Period 0 Honors World History Assignments

Lesson Five - End of the Cold War
Textbook pages 582-590
Focus Questions
How did perestroika and glasnost change the Soviet Union?
What traditional Soviet institutions resisted Gorbachev’s reforms? Explain why.
How did Gorbachev’s announcement that the Soviet Union would no longer be following the Brezhnev doctrine open the door to the overthrow of Communist regimes in Eastern Europe?

Lesson Five - End of the Cold War
Textbook pages 582-590
Focus Questions
How did perestroika and glasnost change the Soviet Union?
What traditional Soviet institutions resisted Gorbachev’s reforms? Explain why.
How did Gorbachev’s announcement that the Soviet Union would no longer be following the Brezhnev doctrine open the door to the overthrow of Communist regimes in Eastern Europe?

The classification category on the chart is for political, social/cultural, economic, military, or technological

Lesson Four Eastern Europe and the Soviet Union
Textbook pages 561 - 567

Focus Questions:
Describe social, political and economic characteristics of the Soviet Union during the Cold War.
Describe de-stalinization and explain its purpose
What factors led to the fall of Khrushchev from power?
Identify detente
Identify dissident
How was Brezhnev's relationship with the US different from Khrushchev?
How was Eastern Europe affected by communism after WWII?
Why was Yugoslavia different from other Eastern European countries during the Cold War?

Lesson Four Eastern Europe and the Soviet Union
Textbook pages 561 - 567

Focus Questions:
Describe social, political and economic characteristics of the Soviet Union during the Cold War.
Describe de-stalinization and explain its purpose
What factors led to the fall of Khrushchev from power?
Identify detente
Identify dissident
How was Brezhnev's relationship with the US different from Khrushchev?
How was Eastern Europe affected by communism after WWII?
Why was Yugoslavia different from other Eastern European countries during the Cold War?

Mrs. Burch will model her historical thinking skills as the class analyizes the first political cartoon in the slide deck addressing the Cuban Missile Crisis.
Students are to practice their skills on the second cartoon and come to class prepared to discuss both cartoons (compare and contrast) tomorrow in class.

Lesson Three Cold War Conflicts
Textbook pages 496 - 503
Focus Questions:
What is a proxy war? Identify two examples of a proxy war from the reading.
Identify and explain two reasons why the Soviets placing nuclear missiles in Cuba would be a big deal to the U.S.
How did the causes of the Vietnam War differ from the causes of the Korean War?
How did the Vietnam War help “show the limitations of American power”?

China After World War II
Textbook pages 489 - 493
Focus Questions:
How did Mao use economic policies to try and establish a classless society?
Why did Mao believe permanent revolution was necessary?
How did the establishment of communism in China impact the Cold War?

Open a Google Doc.
Based on your reading and discussion of Truman vs Zhdanov and the evidence you have charted from the documents, respond to the followng prompt. You will be responding with a short answer. (3 - 4 sentences providing a topic sentence/claim, evidence/concrete examples from the documents and analysis explaining how or why our claim is correct.)
Prompt: Identify and explain which leader, Truman or Zhdanov, makes the most compelling argument defending his countries' position?

You and your reading partner have read two perspectives, one from the U.S. and one from the Soviet Union. 

Each politician has justified their government’s actions in response to the others
Discuss both points of view with your reading partner and complete the Truman vs Zhdanov Comparison Chart below.
Based on your analysis of the chart and discussion with your reading partner, be prepared to answer the following question: Which leader makes the most compelling argument? Identify at least two concrete pieces of evidence to support your conclusion.

Reading Assignment: The Last Chinese Dynasty, Revolution in 1911 and The Nationalists & WWII - Historical context for the Chinese Civil War and China after WWII (posted 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 485 - 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?

Directions:
Reflect on your WWII assessment
Identify two different people, events, concepts, developments or processes that challenged you. Or you may have been challenged by one of our historical thinking skills; sourcing, close reading, historical context.
On a Google Doc, identify, describe or define and explain each challenge. I encourage you to also consider what information you wish you knew or understood that would have helped you with the assessment question.

