Unit 2Revolutions
Fri., Mar. 20
• Project Work Day:
You should be writing script and making puppets
(also planning time with team to wrap up)
Thur., Mar. 19
• Handout: Two Post-Industrial Perspectives (behind this)
• GQ: What were the eventual intellectual, political and
economic effects of the Industrial Revolution?
(PPT notes on Post-Industrial thinking and politics)
• The handout goes with 2 primary source documents.
We did SOAPS/ POV analysis on Doc 1 in class
 Homework: Doc 2 – due Monday
Wed., Mar. 18
• Handout: POV/SOAPS reference (behind this):
Paste it at the back of your notebook, where you
can reference it any time.
• Unit 2 Quiz –
• You need 37 minutes to make up:
Pack +12 if you’re available
or Friday during class (but your team will miss you!)
Tue., Mar. 17
• Project Research (sources & notes) due today
• Practice Quiz on Industrial Revolution
(behind this)
• Unit 2 Quiz tomorrow
• Project Production Notes due tomorrow
Fri.-Mon., Mar. 13 & 16
• Project work time;
schedule updated – see website
(Research component due Tuesday)
Thu., Mar. 12
• Shared results of yesterday’s exercise:
Creating a cause chart for why the Industrial Revolution
began in rural England
(except 5th per. where we had to postpone due to
‘technical difficulties’)
• Project work time
Wed., Mar. 11
• Group participation exercise:
Creating a cause chart for why the Industrial Revolution
began in rural England
Tue., Mar. 10
• Video: The Day the Universe Changed –
Credit Where It’s Due
GQ: Why did the Industrial Revolution begin in
rural England?
>How England did manage to achieve this first
• Handed out remaining project materials (behind this):
-grading scale and calendar
-personal contribution record
Mon., Mar. 9
• Collected Project Homework (see prior day)
• Warm-up: revisited question from last Monday:
What would we lack today –other than more things—if we’d
never had mass production? (make a list on LEFT-side page,
where you left off, under your 18th c. company description;
think about last week’s time-lapse drawing exercise and
all the things that changed)
• PPT notes (right-side) on:
GQ: Why did the Industrial Revolution begin in
rural England?
>Why England achieving such an accomplishement
was surprising
Thu.-Fri., Mar. 5-6
• Time to work on projects in library
• HOMEWORK for Monday:
-Textbook source page stapled on top of
printed project sources (with initial highlighting)
note: This does not have to be considered finished;
I just want to gauge progress and give feedback
Wed., Mar. 4
• Projects assigned
• Handed out:
 Project Requirements
 Textbook source notes page
• First interim due date:
Mon. Mar. 9 – Highlighted source pages
Completed textbook source notes page
Tue., Mar. 3
GQ: Was the Industrial Revolution truly revolutionary?
• Warm-up in notebook (LEFT side):
“A World Without Mass Production”
You have a small 18th century business; tell us:
• What do you produce?
• Where (generally) are you located?
• Who works in the business?
• How do you get your customers?
• How do you get your product to your customers?
• What do you do besides work?
• Time-lapse drawing activity, tracking the effects of a
coke-powered steam engine coming to your 18th century
English village
Mon., Mar. 2
• Collected Career Day Passports
• Took practice Quiz on Haiti (behind this)
and went over answers
• Talked about note-taking
GQ: Can there be a revolution without conflict?
• Discussed what we would lack in a world without
mass-production; will drill into this further tomorrow
• Meanwhile, used “Agricultural Revolution” as an
example, by doing an effects flowchart as a class:
There were incredibly far-ranging effects beside just
“more food/less famine”, making it seem to deserve
the title “Revolution”
Thu., Feb. 26 & Fri., Feb. 27
• No regular class on Thursday (guest speaker)
• Short class on Friday (Career Day):
Handed out revolution project choices (behind this)
> Due Tuesday March 3
Wed., Feb. 25
• GQ: What choices are made in Haiti that determine the
outcome of the revolution? (cont.)
• PPT notes on what actually did happen in Haiti
Tue., Feb. 24
• GQ: What choices are made in Haiti that determine the
outcome of the revolution?
Today was a continuation of yesterday’s role-play, with
characters responding to more news by selecting an
action, and then seeing the results of their action.
