Docstoc

Critical Thinking Short Essays – I used this strategy several

Document Sample
Critical Thinking Short Essays – I used this strategy several Powered By Docstoc
					Critical Thinking Short Essays – I used this strategy several times to discuss trade and the Age of Absolute Monarchs.
Exploration Plays – Students acted out short scripts that they had written about different events in the Age of Exploration.
Dynastic Chart – Students completed a chart identifying the royal houses in Europe with the countries and the monarchs that
correspond.
Critical Thinking Graphic Organizers – Students analyzed the various governments that existed during 17th century England, and
identified the positive and negative traits of each, and then identified which form of government was the best government
(student opinions).
Propaganda Poster – Students created posters in support of the Cavaliers during the English Civil War.
Underground Newspaper Front Page – Students grouped up to create the front page of an underground newspaper in support of
Parliament during the reign of Charles I. The newspapers were to include articles, pictures, headlines.
Philosophical Quotes- Students were given a quote from Thomas Hobbes, and they had to analyze how the quote played into
Enlightenment ideals and later American Democracy.
Enlightenment ideas compared with US Constitution (Critical Thinking)– Students identify different Enlightenment ideas and their
sources that eventually influenced the US Constitution.
Take Home Essay – This is an opportunity for students to try to relate all of the different topics that we have been studying.
Student – Teaching - Students were assigned a part of the unit on the Enlightenment to teach to the class. The instructions were
to teach the lesson using whatever method the students felt would be most effective.
Historical Quotes – Students must identify the meaning or the significance of the quotes.
          Map Analysis – Students analyze and answer questions regarding a period map.
Class Debate – The class is split into two camps and each has to research the arguments and rebuttals that each side will present.
Students are assigned roles within the group so each knows when each person will speak and who they will be debating against.
Letter Writing activity – Students wrote letters to historical figures about events that have occurred and give their opinions on the
matter.
Art Slideshow –Students were shown different examples of artistic styles as they were put into the context of the class and the
lessons learned.
Short Essay Writing – Students were given a variety of topics to write about where they were to express their own thoughts and
opinions on the matter.
Graphic organizer – Students organized economic terms and figures into a graphic organizer.
List-Group-Label –Students took a list of twenty terms and names and identified them into specific categories based on economic
theory.
Timeline-Cloze Activity – students filled in blanks on a timeline which forced students to research the answers.
Songwriting Activity – Students were to pretend that they lived during WWI and write a song or a rap that detailed their
experiences and included the information learned in the chapter.
Cause and Effect Chart- Students gave the causes and/or effects of events that led up to the Great War.
Postcard Writing – Students wrote a postcard to a loved one regarding the Russo-Japanese War. Students could pretend to be
either Russian or Japanese, and they could be writing home from the war front, or sending news to a soldier in the war.
Taking a side – Students were to choose which countries were the good guys and bad guys in WWI and explain why. The class
discussed the outcomes of their assessment.
Analysis of Art – Students were given art from Marcel Duchamp and Jose Orozco and asked to discuss the significance of each as
it applied to WWI and its after effects.
Comparison of Revolutions – Students compared the Russian Revolution to past revolutions and listed commonalities and
differences.
World Leaders Chart – Students created a chart of World Leaders between the World Wars and noted their political party,
political philosophy, and membership in government institutions.
Propaganda Analysis – Students looked at propaganda of the Soviet Union and of Josef Stalin to understand the effects of
propaganda.
Primary Sources- students looked at writing by Gandhi to assess his philosophical and political beliefs.
          Geography Quizzes – Students studied and learned the geography of Europe and Asia
Baseball Card Activity – Students were to choose figures from the 1920s and 1930s and create baseball-type cards for their
figures.
Quiz Marathon – Giving the same quiz several (5) days in a row until I could gather that students were learning the material.
WWII Radio Broadcast – Students will pair up to create a 4-6 minute Radio broadcast about one major event in WWII. Students
may choose the country for which they are reporting and propaganda from that country must be included in the broadcast.
Broadcasts will be recorded.
Primary Source Reading – Students took a look at various sources from the USSR during the reign of Stalin, and from the writings
of Mahatma Gandhi.
Chart of World Leaders between WWI and WWII- students were to fill in the charts which included the political parties,
philosophies, and other information about the figures.
In-Class Essay Test – Students had the option to choose one topic from eight topics to research and practice writing for an in-class
essay. Students were allowed one 3x5 index card to write any information they chose to bring in to the test.
Propaganda posters – Students examined WWII era propaganda posters for bias and meaning.
Political Cartoons of Stalin and Hitler – Students took context from lessons to interpret political cartoons.
Rewriting history- Students wrote a “what if” scenario where Hitler had defeated Britain and Russia in the Summer of 1941.
Popcorn Quiz – Students lettered their paper A-Z. They began by writing one important word or name that began with A during
WWII. The papers were then passed to the right, and the next student would carry on with B, and then pass to the right.
Mock UN Meeting – Students were broken into small groups of delegates to represent a WWII nation. Each delegation was given
three in depth questions that each group member had to answer.
Fiction Writing – Students pretend to be merchants in the ancient Mid-East, and they come across a person of another ethnicity
(Egyptian, Babylonian, Assyrian, etc.) and their fiction story should begin here.
Reading Stations – Stations were set up around the room with various ancient texts (Egyptian poetry, Gilgamesh, Hebrew Myths)
and informative academic sources that allowed students to see into the cultures and religions of the Ancient world.
Written Language comparison – students were given the Phoenician Alphabet, Greek alphabet, and English alphabet and
compared shapes and sounds of characters to get a better understanding of the evolution of writing.
Egyptian Hieroglyphic writing – Students were given examples of hieroglyphics and pictographs, and students were then assigned
to create their own hieroglyphic puzzles.
Research paper – Students were assigned a formal research paper over the topic of their choosing as long as it was a comparative
essay between an event from the Cold War and the modern world.
Alternative history – Students were to write a short essay describing if and how the Cold War may have had a different outcome
by using diplomacy rather than action.
Diary Entry – Students wrote a diary or journal entry for one figure from the early Cold War
Class Discussions – The Class discussed the 5 year anniversary of the war in Iraq, Genocide in WWII and elsewhere, and Mutually
assured destruction as a deterrent to nuclear war.
Ancient Religions Chart – a visual diary of all of the religions that we have been studying
           Venn Diagrams – to compare civilizations and governments
Short Essay writing – anything from “what if..” scenarios to explore deeper philosophical meanings.
Teacher and classroom criticisms – this is for me to judge what student interest is in the mechanics of the classroom. (not really
related to standards, but to help me to adjust strategies.)
           Reading Quizzes – An attempt to get students to read more frequently.
           Student-made quizzes – students write their own quizzes and give it to others to take.
Research Paper revisions – Students are given multiple chances to re-write for a higher grade and hopefully a better
understanding of the process.
           Class discussions of Philosophical ideas from the Hellenic and Hellenistic periods.
Primary Source reading – Students were given primary source from Ancient China and India to try to piece together the various
ideas about culture and religion. (I gave them cartoons and Winnie the Pooh stories to also help them to build understanding of
Chinese concepts.)
- Alphabet Review Game – Students will letter their paper A-Z kipping lines. Students will write a name or vocabulary word from
the semester that begins with that letter. Students will then pass their papers to the right, and the next student will give a
definition or description of the word written by the first student. The papers will be continually passed until all of the letters are
filled in.
- Student-Made Quizzes – students will create a 25 question review quiz including: 5 including religious beliefs, 5 identifying
important wars and battles, 5 identifying important political figures, 5 identifying cultural figures, 5 identifying cultural, artistic,
and scientific achievement. Students will trade quizzes to take quiz, and then trade again to grade quizzes
- Creating a board game for the Scientific Revolution - Your player must evade the religious authorities while picking up
knowledge from the period. The ultimate goal is intellectual enlightenment. Be sure to include all major figures and ideas. you
may include themes from the Renaissance and Reformation. You lose if you recant, are excommunicated, or on house arrest.
- Argument writing – Write an argument for Geocentrism or Heliocentrism and use your own personal beliefs to defend your
stance.
           - Create a script for a radio advertisement enticing people to live in Calvinist Geneva.
           - Create a poster or brochure to entice people to live in Calvinist Geneva.
- Find the church listing in the phone book and list several churches from the various affiliations (Lutheran, Anglican, Calvinist,
Anabaptist, Catholic, Orthodox, other)
-Research one piece of Renaissance art (everyone chooses a different piece) and describe how that piece of art represents the
ideas and philosophies of the Renaissance and Humanism. (include the piece of art and your essay
- Performance of Renaissance and Reformations Songs, Raps, & Poems – Students wrote a poem, song, or rap about the
Renaissance or Reformation.
Stations for new information - 10 stations are set up around the room with various instructional techniques, and each stations
shows a different aspect of the crusades, including primary sources, reading/writing, and visual/artistic activities. Students will
move freely around the room until every station is completed.