Directions:
Reflect on your WWII assessment
Identify two different people, events, concepts, developments or processes that challenged you. Or you may have been challenged by one of our historical thinking skills; sourcing, close reading, historical context.
On a Google Doc, identify, describe or define and explain each challenge. I encourage you to also consider what information you wish you knew or understood that would have helped you with the assessment question.

Directions:
Reflect on your WWII assessment
Identify two different people, events, concepts, developments or processes that challenged you. Or you may have been challenged by one of our historical thinking skills; sourcing, close reading, historical context.
On a Google Doc, identify, describe or define and explain each challenge. I encourage you to also consider what information you wish you knew or understood that would have helped you with the assessment question.

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?

Directions:
Working with a partner or your table group, you will each open up your Dicey Conversations master slide in Google Classroom.
Review the student slides and assignments for Lessons 1 & 2 on World War II to identify significant people, events, concepts, processes or developments. Fill in your Dicey Conversations slide. *Note - feel free to add significant context information from previous lessons too.
Get a set of dice from Mrs. Burch’s cart and play “Dicey Conversations.”

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?

As you read to learn about the Battle of Stalingrad identify significant charateristics of the battle. Practice your critical reading annotations. Some things to think about while you read: What made the battle a "turning point" in WWII? Why was the battle so deadly? What motivated the Germans and Soviet to fight so hard for control of Stalingrad?

As you read to learn about the Battle of Stalingrad identify significant charateristics of the battle. Practice your critical reading annotations. Some things to think about while you read: What made the battle a "turning point" in WWII? Why was the battle so deadly? What motivated the Germans and Soviet to fight so hard for control of Stalingrad?

As you read to learn about the Battle of Stalingrad identify significant charateristics of the battle. Practice your critical reading annotations. Some things to think about while you read: What made the battle a "turning point" in WWII? Why was the battle so deadly? What motivated the Germans and Soviet to fight so hard for control of Stalingrad?

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 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 - World War II
Textbook pages 447 - 453
Guiding Questions:
How did new technology impact the war? (Consider German blitzkrieg and the Battle of Britain)
What brought the U.S. into the war?

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?

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 Prelude to War (1933 - 1939)
Lesson One Part I - The Japanese Path to War
Textbook pages 444 -446
Focus Questions:
Why was Japan motivated to build an empire?
Were Japanese efforts to build an empire in East Asia justified?

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 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 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?

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?

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?

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?

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?

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?

Directions: You are expected to have complete the pre-writing assignment (analysis of documents) FIRST. Use the information from the documents as evidence to support your thesis/claim/conclusion.
If you are a more advanced writer, I encourage you to provide attribution for the evidence (documents) when your introduce them. DO NOT introduce the documents by #. I have attached a slide with directions if you need to review them.
Please ask for clarification if needed.

Directions: You are expected to have complete the pre-writing assignment (analysis of documents) FIRST. Use the information from the documents as evidence to support your thesis/claim/conclusion.
If you are a more advanced writer, I encourage you to provide attribution for the evidence (documents) when your introduce them. DO NOT introduce the documents by #. I have attached a slide with directions if you need to review them.
Please ask for clarification if needed.

Directions: You are expected to have complete the pre-writing assignment (analysis of documents) FIRST. Use the information from the documents as evidence to support your thesis/claim/conclusion.
If you are a more advanced writer, I encourage you to provide attribution for the evidence (documents) when your introduce them. DO NOT introduce the documents by #. I have attached a slide with directions if you need to review them.
Please ask for clarification if needed.

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?

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?

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?

Using the historical context you have learned during our lessons on the Russian Revolution and the History Maker's source on Lenin, complete the attached essay map addressing the prompt; Evaluate Lenin's ability to effectively lead Russia.

Review the characteristics of a good thesis statement including establishing a line of reasoning (2). Be sure that your topic sentences are based on your line of reasoning. Your evidence must be based on historical fact and your analysis must EXPLAIN HOW or WHY the evidence you provided supports your topic sentence/thesis statement. Frames:

Using the historical context you have learned during our lessons on the Russian Revolution and the History Maker's source on Lenin, complete the attached essay map addressing the prompt; Evaluate Lenin's ability to effectively lead Russia.

