World History 11/6/12

Monday 11/5/12




GPS Standards: SSWH15 The student will be able to describe the impact of industrialization, the rise of nationalism , and the major characteristics of worldwide imperialism.



a. Analyze the process and impact of industrialization in England, Germany, and Japan, movements for political reform, the writings of Adam Smith and Karl Marx, and urbanization and its affect on women.



d. Describe imperialism in African and Asia by comparing British policies in Africa, French policies in Indochina, and Japanese policies in Asia; include the influence of geography and natural resources.



Warm-up:



I can remember… Students will identify what they remember about the scientific revolution, absolutism, revolutions around the world, and the unification of both Germany and Japan.



Work Session:



Students will take notes using a lecture/PowerPoint presentation on the Industrial Revolution.

Students will be broken up into groups. They will read and discuss imperialism in their assigned region. Teacher will provide students with poster paper. They will use the information from their handout discussion to create a poster presentation on imperialism. The students will present information.

Students will write a checklist of Unit 6. Students should use this check list to help them study for their Unit 6 Assessment (November 8th).



Closing:



Students will answer this question using a post it note. Why did industrialization lead to urbanization?



Tuesday 11/6/12- NO SCHOOL



Wednesday 11/7/12



GPS Standards: SSWH13 The student will examine the intellectual, political, social, and economic factors that changed the world view of Europeans.



a. Explain the scientific contributions of Copernicus, Galileo, Kepler, and Newton and how these ideas changed the European world view.



b. Identify the major ideas of the Enlightenment from the writings of Locke, Voltaire, and Rousseau and their relationship to politics and society.



SSWH14 The student will analyze the Age of Revolutions and Rebellions.



a. Examine absolutism through a comparison of the rules of Louis XIV, Tsar Peter the Great, and Tokugawa Ieyasu.



b. Identify the causes and results of the revolutions in England (1689), United States (1776), France (1789), Haiti (1791), and Latin America (1808-1825).



c. Explain Napoleon’s rise to power, the role of geography in his defeat, and the consequences of France’s defeat for Europe



d. Examine the interaction of China and Japan with westerners; include the Opium War, the Taiping Rebellion, and Commodore Perry.



SSWH15 The student will be able to describe the impact of industrialization, the rise of nationalism, and the major characteristics of worldwide imperialism.



a. Analyze the process and impact of industrialization in England, Germany, and Japan, movements for political reform, the writings of Adam Smith and Karl Marx, and urbanization and its affect on women.



b. Compare and contrast the rise of the nation state in Germany under Otto von Bismarck and Japan under Emperor Meiji.



c. Describe the reaction to foreign domination; include the Russo-Japanese War and Young Turks, and the Boxer Rebellion.



d. Describe imperialism in Africa and Asia by comparing British policies in Africa, French policies in Indochina, and Japanese policies



Warm-Up:



What do you know? White board activity for students to write what they know about each topic on the Unit 6 Check list.



Work Session:



Students will be given 25 minutes to work on their checklist with a partner.

Battleship review game



Closing:



N.E.W.S students will write about Unit 6. What did you notice about unit 6? What is exciting about unit 6? What do you wonder about Unit 6? What do you still want to know?



Thursday 11/8/12



GPS Standards: SSWH13 The student will examine the intellectual, political, social, and economic factors that changed the world view of Europeans.



a. Explain the scientific contributions of Copernicus, Galileo, Kepler, and Newton and how these ideas changed the European world view.



b. Identify the major ideas of the Enlightenment from the writings of Locke, Voltaire, and Rousseau and their relationship to politics and society.



SSWH14 The student will analyze the Age of Revolutions and Rebellions.



a. Examine absolutism through a comparison of the rules of Louis XIV, Tsar Peter the Great, and Tokugawa Ieyasu.



b. Identify the causes and results of the revolutions in England (1689), United States (1776), France (1789), Haiti (1791), and Latin America (1808-1825).



c. Explain Napoleon’s rise to power, the role of geography in his defeat, and the consequences of France’s defeat for Europe



d. Examine the interaction of China and Japan with westerners; include the Opium War, the Taiping Rebellion, and Commodore Perry.



SSWH15 The student will be able to describe the impact of industrialization, the rise of nationalism, and the major characteristics of worldwide imperialism.



a. Analyze the process and impact of industrialization in England, Germany, and Japan, movements for political reform, the writings of Adam Smith and Karl Marx, and urbanization and its affect on women.



b. Compare and contrast the rise of the nation state in Germany under Otto von Bismarck and Japan under Emperor Meiji.



c. Describe the reaction to foreign domination; include the Russo-Japanese War and Young Turks, and the Boxer Rebellion.



d. Describe imperialism in Africa and Asia by comparing British policies in Africa, French policies in Indochina, and Japanese policies



Warm-Up:



Think- Pair- Share Review



Work Session:



Students will complete Unit 6 Assessment

What is Nationalism? Students will read a short handout with questions about nationalism.



Closing:



Are you satisfied? Students will discuss with peers the questions on the Unit 6 Assessment that they did not understand. Students will then share with class the questions that were difficult and the questions that they felt confident with. This will help the teacher assess the content that is difficult for students and prepare me for future lessons.



Friday 11/9/12



GPS Standards: SSWH16 The student will demonstrate an understanding of long-term causes of World War I and its global impact.



a. Identify the causes of the war; include Balkan nationalism, entangling alliances, and militarism.



Warm-Up:



Students will listen to the national anthems of 5 different countries. Teacher will display lyrics to each national anthem as the song plays.

Teacher will hold class discussion on the ideas of nationalism and what nationalism means.



Work Session:



Teacher will present students with a short PowerPoint presentation with guided notes.

Students will be split into groups. These groups will create a commercial for the assigned country. Students will create a commercial selling their nation. At the end of class students will present commercials to the class.



Closing:



1 minute response- What is nationalism? What did you learn in today’s lesson?