WELCOME TO WORLD HISTORY!!!
To use Maddie's Timeline to study 1st term content, look HERE.
WEDNESDAY 1/8 WE begin our 18 week journey with an analysis of what it means to be an historian: how to read like an historian, write like an historian and think like an historian: that is critically.
Before we can even do that we need to analyze what history is. In our first lesson together we examined the ART, er..uh, SCIENCE of history in order to know how to approach it. Students were presented with these thoughts...click HERE.
LEFT: UCLA Professor, Historian and Anthropologist, Jared Diamond studies ancient South Western American Civiliztion.
Before we can even do that we need to analyze what history is. In our first lesson together we examined the ART, er..uh, SCIENCE of history in order to know how to approach it. Students were presented with these thoughts...click HERE.
LEFT: UCLA Professor, Historian and Anthropologist, Jared Diamond studies ancient South Western American Civiliztion.
Dr. Diamond Challenges us in our first investigation of Ancient World Civilizations with the question 'what was the worst mistake made in the history of the human race?' For tomorrow read the article "The Worst Mistake in the History of the Human Race" HERE and use the page provided HERE to analyze it.
EXTENSION!!! If you find any of this information about what gave us Dominion to be interesting, AND WANT CREDIT FOR FOLLOWING UP ON IT, Answer the questions HERE, by reading the Annotated 16th Chapter of Michael Pollan's THE OMNIVORE'S DILEMMA HERE, & HERE & HERE.
THURSDAY 1/9: Class started today with a review of the concept of Dominion. The Bible (Gen 1:28) tells us that we have Dominion over the earth, but science also clarifies what distinctions we have that allow us to dominate the globe: Large high energy brains that allow rational and emotional thought, frontal full color vision, opposable thumbs and the ability to use tools (which become very complex based on our intellectual ability to design and create), complex communication (right, brain again), bipadal locomotion, and being omnivores.
The Author Charles Pelegrino, a real live Indiana Jones, addresses this development further in his book RETURN TO SODOM AND GOMORAH in chapter 3: The Making of the Land. Read the Chapter HERE and write a one page summary for another extension opportunity.
Class continued by using "The Worst Mistake..." to develop the skill of 'reading like an historian.' The steps to developing this skill can be seen in the Presentation HERE.
EXTENSION!!! If you find any of this information about what gave us Dominion to be interesting, AND WANT CREDIT FOR FOLLOWING UP ON IT, Answer the questions HERE, by reading the Annotated 16th Chapter of Michael Pollan's THE OMNIVORE'S DILEMMA HERE, & HERE & HERE.
THURSDAY 1/9: Class started today with a review of the concept of Dominion. The Bible (Gen 1:28) tells us that we have Dominion over the earth, but science also clarifies what distinctions we have that allow us to dominate the globe: Large high energy brains that allow rational and emotional thought, frontal full color vision, opposable thumbs and the ability to use tools (which become very complex based on our intellectual ability to design and create), complex communication (right, brain again), bipadal locomotion, and being omnivores.
The Author Charles Pelegrino, a real live Indiana Jones, addresses this development further in his book RETURN TO SODOM AND GOMORAH in chapter 3: The Making of the Land. Read the Chapter HERE and write a one page summary for another extension opportunity.
Class continued by using "The Worst Mistake..." to develop the skill of 'reading like an historian.' The steps to developing this skill can be seen in the Presentation HERE.
FRIDAY 1/10: Today we spent the class working in small socratic groups analyzing the Diamond piece above using the organizer HERE. WE followed our final evaluations looking at the development of "Haves & Have Nots," through Dr. Diamond's National Geographic study GUNS, GERMS and STEEL, which can be found HERE.
WANT TO HEAR DAVE MATTHEWS TELL A TALE ABOUT THE KHOISAN & THE KALAHARI BUSHMEN? Watch HERE.
MONDAY 1/13: Today we finally brought our introductory mini-unit to a head. Students were asked to use the following prompt and write a 1-2 page reaction to it using EVIDENCE, EXPLANATION and EXPERT opinion.
Anthropologist Dr. Jared Diamond has claimed that the worst mistake in the history of mankind was the transition from hunting and gathering to farming. I agree/disagree with Dr. Diamond because....(3 points)
After 30 minutes of organizing an initial response, students were taken to the lab to allow them to dig a little further for supportive material, and then formally write their response. This response paper is due tomorrow.
TUESDAY 1/14: Today's Lesson began by identifying the characteristics of civilization that developed as a result of Farming, Agriculture and Domestication: Specialization, Technology, Written Record, Advanced Cities and Complex Cultural Institutions. Our objective was to introduce the idea of how these Complex institutions can influence the way we think, therefore what we believe, and as a result what actions we take. FAMILY, EDUCATION, RELIGION, GOVERNMENT, and ECONOMICS are the most influential on these thoughts, beliefs and actions.
Often when we study these beliefs students ask, "How could they believe that?" This is a great question. So students are asked to think about beliefs by looking at the article HERE: "Do You Believe in Magic?" The point of the article is not to question any culture's belief system, but how our brain reacts to things it may not know or understand.
For HOMEWORK TONIGHT students were asked to annotate the the article "Do You Believe in MAgic?" They were asked to respond to Mr. Holm's notes, identify terms that were key or that they didn't understand. In the latter case they were asked to look these terms up and explain how they are important to the text. An ANNOTATION BOOKMARK was provided as a guide. One can also be found HERE as an extra tool.
WANT TO HEAR DAVE MATTHEWS TELL A TALE ABOUT THE KHOISAN & THE KALAHARI BUSHMEN? Watch HERE.
MONDAY 1/13: Today we finally brought our introductory mini-unit to a head. Students were asked to use the following prompt and write a 1-2 page reaction to it using EVIDENCE, EXPLANATION and EXPERT opinion.
Anthropologist Dr. Jared Diamond has claimed that the worst mistake in the history of mankind was the transition from hunting and gathering to farming. I agree/disagree with Dr. Diamond because....(3 points)
After 30 minutes of organizing an initial response, students were taken to the lab to allow them to dig a little further for supportive material, and then formally write their response. This response paper is due tomorrow.
TUESDAY 1/14: Today's Lesson began by identifying the characteristics of civilization that developed as a result of Farming, Agriculture and Domestication: Specialization, Technology, Written Record, Advanced Cities and Complex Cultural Institutions. Our objective was to introduce the idea of how these Complex institutions can influence the way we think, therefore what we believe, and as a result what actions we take. FAMILY, EDUCATION, RELIGION, GOVERNMENT, and ECONOMICS are the most influential on these thoughts, beliefs and actions.
