Targets WWI Chapter 23

Chapter23 WWI Targets

Grading the Industrial Revolution DBQ

This first tested DBQ is not meant to crush or kill anyone.  I want my students to be able to write without fear of failure this time.  The basic rubric that I will be working with looks like this:

60 points - Multiple paragraph essay answer
10 points - Thesis
10 points - Support of Thesis (reference to documents, at least 1/2 of them)
10 points - Showing quality prior knowledge of the Industrial Revolution
10 points - Conclusion (restating of thesis and driving home your points)

When you do the DBQ in AP class it will be timed.

The first 10 minutes are silent (no writing) and only reading of the questions.  You are not allowed to write until the first 10 minutes are elapsed.

Agenda: Week of March 29th - March 31st

Quote of the Week:  "The men the American public admire most extravagantly are the most daring liars; the men they detest most violently are those who try to tell them the truth. "  - H. L. Mencken

We have a 3 day week.  Easter break is Thursday-Friday-Sat./Sun.  No school on Thursday or Friday.  We will be back the Monday after Easter Sunday.

Monday - 
1.  Industrial Revolution Notes.
2.  DBQ on Industrial Revolution: Effects
3.  DBQ Football

Tuesday - 
1.  Turn in World Leader Project Paper (The product is due next Tuesday, April 6th)
2.  Discuss DBQ Football, reflect on what we did yesterday in class.
3.  Preview the DBQ Test on Wednesday.
4.  Philosophical Chairs over "The Industrial Revolution was ultimately a good thing for the world."

Wednesday - 

Agenda: Friday, March 25, 2010

Quote of the Day:  "Everything in moderation, including moderation." - Julia Child

Learning Target:

•  The Industrial Revolution spread to Europe and North America. In the United States, the railroad made it possible to sell manufactured goods from the Northeast across the country.
•  The Industrial Revolution had a tremendous social impact in Europe. Cities grew quickly, and an industrial middle class emerged. The industrial working class, meanwhile, dealt with wretched working conditions. These conditions gave rise to socialism, a movement aimed at improving working conditions through government control of the means of production.

1.  Mr. Duez will show the Teacher of the Year video while students are coming into class.  We'll discuss our wonderful teachers at this school and also our winner, Mrs. Adkins.  Many of you will have her next year for English III AP and you will find out first hand why she is so awesome.
2.  Notes on Industrial Revolution.
3.  Get the DBQ back that we worked on last time.  Work in groups to come up with a common thesis statement.

For Monday - Read Chapters 19 and 20 for your knowledge base for the DBQ.
On Tuesday the Project Essay is due for the World Leaders Project
Wednesday is the DQB test on Ch. 19 and 20 Industrial Revolution

Agenda: Wed/Thu March 24 and 25, 2010

Quote of the Day:  "Age is an issue of mind over matter.  If you don't mind, it doesn't matter." - Mark Twain

1.  Videos from Chapter 19, 20 and 21.  Students will watch the 10 minute video, take notes and write a summary.  It will be collected.
2.  DQB #21 Industrial Revolution Beginnings.  Students will work on the DBQ in class and turn in at the end of the period.

Homework due on Friday from Ch. 19 & 20
On Tuesday the Essay for the Project is due.
On Wednesday we will do the DBQ on Ch. 19 and 20 in class.

Crystal Palace anew.. in Dallas.

We saw the Crystal Palace in Chapter 20's chapter video - "The Industrial Movement."

It no longer exists.  But, a building in Dallas has been built (in the 1980s) which resembles it - Infomart.

From the infomart website:
NFOMART opened in 1985 as a permanent trade center for the information technology industry. Covering 1.6 million square feet, the building was modeled after London’s Crystal Palace, the site of the first World’s Fair, the Great Exhibition of 1851. Like the Crystal Palace, INFOMART Dallas is a stunning landmark whose bold design and elegant seven-story atrium reflect the forward-thinking purpose for which the building was constructed. For this reason, England’s Parliament has declared INFOMART Dallas as the official successor Crystal Palace.

