UNIT+4+--+REVOLUTION+OR+MORE+OF+THE+SAME?--CREATION+OF+A+NEW+ORDER

Unit Objectives:
> > >
 * Examine the causes, course and consequences of the French Revolution.
 * The student understands how the French Revolution contributed to transformations in Europe and the world.
 * Analyze how the Seven Years War, Enlightenment thought, the American Revolution, and growing internal economic crisis affected social and political conditions in Old Regime France.
 * Explain how the French Revolution developed from constitutional monarchy to democratic despotism to the Napoleonic empire.
 * Analyze leading ideas of the revolution concerning social equality, democracy, human rights, constitutionalism, and nationalism and assess the importance of these ideas for democratic thought and institutions in the 20th century.
 * Explain how the revolution affected French society, including religious institutions, social relations, education, marriage, family life, and the legal and political position of women.
 * Describe how the wars of the revolutionary and Napoleonic period changed Europe and assess Napoleon’s effects on the aims and outcomes of the revolution.
 * Compare the political roles of Creole elites, the Catholic Church, and mestizo, mulatto, and Indian populations in the independence movements.
 * Analyze the influence of the American, French, and Haitian revolutions, as well as late 18th-century South American rebellions, on the development of independence movements in Latin America.
 * Analyze the political and ideological objectives of the independence movements between 1808 and 1830 and explain why these movements succeeded.
 * Write creatively and critically about the French Revolution in a narrative format.
 * Peer-edit classmates' writing using research-based strategies.
 * Read critically using research-based strategies.

IMPORTANT ANNOUNCEMENT
For this unit, we will be collaborating with __**Mr. Spivey's classes**__ through his class wiki page. Please bookmark this page for easy access during this unit. However, please consult Mr. Brightman's wiki for clear instructions on class lessons, notes, and homework assignments. No excuses will be entertained based on confusion.

MR. SPIVEY'S WORLD HISTORY WIKIPAGE

WH Spivey E 2008-9 **Brightman B Post Ant Farm Entries Here!**

WH Spivey A 2008-9 **Brightman D Post Ant Farm Entries Here! **

The Age of Absolutism (1500-1800)

 * Birth of modern state
 * Based on the “Divine Right of Kings” = “God institutes monarchy for the welfare of the people.”, est’d for **Louis XIV**
 * Monarch cannot do as he pleases but must act in the best interests of the people.
 * Developed due to civil wars of the Reformation
 * Absolute monarchy: military, tax collection, and judicial system under authority of the king
 * Powers formerly in the hands of aristocracy
 * National/civil bureaucracy was formed to administer government and keep aristocracy and church in check
 * Aristocracy was partially assumed into bureaucracy
 * Consolidated the church into a national entity with government control over clergy
 * Most of the practices of the modern state were more or less instituted in the France of Louis XIV: centralized government, a centralized civil bureaucracy, national legislation, a national judiciary that controlled most judicial activity, a large, standing military under the direct, rather than indirect, control of national authorities, and a national tax collection mechanism in which taxes went straight to the national government rather than passing through the hands of regional nobility.
 * “Theater of power” = Versailles and “Sun King” role
 * Revolution of tax system = better collection and distribution of national wealth
 * Dissolved parlements and General Assembly by exiling those who vetoed policy
 * Focused on religious unity
 * Other examples: Spain--Phillip II, Prussia-Brandenburg (Germany)--Frederick the Great, Austria-Hungary--Habsburg, and Russia--Peter the Great


 * Homework:** Read the following articles from ABC-CLIO and take notes for discussion next class.

===="[|absolutism]." __World History: The Modern Era__. 2008. ABC-CLIO. 7 Oct. 2008 .====

===="[|Absolutism in France (Overview)]." __World History: The Modern Era__. 2008. ABC-CLIO. 7 Oct. 2008 .====

Sign up for Turnitin.com. Turnitin.com Instructions

Who is absolutely absolute?


