Notes: Chapter 17 - The Art of the French Revolution
Notes - Chapter 17 - The Art of the French Revolution
YouTube: Chapter 17 - The Art of the French Revolution
Notes: Chapter 17 - The Art of the French Revolution
Notes: Chapter 17 - The Art of the French Revolution
Targets: Chapter 18 - Industrial Revolution
Targets: Chapter 18 - Industrial Revolution
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| 2012 Summer Olympics Opening Ceremony in London. Celebrates & Remembers the Industrial Revolution. |
Agenda: Week of Feb. 3rd - Feb. 7th, 2014
Advanced Placement World History with Mr. Duez
Unit 5: The European Moment, 1750 - 1914
Chapter 17: The Atlantic Revolutions and Their Echoes
Chapter 18: The Industrial Revolution
Week at a Glance:Chapter 18: The Industrial Revolution
MON -or- TUE: Quiz Ch 18; Review CH 17 & 18 Quiz; The Art of the French Revolution; DBQ Analysis & POV; Haitian and Latin Revolutions
WED/THU: TEST CH 17 & 18; DBQ Prep
FRI: DBQ Timed Writing on Ch 17 or Ch 18 - flip of a coin
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 |
| Napoleon "Crossing the Alps" by David |
and
Tuesday, February 4th, 2014
Quote: "In three words I can sum up everything I've learned about life: it goes on." - Robert Frost
Learning Targets:
• Understand the number and diversity of Atlantic revolutions in the eighteenth and nineteenth centuries and how forces at work through the Enlightenment impacted them
• Explore the cross-pollination between revolutionary movements and compare their various causes and overall results
• Compare the real impact of the Atlantic revolutions on their citizens and understand the global impact of the revolutionary movement of the era.
• Consider the consequences of using violence to achieve liberty and equality. How much violence is necessary or justifiable?
• To explore the causes and consequences of the Industrial Revolution
• To root Europe’s Industrial Revolution in a global context
• To examine the question of why industrialization first “took off ” in Great Britain
• To heighten student awareness of both the positive and the negative effects of the Industrial Revolution
• To examine some of the ways in which nineteenth-century industrial powers exerted an economic imperialism over their non-industrialized neighbors
Essential Questions:
1. How did the issue of slavery show contradiction and complexity during the Atlantic Revolutions?
2. Do revolutions originate in oppression and injustice, in the weakening of political authorities, in new ideas, or in the activities of small groups of determined activists?
3. “The influence of revolutions endured long after they ended.” To what extent does this chapter support or undermine this idea?
4. In what ways did the Atlantic revolutions and their echoes give a new and distinctive
shape to the emerging societies of nineteenth-century Europe and the Americas?
5. What was revolutionary about the Industrial Revolution?
6. What was common to the process of industrialization everywhere, and in what ways did that process vary from place to place?
7. What did humankind gain from the Industrial Revolution, and what did it lose?
8. In what ways might the Industrial Revolution be understood as a global rather than simply a European phenomenon?
Agenda:
1. Quiz Chapter 18 The Industrial Revolution
2. Review CH 17 & 18 Quizzes
3. Discussion, Video, & Notes - The Art of the French Revolution
4. DBQ Analysis. Prep for the Timed Writing on Friday. You will have the two DBQ questions that I hand out in class. We'll flip a coin on Friday to determine which one we will write. Prepare for both.
 |
| Storming of the Bastille and arrest of the Governor M. de Launay, July 14, 1789. -Anonymous painter |
Wednesday, February 5 -and- Thursday, Feb. 6 2014
Quote: "The shoe that fits one person pinches another; there is no recipe for living that suits all cases." - Carl Jung
Learning Targets:
• Understand the number and diversity of Atlantic revolutions in the eighteenth and nineteenth centuries and how forces at work through the Enlightenment impacted them
• Explore the cross-pollination between revolutionary movements and compare their various causes and overall results
• Compare the real impact of the Atlantic revolutions on their citizens and understand the global impact of the revolutionary movement of the era.
• Consider the consequences of using violence to achieve liberty and equality. How much violence is necessary or justifiable?
• To explore the causes and consequences of the Industrial Revolution
• To root Europe’s Industrial Revolution in a global context
• To examine the question of why industrialization first “took off ” in Great Britain
• To heighten student awareness of both the positive and the negative effects of the Industrial Revolution
• To examine some of the ways in which nineteenth-century industrial powers exerted an economic imperialism over their non-industrialized neighbors
Essential Questions:
1. How did the issue of slavery show contradiction and complexity during the Atlantic Revolutions?
2. Do revolutions originate in oppression and injustice, in the weakening of political authorities, in new ideas, or in the activities of small groups of determined activists?
3. “The influence of revolutions endured long after they ended.” To what extent does this chapter support or undermine this idea?
