G. Mick Smith, PhD, Senior Educational Technology Executive: https://www.linkedin.com/in/gmicksmith/
Monday, March 13, 2006
Friday, March 10, 2006
Wednesday, March 08, 2006
WH, Ch. 23, Sec. 4 Nationalism Threatens Old Empires
Chapter 23 Section 4 Nationalism Threatens Old Empires
Guide for Reading, p. 595Caption, p. 596Map, p. 597
1. Lesson Plan Focus
Desires for national independence threatened to break up the Austrian and Ottoman Empires. To appease Hungarian demands, Emperor Francis Joseph agreed to the creation of the Dual Monarchy of Austria and Hungary. As nationalism weakened the Ottoman Empire, the Europeanpowers competed for influence in the Balkan peninsula.
2. In-class Instruct
In two groups, one Austrian, and one Ottoman, assign each group to outline the conditions that existed in each empire during the mid-1800s. Compare the results between the twoempires. Which of the two faced the greatest difficulty and why?
3. CloseStudents should look for news articles about Eastern Europe and the Balkans.
HWSection 4 Reviewp. 597#1-4Extra Credit, #5-6
Guide for Reading, p. 595Caption, p. 596Map, p. 597
1. Lesson Plan Focus
Desires for national independence threatened to break up the Austrian and Ottoman Empires. To appease Hungarian demands, Emperor Francis Joseph agreed to the creation of the Dual Monarchy of Austria and Hungary. As nationalism weakened the Ottoman Empire, the Europeanpowers competed for influence in the Balkan peninsula.
2. In-class Instruct
In two groups, one Austrian, and one Ottoman, assign each group to outline the conditions that existed in each empire during the mid-1800s. Compare the results between the twoempires. Which of the two faced the greatest difficulty and why?
3. CloseStudents should look for news articles about Eastern Europe and the Balkans.
HWSection 4 Reviewp. 597#1-4Extra Credit, #5-6
Tuesday, March 07, 2006
WH, Ch. 23, Sec. 3 Unifying Italy
World History, Ch. 23
Section 3 Unifying Italy
Vocabulary
Anarchist
Caption, p. 591
Parallels, p. 592
Caption, p. 593
Map, p. 594
1. Lesson Plan Focus
For centuries, Italy had been a collection of separate states ruled by foreign and local princes who competed with each other for power. In the 1800s, influential leaders such as Giuseppe Mazzini, Giuseppe Garibaldi, and Count Camillo Cavour helped to create a united Italy. However, Italy still faced regional differences, disputes between the Church and state, and opposition to a conservative government.
2. In-class Instruct
In small groups, each group should create a biographical profile of one of the following:
Mazzini
Victor Emmanuel II
Cavour
Garibaldi
Focus on how each of these contributed to Italy’s unification. Consider how the person rose to leadership, what the person’s ideals and goals were, what methods the person used, and the reasons for the person’s success or failure.
Each person in the group should assume responsibility for a different part of the profile. Each group can take a turn sharing their profile. As a game, one aspect of the Italian leaders can be profiled. Ask the other groups to identify the person being described.
3. Close
Play a game in which you describe some aspect of one or more of the Italian leaders who are profiled in this section. Ask the other students if they can identify the portrayed character.
HW
Section 3 Review
#1-5
Extra Credit #6-7
Section 3 Unifying Italy
Vocabulary
Anarchist
Caption, p. 591
Parallels, p. 592
Caption, p. 593
Map, p. 594
1. Lesson Plan Focus
For centuries, Italy had been a collection of separate states ruled by foreign and local princes who competed with each other for power. In the 1800s, influential leaders such as Giuseppe Mazzini, Giuseppe Garibaldi, and Count Camillo Cavour helped to create a united Italy. However, Italy still faced regional differences, disputes between the Church and state, and opposition to a conservative government.
2. In-class Instruct
In small groups, each group should create a biographical profile of one of the following:
Mazzini
Victor Emmanuel II
Cavour
Garibaldi
Focus on how each of these contributed to Italy’s unification. Consider how the person rose to leadership, what the person’s ideals and goals were, what methods the person used, and the reasons for the person’s success or failure.
Each person in the group should assume responsibility for a different part of the profile. Each group can take a turn sharing their profile. As a game, one aspect of the Italian leaders can be profiled. Ask the other groups to identify the person being described.
3. Close
Play a game in which you describe some aspect of one or more of the Italian leaders who are profiled in this section. Ask the other students if they can identify the portrayed character.
HW
Section 3 Review
#1-5
Extra Credit #6-7
WH, Ch. 23, Sec. 2 Strengthening Germany
World History, Chapter 23
Sec. 2 Strengthening Germany
Guide for Reading
(Questions)
p. 588
Read intro, p. 588
1. Lesson Plan Focus
The growth of German industry was based on ample resources and a highly skilled work force. To increase unity and devotion to the state, Bismarck applied the principles of Realpolitik toward socialists and Catholics. After asking Bismarck to resign, Kaiser William II limited democratic reform and increased the military power of Germany.
Caption, p. 588
Caption, p. 589
2. Instruct, in-class
In two groups, the class is to imagine that they are newspaper editors who have been assigned to write an editorial on events in Germany between 1871 and 1890. One group will write editorials that generally support and praise German policies. The second group will write editorials that criticize those policies and express fears about the future. Both groups should include an appraisal of Bismarck’s style of leadership. Each group can discuss and then debate their points with the other group.
HW
Section 2 Review, p. 590
#1-4
Extra Credit, #5-6
Sec. 2 Strengthening Germany
Guide for Reading
(Questions)
p. 588
Read intro, p. 588
1. Lesson Plan Focus
The growth of German industry was based on ample resources and a highly skilled work force. To increase unity and devotion to the state, Bismarck applied the principles of Realpolitik toward socialists and Catholics. After asking Bismarck to resign, Kaiser William II limited democratic reform and increased the military power of Germany.
