Period 4 2023-24 World History Honors Assignments

Reading Assignment: The Last Chinese Dynasty, Revolution in 1911 and The Nationalists & WWII - Historical context for the Chinese Civil War and China after WWII - secondary sources posted here in Google Classroom

The questions following the each reading are guiding questions.
TAKE NOTES IN YOUR SPIRAL NOTEBOOK LIKE A TEXTBOOK READING ASSIGNMENT!!!!

Reading Assignment: The Last Chinese Dynasty, Revolution in 1911 and The Nationalists & WWII - Historical context for the Chinese Civil War and China after WWII - secondary sources posted here in Google Classroom

The questions following the each reading are guiding questions.
TAKE NOTES IN YOUR SPIRAL NOTEBOOK LIKE A TEXTBOOK READING ASSIGNMENT!!!!

Reading Assignment: The Last Chinese Dynasty, Revolution in 1911 and The Nationalists & WWII - Historical context for the Chinese Civil War and China after WWII - secondary sources posted here in Google Classroom

The questions following the each reading are guiding questions.
TAKE NOTES IN YOUR SPIRAL NOTEBOOK LIKE A TEXTBOOK READING ASSIGNMENT!!!!

Reading Assignment: The Last Chinese Dynasty, Revolution in 1911 and The Nationalists & WWII - Historical context for the Chinese Civil War and China after WWII - secondary sources posted here in Google Classroom

The questions following the each reading are guiding questions.
TAKE NOTES IN YOUR SPIRAL NOTEBOOK LIKE A TEXTBOOK READING ASSIGNMENT!!!!

Lesson One Part 2 The Cold War Begins - The Spread of the Cold War
Textbook pages 486 - 488
Focus Questions:
What new military alliances were formed after WWII?
Describe science and technology competition between the U.S. and the Soviet Union
What motivated East Germany to build the Berlin Wall?

Lesson One Part 1 The Cold War Begins - The Balance of Power after WWII
Textbook pages 479 - 485
Focus Questions:
Why did the US and the Soviet Union become political rivals after WWII?
What is the purpose of the Truman Doctrine and the Marshall Plan?
How was Germany divided after WWII?
What caused the Berlin Airlift?

Lesson One Part 1 The Cold War Begins - The Balance of Power after WWII
Textbook pages 479 - 485
Focus Questions:
Why did the US and the Soviet Union become political rivals after WWII?
What is the purpose of the Truman Doctrine and the Marshall Plan?
How was Germany divided after WWII?
What caused the Berlin Airlift?

Lesson One Part 1 The Cold War Begins - The Balance of Power after WWII
Textbook pages 479 - 485
Focus Questions:
Why did the US and the Soviet Union become political rivals after WWII?
What is the purpose of the Truman Doctrine and the Marshall Plan?
How was Germany divided after WWII?
What caused the Berlin Airlift?

Lesson One Part 1 The Cold War Begins - The Balance of Power after WWII
Textbook pages 479 - 485
Focus Questions:
Why did the US and the Soviet Union become political rivals after WWII?
What is the purpose of the Truman Doctrine and the Marshall Plan?
How was Germany divided after WWII?
What caused the Berlin Airlift?

Lesson Five- World War II Ends Textbook pages 469 - 475
Guiding Questions:
How did the tide of battle turn against Germany, Italy and Japan?
What reasons did Truman give for using the atomic bomb to end the war with Japan?
What led to the Cold War?
What are the roots of the conflicts between the US and the Soviet Union that led the two nations to go from allies to enemies?
How was Germany dealt with after its defeat in WWII?

Lesson Five- World War II Ends Textbook pages 469 - 475
Guiding Questions:
How did the tide of battle turn against Germany, Italy and Japan?
What reasons did Truman give for using the atomic bomb to end the war with Japan?
What led to the Cold War?
What are the roots of the conflicts between the US and the Soviet Union that led the two nations to go from allies to enemies?
How was Germany dealt with after its defeat in WWII?

Lesson Five- World War II Ends Textbook pages 469 - 475
Guiding Questions:
How did the tide of battle turn against Germany, Italy and Japan?
What reasons did Truman give for using the atomic bomb to end the war with Japan?
What led to the Cold War?
What are the roots of the conflicts between the US and the Soviet Union that led the two nations to go from allies to enemies?
How was Germany dealt with after its defeat in WWII?

Lesson Five- World War II Ends Textbook pages 469 - 475
Guiding Questions:
How did the tide of battle turn against Germany, Italy and Japan?
What reasons did Truman give for using the atomic bomb to end the war with Japan?
What led to the Cold War?
What are the roots of the conflicts between the US and the Soviet Union that led the two nations to go from allies to enemies?
How was Germany dealt with after its defeat in WWII?

Lesson Four - The New Order and the Holocaust
Textbook pages 463 - 468
Guiding Questions:
Describe Hitler’s New Order in Europe.
How did Hitler’s views of race influence the New Order?
What characterized the New Order in Asia?
In what ways was the New Order in Asia similar to the New Order in Europe?

Lesson Four - The New Order and the Holocaust
Textbook pages 463 - 468
Guiding Questions:
Describe Hitler’s New Order in Europe.
How did Hitler’s views of race influence the New Order?
What characterized the New Order in Asia?
In what ways was the New Order in Asia similar to the New Order in Europe?

Lesson Four - The New Order and the Holocaust
Textbook pages 463 - 468
Guiding Questions:
Describe Hitler’s New Order in Europe.
How did Hitler’s views of race influence the New Order?
What characterized the New Order in Asia?
In what ways was the New Order in Asia similar to the New Order in Europe?

Lesson Four - The New Order and the Holocaust
Textbook pages 463 - 468
Guiding Questions:
Describe Hitler’s New Order in Europe.
How did Hitler’s views of race influence the New Order?
What characterized the New Order in Asia?
In what ways was the New Order in Asia similar to the New Order in Europe?

Lesson Three - The Home Front and Civilians
Textbook pages 456 - 462Guiding Question: How did countries mobilize for war?

Lesson Three - The Home Front and Civilians
Textbook pages 456 - 462Guiding Question: How did countries mobilize for war?

Lesson Three - The Home Front and Civilians
Textbook pages 456 - 462Guiding Question: How did countries mobilize for war?

Lesson Three - The Home Front and Civilians
Textbook pages 456 - 462Guiding Question: How did countries mobilize for war?

Assignment: Critical Reading, Document Analysis and Comparison Practice
Critically read and analyze two primary sources; Soviet Reaction to the German Invasion of 1942 and Hitler’s Proclamation, June 22, 1942
Compare the responses of Hitler and Molotov on the German invasion of the Soviet Union (Short Answer Questions)

Assignment: Critical Reading, Document Analysis and Comparison Practice
Critically read and analyze two primary sources; Soviet Reaction to the German Invasion of 1942 and Hitler’s Proclamation, June 22, 1942
Compare the responses of Hitler and Molotov on the German invasion of the Soviet Union (Short Answer Questions)

Assignment: Critical Reading, Document Analysis and Comparison Practice
Critically read and analyze two primary sources; Soviet Reaction to the German Invasion of 1942 and Hitler’s Proclamation, June 22, 1942
Compare the responses of Hitler and Molotov on the German invasion of the Soviet Union (Short Answer Questions)

Assignment: Critical Reading, Document Analysis and Comparison Practice
Critically read and analyze two primary sources; Soviet Reaction to the German Invasion of 1942 and Hitler’s Proclamation, June 22, 1942
Compare the responses of Hitler and Molotov on the German invasion of the Soviet Union (Short Answer Questions)

Lesson Two, Part 2 - World War II
Textbook pages 451 - 453
Guiding Questions:
(Review) What were Japan’s motives for building an empire in the Pacific?
(Review) Why might Japanese propaganda, supporting their imperialistic efforts, be supported in East Asia?
How did Hitler’s conquests in Europe give Japan an advantage in the Pacific?
What brought the U.S. into WWII?
Identify the Grand Alliance and their objectives.
Identify and describe the significance of the battles of Stalingrad and Midway Island.

Lesson Two, Part 2 - World War II
Textbook pages 451 - 453
Guiding Questions:
(Review) What were Japan’s motives for building an empire in the Pacific?
(Review) Why might Japanese propaganda, supporting their imperialistic efforts, be supported in East Asia?
How did Hitler’s conquests in Europe give Japan an advantage in the Pacific?
What brought the U.S. into WWII?
Identify the Grand Alliance and their objectives.
Identify and describe the significance of the battles of Stalingrad and Midway Island.

