Week 8

Learning goal:  Students will make a specific claim answering the compelling question that is supported by relevant evidence from 
    historical sources.

Monday December 2nd: Students will notate key ideas about the economic system of capitalism.

Schedule: 

  1.  Complete warm up:   "Paraphrase the Quote of the week in your own words."    (Quote of the week = "True love is selfless.  It is prepared to sacrifice." (Sadhu Vaswani) 

  2.  Industrialization and immigration review game

  3.  Use capitalism article to do the following:   (Note:  Only read through section on Adam Smith; stop before you get to section entitled "Modern Capitalism." 

            a.  Copy and paste the 4 paragraphs (see note above) into a Word document.

            b.  Number the 4 paragraphs

            c.  As you read through the article, highlight or underline statements which describe what capitalism is all about. (For example, paragraph 1 says that, "...business is privately owned..." 

            d.  use 1 or 2 post it notes to record your highlighted ideas using your own words.  Keep these post it notes stuck onto your handout.

                  Note:  Here are some statements that we came up with today for each class period.  Check your list on "d" with what is written here. 

                   1st period          3rd period              4th period             5th period

            e.  At the bottom of your capitalism handout, respond to this question "Why might many people during the Industrial Revolution have a problem with capitalism? 

Homework:   None

Tuesday December 3rd: Students will complete multiple interactions with a text on communism to better understand it.

Schedule: 

  1.  Complete warm up:  "What is positive and negative about competition between businesses?" 

  2.  Tape in the following documents to your composition book and add to Table of Contents as shown on this December 3rd chart.

  3.  Read text on communism and complete the activities listed on it.   Note:  I cannot post this text online due to copyright restrictions.  Please e-mail me to get a copy of it. 

Homework:   Complete letters "a" through "e" on industrialization and immigration study guide- due tomorrow.   Note:  Quiz on Friday December 6th!  

Wednesday December 4th: Students will analyze the concept of Manifest Destiny after reading about it. 

Schedule: 

  1.  Complete warm up:  "What are three words that would describe the Industrial Revolution?"   Why?" 

  2.  Tape in the following document to your composition book and add to Table of Contents as shown on this December 4th chart.

  3.   Observe territorial acquisitions map of United States.  Think of 2 observations and 1 question you have about it.  (no need to write down the observations/questions; just for pondering). 

  4.  Read Manifest Destiny text ( print out and read just the first paragraph of the text, not the whole thing!)  and respond to the following Manifest Destiny questions.

Homework:   Complete letters "f" through "j" on industrialization and immigration study guide- due tomorrow.   Note:  Quiz on Friday December 6th!  

Thursday December 5th: Students will interact with and summarize their notes after learning about imperialism.

Schedule: 

  1.  Complete warm up:  (1st and 3rd period only)-  "What is Manifest Destiny and why do you think people bought into the idea?"

  2.  4th and 5th period only-  No warm up.  Instead, please complete #'s 2 and 5 from the Manifest Destiny questions you were given yesterday.

  3.  Complete imperialism notes by using the following imperialism power point.  Note:  Please make sure to also complete interactions (as noted on the power point) on the left hand side of your notes.

  4.  Complete a 2-3 sentence summary of the notes at the bottom. 

  Homework:   Complete letters "k" through "m" on industrialization and immigration study guide- due tomorrow.   Note:  Quiz on Friday December 6th!  

Friday December 6th: Students will complete a narrative quiz on industrialization and immigration.

Schedule: 

  1.  No warm up today.  Make sure to turn in warm ups when you return!

  2.  Complete narrative quiz on industrialiazation and immigration- if you are gone, you will need to complete this when you return.

  3.  Complete 2-3 sentence summary of imperialism notes from yesterday. 

Homework:  Complete any missing assignments- due on Monday December 16th! 

Week 7

Learning goal:  Students will make a specific claim answering the compelling question that is supported by relevant evidence from 
    historical sources.

Monday Nov. 25th: Students will create an acrostic after learning about the formation of labor unions during the Industrial Revolution.

Schedule: 

  1.  No warm up

  2.  Please tape in the following documents and add to Table of Contents as shown on this November 25th chart.

  3.  Please number the next 10 pages of your composition book (pages 51-60) 

  4.  Please complete the tenement life reflection using the following photographs of tenement life.   Note:   Turn this in when done! 