4. In what ways did the Atlantic revolutions and their echoes give a new and distinctive
shape to the emerging societies of nineteenth-century Europe and the Americas?
5. What was revolutionary about the Industrial Revolution?
6. What was common to the process of industrialization everywhere, and in what ways did that process vary from place to place?
7. What did humankind gain from the Industrial Revolution, and what did it lose?
8. In what ways might the Industrial Revolution be understood as a global rather than simply a European phenomenon?
1. TEST - Chapter 17 & 18
After the test prep your DBQ for Friday.
2. Collaborative teamwork to prepare document based question for Friday.
Meaning, Analysis, Point of View. Thesis. Evidence. Impact.
DBQ Analysis. Prep for the Timed Writing on Friday. You will have the two DBQ questions that I hand out in class. We'll flip a coin on Friday to determine which one we will write. Prepare for both.
 |
| The Haitian Revolution - the first successful slave revolt in history. |
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| French artist Jacques Louis David |
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Friday, February 7, 2013
Quote: "All the art of living lies in a fine mingling of letting go and holding on." - Henry Ellis
Agenda:
1. DBQ Timed Writing.
Quiz on Monday over Chapter 19.
Notes: The French Revolution
YouTube: CH 17 - The French Revolution
Notes: CH 17 - The French Revolution
Notes: CH 17 - The French Revolution
 |
| The Declaration of the Rights of Man and Citizen |
Notes: Chapter 17 - Atlantic Revolutions Compared
YouTube: Chapter 17 - Atlantic Revolutions Compared
Notes: Chapter 17 - Atlantic Revolutions Compared
Notes: Chapter 17 - Atlantic Revolutions Compared
Agenda: Week of Jan 27 - Jan 31, 2014
World History AP with Mr. Duez - Learning Targets
Unit 5: THE EUROPEAN MOMENT IN WORLD HISTORY 1750-1914
Chapter 17 Atlantic Revolutions & their Echoes
Week at a Glance:
MON: French Revolution Video w/questions
TUE: Quiz Ch 17; French Revolution Video; DBQ Introduction
WED/THU: French Revolution Video; DBQ Doc Analysis
FRI: French Revolution Video - finish; FRQ Comparison due
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Monday, January 27, 2014
Quote of the Day: "One must maintain a little bit of summer, in the the midst of winter." H. D. Thoreau
Learning Targets:
• Understand the number and diversity of Atlantic revolutions in the eighteenth andnineteenth centuries and how forces at work through the Enlightenment impacted them
• Explore the cross-pollination between revolutionary movements and compare
their various causes and overall results
• Compare the real impact of the Atlantic revolutions on their citizens and understand
the global impact of the revolutionary movement of the era.
• Consider the consequences of using violence to achieve liberty and equality.
How much violence is necessary or justifiable?
Essential Questions:
1. In what ways did the ideas of the Enlightenment contribute to the Atlantic
revolutions?
2. What was revolutionary about the American Revolution, and what was not?
3. How did the French Revolution differ from the American Revolution?
Agenda:
1. French Revolution Documentary - answer the questions as we view and we will pause and discuss throughout.
Video: The French Revolution Documentary. We will watch this Tue-Fri in class with questions and discussion.
French Revolution Documentary Questions for discussion.
Video: The French Revolution Documentary. We will watch this Tue-Fri in class with questions and discussion.
French Revolution Documentary Questions for discussion.
Tuesday, January 28, 2014
Quote of the Day: "A snow day literally and figuratively falls -unbidden - and seems like a thing of wonder." Susan Orlean
Learning Targets:
• Understand the number and diversity of Atlantic revolutions in the eighteenth and
nineteenth centuries and how forces at work through the Enlightenment impacted them
• Explore the cross-pollination between revolutionary movements and compare
their various causes and overall results
• Compare the real impact of the Atlantic revolutions on their citizens and understand
the global impact of the revolutionary movement of the era.
• Consider the consequences of using violence to achieve liberty and equality.
How much violence is necessary or justifiable?
Essential Questions:
1. In what ways did the ideas of the Enlightenment contribute to the Atlantic
revolutions?
2. What was revolutionary about the American Revolution, and what was not?
3. How did the French Revolution differ from the American Revolution?
Agenda:
1. French Revolution Documentary - answer the questions as we view and we will pause and discuss throughout.
Video: The French Revolution Documentary. We will watch this Tue-Fri in class with questions and discussion.
French Revolution Documentary Questions for discussion.
Wednesday, January 29, 2014 & Thursday, January 30, 2014
Quote of the Day: "Nothing burns like the cold." - Anon.
Learning Targets:
• Understand the number and diversity of Atlantic revolutions in the eighteenth and
nineteenth centuries and how forces at work through the Enlightenment impacted them
• Explore the cross-pollination between revolutionary movements and compare
their various causes and overall results
• Compare the real impact of the Atlantic revolutions on their citizens and understand
the global impact of the revolutionary movement of the era.
