The French Revolution 1c4y6z
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Mini-Lesson One: Causes of the French Agenda: Revolution 10/22 AIM: How did political, social, and economic factors in lead to a challenge to the absolute monarch? DO NOW: In your notebook, based on your knowledge of Global Studies, define revolution. Provide an example from history. Objectives: SWBAT determine the major causes of the French Revolution by examining a series of primary source documents
1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (6) 3. Introduce French Revolution unit.. (5) 4. Put students into scholar pairs and scholar teams. 5. Activity 1: Students analyze their assigned documents and complete their graphic organizer in their scholar pairs. (10) 6. Check for understanding. (3) 7. Activity 2: Students share their analysis in their scholar teams. (10) 8. CLOSURE (6)
Agenda:
1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (6) 3. Introduce French Revolution unit. Give students unit plan and review objectives and essential questions. (5) 4. Put students into scholar pairs and scholar teams. 5. Activity 1: Students analyze their assigned documents and complete their graphic organizer in their scholar pairs. (10) 6. Check for understanding. (3) 7. Activity 2: Students share their analysis in their scholar teams. (10) 8. CLOSURE (6)
What is a revolution? The usually violent attempt by many people to end the rule of one government and start a new one. AIM: How did political, social, and economic factors in lead to a challenge to the absolute monarch?
What is a revolution? Are there any
differences or similarities you see on this list of revolutions?
What is the
difference between a political revolution and a non-political revolution?
French Revolution Unit Review objectives and essential
questions.
CCLS: CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to
analysis of primary and secondary sources, attending to such features as the date and origin of the information. CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Scholar Pair Activity! Sit with your scholar teams. First, analyze your assigned documents in your scholar pair. Complete your graphic organizers using evidence from the documents. AIM: How did political, social, and economic factors in lead to a challenge to the absolute monarch?
Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (6) 3. Introduce French Revolution unit. Give students unit plan and review objectives and essential questions. (5) 4. Put students into scholar pairs and scholar teams. 5. Activity 1: Students analyze their assigned documents and complete their graphic organizer in their scholar pairs. (10) 6. Check for understanding. (3) 7. Activity 2: Students share their analysis in their scholar teams. (10) 8. CLOSURE (6)
THINK! In one word, write down the cause of the French Revolution that your assigned document describes.
AIM: How did political, social, and economic factors in lead to a challenge to the absolute monarch?
Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (6) 3. Introduce French Revolution unit. Give students unit plan and review objectives and essential questions. (5) 4. Put students into scholar pairs and scholar teams. 5. Activity 1: Students analyze their assigned documents and complete their graphic organizer in their scholar pairs. (10) 6. Check for understanding. (3) 7. Activity 2: Students share their analysis in their scholar teams. (10) 8. CLOSURE (6)
Activity 2: Scholar Team Share your analysis with your scholar team. AIM: How did political, social, and economic factors in lead to a challenge to the absolute monarch?
Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (6) 3. Introduce French Revolution unit. Give students unit plan and review objectives and essential questions. (5) 4. Put students into scholar pairs and scholar teams. 5. Activity 1: Students analyze their assigned documents and complete their graphic organizer in their scholar pairs. (10) 6. Check for understanding. (3) 7. Activity 2: Students share their analysis in their scholar teams. (10) 8. CLOSURE (6)
CLOSURE Based on the documents you analyzed, what do you think are some causes of the French Revolution? AIM: How did political, social, and economic factors in lead to a challenge to the absolute monarch?
HOMEWORK: Begin work on vocabulary.
Mini-Lesson One: Causes of the French Agenda: Revolution 10/23 1-AIM/DO NOW: Walk around the room AIM: How did political, social, and economic factors in lead to a challenge to the absolute monarch? DO NOW: Think about the definition of revolution you came up with yesterday, and the examples we discussed. In your notebook, answer: what usually causes Revolutions to occur? OBJECTIVES: SWBAT determine the major causes of the French Revolution by examining a series of primary source documents
and stamp student work that is complete. (3) 2. Discussion of DO NOW. (3) 3. Review what was completed yesterday. (3) 4. Give students their JIGSAW teams Students sit with their new teams. (3) 5. Activity 1: Students share out their findings from yesterday and complete the graphic organizer. (13) 6. Check for understanding. (3) 7. Activity 2: What are the causes?! (13) 8. CLOSURE (5)
CCLS: CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to
analysis of primary and secondary sources, attending to such features as the date and origin of the information. CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
AIM: How did political, social, and economic factors in lead to a challenge to the absolute monarch?
Review what was completed yesterday. (3)
Share your analysis with your scholar team.
AIM: How did political, social, and economic factors in lead to a challenge to the absolute monarch?
Jigsaw! Sit with your new teams. In your teams, share out your findings from yesterday and complete the graphic organizer.
AIM: How did political, social, and economic factors in lead to a challenge to the absolute monarch?
Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (3) 2. Discussion of DO NOW. (3) 3. Review what was completed yesterday. (3) 4. Give students their JIGSAW teams Students sit with their new teams. (3) 5. Activity 1: Students share out their findings from yesterday and complete the graphic organizer. (13) 6. Check for understanding. (3) 7. Activity 2: What are the causes?! (13) 8. CLOSURE (5)
Check for Understanding Which factor, political, social,
and economic, do you think was most responsible for causing the French Revolution, based on your discussion. Write down your answer and give to Ms. Reyes or Ms. Rust
AIM: How did political, social, and economic factors in lead to a challenge to the absolute monarch?
Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (3) 2. Discussion of DO NOW. (3) 3. Review what was completed yesterday. (3) 4. Give students their JIGSAW teams Students sit with their new teams. (3) 5. Activity 1: Students share out their findings from yesterday and complete the graphic organizer. (13) 6. Check for understanding. (3) 7. Activity 2: What are the causes?! (13) 8. CLOSURE (5)
Activity 2: What are the CAUSES?! Hunt for Evidence! Buried in the documents are the 5 major causes of the French Revolution. Follow these directions: In your teams, find evidence that s the cause you believe each document s. 2. You must find evidence in the document, find the enlarged document in the room, write on the document in one to two AIM: How did political, social, words what you think the cause is. and economic factors in 3. Try to also underline in the document lead to a challenge to the absolute monarch? where you find your evidence. 1.
