World History and Geography

World History and Geography
With Chief Shannon Excell

Entry #109: Starter 27-29th September 2017
MLA Format with

Entry #110: Objective. 27-29th September 2017
I will create a storybook, reviewing the major events, purpose of, and people of the French Revolution.

Entry #111: Activity 27-29th September 2017
French Revolution Storybook

Entry #112: Homework 27-29th September 2017
ALL Make Up Work DUE BY WEDNESDAY, OCTOBER 4th, 2017!! French Revolution Storybook DUE FRIDAY STUDY FOR FRENCH REVOLUTION TEST- MONDAY!!

Entry #105: Activity 26th September 2017
Finish Copying Chart (Entry 103): Revolutionaries of Latin America: Where the Revolutionaries were from: Why were they revolting? Toussaint L’Ouverture Haiti (French Territory) Former Slaves revolted for freedom and the abolishment of slavery in Haiti. Father Hidalgo Mexico (Spanish Territory) Mexican Independence from Spain End Slavery and improve conditions Father Morelos Called for wide-ranging social and political reform (abolishing slavery, voting for all) Simon Bolivar Venezuela (Spanish Territory) - Independence from Spain Jose de San Martin Argentina (Spanish Territory) Dom Pedro Brazil (Portugal conquered by Napoleon; Portuguese Monarchy fled to Brazil) - Became emperor of Brazil and accepted a constitution that provided freedom of press, freedom of religion, and elected legislature.

Entry #106: Objective 26th September 2017
I will create a storybook, reviewing the major events, purpose of, and people of the French Revolution.

French Revolution Storybook and instructions.

Entry #108: Homework 26th September 2017
ALL Make Up Work DUE BY WEDNESDAY, OCTOBER 4th, 2017!! French Revolution Storybook DUE FRIDAY STUDY FOR FRENCH REVOLUTION TEST- FRIDAY!

Entry #101: Starter 25th September 2017
Countries in Revolt: Reasons for Revolt: Revolution most like: (Glorious Rev., American Rev., or French Rev.) Serbia: Lived under Ottoman Rule Wanted self-rule from the Ottoman Empire - American Revolution Greece: Ruled by Ottomans Greeks divided - French Revolution Austria: Monarchy censored books/press Wanted a written constitution Belgium: Forced to be united under a Dutch King Did not speak same Languages, were protestant not catholic, and had an manufacturing economy not a trade economy

I will compare and contrast the Glorious Revolution, American Revolution, and the French Revolution and their effects worldwide on the politcal expectations for self-government and individual liberty.

Revolutions in Europe and Latin America Chart: Revolutionaries of Latin America: Where the Revolutionaries were from: Why were they revolting? Toussaint L’Ouverture Haiti (French Territory) Former Slaves revolted for freedom and the abolishment of slavery in Haiti. Father Hidalgo Mexico (Spanish Territory) Mexican Independence from Spain End Slavery and improve conditions Father Morelos Called for wide-ranging social and political reform (abolishing slavery, voting for all) Simon Bolivar Venezuela (Spanish Territory) - Independence from Spain Jose de San Martin Argentina (Spanish Territory) Dom Pedro Brazil (Portugal conquered by Napoleon; Portuguese Monarchy fled to Brazil) - Became emperor of Brazil and accepted a constitution that provided freedom of press, freedom of religion, and elected legislature.

ALL Make Up Work DUE BY WEDNESDAY, OCTOBER 4th, 2017!!

Finish Entry 95 (If necessary)

I will examine the phases of the French Revolution, the major events, and the key figures involved in the revolution.

Chapter 3, Sections 2, 3, and 4 Worksheet

Finish Entry 91 5 minutes!

I will examine the causes of the French Revolution

Causes of the French Revolution: Notes: National Debt Economic Reform Fails Estates General Battle of Bastille 800 People of Paris stormed the Bastille (fortress used as a prison). Commander of Bastille opened fire on Parisians Parisians broke down gates, killed Commander and guards, freed prisoners… all in search for guns/ammo Bastille Day: French National Independence Day Using textbook pages , complete the causes of the French Revolution Chart.

Grade Break Down Review:

I will examine the start of the French Revolution and analyze the French Class system (Estates).

Using Textbook pages , complete the social hierarchy chart with the name of each social class and 5 facts for each social class.