• Consider the consequences of using violence to achieve liberty and equality.
How much violence is necessary or justifiable?
Essential Questions:
1. In what ways did the ideas of the Enlightenment contribute to the Atlantic
revolutions?
2. What was revolutionary about the American Revolution, and what was not?
3. How did the French Revolution differ from the American Revolution?
Agenda:
1. French Revolution Documentary - answer the questions as we view and we will pause and discuss throughout.
Video: The French Revolution Documentary. We will watch this Tue-Fri in class with questions and discussion.
French Revolution Documentary Questions for discussion.
Friday, January 31, 2014
Quote of the Day: "One kind word can warm 3 winter months." - Japanese Proverb
Learning Targets:
• Understand the number and diversity of Atlantic revolutions in the eighteenth and
nineteenth centuries and how forces at work through the Enlightenment impacted them
• Explore the cross-pollination between revolutionary movements and compare
their various causes and overall results
• Compare the real impact of the Atlantic revolutions on their citizens and understand
the global impact of the revolutionary movement of the era.
• Consider the consequences of using violence to achieve liberty and equality.
How much violence is necessary or justifiable?
Essential Questions:
1. In what ways did the ideas of the Enlightenment contribute to the Atlantic
revolutions?
2. What was revolutionary about the American Revolution, and what was not?
3. How did the French Revolution differ from the American Revolution?
Agenda:
1. Turn in the FRQ Comparison Essay. It was a take home due to Polar Vortex.
2. Discuss Chapter 17 - Atlantic Revolutions Compared.
TEST OVER CHAPTER 17 is Next Wed/Thu.
DBQ is Next Friday.
QUIZ over Chapter 18 is Monday.
Targets, Notes, Videos, & Handouts: Chapter 17 - The French Revolution
There is a ton of video that can definitely help you master this chapter of the text.
Links to Everything:
Targets for Chapter 17 - Atlantic Revolutions & Their Echoes (Quiz on CH 17 is Tuesday, Jan. 28)
DBQ on Slavery, Revolutions and the Enlightenment. We will work on this during class some and it is a choice for the timed-writing DBQ on the 7th of Feb.
Video: The French Revolution Documentary. We will watch this Mon-Fri in class with questions & discussion.
French Revolution Documentary Questions for discussion.
John Green's excellent pre-Crash Course videos on FR:
Part I: "God and Grain" The French Revolution I
Part II: "Headless Monarchy" The French Revolution II
Part III: "The Reign of Terror" The French Revolution III
Crash Course for CH 17:
Crash Course World History: The French Revolution
Crash Course World History: Haitian Revolution
Crash Course World History: Latin American Revolutions
Comedy:
Horrible Histories: The French Revolution. (3:37)
The French Revolution ("Bad Romance" by Lady Gaga)
Napoleon ("Gone Daddy Gone" by the Violent Femmes)
Additional Great Video:
Student created video on The Haitian Revolution
Simon Schama's Power of Art: David Focuses on the painting called "The Death of Marat"
Polar Vortex 2014 - "The Great Ice Storm"
Hope everyone is safe and sound. The "Great Ice Storm 2014" has come and gone. Seriously, my friends and family in PA think we are serious wimps down here. They had close to a foot of snow and didn't even delay the start of their school day. :)
But, it made for a nice day for me. I had a chance to rest and get ready for my trip to Dallas to watch my beloved Pittsburgh Penguins hockey team. My wife and son are pretty excited. I don't get out much... so this should be interesting. Hopefully we'll all make it back in one piece and the Pens will have won yet another game. (they are having a great season, as you are probably well aware of <insert sarcasm here>)
So here's the new plan:
Monday - We will begin discussing and will show the History Channel Classic Documentary: "The French Revolution"
You'll watch, answer some questions during the video - for a grade. And much of the film and information will be a part of our Chapter 17-18 test the following week. So buckle up. Guillotine time!
Tuesday - Quiz Chapter 17.
I'm giving you an extra day to prepare because I can't be certain that everyone has what they need at home this weekend to get ready. You could have left your notes at school, thinking you could get them on Friday for the weekend. So better safe than sorry on my part. :) You are welcome.
Friday - FRQ Comparative Essay - due in class after having written it at home.
I have decided not to do the comparative essay in class as a timed-writing. We will have more opportunities for these (in fact the DBQ will be on the Fri Feb 7th).
You can choose any 1 of the 3 essay prompts that we have been working on in class. Write it at home. Due Friday in class. I will count these late per the school policy. So get them in on time. You are getting a full week extension on this. So I won't have much sympathy for them being late.
Also, remember that you can turn in extra credit at any time. Progress Reports go out next week and they do the grade upload on Monday or Tuesday.
