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
G. Mick Smith, PhD, Senior Educational Technology Executive: https://www.linkedin.com/in/gmicksmith/
Friday, February 09, 2007
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
Wednesday, January 31, 2007
WH, Sample Online Self-test, The Enlightenment and the American Revolution
Take the sample online Self-test with Vocabulary Practice:
The Enlightenment and the American Revolution (1700–1800)
http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=naa&wcsuffix=1741
The Enlightenment and the American Revolution (1700–1800)
http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=naa&wcsuffix=1741
Tuesday, January 30, 2007
WH, Agenda, 31 January 2007, Ch. 17 The Enlightenment and the American Revolution
WH, 31 January 2007
Agenda
Background reading:
Begin with Chapter 16 The Age of Absolutism (1550-1800), [page references are to the former textbook unless otherwise noted, p. 410-411; however, for Extra Credit, revise all page references in favor of the correct page references in the new textbook.]
Introduction
During the 1500s and 1600s, several European monarchs became absolute rulers. In England, Parliament gained control. After the Thirty Years' War, Prussia emerged as a strong Protestant state. In Austria, the Hapsburgs expanded their territory. Peter the Great gained land and brought reforms to Russia but worsened the condition of the serfs.
Background: About the Pictures
Section 2 France Under Louis XIV
Bell Ringer
I draw your attention to the quotation from Louis XIV ('L'etat, c'est moi.) on p. 417. For Extra Credit, what kind of government do you think France had at this time? How do you feel the French people felt about such a government?
Lesson Plan Focus
Violent warfare between Catholics and Protestants divided France for a time. Cardinals Richelieu and Mazarin increased royal power at the expense of nobles and Huguenots, or French Protestants. Under the absolutist rule of Louis XIV, France became the leading state of Europe. But costly wars and religious persecution undermined French power.
p. 419, You Are There. . .
Living at Versailles
Section 3 Triumph of Parliament in England, p. 421.
Lesson Plan Focus
The Stuart kings clashed with Parliament over money, foreign policy, and religion. A civil war erupted when Charles I tried to arrest the radical leaders in the House of Commons. Parliament's triumph led to the execution of the kin
g, the abolition of the monarchy, and the creation of a republic headed by Oliver Cromwell. After the monarchy was restored, the Glorious Revolution limited royal power and protected the rights of English citizens.
Synthesizing Information
The Struggle Between King and Parliament, p. 425.
The material for World History II actually begins here:
Enlightenment and Revolution (1707-1850)
Ch. 17 The Enlightenment and the American Revolution (1707-1800)
Summary
The Enlightenment, sometimes called the Age of Reason, sought to shine the "light" of reason on traditional ideas about government and society. Enlightenment thinkers promoted goals of material well-being, social justice, and worldly happiness. Their ideas about government and society stood in sharp contrast to the old principles of divine-right rule, a rigid social hierarchy, and the promise of a better life in heaven. Since the 1700s, Enlightenment ideas have spread, creating upheaval as they challenge established traditions around the world.
Section 1 Philosophy in the Age of Reason
Lesson Plan Focus
Enlightenment thinkers tried to apply the laws of nature to human society. Their political ideas included the concepts of natural rights, separation of power, checks and balances, and freedom of thought. Their economic ideas included the policies of laissez faire and a free market.
Define the Vocabulary words
p. 446
Answer the Captions p. 446, 450.
Homework (hereafter HW)
p. 450 1, 3-5.
Extra Credit
#6 & 7.
Agenda
Background reading:
Begin with Chapter 16 The Age of Absolutism (1550-1800), [page references are to the former textbook unless otherwise noted, p. 410-411; however, for Extra Credit, revise all page references in favor of the correct page references in the new textbook.]
Introduction
During the 1500s and 1600s, several European monarchs became absolute rulers. In England, Parliament gained control. After the Thirty Years' War, Prussia emerged as a strong Protestant state. In Austria, the Hapsburgs expanded their territory. Peter the Great gained land and brought reforms to Russia but worsened the condition of the serfs.
Background: About the Pictures
Section 2 France Under Louis XIV
Bell Ringer
I draw your attention to the quotation from Louis XIV ('L'etat, c'est moi.) on p. 417. For Extra Credit, what kind of government do you think France had at this time? How do you feel the French people felt about such a government?
