World History Homework: Due Wednesday!

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We are pretty short on time this week, so you will need to complete your Cornell Notes on Chapter 8, sections 2 and 3 BEFORE WEDNESDAY’S CLASS.  Bring your completed sheet to class.  The easiest way to do this is to complete it while listening to my video–I explain everything you need!

Here are the notes on the 1830 and 1848 Revolutions

And here is a video explanation of those notes:

World History Unit 3: The French Revolution, Napoleon, and Revolutions of 1848

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Here is everything you need to succeed on Unit 3 in World History:

Our study guide for the test: The French Revolution, Napoleon, and 1830 1848

The notes from when we “acted” out the French Revolution on 10/2 and 10/3: French Revolution Simulation

Here are the Cornell Notes on Chapter 6:  Cornell Style Notes French Rev

How about a Crash Course on the French Revolution?

Here are notes on the rise and fall of Napoleon: The Napoleonic Era

And here is a VIDEO EXPLANATION OF THE NOTES for those who need a little extra help!

Here are notes on the Congress of Vienna

Here are the notes on the 1830 and 1848 Revolutions

And here is a video explanation of those notes:

And now for some fun stuff!

Here’s a fun little French Revolution song: Everything you need to know in less than 3 minutes!

Here’s one I like–The French Revolution according to Coldplay:

And, here’s the French Revolution, Lady Gaga Style!

APUSH: Unit 3–The Age of Jackson

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I don’t have to tell you that this is a BIG unit.  There are so many important changes happening in this era: political, social, intellectual, and economic.  We’re going to take a little longer on this unit due to its size, yet it is more important than ever to stay on top of the reading.  Saving this for the end of the unit almost always results in a disastrous performance on the exam.  Be sure to utilize seminar help and if needed make appointments for after school review, too.

Here is your Unit Packet: Unit 3

Here are the readings and an explanation of your concept sheet.  You will be the ONLY ONE leading the discussion on your article, so you’d better understand the thesis and main points!  Be sure to see me ahead of time if you don’t so we can make sense of it together.

Here is a list of databases for your Storyboards, and here are the requirements:

Requirements for Storyboards Jackson

Notes from Class:

Presidential Election of 1824

North, South, West CORRECTED: See below for a video lecture of both of these notes combined!

Jacksonian Democracy: See below video for a video lecture of these notes!

HERE are the COURT CASES we discuss, and the REFORMERS we discuss:  Judicial Nationalism and Reform Movements

Here are the notes on Chapter 12 discussing the Texas Revolution and Mexican-American War (11/5)

Manifest Destiny and Mexico

How about some CRASH COURSE? Here’s a little bit on the Market Revolution:

And one on Jackson’s Administration:

APUSH: Age of Reform HOMEWORK for TUESDAY, 10/14!

View the two videos below (I ran out of time in the first one so the second is VERY short!).  Pay close attention to each reformer and their INFLUENCE upon American culture.  Which person do you believe has the MOST influence?  Whom do you think has the LEAST?  Go through your textbook Chapters 10-11 and back up your opinion with specific data and facts!

On TUESDAY, we’ll get into teams and you’ll need to RANK these people from most influential to least influential.  It might be helpful to get notes down on each person so that you have a good set of basic data to help you make your decision.

Here are the reformers/leaders/movements we’ll discuss in class:

Charles Grandison Finney, Ann Lee and the Shakers, Joseph Smith, Brigham Young, Robert Owen and New Harmony, the artists of the Hudson River School, the Temperance movement, Thomas Galludet, Dorothea Dix, William Lloyd Garrison, Frederick Douglass, Lucretia Mott, Elizabeth Cady Stanton, Ralph Waldo Emerson, Henry David Thoreau, Edgar Allen Poe, Nathaniel Hawthorne, Herman Mellville, Walt Whitman, Horace Mann

Ready? GO!

Part 2 (short!)

The Enlightenment is TRENDING

You already know that the scientists and philosophers in the Scientific Revolution and Enlightenment relied upon the printing press and the written word to get their ideas out.  This is why Diderot’s “Encyclopedie” was banned, why Copernicus did not reveal his studies until the end of his life, and why John Locke’s “Two Treatises on Government” was so influential in the American Revolution.

What if these people communicated like we do…through our phones?

Your task is to take your assigned personality from Chapter 1 or 5 and create a Twitter profile that takes their IDEAS from their time and translates into WORDS TODAY.  Who would be upset at your person, and why?  What would they be “retweeting?” What was “trending” during their lifetime?  What pictures would they share?

Here are the requirements:

1. All information you gather must be FROM OUR TEXTBOOK. You’re being tested on the book, NOT on Google!

2. Complete all pictures and give them appropriate captions. (There are 6)

3. Complete your profile with information in the book.

4. Complete two retweets from groups or people your person would support.

5. Fill in 7 tweets from your person, and three tweets coming from other people (they can agree or disagree!). Appropriate “twitter battles” are totally encouraged here!  Who would want to argue with your person?

All pictures, tweets, and information must be accurate and school-appropriate.  I am looking for how well you pull your person’s IDEAS and HISTORY into your profile.