Caption, p. 588
Caption, p. 589
2. Instruct, in-class
In two groups, the class is to imagine that they are newspaper editors who have been assigned to write an editorial on events in Germany between 1871 and 1890. One group will write editorials that generally support and praise German policies. The second group will write editorials that criticize those policies and express fears about the future. Both groups should include an appraisal of Bismarck’s style of leadership. Each group can discuss and then debate their points with the other group.
HW
Section 2 Review, p. 590
#1-4
Extra Credit, #5-6
Monday, March 06, 2006
WH, Ch. 23 Nationalism Triumphs in Europe, Sec. 1 Building A German Nation
World History Chapter 23 Nationalism Triumphs in Europe (1800-1914)
Section 1 Building a German Nation
Read Chapter Outline p. 582.
Caption, p. 583
Caption, p. 585
Map, p. 586
Caption, p. 587
1. Lesson Plan Focus
During the early 1800s, the rise of German nationalism fueled desires for a strong united German state. As chancellor Prussia, Otto von Bismarck led the drive for German unity. Following his ideas of realpolitik and “blood and iron,” Bismarck used a minor dispute to create war between France and the German states. As a result of the Franco-Prussian War, France was defeated and a powerful German state, the Second Reich, was born.
2. In-class Instruct
Activity
The Big Picture
Writing a Speech
Select three influential leaders (listed below) of three different nationalities. For each leader, students will write a six-minute speech that summarizes the person’s goals and policies. Each speech should also attempt to justify and win support for the leader’s views. Students will then deliver the speeches.
Leaders:
Bismarck
Mazzini
Francis Joseph
3. Close
Outline and Question
Each group should outline the information on their assigned leader, then they can ask two questions of the other groups. The other group members must be able to answer the questions.
HW
Section 1 Review
#1-4
Extra Credit
#5-6
Section 1 Building a German Nation
Read Chapter Outline p. 582.
Caption, p. 583
Caption, p. 585
Map, p. 586
Caption, p. 587
1. Lesson Plan Focus
During the early 1800s, the rise of German nationalism fueled desires for a strong united German state. As chancellor Prussia, Otto von Bismarck led the drive for German unity. Following his ideas of realpolitik and “blood and iron,” Bismarck used a minor dispute to create war between France and the German states. As a result of the Franco-Prussian War, France was defeated and a powerful German state, the Second Reich, was born.
2. In-class Instruct
Activity
The Big Picture
Writing a Speech
Select three influential leaders (listed below) of three different nationalities. For each leader, students will write a six-minute speech that summarizes the person’s goals and policies. Each speech should also attempt to justify and win support for the leader’s views. Students will then deliver the speeches.
Leaders:
Bismarck
Mazzini
Francis Joseph
3. Close
Outline and Question
Each group should outline the information on their assigned leader, then they can ask two questions of the other groups. The other group members must be able to answer the questions.
HW
Section 1 Review
#1-4
Extra Credit
#5-6
WH, "A Doll's House"
World History, A Doll's House
World Literature
“A Doll’s House,” Henrik Ibsen
Focus
A Doll’s House follows the disintegration of Torvald and Nora Helmer’s marriage. During the course of the play, Torvald discovers that his wife once forged a signature on a promissory note. Although his wife took the loan because he was ill, Torvald cannot overlook her deception nor the public scrutiny he would suffer if her indiscretion was made public. His reluctance to forgive her because of how society will view him shocks Nora. When the man holding the promissory note destroys it, Torvald is willing to resume the marital relationship as it was before. Nora, however, has come to recognize the superficiality of her husband’s love and her own foolishness for existing only to satisfy the whims of others.
Instruct
Two students can read and thus dramatize the passage from the text. Before beginning, however, there are questions to consider:
How does Torvald Helmer treat his wife?
How does Nora use the term “doll?”
Why is Nora dissatisfied?
What does Nora plan to do?
After reading this passage, these four questions can be answered. Students should recognize that Torvald views his wife as a pet or object. He expects to control her and bend her to his will. Nora does not want to be his “doll,” but wants her husband to recognize her as an adult who does not need to be told how to think and feel. She plans to leave Torvald and pursue an education.
After reading, review the subsections “Middle-Class Values” and “Rights for Women” on pp. 567-569. Students should be able to identify at least three issues discussed on these pages that are also portrayed in A Doll’s House. A class discussion should ensue.
The discussion should center around Torvald’s desire for respectability and convention, Nora’s domination first by her father and then by her husband, and Nora’s rebellion against the rigidity of social expectations.
Students should write a paragraph explaining why they agree or disagree with the conventional marriage arrangements and clearly defined roles.
Thinking About Literature
#1-3
World Literature
“A Doll’s House,” Henrik Ibsen
Focus
A Doll’s House follows the disintegration of Torvald and Nora Helmer’s marriage. During the course of the play, Torvald discovers that his wife once forged a signature on a promissory note. Although his wife took the loan because he was ill, Torvald cannot overlook her deception nor the public scrutiny he would suffer if her indiscretion was made public. His reluctance to forgive her because of how society will view him shocks Nora. When the man holding the promissory note destroys it, Torvald is willing to resume the marital relationship as it was before. Nora, however, has come to recognize the superficiality of her husband’s love and her own foolishness for existing only to satisfy the whims of others.
Instruct
Two students can read and thus dramatize the passage from the text. Before beginning, however, there are questions to consider:
How does Torvald Helmer treat his wife?
How does Nora use the term “doll?”
Why is Nora dissatisfied?
What does Nora plan to do?