Often when we study these beliefs students ask, "How could they believe that?" This is a great question. So students are asked to think about beliefs by looking at the article HERE: "Do You Believe in Magic?" The point of the article is not to question any culture's belief system, but how our brain reacts to things it may not know or understand.
For HOMEWORK TONIGHT students were asked to annotate the the article "Do You Believe in MAgic?" They were asked to respond to Mr. Holm's notes, identify terms that were key or that they didn't understand. In the latter case they were asked to look these terms up and explain how they are important to the text. An ANNOTATION BOOKMARK was provided as a guide. One can also be found HERE as an extra tool.
WEDNESDAY 1/15: Today we began the block talking about, once again, what it means to read like an historian. This is a deep level of reading that requires, defining of terms, creating questions, clarifying concepts and challenging ideas. WE did a self evaluation of a our reading last week in order to see where we need to improve, but this presentation, HERE, can be very helpful to students as they try yo read deeply.
Group work took us into 4 levels of QAR analysis of last night's text reading: Level 1 is Who, What, When, Where, How out of the text. Level 2 seeks to compare, contrast and explain multiple elements of the text. Level 3 is a level of application. This uses the key word you: How would you respond to...? What do your beliefs lead to when you think of...? Level 4 is about judgement, evaluation and supported opinion. Based on the material making these type of assertions is very high level thinking.
WE used a QAR TEMPLATE (HERE) to help with developing these questions. In the end students have the assignment of taking 4 key facts from their reading, and making 4 inferences. This sheet can be used HERE. These questions and inferences are due tomorrow.
THURSDAY 1/16: Today's class had the larger goal of visual recognition to ideas and cultural beliefs, as we have done through the week. Students were introduced to cyclical time, reincarnation, polytheism, omniscience, omnipotence, omnipresence, the Hindu Caste System and PreArranged Marriage, Buddhism, & The Tao. All of these are foreign to western thinking. While the course is largely a Western Civilization Study comparing these ideas to the way we think helps us understand how belief systems can develop.
For HOMEWORK TONIGHT students were asked to find the various forms of evidence that shows that Mesopotamia and Egypt, and the Indus River Valley and China's Middle Kingdom to be complex developed ancient civilizations. Each student was assigned one in a group of four. These will be "jigsawed" in class tomorrow. The students may use the internet. Use the Graphic Organizer below to record evidence of the complexity of these civilizations. Find a copy HERE.
FRIDAY 1/17: In groups students shared and compared the elements of society in Mesopotamia, Egypt, The Indus River Valley and The Middle Kingdom of China. Mr. Holm presented some institutional beliefs of each culture as well. For a Visual of these beliefs follow the slide show HERE. In the end, just for fun, which Civilization would you prefer to have lived in?
ASSIGNMENT IF YOU WANT TO GET AHEAD INTO NEXT WEEK: At the end of class students were asked to do an identification activity either using the textbook or an on-line search that completes the chart on page two of this Indo European Settlement sheet HERE.
TUESDAY 1/21: Students began today's class with practice writing. We first identified ancient beliefs that we were introduced to Friday and then had a free write of 5 minute length comparing our modern beliefs with those ancient thoughts. Such an activity can help us develop some historic empathy.
Abstract Comparisons can be made to Judgement, View of time (Linear v Cyclical), Reincarnation, Caste & Pre-Arranged Marriage, Simplicity & Desire and Suffering, The Tao & Harmony, or Philosophy on Right Living.
For the remainder of the block students identified the geography of early Indo-European migrations and trade routes. The
Indo European Settlement sheet can be found on 1/17 above.
WEDNESDAY 1/22: Students were met today with a lecture about the foundational culture created by Ancient Judaism. First we talked about attentive engaged note taking from a lecture. While educationally classrooms are moving away from straight lectures, knowing how to take good notes from this presentation form is important. Students took notes from this visual presentation. The Slide shown can be seen HERE.
THURSDAY 1/23: Students worked in partners to identify keywords from Wednesday's presentation: Monotheism, Judaism, Abraham, Covenant & Holocaust are but a few. After each keyword students than provided clues in a separate column of a chart. Belief in a Single God, Abraham's Religion, A Promise, and Sacrificial Offering would follow the preceding key words. These key words can be used for the EXTENSION Exercise listed below.
For tomorrow, students need to annotate the reading HERE. This article examines the importance and meaning of the Bible as History. How is it seen? as science or art, as metaphor, parable, allegory OR is it Fact?.
EXTENSION!!! Take the key terms that we identified in our study and make a CROSSWORD PUZZLE (also known as a CRISSCROSS PUZZLE.) You'll need to make definitions or clues for each of them, then enter the terms and clues at puzzlemaker.com, HERE. This is a fun way to advocate for your own study. These puzzles are an embedded assessment that measures connections of material, understanding of key terms and critical thinking.
FRIDAY 1/24: Today began with an explanation of the importance of both Judaic and Greek cultures as they mixed for the foundation of western culture. As the Judaic culture provides linear time and monotheism with a covenant and solid law, Greek culture gives us foundations in Politics and Education. We will be transitioning into this amalgamation in our next unit. Today we introduced the meeting of these two cultures with the arrival of Alexander the Great and Hellenization.
Class continued by partnering students to compare each other's annotations from yesterday's articles.
After comparing students were introduced to Bloom's Taxonomy of Critical Thinking. Our unit on Greek Foundations begins with the questions HERE, which are due TUESDAY.
Helen of Troy, or Sparta. The Face that launched a thousand ships. To accept Greek culture is to Hellenize.
WEDNESDAY 1/29: Today we further developed the idea of Hellenization. While Judaic culture gave us our foundational religious orientation, the Greeks gave us our principals of Political ownership and Educational independence. AS an activity we used Cornell Notes and Bloom's Taxonomy to write questions from a short section of the text. Key answers showed that the Greeks turned to the Mediterranean as Seafarers in order to trade, travel and colonize. Their outdoor culture largely was void of great plain to cultivate cereal grasses, but the culture of the vine and olives provided great exporting products in wine and oil. Militarily the city States, or polis, expanded their ventures through aggression. This is notably symbolized by the Epic Trojan War that launched the Saga of Helen and 'a thousand ships.' The Eastern Mediterranean was open to Hellenization.