Enjoy the rest of your weekend. And believe me, the French Revolution (and subsequent Haitian, Latin, and South American Revolutions, too!) are pretty wild.
DD
David Duez
DFTBA - "Don't Forget To Be Awesome"
But, it made for a nice day for me. I had a chance to rest and get ready for my trip to Dallas to watch my beloved Pittsburgh Penguins hockey team. My wife and son are pretty excited. I don't get out much... so this should be interesting. Hopefully we'll all make it back in one piece and the Pens will have won yet another game. (they are having a great season, as you are probably well aware of <insert sarcasm here>)
So here's the new plan:
Monday - We will begin discussing and will show the History Channel Classic Documentary: "The French Revolution"
You'll watch, answer some questions during the video - for a grade. And much of the film and information will be a part of our Chapter 17-18 test the following week. So buckle up. Guillotine time!
Tuesday - Quiz Chapter 17.
I'm giving you an extra day to prepare because I can't be certain that everyone has what they need at home this weekend to get ready. You could have left your notes at school, thinking you could get them on Friday for the weekend. So better safe than sorry on my part. :) You are welcome.
Friday - FRQ Comparative Essay - due in class after having written it at home.
I have decided not to do the comparative essay in class as a timed-writing. We will have more opportunities for these (in fact the DBQ will be on the Fri Feb 7th).
You can choose any 1 of the 3 essay prompts that we have been working on in class. Write it at home. Due Friday in class. I will count these late per the school policy. So get them in on time. You are getting a full week extension on this. So I won't have much sympathy for them being late.
Also, remember that you can turn in extra credit at any time. Progress Reports go out next week and they do the grade upload on Monday or Tuesday.
Enjoy the rest of your weekend. And believe me, the French Revolution (and subsequent Haitian, Latin, and South American Revolutions, too!) are pretty wild.
DD
David Duez
DFTBA - "Don't Forget To Be Awesome"
Notes - Unit 4 - Science & Religion - The Enlightenment
YouTube: Chapter 16 - Science & Religion: The Enlightenment
Notes: Chapter 16 - Science & Religion: The Enlightenment
Notes: Chapter 16 - Science & Religion: The Enlightenment
Targets - Chapter 16 - Religion & Science
Targets - Chapter 16 - Religion & Science
 |
| Astronomer Copernicus, or Conversations with God is an oil painting by the Polish artist Jan Matejko, finished in 1873, depicting Nicolaus Copernicus observing the heavens from a balcony by a tower near the cathedral in Frombork. The scene likely portrays the epiphany moment of Copernicus profound discovery, with his own Heliocentric model drawn on a large flat board standing next to him. |
Agenda: Week of Jan. 20 - 24, 2014
Advanced Placement World History with Mr. Duez
Unit 4 - Early Modern World, 1450-1750
Chapter 16 - Science and Religion
Week at a Glance:MON- MLK Day
TUE- Quiz Ch 16; The Reformation
WED/THU- Reformation, Scientific Revolution, & Enlightenment; Discuss Comparative Essay Tips
FRI- Timed Writing - Chapter 16 Science & Religion. Comparison Essay
Essay Prompts for Friday's Timed Writing:
1) Compare demographic and environmental effects of the Columbian Exchange on the
Americas with the Columbian Exchange’s demographic and environmental effects on
ONE of the following regions between 1492 and 1750.
Africa
Asia
Europe
2) In what ways did Asian cultural changes in the early modern era parallel those of Europe, and in what ways were they different?
3) Why did the Scientific Revolution occur in Europe rather than in China or the Islamic world?
 |
| Martin Luther King, Jr. Memorial Washington, DC |
Monday January 21, 2013 - No School MLK Day
QUOTE OF THE WEEK: "Darkness cannot drive out darkness; only light can do that. Hate cannot drive out hate; only love can do that. Hate multiplies hate, violence multiplies violence, and toughness multiplies toughness in a descending spiral of destruction ... The chain reaction of evil -- hate begetting hate, wars producing more wars -- must be broken, or we shall be plunged into the dark abyss of annihilation." - Martin Luther King, Jr. from Strength To Love, 1963.
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Tuesday, January 22, 2013
Quote of the Day: "I am more afraid of my own heart than of the pope and all his cardinals. I have within me the great pope, Self." - Martin Luther
Learning Targets CH. 16 - Science & Religion:
- Examine the early modern roots of modern tension between religion and science
- Compare the Reformation movements in Europe and their significance
- Analyze the global spread of Christianity and the extent to which it syncretized with native traditions
- Expand the discussion of religious change to include religious movements in China, India, and the Islamic world
- Understand the reasons behind the Scientific Revolution in Europe, and why that movement was limited in other parts of the world
- Examine the implications of the Scientific Revolution for world societies
Essential Questions:
1. Why did Christianity take hold in some places more than in others?
2. In what ways was the missionary message of Christianity shaped by the cultures of Asian and American peoples?
3. Compare the processes by which Christianity and Islam became world religions.
4. In what ways did the spread of Christianity, Islam, and modern science give rise to culturally based conflicts?
5. Based on Chapters 13 through 16, how does the history of Islam in the early modern era challenge a Eurocentric understanding of those centuries?