  5.  Labor unions text- please read over, highlighting key ideas and phrases.  Complete listed activities.

Homework:  None

Tuesday November 26th: Students will create holiday placemats for other children.

Schedule: 

  1.  No warm up

  2.  Create holiday placemat

Homework:  None

Week 6

Learning goal:  Students will make a specific claim answering the compelling question that is supported by relevant evidence from 
    historical sources.

Monday Nov. 18th: Students will examine images and documents to determine the effects of the Industrial Revolution on Britain.

Schedule: 

  1.  Complete warm up:  "What are two specific events this year or blessings which you have received for which you are thankful for?"

  2.  Tape in the following documents to your composition book and add to Table of Contents as shown on this November 18th chart.

  3.    Use the images below to complete the DBQ of Industrial Revolution effects- documents 1 and 2- use good, strong sentences in your responses!

              Image #1- growth of railways in England and Wales (Note: Scroll down to Map 2.1 on the website)

              Image #2a- Manchester, England in 1820

              Image #2b- Manchester, England in 1852

Homework:  Complete dialectical journal assigment of Industrial Revolution impact.  Here is a dialectical journal handout to help you with your thoughts.  Use the text, "The 2nd Industrial Revolution and its effect on the United States" - due on Wednesday Nov. 20th!

Tuesday Nov. 19th: Students will examine documents to determine the effects of the Industrial Revolution on Britain.

Schedule: 

  1.  Complete warm up:  "What does the following line graph tell us?  Would the Industrial Revolution have anything to do with this?  Why or why not?  (Note: You will have to observe this line graph when you return to school.)

  2.  Tape in the following documents to your composition book and add to Table of Contents as shown on this November 19th chart.

  3.  Complete the DBQ of Industrial Revolution effects- documents 3 and 4- use good strong sentences in your responses! 

Homework:  Complete dialectical journal assigment of Industrial Revolution impact.  Here is a dialectical journal handout to help you with your thoughts.  Use the text, "The 2nd Industrial Revolution and its effect on the United States" - due tomorrow!

Wednesday November 20th: Students will evaluate (judge) the effects of the industrial Revolution on Britain to determine if it was helpful or not.

 Schedule: 

  1.  Complete warm up: "What is one observation and one inference you can make from the following child labor photograph?" 

  2.  Turn in your dialectical journal assigment of Industrial Revolution impact that is due today!

  3.  Complete evaluation of Industrial Revolution in Britain- Note:  We will complete this in class tomorrow.

Homework:   None

Thursday November 21st: Students will evaluate (judge) the effects of the industrial Revolution on Britain to determine if it was helpful or not.

 Schedule: 

  1.  No warm up

  2.  Please tape in the following document and add to Table of Contents as shown on this November 21st chart.

  3.  Complete evaluation of Industrial Revolution in Britain.  Turn this in along with the following:   

                 a.  DBQ of Industrial Revolution effects- documents 1 and 2-

                 b.  DBQ of Industrial Revolution effects- documents 3 and 4-

  4.  Use the following push and pull factor power point to complete these push and pull factor notes. 

Friday November 22nd: Students will observe and reflect upon photos of tenement life in the late 19th century.

 Schedule: 

  1.  No warm up

  2.  Complete a 2-3 sentence summary of push and pull factor notes from yesterday.

  3.  Key city life terms

  4.  Observe the following photographs of tenement life and use them to complete this tenement life reflection.

  5.  Turn in assignment from #4 above! 

Homework:   None

Week 5

Learning goal:  Students will make a specific claim answering the compelling question that is supported by relevant evidence from 
    historical sources.

Tuesday Nov. 12th: Students will complete notes on the beginnings of the Industrial Revolution in Britain.

Schedule: 

  1.  Complete warm up:  "How can the Quote of the week impact your life?" 

                (Find joy in everything you choose to do.  Every job, relationship, home...it's your responsibility to love it or change it."  (Chuck P) 

  2.  Use the reading, "When Everything changed: the Industrial Revolution" in order to complete the intro textual notes on Industrial Revolution.

             Note:  I cannot post the reading (in #3 above) online, but please e-mail me for a copy.  

Homework:   Complete any missing work for social studies- due on Friday Nov. 15th! 

Wednesday November 13th: Students will begin to chart major inventions of the Industrial Revolution.

