursday, February 08, 2007
WH, The Enlightenment and the American Revolution, Study Guide Test
Test A
A. Terms, People, and Places
1. g
2. j
3. f
4. d
5. i
6. a
7. c
8. h
9. b
10. e
11. b
12. a
13. b
14. a
15. b
16. c
17. b
18. c
Test B
A. Terms, People, and Places
1. g
2. j
3. f
4. d
5. i
6. a
7. c
8. h
9. b
10. e
11. c
12. b
13. a
14. b
15. a
16. d
17. c
18. d
19. b
20. c
A. Terms, People, and Places
1. g
2. j
3. f
4. d
5. i
6. a
7. c
8. h
9. b
10. e
11. b
12. a
13. b
14. a
15. b
16. c
17. b
18. c
Test B
A. Terms, People, and Places
1. g
2. j
3. f
4. d
5. i
6. a
7. c
8. h
9. b
10. e
11. c
12. b
13. a
14. b
15. a
16. d
17. c
18. d
19. b
20. c
Wednesday, February 07, 2007
AP Gov't, Back to School Night
Back to School Night, 7 February 2007
Dr. G. Mick Smith, Room #267, Contact info: gmicksmith@gmail.com, 215.276.2300
Blogsite:
http://gmicksmithsocialstudies.blogspot.com/
Podcast:
http://www.gcast.com/u/gmicksmith/
The AP Government course, at the level of college teaching, provides instruction in each of the following six topics outlined in the Course Description:
· Constitutional Underpinnings of United States Government
· Political Beliefs and Political Behaviors
· Political Parties, Interest Groups, and Mass Media
· Institutions of National Government
· Public Policy
· Civil Rights and Civil Liberties
The course provides students with practice in analyzing and interpreting data and other information relevant to U.S. government and politics.
The course includes supplemental readings, including primary source materials (such as The Federalist Papers) and contemporary news analyses that strengthen student understanding of the curriculum.
The course requires students to answer analytical and interpretive free-response questions on a frequent basis.
Resource Requirements
The school ensures that each student has a college-level U.S. government and politics textbook (supplemented when necessary to meet the curricular requirements) as well as copies of primary sources for individual use inside and outside of the classroom.
Brief Biography
Dr. Smith earned his PhD in History at the University of California, Los Angeles. He was also awarded a Masters degree in History from UCLA, and he obtained a second Masters in Theology. Smith was a Johannes Quasten Scholar in Patristics at The Catholic University of America and he holds a Distance Learning Administrator’s Certificate from Texas A&M University and the Center for Distance Learning Research. He has published over 100 mostly peer-reviewed publications in history, technology and education, and computing. Dr. Smith has been President of the American Association for History and Computing. Smith has also taught at Northeast Catholic High School, Lansdale Catholic, Villa Maria Academy, Phila Academy, and Hahnemann University. At Cardinal Dougherty Smith is Assistant Chair of the Technology Committee and Moderator of Mock Trial. Dr. Smith is a full-time single parent of the best daughter ever born and he is submitting his first novel to publishers.
Dr. G. Mick Smith, Room #267, Contact info: gmicksmith@gmail.com, 215.276.2300
Blogsite:
http://gmicksmithsocialstudies.blogspot.com/
Podcast:
http://www.gcast.com/u/gmicksmith/
The AP Government course, at the level of college teaching, provides instruction in each of the following six topics outlined in the Course Description:
· Constitutional Underpinnings of United States Government
· Political Beliefs and Political Behaviors
· Political Parties, Interest Groups, and Mass Media
· Institutions of National Government
· Public Policy
· Civil Rights and Civil Liberties
The course provides students with practice in analyzing and interpreting data and other information relevant to U.S. government and politics.
The course includes supplemental readings, including primary source materials (such as The Federalist Papers) and contemporary news analyses that strengthen student understanding of the curriculum.
The course requires students to answer analytical and interpretive free-response questions on a frequent basis.
Resource Requirements
The school ensures that each student has a college-level U.S. government and politics textbook (supplemented when necessary to meet the curricular requirements) as well as copies of primary sources for individual use inside and outside of the classroom.