Lesson Plan Focus
Violent warfare between Catholics and Protestants divided France for a time. Cardinals Richelieu and Mazarin increased royal power at the expense of nobles and Huguenots, or French Protestants. Under the absolutist rule of Louis XIV, France became the leading state of Europe. But costly wars and religious persecution undermined French power.
p. 419, You Are There. . .
Living at Versailles
Section 3 Triumph of Parliament in England, p. 421.
Lesson Plan Focus
The Stuart kings clashed with Parliament over money, foreign policy, and religion. A civil war erupted when Charles I tried to arrest the radical leaders in the House of Commons. Parliament's triumph led to the execution of the kin
g, the abolition of the monarchy, and the creation of a republic headed by Oliver Cromwell. After the monarchy was restored, the Glorious Revolution limited royal power and protected the rights of English citizens.
Synthesizing Information
The Struggle Between King and Parliament, p. 425.
The material for World History II actually begins here:
Enlightenment and Revolution (1707-1850)
Ch. 17 The Enlightenment and the American Revolution (1707-1800)
Summary
The Enlightenment, sometimes called the Age of Reason, sought to shine the "light" of reason on traditional ideas about government and society. Enlightenment thinkers promoted goals of material well-being, social justice, and worldly happiness. Their ideas about government and society stood in sharp contrast to the old principles of divine-right rule, a rigid social hierarchy, and the promise of a better life in heaven. Since the 1700s, Enlightenment ideas have spread, creating upheaval as they challenge established traditions around the world.
Section 1 Philosophy in the Age of Reason
Lesson Plan Focus
Enlightenment thinkers tried to apply the laws of nature to human society. Their political ideas included the concepts of natural rights, separation of power, checks and balances, and freedom of thought. Their economic ideas included the policies of laissez faire and a free market.
Define the Vocabulary words
p. 446
Answer the Captions p. 446, 450.
Homework (hereafter HW)
p. 450 1, 3-5.
Extra Credit
#6 & 7.
Monday, January 29, 2007
WH, Course Guidelines and Information
Welcome! 30 January 2007
COURSE GUIDELINES AND INFORMATION
Dr. G. Mick Smith, gmicksmith@gmail.com, Cardinal Dougherty High School, World History II
Lesson Plans, Homework, course information can always be found on my blogsite:
http://gmicksmithsocialstudies.blogspot.com/
Register for supplemental textbook material:
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Class/Group and Student Information
Be sure to enter the correct class access code:
Period 2 Track 3, Class/Group name, World History II: (Enter class access code:
C313F3D2A010E2FF0239)
Period 4 Track 2, Class/Group name, World History II: (Enter class access code:
B56DDFA0E860BBC32390)
When you enroll or register, type the access code exactly as shown above.
Use all uppercase letters.
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First time users:
To register in SuccessNet:
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2. Click Register
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4. Follow the instructions to register, and write your user name on the blank line above exactly as you typed it.
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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 and sign below.
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
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.
Absence on Test or Quiz Day
If you are absent for a test/quiz it is your responsibility to make arrangements with me to take it. This is scheduled the day after you return to school. Points will be deducted each day you fail to do make up work.
Signing this form acknowledges receipt of the information. I ask that this form is signed and returned by the following school day. Please feel free to contact me for any questions or concerns regarding your child. I will return the email (quick response) or call ASAP.
Thank you for your assistance in making the class a positive learning experience.
Parent/Guardian (Please print name): ______________________________________________________
Signature of Parent/Guardian
______________________________________________________
Date: ____________________
Student: (Please print) ____________________________________________________________
Date: ____________________
COURSE GUIDELINES AND INFORMATION
Dr. G. Mick Smith, gmicksmith@gmail.com, Cardinal Dougherty High School, World History II
Lesson Plans, Homework, course information can always be found on my blogsite:
http://gmicksmithsocialstudies.blogspot.com/
Register for supplemental textbook material:
http://www.pearsonsuccessnet.com/authoring/login/login.jsp
Class/Group and Student Information
Be sure to enter the correct class access code:
Period 2 Track 3, Class/Group name, World History II: (Enter class access code:
C313F3D2A010E2FF0239)
Period 4 Track 2, Class/Group name, World History II: (Enter class access code:
B56DDFA0E860BBC32390)
When you enroll or register, type the access code exactly as shown above.