Schedule: 

  1.  Complete warm up:  "What are some major inventions that have revolutionized the medical industry?" 

  2.  Use the text Key innovations of the Industrial Revolution to complete the chart of key Industrial Revolution inventions.  Note:  An example has been done for you on the chart.  

Homework:   Complete any missing work for social studies- due on Friday Nov. 15th!

Thursday November 14th: Students will complete a charting of major inventions of the Industrial Revolution.

Schedule: 

  1.  Complete warm up:  "What have been some key inventions that have changed the way we communicate in the world?"

  2.  Tape in the following document to your composition book and add to Table of Contents as shown on this Nov. 14th chart.

  3.  Complete chart of key Industrial Revolution inventions (if not finished yesterday).  We will discuss this in class today.   

Homework:   Complete any missing work for social studies- due tomorrow!

Friday November 15th: Students will create dialectical journal responses after reading a text on the 2nd Industrial Revolution in the United States.

Schedule: 

  1.  Complete warm up: "What are 2 specific observations you notice about the following Industrial Revolution diffusion map?  (Note:  You will have to view this map when you return in your absent work folder.) 

  2.  Turn in warm ups for this week.

  3.  All missing work is due today!   

  4.  Complete reading of the text, "The 2nd Industrial Revolution and its effect on the United States".  Please highlight small key phrases as you go through.  

  5.  Complete dialectical journal assigment of Industrial Revolution impact.  Here is a dialectical journal handout to help you with your thoughts.

Homework:   None

Week 4

Learning goal:  Students will make a specific claim answering the compelling question that is supported by relevant evidence from 
    historical sources.

Monday November 4th: Students will evalutate whether the French Revolution left France better or not. 

Schedule: 

  1.  Complete warm up: "What is your reaction to the Quote of the week?" 

                                          (Quote of the week = "The most truly generous persons are those who give silently without hope of praise or reward."- Carol Ryrie Brink) 

  2. Please tape in the following document to your composition book and add to Table of Contents as shown on this November 4th chart.

  3.  Quiz corrections- due today!

  4.  Complete narrative of ending events of the French Revolution.  

             Note:  When you are done, please check your answers with this answer key to the ending events of the French Revolution.

  5.  Complete final evaluation question of French Revolution- do this on a separate sheet of paper and turn in when done!

Homework: Complete Part A of French Revolution study guide- due tomorrow! 

Tuesday November 5th: Students will respond to questions as an intro to their next unit on industrialization and immigration.

Schedule: 

  1.  No warm up.  Instead, please complete final evaluation question of French Revolution- do this on a separate sheet of paper and turn in when done!

  2.  On a separate sheet of paper, please respond to the following 2 intro questions to industrialization and immigration.  Use complete sentences and hold onto the paper when done. 

Homework: Complete Part B of French Revolution study guide- due tomorrow!

Wednesday November 6th: Students will take intro notes from a text on the beginnings of the Industrial Revolution in Britain.

Schedule: 

  1.  Complete warm up:  "How have there been huge changes in the book and movie industry from say, 25 years ago?  

  2.  Roadmap for Industrial Revolution and immigration unit- passed out (Note:  You will need to get this when you return to class.) 

  3.  Use the reading, "When Everything changed: the Industrial Revolution" in order to complete the intro textual notes on Industrial Revolution.

             Note:  I cannot post the reading (in #3 above) online, but please e-mail me for a copy.  

Homework: Complete Part C of French Revolution study guide- due tomorrow! 

Thursday November 7th:  Students will complete a sample assessment on the French Revolution. 

Schedule: 

  1.  Complete warm up:  "What would be the greatest pro of the Industrial Revolution?  What would be the greatest con of this time?  Why? 

  2.  Please tape in the following document and add to your Table of Contents as shown on this November 7th chart. 

  3.  Complete sample assessment of French Revolution (not for a grade).  

           Note:  When you are done, please check your responses with this answer key of the French Revolution sample assessment.  

  4.  Use the reading, "When Everything changed: the Industrial Revolution" in order to complete the intro textual notes on Industrial Revolution.

             Note:  I cannot post the reading (in #4 above) online, but please e-mail me for a copy.  