Lesson Two, Part 2 - World War II
Textbook pages 451 - 453
Guiding Questions:
(Review) What were Japan’s motives for building an empire in the Pacific?
(Review) Why might Japanese propaganda, supporting their imperialistic efforts, be supported in East Asia?
How did Hitler’s conquests in Europe give Japan an advantage in the Pacific?
What brought the U.S. into WWII?
Identify the Grand Alliance and their objectives.
Identify and describe the significance of the battles of Stalingrad and Midway Island.

Lesson Two, Part 2 - World War II
Textbook pages 451 - 453
Guiding Questions:
(Review) What were Japan’s motives for building an empire in the Pacific?
(Review) Why might Japanese propaganda, supporting their imperialistic efforts, be supported in East Asia?
How did Hitler’s conquests in Europe give Japan an advantage in the Pacific?
What brought the U.S. into WWII?
Identify the Grand Alliance and their objectives.
Identify and describe the significance of the battles of Stalingrad and Midway Island.

Lesson Two, Part 1 - World War II
Textbook pages 447 - 450
Guiding Questions:
Identify and describe the military strategy Germany used to conquer most of western Europe.
What were Hitler’s early victories in WWII?
Describe the Battle of Britain. What is the significance of Britain’s decision to keep fighting? What role does Winston Churchill play in the Battle of Britain?
What is the significance of Operation Barbarossa?

Lesson Two, Part 1 - World War II
Textbook pages 447 - 450
Guiding Questions:
Identify and describe the military strategy Germany used to conquer most of western Europe.
What were Hitler’s early victories in WWII?
Describe the Battle of Britain. What is the significance of Britain’s decision to keep fighting? What role does Winston Churchill play in the Battle of Britain?
What is the significance of Operation Barbarossa?

Lesson Two, Part 1 - World War II
Textbook pages 447 - 450
Guiding Questions:
Identify and describe the military strategy Germany used to conquer most of western Europe.
What were Hitler’s early victories in WWII?
Describe the Battle of Britain. What is the significance of Britain’s decision to keep fighting? What role does Winston Churchill play in the Battle of Britain?
What is the significance of Operation Barbarossa?

Critically read the image assigned to your table group, annotating significant information that helps you source the document on the slide provided. 
What do you see? What does it represent?
What is the context of this political cartoon?
What is the message of the artist?
What is the point of view of the artist?

Lesson One Part 2 - The German Path to War
Textbook pages 440- 444
Guiding Question:
Why did the League of Nations, British, French and Americans do so little to stop German aggression?

Lesson One Part 2 - The German Path to War
Textbook pages 440- 444
Guiding Question:
Why did the League of Nations, British, French and Americans do so little to stop German aggression?

Closely read the attached document for comprehension and understanding.

Closely read the attached document for comprehension and understanding.

Lesson One Part 2 - The German Path to War
Textbook pages 440- 444
Guiding Question:
Why did the League of Nations, British, French and Americans do so little to stop German aggression?

Closely read the attached document for comprehension and understanding.

Lesson One Part 2 - The German Path to War
Textbook pages 440- 444
Guiding Question:
Why did the League of Nations, British, French and Americans do so little to stop German aggression?

Closely read the attached document for comprehension and understanding.

Lesson One Part 1 - The Japanese Path to War
Textbook pages 444 - 446
Guiding Questions:

Why was Japan motivated to build an empire?
Were Japanese efforts to build and empire in East Asia justified?

Lesson One Part 1 - The Japanese Path to War
Textbook pages 444 - 446
Guiding Questions:

Why was Japan motivated to build an empire?
Were Japanese efforts to build and empire in East Asia justified?

Lesson One Part 1 - The Japanese Path to War
Textbook pages 444 - 446
Guiding Questions:

Why was Japan motivated to build an empire?
Were Japanese efforts to build and empire in East Asia justified?

Lesson One Part 1 - The Japanese Path to War
Textbook pages 444 - 446
Guiding Questions:

Why was Japan motivated to build an empire?
Were Japanese efforts to build and empire in East Asia justified?

You have been given a hard copy of these film questions to make notes on while you watch the film. Please be sure to complete this electronic copy by the end of the film and have it ready to submit (tentatively) Thursday evening.
If you miss a day we are watching the film in class you can access it through Amazon. You can also search online for other access opportunities. If access is a problem be sure to let me know.

Lesson Three Hitler and Nazi Germany
Textbook pages 379 - 385
Focus Questions:
What three ideologies were the basis of Hitler’s ideas?
In what ways were economic difficulties a factor in the rise of the Nazi’s political power?
What tactics did Hitler use to build a united Nazi state?

Lesson Two
The Rise of Dictatorial Regimes
Textbook pages 371 - 378
Focus Questions:
How did Mussolini create a dictatorial state in Italy?
Review: How did Stalin gain and maintain power in the USSR?
What was the goal of authoritarian governments in the West?

Be sure to label in your spiral notebook the title of the new unit, Years Between the Wars. Also remember to title and date these reading notes. Mrs. Burch will be date stamping your notes at the start of class Monday.

Lesson One Instability After WWI
Textbook pages 364 - 370
Focus Questions:
What led to new problems in the years after WWI?
Why did the Great Depression affect confidence in democracy?
How were the arts and sciences influenced by WWI?

If you are absent the day of this assignment DO NO open the assignment. You will need to make arrangement with Mrs. Burch to receive the lesson slides.
You will also need to make arrangements to make up this assessment with Mrs. Burch.

If you are absent the day of the assessment, do not open the assessment or take the assessment at home. When you return to class, make an appointment with Mrs. Burch to make up the assessment.

If you are absent, please DO NOT open this assignment or complete it at home. When you return to class, set a time to make this assignment up with Mrs. Burch.

If you are absent, please DO NOT open this assignment or complete it at home. When you return to class, set a time to make this assignment up with Mrs. Burch.

If you are absent, please DO NOT open this assignment or complete it at home. When you return to class, set a time to make this assignment up with Mrs. Burch.

If you are absent, please DO NOT open this assignment or complete it at home. When you return to class, set a time to make this assignment up with Mrs. Burch.

If you are absent the day of this assessment, do not open or take the assessment on your own. Please make arrangements with Mrs. Burch, when you return to class, to make up this assessment.

Do NOT open or take this assessment at home if you are absent. Please make arrangements to make up this assessment when you return.

Lesson Two Totalitarianism and Joseph Stalin
Textbook pages 372 (first 3 paragraphs) and pages 374 -377
Focus Questions: 
What is totalitarianism?
How did Stalin gain and maintain power in the USSR?
Describe Stalin’s Five-Year Plans. What was their purpose?
Describe collectivization of agriculture under Stalin
What was the Great Purge?

If you are absent, please make arrangements to make up this assessment with me when you return to class.
Do NOT take this assessment without my supervision.

If you are absent, please make arrangements to make up this assessment with me when you return to class.
Do NOT take this assessment without my supervision.

If you are absent, please make arrangements to make up this assessment with me when you return to class.
Do NOT take this assessment without my supervision.

If you are absent, please make arrangements to make up this assessment with me when you return to class.
Do NOT take this assessment without my supervision.

Prompt:  Evaluate Lenin’s ability to effectively lead Russia


Based on your background knowledge, (abilities of an effective leader), and the content you learned from the HistoryMakers document, write a thesis statement addressing the following prompt.
Remember the criteria for your thesis statement includes:
Make a claim that uses the language of the prompt and specifically addresses the writing task
Establish an argument
Provide a line of reasoning which is specific to the historical time period of the prompt - concrete.

Directions: Closely read and mark the source then, answer the guiding questions provided.

Directions: Closely read and mark the source then, answer the guiding questions provided.

Directions: Closely read and mark the source then, answer the guiding questions provided.

Directions: Closely read and mark the source then, answer the guiding questions provided.

Directions:
Read the source, History Makers – Vladimir Lenin
Identify adjectives that describe Lenin in the source. (Direct and Inferred) Hi-light direct adjectives and label in the margins inferred adjectives
Be sure there is evidence in the reading to support the inferred adjectives. 
Once you have identified 10 to 15 adjectives to describe Lenin, list your indirect/inferred adjectives at the end of the reading and add a because statement for each inferred adjective to explain how you came to this conclusion.