CLOSURE Which of these causes do you
think was the most significant in causing the French Revolution? Why?
AIM: How did political, social, and economic factors in lead to a challenge to the absolute monarch?
Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (3) 2. Discussion of DO NOW. (3) 3. Review what was completed yesterday. (3) 4. Give students their JIGSAW teams Students sit with their new teams. (3) 5. Activity 1: Students share out their findings from yesterday and complete the graphic organizer. (13) 6. Check for understanding. (3) 7. Activity 2: What are the causes?! (13) 8. CLOSURE (5)
Day Three: Mini-Lesson 2: French Revolution Preliminary Stage 10/24 AIM: How did the 3rd Estate challenge the French monarchy? DO NOW: Based on your knowledge of Global Studies, write down 3 generalizations (broad statement about a group of people or things. It states something they have in common) about the social, economic Agenda: 1-AIM/DO NOW: Walk around the room and stamp and political structure of at student work that is complete. (4) the start of the French Revolution. 2. Discussion of DO NOW. (4)
TAKE A HIGHLIGHTER
3. Class work. (16) 4. Pair Work (8) 5. CLOSURE (5) 6. Objective (8)
AIM: How did the 3rd Estate challenge the French monarchy?
CLASSWORK: Read Like a detective!
Complete the reading on your worksheet. Answer the
questions that follow (CCLS RI.1-citing strong and thorough textual evidence to analysis). Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (4) 3. Class work. (16) 4. Pair Work (8) 5. CLOSURE (5) 6. Objective (8)
AIM: How did the 3rd Estate challenge the French monarchy?
Scholar Pair Work: In the Tennis Court Oath, several people made speeches. For each quote, identify which member of the 3rd Estate (Bourgeoisie, peasant, unskilled worker, or all) would have said it.
Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (4) 3. Class work. (16) 4. Pair Work (8) 5. CLOSURE (5) 6. Objective (8)
AIM: How did the 3rd Estate challenge the French monarchy?
Check for Understanding Summary: Write your own Tennis Court oath that
addresses the wants of all of the 3rd Estate Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (4) 3. Class work. (16) 4. Pair Work (8) 5. CLOSURE (5) 6. Objective (8)
Objective Activities: Choose One Write one Point of View journal entries for three of the perspectives listed below (so
in total, you will have three journal entries) written during the storming of the Bastille. In your entries, you must include all of the vocabulary words from the “Mini-Lesson 2” list. a noble a member of the clergy a member of the bourgeoisie a peasant an urban worker during the Reign of Terror.
Create a mini-poster that might have been used to or oppose one of the
following: the goals of the Jacobins; the elimination of the monarchy; the policies of the Robespierre; equal rights for women. Include at least two illustrations, and at least 5 reasons someone should or oppose your topic. Pretend that you are a reporter sent to cover raid of the Bastille. In a short newspaper article of describe the events. You can use details from your textbook, notes, or the Internet. You may also choose to write an article from the first-person perspective as if you were a witness of or participant in the events at the Bastille. AIM: How did the 3rd Estate challenge the French monarchy?
CLOSURE: WRITE YOUR OWN Tennis Court Oath.
AIM: How did the 3rd Estate challenge the French monarchy?
Detour Lesson: Review of French Revolution rdPreliminary Stage 10/25
Aim: How did the 3 Estate challenge the French monarchy? Do Now: Read the following lyrics andto the best of your ability – answer the questions that follow.
DO NOT WRITE
ON THE HANDOUT!
Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (5) 2. Discussion of DO NOW. (4) 3. Review what we know about the French Revolution(3) 4. Closure: Quiz (7)
CLASS WORK: What does this cartoon say about the Estates General in ? Predict what you think will happen next.
AIM: How did the 3rd Estate challenge the French monarchy?
Quiz!
Mini-Lesson 3: French Revolution and Agenda: Enlightenment 10/28/13 1-AIM/DO NOW: Walk around the Aim: How did begin to create a new government? Do Now: Read the following lyrics and- to the best of your ability – answer the questions that follow.
room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (4) 3. Video-French Revolution in a Nutshell (4-5) 4. Discuss Video (4) 5.Classwork:Declarati on of the Rights of Man and Citizen (20) 6.Closure: Review Questions (9)
At the End of the Day
Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (4) 3. Video-French Revolution in a Nutshell (4-5) 4. Discuss Video (4) 5.Classwork:Declarati on of the Rights of Man and Citizen (20) 6.Closure: Review Questions (9)
Video: Story of the French Revolution in a Nutshell
CLASSWORK: Complete the following Primary
and Secondary source readings. Answer the questions that follow (CCLS RI.1-citing strong and thorough textual evidence to analysis).
Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (4) 3. Video-French Revolution in a Nutshell (4-5) 4. Discuss Video (4) 5.Classwork:Declarati on of the Rights of Man and Citizen (20) 6.Closure: Review Questions (9)
1. How might have each of the three estates reacted to America’s
Declaration of Independence? 2. Explain two ways in which the National Assembly redefined (changed) the relationship between the people and the government. 3. Compare the Declaration of the Rights of Man and Citizen to America’s Declaration of Independence. 4. How do the ideas in the Declaration of the Rights of Man and Citizen reflect the ideas of the Enlightenment? 5. Which Enlightenment philosopher most likely inspired the ideas in these documents? 6. Explain whether or not you think the Declaration of the Rights of Man and Citizen will effectively solve ’s problems. Consider the reaction of the monarchy in your response.
Summary: Review Questions
OBJECTIVE THREE ACTIVITY: French Revolution and Enlightenment. 50 points.
Use the graphic organizer provided to analyze a series
of political cartoons depicting themes of the French Revolution.
Mini-Lesson 4: French Radical Days 10/29 Aim: How did the French react to the elimination of the absolute monarchy? Do Now: The Declaration of the Rights of Man has been called the "death certificate" of the old regime. Do you agree? Why or why not?
Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (5) 3. Class work: Qs. 1-4 (7) 4. Notes(5) 5.Class work: Qs. 5-7 (7) 6. Check for Understanding (2) 7. Class work: Qs. 8-10 (7) 8. Notes (5) 9. Discuss Objective Activity (1-2) 10. Summary (2-3)
CLASSWORK:
Complete the following Primary and Secondary source
readings. Answer the questions that follow(CCLS RI.1citing strong and thorough textual evidence to analysis). Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (5) 3. Class work: Qs. 1-4 (7) 4. Notes(5) 5.Class work: Qs. 5-7 (7) 6. Check for Understanding (2) 7. Class work: Qs. 8-10 (7) 8. Notes (5) 9. Discuss Objective Activity (12) 10. Summary (2-3) Aim: How did the French react to the elimination of the absolute monarchy?
Questions: 1.Explain what happened when Louis XVI and Marie Antoinette tried to escape ? 2.How did the actions taken by the National Assembly in 1791 reflect the ideas of the Enlightenment? 3.Describe each group the Legislative Assembly divided into. 4.Determine which group each class would : Aim: How did the French react to the elimination of the absolute monarchy?
Notes: Reaction to the New Constitution Royal family tries to flee
Captured and returned to Paris before crossing border. Legislative Assembly splits
into Radicals, Moderates, and Conservatives. Émigrés (nobles) flee Prussia and Austria threaten to defend the French Monarchy.
Aim: How did the French react to the elimination of the absolute monarchy?
Class Work 5. Why did the National
Convention replace the Legislative Assembly? 6. Why would the National Convention get rid of the monarchy completely? 7. Explain why might have Austria and Prussia declared war on .
Aim: How did the French react to the elimination of the absolute monarchy?
Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (5) 3. Class work: Qs. 1-4 (7) 4. Notes(5) 5.Class work: Qs. 5-7 (7) 6. Check for Understanding (2) 7. Class work: Qs. 8-10 (7) 8. Notes (5) 9. Discuss Objective Activity (1-2) 10. Summary (2-3)
Check for Understanding Thumbs up/Thumbs down
Class work: Robespierre 8.
Describe what life was like in during the “Reign of Terror.” 9. Evaluate (judge) whether the actions of the Committee of Public Safety reflected the ideas of the Enlightenment. 10. Why do you think the leaders of the revolution would turn on Robespierre and send him to the guillotine? Aim: How did the French react to the elimination of the absolute monarchy?
The Guillotine
Aim: How did the French react to the elimination of the absolute monarchy?
Royal Death Masks
Estates General
Agenda: 1-AIM/DO NOW: Meeting of 3 Estates to fix Walk around the room and stamp student work that is complete. (4) Limited Monarchy; but King vetoed all laws 2. Discussion of DO NOW. (5) 3. Class work: Qs. 1-4 (7) 4. Notes(5) 5.Class work: Qs. 5-7 (7) 6. Check for Radical; Led by Robespierre Understanding (2) 7. Class work: Qs. 810 (7) 8. Notes (5) 5 Men Ruled for 5 Years 9. Discuss Objective Activity (1-2) 10. Summary (2-3)
1789
National Assembly
Execution of the King
National Convention Directory
Napoleon
Dictator of
1799
OBJECTIVE FOUR ACTIVITIES: Option 1: Pretend that you are the host of a talk show (think
Oprah). Write a script interview in which you discuss with Robespierre his reign and his reasons for doing so. Option 2: Write a page giving your opinion on the French Revolution. Was it worth the bloodshed? Was it a good cause? Be sure that you have a topic/thesis sentence (“I believe that the French Revolution was ______________.”) and then prove it with specific events that occurred during the French Revolution. Option 3: French Revolution Story Board
Aim: How did the French react to the elimination of the absolute monarchy?
Summary: Explain whether or not the Reign of Terror was
necessary to protect the gains (successes) of the French Revolution.
Aim: How did the French react to the elimination of the absolute monarchy?
Mini-Lesson 5: French Revolution Age of Agenda: Napoleon 10/30 1-AIM/DO NOW: Walk Aim: How did Napoleon rise to power? Do Now: Based on what you know about the French Revolution and the Reign of Terror, defend or dispute (argue against) the saying “revolutions devour (Eat/Destroy) its own children.”
around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (3) 3. BRAINPOP (5) 4. Notes(5) 5. Scholar Pair Activity: Primary Sources About Napoleon (20) 6. Discuss Scholar Pair Activity (5) 7. Summary (2) 8. Objective 5 Activity Discussion (1)
Brain Pop: French Revolution Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (3) 3. BRAINPOP (5) 4. Notes(5) 5. Scholar Pair Activity: Primary Sources About Napoleon (20) 6. Discuss Scholar Pair Activity (5) 7. Summary (2) 8. Objective 5 Activity Discussion (1) Aim: How did Napoleon rise to power?
1. Moderate Stage 2. Radical Stage 3. Directory 4. Napoleonic Era
Aim: How did Napoleon rise to power?
Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (3) 3. BRAINPOP (5) 4. Notes(5) 5. Scholar Pair Activity: Primary Sources About Napoleon (20) 6. Discuss Scholar Pair Activity (5) 7. Summary (2) 8. Objective 5 Activity Discussion (1)
AFTER THE REIGN OF TERROR: The Directory Moderate government setup to restore order 5 or directors Inefficient Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) Could not tax 2. Discussion of DO NOW. (3) 3. BRAINPOP (5) 4. Notes(5) People 5. Scholar Pair Activity: Primary Sources About Napoleon (20) distrusted 6. Discuss Scholar Pair Activity (5) Aim: How did Napoleon rise to power?
7. Summary (2) 8. Objective 5 Activity Discussion (1)
Napoleon Bonaparte
Popular General Led army against Austria Record of military successes Organized a coup d’état - military overthrow of government People vote to give him absolute power Napoleon crowns himself Emperor and conquers Europe
Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (3) 3. BRAINPOP (5) 4. Notes(5) 5. Scholar Pair Activity: Primary Sources About Napoleon (20) 6. Discuss Scholar Pair Activity (5) 7. Summary (2) 8. Objective 5 Activity Discussion (1)
DON’T COPY! Napoleon Brings Order after the Revolution Napoleon has been ed not only
for his military victories, but also as a “Great Reformer,” bringing about improvements to and French society. Under Napoleon, had order and stability. Napoleon himself said: “I intend to keep the Revolution’s useful changes, but not to abandon the good institutions it mistakenly destroyed.” So, how did change under Napoleon? And did it change for the better? Aim: How did Napoleon rise to power?
Aim: How did Napoleon rise to power?
Scholar Pair Work: Read each document and take notes using your
graphic organizer (CCLS RI.1-citing strong and thorough textual evidence to analysis).
OBJECTIVE FIVE ACTIVITIES: (you must choose one) 50 points. Using your textbook, conduct research on
Napoleon. Write an eulogy, or a speech read at someone’s funeral commemorating their life, for Napoleon. Include his major achievements, reforms, and major failures. Decide whether he was a hero or a villain. Your eulogy must be at least 1 page long. Complete all activities on page 494-495, questions 15, 16, 17, 19, 22-32 in your textbook. All answers should be written in complete sentences and should provide evidence. Aim: How did Napoleon rise to power?
Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (3) 3. BRAINPOP (5) 4. Notes(5) 5. Scholar Pair Activity: Primary Sources About Napoleon (20) 6. Discuss Scholar Pair Activity (5) 7. Summary (2) 8. Objective 5 Activity Discussion (1)
Summary: 1.How did Napoleon rise to power? 2.Overall, should Napoleon be considered an “absolute” or an “enlightened” ruler? Explain.
Aim: How did Napoleon rise to power?
Mini-Lesson 5.5: Age of Napoleon and Congress of Vienna 11/1 Agenda: AIM: Did the
Congress of Vienna undo the successes of the French Revolution and Napoleon? DO NOW: Examine the image and answer the questions:
1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (4) 3. BRAINPOP and Qs. (8-9) 4. Class work and Discussion of same (20) 5. Notes (5) 6. Summary (3)
AIM: Did the Congress of Vienna undo the successes of the French Revolution and Napoleon?
BrainPop- the End of Napoleon Complete
graphic organizer as you watch the video
AIM: Did the Congress of Vienna undo the successes of the French Revolution and Napoleon?
CLASSWORK: Read pages 492-493 in your text and
complete the graphic organizer.
Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (4) 3. BRAINPOP and Qs. (8-9) 4. Class work and Discussion of same (20) 5. Notes (5) 6. Summary (3)
AIM: Did the Congress of Vienna undo the successes of the French Revolution and Napoleon?
Congress of Vienna Prince Klemens von Metternich Goal: go BACK to 1789 B = Balance of Power – prevent one nation from dominating Europe A = A new map to weaken C = Conferences to maintain peace K = Kings restored to power
Exit Slip 1) Did the Congress of Vienna undo the successes
of the French Revolution and Napoleon?
Mini-Lesson 6: Latin American RevolutionsAgenda: 11/4 AIM: To what extent
did the ideas of the Enlightenment lead to independence movements in Latin America? DO NOW: What does this image tell you about the relationship between Latin America and Europe? Write a caption for the cartoon and make a prediction based on your understanding of it.
1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (4) 3. Class work and Qs. (11) 4. Scholar Pair Work (18) 5. Summary (3)
CLASSWORK: Complete the following reading. Answer the questions
that follow(CCLS RI.1-citing strong and thorough textual evidence to analysis).
Scholar Pair Work: Political Revolutions Directions: Analyze the age of revolutions by comparing and
contrasting the political, economic, and social causes and effects of the three listed revolutions below.
OBJECTIVE SIX ACTIVITIES: Option One: Write a letter to a friend overseas that has never seen
the Encomienda system at work. Take the perspective of a peninsulare, meztizo, mulatto, or slave class worker and explain how your class operates and how the encomienda system came to exist in your Latin American nation. Option Two: Create an ment or piece of propaganda that
s one of the Latin American Revolutionary Leaders (Bolivar, Hidalgo, San Martin, and L’Ouverture). The advert needs to represent the ideals of the specific leader, be aesthetically appealing, and refer to the causes of their revolutionary movement.
Summary: To what extent did the ideas of the Enlightenment lead
to independence movements in Latin America?
Mini-Lesson 7: Latin American Revolutions 11/6 AIM: What factors caused revolutions in Latin America? DO NOW: What outside factor was the most influential in causing revolutions in the Latin American colonies (HINT: Enlightenment ideas, Napoleon invading Spain, the French Revolution, or the American revolution)?
Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (5) 2. Discussion of DO NOW. (4) 3. Review of Latin America. (3) 4. Latin American Revolutions Stations Activity (25) 5. Summary (3)
4
Imperialism in the Caribbean and South America, 1898–1917 Referred to as Banana Republics
3
Latin American Wars of Independence
What caused discontent in Latin America? Social Hierarchy Encomienda System How did Haitians, Mexicans, and people in Central America win
independence?
How did nations of South America
win independence?
LATIN AMERICAN REVOLUTIONS
Stations-Objective 7: In your groups you will be reading
about Latin American Revolutionary Leaders and completing the graphic organizer provided (CCLS RI.1-citing strong and thorough textual evidence to analysis). Please that this will be on your exam Friday.
Latin American Revolutions!
Summary What factors caused revolutions in Latin America?
http://www.manhasset.k12.ny.us/webpages/cservices/l
atin_america.cfm
Menu Day 11/7 AIM: What factors caused revolutions in Latin America? DO NOW: What do you need to accomplish today? Set 3 goals for yourself. Menu Day! You may work on the following: Objective Activities Vocabulary Study for your exam on FRIDAY!
Video: Latin American Revolutions In which John Green talks about the many revolutions
of Latin America in the 19th century. At the beginning of the 1800s, Latin America was firmly under the control of Spain and Portugal. The revolutionary zeal that had recently. 8:00-13
1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (6) 3. Introduce French Revolution unit.. (5) 4. Put students into scholar pairs and scholar teams. 5. Activity 1: Students analyze their assigned documents and complete their graphic organizer in their scholar pairs. (10) 6. Check for understanding. (3) 7. Activity 2: Students share their analysis in their scholar teams. (10) 8. CLOSURE (6)
Agenda:
1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (6) 3. Introduce French Revolution unit. Give students unit plan and review objectives and essential questions. (5) 4. Put students into scholar pairs and scholar teams. 5. Activity 1: Students analyze their assigned documents and complete their graphic organizer in their scholar pairs. (10) 6. Check for understanding. (3) 7. Activity 2: Students share their analysis in their scholar teams. (10) 8. CLOSURE (6)
What is a revolution? The usually violent attempt by many people to end the rule of one government and start a new one. AIM: How did political, social, and economic factors in lead to a challenge to the absolute monarch?
What is a revolution? Are there any
differences or similarities you see on this list of revolutions?
What is the
difference between a political revolution and a non-political revolution?
French Revolution Unit Review objectives and essential
questions.
CCLS: CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to
analysis of primary and secondary sources, attending to such features as the date and origin of the information. CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Scholar Pair Activity! Sit with your scholar teams. First, analyze your assigned documents in your scholar pair. Complete your graphic organizers using evidence from the documents. AIM: How did political, social, and economic factors in lead to a challenge to the absolute monarch?
Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (6) 3. Introduce French Revolution unit. Give students unit plan and review objectives and essential questions. (5) 4. Put students into scholar pairs and scholar teams. 5. Activity 1: Students analyze their assigned documents and complete their graphic organizer in their scholar pairs. (10) 6. Check for understanding. (3) 7. Activity 2: Students share their analysis in their scholar teams. (10) 8. CLOSURE (6)
THINK! In one word, write down the cause of the French Revolution that your assigned document describes.
AIM: How did political, social, and economic factors in lead to a challenge to the absolute monarch?
Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (6) 3. Introduce French Revolution unit. Give students unit plan and review objectives and essential questions. (5) 4. Put students into scholar pairs and scholar teams. 5. Activity 1: Students analyze their assigned documents and complete their graphic organizer in their scholar pairs. (10) 6. Check for understanding. (3) 7. Activity 2: Students share their analysis in their scholar teams. (10) 8. CLOSURE (6)
Activity 2: Scholar Team Share your analysis with your scholar team. AIM: How did political, social, and economic factors in lead to a challenge to the absolute monarch?
Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (6) 3. Introduce French Revolution unit. Give students unit plan and review objectives and essential questions. (5) 4. Put students into scholar pairs and scholar teams. 5. Activity 1: Students analyze their assigned documents and complete their graphic organizer in their scholar pairs. (10) 6. Check for understanding. (3) 7. Activity 2: Students share their analysis in their scholar teams. (10) 8. CLOSURE (6)
CLOSURE Based on the documents you analyzed, what do you think are some causes of the French Revolution? AIM: How did political, social, and economic factors in lead to a challenge to the absolute monarch?
HOMEWORK: Begin work on vocabulary.
Mini-Lesson One: Causes of the French Agenda: Revolution 10/23 1-AIM/DO NOW: Walk around the room AIM: How did political, social, and economic factors in lead to a challenge to the absolute monarch? DO NOW: Think about the definition of revolution you came up with yesterday, and the examples we discussed. In your notebook, answer: what usually causes Revolutions to occur? OBJECTIVES: SWBAT determine the major causes of the French Revolution by examining a series of primary source documents
and stamp student work that is complete. (3) 2. Discussion of DO NOW. (3) 3. Review what was completed yesterday. (3) 4. Give students their JIGSAW teams Students sit with their new teams. (3) 5. Activity 1: Students share out their findings from yesterday and complete the graphic organizer. (13) 6. Check for understanding. (3) 7. Activity 2: What are the causes?! (13) 8. CLOSURE (5)
CCLS: CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to
analysis of primary and secondary sources, attending to such features as the date and origin of the information. CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
AIM: How did political, social, and economic factors in lead to a challenge to the absolute monarch?
Review what was completed yesterday. (3)
Share your analysis with your scholar team.
AIM: How did political, social, and economic factors in lead to a challenge to the absolute monarch?
Jigsaw! Sit with your new teams. In your teams, share out your findings from yesterday and complete the graphic organizer.
AIM: How did political, social, and economic factors in lead to a challenge to the absolute monarch?
Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (3) 2. Discussion of DO NOW. (3) 3. Review what was completed yesterday. (3) 4. Give students their JIGSAW teams Students sit with their new teams. (3) 5. Activity 1: Students share out their findings from yesterday and complete the graphic organizer. (13) 6. Check for understanding. (3) 7. Activity 2: What are the causes?! (13) 8. CLOSURE (5)
Check for Understanding Which factor, political, social,
and economic, do you think was most responsible for causing the French Revolution, based on your discussion. Write down your answer and give to Ms. Reyes or Ms. Rust
AIM: How did political, social, and economic factors in lead to a challenge to the absolute monarch?
Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (3) 2. Discussion of DO NOW. (3) 3. Review what was completed yesterday. (3) 4. Give students their JIGSAW teams Students sit with their new teams. (3) 5. Activity 1: Students share out their findings from yesterday and complete the graphic organizer. (13) 6. Check for understanding. (3) 7. Activity 2: What are the causes?! (13) 8. CLOSURE (5)
Activity 2: What are the CAUSES?! Hunt for Evidence! Buried in the documents are the 5 major causes of the French Revolution. Follow these directions: In your teams, find evidence that s the cause you believe each document s. 2. You must find evidence in the document, find the enlarged document in the room, write on the document in one to two AIM: How did political, social, words what you think the cause is. and economic factors in 3. Try to also underline in the document lead to a challenge to the absolute monarch? where you find your evidence. 1.
CLOSURE Which of these causes do you
think was the most significant in causing the French Revolution? Why?
AIM: How did political, social, and economic factors in lead to a challenge to the absolute monarch?
Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (3) 2. Discussion of DO NOW. (3) 3. Review what was completed yesterday. (3) 4. Give students their JIGSAW teams Students sit with their new teams. (3) 5. Activity 1: Students share out their findings from yesterday and complete the graphic organizer. (13) 6. Check for understanding. (3) 7. Activity 2: What are the causes?! (13) 8. CLOSURE (5)
Day Three: Mini-Lesson 2: French Revolution Preliminary Stage 10/24 AIM: How did the 3rd Estate challenge the French monarchy? DO NOW: Based on your knowledge of Global Studies, write down 3 generalizations (broad statement about a group of people or things. It states something they have in common) about the social, economic Agenda: 1-AIM/DO NOW: Walk around the room and stamp and political structure of at student work that is complete. (4) the start of the French Revolution. 2. Discussion of DO NOW. (4)
TAKE A HIGHLIGHTER
3. Class work. (16) 4. Pair Work (8) 5. CLOSURE (5) 6. Objective (8)
AIM: How did the 3rd Estate challenge the French monarchy?
CLASSWORK: Read Like a detective!
Complete the reading on your worksheet. Answer the
questions that follow (CCLS RI.1-citing strong and thorough textual evidence to analysis). Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (4) 3. Class work. (16) 4. Pair Work (8) 5. CLOSURE (5) 6. Objective (8)
AIM: How did the 3rd Estate challenge the French monarchy?
Scholar Pair Work: In the Tennis Court Oath, several people made speeches. For each quote, identify which member of the 3rd Estate (Bourgeoisie, peasant, unskilled worker, or all) would have said it.
Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (4) 3. Class work. (16) 4. Pair Work (8) 5. CLOSURE (5) 6. Objective (8)
AIM: How did the 3rd Estate challenge the French monarchy?
Check for Understanding Summary: Write your own Tennis Court oath that
addresses the wants of all of the 3rd Estate Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (4) 3. Class work. (16) 4. Pair Work (8) 5. CLOSURE (5) 6. Objective (8)
Objective Activities: Choose One Write one Point of View journal entries for three of the perspectives listed below (so
in total, you will have three journal entries) written during the storming of the Bastille. In your entries, you must include all of the vocabulary words from the “Mini-Lesson 2” list. a noble a member of the clergy a member of the bourgeoisie a peasant an urban worker during the Reign of Terror.
Create a mini-poster that might have been used to or oppose one of the
following: the goals of the Jacobins; the elimination of the monarchy; the policies of the Robespierre; equal rights for women. Include at least two illustrations, and at least 5 reasons someone should or oppose your topic. Pretend that you are a reporter sent to cover raid of the Bastille. In a short newspaper article of describe the events. You can use details from your textbook, notes, or the Internet. You may also choose to write an article from the first-person perspective as if you were a witness of or participant in the events at the Bastille. AIM: How did the 3rd Estate challenge the French monarchy?
CLOSURE: WRITE YOUR OWN Tennis Court Oath.
AIM: How did the 3rd Estate challenge the French monarchy?
Detour Lesson: Review of French Revolution rdPreliminary Stage 10/25
Aim: How did the 3 Estate challenge the French monarchy? Do Now: Read the following lyrics andto the best of your ability – answer the questions that follow.
DO NOT WRITE
ON THE HANDOUT!
Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (5) 2. Discussion of DO NOW. (4) 3. Review what we know about the French Revolution(3) 4. Closure: Quiz (7)
CLASS WORK: What does this cartoon say about the Estates General in ? Predict what you think will happen next.
AIM: How did the 3rd Estate challenge the French monarchy?
Quiz!
Mini-Lesson 3: French Revolution and Agenda: Enlightenment 10/28/13 1-AIM/DO NOW: Walk around the Aim: How did begin to create a new government? Do Now: Read the following lyrics and- to the best of your ability – answer the questions that follow.
room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (4) 3. Video-French Revolution in a Nutshell (4-5) 4. Discuss Video (4) 5.Classwork:Declarati on of the Rights of Man and Citizen (20) 6.Closure: Review Questions (9)
At the End of the Day
Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (4) 3. Video-French Revolution in a Nutshell (4-5) 4. Discuss Video (4) 5.Classwork:Declarati on of the Rights of Man and Citizen (20) 6.Closure: Review Questions (9)
Video: Story of the French Revolution in a Nutshell
CLASSWORK: Complete the following Primary
and Secondary source readings. Answer the questions that follow (CCLS RI.1-citing strong and thorough textual evidence to analysis).
Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (4) 3. Video-French Revolution in a Nutshell (4-5) 4. Discuss Video (4) 5.Classwork:Declarati on of the Rights of Man and Citizen (20) 6.Closure: Review Questions (9)
1. How might have each of the three estates reacted to America’s
Declaration of Independence? 2. Explain two ways in which the National Assembly redefined (changed) the relationship between the people and the government. 3. Compare the Declaration of the Rights of Man and Citizen to America’s Declaration of Independence. 4. How do the ideas in the Declaration of the Rights of Man and Citizen reflect the ideas of the Enlightenment? 5. Which Enlightenment philosopher most likely inspired the ideas in these documents? 6. Explain whether or not you think the Declaration of the Rights of Man and Citizen will effectively solve ’s problems. Consider the reaction of the monarchy in your response.
Summary: Review Questions
OBJECTIVE THREE ACTIVITY: French Revolution and Enlightenment. 50 points.
Use the graphic organizer provided to analyze a series
of political cartoons depicting themes of the French Revolution.
Mini-Lesson 4: French Radical Days 10/29 Aim: How did the French react to the elimination of the absolute monarchy? Do Now: The Declaration of the Rights of Man has been called the "death certificate" of the old regime. Do you agree? Why or why not?
Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (5) 3. Class work: Qs. 1-4 (7) 4. Notes(5) 5.Class work: Qs. 5-7 (7) 6. Check for Understanding (2) 7. Class work: Qs. 8-10 (7) 8. Notes (5) 9. Discuss Objective Activity (1-2) 10. Summary (2-3)
CLASSWORK:
Complete the following Primary and Secondary source
readings. Answer the questions that follow(CCLS RI.1citing strong and thorough textual evidence to analysis). Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (5) 3. Class work: Qs. 1-4 (7) 4. Notes(5) 5.Class work: Qs. 5-7 (7) 6. Check for Understanding (2) 7. Class work: Qs. 8-10 (7) 8. Notes (5) 9. Discuss Objective Activity (12) 10. Summary (2-3) Aim: How did the French react to the elimination of the absolute monarchy?
Questions: 1.Explain what happened when Louis XVI and Marie Antoinette tried to escape ? 2.How did the actions taken by the National Assembly in 1791 reflect the ideas of the Enlightenment? 3.Describe each group the Legislative Assembly divided into. 4.Determine which group each class would : Aim: How did the French react to the elimination of the absolute monarchy?
Notes: Reaction to the New Constitution Royal family tries to flee
Captured and returned to Paris before crossing border. Legislative Assembly splits
into Radicals, Moderates, and Conservatives. Émigrés (nobles) flee Prussia and Austria threaten to defend the French Monarchy.
Aim: How did the French react to the elimination of the absolute monarchy?
Class Work 5. Why did the National
Convention replace the Legislative Assembly? 6. Why would the National Convention get rid of the monarchy completely? 7. Explain why might have Austria and Prussia declared war on .
Aim: How did the French react to the elimination of the absolute monarchy?
Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (5) 3. Class work: Qs. 1-4 (7) 4. Notes(5) 5.Class work: Qs. 5-7 (7) 6. Check for Understanding (2) 7. Class work: Qs. 8-10 (7) 8. Notes (5) 9. Discuss Objective Activity (1-2) 10. Summary (2-3)
Check for Understanding Thumbs up/Thumbs down
Class work: Robespierre 8.
Describe what life was like in during the “Reign of Terror.” 9. Evaluate (judge) whether the actions of the Committee of Public Safety reflected the ideas of the Enlightenment. 10. Why do you think the leaders of the revolution would turn on Robespierre and send him to the guillotine? Aim: How did the French react to the elimination of the absolute monarchy?
The Guillotine
Aim: How did the French react to the elimination of the absolute monarchy?
Royal Death Masks
Estates General
Agenda: 1-AIM/DO NOW: Meeting of 3 Estates to fix Walk around the room and stamp student work that is complete. (4) Limited Monarchy; but King vetoed all laws 2. Discussion of DO NOW. (5) 3. Class work: Qs. 1-4 (7) 4. Notes(5) 5.Class work: Qs. 5-7 (7) 6. Check for Radical; Led by Robespierre Understanding (2) 7. Class work: Qs. 810 (7) 8. Notes (5) 5 Men Ruled for 5 Years 9. Discuss Objective Activity (1-2) 10. Summary (2-3)
1789
National Assembly
Execution of the King
National Convention Directory
Napoleon
Dictator of
1799
OBJECTIVE FOUR ACTIVITIES: Option 1: Pretend that you are the host of a talk show (think
Oprah). Write a script interview in which you discuss with Robespierre his reign and his reasons for doing so. Option 2: Write a page giving your opinion on the French Revolution. Was it worth the bloodshed? Was it a good cause? Be sure that you have a topic/thesis sentence (“I believe that the French Revolution was ______________.”) and then prove it with specific events that occurred during the French Revolution. Option 3: French Revolution Story Board
Aim: How did the French react to the elimination of the absolute monarchy?
Summary: Explain whether or not the Reign of Terror was
necessary to protect the gains (successes) of the French Revolution.
Aim: How did the French react to the elimination of the absolute monarchy?
Mini-Lesson 5: French Revolution Age of Agenda: Napoleon 10/30 1-AIM/DO NOW: Walk Aim: How did Napoleon rise to power? Do Now: Based on what you know about the French Revolution and the Reign of Terror, defend or dispute (argue against) the saying “revolutions devour (Eat/Destroy) its own children.”
around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (3) 3. BRAINPOP (5) 4. Notes(5) 5. Scholar Pair Activity: Primary Sources About Napoleon (20) 6. Discuss Scholar Pair Activity (5) 7. Summary (2) 8. Objective 5 Activity Discussion (1)
Brain Pop: French Revolution Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (3) 3. BRAINPOP (5) 4. Notes(5) 5. Scholar Pair Activity: Primary Sources About Napoleon (20) 6. Discuss Scholar Pair Activity (5) 7. Summary (2) 8. Objective 5 Activity Discussion (1) Aim: How did Napoleon rise to power?
1. Moderate Stage 2. Radical Stage 3. Directory 4. Napoleonic Era
Aim: How did Napoleon rise to power?
Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (3) 3. BRAINPOP (5) 4. Notes(5) 5. Scholar Pair Activity: Primary Sources About Napoleon (20) 6. Discuss Scholar Pair Activity (5) 7. Summary (2) 8. Objective 5 Activity Discussion (1)
AFTER THE REIGN OF TERROR: The Directory Moderate government setup to restore order 5 or directors Inefficient Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) Could not tax 2. Discussion of DO NOW. (3) 3. BRAINPOP (5) 4. Notes(5) People 5. Scholar Pair Activity: Primary Sources About Napoleon (20) distrusted 6. Discuss Scholar Pair Activity (5) Aim: How did Napoleon rise to power?
7. Summary (2) 8. Objective 5 Activity Discussion (1)
Napoleon Bonaparte
Popular General Led army against Austria Record of military successes Organized a coup d’état - military overthrow of government People vote to give him absolute power Napoleon crowns himself Emperor and conquers Europe
Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (3) 3. BRAINPOP (5) 4. Notes(5) 5. Scholar Pair Activity: Primary Sources About Napoleon (20) 6. Discuss Scholar Pair Activity (5) 7. Summary (2) 8. Objective 5 Activity Discussion (1)
DON’T COPY! Napoleon Brings Order after the Revolution Napoleon has been ed not only
for his military victories, but also as a “Great Reformer,” bringing about improvements to and French society. Under Napoleon, had order and stability. Napoleon himself said: “I intend to keep the Revolution’s useful changes, but not to abandon the good institutions it mistakenly destroyed.” So, how did change under Napoleon? And did it change for the better? Aim: How did Napoleon rise to power?