Homework: Study composition book for 15-20 minutes for test tomorrow.   French Revolution study guide

Week 3

Learning goal:  Students will make a specific claim answering the compelling question that is supported by relevant evidence from 
    historical sources.

Monday October 28th: Students will begin to create ideas for a comic strip or dialogue illustrating a right that the French revolutionaries wanted.

Schedule: 

  1.  Complete warm up:  "What are specific ways that you can model your life for others?" (based off Quote of the week below)

                      Quote of the week = "Each person must live their life as a model for others." -  Rosa Parks

  2.  Complete  Declaration of Rights of Man analysis sheet (begun on Friday) to respond to a specific right in the document.  Note:  Use your Declaration of Rights document that you were given on Friday to assist you in doing this.

  3.  Begin the following Declaration of Rights homework assignment- due on Thursday

Homework:  a.  Complete Declaration of Rights homework assignment- due on Thursday

                   b.  Complete forms of government quiz corrections- due on Monday Nov. 4th! 

Tuesday October 29th: Students will analyze the internal and external threats to the French Revolution by means of a secondary source.  

      Note:  Substitute in class today while Mr. Kennedy was out.

Schedule: 

  1.  Complete warm up: "What would be a greater threat to a kingdom: an external (outside) threat or internal (inside) threat?  Why?"

  2.  Complete analysis questions of internal and external threats to French Revolution (Note:  I cannot post these online, but please e-mail me to get a copy of it.) 

Homework: 

a.  Complete Declaration of Rights homework assignment- due on Thursday

b.  Complete forms of government quiz corrections- due on Monday Nov. 4th! 

Wednesday October 30th: Students will analyze a timeline to understand the role of the Reign of Terror in the French Revolution.

Schedule: 

  1.  Complete warm up: "What are some events that might occur in a country which might strike terror in people?" 

  2.  Please tape in the following documents to your composition book and add to Table of Contents as shown on this October 30th chart.

  3.  Complete first side of Reign of Terror analysis questions (Note:  I cannot post this online, but please e-mail me for a copy.) 

Homework: 

 Complete Declaration of Rights homework assignment- due tomorrow

Thursday October 31st: Students will analyze a speech to understand the role of the Reign of Terror in the French Revolution.

Schedule: 

  1.  Complete warm up: "What are some rights that someone accused of a crime has today in the United States?  Name as many as you can."

  2.  Please tape in the following document to your composition book and add to Table of Contents as shown on this October 31st chart. 

  3.  Review over homework- turn in Declaration of Rights homework assignment when you return to school.

  4.  Complete second side of Reign of Terror analysis questions (Note:  I cannot post this online, but please e-mail me for a copy.) 

Homework:   Complete forms of government quiz corrections- due on Monday! 

Friday November 1st: Students will reflect in writing upon the lessons that can be learned from the Reign of Terror.

Schedule: 

  1.  No warm up today

  2.  Please turn in the warm ups for this week when you return!

  3.  Please tape in the following document and add to Table of Contents as shown on this November 1st chart.

  4.  Complete the double sided document of the French Revolution, (enttitled Document B and Document G) and turn in!

  5.  Reign of Terror notes- read over the notes and respond to the reflection after it. 

 Homework:   Complete forms of government quiz corrections- due on Monday!

Week 2

Learning goal:  Students will make a specific claim answering the compelling question that is supported by relevant evidence from 
    historical sources.

Monday October 21st: Students will observe images of the French Revolution, responding to them, as an introduction to the new unit.

Schedule: 

  1.  Complete warm up:  "Why is it important to use time wisely in life?"  (based off Quote of the week below)

                       "Time is the most valuable coin in your life.  You and you alone will determine how that coin will be spent." (Carl Sandburg) 

  2.  French Revolution unit intro.    Please use this handout to do the following: 

          a.  Respond to Part I intro question on it.

          b.  Respond to the following questions of Part II (in 1 complete sentence) after viewing the images of Part II on this French Revolution images power point.  Note:  Each image on the sheet will have the following particular questions to respond to. 

                    Image 1 = "How is the King portrayed in this painting?"

                    Image 2 = "Why would these men be gathered together taking an oath?"

                    Image 3=  "Why would these people be attacking a prison?"

                    Image 4 = "Why might these common people be involved in the Revolution?"

                   Image 5 = "When you see a guillotine, what ideas begin to form in your mind about the French Revolution?  Why?"

