Period 5 2023-24 AP European History Assignments

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Past Assignments

Due:

Reading Assignment textbook pages 669 - 676 in Google Classroom

Reading Assignment textbook pages 669 - 676

Lesson Three Nation Building and Reform: The National State in Midcentury
Textbook pages 669-676
Focus Question: What efforts for reform occurred in the Austrian Empire, Russia, and Great Britain between 1850 and 1870, and how successful were they in alleviating each nation’s problems?
Created by Susan Burch: Tuesday, February 20 3:14 PM

Due:

Reading Assignment textbook pages 669 - 676 in Google Classroom

Reading Assignment textbook pages 669 - 676

Lesson Three Nation Building and Reform: The National State in Midcentury
Textbook pages 669-676
Focus Question: What efforts for reform occurred in the Austrian Empire, Russia, and Great Britain between 1850 and 1870, and how successful were they in alleviating each nation’s problems?
Created by Susan Burch: Tuesday, February 20 3:14 PM

Due:

Contextualization & Thesis Practice - Unification of Italy and Unification of Germany in Google Classroom

Contextualization & Thesis Practice - Unification of Italy and Unification of Germany

Created by Susan Burch: Tuesday, February 20 3:14 PM

Due:

Contextualization & Thesis Practice - Unification of Italy and Unification of Germany in Google Classroom

Contextualization & Thesis Practice - Unification of Italy and Unification of Germany

Created by Susan Burch: Tuesday, February 20 3:14 PM

Due:

Reading Assignment textbook pages 669 - 676 in Google Classroom

Reading Assignment textbook pages 669 - 676

Lesson Three Nation Building and Reform: The National State in Midcentury
Textbook pages 669-676
Focus Question: What efforts for reform occurred in the Austrian Empire, Russia, and Great Britain between 1850 and 1870, and how successful were they in alleviating each nation’s problems?
Created by Susan Burch: Tuesday, February 20 3:14 PM

Due:

Contextualization & Thesis Practice - Unification of Italy and Unification of Germany in Google Classroom

Contextualization & Thesis Practice - Unification of Italy and Unification of Germany

Created by Susan Burch: Tuesday, February 20 3:14 PM

Due:

Reading Assignment textbook pages 669 - 676 in Google Classroom

Reading Assignment textbook pages 669 - 676

Lesson Three Nation Building and Reform: The National State in Midcentury
Textbook pages 669-676
Focus Question: What efforts for reform occurred in the Austrian Empire, Russia, and Great Britain between 1850 and 1870, and how successful were they in alleviating each nation’s problems?
Created by Susan Burch: Tuesday, February 20 3:14 PM

Due:

Contextualization & Thesis Practice - Unification of Italy and Unification of Germany in Google Classroom

Contextualization & Thesis Practice - Unification of Italy and Unification of Germany

Created by Susan Burch: Tuesday, February 20 3:14 PM

Due:

AP Classroom Progress Check #6 (Industrial Revolution) in Google Classroom

AP Classroom Progress Check #6 (Industrial Revolution)

Directions: In AP Classroom, complete Progress Check #5 which includes a practice multiple-choice and free-response questions (1 Short-Answer Questions,1 Long-Essay Question and 1 DBQ Question).
Make sure to score your own FRQ responses using the AP scoring guidelines.
Your score for this assignment will be...
MCQ = 2 Points
FRQ Part A = 2 Points This is a SAQ  (*You must score your own FRQs in order to receive 2 pts)
FRQ Part B = 2 Points This is a DBQ prompt.
Created by Susan Burch: Friday, February 2 12:14 PM

Due:

AP Classroom Progress Check #6 (Industrial Revolution) in Google Classroom

AP Classroom Progress Check #6 (Industrial Revolution)

Directions: In AP Classroom, complete Progress Check #5 which includes a practice multiple-choice and free-response questions (1 Short-Answer Questions,1 Long-Essay Question and 1 DBQ Question).
Make sure to score your own FRQ responses using the AP scoring guidelines.
Your score for this assignment will be...
MCQ = 2 Points
FRQ Part A = 2 Points This is a SAQ  (*You must score your own FRQs in order to receive 2 pts)
FRQ Part B = 2 Points This is a DBQ prompt.
Created by Susan Burch: Friday, February 2 12:14 PM

Due:

AP Classroom Progress Check #6 (Industrial Revolution) in Google Classroom

AP Classroom Progress Check #6 (Industrial Revolution)

Directions: In AP Classroom, complete Progress Check #5 which includes a practice multiple-choice and free-response questions (1 Short-Answer Questions,1 Long-Essay Question and 1 DBQ Question).
Make sure to score your own FRQ responses using the AP scoring guidelines.
Your score for this assignment will be...
MCQ = 2 Points
FRQ Part A = 2 Points This is a SAQ  (*You must score your own FRQs in order to receive 2 pts)
FRQ Part B = 2 Points This is a DBQ prompt.
Created by Susan Burch: Friday, February 2 12:14 PM

Due:

AP Classroom Progress Check #6 (Industrial Revolution) in Google Classroom

AP Classroom Progress Check #6 (Industrial Revolution)

Directions: In AP Classroom, complete Progress Check #5 which includes a practice multiple-choice and free-response questions (1 Short-Answer Questions,1 Long-Essay Question and 1 DBQ Question).
Make sure to score your own FRQ responses using the AP scoring guidelines.
Your score for this assignment will be...
MCQ = 2 Points
FRQ Part A = 2 Points This is a SAQ  (*You must score your own FRQs in order to receive 2 pts)
FRQ Part B = 2 Points This is a DBQ prompt.
Created by Susan Burch: Friday, February 2 12:14 PM

Due:

Storyboards - Italian and German Unification in Google Classroom

Storyboards - Italian and German Unification

Review textbook pages 663 - 669 and the slides attached below.
Complete the storyboards by paraphrasing & illustrating the information you have learned about the Italian Unification and the German Unification. 
Created by Susan Burch: Friday, February 16 2:55 PM

Due:

Reading Assignment textbook pages 663-669 in Google Classroom

Reading Assignment textbook pages 663-669

Lesson Two National Unification: Italy and Germany
Textbook pages 663 -669
Focus Question: What actions did Cavour and Bismarck take to bring about unification in Italy and Germany, respectively, and what role did the Crimean War play in their efforts?
Created by Susan Burch: Wednesday, February 14 3:14 PM

Due:

Reading Assignment textbook pages 663-669 in Google Classroom

Reading Assignment textbook pages 663-669

Lesson Two National Unification: Italy and Germany
Textbook pages 663 -669
Focus Question: What actions did Cavour and Bismarck take to bring about unification in Italy and Germany, respectively, and what role did the Crimean War play in their efforts?
Created by Susan Burch: Wednesday, February 14 3:14 PM

Due:

Reading Assignment textbook pages 663-669 in Google Classroom

Reading Assignment textbook pages 663-669

Lesson Two National Unification: Italy and Germany
Textbook pages 663 -669
Focus Question: What actions did Cavour and Bismarck take to bring about unification in Italy and Germany, respectively, and what role did the Crimean War play in their efforts?
Created by Susan Burch: Wednesday, February 14 3:14 PM

Due:

Reading Assignment textbook pages 663-669 in Google Classroom

Reading Assignment textbook pages 663-669

Lesson Two National Unification: Italy and Germany
Textbook pages 663 -669
Focus Question: What actions did Cavour and Bismarck take to bring about unification in Italy and Germany, respectively, and what role did the Crimean War play in their efforts?
Created by Susan Burch: Wednesday, February 14 3:14 PM

Due:

Lord Byron - Review of Student Writing Samples
 in Google Classroom

Lord Byron - Review of Student Writing Samples

Created by Susan Burch: Thursday, February 15 3:14 PM

Due:

Lord Byron - Review of Student Writing Samples
 in Google Classroom

Lord Byron - Review of Student Writing Samples

Created by Susan Burch: Thursday, February 15 3:14 PM

Due:

Lord Byron - Review of Student Writing Samples
 in Google Classroom

Lord Byron - Review of Student Writing Samples

Created by Susan Burch: Thursday, February 15 3:14 PM

Due:

Lord Byron - Review of Student Writing Samples
 in Google Classroom

Lord Byron - Review of Student Writing Samples

Created by Susan Burch: Thursday, February 15 3:14 PM

Due:

Reading Assignment textbook pages in Google Classroom

Reading Assignment textbook pages

Lesson One The France of Napoleon III
Textbook pages 657-662
Focus Question: What were the characteristics of Napoleon III’s government and how did his foreign policy contribute to the unification of Italy and Germany?
Created by Susan Burch: Tuesday, February 13 12:14 PM

Due:

Reading Assignment textbook pages in Google Classroom

Reading Assignment textbook pages

Lesson One The France of Napoleon III
Textbook pages 657-662
Focus Question: What were the characteristics of Napoleon III’s government and how did his foreign policy contribute to the unification of Italy and Germany?
Created by Susan Burch: Tuesday, February 13 12:14 PM

Due:

Reading Assignment textbook pages in Google Classroom

Reading Assignment textbook pages

Lesson One The France of Napoleon III
Textbook pages 657-662
Focus Question: What were the characteristics of Napoleon III’s government and how did his foreign policy contribute to the unification of Italy and Germany?
Created by Susan Burch: Tuesday, February 13 12:14 PM

Due:

Reading Assignment textbook pages in Google Classroom

Reading Assignment textbook pages

Lesson One The France of Napoleon III
Textbook pages 657-662
Focus Question: What were the characteristics of Napoleon III’s government and how did his foreign policy contribute to the unification of Italy and Germany?
Created by Susan Burch: Tuesday, February 13 12:14 PM

Due:

The Age of Metternich SAQ in Google Classroom

The Age of Metternich SAQ

Created by Susan Burch: Tuesday, February 13 3:14 PM

Due:

The Age of Metternich SAQ in Google Classroom

The Age of Metternich SAQ

Created by Susan Burch: Tuesday, February 13 3:14 PM

Due:

The Age of Metternich SAQ in Google Classroom

The Age of Metternich SAQ

Created by Susan Burch: Tuesday, February 13 3:14 PM

Due:

The Age of Metternich SAQ in Google Classroom

The Age of Metternich SAQ

Created by Susan Burch: Tuesday, February 13 3:14 PM

Due:

Romanticism - Micro Skills Practice - HAPP Sourcing in Google Classroom

Romanticism - Micro Skills Practice - HAPP Sourcing

Created by Susan Burch: Monday, February 12 3:14 PM

Due:

Romanticism - Micro Skills Practice - HAPP Sourcing in Google Classroom

Romanticism - Micro Skills Practice - HAPP Sourcing

Created by Susan Burch: Monday, February 12 3:14 PM

Due:

Reading Quiz Lesson Five Romanticism, in Google Classroom

Reading Quiz Lesson Five Romanticism,

Created by Susan Burch: Monday, February 12 3:14 PM

Due:

Reading Quiz Lesson Five Romanticism, in Google Classroom

Reading Quiz Lesson Five Romanticism,

Created by Susan Burch: Monday, February 12 3:14 PM

Due:

Lord Byron - Micro Skills Practice - HAPP Sourcing in Google Classroom

Lord Byron - Micro Skills Practice - HAPP Sourcing

Created by Susan Burch: Wednesday, February 14 3:14 PM

Due:

Reading Quiz Lesson Five Romanticism, in Google Classroom

Reading Quiz Lesson Five Romanticism,

Created by Susan Burch: Monday, February 12 3:14 PM

Due:

Nearpod Romanticism in Google Classroom

Nearpod Romanticism

Created by Susan Burch: Friday, February 9 3:14 PM

Due:

Nearpod Romanticism in Google Classroom

Nearpod Romanticism

Created by Susan Burch: Friday, February 9 3:14 PM

Due:

Nearpod Romanticism in Google Classroom

Nearpod Romanticism

Created by Susan Burch: Friday, February 9 3:14 PM

Due:

Nearpod Romanticism in Google Classroom

Nearpod Romanticism

Created by Susan Burch: Friday, February 9 3:14 PM

Due:

Reading Assignment textbook pages 649 - 655 in Google Classroom

Reading Assignment textbook pages 649 - 655

Lesson Five Culture in an Age of Reaction and Revolution: The Mood of Romanticism
Textbook pages 649-655
Focus Question: What were the characteristics of Romanticism, and how were they reflected in literature, art, and music?
Created by Susan Burch: Thursday, February 8 3:14 PM

Due:

Reading Assignment textbook pages 649 - 655 in Google Classroom

Reading Assignment textbook pages 649 - 655

Lesson Five Culture in an Age of Reaction and Revolution: The Mood of Romanticism
Textbook pages 649-655
Focus Question: What were the characteristics of Romanticism, and how were they reflected in literature, art, and music?
Created by Susan Burch: Thursday, February 8 3:14 PM

Due:

Comparing the Arguments or Main Ideas in Two Sources in Google Classroom

Comparing the Arguments or Main Ideas in Two Sources

Created by Susan Burch: Thursday, February 8 3:14 PM

Due:

Comparing the Arguments or Main Ideas in Two Sources in Google Classroom

Comparing the Arguments or Main Ideas in Two Sources

Created by Susan Burch: Thursday, February 8 3:14 PM

Due:

Reading Assignment textbook pages 649 - 655 in Google Classroom

Reading Assignment textbook pages 649 - 655

Lesson Five Culture in an Age of Reaction and Revolution: The Mood of Romanticism
Textbook pages 649-655
Focus Question: What were the characteristics of Romanticism, and how were they reflected in literature, art, and music?
Created by Susan Burch: Thursday, February 8 3:14 PM

Due:

Comparing the Arguments or Main Ideas in Two Sources in Google Classroom

Comparing the Arguments or Main Ideas in Two Sources

Created by Susan Burch: Thursday, February 8 3:14 PM

Due:

Reading Assignment textbook pages 649 - 655 in Google Classroom

Reading Assignment textbook pages 649 - 655

Lesson Five Culture in an Age of Reaction and Revolution: The Mood of Romanticism
Textbook pages 649-655
Focus Question: What were the characteristics of Romanticism, and how were they reflected in literature, art, and music?
Created by Susan Burch: Thursday, February 8 3:14 PM

Due:

Comparing the Arguments or Main Ideas in Two Sources in Google Classroom

Comparing the Arguments or Main Ideas in Two Sources

Created by Susan Burch: Thursday, February 8 3:14 PM

Due:

Reading Assignment textbook pages 646-649 in Google Classroom

Reading Assignment textbook pages 646-649

Lesson Four The Emergence of an Ordered Society
Textbook pages 646-649
Focus Question: How did European states respond to the increase in crime in the late 18th and early 19th centuries?
Created by Susan Burch: Thursday, February 8 12:15 PM

Due:

Reading Assignment textbook pages 646-649 in Google Classroom

Reading Assignment textbook pages 646-649

Lesson Four The Emergence of an Ordered Society
Textbook pages 646-649
Focus Question: How did European states respond to the increase in crime in the late 18th and early 19th centuries?
Created by Susan Burch: Thursday, February 8 12:15 PM

Due:

Reading Assignment textbook pages 646-649 in Google Classroom

Reading Assignment textbook pages 646-649

Lesson Four The Emergence of an Ordered Society
Textbook pages 646-649
Focus Question: How did European states respond to the increase in crime in the late 18th and early 19th centuries?
Created by Susan Burch: Thursday, February 8 12:15 PM

Due:

Attribution & HAPP
HAPP-Y Micro Skills Practice in Google Classroom

Attribution & HAPP HAPP-Y Micro Skills Practice

Directions:
Review the student writing samples.
Highlight… Attribution in blue, source description in green, analysis and HAPP in yellow. Identify where the “Y” is located by changing the introduction of the why to red lettering.
Created by Susan Burch: Thursday, February 8 3:14 PM

Due:

Attribution & HAPP
HAPP-Y Micro Skills Practice in Google Classroom

Attribution & HAPP HAPP-Y Micro Skills Practice

Directions:
Review the student writing samples.
Highlight… Attribution in blue, source description in green, analysis and HAPP in yellow. Identify where the “Y” is located by changing the introduction of the why to red lettering.
Created by Susan Burch: Thursday, February 8 3:14 PM

Due:

Attribution & HAPP
HAPP-Y Micro Skills Practice in Google Classroom

Attribution & HAPP HAPP-Y Micro Skills Practice

Directions:
Review the student writing samples.
Highlight… Attribution in blue, source description in green, analysis and HAPP in yellow. Identify where the “Y” is located by changing the introduction of the why to red lettering.
Created by Susan Burch: Thursday, February 8 3:14 PM

Due:

Review of Student Writing Samples - John Stuart Mill
HAPP-Y Micro Skills Practice in Google Classroom

Review of Student Writing Samples - John Stuart Mill HAPP-Y Micro Skills Practice

Directions:
Review the student writing samples.
Highlight… Attribution in blue, source description in green, analysis and HAPP in yellow. Identify where the “Y” is located by changing the introduction of the why to red lettering.
Created by Susan Burch: Wednesday, February 14 3:14 PM

Due:

19th Century Revolutions Chart in Google Classroom

19th Century Revolutions Chart

Directions:
Use textbook pages 638 - 646 to learn about the revolts of 1830 and 1848.
Demonstrate your understandings of the 19th Century Revolts by completing the attached chart.
Summarize the motivation of each revolt.
Identify what ideology played a role in motivating each revolt. (Liberalism or Nationalism)
Identify the goals of each revolt.
Describe the impact or outcome of each revolt.
Created by Susan Burch: Tuesday, February 6 3:14 PM

Due:

19th Century Revolutions Chart in Google Classroom

19th Century Revolutions Chart

Directions:
Use textbook pages 638 - 646 to learn about the revolts of 1830 and 1848.
Demonstrate your understandings of the 19th Century Revolts by completing the attached chart.
Summarize the motivation of each revolt.
Identify what ideology played a role in motivating each revolt. (Liberalism or Nationalism)
Identify the goals of each revolt.
Describe the impact or outcome of each revolt.
Created by Susan Burch: Tuesday, February 6 3:14 PM

Due:

19th Century Revolutions Chart in Google Classroom

19th Century Revolutions Chart

Directions:
Use textbook pages 638 - 646 to learn about the revolts of 1830 and 1848.
Demonstrate your understandings of the 19th Century Revolts by completing the attached chart.
Summarize the motivation of each revolt.
Identify what ideology played a role in motivating each revolt. (Liberalism or Nationalism)
Identify the goals of each revolt.
Describe the impact or outcome of each revolt.
Created by Susan Burch: Tuesday, February 6 3:14 PM

Due:

19th Century Revolutions Chart in Google Classroom

19th Century Revolutions Chart

Directions:
Use textbook pages 638 - 646 to learn about the revolts of 1830 and 1848.
Demonstrate your understandings of the 19th Century Revolts by completing the attached chart.
Summarize the motivation of each revolt.
Identify what ideology played a role in motivating each revolt. (Liberalism or Nationalism)
Identify the goals of each revolt.
Describe the impact or outcome of each revolt.
Created by Susan Burch: Tuesday, February 6 3:14 PM

Due:

Reading Assignment textbook pages 638 - 646 in Google Classroom

Reading Assignment textbook pages 638 - 646

Lesson Three Revolution and Reform
Textbook pages 638-646
Focus Questions: What forces for change were present in France, Great Britain, Belgium, Poland, and Italy between 1830 and 1848, and how did each nation respond? What were the causes of the revolutions of 1848, and why did the revolutions fail?