[|King Louis XIV ABC-CLIO Article]

Louis XIV Notes B Louis XIV Notes D



[|King Philip II ABC-CLIO Article]

Philip II Notes B Philip II Notes D



[|Frederick II The Great ABC-CLIO Article]

Frederick II Notes B Frederick II Notes D



[|Peter I The Great ABC-CLIO Article]

Peter the Great Notes B Peter the Great Notes D



[|Catherine II The Great ABC-CLIO Article]

Catherine II Notes B Catherine II Notes D

1. Break up into groups of 3-4. 2. Read the article about your assigned monarch. 3. While reading the document ask yourself: a) What makes your person an absolute ruler? b) What unique characteristics does your monarch have? c) What time period did your person live in? 4. Discuss your answers with each other in your groups. Collaborate, share and compare! 5. You will then be broken up into different groups. 6. In your new group, you will take on the persona of your assigned character and interview each other. The topic of the discussion will be: Who is "__//absolutely absolute//__?" (Mr. B. and Mr. S. had fun with this question!)

Stage 1: Setting Up the Stage for "The French Revolution"
We have just finished looking at a number of factors of analysis that helped us understand: "How the West Won?" We will continue our journey of history by looking at a single event (instead of a broad theme) and explore how it would change human history forever. For the next week or so, we will be looking at the French Revolution. From a micro-level, it is a bloody, confusing mess that has more twists in the story than most Korean soap operas. From a macro-level, the implications of the French Revolution changed human society forever, but let's take this one step at a time. Before we begin, let's think about what we already know.

1. What was the Age of Absolutism? 2. What was the Scientific Revolution? 3. What was the Age of Enlightenment? 4. What is an enlightened despot?

When looking at the combination of these ideas, the question then becomes what is going to happen next. You have the answer in the French Revolution, but what happened during the revolution? Well, it depends on whom you ask. A historian will tell you the overall picture, but what would a noble of the time period tell you? How about King Louis the XVI or Marie Antoinette? Is the story going to be different for a farmer or a philosopher? The answer is yes. Therefore, we will react to history by taking on personas of the time period, but before we do that, we need to understand what France was like during the 1790's.

The whole 9th grade class will be creating a //Wikipedia// for the French Revolution. But what makes this wiki unique is that it will be 100% student-created and maintained. This will be used throughout the project for research purposes. Each class will be designated a factor of analysis for the time period. Look at past lessons if you forget what factors of analysis are. After reading the text, look at what factor you need to analyze as a class.
 * Step One:** **French Revolution Wikipedia Article**


 * Class || Factor of Analysis ||
 * Spivey A || Culture

|| Through the factors of analysis above you pick a topic on which you will become an expert. For example, if your class was assigned **culture** you could pick 'fashion.' Therefore, you would research fashion trends for the first, second, and third estate. If you have questions, please raise your hand and we will gladly help you at this point.
 * Brightman B || Political ||
 * Spivey E || Economic ||
 * Brightman D || Social ||


 * Task**: Contribute a single article to the 9th Grade French Revolution Wiki.


 * Format:**
 * Each article should have a min. of 300 to 500 words.
 * All writing should be in your own words. If quotes are used, they should not be any longer than 2 sentences long. No more than two quotes should be used in any one article.
 * Paragraph form. No bullet points.
 * Cosmetically well-arranged, including but not limited to pictures/movies and should easy to navigate if there is more than one page.
 * Works cited at the bottom of the page. You are welcome to use easybib.com. JUST PUTTING THE URL IS __//**NOT**//__ ACCEPTABLE! You should consult at least 3 websites and/or print resources. Check out the following websites for reliable information on the French Revolution. The following article will help you get started: http://www.worldhistory.abc-clio.com/Eras/Display.aspx?storyid=1185756&entryid=309360&issublink=true&fromsearch=false
 * Your wiki article will be due next class.

