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Absolutism to Revolution

2/22Monday

Topics/Sequence/Timing: Fakebook (H) / Day in the life of a sun king (R)

Strategies: (H) Final day to work in class for and complete Fakebook and profile/ (R) introduction of “a day at the court of the sun king reading” /explain annotations

Grouping: (H) groups of 4/5 (R) pair up

Materials: Fakebook packet/laptops/a day at the court of the sun king/ annotation sheets

HW: (H) a day at the court of the sun king, due 2/25 (1st period will have class time to work on it on Wednesday.

Step by step:

(H) - Remind students to get into groups

- Remind class this is the last day to work in class on fakebook, and that its due at 5:15 in google doc. no edited after that will be accepted.

- Remind class “A day in the court of sun king” due thursday

- Remind class about evaluations/extra credit (incentive)

(R) - have students pick up “a day in the court of the sun king”when entering the class.

- Have students place in binder after absolute monarch reading in yellow unit.

- Students will pair up.

- I will ask students if they have their “annotation key” (whoever does not, i will provide one for them.

- I will give an example of each annotation, using the Key and an example for the textbook on p. 598 (Louis weakens the

Nobles’ Authority and Economic Growth)

- I will read and annotate this paragraph using the annotation key.

- I will demonstrate to underline the main idea

- Draw a box around main concepts and key terms.

- Circle unfamiliar words and define them.

- Explain how to use “text to self” with TS and “text to world connections” with TW and give specific example of this

with the reading in the text from p.598 bottom paragraph

- I will give them the remaining period to work on identifying at least the main idea, at least 1 key terms, circle

5 unfamiliar words, 1 text to self as well as 1 text to world annotations and completing the questions on the back

in class.

- I will go around checking on work with each pair.

- If i see that most of the students have completed. I will collectand grade.

- Students will have till tuesday part of class to complete theassignment and collect for grading.

- Remind students at end of class to work on Sun King reading at home and bring to class on tuesday to work on for the

first 15 15 minutes of class.

2/23

tuesday:

Topics/Sequence/Timing: (H) fakebook evaluation/(R/H) How england becomes constitutional monarch chart/complete “A day

in the Sun King”

Strategies: (H) fakebook evaluation and hand out CMC/ (R) go over instructions constitutional monarch chart/hand back graded “A day in the court of the sun king”

Grouping: (H) groups of 4/5 (R) groups of 2

Materials: (H) Fakebook packet/laptops/constitutional chart/evaluation sheets/(R) Sun King/CMC

HW: None

Step by step:

(H) -Students pick up CMC when entering class

-students get into groups

-Discuss quickly CMC instructions, and duedate at the end of class on Thursday.

-Remind them that Sun King is due Thursday when they enter class.

-explain student evaluations of each other’s project

-Have (5) desks grouped up with 4-5 laptop, (1) sheet with a letter identifying that group and (4) evaluation sheets for each period.

-Have each group sign on to their Fakebook account but will not enter the password, so there will be no editing.

-Have students rotate to each group and spend (7) minutes evaluating the other groups Fakebook. I will keep time with the clock.

-Student will write the letter of the group their evaluating and complete the evaluation, finally giving them a overall score that varies from 1 being the worst to 5 being the very good.

-Repeat (3) more times till each group evaluated each group.

-After each evaluation one member will place their evaluation of the other group on the teacher’s desk in the pile with letter that matches the group they evaluated facing down.

-Groups will evaluate till they have graded every other group once at have circled back to their desk, where they will sign out of their Fakebook account

-I will tally each group’s score, highest score will get extra credit.

-If there is a tie, Ms. Evans will act as a tiebreaker to determine the winner.

-If there is time remaining students will work on “A day in the court of the Sun King” till class ends or start reading P. 614-618 and start on their CMC

(R) -Students will pick up constitutional monarch chart (CMC) when entering room

-Will instruct students to place CMC in the yellow unit after Sun King reading and write due date on it.

-Tell students to pair up and work on their Sun king annotation worksheet for the first 10 minutes of class to complete Sun King.

-I will then go around checking off each group’s work

-Then review the Sun king and give students points for participation.

-I will ask for a volunteer to go in front of their class, point out the main idea, key terms, unfamiliar

words (their definitions), TS and Tw

-Then i will call on those who raise their hands to answer the 5 questions in the back.

-take out their CMC sheet.

-have them open textbook to section 5 (p.614) Parliament limits the English monarchy.

-Give a bell ringer, Define Constitutional monarchy, define Absolute monarchy and “What is the difference between a Constitutional Monarchy and a Absolute Monarchy?”

-Describe how the English monarchy had trouble achieving absolute power, do to that fact that

English monarchs relied on British nobles to raise the funds they need to accomplish their goals.

-Reminding the class of absolute monarch of Spain Philip II who was Catholic and his war with

Protestant Queen of England, Elizabeth I who the Daughter of Henry VIII (King who had 6 wives and executed 2) and how the war put financial strain on the English monarchy.

-Explain not leaving an heir.

-explain Parliament

-break down rulers after elizabeth, starting with James I, giving two main points.

-I will a student volunteer to read until i say stop, then leave notes for them to copy on projector.

-Explain the situation of Queen Elizabeth I situation dealing with parliament over money as well as

not leaving an heir (child) and debt that would create difficulty for the English monarchy to achieve

absolute power in England.

-will have remaining class period to explain CMC sheet.

-Assignment will be due on thursday at the end of class

2/24

Wednesday

Topics/Sequence/Timing: (H) field trip, (R) CMC working in class

Strategies: (H) students will go field trip for the day, (1st period H/R) Students will work the rest of the class period to work on their CMC as i go around spending time with each group.

Grouping: (H) groups of N/A (R) Pair up

Materials: field trip (H)/(H 1st period/R) CMC

HW:

Step by step:

(H) - field trip (no class)

-Will pick up (CMC) when entering classroom

-Students will get into groups/ I will check for dress code and ID

- 1st period will work on “sun king” reading in class if did not do so already. Will let them work the whole period. If time is still

available they can also read p. 614 to 617 and start on their CMC.