Open this template in your Google Apps, and get started! Twitter Template

APUSH: The Convention is TRENDING

You and your partner will take an identity of a Framer and use the following template to create a page and some conversations that WOULD HAVE GONE ON had the Founding Fathers had their smartphones handy and some good, reliable WiFi.  Have some fun with it and share it when you’re done!

Topics you MUST have somewhere on your page (pull these from Madison’s notes!):

  • How does your Framer feel about REPRESENTATION?
  • How does your Framer feel about SLAVERY?
  • How does your Framer feel about a BILL OF RIGHTS?

Requirements:

1. All 6 photos chosen for historical significance, with accurate descriptions in tweets. These should be photos YOUR PERSON chose, supporting some aspect of the Constitution that they agree or disagree with.

2. 10 school-appropriate tweets related to what YOUR Framer said according to Madison’s Notes (see your packet!).  You should make 7 of these things YOUR FRAMER said, and 3 of them from OTHER PEOPLE/FRAMERS who disagree.  

3. 2 RETWEETS from other FRAMERS or GROUPS that you believe in.

4. Who should they follow?  Who would be popping up in their suggestions?   List 3 people and find pictures.

5. What is TRENDING in 1787 for your Framer?

6. Your profile information and ideas correctly expressed throughout.  You can find information on your Framer, here.

Use the following template:  Twitter Template You can download it and open in your Google Apps.  Save it as YOUR FRAMER, YOUR LAST NAMES and share it with your partner and ziemnik.sara@rrcs.org

Have fun!

APUSH Classwork for Wednesday 9/17

Last night, you examined the “Ghosts of the Revolution” according to Alfred Young.  Who are these ghosts?  Why did they “scare” the Framers?

Wednesday’s CLASSWORK:  We will examine two “additional ghosts”:  Benjamin Banneker (Banneker Letter) and Abigail Adams (Abigail Adams Remember the Ladies).  Read each letter and understand the main points each author is making!  How will these ghosts affect the creation of the new Constitution? Let’s discuss!

World History Unit 2 Helpful Stuff: Scientific Revolution and Enlightenment

Here are some helpful things for our unit on the Scientific Revolution and Enlightenment!

Your study guide can be found here: Unit 2 Study Guide Scientific Rev and Enlightenment

Read Chapter 1, Section 5, and understand the effects that these people and their discoveries had upon Europe.  Pay special attention to how specifically they were challenging the authority of the Catholic Church and the Kings and Queens.  How do we see their influence even today?  The Scientific Revolution

Here are some helpful notes on the Enlightenment and our Enlightenment “philosophes.”  Be sure you understand what each thinker says is the “BEST” way to rule.  How do you see their influence today (especially in our own country)? Enlightenment Notes

Here are the notes from our discussion on Chapter 5, Section 2, and the EFFECTS of the Enlightenment (look on page 2): Enlightenment Ideas Spread Clues

Here is some information on the Enlightenment and the American Revolution: Enlightenment and American Revolution

Here is a helpful video to view to understand the Scientific Revolution and Enlightenment. View 2 1/2 minutes or so from about 8:05 to the end (about 10:50):

APUSH: Unit 2 Helpful Stuff

Allright, APUSH it’s time for the “Critical Period!” In case you were wondering, that’s basically from about 1783 (signing of the Treaty of Paris officially ending the Revolution) through 1824.  It’s the first few years of the nation where we realize that a) we’d better fix these Articles of Confederation things or we’re in BIG trouble and b) France, Spain, and England are pushing us around and we’d better deal with them. We’ll also address the causes and effects of the War of 1812 and conclude with the Era of Good Feeling and the Monroe Doctrine.

Here is some helpful stuff for you:

Unit 2 Packet: Unit 2 NEW

And here is the rubric for your project, due after the Unit 2 Test: Critical Period Rubric

Think about our discussion of the four “GHOSTS” that were “haunting” the Framers of the Constitution during that summer of 1787 in Philadelphia. Young explains 4 ghosts below, and then we added two more:  Abigail Adams and Benjamin Banneker.  Be sure you understand what each represented and how the Framers dealt with each “Ghost.” FOR WEDNESDAY, 9/17: Comment or write who EACH of the FOUR “GHOSTS” were, and why the Framers were afraid of them.  You can comment on this post or write this to submit.

Ghosts of the Revolution by Alfred Young

Notes from Unit 2 can be found here (and more added as we go!): Chapter 5 APUSH and Chapter 6 Notes and Chapter 7 for Unit 2

For Tuesday’s debate, you’ll need to take YOUR historian’s perspective and argue in favor or against the following statement: “The American Revolution WAS truly a SOCIAL Revolution in every sense of the word.”  Use your historian’s perspective below:

Zinn Revolution

Viewpoint 2 WOOD

Think elections today have nasty commercials? Think again! These are the ACTUAL WORDS from the campaign trail in the Election of 1800, used for a modern “attack ad.”

Here’s a helpful video on understanding Jeffersonian Democracy (minutes 6-the end are particularly important!)

And a fun Crash Course on the War of 1812:

Finally, a short funny/informative video on James Monroe and the Era of Good Feeling: