Week of 11/30- Why Revolution?

Essential Question: Why do we need Government?  What is the true ‘State of Nature’ that political philosophers talk about?  What internal conflicts of a government lead a people to Revolution?

Essential Understanding (SWUT): Discontent with prevailing economic, political, and social conditions was the impetus for change, which resulted in revolution or reform.

Learning Objectives:  Students will generate their own ideas about the nature of government and then compare the political philosophies of Hobbes, Locke, and Roussea with their own. Students will take notes on a graphic organizer and then generate a slideshow demonstrating their own understanding of the political theories that influence the age of revolution.

 

Political Theory – Jean Jacques Rousseau  – 7:46

Political theory –  –  Thomas Hobbes   – 6:48

Political theory – Total Philosophy –  John Locke – 4:54

      

Thomas Hobbes wiki 1588-1769,  Jean Jacques Rousseau wiki  1712 – 1788,  John Locke wiki 1632-1704,

The Guillotine’s first cut – History.com

Day 1- Why do we need Government?  What are people like without Government? Class will come up with their own answers and compare with each other.

Day 2 – Students will explore the Ideas of Thomas Hobbes, and John Locke.  and compare them with their own.

Day 3 – Students will explore the ideas of Jean Jacques Rousseau.

Day 4 – Students will complete their graphic organizer, then begin to work on their slideshow-

Day 5 – Students will complete their political philosophy slideshow –

 

Resources: Our Worksheet for Us. Locke, Rousseau, Hobbes Grid – Mock CNN sheet. 

 

 

Week of 11/22! Atlantic Slave Trade

National History Day 2016 theme – Exploration, Encounter, Exchange in History  theme sheet   2016 –  How to decide on a topic  – 2016 Rubric   NHD contest Rules – Topics need to be finalized this week. 

Essential Question – What factors contributed to the Atlantic Slave Trade? What impact does slavery have on Africa and the Americas?

SWUT:  Students will understand the contributing factors of the African Slave Trade as a framework for the colonies of the Americas and Africa.

Monday:  1. Interactive Lecture – as a class we will look at the definition of slavery and its impact on our lives today.  2. Students will begin to watch the video resources- Brain Pop with appropriate notes.

Tuesday: Students will continue interactive notes with the video resources – Slave Trade – What too few textbooks don’t tell you  – 5:38,   Crash Course 5:38. .  and then compare their notes and observations from class on Monday.

Wednesday – Short Day –  Students will finish video resources and appropriate notes as well as be sure to finalize the research topics from 11/20.

Resources: Brain Pop Resources 4:20,   African Slave Trade – 4:00 – Mankind the Story of us All,  Slave Trade – What too few textbooks don’t tell you  – 5:38,   Crash Course 5:38. . 

Assessment: AtlanticSlaveTrade_LOne BLANK MAP  Students will be able to fill in the blank map explaining the pattern of the African Slave trade.  – Students will take notes on the previous resource.

 

Week of 11/16 – Research Project/ NHD

National History Day 2016 theme – Exploration, Encounter, Exchange in History  theme sheet   2106 –  How to decide on a topic  – 2016 Rubric   NHD contest Rules

Topic: Due 11/20  Students will choose a topic and a category for presentation.

Research Framework:  Due  12/11/15 At least 8 sources with at least 2 primary source documents. Find the steps to historical research on the NHD website here.  You will use the interactive notebook to review each source from the back to the front as well as paragraphs describing the impact of each individual source on your project. In the front section will enter 60 words response to each of the following questions-  “Describe how you chose your topic? ” and “How you conducted your research? ”

Rough Draft #1: Due 12/18/15   Students will have a plan and examples of their final product. Significant progress must be documented in notebook.

Rough Draft #2*: Due 01/22/16  Students will have a finished product ready for final revision. Process Paper. Bibliography listing all sources.  

*Final – 02/02/16 –   *Products should be complete enough for review in school competition.
Final Draft: Project complete and complete according NHD Rules. (Process Paper, Bibliography in MLA format.)

How do you decide what is a good topic?  How important is it? Can you find sources?

Ripple Effect

about, Rules/Intro pdf,  Creating an Entry – Rubrics 

Past Winners

Monday 11/16 – Sub Plans –

Hello, Mr. Huggins had a last minute emergency this morning.

Please read the following which should be in the packets in the emergency sub plans folder.  Swarm intelligence – Students will answer the following questions – How can swarms be considered smart? What examples from the history that we have studied might be like Swarm Intelligence?

NPHSEmergencySubPlans 11:16

Resources: Starlings Murmurations –  Swarm Intelligence? ,  Swarm Theory –  Article from National Geographic,    Boids – Simulation 0:20   Flock Rules –  1. Not to Close, 2. Not to Far, 3, Same Average Direction.   John Conways Game of Life – ,   Check out the app store for many free versions –

How does a system self organize?

 

Thank you.

This week we will be starting our long term research projects modeled after the National History Day Competition –  Research Project 2016

Week of 11/09! The Columbian Exchange!

Essential Question: What impact did colonization have on the society, environment, and culture of indigenous populations in the Americas?

Essential Understanding (SWUT): Colonization was inspired by the desire to have access to resources and markets, often at the expense of the indigenous culture, population, and environment. 

Monday 11/09,   Learning Objectives: 1. Students will use their iPads to watch the Brain Pop – username – Npms1  password – brainpop – Columbian Exchange.   2. Students will then read the Columbian Xchange Article  and answer the questions at the end of the article.

Tuesday 11/10 After answering the questions the class will have a discussion based on the question – Was the Columbian Exchange a good thing or a bad thing?

Wednesday 11/11 – Class Discussion – Pro and Con The Columbian Exchange.- Was the Columbian Exchange a good thing or a bad thing?

Thursday – 11/12 – Test Review – Study Guide –

Friday – 11/13 – Summative Assessment Midterm – Your grade will be divided between completing the study guide and the actual test. Please take full and accurate notes on each aspect of the study guide.

Resources:  Columbian Exchange Web Resource – Gettysburg.edu,  National Humanities, Wall Street Journal – Globalization,  Videos – Columbian Exchange – Crash course 12:19,  Brain Pop – username – Npms1  password – brainpop – Columbian Exchange  7:18  Early Explorers Interactive Map.

  

Resources:  Columbian Exchange Web Resource – Gettysburg.edu,  National Humanities, Wall Street Journal – Globalization,  Videos – Columbian Exchange – Crash course 12:19,  Brain Pop – username – Npms1  password – brainpop – Columbian Exchange  7:18

Assessment: Students will write their answers on the sheet provided. Class participation during discussion.

Week of 11/02! Impact of European Colonization on the Americas

Essential Question: What impact did colonization have on the society, environment, and culture of indigenous populations in the Americas?

Essential Understanding (SWUT): Colonization was inspired by the desire to have access to resources and markets, often at the expense of the indigenous culture, population, and environment. 

11/02 EQ – What do the European Explores encounter in the Americas?  Learning Objectives: Students will be introduced to the Introduce the Incas vs Aztecs  – Compare and Contrast Assignment-.  Interactive lecture – Brain Pop – The Americas movie- Meso-America, Inca, Aztecs.    Inca Stonework example , 

   

11/04 EQ – What do the European Explores encounter in the Americas?  Incas vs Aztecs –Compare and Contrast Assignment-.  

Week of 10/26 The Age of European Exploration

Essential Question: What are the methods and motivations for European exploration throughout the 15^th and 16^th centuries? How does technology and trade influence European exploration? 

Essential Understanding (SWUT):  Using new-found technological advances from trade on the Silk Roads with the East, Europeans pushed outwards, seeking powerful economic and religious empires. 

Learning Objectives (SWBAT): Students will understand the motivation and technology for the European age of exploration.

10/26 – EQ – How do sailors use the sun and the stars to navigate?  Students will load the Star Chart Application on their iPads and find the Ecliptic. Students will define the Ecliptic and how the Explorers used it.  Earth’s Orbit image,  Path of the Sun image,   Zodiac within the Ecliptic.   –  Plane of the Ecliptic Video – :48 Reasons for Age of Exploration PDF ,

10/27- EQ –  What motivates the European Explorers?  Graphic Organizer – Notes on- Ms. Beard’s Prezi – Students will review the Reasons for Age of Exploration PDF ,  Navigating the Globe Reading – Resources –  The Caravelle Video- 3:00

10/28 EQ – What do the European Explores encounter in the Americas?   Learning Objectives: Students will update the Exploration Graphic Organizer in the context of the Navigating the Globe Reading. (finishing up from Tuesday.) Class will read of the letter of Christopher Columbus Primary Document Analysis, – and answer questions.   Resources – letter_by_christopher_columbus__1_,  -If we have time  Brain Pop – The Americas movie-  Intro to Cortes and Pizarro.  

10/29 EQ – What do the European Explores encounter in the Americas?  Learning Objectives: Students will be introduced to the Introduce the Incas vs Aztecs  – Compare and Contrast Assignment-.  Interactive lecture – Brain Pop – The Americas movie-  Intro to Cortes and Pizarro.  Class will check in with Exploration Graphic Organizer. Students will start the movie Humankind, The Story of us All Episode  – the “New World” at 27 minutes.  

10/30 EQ – What do the European Explores encounter in the Americas?  Incas vs Aztecs – Compare and Contrast Assignment-   Dia De Los Muertos – A thinly veiled Aztec Tradition – CNN 10/29/15 2:30., National Geographic Version,  Buzzfeed Version,  in San Francisco, In Albuquerque,   Cultural Appropriation or Assimilation?,    The Book of Life official trailer 2:30.

–

The Age of Exploration –  Ms. Beard’s Prezi – Reasons for Age of Exploration PDF ,  Navigating the Globe Reading – Resources – explorer_technology- Herring, letter_by_christopher_columbus__1_,  Hernando Cortés –   History Channel – Exploration Unit 1 themes – ,  Inca Vs. Aztecs  assignments- ,

           

Assessment: Class discussion, completion of graphic organizer. Completion of Aztecs/Maya  Vs. Incas/Chan Chan comparisons. 

Week of 10/19 – Reformation and Exploration!

Essential Question: What are the methods and motivations for European exploration throughout the 15^th and 16^th centuries? How does technology and trade influence European exploration? 

Essential Understanding (SWUT):  Using new-found technological advances from trade on the Silk Roads with the East, Europeans pushed outwards, seeking powerful economic and religious empires. 

Learning Objectives (SWBAT): Students will Connect the enlightenment to the Protestant Reformation. Students will understand the motivation and technology for the European age of exploration.

10/19 – The Printing Press – Gutenburg. / Martin Luther and the Protestant Reformation  Latin Text  – Martin Luther Slideshow –   Printing Press,  Wiki,

10/20 – Martin Luther Crash Course – The Protestant Reformation.  Luther Vocab – Paragraph.  Protestantism as a Protest and Reform of the Christian Faith. –  Interpretation as a difference in Protestant denominations –  Timeline – PDF.

10/21 –  Watch  Martin Luther Crash Course – Video – 15:00 – , Luther Vocab – Paragrap  Due at the End of Class –

10/22 – Start The Age of Exploration –  Ms. Beard’s Prezi – Reasons for Age of Exploration PDF ,

10/23 – The Age of Exploration –  Ms. Beard’s Prezi – Reasons for Age of Exploration PDF ,  Navigating the Globe Reading – 

Resources – explorer_technology- Herring, letter_by_christopher_columbus__1_,  Hernando Cortés –   History Channel – Exploration

Unit 1 themes – ,  Inca Vs. Aztecs  assignments- ,

           

Methods: Students will take notes on Christian humanism (what the new belief about Christianity is based off of the Renaissance ideals) and what was going on with the Catholic Church (indulgences, etc.)  I will ask the class a series of questions about the information. (20 mins)

Assessment: Class discussion, completion of graphic organizer. Completion of Luther Vocabulary 

Week of 10/12! Transition to Renaissance Europe – PSAT 10/14

Essential Question: How does the geography and cultural characteristics of regions contribute to the formation of trade routes? What factors contributed to the European Renaissance?

Learning Objectives: Students will review European geography through Google Earth, EuroGuesser App, and other sources. Students will learn the key terms of the Renaissance including Humanism, Reformation. Students will understand the change in perspective through Italian Art History including works by Caravaggio, Raphael, and Leonardo Da Vinci.

Monday 10/12 – European Geography Review – Students will use Google Earth, Google Maps, and EuroGuesser App.

Tuesday 10/13 – European Geography Review – Students will use Google Earth, Google Maps, and EuroGuesser App.

Wednesday 10/14 PSAT –  5th period will miss. 8th Period – renaissance Art resource. Map of Italy Renaissance –  13:00  Renaissance Overview – Goodbye Art Academy – 8:25  – Leonardo Da Vinci  9:00.

Thursday 10/15 – Students will start Renaissance Resources – text_renaissance_text_questions – ,Renaissance_art, Accidental Renaissance – link –  What is Renaissance Perspective?

Friday 10/16 – Students will start Renaissance Resources –  , Renaissance_art,  Accidental Renaissance – link –  What is Renaissance Perspective?

Michelangelo – Sistine Chapel – Crash Tour 6:46 ,  Virtual Tour – 3:02,  Realism and Perspective.  Art.

Dante Inferno Summary  (Valley Girl)-  Relationship with Roman Author Personal as a guide.  Faith.

Leonardo Da Vinci – Crash Course – 9:20  Science.

In Class Key Concepts/Questions- Notes.

Textbook link – your code will be BAF60292C0

Assessment – Quiz on Thursday  10/15 – European Geography,  Jigsaw – Questions for  Italian Renaissance. Due 10/20

Week of 10/05 – Finish the Impact of the “Black Death”

Essential Questions:  How did trade routes between the Americas, Europe, Africa, and Asia impact civilization growth and expansion? How does the geography and cultural characteristics of regions contribute to the formation of trade routes? 

Learning Objectives: Students will Identify specific national boundaries and geographic features of Europe and Asia, become familiar with technology and maps of Europe and China. Students will use a variety of map sources including Google Earth and the textbooks. Students will comprehend a variety of resources and then generate 2 visual representations of the impact of the “Black Death” in Europe in the 1350s. 

Assessment: Class discussion, individual responses to questions worksheets. Final Assessment will be used for the SGO – Written Response to Primary Document, a Visual Representation (poster.) 

Monday 10/05, Tuesday 10/06 – Students Primary Source Document – The Black Death agnolo_di_tura_on_the_black_death.  Short answer Response to the questions  https://docs.google.com/forms/d/1-b0W-duW6LkDzfhGoa1zHeiddP_HHn7VZyGgfx3_0Fo/viewform?embedded=true“>Here.

Wed-Friday.  10/07 – 10/09 Crash Course Disease! 11:36  – Students will generate 2 visual posters about the black death. One will be filling in a map that tells the story of the plague and the other poster would be a warning posted in Europe at the time about how to avoid the plague.  Here is the google Doc and here is the NPHSWorldBlackDeath -pdf.

NPHSGenRubric2016   SGORubric

Monday – 10/12 –  European Geography – Barriers to Trade from the East and West –  Euro- Guesser, Google Earth/ Free Apps.

HW: Finish video questions if Necessary.

Essential Understanding: Interactions along the Silk Roads were the major economic engines during the late Middle Ages. This brought science, engineering, but also plague and misery to millions.