Review the characteristics of a good thesis statement including establishing a line of reasoning (2). Be sure that your topic sentences are based on your line of reasoning. Your evidence must be based on historical fact and your analysis must EXPLAIN HOW or WHY the evidence you provided supports your topic sentence/thesis statement. Frames:

Using the historical context you have learned during our lessons on the Russian Revolution and the History Maker's source on Lenin, complete the attached essay map addressing the prompt; Evaluate Lenin's ability to effectively lead Russia.

Review the characteristics of a good thesis statement including establishing a line of reasoning (2). Be sure that your topic sentences are based on your line of reasoning. Your evidence must be based on historical fact and your analysis must EXPLAIN HOW or WHY the evidence you provided supports your topic sentence/thesis statement. Frames:

Do not submit this assignment until you have completed your Essay Map on Vladimir Lenin. You will need your notes on the source to help you craft your argument.

Do not submit this assignment until you have completed your Essay Map on Vladimir Lenin. You will need your notes on the source to help you craft your argument.

Do not submit this assignment until you have completed your Essay Map on Vladimir Lenin. You will need your notes on the source to help you craft your argument.

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?

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?

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?

Complete the attached reflection in preparation for planning and writing your next SMART Goal.

Complete the attached reflection in preparation for planning and writing your next SMART Goal.

Complete the attached reflection in preparation for planning and writing your next SMART Goal.

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?

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?

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?

As you closely read this source, keep in mind that we will compare and contrast the information in this reading with the information we learned in our earlier reading titled Excitement of War.
After you finish the reading, create a Double-Bubble map or a Venn Diagram in your spiral notebook to compare and contrast the Excitement of War with the Reality of War. (Provide concrete examples)

As you closely read this source, keep in mind that we will compare and contrast the information in this reading with the information we learned in our earlier reading titled Excitement of War.
After you finish the reading, create a Double-Bubble map or a Venn Diagram in your spiral notebook to compare and contrast the Excitement of War with the Reality of War. (Provide concrete examples)

As you closely read this source, keep in mind that we will compare and contrast the information in this reading with the information we learned in our earlier reading titled Excitement of War.
After you finish the reading, create a Double-Bubble map or a Venn Diagram in your spiral notebook to compare and contrast the Excitement of War with the Reality of War. (Provide concrete examples)

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?

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?

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?

Attached you will find a slide deck with placards including readings and other sources describing the home fronts in Great Britain, Russia and Germany. Closely read the placards and then address the guiding questions on the Response Sheet.

Attached you will find a slide deck with placards including readings and other sources describing the home fronts in Great Britain, Russia and Germany. Closely read the placards and then address the guiding questions on the Response Sheet.

Attached you will find a slide deck with placards including readings and other sources describing the home fronts in Great Britain, Russia and Germany. Closely read the placards and then address the guiding questions on the Response Sheet.

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?

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?

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.
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.

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.
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.

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.
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.

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?

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?

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?

Mrs. Burch will model close/critical reading practices with the class using this primary source.
AFTER we have closely read and discussed the source, you will complete the guiding questions.

Mrs. Burch will model close/critical reading practices with the class using this primary source.
AFTER we have closely read and discussed the source, you will complete the guiding questions.

Mrs. Burch will model close/critical reading practices with the class using this primary source.
AFTER we have closely read and discussed the source, you will complete the guiding questions.

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 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 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?

Indian Nationalists - textbook pages 274-276

The road to independence in India began with a nationalist movement.

Guiding 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?
5. Why might a great writer be particularly important to the struggle of a country like India for its independence?
6. Why might it have been important to the Indians of his time that Tagore won the Nobel Prize?

Indian Nationalists - textbook pages 274-276

The road to independence in India began with a nationalist movement.

Guiding 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?
5. Why might a great writer be particularly important to the struggle of a country like India for its independence?
6. Why might it have been important to the Indians of his time that Tagore won the Nobel Prize?

Indian Nationalists - textbook pages 274-276

The road to independence in India began with a nationalist movement.

Guiding 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?
5. Why might a great writer be particularly important to the struggle of a country like India for its independence?
6. Why might it have been important to the Indians of his time that Tagore won the Nobel Prize?