Bring your book to class tomorrow! (Tuesday, February 6th)
Created by Susan Burch: Monday, February 5 3:14 PM

Due:

Reading Assignment textbook pages 638 - 646 in Google Classroom

Reading Assignment textbook pages 638 - 646

Lesson Three Revolution and Reform
Textbook pages 638-646
Focus Questions: What forces for change were present in France, Great Britain, Belgium, Poland, and Italy between 1830 and 1848, and how did each nation respond? What were the causes of the revolutions of 1848, and why did the revolutions fail?

Bring your book to class tomorrow! (Tuesday, February 6th)
Created by Susan Burch: Monday, February 5 3:14 PM

Due:

Micro Skills Practice - HAPP, John Stuart Mill in Google Classroom

Micro Skills Practice - HAPP, John Stuart Mill

Created by Susan Burch: Monday, February 5 3:14 PM

Due:

Micro Skills Practice - HAPP, John Stuart Mill in Google Classroom

Micro Skills Practice - HAPP, John Stuart Mill

Created by Susan Burch: Monday, February 5 3:14 PM

Due:

Reading Assignment textbook pages 638 - 646 in Google Classroom

Reading Assignment textbook pages 638 - 646

Lesson Three Revolution and Reform
Textbook pages 638-646
Focus Questions: What forces for change were present in France, Great Britain, Belgium, Poland, and Italy between 1830 and 1848, and how did each nation respond? What were the causes of the revolutions of 1848, and why did the revolutions fail?

Bring your book to class tomorrow! (Tuesday, February 6th)
Created by Susan Burch: Monday, February 5 3:14 PM

Due:

Micro Skills Practice - HAPP, John Stuart Mill in Google Classroom

Micro Skills Practice - HAPP, John Stuart Mill

Created by Susan Burch: Monday, February 5 3:14 PM

Due:

Reading Assignment textbook pages 638 - 646 in Google Classroom

Reading Assignment textbook pages 638 - 646

Lesson Three Revolution and Reform
Textbook pages 638-646
Focus Questions: What forces for change were present in France, Great Britain, Belgium, Poland, and Italy between 1830 and 1848, and how did each nation respond? What were the causes of the revolutions of 1848, and why did the revolutions fail?

Bring your book to class tomorrow! (Tuesday, February 6th)
Created by Susan Burch: Monday, February 5 3:14 PM

Due:

Micro Skills Practice - HAPP, John Stuart Mill in Google Classroom

Micro Skills Practice - HAPP, John Stuart Mill

Created by Susan Burch: Monday, February 5 3:14 PM

Due:

AP Classroom Progress Check #5 (French Revolution, Napoleon, Congress of Vienna) in Google Classroom

AP Classroom Progress Check #5 (French Revolution, Napoleon, Congress of Vienna)

Directions: In AP Classroom, complete Progress Check #5 which includes a practice multiple-choice and free-response questions (1 Short-Answer Questions,1 Long-Essay Question and 1 DBQ Question).
Make sure to score your own FRQ responses using the AP scoring guidelines.
Your score for this assignment will be...
MCQ = 2 Points
FRQ Part A = 2 Points (*You must score your own FRQs in order to receive 2 pts)
FRQ Part B = 2 Points This is a DBQ prompt. I will be introducing the structure of the DBQ before the due date of this assignment.
FRQ Part C = 2 Points
Created by Susan Burch: Friday, January 19 2:24 PM

Due:

AP Classroom Progress Check #5 (French Revolution, Napoleon, Congress of Vienna) in Google Classroom

AP Classroom Progress Check #5 (French Revolution, Napoleon, Congress of Vienna)

Directions: In AP Classroom, complete Progress Check #5 which includes a practice multiple-choice and free-response questions (1 Short-Answer Questions,1 Long-Essay Question and 1 DBQ Question).
Make sure to score your own FRQ responses using the AP scoring guidelines.
Your score for this assignment will be...
MCQ = 2 Points
FRQ Part A = 2 Points (*You must score your own FRQs in order to receive 2 pts)
FRQ Part B = 2 Points This is a DBQ prompt. I will be introducing the structure of the DBQ before the due date of this assignment.
FRQ Part C = 2 Points
Created by Susan Burch: Friday, January 19 2:24 PM

Due:

AP Classroom Progress Check #5 (French Revolution, Napoleon, Congress of Vienna) in Google Classroom

AP Classroom Progress Check #5 (French Revolution, Napoleon, Congress of Vienna)

Directions: In AP Classroom, complete Progress Check #5 which includes a practice multiple-choice and free-response questions (1 Short-Answer Questions,1 Long-Essay Question and 1 DBQ Question).
Make sure to score your own FRQ responses using the AP scoring guidelines.
Your score for this assignment will be...
MCQ = 2 Points
FRQ Part A = 2 Points (*You must score your own FRQs in order to receive 2 pts)
FRQ Part B = 2 Points This is a DBQ prompt. I will be introducing the structure of the DBQ before the due date of this assignment.
FRQ Part C = 2 Points
Created by Susan Burch: Friday, January 19 2:24 PM

Due:

AP Classroom Progress Check #5 (French Revolution, Napoleon, Congress of Vienna) in Google Classroom

AP Classroom Progress Check #5 (French Revolution, Napoleon, Congress of Vienna)

Directions: In AP Classroom, complete Progress Check #5 which includes a practice multiple-choice and free-response questions (1 Short-Answer Questions,1 Long-Essay Question and 1 DBQ Question).
Make sure to score your own FRQ responses using the AP scoring guidelines.
Your score for this assignment will be...
MCQ = 2 Points
FRQ Part A = 2 Points (*You must score your own FRQs in order to receive 2 pts)
FRQ Part B = 2 Points This is a DBQ prompt. I will be introducing the structure of the DBQ before the due date of this assignment.
FRQ Part C = 2 Points
Created by Susan Burch: Friday, January 19 2:24 PM

Due:

DBQ Structure Practice - Industrial Revolution in Google Classroom

DBQ Structure Practice - Industrial Revolution

Created by Susan Burch: Thursday, February 1 12:14 PM

Due:

DBQ Structure Practice - Industrial Revolution in Google Classroom

DBQ Structure Practice - Industrial Revolution

Created by Susan Burch: Thursday, February 1 12:14 PM

Due:

DBQ Structure Practice - Industrial Revolution in Google Classroom

DBQ Structure Practice - Industrial Revolution

Created by Susan Burch: Thursday, February 1 12:14 PM

Due:

DBQ Structure Practice - Industrial Revolution in Google Classroom

DBQ Structure Practice - Industrial Revolution

Created by Susan Burch: Thursday, February 1 12:14 PM

Due:

University Students and German Unity Primary Source Analysis Practice in Google Classroom

University Students and German Unity Primary Source Analysis Practice

Created by Susan Burch: Friday, February 2 3:14 PM

Due:

University Students and German Unity Primary Source Analysis Practice in Google Classroom

University Students and German Unity Primary Source Analysis Practice

Created by Susan Burch: Friday, February 2 3:14 PM

Due:

Reading Assignment textbook pages 634-638 in Google Classroom

Reading Assignment textbook pages 634-638

Lesson Two The Ideologies of Change
Textbook pages 634-638
Focus Question:
What were the main tenets of conservatism, liberalism, nationalism, and utopian socialism, and what role did each ideology play in Europe in the first half of the nineteenth century?
Created by Susan Burch: Friday, February 2 3:14 PM

Due:

Reading Assignment textbook pages 634-638 in Google Classroom

Reading Assignment textbook pages 634-638

Lesson Two The Ideologies of Change
Textbook pages 634-638
Focus Question:
What were the main tenets of conservatism, liberalism, nationalism, and utopian socialism, and what role did each ideology play in Europe in the first half of the nineteenth century?
Created by Susan Burch: Friday, February 2 3:14 PM

Due:

University Students and German Unity Primary Source Analysis Practice in Google Classroom

University Students and German Unity Primary Source Analysis Practice

Created by Susan Burch: Friday, February 2 3:14 PM

Due:

University Students and German Unity Primary Source Analysis Practice in Google Classroom

University Students and German Unity Primary Source Analysis Practice

Created by Susan Burch: Friday, February 2 3:14 PM

Due:

Reading Assignment textbook pages 634-638 in Google Classroom

Reading Assignment textbook pages 634-638

Lesson Two The Ideologies of Change
Textbook pages 634-638
Focus Question:
What were the main tenets of conservatism, liberalism, nationalism, and utopian socialism, and what role did each ideology play in Europe in the first half of the nineteenth century?
Created by Susan Burch: Friday, February 2 3:14 PM

Due:

Reading Assignment textbook pages 634-638 in Google Classroom

Reading Assignment textbook pages 634-638

Lesson Two The Ideologies of Change
Textbook pages 634-638
Focus Question:
What were the main tenets of conservatism, liberalism, nationalism, and utopian socialism, and what role did each ideology play in Europe in the first half of the nineteenth century?
Created by Susan Burch: Friday, February 2 3:14 PM

Due:

Reading Assignment textbook pages 627-634 in Google Classroom

Reading Assignment textbook pages 627-634

Lesson One Part II The Conservative Order (1815-1830)
Textbook pages 627-634
Focus Question: How successful was the Congress of Vienna and the Concert of Europe in achieve their goals?
Created by Susan Burch: Thursday, February 1 12:14 PM

Due:

Reading Assignment textbook pages 627-634 in Google Classroom

Reading Assignment textbook pages 627-634

Lesson One Part II The Conservative Order (1815-1830)
Textbook pages 627-634
Focus Question: How successful was the Congress of Vienna and the Concert of Europe in achieve their goals?
Created by Susan Burch: Thursday, February 1 12:14 PM

Due:

Reading Assignment textbook pages 624-627 in Google Classroom

Reading Assignment textbook pages 624-627

Lesson One Part I The Conservative Order (1815-1830)
Textbook pages 624-627
Focus Question: What are the goals of the Congress of Vienna and the Concert of Europe?
Created by Susan Burch: Thursday, February 1 12:14 PM

Due:

Reading Assignment textbook pages 624-627 in Google Classroom

Reading Assignment textbook pages 624-627

Lesson One Part I The Conservative Order (1815-1830)
Textbook pages 624-627
Focus Question: What are the goals of the Congress of Vienna and the Concert of Europe?
Created by Susan Burch: Thursday, February 1 12:14 PM

Due:

Reading Assignment textbook pages 627-634 in Google Classroom

Reading Assignment textbook pages 627-634

Lesson One Part II The Conservative Order (1815-1830)
Textbook pages 627-634
Focus Question: How successful was the Congress of Vienna and the Concert of Europe in achieve their goals?
Created by Susan Burch: Thursday, February 1 12:14 PM

Due:

Reading Assignment textbook pages 624-627 in Google Classroom

Reading Assignment textbook pages 624-627

Lesson One Part I The Conservative Order (1815-1830)
Textbook pages 624-627
Focus Question: What are the goals of the Congress of Vienna and the Concert of Europe?
Created by Susan Burch: Thursday, February 1 12:14 PM

Due:

Reading Assignment textbook pages 627-634 in Google Classroom

Reading Assignment textbook pages 627-634

Lesson One Part II The Conservative Order (1815-1830)
Textbook pages 627-634
Focus Question: How successful was the Congress of Vienna and the Concert of Europe in achieve their goals?
Created by Susan Burch: Thursday, February 1 12:14 PM

Due:

Reading Assignment textbook pages 624-627 in Google Classroom

Reading Assignment textbook pages 624-627

Lesson One Part I The Conservative Order (1815-1830)
Textbook pages 624-627
Focus Question: What are the goals of the Congress of Vienna and the Concert of Europe?
Created by Susan Burch: Thursday, February 1 12:14 PM

Due:

DBQ Practice Chart in Google Classroom

DBQ Practice Chart

Use the class period to work collaboratively with your table group to complete the DBQ Practice Chart below. You are developing a thesis statement and working on only ONE body paragraph to support your thesis.

The purpose of this assignment is to help you learn the structure of the DBQ essay.
Be sure to ask for help if your table group gets confused. I am here to help you!
Created by Susan Burch: Tuesday, January 30 3:14 PM

Due:

DBQ Practice Chart in Google Classroom

DBQ Practice Chart

Use the class period to work collaboratively with your table group to complete the DBQ Practice Chart below. You are developing a thesis statement and working on only ONE body paragraph to support your thesis.

The purpose of this assignment is to help you learn the structure of the DBQ essay.
Be sure to ask for help if your table group gets confused. I am here to help you!
Created by Susan Burch: Tuesday, January 30 3:14 PM

Due:

DBQ Practice Chart in Google Classroom

DBQ Practice Chart

Use the class period to work collaboratively with your table group to complete the DBQ Practice Chart below. You are developing a thesis statement and working on only ONE body paragraph to support your thesis.

The purpose of this assignment is to help you learn the structure of the DBQ essay.
Be sure to ask for help if your table group gets confused. I am here to help you!
Created by Susan Burch: Tuesday, January 30 3:14 PM

Due:

DBQ Practice Chart in Google Classroom

DBQ Practice Chart

Use the class period to work collaboratively with your table group to complete the DBQ Practice Chart below. You are developing a thesis statement and working on only ONE body paragraph to support your thesis.

The purpose of this assignment is to help you learn the structure of the DBQ essay.
Be sure to ask for help if your table group gets confused. I am here to help you!
Created by Susan Burch: Tuesday, January 30 3:14 PM

Due:

IR DBQ - document analysis in Google Classroom

IR DBQ - document analysis

Analyze and mark the documents posted in preparation for writing a DBQ essay.

Prompt: Evaluate the impact of the Industrial Revolution in nineteenth-century Great Britain.
Created by Susan Burch: Monday, January 29 3:14 PM

Due:

IR DBQ - document analysis in Google Classroom

IR DBQ - document analysis

Analyze and mark the documents posted in preparation for writing a DBQ essay.

Prompt: Evaluate the impact of the Industrial Revolution in nineteenth-century Great Britain.
Created by Susan Burch: Monday, January 29 3:14 PM

Due:

IR DBQ - document analysis in Google Classroom

IR DBQ - document analysis

Analyze and mark the documents posted in preparation for writing a DBQ essay.

Prompt: Evaluate the impact of the Industrial Revolution in nineteenth-century Great Britain.
Created by Susan Burch: Monday, January 29 3:14 PM

Due:

IR DBQ - document analysis in Google Classroom

IR DBQ - document analysis

Analyze and mark the documents posted in preparation for writing a DBQ essay.