Agenda:
1. Quiz Chapter 16.
Do Now Question after quiz: In what ways did the Protestant Reformation transform European society, culture, and politics?
2. Review Quiz answers, discuss topics in the chapter and how Science & Religious change compared in this era.
3. Introduce the Reformation. Notes: Protestant Reformation
Andrew Marr's History of the World: Revolution (Introduction)
------------------------------------
Wednesday & Thursday January 23 & 24, 2013
Quote: "I do not feel obliged to believe that the same God who has endowed us with sense, reason, and intellect has intended us to forgo their use." - Galileo Galilei
Learning Targets CH. 16 - Science & Religion:
- Examine the early modern roots of modern tension between religion and science
- Compare the Reformation movements in Europe and their significance
- Analyze the global spread of Christianity and the extent to which it syncretized with native traditions
- Expand the discussion of religious change to include religious movements in China, India, and the Islamic world
- Understand the reasons behind the Scientific Revolution in Europe, and why that movement was limited in other parts of the world
- Examine the implications of the Scientific Revolution for world societies
Essential Questions:
1. Why did Christianity take hold in some places more than in others?
2. In what ways was the missionary message of Christianity shaped by the cultures of Asian and American peoples?
3. Compare the processes by which Christianity and Islam became world religions.
4. In what ways did the spread of Christianity, Islam, and modern science give rise to culturally based conflicts?
5. Based on Chapters 13 through 16, how does the history of Islam in the early modern era challenge a Eurocentric understanding of those centuries?
Agenda:
1. Do Now Question: How does the Scientific Revolution & Enlightenment compare to the Protestant Reformation? What characteristics did they share in common?
2. Notes, Video, Discussion:
- Protestant Reformation
- Reformation in England
- Scientific Revolution
- The Enlightenment
Finish Andrew Marr's History of the World: Revolution (Introduction)
3. How to write the Comparative Essay: Review from last semester.
Assignment:
Study Chapter 14-15-16 and prep for the comparative essay prompts. One of the 3 will be chosen at the beginning of the period for the timed writing:
1) Compare demographic and environmental effects of the Columbian Exchange on the
Americas with the Columbian Exchange’s demographic and environmental effects on
ONE of the following regions between 1492 and 1750.
Africa
Asia
Europe
2) In what ways did Asian cultural changes in the early modern era parallel those of Europe, and in what ways were they different?
3) Why did the Scientific Revolution occur in Europe rather than in China or the Islamic world?
 |
| Neil deGrasse Tyson is an American astrophysicist, cosmologist, author, and science communicator. |
Friday, January 25th, 2013
Quote: “An individual has not started living until he can rise above the narrow confines of his individualistic concerns to the broader concerns of all humanity.” - Martin Luther King, Jr.
Agenda:
Timed Writing - Comparison Essay: Chapter 16 "Religion & Science."
One of these 3 questions will be chosen randomly for each period:
1) Compare demographic and environmental effects of the Columbian Exchange on the
Americas with the Columbian Exchange’s demographic and environmental effects on
ONE of the following regions between 1492 and 1750.
Africa
Asia
Europe
2) In what ways did Asian cultural changes in the early modern era parallel those of Europe, and in what ways were they different?
3) Why did the Scientific Revolution occur in Europe rather than in China or the Islamic world?
Assignment:
Monday - Chapter 17 - Atlantic Revolutions Quiz.
Agenda: Week of January 13 - 17, 2013
Advanced Placement World History with Mr. Duez
Unit 4 Early Modern World, 1540 - 1750
Chapter 14 - Empires & Encounters -and- Chapter 15 - World Commerce
Week at a Glance:MON: Quiz CH 15; Slavery Document; Queen Queen Nzinga a Mbande of Africa ("Mankind - Story of All of US" video clip)
TUE: In the PAC for Counselor - Scheduling - all period
WED/THU: Notes/Discussion/Video & Review - Chapter 14 and 15
FRI: TEST CH 14 and 15
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Monday, January 13, 2014
Quote: “Being deeply loved by someone gives you strength, while loving someone deeply gives you courage.” ― Lao Tzu
Learning Targets:
★ To explore the creation of the first true global economy in the period 1450–1750
★ To examine Western European commercial expansion in a context that gives due weight to the contributions of other societies
★ To encourage appreciation of China as the world’s largest economy in the early modern period
★ To increase student awareness of the high costs of the commercial boom of the early modern period in ecological and human terms
★ To investigate the various models of trading post empires that were created in this period
Essential Questions:
1. In what specific ways did trade foster change in the world of the early modern era?
2. To what extent did Europeans transform earlier patterns of commerce, and in what ways did they
assimilate into those older patterns?