No Homework

Notebook Quiz #2: 1) Entry 43: On what date did we do Entry 43? Entry 78: What was the objective for Entry 78? Entry 69: Which enlightened thinker promoted a system of Checks and balances and separation of powers? Entry 62: What was the objective for Entry 62? Entry 80: What was the homework for Entry 80?

I will examine the start of the French Revolution.

Entry #87: Academic Vocabulary 15th September 2017
Notebook Check Crash Course Video: French Revolution

No Homework

NO Starter

I will become familiar with the vocabulary for the French Revolution Unit.

Entry #83: Academic Vocabulary 13th September 2017
Unit 2: French Revolution Unit Vocabulary Vocabulary Word Definition Sentence (using the word) Picture Unit 2 Academic Vocabulary: Guillotine French Revolution Nationalism Estates (French) Romanticism Bastille Bourgeoisie Tennis Court Oath Reign of Terror Napoleonic Code Scorched- Earth Policy

French Revolution Vocabulary 9-11 RACER PARAGRAPH: DUE FRIDAY

September 11th RACER: How are the ideals of nationalism demonstrated in our remembrance of 9-11? R: A: C: E:

I will examine the ideas of Laissez Faire (Characteristics and Founder).

Using Google, find the following information: What is Laissez Faire? What are the characteristics of Laissez Faire? Was there a ”founder/Creator of the Ideas?” If so, who was it?

Up Date Notebook (Entries 1-80) 9-11 RACER PARAGRAPH: DUE FRIDAY

THE CURRENT CLASSROOM “MODE”
Quiet Work Stand & Deliver Open Discussion Team Work

What does QUIET WORK mean?
Students are paying attention to the speaker (teacher, other students, guest speaker, etc.) Students are working independently from each other unless explicitly given permission to have a conversation.

How old were you on September 11th, 2001?

I will examine the events that occurred on September 11th, 2001.

Day of Remembrance Video Class Discussion

Up Date Notebook (Entries 1-80)

Finish Enlightened Thinkers Chart (Entry 67) Enlightened Thinker: Philosophy: How did the philosophy helped to establish the United States Democracy? Hobbes Montesquieu Locke Rousseau

Enlightened Thinker: Philosophy: How did the philosophy helped to establish the United States Democracy? Hobbes “ Only true and correct form of government was an absolute monarchy.” - Power to govern is an organized society. Montesquieu Separation of powers Checks and Balances system Locke “Men are by nature free and equal.” Life, Liberty, and Property.” Rousseau - Social contract is to follow the rules

I will examine the philosophies of the Enlightened Thinkers and analyze how those philosophies applied to the United States post Revolution.

Enlightenment Music Activity Enlightenment Video: Crash Course

Up Date Notebook (Entries 1-72)

NO Starter

I will examine the philosophies of the Enlightened Thinkers and analyze how those philosophies applied to the United States post Revolution.

Entry #67: Classwork 7th September 2017
Finish Chapter 2, section 3: Birth of an American Republic Worksheet. Enlightened Thinkers Chart: Enlightened Thinker: Philosophy: How did the philosophy helped to establish the United States Democracy? Hobbes Montesquieu Locke Rousseau

No Homework

NO Starter

I will examine the birth of the American Republic.

Chapter 2, section 3: Birth of an American Republic Worksheet

No Homework

Test Set Up: 1) Take out a SEPARATE sheet of paper 2) Title it: World History Unit 1 Test 3) In the right TOP corner, put your NVMI Heading Rank, Last Name, First Name Date: Subject: _____, Period: _____ 4) Number Straight down WITHOUT Skipping Lines 1-19

I will PASS my Unit 1 Exam.

Complete Unit 1 Test

No Homework

Entry #53: Starter 25th August 2017
How do you think the relationship of religion and monarchy effect a country?

Entry #54: Objective 25th August 2017
I will examine the development of democracy in England.

Entry #55: Classwork 25th August 2017
PowerPoint with Cornell Notes Topic: Development of Democracy in England

Entry #56: Homework 25th August 2017
No Homework

Notebooks Entries Are:
In pencil or pen Labeled with the date Labeled with the entry number Labeled with a proper title Written very neatly Clearly legible Followed by a horizontal line to separate entries on a single page Written so as to include ALL entries for that day on one, with activity on the next page page Representative of the student’s best effort Complete

What were two changes made by Julius Caesar to better the civilization of Rome?