Prompt: Evaluate the impact of the Industrial Revolution in nineteenth-century Great Britain.
Created by Susan Burch: Monday, January 29 3:14 PM

Due:

Continuity and Change Over Time Practice in Google Classroom

Continuity and Change Over Time Practice

Created by Susan Burch: Friday, January 26 3:15 PM

Due:

Continuity and Change Over Time Practice in Google Classroom

Continuity and Change Over Time Practice

Created by Susan Burch: Friday, January 26 3:15 PM

Due:

Continuity and Change Over Time Practice in Google Classroom

Continuity and Change Over Time Practice

Created by Susan Burch: Friday, January 26 3:15 PM

Due:

Continuity and Change Over Time Practice in Google Classroom

Continuity and Change Over Time Practice

Created by Susan Burch: Friday, January 26 3:15 PM

Due:

Reading Assignment textbook pages 613-621 in Google Classroom

Reading Assignment textbook pages 613-621

Lesson Three Part II
Textbook pages 613- 621
Focus Question:
What were working conditions like in the early decades of the Industrial Revolution, and what efforts were made to improve them?
Created by Susan Burch: Thursday, January 25 2:48 PM

Due:

Reasons Why IR Began in GB - Crafting and Argument Model/Practice in Google Classroom

Reasons Why IR Began in GB - Crafting and Argument Model/Practice

Created by Susan Burch: Monday, January 22 3:16 PM

Due:

Reasons Why IR Began in GB - Crafting and Argument Model/Practice in Google Classroom

Reasons Why IR Began in GB - Crafting and Argument Model/Practice

Created by Susan Burch: Monday, January 22 3:16 PM

Due:

Reasons Why IR Began in GB - Crafting and Argument Model/Practice in Google Classroom

Reasons Why IR Began in GB - Crafting and Argument Model/Practice

Created by Susan Burch: Monday, January 22 3:16 PM

Due:

Reasons Why IR Began in GB - Crafting and Argument Model/Practice in Google Classroom

Reasons Why IR Began in GB - Crafting and Argument Model/Practice

Created by Susan Burch: Monday, January 22 3:16 PM

Due:

Reading Assignment textbook pages 609-613 in Google Classroom

Reading Assignment textbook pages 609-613

Lesson Three Part I Textbook pages 609- 613
Focus Question:
What effects did the Industrial Revolution have on urban life, social classes, family life, and standards of living?
Created by Susan Burch: Wednesday, January 24 1:52 PM

Due:

Reading Assignment textbook pages 604-609 in Google Classroom

Reading Assignment textbook pages 604-609

Lesson Two The Spread of Industrialization
Textbook pages 604-609
Focus Questions: 
How did the Industrial Revolution spread from Great Britain to the Continent and the United States.
How did industrialization in those areas differ from British industrialization?
Created by Susan Burch: Tuesday, January 23 3:15 PM

Due:

Reading Assignment textbook pages 604-609 in Google Classroom

Reading Assignment textbook pages 604-609

Lesson Two The Spread of Industrialization
Textbook pages 604-609
Focus Questions: 
How did the Industrial Revolution spread from Great Britain to the Continent and the United States.
How did industrialization in those areas differ from British industrialization?
Created by Susan Burch: Tuesday, January 23 3:15 PM

Due:

Lesson One - Reading Quiz in Google Classroom

Lesson One - Reading Quiz

Created by Susan Burch: Tuesday, January 23 3:15 PM

Due:

Lesson One - Reading Quiz in Google Classroom

Lesson One - Reading Quiz

Created by Susan Burch: Tuesday, January 23 3:15 PM

Due:

Reading Assignment textbook pages 604-609 in Google Classroom

Reading Assignment textbook pages 604-609

Lesson Two The Spread of Industrialization
Textbook pages 604-609
Focus Questions: 
How did the Industrial Revolution spread from Great Britain to the Continent and the United States.
How did industrialization in those areas differ from British industrialization?
Created by Susan Burch: Tuesday, January 23 3:15 PM

Due:

Lesson One - Reading Quiz in Google Classroom

Lesson One - Reading Quiz

Created by Susan Burch: Tuesday, January 23 3:15 PM

Due:

Reading Assignment textbook pages 604-609 in Google Classroom

Reading Assignment textbook pages 604-609

Lesson Two The Spread of Industrialization
Textbook pages 604-609
Focus Questions: 
How did the Industrial Revolution spread from Great Britain to the Continent and the United States.
How did industrialization in those areas differ from British industrialization?
Created by Susan Burch: Tuesday, January 23 3:15 PM

Due:

Lesson One - Reading Quiz in Google Classroom

Lesson One - Reading Quiz

Created by Susan Burch: Tuesday, January 23 3:15 PM

Due:

Reading Assignment textbook pages 599 - 603 in Google Classroom

Reading Assignment textbook pages 599 - 603

Lesson One Part II The Industrial Revolution in Great Britain
Textbook pages 599-603
Focus Question: 
What were the basic features of the new industrial system created by the Industrial Revolution?
Created by Susan Burch: Monday, January 22 3:16 PM

Due:

Reading Assignment textbook pages 599 - 603 in Google Classroom

Reading Assignment textbook pages 599 - 603

Lesson One Part II The Industrial Revolution in Great Britain
Textbook pages 599-603
Focus Question: 
What were the basic features of the new industrial system created by the Industrial Revolution?
Created by Susan Burch: Monday, January 22 3:16 PM

Due:

Reading Assignment textbook pages 599 - 603 in Google Classroom

Reading Assignment textbook pages 599 - 603

Lesson One Part II The Industrial Revolution in Great Britain
Textbook pages 599-603
Focus Question: 
What were the basic features of the new industrial system created by the Industrial Revolution?
Created by Susan Burch: Monday, January 22 3:16 PM

Due:

Reading Assignment textbook pages 599 - 603 in Google Classroom

Reading Assignment textbook pages 599 - 603

Lesson One Part II The Industrial Revolution in Great Britain
Textbook pages 599-603
Focus Question: 
What were the basic features of the new industrial system created by the Industrial Revolution?
Created by Susan Burch: Monday, January 22 3:16 PM

Due:

Napoleon - Crafting an Argument Practice in Google Classroom

Napoleon - Crafting an Argument Practice

Created by Susan Burch: Thursday, January 18 3:45 PM

Due:

Napoleon - Crafting an Argument Practice in Google Classroom

Napoleon - Crafting an Argument Practice

Created by Susan Burch: Thursday, January 18 3:45 PM

Due:

Napoleon - Crafting an Argument Practice in Google Classroom

Napoleon - Crafting an Argument Practice

Created by Susan Burch: Thursday, January 18 3:45 PM

Due:

Napoleon - Crafting an Argument Practice in Google Classroom

Napoleon - Crafting an Argument Practice

Created by Susan Burch: Thursday, January 18 3:45 PM

Due:

Reading Assignment textbook pages 597-599 in Google Classroom

Reading Assignment textbook pages 597-599

Lesson One Part I The Industrial Revolution in Great Britain
Textbook pages 597-599
Focus Questions:
Why was Great Britain the first state to have an Industrial Revolution?
Why did it happen in Britain when it did?
Created by Susan Burch: Friday, January 19 2:24 PM

Due:

Reading Assignment textbook pages 597-599 in Google Classroom

Reading Assignment textbook pages 597-599

Lesson One Part I The Industrial Revolution in Great Britain
Textbook pages 597-599
Focus Questions:
Why was Great Britain the first state to have an Industrial Revolution?
Why did it happen in Britain when it did?
Created by Susan Burch: Friday, January 19 2:24 PM

Due:

Reading Assignment textbook pages 597-599 in Google Classroom

Reading Assignment textbook pages 597-599

Lesson One Part I The Industrial Revolution in Great Britain
Textbook pages 597-599
Focus Questions:
Why was Great Britain the first state to have an Industrial Revolution?
Why did it happen in Britain when it did?
Created by Susan Burch: Friday, January 19 2:24 PM

Due:

Reading Assignment textbook pages 597-599 in Google Classroom

Reading Assignment textbook pages 597-599

Lesson One Part I The Industrial Revolution in Great Britain
Textbook pages 597-599
Focus Questions:
Why was Great Britain the first state to have an Industrial Revolution?
Why did it happen in Britain when it did?
Created by Susan Burch: Friday, January 19 2:24 PM

Due:

SAQ - Napoleon and the French Revolution in Google Classroom

SAQ - Napoleon and the French Revolution

Created by Susan Burch: Friday, January 19 2:24 PM

Due:

SAQ - Napoleon and the French Revolution in Google Classroom

SAQ - Napoleon and the French Revolution

Created by Susan Burch: Friday, January 19 2:24 PM

Due:

SAQ - Napoleon and the French Revolution in Google Classroom

SAQ - Napoleon and the French Revolution

Created by Susan Burch: Friday, January 19 2:24 PM

Due:

SAQ - Napoleon and the French Revolution in Google Classroom

SAQ - Napoleon and the French Revolution

Created by Susan Burch: Friday, January 19 2:24 PM

Due:

Introduction to SMART Goals in Google Classroom

Introduction to SMART Goals

Created by Susan Burch: Wednesday, January 17 3:14 PM

Due:

Introduction to SMART Goals in Google Classroom

Introduction to SMART Goals

Created by Susan Burch: Wednesday, January 17 3:14 PM

Due:

Introduction to SMART Goals in Google Classroom

Introduction to SMART Goals

Created by Susan Burch: Wednesday, January 17 3:14 PM

Due:

Introduction to SMART Goals in Google Classroom

Introduction to SMART Goals

Created by Susan Burch: Wednesday, January 17 3:14 PM

Due:

Carol Dweck Growth Mindset in Google Classroom

Carol Dweck Growth Mindset

Created by Susan Burch: Tuesday, January 16 3:14 PM

Due:

Carol Dweck Growth Mindset in Google Classroom

Carol Dweck Growth Mindset

Created by Susan Burch: Tuesday, January 16 3:14 PM

Due:

Carol Dweck Growth Mindset in Google Classroom

Carol Dweck Growth Mindset

Created by Susan Burch: Tuesday, January 16 3:14 PM

Due:

Carol Dweck Growth Mindset in Google Classroom

Carol Dweck Growth Mindset

Created by Susan Burch: Tuesday, January 16 3:14 PM

Due:

Final LEQ - Attitudes towards European women (1500-1789) in Google Classroom

Final LEQ - Attitudes towards European women (1500-1789)

Created by Susan Burch: Wednesday, December 20 12:16 PM

Due:

Final LEQ - Attitudes towards European women (1500-1789) in Google Classroom

Final LEQ - Attitudes towards European women (1500-1789)

Created by Susan Burch: Wednesday, December 20 12:16 PM

Due:

Final LEQ - Attitudes towards European women (1500-1789) in Google Classroom

Final LEQ - Attitudes towards European women (1500-1789)

Created by Susan Burch: Wednesday, December 20 12:16 PM

Due:

Final LEQ - Attitudes towards European women (1500-1789) in Google Classroom

Final LEQ - Attitudes towards European women (1500-1789)

Created by Susan Burch: Wednesday, December 20 12:16 PM

Due:

Progress Check #4 ( Scientific, Philosophical, and Political Developments) in Google Classroom

Progress Check #4 ( Scientific, Philosophical, and Political Developments)

Directions: In AP Classroom, complete Progress Check #4 which includes a practice multiple-choice and free-response questions (1 Short-Answer Questions and 1 Long-Essay Question).
Make sure to score your own FRQ responses using the AP scoring guidelines.
Your score for this assignment will be...
MCQ = 2 Points
FRQ Part A = 2 Points (*You must score your own FRQs in order to receive 2 pts)
FRQ Part B = 2 Points
Created by Susan Burch: Thursday, November 30 4:15 PM

Due:

Progress Check #4 ( Scientific, Philosophical, and Political Developments) in Google Classroom

Progress Check #4 ( Scientific, Philosophical, and Political Developments)

Directions: In AP Classroom, complete Progress Check #4 which includes a practice multiple-choice and free-response questions (1 Short-Answer Questions and 1 Long-Essay Question).
Make sure to score your own FRQ responses using the AP scoring guidelines.
Your score for this assignment will be...
MCQ = 2 Points
FRQ Part A = 2 Points (*You must score your own FRQs in order to receive 2 pts)
FRQ Part B = 2 Points
Created by Susan Burch: Thursday, November 30 4:15 PM

Due:

Progress Check #4 ( Scientific, Philosophical, and Political Developments) in Google Classroom

Progress Check #4 ( Scientific, Philosophical, and Political Developments)

Directions: In AP Classroom, complete Progress Check #4 which includes a practice multiple-choice and free-response questions (1 Short-Answer Questions and 1 Long-Essay Question).
Make sure to score your own FRQ responses using the AP scoring guidelines.
Your score for this assignment will be...
MCQ = 2 Points
FRQ Part A = 2 Points (*You must score your own FRQs in order to receive 2 pts)
FRQ Part B = 2 Points
Created by Susan Burch: Thursday, November 30 4:15 PM

Due:

Progress Check #4 ( Scientific, Philosophical, and Political Developments) in Google Classroom

Progress Check #4 ( Scientific, Philosophical, and Political Developments)

Directions: In AP Classroom, complete Progress Check #4 which includes a practice multiple-choice and free-response questions (1 Short-Answer Questions and 1 Long-Essay Question).
Make sure to score your own FRQ responses using the AP scoring guidelines.
Your score for this assignment will be...
MCQ = 2 Points
FRQ Part A = 2 Points (*You must score your own FRQs in order to receive 2 pts)
FRQ Part B = 2 Points
Created by Susan Burch: Thursday, November 30 4:15 PM

Due:

AP Progress Check #4 ( Scientific, Philosophical, and Political Developments) in Google Classroom

AP Progress Check #4 ( Scientific, Philosophical, and Political Developments)

Directions: In AP Classroom, complete Progress Check #4 which includes a practice multiple-choice and free-response questions (1 Short-Answer Questions and 1 Long-Essay Question).
Make sure to score your own FRQ responses using the AP scoring guidelines.
Your score for this assignment will be...
MCQ = 2 Points
FRQ Part A = 2 Points (*You must score your own FRQs in order to receive 2 pts)
FRQ Part B = 2 Points
Created by Susan Burch: Thursday, December 21 12:15 PM

Due:

Reading Assignment textbook pages 591-594 in Google Classroom

Reading Assignment textbook pages 591-594

Lesson Four - The Age of Napoleon
Part Two - Napoleon’s Empire and European Response and the Fall of Napoleon
Textbook pages 591 - 594
Focus Question:
Which aspects of the French Revolution did Napoleon preserve, and which aspects did he destroy?
Created by Susan Burch: Wednesday, December 13 4:15 PM

Due:

Reading Assignment textbook pages 591-594 in Google Classroom

Reading Assignment textbook pages 591-594

Lesson Four - The Age of Napoleon
Part Two - Napoleon’s Empire and European Response and the Fall of Napoleon
Textbook pages 591 - 594
Focus Question:
Which aspects of the French Revolution did Napoleon preserve, and which aspects did he destroy?
Created by Susan Burch: Wednesday, December 13 4:15 PM

Due:

Reading Assignment textbook pages 591-594 in Google Classroom

Reading Assignment textbook pages 591-594

Lesson Four - The Age of Napoleon
Part Two - Napoleon’s Empire and European Response and the Fall of Napoleon
Textbook pages 591 - 594
Focus Question:
Which aspects of the French Revolution did Napoleon preserve, and which aspects did he destroy?
Created by Susan Burch: Wednesday, December 13 4:16 PM

Due:

Reading Assignment textbook pages 591-594 in Google Classroom

Reading Assignment textbook pages 591-594

Lesson Four - The Age of Napoleon
Part Two - Napoleon’s Empire and European Response and the Fall of Napoleon
Textbook pages 591 - 594
Focus Question:
Which aspects of the French Revolution did Napoleon preserve, and which aspects did he destroy?
Created by Susan Burch: Wednesday, December 13 4:16 PM

Due:

Reading Assignment textbook pages 586 - 590 in Google Classroom

Reading Assignment textbook pages 586 - 590

Lesson Four - The Age of Napoleon
Part One - The Rise of Napoleon
Textbook pages 586 - 590
Focus Question:
Which aspects of the French Revolution did Napoleon preserve?
Which aspects of the French Revolution did Napoleon destroy?
Created by Susan Burch: Tuesday, December 12 12:15 PM

Due:

Reading Assignment textbook pages 586 - 590 in Google Classroom

Reading Assignment textbook pages 586 - 590

Lesson Four - The Age of Napoleon
Part One - The Rise of Napoleon
Textbook pages 586 - 590
Focus Question:
Which aspects of the French Revolution did Napoleon preserve?
Which aspects of the French Revolution did Napoleon destroy?
Created by Susan Burch: Tuesday, December 12 12:15 PM

Due:

Reading Assignment textbook pages 586 - 590 in Google Classroom

Reading Assignment textbook pages 586 - 590

Lesson Four - The Age of Napoleon
Part One - The Rise of Napoleon
Textbook pages 586 - 590
Focus Question:
Which aspects of the French Revolution did Napoleon preserve?
Which aspects of the French Revolution did Napoleon destroy?
Created by Susan Burch: Tuesday, December 12 12:15 PM

Due:

Reading Assignment textbook pages 586 - 590 in Google Classroom

Reading Assignment textbook pages 586 - 590

Lesson Four - The Age of Napoleon
Part One - The Rise of Napoleon
Textbook pages 586 - 590
Focus Question:
Which aspects of the French Revolution did Napoleon preserve?
Which aspects of the French Revolution did Napoleon destroy?
Created by Susan Burch: Tuesday, December 12 12:15 PM

Due:

Reading Assignment textbook pages 585 - 586 in Google Classroom

Reading Assignment textbook pages 585 - 586

Lesson Three - The French Revolution
Part 4 - Textbook pages 585 - 586
Reaction and the Directory
Created by Susan Burch: Tuesday, December 12 12:15 PM

Due:

Reading Assignment textbook pages 585 - 586 in Google Classroom

Reading Assignment textbook pages 585 - 586

Lesson Three - The French Revolution
Part 4 - Textbook pages 585 - 586
Reaction and the Directory
Created by Susan Burch: Tuesday, December 12 12:15 PM

Due:

Reading Assignment textbook pages 585 - 586 in Google Classroom

Reading Assignment textbook pages 585 - 586

Lesson Three - The French Revolution
Part 4 - Textbook pages 585 - 586
Reaction and the Directory
Created by Susan Burch: Tuesday, December 12 12:15 PM

Due:

Reading Assignment textbook pages 585 - 586 in Google Classroom

Reading Assignment textbook pages 585 - 586

Lesson Three - The French Revolution
Part 4 - Textbook pages 585 - 586
Reaction and the Directory
Created by Susan Burch: Tuesday, December 12 12:15 PM

Due:

Reading Assignment textbook pages 577 - 585 in Google Classroom

Reading Assignment textbook pages 577 - 585

Lesson Three - The French Revolution
Part 3 - Textbook pages 577 - 585
The Radical Revolution
Created by Susan Burch: Tuesday, December 12 12:15 PM

Due:

Reading Assignment textbook pages 577 - 585 in Google Classroom

Reading Assignment textbook pages 577 - 585

Lesson Three - The French Revolution
Part 3 - Textbook pages 577 - 585
The Radical Revolution
Created by Susan Burch: Tuesday, December 12 12:15 PM

Due:

Reading Assignment textbook pages 577 - 585 in Google Classroom

Reading Assignment textbook pages 577 - 585

Lesson Three - The French Revolution
Part 3 - Textbook pages 577 - 585
The Radical Revolution
Created by Susan Burch: Tuesday, December 12 12:15 PM

Due:

Reading Assignment textbook pages 577 - 585 in Google Classroom

Reading Assignment textbook pages 577 - 585

Lesson Three - The French Revolution
Part 3 - Textbook pages 577 - 585
The Radical Revolution
Created by Susan Burch: Tuesday, December 12 12:15 PM

Due:

Reading Assignment textbookpages 573 - 577 in Google Classroom

Reading Assignment textbookpages 573 - 577

Lesson Three - The French Revolution
Part 2 - Textbook pages 573 - 577
Destruction of the Old Regime
Created by Susan Burch: Tuesday, December 5 4:15 PM

Due:

Reading Assignment textbookpages 573 - 577 in Google Classroom

Reading Assignment textbookpages 573 - 577

Lesson Three - The French Revolution
Part 2 - Textbook pages 573 - 577
Destruction of the Old Regime
Created by Susan Burch: Tuesday, December 5 4:15 PM

Due:

Reading Assignment textbookpages 573 - 577 in Google Classroom

Reading Assignment textbookpages 573 - 577

Lesson Three - The French Revolution
Part 2 - Textbook pages 573 - 577
Destruction of the Old Regime
Created by Susan Burch: Tuesday, December 5 4:15 PM

Due:

Reading Assignment textbookpages 573 - 577 in Google Classroom

Reading Assignment textbookpages 573 - 577

Lesson Three - The French Revolution
Part 2 - Textbook pages 573 - 577
Destruction of the Old Regime
Created by Susan Burch: Tuesday, December 5 4:15 PM

Due:

National Assembly & Tennis Court Oath SAQ Practice in Google Classroom

National Assembly & Tennis Court Oath SAQ Practice

Created by Susan Burch: Tuesday, December 5 4:15 PM

Due:

National Assembly & Tennis Court Oath SAQ Practice in Google Classroom

National Assembly & Tennis Court Oath SAQ Practice

Created by Susan Burch: Tuesday, December 5 4:15 PM

Due:

National Assembly & Tennis Court Oath SAQ Practice in Google Classroom

National Assembly & Tennis Court Oath SAQ Practice

Created by Susan Burch: Tuesday, December 5 4:15 PM

Due:

National Assembly & Tennis Court Oath SAQ Practice in Google Classroom

National Assembly & Tennis Court Oath SAQ Practice

Created by Susan Burch: Tuesday, December 5 4:15 PM

Due:

Analyzing Secondary Sources - Historical Thinking Skills Practice in Google Classroom

Analyzing Secondary Sources - Historical Thinking Skills Practice

Created by Susan Burch: Monday, December 4 2:25 PM

Due:

Reading Assignment textbook pages 570 - 573 in Google Classroom

Reading Assignment textbook pages 570 - 573

Lesson Three - The French Revolution - Textbook pages 570 - 586
This Lesson will be broken into three parts
Focus Questions:
What were the main events of the French Revolution between 1789 and 1799?
What role did each of the following play in the French Revolution: lawyers, peasants, women, the clergy, the Jacobins, the sans-culottes, the French revolutionary army, and the Committee of Public Safety?
Tonights reading is Part 1 - Textbook pages 570 - 573 - From Estates-General to a National Assembly
Created by Susan Burch: Monday, December 4 2:25 PM

Due:

Analyzing Secondary Sources - Historical Thinking Skills Practice in Google Classroom

Analyzing Secondary Sources - Historical Thinking Skills Practice

Created by Susan Burch: Monday, December 4 2:25 PM

Due:

Reading Assignment textbook pages 570 - 573 in Google Classroom

Reading Assignment textbook pages 570 - 573

Lesson Three - The French Revolution - Textbook pages 570 - 586
This Lesson will be broken into three parts
Focus Questions:
What were the main events of the French Revolution between 1789 and 1799?
What role did each of the following play in the French Revolution: lawyers, peasants, women, the clergy, the Jacobins, the sans-culottes, the French revolutionary army, and the Committee of Public Safety?
Tonights reading is Part 1 - Textbook pages 570 - 573 - From Estates-General to a National Assembly
Created by Susan Burch: Monday, December 4 2:25 PM

Due:

Analyzing Secondary Sources - Historical Thinking Skills Practice in Google Classroom

Analyzing Secondary Sources - Historical Thinking Skills Practice

Created by Susan Burch: Monday, December 4 2:25 PM

Due:

Reading Assignment textbook pages 570 - 573 in Google Classroom

Reading Assignment textbook pages 570 - 573

Lesson Three - The French Revolution - Textbook pages 570 - 586
This Lesson will be broken into three parts
Focus Questions:
What were the main events of the French Revolution between 1789 and 1799?
What role did each of the following play in the French Revolution: lawyers, peasants, women, the clergy, the Jacobins, the sans-culottes, the French revolutionary army, and the Committee of Public Safety?
Tonights reading is Part 1 - Textbook pages 570 - 573 - From Estates-General to a National Assembly
Created by Susan Burch: Monday, December 4 2:25 PM

Due:

Analyzing Secondary Sources - Historical Thinking Skills Practice in Google Classroom

Analyzing Secondary Sources - Historical Thinking Skills Practice

Created by Susan Burch: Monday, December 4 2:25 PM

Due:

Analyzing Secondary Sources - Historical Thinking Skills Practice in Google Classroom

Analyzing Secondary Sources - Historical Thinking Skills Practice

Created by Susan Burch: Monday, December 4 2:25 PM

Due:

Reading Assignment textbook pages 570 - 573 in Google Classroom

Reading Assignment textbook pages 570 - 573

Lesson Three - The French Revolution - Textbook pages 570 - 586
This Lesson will be broken into three parts
Focus Questions:
What were the main events of the French Revolution between 1789 and 1799?
What role did each of the following play in the French Revolution: lawyers, peasants, women, the clergy, the Jacobins, the sans-culottes, the French revolutionary army, and the Committee of Public Safety?
Tonights reading is Part 1 - Textbook pages 570 - 573 - From Estates-General to a National Assembly
Created by Susan Burch: Monday, December 4 2:25 PM

Due:

Reading Assignment textbook pages 570 - 573 in Google Classroom

Reading Assignment textbook pages 570 - 573

Lesson Three - The French Revolution - Textbook pages 570 - 586
This Lesson will be broken into four parts
Focus Questions:
What were the main events of the French Revolution between 1789 and 1799?
What role did each of the following play in the French Revolution: lawyers, peasants, women, the clergy, the Jacobins, the sans-culottes, the French revolutionary army, and the Committee of Public Safety?
Tonights reading is Part 1 - Textbook pages 570 - 573 - From Estates-General to a National Assembly
Created by Susan Burch: Tuesday, December 12 12:15 PM

Due:

Reading Assignment textbook pages 567-570 in Google Classroom

Reading Assignment textbook pages 567-570

Lesson Two - Background to the French Revolution
Textbook pages 567 - 570
Focus Question:
What were the long-range and immediate causes of the French Revolution?
Created by Susan Burch: Friday, December 1 12:15 PM

Due:

Reading Assignment textbook pages 567-570 in Google Classroom

Reading Assignment textbook pages 567-570

Lesson Two - Background to the French Revolution
Textbook pages 567 - 570
Focus Question:
What were the long-range and immediate causes of the French Revolution?
Created by Susan Burch: Friday, December 1 12:15 PM

Due:

Reading Assignment textbook pages 567-570 in Google Classroom

Reading Assignment textbook pages 567-570

Lesson Two - Background to the French Revolution
Textbook pages 567 - 570
Focus Question:
What were the long-range and immediate causes of the French Revolution?
Created by Susan Burch: Friday, December 1 12:15 PM

Due:

Reading Assignment textbook pages 567-570 in Google Classroom

Reading Assignment textbook pages 567-570

Lesson Two - Background to the French Revolution
Textbook pages 567 - 570
Focus Question:
What were the long-range and immediate causes of the French Revolution?
Created by Susan Burch: Friday, December 1 12:15 PM

Due:

Reading Assignment textbook pages 567-570 in Google Classroom

Reading Assignment textbook pages 567-570

Lesson Two - Background to the French Revolution
Textbook pages 567 - 570
Focus Question:
What were the long-range and immediate causes of the French Revolution?
Created by Susan Burch: Friday, December 1 12:15 PM

Due:

Readng Assignment textbook pages 564-567 in Google Classroom

Readng Assignment textbook pages 564-567

Lesson One - The Beginning of the Revolutionary Era: The American Revolution
Textbook pages 564 - 567
Focus Questions:
What were the causes and results of the American Revolution?
What impact did the American Revolution have on Europe?
Created by Susan Burch: Thursday, November 30 4:15 PM

Due:

Readng Assignment textbook pages 564-567 in Google Classroom

Readng Assignment textbook pages 564-567

Lesson One - The Beginning of the Revolutionary Era: The American Revolution
Textbook pages 564 - 567
Focus Questions:
What were the causes and results of the American Revolution?
What impact did the American Revolution have on Europe?
Created by Susan Burch: Thursday, November 30 4:15 PM

Due:

Nearpod - The Social Order of the Eighteenth Century in Google Classroom

Nearpod - The Social Order of the Eighteenth Century

Created by Susan Burch: Thursday, November 30 4:15 PM

Due:

Nearpod - The Social Order of the Eighteenth Century in Google Classroom

Nearpod - The Social Order of the Eighteenth Century

Created by Susan Burch: Thursday, November 30 4:15 PM

Due:

Readng Assignment textbook pages 564-567 in Google Classroom

Readng Assignment textbook pages 564-567

Lesson One - The Beginning of the Revolutionary Era: The American Revolution
Textbook pages 564 - 567
Focus Questions:
What were the causes and results of the American Revolution?
What impact did the American Revolution have on Europe?
Created by Susan Burch: Thursday, November 30 4:15 PM

Due:

Nearpod - The Social Order of the Eighteenth Century in Google Classroom

Nearpod - The Social Order of the Eighteenth Century

Created by Susan Burch: Thursday, November 30 4:15 PM

Due:

Readng Assignment textbook pages 564-567 in Google Classroom

Readng Assignment textbook pages 564-567

Lesson One - The Beginning of the Revolutionary Era: The American Revolution
Textbook pages 564 - 567
Focus Questions:
What were the causes and results of the American Revolution?
What impact did the American Revolution have on Europe?
Created by Susan Burch: Thursday, November 30 4:15 PM

Due:

Nearpod - The Social Order of the Eighteenth Century in Google Classroom

Nearpod - The Social Order of the Eighteenth Century

Created by Susan Burch: Thursday, November 30 4:15 PM

Due:

Readng Assignment textbook pages 564-567 in Google Classroom

Readng Assignment textbook pages 564-567

Lesson One - The Beginning of the Revolutionary Era: The American Revolution
Textbook pages 564 - 567
Focus Questions:
What were the causes and results of the American Revolution?
What impact did the American Revolution have on Europe?
Created by Susan Burch: Thursday, November 30 4:15 PM

Due:

Nearpod - The Social Order of the Eighteenth Century in Google Classroom

Nearpod - The Social Order of the Eighteenth Century

Created by Susan Burch: Thursday, November 30 4:15 PM

Due:

Reading Assignment textbook pages 554-561 in Google Classroom

Reading Assignment textbook pages 554-561

Lesson Four The Social Order of the Eighteenth Century
Textbook pages 554 - 561
Focus Questions:
Who were the main groups making up the European social order in the eighteenth century? 
How did the conditions in which these groups lived differ both between groups and between different parts of Europe?
Created by Susan Burch: Wednesday, November 29 4:15 PM

Due:

Reading Assignment textbook pages 554-561 in Google Classroom

Reading Assignment textbook pages 554-561

Lesson Four The Social Order of the Eighteenth Century
Textbook pages 554 - 561
Focus Questions:
Who were the main groups making up the European social order in the eighteenth century? 
How did the conditions in which these groups lived differ both between groups and between different parts of Europe?
Created by Susan Burch: Wednesday, November 29 4:15 PM

Due:

Reading Assignment textbook pages 554-561 in Google Classroom

Reading Assignment textbook pages 554-561

Lesson Four The Social Order of the Eighteenth Century
Textbook pages 554 - 561
Focus Questions:
Who were the main groups making up the European social order in the eighteenth century? 
How did the conditions in which these groups lived differ both between groups and between different parts of Europe?
Created by Susan Burch: Wednesday, November 29 4:15 PM

Due:

Reading Assignment textbook pages 554-561 in Google Classroom

Reading Assignment textbook pages 554-561

Lesson Four The Social Order of the Eighteenth Century
Textbook pages 554 - 561
Focus Questions:
Who were the main groups making up the European social order in the eighteenth century? 
How did the conditions in which these groups lived differ both between groups and between different parts of Europe?
Created by Susan Burch: Wednesday, November 29 4:15 PM

Due:

Reading Assignment textbook pages 547-553 in Google Classroom

Reading Assignment textbook pages 547-553

Lesson Three Economic Expansion and Social Change
Textbook pages 547 - 553
Focus Question:
What changes occurred in agriculture, finance, industry, and trade during the eighteenth century?
Created by Susan Burch: Tuesday, November 28 4:14 PM

Due:

Reading Assignment textbook pages 547-553 in Google Classroom

Reading Assignment textbook pages 547-553

Lesson Three Economic Expansion and Social Change
Textbook pages 547 - 553
Focus Question:
What changes occurred in agriculture, finance, industry, and trade during the eighteenth century?
Created by Susan Burch: Tuesday, November 28 4:14 PM

Due:

Reading Assignment textbook pages 547-553 in Google Classroom

Reading Assignment textbook pages 547-553

Lesson Three Economic Expansion and Social Change
Textbook pages 547 - 553
Focus Question:
What changes occurred in agriculture, finance, industry, and trade during the eighteenth century?
Created by Susan Burch: Tuesday, November 28 4:14 PM

Due:

Reading Assignment textbook pages 547-553 in Google Classroom

Reading Assignment textbook pages 547-553

Lesson Three Economic Expansion and Social Change
Textbook pages 547 - 553
Focus Question:
What changes occurred in agriculture, finance, industry, and trade during the eighteenth century?
Created by Susan Burch: Tuesday, November 28 4:14 PM

Due:

Reading Assignment textbook pages 543-547 in Google Classroom

Reading Assignment textbook pages 543-547

Lesson Two Wars and Diplomacy
Textbook pages 543 - 547
Focus Questions:
How did the concepts of “balance of power” and “reason of state” influence international relations in the eighteenth century?
What were the causes and results of the Seven Years War?
Created by Susan Burch: Monday, November 27 4:14 PM

Due:

Reading Assignment textbook pages 543-547 in Google Classroom

Reading Assignment textbook pages 543-547

Lesson Two Wars and Diplomacy
Textbook pages 543 - 547
Focus Questions:
How did the concepts of “balance of power” and “reason of state” influence international relations in the eighteenth century?
What were the causes and results of the Seven Years War?
Created by Susan Burch: Monday, November 27 4:14 PM

Due:

Reading Assignment textbook pages 543-547 in Google Classroom

Reading Assignment textbook pages 543-547

Lesson Two Wars and Diplomacy
Textbook pages 543 - 547
Focus Questions:
How did the concepts of “balance of power” and “reason of state” influence international relations in the eighteenth century?
What were the causes and results of the Seven Years War?
Created by Susan Burch: Monday, November 27 4:14 PM

Due:

Reading Assignment textbook pages 543-547 in Google Classroom

Reading Assignment textbook pages 543-547

Lesson Two Wars and Diplomacy
Textbook pages 543 - 547
Focus Questions:
How did the concepts of “balance of power” and “reason of state” influence international relations in the eighteenth century?
What were the causes and results of the Seven Years War?
Created by Susan Burch: Monday, November 27 4:14 PM

Due:

AP Classroom Progress Check #3 (Absolutism and Constitutionalism) in Google Classroom

AP Classroom Progress Check #3 (Absolutism and Constitutionalism)

Directions: In AP Classroom, complete Progress Check #3 which includes a practice multiple-choice and free-response questions (1 Short-Answer Questions and 1 Long-Essay Question).
Make sure to score your own FRQ responses using the AP scoring guidelines.
Your score for this assignment will be...
MCQ = 2 Points
FRQ Part A = 2 Points (*You must score your own FRQs in order to receive 2 pts)
FRQ Part B = 2 Points
Created by Susan Burch: Tuesday, November 14 4:14 PM

Due:

AP Classroom Progress Check #3 (Absolutism and Constitutionalism) in Google Classroom

AP Classroom Progress Check #3 (Absolutism and Constitutionalism)

Directions: In AP Classroom, complete Progress Check #3 which includes a practice multiple-choice and free-response questions (1 Short-Answer Questions and 1 Long-Essay Question).
Make sure to score your own FRQ responses using the AP scoring guidelines.
Your score for this assignment will be...
MCQ = 2 Points
FRQ Part A = 2 Points (*You must score your own FRQs in order to receive 2 pts)
FRQ Part B = 2 Points
Created by Susan Burch: Tuesday, November 14 4:14 PM

Due:

AP Classroom Progress Check #3 (Absolutism and Constitutionalism) in Google Classroom

AP Classroom Progress Check #3 (Absolutism and Constitutionalism)

Directions: In AP Classroom, complete Progress Check #3 which includes a practice multiple-choice and free-response questions (1 Short-Answer Questions and 1 Long-Essay Question).
Make sure to score your own FRQ responses using the AP scoring guidelines.
Your score for this assignment will be...
MCQ = 2 Points
FRQ Part A = 2 Points (*You must score your own FRQs in order to receive 2 pts)
FRQ Part B = 2 Points
Created by Susan Burch: Tuesday, November 14 4:14 PM

Due:

Enlightened Absolutists - Chart and Thesis Statement in Google Classroom

Enlightened Absolutists - Chart and Thesis Statement

Directions:
Review the characteristics of the New Monarchs, the Absolute Monarchs and Enlightened Monarchs. 
Review information in your textbook about the 18th century monarchs of central and eastern Europe and make note on the chart provided.

Write a thesis statement on a Google Doc. addressing the prompt including your line of reasoning based on the evidence. Submit the Google Doc here in google classroom.Evaluate the extent to which the enlightened monarchs in central and eastern Europe during the 18th century practice the ideals of the Enlightenment.
Created by Susan Burch: Thursday, November 16 4:14 PM

Due:

Enlightened Absolutists - Chart and Thesis Statement in Google Classroom

Enlightened Absolutists - Chart and Thesis Statement

Directions:
Review the characteristics of the New Monarchs, the Absolute Monarchs and Enlightened Monarchs. 
Review information in your textbook about the 18th century monarchs of central and eastern Europe and make note on the chart provided.