-(Work day) Students will spend the rest of the class period to work on their charts while i go around checking and working with one on

one.

-Remind class that CMC is due at the end of Thursday class.

(R) -Students will get into groups/ I will check for dress code and ID

-Students will open to their CMC and open their textbooks to pages 614to 617

-Give students BR: “what is the difference between constitutionalmonarch and absolute monarch?”

-take attendance while they work on bell ringer

-Take participation and give points to those who raise their handsto answer bell ringer correctly.

-(Work day) Students will spend the rest of the class period to work on their charts while i go around checking and working with one on

one.

-Remind class that CMC is due at the end of Thursday class.

-Remind class that textbook pages are on google classroom

2/25

Thursday

Topics/Sequence/Timing: (H)/(R) How england becomes constitutional monarch chart

Strategies: (H)/(R) Constitutional monarch chart (work day)

Grouping: (H) n/a (R) groups of 2

Materials: constitutional monarch chart

HW:

Step by step:

(H) - Students will get into groups/ I will check for dress code and ID

- turn in homework “A day in the court of the sun king”

- intro to Parliament limiting the power of the monarchy

- give direction about monarch chart

- work on chart for the remaining of class period

- remind class chart is due at the end of Thursday class

(R) - Students will get into groups/ I will check for dress code an ID

- Students will work on chart till the end of class

- Students will turn in monarch chart at the end of class for grading

BACK UP PLANS: ------------------------------------------------------------------------------------- Students that have completed have completed

Monarch chart

- I will check off work, to make sure all answers are correct.

2/26

Friday

Topics/Sequence/Timing: (H)How england becomes constitutional monarch chart, review a day in the court of the

sun king / (R) review How england becomes constitutional monarch chart

Strategies: (H/R) Review Constitutional monarch chart for remaining class period.

Grouping: n/a

Materials: (H/R) constitutional monarch chart

HW:

Step by step:

(H/R) -hand back graded constitutional monarch chart for review

-Check for ID’s and dress code when students walk in.

-Discuss Queen Elizabeth I and the financial problems sheleft for future monarchs. Explain how the fighting with

Spain took its toll.

-Discuss King James I and issues he had with the Puritans and financial issues he had with Parliament. Explain who are

puritans and how they went the new England colonies. (give them the Thanksgiving example with Native Americans and settlers also remind them of a another form of protestants who wanted to reform (change) from Catholic church, bring in the term indulgences (reformation) to help them relate about how the church lost its credibility.

-Discuss Charles I and the English Civil War. Issues with Parliament, Dissolves Parliament repeatedly and heavily

taxation of his subjects (people). Example of President Obama firing Congress (elected officials from each state) to represent us in government.

-Discuss the civil war between Royalist and roundheads, explaining who is who and why they call them royalist

and roundheads.

-Charles I defeat and execution. Why his public execution wassignificant.

-Class Activity: The engraving of Charles I beheading on p. 615 will have students explain what the importance of this execution. who are the figures in the picture.

-Show England Civil War video (Will share link with Liz)

-Geography Skill builder on p. 616

-Discuss Oliver Cromwell his dictatorship and reforms

-Explain what a dictator is and compare to absolute monarch and what is the difference. Hitler

-explain how Cromwell was hard core puritan who wanted to take away theaters, music, dancing , sports. and how he saw this sinful. so no mtv, movies, clubs, football, basketball and UFC. gone.

-Discuss Charles II and monarchy restoration, explaining HebeasCorpus (arrest without reason) i can’t put someone in

jail just because you don’t like him. Explain when his father (Charles I) was executed he escaped to mainland Europe for exile (explain exile) then how he was asked to come back, under conditions

describe habeas corpus in 1:30 BBC clip

-Discuss James II who was Catholic, and how Parliament invited his protestant daughter to take the thrown. Was a bloodless

revolution called the Glorious Revolution. Nobody died

-Discuss William and Mary and the constitutional monarchy.

-Explain what a constitutional monarchy is, and how the Parliament established the Bill of Rights, cabinet system and limited the power of the monarchy.

-Explain about the 2 party system (checks and balances) give example with

-Primary Source on p.619

-Discuss how the Bill of Rights and cabinet system is meaningful and relates to us in the United States during its Revolution and creation of our government.

Explain how it connects with the American revolution and how it would create its own government today

- Habeas Corpus (Prevents anyone from holding a personin jailed without being charged.)

- Bill of Rights (gives rights of freedom of speech and religion)

- Two strong opposing power in government that act as checks on each other: (president, king and

elected officials)

- Two dominant political parties (democrats and republicans)

use video

https://www.youtube.com/watch?v=R6GPbImtO8k Bill of rights 2:20

Visuals/Activities:

(R) * Bell Ringer: “What is the difference between an Absolute Monarch and a Constitutional

Monarch”

(H/R)

* Class Activity: Engraving that depicts beheading of Charles I

-Primary Source on p.619

* Habeas Corpus in 1:30 BBC clip

https://www.youtube.com/watch?v=kVM147PaPpY

* Bill of Rights clip 2:20

https://www.youtube.com/watch?v=R6GPbImtO8k

* Geography Skill builder on p. 616

3/7 MONDAY

Topics/Sequence/Timing: (H) Enlightenment spreads (Review) (R) Complete Scientific Revolution

(Review),

Strategies: (H) Review enlightenment spread with activitiesfrom textbook, and clips.

(R) Complete SRC and intro into Enlightenment with textbook activities and clips.

Grouping: (H/R) Pairing up into groups of two

Materials: (H) Spreads worksheet, youtube clips, textbook(R) SRC packet,textbook,

Enlightenment Notes, video clips, textbook activities

HW: (H) Mozart Questions (due at the beginning of Tuesday class.

Step by step: (H) -Students will enter class, i will select a student to hand back graded Enlightenment

Spreads.

-I will instruct students that Enlightenment Spreads go into yellow section of the

binder after Enlightenment Notes.

-I will then instruct students to look at theboard to go over the objectives for the

day.

-Remind students that Mozart homework is dueon Tuesday beginning of class.