I will examine the influences of the Greco-Roman civilizations and the Judeo-Christian religions on the development of Democracy in the modern world.

Greco-Roman and Judeo-Christian Influences Worksheet DUE AT THE END OF CLASS!

No Homework

Entry #45: Starter 23rd August 2017
No Starter

Entry #46: Objective 23rd August 2017
I will exam the causes and effects on Rome as they change from Republic to an Empire.

Entry #47: Classwork 23rd August 2017
Read page 23-26 Finish Cause and Effect Chart- part 2

Entry 47: Causes: Effects: Civil War, mixed loyalties
Caesar, absolute ruler, conquered Rome Augustus Caesar (Octavian) successor to Julius, started Pax Romona (Time of “Roman Peace”) Laws that applied to all Roman Citizens were established 4) Justinian I collected, revised, and organized all laws from ancient Rome Effects: allowed for powerful Generals (Julius Caesar) to take power Pushed through reforms (change) Employed homeless Gave public land to poor 3) Octavian stabilized gov’t Trained army to enforce laws Hired people for high-level jobs based on talent not relationship to him 4) “Body of Civil Law” aka “The Justinian Code” guided future legal thinkers to compile the international laws used today. From Republic to Empire

Entry #48: Homework 23rd August 2017
No Homework

Entry #41: Starter 22nd August 2017
Finish the Chart from Entry 39. (10 Minutes)

Entry #42: Objective 22nd August 2017
I will exam the causes and effects on Rome as they change from Republic to an Empire.

Entry #43: Classwork 22nd August 2017
Read page 23-26 Cause and Effect Chart

Entry 43: Causes: Effects:
Conquered Greek City States and surrounding land Influenced during Punic Wars with Carthage Generals, Officers, and traders made money off of taxes, loot, and commerce New class of landowners emerged, using slave labor to produce food more cheaply Rome expanded using Army forces who were LOYAL to Rome Effects: The bigger the empire got the more troubles they had. Smaller farmers could not keep up with Larger Land owners in production of grains Roman Army was not paid, supplied their own weapons but gained nothing from Rome’s expansion/success… LOYALTY starts to lessen. From Republic to Empire

Entry #44: Homework 22nd August 2017
No Homework

Entry #37: Starter 21st August 2017
Was Alexander the Great really “great”?

Entry #38: Objective 21st August 2017
I will analyze the differences between Monarchy, Oligarchy, Tyranny, and Democracy.

Entry #39: Classwork 21st August 2017
Using your electronic Devices: Research the following information: Definition Example Monarchy Oligarchy Tyranny Democracy

Entry #40: Homework 21st August 2017
No Homework

Notebook Quiz

Notebook Quiz: Please write answers on a separate sheet of paper and turn that paper in when you finish it. Entry 19: On what date did we do Entry 19? Entry 30: What was the objective for Entry 30? Entry 31: Explain the inference regarding “people’s truths” that Plato made in his quote from The Republic. Entry 3: What is the Late Work Policy described in Entry 3 (Syllabus)? Entry 20: What was the homework for Entry 20?

I will exam the legacies of Alexander the Great.

Read pages 15-17 Crash Course Video on Alexander the Great Was he REALLY great??

No Homework

Finish Greek Philosophers Chart: Plato Aristotle Socrates Student of Socrates Set up School called Academy Reason, not experiences, led to genuine knowledge Rational thought Wrote “Republic” describing his ideal state Wrote no books just quested people Seeks the truth and knowledge Questioned accepted traditions Duties of the individual = follow rules

I will read and infere about the works of the great Greek philosophers: Aristotle, Plato.

Read page 18: Plato’s Republic. Read and copy the following quote from Plato’s Republic: “… At first, when any [prisoner] is liberated and compelled suddenly to stand up and turn his neck round and walk and look towards the light, he will suffer sharp pains; the glare will distress him, and he will be unable to see the realities of which in his former state had seen the shadows…” What do you think this quote infers about people’s “truths?”