                   Image 6 =  "If Napoleon is being proclaimed emperor of France, is this a positive or negative event?  Why?"

           c.  Complete Part III, letter A only- provide an intial hypothesis, stating whether or not you think the French Revolution was successful and why. 

Homework:  Complete world current event- due Wednesday October 23rd!

Tuesday October 22nd:  Students will analyze a primary source and a secondary source of the French Revolution to understand its causes.

Schedule: 

  1.  Complete warm up:   "In order for a revolution to occur against a government, what are tangible and intangible items that are needed?"

  2.  Tape in the following assignment and add to Table of Contents as shown on this October 22nd chart.

  3.  Please use the following French Revolution primary source and French Revolution Estates chart to complete analysis questions about both of them. (Note:  I cannnot post the questions online, but please e-mail me for a copy of them.)

Homework:  Complete world current event- due tomorrow

Wednesday October 23rd:  Students will discuss the significance of their current event with a partner.

Schedule: 

  1.  Complete warm up:  "Why was the 3rd Estate so frustrated with the French government? "

  2.  Tape in the following document as shown on this October 23rd Table of Contents.

  3.  Current event due today- please turn in when you return!

Homework:  Study for 15 minutes to review for your forms of government quiz on Thursday! 

Thursday October 24th:  Students will complete an assessment on the forms of government to demonstrate their understanding.

Schedule: 

  1.  No warm up

  2.  Forms of government quiz- you will take this when you return to class. 

  3.  Timeline of French Revolution- for each year, please circle what you believe is the most important or impactful event. 

  4.  Please use this Intro French Revolution power point to complete these Intro French Revolution notes.

Homework:   None

Friday October 25th: Students will analyze a specific right that the French revolutionaries wanted.

Schedule: 

  1.  Complete warm up:   "Once a revolution begins, what are some possible issues that might arise which would cause it to go off track and fail?" 

  2.  Tape in the following document to your composition book and add to your Table of Contents as shown on this October 25th chart.

  3.  Complete the Intro French Revolution notes by using this Part 2 intro French Revolution power point

  4.  Use the following Declaration of Rights of Man analysis sheet to respond to a specific right in the document.   Note:  Please e-mail me for a copy of the Declaration of Rights.    

   Homework:   None

Week 1

Learning goal:  Students will make a specific claim answering the compelling question that is supported by relevant evidence from 
    historical sources.

Tuesday October 15th: Students will reflect upon 1st quarter successes and set academic goals for 2nd quarter.

Schedule: 

  1.  No warm up today.

  2.  Complete 2nd quarter goal setting handout (Note: This will be taped into your composition book on Wednesday.)  

Homework:   None

Wednesday October 16th: Students will begin to chart information concerning major world government systems.

Schedule: 

  1.  Complete warm up for today: "In my opinion, the best form of government would be one that___________ because... (Complete the statement.)

  2.  Tape in the following document to your composition book and add to Table of Contents as shown on this October 16th chart.   Then, number the next 10 pages (pp. 31-40) in your composition book.

  2.  Use the informational text on world governments to complete the following government chart for each form of government.   (Note:  Due to coypright reasons, I cannot post the informational text online; please e-mail me and I can provide you with a copy to work on at home.) 

Homework:  Complete world current event- due next Wednesday October 23rd!

Thursday October 17th: Students will chart information concerning major world government systems.

Schedule: 

  1.  Complete warm up for today:  "Does the U.S. today have a direct democracy form of government?  Why or why not?" 

  2.  Complete government chart from yesterday using the forms of government informational text. 

             Note:  Here is a sample completed government chart.

Homework:  Complete world current event- due Wednesday October 23rd!

Friday October 18th: Students will match up specific scenarios with the government systems they represent.

Schedule: 

  1.  Complete warm up for today:  "What is a higher level adjective to describe a representative democracy?  Why?" 

  2.  Tape in the following documents to your composition book and add to Table of Contents as shown on this October 18th chart.

  3.  Turn in warm ups for this week.

  4.  Study guide for government systems- Note:  Quiz next Thursday October 24th.

  5  Use the government scenarios text to match each scenario up with the proper government system (Note: I cannot post this online due to copyright restrictions; however, please e-mail me and I can send you a copy.)

Homework:  Complete world current event- due Wednesday October 23rd!