-I will tell students to pair up and open textbooks

-I will then have the students do a “Bell Ringer”

-I will call on students that raise their hands for participation points for bell ringer and

spread review

-”Give 3 ways how does “enlightened” problem solving approach to government and society prevails in modern civilization today?”

-I will explain and define with class what terms; approach (used towards) and prevails

(successful) and how they are used in this question before they answer.

-I will look to see how they can relate what they have learned about the philosophers such as John Locke, Voltaire and Rousseau for example and how they can relate it to current democracies of today such as United States and

Great Britain.

-Then I will proceed with Enlightenment Spreads review

-I will have students stay in their paired group with textbooks out.

-Starting with the importance of Denis Diderot, and asking about what his contribution to society was, also for them to explain to me what a “salon” is? which is one of their terms.

-Connect to today reading (cybercafes) p. 637

-I will explain that salons were much like coffee shops with internet (cybercafes) today, but instead, they were philosophers, artist and scientists that would gather at a hostesses (A lady who invited people for little parties, usually wealthy women in paris) and shared ideas. This will lead to how Diderot would create and fund his idea. (these are answers that I’m hoping that the students can give me while i lead them with questions.

-I will also ask them to explain to me what an Encyclopedia is? Explain to them that it is a collection of ideas from scientist to artist to politicians that is used to pass down knowledge and build on.

-I will ask them why they would think that is important?

-Discuss with students neoclassical and baroque

-Give an example of how neoclassical is like Washington D.C. (White House) and Ancient Greece, show them some images on (Parthenon) on google images.

-Baroque i will remind them of Versailles Palace and over the top. also show images in their textbook of Versailles and remind them of Louis XIV the way he dressed, shoes, make-up and hair. show the painting on p. 588 in their text

-Then I will go into Franz Joseph Haydn, Mozart, and Beethoven (go around asking students for their answers)

-Show video clip (6:53) Haydn, Mozart, Beethoven -classical period

https://www.youtube.com/watch?v=a1v_0TElJw4

-video depict all 3 musicians and their impact to classical music.

-Discuss the video and have the students explain their own words what differences and similarities that the 3 had.

(I’m leaning towards Mozart) mozart vs skrillex (this one seems to use more terms, from the text, Bieber is mostly

bleeped out)

https://www.youtube.com/watch?v=_6Au0xCg3PI

-Show Beethoven vs Bieber (Rap Battle)

https://www.youtube.com/watch?v=JLoFu4WCb60

-discuss Samuel Richardson and how his writing was different than previous english writers and the impact it had on social classes.

-I will use the story “Pamela” plot to explain to the students to connect how it would be significant to Age of Enlightenment and ask them which philosoph that they studied this past week would promote this book (with it dealing with a girl marrying up in class) -Rousseau stands out (abolish nobility, everyone is created equal) from notes.

-Have students give me explanations on what Enlightened rulers Frederick the Great

and Joseph II reforms were

-I will have the students do the Catherine the Great History Makers on p. 639

-I will ask students which of Catherine’s decisions would Voltaire have

disagreed? on the board as class activity write their answer back of spread

(R) -Complete Scientific Revolution review

-Recap from what i covered in day 1 of review.

* Geocentric (Aristotle)/Heliocentric (Copernicus)

-Show Galilieo (History) video

Discuss video Discuss Church & inquisition

(trial)

Discuss if in his shoes would they do the same

-Discuss why Vesalius and Jenner’s significant again (dissecting humans/vaccinations)

-Using my allergy shot example with them, and go into what the controversy about it

today

-Not reviewing Boyle or Newton or his video again (did in day 1 of review) but will

express the Scientific method and the steps (where i left off last) Then Descartes and Bacon and what was the difference.

-I will explain how Descartes used mathematics to solve problems and that you should

doubt everything. Bacon believed in experimenting

-Then I will ask at least 3 students to sharewhat kind of mark they want to leave

on the planet.

-Then move to emojis and guess which emoji represent which historical figure. at

least 3 as well.

-Then i will have one person share why they picked their historical figure to have the

biggest impact. Ask them to put on elmo and read loud and clear

3/8 TUESDAY

Topics/Sequence/Timing: (H) Baroque vs Classical intro,Annotations of Pain (handout),

(R) Enlightenment Notes, Enlightenment Spreads (handout)

Strategies: (H) Discuss Baroque vs Classical showing musicclips of classical and Farnelli

representing Baroque. (R) Discuss

Enlightenment Era with powerpoint and complete notes. Enlightenment Notes,

incorporate clips and questions for videos, with textbook activities.


Materials: (H) Baroque vs Classical worksheet, Farnelli clip,Singing of Pain reading, Mozart (collect)

(R) Enlightenment Notes, Powerpoint, Spreads sheet

HW: (H) Singing in the pain (annotations) due at thebeginning of class on Friday.

Step by step: (H) -Students will enter class,

-I will instruct students to pass up their Mozartreading questions

-I will instruct students that B&C sheet go into yellow section of the binder

after Enlightenment Spreads.

-Discuss with class that Singing in the pain is due Friday when they come to class, go over its

directions

-Instruct students that Singing in the pain goes in binder after B&C music sheet. Tell students to write due date on top of sheet (3/11 beginning of the class)


day.



- “What is the difference between Baroque and neoclassical?


spread review

-Remind them of Versailles Palace (Baroque)neoclassical (Washington D.C.)

examples that i gave them the yesterday. and show them again

-Discuss how new ideas of over the top Baroque style (example of Louis XIV and Versailles)

started to change with “enlightened” thinking give example from philosophs

and great thinkers who are taking ideas from ancient Greek style, which we would see pillars brought become popular in architecture, political and even art (music)

-Have students define baroque and giveexamples. (lady Gaga, Louis XIV p. 588

Palace of Versailles p. 600)

-Listen to examples of music: Broque

La Primavera (Vivaldi; violins, stringsorchestra, and bass

Canon in D (Pachelbel; 3 violins & bass) Toccata (Bach; harpsichord) “plucked” Fugue (Bach; Pipe organ, repetition

different pitches)

-Have kids define classical (example of white house, parthenon)

-Play classical clips for students students to listen to.

https://www.youtube.com/watch?v=e7wEsP7Bm6o (chuck 2:37)

-Listen to classical music

-listen to examples classical music (Moonlight Sonata)

-Discuss with class about music (differences/similarities)

-This piece is one of Beethoven's most popular works for the piano, and it was a popular favorite even in his own day.