• Notebook right side: One item added to timeline from
yesterday;
Notebook left side: two more journal entries
See updated notebook specifications on website
If absent both Mon/Tue, you are exempt from the
journal entries but see note next to the Week 4
lecture notes on the website, and follow the link
Mon., Feb. 23
• Handed out timeline leading up to the Haitian
Revolution
(behind this)
See updated notebook specifications on website
• GQ: What was Haitian society like before the revolution?
Assigned character to role-play See me about this
Fri., Feb. 13
• Finished going over toughest questions on the practice
quiz, and watched an excerpt from Le Revolution
francaise – part 2: Les Annees Terrible (first 45 minutes;
available on Youtube)
Thur., Feb. 12
• Crash Course video on the French Revolution
(John Green - find it on YouTube)
• Practice quiz (behind this)
• Went over answers + some tips on tricky questions
Wed., Feb. 11
• Shared “45-second French Revolutions” (homework
topic sentences)
• Introduced PERSIA – a helpful acronym for analyzing the
effects of change.
• New LEFT-side notebook assignment, due Friday:
Create a PERSIA chart, tracking changes/continuities in
the 6 categories (Politics, Economics, Religion, Society,
Intellectual and Area –i.e. Geographic) across the 3-4
“pivotal points of change” identified in yesterday’s
homework
Tue., Feb. 10
• Collected The Reign of Terror: Was It Justified?
• PPT notes on the rest of the French Revolution
• Worked with partners to define 3 pivotal points of
change in the story of the French Revolution
• Homework notebook assignment: On LEFT side of above
notes, write 3-4 topic sentences describing pivotal points
of change in an overview of the revolution, emphasizing
political and social change over the near century from
1789 to 1870.
Mon., Feb. 9
• Worked individually on the back page (outline) of
The Reign of Terror: Was It Justified?
Due tomorrow.
Fri., Feb. 6
• Worked in partners on yesterday’s handout/homework
(The Reign of Terror: Was It Justified?):
-compare document analysis
-complete ‘Next Steps’
• Notebook Assignment on LEFT side of French Revolution
notes (after Declaration of Rights of Man pages):
-create a Venn Diagram comparing/contrasting
the American Revolution with what you know of
the French Revolution so far
Amer
both
Fr
Thur., Feb. 5
• Reviewed notebook assignment from yesterday.
• A few more PPT notes (continuation of “How did the
French Revolution compare to the American
Revolution?”)
• Handout: The Reign of Terror: Was It Justified
Analyze documents as homework for Friday
(do not do ‘Next Steps’)
Wed., Feb. 4
• Collected Was the American Revolution Really a Revolution?
• Reviewed notebook assignment from yesterday.
• 2 Handouts to put in notebook:
On next blank LEFT/RIGHT spread,
paste Declaration of the Rights of Man Scavenger Hunt
on the LEFT, and paste actual Articles on the RIGHT;
Complete “scavenger hunt” and color-code to match
the number on the “hunt” to the actual article
• Also took some notes on a new GQ:
“How did the French Revolution compare with the
American Revolution?”
Tue., Feb. 3
• PPT: More notes under “Was the American Revolution
Really a Revolution?”
• Went over handout of the same name from yesterday.
Kept for tomorrow.
• Notebook assignment: LEFT side of the above, entitled
“Revolution in 3 Phases”:
-Divide page into 3 horizontal sections, labeled
Phase I, Ph II, Ph III
-Draw chart of inputs/causes and outputs/effects
where
> Ph I output is “republican colonial govts.’,
> Ph II shows causes and effects of Revolutionary War,
> Ph III output is The Constitution
Mon., Feb. 2
• Handout: Was the American Revolution really a
revolution?
• Took a couple notes under the same heading:
Definition of revolution; 2 types of revolutions
• Had remainder of class to work on handout.
Due Tuesday.
Thur., Jan. 29
• Concluded going over 2nd semester syllabus
(hard copies available on ledge under board)
• Took American Revolution Pre-Test
(behind this – not graded/no make-up required)
and shared some answers.
Wed., Jan. 28
• Completed discussion of Teenage World.
Collected it.
• Went over formatting of the notebook for the 2nd
semester. See Mr. L for description.
• PPT on Enlightenment Philosophers.
• Began to go over 2nd semester syllabus as PPT.
Tue., Jan. 27
Worked in table groups on the handout,
Teenage World. Shared natural rights and responses of
each group to the scenario. Kept for tomorrow.