Small Group discussions (differentiated) 1: Who was Muhammad? 2: How are the 5 pillars similar/different from other religions?
3:What misconceptions do non-Muslims have? 4: How might a basic understanding of Islam tell us about Islamic fundamentalism
in the world today?

One on One Oral Exam – see attachment on email.,

Reporting the Crusades -You are a real or fictitious character from one of the Crusades. You have gone to the Holy land and have
seen the living conditions and the physical conditions of the soldiers for one side. Your job is to report the events of the war to a
superior in a letter

Student Teaching Activity – Students will be broken up into groups of four and assigned a short section from the book. The
students can work with their groups to learn this information. When the time is up, the students will be reassigned groups of
seven (one representative from each of the original groups) and each student will teach that section to the other students. After
the activity has concluded, a short quiz will be administered.

Interview with a member of feudal society – students will pair off and write an interview between a reporter and a member of
feudal society. They will write 5-7 questions which address the issue of what a typical day is, and what privileges and limitations
does this feudal character have.

Feudalism Graphic Organizer – organization for unit essay.

Illustrations of Writing in the Middle Ages – primary sourcework
          - Graphic Organizers (Charts to organize the leaders and ideas of the Reformation)
- Renaissance Art Analysis – The student chooses 1 piece of art (painting, sculpture, woodcut, technological sketch) from the
Italian or Northern Renaissance and analyzes the piece and shows how it fits into the Renaissance.
          - Reading Buddies – reading short sections aloud and explanation and discussion took place.
- Differentiated Grouping – Students were broken into four groups with different assignments in each group that covered the
same standard.
          - “What if..” scenario – Students were asked to think about what if a plague struck Milledgeville.
- Crusades Letter Writing – Students were a character in the Crusades and they are writing home describing the war front.
          - Interview with a member of Feudal Society – a reporter interviews a knight, serf, priest, etc.
- Songwriting and performing – Students will write a song, rap, or lyrical poem detailing events from the Renaissance or
Reformation.
- Renaissance Art Slideshow – Introduction to art by critically analyzing several Renaissance pieces as a class.
-Stations – Students moved from one station to the next, participating in reading, writing, and hands-on activities which took
them through the first four crusades.
-Chart of Reformation leaders and their beliefs.
-Choice of three Reformation activities: 1. Create a script for a radio advertisement enticing people to live in Calvinist Geneva. 2.
Create a poster or brochure to entice people to live in Calvinist Geneva. 3. Find the church listing in the phone book and list
several churches from the various affiliations (Lutheran, Anglican, Calvinist, Anabaptist, Catholic, Orthodox, other)
          - Discussion & writing assignment – The Index Librorum Prohibitum & Censorship in the modern era
-Songwriting Project – Students will write and perform a 20 line song, rap, or poem about an event or idea from the Renaissance
or Reformation.
-Debate or Argument writing – students will write an argument for Heliocentrism or Geocentrism based on their own personal
beliefs and evidence from any source.
-Scientific Revolution Board Games – Students will pair up and create a board game that addresses the scientists, thinkers, and
contributions of the scientific revolution.
- Student made quizzes -students will create a 25 question review quiz including: 5 including religious beliefs, 5 identifying
important wars and battles, 5 identifying important political figures, 5 identifying cultural figures, 5 identifying cultural, artistic,
and scientific achievement. Students will trade quizzes to take quiz, and then trade again to grade quizzes
- Creating a Timeline – 3000BC-1650AD – students will note eras, empires, dynasties, and important events.
- Writing Assignment – Many Spanish and Portuguese citizens were not so sure that exploration of unknown territory is the best
way to make money. In much the same way, many Americans say that space exploration is unneeded and is a waste of
funds…..What other comparisons can you make between the explorers of the 15th and 16th century and explorations today?
- Critical Thinking – Imagine you are an Aztec, Mayan, or Incan native and you have just spotted a Spanish ship and a crew of
Spanish Soldiers – 1)What is you initial reaction? 2)What do you think their intentions are? 3)What would you say to your king
when reporting the sighting?
- 3-minute skit writing :Student will pick one topic to write a quick skit about.: Cortes @Tenochtitlan, Pizarro @ Machu Picchu,
Coronado setting up a mission, De Soto in Milledgeville.
-Class discussion of colonization as it refers to race theory.
-Slave ship re-enactment: Students will stand inside a square that is taped off in the center of the room and discuss the
conditions on a slave ship.
- Critical Thinking: What are the benefits and drawbacks of a ruler who monopolizes all decision-making?
- Recipe Assignment-Have students describe their favorite meal. Then have them list the ingredients that are needed to prepare
that meal. Students should then research the geographic origin of those ingredients. They should label the item “Old World,”
“New World,” or “Both.” After they have researched all ingredients necessary on their list, they have to determine whether or not
anyone on earth could have enjoyed that dish prior to 1492.
- Explorer Chart – Chart outlined every major explorer, his accomplishments, his nationality, and the country that paid for the
voyages.
Critical-Thinking Questions – Students were asked to delve deep into various concepts, and I attempted to get them to think as
philosophers or ideologues might. Some did better than others.
Enlightenment Unit Student-Teaching – Students were paired up and assigned either a section from the textbook or an
Enlightenment thinker to research and teach the class. They were allowed to freedom to choose how they taught, the use of
technology, and how it was presented. The only stipulation is that they had to use a method that they deemed effective. The
students were quizzed over the entire unit with questions being directly drawn from each pair’s lesson.
Charts – Absolute Monarchs and the problems with the 17th century English rulers.
Differentiated Assignment – Students will choose on of the following as an in-class assignment: 1. Write a newspaper editorial
about the Jacobins (Pro or Con). 2. Draw a representation of Louis XVI’s execution and include all of the important attendees. 3.
Write a poem detailing the Reign of Terror. 4. Write an obituary for Robespierre, but it cannot be negative because obits are not
negative. 5. Draw a political cartoon of the reign of Louis XVI, the Jacobins, or Robespierre.
-Choose to write a fictional story, skit, play, song, poem, or comic strip about a soldier’s experiences during WWI.
- Creating a new WWI monument for soldiers of WWI, including elements of design, significance/symbolism, and choosing the
appropriate location.
-Primary Source Readings - Willy-Nicky Telegrams, New York Times stories on the use of poison gas, Germany’s Ultimatum to
Russia.
- Snoopy Comics (World War One Flying Ace vs. the Red Baron) – Students were to tell about Snoopy’s involvement in the war.
- Open Book Quiz- with discussion-type questions that are supposed to get them to think more critically about the concepts and
the standard. Instead of notes, I had the students do an open book quiz where we discussed the answers as a class.
- Whole Group discussion supplemented by Quotations about militarism and nationalism. – The quotes showed both sides of
militarism and nationalism/patriotism. Speakers ranged from WEB Dubois, Emma Goldman, Samuel Johnson, and Muammar
Qadaffi.
- Kinesthetic demonstration of the assassination of Archduke Franz Ferdinand. 2 Students acted as the car engine and pulled
two desks around the classroom with the Archduke and his wife while other students (Serbian Nationalists) wait in the wings
ready to blow up the car.
- Stations – Students will go around the room independently and work in various stations examining various quotes, political
cartoons, period songs/poems, and various other sources as well as performance tasks about the Spanish American War and
American Imperialism.
-Reading Buddies - Pg. 716 – Read and discuss the questions with your neighbor
- Quiz-making – Students will pair up to create a 20 question quiz about anything from chapter 23 (French Revolution – Napoleon
and the Congress of Vienna). Students later exchanged quizzes.
- Short writing assignments: 1. Explain and legitimize Russia’s scorched-Earth Policy. 2.Explain how Napoleon was able to rebuild
his Empire in the last hundred days. 3. Would you leave the woman you loved for an important ally and an heir to the throne? 4.
Was Napoleon a good ruler? Why or Why not?
- Differentiated Assignments – Students will choose on of the following as an in-class assignment: 1. Write a short 3-5 minute skit
about one major event in Napoleon’s career. 2. Draw a 5 frame comic strip about one event in Napoleon’s career using humor or
irony to express your feelings. 3. Compare and contrast the military leadership styles of Napoleon and Admiral Nelson 4. Write a
short stand-up comedy routine about Napoleon and the events of his life.
- Class Debate-Students prepared to debate the philosophies of Karl Marx and Adam Smith.
- Chronology exercise – Students will put moments from the Russian Revolution in Chronological order.
          - Treaty of Versailles - How would you have punished Germany?
          - Russian Civil War Map – Critical thinking and analysis
          - Stations – Students will visit several stations that deal with the nationalist movement in India.
- World Leaders Chart – Students created a chart of World Leaders between the World Wars and noted their political party,
political philosophy, and membership in government institutions.
          - What are the advantages and disadvantages of non-violent protest?
          - Films: WWI and the Treaty of Versailles,Weimar and the Rise of Hitler, WWI – WWII in Europe
              (Students will answer quiz questions during films and we will stop for discussion)
-In Pairs – Students will work on their Radio Broadcasts – Students may choose one of the following topics to perform a 3-5
minute Radio Broadcast: 1. A Soviet Station reporting Collectivization, 2. A Chinese Station reporting the Japanese invasion, 3. A
British Station discussing the Munich Conference, 4. A German Station reporting the invasion of Czechoslovakia.
- Open Book Quiz – As an alternative to note-taking, I ask questions that cover all of the material and we go over the questions as
a class.
- graphic Organizer - What were the differences between the Yalta Conference and the Potsdam Conference?