-have students define Opera

-Dramatic work, set to music for singers and instruments (a play dramatic story with a live band)

-Discuss common operas, ancient greek theatre Roman and ask students what they

think when they hear opera?

-Now with a growing middle class, and Enlightened thinking about classes (social) more and more people wanted to listen music and enjoy the theater. As musicians depended more and more on public support, public concerts became increasingly popular and helped supplement performers' and composers' incomes. The concerts also helped them to reach a wider audience.

-Musicians for the first time grow wealthy.

-I then will give them a short intro on Castratosbefore i show the class Farnelli clip

(scene 11)

-(short intro) is Farnelli and his brother Broschi“ricardo”(only wrote for his brother)

-Talk about Castrati- root word “castrate” talk about reasoning behind it.

-I will explain that a Castrato is a singer, the name coming from “castration” means

to remove testicles or for women to remove ovaries. (pretty much neuter like they do pets) but instead of doing for reproduction, it’s done before the young male goes through puberty to keep his unique like a child, instead of becoming deeper sounding like older males.

this is possible becomes of the lack of testosterones produced, this would cause the bones not harden like normal, so their limbs including the bones of their ribs with excessive

training makes for very powerful lung power and breath storage that creates large adult size lungs with child size vocal chords.

They would dress in baroque style over the toptop look make-up, hair, heels

Then i will give an example how today, how some try do that with “child stars” without the

actual castration (because it’s illegal) the use medication that restricts testosterone. MichaelJackson is an example when he was with the Jackson five.

Explain how parents would actually consent or even volunteer their children for this so it could bring fame and riches to the family

-(short intro) is Farnelli and his brother Broschi“ricardo”(only wrote for his brother)

-Considered the most famous castrato of all time

-Show scene 11, then discuss it, let students answer their B&C sheet.

-Ask students what they think of the scene, voice, make-up, clothing

-Then will go over the video with students

-ask the students of the music sounds familiar, if they recognize it from anything today, and how this music has lasted and stayed popular for centuries.

-Ask what the difference between between Baroque and classical music. How does it sound, which one do they like better.

-Recap ith students how they got their voice toto do that (castration and extreme

training)

-Have the students complete assignment and check off.

(R) -Students will enter class, and will pick up Enlightenment Notes and Spreads

-I will instruct students that Spreads will be due at the end of class on thursday. and

should be placed in binder after Notes in yellow section

-I will stress again you ONLY HAVE THURSDAY towork on this

-I will instruct students that Notes sheet go into yellow section of the binder

after Scientific Revolution chart


day.


-Discuss Enlightenment

-Explain how the scientific revolution was how individuals questioned their world

around them, and now they questioned how they treat each other

-Show enlightenment 1:58 clip, have them answer clip question on back of worksheet or on separate paper (have them staple it if so). “what was at least one of the causes of the Age of Enlightenment?”

-answer: scientific revolution, reformation or renaissance. are all acceptable

-Proceed to powerpoint

-students will define Enlightenment definition

-I will breakdown the definition, comparing reason and thought to being open-minded to new ideas and not letting others make the choice for them. That all individuals should feel free to express and explore ideas.

-Students will fill in the blank for causes

-I will give students 10 seconds to read each of the 6 philosophers of enlightenment, i will read out loud each one so those who didn’t read will hear. then ask the students what does the philosophs ideas sound like that we have today in this country?

-wanting to hear answers such as democracy, constitution.. or government checks and balance.. and so on.

-I then will review each philosoph (french for philosopher)

Hobbes (example Sheep need a sheppard.) -Absolute monarch

Locke (ex: People are good, Life, liberty and property, what does that sound like “pursuit of happiness”)

(undecided) -Social contract video (Hobbes v Locke)

* Voltaire (religious freedom, speech, speak about his exile (kicked

out) from France and how he got a lot of his ideas from England’s

government (ask class what kind of monarchy was England)

* Montesquieu (separation of power, use class as example, one

student as class president, wants to extend school day to 8pm, but part of class votes no. class wants to shorten the day to 10 am but president vetoes (rejects) goes third group of kids (judiciary) supreme court they make decision but can’t create bill, so each group checks the other.

* Rousseau - (all are equal, majority rule, pizza toppings example)

* Mary - (women rights, get male jobsdoctors, lawyers, politics, get

out of the house making babies, cleaning, and cooking.

-make connection about where most of these philosophs are from

-Connect that they are from France, and ask the class what type of government (Absolute) and

that they want freedom like they see in England, and how this would

lead to revolutions in France, America and Latin America

-Do DBQ activity on p. 631

- Answer- Explain how those who have to follow the law, should write the Law. (discuss with

class that someone who makes the law for someone else but isn’t fair that they above the law.

-Answer - What a sense of justice people would just do whatever they wanted. (People

need to sacrifice a little freedom so they can protect their rights) There will always be those who want more.

-Fill in the blank

-explain progress (how refers to creating a moreequal society and fairness trying to

close the gap between classes.

-Explain “Secular” ask if they know what it means. Describe it! have them write a note next to it. “separation of church and state.”

does not allow church to make laws or pass bills or decide our leader. Ask students if our nation is secular, ask students what nations out there are secular. (Iran, Vatican, Saudi Arabia)

-Explain Individualism, point out dress code, maybe use a student who is not wearing the dress code, that of course i took a point off for, when class first started. ;) free thinking for everyone, not upper classes, church figures and rulers.

-Watch teacherTube video

-Pause video after book printing made affordable easy to get to quickly connect with

today’s internet.

-Resume video and discuss what they have seen or studied or recognized from previous chapters.

-Have them write down notes to use on assignment on a sheet paper or back of assignment.

