NEASC+Marsha+Healy

== Project: Atlantic Revolutions Students will be learning about the the French Revolution of 1789 and the Haitian Independence 1804 for approximately one month in order to write an essay that explains the effects of revolution politically, economically, and socially on both France and Haiti.



Students will examine the Chapter Opener using the Visual Discovery Strategy: Examine the Visual, Pose a Question, Search for Clues, Confer with classmates, Make a conclusion. Here is a list of key terms and people which is presented in the 3 column Vocabulary Organizer Chart . What motivates citizens to such extreme measures such a the public execution of their king and queen? What were the social, economic and political conditions in France leading up to the Great Revolution? Complete the Graphic Organizer which illustrates the separation of classes in France in the 1780s. Using the information from the text, examine the problems in French society which the monarchy faced in prior to the revolution. In the I See/It Means format, students will further examine the differences in class structure using a political cartoon A deeper understanding of the life of the French peasants can be fostered using the //In Their Shoes// technique . See excerpts of court life of Marie Antoinette via the film //Marie Antoinette// After watching/discussing impressions of life at Versailles, it is on with the revolution and chronicling the major events of the revolution beginning with the Tennis Court Oath using an annotated event timeline which could also be completed digitally using Dipity.com. Students will also examine major works of Neo-classical painter Jacques-Louis David who had been a court painter and later went on to complete portraits of Napoleon Bonaparte. Students will also examine the hours of Louis XVI's life before his public execution by guillotine. They will read and mark up the text and complete the APPARTS chart

Students will use their text Chapter 9.2 and the network of articles for inquiry as to what effects the Age of Enlightenment and the early events of the French Revolution have on the colony of Saint Domingue later known as Haiti. Students will mark up the Declaration of Rights of Man and Citizen using crocodoc.com or google docs

Haitian Sources:

@http://thelouvertureproject.org/index.php?title=Category:Accounts_of_the_Haitian_Revolution

[]

Graphic Organizer - France Graphic Organizer - Haiti =ESSAY: How did Revolution effect change politically, economically, and socially in France and Haiti?=

Rubric

WRITING SAMPLES- October 2011
Sample #1

Exceeds the Standard

Sample #2

Meets the Standard

Sample #3 Below the Standard

= NEASC Student Work - January 2012 - = =German Nationalism - Interview with Otto Von Bismarck= = = #|Cover Sheet

Project Directions

Performance Rubric

Students will have already
1. Completed the analysis & noted Nationalism in Italy & Austro-Hungarian Empire 2. Analyze the Prussian Unification Ceremony Visual 3. Examine the Prussian Unification process and Bismarck's leadership of that process using Graphic Organizer and key terms for Chapter 10.3 4.Create chart - p.323-325 How Bismarck dealt w/ problems in the German Empire - Include Bismarck's Problems - Bismarck's Solutions This can be placed on your Nationalism page of you wikis-virtual notebook or in your traditional notebook.
 * Discussed the elements of Nationalism - **Language, Culture, History, Religion, & Territory** (elements that can either divide or unite a people)
 * Analyzed in their wiki space - Unification of Italy(Chapter 10.1)& Chapter 10.3 -
 * Mark up & map analysis of Austro-Hungarian Empire.Italian Unification would be an example of nationalism that unifies a people and the Austro-Hungarian Empire would be an example of a fractured society in which promoted a forced sense of nationalism.

5.Visual Analysis of Political Cartoon - Bismarck & Socialist Jack - Image Detective - Make Observations, Pose a Question, Draw a Conclusion

Exemplar #1 - Exceeds the Standard [|Script #1]

media type="youtube" key="C8PjvB0WO0o" height="315" width="420"

Exemplar #2 - Meets the Standard media type="youtube" key="pf0GNBVdB7g" height="315" width="420"

Exemplar #2 Below the Standard media type="youtube" key="fZ2fhg5Cnrk" height="315" width="420"

=NEASC - Lesson #3 - National History Day - US History II - Sophomore College Prep -=

media type="custom" key="18951286" [|NEASC #3 - Student Work] [|NHD Checklist] [|8 Steps of Historical Research] [|NHD 2012 -Article for Mark up] [|NHD 2012 List for Possible Topics] [|Requirements for All NHD Projects] [|How to Conduct Research] [|Note-Taking NHD] [|SEE Doc- Source Evaluation Strategy] [|Big Picture Graphic Organizer] [|Student Evaluation Sheets]

[|Below the Standard]

[|Meets the Standard]

[|Exceeds the Standard]