Practice DBQ - For Wednesday in Class


Agenda: Tuesday, March 23, 2010

Quote of the Day:  "I like the dreams of the future better than the history of the past."  - Thomas Jefferson

* Understand the basic ideas behind the Current Event about the health care bill in America.
* What is a DBQ?  How do you analyze a document (APPARTS)?

1.  We will watch the first portion of NBC Nightly News from last night that shows passage of the new health care bill.  We will discuss the pros and cons.  Students will do 2x2 summaries (2 summary sentences for 2 different stories & take notes).

2.  What is a DBQ?  We'll work through the power point and also answer analysis about some of the example documents.

What You Need to Know About DBQs

What You Need to Know About DBQs

Agenda: Monday, March 22nd, 2010

Quote of the Day:  "Luck is when preparation meets opportunity."  - Seneca

* Analyze both the positive & negative effects of the Industrial Revolution. Was industrialization ultimately good for society? Why or why not?
The Industrial Revolution began in the late eighteenth century and turned Great Britain into the first and the richest industrialized nation. A series of technological advances caused Great Britain to become a leader in the production of cotton, coal, and iron. After the introduction of the first steampowered locomotives, railroad tracks were laid across Great Britain, reducing the cost of shipping goods.
* The Industrial Revolution spread to Europe and North America. In the United States, the railroad
made it possible to sell manufactured goods from the Northeast across the country.
* The Industrial Revolution had a tremendous social impact in Europe. Cities grew quickly, and an
industrial middle class emerged. The industrial working class, meanwhile, dealt with wretched
working conditions. These conditions gave rise to socialism, a movement aimed at improving
working conditions through government control of the means of production.

1.  Current Events - Discuss the Health Care law.  Show video clips of John Boehner, Nancy Pelosi, and President Barack Obama discussing the new law.
2.  Introduce Ch. 19 and 20 Industrial Revolution.  Pass out Targets.  Discuss what a DBQ is.
3.  Notes Chapter 19 and 20 Industrial Revolution.

Due this Friday - Homework questions
Due next Tuesday - Essay for the project
Next Wed/Thu - DBQ in class on Chapters 19 and 20

The Pacific - HBO Series

The 10 part mini series on HBO begins tonight.  It is made by the same folks that brought you Band of Brothers.  I'm hoping this documentary does for the Pacific theater of WWII what Band of Brothers did for Europe.

The Pacific Website

This was a great story that aired last night on NBC Nightly News about one of the characters from The Pacific:

SAT Training Camp with the Rockets!

Here is a link to all the information:
I wanted to relay this information to you, sounds like a GREAT opportunity:

Students that Attend Receive:
o Twenty (20) students will win the chance to take the Princeton Review SAT Training Course
for only $50. This course is valued at $600. Students must submit essay to be
considered. Deadline for submitting essay is Tuesday, March 23rd. Details Attached.
o First 300 Students to Register & Attend will Receive Two (2) tickets to Rockets vs. Wizards
game on March 30, 2010.
o All students will receive Rockets/Comcast Memorbilia

The Houston Rockets, Comcast and the Princeton Review will again host the annual SAT Training
Camp for high school students and their parents. This FREE college preparatory workshop will be
held at Toyota Center on Sunday, March 28, 2010 from 12:00pm-4:00pm.

SAT Training Camp will present a full menu of information to help guide parents and students
through the college application process. Sessions will include financial aid and admissions
workshops, Princeton Review test taking seminar, as well as one-on-one discussions with
representatives from local colleges and universities.

Finally, students and parents will hear from Rockets players and education experts about “what it
takes” to succeed in college. Panelists will also answer personal questions.
The “SAT Training Camp” is FREE, but space is limited. Please distribute the attached
application to your students in grades 9-12. Registration forms are also available on-line at Click on Community/SAT Training Camp. Deadline to register is Tuesday,
March 23, 2010.

Mr. Duez is out of school on Friday

I am sorry, but I will not be at school on Friday.  I am experiencing vertigo symptoms, dizziness and balance issues.