Use all uppercase letters.
Student Name:
User Name:
Registration/Enrollment Instructions
First time users:
To register in SuccessNet:
1. Go to www.pearsonsuccessnet.com
2. Click Register
3. On the first screen, type the class access code above in the access code field.
4. Follow the instructions to register, and write your user name on the blank line above exactly as you typed it.
5. At the end of registration process, the SuccessNet login page appears.
6. Log in by typing your user name and password.
Course information and additional content can always be heard on my Podcast:
http://www.gcast.com/u/gmicksmith/
Go to this site and enter your email address; you will be notified every time a new podcast is available.
Page for collaboration:
http://www.seedwiki.com/wiki/gmicksmith/gmicksmith.cfm
Grades can always be found on:
GradeConnect.com
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 and sign below.
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
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.
Absence on Test or Quiz Day
If you are absent for a test/quiz it is your responsibility to make arrangements with me to take it. This is scheduled the day after you return to school. Points will be deducted each day you fail to do make up work.
Signing this form acknowledges receipt of the information. I ask that this form is signed and returned by the following school day. Please feel free to contact me for any questions or concerns regarding your child. I will return the email (quick response) or call ASAP.
Thank you for your assistance in making the class a positive learning experience.
Parent/Guardian (Please print name): ______________________________________________________
Signature of Parent/Guardian
______________________________________________________
Date: ____________________
Student: (Please print) ____________________________________________________________
Date: ____________________
Thursday, January 25, 2007
WH, Questions on Final?
Are the vocab words from the 4 chapters going to be on there? and is their any advice u can give to help please !
You should know the vocabulary and important persons for the matching portion. Otherwise, the chapters on the Enlightenment, WW I, and the four new sections are key.
You should know the vocabulary and important persons for the matching portion. Otherwise, the chapters on the Enlightenment, WW I, and the four new sections are key.
I am monitoring the blog site to answer any questions: gmicksmith@muchomail.com.
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YouTube - Ronald Reagan- "Tear Down This Wall"
YouTube has a clip of Reagan at the Berlin Wall marking the end of the Cold War.
Monday, January 22, 2007
WH, Final Assessment materials and study assistance
Course information and additional content can always be heard on my Podcast:
http://www.gcast.com/u/gmicksmith/
http://www.gcast.com/u/gmicksmith/
Wednesday, January 17, 2007
WH, Final Assessment Prep material, NB: this is a comprehensive test
Ch. 28 Sec. 2 From Lenin to Stalin
Lesson Plan Focus
Lenin directed the establishment of the Soviet Union under the supreme authority of the Communist Party. In economics he mixed capitalism with socialism. After Lenin's death, Joseph Stalin gained power through ruthless measures. His economic goals were industrialization and collectivization. By launching the Great Purge and other acts of terror, Stalin gained absolute power.
Ch. 30 Sec. 4 Hitler and the Rise of Nazi Germany
Lesson Plan Focus
Germany's Weimar Republic, hindered by coalition governments, opposition from both the left and right, and economic crisis, failed to achieve its goal as a functioning democracy. Many Germans blamed it for the Versailles treaty. Under Adolf Hitler, the new Nazi government used terror, repression, and one-party rule to establish a totalitarian state. Poverty, ethnic conflicts, and lack of democratic traditions helped fascism gain inroads in Eastern Europe as well.
Ch. 31 Sec. 3 The Holocaust
Lesson Plan Focus
The Axis powers treated the people they conquered as inferiors. In many cases, this meant torture, forced labor, or death. Both the Axis and Allied nations committed all their resources to the war effort. Allied victories in North Africa, Italy, and Russia, along with the successful invasion of France in 1944, were major turning points in the war.
Ch. 31 Sec. 5 From World War to Cold War
Lesson Plan Focus
The cost of World War II in both human and material losses was immense. With the old European powers exhausted, the United States and the Soviet Union emerged as dominant new superpowers. Their different goals in Europe helped bring about the cold War.
