Welcome to Unit 6! In this unit we will be studying the Enlightenment, Napoleon Bonaparte, and England's Parliamentary Government. Please use your time wisely. If you do all of the assignments in Unit 6, you will earn a B. To earn your A you must do the Unit 6 Project. Everything for this unit is due on January 24th. I will NOT accept any late work. My gmail address is [email protected]. Good Luck!!
Create a chart of England's Government--This can be done electronically or on a plain white sheet of paper. This must include what each group is responsible for in the country.
Close Reading of the Napoleonic Code--This may be done with one partner. Answer the questions regarding the Napoleonic Code. You can copy and paste this website or follow the hardcopy:
www.usblawg.com/general-law/a-primer-on-the-napoleonic-code/
1. What are 3 main points within the Napoleonic Code?
2. Why was the Napoleonic Code so important?
3. Based on what you've learned, why were French people content with this Code?
4. How were women treated under the Napoleonic Code (BE SPECIFIC)?
5. What part of the Napoleonic Code is relevant today? Why?
6. List and define 2 difficult words in this passage.
www.usblawg.com/general-law/a-primer-on-the-napoleonic-code/
1. What are 3 main points within the Napoleonic Code?
2. Why was the Napoleonic Code so important?
3. Based on what you've learned, why were French people content with this Code?
4. How were women treated under the Napoleonic Code (BE SPECIFIC)?
5. What part of the Napoleonic Code is relevant today? Why?
6. List and define 2 difficult words in this passage.
SAT Timed Reading--This will be done on January 18th. You will have 10 minutes to read the passage and answer the questions.
Constructed Response--Write a 125 word response to one of the following quotes by Voltaire. Your response should explain what the quote means, whether you agree (and why), and how this quote is relevant in America today. This assignment will be graded using the school's writing rubric.
"I do not agree with a word that you say, but I'll defend to the death your right to say it."
or
"I know many books which have bored their readers, but I know of none which has done real evil...Does a book displease you? Refute it. Does it bore you? Don't read it."
"I do not agree with a word that you say, but I'll defend to the death your right to say it."
or
"I know many books which have bored their readers, but I know of none which has done real evil...Does a book displease you? Refute it. Does it bore you? Don't read it."
Create a Crossword--Create a crossword using 20 people/terms from Unit 7. This may be done electronically or on a sheet of graphing/ plain paper. You must have good descriptions/definitions!! You need to have answers on the flip side or somehow included.
To create the Crossword electronically you can go to Education.com/crossword-puzzle
Charts--Analyze the graph and answer the corresponding questions.
unit_7_graph.doc | |
File Size: | 84 kb |
File Type: | doc |
Political Cartoons--View and analyze the political cartoons. Answer the questions relating to the cartoons.
unit_7_pcs.doc | |
File Size: | 226 kb |
File Type: | doc |
Storyboard--Create a storyboard of Louis XVI and Marie Antoinette. This should tell the life of these two people in pictures. This can be done electronically or on plain white paper!! May be done with one partner.
Napoleon Video--Closely watch the Mini Bio of Napoleon and answer the questions.
1. When and where was Napoleon born?
2. At what age did Napoleon start military school?
3. Why did Napoleon abandon his troops in Egypt in 1799?
4. What did the Napoleonic Code allow?
5. Where does a lot of information about Napoleon's size come from?
6. What did Napoleon do to retreating Russian troops?
7. Where did Napoleon attack that proved disastrous before being exiled to Elba?
8. Where was Napoleon exiled the 2nd time?
9. How will Napoleon most likely be remembered?
2. At what age did Napoleon start military school?
3. Why did Napoleon abandon his troops in Egypt in 1799?
4. What did the Napoleonic Code allow?
5. Where does a lot of information about Napoleon's size come from?
6. What did Napoleon do to retreating Russian troops?
7. Where did Napoleon attack that proved disastrous before being exiled to Elba?
8. Where was Napoleon exiled the 2nd time?
9. How will Napoleon most likely be remembered?
Forums--Answer 3 of the forums. Make sure that you fully answer the questions!!
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Projects
*Create a Video of a debate between Enlightenment thinkers. You may have up to 3 partners and the video must be at least 2 minutes long. It must include factual information about this time period.
*Recreate an event that happened in Unit 6. This may be done on video or audio. This may include up to 3 partners.
*Create a poem, rap, or song about this Unit or something in it. Poem/Rap/Song must be at least 20 lines. This may include 1 partner. If you perform this or video it, I'll give you extra credit!
*Create a work of art relating to this unit. This may be a drawing, painting, sculpture.
*Type a 2 page persuasive essay arguing a debatable point from Unit 6.
*Create a board game from this unit. This may be done with up to 2 partners.
*Write a 3 page RAFT from the perspective of a French soldier during the attack on Russia, an Enlightenment thinker, a French peasant during the Revolution, Marie Antoinette.
*Create a Video of a debate between Enlightenment thinkers. You may have up to 3 partners and the video must be at least 2 minutes long. It must include factual information about this time period.
*Recreate an event that happened in Unit 6. This may be done on video or audio. This may include up to 3 partners.
*Create a poem, rap, or song about this Unit or something in it. Poem/Rap/Song must be at least 20 lines. This may include 1 partner. If you perform this or video it, I'll give you extra credit!
*Create a work of art relating to this unit. This may be a drawing, painting, sculpture.
*Type a 2 page persuasive essay arguing a debatable point from Unit 6.
*Create a board game from this unit. This may be done with up to 2 partners.
*Write a 3 page RAFT from the perspective of a French soldier during the attack on Russia, an Enlightenment thinker, a French peasant during the Revolution, Marie Antoinette.
unit_7_notes.doc | |
File Size: | 30 kb |
File Type: | doc |
napoleon.ppt | |
File Size: | 569 kb |
File Type: | ppt |
School Improvement/Cross Curricular:
Read and Respond--ACT practice
Constructed Response--School writing rubric
Graphs/Charts--Science goal
Close Reading--With a partner
Primary Sources used in Unit 7
Possible Technology for Unit 7
Weebly usage for assignments
Google docs for constructed response
Forums on website
Watching Napoleon video and responding
Computer generated
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--
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.
Read and Respond--ACT practice
Constructed Response--School writing rubric
Graphs/Charts--Science goal
Close Reading--With a partner
Primary Sources used in Unit 7
Possible Technology for Unit 7
Weebly usage for assignments
Google docs for constructed response
Forums on website
Watching Napoleon video and responding
Computer generated
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--
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.