Read the first two chapters that Mr. Spivey and Mr. Brightman gave you to upload on your computer. While you are reading the document make sure that you take notes and analyze what you read. Own the text! Read this secondary source as though you were reading a primary source, one line at a time and pay close attention to the main ideas and supporting details.
 * Homework:**

The Three C's (Causes-Course-Consequences)

 * [[file:Causes-Course-Consequences.doc]]**


 * French Revolution Wikipedia Research and ArticleWriting Continued**

Post your wiki on the 9th Grade French Revolution Wiki and also post it on [|turnitin.com].
 * Homework:**

If you plan to use the book we are reading in class as a source, use the following citation:

McGowen, Tom. //Robespierre and the French Revolution in World History//. Berkeley Heights, NJ: Enslow Publishers, Inc., 2000.

Predictions
After reading Chapters 1 and 2, what do you think will happen next in the French Revolution?

Reading More Effectively
1. COMFORT Your body must be comfortable for you to read effectively. If you are lying down, propping yourself up, standing on a crowded subway car, or unrelaxed, your mind will not be focused because energy will be taken on those other stimuli. Find a place where you are comfortable (not so comfortable that you fall asleep, mind you!) and can fully focus on your reading.

2. PACING I realize that I have given you challenging reading assignments to try and get you prepared for a challenging high school curriculum. Many of you are trying to tackle these readings in one night; you will be more successful if you spend the first night trying to get the main ideas of the reading and the second night gathering supporting details, key people, important events, and main ideas. Spread it out, stop when you get tired, and don't wait until the last minute to read for class.

3. THESIS Just like I will always look for a well-developed thesis in your work, you should be trying to find the thesis of every work you read in this class in the author's introduction. This will help you figure out exactly what the author is trying to tell you. Sometimes, the author may have multiple thesis statements, so identify all the main thesis points within the introduction before proceeding to the body of the text. From now on, I will be challenging you to identify the thesis statements and explain them to me in your own words each time we have a reading.

4. SECTION HEADINGS Every section heading in your readings and textbook are a key to the main points being given. Do not just skip or skim these to move on to the text. Take a moment to register these and use them as a guide to help you read more successfully. Ask yourself a question using the section heading when you are done reading and see if you can explain the key ideas competently. You may also do this as a review tool later when preparing for class or studying for the chapter quiz.

5. KEY IDEAS We have now had two quizzes based on your reading, and the average has been in the 70% range, which is a standard bell curve and shows that a majority of you have a "satisfactory" level of understanding of American history up to the Revolutionary era. However, I know most of you are not content with "satisfactory," and you will certainly want to perform better at the college level. Therefore, I recommend that you actively read to anticipate the key ideas I will assess on quizzes and take note of them. Simply highlighting or underlining will not be sufficient; you must interact with the textbook because simply reading it will not be effective enough to fully understand the material.

6. FACTS & FIGURES Okay, this may be mind-numbing, but many of you need to add more concrete, specific evidence to your essay responses if you want to be successful writers in history class. After you identify key ideas in your reading, write them down and add some specific details about the key ideas that you could possibly use to reinforce them on a timed essay. Try to psych the test and me out and actively anticipate what types of facts are relevant and which ones you can leave on the page. This skill will take time for you to develop but will be so rewarding later. The question I asked most on your last exam was "how?" and "why?." Some supporting evidence would have eliminated these annoying questions.

7. REFLECTION Full reading comprehension only occurs when you reflect on what you read. That means that you must revisit notes you take and highlights you make along the way. It also means that you need to stop and ask yourself, "Why is this important or significant to history and the world today?" and "How did this impact the time period I am studying?" Through reflection, you will hopefully understand your reading more fully and feel more successful on World History assessments.

Today's Strategy: Story Mapping


Notes on Book

Peer-Editing: French Revolution Wikipedia
Today, I want you to become constructive critics of your partner's work. This will be the first of many opportunities you will have this year to critique each other's writing. Now, I want you to reinforce the main components of a successful essay that I outlined for you before you took your mid-quarter test. The same guidelines apply to your French Revolution Wikipedia article. Please follow these steps when peer-editing your partner's work and take time to make your partner and yourself better writers today.


 * Go to your partner's work on the 9th Grade French Revolution Wiki.
 * Click "Edit This Page" and begin correcting errors you see while you read your partner's work for the first time. In addition to correcting errors, __underline__ aspects of the writing you like and **bold** parts of the writing that need revision.
 * When you are finished, hold down the Apple key and click on the Discussion tab. This will open up the Discussion tab while also keeping your partner's article tab open. This will allow you to click easily back and forth between tabs.
 * Start a Discussion thread and copy and paste the following checklist into it. Go through this checklist and give your partner feedback on his or her work.

1. Can you identify the main idea or thesis in this essay? Yes/No Write the thesis here:

2. Does the introduction have a compelling hook? Yes/No

3. Does the introduction give an outline of what the author is going to talk about? Yes/No

4. Is the writing clear and understandable? Yes/No

5. Does the essay have a clearly organized body with ideas separated into paragraphs? Yes/No

6. Does each paragraph begin with a topic sentence? Yes/No

7. Does each paragraph end with a transition sentence, smoothly connecting the ideas of the previous paragraph to the next? Yes/No

8. Does the essay contain facts to support the claims made? Yes/No

9. Does the conclusion restate the main points of the essay in a new way and give a sense of completion to the essay? Yes/No

10. Other comments:


 * When you are done with the checklist, post it in the Discussion section.
 * Now, take a look at the History tab of your article page and compare your draft with your partner's. Then, hold down the Apple key and click on the Discussion tab so you can see your partner's comments.
 * Revise your article for homework.

Character Creation

 * Task:** Using your background knowledge from Reading 1 (//Origins of the French Revolution//), **create your character.**
 * Process:** Copy the prompts below. Paste them to your own diary's wiki page. Then, use the prompts to help yourself imagine and create a character that is **a) historically accurate**, and **b) interesting to you and us**. Brainstorm your ideas for these prompts on your own wiki diary page. Example of character sheet: Character Creation WC

Name: Age: Gender: Occupation: Social Class: Financial situation: Appearance: Location ([|Map of France], [|Map of Paris] ): Must be in the Paris region. Habitual locations: Daily routine: Personality/Quirks/Unique Personality Traits: Past/individual-family history: Family: Social relations with your own and other classes (people you deal with or know about in other classes, AND your opinions and feelings about them): Religion: Education: Style of speaking in France: Languages you speak: Main privileges and/or conflicts: Portrait:

 WH Spivey E 2008-9 **Brightman B Post Ant Farm Entries Here!**

WH Spivey A 2008-9 **Brightman D Post Ant Farm Entries Here! **


 * Homework:**
 * 1) Revise French Revolution Wikipedia Articles
 * 2) Read Chapter 4 using the reading strategies we practiced today
 * 3) Finish your Character Creation.

Rules of the Ant Farm (READ THIS!):
= =
 * 1) No murdering other students' characters--you CAN murder other students' characters' relations.
 * 2) IF you kill another student's character's family member, you MUST notify them on the discussion page of their character's wiki.
 * 3) You have to suffer the consequences of your actions in all following diaries. If you kill somebody in diary 1, it can't disappear in diary 2. Keep the story going.
 * 4) There should be a realistic, convincing reason for all actions you take. Take risks and show the tensions and madness of this period, yes; but be careful--don't be silly; be convincing.
 * 5) You can always converse and interact with more people than assigned.
 * 6) If you read something that bothers you, privately inform the teacher. Your privacy will be protected.

Diary Grading Criteria:

 * **Credibility / Realism:** Are your character's actions believable to the reader? Do we understand the reasons he/she does what she does?
 * **Historical Accuracy:** Do you include convincing and accurate historical details in your "historical fiction"?
 * //Include **at least one detail** (image or dialogue) that shows the following factors in your character's life://
 * social factors
 * political factors
 * economic factors
 * cultural factors
 * daily life
 * **Creativity:** Are your character, your events, and your writing imaginative, full of images, drama?
 * **Collaboration:** Are you giving good feedback--based on the feedback questions--to your assigned peer review partners?

Ant Farm Diary Entry #1: Your first diary will be of a day in the life of your character in the year 1788 (the year before the Revolution broke out) that reflects the tensions in France during that time. Think of the causes we discussed that would be effecting your daily life. For each character, the causes should be different! **In your first entry, you must include a reference to an article in the 9th Grade French Revolution Wiki that pertains to your character. Entries are due at the end of class.**

Diary #2:
Length:** 300-500 words per diary entry. (We will do a word count. It's not an essay, so you should let things fly--but do revise and polish.)
 * Task:** You have read chapters 2-4. **Choose ONE of the major events that happened in these chapters to continue your journal.
 * Due date:** Next Class
 * Where to publish:** On your character's diary page.
 * Grading standards:** In each diary entry, //show images// of this event in France, //as experienced by a person in the social class of your character. Give us glimpses of your character's environment, actions, and thoughts. Have them talk about, think about, and act with or against people from other classes also. Make it realistic. Give your character voice and personality. Include at least one detail (image or dialogue) that shows the following factors in your character's life during your chosen events.//

Homework:
 * **Complete Diary #2**
 * **Read:** Read chapters 5-7
 * **Find**: The most interesting (and logical) **five events** in these years that your Diary Character could experience and write about in chapters 5-7. Also write down important events, people, places, interesting facts, and collaboration ideas on the French flag in the 9th grade hallway!

WH Spivey E 2008-9 **Brightman B Post Ant Farm Entries Here!**

WH Spivey A 2008-9 **Brightman D Post Ant Farm Entries Here! **

Diary #3
Directions: The directions are the same as entry #2, except that this time you need to choose another event that happened after your first event, show how it impacted your character, and collaborate with at least two characters from Mr. Spivey's E Block class. Please keep the guidelines in mind when writing this entry.

Enlightenment iMovie Revisited
The movies in the link above won Best Picture. Let's take a look at these films and discuss why they were rated so highly.

PCST Chapters 5-7
In teams, you will apply our chart to the chapters you read for homework. Be prepared to share your results with the class.

Diary #4 and 5: Downfall of the State (Diaries from Chapters 5-7)
Length:** 300-500 words per diary entry. (We will do a word count. It's not an essay, so you should let things fly--but do revise and polish.)
 * Task:** You have now read chapters 5-7. You have chosen the five most logical and dramatic events for your character to experience from that reading (which was homework). You will **choose TWO of those events for your next two diaries.
 * Due date:** Next Class
 * Where to publish:** On your character's diary page.
 * Grading standards:** In each diary entry, //show images// of this event in France //as experienced by a person in the social class of your character. Give us glimpses of your character's environment, actions, and thoughts. H////ave them talk about, think about, and __act with or against people with **at least 2** other characters within the assignment **per journal entry**__.// //Make it realistic. Give your character voice and personality. Include at least one detail (image or dialogue) that shows the following factors in your character's life during your chosen events.//

Homework:

 * **Complete Journal Entries 4 & 5**

Peer-Editing
You have been assigned a partner for peer-editing each other's work. Your partner will tell you which two entries your partner considers to be the best. You will then go to your partner's page, read their entries, and answer the questions below in the discussion tab.


 * **Readability / Realism:** Are your character's actions believable to the reader? Do we understand the reasons the character does what he/she does?
 * **Historical Accuracy:** Do you include convincing and accurate historical details in your "historical fiction?"
 * **Creativity:** Are your character, your events, and your writing imaginative, full of images, and drama?
 * **Collaboration:** Are you collaborating with other characters effectively in your diary?