3. Describe and account for the differing outcomes of European expansion in the Americas (see Chapter 14), Africa, and Asia.
4. How should we distribute the moral responsibility for the Atlantic slave trade? Is this a task appropriate for historians?
5. What lasting legacies of early modern globalization are evident in the early twenty-first century? Pay particular attention to the legacies of the slave trade.
Agenda:
1. Quiz Chapter 15
2. Discuss Slavery Document. A Slaves Journey
3. Notes & Discussion: Slavery, Silver, Sugar, Fur = a new world economy.
Video Clip - African Queen Queen Nzinga a Mbande & Her story of slavery from Mankind: A Story of Us All
Assignments:
Prep for test on Friday over CH 14 and CH 15
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Tuesday, January 14, 2014
Quote: “That which does not kill us makes us stronger.” ― Friedrich Nietzsche
Learning Targets:
★ To explore the creation of the first true global economy in the period 1450–1750
★ To examine Western European commercial expansion in a context that gives due weight to the contributions of other societies
★ To encourage appreciation of China as the world’s largest economy in the early modern period
★ To increase student awareness of the high costs of the commercial boom of the early modern period in ecological and human terms
★ To investigate the various models of trading post empires that were created in this period
Essential Questions:
1. In what specific ways did trade foster change in the world of the early modern era?
2. To what extent did Europeans transform earlier patterns of commerce, and in what ways did they
assimilate into those older patterns?
3. Describe and account for the differing outcomes of European expansion in the Americas (see Chapter 14), Africa, and Asia.
4. How should we distribute the moral responsibility for the Atlantic slave trade? Is this a task appropriate for historians?
5. What lasting legacies of early modern globalization are evident in the early twenty-first century? Pay particular attention to the legacies of the slave trade.
Agenda:
1. PAC Scheduling Presentation: We will be in the PAC to listen to a counselor presentation the entire period. No class today.
Assignments:
Prep for test on Friday over CH 14 and CH 15
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Wednesday, January 15, 2014 and Thursday, January 16, 2014
Quote: “Anyone can hide. Facing up to things, working through them, that's what makes you strong.” ― Sarah Dessen
Learning Targets:
★ To explore the creation of the first true global economy in the period 1450–1750
★ To examine Western European commercial expansion in a context that gives due weight to the contributions of other societies
★ To encourage appreciation of China as the world’s largest economy in the early modern period
★ To increase student awareness of the high costs of the commercial boom of the early modern period in ecological and human terms
★ To investigate the various models of trading post empires that were created in this period
Essential Questions:
1. In what specific ways did trade foster change in the world of the early modern era?
2. To what extent did Europeans transform earlier patterns of commerce, and in what ways did they
assimilate into those older patterns?
3. Describe and account for the differing outcomes of European expansion in the Americas (see Chapter 14), Africa, and Asia.
4. How should we distribute the moral responsibility for the Atlantic slave trade? Is this a task appropriate for historians?
5. What lasting legacies of early modern globalization are evident in the early twenty-first century? Pay particular attention to the legacies of the slave trade.
Agenda:
1. DO NOW QUESTION: How did the Portuguese, Spanish, Dutch, and British initiatives in Asia differ from one another?
2. Notes, Discussion, Video: Comparing Early Modern World Empires - The Europeans, Russians, Ottomans, Chinese, and Mughal India.
Engineering an Empire: Russia - first 10 min.
Assignments:
Wednesday, January 15, 2014 and Thursday, January 16, 2014
Quote: “Anyone can hide. Facing up to things, working through them, that's what makes you strong.” ― Sarah Dessen
Learning Targets:
★ To explore the creation of the first true global economy in the period 1450–1750
★ To examine Western European commercial expansion in a context that gives due weight to the contributions of other societies
★ To encourage appreciation of China as the world’s largest economy in the early modern period
★ To increase student awareness of the high costs of the commercial boom of the early modern period in ecological and human terms
★ To investigate the various models of trading post empires that were created in this period
Essential Questions:
1. In what specific ways did trade foster change in the world of the early modern era?
2. To what extent did Europeans transform earlier patterns of commerce, and in what ways did they
assimilate into those older patterns?
3. Describe and account for the differing outcomes of European expansion in the Americas (see Chapter 14), Africa, and Asia.
4. How should we distribute the moral responsibility for the Atlantic slave trade? Is this a task appropriate for historians?
5. What lasting legacies of early modern globalization are evident in the early twenty-first century? Pay particular attention to the legacies of the slave trade.