Closely read Lenin's April Thesis and annotate the text to support your understanding of the document. Complete the guiding questions that follow the source.

Students will complete this work as part of our class opener.
The class will discuss student responses.

Lesson One Part Two - Bolshevik Revolution
Textbook pages 344 - 348
Focus Questions: 
Why were the Bolsheviks attractive to the industrial workers and peasants in Russia?
How was the public's perception of the new government different from the reality?
What factors helped the Bolsheviks/Communists win the Russian civil war?
What similarities can you see in the Communist regime and the Czarist regime?

Below you have been provided three sources/excerpts addressing the cause of the March Revolution. As you read each source, identify reasons for the protest in Petrograd that exploded into the March Revolution of 1917. In the margins of your document, classify/label the reasons you identify as economic, political, social or other.

Lesson One Part One - Czarist Russia
Textbook pages 342 - 344 and the top of page 234 (Read only the section on Russia)
Focus Question: 
What factors and events led to the Russian Revolution?

Review textbook pages 349-353.
Complete the attached inquiry worksheet during class. This assignment is due today by midnight.

If you are absent the day of this assessment, do not open or take the assessment on your own. Please make arrangements with Mrs. Burch, when you return to class, to make up this assessment.

Lesson Three* World War I Ends
Textbook pages 349-355
Focus Questions:
How did WWI come to an end?
How was a final settlement of WWI established?
On what issues did the French, British, and Americans disagree in the peace negotiations?

Directions:
Working alone or with a partner/group, practice analyzing World War One propaganda posters.
Use the propaganda handout which includes a list of propaganda objectives and tools, along with Mrs. Burch’s model to support your discussion and analysis.
You have choice, you do not have to analyze all nine posters provided. You must analyze three, but you are expected to do your best work on those three posters.
Select three posters to analyze and fill in the open columns provided on the response chart. You are expected to identify the objective(s) of the poster and the propaganda tool(s) used in the poster. You include evidence to support the tools you identify and explain your thinking. (How or why do your evidence prove your conclusion?)
Respond with complete thoughts using complete sentences.

Directions:
Review the following placards. With each set you will learn about the home front in a different European country. 
Following each set, you will respond to discussion questions.  Feel free to discuss each placard or each set with your table group members.

Lesson Two - Part 2 World War I
Textbook pages 336-339
Focus Questions: 
What impact does the U.S. entering the war have on WWI?
What was the impact of total war?

Assignment Directions: 
Carefully read the introduction to genocide and primary source excerpts provided. 
As you are reading, make note of how the Armenian people were treated by the Ottoman officials during WWI. (Google Doc - identify at least 3 examples)
What do you think would be the immediate effects of this type of treatment?
Be prepared to share and discuss your findings and ideas in class tomorrow.

Life in the Trenches - visit the link provided to better understand what life was like in a WWI trench. You can scroll down to activities and click on items found in a trench.

Lesson Two - Part 1 World War I
Textbook pages 330-336
Focus Questions: 
How did the war on the Eastern Front differ from war on the Western Front?
What made WWI more devastating than any previous wars?
Why did the war widen to become a world conflict?

Directions: Complete the following reading assignment. Practice your note-taking skills focusing on Level 1 question (who, what, where, when and if possible how or why) The focus questions will be discussed in class. Any information or clarifying questions you can make note of related to these questions will help you during our class discussion of the topic.

Lesson One World War I Begins
Textbook pages 324 - 329
Focus Questions:
What factors contributed to the start of World War I?
How did the assassination of Archduke Francis Ferdinand spark the outbreak of war?

Lesson Five Indian Nationalists
Textbook pages 274-276
The road to independence in India began with a nationalist movement.
Focus Questions:
1. What are the characteristics of early Indian nationalists? What connections can you make to these people?
2. Identify the Indian National Congress (INC) and the Muslim League.
3. Why would it be difficult for Hindus and Muslims to work together for independence?
4. Who is Rabindranath Tagore?

Lesson Five Indian Nationalists
Textbook pages 274-276
The road to independence in India began with a nationalist movement.
Focus Questions:
1. What are the characteristics of early Indian nationalists? What connections can you make to these people?
2. Identify the Indian National Congress (INC) and the Muslim League.
3. Why would it be difficult for Hindus and Muslims to work together for independence?
4. Who is Rabindranath Tagore?

Lesson Five Indian Nationalists
Textbook pages 274-276
The road to independence in India began with a nationalist movement.
Focus Questions:
1. What are the characteristics of early Indian nationalists? What connections can you make to these people?
2. Identify the Indian National Congress (INC) and the Muslim League.
3. Why would it be difficult for Hindus and Muslims to work together for independence?
4. Who is Rabindranath Tagore?

Lesson Five Indian Nationalists
Textbook pages 274-276
The road to independence in India began with a nationalist movement.
Focus Questions:
1. What are the characteristics of early Indian nationalists? What connections can you make to these people?
2. Identify the Indian National Congress (INC) and the Muslim League.
3. Why would it be difficult for Hindus and Muslims to work together for independence?
4. Who is Rabindranath Tagore?

Reading Assignment: Lesson Four - India
Textbook pages 271 - 273 

Focus Questions: (Part I The Great Rebellion)
What is the significance of the British East India Company? …the Sepoys?
Explain why the terms Sepoy Mutiny, First War of Independence and Great Rebellion were all used to describe the revolt against the British in India in 1857. What were the immediate outcomes of this event?
What was the long-term impact of the Great Rebellion in India?
Why do you think people began to refer to India as the “brightest jewel” in the Queen’s imperial crown?
Define British Raj (British sovereignty in India)
Focus Questions: (Part II British Colonial Rule)
What was the role of a viceroy in India?
What were the positive and negative effects of British rule in India?
Explain how the British encouraging Indians to grow cash crops resulted in people suffering.

Reading Assignment: Lesson Four - India
Textbook pages 271 - 273 

Focus Questions: (Part I The Great Rebellion)
What is the significance of the British East India Company? …the Sepoys?
Explain why the terms Sepoy Mutiny, First War of Independence and Great Rebellion were all used to describe the revolt against the British in India in 1857. What were the immediate outcomes of this event?
What was the long-term impact of the Great Rebellion in India?
Why do you think people began to refer to India as the “brightest jewel” in the Queen’s imperial crown?
Define British Raj (British sovereignty in India)
Focus Questions: (Part II British Colonial Rule)
What was the role of a viceroy in India?
What were the positive and negative effects of British rule in India?
Explain how the British encouraging Indians to grow cash crops resulted in people suffering.

Reading Assignment: Lesson Four - India
Textbook pages 271 - 273 

Focus Questions: (Part I The Great Rebellion)
What is the significance of the British East India Company? …the Sepoys?
Explain why the terms Sepoy Mutiny, First War of Independence and Great Rebellion were all used to describe the revolt against the British in India in 1857. What were the immediate outcomes of this event?
What was the long-term impact of the Great Rebellion in India?
Why do you think people began to refer to India as the “brightest jewel” in the Queen’s imperial crown?
Define British Raj (British sovereignty in India)
Focus Questions: (Part II British Colonial Rule)
What was the role of a viceroy in India?
What were the positive and negative effects of British rule in India?
Explain how the British encouraging Indians to grow cash crops resulted in people suffering.

Reading Assignment: Lesson Four - India
Textbook pages 271 - 273 

Focus Questions: (Part I The Great Rebellion)
What is the significance of the British East India Company? …the Sepoys?
Explain why the terms Sepoy Mutiny, First War of Independence and Great Rebellion were all used to describe the revolt against the British in India in 1857. What were the immediate outcomes of this event?
What was the long-term impact of the Great Rebellion in India?
Why do you think people began to refer to India as the “brightest jewel” in the Queen’s imperial crown?
Define British Raj (British sovereignty in India)
Focus Questions: (Part II British Colonial Rule)
What was the role of a viceroy in India?
What were the positive and negative effects of British rule in India?
Explain how the British encouraging Indians to grow cash crops resulted in people suffering.

Reading Assignment - Lesson Three - China - The Decline of the Qing Dynasty
Textbook pages 290 - 297
Focus Questions:
What external pressure influence the decline of the Qing Empire?
Identify four internal issues that influenced the decline of the Qing Empire.
Why were the British dissatisfied with Chinese trade regulations and practice?
How did the British improve the trade imbalance with China?
What caused the Opium War? (1839 - 1842)
Identify five outcomes of the Treaty of Nanjing.
Identify the Tai Ping Rebellion (1850 - 1864)
Explain how spheres of influence worked in China. How is this type of imperialism different from colonialism?
Identify the Open Door Policy. What did the U.S. government hope that the Open Door Policy would accomplish?
Identify the Boxer Rebellion.