Brief Biography
Dr. Smith earned his PhD in History at the University of California, Los Angeles. He was also awarded a Masters degree in History from UCLA, and he obtained a second Masters in Theology. Smith was a Johannes Quasten Scholar in Patristics at The Catholic University of America and he holds a Distance Learning Administrator’s Certificate from Texas A&M University and the Center for Distance Learning Research. He has published over 100 mostly peer-reviewed publications in history, technology and education, and computing. Dr. Smith has been President of the American Association for History and Computing. Smith has also taught at Northeast Catholic High School, Lansdale Catholic, Villa Maria Academy, Phila Academy, and Hahnemann University. At Cardinal Dougherty Smith is Assistant Chair of the Technology Committee and Moderator of Mock Trial. Dr. Smith is a full-time single parent of the best daughter ever born and he is submitting his first novel to publishers.
Tuesday, February 06, 2007
Back to School Night, 7 Feb. '07
Back to School Night, 7 February 2007
Dr. G. Mick Smith, Room #267, Contact info: gmicksmith@gmail.com, 215.276.2300
Blogsite:
http://gmicksmithsocialstudies.blogspot.com/
Supplemental text material:
http://www.pearsonsuccessnet.com/
Podcast:
http://www.gcast.com/u/gmicksmith/
Collaboration:
http://www.seedwiki.com/wiki/gmicksmith/gmicksmith.cfm
Grades:
http://www.gradeconnect.com/front/
Dear Parents/Guardians, and Students:
Welcome! This information guide emphasizes that a participating student will be successful by completing assignments and positively interacting in class. Above all, I hope that students will enjoy the class but will also grow in their knowledge level and increase their life skills which apply after graduation. Listed below are expectations for the class. Please review these guidelines.
1. Be in your seat and prepared for class when the bell rings with pencil/pen, notebook, and textbook(s), or any other assigned materials.
2. Obtain permission by raising your hand before speaking, or leaving your seat for any reason once the bell rings.
3. Follow directions and complete all assignments on time.
4. Remain alert, awake, and on task during the entire class period.
5. Above all, respect yourself, your teacher, and others and their possessions.
Grading Calculation: (at least three major grades are in each quarter) a total accumulation of points per grading period based on the following.
Task & Weight
1. Tests, 2. Homework/Presentations/Projects/Worksheets, 3. Quizzes
The course is graded using a straight point based calculation.
Each assessment is assigned points (ex. 18/22) and the student's score is simply calculated by dividing the total points they earned by the total points possible. (ex. Test 1 - 15/20, Test 2 - 17/18 - Current student score is 32/38 or 84%).
I adhere to a policy of PDP (Positive Daily Performance) which is based on my understanding that lifetime success arises out of what you do, day in and day out. Being prepared and ready to apply yourself with your school materials everyday is crucial.
Brief Biography
Dr. Smith earned his PhD in History at the University of California, Los Angeles. He was also awarded a Masters degree in History from UCLA, and he obtained a second Masters in Theology. Smith was a Johannes Quasten Scholar in Patristics at The Catholic University of America and he holds a Distance Learning Administrator’s Certificate from Texas A&M University and the Center for Distance Learning Research. He has published over 100 mostly peer-reviewed publications in history, technology and education, and computing. Dr. Smith has been President of the American Association for History and Computing. Smith has also taught at Northeast Catholic High School, Lansdale Catholic, Villa Maria Academy, Phila Academy, and Hahnemann University. At Cardinal Daugherty Smith is Assistant Chair of the Technology Committee and Moderator of Mock Trial. Dr. Smith is a full-time single parent of the best daughter ever born and he is submitting his first novel to publishers.
Dr. G. Mick Smith, Room #267, Contact info: gmicksmith@gmail.com, 215.276.2300
Blogsite:
http://gmicksmithsocialstudies.blogspot.com/
Supplemental text material:
http://www.pearsonsuccessnet.com/
Podcast:
http://www.gcast.com/u/gmicksmith/
Collaboration:
http://www.seedwiki.com/wiki/gmicksmith/gmicksmith.cfm
Grades:
http://www.gradeconnect.com/front/
Dear Parents/Guardians, and Students:
Welcome! This information guide emphasizes that a participating student will be successful by completing assignments and positively interacting in class. Above all, I hope that students will enjoy the class but will also grow in their knowledge level and increase their life skills which apply after graduation. Listed below are expectations for the class. Please review these guidelines.
1. Be in your seat and prepared for class when the bell rings with pencil/pen, notebook, and textbook(s), or any other assigned materials.
2. Obtain permission by raising your hand before speaking, or leaving your seat for any reason once the bell rings.
3. Follow directions and complete all assignments on time.
4. Remain alert, awake, and on task during the entire class period.
5. Above all, respect yourself, your teacher, and others and their possessions.
Grading Calculation: (at least three major grades are in each quarter) a total accumulation of points per grading period based on the following.
Task & Weight
1. Tests, 2. Homework/Presentations/Projects/Worksheets, 3. Quizzes
The course is graded using a straight point based calculation.
Each assessment is assigned points (ex. 18/22) and the student's score is simply calculated by dividing the total points they earned by the total points possible. (ex. Test 1 - 15/20, Test 2 - 17/18 - Current student score is 32/38 or 84%).
I adhere to a policy of PDP (Positive Daily Performance) which is based on my understanding that lifetime success arises out of what you do, day in and day out. Being prepared and ready to apply yourself with your school materials everyday is crucial.
Brief Biography
Dr. Smith earned his PhD in History at the University of California, Los Angeles. He was also awarded a Masters degree in History from UCLA, and he obtained a second Masters in Theology. Smith was a Johannes Quasten Scholar in Patristics at The Catholic University of America and he holds a Distance Learning Administrator’s Certificate from Texas A&M University and the Center for Distance Learning Research. He has published over 100 mostly peer-reviewed publications in history, technology and education, and computing. Dr. Smith has been President of the American Association for History and Computing. Smith has also taught at Northeast Catholic High School, Lansdale Catholic, Villa Maria Academy, Phila Academy, and Hahnemann University. At Cardinal Daugherty Smith is Assistant Chair of the Technology Committee and Moderator of Mock Trial. Dr. Smith is a full-time single parent of the best daughter ever born and he is submitting his first novel to publishers.
Monday, February 05, 2007
WH, "How To Direct Your Future," Carl Schramm
Sun, Feb. 04, 2007
"How to direct your future"
Carl Schramm
president and CEO of the Ewing Marion Kauffman Foundation in Kansas City
First things first: Remember that how much money you have is not the measure of success. Ultimately, as Thomas Jefferson suggested, life is connected to the liberty to pursue happiness. And your pursuit may or may not require a lot of money.
Economic success, like happiness, is different for each person, because we all have different aspirations and hopes. And indeed you may conclude that "psychic income," the joy that comes from doing something you love, is far more important than what you earn.
You should appreciate the value of family and strive to create a family supportive of your children - it is the best inheritance you can leave.
You also want to blend the right amount of income with the special sense of fit that comes from doing the things that might make you happy. This might be building bridges, coaching kids, being a journalist, making money by managing money, or being an entrepreneur and starting a business.
That brings us to the discussion of the other kind of income: the tangible kind. When one of you was very small, you said that firewood was the stored-up heat of the sun. That's a perfect analogy for wealth. At the right time, it gives back the heat of hard work.
Financial wealth is created by effective (often hard) work and successful investing. To make money by working requires skills, and to make money by investing requires money. That starting point is to gain the education and expertise that permit you to become smarter, wiser, and increasingly more valued participants in labor markets.
Investment in your schooling and in all kinds of enriching experiences that permit you to develop a deeper context for understanding the world around you is the way in which you become equipped to enter the market ready to make wealth. Your ideas, knowledge, and ability to work are your security
Now, all of this is really a prelude to more practical advice. The question is: How should you deal with the economic world ahead of you?
We live in the most entrepreneurial time in history, giving us continuous innovation and an extremely dynamic U.S. economy.
But with those changes comes another change: A relatively predictable career with certain expectations of security and stability has become a thing of the past.
You are competing not only with American kids, but also with more and more kids from other countries whose parents have worked hard to prepare them for what is now a worldwide market for talented and skilled workers.
So what should you do to control your future? You had better be ready to be entrepreneurial either on your own or inside an organization that has an entrepreneurial culture. Today, most new jobs created every year are in firms less than five years old.
You will be successful only to the extent that you can handle innovation and change. Make uncertainty your friend. See the opportunity. Take your classes as if you were preparing for life as an entrepreneur. Recognize that American history is a story of entrepreneurship and that individual risk-taking is the central theme of our history.
Second, choose the right partner. Your choice of a spouse is the most important decision you will make, and it involves a lot of risk. If it is the right choice, the returns will be extraordinary.
Third, build a financial reserve, because this will be critical to achieving a comfortable life. This means denying yourselves the things young adults all want in exchange for the cold comfort of a bank account.
Fourth, understand the importance of science and technology. You do not need to become a scientist or an engineer, but you really must understand the logic of science and its processes to know how science gets into the stream of practical ideas and how it shapes commerce.