-Skillbuilders on p. 632

-Explain chart,

1st row is ideas 2nd row is the philosopher 3rd row is result

-Explaining how there can be more than one answer. Looking for any document

constitution, Bill of rights, 2nd question freedoms “expression”

-Then complete constructive response question, they will be able to use their answers to

complete this with definition and at least two philosophs.

3/9 WEDNESDAY

Topics/Sequence/Timing: (H) Intro to Amadeus Project(R) Enlightenment Notes

Strategies: (H) Discuss Amadeus project, explaining instructions. give example

(R) Complete Enlightenment Notes, incorporate Clips and questions for videos, with textbook activities


Materials: (H) Amadeus assignment, Amadeus rubric(R) Enlightenment Notes, Video clips,

video questions, textbook

HW:

Step by step: (H) -Students will enter classroom and pick up Amadeus project

-I will check for dress code, IDs

-I will remind students about singing in the paininstructions and due date (3/11)

-Inform them that it will go in yellow binder after BvsC

-I will then instruct students that Amadeus project goes in after BvsC in yellow unit

-Complete Baroque vs Classical

-Recap rise of composers (rise of middle class/example concerts, no more depending

on giving lessons)

-Castrato singers (Broschi story)

-I then will go into a short intro about Mozart(describe that he was a childhood star,

and grew up to be the “rock star” of his day, like Michael jackson.

-Show mozart vs Skrillex (video)

-Discuss video, how he was dressed, (important)

-Point out that his style of music was classical, but his persona seems Boroque and

reminds of who (Louis XIV dress)

-Then will tell students to pull out Amadeusproject to review directions.

-Explain that we will watch Amadeus (a filmabout Mozart) and that they will be

doing research about his real life to compare/contrast the movie from his real life. How historically accurate movie really is.

-An 80 point project that covers 4 criteria:

Compare/contrast chart (50) pts (2) paragraphs explanation (10) pts Citations (10) pts Correct grammar (10) pts

-(COMPARE/CONTRAST): Chart Requirements: Create chart accurately comparing/contrasting the movie Amadeus to Mozart’s life. (50 points)

a. Chart includes 5 topics with 3 points under each topic Students will take notes during movie

on these 5 points:Topics: 3 bullet points under each topic

(stick to points and relationships that are provided, do not want relationships about his wife, mother in law, the emperor or the cardinal)

Film

1. Relationship between Mozart and Salieri - (3 bullet point for each)2. Relationship between Mozart and his father - (3 bullet point for each)3. Mozart’s musical abilities - (3 bullet point for each)4. Mozart’s personality -behavior, laugh, financial issues, alcoholism - (3 bullet point for each)

5. Requiem - (1 bullet point for each) Death - (1 bullet point for each) Burial - (1 bullet point for each)

Real Life

5. Relationship between Mozart and Salieri - (3 bullet point for each)6. Relationship between Mozart and his father - (3 bullet point for each)7. Mozart’s musical abilities - (3 bullet point for each)8. Mozart’s personality -behavior, laugh, financial issues, alcoholism - (3 bullet point for each)

5. Requiem - (1 bullet point for each) Death - (1 bullet point for each) Burial - (1 bullet point for each)

-Have parts of film ready to stop to show familiar terms that we covered-Have parts that show enlightenment-have parts that that might be confusing to students

-(ESSAY): I will explain that the student will write a two paragraph (each paragraph 5 sentences minimum with a topic sentence and conclusion sentence required that explains whether or not

the student believes the movie accurately portrayed Mozart’s life. (10) points

A. Cite 4 sources in the correct MLA format (10 points)a. 1 database, 2 websites, 1 book

-(CITATIONS): (10) points

-Student must cite at least 4 sources in correct MLA format (I will have them check to see if they have their MLA citation sheet and will tell them to come to me if they have any questions about citation.-They must have -(1) Database example; (Britannica) - Mozart Effect

-(2) Websites -(1) Book* (Library just has around 10 books on Mozart, so i will

encourage students to E-Book for their book source.

-I will also encourage students to come to me for help if they can not find a book source and i will help them find them online for free.give students example:

-(1) chicago public schools: databases-library corporation-(2) SOAR home -(3) go to “H” then to Hubbard-(4) “search” (mozart, and other characters in the film)-(5) go to to ebook-(6) log on password and navigat

-I will walk around class during (workdays) to see if their citations and sources are correct and not just to cite sources to just cite.

-I will walk around checking and help them research books.

-Grammar (10) points:

-Notify students that grammar is worth 10 points, and emphasize it not only on the essay but the chart as well.

-Tell students to proofread each other’s work before submitting their work to turnitin.com

-Remind them that any form of plagiarism is unacceptable and will receive a zero for the assignment for both members of the group.

-Student must as well submit a hard copy to me as well on 3/25 to graded if wish to earn full points.

-Deadline to be determined; Electronic copy due at midnight 3/25 Hard copy due at the beginning of class 3/25

(R) -Students will enter class, pair up, get out textbooks

-I will remind students that Spreads will be due at the end of class on thursday if they

want to get a head start and should be placed in binder after Notes in yellow section

-I will instruct students that Notes sheet go into yellow section of the binder

after Scientific Revolution chart


day.

-I will tell students to pair up and open textbooks (again)

-Review Enlightenment section from yesterday before starting where i left off previous.

-Explain how the scientific revolution was how individuals questioned their world

around them, and now they questioned how they treat each other

-Show enlightenment 1:58 clip, have them answer clip question. “what was at least one of the causes of the Age of Enlightenment?”

-answer: scientific revolution, reformation or renaissance. are all acceptable

-Proceed to powerpoint

-students will define Enlightenment definition

-I will breakdown the definition, comparing reason and thought to being open-minded to new ideas and not letting others make the choice for them. That all individuals should feel free to express and explore ideas.

-Students will fill in the blank for causes

-I will give students 10 seconds to read each of the 6 philosophers of enlightenment, i will read out loud each one so those who didn’t read will hear. then ask the students what does the philosophs ideas sound like that we have today in this country?

-wanting to hear answers such as democracy, constitution.. or government checks and balance.. and so on.

-I then will review each philosoph (french for philosopher)

Hobbes (example Sheep need a sheppard.) -Absolute monarch

Locke (ex: People are good, Life, liberty and property, what does that sound like “pursuit of happiness”)

(undecided) -Social contract video (Hobbes v Locke)

* Voltaire (religious freedom, speech, speak about his exile (kicked

out) from France and how he got a lot of his ideas from England’s government (ask class what kind of monarchy was England)

* Montesquieu (separation of power, use class as example, one

student as class president, wants to extend school day to 8pm, but part of class votes no. class wants to shorten the day to 10 am but president vetoes (rejects) goes third group of kids (judiciary) supreme court they make decision but can’t create bill, so each group checks the other.

* Rousseau - (all are equal, majority rule, pizza toppings example)

* Mary - (women rights, get male jobsdoctors, lawyers, politics, get

out of the house making babies, cleaning, and cooking.

-make connection about where most of these philosophs are from

-Connect that they are from France, and ask the class what type of government (Absolute) and

that they want freedom like they see in England, and how this would

lead to revolutions in France, America and Latin America

-Do DBQ activity on p. 631

- Answer- Explain how those who have to follow the law, should write the Law. (discuss with

class that someone who makes the law for someone else but isn’t fair that they above the law.

-Answer - What a sense of justice people would just do whatever they wanted. (People

need to sacrifice a little freedom so they can protect their rights) There will always be those who want more.

-Fill in the blank

-explain progress (how refers to creating a moreequal society and fairness trying to

close the gap between classes.

-Explain “Secular” ask if they know what it means. Describe it! have them write a note next to it. “separation of church and state.”

does not allow church to make laws or pass bills or decide our leader. Ask students if our nation is secular, ask students what nations out there are secular. (Iran, Vatican, Saudi Arabia)

-Explain Individualism, point out dress code, maybe use a student who is not wearing the dress code, that of course i took a point off for,

when class first started. ;) free thinking for everyone, not upper classes, church figures and rulers.

-Watch teacherTube video

-Pause video after book printing made affordable easy to get to quickly connect with

today’s internet.

-Resume video and discuss what they have seen or studied or recognized from previous chapters.

-Skillbuilders on p. 632

-Explain chart,

1st row is ideas 2nd row is the philosopher 3rd row is result

-Explaining how there can be more than one answer. Looking for any document

constitution, Bill of rights, 2nd question freedoms “expression”

-Then complete constructive response question, they will be able to use their answers to

complete this with definition and at least two philosophs.

`

3/10 THURSDAY

Topics/Sequence/Timing: (H) Amadeus Movie(R) Enlightenment Spreads

Strategies: (H) Begin watch Amadeus film, taking noteswhile stop periodically to skip or pause

parts of film for students to take notes.(R) Discuss instructions

about Enlightenment Spreads worksheet give class the remainder of period to complete worksheet.


Materials: (H) Amadeus film, Amadeus chart(R) Enlightenment Spreads, textbook

HW:

Step by step: (H) -Students will enter class, arrange classroom to look like a theatre that curves around

the smartboard.

-Make sure student is sitting next to partner and have their Amadeus assignment

out

-Remind class that Singing in the pain is dueFriday when they come to class, go over

its directions

-I will briefly go over the Amadeus instructions again and inform them about how they

should look for at least 5 examples for each of the points given in just the film.

-I will cut out certain parts of the film 1:04.01 - 1:16.06 and 2:13.04 - 2:15.21

-I will also pause at certain parts in the film that are on my answer key to explain

but not give the answer away. (example; When at the court of the Cardinal and he’s giving a show how they speak of his accomplishments.

-Also to show they are dressed, and the hair toask if this is neoclassical or Baroque

style?

-Students will have the rest of class to watch to watch the film as well through next

Wednesday.

-Amadeus assignment due on 3/25

(R) -Students enter classroom, pair up and getout textbooks

-I will handout Enlightenment spread to thosewho forgot or lost their copy and did

not want to take advantage of getting a head start on it.

-I will get everyone’s attention and to look at the board, so i can go over days

objectives.

-I will go over the spreads directions and explainwhat page numbers and answers that

I’m looking for. (I will be less particular on what I’m looking for. Example; Beethoven, Mozart and Haydn can just be classical composers.)

-I will inform the class that this will be due at the end of the period, i will not collect,

but just check off before the period ends.

3/11 FRIDAY

Topics/Sequence/Timing: (H) Amadeus Movie/collect Singing in the pain(R) Enlightenment Spreads (Review)

Strategies: (H) Watch Amadeus film, taking noteswhile stop periodically to skip or pause

parts of film for students to take notes. Collecting Singing in the pain homework.

(R) Review Enlightenment Spreads, incorporate Clips and questions for videos, with textbook

activities, handout Scientific Revolution andEnlightenment study guide


Materials: (H) Amadeus film, Amadeus chart(R) Enlightenment Spreads, textbook,

video clips, clip questions, study guide

HW: (R) Scientific Revolution and Enlightenment study guide (optional)


the smartboard.


out

-Collect Singing in the pain at the beginning ofclass







style?

-Students will have the rest of class to watch to watch the film as well through next

Wednesday.

-Amadeus assignment due on 3/25

(R) -Students will enter class, and pick up ScientificRevolution and Age of Enlightenment

studyguide

-I will inform students that study guide will go in binder after Spread, and that it

should be done over the weekend, and that if they do one they may use it on the quiz on monday.

-I will instruct students that Enlightenment Spreads go into yellow section of the

binder after Enlightenment Notes and turn to it.


day.




spread review

-”How does “enlightened” problem solving approach to government and society prevails in modern civilization today?”

-I will explain and define with class what terms; approach (used towards) and prevails

(successful) and how they are used in this question before they answer.

-I will look to see how they can relate what they have learned about the philosophers such as John Locke, Voltaire and Rousseau for example and how they can relate it to current democracies of today such as United States and

Great Britain.

-Then I will proceed with Enlightenment Spreads review

-I will have students stay in their paired group with textbooks out.