After reading this passage, these four questions can be answered. Students should recognize that Torvald views his wife as a pet or object. He expects to control her and bend her to his will. Nora does not want to be his “doll,” but wants her husband to recognize her as an adult who does not need to be told how to think and feel. She plans to leave Torvald and pursue an education.
After reading, review the subsections “Middle-Class Values” and “Rights for Women” on pp. 567-569. Students should be able to identify at least three issues discussed on these pages that are also portrayed in A Doll’s House. A class discussion should ensue.
The discussion should center around Torvald’s desire for respectability and convention, Nora’s domination first by her father and then by her husband, and Nora’s rebellion against the rigidity of social expectations.
Students should write a paragraph explaining why they agree or disagree with the conventional marriage arrangements and clearly defined roles.
Thinking About Literature
#1-3
Friday, March 03, 2006
WH, Ch. 22 Sec. 4 A New Culture
World History Ch. 22 Section 4 A New Culture
Ch. 22 Section 4 A New Culture
Guide for Reading Questions
Vocabulary
Romanticism
Realism
Impressionism
Caption, p. 573
Caption, p. 574
Caption, p. 575
Caption, p. 577
1. Lesson Plan Focus
In the 1800s, the arts were dominated by two very different movements. Reacting against the rationalism of the Enlightenment, the romantic movement embraced vibrant emotions, heroism, and glorification of the past. Realism, meanwhile, emerged as an attempt to show the harsh realities of the real world. In the visual arts, impressionists and post-impressionists presented their own views of the world.
2. In-class Instruct
Today’s group activities are for the purpose of creating a festival that celebrates the arts of the 1800s.
Each group will assume responsibility for one art genre.
Romantic literature, art, and/or music
Realistic literature or art
Women’s literature
Impressionism
Post-Impressionism
Each group should write a general introduction for the genre that they will present. Also, each item in their collection should be preceded with an oral introduction.
3. Close
Students should write responses:
Which of the artists, writers, and musicians presented in the festival affected me most? Why?
HW
Section 4 Review
#1-5
Extra Credit, #6-7
Ch. 22 Section 4 A New Culture
Guide for Reading Questions
Vocabulary
Romanticism
Realism
Impressionism
Caption, p. 573
Caption, p. 574
Caption, p. 575
Caption, p. 577
1. Lesson Plan Focus
In the 1800s, the arts were dominated by two very different movements. Reacting against the rationalism of the Enlightenment, the romantic movement embraced vibrant emotions, heroism, and glorification of the past. Realism, meanwhile, emerged as an attempt to show the harsh realities of the real world. In the visual arts, impressionists and post-impressionists presented their own views of the world.
2. In-class Instruct
Today’s group activities are for the purpose of creating a festival that celebrates the arts of the 1800s.
Each group will assume responsibility for one art genre.
Romantic literature, art, and/or music
Realistic literature or art
Women’s literature
Impressionism
Post-Impressionism
Each group should write a general introduction for the genre that they will present. Also, each item in their collection should be preceded with an oral introduction.
3. Close
Students should write responses:
Which of the artists, writers, and musicians presented in the festival affected me most? Why?
HW
Section 4 Review
#1-5
Extra Credit, #6-7
WH, Ch. 22 Sec. 3 Changing Attitudes and Values
World History, Ch. 22 Section 3 Changing Attitudes and Values
Ch. 22 Section 3 Changing Attitudes and Values
Guide for Reading Questions
Vocabulary
Women’s suffrage
Racism
Social gospel
1. Lesson Plan Focus
During the 1800s, wealthy industrialists and the old nobility comprised the upper class. The influential middle class consisted of professionals, shop owners, and office workers. Peasants and industrial workers made up the lower class. A strict code of behavior guided middle-class life. Women, meanwhile, struggled to gain political and economic rights. During this era, scientific advances challenged traditional beliefs.
Caption, p. 568
Graph, p. 571
2. In-class Instruct
Students are to imagine that they are reporters for a newspaper or magazine of the 1800s that is devoting a special issue to the changing attitudes and values in society. There will be four groups:
a) Write advice columns telling readers how to act, dress, and speak in middle-class society;
b) Write editorials defending or opposing women’s efforts at social reform;
c) Write articles about the many changes taking place in education;
d) Debate the issues between science and religion.
Each group may read their articles aloud to the class.
3. Close
Students should be able to discuss how the attitudes and values of the late 1800s have survived or changed in Western society.
HW
Section 3 Review, #1, 3-5, Extra Credit, #6-7.
Ch. 22 Section 3 Changing Attitudes and Values
Guide for Reading Questions
Vocabulary
Women’s suffrage
Racism
Social gospel
1. Lesson Plan Focus
During the 1800s, wealthy industrialists and the old nobility comprised the upper class. The influential middle class consisted of professionals, shop owners, and office workers. Peasants and industrial workers made up the lower class. A strict code of behavior guided middle-class life. Women, meanwhile, struggled to gain political and economic rights. During this era, scientific advances challenged traditional beliefs.
Caption, p. 568
Graph, p. 571
2. In-class Instruct
Students are to imagine that they are reporters for a newspaper or magazine of the 1800s that is devoting a special issue to the changing attitudes and values in society. There will be four groups:
a) Write advice columns telling readers how to act, dress, and speak in middle-class society;
b) Write editorials defending or opposing women’s efforts at social reform;
c) Write articles about the many changes taking place in education;
d) Debate the issues between science and religion.
Each group may read their articles aloud to the class.
3. Close
Students should be able to discuss how the attitudes and values of the late 1800s have survived or changed in Western society.
HW
Section 3 Review, #1, 3-5, Extra Credit, #6-7.
Thursday, March 02, 2006
WH
Check with Mr. Krause for your assignment during 4th period. Today's assignment was posted on the blackboard yesterday.