IF YOU NEED TO TAKE YOUR TEST, I WILL ALLOW A FULL WEEK TO STUDY WHEN WE RETURN FROM THE BREAK.  You will not have to take the test on the first day back from Spring Break.  I will be available in tutoring that Tue and Thu to help you study.  I know it is not your fault that I am out sick on Friday.  So you will not be penalized for it.

The substitute will administer class on Friday and this is the agenda:

1.  CNN Student News.
2.  AP Parts Document & this article:  Article published Mar 4, 2007 Studies find benefits to Advanced Placement Courses By JAY MATHEWS The Washington Post
Students will use AP Parts to analyze the article.
This is a first step in working with documents and that will be our focus after spring break - DBQ (Document Based Questions) and FRQ (Free Response Questions).  This will be great preparation for AP and Dual US History next year.
3.  If time remains you will view Chapter 19, 20, and 21 videos on Impressionism, Industrial Revolution and Imperialism.  Those topics will be our focus during our DBQ/FRQ unit.

Have a wonderful spring break.

Agenda: Wed/Thu March 10 & 11, 2010

Quote of the Day:  "It's never over 'till it's over." "You can observe a lot by watching."  & "90% of baseball is 1/2 mental." - Yogi Berra, former N.Y. Yankee catcher

*Begin class with kiosk slides of questions and answers to review for Ch. 17 Enlightenment*
1.  Finish Napoleon Notes - Retreat from Russia, Rises again and then Waterloo.
2.  Review Game - Hollywood Squares - "Revolutionary Squares" - Review of Ch. 18 French Revolution
3.  T E S T  - Chapters 17 and 18

For Friday and over the break - work on your World Leaders Project.
Paper is due on March 30th
Product is due on April 6th

Teacher of the Year Voting

Voting for Teacher of the Year at AHS takes place Wednesday and Thursday in Advisory. But, you can vote now if you'd like. The ballot is on the front page of the school website. Or at this link:
Vote for 2010 AHS Teacher of the Year

This is an award that I was very fortunate to win in 2006-2007, our first year at AHS.  It was a true honor to represent our school and to be chosen by students, faculty and staff.  We have so many fantastic teachers at our school and we are very lucky to have them.  The list of 13 nominees is an amazing group.  They come from each of the four subject areas and electives.  I am very proud of the social studies nominees:  Mr. Scalia (who won last year), Mrs. Diaz, Mr. Bingham, Mrs. Dunn, Mr. Fortenberry and (of course) Mrs. Duez.  It is amazing to see 6 of the final 13 teachers from our social studies team.  Just amazing to consider.  We are a lucky and very talented group.

Please do vote and spend a moment this week telling your favorite teacher how much they mean to you and how much they have helped you.  It means a lot and can really be a nice boost to someone's day.  Right around spring break everyone is exhausted, but it means a lot when a teacher is given a few words of encouragement from one of their students.
Here is a power point of the great nominees:

Coldplay's Viva La Vida & Liberty Leading the People

Some students have asked me about the Coldplay album Viva La Vida or Death and All It's Friends and it's relationship to the French Revolution.

In a Rolling Stone magazine interview, Chris Martin announced the album's title and its release date. Viva la Vida, a Spanish phrase which translates into English as "long live life". It takes its name from a painting by Frida Kahlo, an acclaimed 20th century Mexican artist.  The album art and concepts for their tour seemed to center around revolutionary concepts.  The idea seemed to work for Coldplay.  The album won the Grammy Award for Best Rock Album at the 2009 Grammy Awards.

The album cover art is an 1830 painting by Eugène Delacroix entitled Liberty Leading the People.

Why a woman leading the people?  She is "Lady Liberty."  She has a name to the French: Marianne.  She makes her initial appearance in Delacriox's painting.  It celebrates the July Revolution, including the July 14th storming of the Bastille that is today remembered each year as French Independence day.

Today Marianne appears on the Coldplay album cover and also today as the logo of the French Republic.  Which to me, looks an awful lot like the logo of Major League Baseball or the National Basketball Association.

The video for Viva La Vida has a "painting" touch to it. Video for "Viva la Vida":

Notes - Chapter 18 - Napoleon

CH18 Napoleon

Agenda: Tuesday, March 9, 2010

Quote of the Day:  “History is a myth that men agree to believe.”  -Napoleon

* Napoleon formed a new government, the consulate, in which he held absolute power. In 1802 he was crowned emperor and signed a peace treaty with Russia, Great Britain, and Austria.
* At home, he made peace with the Catholic Church and created a functioning bureaucracy. His Napoleonic Code preserved many of the rights gained in the revolution.
* By 1807, Napoleon had created a French empire. In parts of the empire, Napoleon sought to spread the revolution. However, his invasions had contributed to the spread of nationalism as well.

1.  Review the questions from the French Revolution Video.  Be sure that everyone has the correct answers.
2.  Introduce Napoleon & notes
3.  Video from Chapter 18 - Napoleon.  10 min look at his life.

Review for the test next time.

What should you do to prepare for the test?
1.  Read Ch. 17 Section 1 & 2.
2.  Read all of Chapter 18 (including Napoleon)
3.  Review your notes from class and the blog.
4.  Review the questions and answers from the French Revolution video from class.

Notes Chapter 18 The French Revolution


Estates General Simulation or Breakfast, Lunch and a Diet Coke for Mr. Duez

We had a lot of fun on Friday at the beginning of class.  I used the first 10 minutes to conduct a simulation of what it must have been like for the Estates General of France in pre-revolutionary times.  King Louis XVI and his ministers called the Estates General (the French parliament or congress at the time) to session because the country was ravaged by war debt, food shortage, and also a bitter cold winter.  The lawmakers had not met in 175 years.  (Which always prompts a question from a student, how old were those guys anyways, 200?)

The problem with the Estates General was that it was setup in a 3 vote system.  The 3 estates each had one vote a piece.  The 1st estate was the clergy, 2nd was the royalty, and the 3rd estate was everyone else (basically 98% of the people!).  Each estate having one vote, it was easy for the 1st two estates to outvote the 3rd every time.  So the first two would never pay taxes and the third would.

So I asked first period, how could we simulate this and they said, "Well, we would have to vote on who would pay the tax."  I said, "What would the tax even be?"  So I proposed in 1st period that whoever lost the vote would have to bring Mr. Duez breakfast on Monday morning!  (Of course I was kidding, but it was a fun thing to kid about)

Pretty quickly I determined that two young people sitting next to each other were both wearing crosses.  They were the clergy!  In the back we had a young man all dressed up in a suit and tie.  He was obviously taking Communication Applications (Speech) and all dressed up for that.  I said, "You are the king!"  The young lady sitting with him was the queen.  They represented the royalty.  The rest of the classroom was the 3rd estate - everyone else.

I gave them about 2 minutes to discuss it among themselves, how they would vote.  1st period very quickly formed an alliance between the first two estates and I had a great time laughing about how great my breakfast would taste on Monday.  The third estate (all of the class except for 4 kids) immediately got upset.  I said, "Are you upset enough to execute the king and revolt?"  I then had the kids think about how they must have felt in France at the time.  Starving and in the middle of a bread shortage.  They were enduring the worst winter conditions in 90 years.  No wonder they wanted to cut some heads off!

It was a neat simulation because I could see the kids face react as we went along.  Sure they can witness a video describing the three estates and how the Estates General works.  But, when they were actually in the middle of it, it quickly became apparent how unfair it all was.
A meeting of the Estates General in France.

Later in the day 5th period played the simulation, but it was for Mr. Duez's lunch on Monday.  It played out exactly as in first period.  The Third Estate was paying.  But, in 6th period things were different, as they usually are.  Of course, things did not play out how you thought they would.  They had the clergy paying the tax.  I was just shaking my head.  So we had to discuss it a little longer to explain exactly how things worked during the pre-revolutionary days of France.  Hopefully they understood what the heck was going on.  But late in the period, one of the members of the clergy asked me, "Mr. Duez what do you want your Diet Coke in?  A bottle or can?"