Revising
After you have received feedback from your peer-editing partner, use this time to effectively revise your diaries so that they are more appealing to you and your audience at-large. This will make your work more appealing to all involved.

PCST 8-10
Partner read the final chapters of Maximilien Robespierre and the French Revolution in World History and complete a PCST chart for these chapters that you can use to complete your last entry next class.


 * Homework:** PCST Chapters 8-10; Polish your journal entries.

[|Imaging the French Revolution]
Take a moment and view the picture gallery. Choose a picture that you think really represents some of the main themes from this time. Be ready to share and present your pictures with someone else when time is called. Share your impressions with the class.

Diary #6: Downfall of the State (Diaries from Chapters 8-10)
Length:** 300-500 words per diary entry. (We will do a word count. It's not an essay, so you should let things fly--but do revise and polish.)
 * Task:** You have now read chapters 8-10. You have chosen the five most logical and dramatic events for your character to experience from that reading (which was homework). You will **choose TWO of those events for your next two diaries.
 * Due date:** Next Class
 * Where to publish:** On your character's diary page.
 * Grading standards:** In each diary entry, //show images// of this event in France, //as experienced by a person in the social class of your character. Give us glimpses of your character's environment, actions, and thoughts. H////ave them talk about, think about, and __act with or against people with **at least 2** others within the assignment **per journal entry**__.// //Make it realistic. Give your character voice and personality. Include at least one detail (image or dialogue) that shows the following factors in your character's life during your chosen events.//

Homework:
 * **Complete Journal Entry #6**

The Rise of Napoleon

 * Read p. 204-208.
 * Discover how Napoleon consolidated power.
 * Explore the consequences of the French Revolution and record them on your C-C-C chart.
 * What were the key themes of the revolution now that you have read and analyzed it?

Consequences and Themes
We will have a Socratic Seminar in two groups to give more people an opportunity to discuss. This will be recorded as a participation grade. For the first part of the seminar, explore the question: "What were the consequences of the French Revolution?" During the second part, discuss the question: "What were the major themes of the French Revolution?"


 * Homework:** Read about another revolution and complete a C-C-C chart based on the reading you have been assigned.
 * Spivey's A Block Mexican Revolution Readings Read: "Mexico, A Country Study," Chapter 1: from "New Spain" through "Wars of Independence"
 * Spivey's E Block Brazilian Revolution Readings Read: "Brazil: A Country Study," Read from "The Colonial Era" through "The Kingdom of Portugal and Brazil"
 * Brightman's B&D Blocks: Read parts 1-3 of "[|The Haitian Revolution: An Essay in Four Parts]" and complete your C-C-C chart. The following resources may prove of interest as well if you have questions: Haitian Revolution Readings


 * [[file:Causes-Course-Consequences.doc]]**

What does Haiti have to do with all this? (11/3)
One of the direct results of the French Revolution was that France lost control of some of its colonies in the Americas. As you learned last year, Napoleon decided to pull out of North America and sold the colony of Louisiana to Thomas Jefferson and the United States in 1803. During that same time period, French colonists, mulattoes and slaves were fighting a brutal war of their own on the island of St. Domingue, the wealthiest colony in the Caribbean Sea. The chaos and ideology of the French Revolution crossed the Atlantic and fueled this conflict even more. While anti-slavery advocates supported the slaves' fight for freedom, slaveholders in the Americas sought to brutally suppress this rebellion. Against all odds, the slaves finally gained their independence from France and took control of their own destiny by renaming their island "Haiti."

C-C-C Discussion Circles
We need to figure out the top causes, course and consequences of the Haitian Revolution based on our reading. Your master lists will serve as the basis of your upcoming project. We will spend time sharing them with the class.