Lastly, we introduced Cleisthenes and the Mob, and the cause effect relationship that opened the idea of government by the people, the demos: DEMOCRACY. We watched 20 minutes of THE GREEKS: CRUCIBLE OF CIVILIZATION--THE REVOLUTION from PBS.
EXTENSION: Watch the remainder of this episode and create a flow chart that shows the cause effect of the REVOLUTION that developed DEMOCRACY in 508BC in Athens. Your flow chart should make the relation of events clear through the use of clip-art or drawn arrows, and should show a minimum of 6 specific steps. THE VIDEO THE GREEKS: CRUCIBLE OF CIVILIZATION--THE REVOLUTION is linked HERE.
Lastly, we introduced Cleisthenes and the Mob, and the cause effect relationship that opened the idea of government by the people, the demos: DEMOCRACY. We watched 20 minutes of THE GREEKS: CRUCIBLE OF CIVILIZATION--THE REVOLUTION from PBS.
EXTENSION: Watch the remainder of this episode and create a flow chart that shows the cause effect of the REVOLUTION that developed DEMOCRACY in 508BC in Athens. Your flow chart should make the relation of events clear through the use of clip-art or drawn arrows, and should show a minimum of 6 specific steps. THE VIDEO THE GREEKS: CRUCIBLE OF CIVILIZATION--THE REVOLUTION is linked HERE.
THURSDAY & FRIDAY 1/30-31: Today's lesson continued the idea of Hellenization, but with a focus on the great Greek Philosophers Sophocles & the Sophists, Socrates, Plato and Aristotle. Students were introduced to key teachings of each man HERE.
MONDAY 2/3: Students reviewed the military exploitation of Alexander to re-establish that in all of his magnanimity, he was still a conqueror. However, his Greatness was not limited to the battle field, but the cultural diffusion of the teachings of Greek Philosophy, language, art, theatre etc. He built cities and left Libraries. Students analyzed their own notes from thursday, checking for relevance and necessity in order to understand the foundation of this western influence. In the end, students were asked to use the text to gain more background information about Alexander the Great. The map exercise HERE will aid in that work.
ULTIMATELY WE ARE WORKING TO GAIN ENOUGH UNDERSTANDING TO ANSWER THE QUESTION "WAS ALEXANDER TRULY GREAT?"
TUESDAY 2/4: Students worked in the lab today to create a version of the mini student generated lesson HERE, which involves a visual from the article HERE written by former Macedonian President Nicholas Martis. These lessons will be taught in class tomorrow. This is yet another step toward taking a strong evaluative position about whether Alexander was truly Great.
ULTIMATELY WE ARE WORKING TO GAIN ENOUGH UNDERSTANDING TO ANSWER THE QUESTION "WAS ALEXANDER TRULY GREAT?"
TUESDAY 2/4: Students worked in the lab today to create a version of the mini student generated lesson HERE, which involves a visual from the article HERE written by former Macedonian President Nicholas Martis. These lessons will be taught in class tomorrow. This is yet another step toward taking a strong evaluative position about whether Alexander was truly Great.
WEDNESDAY 2/5: Was Alexander the Great truly Great? Students spent the first half of the block peer teaching their mini-lessons about the influence of Alexander the Great. These lessons had the objective of focusing on a particular aspect of Alexander's influence, presenting it in a visual manner. Each student then taught his partners and followed their lessons with critical thinking questions. As an observer MR. HOLM WAS QUITE IMPRESSED with the lessons and DIALOGUE. Socrates called this the highest form of education. Upon completion of the lessons, partners examined the documents HERE & HERE which are from the earliest known histories of Alexander from the 1st & 2nd Centuries. The Romans held Alexander up as a model ruler and philosopher.
The second half returned to the larger question: Was Alexander the Great truly Great? In a timed 35 minute essay, students followed their earlier lessons by taking a position using the Aquinan method.
The second half returned to the larger question: Was Alexander the Great truly Great? In a timed 35 minute essay, students followed their earlier lessons by taking a position using the Aquinan method.
LET'S ENTER THE ROMAN SENATE
THURSDAY 2/6: Today's lesson followed yesterday's with a self evaluation of student essays answering the question "Was Alexander the Great truly great?" After this peer review we spent some time with setting goals for our future writing: Was there need for greater organization? Was more Evidence, Explanation, Examples and Expert support needed?
STUDENTS WERE REMINDED TO BE ON THE LOOKOUT FOR A WORLD HISTORY RELATED BOOK TO READ AND REVIEW.
FRIDAY 2/7: After an introduction to ROMAN CULTURAL INFLUENCE students were assigned text reading from pages 155-159. Students should focus on the essential question of "What enabled Rome to rise to Dominance?" An outline should be created and each element added should be checked for RELEVANCE & NECESSITY to answering the essential question.
I. ORIGINS OF ROME RELEVANCE NECESSITY to answering
A.
B.
II. EARLY REPUBLIC
A.
B.
C.
D.
III. ROME SPREAD'S ITS POWER
A.
B.
C.
D.
MONDAY 2/10: Students were posed 3 questions for the week: What characteristics allowed Roman Civilization to rise to Dominance of the Mediterranean? What Characteristics of the Roman Republic mirror our own culture? & What lead to the Fall of the Republic to Tyranny?
In the first case, answers can come from Geopolitical positioning, Wealth of trade and Acculturation. The Republic can be seen in it's growing military might, that like the United States allowed it to expand to the point of absorbing it's own mother country. Strong societal structure including law and a balance of economic and political power were necessary. Thus, the idea of a representative REPUBLIC was formed. Tomorrow will give us more insight into the loss of the REPUBLIC.
TUESDAY 2/11: Today stuents analyzed the two Civil Wars that broke up the Republic and transitioned into an Empire ruled by the Caesars. The first Civil War was through what is known as the 1st Triumvirate between Julius Caesar, Gaius Crassus & Pompey. Caesar declared himself dictator for life, but was Assassinated in 44BC by 23 senators. His two nephews, Octavius Augustus, and Marc Antony, who were both supported by Marcus Lepidus, then went to war over control of both the Eastern and Western Mediterranean. In defeat, Marc Antony and his Egyptian Queen Cleopatra committed suicide: he at the hand of his own sword and she by the bite of a Cobra. Students used graphic organizers to break down the facets of these 3 prong struggles.
Students finished the block with a first of a series of reading assessments. The first is about MARC ANTONY'S FUNERAL ORATION OF JULIUS CAESAR as seen HERE.
WEDNESDAY 2/12: Students used the first 30 minutes to further analyze their graphic organizers of the 1st & 2nd Triumvirates from yesterday. In addition they were asked to identify seven PAX ROMANA Caesars: Tiberius, Caligula, Claudius, Nero, Titus, Trajan and & Marcus Aurelius. How does history remember them? This should be completed for tomorrow.
STUDENTS WERE REMINDED TO BE ON THE LOOKOUT FOR A WORLD HISTORY RELATED BOOK TO READ AND REVIEW.
FRIDAY 2/7: After an introduction to ROMAN CULTURAL INFLUENCE students were assigned text reading from pages 155-159. Students should focus on the essential question of "What enabled Rome to rise to Dominance?" An outline should be created and each element added should be checked for RELEVANCE & NECESSITY to answering the essential question.
I. ORIGINS OF ROME RELEVANCE NECESSITY to answering
A.
B.
II. EARLY REPUBLIC
A.
B.
C.
D.
III. ROME SPREAD'S ITS POWER
A.
B.
C.
D.
MONDAY 2/10: Students were posed 3 questions for the week: What characteristics allowed Roman Civilization to rise to Dominance of the Mediterranean? What Characteristics of the Roman Republic mirror our own culture? & What lead to the Fall of the Republic to Tyranny?
In the first case, answers can come from Geopolitical positioning, Wealth of trade and Acculturation. The Republic can be seen in it's growing military might, that like the United States allowed it to expand to the point of absorbing it's own mother country. Strong societal structure including law and a balance of economic and political power were necessary. Thus, the idea of a representative REPUBLIC was formed. Tomorrow will give us more insight into the loss of the REPUBLIC.
TUESDAY 2/11: Today stuents analyzed the two Civil Wars that broke up the Republic and transitioned into an Empire ruled by the Caesars. The first Civil War was through what is known as the 1st Triumvirate between Julius Caesar, Gaius Crassus & Pompey. Caesar declared himself dictator for life, but was Assassinated in 44BC by 23 senators. His two nephews, Octavius Augustus, and Marc Antony, who were both supported by Marcus Lepidus, then went to war over control of both the Eastern and Western Mediterranean. In defeat, Marc Antony and his Egyptian Queen Cleopatra committed suicide: he at the hand of his own sword and she by the bite of a Cobra. Students used graphic organizers to break down the facets of these 3 prong struggles.
Students finished the block with a first of a series of reading assessments. The first is about MARC ANTONY'S FUNERAL ORATION OF JULIUS CAESAR as seen HERE.
WEDNESDAY 2/12: Students used the first 30 minutes to further analyze their graphic organizers of the 1st & 2nd Triumvirates from yesterday. In addition they were asked to identify seven PAX ROMANA Caesars: Tiberius, Caligula, Claudius, Nero, Titus, Trajan and & Marcus Aurelius. How does history remember them? This should be completed for tomorrow.
What is meant by the term Pax Romana? How can we link it to Pax Americana?
THURSDAY 2/13: Mr. Ton and Mr. McCann lead students through there graphic analysis of the Roman Emperors that encompassed what is known as PAX ROMANA, or the Peace of Rome. This does not mean there were no wars. In fact there were constant wars, OUTSIDE OF ROME ITSELF. What is meant by the term is that the Caesars determined peace through strength and subduing their enemies on the fringe of the Empire. Augustine in the Eastern Mediterranean, especially Egypt, Titus in Judea, and Marcus Aurelius against Germania. Much like Alexander before them, they brought the enemy into the fold of the Empire, after they had conquered and acculturated them.
Were they "Good" or "Bad," Rulers based on Plato's description? Plato's Republic excerpts were also used in answering this question.
In the Last 25 minutes we introduced Marcus Aurelius with the help of the film GLADIATOR, which gives a strong picture of the end of PAX ROMANA. For tomorrow answer the question linked to the shared document HERE.
Were they "Good" or "Bad," Rulers based on Plato's description? Plato's Republic excerpts were also used in answering this question.
In the Last 25 minutes we introduced Marcus Aurelius with the help of the film GLADIATOR, which gives a strong picture of the end of PAX ROMANA. For tomorrow answer the question linked to the shared document HERE.
Who was the real Marcus Aurelius?
FRIDAY 2/14-TUESDAY 2/18 (due to technical difficulties and Weather): Class began with a talk of the the Real Marcus Aurelius, who though at war for 16 of his 20 years as Emperor, sought to gain Peace like Alexander. He was a noted Stoic Philosopher and is remembered in history as one of the 5 GREAT EMPERORS. Stoicism is a school of Hellenistic philosophy founded in Athens by Zeno of Citium in the early 3rd century BC. The Stoics taught that destructive emotions resulted from errors in judgment, and that a sage, or person of "moral and intellectual perfection," would not suffer such emotions
Discussion then turned to the positives and negatives of film as compared to written history. Students are required to engage in a little research around the events in the movie GLADIATOR. Start with three questions about the authenticity of three elements of the film such as 'Does the film accurately portray the death of Marcus Aurelius?', 'Proximo states that Marcus Aurelius had shut the gladiator games down, and Commudus was re-opening them. Is this accurate?' Write a 2 page paper that investigates these self generated questions, then concludes with a discussion of the value of film v. written history. THIS PAPER IS DUE WEDNESDAY. The product descriptor is HERE.
Discussion then turned to the positives and negatives of film as compared to written history. Students are required to engage in a little research around the events in the movie GLADIATOR. Start with three questions about the authenticity of three elements of the film such as 'Does the film accurately portray the death of Marcus Aurelius?', 'Proximo states that Marcus Aurelius had shut the gladiator games down, and Commudus was re-opening them. Is this accurate?' Write a 2 page paper that investigates these self generated questions, then concludes with a discussion of the value of film v. written history. THIS PAPER IS DUE WEDNESDAY. The product descriptor is HERE.
Who is the historic Maximus Decimus Meridius?
How accurately is he portrayed HERE?
WEDNESDAY 2/19: Student papers questioning the historical accuracy of the movie GLADIATOR were due today. After two students read their papers to the class we had a graded Socratic Seminar that answered two questions: 1] How accurate was the history of the film? GLADIATOR & 2] How do you compare the value of film v written history? This was a very productive discussion and the great majority of students contributed.
Today's initial activity was to identify what portion of the class "Got It!" when it comes to understanding PAX ROMANA, and those who were still unsure. We did this as students anonymously submitted a short synopsis of the concept into one of three bins: Got it!, Not Sure Yet, and Not Yet. Most students demonstrated that they understood the idea of the "PEACE OF ROME," and were able to field a question or two from those who had the courage to admit, they still didn't quite understand. It was a worthwhile activity.