Finally, practice being an inventor. We used to think that inventors were born, not made. Some are. But everyone can be much more creative with a little practice. The more you work on creating new ideas, the faster they will come.
I hope when you are a great success - however you choose to measure success - you can look back on a happy life of entrepreneurial success in helping others. That is a special kind of wealth. As soon as you can, you should give back to your community by giving your time or your money to your schools, to organizations that advance the community welfare, to your house of worship, and perhaps to your political party.
Every one of us has benefited from the generosity of others, people who have given of themselves or their treasure. Their gifts have helped pave the way for you, and you should, if you can afford it, make the way smoother for someone who will come after you.
You will find that this is an important part of developing the moral or ethical person you must become - someone who is not self-righteous, but rather privately comfortable for having quietly paid his or her dues along the way. In a strange way, this knowledge will prove a comparative advantage in many business situations.
I know you will do well.
Love, Dad
The Ewing Marion Kauffman Foundation Web site address is http://www.kauffman.org
"How to direct your future"
Carl Schramm
president and CEO of the Ewing Marion Kauffman Foundation in Kansas City
First things first: Remember that how much money you have is not the measure of success. Ultimately, as Thomas Jefferson suggested, life is connected to the liberty to pursue happiness. And your pursuit may or may not require a lot of money.
Economic success, like happiness, is different for each person, because we all have different aspirations and hopes. And indeed you may conclude that "psychic income," the joy that comes from doing something you love, is far more important than what you earn.
You should appreciate the value of family and strive to create a family supportive of your children - it is the best inheritance you can leave.
You also want to blend the right amount of income with the special sense of fit that comes from doing the things that might make you happy. This might be building bridges, coaching kids, being a journalist, making money by managing money, or being an entrepreneur and starting a business.
That brings us to the discussion of the other kind of income: the tangible kind. When one of you was very small, you said that firewood was the stored-up heat of the sun. That's a perfect analogy for wealth. At the right time, it gives back the heat of hard work.
Financial wealth is created by effective (often hard) work and successful investing. To make money by working requires skills, and to make money by investing requires money. That starting point is to gain the education and expertise that permit you to become smarter, wiser, and increasingly more valued participants in labor markets.
Investment in your schooling and in all kinds of enriching experiences that permit you to develop a deeper context for understanding the world around you is the way in which you become equipped to enter the market ready to make wealth. Your ideas, knowledge, and ability to work are your security
Now, all of this is really a prelude to more practical advice. The question is: How should you deal with the economic world ahead of you?
We live in the most entrepreneurial time in history, giving us continuous innovation and an extremely dynamic U.S. economy.
But with those changes comes another change: A relatively predictable career with certain expectations of security and stability has become a thing of the past.
You are competing not only with American kids, but also with more and more kids from other countries whose parents have worked hard to prepare them for what is now a worldwide market for talented and skilled workers.
So what should you do to control your future? You had better be ready to be entrepreneurial either on your own or inside an organization that has an entrepreneurial culture. Today, most new jobs created every year are in firms less than five years old.
You will be successful only to the extent that you can handle innovation and change. Make uncertainty your friend. See the opportunity. Take your classes as if you were preparing for life as an entrepreneur. Recognize that American history is a story of entrepreneurship and that individual risk-taking is the central theme of our history.
Second, choose the right partner. Your choice of a spouse is the most important decision you will make, and it involves a lot of risk. If it is the right choice, the returns will be extraordinary.
Third, build a financial reserve, because this will be critical to achieving a comfortable life. This means denying yourselves the things young adults all want in exchange for the cold comfort of a bank account.
Fourth, understand the importance of science and technology. You do not need to become a scientist or an engineer, but you really must understand the logic of science and its processes to know how science gets into the stream of practical ideas and how it shapes commerce.
Finally, practice being an inventor. We used to think that inventors were born, not made. Some are. But everyone can be much more creative with a little practice. The more you work on creating new ideas, the faster they will come.
I hope when you are a great success - however you choose to measure success - you can look back on a happy life of entrepreneurial success in helping others. That is a special kind of wealth. As soon as you can, you should give back to your community by giving your time or your money to your schools, to organizations that advance the community welfare, to your house of worship, and perhaps to your political party.
Every one of us has benefited from the generosity of others, people who have given of themselves or their treasure. Their gifts have helped pave the way for you, and you should, if you can afford it, make the way smoother for someone who will come after you.
You will find that this is an important part of developing the moral or ethical person you must become - someone who is not self-righteous, but rather privately comfortable for having quietly paid his or her dues along the way. In a strange way, this knowledge will prove a comparative advantage in many business situations.