 * Haitian Revolution Causes B || Haitian Revolution Course B || Haitian Revolution Consequences B ||
 * Haitian Revolution Causes D || Haitian Revolution Course D || Haitian Revolution Consequences D ||

Visualizing Haiti
Now, let's see what Haiti looked like yesterday and what it looks like today through a fascinating video about Haiti. This will hopefully help you crystallize what you learned about the country last night through your reading.





Take a look at these maps and think about what opportunities and challenges Haiti's geography would have played in terms of the Haitian Revolution.

C-C-C Slideshow Podcast Project
Like all revolutions, the Haitian Revolution has **Causes-Course-Consequences** as you discerned last night through your reading. We must now illuminate those for Mr. Spivey's A and E classes. One of the major problems of learning about this revolution is that there are not a lot of written, audio or visual sources available. You will now engage in a project where you critically assess the information we have about the Haitian Revolution and teach your classmates in Mr. Spivey's classes about it through **slideshow podcasts.** This will allow you to incorporate the best techniques that you learned from your classmates' podcast and iMovie projects. Your projects will be the only source to teach your classmates about these fascinating revolutions.

Your team will be responsible for Cause, Course, or Consequence of the Haitian Revolution as assigned. Here's how it will work:
 * Brainstorm ideas with your team about how you will present this information in a captivating way to your classmates.
 * Script your slideshow podcasts next class.
 * Review scripts with your teacher.
 * Record your slideshow podcasts.
 * Post them correctly on your assigned wikipage on the due date.

Your slideshow podcasts will be graded as a team project. If you have issues with a teammate, you must address them directly with your teammate. If your teammate is uncooperative, you must address the problem with the teacher __**before**__ the project due date.

Haitian Revolution Causes B1: David, Lisa, & Jenny P. Haitian Revolution Course B1: Dennis, Stella, & Ho Joon Haitian Revolution Consequences B1: Joodi & Claire

Haitian Revolution Causes B2: Ryan, Brian K., & Sujin Haitian Revolution Course B2: Jenny J., Andy, & Jiheon Haitian Revolution Consequences B2: Jennifer N., Brian M., & Youngkyu

Haitian Revolution Causes D1: Jorma, Sang Woo, & Minhee Haitian Revolution Course D1: Jiwon, Jee Min, & Terry Haitian Revolution Consequences D1: Hyun, Winston, Ashley, & Jenny

Haitian Revolution Causes D2: Soyon, Staci, & Shawn Haitian Revolution Course D2: Patrick, Rachel L., & DK Haitian Revolution Consequences D2: Lisa, Janet, Allison, & Rachel H.



Continue brainstorming ideas for your video podcast project and study your C-C-C Haitian Revolution Notes. Begin posting your work here: WH Spivey E 2008-9 **Brightman B Post Haitian Revolution C-C-C Video Podcast Projects Here!** WH Spivey A 2008-9 **Brightman D Post Haitian Revolution C-C-C Video Podcast Projects Here!**
 * Homework:**

Scriptwriting and Storyboarding
Remember that your podcasts are not merely "audioplays." They are also visual explorations of the Haitian Revolution. When writing your scripts, you will also need to find images that will accent your words. With your teams, begin writing your scripts and creating your storyboards so that next class you can begin working on your video podcasts. You may also want to spend this time finding images on **Google** and creating a photo album in **iPhoto** that you can easily use to generate your video podcast.

media type="file" key="Haitian Revolution Brightman.m4a" width="375" height="375"

Complete scripts, storyboards and image search. Continue posting your work here: WH Spivey E 2008-9 **Brightman B Post Haitian Revolution C-C-C Video Podcast Projects Here!** WH Spivey A 2008-9 **Brightman D Post Haitian Revolution C-C-C Video Podcast Projects Here!**
 * Homework:**

Recording the Haitian Revolution (11/6-11/7)
Mr. Feller will be joining you today while I attend the SEOMUN conference with KIS students at COEX. Please cooperate with him as he helps facilitate your recording sessions today. You will have an opportunity once attendance is taken to work the entire period with your team to create your slideshow podcasts. Make me proud! I'm looking forward to seeing your work.