Agenda:
1. DO NOW QUESTION: How did the Portuguese, Spanish, Dutch, and British initiatives in Asia differ from one another?
2. Notes, Discussion, Video: Comparing Early Modern World Empires - The Europeans, Russians, Ottomans, Chinese, and Mughal India.
Engineering an Empire: Russia - first 10 min.
Assignments:
Prep for test on Friday over CH 14 and CH 15
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Friday, January 17, 2014
Quote: "Strength of character means the ability to overcome resentment against others, to hide hurt feelings, and to forgive quickly." - Lawrence G. Lovasik
Agenda:
1. TEST - CH 14 & 15
Assignments:
Friday, January 17, 2014
Quote: "Strength of character means the ability to overcome resentment against others, to hide hurt feelings, and to forgive quickly." - Lawrence G. Lovasik
Agenda:
1. TEST - CH 14 & 15
Assignments:
Quiz Monday CH 16
Notes - Chapter 14 & 15 - Part 2 - World Commerce
YouTube: Chapter 14 & 15 - Part 2 - World Commerce
Notes: Chapter 14 & 15 - Part 2 - World Commerce
Notes: Chapter 14 & 15 - Part 2 - World Commerce
 |
| No one wears a beret in Russia like Peter Weller. No one! |
Notes - Chapter 14 & 15 - Impact of American Colonial Empires & World Commerce, Part I
YouTube: Chapter 14 & 15 American Colonial Empires
Notes: Chapter 14 & 15: American Colonial Empires
Notes: Chapter 14 & 15: American Colonial Empires
Agenda: Week of Jan. 7-10, 2014
Advanced Placement World History with Mr. Duez
Unit 4: THE EARLY MODERN WORLD 1450–1750
Chapter 14 -- Empires and Encounters, 1450–1750
Chapter 15 -- World Commerce, 1450-1750
WEEK AT A GLANCE:
MON - NO SCHOOL
MON - NO SCHOOL
TUE - 40 Inspirational Speeches in 2 min; Intro Unit 4 & CH 14-15; Begin America Before Columbus, Part II
WED/THU - Finish America Before Columbus, Part II; Discuss video
FRI - Quiz Ch 14; Discussion of Russian Empire & Fur Trade
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Tuesday, January 7, 2014
Quote of the Day: "Cheers to a new year and another chance for us to get it right." - Oprah Winfrey
Learning Targets:
• Explain the differences in the variety of empires of the early modern period
• Explain how empire building was not just a Western European phenomenon
• Compare and Contrast the range of colonial societies that evolved and the reasons for differences between them
• Analyze the massive social reordering that attended European colonization in the Western Hemisphere
1. What enabled Europeans to carve out huge empires an ocean away from their homelands?
2. What large-scale transformations did European empires generate?
3. What was the economic foundation of colonial rule in Mexico and Peru? How did it shape the kinds of societies that arose there?
4. How did the plantation societies of Brazil and the Caribbean differ from those of southern colonies in British North America?
5. What distinguished the British settler colonies of North America from their counterparts in Latin America?
6. In what different ways was European colonial rule expressed and experienced in the Americas?
7. Why did the European empires in the Americas have such an enormously greater impact on the conquered people than did the Chinese, Mughal, and Ottoman empires?
8. In what ways did the empires of the early modern era continue patterns of earlier empires? In what ways did they depart from those patterns?
Agenda:
1. Do Now - New Seats on Chart. Plus, In what ways did Columbian Exchange change/impact the world?
2. Inspiration: 40 Inspirational Speeches in 2 Minutes.
3. Notes, Discussion, & Video - Introduction to European Expansion, Colonies in the Americas, & Columbian Exchange.
4. Begin video with guiding questions: America Before Columbus, part II.
Assignment: Read through the notes for Chapter 14 and 15 (notes link above). Quiz on Chapter 15 on Monday. Test on 14 and 15 next Friday.
Assignment: Read through the notes for Chapter 14 and 15 (notes link above). Quiz on Chapter 15 on Monday. Test on 14 and 15 next Friday.
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Wednesday and Thursday, January 8 & 9, 2014
Quote of the Day: "New Year's Resolution: To tolerate fools more gladly, provided this does not encourage them to take up more of my time." - James Agate
Learning Targets:
• Explain the differences in the variety of empires of the early modern period
• Explain the differences in the variety of empires of the early modern period
• Explain how empire building was not just a Western European phenomenon
• Compare and Contrast the range of colonial societies that evolved and the reasons for differences between them
• Analyze the massive social reordering that attended European colonization in the Western Hemisphere
1. What enabled Europeans to carve out huge empires an ocean away from their homelands?
2. What large-scale transformations did European empires generate?
3. What was the economic foundation of colonial rule in Mexico and Peru? How did it shape the kinds of societies that arose there?