Reading Assignment: Lesson Five
Textbook pages 256-257 & 266-267, Effects of Imperialism
Focus Questions:
Resistance to Colonial Rule Part I Textbook pages 256 - 257
How was colonial rule a threat to Southeast Asian culture or why would indigenous people resent colonization?
Why does it seem logical that resistance movements were often led by people who had been educated in the West?
Effects of Imperialism in Africa Part II Textbook pages 266 – 267
How did Britain’s practice of indirect rule sow the seeds of future class and ethnic tensions in Africa?
Tradition means a belief, custom, or way of doing something that has existed for a long time. What is an important tradition to you or your family? How would you feel if you were forced to give this practice up?
In what ways were Western nations hypocritical in their treatment of their colonies? 
How did Western nations’ hypocritical treatment of their colonies lead to the birth of African nationalism?

Reading Assignment: Lesson Five
Textbook pages 256-257 & 266-267, Effects of Imperialism
Focus Questions:
Resistance to Colonial Rule Part I Textbook pages 256 - 257
How was colonial rule a threat to Southeast Asian culture or why would indigenous people resent colonization?
Why does it seem logical that resistance movements were often led by people who had been educated in the West?
Effects of Imperialism in Africa Part II Textbook pages 266 – 267
How did Britain’s practice of indirect rule sow the seeds of future class and ethnic tensions in Africa?
Tradition means a belief, custom, or way of doing something that has existed for a long time. What is an important tradition to you or your family? How would you feel if you were forced to give this practice up?
In what ways were Western nations hypocritical in their treatment of their colonies? 
How did Western nations’ hypocritical treatment of their colonies lead to the birth of African nationalism?

Reading Assignment: Lesson Five
Textbook pages 256-257 & 266-267, Effects of Imperialism
Focus Questions:
Resistance to Colonial Rule Part I Textbook pages 256 - 257
How was colonial rule a threat to Southeast Asian culture or why would indigenous people resent colonization?
Why does it seem logical that resistance movements were often led by people who had been educated in the West?
Effects of Imperialism in Africa Part II Textbook pages 266 – 267
How did Britain’s practice of indirect rule sow the seeds of future class and ethnic tensions in Africa?
Tradition means a belief, custom, or way of doing something that has existed for a long time. What is an important tradition to you or your family? How would you feel if you were forced to give this practice up?
In what ways were Western nations hypocritical in their treatment of their colonies? 
How did Western nations’ hypocritical treatment of their colonies lead to the birth of African nationalism?

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.

I have heard that the link for the video is blocked by the school district and I haven't been able to approve it. I expect to have another link for you by the end of the day. Please check back for the new link after school.

Be sure to do the reading in the textbook. That will also provide information to support your understanding.

I have heard that the link for the video is blocked by the school district and I haven't been able to approve it. I expect to have another link for you by the end of the day. Please check back for the new link after school.

Be sure to do the reading in the textbook. That will also provide information to support your understanding.

I have heard that the link for the video is blocked by the school district and I haven't been able to approve it. I expect to have another link for you by the end of the day. Please check back for the new link after school.

Be sure to do the reading in the textbook. That will also provide information to support your understanding.

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.

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.

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.

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.

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 One
Textbook pages 251-257, Motive for Imperialism
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
Textbook pages 251-257, Motive for Imperialism
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
Textbook pages 251-257, Motive for Imperialism
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 6 The Emergence of Mass Society
Textbook pages 220 - 227
Focus Questions:
What are the characteristics of mass society in the late 19th century?
How did class divisions in Europe change during the 19th century? 
List the order in which the women’s movement generally gained more rights for women.
Summarize how society change because of urbanization and industrialization?

Reading Assignment Lesson 6 The Emergence of Mass Society
Textbook pages 220 - 227
Focus Questions:
What are the characteristics of mass society in the late 19th century?
How did class divisions in Europe change during the 19th century? 
List the order in which the women’s movement generally gained more rights for women.
Summarize how society change because of urbanization and industrialization?

Reading Assignment Lesson 6 The Emergence of Mass Society
Textbook pages 220 - 227
Focus Questions:
What are the characteristics of mass society in the late 19th century?
How did class divisions in Europe change during the 19th century? 
List the order in which the women’s movement generally gained more rights for women.
Summarize how society change because of urbanization and industrialization?

Reading Assignment #5 - Organizing the Working Class
Textbook pages 218 - 219
Focus Questions:
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?

