Class time: review & prep for shared inquiry In today's class, we will begin by reviewing the feedback received for both your Shared Inquiry Prep Notes and your participation in formative Shared Inquiries
Helpful Links for Today's Class:
We will go over the QCI Table and what you need to add to this table. This table will be summatively assessed for your Shared Inquiry Prep. It is important that you complete it with detail and print it out prior to arriving to class on Thursday (A Blocks) or Friday (B Blocks). About the use of the QCI table during the Summative Shared Inquiry: You will be allowed to use the printed QCI Table during your Summative Shared Inquiry. All information on the QCI table must be relevant to the Shared Inquiry Discussion questions. You will turn these in at the end of class. You MAY NOT ADD to them during the Shared Inqiry-- you will be given a separate scratch piece of paper for recording ideas and thoughts you have during the Summative Shared Inquiry. You will be allowed to access your computer for looking something up or checking your "power" notes, but be careful as too much time on the laptop during the Shared Inquiry will waste time you could use in the discussion (it becomes a distraction).
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In today's class, you will be writing your essay (formative) on the similarity(ies) and difference(s) of the French and Russian Revolution. In the first 10 minutes of class, you will conduct a brief peer review of someone else's outline. Afterwards, you will upload your outline to Schoology. You will have most of the class time to write your essay. Here is the breakdown of the class time today:  In today's class, we will focus on comparing/contrasting the French and Russian Revolutions. Questions we will ask in small group discussions as we explore how these two revolutions were similar and different... Helpful Links for today's class:
Causes of the revolutions:
Process of carrying out the revolutions:
Consequences (impacts) of the revolutions:
Based on your group's responses (and your individual response) to these questions, develop a venn diagram (you will do this individually but with group input via small group discussion). After you have discussed this in your small group, we will discuss the two revolutions as a class. HW/Prep: Create an outline for a compare/contrast essay (formative) on the french and russian revolution. Your homework, in preparation for writing a formative compare/contrast essay on the French and Russian Revolutions, is to develop an outline for your formative essay. The following document has been dropped in your WH Drop Folder.
You will type your formative essay outline on this document: (have this ready at the beginning of next class)
Today, you will do similar work within your group as you did for the French Revolution, but this time for the Russian Revolution. This will allow us to be able to do a compare/contrast of the two revolutions and their leaders next week. Link to Today's Helpful Resources: Model of Russian Revolution (1 group member make a copy and share with rest of group) Russian Revolution Presentation -- additional links on last slide HW: Create a revolution poster -- choose either french or russian; |
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| Class Reflection Discussion:
| Today, you will continue working on the table of the 6 Stages of Revolution within your group. Afterwards, you will create a diagram of the causes, process and consequences of the French Revolution (a mind map). Your diagram needs to be digital and shared among your group. Finally, you will identify the key figures in the French Revolution and what role they played in the Revolution. Steps for today:
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HW/Prep: Read Chapter 30, Sections 1 & 2 "Revolutions in Russia" (pages 866-881) --Take notes; answer questions
Use the above sections (1 & 2) of Chapter 30 in the textbook to help answer the questions below. Be sure you take notes and add the source (textbook) as your source of information. If you use any additional sources (videos, articles, websites) be sure to list those other sources with your notes.
Questions to research and answer in your notes:
Questions to research and answer in your notes:
- Why did those in the revolutionary movement resort to the use violence and terror as a means to try to achieve their goals of the revolution?
- How is the form of government Russia ended up with similar to and/or different from their initial ideals at the start of the revolution? (remember their are intended and unintended consequences in revolutions)
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"So you say you want a revolution..."
For the first part of today's class, we will take a look at what a revolution really is (how is this different from a war?), what causes revolutions, some examples of revolutions and how we go about studying the causes, processes and consequences of revolutions (and maybe why they are worth studying)... after that... we'll take a look at the French Revolution.
Helpful Resource Links for Today's Class:
Helpful Resource Links for Today's Class:
- Intro to Revolutions Presentation (Google Slides)
- French Revolution Presentation (Google Slides)
- Model of a Revolution - French Revolution: Student Template (1 member of your group makes a copy)
HW: Read "European Revolutions"; Due 11/15 (A Blocks); 11/16 (B Blocks)
Read through the below textbook pages (you can also use additional resources) to help you answer the following questions:
- What was the most common political causes for revolutions in Europe? ... economic causes? ... social causes?
- Did all of the revolutions result in positive outcomes (consequences)? What were some of the positive changes? What were some of the negative changes?
- Chapter 24 "Europe Faces Revolutions", pages 687-691 and 706-711
- Chapter 30 "Revolutions in Russia", pages 867- 879
Today, you will participate in your second formative Shared Inquiry. We will use a "Fishbowl" Socratic Discussion Format.
You will participate in a group of 6-7 students.
When you are not participating in the discussion, you will be actively evaluating and giving feedback --either directly for a student or indirectly by observing and reporting on group behavior (using a Google Survey).
Here are helpful links for today's Formative Socratic Discussion:
You will participate in a group of 6-7 students.
When you are not participating in the discussion, you will be actively evaluating and giving feedback --either directly for a student or indirectly by observing and reporting on group behavior (using a Google Survey).
Here are helpful links for today's Formative Socratic Discussion:
HW: Read Textbook Ch. 23 "The French Revolution and Napoleon" and take notes; Due Friday, Nov. 11 (A Blocks); or Monday, Nov. 14 (B Blocks)
As you read through Chapter 23 (pages 648-675) on the French Revolution, take notes that help you answer the following questions:
SUMMARY: Your notes should contain a summary for each question--this summary is your answer to the question. This is your analysis and interpretation based on the evidence from your reading/research and the notes.
SOURCE: Be sure to record the source of your notes. It is the textbook: World History: Patterns of Interaction, pages 648-675)
QUESTIONS: You should list a few additional questions you have about the French Revolution. You will use these questions to frame a discussion in class on Friday (A Blocks) or Monday (B Blocks)
- What were the causes of the French Revolution?
- How would you define an 'unjust' government?
- What was the impact of the French Revolution?
- Reflection and personal point of view: How would YOU define an 'unjust' government?
- Reflection and personal point of view: How would YOU change an unjust government?
SUMMARY: Your notes should contain a summary for each question--this summary is your answer to the question. This is your analysis and interpretation based on the evidence from your reading/research and the notes.
SOURCE: Be sure to record the source of your notes. It is the textbook: World History: Patterns of Interaction, pages 648-675)
QUESTIONS: You should list a few additional questions you have about the French Revolution. You will use these questions to frame a discussion in class on Friday (A Blocks) or Monday (B Blocks)
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Today, you and your group will be assigned one of the philosophers from the Enlightenment period.
Individual Classwork: Quick practice (Textbook pg 631):
Read the primary sources from Rousseau and Montesquieu and answer the document-based questions.
Group Classwork: Shared DBQ on the following philosophers:
You will go through the primary source documents and answer questions about these philosophers. Afterwards you will discuss this in your small table group and then as a larger class discussion.
Helpful link for today's class*:
The Shared Inquiry document you need for today's class is posted in Schoology.
Enlightenment Period & Philosophers Presentation (Google Slides)
Shared Inquiry Prep (Research Notes for Socratic Discussion) Rubric (Google Doc)
Individual Classwork: Quick practice (Textbook pg 631):
Read the primary sources from Rousseau and Montesquieu and answer the document-based questions.
Group Classwork: Shared DBQ on the following philosophers:
You will go through the primary source documents and answer questions about these philosophers. Afterwards you will discuss this in your small table group and then as a larger class discussion.
- Adam Smith
- John Locke
- Francios (Arouet) Voltaire
- Mary Wollstonecraft
Helpful link for today's class*:
The Shared Inquiry document you need for today's class is posted in Schoology.
Enlightenment Period & Philosophers Presentation (Google Slides)
Shared Inquiry Prep (Research Notes for Socratic Discussion) Rubric (Google Doc)
HW: Prep - Due Wed. (A Blocks); Due Thursday (B blocks)
take more notes & summarize your responses to the questions
-- AND ADD ADDITIONAL QUESTIONS YOU HAVE ABOUT "KNOWLEDGE AS POWER" FOR THE NEXT
FORMATIVE SHARED INQUIRY (#2)
FORMATIVE SHARED INQUIRY (#2)
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Today, we will get started with looking at the Enlightenment Period, which was a time in European history of revolutionary ideas that sparked social and political changes throughout Europe --as well as inspired revolutionary changes beyond Europe. Today's focus is on looking at what the Enlightenment was, and the key individuals and their role during this time period.
Helpful link for today's class:
Enlightenment Period & Philosophers Presentation (Google Slides)
Shared Inquiry Prep (Research Notes for Socratic Discussion) Rubric (Google Doc)
Helpful link for today's class:
Enlightenment Period & Philosophers Presentation (Google Slides)
Shared Inquiry Prep (Research Notes for Socratic Discussion) Rubric (Google Doc)
HW Prep -- Watch 4 Enlightenment philosophers videos; take notes
Due Mon. Nov. 7 (A Blocks) or Tues. Nov 8 (B Blocks)
Watch the Power Philosophy videos in the playlist (Locke; Machiavelli; Hobbes; Rousseau) and continue to add detailed notes to your research portfolio and use the information in the videos to help answer the questions above.
Mrs. Stewart's Course
You'll find a daily agenda posted here for each day that class meets
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