1. How did the Scientific Revolution and the Enlightenment provide the philosophical foundation for the American and French Revolutions? • The Scientific Revolution gave rise to the Enlightenment, an eighteenth-century movement that stressed the role of philosophy and reason in improving society. Rationalism and secularism developed was a foundation for a modern worldview based on science and reasoning that spawned the scientific method. • Enlightenment intellectuals, known as philosophes, were chiefly social reformers from the nobility and the middle class. They often met in the salons of the upper classes to discuss the ideas of such giants as Montesquieu, Voltaire, and Diderot. • The later Enlightenment produced social thinkers such as Jean-Jacques Rousseau and an early advocate of women's rights, Mary Wollstonecraft. Salon gatherings, along with the growth of book and magazine publishing, helped spread Enlightenment ideas among a broad audience.
Agenda:
1. Turn in Video Project Proposals.
2. Introduce Chapters 17 and 18 - The Scientific Revolution Notes
3. 10 minute Chapter Video on Technological Advancements of the Scientific Revolution.
Agenda:
1. We will visit with the counselor in the LGI-House that you belong to. This should last about 20-30 minutes.
2. We will review Chapter 14 and prepare for the test on Friday.
3. We will debate who was right - Hobbes or Locke?
4. We'll watch a few more of the examples from year's past - The Video Project.
TEST IS FRIDAY Video Project proposals are due on Monday.
* The French king, Louis XIV, is regarded as the best example of a seventeenth century absolutist ruler. Louis used all means at his disposal to keep power firmly in his own hands. • Writing and drama reached new heights in England and Spain. Two writers from this period, England's Shakespeareand Spain's Lope de Vega, are considered among the greatest writers ever. • Political thought also evolved during this period. Thomas Hobbes argued in favor of absolutism. Hobbes's fellow Englishman, John Locke, countered that governments were formed by a contract to protect people's natural rights. Locke's ideas became important to both Americans and French in the eighteenth century. • We will do a philosophical chairs debate in class (Wed/Thu) – Who was right Hobbes or Locke?
Agenda:
1. Quiz Chapter 14
2. Video from Chapter 14 - Louis "The Sun King"
3. Notes - Louis, Shakespeare, Hobbes/Locke
Wed/Thu - we will head to the counselor and then come back to finish the chapter. We'll review and discuss Hobbes/Locke's political thought. TEST IS FRIDAY Video Project proposal is due on Monday
Quote of the Day: "Normal is just a setting on your dryer." - Patsy Clairmont
Learning Targets: Chapter 14 Targets • Charles I of England was executed by Oliver Cromwell, a military genius who led a revolt against the crown. The English Revolution was the latest battle in a struggle pitting Parliament against the monarchy. • In 1688, King James II fled to France and the Dutch king, William of Orange, took power with almost no bloodshed. In exchange for the crown, William and his wife, Mary, accepted a Bill of Rights, laying the groundwork for a constitutional monarchy.
I just got this email from the counselors, I'm sorry, but I didn't know about this before hand:
Sophomores should be turning in their course selection sheets to you today. If they do not have it today, please encourage them to turn it in ASAP.
Please take these up and send them to the student's counselor. You could also send them all to me and I will make sure it gets to the correct counselor.
We will meet with the students individually through their World History class on Feb. 23rd and 24th. I will send out an email later to clarify the process for these days.
Please turn your course selection sheets into me on MONDAY and I will be sure to get them to the counselors.
• From 1560 to 1650, Europe was filled with economic and social crises. Witch-hunts were common. Religious disputes in Germany left over from the Peace of Augsburg led to the Thirty Years' War. The war evolved into a much larger European struggle. • Charles I of England was executed by Oliver Cromwell, a military genius who led a revolt against the crown. The English Revolution was the latest battle in a struggle pitting Parliament against the monarchy. • In 1688, King James II fled to France and the Dutch king, William of Orange, took power with almost no bloodshed. In exchange for the crown, William and his wife, Mary, accepted a Bill of Rights, laying the groundwork for a constitutional monarchy.
Agenda:
1. "Good News" for Friday - T.G.I.F.!
2. Watch a Video Project Example from previous year. Your Proposal for the project is due on Monday, Feb. 28th. Write up your project choice, what you plan to do (type of software you'll use), why you want to do this project and be sure to make it good. Best proposal will get their selection in each class.