Reading Assignment #5 - Organizing the Working Class
Textbook pages 218 - 219
Focus Questions:
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?

Reading Assignment #5 - Organizing the Working Class
Textbook pages 218 - 219
Focus Questions:
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 Growth of Industrial Prosperity Reading Assignment #4 -The Second Industrial Revolution
Textbook pages 215 - 217
Be sure to take active reading notes and use the focus questions to guide your notes.
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 Growth of Industrial Prosperity Reading Assignment #4 -The Second Industrial Revolution
Textbook pages 215 - 217
Be sure to take active reading notes and use the focus questions to guide your notes.
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 Growth of Industrial Prosperity Reading Assignment #4 -The Second Industrial Revolution
Textbook pages 215 - 217
Be sure to take active reading notes and use the focus questions to guide your notes.
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?

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.

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.

Closely read - consider marking your text and making notes in the margins.

Closely read - consider marking your text and making notes in the margins.

Closely read - consider marking your text and making notes in the margins.

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?

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?

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 #2 The Spread of Industrialization
Textbook pages 174 -176
Take active reading notes. Use the skills Mrs. Burch modeled and you practiced. (Who, what, where, when? The focus questions will also help guide you to what is important to make note of.)
Focus Questions -
Why was France slower to become industrialized than Britain?
What factors in Germany supported its industrialization?

Reading Assignment #2 The Spread of Industrialization
Textbook pages 174 -176
Take active reading notes. Use the skills Mrs. Burch modeled and you practiced. (Who, what, where, when? The focus questions will also help guide you to what is important to make note of.)
Focus Questions -
Why was France slower to become industrialized than Britain?
What factors in Germany supported its industrialization?

Reading Assignment #2 The Spread of Industrialization
Textbook pages 174 -176
Take active reading notes. Use the skills Mrs. Burch modeled and you practiced. (Who, what, where, when? The focus questions will also help guide you to what is important to make note of.)
Focus Questions -
Why was France slower to become industrialized than Britain?
What factors in Germany supported its industrialization?

Textbook pages 170 -174, The Industrial Revolution in Great Britain
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?
This is a new unit of study.
Be sure to title and date your active reading notes in your spiral notebook.

Textbook pages 170 -174, The Industrial Revolution in Great Britain
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?
This is a new unit of study.
Be sure to title and date your active reading notes in your spiral notebook.

Textbook pages 170 -174, The Industrial Revolution in Great Britain
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?
This is a new unit of study.
Be sure to title and date your active reading notes in your spiral notebook.

This assignment is based on your historical thinking skills practice (Analyzing Author's Claim and Evidence) from yesterday.
I have provided a set of slides for you to review with models of my thinking for each source you analyzed. Your thinking does not need to be just like mine. The models are just for clarification if needed.
Use your analysis of the three sources to complete the Crafting and Argument Practice chart attached. You are addressing the prompt: Evaluate Napoleon's loyalty to the Revolution that created the Declaration of the Rights of Man and demanded liberty, equality and fraternity. You may have already written you thesis statement for part 2 of yesterday's assignment. You can use that on your chart.

This assignment is based on your historical thinking skills practice (Analyzing Author's Claim and Evidence) from yesterday.
I have provided a set of slides for you to review with models of my thinking for each source you analyzed. Your thinking does not need to be just like mine. The models are just for clarification if needed.
Use your analysis of the three sources to complete the Crafting and Argument Practice chart attached. You are addressing the prompt: Evaluate Napoleon's loyalty to the Revolution that created the Declaration of the Rights of Man and demanded liberty, equality and fraternity. You may have already written you thesis statement for part 2 of yesterday's assignment. You can use that on your chart.

This assignment is based on your historical thinking skills practice (Analyzing Author's Claim and Evidence) from yesterday.
I have provided a set of slides for you to review with models of my thinking for each source you analyzed. Your thinking does not need to be just like mine. The models are just for clarification if needed.
Use your analysis of the three sources to complete the Crafting and Argument Practice chart attached. You are addressing the prompt: Evaluate Napoleon's loyalty to the Revolution that created the Declaration of the Rights of Man and demanded liberty, equality and fraternity. You may have already written you thesis statement for part 2 of yesterday's assignment. You can use that on your chart.