Entry #31 continued: Classwork 17th August 2017
Read page 19: Aristotle’s Public. Read and copy the following quote from Aristotle’s Public: “ The main cause of the overthrow of democracies is the outrageous behavior of demagogues. By attacking property owners they motivate them to band together out of fear, and they also spur on the people… In this way democracy has been overthrown at numerous places…” What do you think Aristotle would most likely recommend that property rights be?

Complete Entry 31

You have 5 minutes to finish copying the double bubble information from Entry 23.

Located near island (Peloponnesus) Military State
Spartans and Democracy Athenians and Democracy Similarities Located near Attica Democracy: Governed by the People Athens started as a monarchy (ran by a king (monarch) and changed into aristocracy (power in the hands of the nobles). Aristocracy failed and eventually a Tyrant (A ruler who ruled by force) took over. Slowly the reforming Tyrants changed Athens back into a democratic state. Cleithenees (ruler) set up “Counsel of 500” Prepared Laws Supervised day to day governement work Located near island (Peloponnesus) Military State Had 2 Kings and a Counsel of Elders, as well as an Assembly Assembly: group of citizens who approve major decisions 5 Elected ”Ephors” held real power and ran day to day affairs - Developed City-States (Kind of Like Present Day Counties) Both developed Democracy Established Rules to help Government

I will analyze the philosophies of the great Greek philosophers: Aristotle, Plato, and Socrates.

Read pages 13-15 Greek Philosophers Chart Plato Aristotle Socrates Student of Socrates Set up School called Academy Reason, not experiences, led to genuine knowledge Rational thought Wrote “Republic” describing his ideal state Wrote no books just quested people Seeks the truth and knowledge Questioned accepted traditions Duties of the individual = follow rules

No Homework

Copy Notebook Rules as instructed by Chief Excell (across from entry 19) In pencil or pen Labeled with the date Labeled with the entry number Labeled with a proper title Written very neatly Clearly legible Followed by a horizontal line to separate entries on a single page Written so as to include ALL entries for that day on one, with activity on the next page page Representative of the student’s best effort Complete

I will organize my notebook according to Chief Excell’s steps. I will compare the similarities and differences of the Spartans and the Athenians cultures and societal make up.

Read pages 8-13 Create the Double Bubble Chart With your groups, write down similarities and differences of the Spartans and Athenians. Spartans and Democracy Athenians and Democracy

Located near island (Peloponnesus) Military State
Spartans and Democracy Athenians and Democracy Similarities Located near Attica Democracy: Governed by the People Athens started as a monarchy (ran by a king (monarch) and changed into aristocracy (power in the hands of the nobles). Aristocracy failed and eventually a Tyrant (A ruler who ruled by force) took over. Slowly the reforming Tyrants changed Athens back into a democratic state. Cleithenees (ruler) set up “Counsel of 500” Prepared Laws Supervised day to day governement work Located near island (Peloponnesus) Military State Had 2 Kings and a Counsel of Elders, as well as an Assembly Assembly: group of citizens who approve major decisions 5 Elected ”Ephors” held real power and ran day to day affairs - Developed City-States (Kinda Like Present Day Counties) Both developed Democracy Established Rules to help Government

1) Supplies NEEDED for SOLAR ECLIPSE VIEWER: shoe box masking or scotch tape aluminum foil I will award Merits to those who bring these items to class by THIS WEDNESDAY!!

Entry #17: Starter Date: _______
Turn in Vocabulary Library Check Out Books Notebook Pass Out Take out Notebook and write the following information on the back outside cover: Your First and Last Name World History Period _____ Teacher: Chief Excell

Entry #18: Objective Date: ____
I will organize my notebook according to Chief Excell’s steps.

Entry #19: Notebook Set Up Date: ___
Step 1: On very first page of Notebook, write the following information: 1) Name of Course: WORLD HISTORY, CULTURE, AND GEOGRAPHY: THE MODERN WORLD 2) In the BOTTOM, RIGHT corner write: Your First and Last Name World History Period _____ Teacher: Chief Excell Step 2: Turn the page and on the back of the first page, write the following: 1) Chief Excell’s 2) School website: novamil.org 3) Chief Excell’s Instagram

Entry 19 Continued: Step 3: On the next 5 pages (front and back), write the words: TABLE OF CONTENTS I, II, III, IV, V, VI, VII, VIII, IX, X Step 4: Under the Title (Table of Contents I-X), on the Left Margin, write the word: ENTRY. Step 5: Under the word ENTRY, start numbering straight down without skipping lines 1, 2, 3, 4, 5… Step 6: On the next Page in the Middle, Title that page Unit 1: Judeo-Christian and Greco Roman Influences on the Modern World. Step 7: Copy or Paste Entries 1-16 in your notebook… following Chief Excell’s directions. Step 8: Staple Syllabus into Notebook aside Entries 1-4. Step 9: Write Notebook Entry Requirements down along side Entries 5-8.