3. Collect Homework for Chapter 14 (quiz on Tuesday)
4. Cold Call for Chapter 14 Section 1. Review.
5. Notes Chapter 14 - "Thirty Years' War" and "Glorious Revolution."
QUIZ TUESDAY Course Selection Sheets due next Wed/Thu TEST Next Friday
Mr. Bingham, sponsor of the National Honor Society, wanted me to pass this announcement along to you:
IMPORTANT REMINDER
If you have a 4.0 GPA as of the last semester, you perform service to your school and community and are a leader among your peers AND you are interested in joining the National Honor Society then you must attend one of the two MANDATORY MEETINGS:
The 5th Six Week's Period Project is The Video Project. This has been a very rewarding project for students in the past. They are able to choose a topic and present to the class in video format.
Students have the option of creating a video file from Photo Story or Movie Maker. Windows Movie Maker and Photostory are loaded on every computer in the school. Photo Story is a free download from this site: Photostory 3 for Windows
The grade will consist of 30 points for the video, 40 points for an essay/sources, and 30 points for a presentation.
Students must also use a works cited or bibliography of 5 sources. The score for the bibliography will be recorded within the essay grade. So students will place their works cited page at the end of their essay. There must also be at least 5 text slides within their video depicting their topic.
Africa
The Africa project is an opportunity for students to learn more about the very complex continent. From its diverse eco-systems to its kaleidoscope of cultures, Africa offers a wealth of valuable learning opportunities.
The project will focus on bringing to light the most difficult issues of life in Africa and it's history. There are also some project choices that are designed to show what the world is doing to help and give hope to the African continent. Students will research to find answers to key questions and they will share with the class their findings.
The Environment:
From the United States government website the definition of Earth Day is Earth Day is a time to celebrate gains we have made and create new visions to accelerate environmental progress. Earth Day is a time to unite around new actions. Earth Day and every day is a time to act to protect our planet.
Through these projects students will learn what is being done around the world to protect the planet for future generations.
The Modern World
In World History class we cover material up and through the second World War. During the fifth six week's period we open a chance for students to learn more about the modern world in a project.
This project gives students a chance to choose from a variety of events that occurred after 1945.
Africa - Possible Topics
GROUP 1 Rwanda: HUTU VS TUTSI "The Rwandan Genocide"
Possible Ideas:
Where are they?
When did this occur?
What was the problem—why were they fighting?
If the people flee, where do they go?
Who colonized the area? What do they have to do with the fighting?
How are the Hutu and Tutsi different from one another?
Why should anyone care about it?
MUST INCLUDE: What did the US do, what are they doing now and/or what are they going to do? Do you think the US did or is doing the right thing?
At least 5 pictures.
Bibliography
GROUP 2 DEFORESTATION IN AFRICA
Possible Ideas:
Where is it taking place?
How fast is it taking place?
Why is it taking place?
What are the possible effects on people, land, animals and the environment as a whole?
Can it be stopped?
Should it be stopped?
Who can stop it?
Why should anyone care if deforestation is happening?
MUST INCLUDE: What did the US do, what are they doing now and/or what are they going to do? Do you think the US did or is doing the right thing?
At least 5 pictures.
Bibliography
GROUP 3 ENDANGERED SPECIES & POACHING IN AFRICA
Possible Ideas:
What animals or animals?
Where are they?
Why are they becoming extinct?
What can be done about it?
Why should people care?
What are the benefits of poaching for a country?
What are the downsides of poaching?
Why should anyone care if there is poaching?
MUST INCLUDE: What did the US do, what are they doing now and/or what are they going to do? Do you think the US did or is doing the right thing?
At least 5 pictures.
Bibliography
GROUP 4 DIAMOND TRADE
Possible Ideas:
Where is it taking place?
Who is mining the diamonds?
Why do they call them "Blood Diamonds?"
Why are they fighting?
What is happening to the people mining the diamonds?
How much money do they make?
Is a diamond really worth as much as it sells for?
Who is really making the money?
Why should people care about the diamond trade?
MUST INCLUDE: What did the US do, what are they doing now and/or what are they going to do? Do you think the US did or is doing the right thing?
