Upcoming Attraction on Monday

The Test will be on Monday, 17 September 2007.

Ch. 17, Sec. 3 The Enlightenment and the American Revolution

Terms:

George III-p. 558

Stamp Act-p. 560

George Washington-p. 560

Thomas Jefferson-p. 560

Popular sovereignty-p. 560

Yorktown, Virginia-p. 561

Treaty of Paris-p. 561

James Madison-p. 562

Benjamin Franklin-p. 562

Federal republic-p. 562

Map Skills, p. 558

Cities in the English colonies were busy centers of trade and important to Britain's economy.

Locate (a) Find on the map (b) Massachusetts (c) Boston

Region: Which colony had two separate pieces of land?

Analyze Information: What do almost all the colonial cities have in common based on the map? Why was this important?

p. 559 Checkpoint: In what ways were the colonies already developing independence from Britain?

p. 560 checkpoint: What Enlightenment ideas are reflected in the Declaration of Independence?

p. 561 Checkpoint: What advantages did the colonists have in battling Britain for their independence?

p. 562 Checkpoint: Explain the influence of Enlightenment ideas on the United States Constitution and Bill of Rights.

Biography p. 560: how did Washington hold the army together through difficult times? What did the Framers of the Constitution have in common? Why was Franklin admired in France?

p. 560 Primary Source: Drafting the Declaration Benjamin Franklin, John Adams, and Thomas Jefferson

Hero

Thinking Critically (two questions)

WH, Study Guide: "Marie Antoinette"

WH, Study Guide for "Marie Antoinette: The Tragic Queen," Due 17 September 2007

Define and/or identify the following items.

1. deficit

2. consumate

3. abdicate

4. manifesto

5. Versailles

6. bastille

7. liberte, egalite, fraternite

8. Charles I

9. guillotine

10. Necker, Jacques

11. Marat, Jean Paul

12. coup d'etat

13. placate

14. propaganda

15. tricolor

16. chemise

17. Dauphin

18. condescension

19. ostensible

20. muslin

21. extravagance

22. ingratiate

23. debauchery

24. cortege

25. veto

26. treason

27. tactful

28. farce

29. despotic

30. emasculate

31. oblivion

32. wretched

33. indulgence

34. reprieve

35. propitiate

36. dauntless

37. The Estates General and the Legislative Assembly

Agenda, Ch. 17 Sec. 2

Terms: p. 550
censorship-p.551
salons-p. 551
Baroque-p. 552
Rococo-p. 552
enlightened despot-p. 553
Frederick the Great-p. 553
Catherine the Great-p. 553
Joseph II-p. 553
Taking Notes p. 550
Reading Skills: Categorize on a sheet of paper, draw a concept web to help you record information from his section.
Focus Question: p. 550
As Enlightenment ideas spread across Europe, what cultural and political changes took place?
Satire by Swift p. 551
Why did writers hide their feelings about society?
p. 550 Checkpoint: What did those opposed to Enlightenment ideas do to stop the spread of information?
Checkpoint p. 552
How did the arts and literature change as Enlightnment ideas spread?
p. 553 Checkpoint: Why were the philosophes interested in sharing their beliefs with European rulers?
p. 555 Checkpoint: During this time, why did change occur slowly for most Europeans?
Thinking Critically p. 556
Draw Inference: how do you think composing an opera is different form composing a symphony?
Determine Relevance: Why did operas appeal to composers and musicians during the Enlightenment?
Map Skills p. 553
Although the center of the Enlightenment was in France, the ideas of reform spread to the rulers of Austria, Prussia, and Russia.
Locate: (a) Paris (b) Prussia (c) Austria
Location: Which enlightened despot ruled farthest from Paris?
Draw Conclusions: According to the map, approximately how much of Europe was affected by the Enlightenment?
p. 553 Note Taking Reading Skill: Summarize
Fill in a concept web like the one below with information about the enlightened despots and their contributions.

"Shift Happens," Globalization Video Report facts in this video for Extra Credit

This video summarizes some of the themes of the course.

