World History 2 – Spring 2014
Mr. Shane Williams swilliams@moc-­‐fv.k12.ia.us Mr. Ethan Raysby – Student Teacher Ethan.raysby@nwciowa.edu WEEK OF 3 – 7 FEBRUARY 2014 All assignments are posted @ http://www.moc-­‐fv.k12.ia.us/teacherdirectory/lessonplans.php?teacher=swilliams A Week in Preview: Big Idea Monday – 3 February Atlantic Revolutions-­‐
United States Tuesday – 4 February Atlantic Revolutions-­‐
French Wednesday – 5 February Atlantic Revolutions-­‐
Latin America/ Haiti Thursday – 6 February Atlantic Revolutions-­‐ European Friday -­‐ 7 February Presentation #3 Due and Current Event Day Nationalism-­‐ France and Napoleon This week we will need to learn what knowledge is. We spend most of our early lives learning and for the most
part we departmentalize our learning (separate into subjects-classes). Understanding how all the subjects
relate to our knowledge is relevant for understanding. Then we will need to focus on the Social Sciences, what
are they? What is the relationship between Social Sciences (social studies) and history? Our goal is to
establish relevance to learning and understanding history to our lives. Our final quest is to understand how do
we know what we know? How do historians work in the past and why is it relevant to our future? We will need
to focus on the skills of the trade. Then, we will gain the grasp of how our course is organized and how we will
proceed through history for the semester.
Quarter 3 Week Five, 3 – 7 February Essential Questions •
•
•
Who is writing each?
When?
To whom?
•
What rights are the authors claiming, and who enjoys those rights? By what authority are the authors of the document writing? What material is introductory What material is the meat of the argument? Are the structures the same or different? In what way(s)? Are the claims the same or different? In what way(s)? What words or phrases appear in more than one of the documents •
•
•
•
•
•
Assignments and Lesson Order Bell Ringer: Hand out Atlantic Revolution timeline and ask them what revolutions overlap. Research 5 major events of the American Revolution and write them on the timeline or separate sheet of paper. Presenters need to come in and see me during success In groups of 2 or three, Compare and contrast the Haitian Declaration of Independence to ours. Due Dates Crash Course video on French Revolution Due: 2/4 Hand out Gabber Groups Assignments. Post no later than Wed. at •
11:59 p.m. and Respond to your partners no later than Sat. at 11:59 p.m. What does this tell you? •
•
•
•
•
•
•
How does the French Revolution relate to the others we are talking about? What events are similar in the French Revolution to the American and Haitian? What are the most important parts of the French Revolution I will not be in success today, so if you need something you will have to see Mr. Williams Correct Crash Course French Revolution worksheet Research 5 major events of the French Revolution and write them on the timeline or separate sheet of paper. Compare French Declaration of Rights to the Haitian and American ones. How does the Haitian Revolution relate to the others we are talking about? What events are similar in the Haitian Revolution to the American and French? What are the most important parts of the Haitian Revolution? Who was involved in the revolution? Correct Haitian Revolution Crash Course Worksheet Read page 15 of Atlantic Revolutions packet and the background information on pg. 18-­‐19 Do assignment on Toussaint Louverture life story. Talk about Haiti trip Reminder to complete gabber groups Crash Course video on Haitian Revolution Due: 2/5 Finish discussing the Atlantic Revolutions Tie in assignment for all the revolutions Crash Course video on Nationalism Due 2/7 Begin Class with presentation #3 – Should take 5-­‐8 minutes. Grade while they are presenting. Correct Nationalism Crash Course Video Do Current Event for the day Here are the Gabber Groups for this week’s Chatterbox forums. You must post your response to the forum – no later than Wednesday 11:59 p.m. and then read partner posts and respond – no la ter than Thursday 11:59 p.m. •
Comment to continue conversations and not end them.
Remember to not only respond by telling other students their post is good, but also attempt to respond with
sufficient comments, positive critiques, or positive analysis to receive full credit. Also, remember our purpose is
the subject and community and our focus on the life skills necessary in building working relationships to
achieve our purposes.
Gabber Group #1
Kyle Van Der Stoep, Michael Aulenbach, Daniel Anzua, Miguel Solano
Gabber Group #2
Salustia Valdez, Jake Blankers, Cody Bomgaars, Elizabeth Prescott
Gabber Group #3
Stan Portz, Zachary Boneschans, Lisa Busby, Christopher Ringelberg
Gabber Group #4
Jesse Plathe, Brooke Mansker, Louie Penning, Brody Koerselman
Gabber Group #5
Eric Foreman, Tyler Lamm, Bailey Goebel