Write an argument for Galileo to use at his trial in front of the Inquisition.
Draw a visual representation of Newton’s theory of Gravity and how it affects the universe.
Make an argument for or against Descartes’ idea that the only thing that you can prove exists is your own mind.
Where do we see science and religion clashing in the modern world? Please list examples.

Index Librorum Prohibitum/Censorship Activity – A list of books and authors banned by the Catholic churc h should be written
beside a list of books and authors that have been banned in the US at one time. The class should discuss when censorship is
appropriate if it is ever appropriate.
Fill in Chart of English rulers and their religious affiliations.

Create a Travel Brochure for Renaissance Florence (In Pairs)– Brochures MUST include: 1) a map of Italy identifying all of the
major cities 2) a 2-3 paragraph summary of why Florence was so important to the Renaissance 3) 5 sites of significance (1 must
be philosophical, 1 literary, and 3 artistic or scientific). Each site should have a description of what a tourist will see there, and its
significance to the Renaissance.

Compare and Contrast the Reformations of Martin Luther and Henry VIII. What circumstances led to each? How did each break
from the church?

Slower Paced Students – Create a list of causes that led Martin Luther to post the 95 Theses, and create a list of effects of Luther
posting the 95 Theses.
Medium Paced students – Write a dialogue between Martin Luther and Charles V. Address several of the issues that they fought
over. Why did they despise each other?
Medium Paced Students -Read 95 Theses and make a list of corrupt activities that Luther accuses the Church of and why Luther
takes issue with it.
Fast Paced Students – Read Martin Luther’s Testimony at the Diet of Worms and Charles V’s Edict of Worms. Summarize each
man’s speech and write a good paragraph on which one was right.
Contrasting the Italian and Northern Renaissance Chart: Students will contrast the two renaissance periods based on Artistic
styles, Philosophies, Writing styles, writers and artists.
Renaissance Men activity: Who are some modern Renaissance Men? Please make a list and be able to explain why.
In Class Essay: Machiavelli’s philosophy disregards morals and ethics when a leader acts. Does this interfere with being a good
leader, or does it make a good leader, as Machiavelli suggests? (3-5 paragraphs)
Renaissance Art Slide show
Renaissance Men activity: Who are some modern Renaissance Men? Please make a list and be able to explain why.
In Class Essay: Machiavelli’s philosophy disregards morals and ethics when a leader acts. Does this interfere with being a good
leader, or does it make a good leader, as Machiavelli suggests? (3-5 paragraphs)
Contrasting the Italian and Northern Renaissance Chart: Students will contrast the two renaissance periods based on Artistic
styles, Philosophies, Writing styles, writers and artists.
Create a Travel Brochure for Renaissance Florence (In Pairs)– Brochures MUST include: 1) a map of Italy identifying all of the
major cities 2) a 2-3 paragraph summary of why Florence was so important to the Renaissance 3) 5 sites of significance (1 must
be philosophical, 1 literary, and 3 artistic or scientific). Each site should have a description of what a tourist will see there, and its
significance to the Renaissance.
Warm-Up: What is a Protestant? How is it different from Catholicism? List as many protestant sects as possible.
1. Slower Paced Students – Create a list of causes that led Martin Luther to post the 95 Theses, and create a list of effects of
Luther posting the 95 Theses.
2. Medium Paced students – Write a dialogue between Martin Luther and Charles V. Address several of the issues that they
fought over. Why did they despise each other?
3. Medium Paced Students -Read 95 Theses and make a list of corrupt activities that Luther accuses the Church of and why Luther
takes issue with it.
4. Fast Paced Students – Read Martin Luther’s Testimony at the Diet of Worms and Charles V’s Edict of Worms. Summarize each
man’s speech and write a good paragraph on which one was right.
Closing activity – How were Luther’s ideas different from those of the Catholic Church
Warm-Up: Compare and Contrast the Reformations of Martin Luther and Henry VIII. What circumstances led to each? How did
each break from the church?
Fill in Chart of English rulers and their religious affiliations.

Warm Up – How is Calvinism more radical than Lutheranism or Anglicanism?
Differentiated Assignments:
1. Create a Radio Ad for Geneva. Try to convince the audience that a new Calvinist Theocracy is the best way to live. Be
convincing.
2. Create a brochure for Calvinism and Geneva. List off all of the reasons why Calvinism is such a great religion and how the other
Christian sects have got it wrong.
3. Use the phonebook to identify several examples of Catholicism, Lutheranism, Anabaptists, or Calvinist churches.

Closing Activity – What are the major differences between Calvinists and the other Christian groups?
Warm-up – How did the Council of Trent respond to the Protestant Reformation?
Index Librorum Prohibitum/Censorship Activity – A list of books and authors banned by the Catholic churc h should be written
beside a list of books and authors that have been banned in the US at one time. The class should discuss when censorship is
appropriate if it is ever appropriate.
Closing Activity – Ultimately, what impact did the Protestant Reformation have on all of Europe including the Catholic Church.

Warm-up – Where do we see science and religion clashing in the modern world? Please list examples.
Differentiated Assignments –
1. Write an argument for Galileo to use at his trial in front of the Inquisition.
2. Draw a visual representation of Newton’s theory of Gravity and how it affects the universe.
3. Make an argument for or against Descartes’ idea that the only thing that you can prove exists is your own mind.
Closing activity – How did the Scientific Revolution help to end centuries of rule by the Catholic Church?