Lesson Plan Focus
Lenin directed the establishment of the Soviet Union under the supreme authority of the Communist Party. In economics he mixed capitalism with socialism. After Lenin's death, Joseph Stalin gained power through ruthless measures. His economic goals were industrialization and collectivization. By launching the Great Purge and other acts of terror, Stalin gained absolute power.
Ch. 30 Sec. 4 Hitler and the Rise of Nazi Germany
Lesson Plan Focus
Germany's Weimar Republic, hindered by coalition governments, opposition from both the left and right, and economic crisis, failed to achieve its goal as a functioning democracy. Many Germans blamed it for the Versailles treaty. Under Adolf Hitler, the new Nazi government used terror, repression, and one-party rule to establish a totalitarian state. Poverty, ethnic conflicts, and lack of democratic traditions helped fascism gain inroads in Eastern Europe as well.
Ch. 31 Sec. 3 The Holocaust
Lesson Plan Focus
The Axis powers treated the people they conquered as inferiors. In many cases, this meant torture, forced labor, or death. Both the Axis and Allied nations committed all their resources to the war effort. Allied victories in North Africa, Italy, and Russia, along with the successful invasion of France in 1944, were major turning points in the war.
Ch. 31 Sec. 5 From World War to Cold War
Lesson Plan Focus
The cost of World War II in both human and material losses was immense. With the old European powers exhausted, the United States and the Soviet Union emerged as dominant new superpowers. Their different goals in Europe helped bring about the cold War.
Tuesday, January 16, 2007
WH, Final Assessment material
For the final assessment, you will want to read and be prepared to answer multiple choice and essay questions in particular from:
Ch. 28 Sec. 2 From Lenin to Stalin;
Ch. 30 Sec. 4 Hitler and the Rise of Nazi Germany;
Ch. 31 Sec. 3 The Holocaust;
Ch. 31 Sec. 5 From World War to Cold War.
Ch. 28 Sec. 2 From Lenin to Stalin;
Ch. 30 Sec. 4 Hitler and the Rise of Nazi Germany;
Ch. 31 Sec. 3 The Holocaust;
Ch. 31 Sec. 5 From World War to Cold War.
Monday, January 15, 2007
AP Gov't, Social Security Forum
| "Educational Forum: panel discussion: Kurt Czarnowski, Regional Administrator and Regional Communications Director for the Social Security Administration in New England since 1991; Charles E. Rounds, Jr., Professor at Suffolk Law School since 1983, and publisher of various books and articles regarding Social Security; Michael Tanner, Director of Health and Welfare Studies for the CATO Institute. He launched the "Project on Social Security Choice", and has written numerous articles; and Deborah Banda, State Director of AARP | |
WH & AP Gov't, U.S. Navy video hit and "All Quiet On The Western Front."
U.S. Navy video a hit on YouTube
Blogger Victoria Revay writes:
"The U.S. Navy's latest propaganda video on YouTube was the third most watched video last week on the popular video site. It even beat out videos of Lonelygirl15, Britney and Donald Trump. But what is more surprising is the debate these series of videos have started. Since the U.S. government posted an anti-drug campaign video in September, debates about terrorism, the war in Iraq, the U.S. and Europe have been left in over 1,600 comments attached to the videos."
http://www.nowpublic.com/u_s_navy_video_a_hit_on_youtube
However, this video is not as prominent as she suggests since I had difficulty finding the original in a search on YouTube. In any case, I seek feedback on the question of comparing "All Quiet On The Western Front," and this more recent Navy video.
What is the view of the military that emerges in each visual presentation?
Blogger Victoria Revay writes:
"The U.S. Navy's latest propaganda video on YouTube was the third most watched video last week on the popular video site. It even beat out videos of Lonelygirl15, Britney and Donald Trump. But what is more surprising is the debate these series of videos have started. Since the U.S. government posted an anti-drug campaign video in September, debates about terrorism, the war in Iraq, the U.S. and Europe have been left in over 1,600 comments attached to the videos."
http://www.nowpublic.com/u_s_navy_video_a_hit_on_youtube
However, this video is not as prominent as she suggests since I had difficulty finding the original in a search on YouTube. In any case, I seek feedback on the question of comparing "All Quiet On The Western Front," and this more recent Navy video.
What is the view of the military that emerges in each visual presentation?
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