Read the document titled "Student Reading - King Leopold" and then complete the reading questions on the Google doc. Submit the Google Doc here in Google Classroom.

Reading Assignment: Lesson Two
Textbook pages 260-267, Empire Building in Africa
Focus Questions:
What beliefs and ideas do you think influence the viewpoint of Cecil Rhodes?
Why was Europe so attracted to West Africa?
Review the map of colonial powers in Africa. Which nations controlled territory in North Africa?
Which two European nations controlled the greatest amount of territory in Africa?
What happened to make Great Britain become interested in Egypt?
How was Ethiopia able to remain independent throughout the era of European colonization?
What role did David Livingstone have in drawing European interest to Central Africa?
How did Leopold’s actions lead to the “Scramble for Africa”?
How did Europeans resolve their conflicts over claims in Africa?
What role did African delegates play at the Berlin Conference?
How was European dominance different in South Africa?
What do you think the textbook means when it explains that Cecil Rhodes was a “great champion” of British expansion in Africa?
How did Britain’s practice of indirect rule sow the seeds of future class and ethnic tensions in Africa?
In what ways were Western nations hypocritical in their treatment of their colonies?

Reading Assignment: Lesson Two
Textbook pages 260-267, Empire Building in Africa
Focus Questions:
What beliefs and ideas do you think influence the viewpoint of Cecil Rhodes?
Why was Europe so attracted to West Africa?
Review the map of colonial powers in Africa. Which nations controlled territory in North Africa?
Which two European nations controlled the greatest amount of territory in Africa?
What happened to make Great Britain become interested in Egypt?
How was Ethiopia able to remain independent throughout the era of European colonization?
What role did David Livingstone have in drawing European interest to Central Africa?
How did Leopold’s actions lead to the “Scramble for Africa”?
How did Europeans resolve their conflicts over claims in Africa?
What role did African delegates play at the Berlin Conference?
How was European dominance different in South Africa?
What do you think the textbook means when it explains that Cecil Rhodes was a “great champion” of British expansion in Africa?
How did Britain’s practice of indirect rule sow the seeds of future class and ethnic tensions in Africa?
In what ways were Western nations hypocritical in their treatment of their colonies?

Reading Assignment: Lesson Two
Textbook pages 260-267, Empire Building in Africa
Focus Questions:
What beliefs and ideas do you think influence the viewpoint of Cecil Rhodes?
Why was Europe so attracted to West Africa?
Review the map of colonial powers in Africa. Which nations controlled territory in North Africa?
Which two European nations controlled the greatest amount of territory in Africa?
What happened to make Great Britain become interested in Egypt?
How was Ethiopia able to remain independent throughout the era of European colonization?
What role did David Livingstone have in drawing European interest to Central Africa?
How did Leopold’s actions lead to the “Scramble for Africa”?
How did Europeans resolve their conflicts over claims in Africa?
What role did African delegates play at the Berlin Conference?
How was European dominance different in South Africa?
What do you think the textbook means when it explains that Cecil Rhodes was a “great champion” of British expansion in Africa?
How did Britain’s practice of indirect rule sow the seeds of future class and ethnic tensions in Africa?
In what ways were Western nations hypocritical in their treatment of their colonies?

Reading Assignment: Lesson Two
Textbook pages 260-267, Empire Building in Africa
Focus Questions:
What beliefs and ideas do you think influence the viewpoint of Cecil Rhodes?
Why was Europe so attracted to West Africa?
Review the map of colonial powers in Africa. Which nations controlled territory in North Africa?
Which two European nations controlled the greatest amount of territory in Africa?
What happened to make Great Britain become interested in Egypt?
How was Ethiopia able to remain independent throughout the era of European colonization?
What role did David Livingstone have in drawing European interest to Central Africa?
How did Leopold’s actions lead to the “Scramble for Africa”?
How did Europeans resolve their conflicts over claims in Africa?
What role did African delegates play at the Berlin Conference?
How was European dominance different in South Africa?
What do you think the textbook means when it explains that Cecil Rhodes was a “great champion” of British expansion in Africa?
How did Britain’s practice of indirect rule sow the seeds of future class and ethnic tensions in Africa?
In what ways were Western nations hypocritical in their treatment of their colonies?

Reading Assignment: Lesson One
Motives for Imperialism
Textbook pages 251-257
Focus Questions:
What were the motives for new imperialism?
What is the relationship between religion and imperialism?
How did Europeans justify imperialism?
List 4 types of technological developments that helped European imperialists. Explain how each type of technology made conquering and controlling territory possible.
Identify the positive and negative characteristics of the practice of indirect rule for colonial powers.
Identify the positive and negative characteristics of the practice of direct rule for colonial powers.
Describe the economic system the colonial rulers established and the impact it had on the indigenous people of the colonies.

Reading Assignment: Lesson One
Motives for Imperialism
Textbook pages 251-257
Focus Questions:
What were the motives for new imperialism?
What is the relationship between religion and imperialism?
How did Europeans justify imperialism?
List 4 types of technological developments that helped European imperialists. Explain how each type of technology made conquering and controlling territory possible.
Identify the positive and negative characteristics of the practice of indirect rule for colonial powers.
Identify the positive and negative characteristics of the practice of direct rule for colonial powers.
Describe the economic system the colonial rulers established and the impact it had on the indigenous people of the colonies.

Reading Assignment: Lesson One
Motives for Imperialism
Textbook pages 251-257
Focus Questions:
What were the motives for new imperialism?
What is the relationship between religion and imperialism?
How did Europeans justify imperialism?
List 4 types of technological developments that helped European imperialists. Explain how each type of technology made conquering and controlling territory possible.
Identify the positive and negative characteristics of the practice of indirect rule for colonial powers.
Identify the positive and negative characteristics of the practice of direct rule for colonial powers.
Describe the economic system the colonial rulers established and the impact it had on the indigenous people of the colonies.

Reading Assignment: Lesson One
Motives for Imperialism
Textbook pages 251-257
Focus Questions:
What were the motives for new imperialism?
What is the relationship between religion and imperialism?
How did Europeans justify imperialism?
List 4 types of technological developments that helped European imperialists. Explain how each type of technology made conquering and controlling territory possible.
Identify the positive and negative characteristics of the practice of indirect rule for colonial powers.
Identify the positive and negative characteristics of the practice of direct rule for colonial powers.
Describe the economic system the colonial rulers established and the impact it had on the indigenous people of the colonies.

Organizing the Working Class Lesson 5 
Textbook pages 218 - 219
Focus Question:
How is socialism a response to industrialization?
How did socialists who were Pure Marxists differ from socialists who were Revisionists?
How did trade unions reflect socialist ideas?

Organizing the Working Class Lesson 5 
Textbook pages 218 - 219
Focus Question:
How is socialism a response to industrialization?
How did socialists who were Pure Marxists differ from socialists who were Revisionists?
How did trade unions reflect socialist ideas?

Organizing the Working Class Lesson 5 
Textbook pages 218 - 219
Focus Question:
How is socialism a response to industrialization?
How did socialists who were Pure Marxists differ from socialists who were Revisionists?
How did trade unions reflect socialist ideas?

Organizing the Working Class Lesson 5 
Textbook pages 218 - 219
Focus Question:
How is socialism a response to industrialization?
How did socialists who were Pure Marxists differ from socialists who were Revisionists?
How did trade unions reflect socialist ideas?

The Second Industrial Revoluiton Lesson 4 
Textbook pages 215 - 217
Focus Questions:
What was the impact of Henry Bessemer new process for making high-quality steel efficiently and cheaply?
Explain the significance and/or value of electricity as a new form of energy.
How did inventions like electricity and steel work together to revolutionize transportation?
Describe the impact of the assembly line and mass production
Explain how industrialization was unevenly distributed through Europe. What impact did this have in the two different regions?

The Second Industrial Revoluiton Lesson 4 
Textbook pages 215 - 217
Focus Questions:
What was the impact of Henry Bessemer new process for making high-quality steel efficiently and cheaply?
Explain the significance and/or value of electricity as a new form of energy.
How did inventions like electricity and steel work together to revolutionize transportation?
Describe the impact of the assembly line and mass production
Explain how industrialization was unevenly distributed through Europe. What impact did this have in the two different regions?