Closing: What does it mean to be an Absolute ruler? Who gives a king his authority? Why does he feel this way?
Warm-Up: Would you support an absolute ruler if he/she is a good ruler and you agree with his/her decisions, or would you be
against one person holding all of the power no matter what?
Short Essay – Do you think Louis the Sun King, Frederick the Great, and Peter the Great were deserving of their nicknames?
Give an explanation for all 3 monarchs.
Warm-Up: Identify the differences between the Anglicans and the Puritans.
Discussion Questions: 1. How did the Petition of Right influence the US Constitution? 2. Why did the Constitutional Monarchy last
longer than the Absolute monarchy in England?
     Critical-thinking Essay- Should a government body, like Cromwell’s Puritan led government, control the social morality and
     taboos? Is it appropriate for a government to dictate morality?
     Ticket out the door: What was the ultimate irony of Cromwell’s rule? (That he ruled as fiercely and as absolutely as Charles I had.)
     Warm-Up – Why do governments exist? List all of the reasons you can think of…
     Student-Teaching - Students should break up into 10 groups (groups will be assigned). Each group will be given one of these ten
     topics to research and teach to the class: Thomas Hobbes, John Locke, Jean Jacques Rousseau, Baron de Montesquieu, Voltaire,
     Salons, Ch. 21 Sec 3 part 1(American colonies), Part 2 (American Revolution), and part 3 (American Government). Students may
     teach in any way they choose (notes, powerpoint, tri-fold board, movie) .
     Group Member Assessment: Students will describe every member of the group and the work and effort put into the project by
     each member.
     Critical thinking quiz (no wrong answers if they are thought out….)
     1. Was the Declaration of Independence an act of Treason? Why?
     2.Hobbes said “Life is solitary, poor, nasty, brutish, and short.” – How would this statement apply to his political philosophy?
     3. How does Hobbes’ statement make sense when applied to American Democracy?
     Warm-Up – Why did Locke describe Natural rights as being “Life, Liberty, and Property”?
     Warm-Up – What would it take for you to take up arms against your government? What would get you so angry?
     Newspaper Activity – In groups of 3, students will create the front page of a newspaper which is to be published one day after one
     of these major events: Tennis Court Oath, Storming of the Bastille, Women’s Riots at Versailles. Each newspaper should include:
     Headlines, Pictures, A feature story, and an editorial.
     Chalk Talk :       Enlightenment--------Revolution---------Louis XVI------Absolute monarchy
     Differentiated Assignments: 1.Editorial/Persuasive Essay about the Jacobins (Pro or Con) 2. Create a representation of the
     execution of Louis XVI including all of the important attendees. 3. Poem about the Reign of Terror 4. Write an Obituary for
     Maximillian Robespierre 5. Draw a political Cartoon of Louis XVI, the Jacobins, or Robespierre.
     Warm-Up – Why was Democracy so despised by political and religious leaders in Europe during the revolution? What threat did
     Democracy pose to the political and religious institutions of the day? In what ways are modern Democracies similar?
     Class Discussion– What was the point of all of the fighting? Did the French Revolution achieve anything? What and why?
     Fiction Writing – Write a fiction story about someone who lived through the French Revolution
     Warm-Up – Napoleon led a Coup d’etat (military overthrow of the government) and was then elected as Dictator. Could this
     happen in the US? Where else has this happened? (Hitler in Germany, Pervez Musharrif in Pakistan)
     Differentiated Assignments: 1. write a 3-5 minute skit about a major event in Napoleon’s career 2. 5-frame comic depicting
     Napoleon’s career 3. Compare and Contrast the Leadership styles of Napoleon and Admiral Nelson              4. Write a comedic
     monologue about Napoleon’s life.
     Warm-Up – Which of these is the most dangerous for the stability of a government? Which is the most effective? 1. Authoritative
     Monarch, 2. Autocratic Military Dictator, 3. Radical Democracy, 4. International Organization that dictates the laws for a country.
     Short Essay Topics:
1.             How was napoleon able to rebuild his empire in his last 100 days?
2.             Explain and legitimize Russia’s use of a Scorched-Earth policy
3.             Was Napoleon a good ruler? Why or why not?
4.             How did the Congress of Vienna weaken France and Strengthen its neighbors?

     Warm-Up – In a short essay, explain how the French Revolution and subsequent rule by Napoleon changed Europe’s political
     structure.
     19th Century Art Slide show
     Marx/Smith Debate -*-Students will break off into groups of two: 1 group for Adam Smith/Capitalism/Free Market/Lassaiz-Faire,
     1 group for Karl Marx/Communism/Socialism/Marxism/Class Warfare
     -Each group will have to assign a team leader and divide into smaller groups. Each small group will be responsible for researching
     one of the given topics or you will be chosen to present an opening or closing statement.
     Topics:
     - Impact of industrialization in England and Germany
     - Movements for political reform
     - Urbanization
     - the affects on women, children, and minorities
     - Theories of Capitalism (Malthus, Smith, Ricardo, etc.)
     - Theories of Marxism (Communism, Class Warfare, Engels, etc)
     Warm-Up – “It is the destiny of the Weak to be devoured by the Strong.” – Otto Von Bismarck. 1. Explain this quote 2. Describe
     how this sums up “Realpolitik” 3. Is this the kind of message the Germans want to hear?
     Baseball Card Activity – Students will create a series of informational cards about the major figures in the 19th century Nationalist
     movements. (They are required to make one for Bismarck and Cavour, and may choose 3 other figures, 5 total).
     Warm-Up – Adam Smith believed in Private industry with no government interference. Karl Marx believed in the overthrow of
     the exploitative wealthy and the equal sharing of all production. Which theory makes more sense to you? Explain why?
     Labor Union Songs – Listening to Woody Guthrie, Pete Seeger, and Bob Dylan’s songs about unions and worker’s rights. With
     Each song, students should answer the following questions: 1. What is the song about? 2. Who is the narrator of the story? 3.
     What is the singer’s opinion of Unions? 4. What is his opinion of working conditions in each of the songs? 5. Does the singer
     have a biased view? 6. Do you agree with the singer? Explain why? 7. Do you think the song shows a balanced and fair view of
     the other side?
     Pg. 722 #9 – letter Writing
     Warm-Up – Listen to Gordon Gekko’s speech from “Wall Street” and answer the following questions: 1. Why does management
     no longer have a stake in the company? 2. How does this reflect a failure in Lassaiz-faire economics? 3. What does Gekko mean by
     “Survival of the unfittest”? 4. Why is greed good?
     (Open Book Quiz) –
     1. Define Urbanization and describe how the industrial revolution led to the growth of cities. 2. Name three technological
     advances that brought about improvements in production and explain how. 3. What was the impetus for Karl Marx to come up
     with his theories of class warfare and exploitation? 4. In a perfect Lassaiz faire economy describe why Smith felt it was important
     that the Private owners of business be able to make all of the decisions regarding the company. 5. In Capitalism, why are reforms
     such as Labor unions, labor laws, anti-discrimination laws, and government regulations detrimental to the economy?
     Warm-Up: What was the major problem with Japanese isolation? Is it so bad to isolate your own country from outside
     influence?
     Stations – Students will go around the room independently and work in various stations examining various quotes, political
     cartoons, period songs/poems, and various other sources as well as performance tasks about the Spanish American War and
     American Imperialism.
     Warm-Up: What is Imperialism and explain how it is perceived by the colonized?
     Map Review – World Wide Imperialism
     Nationalism Quote activity – Students will analyze several quotes pertaining to Nationalism, Patriotism, and national pride, and
     answer questions.
     Re-enactment – Students will watch and participate in a re-enactment of the Assassination of Archduke Franz Ferdinand followed
     by a very short film clip of the Archduke in Sarajevo before his assassination.
     World War I Songs - I will play several songs from WWI to demonstrate what music was like during the period as to give them a
     better idea for their songwriting project.
     Create a chart of Major battles
     Snoopy Comics (World War One Flying Ace vs. the Red Baron)
     Examination of Soldier’s equipment and technology in Trench Warfare.
     In Class Essay – What was the Schlieffen plan and how did it work?
     Supplemental Readings for Fast Finishers – Willy-Nicky Telegrams, New york Times stories on the use of poison gas, Germany’s
     Ultimatum to Russia.
     Warm-Up: Short Essay: What was the Schlieffen plan and how did it work? And explain why it failed.
     Whips – Students will fill in the blanks using their own opinions:
1.            The Problem with Trench Warfare is ______.
2.            New Technologies ________for warfare during WWI.
3.            _________is the main reason for starting WWI.
4.            The Battle of the Marne is significant because _______.
5.            _______is the reason alliance-building didn’t prevent WWI.