Write a thesis statement on a Google Doc. addressing the prompt including your line of reasoning based on the evidence. Submit the Google Doc here in google classroom.Evaluate the extent to which the enlightened monarchs in central and eastern Europe during the 18th century practice the ideals of the Enlightenment.
Created by Susan Burch: Thursday, November 16 4:14 PM

Due:

Enlightened Absolutists - Chart and Thesis Statement in Google Classroom

Enlightened Absolutists - Chart and Thesis Statement

Directions:
Review the characteristics of the New Monarchs, the Absolute Monarchs and Enlightened Monarchs. 
Review information in your textbook about the 18th century monarchs of central and eastern Europe and make note on the chart provided.

Write a thesis statement on a Google Doc. addressing the prompt including your line of reasoning based on the evidence. Submit the Google Doc here in google classroom.Evaluate the extent to which the enlightened monarchs in central and eastern Europe during the 18th century practice the ideals of the Enlightenment.
Created by Susan Burch: Thursday, November 16 4:14 PM

Due:

Reading Assignment textbook pages 531 - 543 in Google Classroom

Reading Assignment textbook pages 531 - 543

Lesson One The European States
Textbook pages 531- 543
Focus Questions:
What were the main developments in France, Great Britain, the Dutch Republic, the Mediterranean states, and the Scandinavian monarchies in the 18th century?
What do historians mean by the term enlightened absolutism?
What degree did 18th century Prussia, Austria, and Russia exhibit its characteristics?
Created by Susan Burch: Wednesday, November 15 4:15 PM

Due:

Reading Assignment textbook pages 531 - 543 in Google Classroom

Reading Assignment textbook pages 531 - 543

Lesson One The European States
Textbook pages 531- 543
Focus Questions:
What were the main developments in France, Great Britain, the Dutch Republic, the Mediterranean states, and the Scandinavian monarchies in the 18th century?
What do historians mean by the term enlightened absolutism?
What degree did 18th century Prussia, Austria, and Russia exhibit its characteristics?
Created by Susan Burch: Wednesday, November 15 4:15 PM

Due:

Reading Assignment textbook pages 531 - 543 in Google Classroom

Reading Assignment textbook pages 531 - 543

Lesson One The European States
Textbook pages 531- 543
Focus Questions:
What were the main developments in France, Great Britain, the Dutch Republic, the Mediterranean states, and the Scandinavian monarchies in the 18th century?
What do historians mean by the term enlightened absolutism?
What degree did 18th century Prussia, Austria, and Russia exhibit its characteristics?
Created by Susan Burch: Wednesday, November 15 4:15 PM

Due:

Reading Assignment textbook pages 531 - 543 in Google Classroom

Reading Assignment textbook pages 531 - 543

Lesson One The European States
Textbook pages 531- 543
Focus Questions:
What were the main developments in France, Great Britain, the Dutch Republic, the Mediterranean states, and the Scandinavian monarchies in the 18th century?
What do historians mean by the term enlightened absolutism?
What degree did 18th century Prussia, Austria, and Russia exhibit its characteristics?
Created by Susan Burch: Wednesday, November 15 4:15 PM

Due:

Reading Assignment textbook pages 524-527 in Google Classroom

Reading Assignment textbook pages 524-527

Lesson Three Religion and the Churches
Textbook pages 524 - 527
Focus Question -
How did popular religion differ from institutional religion in the eighteenth century?
Created by Susan Burch: Thursday, November 9 4:16 PM

Due:

Reading Assignment textbook pages 524-527 in Google Classroom

Reading Assignment textbook pages 524-527

Lesson Three Religion and the Churches
Textbook pages 524 - 527
Focus Question -
How did popular religion differ from institutional religion in the eighteenth century?
Created by Susan Burch: Thursday, November 9 4:16 PM

Due:

Reading Assignment textbook pages 524-527 in Google Classroom

Reading Assignment textbook pages 524-527

Lesson Three Religion and the Churches
Textbook pages 524 - 527
Focus Question -
How did popular religion differ from institutional religion in the eighteenth century?
Created by Susan Burch: Thursday, November 9 4:16 PM

Due:

Reading Assignment textbook pages 524-527 in Google Classroom

Reading Assignment textbook pages 524-527

Lesson Three Religion and the Churches
Textbook pages 524 - 527
Focus Question -
How did popular religion differ from institutional religion in the eighteenth century?
Created by Susan Burch: Thursday, November 9 4:16 PM

Due:

AP Classroom Progress Check #2 in Google Classroom

AP Classroom Progress Check #2

Directions: In AP Classroom, complete Progress Check #2 which includes a practice multiple-choice and free-response questions (1 Short-Answer Questions and 1 Long-Essay Question).
Make sure to score your own FRQ responses using the AP scoring guidelines.
Your score for this assignment will be...
MCQ = 2 Points
FRQ Part A = 2 Points (*You must score your own FRQs in order to receive 2 pts)
FRQ Part B = 2 Points
Created by Susan Burch: Monday, November 6 12:15 PM

Due:

AP Classroom Progress Check #2 in Google Classroom

AP Classroom Progress Check #2

Directions: In AP Classroom, complete Progress Check #2 which includes a practice multiple-choice and free-response questions (1 Short-Answer Questions and 1 Long-Essay Question).
Make sure to score your own FRQ responses using the AP scoring guidelines.
Your score for this assignment will be...
MCQ = 2 Points
FRQ Part A = 2 Points (*You must score your own FRQs in order to receive 2 pts)
FRQ Part B = 2 Points
Created by Susan Burch: Monday, November 6 12:15 PM

Due:

AP Classroom Progress Check #2 in Google Classroom

AP Classroom Progress Check #2

Directions: In AP Classroom, complete Progress Check #2 which includes a practice multiple-choice and free-response questions (1 Short-Answer Questions and 1 Long-Essay Question).
Make sure to score your own FRQ responses using the AP scoring guidelines.
Your score for this assignment will be...
MCQ = 2 Points
FRQ Part A = 2 Points (*You must score your own FRQs in order to receive 2 pts)
FRQ Part B = 2 Points
Created by Susan Burch: Monday, November 6 12:15 PM

Due:

AP Classroom Progress Check #2 in Google Classroom

AP Classroom Progress Check #2

Directions: In AP Classroom, complete Progress Check #2 which includes a practice multiple-choice and free-response questions (1 Short-Answer Questions and 1 Long-Essay Question).
Make sure to score your own FRQ responses using the AP scoring guidelines.
Your score for this assignment will be...
MCQ = 2 Points
FRQ Part A = 2 Points (*You must score your own FRQs in order to receive 2 pts)
FRQ Part B = 2 Points
Created by Susan Burch: Monday, November 6 12:15 PM

Due:

Reading Assignment textbook pages in Google Classroom

Reading Assignment textbook pages

Lesson Two
Culture and Society in the Enlightenment
Textbook pages 516 - 524
Focus Questions -
What innovations in art, music, and literature occurred in the eighteenth century?
How did popular culture differ from high culture in the eighteenth century?
Created by Susan Burch: Wednesday, November 8 4:15 PM

Due:

Reading Assignment textbook pages in Google Classroom

Reading Assignment textbook pages

Lesson Two
Culture and Society in the Enlightenment
Textbook pages 516 - 524
Focus Questions -
What innovations in art, music, and literature occurred in the eighteenth century?
How did popular culture differ from high culture in the eighteenth century?
Created by Susan Burch: Wednesday, November 8 4:15 PM

Due:

Reading Assignment textbook pages in Google Classroom

Reading Assignment textbook pages

Lesson Two
Culture and Society in the Enlightenment
Textbook pages 516 - 524
Focus Questions -
What innovations in art, music, and literature occurred in the eighteenth century?
How did popular culture differ from high culture in the eighteenth century?
Created by Susan Burch: Wednesday, November 8 4:15 PM

Due:

Reading Assignment textbook pages 516-524 in Google Classroom

Reading Assignment textbook pages 516-524

Lesson Two
Culture and Society in the Enlightenment
Textbook pages 516 - 524
Focus Questions -
What innovations in art, music, and literature occurred in the eighteenth century?
How did popular culture differ from high culture in the eighteenth century?
Created by Susan Burch: Sunday, November 12 8:14 PM

Due:

HAPP - Y Practice Rousseau and Wollstonecraft in Google Classroom

HAPP - Y Practice Rousseau and Wollstonecraft

Created by Susan Burch: Wednesday, November 8 4:15 PM

Due:

HAPP - Y Practice Rousseau and Wollstonecraft in Google Classroom

HAPP - Y Practice Rousseau and Wollstonecraft

Created by Susan Burch: Wednesday, November 8 4:15 PM

Due:

HAPP - Y Practice Rousseau and Wollstonecraft in Google Classroom

HAPP - Y Practice Rousseau and Wollstonecraft

Created by Susan Burch: Wednesday, November 8 4:15 PM

Due:

HAPP - Y Practice Rousseau and Wollstonecraft in Google Classroom

HAPP - Y Practice Rousseau and Wollstonecraft

Created by Susan Burch: Wednesday, November 8 4:15 PM

Due:

Reading Assignment textbook pages 505 - 516 in Google Classroom

Reading Assignment textbook pages 505 - 516

Lesson One Part 2 The Philosophes and Their Ideas
Textbook pages 505 - 516
Focus Questions -
Who were the leading figures of the Enlightenment, and what were their main contributions?
In what type of social environment did the philosophes thrive, and what role did women play in that environment?
Created by Susan Burch: Tuesday, November 7 4:14 PM

Due:

Denis Diderot - Primary Source Close Reading Practice in Google Classroom

Denis Diderot - Primary Source Close Reading Practice

Created by Susan Burch: Tuesday, November 7 4:14 PM

Due:

Reading Assignment textbook pages 505 - 516 in Google Classroom

Reading Assignment textbook pages 505 - 516

Lesson One Part 2 The Philosophes and Their Ideas
Textbook pages 505 - 516
Focus Questions -
Who were the leading figures of the Enlightenment, and what were their main contributions?
In what type of social environment did the philosophes thrive, and what role did women play in that environment?
Created by Susan Burch: Tuesday, November 7 4:14 PM

Due:

Denis Diderot - Primary Source Close Reading Practice in Google Classroom

Denis Diderot - Primary Source Close Reading Practice

Created by Susan Burch: Tuesday, November 7 4:14 PM

Due:

Reading Assignment textbook pages 502 - 505 in Google Classroom

Reading Assignment textbook pages 502 - 505

Lesson One Part 1 The Enlightenment - The Paths to Enlightenment
Textbook pages 502 - 505

Focus Question -
What intellectual developments led to the emergence of the Enlightenment?
Created by Susan Burch: Monday, November 6 4:15 PM

Due:

Reading Assignment textbook pages 502 - 505 in Google Classroom

Reading Assignment textbook pages 502 - 505

Lesson One Part 1 The Enlightenment - The Paths to Enlightenment
Textbook pages 502 - 505

Focus Question -
What intellectual developments led to the emergence of the Enlightenment?
Created by Susan Burch: Monday, November 6 4:15 PM

Due:

Scientific Revolution - APP-Y Skills Practice in Google Classroom

Scientific Revolution - APP-Y Skills Practice

Created by Susan Burch: Monday, November 6 4:15 PM

Due:

Scientific Revolution - APP-Y Skills Practice in Google Classroom

Scientific Revolution - APP-Y Skills Practice

Created by Susan Burch: Monday, November 6 4:15 PM

Due:

Reading Assignment textbook pages 502 - 505 in Google Classroom

Reading Assignment textbook pages 502 - 505

Lesson One Part 1 The Enlightenment - The Paths to Enlightenment
Textbook pages 502 - 505

Focus Question -
What intellectual developments led to the emergence of the Enlightenment?
Created by Susan Burch: Monday, November 6 4:15 PM

Due:

Scientific Revolution - APP-Y Skills Practice in Google Classroom

Scientific Revolution - APP-Y Skills Practice

Created by Susan Burch: Monday, November 6 4:15 PM

Due:

Bacon and Descartes Drop and Drag Activity in Google Classroom

Bacon and Descartes Drop and Drag Activity

Created by Susan Burch: Friday, November 3 2:36 PM

Due:

Women and the Scientific Revolution - Crafting an Argument Essay Map in Google Classroom

Women and the Scientific Revolution - Crafting an Argument Essay Map

Created by Susan Burch: Friday, November 3 2:36 PM

Due:

Reading Assignment textbook pages 493-494 and in Google Classroom

Reading Assignment textbook pages 493-494 and

Lesson 5 Toward a New Earth: Descartes, Rationalism, and a New View of Humankind
Textbook pages 493-494
Focus Question: Why is Descartes considered the “founder of modern rationalism”?
Lesson Six The Scientific Method and the Spread of Scientific Knowledge
Textbook pages 494-498
Focus Question: How were the ideas of the Scientific Revolution spread, and what impact did they have on society and religion?
Created by Susan Burch: Thursday, November 2 4:14 PM

Due:

Women and the Scientific Revolution - Primary Source Analysis Practice in Google Classroom

Women and the Scientific Revolution - Primary Source Analysis Practice

Created by Susan Burch: Thursday, November 2 4:14 PM

Due:

Reading Assignment textbook pages 493-494 and in Google Classroom

Reading Assignment textbook pages 493-494 and

Lesson 5 Toward a New Earth: Descartes, Rationalism, and a New View of Humankind
Textbook pages 493-494
Focus Question: Why is Descartes considered the “founder of modern rationalism”?
Lesson Six The Scientific Method and the Spread of Scientific Knowledge
Textbook pages 494-498
Focus Question: How were the ideas of the Scientific Revolution spread, and what impact did they have on society and religion?
Created by Susan Burch: Thursday, November 2 4:14 PM

Due:

Women and the Scientific Revolution - Primary Source Analysis Practice in Google Classroom

Women and the Scientific Revolution - Primary Source Analysis Practice

Created by Susan Burch: Thursday, November 2 4:14 PM

Due:

Reading Assignment textbook pages 493-494 and in Google Classroom

Reading Assignment textbook pages 493-494 and

Lesson 5 Toward a New Earth: Descartes, Rationalism, and a New View of Humankind
Textbook pages 493-494
Focus Question: Why is Descartes considered the “founder of modern rationalism”?
Lesson Six The Scientific Method and the Spread of Scientific Knowledge
Textbook pages 494-498
Focus Question: How were the ideas of the Scientific Revolution spread, and what impact did they have on society and religion?
Created by Susan Burch: Thursday, November 2 4:15 PM

Due:

Women and the Scientific Revolution - Primary Source Analysis Practice in Google Classroom

Women and the Scientific Revolution - Primary Source Analysis Practice

Created by Susan Burch: Thursday, November 2 4:15 PM

Due:

Reading Assignment textbook pages 493-494 and in Google Classroom

Reading Assignment textbook pages 493-494 and

Lesson 5 Toward a New Earth: Descartes, Rationalism, and a New View of Humankind
Textbook pages 493-494
Focus Question: Why is Descartes considered the “founder of modern rationalism”?
Lesson Six The Scientific Method and the Spread of Scientific Knowledge
Textbook pages 494-498
Focus Question: How were the ideas of the Scientific Revolution spread, and what impact did they have on society and religion?
Created by Susan Burch: Thursday, November 2 4:15 PM

Due:

Women and the Scientific Revolution - Primary Source Analysis Practice in Google Classroom

Women and the Scientific Revolution - Primary Source Analysis Practice

Created by Susan Burch: Thursday, November 2 4:15 PM

Due:

Reading Assignments - textbook pages 488-490 and 490 - 492 in Google Classroom

Reading Assignments - textbook pages 488-490 and 490 - 492

Lesson Three Advances in Medicine and Chemistry
Textbook pages 488-490
Focus Question: What did Paracelsus, Vesalius, and Harvey contribute to a scientific view of medicine?

Lesson Four Women in the Origins of Modern Science
Textbook pages 490-492
Focus Question: What role did women play in the Scientific Revolution?
Created by Susan Burch: Tuesday, October 31 4:15 PM

Due:

Reading Assignments - textbook pages 488-490 and 490 - 492 in Google Classroom

Reading Assignments - textbook pages 488-490 and 490 - 492

Lesson Three Advances in Medicine and Chemistry
Textbook pages 488-490
Focus Question: What did Paracelsus, Vesalius, and Harvey contribute to a scientific view of medicine?

Lesson Four Women in the Origins of Modern Science
Textbook pages 490-492
Focus Question: What role did women play in the Scientific Revolution?
Created by Susan Burch: Tuesday, October 31 4:15 PM

Due:

Reading Assignments - textbook pages 488-490 and 490 - 492 in Google Classroom

Reading Assignments - textbook pages 488-490 and 490 - 492

Lesson Three Advances in Medicine and Chemistry
Textbook pages 488-490
Focus Question: What did Paracelsus, Vesalius, and Harvey contribute to a scientific view of medicine?

Lesson Four Women in the Origins of Modern Science
Textbook pages 490-492
Focus Question: What role did women play in the Scientific Revolution?
Created by Susan Burch: Tuesday, October 31 4:15 PM

Due:

Reading Assignments - textbook pages 488-490 and 490 - 492 in Google Classroom

Reading Assignments - textbook pages 488-490 and 490 - 492

Lesson Three Advances in Medicine and Chemistry
Textbook pages 488-490
Focus Question: What did Paracelsus, Vesalius, and Harvey contribute to a scientific view of medicine?