Wednesday, March 01, 2006
WH, Ch. 22 Sec. 2 The World of Cities
Chapter 22 Section 2 The World of Cities
World History, HW Review
p. 562
Ch. 22, Section 2 The World of Cities
Caption, p. 563
Graph, p. 564
Caption, p. 565
Caption, p. 566
1. Lesson Plan Focus
Advances in medicine raised life expectancy in the 1800s. The population of cities oared as people flocked to urban centers for jobs. New wealth enabled cities to provide improved living conditions and cultural opportunities. For the poor, however, life in urban slums remained harsh. Conditions for workers gradually improved as the efforts of labor unions and government leaders brought reforms.
2. In-class Assignment
Students are divided into groups. Outlining the information in Section 2, students are to imagine that they are tour guides in a city of the time. Their assignment is to plan a tour of a typical city of the late 1800s. Make the tour as realistic and interesting as possible. Note the place to visit and an accompanying script (text) telling them what to say about each place visited. The tour should visit both rich and poor areas.
3. Close
Write two paragraphs describing life in a European city of the late 1800s. One paragraph should be from the perspective of a middle-class/upper-class person, and the second paragraph from the perspective of a working-class person.
HW
Section 2 Review
#1-4
Extra Credit
#5-6
World History, HW Review
p. 562
Ch. 22, Section 2 The World of Cities
Caption, p. 563
Graph, p. 564
Caption, p. 565
Caption, p. 566
1. Lesson Plan Focus
Advances in medicine raised life expectancy in the 1800s. The population of cities oared as people flocked to urban centers for jobs. New wealth enabled cities to provide improved living conditions and cultural opportunities. For the poor, however, life in urban slums remained harsh. Conditions for workers gradually improved as the efforts of labor unions and government leaders brought reforms.
2. In-class Assignment
Students are divided into groups. Outlining the information in Section 2, students are to imagine that they are tour guides in a city of the time. Their assignment is to plan a tour of a typical city of the late 1800s. Make the tour as realistic and interesting as possible. Note the place to visit and an accompanying script (text) telling them what to say about each place visited. The tour should visit both rich and poor areas.
3. Close
Write two paragraphs describing life in a European city of the late 1800s. One paragraph should be from the perspective of a middle-class/upper-class person, and the second paragraph from the perspective of a working-class person.
HW
Section 2 Review
#1-4
Extra Credit
#5-6
Mock Trial 2006 Schedule
Mock Trial 2006 Schedule
As most of you know, the mock trial competitions have already taken place. We will, however, be competing with each other in front of the school sometime in May. The prospective date is May 23rd, which gives us about 13 weeks. Since we were not given adequate time to prepare for the competition in February, we want to make sure we are ready for May. A lot of hard work is necessary if we want this to be a success.
In order for us to prepare for our competition, we need to begin having regular meetings with all members in attendance, so that each side can prepare their case. If you can’t make a meeting, please make sure you tell someone. During the meetings we will most likely pair up with the person(s) that we will be questioning, or are being questioned by. Opening and closing statements should work together. We will then meet with our sides, defense and prosecution, respectively, and share our ideas, questions, theories, etc., then practice. Meetings will be held every Tuesday from now on, until we perform for the school. If you feel that extra practice is needed, feel free to meet with your partner(s) or ask to call another meeting.
Meeting Dates:
· Tuesday, March 7th
· Tuesday, March 14th
· Tuesday, March 21st
· Tuesday, March 28th
· Tuesday, April 4th
· Tuesday, April 11th
· Tuesday, April 18th
· Tuesday, April 25th
· Tuesday, May 2nd
· Tuesday, May 9th
· Tuesday, May 16th
As most of you know, the mock trial competitions have already taken place. We will, however, be competing with each other in front of the school sometime in May. The prospective date is May 23rd, which gives us about 13 weeks. Since we were not given adequate time to prepare for the competition in February, we want to make sure we are ready for May. A lot of hard work is necessary if we want this to be a success.
In order for us to prepare for our competition, we need to begin having regular meetings with all members in attendance, so that each side can prepare their case. If you can’t make a meeting, please make sure you tell someone. During the meetings we will most likely pair up with the person(s) that we will be questioning, or are being questioned by. Opening and closing statements should work together. We will then meet with our sides, defense and prosecution, respectively, and share our ideas, questions, theories, etc., then practice. Meetings will be held every Tuesday from now on, until we perform for the school. If you feel that extra practice is needed, feel free to meet with your partner(s) or ask to call another meeting.
Meeting Dates:
· Tuesday, March 7th
· Tuesday, March 14th
· Tuesday, March 21st
· Tuesday, March 28th
· Tuesday, April 4th
· Tuesday, April 11th
· Tuesday, April 18th
· Tuesday, April 25th
· Tuesday, May 2nd
· Tuesday, May 9th
· Tuesday, May 16th
Tuesday, February 28, 2006
AP Gov't
For Wednesday, the directed readings should be prepared from the Woll text. For Thursday, Read Chapter Two, The Constitution from the Wilson text and define the words on p. 49.
Monday, February 27, 2006
WH, Ch. 21 Sec. 3 Latin American Wars of Independence
World History, Ch. 21 Revolutions in Europe and Latin America, Section 3
Ch. 21 Revolutions in Europe and Latin America
(1790-1848)
Section 3 Latin American Wars of Independence
1. Lesson Plan Focus
Enlightenment ideas, revolutions in other lands, and dissatisfaction with European rule caused revolutions in Latin America. In Haiti, an army of former slaves ended French rule in a struggle that cost more lives than any other Latin American revolution. As a result of revolutions in Mexico, Central America, and South America, independent Latin American nations emerged.