I encourage you to carefully read this document. Take notes in your spiral notebook to help you remember key ideas.
Most of the information should be review, but it is presented in a way that ties the American, the French and the Haitian Revolutions together.
Feel free to make note of questions that you have for our discussion of the content on Friday.

I encourage you to carefully read this document. Take notes in your spiral notebook to help you remember key ideas.
Most of the information should be review, but it is presented in a way that ties the American, the French and the Haitian Revolutions together.
Feel free to make note of questions that you have for our discussion of the content on Friday.

I encourage you to carefully read this document. Take notes in your spiral notebook to help you remember key ideas.
Most of the information should be review, but it is presented in a way that ties the American, the French and the Haitian Revolutions together.
Feel free to make note of questions that you have for our discussion of the content on Friday.

Nationalist Revolt - Revolt in Haiti
Read textbook pages 197 - 198
Be sure to title and date your active reading notes in your spiral notebook.
Focus Question - How was the revolt in Haiti influenced by the French and American Revolutions?

Nationalist Revolt - Revolt in Haiti
Read textbook pages 197 - 198
Be sure to title and date your active reading notes in your spiral notebook.
Focus Question - How was the revolt in Haiti influenced by the French and American Revolutions?

Nationalist Revolt - Revolt in Haiti
Read textbook pages 197 - 198
Be sure to title and date your active reading notes in your spiral notebook.
Focus Question - How was the revolt in Haiti influenced by the French and American Revolutions?

The expectation is that you have done the assigned reading on the Congress of Vienna.
Complete the attached Nearpod in class today.

The expectation is that you have done the assigned reading on the Congress of Vienna.
Complete the attached Nearpod in class today.

The expectation is that you have done the assigned reading on the Congress of Vienna.
Complete the attached Nearpod in class today.

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 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: 
Mapping out how Napoleon lost his empire.
How was Napoleon's decision to invade Russia affect his grand army and the French people?

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

Lesson Four Part 1 The Fall of Napoleon
Textbook pages 156 - 158
Focus Questions: 
Mapping out how Napoleon lost his empire.
How was Napoleon's decision to invade Russia affect his grand army and 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?

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.

Sorry, you will need to make your own copy of the Crafting an Argument chart, I forgot to make a copy for you.

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.

Sorry, you will need to make your own copy of the Crafting an Argument chart, I forgot to make a copy for you.

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.

Sorry, you will need to make your own copy of the Crafting an Argument chart, I forgot to make a copy for you.

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.

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?

During class today, pick on of the following activities to complete.
The expectation is that you will be actively working throughout the class period to improve your learning and skills in this class.

Catch Up - If you have fallen behind on your reading notes or assignments in this class, use today to get caught up.
Vocabulary - In our readings, class assignments and discussions we go over a lot of content/academic vocabulary. Use the list provided and definitions in your class notes to create flash cards for review on Quizlet.com. You will find a recommended vocabulary list in Google Classroom.
ThinkLink - Create your own ThinkLink review game based on important concepts, events, people, developments and processes your have read about or we have discussed in class. The template is posted in Google Classroom.

During class today, pick on of the following activities to complete.
The expectation is that you will be actively working throughout the class period to improve your learning and skills in this class.

Catch Up - If you have fallen behind on your reading notes or assignments in this class, use today to get caught up.
Vocabulary - In our readings, class assignments and discussions we go over a lot of content/academic vocabulary. Use the list provided and definitions in your class notes to create flash cards for review on Quizlet.com. You will find a recommended vocabulary list in Google Classroom.
ThinkLink - Create your own ThinkLink review game based on important concepts, events, people, developments and processes your have read about or we have discussed in class. The template is posted in Google Classroom.

During class today, pick on of the following activities to complete.
The expectation is that you will be actively working throughout the class period to improve your learning and skills in this class.

Catch Up - If you have fallen behind on your reading notes or assignments in this class, use today to get caught up.
Vocabulary - In our readings, class assignments and discussions we go over a lot of content/academic vocabulary. Use the list provided and definitions in your class notes to create flash cards for review on Quizlet.com. You will find a recommended vocabulary list in Google Classroom.
ThinkLink - Create your own ThinkLink review game based on important concepts, events, people, developments and processes your have read about or we have discussed in class. The template is posted in Google Classroom.

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