Following this activity we finished a short presentation on the spread of Christianity. What made the Roman Empire so susceptible to the spread of Christian ideas? What split existed between the Pauline Church and the Church of James in Jerusalem? A Slide show can be seen HERE, and an outline HERE.
THURSDAY & FRIDAY 2/20-21: Over the two days students have been engaged in looking at the complexity of the long slow demise of the Roman Empire. As above the three person teaching exercise led to the lab project found HERE. In addition, students sought their own article on the fall of Rome and annotated this article. Today in class, after a discussion about Rome's economic troubles & our own issues with the "Fiscal Cliff" & "Sequester," (not to say the US is eroding, but to look at the complexity of very large economies) students response annotated a partner's article.
After the 4 flow charts and two articles, students should have a clear idea of what many Historians spend their careers investigating: how one of history's greatest entities declined. In the end a geography lesson found HERE should help students with a mental image in transition.
MY APOLOGIES FOR MY ABSENCE THE PAST TWO DAYS.
Monday 2/24: WE began a transition into the period know as the Middle Ages, after the fall of Rome. To make the transition we had three tasks.
1] Mr. Tonn and Mr. McCann lead us through our symbolic/metaphorical illustrations that we drew in groups in class friday. These Illustrations represented the different aspects of the three periods that were the decline of the Roman Empire.
2] We completed the maps that can be found above. These were meant to show us the growth of Christianity while the Empire was divided and in it's demise.
3] Students were introduced to a very important figure during the Middle Ages: Charlemagne, or Charles the Great. He was given the title of the Protector of the Holy Roman Catholic Church. AS we saw Friday, this was the only institution that survived the fall of Rome, and it grew to incredible power in the years after the fall. Read the article HERE with the task of identifying the power of the Church as well as what state family, educational, political and economic institutions took in the time of Charlemagne. Directions are included.
Tuesday 2/25: In our continuing effort to see the power of the Roman Church of Katilikos, students were asked to finish yesterday's Charlemagne exercise, then students were given the task of outlining a section of the text that demonstrates how the Church was able to gain and maintain this sole power. The template for the outline is HERE.
Today's initial activity was to identify what portion of the class "Got It!" when it comes to understanding PAX ROMANA, and those who were still unsure. We did this as students anonymously submitted a short synopsis of the concept into one of three bins: Got it!, Not Sure Yet, and Not Yet. Most students demonstrated that they understood the idea of the "PEACE OF ROME," and were able to field a question or two from those who had the courage to admit, they still didn't quite understand. It was a worthwhile activity.
Following this activity we finished a short presentation on the spread of Christianity. What made the Roman Empire so susceptible to the spread of Christian ideas? What split existed between the Pauline Church and the Church of James in Jerusalem? A Slide show can be seen HERE, and an outline HERE.
THURSDAY & FRIDAY 2/20-21: Over the two days students have been engaged in looking at the complexity of the long slow demise of the Roman Empire. As above the three person teaching exercise led to the lab project found HERE. In addition, students sought their own article on the fall of Rome and annotated this article. Today in class, after a discussion about Rome's economic troubles & our own issues with the "Fiscal Cliff" & "Sequester," (not to say the US is eroding, but to look at the complexity of very large economies) students response annotated a partner's article.
After the 4 flow charts and two articles, students should have a clear idea of what many Historians spend their careers investigating: how one of history's greatest entities declined. In the end a geography lesson found HERE should help students with a mental image in transition.
MY APOLOGIES FOR MY ABSENCE THE PAST TWO DAYS.
Monday 2/24: WE began a transition into the period know as the Middle Ages, after the fall of Rome. To make the transition we had three tasks.
1] Mr. Tonn and Mr. McCann lead us through our symbolic/metaphorical illustrations that we drew in groups in class friday. These Illustrations represented the different aspects of the three periods that were the decline of the Roman Empire.
2] We completed the maps that can be found above. These were meant to show us the growth of Christianity while the Empire was divided and in it's demise.
3] Students were introduced to a very important figure during the Middle Ages: Charlemagne, or Charles the Great. He was given the title of the Protector of the Holy Roman Catholic Church. AS we saw Friday, this was the only institution that survived the fall of Rome, and it grew to incredible power in the years after the fall. Read the article HERE with the task of identifying the power of the Church as well as what state family, educational, political and economic institutions took in the time of Charlemagne. Directions are included.
Tuesday 2/25: In our continuing effort to see the power of the Roman Church of Katilikos, students were asked to finish yesterday's Charlemagne exercise, then students were given the task of outlining a section of the text that demonstrates how the Church was able to gain and maintain this sole power. The template for the outline is HERE.
WEDNESDAY 2/26 & THURSDAY 2/27: WE will be starting a personal research project into the MIddle Ages, or Dark Ages. Both terms refer to the same period, roughly a thousand years between the Fall of Rome and The Renaissance; thus the Middle Ages. Renaissance scholars looking back at the era called it a period of educational, scientific and scholarly darkness; thus, the Dark Ages. Click HERE to do some of your own discovery. Click HERE for a short list of Medieval Primary Sources.
STUDENTS will create their own analysis of Medieval Life and Culture as described HERE.
STUDENTS will create their own analysis of Medieval Life and Culture as described HERE.
MONDAY 3/3: Students finished their work on their Middle Ages Culture Power Point Presentation, but Mr. Holm emphasized the importance of images to teach. All slides must be visible, with notes in hand, not on the slide. We practiced this teaching method with the slide show HERE and the clues 1979 & Cambodia.
TUESDAY 3/4: Students presented their visual lessons to other students. They were focused on teaching the culture that developed during the 1000 year period known as the Middle or Dark Ages. When their presentations were all complete, the students were able to finish the outline on CHURCH REFORM AND THE CRUSADES pp. 379-385.
WEDNESDAY 3/5: Initially students were questioned about problems that had arisen in the church by 1000AD, and led to understand the need for reforms and even the Crusades as a means to unite Christendom. But what were the unintended effects of the Crusades? See HERE. Our task in class was to demonstrate the understanding of complex economic terms like wage labor & rational calculation and apply them to the changes of Medieval seen HERE. Because this is a task we are in groups of two, it is not an at home assignment.
CAN YOU ANSWER THESE CRITICAL QUESTIONS ABOUT THE BIRTH OF CAPITALISM?
