WEEK 16: 11/17 -­‐ 11/21 MONDAY/TUESDAY WORLD HISTORY | FELTY ESSENTIAL QUESTION: What forces cause change and rebellion? AGENDA 1. Do Now 2. “Reading” Quiz – French Revolution 3. The Fervor of Revolution Simulation 4. Reflection DO NOW ASSESSMENT AND REFLECTION On page 63 in your notebook, answer: Guided reflection questions n your notebook. What is going on in our simulation?! STUDENT OBJECTIVES -­‐ Experience life as a French citizen in the 1790s. -­‐ Reflect upon the actions taken by groups and individuals during the French Revolution. STANDARDS CC SS CCSS.ELA-Literacy.RH.9-10.7 : Integrate quantitative or technical analysis (e.g., charts, research data)
with qualitative analysis in print or digital text.
CCSS.ELA-Literacy.RH.9-10.8 :Assess the extent to which the reasoning and evidence in a text support
the author's claims.
CCSS.ELA-Literacy.RH.9-10.9 : Compare and contrast treatments of the same topic in several primary
and secondary sources.
CCSS.ELA-Literacy.RH.9-10.3 :Analyze in detail a series of events described in a text; determine whether
earlier events caused later ones or simply preceded them. 10.2.3 Understand the unique character of the French Revolution, its spread to other parts of the world, and its continuing significance to other nations. WHOLE GROUP Find: Your courage and willingness to follow instructions. We’re going on an adventure back in time. What Am I Doing?: Experiencing the fervor of the French Revolution. When Is It Due?: You have a series of reflections that are due today. HOMEWORK Crash Course World History #30: Haitian Revolution with Guided Notes. QUIZ ON MON/TUE! WEEK 16: 11/17 -­‐ 11/21 WEDNESDAY WORLD HISTORY | FELTY ESSENTIAL QUESTION: When does an internal national problem then become a crime against humanity? AGENDA 1. Do Now 2. Current Event 3. Reflection DO NOW ASSESSMENT AND REFLECTION On page 63 in your notebook, answer: DIRECT What do you know about Michael Brown? Write it all out. COLLABORATIVE INDEPENDENT STUDENT OBJECTIVES -­‐ Understand events dealing with the Michael Brown case and its international significance -­‐ Speculate what other nations think of the United States dealings with alleged police b rutality. STANDARDS CC SS CCSS.ELA-Literacy.RH.9-10.7 : Integrate quantitative or technical analysis (e.g., charts, research data)
with qualitative analysis in print or digital text.
CCSS.ELA-Literacy.RH.9-10.8 :Assess the extent to which the reasoning and evidence in a text support
the author's claims.
CCSS.ELA-Literacy.RH.9-10.9 : Compare and contrast treatments of the same topic in several primary
and secondary sources.
CCSS.ELA-Literacy.RH.9-10.3 :Analyze in detail a series of events described in a text; determine whether
earlier events caused later ones or simply preceded them.
10.11 Students analyze the integration of countries into the
world economy and the information, technological, and
communications revolutions (e.g., television, satellites,
computers).
INDEPENDENT Find: Current Events > The Browns and the UN:Geneva What Am I Doing?: Read the article and fill out the Google form. If you have any questions, ask your peers first and then ask me. When Is It Due?: Today. No exceptions. HOMEWORK Crash Course World History #30: Haitian Revolution with Guided Notes. QUIZ ON MON/TUE! WEEK 16: 11/17 -­‐ 11/21 THURSDAY/FRIDAY WORLD HISTORY | FELTY ESSENTIAL QUESTION: What forces cause change and rebellion? AGENDA 1. Do Now 2. BLAST a. Collaborative: Chronologizing the French Revolution b. Direct: Let’s Talk About Napoleon 3. Reflection DO NOW ASSESSMENT AND REFLECTION On page 63 in your notebook, answer: DIRECT Explain the causes of the French Revolution. Use your notes and your memory. COLLABORATIVE INDEPENDENT STUDENT OBJECTIVES -­‐ Assess previous knowledge of world wide revolutions -­‐ Sequence the events that caused the French Revolution through the reign of Napoleon -­‐ Assess the “revolutionary” results of the French Revolution STANDARDS CC SS CCSS.ELA-Literacy.RH.9-10.7 : Integrate quantitative or technical analysis (e.g., charts, research data)
with qualitative analysis in print or digital text.
CCSS.ELA-Literacy.RH.9-10.8 :Assess the extent to which the reasoning and evidence in a text support
the author's claims.
CCSS.ELA-Literacy.RH.9-10.9 : Compare and contrast treatments of the same topic in several primary
and secondary sources.
CCSS.ELA-Literacy.RH.9-10.3 :Analyze in detail a series of events described in a text; determine whether
earlier events caused later ones or simply preceded them.
10.2.3 Understand the unique character of the French Revolution, its spread to other parts of the world, and its continuing significance to other nations. DIRECT COLLABORATIVE Find: Today > World History > NOV 20/21 Find: Today > World History > NOV 20/21 What Am I Doing?: Taking notes. At the end of the notes, complete the Google Form exit slip. What Am I Doing?: You and your group are going to take the events of the French Revolution, from the end of the Ancien Regime to the coronation of Napoleon as Emperor of France. Use the desks and expo markers as your initial copy. Then double check with M s Felty OR the station leader to see if it is correct. When your group has the correct timeline, go ahead and create the timeline in your notebook. When Is It Due?: Before you move into collaborative. When Is It Due?: Today, no exceptions. HOMEWORK Crash Course World History #30: Haitian Revolution with Guided Notes. QUIZ ON MON/TUE!