4. How did the plantation societies of Brazil and the Caribbean differ from those of southern colonies in British North America?
5. What distinguished the British settler colonies of North America from their counterparts in Latin America?
6. In what different ways was European colonial rule expressed and experienced in the Americas?
7. Why did the European empires in the Americas have such an enormously greater impact on the conquered people than did the Chinese, Mughal, and Ottoman empires?
8. In what ways did the empires of the early modern era continue patterns of earlier empires? In what ways did they depart from those patterns?
Agenda:
1. Do Now Question: Compare European Colonial Rule in the Americas of the British & Spanish.
2. Finish the video America Before Columbus, Part II. Afterwards, discuss the viewing questions and where Strayer's text is similar to the video and where it departs.
Assignment: Read through the notes for Chapter 14 and 15 (notes link above). Quiz on Chapter 15 on Monday. Test on 14 and 15 next Friday.
Assignment: Read through the notes for Chapter 14 and 15 (notes link above). Quiz on Chapter 15 on Monday. Test on 14 and 15 next Friday.
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Friday, January 10, 2014
Quote of the Day: "Always forgive your enemies - nothing annoys them so much." - Oscar Wilde
Learning Targets:
• Explain the differences in the variety of empires of the early modern period
• Explain the differences in the variety of empires of the early modern period
• Explain how empire building was not just a Western European phenomenon
• Compare and Contrast the range of colonial societies that evolved and the reasons for differences between them
• Analyze the massive social reordering that attended European colonization in the Western Hemisphere
1. What enabled Europeans to carve out huge empires an ocean away from their homelands?
2. What large-scale transformations did European empires generate?
3. What was the economic foundation of colonial rule in Mexico and Peru? How did it shape the kinds of societies that arose there?
4. How did the plantation societies of Brazil and the Caribbean differ from those of southern colonies in British North America?
5. What distinguished the British settler colonies of North America from their counterparts in Latin America?
6. In what different ways was European colonial rule expressed and experienced in the Americas?
7. Why did the European empires in the Americas have such an enormously greater impact on the conquered people than did the Chinese, Mughal, and Ottoman empires?
8. In what ways did the empires of the early modern era continue patterns of earlier empires? In what ways did they depart from those patterns?
Agenda:
1. Quiz Chapter 14
2. Notes, Discussion, Video: Comparing Early Modern World Empires - The Europeans, Russians, Ottomans, Chinese, and Mughal India.
Engineering an Empire: Russia - first 10 min.
Assignment: Read through the notes for Chapter 14 and 15 (notes link above). Quiz on Chapter 15 on Monday. Test on 14 and 15 next Friday.
Engineering an Empire: Russia - first 10 min.
Assignment: Read through the notes for Chapter 14 and 15 (notes link above). Quiz on Chapter 15 on Monday. Test on 14 and 15 next Friday.
Chapter 14 & 15 TARGETS
Here is a link to download the targets for Chapter 14 "Empires & Encounters." This chapter will be paired with Chapter 15 "Global Commerce" for testing purposes. The quiz for Ch 14 is Friday, Jan. 11. (The quiz for Ch 15 will be the next Monday)
Link to download the targets for Chapter 15 "World Commerce."
This chapter begins with European Empires in the Americas - The European Advantage, The Great Dying, and Columbian Exchange.
Then it will compare colonial societies in the Americas (Aztecs/Incas, colonies of sugar, settler colonies of North America).
The Russians enter the picture this chapter as we'll look at The Steppes & Sibera: The Making of the Russian Empire.
Finally, we'll discuss Asian Empires (China, Muslims/Hindus in Mughal Empire, and Muslims/Christians in the Ottoman Empire).
In class we'll begin our study of 14 and 15 with some videos from America Before Columbus, Part II (beginning at minute 48: America Before Columbus, link to video). We will also see video from Marr's The History of the World, Episode 4: Age of Plunder, link to info. And we'll see a little bit more of Engineering an Empire with Peter Weller: Russian Empire, link to full video.
Link to download the targets for Chapter 15 "World Commerce."
This chapter begins with European Empires in the Americas - The European Advantage, The Great Dying, and Columbian Exchange.
Then it will compare colonial societies in the Americas (Aztecs/Incas, colonies of sugar, settler colonies of North America).
The Russians enter the picture this chapter as we'll look at The Steppes & Sibera: The Making of the Russian Empire.
Finally, we'll discuss Asian Empires (China, Muslims/Hindus in Mughal Empire, and Muslims/Christians in the Ottoman Empire).
In class we'll begin our study of 14 and 15 with some videos from America Before Columbus, Part II (beginning at minute 48: America Before Columbus, link to video). We will also see video from Marr's The History of the World, Episode 4: Age of Plunder, link to info. And we'll see a little bit more of Engineering an Empire with Peter Weller: Russian Empire, link to full video.
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