1. Guilds united skilled artisans like masons and allowed them to set craft and labor standards, as well as wages. Guilds also could protect those skills from division of labor. This change of mindset gradually moved many laborers from a life of serfdom. It attracted people to burghs, and if they could not be caught by the noblemen that they owed fealty for a year and a day, they were free.
2. That of course depends on who you are referring to; if a merchant didn't have to pay back interest he could increase his gains and pay back the loan more quickly, but then what is the motive for someone to loan money as a business venture? There would be no profit in money lending.
3. While the modern business school was not what universities provided in the high middle ages, the idea of knowledge as a means to make more money, was becoming clear. Those able to be members of guilds and universities had a much greater aptitude to understand how to make more money: just like today. After all, economics is often referred to as a science. Who makes more money today, the college graduate or the high school graduate?
4. Innovation and technology can lead to increased efficiency. Using the horse instead of the ox, a steel plow, better navigation techniques and shipping all lead to maximizing profit. Think of the maxim, 'build a better mousetrap, and the world will beat a path to your door' and substitute i-phone and 3-4-5G. You get the idea.
5. A three field system works under the same premise as above: calculating maximum efficiency. While one field sits fallow, recovering nutrients, the other two grow rotating crops. The following year the fields are rotated as well. This provides more food, which can support the burghs who can't grow their own. This system RATIONALLY CALCULATES the best way to be more efficient and increase production and profit.
6. Some think that the driving force of greed is unChristian. They think that making profit off of others is not the message of Jesus. Others think that done ethically, without the sole motivation of greed, capitalism can help the church grow and increase followers. The Parable of the Camel and the Eye of the Needle simply tells us we can't take it with us. Read Shakespeare's The Merchant Of Venice. There are some fun things to ponder there as well. Oh, and the Merchant, Shylock, is not Christian. Islamic law does not allow loans for interest. Why not? There are may things to consider when putting the institution of Economics next to the institution of Religion.
2. That of course depends on who you are referring to; if a merchant didn't have to pay back interest he could increase his gains and pay back the loan more quickly, but then what is the motive for someone to loan money as a business venture? There would be no profit in money lending.
3. While the modern business school was not what universities provided in the high middle ages, the idea of knowledge as a means to make more money, was becoming clear. Those able to be members of guilds and universities had a much greater aptitude to understand how to make more money: just like today. After all, economics is often referred to as a science. Who makes more money today, the college graduate or the high school graduate?
4. Innovation and technology can lead to increased efficiency. Using the horse instead of the ox, a steel plow, better navigation techniques and shipping all lead to maximizing profit. Think of the maxim, 'build a better mousetrap, and the world will beat a path to your door' and substitute i-phone and 3-4-5G. You get the idea.
5. A three field system works under the same premise as above: calculating maximum efficiency. While one field sits fallow, recovering nutrients, the other two grow rotating crops. The following year the fields are rotated as well. This provides more food, which can support the burghs who can't grow their own. This system RATIONALLY CALCULATES the best way to be more efficient and increase production and profit.
6. Some think that the driving force of greed is unChristian. They think that making profit off of others is not the message of Jesus. Others think that done ethically, without the sole motivation of greed, capitalism can help the church grow and increase followers. The Parable of the Camel and the Eye of the Needle simply tells us we can't take it with us. Read Shakespeare's The Merchant Of Venice. There are some fun things to ponder there as well. Oh, and the Merchant, Shylock, is not Christian. Islamic law does not allow loans for interest. Why not? There are may things to consider when putting the institution of Economics next to the institution of Religion.
Albrect Durer's Four Horsemen of the Apocalypse
WELCOME BACK!!! MONDAY 3/17: Students were reintroduced to the concepts, ideas, values & philosophy of the Italian Renaissance. Then we talked about the idea of a "TIPPING POINT" in history. This is where the inception of an idea begins to become more understood and accepted. The Italian Renaissance began to move to other areas and challenge political as well as religious views. We can see these in the writings of the Medici, Machiavelli and Dante on a political level, and Martin Luther on a religious level. To get a visual of this we watched The Medici: God Fathers of the Renaissance. FOR AN EXTENSION, watch the remainder of the episode HERE, then create a presentation using a visual media of your Choice that shows 5 steps to the Rise of the Medici as "God's Bankers."
To end the class, Students were given an identification sheet comparing the Italian and Northern Renaissances to jigsaw with their partner. These are foundation people & concepts for us to build on. Each student is assigned a section that we will jigsaw tomorrow. The identification sheet can be found HERE, and is due in class tomorrow.
TUESDAY 3/18: Students began class by reviewing the changing ideas initiated by the Renaissance with focus on the ideas of Niccolo Machiavelli (Secular Humanism & Power) & Martin Luther (Church Corruption.) Students then shared their jigsaw material comparing and contrasting the Italian and Northern Renaissance. Then students were asked to take a moment to analyze Machiavelli's Secular description of power, as seen HERE. For yet another EXTENSION opportunity, evaluate these 10 essential steps to power. Do they justify Machiavelli's nomenclature, or nickname, "The Prince of Darkness"? Write this in a 1 page paper.
One of the effects of trade and exploration during the Age was the initiation of the Trans-Atlantic slave trade. The question is often posed, 'How could a deeply Christian society impose a system that enslaved millions for the idea of gain?' A few answers may be offered in tonight's homework: HERE.
To end the class, Students were given an identification sheet comparing the Italian and Northern Renaissances to jigsaw with their partner. These are foundation people & concepts for us to build on. Each student is assigned a section that we will jigsaw tomorrow. The identification sheet can be found HERE, and is due in class tomorrow.
TUESDAY 3/18: Students began class by reviewing the changing ideas initiated by the Renaissance with focus on the ideas of Niccolo Machiavelli (Secular Humanism & Power) & Martin Luther (Church Corruption.) Students then shared their jigsaw material comparing and contrasting the Italian and Northern Renaissance. Then students were asked to take a moment to analyze Machiavelli's Secular description of power, as seen HERE. For yet another EXTENSION opportunity, evaluate these 10 essential steps to power. Do they justify Machiavelli's nomenclature, or nickname, "The Prince of Darkness"? Write this in a 1 page paper.
One of the effects of trade and exploration during the Age was the initiation of the Trans-Atlantic slave trade. The question is often posed, 'How could a deeply Christian society impose a system that enslaved millions for the idea of gain?' A few answers may be offered in tonight's homework: HERE.
