Today students turned in their Revolution Storybooks, and got to browse through other students' books to see the different interpretations. We then returned to the subject of current Revolutions in the Arab world and Occupy Wall street. We went over the note matrix and answered questions comparing the different Revolutions. We will finish next Monday.
Homework: Catch up! Figure out what you're missing and make it up so you can turn it in and get points! Culture Brochures, Packet #1, Packet #2, Bookwork #3 (Fundamental Themes/Movement for 9th graders), and most of all: REVOLUTION STORYBOOKS! Please turn in late work on next Monday, 10/31. Thanks! Keidi
Monday, October 24, 2011
Tuesday, October 18, 2011
Monday, 10/17
This week we looked at Revolutions around the world, in Tunisia, Egypt, Libya, Bahrain, and the Occupy Wall Street movement. We started to fill in a Notes Matrix to organize the information about each place, which we will continue on Monday.
Homework:
I also checked in the rough drafts for the Revolution Storybooks, rough drafts were due Monday, and the whole storybook is due on next Monday, 10/24. Storybooks should be typed or neatly printed in black ink, with accurate and proofread text and colorful pictures.
Friday, October 14, 2011
Monday, October 10th
Today we discussed actual Revolutions, preparing for a project where students will write a storybook (as if for a 10 year old) telling the story of either a Latin American (9th graders), French (10th graders) or American (11th and 12th graders) Revolutions. We looked at an overview of Revolutions, and discussed the reasons behind a Revolution.
Students got their culture brochures back and we talked about never plagiarizing and how not to plagiarize, as there was A LOT in the brochures that was not student's own words. We practiced putting things into your own words with the definition of Revolution, and I expect to see no plagiarism, copying, or cutting and pasting on the Storybook projects.
Storybooks are due 10/24, Rough Drafts are due next week, 10/17.
Homework (due 10/17):
9: a Latin American Revolution storybook work, follow the handout you were given in class to do the Brainstorming sheet, or some other kind of complete rough draft.
10: French Revolution storybook work: follow the handout you were given in class to do the Brainstorming sheet, or some other kind of complete rough draft.
11: American Revolution storybook work, follow the handout you were given in class to do the Brainstorming sheet, or some other kind of complete rough draft.
12: American Revolution storybook work, specifically looking at policies and documents as they evolved: follow the handout you were given in class to do the Brainstorming sheet, or some other kind of complete rough draft.
Students got their culture brochures back and we talked about never plagiarizing and how not to plagiarize, as there was A LOT in the brochures that was not student's own words. We practiced putting things into your own words with the definition of Revolution, and I expect to see no plagiarism, copying, or cutting and pasting on the Storybook projects.
Storybooks are due 10/24, Rough Drafts are due next week, 10/17.
Homework (due 10/17):
9: a Latin American Revolution storybook work, follow the handout you were given in class to do the Brainstorming sheet, or some other kind of complete rough draft.
10: French Revolution storybook work: follow the handout you were given in class to do the Brainstorming sheet, or some other kind of complete rough draft.
11: American Revolution storybook work, follow the handout you were given in class to do the Brainstorming sheet, or some other kind of complete rough draft.
12: American Revolution storybook work, specifically looking at policies and documents as they evolved: follow the handout you were given in class to do the Brainstorming sheet, or some other kind of complete rough draft.
Wednesday, October 5, 2011
Monday, October 3rd
This weeks class highlighted "Revolutionary Thoughts", of philosophers and Enlightenment thinkers. We did an in class activity, which is below, to contemplate what life would be like in a "State of Nature". Culture Brochures were shared and turned in, as were the 2nd packet for each grade level.
We also got textbooks for the 10th, 11th and 12th graders. Please keep your book at home in a safe, dry place where you can use it weekly, and turn it in to the bookroom at the end of the year. The textbooks are going to take the place of packets, to save paper and keep all the information together in one spot: a book!
Homework:
1. 9th graders: The Five Themes of Geography, and Thought Questions on Movement, and Humans and Environments.
2. 10th graders: Modern World History; Read pg. 186-201, and use to answer ?s 1-8 on pg. 194, and ?s 1-9 on pg. 200.
3. 11th graders: The Americans; Read pgs. 31-53, and answer ?s 1-5 on pg. 38, and ?s 1-4 on page 53.
4. 12th graders: We The People; Read pages 35-42, and answer ?s 1-4 and ?s 1-8 on page 42. Read pages 43-56, and answer every ? you see in a blue box throughout the chapter.
We talked about life in a State of Nature, and answered the questions and then filled in the notes of the following handout, an in class activity:
We also got textbooks for the 10th, 11th and 12th graders. Please keep your book at home in a safe, dry place where you can use it weekly, and turn it in to the bookroom at the end of the year. The textbooks are going to take the place of packets, to save paper and keep all the information together in one spot: a book!
Homework:
1. 9th graders: The Five Themes of Geography, and Thought Questions on Movement, and Humans and Environments.
2. 10th graders: Modern World History; Read pg. 186-201, and use to answer ?s 1-8 on pg. 194, and ?s 1-9 on pg. 200.
3. 11th graders: The Americans; Read pgs. 31-53, and answer ?s 1-5 on pg. 38, and ?s 1-4 on page 53.
4. 12th graders: We The People; Read pages 35-42, and answer ?s 1-4 and ?s 1-8 on page 42. Read pages 43-56, and answer every ? you see in a blue box throughout the chapter.
We talked about life in a State of Nature, and answered the questions and then filled in the notes of the following handout, an in class activity:
Humanities, History: Classwork, 10/3 Name: ______________________________
Answer the following questions thoughtfully: (Full credit given only for thoughtful answers!)
Imagine that our class has crashed onto a deserted island. We find ourselves safe, and have plenty of resources, but we must work together to survive.
State of Nature: a condition in which there is no government.
1. What would be some advantages to living in a state of nature?
2. What would be some disadvantages to living in a state of nature?
3. What rights, if any, might you expect to have in a state of nature?
4. What might people who are stronger or smarter than others try to do? Why?
5. What might people who are weaker or less skilled try to do? Why?
6. What would life be like/feel like?
7. What are some things the people could do to protect their lives, liberty, or property?
8. List five rights you think that are essential to everyone in our island?
i.
ii.
iii.
iv.
v.
Thinkers Notes:
Aristotle: Children are born _______________________, but learn to be ____________________. Humans have _____________ to learn to separate right and wrong.
Government= People exercising reason join together in _________________ through their understanding that the common good is ____________ important than individual good. Without government, people become _________________ and __________________.
Descartes: All men have the ability to reason. People can settle differences through compromise.
John Locke: People have reason, and the natural ability to ____________ _______________ and look after the well being of society. Believed in Freedom of ___________________, and was ____________________slavery.
Government= Formed to protect the rights to ________________, _____________________, and ________________________.
If government is not protecting these rights, or abusing it’s power, the people have _________ ___________________
to rebel and ___________ _______ __________ government.
Thomas Hobbes: People are naturally _________________________. People ____________ be trusted to govern themselves.
Government= ________________ ___________________ is best to protect people from their own ___________________________ and _____________. Democracy would ___________________ ________________.
Jean Jacques Rousseau: People are born _______________. In a State of Nature, people would live _________________ and _________________________. For Rousseau, a State of Nature is ________________, as modern nations _________________ the individual with luxury, corruption, and greed.
Government= _________________ ________________________ only, like the _________________ system of small, local ____________________.
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