At least 5 pictures.
Bibliography
GROUP 5 GENOCIDE IN DARFUR SUDAN
Possible Ideas:
What is genocide?
Why is it happening?
Who is doing it?
Who is getting hurt?
Who is trying to stop it?
Where are the refugees going?
What are the people like in Sudan?
What are the major problems of Sudan?
Why should people care?
MUST INCLUDE: What did the US do, what are they doing now and/or what are they going to do? Do you think the US did or is doing the right thing?
At least 5 pictures.
Bibliography
GROUP 6 STARVATION IN THE AFRICAN HORN
Possible Ideas:
Where is the African Horn?
Why are people starving?
Why don’t they just move?
What is the climate like?
Why don’t they grow more food?
Why do people keep having more babies?
Who is helping?
Why should anyone care?
MUST INCLUDE: What did the US do, what are they doing now and/or what are they going to do? Do you think the US did or is doing the right thing?
At least 5 pictures.
Bibliography
GROUP 7 (PRODUCT) RED, LIVE AID, & LIVE 8
Possible Ideas:
How do do/did these programs work?
What were the goals?
Did the programs reach their goals?
How does charity, benefits and programs like these help the people of Africa?
How can business and companies around the world help to support Africa?
What is the importance of trade on African countries?
What companies are involved in (Product)Red? How does it fund aide to Africa?
MUST INCLUDE: What did the world do to help? How are current charitable benefits contributing to the relief and support for the peoples of Africa? What more can be done?
GROUP 8 AIDS
Possible Ideas:
What is AIDS?
Where did it come from?
Why is AIDS such a big deal in Africa?
Do the people get medication?
Why is it spreading at such an alarming rate?
Why don’t the people use protection?
What is being done to stop it?
Who is helping those with the disease?
Why aren’t more countries helping?
Why aren’t the people educated about the disease?
Why should you care if people have AIDS in Africa?
MUST INCLUDE: What did the US do, what are they doing now and/or what are they going to do? Do you think the US did or is doing the right thing?
At least 5 pictures.
Bibliography
GROUP 9 APARTHEID
Possible Ideas:
What is apartheid?
Where did it happen?
Why did it happen?
How could it happen?
How long ago did it happen?
Who ended it?
How were people treated?
Why wasn’t there a revolution earlier?
Why did people care about Apartheid—or did they care about it?
MUST INCLUDE: What did the US do, what are they doing now and/or what are they going to do? Do you think the US did or is doing the right thing?
At least 5 pictures.
Bibliography
The Environment - Possible Topics
1. Earth Day
What is Earth Day? When does it happen annually? What year did it begin? Why are there two Earth Days? What events are planned for this year to celebrate Earth Day? Why is the day celebrated? What are the goals of organizers?
2. Global Warming and Climate Change
What is Global Warming? What are the causes? What is the greenhouse effect? What is the relationship to Ozone depletion? What is the cause of recent global temperature increase? What are scientists claiming to be the cures for global warming? How can it be slowed or halted? What small things can be done by individuals to help? What is the "cap and trade" approach to solving emission problems? What is the Kyoto Protocol? Why did the US decide not to join?
3. Future Cars
What are the types of hybrid cars that consumers can currently purchase? How do they work? Do hybrid cars need to be plugged in? Do hybrid cards go slower or perform more sluggishly than their all-gas counterparts? What do hybrid cars look like today? Explain the advantages and drawbacks to future technologies to propel our cars: hybrid (gas/electric), hydrogen, ethanol-bio diesel, solar, and even air cars. Would you drive a 'future car'? Should governments mandate that gas mileage rates improve? Should governments mandate/fund future car initiatives?
4. Alternative Energy
Possible choices to explain their possiblities: Clean burning coal, Nuclear power, Solar, Wind, Geothermal, Ocean thermal energy conversion, Wave power, Bioenergy, ethanol, hydrogen. How does your electric company produce the power that you use in your home? What is energy deregulation and explain how it has worked in Houston? How do these non-carbon producing energy sources work and which are considered most feasible for future use? Research energy companies that produce their electricity through green sources (like wind, solar, and geothermal). Are they more expensive? What will our future homes be like in regards to our power and electricity needs?