     WWI Poetry and Memoir reading – Students will read two poems from a German and a British soldier during WWI and analyze
     the poems. Students will read from a British soldier’s war journal during the battle of the Somme.
     Songwriting Project - Choose one event from the WWI Standards and write a song to be performed OR videotaped and presented
     on Tuesday November 3rd.
     -You May rap
     -You MAY create your own music
     -You MAY borrow music from other songs
     -The lyrics MUST be original
     -The lyrics MUST be relevant to the standards
     -Lyrics MUST be written or typed and turned in prior to performing
     -Each person will be responsible for writing and performing at least 15 lines of song.

     Trench Warfare Re-enactment – Students will crawl into the trenches(in between rows of desks) with wads of paper and recreate
     a WWI battle. Students will attempt to take other trenches but will hopefully see just how difficult it was for the soldiers and how
     it quickly became a stalemate.
     Warm-Up: Why did the US not want to get involved in WWI? Why did they get involved?
     Art Analysis: Students will look at Marcel Duchamp’s “Fountain” and try to see how it applies to the WWI period.
     Video – “World War One and the Rise of Fascism” – Students will have a guide to follow the video with questions to answer

     Warm-Up: 3 short Essays: 1. From a political Standpoint, what lessons can be learned from the causes of WWI? 2. From a
     military standpoint, how did new strategies and technologies change the way subsequent wars were fought? 3. From a diplomatic
     standpoint, How could a war like WWI have been avoided? How would you attempt to stop it?
     Paris Peace Talks – Students will get into groups of four and attempt to write their own peace treaty. Things to consider: War
     guilt (who is to blame?), Sanctions and punishments for the guilty nations, How would you stop future wars?, How do you think
     your agreement will affect the nations involved (Economically, politically, socially), How much should you compromise?, Should
     your measures be extreme?, What would you do with Russia since they surrendered to Germany?
     Closing Activity: Was the Treaty of Versailles an effective agreement? What problems do you see with the treaty? What are its
     strong points
     Critical-Thinking Essay/Discussion – Are governments justified in censoring news coming back from the war front?
     Making a War Memorial – Design a war monument or memorial at an important location to WWI. –Draw a picture of the
     monument, explain its symbolism, explain where you would build your monument and why not other locations, and discuss all of
     the sayings, speeches, or other wording that you will put on your monument.
     Warm-Up: Analyzing a picture of Rasputin and Lenin and making predictions about the person.
     Postcard Activity – Students will create 4 postcards from different events of the Russian Revolution. They will describe the
     people and events as if they were just there witnessing the event, and they will be describing this to a loved one. They will also
     draw that scene on the front like it is an actual postcard.
     Timeline – Students will create a timeline of the Russian Revolution using at least 10 events. They will need a brief description of
     each event.
     Map activity – Students will view a map of the Russian Civil War and answer a few questions.
     Warm-Up: Chalk Talk - Russian Revolution -----Tsar Nicholas II------WWI
     Video: Students will follow guide through video about the Versailles treaty.
     Postcard Activity – Students will create 4 postcards from different events of the Russian Revolution. They will describe the people
     and events as if they were just there witnessing the event, and they will be describing this to a loved one. They will also draw that
     scene on the front like it is an actual postcard.

     Timeline – Students will create a timeline of the Russian Revolution using at least 10 events. They will need a brief description of
     each event.

     Map activity – Students will view a map of the Russian Civil War and answer a few questions. Timeline – Students will create a
     timeline of the Russian Revolution using at least 10 events. They will need a brief description of each event.

     Map activity – Students will view a map of the Russian Civil War and answer a few questions.

     Video: Students will follow guide through video about the Versailles treaty.
     Chalk Talk - Russian Revolution -----Tsar Nicholas II------WWI
     Stations: Students will analyze Indian Nationalism and the ideas of Gandhi through various sources, poems, audio clips, and
     speeches.
     Warm-Up: 3-2-1 Strategy: Write 3 things you learned from last nights reading, 2 questions you have, and 1 thing you already
     knew.

     Closing: 3-2-1 Strategy for the Stations activity.
     Contrasting Chart – students will contrast the laws and societies of the Ottoman Empire and the Turkish Nation.
     Listing Activity - Students will list Germany’s punishments in the Versailles Treaty, then students will list what actually happened
     to Germany after the Treaty took effect.
     Depression Chart - Students will create a chart detailing how each of the major nation attempted to get out of the Depression.

     Closing – Students will summarize in 10 words or less the following topics: Ataturk’s Reforms, The Weimar Republic, Worldwide
     Depression.
     Putting together a Multimedia Presentation: Students will choose one of the three names in the standard (Picasso, Freud,
     Einstein) to do their presentation over. Students will then choose four of the following to use for their presentation:
1.            Create a poster of the person and his work
2.            A detailed outline of his achievements
3.            Write a speech about his life and achievements
4.            Draw a comic strip detailing a breakthrough in his work
5.            A short essay critical of his work
6.            A short biography of the person’s life
7.            a short skit about the person
8.            A poem about the person’s work

     Creating a children’s book about the Treaty of Versailles and the Weimar Republic
-            It must appeal to a 3rd grade audience
-            It must have illustrations
-            It must be at least 6 pages (not including the cover)
     Warm-Up: Karl Marx came up with his theories of Communism while observing factory workers, Urban conditions, and Industrial
     exploitation. Explain how Marx’s ideas on class warfare and Proletarian revolution might take shape in rural/farming areas.
     Newspaper Activity – Students in groups of 4 will create a front page of a newspaper in China circa 1935. Students must have:
-            A Lead story called The Long March Ends
-            One story entitled Mao: Where can he go from here?
-            One story called Civil War nearing End? Chiang Speaks
-            One story called Remembering Sun Yat Sen: A Look Back
-            An Opinion piece: give your opinion of who should win the civil war and why.
-            Several brief blurbs about international news.
-            Students should include pictures with each article.
    Closing – FAQ Sheets – Students will write on one sheet of paper several frequently asked questions about the lesson.
    Debate Writing – (40 Minutes) If you were going to write a debate between Chiang Kai Shek and Mao Tse Tung, what would it
    look like? Your group should write a debate between these two figures.
-            Decide what each man believes
-            Decide what points the two should debate about
-            Create a point/counterpoint debate between the two
-            The debate should be no more than 10 minutes in length and no less than 5 minutes.

    Closing – Study Cube –(5 Minutes) Write 6 ideas from the lesson that need to be remembered as if you are putting these points
    on dice and rolling them to use as a study method.
    Nazi propaganda Activity – Discussion Questions to accompany slide. What is Propaganda? How does it work? Can it actually
    change someone’s views about a person or idea?

    Class Discussion: What is a Police State? Is it an effective means of leadership? Where have we seen secret police before in this
    class?

    Short Essay – What is the irony of the National Socialist German Workers Party? (Key words being “Socialist” and “Workers”)

    Closing – 1 paragraph – Why did countries like Germany and Italy allow such cruel and unethical leaders to come into power?
    Why did other nations do nothing to stop it?
    Warm-Up: Indoctrination: teaching someone to accept doctrines uncritically....Hitler indoctrinated the German youth. Stalin
    indoctrinated the Russian youth. Are American students indoctrinated? Explain your answer.
    Listening to eyewitness accounts of the rape of Nanjing.

    Short essay: How do we know that Stalin didn't really believe in Communism, although he espoused it.

    Lecture: Aggression of Mussolini and Hitler - Spanish Civil War - Munich Conference.

    Music – Jarama Valley by Woody Guthrie about the Lincoln Brigade during the Spanish Civil War

    Closing: Sentence Summary – Write one sentence summarizing today’s lesson
    Warm-Up: Explain Why Neville Chamberlain thought that appeasement was a good policy?
    Music – Jarama Valley by Woody Guthrie about the Lincoln Brigade during the Spanish Civil War

    Map Activity: Mapping out Hitler’s, Mussolini’s, and Stalin’s aggression prior to the war.

    Short essay: Do you think it was possible for the US to maintain its neutrality and isolation during this time? Explain why or why
    not.
    Quick-Write: What was the Maginot line? How was it supposed to work and why did it fail?
    Warm-Up: Pretest - WWII

    What if…What if the British had not been able to rescue the Allies at Dunkirk?

    Overhead Cartoon – Illustrates Hitler stabbing Stalin in the back.


    Closing – Answer the Essential Questions.
    Theaters of War Chart – Students will create a chart and each theater will be its own Column. Students will then list each major
    battle of each theater including the date and identifying the major generals and the winner.

    Map Making/Geography Activity – Students will work in groups to draw each Theater of the war and mark all of the major
    countries, Islands, Oceans and seas. They will identify the location of the major battles and show troop movements. This should
    include the dates and generals.
    Warm-Up: Before the Holocaust began, Hitler gave the Jews an opportunity to flee. 1. Why might Jews remain in Nazi-Occupied
    areas? 2. Why did many allied nations close their borders to the Jews?
    Stations – Various multimedia sources (songs, poetry, survivor’s accounts, official documents, scientific descriptions, and slide
    shows) are placed around the room and students must answer questions at each station about that particular source.
    Warm-Up: ABC’s of WWII – Students will letter their paper A-Z. They will list a term from WWII that begins with the
    corresponding letter, write their name beside the term, and pass the paper to their neighbor so that every student fills in every
    letter.
    Writing a college level essay in class: Students are given 3 choices to write about, and they must organize and write a 5-
    paragraph essay in the remaining class period. The topics are as follows:
    1. Was it ethical for Truman to give the order to drop the atomic bombs knowing that it would kill so many non-combatants?
    What might have occurred if the order was never given, and give your opinion about nuclear proliferation that followed WWII.
    2. If Stalin was considered a threat by the other allied leaders, why was he given so many concessions at Yalta? Did the other
  allies have anything to gain by being Stalin’s ally after the war or anything to lose by turning their backs on him?
  3. Why did the Soviets hide Hitler’s suicide from the public eye and from their allies? What did they have to gain, and did they
  gain anything by it? How would the end of the war be different if they had disclosed Hitler’s Suicide?
  Warm-Up: Why was Christopher Columbus so important? He wasn’t the first to land in America. He failed at his mission to find
  the western passage to India. Even he considered himself a failure. So why is he so important?
  Listening – Play CD recording of the story of Zheng He. How was Zheng He’s voyages different from the Europeans?
  Students should create a chart of Explorers from their notes. Their charts should show: 1)what country they sailed for, 2)what is
  their nationality, 3)What they discovered or explored.
  Warm Up- Many Spanish and Portuguese citizens were not sure that exploration of unknown territory was such a good idea. In
  the modern world, many Americans feel that space exploration is a waste of money. What other comparisons can you make
  between the Age of Exploration and today?
  Class Discussion: What is a colony? What does it mean to be colonized? What does it mean to be a colonizer?
  Critical thinking: Imagine you are an Aztec, Incan, or Mayan Native and you have just spotted a crew of Spanish sailors on a Ship-
  1. What is your initial reaction? 2. What do you think their intentions are? 3. What would you say to your king when you report
  the sighting?
  Skit-Writing: Students will get into groups of three and quickly (within 20 minutes) write a 3-minute skit. They have the choice to
  write about one of the following topics: 1. Cortes arriving at Tenochtitlan 2. Pizarro at Machu Picchu. 3. Coronado setting up a
  mission in the southwest 4. DeSoto in Milledgeville.
  Slave Boat re-enactment – Students will all stand in the taped off area in the middle of the classroom. Tell them to sway back and
  forth, and let them stand there for about three minutes. Play with them, ask them about going to the restroom etc. This is a
  slave ship and they should be able to at least tell a little about the experience after this warm-up.
  Mini-version of the food project: Students will choose their favorite dish and try to figure out where each ingredient came from
  (New World or Old World).
  PreQuiz 1. Why did the US fear communism? 2. How did Stalin’s view of Communism differ from Marx’s? 3. How did the US
  combat Communism in the US? 4. What was the Red Scare? 5. What countries adopted Communism? 6. How did the US combat
  Communism in those countries? 7. What does it mean to be a superpower?

  Closing: dear Teacher: - Students will write a letter to the teacher discussing what they learned from the lesson, what questions
  they still have, and how they might have taught the lesson differently.
  Warm-Up: Define the term Mutually assured Destruction and describe how it applies to Eisenhower’s policy of Brinksmanship.
  Cold War Music: Students will be given several song Lyrics that they will have to identify as a particular topic of the Cold War and
  discuss why they feel that way. The class will then exchange lyrics with another group and try to figure out that song. As a class
  we will listen to all of the songs.
  Closing: 1 word summary: students will write one word on the board that they feel sums up the lesson.
  Warm-Up: Why was it necessary for kennedy to get involved in Cuba? What was the point of the Bay of Pigs invasion? Did the
  Bay of Pigs lead to the Missile Crisis, or was the Missile Crisis going to happen anyway?
  Letter-Writing – Write a letter to either Fidel Castro or Ho Chi Minh and discuss your feelings about how their leadership has
  affected the US and what they can do to change it?
  Essay writing – How did the Soviet invasion of Afghanistan affect the modern world?

  Product – Creating a Board Game to describe Islamic or Byzantine culture.
  Process – Students wrote essays to show Byzantine or Islamic beliefs, cultures, and problems.
  Process – Critical Thinking questions over various issues and opinions.
  Process – Map reviews showing the movement of peoples, culture, or ideas.
  Product – Tickets out the door (quizzes and critical-thinking questions) that measure their understanding.
  Content – Making connections – Students wrote and discussed the commonalities in Christianity, Judaism, and Islam
  Content – Discussion questions in groups – students were given various questions and sources that allowed them to speak on
  various issues and misconceptions concerning Islam.
  Product – Students could choose between Play/skit writing, Comic drawing, pantomiming, poetry writing about the Sunni/Shi’a
  split.
  Product – Writing an eyewitness account of the Mongols in Russia and how it affected culture or the Mongol opinion of Ivan I.
  Process – Graphic Organizers to show the Catholic/Orthodox Schism and the Sunni/Shi’a Split.

Class Systems – short essay– Is it necessary to rank individuals in a society to a particular social class? Are classes necessary/healthy
for a society? Why is it good/bad to rank individuals based on income/religious belief/marital status/age/race/sexual
orientation/family history? (if you need to address these separately, please do.) What is an alternative to social classes? How
would society benefit from your new system?

Create a children’s book: Students may choose one of the following topics to write a short children’s book with illustrations.
      1. Story of Siddhartha Gautama
      2. The Caste System and karma
      3. The conversions of Chandragupta Maurya and Asoka.
Opening activity: Isolationism warm-up writing assignment. “The isolation of China and Japan was an effort to preserve their
cultures from being overwhelmed by the outside world.” What do you think this means? Do you agree or disagree? How might this
historical thought be applicable to your life?
Opening activity: Isolationism warm-up writing assignment. “The isolation of China and Japan was an effort to preserve their
cultures from being overwhelmed by the outside world.” What do you think this means? Do you agree or disagree? How might this
historical thought be applicable to your life?
How would the Chinese Ethical systems deal with the following problems: Pollution, Cheating, Homelessness, Crime, Terrorism.
Opening activity: Isolationism warm-up writing assignment. “The isolation of China and Japan was an effort to preserve their
cultures from being overwhelmed by the outside world.” What do you think this means? Do you agree or disagree? How might this
historical thought be applicable to your life?
Essay – Write a position paper defending which city you would prefer, Sparta or Athens. Base your position on the following issues:
role of Gov’t, Education for boys and girls, responsibilities and privileges of citizens, role of women, and opportunities for artistic
expression.
OR
Travel Brochure - prepare a poster or travel brochure or real estate ad extolling your city-state (choose between Sparta and Athens).
Tell about its advantages to the prospective visitors or potential home owners. Highlights may include: cultural activities (such as
drama, music and arts); recreation, athletics and sports; architecture and famous sites; schools; accommodations (like homes where
the tourists can stay with some of the locals or homes for sale); transportation; and food. Include a map showing where your city-
state is located. In another smaller section you may want to add "travel alerts" which warn the tourist of some of the dangers he/she
might encounter while staying in your city-state.
Opening activity: Isolationism warm-up writing assignment. “The isolation of China and Japan was an effort to preserve their
cultures from being overwhelmed by the outside world.” What do you think this means? Do you agree or disagree? How might this
historical thought be applicable to your life?
Student Demonstrations of Greek Plays – Students will be chosen to practice and read excerpts from “Oedipus Rex”, “Medea”,
“Clouds”.
Opening activity: Isolationism warm-up writing assignment. “The isolation of China and Japan was an effort to preserve their
cultures from being overwhelmed by the outside world.” What do you think this means? Do you agree or disagree? How might this
historical thought be applicable to your life?
Opening activity: Isolationism warm-up writing assignment. “The isolation of China and Japan was an effort to preserve their
cultures from being overwhelmed by the outside world.” What do you think this means? Do you agree or disagree? How might this
historical thought be applicable to your life?
Lecture Activity - students in groups of 4. After I teach some, I will present the groups with a question about what we just covered.
For example, I will teach about Tiberius and Gaius Gracchus and ask the students if these men qualify as "Working Class Heroes".
Two students in the group will take the pro position and the others will take the con. They will have to list all of their pros and cons
and come to a group decision, whether it be yes or no makes no difference because they will back it up with their lists/reasons. I will
do this with 3 questions throughout my lecture. 1)Did Tiberius and Gaius Gracchus qualify as Working Class Heroes? 2.Who had
more to do with the downfall of the republic, the reformers (The Gracchi and Marius) or the Generals (Sulla and Caesar)? 3. Who
was right in the Civil War, Pompey or Caesar?

Julius Caesar – Students will read and act out a scene from Shakespeare’s Julius Caesar.
Opening activity: Isolationism warm-up writing assignment. “The isolation of China and Japan was an effort to preserve their
cultures from being overwhelmed by the outside world.” What do you think this means? Do you agree or disagree? How might this
historical thought be applicable to your life?
In class essay – Emperors as Gods: How does divinity affect their rule? Could it or has it happened in modern times? (ex: Hirohito
viewed as a god during WWII)

Women in the Roman Empire – Based on the women we have discussed (Cleopatra, Livia, Julia, Messalina, Agrippinna), is this a fair
assessment of how women would have acted? Explain why.
Opening activity: Isolationism warm-up writing assignment. “The isolation of China and Japan was an effort to preserve their
cultures from being overwhelmed by the outside world.” What do you think this means? Do you agree or disagree? How might this
historical thought be applicable to your life?
In class projects
1. Essay: How is Paul of Tarsus responsible for the spread of Christianity outside of the Jewish community, and Why did Peter
oppose Paul?
2. Was Diocletian's plan to split the empire into diocese a good idea? Why or Why not?
3. Essay: What was the significance of Jerome's translation of the Vulgate? What effect did it have on the Christian and non-
Christian world?
4. Draw a comic of the night before the Battle of Milvian Bridge. Be sure to include Constantine's dream/vision/voices, and the
battle itself.
5. Write a position paper - Do you think the writer Eusebius was correct in thinking that Constantine had converted to Christianity?
Why or Why not?
6. List all of the advantages and disadvantages of Constantine moving the capitol to Byzantium. 10 reasons each.
7. Write a commercial for the newly legalized Christian religion. It must address issues like its recent legalization by Constantine, a
hook to get the viewers attention, and convincing reasons for leaving their time-honored Roman Polytheistic Religion.
Opening activity: Isolationism warm-up writing assignment. “The isolation of China and Japan was an effort to preserve their
cultures from being overwhelmed by the outside world.” What do you think this means? Do you agree or disagree? How might this
historical thought be applicable to your life?
Stations Activity/Political Cartoon- Have the room split up into eight different groups and have a reason for the fall of Rome sitting at
each station. Have each student go from station to station and have them write three reasons why that reason was important,
make sure they keep their own information.
-After everyone has been to every station have them write about a reason of their choice and be able to describe why that reason
caused Rome to fall and explain what they would do to fix the problems that the reason created.
-While they are writing, talk to them about a political cartoon and describe the symbolism behind them. Have the students thinking
about their reason and be able to give examples of political cartoons.
-After they have finished their essay, have them work on their cartoons.
-If they finish really early on the essay, make sure that they are written well and if not, make sure they fix them. If they finish early
on the cartoon, have them color their cartoon and make sure it has some sort of caption. If they finish everything before the bell,
have them look at Justinian, if everyone is done, start discussion on Byzantine Empire.
Opening activity: Isolationism warm-up writing assignment. “The isolation of China and Japan was an effort to preserve their
cultures from being overwhelmed by the outside world.” What do you think this means? Do you agree or disagree? How might this
historical thought be applicable to your life?
Elementary School Poster Presentation –students will create a poster that should teach a 3rd grade student about some aspect of
Islam. Students may choose one of the following topics : 1)Muhammad and the origins of Islam 2)Theology of Islam, including the 5
Pillars and the Qur’an 3) Islamic Empires – Caliphs, Ummayads, Abbasids 4)Islamic advances in art, architecture, philosophy,
literature, and science
Opening activity: Isolationism warm-up writing assignment. “The isolation of China and Japan was an effort to preserve their
cultures from being overwhelmed by the outside world.” What do you think this means? Do you agree or disagree? How might this
historical thought be applicable to your life?
Islam Handouts – Students will be given various handouts that cover several topics: An Open Book Quiz, Stereotyping and the Arab
World, Think Progress Article, South Park and Muhammad, Five Pillars of Islam, and an Essay. Students will work in pairs or small
groups to answer all of the questions and activities.
Opening activity: Isolationism warm-up writing assignment. “The isolation of China and Japan was an effort to preserve their
cultures from being overwhelmed by the outside world.” What do you think this means? Do you agree or disagree? How might this
historical thought be applicable to your life?
Comparative Sources: Students in groups will read one of several accounts of Pope Urban's Speech. As a group of 4 they will
answer the following questions: (They will share their answers with the class.)
1. What is the writer's opinion of the Muslims (Seljuk Turks)?
2. How does the writer regard Pope Urban?
3. What reasons does the author give for volunteering to fight the Crusades?
4. What benefits are there for fighting?
5. What evidence is there that suggest the writer is prejudiced/biased against the Muslims?
6. Why is the Holy Land important to the writer?
Opening activity: Isolationism warm-up writing assignment. “The isolation of China and Japan was an effort to preserve their
cultures from being overwhelmed by the outside world.” What do you think this means? Do you agree or disagree? How might this
historical thought be applicable to your life?
Primary Sources: Petrarch on the Plague & How the Plague Spread to Italy
Opening activity: Isolationism warm-up writing assignment. “The isolation of China and Japan was an effort to preserve their
cultures from being overwhelmed by the outside world.” What do you think this means? Do you agree or disagree? How might this
historical thought be applicable to your life?
Renaissance Literature:
Dante's Inferno - Students will draw their own levels of Hell based on their own experiences, and they must explain why they chose
each level of hell.
Petrarch's Sonnets - Read one of three of Petrarch's sonnets and interpret one. Then write your own sonnet using the Petrarchan
formula.
Opening activity: Isolationism warm-up writing assignment. “The isolation of China and Japan was an effort to preserve their
cultures from being overwhelmed by the outside world.” What do you think this means? Do you agree or disagree? How might this
historical thought be applicable to your life?
Renaissance Literature:
Short Essay – How is Erasmus the mirror opposite of Machiavelli

What would be your perfect form of government- - explain what your perfect system of government would look like, and describe
what forms of government you would borrow from.

Christopher Marlowe and selling your soul to the devil – music from Robert Johnson will accompany story.

Shakespeare – Read passage from Hamlet and discuss Romeo and Juliet as a Humanist Text
Opening activity: Isolationism warm-up writing assignment. “The isolation of China and Japan was an effort to preserve their
cultures from being overwhelmed by the outside world.” What do you think this means? Do you agree or disagree? How might this
historical thought be applicable to your life?
1. Using the Index Librorum Prohibitum and the list of books that were banned at one time in the US, create 2-3 paragraph argument
on why books should be banned and an argument why there should be no censorship. (this should be 4-6 paragraphs total.)
2. Looking at the Summary of the Council of Trent, explain each of the underlined phrases as you understand it. (Hint:think of these
as being the opposite of what Luther taught.)
3. Create a witty political cartoon based on one of the Protestant groups we discussed and its criticism of the Catholic Church. Take
a side….be Pro-Catholic or Pro-Protestant and try to attack the other side.
4. The Society of Jesus was created to achieve what 3 goals, and how do you think they could achieve each of the goals?

Ticket out the door – If you were the Pope, how might you have improved the reputation of the Catholic church during the
Protestant Reformation, and how do your ideas differ from those that were actually implemented?
Opening activity: Isolationism warm-up writing assignment. “The isolation of China and Japan was an effort to preserve their
cultures from being overwhelmed by the outside world.” What do you think this means? Do you agree or disagree? How might this
historical thought be applicable to your life?
Review Game – Last Man Standing - Students Stand up and they answer each others questions. If they get it wrong, they have to sit
down and write 3 more questions. Last Man standing wins, and may ask the questions during the next round.
Or popcorn variation on that where if a student gets the question right, they may ask someone else a question. If they get it wrong,
they have to write more questions.
Opening activity: Isolationism warm-up writing assignment. “The isolation of China and Japan was an effort to preserve their
cultures from being overwhelmed by the outside world.” What do you think this means? Do you agree or disagree? How might this
historical thought be applicable to your life?
Literary Hangman – Students will be given a name or a title and play hangman. If the group of students gets the puzzle correct, they
then have to guess the book or author of the clue.

Pictionary - groups will draw clues to get their team to guess.
Opening activity: Isolationism warm-up writing assignment. “The isolation of China and Japan was an effort to preserve their
cultures from being overwhelmed by the outside world.” What do you think this means? Do you agree or disagree? How might this
historical thought be applicable to your life?
Brief Essay – What is it about the unknown that drives man to explore it? Discuss what unknowns man tries or has tried to explore
and why it is important to learn about the unknown? What arguments can be made against exploring or uncovering the unknown?
Opening activity: Isolationism warm-up writing assignment. “The isolation of China and Japan was an effort to preserve their
cultures from being overwhelmed by the outside world.” What do you think this means? Do you agree or disagree? How might this
historical thought be applicable to your life?
   Activities- both in notes:
   1- Compare and contrast Forbidden City and Washington, D.C. (Venn Diagram)          2- Draw Demographic Transition Model (stage
   2 depicts population boom under Qing Dynasty)
   Activities:
   1- New vs. old feudal system depiction in notes
   2- sequencing thinking map of unification of Japan
   3- writing assignment: Tokugawa Ieyasu advised his son- “Take care of the people. Strive to be virtuous. Never neglect to protect
   the country.” How do you interpret this? What would our world look like if all political leaders followed this advice?
   3- workbook p. 179 graphic organizer notes of Japan after unification
   4- go over two haiku examples and have them write one of their own

  Class Discussion: Absolutist rulers in the modern era….What leaders in the last hundred years might fit into the Absolutist
  category and explain why

Essay- Why was iit important for Ivan the Terrible, Peter the Great and Louis XIV to "control" the nobles? WHat did it achieve?

Differentiated Assignments:
1. create a brief instruction manuel on 10 rules on how to be an Absolutist Monarch....what advice would you give someone who
would want to be an absolutist? Use examples from Philip II, Louis XIV, and Peter I.

2. create a 5 paragraph essay either criticizing or defending the idea of Divine Right, and use examples from philip, louis and peter.

3. Design your own MEGAPALACE. Incorporate ideas from the reigns of Philip, Louis, Peter, Tokugawa Ieyasu, and Kangxi........Draw
the blueprints and label each room. Draw a Frontal view of your palace and discuss what aspects you took from each of the various
absolute monarchs.

  Student-Teaching - Students will spend the block grouping themselves together and putting together a lesson that they will teach
  later in the week for the Enlightenment Unit. Students will need to prepare notes and an activity to enforce their lesson. They
  may choose one of the following topics to cover: 1. Hobbes 2.Locke 3.Montesquieu 4.Rousseau 5.Voltaire 6.Wollstonecraft
  7.Diderot 8.Salons and salon culture 9.Reform and Revolution in the American colonies 10.Thomas Jefferson and Thomas Paine


  Multi Flow Chart – Students will put together a chart showing the progression of what led up to the Age of Revolution.
  Renaissance – Reformation – Scientific Revolution - Exploration – Absolutism – Enlightenment – Revolution (and include the ideas
  of each that changed how people thought about government).

Enlightenment Activities:
      1. Students will be separated into two small groups and will demonstrate the Sate of Nature and Social Contract by fighting
           over “Food” in the wild.
     2.    The females in class will write three questions that they think only girls know the answers to….then the class will break off
           into groups with only one or two females in the group. In each “government”, women are not allowed to participate in
           government and should remain silent. The boys in each government will try to answer each question. (the object is to
           show how women are deserving of a voice in government based on Wollstonecraft’s ideas>)
     3.    Natural Rights – Define Life, Liberty, and property (Class Discussion)


Essay - How does fear/panic dictate the outcome of each event in the French Revolution?

Tree Map - The various sides of the French Revolution and write a description about what goals each group has...
King/Queen/Followers       Clergy       2nd Estate/Nobility Bourgeoisie(sans culottes) Urban Peasants Rural Peasants
French Military Jacobins Office of Public Safety


Warm Up - Is it ever acceptable for someone to be executed by the state? Under what circumstances? What are acceptable ways
to execute? What does it mean to be executed humanely or with dignity? Does the death penalty break the Cruel and Unusual
punishment Amendment in the Bill of Rights?

Discuss the Guillotine as a new form of execution and as a more HUmane way to die.
YouTube Video :Guillotine execution

Listening activity: Students will listen to a couple of Death Penalty related songs, and they will discuss what each song says about
the death penalty and see if these songs bring any new points to the discussion. We will discuss various forms of Execution
(hanging, crucifixion, stoning, firing squad, burning at the stake, Gas Chamber, Guillotine, Lethal Injection, Electric Chair)

Groups of three: - Create a Front page of a Newpaper for the day after one of the following events: The Tennis Court Oath, The
Storming of the Bastille, or The Women’s Riots at Versailles.
-students will include Headlines, stories, pictures, and an editorial.

Essay – What is the point of all of the fighting? What is it all worth? Would you give your life trying to overthrow a government you
felt was unfair?
*Song – “Turning” from Les Miserables

4 Corners – Students will be asked a series of questions and will have to physically move to the corner of the room assigned to each
given answer.

Letter Writing Activity – Students will be broken up into four groups and each assigned a group during the French Revolution. Each
group will write a letter to every other group either supporting or opposing the other groups. Each letter needs to explain why the
group either supports or opposes the ideas, philosophies, and actions of the other groups.
Then Each group will write response letters to the groups who wrote the initial letters.

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:12
posted:10/15/2011
language:English
pages:14
bsdwphunoofi bsdwphunoofi
About