Welcome to Unit 5--For this unit we will be learning more about Kings and Queens in Europe and Russia. Most of this unit is about Absolutism, a type of government where one person has all of the power in a country (Similar to how I have all of the power in my classroom, punks). You will learn a lot about absolute monarchs and reactions to their rule. Remember that you need to have all of your assignments done by December 13th. I will not accept any late work. If you do all of your assignments you will receive a B. If you want to earn an A, you will have to do the Unit 5 Project. Good luck!!
SAT timed writing--Read the article and answer the corresponding questions within the allotted time.
Create a chart of Absolute Monarchs. This chart should have the country, years he/she ruled, and at least three other facts for each monarch. Monarchs covered should include Charles I, Louis XIV, Phillip, and Peter the Great. You can do this chart on a plain white sheet of paper, as an electronic pamphlet, or using another site.
Map Work--Analyze the map and answer the questions.
unit_6_map_qs.doc | |
File Size: | 308 kb |
File Type: | doc |
Watch the following video about Catherine the Great and answer the questions:
1. When did Catherine II live?
2. Where was Catherine II empress?
3. What happened to Peter III, the leader before Catherine II?
4. Who were serfs?
5. What French Enlightenment thinkers did Catherine II admire?
6. How would you characterize Catherine II marriage? Why?
7. How much did Catherine II expand her country's borders?
8. How did Catherine II contribute to the modernization of her country?
2. Where was Catherine II empress?
3. What happened to Peter III, the leader before Catherine II?
4. Who were serfs?
5. What French Enlightenment thinkers did Catherine II admire?
6. How would you characterize Catherine II marriage? Why?
7. How much did Catherine II expand her country's borders?
8. How did Catherine II contribute to the modernization of her country?
Create a storyboard of Chapter 17 Section 3. This must be done on a computer or on a large white sheet of paper. This may be done cooperatively (up to 4 total people).
Political Cartoons--Analyze the political cartoons for Absolutism and answer questions about them.
unit_6_pcs.doc | |
File Size: | 3414 kb |
File Type: | doc |
Create a Venn Diagram of Absolutism vs Democracy. You must include at least 4 details about each. You can create this Venn on readwritethink.com or on a plain white sheet of paper.
Close Reading--Read the article and follow the close reading strategies. Answer the questions relating to the article. May be done with 1 Partner!
english_bill_of_rights.doc | |
File Size: | 30 kb |
File Type: | doc |
Close Reading Questions
1. Who are the authors of this text?
2. Who are the anticipated readers of this text?
3. What do the authors want their readers to do or think based on this text?
4. Do the authors include other viewpoints in this text? Why or why not (in your opinion)?
5. How does this text relate to what we have learned in this unit?
6. Why did the authors write this text?
7. What is the most important part of this text--cite it specifically (Line or whatever)--and why?
8. How does this text relate to our American rules? Be specific.
1. Who are the authors of this text?
2. Who are the anticipated readers of this text?
3. What do the authors want their readers to do or think based on this text?
4. Do the authors include other viewpoints in this text? Why or why not (in your opinion)?
5. How does this text relate to what we have learned in this unit?
6. Why did the authors write this text?
7. What is the most important part of this text--cite it specifically (Line or whatever)--and why?
8. How does this text relate to our American rules? Be specific.
Constructed response. Write a 125 word response based on the quote below, which will be graded based on the School Improvement writing rubric:
"Your people are dying of hunger...Industry languishes and no longer supports the workers. You have consumed half the wealth and vitality of the nation to make and defend vain conquests abroad."
What does this quote mean? Can you relate this quote to what is happening in America right now? How? Do you think the US has too many conquests abroad or is it necessary for our country to be throughout the world to protect our interests/allies/ideas?
"Your people are dying of hunger...Industry languishes and no longer supports the workers. You have consumed half the wealth and vitality of the nation to make and defend vain conquests abroad."