I know you will do well.
Love, Dad
The Ewing Marion Kauffman Foundation Web site address is http://www.kauffman.org
WH, Ch. 17, Sec. 3 Birth of the American Republic
WH, Chapter 17 Section 3 Birth of the American Republic
"Amazing Transformation" [This is how the Lesson Plan Focus is read by someone who accessed the blog. Print it out, bring it into class and read it.]
[Also, page references are to the former textbook. For Extra Credit, get the proper page references from the new textbook and post them to the "wiki" page listed on the "Guidelines" sheet.]
1. Lesson Plan Focus
Colonists in the 13 English colonies opposed British taxes and trade restrictions, especially since they had no representation in Parliament. Enlightenment ideas influenced the American Declaration of Independence and the framing of the United States Constitution. The successful American Revolution helped inspire future revolutions in Europe and Latin America.
Caption p. 471
Map p. 472
2. In-class assignment
The class is divided into cooperative learning groups and students will work together to plan a television documentary on the birth of the American republic. The twenty minutes-long program will consist of four segments addressing the following topics:
a) American Discontent
b) The American Revolution Begins
c) The Long Struggle to Victory
d) A New Constitution
These segments will be assigned. Use the text to plan your documentary segment.
You should produce a script outline, a list of visuals, and a list of interview subjects. This will be presented in class. Each group should produce a five-minute segment.
3. Close
Your documentary is being sold as a videotape. Descreibe the documentary in afive-sentence summary that could appear on the videotape box.
HW
Section 4 Review
#1-5
Extra Credit
#6-7
"Amazing Transformation" [This is how the Lesson Plan Focus is read by someone who accessed the blog. Print it out, bring it into class and read it.]
[Also, page references are to the former textbook. For Extra Credit, get the proper page references from the new textbook and post them to the "wiki" page listed on the "Guidelines" sheet.]
1. Lesson Plan Focus
Colonists in the 13 English colonies opposed British taxes and trade restrictions, especially since they had no representation in Parliament. Enlightenment ideas influenced the American Declaration of Independence and the framing of the United States Constitution. The successful American Revolution helped inspire future revolutions in Europe and Latin America.
Caption p. 471
Map p. 472
2. In-class assignment
The class is divided into cooperative learning groups and students will work together to plan a television documentary on the birth of the American republic. The twenty minutes-long program will consist of four segments addressing the following topics:
a) American Discontent
b) The American Revolution Begins
c) The Long Struggle to Victory
d) A New Constitution
These segments will be assigned. Use the text to plan your documentary segment.
You should produce a script outline, a list of visuals, and a list of interview subjects. This will be presented in class. Each group should produce a five-minute segment.
3. Close
Your documentary is being sold as a videotape. Descreibe the documentary in afive-sentence summary that could appear on the videotape box.
HW
Section 4 Review
#1-5
Extra Credit
#6-7
WH, Ch. 17 Sec. 2 Enlightenment Ideas Spread
WH, Chapter 17 The Enlightenment and the American Revolution
Section 2 Enlightenment Ideas Spread
[Page references are to the former textbook; for Extra Credit, post the page references and the HW to the "wiki" page listed on the "Guidelines" form.
Vocabulary, p. 451
Lesson Plan Focus
The ideas of the Enlightenment encouraged people to challenge existing ideas and to seek reform. Some rulers adopted Enlightenment ideas to make their countries more efficient and productive. New styles of art and music included baroque and rococo. New ideas, however, brought little change to the peasants who constituted the majority of the population.
Bell Ringer: Answer questions:
Caption, p. 451
Caption, p. 453
Did you know (Question)? p. 455
HW
p. 455
#1, 3-5.
Extra Credit
#6 & 7
Section 2 Enlightenment Ideas Spread
[Page references are to the former textbook; for Extra Credit, post the page references and the HW to the "wiki" page listed on the "Guidelines" form.
Vocabulary, p. 451
Lesson Plan Focus
The ideas of the Enlightenment encouraged people to challenge existing ideas and to seek reform. Some rulers adopted Enlightenment ideas to make their countries more efficient and productive. New styles of art and music included baroque and rococo. New ideas, however, brought little change to the peasants who constituted the majority of the population.
Bell Ringer: Answer questions:
Caption, p. 451
Caption, p. 453
Did you know (Question)? p. 455
HW
p. 455
#1, 3-5.
Extra Credit
#6 & 7