5. 3 R's: Reduce, Reuse, Recycle
How does recycling work? What products can be recycled? Is there recycling in your neighborhood? Where does your garbage go? Is it worth the cost of recycling to go through the trouble? What are the benefits? What are the drawbacks? Explain the techniques used to recycle. How can average households practice the 3 R's?
6. Air Quality
How does the United States measure air quality? Which cities have the worst air quality? Which have the best? What factors determine the quality of air? What kinds of medical conditions can be caused by poor air quality? What is SMOG? How are cities & national governments working to prevent SMOG and poor air quality? Are citizens prone to breathing conditions (like asthma) because of the quality of their air? What is Houston's reputation as a city in regards to it's air quality?
7. Water Quality
What effects do oil spills, ship pollution, and surface runoff have on our seas and oceans? What kinds of waterborne diseases are spread through poor water quality around the world? What agency in the United States protects and regulates contaminants in the public water system? What about bottled water? What effects the quality of drinking water in the United States and why does it vary so much depending on community? What effect does over population play in the amount of available safe drinking water for the Earth's residents? Who tests our water? What is in our drinking water? Where does your area's drinking water come from?
The Modern World - Possible Topics
1. Cold War
Who fought in the Cold War? Who won the Cold War? How many battles were fought? What is MAD - Mutually Assured Destruction? What is a Super Power? Explain the two types of government that were at odds in a bipolar superpower world. What events ended the Cold War? What was the impact of the Cold War on present day events?
2. Vietnam War
When was the Vietnam War fought? What countries were involved? Who won the war? How many lives were lost? What was Agent Orange (a chemical defoliant) and how was it used? What was the Tet Offensive and how did it change American involvement in the war? What did Americans learn from the War? Why do some people compare the current war in Iraq to the struggle in Vietnam?
3. Cuban Missile Crisis
When did this occur? What were the nations involved and who were their leaders? How did the "Bay of Pigs Invasion" lead to the crisis? What was the U-2? How did the "quarantine" or blockade function? Explain the importance of telegrams to the crisis. How close were the two sides to an all out nuclear war?
4. JFK Assassination
Where did it take place? What commission conducted the official investigation and what was their findings? Why was the result controversial to some people? Explain the possible conspiracy theories. What was the HSCA's controversial Dictabelt evidence? What were the similarities to other presidential deaths while in office? How did America respond to the loss of President Kennedy? How is JFK remembered as a President in history?
5. Civil Rights Movement in the US
When did they occur? Who were the leaders and heroes? How did the work of The Black Panther Party, Young Lords, the Weatherman and the Brown Berets differ from the tactics of earlier Civil Rights groups? What legislative and judicial decisions gave legal rights to African-Americans? What is the impact today of the Civil Rights Movement?
6. Chernobyl Disaster
Where is this city? What disaster happened here? How many people lived there before the accident? How many people died "officially"? What were the causes of the accident? What were the effects of the disaster? What have been the long-term health risks for the people of the areas surrounding Chernobyl? How did it effect the environment? What are the consequences of further collapse and problems on the site? As scientists monitor radiation levels and contamination on the site, how do they explain the abundance of animal and plant life?
7. Iraq Wars - Gulf War (1990-1991) & Iraq War (2003-present)
What were the conditions behind the first Gulf War and the Second? What countries were involved? How did the first and second wars differ? What was "Shock and Awe?" How did conditions change for American troops after the invasion of Iraq began an occupation? List the advantages of American involvement in Iraq for the people of Iraq. List the disadvantages. What are insurgents? Explain why some believe Iraq is in a civil war between religious combatants. What is the surge? How does the President think the surge will help end the present Iraq War? What are the names and beliefs of the different Islamic groups in Iraq? Why are they fighting?
8. September 11, 2001 Attacks
Who were the terrorists? What was their plan? Explain the destination and success of the three attacks. List other potential plots that have been uncovered that did not occur on 911. Explain the motive of the attackers. What was the reaction of the United States and the World? What have been the long-term economic and potential health effects? Explain the plans for memorials and future rebuilding at the sites of the attacks. Why do some people compare the 911 attacks to Pearl Harbor? What is the impact on the United States today?