-Starting with the importance of Denis Diderot, and asking about what his contribution to society was, also for them to explain to me what a “salon” is? which is one of their terms.

-Connect to today reading (cybercafes) p. 637

-I will explain that salons were much like coffee shops with internet (cybercafes) today, but instead, they were philosophers, artist and scientists that would gather at a hostesses (A lady who invited people for little parties, usually wealthy women in paris) and shared ideas. This will lead to how Diderot would create and fund his idea. (these are answers that I’m hoping that the students can give me while i lead them with questions.

-I will also ask them to explain to me what an Encyclopedia is? Explain to them that it is a collection of ideas from scientist to artist to

politicians that is used to pass down knowledge and build on.

-I will ask them why they would think that is important?

-Discuss with students neoclassical and baroque

-Give an example of how neoclassical is like Washington D.C. (White House) and Ancient Greece, show them some images on (Patheon) on google images.

-Baroque i will remind them of Versailles Palace and over the top. also show images in their textbook of Versailles and remind them of Louis XIV the way he dressed, shoes, make-up and hair.

-Then I will go into Franz Joseph Haydn, Mozart, and Beethoven (go around asking students for their answers)

-Show video clip

http://www.youtube.com/watch?v=alv_OTEIJw4

-video depict all 3 musicians and their impact to classical music.

-Discuss the video and have the students explain their own words what differences and similarities that the 3 had.

-Show Beethoven vs Bieber (Rap Battle)

https://www.youtube.com/watch?v=UcTLJ692F70

-discuss Samuel Richardson and how his writing was different than previous english writers and the impact it had on social classes.

-I will use the story “Pamela” plot to explain to the students to connect how it would be significant to Age of Enlightenment and ask them which philosoph that they studied this past week would promote this book (with it dealing with a girl marrying up in class) -

Rousseau stands out (abolish nobility, everyone is created equal) from notes.

-Have students give me explanations on what Enlightened rulers Frederick the Great

and Joseph II reforms were

-I will have the students do the Catherine the Great History Makers on p. 639

-I will ask students which of Catherine’s decisions would Voltaire have

disagreed?

Monday (3/14)

Topics/Sequence/Timing: (H) Amadeus movie(R) Scientific Revolution & Age of

Enlightenment Mozart Quiz

Strategies: (H) -Continue watching Amadeus film, remind class of project instructions and sources (at

least book and database need to be completed.

(R) -Students taking Scientific Revolution quiz will have all class period class period to

work on quiz.

Grouping: (H) Pair up with partner(R) N/A

Materials: (H) Amadeus film, Amadeus chart with film notes(R) S&E Quiz

HW: (H) Database and book Amadeus project sourcesdue on the 17th


the smartboard.


out







style?

-stop film to point out terms that have been inour Classical vs Baroque lesson

-Students will have the rest of class to watch including tomorrow

-instruct students that Thursday is a workday and should have their book and database source ready and printed so i can check off.

-Amadeus assignment due on 3/28 Hard copybeginning of class

-Turnitin.com due at before midnight 3/28

(R) -Students will enter classroom, i will check for IDs and dress code

-I will have students attention as i go over today’s objectives

-I will go over the quiz rules, before handing outquizs

No talking (for any reason) Looking over at anyones desk No cheating No walking around (without permission No bathroom breaks while taking quiz No phones Nothing on their desks but pencil/pen

and quiz (study guide) optional

-Any violation of these rules will be an automatic zero for their quiz.

-I will then inform students that i will hand outquiz, but do not start till I go over the

instructions

-I will tell students to put name and period onquiz and proceed to go over sections of

the quiz ,explaining which questions have multiple answers, diagrams and writing portion

-I then will inform students that they can use their study guide I gave to them on

friday to do for homework (optional)

-Inform them that they have all class period to complete the quiz

-The ones that are finished, I will let them quietly be on their phones until the

class period is over. (mozart questions are out, gave them to those who finished Enlightenment Spread on thursday before they came into class (it was like six students)

-Once everyone is done and i collected all thetests, and if their is 15 minutes or more

left in class I will tell students to put away phones and intro into Baroque vs Classical

-Show National anthem video mariah carey vsopera renee and have short discussion

Q/A as i discuss Baroque and classical differences and show google slides examples of both till class gets out.

Tuesday (3/15)

Topics/Sequence/Timing: (H) Amadeus movie(R) Quiz review, Baroque vs Classical

Strategies: (H) Watch Amadeus film, students take notes(R) Review over students graded

quizs/Begin or continue Baroque vs Classical

Grouping: (H) Group in pairs(R) Group in pairs

Materials: (H) Amadeus film, Amadeus notes(R) Baroque vs Classical sheet, Baroque

music clips (3) , Moonlight sanata, Farinelli clip, Last castrada clip

HW: (H) -Remind class about database & book sourcethat is due on Thursday

Step by step: (Will not be at school)

(H) -Students watching Amadeus film

(R) -Students will cover Review/Baroque vs classical (unless you want me to review

quiz on Wednesday?)

Wednesday (3/16)

Topics/Sequence/Timing: (H) -Complete Amadeus movie(R) -Complete Baroque vs Classical

Strategies: (H) -Complete watching Amadeus film and have notes completed (review film if time left(R) -Recap and complete Baroque

vs Classical

Materials: (H) -Amadeus film, notes for chart(R) -Baroque vs Classical sheet,Baroque

music clips (3) , Moonlight Sanata, Farinelli clip, Last castrada clip

HW: (H) -(1) book and (1) database source Amadeus project is due at the beginning of class

Thursday

Step by step:

(H) -Students will enter class, arrange classroom to look like a theatre that curves around

the smartboard.


out







style?

-stop film to point out terms that have been inour Classical vs Baroque lesson

-Students will have the rest of class to watch including tomorrow

-instruct students that Thursday is a workday and should have their book and database source ready and printed so i can check off.

-Amadeus assignment due on 3/28 Hard copybeginning of class

-Turnitin.com due at before midnight 3/28

(R) -Students will enter classroom while i checkIDs, and dress code.