WEDNESDAY 3/19: Class began with the question 'How can a deeply Christian society impose the trans-Atlantic slave trade?' Historic empathy is required, but it is also a connection to the final crusades as Christians mourned the loss of Constantinople. A Papal Bull in 1442, followed by another in 1452, the year Constantinople was lost, allowed "Saracens, pagans and other unbelievers-even to [be] reduce[d].... to perpetual slavery.” Students then shared their observations and conclusions about the economic RATIONAL CALCULATION of the slave trade over 450 years.
Students were then asked to gather secondary support out of the text regarding the initiation of the Protestant Reformation: Causes, Luther's Challenges and Response to Luther. These notes should be provided in Cornell Note form using pp.488-491 and the organizer found HERE.
Students were then asked to gather secondary support out of the text regarding the initiation of the Protestant Reformation: Causes, Luther's Challenges and Response to Luther. These notes should be provided in Cornell Note form using pp.488-491 and the organizer found HERE.
FIND THE DESCRIPTOR OF THE FOURTH TERM BOOK REVIEW HERE!
THURSDAY 3/20: Our opening activity involved a class share and compare of the Cornell notes from yesterday which generalized the cause, challenges and effects of Martin Luther's call for reform of the Catholic Church. After summarizing these facets we "bucketed" the Economic, political and Religious impacts of these elements on the flow chart seen HERE.
Following this activity we watched the first half hour of the PBS video EMPIRES: MARTIN LUTHER seen HERE. For an extension and extra credit, view the remainder of the film and record (Voice only or video) a 5 minute summary that touches on three significant aspects of Martin Luther's impact on modern Western Civilization. email the file to Mr. Holm at [email protected].
For tonight, annotate more specific data on the conflict between Catholics and Protestants using the notes provided HERE.
Following this activity we watched the first half hour of the PBS video EMPIRES: MARTIN LUTHER seen HERE. For an extension and extra credit, view the remainder of the film and record (Voice only or video) a 5 minute summary that touches on three significant aspects of Martin Luther's impact on modern Western Civilization. email the file to Mr. Holm at [email protected].
For tonight, annotate more specific data on the conflict between Catholics and Protestants using the notes provided HERE.
MONDAY 3/24: After reviewing the Protest of Martin Luther, the question was posed "How did Luther's actions spark an immediate and long term European Revolution?" Students were then introduced to King Henry VIII and Jean Calvin and their Protests. In small groups they investigated the questions found HERE, and the graphic seen above..
MONDAY 4/7: We began our work after spring break with the objective of understanding two main concepts: ABSOLUTISM & REVOLUTION. We created a visual understanding of ABSOLUTISM with the presentation seen HERE. By studying the rise of Elizabeth I & her cousin James I/VI, and then seeing the disillusion around Charles I we can understand the Revolutionary view that 'People should not fear their government. Government should fear their people."
As a class activity, students were asked to complete the political and revolutionary science time-line HERE.
MONDAY 4/7: We began our work after spring break with the objective of understanding two main concepts: ABSOLUTISM & REVOLUTION. We created a visual understanding of ABSOLUTISM with the presentation seen HERE. By studying the rise of Elizabeth I & her cousin James I/VI, and then seeing the disillusion around Charles I we can understand the Revolutionary view that 'People should not fear their government. Government should fear their people."
As a class activity, students were asked to complete the political and revolutionary science time-line HERE.
TUESDAY 4/8: Students began the class by evaluating their understanding of Absolutism, the Age of Kings and the Symbols we have used in class to represent the two. Aristotle maintained that the State has three functions: Deliberate and make law, execute the law & judge the law. Absolute Monarchs, like James I of England & Louis XIV of France, believed that God gave them the sole power to perform all three. Louis XIV even declared "I am the State."
Presentation of this power and its manifestation was provided as it concerned James I and his son Charles I, and how their power lead to Civil War with Calvinist Puritan Oliver Cromwell.
What is a Leviathan? What can threaten to tear our very lives apart? Should people fear their governments, or governments their people? These are the philosophic questions created by the English Civil War and Enlightenment. Thomas Hobbes spoke in favor of a social Contract that bowed to Kingly authority; thus, Absolutism. This was espoused in his 1652 book the Leviathan. See images HERE. Many tracts and pamphlets challenged this thinking, but none more important than those of John Locke.
Students worked in Groups of 2-3 to answer questions about the life and philosophies of one of America's greatest foundational thinkers: John Locke. Read the article HERE. Students answered the 8 questions in their group and will finish in class tomorrow.
To what was Thomas Hobbes referring when he wrote of the Leviathan? How did he propose to avoid this monster?
WEDNESDAY 4/9: Student groups had two rather involved tasks today. First they finished reading about the life and philosophies of John Locke from the article provided yesterday, then secondly they had a socratic seminar in two separate groups in order to share, compare and discuss LOCKEAN philosophy. Student performance was EXCELLENT!
THURSDAY 4/10 & FRIDAY 4/11: The late 1600's began the era known as THE ENLIGHTENMENT, where the German Philosopher Immanuel Kant dared people to know and "emerge from their nonage." Grow. Learn. Gain intellectual power and Independence. This in turn helped spur the SCIENTIFIC REVOLUTION or the AGE OF REASON which created break-throughs that Broke-with old ways of thinking. How did the ABSOLUTE MONARCHS respond? They had to contend with not only the radical political and economic ideas of John Locke, but also emerging new PARADIGMS about the world around them.
Students had the two days to annotate the article HERE and then illustrate the new concepts as instructed HERE. in the exercise, students are to take the read material and imagine a science fair in which the Absolute Monarchs of Europe have come to visit. How would they view the new Break-throughs and Break-withs? Are they excited? Afraid? How would they respond to Newton and Bacon and Copernicus? The assignment is due Monday.
If you are interested in a quick reference chart on new religious sects and schools of Science, look HERE.
THURSDAY 4/10 & FRIDAY 4/11: The late 1600's began the era known as THE ENLIGHTENMENT, where the German Philosopher Immanuel Kant dared people to know and "emerge from their nonage." Grow. Learn. Gain intellectual power and Independence. This in turn helped spur the SCIENTIFIC REVOLUTION or the AGE OF REASON which created break-throughs that Broke-with old ways of thinking. How did the ABSOLUTE MONARCHS respond? They had to contend with not only the radical political and economic ideas of John Locke, but also emerging new PARADIGMS about the world around them.
Students had the two days to annotate the article HERE and then illustrate the new concepts as instructed HERE. in the exercise, students are to take the read material and imagine a science fair in which the Absolute Monarchs of Europe have come to visit. How would they view the new Break-throughs and Break-withs? Are they excited? Afraid? How would they respond to Newton and Bacon and Copernicus? The assignment is due Monday.