Quote of the Day: "There will never Queen sit in my seat with more zeal to my country, care to my subjects and that will sooner with willingness venture her life for your good and safety than myself." - Queen Elizabeth I during her Golden Speech
• The English monarch, Elizabeth, sought to placate both Protestants and Catholics at home while balancing the power of France and Spain. Hoping to restore Catholicism to power, Philip tried to invade England and met with disastrous results.
Also - understand what is expected from the Video portion of the Video project. Mr. Duez will show some examples from previous years and also share the rubric with the class.
Agenda:
1. We will begin with a video and discussion about Queen Elizabeth's speech at Tillbury which assured her troops while they waited the invasion of the Spanish army.
2. The class will then conduct a Socratic Seminar in small groups. Students should have annotated (follow directions on the handout) of Queen Elizabeth's Golden Speech: http://www.mrduez.com/2011/02/elizabeth-is-golden-speech.html
3. We will come back together as a big group and discuss the speech. We'll see a quick video clip that explains the historical implications of Queen Elizabeth's Golden Speech.
4. Mr. Duez will distribute the Video Project - Video Rubric. We'll also see an example or two from previous years and discuss the expectations for the project.
• The English monarch, Elizabeth, sought to placate both Protestants and Catholics at home while balancing the power of France and Spain. Hoping to restore Catholicism to power, Philip tried to invade England and met with disastrous results. • From 1560 to 1650, Europe was filled with economic and social crises. Witch-hunts were common. Religious disputes in Germany left over from the Peace of Augsburg led to the Thirty Years' War. The war evolved into a much larger European struggle.
Agenda:
1. Distribute Video Project Rubrics & show an example of a great video project from the past.
2. Notes - Absolutism - England's Queen Elizabeth & the Spanish Armada
3. Tomorrow we will discuss in Socratic Groups: "Elizabeth's Golden Speech." Have read and annotated it for class Wed/Thu.
Homework due Friday. Quiz next Tuesday. Test next Friday.
Quote of the Day: "You will find, as you look back upon your life, that the moments when you really lived are the moments when you have done things in the spirit of love." -- Henry Drummond
Section 1
Europe in Crisis: The Wars of Religion
1. How does the Protestant Reformation lead to religious wars and “absolute” rulers? • Out of the wars of the sixteenth century, absolutist rulers emerged in many parts of Europe, while England laid the groundwork for a constitutional monarchy. Art, literature, and political thought were heavily influenced by changes in the wake of the Reformation. • Wars between Catholics and Protestants plagued sixteenth-century Europe. Economic, social, and political forces all played a role. For nearly 40 years, the French Wars of Religion pitted Catholics against Protestant Huguenots. • Catholic Spain appeared to be at the height of its power. However, Philip II was bankrupting Spain with costly wars. Meanwhile, the United Provinces of the Netherlands, a heavily Protestant region of the Spanish Empire, emerged as a great power in its own right.
Quote of the Day: "Twenty years from now you will be more disappointed by the things that you didn’t do than by the ones you did do. So throw off the bowlines. Sail away from the safe harbor. Catch the trade winds in your sails. Explore. Dream. Discover."- Mark Twain
Learning Targets: * What is a human right? * Why are human rights important? * How can we protect human rights world wide?
Agenda:
1. Finish Human Rights Projects
Hand in the notes students have taken on the project presentations. Write a reflection of the project.
2. Pass out rubric for Video Project
Note new due dates for Ch. 14:
Friday Feb. 18 - Homework due
Tuesday Feb. 22 - Quiz
Friday Feb. 25 - TEST
Quote of the Day: “What lies behind us and what lies before us are tiny matters compared to what lies within us” – Ralph Waldo Emerson
Learning Targets: * What is a human right? * Why are human rights important? * Why should people and governments protect human rights?
Agenda:
1. First 45 minutes we'll be in the PAC to hear from the counselors about scheduling for next year.
2. Finish presenting Human Rights Projects
3. A look forward to Chapter 14 or the Video Project (if time permits)
Quote of the Day: "Being happy doesn't mean everything is perfect. It mean you've decided to see beyond the imperfections." - Annon.
Learning Targets: * What is a human right? * Are human rights important for nations to protect? * How have human rights shaped World History?
Agenda:
1. Mr. Duez will discuss dual credit and advanced placement US History for next year. This will give students a chance to think about it and ask some questions before we go to the counselor next time. Mr. Gillespie's APUSH and DUAL website Mr. Scalia's APUSH and DUAL website
2. We will present Human Rights Projects. Students will go in order from #1-#30. Students will present this information:
1. Show the poster and students can try to figure out what it means. Then explain the human right.
2. Explain what country you chose to write about and how it manages with this human right.
3. Explain how the United States does.
Coming up:
Tomorrow we go to the counselors for scheduling. Bring your course request forms.
We will also finish presenting projects.
Friday we'll begin Chapter 14 - "Absolutism."
Quote of the Day:“You may have a fresh start any moment you choose, for this thing that we call 'failure' is not the falling down, but the staying down.” - Mary Pickford
[Quick update on how I am doing - the IV infusion treatments are going very well. I feel pretty good, just real tired and have a very red face (for some reason). I have Thursday and Friday remaining for the treatments. Don't be surprised if I look pretty bad or tired on Monday. The crash from finishing the treatments can be pretty dramatic and pretty tough. But, I'll be ok. Hoping we don't have school on Friday so I don't miss another day with everyone.]
I know we may not have school on Friday. BUT, if we do you will take the Chapter 12 Renaissance/Reformation test. So be prepared. I hope if they are going to cancel school that they do it well in advance of the morning so that everyone can be prepared.
But, I have to say that you WILL take the test either Friday or Monday. So be ready and be prepared. I want to give you some help/hints (especially since I have been out this week). So here are a few:
READ the chapter. All of it. Read it through with the Target Sheet.
Essay Group 1: Choose one of the following essays and answer on a separate sheet of paper as fully as you can. Choose between #1a and #1b.
1a. Explain what a Renaissance Man is by describing the life of Leonardo da Vinci. Also compare him to a Renaissance person from modern day.
1b. Compare the advances in Renaissance art forms with that of art between the fall of Rome and the rise of the Renaissance Period (Middle Ages/Dark Ages art). How was the Renaissance an important period for art and how did artists advance in concepts, forms, and practices?
Essay Group 2: Choose one of the following essays and answer on a separate sheet of paper as fully as you can. Choose between #2a and #2b.
2a. “As soon as the coin in the coffer rings, the soul from purgatory springs!”
2b. “Erasmus laid the egg that Luther hatched.”
I'll leave you with this prediction:
Pittsburgh Steelers 27 Green Bay Packers 23 MVP - LaMarr Woodley, LB, Steelers. He will have a number of sacks and a defensive TD. :-)
We are going to have a nice party at home and enjoy the game and commercials. Hope you have a fun celebration if you are going to watch the big game, too. Hopefully it'll be a great game.
And one final Steeler item. At Heinz Field when the Steelers need a big Defensive stop, they come out of the break with this song/video. The scoreboard turns entirely black for about 30 seconds and the place starts going crazy. Fans scream, "RENEGADE!" and then this video plays:
Quote of the Week: "In the end, it's not the years in your life that count. It's the life in your years"-- Abraham Lincoln
Mr. Duez will probably not be here from Wednesday through Friday. Here is the agenda for those days:
Wednesday & Thursday:
1. Quiz for the first 20 minutes of class.
2. Then the movie "Luther" with questions to answer as it plays. This video will show you the dramatic interpretation of Luther's life and his struggle with the Catholic church. It should bring to life this portion of the chapter and help prepare you for the test.
3. Turn in Questions at the end.
Friday:
1. Test for Chapter 12
On Monday and Tuesday we will present our Human Rights projects.
On Wednesday and Thursday we will be going to the counselors to schedule classes.
On Friday of next week we will begin Chapter 14.
Quote of the Day: "When the coin in the coffer rings, the soul from purgatory springs!" - Johan Tetzel
Learning Targets: * Who was Martin Luther? * Why did he disagree with the Catholic Church? * Explain the system of indulgences. * What does "When the coin in the coffer rings, the soul from purgatory springs!" mean?
Agenda:
1. Collect Homework for Chapter 12
2. Notes - Chapter 12 Reformation
3. If time, prepare for quiz for next class.
coming up...
QUIZ on Wed/Thu
TEST - Friday
Present Projects - Mon/Tue next week
Counselors for scheduling - Wed/Thu next week