Video Podcasts Due Monday 11/10 by 8:00 A.M. WH Spivey E 2008-9 **Brightman B Post Haitian Revolution C-C-C Video Podcast Projects Here!** WH Spivey A 2008-9 **Brightman D Post Haitian Revolution C-C-C Video Podcast Projects Here!**
 * Homework:**

Defining a Revolution! (11/10)
Today we will look at other classes' video podcasts. Each class was assigned a different revolution in which they have broken up the Cause, Course and Consequence of the event. Today we are going to spend the next half of the class doing two tasks. The first task will be to explore other revolutions that took place during the 1800's. While listening to the podcast we will complete a C-C-C chart for each event. The second part of the assignment is to critique each other's work on the discussion tab after listening to the podcasts. The criteria is suplied below.


 * 1. C-C-C Chart**



B1 & D1 look at A1 WH Spivey A 2008-9 and E1 WH Spivey E 2008-9. B2 & D2 look at A1 WH Spivey A 2008-9 and E1 WH Spivey E 2008-9.

1. This podcast was helpful in my learning of the __ revolution because.... 2. I did/didn't find the podcast entertaining because.... 3. The pictures did/didn't enhance the project because.... 4. Before Mr. Brightman or Mr. Spivey grades this, I would change.....
 * 2. Comment Criteria**

Now that you have finished tasks one and two, it is now time for us to start looking at patterns in history. Look at the C-C-C charts and compare your assigned revolution with the other two Latin America revolutions and the French revolution.
 * 3. Patterns**


 * What patterns do you see that are the same?
 * What are the differences?
 * Are there stages that each all three have in common?
 * Maybe two that are similar?
 * What are the unique aspects of each revolution?



Share your ideas with each other and let's make some "laws" about revolutions. Next class we will look at a professor's take on the calculated aspects of a revolution.


 * Homework:** Organize and complete your Revolutionary Compare and Contrast Chart for next class. Study your notes from the Haitian Revolution.

Laws of Revolutions
Review the laws we came up with in our previous class.

What do you mean by //Anatomy of a Revolution// anyway? I thought this was World History.
In disciplines like history, analysts love to use metaphors. In this circumstance, we are comparing the historical process of revolution to the human body and breaking it down into parts. By taking a scientific approach, we can determine whether revolutions follow the same course or not. Watch this Splashcast to explore this metaphor further. Keep this metaphor in mind when examining your revolution and comparing and contrasting it to other revolutions.

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In your teams, discuss whether the three revolutions you studied collaboratively match up with Crane Brinton's //Anatomy of a Revolution// thesis. Use the following chart to help you. We will discuss our thoughts afterward and complete a master chart together.



Socratic Seminar--**Were these revolutions after all? Were they worth fighting?**
Our last Socratic Seminar was much more successful because we had two groups, and more people were able to participate. Let's have another session today where we discuss whether or not these revolutions really live up to the name. Think about the three revolutions you studied and discuss whether or not you believe these revolutions were really revolutions or not. Please discuss all four revolutions in your Socratic Seminar circles and challenge each other respectfully on this question.


 * Homework:** Revolution Study Guide.

Primary Source Analysis Review

 * A**uthor: Who created the source? What do you know about the author? What is the author’s point of view?


 * P**lace and Time: Where and when was the source produced? How might this affect the meaning of the source?


 * P**rior Knowledge: Beyond information about the author and the context of its creation, what do you know that would help you further understand the primary source?


 * A**udience: For whom was the source created and how might this affect the reliability of the source?


 * R**eason: Why was this source produced at the time it was produced?


 * T**he Main Idea: What point is the source trying to convey?


 * S**ignificance: Why is this source important? What inferences can you draw from this document? Ask yourself, “So what?” in relation to the question asked.

Parish Cahiers de Doleance

Three Cahiers from Orleans

Review Q&A

 * Homework:** Study for test next class.