Caption, p. 537
Caption, p. 538
Parallels Through Time, p. 540
Cause and Effect, p. 541
Map, p. 542
2. In-class Instruct
Students will work in groups to write a “how-to” manual for carrying out a successful revolution in Latin America. Each group’s manual should include the following information:
A profile of a successful leader;
Ways to gain followers;
The steps for carrying out a revolution;
Recommended actions for the post-revolutionary period;
The mistakes to avoid.
Students should write their manuals on their study of the revolutions that are
discussed in this section.
3. Close
A class discussion will examine how Latin American revolutions were both successful and unsuccessful.
HW Section 3 Review
#1-5
Extra Credit #6-7
Ch. 21 Revolutions in Europe and Latin America
(1790-1848)
Section 3 Latin American Wars of Independence
1. Lesson Plan Focus
Enlightenment ideas, revolutions in other lands, and dissatisfaction with European rule caused revolutions in Latin America. In Haiti, an army of former slaves ended French rule in a struggle that cost more lives than any other Latin American revolution. As a result of revolutions in Mexico, Central America, and South America, independent Latin American nations emerged.
Caption, p. 537
Caption, p. 538
Parallels Through Time, p. 540
Cause and Effect, p. 541
Map, p. 542
2. In-class Instruct
Students will work in groups to write a “how-to” manual for carrying out a successful revolution in Latin America. Each group’s manual should include the following information:
A profile of a successful leader;
Ways to gain followers;
The steps for carrying out a revolution;
Recommended actions for the post-revolutionary period;
The mistakes to avoid.
Students should write their manuals on their study of the revolutions that are
discussed in this section.
3. Close
A class discussion will examine how Latin American revolutions were both successful and unsuccessful.
HW Section 3 Review
#1-5
Extra Credit #6-7
Friday, February 24, 2006
WH, Ch. 21 Revolutions in Europe and Latin America, Sec. 1 An Age of Ideologies, Sec. 2 To The Barricades!
World History, Ch. 21 Revolutions in Europe and Latin America, Sections 1-2
Ch. 21 Revolutions in Europe and Latin America
(1790-1848)
Caption, p. 527
Section 1 An Age of Ideologies
Vocabulary
Ideology
Universal manhood suffrage
Autonomy
1. Lesson Plan Focus
After 1815, conservatives called for a return to the political and social structure that existed before 1789. Liberals embraced the ideas of the Enlightenment and wanted to limit the power of monarchs. Nationalists, by urging national independence, threatened the powerful empires of Europe. Conflicts emerged as conservative leaders opposed liberal and nationalist demands.
Caption, p. 528
Caption, p. 530
2. In-class Instruct
Divide the class into three groups: conservatism, liberalism, and nationalism. Assign each group to outline its political movement by listing its attitudes, goals, policies, and actions. Each group should have an expert to summarize the main points of the assigned viewpoint.
3. Close
Describe any characteristic of liberalism, conservatism, or nationalism. Then, ask volunteers to name the political philosophy that included that characteristic.
HW
Section 1 Review
#1-4, Extra Credit #5-6.
Section 2 To the Barricades!
Guide for Reading
Why did revolts break out in France in 1830 and 1848?
How did revolutions in France affect other parts of Europe?
Why did the revolts of 1830 and 1848 generally fail to achieve their goals?
1. Lesson Plan Focus
Charles X’s attempt to restore absolutism in France resulted in the July revolution of 1830. An economic slump, coupled with discontent over social and political issues, sparked revolution again in 1848. These French uprising inspired revolts in other parts of Europe. Many of the revolutions failed because they were put down by military force and because they did not have mass support.
Caption, p. 532
Map, p. 533
Caption, p. 535
2. In-class Instruct
Construct a chart that profiles the revolutions that occurred in Europe between 1800 and 1848. There should be six columns for each:
1. Country;
2. Date;
3. Goals;
4. Opponent;
5. Outcome;
6. Reasons for Success or Failure
Use the info from Sections 1 and 2 of this chapter to fill in the chart. Students should fill in the chart under the appropriate headings.
3. Close
The students should use the chart to write generalizations about this period in Europe.
HW
Section 2 Review
#1-5
Extra Credit
#6-7
Ch. 21 Revolutions in Europe and Latin America
(1790-1848)
Caption, p. 527
Section 1 An Age of Ideologies
Vocabulary
Ideology
Universal manhood suffrage
Autonomy
1. Lesson Plan Focus
After 1815, conservatives called for a return to the political and social structure that existed before 1789. Liberals embraced the ideas of the Enlightenment and wanted to limit the power of monarchs. Nationalists, by urging national independence, threatened the powerful empires of Europe. Conflicts emerged as conservative leaders opposed liberal and nationalist demands.
Caption, p. 528
Caption, p. 530
2. In-class Instruct
Divide the class into three groups: conservatism, liberalism, and nationalism. Assign each group to outline its political movement by listing its attitudes, goals, policies, and actions. Each group should have an expert to summarize the main points of the assigned viewpoint.
3. Close
Describe any characteristic of liberalism, conservatism, or nationalism. Then, ask volunteers to name the political philosophy that included that characteristic.
HW
Section 1 Review
#1-4, Extra Credit #5-6.
Section 2 To the Barricades!
Guide for Reading
Why did revolts break out in France in 1830 and 1848?
How did revolutions in France affect other parts of Europe?
Why did the revolts of 1830 and 1848 generally fail to achieve their goals?
1. Lesson Plan Focus
Charles X’s attempt to restore absolutism in France resulted in the July revolution of 1830. An economic slump, coupled with discontent over social and political issues, sparked revolution again in 1848. These French uprising inspired revolts in other parts of Europe. Many of the revolutions failed because they were put down by military force and because they did not have mass support.