If you are interested in a quick reference chart on new religious sects and schools of Science, look HERE.
MONDAY 4/14: Today's lesson centered around the term REVOLUTION. Small groups were asked to define it and several common thoughts came with the term: Big Change, new ideas, even violence. We narrowed the term down to "a break (sometimes violent) with an old way of thinking." The 18th and 19th centuries were rife with REVOLUTION in terms of all five institutions: Religion, politics, economics, education, and family. Today we began by looking at the inception of the Scientific Revolution and a Chapter called the PHILOSOPHES, as they were termed by the French. Students were asked to identify certain concepts and the Scientific Revolutionaries who developed them. This is due tomorrow.
Students then used these drawings and perspectives to examine the revolution that transpired through these questions: 1] Who were the Guardians of the Old Institutions? 2] How did the Practical Philosophers challenge their authority?
TUESDAY 4/15: Today we used the shortened late start block to analyze the Enlightenment's logical challenge to our Institutional beliefs. The most powerful challenges to this came from Voltaire, notably in his essay Tout est Bien. Read it HERE. Compare it to Alexander Pope's stanza from An Essay on Man Line 87:
Who sees with equal eye, as God of all,
A hero perish or a sparrow fall,
Atoms or systems into ruin hurled,
And now a bubble burst, and now a world.
WEDNESDAY 4/16: Today after a reminder about the BOOK REVIEW PROJECT we attempted to connect the Enlightenment ideals of the 1700s with the American ideals of Revolution as seen in the article HERE.
MONDAY 4/21: Students shared and compared Notes on the Article form Friday, Our Godless Constitution, about the Enlightenment principles of our Founding Fathers. In order to transition these ideas into the French Revolution students were asked to take Cornell Notes on pp651-655 in the Text: 1] The Old Order 2] Forces of Change 3] Dawn of Revolution & 4] A Great Fear Sweeps France.
Students then used these drawings and perspectives to examine the revolution that transpired through these questions: 1] Who were the Guardians of the Old Institutions? 2] How did the Practical Philosophers challenge their authority?
TUESDAY 4/15: Today we used the shortened late start block to analyze the Enlightenment's logical challenge to our Institutional beliefs. The most powerful challenges to this came from Voltaire, notably in his essay Tout est Bien. Read it HERE. Compare it to Alexander Pope's stanza from An Essay on Man Line 87:
Who sees with equal eye, as God of all,
A hero perish or a sparrow fall,
Atoms or systems into ruin hurled,
And now a bubble burst, and now a world.
WEDNESDAY 4/16: Today after a reminder about the BOOK REVIEW PROJECT we attempted to connect the Enlightenment ideals of the 1700s with the American ideals of Revolution as seen in the article HERE.
MONDAY 4/21: Students shared and compared Notes on the Article form Friday, Our Godless Constitution, about the Enlightenment principles of our Founding Fathers. In order to transition these ideas into the French Revolution students were asked to take Cornell Notes on pp651-655 in the Text: 1] The Old Order 2] Forces of Change 3] Dawn of Revolution & 4] A Great Fear Sweeps France.
EXTENSION OPPORTUNITY!! Enlightenment women had radical ideas about their liberty as well. Mary Wollstonecraft, mother of Mary Wollstonecraft Shelly, who wrote the novel Frankenstein, was a deep thinker who challenged the ownership and legal authority of men, just because they were men. Her Vindication of the Rights of Women created a great stir in Europe. For an extra credit opportunity 1] find an image of Mary like the one above 2] design a series of 4 to 5 quotes around the image 3] Analyze and explain each of Mary's ideas. The choice of media product is yours, but you may find the product HERE helpful. You may turn in the product in hard copy or digital form.
MONDAY 4/28: Students continued presentations of the course of the Frrench Revolution and Reign of Terror, as seen HERE. TOday they also analyzed their own attitudes about Revolution and violence. They compared their own thoughts to that of Charles Dickens, Thomas Paine and Edmund Burke. Our OBJECTIVE THIS WEEK is to answer the question, 'To what extent did Napoleon save or betray the French Revolution?' Students need to bring in a 2-4 page article on Napoleon of their own discovery for tomorrow.
REVEIL DU TIERS ETAT ????
MONDAY 4/28: Students continued presentations of the course of the Frrench Revolution and Reign of Terror, as seen HERE. TOday they also analyzed their own attitudes about Revolution and violence. They compared their own thoughts to that of Charles Dickens, Thomas Paine and Edmund Burke. Our OBJECTIVE THIS WEEK is to answer the question, 'To what extent did Napoleon save or betray the French Revolution?' Students need to bring in a 2-4 page article on Napoleon of their own discovery for tomorrow.
REVEIL DU TIERS ETAT ????
VIEW THE VIDEO FROM FRIDAY'S CLASS HERE: PBS EMPIRES-NAPOLEON, EPISODE TWO "MASTERING LUCK"
WEDNESDAY 4/30: Students were given the task of creating a presentation that makes their argument to the question, 'To what extent was Napoleon the Savior or Betrayer of the French Revolution?' To complete this task they are to use the site www.prezi.com following the model seen HERE , or create a web page using WEEBLY as seen HERE, and the outline that was provided HERE. THIS COMPLETE ASSESSMENT IS DUE TUESDAY 5/6.
TUESDAY & WEDNESDAY 5/6-5-7: Students began following modern Empire, Industrialization and Wealth of Nations by identifying the geography of world Rail Roads and the nations that built them. Students began to also analyze the positive and negative effects of this new economic Revolution, as seen below and in the txt pp.717-727.
How does the Wealth of Nations fit the philosophy of the Enlightenment? Look to the Economist Adam Smith HERE.
WEDNESDAY 4/30: Students were given the task of creating a presentation that makes their argument to the question, 'To what extent was Napoleon the Savior or Betrayer of the French Revolution?' To complete this task they are to use the site www.prezi.com following the model seen HERE , or create a web page using WEEBLY as seen HERE, and the outline that was provided HERE. THIS COMPLETE ASSESSMENT IS DUE TUESDAY 5/6.
TUESDAY & WEDNESDAY 5/6-5-7: Students began following modern Empire, Industrialization and Wealth of Nations by identifying the geography of world Rail Roads and the nations that built them. Students began to also analyze the positive and negative effects of this new economic Revolution, as seen below and in the txt pp.717-727.
How does the Wealth of Nations fit the philosophy of the Enlightenment? Look to the Economist Adam Smith HERE.