The Second Industrial Revoluiton Lesson 4 
Textbook pages 215 - 217
Focus Questions:
What was the impact of Henry Bessemer new process for making high-quality steel efficiently and cheaply?
Explain the significance and/or value of electricity as a new form of energy.
How did inventions like electricity and steel work together to revolutionize transportation?
Describe the impact of the assembly line and mass production
Explain how industrialization was unevenly distributed through Europe. What impact did this have in the two different regions?

The Second Industrial Revoluiton Lesson 4 
Textbook pages 215 - 217
Focus Questions:
What was the impact of Henry Bessemer new process for making high-quality steel efficiently and cheaply?
Explain the significance and/or value of electricity as a new form of energy.
How did inventions like electricity and steel work together to revolutionize transportation?
Describe the impact of the assembly line and mass production
Explain how industrialization was unevenly distributed through Europe. What impact did this have in the two different regions?

If you are absent, DO NOT take this assessment at home. 
When you return to class, make arrangements with Miss V. to make up the assessment under Miss V's supervision.

If you are absent, DO NOT take this assessment at home. 
When you return to class, make arrangements with Miss V. to make up the assessment under Miss V's supervision.

If you are absent, DO NOT take this assessment at home. 
When you return to class, make arrangements with Miss V. to make up the assessment under Miss V's supervision.

Directions:
Appling the facts you learned from the inquiry we did on life in the factory system (chart) to craft a short answer response (one paragraph) to our inquiry question; Were textile factories bad for the health of English factory workers?
You must use the writing frame I have provided below. You may make slight edits, i.e. stated, shows, shares, demonstrates, reports, etc.
Open a new Google Doc, write your paragraph and submit it here in Google Classroom.

If you are absent, DO NOT take this assessment at home. 
When you return to class, make arrangements with Miss V. to make up the assessment under Miss V's supervision.

Directions:
Appling the facts you learned from the inquiry we did on life in the factory system (chart) to craft a short answer response (one paragraph) to our inquiry question; Were textile factories bad for the health of English factory workers?
You must use the writing frame I have provided below. You may make slight edits, i.e. stated, shows, shares, demonstrates, reports, etc.
Open a new Google Doc, write your paragraph and submit it here in Google Classroom.

Directions:
Appling the facts you learned from the inquiry we did on life in the factory system (chart) to craft a short answer response (one paragraph) to our inquiry question; Were textile factories bad for the health of English factory workers?
You must use the writing frame I have provided below. You may make slight edits, i.e. stated, shows, shares, demonstrates, reports, etc.
Open a new Google Doc, write your paragraph and submit it here in Google Classroom.

Directions:
Appling the facts you learned from the inquiry we did on life in the factory system (chart) to craft a short answer response (one paragraph) to our inquiry question; Were textile factories bad for the health of English factory workers?
You must use the writing frame I have provided below. You may make slight edits, i.e. stated, shows, shares, demonstrates, reports, etc.
Open a new Google Doc, write your paragraph and submit it here in Google Classroom.

Mrs. Burch will model reading one source and how to record what you learn/understand on the inquiry chart.
Students will be given a hard copy of the sources so they can put pen to paper to mark the text.
Below students will find the inquiry chart and a digital copy of the sources.

Mrs. Burch will model reading one source and how to record what you learn/understand on the inquiry chart.
Students will be given a hard copy of the sources so they can put pen to paper to mark the text.
Below students will find the inquiry chart and a digital copy of the sources.

Mrs. Burch will model reading one source and how to record what you learn/understand on the inquiry chart.
Students will be given a hard copy of the sources so they can put pen to paper to mark the text.
Below students will find the inquiry chart and a digital copy of the sources.

Mrs. Burch will model reading one source and how to record what you learn/understand on the inquiry chart.
Students will be given a hard copy of the sources so they can put pen to paper to mark the text.
Below students will find the inquiry chart and a digital copy of the sources.

Directions -
We watched the film,  The Children Who Built Victorian Britain, in class. You are to respond to the guiding questions on the attached worksheet. 
I have attached the film so that you can watch it again. Remember we only watched up to the 35 minute mark. You do not need to watch it any further.

Directions -
We watched the film,  The Children Who Built Victorian Britain, in class. You are to respond to the guiding questions on the attached worksheet. 
I have attached the film so that you can watch it again. Remember we only watched up to the 35 minute mark. You do not need to watch it any further.

Directions -
We watched the film,  The Children Who Built Victorian Britain, in class. You are to respond to the guiding questions on the attached worksheet. 
I have attached the film so that you can watch it again. Remember we only watched up to the 35 minute mark. You do not need to watch it any further.

Directions -
We watched the film,  The Children Who Built Victorian Britain, in class. You are to respond to the guiding questions on the attached worksheet. 
I have attached the film so that you can watch it again. Remember we only watched up to the 35 minute mark. You do not need to watch it any further.

If you are absent the day of the quiz DO NOT open/take the quiz at home. Please make arrangements with Miss V to make up the quiz under her supervision when you return to class.

If you are absent the day of the quiz DO NOT open/take the quiz at home. Please make arrangements with Miss V to make up the quiz under her supervision when you return to class.

If you are absent the day of the quiz DO NOT open/take the quiz at home. Please make arrangements with Miss V to make up the quiz under her supervision when you return to class.

If you are absent the day of the quiz DO NOT open/take the quiz at home. Please make arrangements with Miss V to make up the quiz under her supervision when you return to class.

Reading Assignment #3 The Impact of Industrialization
Textbook pages 176 -179
Focus Questions -
How was life impacted by innovations during the Industrial Revolution?
Identify urbanization and brainstorm problems this development might cause.
How is the middle class of the Middle Ages different from the new industrial middle class?
Identify industrial capitalism
Why was work in factories, textile, mills, mines and railroads initially so dangerous?
Identify early or utopian socialism.
Why might the working conditions in mines and textile mills in the 18th century have led the new industrial working class to support utopian socialism?
What were some of the environmental consequences of early industrialization?

Reading Assignment #3 The Impact of Industrialization
Textbook pages 176 -179
Focus Questions -
How was life impacted by innovations during the Industrial Revolution?
Identify urbanization and brainstorm problems this development might cause.
How is the middle class of the Middle Ages different from the new industrial middle class?
Identify industrial capitalism
Why was work in factories, textile, mills, mines and railroads initially so dangerous?
Identify early or utopian socialism.
Why might the working conditions in mines and textile mills in the 18th century have led the new industrial working class to support utopian socialism?
What were some of the environmental consequences of early industrialization?

Reading Assignment #3 The Impact of Industrialization
Textbook pages 176 -179
Focus Questions -
How was life impacted by innovations during the Industrial Revolution?
Identify urbanization and brainstorm problems this development might cause.
How is the middle class of the Middle Ages different from the new industrial middle class?
Identify industrial capitalism
Why was work in factories, textile, mills, mines and railroads initially so dangerous?
Identify early or utopian socialism.
Why might the working conditions in mines and textile mills in the 18th century have led the new industrial working class to support utopian socialism?
What were some of the environmental consequences of early industrialization?

Reading Assignment #3 The Impact of Industrialization
Textbook pages 176 -179
Focus Questions -
How was life impacted by innovations during the Industrial Revolution?
Identify urbanization and brainstorm problems this development might cause.
How is the middle class of the Middle Ages different from the new industrial middle class?
Identify industrial capitalism
Why was work in factories, textile, mills, mines and railroads initially so dangerous?
Identify early or utopian socialism.
Why might the working conditions in mines and textile mills in the 18th century have led the new industrial working class to support utopian socialism?
What were some of the environmental consequences of early industrialization?

Lesson #2 The Spread of Industrialization
Textbook pages 174 -176
Focus Questions -
Why was France slower to become industrialized than Britain?
What factors in Germany supported its industrialization?

Lesson #2 The Spread of Industrialization
Textbook pages 174 -176
Focus Questions -
Why was France slower to become industrialized than Britain?
What factors in Germany supported its industrialization?

Lesson #2 The Spread of Industrialization
Textbook pages 174 -176
Focus Questions -
Why was France slower to become industrialized than Britain?
What factors in Germany supported its industrialization?