Maybe Monday evening I'll be writing about my wonderful breakfast, lunch and diet coke?  :)  Hopefully during the test the students will remember the mess that was the Estates General.

The result of the first meeting in 175 years of the Estates General?  King Louis XVI had the doors locked the next day.  The members of the third estate went to the neighboring handball court and took what is called the Tennis Court Oath - vowing to meet until they establish a new government.  They called themselves the "National Assembly."

Agenda: Monday, March 8, 2010

Quote of the Day: "Terror is only justice: prompt, severe and inflexible; it is then an emanation of virtue; it is less a distinct principle than a natural consequence of the general principle of democracy, applied to the most pressing wants of the country." - Maximilien Robespierre
Pictured below - The Execution of Robespierre:

* Is violence to achieve liberty and justice justifiable?
* Explain the "Reign of Terror" and the "Great Terror"
* is Napoleon "The Revolution?"

1.  Review the important characters of the revolution (Louis, Marie, Robespierre, Marat, Danton, Corday, Napoleon)
2.  Video - continue "The French Revolution"
3.  Answer ?s from the handout on the video

Agenda: Friday, March 5, 2010

Quote of the Day:  "The king must die so that the country may live."  - Maximilien Robespierre

* Understand how the Estates General functioned.  Why was it so unfair to the majority of the people?
* What did the Declaration of the Rights of Man do for revolutionary France?
* What characters emerge in the revolution?  Who are (Louis XVI, Marie, Robespierre, Marat, Charlotte Corday)

1.  Simulation vote of the 3 estates.  2 students are in the 1st estate (clergy), 2 students are in the 2nd estate (nobility), the remainder of the class is the 3rd estate (everyone else).  We will vote on who will bring Mr. Duez breakfast or lunch on Monday.  Of course, most classes will figure out that if the 1st two estates vote together, the third never really has a vote.
2.  The French Revolution Video.  We'll cover the storming of the Bastille, Marat's newspaper, "Let them eat cake!", the guillotine, and the assassination of Louis XVI.

Students are answering the questions on the movie.  On Monday we will finish the video and review the characters of the revolution.  On Tuesday we'll discuss Napoleon.  Wed/Thu is the test on Ch. 17 and 18.  We will review before the test.

The French Revolution Video

"A new republic will be born in blood.  The blood of the French Revolution."

You can find the rest of the parts of this video by searching Youtube for:  The French Revolution.

Agenda: Wed & Thu March 3 & 4, 2010

Quote of the Day:  "Man is born free, yet everywhere he is in chains." - Rousseau

* What is a "social contract" and how did Rousseau feel about the role of the individual and their place in society?
*  What were the primary causes of the American and French Revolutions?

1.  Notes Ch. 17 - Rousseau and Enlightened Absolutism
2.  Video - "The French Revolution"

Agenda: Tuesday, March 2, 2010

Quote of the Day:  "What the earthquake didn't take... the sea did."  - Chilean Earthquake survivor about the earthquake and sub-sequential tsunami this past weekend.

* How did the Scientific Revolution help to give rise to the Enlightenment?
* How did the Enlightened thinkers and Philosophes influence the American and French Revolutions?

1.  Video of the Chilean Earthquake and discussion.  Compare and contrast the Haitian earthquake to this one in Chile.
2.  Notes on Chapter 17 "The Enlightenment."

Agenda: Monday, March 1st, 2010

Quote of the Day:  "I don't know how to put this, but I'm kind of a big deal. People know me. I'm very important and I have many leather bound books and my apartment smells of rich mahogany." - Ron Burgandy 

Learning Targets:
* What was the role of "reason" in the Enlightenment?
* How do "philosophes" of different discipline interact and make a difference in each other's philosophies?
* How does the Enlightenment help lead to the American and French Revolutions?

1.  New Seats, Eagle & Pigeon Awards.
2.  Get outlines back.  Work in teams of three to read and discuss their outlines and get help.  Mr. Duez will conference with those students who have not turned one in yet.
3.  Notes Chapter 17 - "The Enlightenment!"