Lesson Four Women in the Origins of Modern Science
Textbook pages 490-492
Focus Question: What role did women play in the Scientific Revolution?
Created by Susan Burch: Tuesday, October 31 4:15 PM

Due:

Reading Assignment textbook pages 478-488 in Google Classroom

Reading Assignment textbook pages 478-488

Lesson Two Toward a New Heaven: A Revolution in Astronomy
Textbook pages 478-488
Focus Question: What did Copernicus, Kepler, Galileo, and Newton contribute to a new vision of the universe, and how did it differ from the Ptolemaic conception of the universe?
Created by Susan Burch: Monday, October 30 4:14 PM

Due:

Reading Assignment textbook pages 478-488 in Google Classroom

Reading Assignment textbook pages 478-488

Lesson Two Toward a New Heaven: A Revolution in Astronomy
Textbook pages 478-488
Focus Question: What did Copernicus, Kepler, Galileo, and Newton contribute to a new vision of the universe, and how did it differ from the Ptolemaic conception of the universe?
Created by Susan Burch: Monday, October 30 4:14 PM

Due:

Reading Assignment textbook pages 478-488 in Google Classroom

Reading Assignment textbook pages 478-488

Lesson Two Toward a New Heaven: A Revolution in Astronomy
Textbook pages 478-488
Focus Question: What did Copernicus, Kepler, Galileo, and Newton contribute to a new vision of the universe, and how did it differ from the Ptolemaic conception of the universe?
Created by Susan Burch: Monday, October 30 4:14 PM

Due:

Reading Assignment textbook pages 478-488 in Google Classroom

Reading Assignment textbook pages 478-488

Lesson Two Toward a New Heaven: A Revolution in Astronomy
Textbook pages 478-488
Focus Question: What did Copernicus, Kepler, Galileo, and Newton contribute to a new vision of the universe, and how did it differ from the Ptolemaic conception of the universe?
Created by Susan Burch: Monday, October 30 4:14 PM

Due:

Reading Assignment - textbook pages 477 - 478 in Google Classroom

Reading Assignment - textbook pages 477 - 478

Lesson One Background to the Scientific Revolution
Textbook pages 477-478

Focus Question:
What developments during the Middle Ages and the Renaissance contributed to the Scientific Revolution of the 17th century?
Created by Susan Burch: Saturday, October 28 12:15 PM

Due:

Reading Assignment - textbook pages 477 - 478 in Google Classroom

Reading Assignment - textbook pages 477 - 478

Lesson One Background to the Scientific Revolution
Textbook pages 477-478

Focus Question:
What developments during the Middle Ages and the Renaissance contributed to the Scientific Revolution of the 17th century?
Created by Susan Burch: Saturday, October 28 12:15 PM

Due:

Reading Assignment - textbook pages 477 - 478 in Google Classroom

Reading Assignment - textbook pages 477 - 478

Lesson One Background to the Scientific Revolution
Textbook pages 477-478

Focus Question:
What developments during the Middle Ages and the Renaissance contributed to the Scientific Revolution of the 17th century?
Created by Susan Burch: Saturday, October 28 12:15 PM

Due:

AP Classroom Progress Check #1 in Google Classroom

AP Classroom Progress Check #1

Directions: In AP Classroom, complete Progress Check #1 which includes a practice multiple-choice and free-response questions (1 Short-Answer Questions and 1 Long-Essay Question).
Make sure to score your own FRQ responses using the AP scoring guidelines.
Your score for this assignment will be...
MCQ = 2 Points
FRQ Part A = 2 Points (*You must score your own FRQs in order to receive 2 pts)
FRQ Part B = 2 Points
Created by Susan Burch: Thursday, October 12 4:14 PM

Due:

AP Classroom Progress Check #1 in Google Classroom

AP Classroom Progress Check #1

Directions: In AP Classroom, complete Progress Check #1 which includes a practice multiple-choice and free-response questions (1 Short-Answer Questions and 1 Long-Essay Question).
Make sure to score your own FRQ responses using the AP scoring guidelines.
Your score for this assignment will be...
MCQ = 2 Points
FRQ Part A = 2 Points (*You must score your own FRQs in order to receive 2 pts)
FRQ Part B = 2 Points
Created by Susan Burch: Thursday, October 12 4:14 PM

Due:

AP Classroom Progress Check #1 in Google Classroom

AP Classroom Progress Check #1

Directions: In AP Classroom, complete Progress Check #1 which includes a practice multiple-choice and free-response questions (1 Short-Answer Questions and 1 Long-Essay Question).
Make sure to score your own FRQ responses using the AP scoring guidelines.
Your score for this assignment will be...
MCQ = 2 Points
FRQ Part A = 2 Points (*You must score your own FRQs in order to receive 2 pts)
FRQ Part B = 2 Points
Created by Susan Burch: Thursday, October 12 4:14 PM

Due:

AP Classroom Progress Check #1 in Google Classroom

AP Classroom Progress Check #1

Directions: In AP Classroom, complete Progress Check #1 which includes a practice multiple-choice and free-response questions (1 Short-Answer Questions and 1 Long-Essay Question).
Make sure to score your own FRQ responses using the AP scoring guidelines.
Your score for this assignment will be...
MCQ = 2 Points
FRQ Part A = 2 Points (*You must score your own FRQs in order to receive 2 pts)
FRQ Part B = 2 Points
Created by Susan Burch: Thursday, October 12 4:14 PM

Due:

SAQ - Age of Absolutism in Google Classroom

SAQ - Age of Absolutism

Created by Susan Burch: Friday, October 27 4:14 PM

Due:

SAQ - Age of Absolutism in Google Classroom

SAQ - Age of Absolutism

Created by Susan Burch: Friday, October 27 4:14 PM

Due:

SAQ - Age of Absolutism in Google Classroom

SAQ - Age of Absolutism

Created by Susan Burch: Friday, October 27 4:14 PM

Due:

SAQ - Age of Absolutism in Google Classroom

SAQ - Age of Absolutism

Created by Susan Burch: Friday, October 27 4:14 PM

Due:

Student Paced - Nearpod - The Flourishing of European Culture in the 17th Century in Google Classroom

Student Paced - Nearpod - The Flourishing of European Culture in the 17th Century

Created by Susan Burch: Thursday, October 26 4:14 PM

Due:

Student Paced - Nearpod - The Flourishing of European Culture in the 17th Century in Google Classroom

Student Paced - Nearpod - The Flourishing of European Culture in the 17th Century

Created by Susan Burch: Thursday, October 26 4:14 PM

Due:

Student Paced - Nearpod - The Flourishing of European Culture in the 17th Century in Google Classroom

Student Paced - Nearpod - The Flourishing of European Culture in the 17th Century

Created by Susan Burch: Thursday, October 26 4:14 PM

Due:

Reading Assignment textbook pages 468-473 in Google Classroom

Reading Assignment textbook pages 468-473

Lesson Five The Flourishing of European Culture
Textbook pages 468-473
Focus Question: 
How did the artistic and literary achievements of this era reflect the political and economic developments of the period?
Created by Susan Burch: Tuesday, October 24 4:14 PM

Due:

Reading Assignment textbook pages 468-473 in Google Classroom

Reading Assignment textbook pages 468-473

Lesson Five The Flourishing of European Culture
Textbook pages 468-473
Focus Question: 
How did the artistic and literary achievements of this era reflect the political and economic developments of the period?
Created by Susan Burch: Tuesday, October 24 4:14 PM

Due:

Reading Assignment textbook pages 468-473 in Google Classroom

Reading Assignment textbook pages 468-473

Lesson Five The Flourishing of European Culture
Textbook pages 468-473
Focus Question: 
How did the artistic and literary achievements of this era reflect the political and economic developments of the period?
Created by Susan Burch: Tuesday, October 24 4:14 PM

Due:

Hobbes and Locke Drag and Drop Activity in Google Classroom

Hobbes and Locke Drag and Drop Activity

Created by Susan Burch: Wednesday, October 25 4:15 PM

Due:

Hobbes and Locke Drag and Drop Activity in Google Classroom

Hobbes and Locke Drag and Drop Activity

Created by Susan Burch: Wednesday, October 25 4:15 PM

Due:

Hobbes and Locke Drag and Drop Activity in Google Classroom

Hobbes and Locke Drag and Drop Activity

Created by Susan Burch: Wednesday, October 25 4:15 PM

Due:

Louis XIV and Peter the Great - Student Study Chart in Google Classroom

Louis XIV and Peter the Great - Student Study Chart

You should use your textbook readings (notes) and class discussion slides to help you complete Part 1 of this chart. Part 2 will be selecting two methods from each monarch's list in Part One and EXPLAINING HOW that practice (method) of the monarch helped them centralize their power in order to become an "absolute monarch."
You may also want to review the Crash Courses posted in your student slides. One focuses on Absolutism in the West and the other is the Rise of Brandenburg Prussia and Russia
I encourage you to be thoughtful with this assignment. It is a resource for you in prepartion for your next LEQ.
Created by Susan Burch: Monday, October 23 4:14 PM

Due:

Louis XIV and Peter the Great - Student Study Chart in Google Classroom

Louis XIV and Peter the Great - Student Study Chart

You should use your textbook readings (notes) and class discussion slides to help you complete Part 1 of this chart. Part 2 will be selecting two methods from each monarch's list in Part One and EXPLAINING HOW that practice (method) of the monarch helped them centralize their power in order to become an "absolute monarch."
You may also want to review the Crash Courses posted in your student slides. One focuses on Absolutism in the West and the other is the Rise of Brandenburg Prussia and Russia
I encourage you to be thoughtful with this assignment. It is a resource for you in prepartion for your next LEQ.
Created by Susan Burch: Monday, October 23 4:14 PM

Due:

Louis XIV and Peter the Great - Student Study Chart in Google Classroom

Louis XIV and Peter the Great - Student Study Chart

You should use your textbook readings (notes) and class discussion slides to help you complete Part 1 of this chart. Part 2 will be selecting two methods from each monarch's list in Part One and EXPLAINING HOW that practice (method) of the monarch helped them centralize their power in order to become an "absolute monarch."
You may also want to review the Crash Courses posted in your student slides. One focuses on Absolutism in the West and the other is the Rise of Brandenburg Prussia and Russia
I encourage you to be thoughtful with this assignment. It is a resource for you in prepartion for your next LEQ.
Created by Susan Burch: Monday, October 23 4:14 PM

Due:

Louis XIV and Peter the Great - Student Study Chart in Google Classroom

Louis XIV and Peter the Great - Student Study Chart

You should use your textbook readings (notes) and class discussion slides to help you complete Part 1 of this chart. Part 2 will be selecting two methods from each monarch's list in Part One and EXPLAINING HOW that practice (method) of the monarch helped them centralize their power in order to become an "absolute monarch."
You may also want to review the Crash Courses posted in your student slides. One focuses on Absolutism in the West and the other is the Rise of Brandenburg Prussia and Russia
I encourage you to be thoughtful with this assignment. It is a resource for you in prepartion for your next LEQ.
Created by Susan Burch: Monday, October 23 4:14 PM

Due:

Reading Quiz Chapter 15 - Lessons 1-3 in Google Classroom

Reading Quiz Chapter 15 - Lessons 1-3

Created by Susan Burch: Monday, October 23 4:14 PM

Due:

Reading Quiz Chapter 15 - Lessons 1-3 in Google Classroom

Reading Quiz Chapter 15 - Lessons 1-3

Created by Susan Burch: Monday, October 23 4:14 PM

Due:

Reading Quiz Chapter 15 - Lessons 1-3 in Google Classroom

Reading Quiz Chapter 15 - Lessons 1-3

Created by Susan Burch: Monday, October 23 4:14 PM

Due:

Reading Quiz Chapter 15 - Lessons 1-3 in Google Classroom

Reading Quiz Chapter 15 - Lessons 1-3

Created by Susan Burch: Monday, October 23 4:14 PM

Due:

Reading Assignment textbook page 459 - 467 in Google Classroom

Reading Assignment textbook page 459 - 467

Lesson Four Limited Monarchy and Republics
Textbook pages 459-467
Focus Question:
What were the main issues in the struggle between king and Parliament in 17th century England, and how were they resolved?
Created by Susan Burch: Tuesday, October 24 4:14 PM

Due:

Reading Assignment textbook page 459 - 467 in Google Classroom

Reading Assignment textbook page 459 - 467

Lesson Four Limited Monarchy and Republics
Textbook pages 459-467
Focus Question:
What were the main issues in the struggle between king and Parliament in 17th century England, and how were they resolved?
Created by Susan Burch: Tuesday, October 24 4:14 PM

Due:

Reading Assignment textbook page 459 - 467 in Google Classroom

Reading Assignment textbook page 459 - 467

Lesson Four Limited Monarchy and Republics
Textbook pages 459-467
Focus Question:
What were the main issues in the struggle between king and Parliament in 17th century England, and how were they resolved?
Created by Susan Burch: Tuesday, October 24 4:14 PM

Due:

Reading Assignment textbook pages 451 - 459 in Google Classroom

Reading Assignment textbook pages 451 - 459

Lesson Three Absolutism in Central, Eastern, and Northern Europe
Textbook pages 451-459
Focus Question:
What developments enabled Brandenburg-Prussia, Austria, and Russia to emerge as major powers in the seventeenth century?
Created by Susan Burch: Thursday, October 19 12:13 PM

Due:

Reading Assignment textbook pages 451 - 459 in Google Classroom

Reading Assignment textbook pages 451 - 459

Lesson Three Absolutism in Central, Eastern, and Northern Europe
Textbook pages 451-459
Focus Question:
What developments enabled Brandenburg-Prussia, Austria, and Russia to emerge as major powers in the seventeenth century?
Created by Susan Burch: Thursday, October 19 12:13 PM

Due:

Reading Assignment textbook pages 451 - 459 in Google Classroom

Reading Assignment textbook pages 451 - 459

Lesson Three Absolutism in Central, Eastern, and Northern Europe
Textbook pages 451-459
Focus Question:
What developments enabled Brandenburg-Prussia, Austria, and Russia to emerge as major powers in the seventeenth century?
Created by Susan Burch: Thursday, October 19 12:13 PM

Due:

Reading Assignment textbook pages 451 - 459 in Google Classroom

Reading Assignment textbook pages 451 - 459

Lesson Three Absolutism in Central, Eastern, and Northern Europe
Textbook pages 451-459
Focus Question:
What developments enabled Brandenburg-Prussia, Austria, and Russia to emerge as major powers in the seventeenth century?
Created by Susan Burch: Thursday, October 19 12:13 PM

Due:

Source Analysis Practice - Age of Absolutism in Google Classroom

Source Analysis Practice - Age of Absolutism

Good afternoon 5th Period -
Because Miss V is out today, you will get your instructions from Mrs. Burch via the Teacher Direction Slides posted below. Start there. You may work collaboratively through most of this assignment with your table groups during class today. There is an indenpent portion of the assignment, but directions are given as you go through the slides. 
Good luck! I hope it makes sense for you.

Please behave appropriately for the substitutes while I am out. Miss you guys!
Created by Susan Burch: Wednesday, October 18 12:14 PM

Due:

Source Analysis Practice - Age of Absolutism in Google Classroom

Source Analysis Practice - Age of Absolutism

Good afternoon 5th Period -
Because Miss V is out today, you will get your instructions from Mrs. Burch via the Teacher Direction Slides posted below. Start there. You may work collaboratively through most of this assignment with your table groups during class today. There is an indenpent portion of the assignment, but directions are given as you go through the slides. 
Good luck! I hope it makes sense for you.

Please behave appropriately for the substitutes while I am out. Miss you guys!
Created by Susan Burch: Wednesday, October 18 12:14 PM

Due:

Source Analysis Practice - Age of Absolutism in Google Classroom

Source Analysis Practice - Age of Absolutism

Good afternoon 5th Period -
Because Miss V is out today, you will get your instructions from Mrs. Burch via the Teacher Direction Slides posted below. Start there. You may work collaboratively through most of this assignment with your table groups during class today. There is an indenpent portion of the assignment, but directions are given as you go through the slides. 
Good luck! I hope it makes sense for you.

Please behave appropriately for the substitutes while I am out. Miss you guys!
Created by Susan Burch: Wednesday, October 18 12:14 PM

Due:

Primary Source Analysis Practice - Politics Derived from the Worlds of Holy Scripture by Jacques Bossuet in Google Classroom

Primary Source Analysis Practice - Politics Derived from the Worlds of Holy Scripture by Jacques Bossuet

Created by Susan Burch: Tuesday, October 17 4:13 PM

Due:

Primary Source Analysis Practice - Politics Derived from the Worlds of Holy Scripture by Jacques Bossuet in Google Classroom

Primary Source Analysis Practice - Politics Derived from the Worlds of Holy Scripture by Jacques Bossuet

Created by Susan Burch: Tuesday, October 17 4:13 PM

Due:

Primary Source Analysis Practice - Politics Derived from the Worlds of Holy Scripture by Jacques Bossuet in Google Classroom

Primary Source Analysis Practice - Politics Derived from the Worlds of Holy Scripture by Jacques Bossuet

Created by Susan Burch: Tuesday, October 17 4:13 PM

Due:

LEQ - Exploration and Colonization in Google Classroom

LEQ - Exploration and Colonization

Prompt: Evaluate the most significant social impact of European exploration and colonization of the Americas.
Type your LEQ in Google docs. and upload the document here in Google classroom.
Please type your prompt at the top of your Google Doc before you type your essay.
Reminder: This LEQ is to typed on your Chromebook during class. NO cut and paste will be acceptable.
Created by Susan Burch: Monday, October 16 4:14 PM

Due:

LEQ - Exploration and Colonization in Google Classroom

LEQ - Exploration and Colonization

Prompt: Evaluate the most significant social impact of European exploration and colonization of the Americas.
Type your LEQ in Google docs. and upload the document here in Google classroom.
Please type your prompt at the top of your Google Doc before you type your essay.
Reminder: This LEQ is to typed on your Chromebook during class. NO cut and paste will be acceptable.
Created by Susan Burch: Monday, October 16 4:14 PM

Due:

Reading Assignment textbook pages 444-451 in Google Classroom

Reading Assignment textbook pages 444-451

Lesson Two The Practice of Absolutism: Western Europe
Textbook pages 444-451
Focus Question:
What was absolutism in theory?
How did the actual practice of absolutism in France differ from absolutism in theory?
Created by Susan Burch: Monday, October 16 4:14 PM

Due:

Reading Assignment textbook pages 444-451 in Google Classroom

Reading Assignment textbook pages 444-451

Lesson Two The Practice of Absolutism: Western Europe
Textbook pages 444-451
Focus Question:
What was absolutism in theory?
How did the actual practice of absolutism in France differ from absolutism in theory?
Created by Susan Burch: Monday, October 16 4:14 PM

Due:

LEQ - Exploration and Colonization in Google Classroom

LEQ - Exploration and Colonization

Prompt: Evaluate the most significant social impact of European exploration and colonization of the Americas.
Type your LEQ in Google docs. and upload the document here in Google classroom.
Please type your prompt at the top of your Google Doc before you type your essay.
Reminder: This LEQ is to typed on your Chromebook during class. NO cut and paste will be acceptable.
Created by Susan Burch: Monday, October 16 4:14 PM

Due:

Reading Assignment textbook pages 444-451 in Google Classroom

Reading Assignment textbook pages 444-451

Lesson Two The Practice of Absolutism: Western Europe
Textbook pages 444-451
Focus Question:
What was absolutism in theory?
How did the actual practice of absolutism in France differ from absolutism in theory?
Created by Susan Burch: Monday, October 16 4:14 PM

Due:

LEQ Preparation - The Age of Exploration and Colonization in Google Classroom

LEQ Preparation - The Age of Exploration and Colonization

Created by Susan Burch: Sunday, October 15 8:14 PM

Due:

LEQ Preparation - The Age of Exploration and Colonization in Google Classroom

LEQ Preparation - The Age of Exploration and Colonization

Created by Susan Burch: Sunday, October 15 8:14 PM

Due:

LEQ Preparation - The Age of Exploration and Colonization in Google Classroom

LEQ Preparation - The Age of Exploration and Colonization

Created by Susan Burch: Sunday, October 15 8:14 PM

Due:

Reading Assignment textbook pages 439 - 444 in Google Classroom

Reading Assignment textbook pages 439 - 444

Lesson One-B
War and Rebellions
(The Thirty Years War)
Textbook pages 439-444
Created by Susan Burch: Thursday, October 12 4:14 PM

Due:

The Hammer of Witches by Heinrich Krämer and Jacob Sprenger - HAPP Practice in Google Classroom

The Hammer of Witches by Heinrich Krämer and Jacob Sprenger - HAPP Practice

Created by Susan Burch: Thursday, October 12 4:14 PM

Due:

Reading Assignment - textbook pages 436 - 439 in Google Classroom

Reading Assignment - textbook pages 436 - 439

Lesson One-A
Social Crises - The Witchcraft Craze
Textbook pages 436-439
Guiding Question: What were the causes and effects of the witchcraft craze, starting in the 16th century?
Created by Susan Burch: Thursday, October 12 4:14 PM

Due:

Reading Assignment textbook pages 439 - 444 in Google Classroom

Reading Assignment textbook pages 439 - 444

Lesson One-B
War and Rebellions
(The Thirty Years War)
Textbook pages 439-444
Created by Susan Burch: Thursday, October 12 4:14 PM

Due:

The Hammer of Witches by Heinrich Krämer and Jacob Sprenger - HAPP Practice in Google Classroom

The Hammer of Witches by Heinrich Krämer and Jacob Sprenger - HAPP Practice

Created by Susan Burch: Thursday, October 12 4:14 PM

Due:

Reading Assignment - textbook pages 436 - 439 in Google Classroom

Reading Assignment - textbook pages 436 - 439

Lesson One-A
Social Crises - The Witchcraft Craze
Textbook pages 436-439
Guiding Question: What were the causes and effects of the witchcraft craze, starting in the 16th century?
Created by Susan Burch: Thursday, October 12 4:14 PM

Due:

Reading Assignment textbook pages 439 - 444 in Google Classroom

Reading Assignment textbook pages 439 - 444

Lesson One-B
War and Rebellions
(The Thirty Years War)
Textbook pages 439-444
Created by Susan Burch: Thursday, October 12 4:14 PM

Due:

Reading Assignment textbook pages 439 - 444 in Google Classroom

Reading Assignment textbook pages 439 - 444

Lesson One-B
War and Rebellions
(The Thirty Years War)
Textbook pages 439-444
Created by Susan Burch: Thursday, October 12 4:14 PM

Due:

The Hammer of Witches by Heinrich Krämer and Jacob Sprenger - HAPP Practice in Google Classroom

The Hammer of Witches by Heinrich Krämer and Jacob Sprenger - HAPP Practice

Created by Susan Burch: Thursday, October 12 4:14 PM

Due:

The Hammer of Witches by Heinrich Krämer and Jacob Sprenger - HAPP Practice in Google Classroom

The Hammer of Witches by Heinrich Krämer and Jacob Sprenger - HAPP Practice

Created by Susan Burch: Thursday, October 12 4:14 PM

Due:

Reading Assignment - textbook pages 436 - 439 in Google Classroom

Reading Assignment - textbook pages 436 - 439

Lesson One-A
Social Crises - The Witchcraft Craze
Textbook pages 436-439
Guiding Question: What were the causes and effects of the witchcraft craze, starting in the 16th century?
Created by Susan Burch: Thursday, October 12 4:14 PM

Due:

Reading Assignment - textbook pages 436 - 439 in Google Classroom

Reading Assignment - textbook pages 436 - 439

Lesson One-A
Social Crises - The Witchcraft Craze
Textbook pages 436-439
Guiding Question: What were the causes and effects of the witchcraft craze, starting in the 16th century?
Created by Susan Burch: Thursday, October 12 4:14 PM

Due:

Mercantilism - Show Me the Gold! in Google Classroom

Mercantilism - Show Me the Gold!

Created by Susan Burch: Friday, December 15 12:15 PM

Due:

Mercantilism - Show Me the Gold! in Google Classroom

Mercantilism - Show Me the Gold!

Created by Susan Burch: Thursday, October 12 4:14 PM

Due:

Mercantilism - Show Me the Gold! in Google Classroom

Mercantilism - Show Me the Gold!

Created by Susan Burch: Thursday, October 12 4:14 PM

Due:

Mercantilism - Show Me the Gold! in Google Classroom

Mercantilism - Show Me the Gold!

Created by Susan Burch: Thursday, October 12 4:14 PM

Due:

Student Paced - The Columbian Exchange in Google Classroom

Student Paced - The Columbian Exchange

If the link below does not work, try going to Nearpod.com and using the class code: P5FCE
Created by Susan Burch: Monday, October 9 4:14 PM

Due:

Student Paced - The Columbian Exchange in Google Classroom

Student Paced - The Columbian Exchange

If the link below does not work, try going to Nearpod.com and using the class code: P5FCE
Created by Susan Burch: Monday, October 9 4:14 PM

Due:

Reading Assignment - textbook pages 431 - 433 in Google Classroom

Reading Assignment - textbook pages 431 - 433

Lesson Five
Toward a World Economy
Textbook pages 431-433
Focus Question: What was mercantilism, and what was its relationship to colonial empires?
Created by Susan Burch: Monday, October 9 4:14 PM

Due:

Reading Assignment - textbook pages 431 - 433 in Google Classroom

Reading Assignment - textbook pages 431 - 433

Lesson Five
Toward a World Economy
Textbook pages 431-433
Focus Question: What was mercantilism, and what was its relationship to colonial empires?
Created by Susan Burch: Monday, October 9 4:14 PM

Due:

Student Paced - The Columbian Exchange in Google Classroom

Student Paced - The Columbian Exchange

If the link below does not work, try going to Nearpod.com and using the class code: P5FCE
Created by Susan Burch: Monday, October 9 4:14 PM

Due:

Reading Assignment - textbook pages 431 - 433 in Google Classroom

Reading Assignment - textbook pages 431 - 433

Lesson Five
Toward a World Economy
Textbook pages 431-433
Focus Question: What was mercantilism, and what was its relationship to colonial empires?
Created by Susan Burch: Monday, October 9 4:14 PM

Due:

Reading Assignment textbook pages 427 - 431 in Google Classroom

Reading Assignment textbook pages 427 - 431

Lesson Four
The Impact of European Expansion
Textbook pages 427-431
Focus Question: How did European expansion affect both the conquered and the conquerors?
Created by Susan Burch: Friday, October 6 12:14 PM

Due:

Reading Assignment textbook pages 427 - 431 in Google Classroom

Reading Assignment textbook pages 427 - 431

Lesson Four
The Impact of European Expansion
Textbook pages 427-431
Focus Question: How did European expansion affect both the conquered and the conquerors?
Created by Susan Burch: Friday, October 6 12:14 PM

Due:

HAPP Practice The Tears of the Indians in Google Classroom

HAPP Practice The Tears of the Indians

Created by Susan Burch: Thursday, October 5 4:14 PM

Due:

HAPP Practice The Tears of the Indians in Google Classroom

HAPP Practice The Tears of the Indians

Created by Susan Burch: Thursday, October 5 4:14 PM

Due:

Reading Assignment textbook pages 416 - 426 in Google Classroom

Reading Assignment textbook pages 416 - 426

Lesson Three
New Rivals on the World Stage
Textbook pages 416-426
Focus Questions: How did the arrival of the Dutch, British, and French on the world scene in the 17th and 18th centuries affect Africa, Southeast Asia, India, China, and Japan? What were the main features of the African slave trade, and what effects did it have on Africa?
Created by Susan Burch: Tuesday, October 3 4:14 PM

Due:

Reading Assignment textbook pages 416 - 426 in Google Classroom

Reading Assignment textbook pages 416 - 426

Lesson Three
New Rivals on the World Stage
Textbook pages 416-426
Focus Questions: How did the arrival of the Dutch, British, and French on the world scene in the 17th and 18th centuries affect Africa, Southeast Asia, India, China, and Japan? What were the main features of the African slave trade, and what effects did it have on Africa?
Created by Susan Burch: Tuesday, October 3 4:14 PM

Due:

Reading Assignment textbook pages 416 - 426 in Google Classroom

Reading Assignment textbook pages 416 - 426

Lesson Three
New Rivals on the World Stage
Textbook pages 416-426
Focus Questions: How did the arrival of the Dutch, British, and French on the world scene in the 17th and 18th centuries affect Africa, Southeast Asia, India, China, and Japan? What were the main features of the African slave trade, and what effects did it have on Africa?
Created by Susan Burch: Tuesday, October 3 4:14 PM

Due:

Double-Bubble map comparing the Portuguese and Spanish overseas empires in Google Classroom

Double-Bubble map comparing the Portuguese and Spanish overseas empires

In your spiral notebook create a Double-Bubble map to compare and contrast the overseas empires and trade networks of Portugal and Spain.
Created by Susan Burch: Tuesday, October 3 4:14 PM

Due:

Double-Bubble map comparing the Portuguese and Spanish overseas empires in Google Classroom

Double-Bubble map comparing the Portuguese and Spanish overseas empires

In your spiral notebook create a Double-Bubble map to compare and contrast the overseas empires and trade networks of Portugal and Spain.
Created by Susan Burch: Tuesday, October 3 4:14 PM

Due:

Double-Bubble map comparing the Portuguese and Spanish overseas empires in Google Classroom

Double-Bubble map comparing the Portuguese and Spanish overseas empires

In your spiral notebook create a Double-Bubble map to compare and contrast the overseas empires and trade networks of Portugal and Spain.
Created by Susan Burch: Tuesday, October 3 4:14 PM

Due:

Reading Assignment textbook pages 407 - 416 in Google Classroom

Reading Assignment textbook pages 407 - 416

Lesson Two
New Horizons: The Portuguese and Spanish Empires
Textbook pages 407 - 416
Focus Question: How did Portugal and Spain acquire their overseas empires, and how did their empires differ?
Created by Susan Burch: Monday, October 2 4:14 PM

Due:

Reading Assignment textbook pages 407 - 416 in Google Classroom

Reading Assignment textbook pages 407 - 416

Lesson Two
New Horizons: The Portuguese and Spanish Empires
Textbook pages 407 - 416
Focus Question: How did Portugal and Spain acquire their overseas empires, and how did their empires differ?
Created by Susan Burch: Monday, October 2 4:14 PM

Due:

Reading Assignment textbook pages 407 - 416 in Google Classroom

Reading Assignment textbook pages 407 - 416

Lesson Two
New Horizons: The Portuguese and Spanish Empires
Textbook pages 407 - 416
Focus Question: How did Portugal and Spain acquire their overseas empires, and how did their empires differ?
Created by Susan Burch: Monday, October 2 4:14 PM

Due:

Reading Assignment - textbook pages 403-407 in Google Classroom

Reading Assignment - textbook pages 403-407

Lesson One On the Brink of a New World
Textbook pages 403 - 407
Focus Question: Why did Europeans begin to embark on voyages of discovery and expansion at the end of the fifteenth century?
Created by Susan Burch: Friday, September 29 4:15 PM

Due:

Reading Assignment - textbook pages 403-407 in Google Classroom

Reading Assignment - textbook pages 403-407

Lesson One On the Brink of a New World
Textbook pages 403 - 407
Focus Question: Why did Europeans begin to embark on voyages of discovery and expansion at the end of the fifteenth century?
Created by Susan Burch: Friday, September 29 4:15 PM

Due:

Reading Assignment - textbook pages 403-407 in Google Classroom

Reading Assignment - textbook pages 403-407

Lesson One On the Brink of a New World
Textbook pages 403 - 407
Focus Question: Why did Europeans begin to embark on voyages of discovery and expansion at the end of the fifteenth century?
Created by Susan Burch: Friday, September 29 4:15 PM

Due:

SAQ The Catholic Reformation in Google Classroom

SAQ The Catholic Reformation

Created by Susan Burch: Friday, September 29 4:15 PM

Due:

SAQ Martin Luther in Google Classroom

SAQ Martin Luther

Created by Susan Burch: Friday, September 29 4:15 PM

Due:

SAQ The Catholic Reformation in Google Classroom

SAQ The Catholic Reformation

Created by Susan Burch: Friday, September 29 4:15 PM

Due:

SAQ Martin Luther in Google Classroom

SAQ Martin Luther

Created by Susan Burch: Friday, September 29 4:15 PM

Due:

SAQ The Catholic Reformation in Google Classroom

SAQ The Catholic Reformation

Created by Susan Burch: Friday, September 29 4:15 PM

Due:

SAQ Martin Luther in Google Classroom

SAQ Martin Luther

Created by Susan Burch: Friday, September 29 4:15 PM

Due:

The Catholic Reformation - Crafting an Argument in Google Classroom

The Catholic Reformation - Crafting an Argument

Prompt: Evaluate whether the revitalization of the Catholic Church in the mid-sixteenth century was a Reformation or a Counter-Reformation?
The Catholic Church underwent a revitalization in the 16th century. (revitalize - to put new strength or power into something)
Was the Reformation more a direct reaction against the Protestant movement? (Counter-Reformation)
Was the Reformation more a continuation of reforms to revive the best features of medieval Catholicism, and adjusting those features to meet new conditions in order to give the church new strength? (Catholic Reformation)
Created by Susan Burch: Tuesday, September 26 4:14 PM

Due:

The Catholic Reformation - Crafting an Argument in Google Classroom

The Catholic Reformation - Crafting an Argument

Prompt: Evaluate whether the revitalization of the Catholic Church in the mid-sixteenth century was a Reformation or a Counter-Reformation?
The Catholic Church underwent a revitalization in the 16th century. (revitalize - to put new strength or power into something)
Was the Reformation more a direct reaction against the Protestant movement? (Counter-Reformation)
Was the Reformation more a continuation of reforms to revive the best features of medieval Catholicism, and adjusting those features to meet new conditions in order to give the church new strength? (Catholic Reformation)
Created by Susan Burch: Tuesday, September 26 4:14 PM

Due:

The Catholic Reformation - Crafting an Argument in Google Classroom

The Catholic Reformation - Crafting an Argument

Prompt: Evaluate whether the revitalization of the Catholic Church in the mid-sixteenth century was a Reformation or a Counter-Reformation?
The Catholic Church underwent a revitalization in the 16th century. (revitalize - to put new strength or power into something)
Was the Reformation more a direct reaction against the Protestant movement? (Counter-Reformation)
Was the Reformation more a continuation of reforms to revive the best features of medieval Catholicism, and adjusting those features to meet new conditions in order to give the church new strength? (Catholic Reformation)
Created by Susan Burch: Tuesday, September 26 4:14 PM

Due:

The Catholic Reformation - Crafting an Argument in Google Classroom

The Catholic Reformation - Crafting an Argument

Prompt: Evaluate whether the revitalization of the Catholic Church in the mid-sixteenth century was a Reformation or a Counter-Reformation?
The Catholic Church underwent a revitalization in the 16th century. (revitalize - to put new strength or power into something)
Was the Reformation more a direct reaction against the Protestant movement? (Counter-Reformation)
Was the Reformation more a continuation of reforms to revive the best features of medieval Catholicism, and adjusting those features to meet new conditions in order to give the church new strength? (Catholic Reformation)
Created by Susan Burch: Tuesday, September 26 4:14 PM

Due:

Council of Trent - Document Analysis and Writing Practice in Google Classroom

Council of Trent - Document Analysis and Writing Practice

Created by Susan Burch: Monday, September 25 4:13 PM

Due:

Council of Trent - Document Analysis and Writing Practice in Google Classroom

Council of Trent - Document Analysis and Writing Practice

Created by Susan Burch: Monday, September 25 4:13 PM

Due:

Reading Assignment - textbook pages 393-400 in Google Classroom

Reading Assignment - textbook pages 393-400

It isn't as long as you think! LOL
Section Six
Politics and the Wars of Religion in the Sixteenth Century
Textbook pages 393-400
Focus Question: What role did politics, economic and social conditions, and religion play in the European wars of the sixteenth century?
Created by Susan Burch: Monday, September 25 4:13 PM

Due:

Reading Assignment - textbook pages 393-400 in Google Classroom

Reading Assignment - textbook pages 393-400

It isn't as long as you think! LOL
Section Six
Politics and the Wars of Religion in the Sixteenth Century
Textbook pages 393-400
Focus Question: What role did politics, economic and social conditions, and religion play in the European wars of the sixteenth century?
Created by Susan Burch: Monday, September 25 4:13 PM

Due:

Council of Trent - Document Analysis and Writing Practice in Google Classroom

Council of Trent - Document Analysis and Writing Practice

Created by Susan Burch: Monday, September 25 4:13 PM

Due:

Reading Assignment - textbook pages 393-400 in Google Classroom

Reading Assignment - textbook pages 393-400

It isn't as long as you think! LOL
Section Six
Politics and the Wars of Religion in the Sixteenth Century
Textbook pages 393-400
Focus Question: What role did politics, economic and social conditions, and religion play in the European wars of the sixteenth century?
Created by Susan Burch: Monday, September 25 4:13 PM