What does this quote mean? Can you relate this quote to what is happening in America right now? How? Do you think the US has too many conquests abroad or is it necessary for our country to be throughout the world to protect our interests/allies/ideas?
Conquistadors---Create a flow chart/mind map of the Causes/Effects/Main People involved in the Spanish conquering of the Americas.
chapter_17_section_1_notes.doc | |
File Size: | 31 kb |
File Type: | doc |
chapter_17-3.ppt | |
File Size: | 597 kb |
File Type: | ppt |
chapter_17-5.doc | |
File Size: | 26 kb |
File Type: | doc |
Projects
Create a work of art about this time period. This could be a drawing, painting, sculpture, or something else.
Create a computer generated project of the leaders of this time period.
Do a persuasive paper (3 pages typed) about democracy vs absolutism or another topic we discussed.
Create a video debating a topic covered in Unit 5.
Create a review board game for Unit 5.
Create a palace (picture, Mine craft, wood, etc.)
Recreate a scene/battle from Unit 5 on video.
Create a work of art about this time period. This could be a drawing, painting, sculpture, or something else.
Create a computer generated project of the leaders of this time period.
Do a persuasive paper (3 pages typed) about democracy vs absolutism or another topic we discussed.
Create a video debating a topic covered in Unit 5.
Create a review board game for Unit 5.
Create a palace (picture, Mine craft, wood, etc.)
Recreate a scene/battle from Unit 5 on video.
Teacher Stuff
School Improvement/Cross Curricular:
Read and Respond--ACT practice
Constructed Response--School writing rubric
Graphs/Charts--Science goal
Close Reading--With a partner
Read and Respond--ACT practice
Constructed Response--School writing rubric
Graphs/Charts--Science goal
Close Reading--With a partner
Primary Sources used in Unit 5
Pictures of Palace of Versailles (Internet)
Direct quote from text about Louis XIV for Constructed Response
English Bill of Rights
Political Cartoons
Map
Pictures of each monarch (Internet)
Pictures of Palace of Versailles (Internet)
Direct quote from text about Louis XIV for Constructed Response
English Bill of Rights
Political Cartoons
Map
Pictures of each monarch (Internet)
Possible Technology for Unit 5
Weebly usage for assignments
Readwritethink.com for Venn Diagram
Google docs for constructed response
Forums on website
Watching Catherine II video and responding
Computer generated pamphlet
Video clips (throughout unit)
Marzano's Strategies this Unit
Setting Objectives--First day of unit and reminded of every day thereafter. Weebly site.
Identifying Similarities and Differences--Absolutism vs. Democracy
Summarizing and Note Taking--Taking notes from lectures.
Homework and Practice--Daily with note viewing. Projects.
Reinforcing Effort and Providing Recognition--Daily through praise. Great Work Board.
Providing Feedback--During class time with facilitating assignments/providing help.
Cooperative Learning--With Close Reading assignment and projects.
How this unit relates to the Common Core
Reading Standards
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Assess the extent to which the reasoning and evidence in a text support the author’s claims.
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies
Language Standards
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English capitalization,punctuation, and spelling when writing.
Writing Standards
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Weebly usage for assignments
Readwritethink.com for Venn Diagram
Google docs for constructed response
Forums on website
Watching Catherine II video and responding
Computer generated pamphlet
Video clips (throughout unit)
Marzano's Strategies this Unit
Setting Objectives--First day of unit and reminded of every day thereafter. Weebly site.
Identifying Similarities and Differences--Absolutism vs. Democracy
Summarizing and Note Taking--Taking notes from lectures.
Homework and Practice--Daily with note viewing. Projects.
Reinforcing Effort and Providing Recognition--Daily through praise. Great Work Board.
Providing Feedback--During class time with facilitating assignments/providing help.
Cooperative Learning--With Close Reading assignment and projects.
How this unit relates to the Common Core
Reading Standards
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Assess the extent to which the reasoning and evidence in a text support the author’s claims.
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies
Language Standards
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English capitalization,punctuation, and spelling when writing.
Writing Standards
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.