Lesson #2 The Spread of Industrialization
Textbook pages 174 -176
Focus Questions -
Why was France slower to become industrialized than Britain?
What factors in Germany supported its industrialization?

Lesson 1 The Industrial Revolution in Great Britain
Textbook pages 170 -174
Focus Questions -
Why is the Agricultural Revolution in Great Britain important?
What factors supported industrialization in Great Britain?
Describe cottage industry and the role of entrepreneurs.
How did the invention of the steam engine impact industrialization?
How did the factory system change working conditions and practices?
Why were railroads important to the success of the Industrial Revolution?

Lesson 1 The Industrial Revolution in Great Britain
Textbook pages 170 -174
Focus Questions -
Why is the Agricultural Revolution in Great Britain important?
What factors supported industrialization in Great Britain?
Describe cottage industry and the role of entrepreneurs.
How did the invention of the steam engine impact industrialization?
How did the factory system change working conditions and practices?
Why were railroads important to the success of the Industrial Revolution?

Lesson 1 The Industrial Revolution in Great Britain
Textbook pages 170 -174
Focus Questions -
Why is the Agricultural Revolution in Great Britain important?
What factors supported industrialization in Great Britain?
Describe cottage industry and the role of entrepreneurs.
How did the invention of the steam engine impact industrialization?
How did the factory system change working conditions and practices?
Why were railroads important to the success of the Industrial Revolution?

Lesson 1 The Industrial Revolution in Great Britain
Textbook pages 170 -174
Focus Questions -
Why is the Agricultural Revolution in Great Britain important?
What factors supported industrialization in Great Britain?
Describe cottage industry and the role of entrepreneurs.
How did the invention of the steam engine impact industrialization?
How did the factory system change working conditions and practices?
Why were railroads important to the success of the Industrial Revolution?

Warning: You must complete yesterday's assignment, analyzing the three sources about Napoleon's leadership and developing a thesis statement BEFORE you can complete this assignment. 

You will use your thesis statement from yesterday's assignment and you get your evidence to support your conclusion from yesterday's documents.

Warning: You must complete yesterday's assignment, analyzing the three sources about Napoleon's leadership and developing a thesis statement BEFORE you can complete this assignment. 

You will use your thesis statement from yesterday's assignment and you get your evidence to support your conclusion from yesterday's documents.

Warning: You must complete yesterday's assignment, analyzing the three sources about Napoleon's leadership and developing a thesis statement BEFORE you can complete this assignment. 

You will use your thesis statement from yesterday's assignment and you get your evidence to support your conclusion from yesterday's documents.

Warning: You must complete yesterday's assignment, analyzing the three sources about Napoleon's leadership and developing a thesis statement BEFORE you can complete this assignment. 

You will use your thesis statement from yesterday's assignment and you get your evidence to support your conclusion from yesterday's documents.

Assignment: Historical Thinking Skills Practice
Analyzing Author’s Claim and Evidence
Is there evidence that Napoleon betrayed the ideals of the French Revolution?
Inquiry Prompt: Evaluate Napoleon’s loyalty to the ideals of the French Revolution.
HINT: The French Revolution created the Declaration of the Rights of Man and demanded liberty, equality and fraternity for all citizens.

Assignment: Historical Thinking Skills Practice
Analyzing Author’s Claim and Evidence
Is there evidence that Napoleon betrayed the ideals of the French Revolution?
Inquiry Prompt: Evaluate Napoleon’s loyalty to the ideals of the French Revolution.
HINT: The French Revolution created the Declaration of the Rights of Man and demanded liberty, equality and fraternity for all citizens.

Lesson Four - Part Two European Reaction - The Congress of Vienna
September 1814 - November 1815
Textbook pages 158 - 161
Focus Questions: 
Why did the turmoil of the French revolutionary years result in a conservative European reaction?
What was the main goal of the Congress of Vienna?
Why did the idea of nationalism become popular in France after the French Revolution? What is liberalism?
What is republicanism? How are liberalism and republicanism connected?

Lesson Four - Part Two European Reaction - The Congress of Vienna
September 1814 - November 1815
Textbook pages 158 - 161
Focus Questions: 
Why did the turmoil of the French revolutionary years result in a conservative European reaction?
What was the main goal of the Congress of Vienna?
Why did the idea of nationalism become popular in France after the French Revolution? What is liberalism?
What is republicanism? How are liberalism and republicanism connected?

Lesson Four Part 1 The Fall of Napoleon
Textbook pages 156 - 158
Focus Questions: 
Map out (flow map) how Napoleon lost his empire.
How did Napoleon's decision to invade Russia affect his grand army and the support of the French people?

Lesson Four Part 1 The Fall of Napoleon
Textbook pages 156 - 158
Focus Questions: 
Map out (flow map) how Napoleon lost his empire.
How did Napoleon's decision to invade Russia affect his grand army and the support of the French people?

Lesson Four Part 1 The Fall of Napoleon
Textbook pages 156 - 158
Focus Questions: 
Map out (flow map) how Napoleon lost his empire.
How did Napoleon's decision to invade Russia affect his grand army and the support of the French people?

Lesson Four Part 1 The Fall of Napoleon
Textbook pages 156 - 158
Focus Questions: 
Map out (flow map) how Napoleon lost his empire.
How did Napoleon's decision to invade Russia affect his grand army and the support of the French people?

Lesson Three The Rise of Napoleon and the Napoleonic Wars
Textbook pages 149 - 155
Focus Questions: 
How did the instability in the French government create an opportunity for Napoleon to take power?
As leader of France, what actions did Napoleon take to bring stability to France and improve the lives of the French people?
What military goals did Napoleon have for France?
How did the spread of nationalism hurt Napoleon?

Lesson Three The Rise of Napoleon and the Napoleonic Wars
Textbook pages 149 - 155
Focus Questions: 
How did the instability in the French government create an opportunity for Napoleon to take power?
As leader of France, what actions did Napoleon take to bring stability to France and improve the lives of the French people?
What military goals did Napoleon have for France?
How did the spread of nationalism hurt Napoleon?

Lesson Three The Rise of Napoleon and the Napoleonic Wars
Textbook pages 149 - 155
Focus Questions: 
How did the instability in the French government create an opportunity for Napoleon to take power?
As leader of France, what actions did Napoleon take to bring stability to France and improve the lives of the French people?
What military goals did Napoleon have for France?
How did the spread of nationalism hurt Napoleon?

Lesson Three The Rise of Napoleon and the Napoleonic Wars
Textbook pages 149 - 155
Focus Questions: 
How did the instability in the French government create an opportunity for Napoleon to take power?
As leader of France, what actions did Napoleon take to bring stability to France and improve the lives of the French people?
What military goals did Napoleon have for France?
How did the spread of nationalism hurt Napoleon?

You will find the directions for this assignment on a slide posted below.

You will find the directions for this assignment on a slide posted below.

You will find the directions for this assignment on a slide posted below.

You will find the directions for this assignment on a slide posted below.

This assignment is to be completed during class on Wednesday, October 18th. Whatever is not completed in class is to be done for homework.

This assignment is to be completed during class on Wednesday, October 18th. Whatever is not completed in class is to be done for homework.

This assignment is to be completed during class on Wednesday, October 18th. Whatever is not completed in class is to be done for homework.

This assignment is to be completed during class on Wednesday, October 18th. Whatever is not completed in class is to be done for homework.

There is nothing to turn in on Google Classroom. Once your table group has turned in their GIANT recipe card (poster) to Miss. V, mark this assignment completed.

There is nothing to turn in on Google Classroom. Once your table group has turned in their GIANT recipe card (poster) to Miss. V, mark this assignment completed.

There is nothing to turn in on Google Classroom. Once your table group has turned in their GIANT recipe card (poster) to Miss. V, mark this assignment completed.

There is nothing to turn in on Google Classroom. Once your table group has turned in their GIANT recipe card (poster) to Miss. V, mark this assignment completed.

Lesson Two
Radical Revolution and Reaction
Textbook pages 142-148
Focus Questions: 
Why did the French become more radical?
Make a list of radical steps the National Convention took.
What was the purpose of the Reign of Terror?
Who was punished during the Reign of Terror?
How was the new French army different from previous European armies?
What becomes of Robespierre?
Why was the Directory ineffective?
How does Napoleon come to power?