Due:

Micro Skills Practice - Thesis, Evidence and Explanation
Women and the Reformation in Google Classroom

Micro Skills Practice - Thesis, Evidence and Explanation Women and the Reformation

Closely read the five documents. With each document, individually, you will complete the chart that follows the document in the word document. The first document has been modeled on the chart for you.
After you read and analyze each document, complete the Crafting an Argument Practice chart that is also posted below. Submit both document when you are finished.
Created by Susan Burch: Thursday, September 21 4:13 PM

Due:

Micro Skills Practice - Thesis, Evidence and Explanation
Women and the Reformation in Google Classroom

Micro Skills Practice - Thesis, Evidence and Explanation Women and the Reformation

Closely read the five documents. With each document, individually, you will complete the chart that follows the document in the word document. The first document has been modeled on the chart for you.
After you read and analyze each document, complete the Crafting an Argument Practice chart that is also posted below. Submit both document when you are finished.
Created by Susan Burch: Thursday, September 21 4:13 PM

Due:

Reading Assignment - textbook pages 389 - 393 in Google Classroom

Reading Assignment - textbook pages 389 - 393

Section Five
The Catholic Reformation
Textbook pages 389-393
Focus Question: What measures did the Roman Catholic Church take to reform itself and to combat Protestantism in the 16th century?
Created by Susan Burch: Thursday, September 21 4:13 PM

Due:

Reading Assignment - textbook pages 389 - 393 in Google Classroom

Reading Assignment - textbook pages 389 - 393

Section Five
The Catholic Reformation
Textbook pages 389-393
Focus Question: What measures did the Roman Catholic Church take to reform itself and to combat Protestantism in the 16th century?
Created by Susan Burch: Thursday, September 21 4:13 PM

Due:

Micro Skills Practice - Thesis, Evidence and Explanation
Women and the Reformation in Google Classroom

Micro Skills Practice - Thesis, Evidence and Explanation Women and the Reformation

Closely read the five documents. With each document, individually, you will complete the chart that follows the document in the word document. The first document has been modeled on the chart for you.
After you read and analyze each document, complete the Crafting an Argument Practice chart that is also posted below. Submit both document when you are finished.
Created by Susan Burch: Thursday, September 21 4:13 PM

Due:

Reading Assignment - textbook pages 389 - 393 in Google Classroom

Reading Assignment - textbook pages 389 - 393

Section Five
The Catholic Reformation
Textbook pages 389-393
Focus Question: What measures did the Roman Catholic Church take to reform itself and to combat Protestantism in the 16th century?
Created by Susan Burch: Thursday, September 21 4:13 PM

Due:

Reading Quiz - Luther and Reformation in Google Classroom

Reading Quiz - Luther and Reformation

Created by Susan Burch: Tuesday, September 19 4:13 PM

Due:

Reading Quiz - Luther and Reformation in Google Classroom

Reading Quiz - Luther and Reformation

Created by Susan Burch: Tuesday, September 19 4:13 PM

Due:

Reading Quiz - Spread of Protestant Reormation in Google Classroom

Reading Quiz - Spread of Protestant Reormation

Created by Susan Burch: Tuesday, September 19 4:13 PM

Due:

Reading Quiz - Spread of Protestant Reormation in Google Classroom

Reading Quiz - Spread of Protestant Reormation

Created by Susan Burch: Tuesday, September 19 4:13 PM

Due:

Reading Quiz - Luther and Reformation in Google Classroom

Reading Quiz - Luther and Reformation

Created by Susan Burch: Tuesday, September 19 4:13 PM

Due:

Reading Quiz - Luther and Reformation in Google Classroom

Reading Quiz - Luther and Reformation

Created by Susan Burch: Tuesday, September 19 4:13 PM

Due:

Reading Quiz - Spread of Protestant Reormation in Google Classroom

Reading Quiz - Spread of Protestant Reormation

Created by Susan Burch: Tuesday, September 19 4:13 PM

Due:

Reading Quiz - Spread of Protestant Reormation in Google Classroom

Reading Quiz - Spread of Protestant Reormation

Created by Susan Burch: Tuesday, September 19 4:13 PM

Due:

Reading Assignment - textbook pages 387 - 389 in Google Classroom

Reading Assignment - textbook pages 387 - 389

Section Four
The Social Impact of the Protestant Reformation
Textbook pages 387-389
Focus Question: What impact did the Protestant Reformation have on society in the 16th century?
Created by Susan Burch: Thursday, September 21 7:28 AM

Due:

Student Paced - Nearpod - Anabaptist, Reformation in England and John Calvin in Google Classroom

Student Paced - Nearpod - Anabaptist, Reformation in England and John Calvin

If the link in Google Classroom does not work, you can access the Nearpod assignment by going to nearpod.com and using the class code XBGFC
Created by Susan Burch: Monday, September 18 4:14 PM

Due:

Italian and Northern Renaissance LEQ (Long Essay Question) in Google Classroom

Italian and Northern Renaissance LEQ (Long Essay Question)

Prompt: Evaluate the extent to which the Northern Renaissance differed from the Italian Renaissance.

Assignment Design:
Introduction Paragraph

Historical Context (1 point)
Thesis Statement with your line of reasoning (2) (1 point)
Body Paragraph #1 Outline

Topic Sentence (based on one reason from your line of reasoning in your thesis statement) (1 point)
Bullet evidence (1-2 pieces of evidence) (1 point)
Body Paragraph #2 Outline

Topic Sentence (based on one reason from your line of reasoning in your thesis statement) (1 point)
Bullet evidence (1-2 pieces of evidence) (1point)
Created by Susan Burch: Tuesday, September 12 4:13 PM

Due:

Reading Assignment - textbook pages 380 - 387 in Google Classroom

Reading Assignment - textbook pages 380 - 387

Section Three
The Spread of the Protestant Reformation
Textbook pages 380-387
Focus Questions: 
What were the main principles or beliefs of Lutheranism, Zwinglianism, Anabaptism, and Calvinism?
How did these Protestant ideologies differ from each other and from Catholicism? 
What impact did political, economic and social conditions have on the development of these four reform movements?
Created by Susan Burch: Thursday, September 14 4:15 PM

Due:

Reading Assignment - textbook pages 380 - 387 in Google Classroom

Reading Assignment - textbook pages 380 - 387

Section Three
The Spread of the Protestant Reformation
Textbook pages 380-387
Focus Questions: 
What were the main principles or beliefs of Lutheranism, Zwinglianism, Anabaptism, and Calvinism?
How did these Protestant ideologies differ from each other and from Catholicism? 
What impact did political, economic and social conditions have on the development of these four reform movements?
Created by Susan Burch: Thursday, September 14 4:15 PM

Due:

Reading Assignment - textbook pages 380 - 387 in Google Classroom

Reading Assignment - textbook pages 380 - 387

Section Three
The Spread of the Protestant Reformation
Textbook pages 380-387
Focus Questions: 
What were the main principles or beliefs of Lutheranism, Zwinglianism, Anabaptism, and Calvinism?
How did these Protestant ideologies differ from each other and from Catholicism? 
What impact did political, economic and social conditions have on the development of these four reform movements?
Created by Susan Burch: Thursday, September 14 4:15 PM

Due:

Martin Luther - Corroboration Skills Practice in Google Classroom

Martin Luther - Corroboration Skills Practice

Hard copies of the documents will be given out in class to annotate.
Created by Susan Burch: Thursday, September 14 4:15 PM

Due:

Martin Luther - Corroboration Skills Practice in Google Classroom

Martin Luther - Corroboration Skills Practice

Hard copies of the documents will be given out in class to annotate.
Created by Susan Burch: Thursday, September 14 4:15 PM

Due:

Martin Luther - Corroboration Skills Practice in Google Classroom

Martin Luther - Corroboration Skills Practice

Hard copies of the documents will be given out in class to annotate.
Created by Susan Burch: Thursday, September 14 4:15 PM

Due:

Reading Assignment - textbook pages 371 - 379 in Google Classroom

Reading Assignment - textbook pages 371 - 379

Section Two - Martin Luther and the Reformation in Germany
Textbook pages 371-379
Focus Questions: 
What were Martin Luther’s main disagreements with the Roman Catholic Church?
What political, economic and social conditions help explain why the movement Luther began spread so quickly across Europe?
Created by Susan Burch: Wednesday, September 13 11:35 AM

Due:

Renaissance Sorting Activity in Google Classroom

Renaissance Sorting Activity

Compare and contrast the characteristics of the Italian Renaissance and Northern Renaissance
Created by Susan Burch: Tuesday, September 12 4:13 PM

Due:

HAPP-Y Practice, Education of a Christian Prince - Erasmus in Google Classroom

HAPP-Y Practice, Education of a Christian Prince - Erasmus

Created by Susan Burch: Monday, September 11 4:13 PM

Due:

SAQ The Renaissance in Google Classroom

SAQ The Renaissance

Created by Susan Burch: Monday, September 11 4:13 PM

Due:

HAPP-Y Practice, Education of a Christian Prince - Erasmus in Google Classroom

HAPP-Y Practice, Education of a Christian Prince - Erasmus

Created by Susan Burch: Monday, September 11 4:13 PM

Due:

SAQ The Renaissance in Google Classroom

SAQ The Renaissance

Created by Susan Burch: Monday, September 11 4:13 PM

Due:

HAPP-Y Practice, Education of a Christian Prince - Erasmus in Google Classroom

HAPP-Y Practice, Education of a Christian Prince - Erasmus

Created by Susan Burch: Monday, September 11 4:13 PM

Due:

SAQ The Renaissance in Google Classroom

SAQ The Renaissance

Created by Susan Burch: Monday, September 11 4:13 PM

Due:

Reading Assignment textbook pages 367 - 371 in Google Classroom

Reading Assignment textbook pages 367 - 371

Section One
Introduction and Prelude to Revolution
Textbook pages 367-371
Focus Questions: 
What were the chief ideas of the Christian humanists?
How did the ideas of the Christian humanists differ from the ideas of the Protestant Reformers?
Created by Susan Burch: Friday, September 8 12:13 PM

Due:

Reading Assignment textbook pages 367 - 371 in Google Classroom

Reading Assignment textbook pages 367 - 371

Section One
Introduction and Prelude to Revolution
Textbook pages 367-371
Focus Questions: 
What were the chief ideas of the Christian humanists?
How did the ideas of the Christian humanists differ from the ideas of the Protestant Reformers?
Created by Susan Burch: Friday, September 8 12:13 PM

Due:

Themes in Renaissance Art in Google Classroom

Themes in Renaissance Art

Created by Susan Burch: Thursday, September 7 10:44 AM

Due:

Reading Assignment - textbook pages 357-361 in Google Classroom

Reading Assignment - textbook pages 357-361

Lesson Five
The European State in the Renaissance
Textbook pages 357 - 361
FOCUS QUESTIONS: 
Why do historians sometimes refer to the monarchies of the late fifteenth century as “new monarchies” or “Renaissance states”?
What political changes occurred in France, England, and Spain respectively during this time period?
To what extent were Central and Eastern Europe able to make effective political change?
Created by Susan Burch: Thursday, September 7 12:12 PM

Due:

SAQ Practice - Book of the Courtier by Baldassare Castiglione in Google Classroom

SAQ Practice - Book of the Courtier by Baldassare Castiglione

Created by Susan Burch: Thursday, September 7 10:44 AM

Due:

Reading Assignment - Textbook pages 350 - 357 in Google Classroom

Reading Assignment - Textbook pages 350 - 357

Lesson Four The Artistic Renaissance
Textbook pages 350 - 357
FOCUS QUESTIONS: 
What were the chief characteristics of Renaissance art?
Who were major contributors to Renaissance art, both as artists and patrons?
How did Renaissance art differ in Italy and northern Europe?
Created by Susan Burch: Thursday, September 7 12:12 PM

Due:

Reading Quiz - The Intellectual Renaissance in Google Classroom

Reading Quiz - The Intellectual Renaissance

Created by Susan Burch: Thursday, September 7 10:44 AM

Due:

Thesis Reflections - Was there a Renaissance for women? in Google Classroom

Thesis Reflections - Was there a Renaissance for women?

Created by Susan Burch: Thursday, September 7 10:44 AM

Due:

Reading Assignment textbook pages 347-350 in Google Classroom

Reading Assignment textbook pages 347-350

Lesson Three
The Intellectual Renaissance in Italy (Part 3)
Textbook pages 347 - 350
Focus Questions:
What effect did humanism have on education?
What effect did humanism have on women?
What effect did humanism have on the writing of history?
What was the impact of the printing press?
Created by Susan Burch: Thursday, September 7 10:44 AM

Due:

The Book of the Courtier, by Castiglione Source Analysis Practice in Google Classroom

The Book of the Courtier, by Castiglione Source Analysis Practice

Closely read the excerpt from the book of the Courtier by Castiglione and complete the HAPP-Y source anaysis chart.
Created by Susan Burch: Thursday, September 7 10:44 AM

Due:

Reading Assignment textbook pages 346 - 347 AND pages 343 - 344 in Google Classroom

Reading Assignment textbook pages 346 - 347 AND pages 343 - 344

Lesson Three 
The Intellectual Renaissance in Italy (Part 2)
Textbook pages 346 - 347
Focus Questions: 

How would you describe Civic Humanism?
What is Hermeticism?
The Birth of Modern Diplomacy and Machiavelli
Textbook pages 343 - 344
Focus Questions:
How did Machiavellian ideas reflect the secular values of the Renaissance?
Created by Susan Burch: Thursday, September 7 12:12 PM

Due:

"On the Dignity of Man" - Close reading and analysis practice in Google Classroom

"On the Dignity of Man" - Close reading and analysis practice

Created by Susan Burch: Thursday, September 7 10:44 AM

Due:

Reading Assignment textbook pages 344 - 346 in Google Classroom

Reading Assignment textbook pages 344 - 346

Lesson Three
The Intellectual Renaissance in Italy (Part I)
Textbook pages 344 - 346
Focus Questions: 
What are the basic characteristics of humanism?
How would you describe Intellectual Humanism?
Who is the father of humanism? Describe him.
Created by Susan Burch: Thursday, September 7 12:12 PM

Due:

Was there a Renaissance for women? Document Analysis and Thesis Practice in Google Classroom

Was there a Renaissance for women? Document Analysis and Thesis Practice

After analyzing each of the four documents, with the help of your table group, write a thesis statement addressing the prompt; Evaluate the extent to which there was a Renaissance for women.

Type your thesis after your inquiry chart and submit your work here on Google Classroom.
I have posted slides to review the characteristics of a thesis statement.
Created by Susan Burch: Thursday, September 7 10:44 AM

Due:

Reading Quiz Lesson 2 Renaissance in Google Classroom

Reading Quiz Lesson 2 Renaissance

Created by Susan Burch: Thursday, September 7 10:44 AM

Due:

Reading Assignment textbook pages 334 - 340 in Google Classroom

Reading Assignment textbook pages 334 - 340

Reading Homework: Lesson Two
The Making of Renaissance Society
Textbook pages 334-340
Focus Questions: 
What economic changes helped Italy prosper during the 15th century?
Who are the Medici family? Why are they important in European history?
What major social changes occurred during the Renaissance?
Created by Susan Burch: Thursday, September 7 12:12 PM

Due:

Jacob Burckhardt, The Civilization of the Renaissance in Italy in Google Classroom

Jacob Burckhardt, The Civilization of the Renaissance in Italy

Created by Susan Burch: Thursday, September 7 10:44 AM

Due:

Textbook Reading pages 332 - 333, Mearnng & Characteristics of the Italian Renaissance in Google Classroom

Textbook Reading pages 332 - 333, Mearnng & Characteristics of the Italian Renaissance

Meaning and Characteristics of the Italian Renaissance - Pages 332-333
Purpose: read to identify the characteristics of the Italian Renaissance.
While you are reading, compare the characteristics of the Italian Renaissance with the characteristics of the Middle Ages. (Continuity and Change)
After reading think about the following prompt; Evaluate the extent to which the Renaissance transformed European culture in the 15th and 16th centuries. (Remember... evaluate is asking you to make a judgement and extent is asking how much)
Created by Susan Burch: Thursday, September 7 10:44 AM

Due:

Response Sheet - Late Middle Ages Short Answer Question in Google Classroom

Response Sheet - Late Middle Ages Short Answer Question

Created by Susan Burch: Thursday, September 7 10:44 AM

Due:

Nearpod - Late Middle Ages in Google Classroom

Nearpod - Late Middle Ages

The class code to get into Nearpod is....

Q29KR
Created by Susan Burch: Thursday, September 7 10:44 AM

Due:

Historical Context Image Gallery Assignment in Google Classroom

Historical Context Image Gallery Assignment

Created by Susan Burch: Thursday, September 7 10:44 AM

Due:

Parent and Student Signatures - Class Syllabus in Google Classroom

Parent and Student Signatures - Class Syllabus

Please read the attached class syllabus (Classroom Standards and Expectations) and share it with your parents or guardians. The attached Google Form is to be completed and submitted here on Google Classroom by Tuesday, August 22nd, before you come to class.
If you have a clarifying question or concern, I am happy to discuss them with you in class before August 22nd.
Created by Susan Burch: Thursday, September 7 10:44 AM

Due:

Exit Ticket Historical Context Introduction in Google Classroom

Exit Ticket Historical Context Introduction

Created by Susan Burch: Thursday, September 7 10:44 AM

Due:

Geo-SPRITE Yourself in Google Classroom

Geo-SPRITE Yourself

Created by Susan Burch: Thursday, September 7 10:44 AM

Due:

Personal Introduction Assignment in Google Classroom

Personal Introduction Assignment

Directions for this assignment are on the brainstorm worksheet attached.
I have posted a model video I made introducing myself to you.
Below you will also find the link to the Flip Grid portion of this assignment.
Don't worry about making mistakes. I make them all the time. Have fun. I am looking forward to getting to know you.
Created by Susan Burch: Thursday, September 7 10:44 AM