Entry #20: Homework Date: ___
1) Decorate Front Cover of Notebook

NO Starter Today Write your Homework down!

I will familiarize myself with some of the academic Vocabulary of Unit 1.

Entry #15: Academic Vocabulary Date: ___
Unit 1: Academic Vocabulary Vocabulary Word Definition Sentence (using the word) Picture Unit 1 Academic Vocabulary: 1) Plato 2) Aristotle 3) Judeo-Christian 4) Tyranny 5) Glorious Revolution 6) American Revolution 7) Three Estates

1) Get Supplies by TOMORROW!! 2) Finish Vocabulary

What was one Long term goal you set yesterday during our Privilege activity? * Write your homework down!

I will understand and implement the notebook entry system. I will use the THIEVE acronym to explore my history textbook.

What does TEAM WORK mean?
Students are actively participating in the group, offering up insight and information to each other. Students are working as a team to complete the assign task.

Entry #11: THIEVES Date: ____
Title Headings Introductions Every first sentence Vocabulary End of Chapter Questions Summary COMPLETE THE THIEVES WORKSHEET!!

1) Get Supplies by THIS FRIDAY!!

Classroom Walk-Through Homework Turn-In Notebook Entry Overview

Entry #6: Objective Date: ________
I will understand and implement the notebook system. I will understand the privilege as it pertains to my education and the education of others.

What does OPEN DISCUSSION mean?
Students are activity engaged in a discussion with the teacher and/or other students in the room. Students are working dependently with each other.

Entry 7: Open Discussion Date: _______
1) Quick Privilege Lesson

Entry 7 Continued: Open Discussion
Crumple up your scratch piece of paper. “The Game is simple. You all represent the countries population and everyone in the country has the ability to move up into the upper class.” Throw your crumpled up paper into the bin while sitting in your seat. “The closer you are to the recycling bin… the better your odds. Did you notice that the only ones who complained about fairness were in the back of the room? By contrasts people in the front of the room were less likely to be aware of the privilege they were born into. All they can see is the 10 feet between them and their goal. Your job as students who are receiving an education is to aware of your privilege. And use your Privilege called education to do great things, all the while advocating for those in the rows behind you.”

Entry 7 Continued: Open Discussion
“Your job as students who are receiving an education is to aware of your privilege. And use your Privilege called education to do great things, all the while advocating for those in the rows behind you.” Set A few Long Term Goals and Short Term Goals for yourself in Academics, Citizenship, Athletics, or Leadership.

Entry #8: Homework Date: ________
1) Get Supplies by THIS FRIDAY!!

1) Welcome and Introductions

Entry #2: Objective Date: ________
I (the student) will learn the ins and outs of the class, review the syllabus, and understand what supplies are required for my class.

What does OPEN DISCUSSION mean?
Students are activity engaged in a discussion with the teacher and/or other students in the room. Students are working dependently with each other.

Entry 3: Open Discussion Date: _______
Review the Syllabus Discuss the class supply list Write down Chief Excell’s address Website Walk Through Classroom Walk Through

Entry #4: Homework Date: ________
1) Get your parent’s signature on syllabus 2) Get Supplies by THIS FRIDAY!!

RACER Repeat question. Answer question
Cite evidence that support answer. Explain citation and evidence. Repeat the answer in another way.

Citation Example Frames
According to (name of person/article/organization), ... (Name of person/article) states/said/wrote, "….” (Name of person), from/in (Name of article/organization), says/said/writes, "..." In (Name of article or book), (Name of person) writes/says/states, "..." As cited in (name of article/book)... As noted in (name of article/book).../As noted by (name of person), ... (Name of article, person, organization) reveals that... Research points to the fact that… (Name of person/article) highlights that…

THIEVES Title Headings Introduction Every first sentence
Visuals and vocabulary End of chapter questions Summary

World History and Geography

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