-I will get students and I will go over todaysobjectives: (have to see how far you

went on Tuesday) I’m going to assume you didn’t start it and just later take out what you covered.

-Bell Ringer “what are (2) examples of Baroque and (2) examples of Classical that you

see today? (any person,place or thing)

-listen to students examples

-Give examples classical (whitehouse, Taylor Swift, words: elegant and simple)

-Give example Baroque (Palace Versailles, LadyGaga, words; over the top, busy)

-Go into question about composers, “are theypopular today? if so, why?

-Movie soundtrack examples and modern artist (rap, rock, pop and R&B) use their

music

-Bring up composers Mozart and Beethoven, and how they were the rock stars of

their time * explain rise of middle class * became very wealthy due to selling out concerts, no longer depending on nobility, playing at homes,and giving lessons, but now selling out huge theaters.

-Play Baroque clips (3)

-Discuss with students, the instruments

Difference between harpsichord and piano

Pipe organ (largest instrument in the world)

The multiple melodies at once

-Play classical “Midnight Sanata” by Beethoven

Simplicity How he was deaf (lost his hearing) elegant sounding, not up and down

-Define opera (Instruments (band), singer(s) and a dramatic story

-Show youtube clip with (all 3)

(https://www.youtube.com/watch?v=KJ_HHRJf0xg)

-Intro to Castradas

Castration (the reason) what it does to the body (the effect)

Why the need? (Women were not allowed to perform.

Do we have something similar today to that (gymnasts example)

-Watch Farinelli clip

-Discuss video (what they thought, what they they think (is it baroque or classical?)

-Watch last castrada clip

-Discuss vide (why was there no need for castradas anymore? Women equal

rights.

-Relate Mary Wollstonecraft (male dominated fields.)

Thursday (3/17-3/18) (H/R)

Topics/Sequence/Timing: (H) Amadeus Project (Workday)(R) French Revolutionary Notes

Strategies: (H) Amadeus Project workday, workingwith partners gather facts about

Mozart’s reallife to compare to the film

(R) Show powerpoint presentation while they take their notes,

Grouping: (H) Pairing up(R) Pairing up

Materials: (H) Amadeus instructions, Rubric, sources (book,database, (2) website sources, laptop,

chart and notes(R) French notes

powerpoint, French rev. notes

HW:

Step by step: (H) -Students will enter the classroom and partnerup before class starts, i will check for

IDs and dress code

-I will have computers out on desks for students to work on.

-I will go over objectives for the day

-I will go over instructions for project

I will explain the 5 topics and 3 points

Just like the film, they will need to compare and contrast points that they made while watching the film (explain that i don’t want to see yes or no answers.

I will show my example again and leave it on the elmo for them to have a model from.

Explain the (2) paragraph summary again, discussing how the summary is your answer (backed by your chart) if the film is historically accurate or inaccurate (emphasize need for a topic sentence, transition through the summary and a conclusion sentence

Have database and book source out to for me to check off

Have chart and notes ready to work on I will walk around and visit each group

to see if they are on task, checking off each point that they are making

They way will have the rest of the period to finish this assignment.

(R) -Students will pick up French Revolution notes as they enter the class, I will check IDs

and dress code

-After the bell rings I will ask for students attention, and all look to the board for

our objectives for the day

-I will do a brief intro setting up the French Rev.

-Recapping:

What type of monarchy was France? (Absolute Monarchy)

What is an Absolute Monarch (Answers to know one) -example Louis XIV (show photo on 588

What type of monarchy was England? (Constitutional monarchy)

What is a Constitutional Monarchy? (No one is above the law)- Example Charles I (lost his head in public execution)

what was some famous philosophers during the Enlightenment (anyone of the 6 will do) example Voltaire

What country are most from (France) They want what’s in England, got plenty

ideas from England and started to spread throughout France.

-Begin powerpoint:

-Background of France

Recap Enlightenment (People started think how improve government, socially and better towards each other) . Premoted individual thinking

Wanted equality (example Rousseau and book “Pamela”)

3 classes (98% were heavily taxed and no rights) while the top 2% had everything NO MIDDLE CLASS

-Complete skillbuilder on page 652

review chart and graph with students, give them 7 minutes to work on skillbuilder

Then have participation to answer questions

Explain how the top 3% had over most of the country’s wealth but the third class had to pay over 50% of the taxes, they could barely afford to eat, and they still had to pay more

-Graphic organizer (causes)

-Instruct students to fill out the circles with the causes for the French Revolution.

-Describe Louis XVI

Unprepared (not ready) Weak leadership (easily swayed) Not interested in ruling or even being

married or having an heir Bankrupts France to help America

during its revolution against its rival England.

-Describe Mary Antoinette

From a rival family to gain partnership between two powerful families in Europe between France and Austria

Spoiled, young and naive Sister of king of Austria Watch link video

-P. 653 Antoinette questions explaining Why she’s called Madame Deficit

Often interfered in government She was part of a rival family Gowns , jewels, gambling and gifts

-draw picture of Louis XVI and Mary

-Watch link video

-Discuss the video

-Fill out the events

Have students explain “Third Estate” Bastille (symbol of Royal power) Discuss bastille portrait (French tore it

down brick by brick) Complete events (explaining

Declaration of citizens of rights of men and citizens)

Despite weakening of Royals and Church (Revolution hasn’t gone far enough)

King executed (Charles I) example Maximelien Robespierre (Cromwell)

example

-Primary source (Robespierre) on p. 660

-answer question

-discuss images “Great Terror”

-why so much anger? why so much violence?

-Discuss that France is out of control with instability and terror

-Enter Napoleon (ask students what they knowof him) use Thomas Hobbes (absolute

power) “people are selfish and wicked” and need to be ruled, “Sheep need a shepherd”

-Fill the blanks

-Discuss coup d’etat (change in governemet)

-discuss power hungry and emperor

-watch video (discuss video)

-Discuss effects (France, Europe and in LatinAmerica

-Watch links

mkader.weebly.com€¦ · web viewabsolutism to revolution. 2/22. monday....

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