WH Agenda, 7 September 2007

WH, Agenda, Background to WH II

Agenda

Background reading:

You may begin as background with Chapter 16 The Age of Absolutism (1550-1800), however, this will not be on any tests but I'm assuming your WH I class surveyed this chapter.

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:

This is the material where WH II actually begins; this is where we officially start.

Unit 4

Enlightenment and Revolution (1700-1850)

Ch. 17 The Enlightenment and the American Revolution (1700-1800)

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 Terms, etc.

Chapter 17

Terms:

Natural law-p. 545

social contract-p. 546

natural right-p. 546

philosophe-p. 547

laissez faire-p. 548

Thomas Hobbes-p. 546

John Locke-p. 546

Montesquieu-p. 547

Voltaire-p. 547

Diderot-p. 547

Rousseau-p. 547

Adam Smith-p. 548

pg.544 Reading Skills: draw a table like the one shown here. As you read the section, summarize each thinker's work and ideas.

pg. 544 Focus Question: What effects did Enlightenment philosophers have on government and society?

pg. 545 Check point: What convinced educated Europeans to accept the powers of reason?

pg. 546 Check point: How did Hobbes and Locke differ in their views on the role of government?

pg. 547 Check point: What topics were addressed by the philosophes in their Encyclopedia articles?

pg. 548 Check point: Why did Adam Smith support laissez faire?

Thinking Critically: 1. Draw Inferences-According to Locke, how should a land be governed? Why do you think this is the case?

2. Identify Central Issues: What does Locke say can happen if a government fails to protect the rights of its people?

pg. 547 Biography:

Voltaire

What did Voltaire attacked in his writings?

Montesquieu

What did Montesquieu think was necessary to protect liberty?

pg. 547 Heated Debate: Compare the Beliefs of Rousseau and Voltaire.

Homework (hereafter HW)
p. 450 1, 3-5.
EC, Writing About History

Course Guidelines and Information

Welcome!

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

Class/Group and Student Information

Be sure to enter the correct class access code provided:

Period 1:
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Period 2:
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Period 4:
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Be sure you are enrolled in the correct class: Period 1, Period 2, or Period 4.

When you enroll or register, type the access code exactly as shown above.
Use all uppercase letters.

You need to have a user name that I can identify so that I know who you are or you will not receive any credit for your work.

Your User name is something identifiable from your actual, student name.

Your password is something you make up to have access to your account.

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.

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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.

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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.

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Mock Trial

On behalf of the entire Harvard Mock Trial Association, I would like to invite you and your team to the Harvard Mock Trial High School Training Seminar. Held on the historic Harvard campus, this special event is designed to enhance the skills of mock trialers of all levels of experience through a two-day program of extensive presentations, one-on-one preparation sessions, and scrimmages, all led by members of the Harvard Mock Trial Team.



The Harvard Mock Trial Association is currently recognized as one of the most competitive mock trial programs in the country. This spring, the HMTA performed better than any school in college mock trial history. After months of training and competition, our A-team and B-team outranked over 500 teams in the country to win first and second place in their division at the National College Championship Tournament. The Harvard team currently has the most college mock trial "All-Americans" in the country, with five attorneys and eight witnesses winning this prestigious award at the national competition.



We continue to excel in competition despite the fact that every year, we bring new members onto our team, many of whom have no prior experience in mock trial. Every year, we watch as our new members consistently outperform and outrank even the most experienced competition. We know that this success is a result of the training techniques that we use to teach our new members, and last year we decided that it was time to start sharing some of our training methods, which is why we organized this seminar. By working directly with students, teaching them the very process that has allowed our witnesses and attorneys to excel in national competition, the members of Harvard Mock Trial are confident that they can teach absolutely anyone how to be better, teaching new skills and refining technique for even the most successful mock trialer. Many of the members of the Harvard Mock Trial Team competed at the national level in high school, and after joining our program have excelled at the national level in college. We believe our collective experience competing in countless rounds of mock trial can provide a wealth of benefits to even the most successful high school program. We were thrilled with the positive response our seminar got from all 100 participants last year, and this year we plan to make it even better.



Attached is a document with more information regarding our program, including dates, a sample weekend schedule, and costs. You can also find more information on our website, www.harvardmocktrial.org. Online registration is also available on our website.



Please don't hesitate to email us at seminars@harvardmocktrial.org with any questions you may have. From all of us on the team, we hope to see you at Harvard this December!



Sincerely,



Carolina Lescano




Co-Director, Harvard Mock Trial Training Seminars

seminars@harvardmocktrial.org

Cell: 203.253.1265

www.HarvardMockTrial.org




Harvard Mock Trial
www.harvardmocktrial.org


--
Harvard Mock Trial
www.harvardmocktrial.org

Declaration of Independence

World Population Growth History

Local Democracy Resources

Student Voices

Great Expectations: Citizen Voices on Philadelphia's Future

The War on Democracy, Film Trailer

Rich Media, Poor Democracy, Part 3

Rich Media, Poor Democracy, Part 2

Rich Media, Poor Democracy

Killing Joke, Democracy

Introduction to Democracy School

LEONARD COHEN

LEONARD COHEN

"Democracy"



It's coming through a hole in the air,
from those nights in Tiananmen Square.
It's coming from the feel
that this ain't exactly real,
or it's real, but it ain't exactly there.
From the wars against disorder,
from the sirens night and day,
from the fires of the homeless,
from the ashes of the gay:
Democracy is coming to the U.S.A.
It's coming through a crack in the wall;
on a visionary flood of alcohol;
from the staggering account
of the Sermon on the Mount
which I don't pretend to understand at all.
It's coming from the silence
on the dock of the bay,
from the brave, the bold, the battered
heart of Chevrolet:
Democracy is coming to the U.S.A.

It's coming from the sorrow in the street,
the holy places where the races meet;
from the homicidal bitchin'
that goes down in every kitchen
to determine who will serve and who will eat.
From the wells of disappointment
where the women kneel to pray
for the grace of God in the desert here
and the desert far away:
Democracy is coming to the U.S.A.

Sail on, sail on
O mighty Ship of State!
To the Shores of Need
Past the Reefs of Greed
Through the Squalls of Hate
Sail on, sail on, sail on, sail on.

It's coming to America first,
the cradle of the best and of the worst.
It's here they got the range
and the machinery for change
and it's here they got the spiritual thirst.
It's here the family's broken
and it's here the lonely say
that the heart has got to open
in a fundamental way:
Democracy is coming to the U.S.A.

It's coming from the women and the men.
O baby, we'll be making love again.
We'll be going down so deep
the river's going to weep,
and the mountain's going to shout Amen!
It's coming like the tidal flood
beneath the lunar sway,
imperial, mysterious,
in amorous array:
Democracy is coming to the U.S.A.

Sail on, sail on ...

I'm sentimental, if you know what I mean
I love the country but I can't stand the scene.
And I'm neither left or right
I'm just staying home tonight,
getting lost in that hopeless little screen.
But I'm stubborn as those garbage bags
that Time cannot decay,
I'm junk but I'm still holding up
this little wild bouquet:
Democracy is coming to the U.S.A.

Cold War Showdown, Bay of Pigs Mod, based on Sid Meire's Civilization IV game

WH, Tuesday, 5 June 2007 Assignment (while my daughter graduates)

Tuesday, 5 June 2007
Dr. Smith

HR B-4, 2nd/4th Periods, Room #267

Assignment:

Bell Ringer (in NB):
Chapter 29 Section 4 Victory in Europe and the Pacific
Terms, etc., p. 948
Note Taking, p. 948
Checkpoint (3 in section)
World War II in the Pacific, 1941-1945, p. 949
Nuclear Blast, p. 950

HW (on loose leaf)
p. 951 #2-4
EC, Writing About History
Post Bell Ringer material to class “wiki” site.
Handout, Section 4