Caption, p. 532
Map, p. 533
Caption, p. 535
2. In-class Instruct
Construct a chart that profiles the revolutions that occurred in Europe between 1800 and 1848. There should be six columns for each:
1. Country;
2. Date;
3. Goals;
4. Opponent;
5. Outcome;
6. Reasons for Success or Failure
Use the info from Sections 1 and 2 of this chapter to fill in the chart. Students should fill in the chart under the appropriate headings.
3. Close
The students should use the chart to write generalizations about this period in Europe.
HW
Section 2 Review
#1-5
Extra Credit
#6-7
Wednesday, February 22, 2006
AP Gov't Schedule, R-W
R, Hamilton - Tocqueville.
F, Speaker
M, 1st Test
T, Read Chapter 1 (Wilson), define key terms, p. 14.
W, McCulloch v. MD, etc.
F, Speaker
M, 1st Test
T, Read Chapter 1 (Wilson), define key terms, p. 14.
W, McCulloch v. MD, etc.
WH, Ch. 20 Sec. 4 New Ways of Thinking
World History, Ch. 20, Sec. 4, New Ways of Thinking
Ch. 20, Section 4, New Ways of Thinking
What economic ideas helped shape the industrial age?
What reforms did individual thinkers urge?
How was socialism linked to the Industrial Revolution?
Vocabulary, p. 530
Utilitarianism
Socialism
Communism
Proletariat
Read intro, p. 520
1. Lesson Plan Focus
The Industrial age gave rise to economic philosophies such as Utilitarianism, Socialism, and Communism. Individual thinkers offered a variety of opinions on what government should do to improve social and economic conditions. Socialists condemned the evils of industrial capitalism and urged radical changes in the way the economy operated.
2. In-class Instruct
Choose one of the following and write a position paper in which you explain that thinker’s point of view:
Adam Smith
Thomas Malthus
David Ricardo
Jeremy Bentham
John Stuart Mill
Robert Owen
Karl Marx
Students should use the text and library resources to set forth the philosophy of the person assigned. Be prepared to read your papers to the class and to answer any question that you or the other students might have.
3. Close
Illustrate the viewpoint of the chosen philosopher in a cartoon or a poster.
Caption, p. 521
Answer to Caption. . .
Political and Social Systems
Malthus believed in the unrestricted “laws of the free market.” He urged families to have fewer children. He also felt that war, disease, and famine would check population growth.
Caption, p. 523
Answer to Caption. . .
Global Interaction
Possible Answer: In London’s urban slums, Marx may have witnessed the poverty and hardships endured by the working class. In London’s better neighborhoods, he may have witnessed the wealth and luxuries of the bourgeoisie. The unequal conditions may have influenced his philosophy.
Activity
Cooperative Groups
Debating
In the United States today, people continue to debate the degree to which government should intervene to alleviate social and economic problems. The debate touches upon such specific issues as social security, welfare programs, environmental protection laws, affirmative action laws, school lunch programs, and the like.
One of these issues or one of your own choosing can be the focus for a debate on how much government should intervene to improve social and economic conditions. The class can be divided into two groups. One group will argue in favor of government intervention and the other group will argue against it. Time can be allotted to develop and organize arguments. Before the debate, the rules of debate will be covered.
Activity
Heterogeneous Groups
Writing a Letter
Imagine that you are an English textile worker who has just finished reading The Communist Manifesto. Write a letter to a co-worker in which you describe Marx’s ideas. In your letter, explain whether you agree or disagree with Marx’s theories.
Section 4 Review
1. a) Malthus, p. 520
b) “iron law of wages, p. 521
c) John Stuart Mill, p. 522
d) Utopians, p. 522
e) The Communist Manifesto, p. 522
3. a) Successful businesspeople of the middle and upper classes supported free market ideas; b) Since they were successful, they saw no need for government intervention in the economy.
4. Utopian socialist proposed the creation of self-sufficient communities in which all work was shared and all property was owned in common.
5. a) Marx believed that economics was the driving force in history and that history was a continuous struggle between the “haves” and the “have nots.” b) Marx underestimated the powerful influence of national loyalties on the working class. As the standard of living rose, class conflict lessened.
Extra Credit
6. Answers will vary. Student’s answers should reflect an understanding of the theory that they select.
7. Students’ work should reflect an ability to compare perspectives and to organize ideas in a concise format.
Ch. 20, Section 4, New Ways of Thinking
What economic ideas helped shape the industrial age?
What reforms did individual thinkers urge?
How was socialism linked to the Industrial Revolution?
Vocabulary, p. 530
Utilitarianism
Socialism
Communism
Proletariat
Read intro, p. 520
1. Lesson Plan Focus
The Industrial age gave rise to economic philosophies such as Utilitarianism, Socialism, and Communism. Individual thinkers offered a variety of opinions on what government should do to improve social and economic conditions. Socialists condemned the evils of industrial capitalism and urged radical changes in the way the economy operated.
2. In-class Instruct
Choose one of the following and write a position paper in which you explain that thinker’s point of view:
Adam Smith
Thomas Malthus
David Ricardo
Jeremy Bentham
John Stuart Mill
Robert Owen
Karl Marx
Students should use the text and library resources to set forth the philosophy of the person assigned. Be prepared to read your papers to the class and to answer any question that you or the other students might have.
3. Close
Illustrate the viewpoint of the chosen philosopher in a cartoon or a poster.
Caption, p. 521
Answer to Caption. . .
Political and Social Systems
Malthus believed in the unrestricted “laws of the free market.” He urged families to have fewer children. He also felt that war, disease, and famine would check population growth.
Caption, p. 523
Answer to Caption. . .
Global Interaction
Possible Answer: In London’s urban slums, Marx may have witnessed the poverty and hardships endured by the working class. In London’s better neighborhoods, he may have witnessed the wealth and luxuries of the bourgeoisie. The unequal conditions may have influenced his philosophy.
Activity
Cooperative Groups
Debating
In the United States today, people continue to debate the degree to which government should intervene to alleviate social and economic problems. The debate touches upon such specific issues as social security, welfare programs, environmental protection laws, affirmative action laws, school lunch programs, and the like.
One of these issues or one of your own choosing can be the focus for a debate on how much government should intervene to improve social and economic conditions. The class can be divided into two groups. One group will argue in favor of government intervention and the other group will argue against it. Time can be allotted to develop and organize arguments. Before the debate, the rules of debate will be covered.
Activity
Heterogeneous Groups
Writing a Letter
Imagine that you are an English textile worker who has just finished reading The Communist Manifesto. Write a letter to a co-worker in which you describe Marx’s ideas. In your letter, explain whether you agree or disagree with Marx’s theories.
Section 4 Review
1. a) Malthus, p. 520
b) “iron law of wages, p. 521
c) John Stuart Mill, p. 522
d) Utopians, p. 522
e) The Communist Manifesto, p. 522
3. a) Successful businesspeople of the middle and upper classes supported free market ideas; b) Since they were successful, they saw no need for government intervention in the economy.
4. Utopian socialist proposed the creation of self-sufficient communities in which all work was shared and all property was owned in common.
5. a) Marx believed that economics was the driving force in history and that history was a continuous struggle between the “haves” and the “have nots.” b) Marx underestimated the powerful influence of national loyalties on the working class. As the standard of living rose, class conflict lessened.
Extra Credit
6. Answers will vary. Student’s answers should reflect an understanding of the theory that they select.
7. Students’ work should reflect an ability to compare perspectives and to organize ideas in a concise format.
Tuesday, February 21, 2006
World History, Ch. 20 Sec. 3 Hardships of Early Industrial Life
World History, Ch. 20 The Industrial Revolution Begins,
Section 3 Hardships of Early Industrial Life
Vocabulary, p. 516
Urbanization
1. Lesson Plan Focus
Factory work meant long hours, backbreaking jobs, unsafe conditions, and low pay. Many women worked both at home and in the factories. Child labor was a common practice. In the cities, working class families endured filthy and overcrowded living conditions. At the same time, however, the Industrial Revolution gradually brought more jobs, higher pay, and other material benefits.
2. In-class Instruct
Students are to imagine that they are living during the early years of the Industrial Revolution. Each student (and a partner) should assume one of the following roles:
a miner
a factory worker
a child laborer
a working class mother
a factory owner
a government inspector
a Luddite
a middle-class woman
Students are to write a diary entry in the role of their assumed character. Record the events of a complete day and include specific details of the person’s life. In your diary, include not only their activities and observations, but also your feelings and emotions. These diary entries will be shared with the class.
3. Close
List three or four ways that life today would be different for the person whose role you assumed.
Caption, p. 517
Caption, p. 518
Parallels Through Time, p. 519
HW
Section 3 Review
#1, 3-5, Extra Credit 6-7.
Section 3 Hardships of Early Industrial Life
Vocabulary, p. 516
Urbanization
1. Lesson Plan Focus
Factory work meant long hours, backbreaking jobs, unsafe conditions, and low pay. Many women worked both at home and in the factories. Child labor was a common practice. In the cities, working class families endured filthy and overcrowded living conditions. At the same time, however, the Industrial Revolution gradually brought more jobs, higher pay, and other material benefits.
2. In-class Instruct
Students are to imagine that they are living during the early years of the Industrial Revolution. Each student (and a partner) should assume one of the following roles:
a miner
a factory worker
a child laborer
a working class mother
a factory owner
a government inspector
a Luddite
a middle-class woman
Students are to write a diary entry in the role of their assumed character. Record the events of a complete day and include specific details of the person’s life. In your diary, include not only their activities and observations, but also your feelings and emotions. These diary entries will be shared with the class.
3. Close
List three or four ways that life today would be different for the person whose role you assumed.
Caption, p. 517
Caption, p. 518
Parallels Through Time, p. 519
HW
Section 3 Review
#1, 3-5, Extra Credit 6-7.
Friday, February 17, 2006
World History, Ch. 20, Sec. 2 Britain Leads the Way
Ch. 20, Section 2 Britain Leads the Way
Vocabulary
Factory
Turnpike
Read intro, p. 510
1. Lesson Plan Focus
The Industrial Revolution began in Britain where there were favorable economic, political, and social conditions, a sufficient work force, and plentiful iron and coal. Iron was used to build the machines and coal was used to fuel them. As machinery took hold in the British textile industry, the factory system replaced the putting out system.
2. In-class Instruct
A museum exhibit is planned on the early years of the Industrial Revolution. The class is divided into groups and each group will detail a plan for part of the exhibit. Each group will be assigned one of the following topics:
Why the Industrial Revolution Began in Britain
The Importance of Iron and Coal
The Textile Industry
Changes in Transportation
Outside research can supplement the information in the text.
Students should list the objects, photographs, illustrations, diagrams, maps, and/or machines, etc., that they want to exhibit in their part of the exhibit.
Write a description of each item.
They should also create visual materials such as maps, graphs, charts, and posters for their exhibit.
3. Close
Consider how modern technology is used to facilitate transportation, communication, and education programs in museums of today.
Caption, p. 511 Art History
Answer to Caption. . .
Art and Literature
Possible Answer:
They seem proud of the forge’s power and their father’s work.
Caption, p. 512 Technology of the British Industrial Revolution
Answer to Caption. . .
Interpreting a Chart
All the inventions are complex machines that made human labor easier.
Background Historical Evidence
Britain’s Overseas Markets
The vast British Empire provided world-wide goods. In fact, during the 1700s, the overseas export market grew at a much faster rate than the domestic market. Between 1750 and 1770, for example, production for the export market increased by 80%, while production for the domestic market grew by only 7%. Although investing in new industries carried risks, the lucrative overseas trade made the gamble seem well worth taking.