Aim: How did Napoleon rise to power?
Scholar Pair Work: Read each document and take notes using your
graphic organizer (CCLS RI.1-citing strong and thorough textual evidence to analysis).
OBJECTIVE FIVE ACTIVITIES: (you must choose one) 50 points. Using your textbook, conduct research on
Napoleon. Write an eulogy, or a speech read at someone’s funeral commemorating their life, for Napoleon. Include his major achievements, reforms, and major failures. Decide whether he was a hero or a villain. Your eulogy must be at least 1 page long. Complete all activities on page 494-495, questions 15, 16, 17, 19, 22-32 in your textbook. All answers should be written in complete sentences and should provide evidence. Aim: How did Napoleon rise to power?
Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (3) 3. BRAINPOP (5) 4. Notes(5) 5. Scholar Pair Activity: Primary Sources About Napoleon (20) 6. Discuss Scholar Pair Activity (5) 7. Summary (2) 8. Objective 5 Activity Discussion (1)
Summary: 1.How did Napoleon rise to power? 2.Overall, should Napoleon be considered an “absolute” or an “enlightened” ruler? Explain.
Aim: How did Napoleon rise to power?
Mini-Lesson 5.5: Age of Napoleon and Congress of Vienna 11/1 Agenda: AIM: Did the
Congress of Vienna undo the successes of the French Revolution and Napoleon? DO NOW: Examine the image and answer the questions:
1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (4) 3. BRAINPOP and Qs. (8-9) 4. Class work and Discussion of same (20) 5. Notes (5) 6. Summary (3)
AIM: Did the Congress of Vienna undo the successes of the French Revolution and Napoleon?
BrainPop- the End of Napoleon Complete
graphic organizer as you watch the video
AIM: Did the Congress of Vienna undo the successes of the French Revolution and Napoleon?
CLASSWORK: Read pages 492-493 in your text and
complete the graphic organizer.
Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (4) 3. BRAINPOP and Qs. (8-9) 4. Class work and Discussion of same (20) 5. Notes (5) 6. Summary (3)
AIM: Did the Congress of Vienna undo the successes of the French Revolution and Napoleon?
Congress of Vienna Prince Klemens von Metternich Goal: go BACK to 1789 B = Balance of Power – prevent one nation from dominating Europe A = A new map to weaken C = Conferences to maintain peace K = Kings restored to power
Exit Slip 1) Did the Congress of Vienna undo the successes
of the French Revolution and Napoleon?
Mini-Lesson 6: Latin American RevolutionsAgenda: 11/4 AIM: To what extent
did the ideas of the Enlightenment lead to independence movements in Latin America? DO NOW: What does this image tell you about the relationship between Latin America and Europe? Write a caption for the cartoon and make a prediction based on your understanding of it.
1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (4) 2. Discussion of DO NOW. (4) 3. Class work and Qs. (11) 4. Scholar Pair Work (18) 5. Summary (3)
CLASSWORK: Complete the following reading. Answer the questions
that follow(CCLS RI.1-citing strong and thorough textual evidence to analysis).
Scholar Pair Work: Political Revolutions Directions: Analyze the age of revolutions by comparing and
contrasting the political, economic, and social causes and effects of the three listed revolutions below.
OBJECTIVE SIX ACTIVITIES: Option One: Write a letter to a friend overseas that has never seen
the Encomienda system at work. Take the perspective of a peninsulare, meztizo, mulatto, or slave class worker and explain how your class operates and how the encomienda system came to exist in your Latin American nation. Option Two: Create an ment or piece of propaganda that
s one of the Latin American Revolutionary Leaders (Bolivar, Hidalgo, San Martin, and L’Ouverture). The advert needs to represent the ideals of the specific leader, be aesthetically appealing, and refer to the causes of their revolutionary movement.
Summary: To what extent did the ideas of the Enlightenment lead
to independence movements in Latin America?
Mini-Lesson 7: Latin American Revolutions 11/6 AIM: What factors caused revolutions in Latin America? DO NOW: What outside factor was the most influential in causing revolutions in the Latin American colonies (HINT: Enlightenment ideas, Napoleon invading Spain, the French Revolution, or the American revolution)?
Agenda: 1-AIM/DO NOW: Walk around the room and stamp student work that is complete. (5) 2. Discussion of DO NOW. (4) 3. Review of Latin America. (3) 4. Latin American Revolutions Stations Activity (25) 5. Summary (3)
4
Imperialism in the Caribbean and South America, 1898–1917 Referred to as Banana Republics
3
Latin American Wars of Independence
What caused discontent in Latin America? Social Hierarchy Encomienda System How did Haitians, Mexicans, and people in Central America win
independence?
How did nations of South America
win independence?
LATIN AMERICAN REVOLUTIONS
Stations-Objective 7: In your groups you will be reading
about Latin American Revolutionary Leaders and completing the graphic organizer provided (CCLS RI.1-citing strong and thorough textual evidence to analysis). Please that this will be on your exam Friday.
Latin American Revolutions!
Summary What factors caused revolutions in Latin America?
http://www.manhasset.k12.ny.us/webpages/cservices/l
atin_america.cfm
Menu Day 11/7 AIM: What factors caused revolutions in Latin America? DO NOW: What do you need to accomplish today? Set 3 goals for yourself. Menu Day! You may work on the following: Objective Activities Vocabulary Study for your exam on FRIDAY!
Video: Latin American Revolutions In which John Green talks about the many revolutions
of Latin America in the 19th century. At the beginning of the 1800s, Latin America was firmly under the control of Spain and Portugal. The revolutionary zeal that had recently. 8:00-13
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