Lesson Two
Radical Revolution and Reaction
Textbook pages 142-148
Focus Questions: 
Why did the French become more radical?
Make a list of radical steps the National Convention took.
What was the purpose of the Reign of Terror?
Who was punished during the Reign of Terror?
How was the new French army different from previous European armies?
What becomes of Robespierre?
Why was the Directory ineffective?
How does Napoleon come to power?

Lesson Two
Radical Revolution and Reaction
Textbook pages 142-148
Focus Questions: 
Why did the French become more radical?
Make a list of radical steps the National Convention took.
What was the purpose of the Reign of Terror?
Who was punished during the Reign of Terror?
How was the new French army different from previous European armies?
What becomes of Robespierre?
Why was the Directory ineffective?
How does Napoleon come to power?

Lesson Two
Radical Revolution and Reaction
Textbook pages 142-148
Focus Questions: 
Why did the French become more radical?
Make a list of radical steps the National Convention took.
What was the purpose of the Reign of Terror?
Who was punished during the Reign of Terror?
How was the new French army different from previous European armies?
What becomes of Robespierre?
Why was the Directory ineffective?
How does Napoleon come to power?

Using the sources from our inquiry assignment and the Document Analysis Chart you completed, craft an argument addressing our inquiry question; What was the most significant long-term cause of the French Revolution? by completing the attached chart.

Using the sources from our inquiry assignment and the Document Analysis Chart you completed, craft an argument addressing our inquiry question; What was the most significant long-term cause of the French Revolution? by completing the attached chart.

Using the sources from our inquiry assignment and the Document Analysis Chart you completed, craft an argument addressing our inquiry question; What was the most significant long-term cause of the French Revolution? by completing the attached chart.

Using the sources from our inquiry assignment and the Document Analysis Chart you completed, craft an argument addressing our inquiry question; What was the most significant long-term cause of the French Revolution? by completing the attached chart.

Based on your close reading and annotation of the 8 sources addressing the causes of the French Revolution, complete the Document Analysis Chart. 

Attached you will find a slide with the long term cause of the FR and a digital copy of the sources you worked on in class.

Based on your close reading and annotation of the 8 sources addressing the causes of the French Revolution, complete the Document Analysis Chart. 

Attached you will find a slide with the long term cause of the FR and a digital copy of the sources you worked on in class.

Based on your close reading and annotation of the 8 sources addressing the causes of the French Revolution, complete the Document Analysis Chart. 

Attached you will find a slide with the long term cause of the FR and a digital copy of the sources you worked on in class.

Based on your close reading and annotation of the 8 sources addressing the causes of the French Revolution, complete the Document Analysis Chart. 

Attached you will find a slide with the long term cause of the FR and a digital copy of the sources you worked on in class.

Closely read the two documents posted. Respond to the guiding questions that follow each document. If you have questions, record them and be prepared to ask for clarity in class on Monday.

Closely read the two documents posted. Respond to the guiding questions that follow each document. If you have questions, record them and be prepared to ask for clarity in class on Monday.

Closely read the two documents posted. Respond to the guiding questions that follow each document. If you have questions, record them and be prepared to ask for clarity in class on Monday.

Closely read the two documents posted. Respond to the guiding questions that follow each document. If you have questions, record them and be prepared to ask for clarity in class on Monday.

You will open a new Google Doc to complete this assignment.
The slides below will provide support, including a writing frame that you are required to follow.
SAQ Prompt: Evaluate Louis XVI's ability to successfully lead France in 1789?

You will open a new Google Doc to complete this assignment.
The slides below will provide support, including a writing frame that you are required to follow.
SAQ Prompt: Evaluate Louis XVI's ability to successfully lead France in 1789?

You will open a new Google Doc to complete this assignment.
The slides below will provide support, including a writing frame that you are required to follow.
SAQ Prompt: Evaluate Louis XVI's ability to successfully lead France in 1789?

You will open a new Google Doc to complete this assignment.
The slides below will provide support, including a writing frame that you are required to follow.
SAQ Prompt: Evaluate Louis XVI's ability to successfully lead France in 1789?

Note - When you submit your document with your hilighting and annotations in the comments, you will not see the comments, but I can see them. Don't worry.

Note - When you submit your document with your hilighting and annotations in the comments, you will not see the comments, but I can see them. Don't worry.

Note - When you submit your document with your hilighting and annotations in the comments, you will not see the comments, but I can see them. Don't worry.

Note - When you submit your document with your hilighting and annotations in the comments, you will not see the comments, but I can see them. Don't worry.

Actively read and annotate this secondary source focusing on identifying and defining academic vocabulary necessary to comprehend the content, make and record connections to content we have already learned and, summarizing in your own words, main ideas. Also, be sure you can answer our Level 1 Questions: Who, What, Where, When and possibly How or Why.
This is a Google Doc so you can add textboxes in the margins to define terms (maybe hi-light the words) and add notes to document your active thinking.
I expect to SEE your thinking documented on the Google Doc.

Actively read and annotate this secondary source focusing on identifying and defining academic vocabulary necessary to comprehend the content, make and record connections to content we have already learned and, summarizing in your own words, main ideas. Also, be sure you can answer our Level 1 Questions: Who, What, Where, When and possibly How or Why.
This is a Google Doc so you can add textboxes in the margins to define terms (maybe hi-light the words) and add notes to document your active thinking.
I expect to SEE your thinking documented on the Google Doc.

Lesson One The French Revolution Begins
Textbook pages 132-139
Focus Questions: 
How did the structure of social classes in France lead to discontent?
How did the economic crises in France lead to the meeting of the Estates-General?
Why did the Third Estate declared itself to be the National Assembly?
What motivated the French peasants to rebel in the countryside in 1789?
What is the significance of the Storming of the Bastille? 
Why did King Louis XVI try to leave France?
What do you think motivated the Women's March on Versailles?
How did the king's attempt to leave France impact the feelings of the French people?

Lesson One The French Revolution Begins
Textbook pages 132-139
Focus Questions: 
How did the structure of social classes in France lead to discontent?
How did the economic crises in France lead to the meeting of the Estates-General?
Why did the Third Estate declared itself to be the National Assembly?
What motivated the French peasants to rebel in the countryside in 1789?
What is the significance of the Storming of the Bastille? 
Why did King Louis XVI try to leave France?
What do you think motivated the Women's March on Versailles?
How did the king's attempt to leave France impact the feelings of the French people?

Lesson One The French Revolution Begins
Textbook pages 132-139
Focus Questions: 
How did the structure of social classes in France lead to discontent?
How did the economic crises in France lead to the meeting of the Estates-General?
Why did the Third Estate declared itself to be the National Assembly?
What motivated the French peasants to rebel in the countryside in 1789?
What is the significance of the Storming of the Bastille? 
Why did King Louis XVI try to leave France?
What do you think motivated the Women's March on Versailles?
How did the king's attempt to leave France impact the feelings of the French people?

Lesson One The French Revolution Begins
Textbook pages 132-139
Focus Questions: 
How did the structure of social classes in France lead to discontent?
How did the economic crises in France lead to the meeting of the Estates-General?
Why did the Third Estate declared itself to be the National Assembly?
What motivated the French peasants to rebel in the countryside in 1789?
What is the significance of the Storming of the Bastille? 
Why did King Louis XVI try to leave France?
What do you think motivated the Women's March on Versailles?
How did the king's attempt to leave France impact the feelings of the French people?

The Birth of a New Nation
Textbook pages 121 - 123
Guiding Questions:
When our founding fathers were establishing the government of our new nation, what was one of their significant concerns?
What is the Articles of Confederation? What was the impact of this constitution?
How did the U.S. Constitution attempt to balance concerns over a strong central government and the weaknesses of the Article of Confederation?
What should we know about James Madison?
What purpose do the first 10 amendments to the Constitution serve? What do we call theses amendments?
Summarize the unique significance of the American Revolution.

The Birth of a New Nation
Textbook pages 121 - 123
Guiding Questions:
When our founding fathers were establishing the government of our new nation, what was one of their significant concerns?
What is the Articles of Confederation? What was the impact of this constitution?
How did the U.S. Constitution attempt to balance concerns over a strong central government and the weaknesses of the Article of Confederation?
What should we know about James Madison?
What purpose do the first 10 amendments to the Constitution serve? What do we call theses amendments?
Summarize the unique significance of the American Revolution.