Map, p. 514
Answers to. . .
Locations review together.
Possible answers: a) southern United States, India; b) British West Indies, Cape Colony.
Possible answer: Without this key source of cotton, development of the cotton industry might have been slowed. Britain would have had to seek other sources of raw cotton or pay more to the Indians for theirs. Britain might have even had to find a different product on which to concentrate its industry.
Graph, p. 515
Answer to Caption. . .
Interpreting a Graph
In 1750, it took about 48 hours to travel between London and Birmingham. In 1830, it took only about 12 hours. The invention of the steam-powered locomotive made this increased speed possible.
Section 2 Review, p. 515
#1, 3-5, Extra Credit #6-7.
Vocabulary
Factory
Turnpike
Read intro, p. 510
1. Lesson Plan Focus
The Industrial Revolution began in Britain where there were favorable economic, political, and social conditions, a sufficient work force, and plentiful iron and coal. Iron was used to build the machines and coal was used to fuel them. As machinery took hold in the British textile industry, the factory system replaced the putting out system.
2. In-class Instruct
A museum exhibit is planned on the early years of the Industrial Revolution. The class is divided into groups and each group will detail a plan for part of the exhibit. Each group will be assigned one of the following topics:
Why the Industrial Revolution Began in Britain
The Importance of Iron and Coal
The Textile Industry
Changes in Transportation
Outside research can supplement the information in the text.
Students should list the objects, photographs, illustrations, diagrams, maps, and/or machines, etc., that they want to exhibit in their part of the exhibit.
Write a description of each item.
They should also create visual materials such as maps, graphs, charts, and posters for their exhibit.
3. Close
Consider how modern technology is used to facilitate transportation, communication, and education programs in museums of today.
Caption, p. 511 Art History
Answer to Caption. . .
Art and Literature
Possible Answer:
They seem proud of the forge’s power and their father’s work.
Caption, p. 512 Technology of the British Industrial Revolution
Answer to Caption. . .
Interpreting a Chart
All the inventions are complex machines that made human labor easier.
Background Historical Evidence
Britain’s Overseas Markets
The vast British Empire provided world-wide goods. In fact, during the 1700s, the overseas export market grew at a much faster rate than the domestic market. Between 1750 and 1770, for example, production for the export market increased by 80%, while production for the domestic market grew by only 7%. Although investing in new industries carried risks, the lucrative overseas trade made the gamble seem well worth taking.
Map, p. 514
Answers to. . .
Locations review together.
Possible answers: a) southern United States, India; b) British West Indies, Cape Colony.
Possible answer: Without this key source of cotton, development of the cotton industry might have been slowed. Britain would have had to seek other sources of raw cotton or pay more to the Indians for theirs. Britain might have even had to find a different product on which to concentrate its industry.
Graph, p. 515
Answer to Caption. . .
Interpreting a Graph
In 1750, it took about 48 hours to travel between London and Birmingham. In 1830, it took only about 12 hours. The invention of the steam-powered locomotive made this increased speed possible.
Section 2 Review, p. 515
#1, 3-5, Extra Credit #6-7.
Thursday, February 16, 2006
World History, Ch. 20 The Industrial Revolution Begins, Sec. 1 Dawn of the Industrial Age
World History, Ch. 20 The Industrial Revolution Begins, Section 1
p. 509 Improved Farm Machinery?
What or who is Jethro Tull?
http://www.j-tull.com/
Ch. 20 The Industrial Revolution Begins (1750-1850)
Chapter Outline
1 Dawn of the Industrial Age
2 Britain Leads the Way
3 Hardships of Early Industrial Life
4 New Ways of Thinking
Caption, p. 507
Section 1 Dawn of the Industrial Age
1. Lesson Plan Focus
Several factors triggered the Industrial Revolution. Improved farming methods and the enclosure movement created a revolution in agriculture. Due to increased food production and better living conditions, the population of Europe soared. The Industrial Revolution was driven by a growing labor force and by new sources of fuel and power.
Vocabulary p. 508 enclosure
Caption, p. 509
2. In-class Instruct
Three groups can be assigned one of the following topics:
1. A New Agricultural Revolution
2. The Population Explosion
3. An Energy Revolution
Each group should work together on their topic to learn about changes that took place and the effects that those changes had on European life. Each group should have one “expert” on each of these three topics.
3. Close
Students should consider the many changes that are occurring in the world today. Is the world experiencing an agricultural revolution, population explosion, or energy revolution? Is there a combination of all three?
HW
Section 1 Review #1-5
p. 509 Improved Farm Machinery?
What or who is Jethro Tull?
http://www.j-tull.com/
Ch. 20 The Industrial Revolution Begins (1750-1850)
Chapter Outline
1 Dawn of the Industrial Age
2 Britain Leads the Way
3 Hardships of Early Industrial Life
4 New Ways of Thinking
Caption, p. 507
Section 1 Dawn of the Industrial Age
1. Lesson Plan Focus
Several factors triggered the Industrial Revolution. Improved farming methods and the enclosure movement created a revolution in agriculture. Due to increased food production and better living conditions, the population of Europe soared. The Industrial Revolution was driven by a growing labor force and by new sources of fuel and power.
Vocabulary p. 508 enclosure
Caption, p. 509
2. In-class Instruct
Three groups can be assigned one of the following topics:
1. A New Agricultural Revolution
2. The Population Explosion
3. An Energy Revolution
Each group should work together on their topic to learn about changes that took place and the effects that those changes had on European life. Each group should have one “expert” on each of these three topics.
3. Close
Students should consider the many changes that are occurring in the world today. Is the world experiencing an agricultural revolution, population explosion, or energy revolution? Is there a combination of all three?
HW
Section 1 Review #1-5
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