Read and follow the directions of the Google Document

Read and follow the directions of the Google Document

Read and follow the directions of the Google Document

Read and follow the directions of the Google Document

Directons:
Working in Google Classroom, closely read two of the images I have assigned in Google Classroom. These are images of event leading up to the American Revolution. (See Growing Hostility Leads to Revolution handout for context)
You are to create one question for each level of questioning and record it on the doc. provided for you to document your questions for each of the two images you select. You may want to reference a handout I have you; Bloom's Taxonomy and Costa's Levels of Questioning. WARNING: Do NOT blindly fill in the blanks of the sentence frames. Be sure to THINK! Does the question fit the expectation of the level you have assigned it to?
Submit your practice in Google Classroom

Directons:
Working in Google Classroom, closely read two of the images I have assigned in Google Classroom. These are images of event leading up to the American Revolution. (See Growing Hostility Leads to Revolution handout for context)
You are to create one question for each level of questioning and record it on the doc. provided for you to document your questions for each of the two images you select. You may want to reference a handout I have you; Bloom's Taxonomy and Costa's Levels of Questioning. WARNING: Do NOT blindly fill in the blanks of the sentence frames. Be sure to THINK! Does the question fit the expectation of the level you have assigned it to?
Submit your practice in Google Classroom

Directons:
Working in Google Classroom, closely read two of the images I have assigned in Google Classroom. These are images of event leading up to the American Revolution. (See Growing Hostility Leads to Revolution handout for context)
You are to create one question for each level of questioning and record it on the doc. provided for you to document your questions for each of the two images you select. You may want to reference a handout I have you; Bloom's Taxonomy and Costa's Levels of Questioning. WARNING: Do NOT blindly fill in the blanks of the sentence frames. Be sure to THINK! Does the question fit the expectation of the level you have assigned it to?
Submit your practice in Google Classroom

Directons:
Working in Google Classroom, closely read two of the images I have assigned in Google Classroom. These are images of event leading up to the American Revolution. (See Growing Hostility Leads to Revolution handout for context)
You are to create one question for each level of questioning and record it on the doc. provided for you to document your questions for each of the two images you select. You may want to reference a handout I have you; Bloom's Taxonomy and Costa's Levels of Questioning. WARNING: Do NOT blindly fill in the blanks of the sentence frames. Be sure to THINK! Does the question fit the expectation of the level you have assigned it to?
Submit your practice in Google Classroom

Reminder: You are to take notes in your spiral notebook based on the reading assignment.
Focus on Level 1 Questions: who, what, where, when, and if possible how or why
Be sure to title all reading assignment with the date, section title and page numbers.

Britain and the American Revolution
Textbook pages 117- 121
Guiding Questions:
How did the ideas of the Enlightenment set the stage for revolutionary movements?
What events did the colonists experience which led to their rebellion against England’s government?
Who is Thomas Paine and what role does he play in the colonies declaration of independence?
Who is Thomas Jefferson and what role does he play in the colonies declaration of independence?

Reminder: You are to take notes in your spiral notebook based on the reading assignment.
Focus on Level 1 Questions: who, what, where, when, and if possible how or why
Be sure to title all reading assignment with the date, section title and page numbers.

Britain and the American Revolution
Textbook pages 117- 121
Guiding Questions:
How did the ideas of the Enlightenment set the stage for revolutionary movements?
What events did the colonists experience which led to their rebellion against England’s government?
Who is Thomas Paine and what role does he play in the colonies declaration of independence?
Who is Thomas Jefferson and what role does he play in the colonies declaration of independence?

Please read textbook page 111 (first two paragraphs only) - to understand enlightened absolutism and what and enlightened monarch would be. You should also review the last two pages of the Enlightenment in Europe packet passed out in in focusing on Legacy of the Enlightenment.

Please read textbook page 111 (first two paragraphs only) - to understand enlightened absolutism and what and enlightened monarch would be. You should also review the last two pages of the Enlightenment in Europe packet passed out in in focusing on Legacy of the Enlightenment.

Read the Background Essay - The Enlightenment Philosophers: What was Their Main Idea? and answer the background essay questions (Part I) on the Google Doc posted. Yes, they are also on the reading, but you will respond to the questions on the Google Doc.
Review your reading in the textbook on Enlightenment Ideas. Play close attention to the different philosophers discussed and make an effort to classify their work as political, social, economic or religious. (We discussed this in class yesterday. It should be in your spiral notes)
Closely read the documents  (Part II on the Google Doc posted) from four different Enlightenment thinkers. Pay close attention to the main idea of each philosopher addresses and try to find a connection between the ideas of all four philosophers. We will be addressing the prompt: What was the main idea of the Enlightenment philosophers?
After closely reading each document, answer the document analysis questions provided on the Google Doc

Read the Background Essay - The Enlightenment Philosophers: What was Their Main Idea? and answer the background essay questions (Part I) on the Google Doc posted. Yes, they are also on the reading, but you will respond to the questions on the Google Doc.
Review your reading in the textbook on Enlightenment Ideas. Play close attention to the different philosophers discussed and make an effort to classify their work as political, social, economic or religious. (We discussed this in class yesterday. It should be in your spiral notes)
Closely read the documents  (Part II on the Google Doc posted) from four different Enlightenment thinkers. Pay close attention to the main idea of each philosopher addresses and try to find a connection between the ideas of all four philosophers. We will be addressing the prompt: What was the main idea of the Enlightenment philosophers?
After closely reading each document, answer the document analysis questions provided on the Google Doc

If you are absent, do not open this quiz.

If you are absent, do not open this quiz.

The Ideas of the Philosophes Part 2
Textbook pages 99 - 103
Guiding Questions:
What is the doctrine, laissez-faire?
Who is Adam Smith?
How did the political ideas of the Enlightenment represent a break with the ideas of Europe’s past?
Who is Mary Wollstonecraft?
What role did coffeehouses and salons play during the Enlightenment?

The Ideas of the Philosophes Part 2
Textbook pages 99 - 103
Guiding Questions:
What is the doctrine, laissez-faire?
Who is Adam Smith?
How did the political ideas of the Enlightenment represent a break with the ideas of Europe’s past?
Who is Mary Wollstonecraft?
What role did coffeehouses and salons play during the Enlightenment?

Use the slides attached to guide your table discussion as an extention to our class discussion today.

Use the slides attached to guide your table discussion as an extention to our class discussion today.

The Ideas of the Philosophes Part 1
Textbook pages 96-99
Guiding Questions:
What role did the philosophers play in the Enlightenment?
Explain how the achievements of the Scientific Revolution influenced the ideas of the Enlightenment

The Ideas of the Philosophes Part 1
Textbook pages 96-99
Guiding Questions:
What role did the philosophers play in the Enlightenment?
Explain how the achievements of the Scientific Revolution influenced the ideas of the Enlightenment

Review the student slides introducing the SAQ question. Use the information on the slides to support your practice.

Review the student slides introducing the SAQ question. Use the information on the slides to support your practice.

Review the student slides introducing the SAQ question. Use the information on the slides to support your practice.

Review the student slides introducing the SAQ question. Use the information on the slides to support your practice.

If you are absent the day of the assessment you will 

schedule  a make up time with me. Do not open the Google Form at home or before you make up the assessment.

If you are absent the day of the assessment you will 

schedule  a make up time with me. Do not open the Google Form at home or before you make up the assessment.

If you are absent the day of the assessment you will 

schedule  a make up time with me. Do not open the Google Form at home or before you make up the assessment.

If you are absent the day of the assessment you will 

schedule  a make up time with me. Do not open the Google Form at home or before you make up the assessment.

Looking at each of the five questions on the slide, identify which are level one, level two or level three types of questions. Be prepared to share your thinking in class tomorrow.

Looking at each of the five questions on the slide, identify which are level one, level two or level three types of questions. Be prepared to share your thinking in class tomorrow.

Looking at each of the five questions on the slide, identify which are level one, level two or level three types of questions. Be prepared to share your thinking in class tomorrow.

Complete the drag and drop activity and then copy and complete the chart in your spiral notebook for review.

Complete the drag and drop activity and then copy and complete the chart in your spiral notebook for review.

Complete the drag and drop activity and then copy and complete the chart in your spiral notebook for review.

Legal and Political Thought
Textbook pages 65-66
Focus Questions:
Identify Thomas Hobbes and John Locke
Why do people create governments?
What purpose do governments serve?

Legal and Political Thought
Textbook pages 65-66
Focus Questions:
Identify Thomas Hobbes and John Locke
Why do people create governments?
What purpose do governments serve?